216, of the adult, 215–216. See also Logical vs. psychological method.
"Original research," by children, 187, 202–203, 354; in all thinking, 173–174.
Originality, of attitude vs. of results, 354; of thought, 202–203.
Outer, vs. inner, 402–407, 418. See also Dualisms; Objective.
Outlook, breadth of, a moral quality, 414.
Pain and pleasure, as regulating action, 350; in relation to aim, 148–149; as explained by Herbart, 82; as a motive, 64–65, 198, 209. See also Penalties and rewards; Punishment.
Painting, its prime function in education, 278–279. See also Art; Fine arts.
Partiality, see Partisanship.
Participator vs. spectator, 393; attitude of, 146–147.
Particular, vs. general, 399–400; vs. universal, 389. See also Dualisms.
Partisanship of human nature as related to interest, 172–173, 175, 205.
Passivity vs. activity in learning, 390.
Past, its relation to the present, 88–89, 93.
Pedagogics, by Kant, quoted, 110–111.
Pedagogy, accusation against, 194; one reason for its disrepute, 199–200; "soft," 149.
Penalties and rewards, philosophic basis for, 391, reason for emphasis, 276. See also Pain and pleasure; Punishment.
Perfection, as a goal, 66.
Personality, high worth of, vs. social efficiency, 142, 144–145.
Pestalozzi, emphasis on natural principles of growth, 136; the work of, 108; formalizing of his work, by his disciples, 233.
Philanthropy, how to render it constructive, 374.
Philosophies, moral, treatment of the socialization of the individual, 347–351.
Philosophy, as emphasizing conflict between humanism and naturalism, 331–333. 338; nature of, 378–387, summary, 387; intimate connection with education, 383–387. See also Aristotle; Athens; Dualisms, Plato; Socrates; Sophists.
Philosophy of education, critical review of Chapters I–XXIII of this book bringing out the philosophic issues, 375–377.
Physical vs. psychical, 402, reconciled, 403–404. See also Body and mind; Body vs. soul; Dualisms.
Physical helplessness, vs. social power, 51–52.
Physiology, proving interdependence of mind and body, 391–392, 401.
Plasticity, definition, and implications, 52–53, 55, n1, 62.
Plato, educational philosophy of, 102–106, 112, 115, 140, 361; knowledge as based on doing, 229, as virtue, 411; relation between man and nature, 325; views on arithmetic and geometry, 303, on experience and reason, 306, 307, 311–312. See also Aristotle; Athens; Dualisms; Greeks; Philosophy; Socrates; Sophists.
Play, as providing background of appreciation, 273; how different from work, 237–239, 241–242, 368, from fooling, 239; play and work in the curriculum, 228–241, 376, 416, summary, 241–242, 243–244; difference in their imaginative element, 277. See also Work.
Playgrounds, school, uses of, 416.
Plays, dramatic, in primitive education, 9; in school work, 190.
Pleasure, see Pain and pleasure.
Poetry, the value of, 282.
Politics, to be included in vocational education, 372.
Potentiality, double meaning of word, 49.
Poverty, not the greatest evil of present régime, 370.
Power, mental, 291.
Practical education, see Vocation, etc.
"Practical" man vs. man of theory or culture, 159.
Practical studies, see Intellectual vs. practical studies.
Practice vs. theory, 159, 266–267, 268, 340, 344, 358, 373, 378, 385, 391; early conception, 305, 306–311, 318, modern view, 311–317; why educational practice lags behind theory, 46–47. See also Dualisms.
Prejudices, one result of, 206.
Preparation, education as, 63–65, 375, summary, 79; step of, in Herbart's theory, 82.
