385. See also Aristotle; Athens; Dualisms; Philosophy; Plato; Socrates; Sophists.
Growth, by control of environment, 1–2; irregularity of, 136; as requiring time, 149.
Growth, intellectual, adult vs. child, 89; capacity for, conditions of retention, 206; attention to conditions of, necessary in education, 12; definition, 49, 206; divorce of process and product, 88–89; Froebel's idea of, 67–68, 79; requisites for, 206, 400, 418; vocation an organizing principle of, 362; intellectual and moral, the universal vocation, 362–363; moral, its connection with knowledge, 418. See also Development; Education, as growth; Education, as unfolding.
Guidance as a function of education, 28–48.
Habit, vs. knowledge, 395–396; vs. principle, 409–410. See also Dualisms; Habituation.
Habits, blind, 35; blocked, accentuate consciousness, 404; common understanding of the word, 57–59, 60; formation in animals, 15, in human beings, 16, 56; as expressions of growth, 54–59, 62; to be made tastes, 276.
Habituation, definition, 55, 62. See also Accommodation; Habit; Habits.
Happiness, key to, 360.
Hatch, quoted on Greek influence, 326, criticism, 327.
Health, an aim of education, 134–135.
Hedonism, 405–406.
Hegel, doctrine of the Absolute, 67, 68–70, 79–80; relation between individual and state, 111–112; the philosophy of, 350–351.
Helvetius, believer in omnipotence of education, 313.
Herbart, theory of presentations, 81–83, 93; criticism of, 83–84, 93.
Herder, appreciation of institutions, 69.
Heredity, false idea of, 86–87; relation to environment, 87–88.
Higher education, narrow discipline or culture in, 160; inconsistency of, 301. See also Education.
History, biographical approach, 251; definition, 246; economic or industrial, 252; ethical value of, 254–255; intellectual, 253–254; methods of teaching, 251–255; as related to present social life, 250–255; primitive life as introduction to, 252; to be included in vocational education, 372. See also Geography; Geography and history.
Honesty, intellectual, how lost, 207–208; moral nature of, 415.
Human association, implications of, 94–100.
Humanism vs. naturalism in education, 267–269, 324–339, 373–374. See also Dualisms.
Humanity, the ideal of eighteenth century philosophers, 106, 109, 115; as voiced by Kant, 110–111, defects of the conception, 113.
Humor, teacher's sense of, crippled, 391.
Hypotheses, in scientific method, 318.
Idealism, 395, 401; institutional, 110, 112, 116. See also Institutionalism; Institutions.
Ideas, not directly communicable, 188; definition, 188–189, 210; use in thinking, 186; vs. words, 168–169.
Ignorance, importance of a consciousness of, 222.
Illiterate, as equivalent to uncultivated, 272.
Imagination, as affected by living together, 7; the medium of appreciation, 276; agencies for developing, 276–277; running loose, 404–405.
Imaginative vs. imaginary, 276.
Imitation, as related to control, 34; of ends vs. of means, 42–43; and social psychology, 40–43.
Immaturity, meaning of, 49–50, 55, n1, 60, 61, 62, 63; advantage of, 85.
Indirect education, see Informal education.
Individual, the, his rôle in knowledge, 346; and the world, 340–356, 358, 377, 378, 385, summary, 356–357.
Individualism, economic and political, 341; in Locke's philosophy, 72; moral, 347; philosophical interpretation of, 344–345, 356; purpose of, 401; religious, of Middle Ages, 341–342; true, its origin, 356.
Individualistic ideal of eighteenth century, 106–108, 112, 115–116; as voiced by Kant, 110–111.
