385; true and second–hand, 412–414; relation to virtue, 410–414, 418; vocation an organizing principle for, 362. See also Dualisms.
Labor, vs. capital, the problem of the day, 366–367; vs. leisure, 293–305, 340, 358, 373, 377. 390, 391, summary, 305. See also Dualisms; Leisure.
Laboratory work, basic function in a new field, 273–274; educative value, 190, 416, measure of, 277; proper conditions, 321–322, material, 232, 233, time, 322. See also Experimental method; Experimentation; Logical method; Method, as defining science; Science, improper method.
Language, acquisition a model of educative growth, 133; as an appliance of education, 45–46, 48, 271–272, 416; office in the conveyance of knowledge, 17–19; habits fixed by environment, 21; as showing relation between heredity and environment, 87–88; as means of social direction, 39, 48.
Learning, two meanings of, 389–390; necessity of the process, 4, 7; the process not an isolated end, 198–199, 205; relation of the process to knowledge, 175, 385; passivity vs. activity in, 390, 418; in school, continuous with learning out of school, 416, 418. See also Dualisms; Doing vs. knowing; Knowledge.
Leisure, as opposed to livelihood, 306–311. See also Dualisms; Labor vs. leisure.
Lessing, appreciation of institutions, 69.
Liberal culture or education, see Cultural aspect; Cultural education; Culture.
Life, varying content of word, 2, 14; as meaning growth, 61, 62; conceived as a patchwork, 288; renewal of, 1–4, 11, 12; static vs. dynamic interpretation, 66; as an unfolding, 65.
Likemindedness, cause of, 42; defined and illustrated, 5, 36–38; mode of obtaining, 13.
Literature, its place in the curriculum, 278–279, 292; inconsistent treatment of, 302.
Livelihood, as opposed to leisure, 306–311. See also Labor vs. leisure.
Locke, and formal discipline, 71–73, 312–313; attitude toward truth, 342.
Logic, formal, a generalization of scholastic method, 399.
Logical vs. psychological method, 256–261, 269, 334–336. See also Dualisms; Experimental method; Laboratory work, Method, as defining science; Organization of subject matter.
Man and nature, dualism of, 340, 378, 385; interdependence, 246, 247, 267, 333–334; origin of idea of separation, 329–333, 338, 377; reunion promised by dawn of science, 338–339, not yet realized in the curriculum, 324. See Dualisms.
Manual activities, measure of educative value, 277; one–sided use of, 190.
Manual training, traditional defects of, 231; proper material for, 232, 233. See also Vocational education.
Marking system, why emphasized, 276; need of, 391.
Materialism vs. social efficiency, 143. See also Realism.
Mathematics, its value as subject matter, 287.
Matter vs. mind, 153–155, 193, 299, 377, 378. See also Dualisms.
Manners, as fixed by environment, 21.
Meaning, how acts come to have, 17–19, 26, 90, 93, 397, 401; as making an act mental, 35, 36, 315.
Meanings of activities, the extension of, 243–244, 255, 270, 417.
Means, see Ends vs. means.
Mediocrity, bred by uniform general method, 203.
Method, defined, 193, 211; dialectical, 327–328; essentials of, 179–192, summary, 192; as general and individual, 200–203, 211; generality of, 378, 379; genetic, the principle of, 251; Herbart's service to, 82–83; individual, traits of, 203–210, 211; of learning as well as of teaching, 201, 202; mechanical, 199–201, cause, 60, 167, 206, 211, remedy, 277; school vs. extra–school, 354; schools of, 395–400, summary, 400–401; as defining science, 224, 256; vs. subject matter, 340, 390, unity of the two, 193–200, 211, 377; totality of, 378, 379–380, 381; traditional, modification needed in a democracy, 114; ultimateness of, 378,