Arts, fine vs. industrial, 274, 276, 278.
Athens, conditions in, as influencing philosophy, 307, 322. See also Aristotle; Dualisms; Philosophy; Plato; Socrates; Sophists.
Attention, the remedy for momentary lack of, 410. See also Interest.
Authority, vs. freedom, 340, 357, 390; relied upon to save trouble of thinking, 394.
Autocracy, aim of education in, 363.
Bacon, Francis, his appeal to experience, 311; attitude toward truth, 342; union of naturalism and humanism, 330–331.
Balance, of powers in education, 288–289, 376; of interests, how to attain better, 387.
Barbarian Europe, its culture not a native product, 338; influence on education, 327, 338. See also Feudalism; Middle Ages.
Beings, distinction between animate and inanimate, 1–4.
Belief, superficial, negating responsibility, 210.
Beliefs, vs. knowledge, 393; revision after Middle Ages, 345–346, 356.
Benevolence, often dictatorial, 141.
Biology, its contribution to a democratic theory of knowledge, 401; testimony to the continuity of man and nature, 333, 377, 392–393. to unequal natural endowment, 137.
Body and mind, opposition of, 165–169, 177, 191, 340, 358, 373, 377, 378, 391; in Aristotle's theory, 299; interdependence shown by physiology and psychology, 391–392. See also Dualisms; Physical vs. psychical.
Body vs. soul, 391, 402. See also Dualisms; Physical vs. psychical.
Botany, connection with life, 235.
Brain, office of, 391–392.
Business, its contribution to life, 290. See also Commerce; Labor vs. leisure; Vocation.
Capacities, irregular development of, 136. See also Disposition; Instincts.
Capacity, double meaning of word, 49; how to teach limitation of, 231, 232.
Capital vs. labor, the problem of the day, 366–367. See also Dualisms.
Capitalism, following upon industrial revolution, 331.
Capricious activity, contrasted with educative activity or experience, 90–91, 361, 397, with continuity, 392, 407, with thoughtful action, 171, 181; fatal to aim, 119; negated by vocational aim, 361, by knowledge, 397. See also Activities; Activity.
Carlyle, on the "cash nexus," 350.
Character, the aim of school instruction and discipline, 402, 418; definition, 370; definition of the character which education should form, 418; why not developed by school education, 184, 221; as developed by primitive education, 10; vs. conduct, 402, 418; vs. intelligence, 410–414, 418. See also Conduct; Disposition; Dualisms.
Chastity, moral nature of, 415.
"Check and balance" theory, see Balance of powers.
Child labor, prevention a social duty, 230.
Child study, as modifying course of study, 228, 368; as a guide to individual method, 203. See also Psychology.
Childhood, a positive not a negative state, 49–50, 59, 63.
Christianity, as refuge from the world, 405.
Church, influence on education, 327, 338; conflict with science, 381.
Civilization, its factors, 44–45.
Class distinctions, in Plato's philosophy, 102–106, 112, 115, 305; in feudalism, 142, in eighteenth century, 107, 137, 138, n1; in Hegel's philosophy, 70; at present, 98, 113–114, 160, 191, 294, 300, 304, 363; paralleled in educational world, 160, 290–291, 292, in conflict of applied and pure science, 268–269, in distinction between rational and empirical knowledge, 389, in various other dualisms, 377, 388, 400–401; danger that vocational education may perpetuate, 139–140, 371–373, possibility that it may obliterate, 373–374. See also Social situation.
Commerce, as a socializing force, 349. See also Business; Labor vs. leisure; Vocation.
