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IV. Educational Values 69

Criterion, 69. Values, 69. Theory of equivalence,
72. Deviation from ideal courses, Self-activity,
Interest, Apperception, Correlation,
Coördination, Culture-epochs, Concentration,
Laws of association, 74-78. Pleasure, 78.

V. Power as Related to Knowledge 80

Attempt to distinguish between power and
knowledge, 80. Illustrations and inferences, 81.
Review of article on methods that make power,
84. The recluse and the man of action, 86.
Exaggeration of power, Specializing too early,
Kind of knowledge important, Specific and
general power, Argument for higher education,
86-89. Power to enjoy, Energy of character,
89-91.

VI. Moral Training 92

Introductory, 92. Habit, 92. Leadership,
95. Historic examples, Literature, 96-98.
Precept, Objects for activity, 98-99. Duty,
99. What the schools are doing, 101.

VII. Can Virtue be Taught? 103

Protagoras' view, 103. Ethical problem of
secondary schools, 103. Analysis of impulses to
action, 105. Relation of whole school curriculum
to moral development, 107. Some specific
ways of teaching practical ethics, 108. Interest,
112. Romanticism, 113. Moral growth a growth
in freedom, 115.