Revival of learning, 327; characteristics, 328–329, 330.
Rewards, see Penalties and rewards.
Romans, influence on education, 306–327, 338.
Rousseau, and education for citizenship, 109, n1; and natural education, 131–138; influence of Plato upon, 106; view of social conditions, 70.
Routine, contrasted with continuity, 392, with educative action, 90–91, with thoughtful action, 171, 181; negated by vocational aim, 361, by knowledge, 397; penalty for developing, 363. See also Activities; Activity.
Routine methods, origin and results, 199.
Rule, prescribed, vs. general method, 201.
Schiller, appreciation of institutions, 69.
Scholasticism, its nature, and influence on education, 327–328, 395, 398–399.
School, the bridging of gap between it and life, 228, 273, 416–417, 418; freedom vs. social control in, 351–352, 356–357; its greatest need at present, 48; origin, 9; purpose and finest product of education in, 60; as a special environment, 22–26, 27, 212, 226, 230, 320–321, 401; a steadying and integrating power, 26; a relatively superficial means of education, 4–5, 11; its work once appropriately book work, 229–230. See also Environment; Formal education.
Schools of method, 395–400, summary, 400–401.
Science, applied vs. "pure," 268, 336–337; aim, 264, 266, 269, 270; its dawn in the Renascence, 329, the outgrowth of occupations, 235–237, reason for its early slow advance, 174; definition, 223, 256, 263, 267, 268, 269; generality, totality and ultimateness of, 379; as sharpening opposition of man and nature, 330–331, 332, later, testifying to their continuity, 333; as merging into philosophy, 379; as rationalized knowledge, 221–224, 263; conflict with religion, 381; as means of social progress, 261–267; its kind of value dependent on the situation, 282, 384.
Science study, 256–269, 372, 376, summary, 269–270; historical basis of contempt for, 310; its blow to prestige of "intellectual" studies, 321; improper method, 257, 259, 267, 302, 322, 335. See also Experimental method; Experimentation; Laboratory work; Logical method; Method as defining science.
Sciences, social, proper school approach to, 236–237; subject to same method as natural sciences, 333.
Selection, of responses, 74.
Self, not fixed but continually forming, 407–408; and interest, two names for same fact, 408; consciousness of, a foe to good method, 204; control of, as a moral duty, 406. See also Individual and the World; Interest vs. duty or principle; Self-activity, etc.
Self–activity in narrow and wide sense, 353.
Selflessness, 408.
Sensationalism, see Empiricism.
Sense impressions, vs. book knowledge, 390; essential to knowledge and to growth, 400; as used in experimentation, 318; historic basis for their neglect in higher education, 322; over–use of, 185. See also Empiricism; Observation.
Service, social, may lack sympathy, 141.
Shops, value in school work, 190, 416.
Simple vs. complex, false notion of, 234.
Sincerity, a moral quality, 414.
Single–mindedness, a trait of good method, 207–209, 211; a moral quality, 414.
Skill, proper background and outlook for, 244, 277, 303; danger of drilling for, 209, 233; as an end of school work, 179, 190, 322; inferior to understanding, 299, 318; limitation when based on mere habit, 91, 96, 363, 395; narrow vs. broad, 303; as freeing mind for thought, 304; transfer of, 75.
Slavery, ultimate waste in, 361; actual and natural, 295–296, 303, 304, 305; Aristotle's views concerning, 337.
Social, the, identical with the moral, 414, 417.
Social situation, hostile, escaped by subjectivism, 405, reaction, 405–406; present, the greatest evil of, 370–371; inconsistencies of, 298–305. See also Class distinctions.
