Social spirit, the desideratum of school work, 415–416; school conditions necessary for, 416–417; social sympathy, to be made constructive by vocational education, 374, as widening thought, 173. See also Disposition.
Society, antisocial spirit in, 6, 99–100, 115; means of its continuity, 3–4, 11, 12; despotic, defects of, 97–99; means of formation, 5–6; ideal, constitution and conditions of, 95, 369–370, 374; not one body, but many, 24–26, 94–97; as an organism, 70; treatment of individual variations, 357. See also Class distinctions; State.
Socrates, as to nature of knowledge, 411–413; as to relation of man to nature, 324–325.
Sophists, the first professional educators, 385.
Soul vs. body, 402; replaced by brain vs. rest of body, 391. See also Dualisms.
Spectator vs. participator, attitude of, 146, 393.
Spelling, in theory of formal discipline, 75, 76–77.
Spencer, Herbert, attitude toward science, 258.
Spiritual, see Physical vs. psychical.
Spiritual culture, why usually futile, 143.
"Spontaneous development," Rousseau's theory of, 134.
Standards, conventional, vs. individual, 64; Greek divorce from experience, 309; as determined by environment, 21–22; isolated, 388; nature of, 274–276, 285, 292. See also Criteria.
State, aid to poor students, 114; "organic" character of, 110; regulation of private schools, 112; support of education, 108–115, 116, philosophy of, 351. See also Society.
Stimuli, choice of, 47, 56, 75; the crude vs. the selected and weighted, 44; found in present situation, 30–31, 42, 47, 64; to be modified by teacher, 212.
Stimulus, directive function of, 29–30; external relation to response, 55, n1; as modified by response, 73–75.
Stubbornness, vs. will power, 150; result of, 206.
Studies, evil result of complication and congestion, 210; "intellectual," recent reform in, 321; isolated, 158; in the typical schoolroom, nominal vs. real, 184; origin, 9; traditional, modification needed, 114, one reason for their persistence, 156; valuation of, 279–285, 291–292. See also Subject matter.
Study, two senses of, 390.
Subject matter, as including active occupations and play, 273; of active occupations may be academic, 232; definition, 153–154, 194; development of, 413–414; as developing disposition, 81; generality, totality, and ultimateness of, 378, 379–380, 381; Herbart's emphasis of, 82, 83, 93; isolated, evils of, 157–158, 162, 388; nature of, 158, 162, 212–226, 376, summary, 226–227; of primitive education, 212–213. See also Method vs. subject matter; Studies.
Subjective, see Objective vs. subjective.
Symbols, danger in use of, 272–273; danger and value of, 259–261, 265; dependence upon imagination, 278; Froebelian, 67–68, 79–80; Herbart's relation to, 83; implements of indirect experience, 271–272; learning now becoming less dependent on, 368, 369; necessity in advanced culture, 10; use as affected by sensationalistic empericism, 314–315, 315–316, as necessitating schools, 22–23.
Sympathy, intelligent, chief element of social efficiency, 141, 144–145; to be made constructive by vocational education, 374; as widening thought, 173.
System of education, compulsory and state–supported, first found in Germany, 112; present, an inconsistent mixture, 301–302, 305.
Taste, as determined by environment, 21–22.
Teacher and learner, reciprocal relations of, 83, 188.
Teaching, essential to continuance of society, 4–7; the limitation of its power, 20; three types of, 191–192.
Theories of morals, 402–417, summary, 418.
Theory, see Practice vs. theory.
