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abridged editions, 183
Abt Vogler, 324
academic solution of educational problems, the, 254, 288
Academy (French), 252, 256
Across the Bridges, by A. Paterson, 118, 119, 300
act of knowing, 99, 254, 271, 292, 298;
knowledge acquired by, 291
Adams, Professor John, 112
æsthetic sense, 43;
open to disaster, 56
affections, mis-directed, 58
Albrecht, Dr., 162
allusions, literary, 264
Ambleside, 212, 217
Ambleside Geography, The, 226-229
Amyot, on history, 273
anarchy, 69
‘Angelic Doctor,’ The, 284
‘aniseed drops,’ educational, 302
aphasia, our national, 269
‘appetency,’ 56, 107
apprenticeship, 328
architecture, 77, 217, 220
arithmetic, 59, 73, 141, 151, 152, 230-233
Armstrong, Dr., 280
Arnold, Dr., 257, 340, 341
Arnold, Matthew, 239, 252, 258, 309, 315, 342
art, xxx, 14, 43, 45, 63, 154, 157, 254;
teaching of, 213-217, 275;
is of the spirit, 214;
power of appreciating, 214;
reverent knowledge of, 214
Arthur, King, 28
assimilation, 259
astronomy, 50, 220, 222
Astrophel, 100
athleticism and mental activity, 72
atmosphere, education is an, xxix, 94-99
attention, 259;
a habit, 100;
a natural function, 171;
how secured, 13-15, 17, 28, 45, 76, 255;
must not have crutches, 258;
power of, present in children, xxxi, 7, 14, 18, 76, 154, 171, 255, 263, 290;
the hall-mark of an educated person, 99;
the prime agent in education, 16, 76, 247;
weakened by efforts to memorise, 17;
unfailing, 17, 171, 291
Aus Meinem Leben (Goethe), 161
Austen, Jane, 16, 77, 193, 294
authority, natural, necessary and fundamental, xxix, 68-78, 97, 134;
deputed, 68;
the condition of liberty, 69;
order, outcome of, 69;
chastened, 71;
vide self-authority
average boy, the, 300, 310, 312
Bacon, 7, 29, 61, 105, 124, 143
Barnaby Rudge, 259, 282
‘Baron of Bradwardine,’ the, 312
Bergson, Henri, 173
Bernhardi, F. von, 3
Bible, The, 143, 186, 272, 273;
in curriculum, 30, 40, 61-65, 160-165, 254;
fine English of, 160, 309;
method of, lesson, 159-169;
and critical teaching, 163
Big Mesh, The system of the, 344
biology, 221
Blake, William, 79
Board of Education, 250
body, well-being of, 46;
a sound, 189
Bompas Smith, Professor, 27
Bonnot, 327
books, many, xxx, 7, 12, 15, 30, 59, 76, 267, 271, 303;
living, xxx, 303;
worthy, 12, 18, 26, 52, 75, 104, 191, 260, 268;
delight in, 28;
text-books, 50, 53, 105, 256, 263, 271, 275;
difficulty of choosing, 187, 248;
choice of, 248, 272;
P.U.S., tested by examinations, 248;
‘classes’ and ‘masses’ must read the same, 264;
about books, 341
Bosanquet, Bernard, 149
Bose, Professor Sir Jagadis Chandra, 95
botany, 220, 221
brain, adaptation of, to habits, xxx, 101;
thought not a function of, 2, 4, 260;
subject to same conditions as body, 38;
should not know fatigue, 38;
mind takes care of, 330
British Association, The, 222, 251
British Museum, The, 77, 175, 176, 274
Browning, Robert, 100, 133, 215, 331
Büchner, 4
Burns, John, 300
Bushido, 133
‘Caleb Garth,’ 61
‘Caleb Balderstone,’ 314
Carlyle, Thomas, 238, 288
Catechism, The, 169
Cavell, Nurse, 77, 141
Character, the one achievement possible, 129;
more important than conduct, 129;
formation of, 264, 278;
magnanimity of, 248
Charles IX, 50
chemistry, 254
Childe Harold (Byron), 186
child-garden, 24
children, waiting for call of knowledge, xxv;
are born persons, xxix, 13, 18, 29, 36, 80, 238;
have good and evil tendencies, xxix, 47-49, 52, 61, 66, 85, 86, 88, 89;
must live under natural conditions, xxix, 96-99;
have appetite for knowledge, xxx, 10, 11-13, 14, 18, 29, 44, 53, 58, 62, 77, 89, 91, 124;
can deal with knowledge, xxx, 10, 14, 18, 40, 72, 109, 117, 154, 237, 263;
require much and various knowledge, xxx, 11, 12, 14, 19, 25, 72, 109, 111, 116, 125, 154, 157, 253, 256, 263, 288-290;
and in literary form, xxxi, 13, 17, 18, 29, 30, 51, 92, 109, 154, 160, 172, 218, 248, 256, 260, 291;
have power of attention, xxxi, 7, 14, 18, 29, 75, 154, 171, 255, 263, 291;
enormous educability of, xxxi;
must have principles of conduct, xxxi, 62;
must have responsibility of learning, 6, 74, 99;
have powers common to all, 8;
backward, 9, 62, 183, 245, 255, 291;
are ignorant, 10;
have imagination, 10, 18, 36, 41, 50;
and judgment, 10, 18;
hindered by apparatus of teacher, 11, 54;
made apathetic by spiritual malnutrition, 11, 54;
must have great thoughts, 12, 40;
must read many books, xxx, 7, 12, 15, 30, 59, 76, 267, 271, 303;
must read to know, 13, 99;
are bored by talk, 15, 19, 41, 44, 52, 58;
intellectual capacity of, belittled, 26, 31, 75, 81, 158, 192, 238, 246;
are not all alike, 30, 241;
first notions of, 35;
and language, 35;
early thoughts of, 36, 238;
experience what they hear and read, 40;
hearts of, thoroughly furnished, 43, 60;
of the slums, 44, 63, 256, 260, 293;
all, persons of infinite possibilities, 44, 156;
start fair, 47;
muscles and nerves of, 48;
have power to sense meaning, 51, 181;
not intellectual ruminants, 53;
dangers of feeding, morally, 59;
must think fairly, 61;
capacity and needs of, 66, 157;
and the sense of ‘must,’ 73;
offences against, 81;
must be relieved of decisions, 97;
need bracing, not too stimulating, atmosphere, 98;
should not ‘run wild,’ 98;
must form good habits, 100;
grow upon ideas, 109;
should know something of their own capacities, 131, 187, 189;
must follow arguments and detect fallacies, 147;
must know what religion is, 149;
educational rights of, 157, 339;
howlers of v. mistakes, 158, 256;
have affinity for God, 158;
able for school education at five, but no conscious mental effort desirable until six, 159;
examination answers of, 167, 168, 185, 191, 193, 194, 195-209, 244;
enjoy classical names, 181;
must see life whole, 187;
must learn science of proportion, 187;
chastely taught, watch their thoughts, 188;
do not generalise, 224;
devitalised, 237;
not products of education or environment, 238;
not incomplete beings, but ignorant, 238;
powers of, 9, 238, 255;
shown in verses, 242-243;
offer a resisting medium, 253;
need physical and mechanical training, 255;
beings ‘of large discourse,’ 305;
should be persons of leisure, 305
China, schools of, 343
Chinese Empire, 179
Christ, parables of, 304;
gave profoundest philosophy to the multitude, 332;
does not exist for our uses only, 336;
teaching of, must receive profound attention, 337
Christianity, 336
Chrysostom, St., Prayer of, 64
cinematograph displays, 340
Circe, 186, 267
Citizens to Be, by Miss M. L. V. Hughes, 235
citizenship, 185-189, 254, 274;
the inspiration of, 185;
ancillary to history, 185;
problem of good and evil in, 186
Cizek, Herr, 216
Coleridge, S. T., 35, 56, 105-108, 110, 233, 290, 318, 322
Colet, Dean, xxvi, 247
Collingwood, Lord, 60
Comenius, 8, 20, 291
composition, 190-209;
oral, 190, 269;
art of, should not be taught, 190, 192, 269;
not an adjunct of education, 192;
in verse, 193, 242;
definite teaching of, in Forms V and VI, 193, 194;
power of, innate in children, 191;
written, 192;
comes of free and exact use of books, 193;
children’s, 195-209
concentration, 8, 15;
innate, 171
Coningsby, 348
conscience, present in infant, 37;
governing power of man, 131
Continuation Schools, edited by Sir Michael Sadler, 285
Continuation Schools, a Liberal Education in, 119, 124, 127, 147;
the scope of, 279-299;
movement and technical education, 279;
not for technical instruction, but for things of the mind, 287
Copenhagen, 285
Copts, 314
Cornwell, Jack, 141
correlation, principle of, 276
correlation lessons, 114, ff.
Council Schools, P.U.S. work in, xxv, 77, 81, 181, 182, 195, 241, 290, 293
‘countenance,’ a manifestation of thought, 301
‘Creakle, Mr.’ 81, 101
Curie, Madame, 141
curriculum, a full, xxx, 14, 19, 30, 154, 263;
a common, 12, 293;
principles bearing upon the, 13, 31, 156-158;
in P.U.S., 15, 28, 154-234;
in Grammar and Public Schools, 85;
and the formation of habits, 99;
in Elementary Schools, 155;
standard set by examinations, 233;
a complete, suggested by the nature of things, 156
Damien, Father, 60
dancing, 234
Darwin, 3, 4, 5, 54
David Copperfield, 81, 111, 238
democracy, 312
Demos clamours for humanistic education, 299
Denmark, education in, 123, 283-287, 291, 306
De Quincey, 29, 103, 333
Departmental Committee on English, 269
desires, which stimulate mind, 11, 88;
cater for spiritual sustenance, 11;
atrophy of, 89;
v. other desires, 247;
must be used wisely, 56;
right and wrong, 84
Dewey, Professor, 280
Dickens, 81, 111
discipline, xxix, xxx;
secured by knowledge-hunger, 11;
education a, 99-104
discrimination, 259
diversion, xxxi
Divine Spirit, xxxi;
Divine sanctions, 20
docility, 68;
universal, 69;
v. subservience, 71;
implies equality, 71
Doll’s House, The (Ibsen), 327
drawing, 217, 329
Drighlington Girls’ School, xxv, 236
economics, 73, 313
education;
a liberal, xxv, 8, 21, 78, 92, 127, 235, 250, 261, 264, 266, 271, 294, 296;
gives stability of mind, 248;
makes for sound judgment, 56;
three instruments of, xxix, 94;
and atmosphere, xxix, 94-99;
and discipline of habit, xxix, xxx, 99-104;
is a life, xxix, 104-111;
is the Science of Relations, xxx, 31, 154;
little dependent on heredity and environment, xxxi;
errors in, 2, 5, 24, 26, 38, 41, 44, 53, 58, 59, 75-77, 82-89, 91, 94-96, 98, 105, 110, 114-122, 129, 155, 178, 190, 237, 246, 254, 304;
a philosophy of, 2, 18, 67;
and training, 3, 5, 6, 20, 39, 48, 147, 287;
must nourish mind, 6, 72, 105, 111, 253, 255, 260;
discoveries in, 9, 62, 68, 104, 255, 256, 290;
and the Desires, 11, 58, 84-90;
Knowledge the concern of, 2, 93, 266;
is of the spirit, 12, 26, 30, 38, 39, 125;
attention, the prime agent of, 16, 76, 247;
lacks exact application of principles, 19;
“new,” 27;
distinguished from psychology, sociology, pathology, 27;
in want of a unifying theory, 32;
does not produce mind, 36;
and use of leisure, 42, 79, 121;
the work of, 46, 60, 248, 281, 287;
the handmaid of Religion, 46, 79, 248;
business of, always with us, 54;
of the feelings, 59;
of the soul, 63;
drowned by talk, 65;
and capacity of child, 66;
a going forth of the mind, 66, 137;
popular, 76;
a free, 85, 146;
definite progress a condition of, 91;
not mainly gymnastic in function, 108, 236;
in Denmark and Scandinavia, 123, 125, 283-287, 291, 306;
in Germany, 123, 125, 279, 280, 306;
utilitarian, 125, 156, 180, 224, 279-283, 302;
co-existent with moral bankruptcy, 281;
in France, 125;
in Switzerland, 125;
Secondary, 127, 250-278;
less liberty than in Primary, 155;
character, the aim of, 129, 287;
must fortify will, 131;
title deeds of, 156;
beginning of definite, 159;
a science of proportion, 231-233;
a social lever, 245;
solves problems of decent living, 245;
a venture of faith, 245;
part and parcel of Religion, 246;
v. Civilisation, 248;
a common, 249, 264, 296;
a democratic, 265;
not for the best children only, 254;
hindered by materialism, 259;
an exclusive, our great achievement, 265;
overlapping in, 265;
a literary, open to all, 268;
humanistic, affects conduct, 293;
an early, from great books, the true foundation of knowledge, 308;
of the race, 324;
new systems of, 325;
result of forty years’, 342;
should be universal boon like air, 343;
as exemplified by two Public School boys, 343-348
Education Act, 121, 122
Eliot, George, 61
efficiency, 125
Elementary Schools, 326;
P.N.E.U. propaganda on behalf of, xxvii;
P.U.S. methods in, xxxi, 13, 14, 39, 44, 50, 268;
books in, 53;
concentration schemes in, 115;
A Liberal Education in, 235-249;
gain by no marks, no places, 247
Emile, by J. J. Rousseau, 338
Encyclopædia Britannica, 5, 17
‘English,’ 86, 147, 209-211
English Literature, 124, 298
environment, xxix, 94-99;
educability of children little dependent on, xxxi, 155;
not way to mind, 38;
v. atmosphere, 96;
children not products of, 238
Erasmus, 187, 340
erudition, 310
ethics, 14, 254, 274
Ethics of the Dust, by John Ruskin, 223
Eton, 252, 308, 348
Eucken, Professor, 249, 296
Euclid, 152, 233
eugenics, 313
eurhythmics, 251, 255
examinations, 231, 256, 277, 291;
University entrance, 155, 233;
and scholarships, 155;
P.U.S., 158, 167, 168, 171, 178, 220, 221, 241-243, 262, 270, 272, 293-296;
should set less exacting standard, 256;
tests which shall safeguard Letters, 312;
papers and children’s answers, 195-209
Ezekiel, 55
faculties, 11, 17, 259, 263, 266;
out-of-date, 2, 230, 255;
Büchner on, 4;
none to develop, 255, 276
fallacious arguments, 326
Fichte, 279, 306
Fisher, Mr. H. A. L., 53, 122, 126
Fouillée, M., 110
Fox, Charles, 29;
on poetry, 317
Four Georges, The, by Thackeray, 171
France, Anatole, 317
France, education in, 125
Francis, St., 60
Franklin, the Hon. Mrs., xxviii
Frederick the Great, 3
French, the teaching of, 211-213
French Revolution, The, 4, 92
Fuller, Thomas, xxvii
Gaddi, Taddeo, 322
games, 188;
should be joyous relaxation rather than stern necessity, 267
Genesis, 309
geography, teaching of, 14, 30, 40, 59, 177, 220, 221, 224-230;
dangers of ‘scientific,’ 41;
suffers from utilitarian spirit, 224;
and travel, 226;
the romance of, 227;
not generalisations, 227;
inferential method of teaching, 227-228;
panoramic method, 227-228;
literary character of, 228
geology, teaching of, 221
geometry, the teaching of, 233
German, the teaching of, 213
Germany, moral breakdown of, 3, 123;
influence of Darwin on, 3, 4;
utilitarianism in, 6, 123, 125, 280, 286, 306;
cult of æstheticism in, 95;
philosophers of, 3, 4;
school curriculum in, 6;
efficiency in, 282, 283
Gibbon, 124
Gladstone, W. E., 281
Gloucester teachers’ P.U.S. conference, 183
Gloucestershire, 51, 90
God, knowledge of, 64, 65, 158-169, 239, 246, 254, 287, 289, 310, 315;
the principal knowledge, 272, 338
‘Godfrey Bertram,’ 122
Goethe, 40, 160-162, 273, 299
Gordon, General, 141
Gordon Riots, 130
Gorky, Maxim, 62
Gospels, The, 165, 166, 169
grammar, the teaching of, 7, 10, 141, 151, 152, 209-211, 269
Greek, 124, 155, 254, 308
Greeks and the power of words, 316
Gregory, Sir Richard, on science teaching, 222
Grundtvig, 125, 283, 284, 291
Guy Mannering, 122, 331
gymnastics, intellectual and physical v. knowledge, 236
Habit, xxix, 53, 99-104, 128, 147;
is inevitable, 101;
a bad master, 101;
act repeated becomes, 102;
religious, 103
Haeckel, Ernst, 4
Hague, The, 285
Haldane, Lord, 26
Hall, Professor Stanley, 280
Hamlet, 179, 183
handicrafts, xxx, 31, 73, 154, 217, 234, 251, 255, 328
Heart of Midlothian, The, 331
Henry VIII, 170, 173
Herbart, 112, 113, 114, 117
Herbartian doctrine, xxx, 113, 117
Herbert, George, 64
heredity, educability of children little dependent on, xxxi, 155
High School girl, the, 326
history, 14, 30, 42, 50, 59, 62, 73, 77, 151, 157, 169-180, 254, 267;
a vital part of education, 169, 273;
church, 169;
English, 170-175, 176, 177;
French, 175, 176, 177;
ancient, 175, 176, 177, 274;
Indian, 176, 267;
European, 176, 177;
British Empire, 176;
and literature, 176, 177, 180, 184, 269, 274;
and citizenship, 185, 274;
geographical aspects of, 177;
as a background for thought, 178;
time given to, 170;
necessary for a sane life, 178;
gives weight to decision, consideration to action, stability to conduct, 179;
charts, by Miss Beale, 177
Home Education Series, 6, 27
Homer, 182, 190
home work, 9
hope, we want, 335
Horace, 78, 264
horde, spirit of, a dangerous tendency, 300
Household, Mr. H. W., 90, 212
House of Education, The, 15, 212, 213, 276
“howlers,” 158, 256
Humanism, 240;
for the people at large, 235
humanistic training surest basis for business capacity, 285
‘Humanities,’ The, 14, 157, 235, 239, 260, 297, 305;
in English, 298
human nature, prefers natural to spiritual law, 3;
a composite whole, 156;
possibilities of, infinite and various, 156;
an ordered presentation of the powers of, 189;
has not failed, 335
Huxley on the teaching of science, 218
hygiene, 220
Ideas, xxix, xxx, 290;
mind feeds on, xxx, 10, 20, 25, 39, 40, 105, 109, 110, 117, 256;
informing, xxx, 26, 154;
initial, xxxi;
Platonic, 10, 108;
that influence life, 25;
give birth to acts, 80, 102, 303;
potency of, 105;
rise and progress of, 106, 107;
Coleridge’s ‘captain,’ 110;
behaviour of, 113;
correlation of, 114;
instruct conscience and stimulate will, 130;
choice between, 134;
growth of, 297
Ignorance, dangers of, 1, 5, 279, 299, 310, 314;
is not incapacity, 63;
our national stumbling-block, 239;
only one cure for, 239
Imagination, 25, 259;
present in children, 11, 18, 36, 41, 50;
present in infant, 37;
may be stored with evil images, 55
Incuria of children, 52, 254, 292
India, 267
influence, 83
information v. knowledge, 26, 184, 303, 321
initiative, 25
insincerity an outcome of ignorance, 326
integrity, 61
intellect not a class prerogative, 12;
enthroned in every child, 50
intellectual conversion, xxv, xxvi
intellectual appetite, 56
intelligence not a matter of inheritance and environment, 12
introspection, 66
irresponsibility characterises our generation, 313
Isaiah, 106, 309, 318
Italian, teaching of, 213
James, Professor William, 113, 114
Japan, 133;
revolution in, 306
Jewish nation, history of, 162
Joan and Peter, by H. G. Wells, 95, 252, 266
Johnson, Dr., 143, 160;
on questions, 257
Jordan, xxvi
judgment, power of, 259;
present in children, 9, 18
justice, 60-62
Kant, 306
Keble, 167
Kidd, Benjamin, 69
King Lear, 45, 242
Kipling, Rudyard, 89, 135, 181
Kirschensteiner, Dr. and Munich Schools, 280
knowledge, call of, xxv;
appetite for, xxx, 10, 11, 14, 18, 20, 29, 44, 53, 57, 77, 89, 90, 92, 117, 124, 253, 255, 290, 302;
must be vital, xxx, 39, 44, 105, 154;
quantity and variety of, xxx, 11, 14, 19, 116, 123, 154, 157, 253, 256, 257, 263, 288, 289, 290;
must be literary in form, xxx, 13, 15, 18, 29, 30, 51, 91, 109, 111, 154, 160, 172, 218, 248, 256, 260, 290;
assimilation of, xxx, 12, 14, 16, 18, 155, 240, 292;
the sole concern of education, 2, 12, 93;
the necessary food of mind, 2, 18, 75, 88, 239, 256, 258;
consecutive, 7, 158, 172, 244, 261, 267;
accurate, 8;
what is? 12, 239, 254, 303;
a basis of common, for all classes, 20, 78, 264, 293, 298, 299;
not sensation, 26;
of good and evil, 46;
love of, sufficient stimulus for work, 58, 79, 98;
of God, 64, 65, 158-169, 239, 246, 254, 272, 287, 289, 310, 315, 338;
formative influence of, 65;
brings freedom, 71, 73;
depreciation of, 76, 301, 316;
is delectable, 89;
creates bracing atmosphere, 97;
v. teaching, 118;
is virtue, 127, 235;
of man, 169-218, 239, 254, 289, 315;
of the Universe, 218-234, 239, 254, 289, 316;
relativity of, and mind, 237, 240, 324;
stops friction, 238;
substitutes for, 302;
‘The source of pleasure,’ 302;
Matthew Arnold on, 239;
received with attention, and fixed by narration, 259;
not same as academic success, 266;
unifying effect of, 267;
‘Meet for the people,’ 292;
a distinction between, and scholarship, 305;
‘Letters,’ the content of, 308;
not a store but a state, 309;
of the Life, the Truth, the Way, 317;
the basis of a nation’s strength, 321;
v. information, 303, 321;
mediæval conception of, 321;
all, is sacred, 324;
a great unity, 324;
and ‘learning,’ 325;
exalteth a nation, 342
Kultur, 286
Lamb, Charles, 16, 258, 260
languages, the teaching of, 209-213, 254, 276
Latin, the teaching of, 94, 124, 155, 213
League of Nations, 169
learning, by rote, 257;
and knowledge, 325;
labour of, not decreased by narrowing curriculum, 158
Lecky, Mr., on utilitarian theory, 280
Lehrbuch zur Psychologie, 113
Leibnitz, 110, 113
Leonardo da Vinci, 54
lessons, dull routine, 44
‘Letters,’ knowledge and virtue, 307;
the vehicle of knowledge, 308;
a knowledge of, necessary, 313;
make a universal appeal, 333;
the staple of education, 334
Liberal Education, A: Practice, by A. C. Drury, 157
life, not enough for our living, 335
listening, habit of, 244
Lister, 19, 318
literary form, children must have, xxx, 15, 18, 29, 30, 51, 91, 109, 111, 154, 160, 172, 218, 248, 256, 260, 290;
children educated out of, 13
Literature, the teaching of, 42, 43, 52, 62, 151, 157, 180-185, 254;
natural aptitude for, 91;
illustrates history, 176, 177, 180, 184, 269, 274;
a living power, 185;
and history, sole key to unintelligible world, 338;
reveals deepest things, 338
Locke, 4, 156
Logos, 330
Louis XI, 132
Louis XIV, 92
Louisa, Queen of Prussia, 306
Lugard, Lady, 314
Lysander, 109
Macbeth, 140
magnanimity, 89, 248, 268
magnetism, personal, 13, 48, 49
Magnus, Sir Philip, 280
maps, 224
Marconi, 236
Maria Theresa, 311
marks, 7, 11, 28, 52, 247, 302;
unnecessary, 45
Marx, Karl, 144
Masefield, John, on vitality of mind, 277
mathematics, the teaching of, 7, 59, 148, 151, 152, 153, 155, 230-233, 254, 256, 264, 296;
appeal to mind, 51;
beauty and truth of, 230, 334;
undue importance of, 231;
not a royal road to learning, 231;
to be studied for their own sake, 232;
success should not depend on, 232;
depend upon the teacher, 233;
badly taught, 233
matter, not the foundation of all being, 4;
and mind, 5
Memmi, Simone, 284, 322, 323
Memory, 14, 16;
mind v. word, 173, 263;
knowledge, mental not verbal, 258, 303
mental food and work not synonymous terms, 281
Method, Coleridge’s, 106, 107
method, special points of P.N.E.U.;
children do the work, 6, 19, 192, 216, 241;
teachers help, 6, 19, 241;
single reading, 6, 15, 171, 241, 258, 261, 263, 267, 291, 293, 304;
narration, 6, 15, 18, 30, 45, 65, 155, 163, 165, 172, 180, 182, 190, 191, 211, 241, 261, 272, 276, 291;
no revision, 6, 9, 15, 171, 241, 245, 262;
no special selections, 7, 244;
many books, 7, 12, 15, 30, 59, 76, 241, 267, 268, 271, 303;
children’s delight in books, 7, 19, 30, 45;
attention secured by books, 7, 13, 30, 45, 276;
consecutive knowledge, 7, 158, 172, 244, 261, 267;
takes less time, 9, 245;
no preparation, 9, 158, 245;
children occupied with things as well as books, 31;
short hours, 158;
examinations, 158, 167, 168, 171, 178, 195-209, 241-243, 262, 263, 270, 272;
children form a good style, 194;
power of dealing with names, 181, 262, 264, 294-296;
suitable for large numbers, 247;
success depends on principles, 270
‘Micawber, Mr.,’ 231
‘Midas,’ 267
Milton, 110, 124, 132, 159, 188, 274;
on ideal of education, 249, 268;
Areopagitica, 188
Mind, habits of, xxix, 53, 100;
feeds on ideas, xxix, 2, 10, 15, 18, 20, 25, 39, 40, 105, 111, 117, 256, 257;
not a receptacle, xxx, 112;
a spiritual organism, xxx, 24, 38, 117;
has appetite, xxx, 10, 20, 39, 57, 89, 281;
must be fed, xxx, 5, 10, 18, 20, 24, 25, 41, 71, 105, 111, 117, 154, 236, 239, 246, 259, 263, 281, 288;
can deal with knowledge, xxx, 10, 18, 41, 72, 117;
not made up of faculties, 2, 17;
in education, 2, 6, 253;
thought alone appeals to, 2, 12, 15;
is one, 5, 41;
is spiritual, 5, 38;
action of, stimulated by desires, 11, 13, 88;
nature of, 20;
house of, 24;
must have labour of digestion, 26, 237;
the instrument of education, 36;
spiritual, v. physical brain, 38, 100, 260, 330;
amazing potentialities of, 38;
‘the unconscious,’ 38, 66, 130;
tendency to ignore, 38;
the means of living, 42;
good and evil tendencies of, 46, 49, 52;
not a chartered libertine, 49;
use of term, 66;
always conscious, 66;
heaven of, 71;
not sustained by physical or emotional activity, 72, 289;
must not be intruded upon, 130;
deals with intellectual matter without aids, 172;
potency not property characteristic of, 237;
laws of, 245, 246, 290;
behaviour of, 253;
duly fed, its activities take care of themselves, 289;
vast educability of, 289;
receives knowledge to grow, 237;
must know, 237;
wonder of, 239;
and knowledge, 240, 324;
functions for its own nourishment, 246;
of children not immature, 246;
stability of, 248;
benefits by occasional gymnastics, 255;
a crucible, cannot distil from sawdust, 257;
a deceiver ever, 257;
outer court of, 257;
how, works, 257;
Abt Vogler, 324
academic solution of educational problems, the, 254, 288
Academy (French), 252, 256
Across the Bridges, by A. Paterson, 118, 119, 300
act of knowing, 99, 254, 271, 292, 298;
knowledge acquired by, 291
Adams, Professor John, 112
æsthetic sense, 43;
open to disaster, 56
affections, mis-directed, 58
Albrecht, Dr., 162
allusions, literary, 264
Ambleside, 212, 217
Ambleside Geography, The, 226-229
Amyot, on history, 273
anarchy, 69
‘Angelic Doctor,’ The, 284
‘aniseed drops,’ educational, 302
aphasia, our national, 269
‘appetency,’ 56, 107
apprenticeship, 328
architecture, 77, 217, 220
arithmetic, 59, 73, 141, 151, 152, 230-233
Armstrong, Dr., 280
Arnold, Dr., 257, 340, 341
Arnold, Matthew, 239, 252, 258, 309, 315, 342
art, xxx, 14, 43, 45, 63, 154, 157, 254;
teaching of, 213-217, 275;
is of the spirit, 214;
power of appreciating, 214;
reverent knowledge of, 214
Arthur, King, 28
assimilation, 259
astronomy, 50, 220, 222
Astrophel, 100
athleticism and mental activity, 72
atmosphere, education is an, xxix, 94-99
attention, 259;
a habit, 100;
a natural function, 171;
how secured, 13-15, 17, 28, 45, 76, 255;
must not have crutches, 258;
power of, present in children, xxxi, 7, 14, 18, 76, 154, 171, 255, 263, 290;
the hall-mark of an educated person, 99;
the prime agent in education, 16, 76, 247;
weakened by efforts to memorise, 17;
unfailing, 17, 171, 291
Aus Meinem Leben (Goethe), 161
Austen, Jane, 16, 77, 193, 294
authority, natural, necessary and fundamental, xxix, 68-78, 97, 134;
deputed, 68;
the condition of liberty, 69;
order, outcome of, 69;
chastened, 71;
vide self-authority
average boy, the, 300, 310, 312
Bacon, 7, 29, 61, 105, 124, 143
Barnaby Rudge, 259, 282
‘Baron of Bradwardine,’ the, 312
Bergson, Henri, 173
Bernhardi, F. von, 3
Bible, The, 143, 186, 272, 273;
in curriculum, 30, 40, 61-65, 160-165, 254;
fine English of, 160, 309;
method of, lesson, 159-169;
and critical teaching, 163
Big Mesh, The system of the, 344
biology, 221
Blake, William, 79
Board of Education, 250
body, well-being of, 46;
a sound, 189
Bompas Smith, Professor, 27
Bonnot, 327
books, many, xxx, 7, 12, 15, 30, 59, 76, 267, 271, 303;
living, xxx, 303;
worthy, 12, 18, 26, 52, 75, 104, 191, 260, 268;
delight in, 28;
text-books, 50, 53, 105, 256, 263, 271, 275;
difficulty of choosing, 187, 248;
choice of, 248, 272;
P.U.S., tested by examinations, 248;
‘classes’ and ‘masses’ must read the same, 264;
about books, 341
Bosanquet, Bernard, 149
Bose, Professor Sir Jagadis Chandra, 95
botany, 220, 221
brain, adaptation of, to habits, xxx, 101;
thought not a function of, 2, 4, 260;
subject to same conditions as body, 38;
should not know fatigue, 38;
mind takes care of, 330
British Association, The, 222, 251
British Museum, The, 77, 175, 176, 274
Browning, Robert, 100, 133, 215, 331
Büchner, 4
Burns, John, 300
Bushido, 133
‘Caleb Garth,’ 61
‘Caleb Balderstone,’ 314
Carlyle, Thomas, 238, 288
Catechism, The, 169
Cavell, Nurse, 77, 141
Character, the one achievement possible, 129;
more important than conduct, 129;
formation of, 264, 278;
magnanimity of, 248
Charles IX, 50
chemistry, 254
Childe Harold (Byron), 186
child-garden, 24
children, waiting for call of knowledge, xxv;
are born persons, xxix, 13, 18, 29, 36, 80, 238;
have good and evil tendencies, xxix, 47-49, 52, 61, 66, 85, 86, 88, 89;
must live under natural conditions, xxix, 96-99;
have appetite for knowledge, xxx, 10, 11-13, 14, 18, 29, 44, 53, 58, 62, 77, 89, 91, 124;
can deal with knowledge, xxx, 10, 14, 18, 40, 72, 109, 117, 154, 237, 263;
require much and various knowledge, xxx, 11, 12, 14, 19, 25, 72, 109, 111, 116, 125, 154, 157, 253, 256, 263, 288-290;
and in literary form, xxxi, 13, 17, 18, 29, 30, 51, 92, 109, 154, 160, 172, 218, 248, 256, 260, 291;
have power of attention, xxxi, 7, 14, 18, 29, 75, 154, 171, 255, 263, 291;
enormous educability of, xxxi;
must have principles of conduct, xxxi, 62;
must have responsibility of learning, 6, 74, 99;
have powers common to all, 8;
backward, 9, 62, 183, 245, 255, 291;
are ignorant, 10;
have imagination, 10, 18, 36, 41, 50;
and judgment, 10, 18;
hindered by apparatus of teacher, 11, 54;
made apathetic by spiritual malnutrition, 11, 54;
must have great thoughts, 12, 40;
must read many books, xxx, 7, 12, 15, 30, 59, 76, 267, 271, 303;
must read to know, 13, 99;
are bored by talk, 15, 19, 41, 44, 52, 58;
intellectual capacity of, belittled, 26, 31, 75, 81, 158, 192, 238, 246;
are not all alike, 30, 241;
first notions of, 35;
and language, 35;
early thoughts of, 36, 238;
experience what they hear and read, 40;
hearts of, thoroughly furnished, 43, 60;
of the slums, 44, 63, 256, 260, 293;
all, persons of infinite possibilities, 44, 156;
start fair, 47;
muscles and nerves of, 48;
have power to sense meaning, 51, 181;
not intellectual ruminants, 53;
dangers of feeding, morally, 59;
must think fairly, 61;
capacity and needs of, 66, 157;
and the sense of ‘must,’ 73;
offences against, 81;
must be relieved of decisions, 97;
need bracing, not too stimulating, atmosphere, 98;
should not ‘run wild,’ 98;
must form good habits, 100;
grow upon ideas, 109;
should know something of their own capacities, 131, 187, 189;
must follow arguments and detect fallacies, 147;
must know what religion is, 149;
educational rights of, 157, 339;
howlers of v. mistakes, 158, 256;
have affinity for God, 158;
able for school education at five, but no conscious mental effort desirable until six, 159;
examination answers of, 167, 168, 185, 191, 193, 194, 195-209, 244;
enjoy classical names, 181;
must see life whole, 187;
must learn science of proportion, 187;
chastely taught, watch their thoughts, 188;
do not generalise, 224;
devitalised, 237;
not products of education or environment, 238;
not incomplete beings, but ignorant, 238;
powers of, 9, 238, 255;
shown in verses, 242-243;
offer a resisting medium, 253;
need physical and mechanical training, 255;
beings ‘of large discourse,’ 305;
should be persons of leisure, 305
China, schools of, 343
Chinese Empire, 179
Christ, parables of, 304;
gave profoundest philosophy to the multitude, 332;
does not exist for our uses only, 336;
teaching of, must receive profound attention, 337
Christianity, 336
Chrysostom, St., Prayer of, 64
cinematograph displays, 340
Circe, 186, 267
Citizens to Be, by Miss M. L. V. Hughes, 235
citizenship, 185-189, 254, 274;
the inspiration of, 185;
ancillary to history, 185;
problem of good and evil in, 186
Cizek, Herr, 216
Coleridge, S. T., 35, 56, 105-108, 110, 233, 290, 318, 322
Colet, Dean, xxvi, 247
Collingwood, Lord, 60
Comenius, 8, 20, 291
composition, 190-209;
oral, 190, 269;
art of, should not be taught, 190, 192, 269;
not an adjunct of education, 192;
in verse, 193, 242;
definite teaching of, in Forms V and VI, 193, 194;
power of, innate in children, 191;
written, 192;
comes of free and exact use of books, 193;
children’s, 195-209
concentration, 8, 15;
innate, 171
Coningsby, 348
conscience, present in infant, 37;
governing power of man, 131
Continuation Schools, edited by Sir Michael Sadler, 285
Continuation Schools, a Liberal Education in, 119, 124, 127, 147;
the scope of, 279-299;
movement and technical education, 279;
not for technical instruction, but for things of the mind, 287
Copenhagen, 285
Copts, 314
Cornwell, Jack, 141
correlation, principle of, 276
correlation lessons, 114, ff.
Council Schools, P.U.S. work in, xxv, 77, 81, 181, 182, 195, 241, 290, 293
‘countenance,’ a manifestation of thought, 301
‘Creakle, Mr.’ 81, 101
Curie, Madame, 141
curriculum, a full, xxx, 14, 19, 30, 154, 263;
a common, 12, 293;
principles bearing upon the, 13, 31, 156-158;
in P.U.S., 15, 28, 154-234;
in Grammar and Public Schools, 85;
and the formation of habits, 99;
in Elementary Schools, 155;
standard set by examinations, 233;
a complete, suggested by the nature of things, 156
Damien, Father, 60
dancing, 234
Darwin, 3, 4, 5, 54
David Copperfield, 81, 111, 238
democracy, 312
Demos clamours for humanistic education, 299
Denmark, education in, 123, 283-287, 291, 306
De Quincey, 29, 103, 333
Departmental Committee on English, 269
desires, which stimulate mind, 11, 88;
cater for spiritual sustenance, 11;
atrophy of, 89;
v. other desires, 247;
must be used wisely, 56;
right and wrong, 84
Dewey, Professor, 280
Dickens, 81, 111
discipline, xxix, xxx;
secured by knowledge-hunger, 11;
education a, 99-104
discrimination, 259
diversion, xxxi
Divine Spirit, xxxi;
Divine sanctions, 20
docility, 68;
universal, 69;
v. subservience, 71;
implies equality, 71
Doll’s House, The (Ibsen), 327
drawing, 217, 329
Drighlington Girls’ School, xxv, 236
economics, 73, 313
education;
a liberal, xxv, 8, 21, 78, 92, 127, 235, 250, 261, 264, 266, 271, 294, 296;
gives stability of mind, 248;
makes for sound judgment, 56;
three instruments of, xxix, 94;
and atmosphere, xxix, 94-99;
and discipline of habit, xxix, xxx, 99-104;
is a life, xxix, 104-111;
is the Science of Relations, xxx, 31, 154;
little dependent on heredity and environment, xxxi;
errors in, 2, 5, 24, 26, 38, 41, 44, 53, 58, 59, 75-77, 82-89, 91, 94-96, 98, 105, 110, 114-122, 129, 155, 178, 190, 237, 246, 254, 304;
a philosophy of, 2, 18, 67;
and training, 3, 5, 6, 20, 39, 48, 147, 287;
must nourish mind, 6, 72, 105, 111, 253, 255, 260;
discoveries in, 9, 62, 68, 104, 255, 256, 290;
and the Desires, 11, 58, 84-90;
Knowledge the concern of, 2, 93, 266;
is of the spirit, 12, 26, 30, 38, 39, 125;
attention, the prime agent of, 16, 76, 247;
lacks exact application of principles, 19;
“new,” 27;
distinguished from psychology, sociology, pathology, 27;
in want of a unifying theory, 32;
does not produce mind, 36;
and use of leisure, 42, 79, 121;
the work of, 46, 60, 248, 281, 287;
the handmaid of Religion, 46, 79, 248;
business of, always with us, 54;
of the feelings, 59;
of the soul, 63;
drowned by talk, 65;
and capacity of child, 66;
a going forth of the mind, 66, 137;
popular, 76;
a free, 85, 146;
definite progress a condition of, 91;
not mainly gymnastic in function, 108, 236;
in Denmark and Scandinavia, 123, 125, 283-287, 291, 306;
in Germany, 123, 125, 279, 280, 306;
utilitarian, 125, 156, 180, 224, 279-283, 302;
co-existent with moral bankruptcy, 281;
in France, 125;
in Switzerland, 125;
Secondary, 127, 250-278;
less liberty than in Primary, 155;
character, the aim of, 129, 287;
must fortify will, 131;
title deeds of, 156;
beginning of definite, 159;
a science of proportion, 231-233;
a social lever, 245;
solves problems of decent living, 245;
a venture of faith, 245;
part and parcel of Religion, 246;
v. Civilisation, 248;
a common, 249, 264, 296;
a democratic, 265;
not for the best children only, 254;
hindered by materialism, 259;
an exclusive, our great achievement, 265;
overlapping in, 265;
a literary, open to all, 268;
humanistic, affects conduct, 293;
an early, from great books, the true foundation of knowledge, 308;
of the race, 324;
new systems of, 325;
result of forty years’, 342;
should be universal boon like air, 343;
as exemplified by two Public School boys, 343-348
Education Act, 121, 122
Eliot, George, 61
efficiency, 125
Elementary Schools, 326;
P.N.E.U. propaganda on behalf of, xxvii;
P.U.S. methods in, xxxi, 13, 14, 39, 44, 50, 268;
books in, 53;
concentration schemes in, 115;
A Liberal Education in, 235-249;
gain by no marks, no places, 247
Emile, by J. J. Rousseau, 338
Encyclopædia Britannica, 5, 17
‘English,’ 86, 147, 209-211
English Literature, 124, 298
environment, xxix, 94-99;
educability of children little dependent on, xxxi, 155;
not way to mind, 38;
v. atmosphere, 96;
children not products of, 238
Erasmus, 187, 340
erudition, 310
ethics, 14, 254, 274
Ethics of the Dust, by John Ruskin, 223
Eton, 252, 308, 348
Eucken, Professor, 249, 296
Euclid, 152, 233
eugenics, 313
eurhythmics, 251, 255
examinations, 231, 256, 277, 291;
University entrance, 155, 233;
and scholarships, 155;
P.U.S., 158, 167, 168, 171, 178, 220, 221, 241-243, 262, 270, 272, 293-296;
should set less exacting standard, 256;
tests which shall safeguard Letters, 312;
papers and children’s answers, 195-209
Ezekiel, 55
faculties, 11, 17, 259, 263, 266;
out-of-date, 2, 230, 255;
Büchner on, 4;
none to develop, 255, 276
fallacious arguments, 326
Fichte, 279, 306
Fisher, Mr. H. A. L., 53, 122, 126
Fouillée, M., 110
Fox, Charles, 29;
on poetry, 317
Four Georges, The, by Thackeray, 171
France, Anatole, 317
France, education in, 125
Francis, St., 60
Franklin, the Hon. Mrs., xxviii
Frederick the Great, 3
French, the teaching of, 211-213
French Revolution, The, 4, 92
Fuller, Thomas, xxvii
Gaddi, Taddeo, 322
games, 188;
should be joyous relaxation rather than stern necessity, 267
Genesis, 309
geography, teaching of, 14, 30, 40, 59, 177, 220, 221, 224-230;
dangers of ‘scientific,’ 41;
suffers from utilitarian spirit, 224;
and travel, 226;
the romance of, 227;
not generalisations, 227;
inferential method of teaching, 227-228;
panoramic method, 227-228;
literary character of, 228
geology, teaching of, 221
geometry, the teaching of, 233
German, the teaching of, 213
Germany, moral breakdown of, 3, 123;
influence of Darwin on, 3, 4;
utilitarianism in, 6, 123, 125, 280, 286, 306;
cult of æstheticism in, 95;
philosophers of, 3, 4;
school curriculum in, 6;
efficiency in, 282, 283
Gibbon, 124
Gladstone, W. E., 281
Gloucester teachers’ P.U.S. conference, 183
Gloucestershire, 51, 90
God, knowledge of, 64, 65, 158-169, 239, 246, 254, 287, 289, 310, 315;
the principal knowledge, 272, 338
‘Godfrey Bertram,’ 122
Goethe, 40, 160-162, 273, 299
Gordon, General, 141
Gordon Riots, 130
Gorky, Maxim, 62
Gospels, The, 165, 166, 169
grammar, the teaching of, 7, 10, 141, 151, 152, 209-211, 269
Greek, 124, 155, 254, 308
Greeks and the power of words, 316
Gregory, Sir Richard, on science teaching, 222
Grundtvig, 125, 283, 284, 291
Guy Mannering, 122, 331
gymnastics, intellectual and physical v. knowledge, 236
Habit, xxix, 53, 99-104, 128, 147;
is inevitable, 101;
a bad master, 101;
act repeated becomes, 102;
religious, 103
Haeckel, Ernst, 4
Hague, The, 285
Haldane, Lord, 26
Hall, Professor Stanley, 280
Hamlet, 179, 183
handicrafts, xxx, 31, 73, 154, 217, 234, 251, 255, 328
Heart of Midlothian, The, 331
Henry VIII, 170, 173
Herbart, 112, 113, 114, 117
Herbartian doctrine, xxx, 113, 117
Herbert, George, 64
heredity, educability of children little dependent on, xxxi, 155
High School girl, the, 326
history, 14, 30, 42, 50, 59, 62, 73, 77, 151, 157, 169-180, 254, 267;
a vital part of education, 169, 273;
church, 169;
English, 170-175, 176, 177;
French, 175, 176, 177;
ancient, 175, 176, 177, 274;
Indian, 176, 267;
European, 176, 177;
British Empire, 176;
and literature, 176, 177, 180, 184, 269, 274;
and citizenship, 185, 274;
geographical aspects of, 177;
as a background for thought, 178;
time given to, 170;
necessary for a sane life, 178;
gives weight to decision, consideration to action, stability to conduct, 179;
charts, by Miss Beale, 177
Home Education Series, 6, 27
Homer, 182, 190
home work, 9
hope, we want, 335
Horace, 78, 264
horde, spirit of, a dangerous tendency, 300
Household, Mr. H. W., 90, 212
House of Education, The, 15, 212, 213, 276
“howlers,” 158, 256
Humanism, 240;
for the people at large, 235
humanistic training surest basis for business capacity, 285
‘Humanities,’ The, 14, 157, 235, 239, 260, 297, 305;
in English, 298
human nature, prefers natural to spiritual law, 3;
a composite whole, 156;
possibilities of, infinite and various, 156;
an ordered presentation of the powers of, 189;
has not failed, 335
Huxley on the teaching of science, 218
hygiene, 220
Ideas, xxix, xxx, 290;
mind feeds on, xxx, 10, 20, 25, 39, 40, 105, 109, 110, 117, 256;
informing, xxx, 26, 154;
initial, xxxi;
Platonic, 10, 108;
that influence life, 25;
give birth to acts, 80, 102, 303;
potency of, 105;
rise and progress of, 106, 107;
Coleridge’s ‘captain,’ 110;
behaviour of, 113;
correlation of, 114;
instruct conscience and stimulate will, 130;
choice between, 134;
growth of, 297
Ignorance, dangers of, 1, 5, 279, 299, 310, 314;
is not incapacity, 63;
our national stumbling-block, 239;
only one cure for, 239
Imagination, 25, 259;
present in children, 11, 18, 36, 41, 50;
present in infant, 37;
may be stored with evil images, 55
Incuria of children, 52, 254, 292
India, 267
influence, 83
information v. knowledge, 26, 184, 303, 321
initiative, 25
insincerity an outcome of ignorance, 326
integrity, 61
intellect not a class prerogative, 12;
enthroned in every child, 50
intellectual conversion, xxv, xxvi
intellectual appetite, 56
intelligence not a matter of inheritance and environment, 12
introspection, 66
irresponsibility characterises our generation, 313
Isaiah, 106, 309, 318
Italian, teaching of, 213
James, Professor William, 113, 114
Japan, 133;
revolution in, 306
Jewish nation, history of, 162
Joan and Peter, by H. G. Wells, 95, 252, 266
Johnson, Dr., 143, 160;
on questions, 257
Jordan, xxvi
judgment, power of, 259;
present in children, 9, 18
justice, 60-62
Kant, 306
Keble, 167
Kidd, Benjamin, 69
King Lear, 45, 242
Kipling, Rudyard, 89, 135, 181
Kirschensteiner, Dr. and Munich Schools, 280
knowledge, call of, xxv;
appetite for, xxx, 10, 11, 14, 18, 20, 29, 44, 53, 57, 77, 89, 90, 92, 117, 124, 253, 255, 290, 302;
must be vital, xxx, 39, 44, 105, 154;
quantity and variety of, xxx, 11, 14, 19, 116, 123, 154, 157, 253, 256, 257, 263, 288, 289, 290;
must be literary in form, xxx, 13, 15, 18, 29, 30, 51, 91, 109, 111, 154, 160, 172, 218, 248, 256, 260, 290;
assimilation of, xxx, 12, 14, 16, 18, 155, 240, 292;
the sole concern of education, 2, 12, 93;
the necessary food of mind, 2, 18, 75, 88, 239, 256, 258;
consecutive, 7, 158, 172, 244, 261, 267;
accurate, 8;
what is? 12, 239, 254, 303;
a basis of common, for all classes, 20, 78, 264, 293, 298, 299;
not sensation, 26;
of good and evil, 46;
love of, sufficient stimulus for work, 58, 79, 98;
of God, 64, 65, 158-169, 239, 246, 254, 272, 287, 289, 310, 315, 338;
formative influence of, 65;
brings freedom, 71, 73;
depreciation of, 76, 301, 316;
is delectable, 89;
creates bracing atmosphere, 97;
v. teaching, 118;
is virtue, 127, 235;
of man, 169-218, 239, 254, 289, 315;
of the Universe, 218-234, 239, 254, 289, 316;
relativity of, and mind, 237, 240, 324;
stops friction, 238;
substitutes for, 302;
‘The source of pleasure,’ 302;
Matthew Arnold on, 239;
received with attention, and fixed by narration, 259;
not same as academic success, 266;
unifying effect of, 267;
‘Meet for the people,’ 292;
a distinction between, and scholarship, 305;
‘Letters,’ the content of, 308;
not a store but a state, 309;
of the Life, the Truth, the Way, 317;
the basis of a nation’s strength, 321;
v. information, 303, 321;
mediæval conception of, 321;
all, is sacred, 324;
a great unity, 324;
and ‘learning,’ 325;
exalteth a nation, 342
Kultur, 286
Lamb, Charles, 16, 258, 260
languages, the teaching of, 209-213, 254, 276
Latin, the teaching of, 94, 124, 155, 213
League of Nations, 169
learning, by rote, 257;
and knowledge, 325;
labour of, not decreased by narrowing curriculum, 158
Lecky, Mr., on utilitarian theory, 280
Lehrbuch zur Psychologie, 113
Leibnitz, 110, 113
Leonardo da Vinci, 54
lessons, dull routine, 44
‘Letters,’ knowledge and virtue, 307;
the vehicle of knowledge, 308;
a knowledge of, necessary, 313;
make a universal appeal, 333;
the staple of education, 334
Liberal Education, A: Practice, by A. C. Drury, 157
life, not enough for our living, 335
listening, habit of, 244
Lister, 19, 318
literary form, children must have, xxx, 15, 18, 29, 30, 51, 91, 109, 111, 154, 160, 172, 218, 248, 256, 260, 290;
children educated out of, 13
Literature, the teaching of, 42, 43, 52, 62, 151, 157, 180-185, 254;
natural aptitude for, 91;
illustrates history, 176, 177, 180, 184, 269, 274;
a living power, 185;
and history, sole key to unintelligible world, 338;
reveals deepest things, 338
Locke, 4, 156
Logos, 330
Louis XI, 132
Louis XIV, 92
Louisa, Queen of Prussia, 306
Lugard, Lady, 314
Lysander, 109
Macbeth, 140
magnanimity, 89, 248, 268
magnetism, personal, 13, 48, 49
Magnus, Sir Philip, 280
maps, 224
Marconi, 236
Maria Theresa, 311
marks, 7, 11, 28, 52, 247, 302;
unnecessary, 45
Marx, Karl, 144
Masefield, John, on vitality of mind, 277
mathematics, the teaching of, 7, 59, 148, 151, 152, 153, 155, 230-233, 254, 256, 264, 296;
appeal to mind, 51;
beauty and truth of, 230, 334;
undue importance of, 231;
not a royal road to learning, 231;
to be studied for their own sake, 232;
success should not depend on, 232;
depend upon the teacher, 233;
badly taught, 233
matter, not the foundation of all being, 4;
and mind, 5
Memmi, Simone, 284, 322, 323
Memory, 14, 16;
mind v. word, 173, 263;
knowledge, mental not verbal, 258, 303
mental food and work not synonymous terms, 281
Method, Coleridge’s, 106, 107
method, special points of P.N.E.U.;
children do the work, 6, 19, 192, 216, 241;
teachers help, 6, 19, 241;
single reading, 6, 15, 171, 241, 258, 261, 263, 267, 291, 293, 304;
narration, 6, 15, 18, 30, 45, 65, 155, 163, 165, 172, 180, 182, 190, 191, 211, 241, 261, 272, 276, 291;
no revision, 6, 9, 15, 171, 241, 245, 262;
no special selections, 7, 244;
many books, 7, 12, 15, 30, 59, 76, 241, 267, 268, 271, 303;
children’s delight in books, 7, 19, 30, 45;
attention secured by books, 7, 13, 30, 45, 276;
consecutive knowledge, 7, 158, 172, 244, 261, 267;
takes less time, 9, 245;
no preparation, 9, 158, 245;
children occupied with things as well as books, 31;
short hours, 158;
examinations, 158, 167, 168, 171, 178, 195-209, 241-243, 262, 263, 270, 272;
children form a good style, 194;
power of dealing with names, 181, 262, 264, 294-296;
suitable for large numbers, 247;
success depends on principles, 270
‘Micawber, Mr.,’ 231
‘Midas,’ 267
Milton, 110, 124, 132, 159, 188, 274;
on ideal of education, 249, 268;
Areopagitica, 188
Mind, habits of, xxix, 53, 100;
feeds on ideas, xxix, 2, 10, 15, 18, 20, 25, 39, 40, 105, 111, 117, 256, 257;
not a receptacle, xxx, 112;
a spiritual organism, xxx, 24, 38, 117;
has appetite, xxx, 10, 20, 39, 57, 89, 281;
must be fed, xxx, 5, 10, 18, 20, 24, 25, 41, 71, 105, 111, 117, 154, 236, 239, 246, 259, 263, 281, 288;
can deal with knowledge, xxx, 10, 18, 41, 72, 117;
not made up of faculties, 2, 17;
in education, 2, 6, 253;
thought alone appeals to, 2, 12, 15;
is one, 5, 41;
is spiritual, 5, 38;
action of, stimulated by desires, 11, 13, 88;
nature of, 20;
house of, 24;
must have labour of digestion, 26, 237;
the instrument of education, 36;
spiritual, v. physical brain, 38, 100, 260, 330;
amazing potentialities of, 38;
‘the unconscious,’ 38, 66, 130;
tendency to ignore, 38;
the means of living, 42;
good and evil tendencies of, 46, 49, 52;
not a chartered libertine, 49;
use of term, 66;
always conscious, 66;
heaven of, 71;
not sustained by physical or emotional activity, 72, 289;
must not be intruded upon, 130;
deals with intellectual matter without aids, 172;
potency not property characteristic of, 237;
laws of, 245, 246, 290;
behaviour of, 253;
duly fed, its activities take care of themselves, 289;
vast educability of, 289;
receives knowledge to grow, 237;
must know, 237;
wonder of, 239;
and knowledge, 240, 324;
functions for its own nourishment, 246;
of children not immature, 246;
stability of, 248;
benefits by occasional gymnastics, 255;
a crucible, cannot distil from sawdust, 257;
a deceiver ever, 257;
outer court of, 257;
how, works, 257;