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
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
Home, function of, 281 Human development, larger factors in, Ch. II; see also individual, social, and educational factors or
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
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
Moral sense theory, 83, 89 Moral training, need of, 323 Motivation, 416, 432, 440 Motive, see purpose
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
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
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
Word, definition of, 115; nature of, 116, 166
World, as record of personal develop-
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