273; reconstruction of, 92; in school room, as prompting recent reforms in course of study, 228; place of science in, 261–267; shared, gives rise to meaning, 17–19, 26; proving unity of subject matter and method, 195–196. See also Activity; Capricious activity; Dualisms; Experimental method; Experimentation; Reconstruction; Routine; Thinking and experience.
Experimental method, connection with occupations, 237, 267; consequences of lack of, in Greece, 341; origin, 237; as transforming the philosophy of experience, 319, the theory of knowledge, 393–395, 401. See also Experimentation; Laboratory work; Logical method; Method, as defining science; Science.
Experimentation, 317–322, 323. See also Experience.
Evolution, biological, and Hegel's idealism, 69–70; as clinching proof of continuity, 392–393.
Faculties, as explained by Herbart, 81–82; in Locke's theory, 71, 73, 77, 80.
Faculty psychology, 286–287. See also Formal discipline.
Feeling, a social mode of behavior, 14.
Feudalism, division of classes in, 142; doomed by science, 331. See also Barbarian Europe; Middle Ages.
Fichte, relation between individual and state, 111–113.
Finality of experience, defined, 380.
Fine arts, Aristotle's view of, 296–297; place in the curriculum, 278–279, 292; vs. industrial arts, 274, 276, 278. See also Art.
Fiske, John, and doctrine of prolonged in fancy, 54, n1.
Focusing, an aspect of directive action, 30, 47, 74.
Formal discipline, the counterpart of scholastic method, 399; doctrine stated 70–73, criticized, 73–79, 80; as an educational value, 271, 286–287; remedy for its evils, 155–156, 158–159; value of particular studies, 286–287. See Discipline; Education.
Formal education, its place, 7–11; its dangers, 9–11, 272; criterion of value, 62. See also Education; Formal discipline; School.
"Formal steps" in teaching, 82–83.
Formulation, value of, 265–266, 270.
Freedom, economic, results of lack of, 160; in school, true and false, 352–356, 357; vs. concern for order, 381–383. See also Authority; Conservatism; Control; Dualisms; Individuality.
Froebel, emphasis on natural principles of growth, 136; strength and weakness of, 67–68, 79.
Galileo, and the rejection of tradition, 344.
Games, value in school work, 190.
Gardens, value in school work, 190, 235, 259, n1.
General, see Particular vs. general.
Generality of subject matter and of method, 378, 379, 380.
Generalization, in Locke's theories, 312; value of, 265, 270.
Geography as a study, defined, 246, 248; home geography, 248–249; as including nature study, 246, 250.
Geography and history, complementary subjects, 246–250, 255; evils of mechanical use of, 245; their significance, 243–255, 376, summary, 255; principle governing choice of subject matter in, 246=247, 249. See also History.
German states, Herbartianism in, 85; state–supported education, 108–109, 112.
God, identified by Rousseau with Nature, 134.
Goethe, appreciation of institutions, 69.
Good will, chief constituent of social efficiency, 141.
Government, school, as distinct from instruction, 352, 357. See also Discipline, external.
Greeks, appreciation of institutions, 70; identification of art and science, 229; explanation of success in education, 166, of intellectual and artistic eminence, 45; individualists, 356; relation between intelligence and desire in their philosophy, 295, 305, between man and nature, 324, 338; distinction between liberal and utilitarian education, 293–298, 302, 303, 305; social environment of, 321; view of mind, 340–341; the first philosophers,