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INDEX

Aim of education, various statements

of, discussed, 324

Analogy, use of, 102, 113

Architecture, 231

Aristotle, 27, 60

Art, see fine arts

Athenians, 299

Bagley, W. C., 115, 121
Baldwin, J. M., 28, 44

Book, method of studying, 428
Browning, E. B., 148, 225
Browning, R., 208, 221, 400
Bryant, W. C., 225
Burns, R., 226

Cause, 245: final, 13; physical, or
efficient, 6, 12, 149

Character building, 143
Church, function of, 282
Cleon, 208, 221, 239, 400
Comte, 267

social, Ch. X; educational, Ch.
XIV

Dewey, J., 324, 330, 342, 345, 351,
359, 448

Dewey, J., and Tufts, J. H., 86, 89
Dickens, Charles, 218
Duty, ideal of, 140

Education, statements of aim of, dis-
cussed, 324; problems of, must ever
be solved anew, 343, 348; subject
matter of, should be better or-
ganized, 458; see also educational
factor or process

Educational development, Ch. XIV
Educational factor or process in hu-

man development, general nature
of, 38, 41, 346; analysis of, Ch. XI
Educational psychology, 453
Effort, 137, 141, 153, 373, 383
Electives in curriculum, 360, 375, 384
Elements, scientific, 249
End, see purposes

Ethical point of view, 12
Ethical theory, evidence of, 83
Euripides, 224

Examination lesson, 407, 411, 415,
431

Culture, 328, 376, 384
Curriculum, function of, 339; rela-
tion to teaching, 342; making of,
Ch. XII; problems in making of,
350, 380; finding details of, 352;
testing accuracy of, 353, 382; when
change is justifiable, 354; opinion
and science in making of, 354;
analysis of social needs for, 355;
required and elective work, 360;
errors in making of, 367, 382; char-Feeling, in relation to purpose, 60, 112
acteristics of well-made, 283, 372

Factors in human development, the
larger, Ch. II

Faculty psychology, 330
Fairchild, A. H. R., 413

Final cause, 13

Fine arts, function of, 171, 179, 182,
193; compared with history, 199;
differences among, 201; perversion
of, 237, 241; promote social de-

Davidson, T., 146, 147, 151, 207
Development, larger factors in hu-
man, Ch. II; personal, Ch. VI;

velopment, 305, 311; methods of | Infancy, meaning of, 42

teaching, 397

Fiske, J., 43

Formal discipline, 136, 330, 368
Formalism, 167

Institutions, functions of, 280, 308;

growth of, 284, 290; all educate,
320, 346; educational influence of

Freedom, gained through social de-

velopment, 306, 312

Froebel, 292

General science, 265
Genius, nature of, 113

Hamlet, 223, 240

Hanus, P. H., 365, 375
Harris, W. T., 369
Hedonism, 84
Herbart 292

History, nature and function of, 170,
179, 182, 193, 198, 202, 238; dis-
tinguished from fine arts, 199, 240;
common faults of, 209; as comple-
ment of sciences, 215; promotes
social development, 305,
method of teaching, 391
History of education, 448
Hobhouse, 247

311;

Home, function of, 281
Human development, larger factors
in, Ch. II; see also individual,
social, and educational factors or

processes

Idea, compared with means of con-
trol, 51

Idealism vs. sciences, 17, 272, 276
Idealistic point of view, 12
Ideals, how made, 71; authority of,
80; relation to effort, 140; see also
purposes

Individual, social nature of, 27;
variation of individuals, 31; see

also individual factor or process
Individual factor or process in human
development, conflict with social,
25; general nature of, 30, 41;
neglect of by Plato, 32; analysis of,
Ch. III; factors of, 51, 62
Individualism, condition of, 297
Industries, function of, 281

each should be rationalized, 337,
347; how far each should educate,
363
Interest, nature of, 131, 152, 365;
immediate and mediate, 131; in-
trinsic and extrinsic, 133, 152
Intuitionalism, 83, 89

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Mackenzie, J. S., 335
Marmery, J. V., 262, 286
Materialistic point of view, 6
Meaning, 114, 117, 118, 119, 126
Means, when not justified by end, 81
Means of control, compared with idea,

51; nature of, 58, 64; how made,
Ch. V; steps in making of, 110,
122; scientific method reveals
how made, 111; reason predomi-
nant in making of, 112; difficult
steps in making of, 113; teaching
of, 416; see also meaning
Memorizing, 434, 441
Methods of teaching, function of,
340; principles underlying, Ch.
XIII; types of, 389, 347; why
knowledge of, useful, 390, 427, 436;
history, 391; literature, 397, 437;
control subject matter, 416, 438;
sciences, 416; reading and spelling,
418; perversions of, 432, 440; see
also examination, review, and study
lessons

Monroe, P., 173

Moral sense theory, 83, 89
Moral training, need of, 323
Motivation, 416, 432, 440
Motive, see purpose

Moving picture, 236

Münsterberg, H., 88, 152, 245

Religion, function of, 282

Religious sanction, strengthens good
purposes, 74

Required work in curriculum, 360,
375, 384

Review lesson, 407, 411, 415, 430

Music, nature of, 234; teaching of, Robinson, J. H., 210, 214
406

Rousseau, J. J., 25, 36

Natural science, point of view of, 6, 13 Santayana, G., 246
Nature poetry, 224

Object and subject, not factors of in-
dividual process, 52, 65
Olympic Zeus, statue of, 227
Opinion, relation to science, 354
Overcrowded curriculum, 377, 385

School, function of, 281, 321, 347;
relation to other institutions, 321,
347, 362; all activities of, should
be educative, 337; scope of activi-
ties of, 338; work of, needs greater
rationalization, 339; problems of,
must ever be solved anew, 343, 348
School administration, 450

Painting, nature of, 230; teaching School hygiene, 451

appreciation of, 404

Pearson, K., 245, 253, 254, 270, 271
Personal development, Ch. VI, 334
Philosophy of education, 455
Physical point of view, 6

Plan of this book, 19; outline, 22
Plato, 32, 304, 327, 369
Poe, E. A., 217
Poetry, see literature

Principles of education, function of,
1, 454; source of faulty, 2; need of
true, 3; problem of organizing, 5,
14; method of organizing, 19
Problem, method of defining and
solving, 101

Psychological vs. logical organization
of subject matter, 257, 276
Psychophysical parallelism, 9
Purposes, nature of, 56, 64, 92; how
made, Ch. IV; steps in making of,
72, 76, 95; original and derived,
79, 96; evidence of ethical theory
as to making of, 83; feeling pre-
dominant in making of, 112;
source of interest, 131; social
patterns for, Ch. VIII

Reading, teaching of, 418
Reason, in relation to purpose and
means of control, 59, 61, 112

Sciences, vs. idealism, 17, 272, 276;
function of, 174, 182, 189, 194, 243;
giving ideals incidental, 180, 195;
as patterns for control, Ch. IX;
nature of, 245, 273; laws of, 251,
276; physical and dialectic, 254;
as development of common knowl-
edge, 261; pure and applied, 262;
classification of, 266; do not reveal
reality, 271, 276; promote social
development, 305, 311; relation of
opinion to, 354; methods of teach-
ing, 416

Scientific method, reveals steps in
making means of control, 111
Sculpture, nature of, 227; teaching
appreciation of, 405

Self-realization, see personal develop-
ment

Sensations, united by meaning, 118
Sistine Madonna, 230
Slave Ship, The, 230, 404
Social contract theory, 26
Social development, nature of, Ch. X;
meaning of, 286, 307; gradual, 290,
309; arrested, 295, 309; revolu-
tionary, 296, 311; promotes per-
sonal freedom, 306, 312

Social efficiency, as aim of education,
324, 333, 334, 347, 355

Social factor or process in human de- | Tennyson, Alfred, Lord, 224

velopment, 25, 36, 41; analysis of,
Ch. VII

Social guidance, 163

Social patterns, two kinds of, 162, 193
Society, regulation by, 25; social con-
tract theory of, 26; see also social
factor or process

Socratic method of teaching, 426
Spelling, teaching of, 420

Theory of knowledge, Kant's, 54;
Locke's, 54

Theory of teaching, improvement of,
illustrated, 292; function of, 451
Things, as bearers of purposes and
meanings, 119, 127, 146; see also
means of control and meaning
Thomson, J. A., 264

Thorndike, E. L., 96, 126

Spencer, H., 84, 183, 185, 252, 261, Tradition, origin and nature of, 167

268, 299, 357

State, function of, 282

Twenty-Third Psalm, 108, 219, 399,
402, 437

Study lesson, 407, 412, 415, 428

Subject and object, not factors of Utilitarianism, 83

individual process, 52, 65

Value, see purpose

Vices, how attitude towards develops,

Subject matter, two kinds, 162, 193;
how related to methods of teaching,
342; nature of unit of, 366; in-
adequate guide for making curric- Vocational education, 332
ulum, 368

Supervision of instruction, 450

Teaching, function of, 389, 436; see
also methods of teaching and theory
of teaching

Teleology, point of view of, 12

24

75

Welton, J., 247

Word, definition of, 115; nature of,
116, 166

World, as record of personal develop-

ment, 147

World building, 146, 155

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