Abbott, Jacob, on the business of
teaching, 4
Adams, John, 9

Adolescence, effect of, on hand-
writing, 148, 200
Alterthumswissenschaft, 158
Angell, J. R., on judgment, 99-100;
on attention, 102
Aquinas, Thomas, and faculties of
the soul, 83
Aristotle, philosophy of, 35; on
education, 77-78, 182; on speech,
125; on liberal education, 162;
division of knowledge by, 342
Arithmetic, a reflective study, 73,
74; training for the dull, 75;
W. T. Harris on study of, 148
Arnold, Matthew, on the study of
literature, 155-160

Arnold, R. B., on scientific fact and
metaphysical reality, 41-42
Artist, the, Tolstoy on, 133
Athletics, a knowledge of, 174
Attention, selective, 101-102; psy-
chology of, 236-240
Avocational education, 164-169
Ayres, L. P., measuring standards
of, 296, 299, 300, 302, 304

Bacon, Francis, 26, 83, 147, 247
Bagley, W. C., experiments of, 103
Baldwin, J. M., 7, 124, 144
Barnard, Henry, on the study of
education, 1-2

Behavior, studying consciousness
through, 234-236

Bellini, sharing the poetic insight

of, 132

Berkeley, Bishop, on knowledge, 35
Bonnet, Charles, 86

Bourdon, M. G., on process of edu-
cation, 338-340

Burk, Frederic, 318

Butler, N. M., on the study of edu-
cation, 1-2

Carlyle, Thomas, on the art of
writing, 147

Causes, relation to knowledge, 51-
55; real, 52; unitable with ex-
perience, 53

Chesterton, G. K., 13
Child, the, and knowledge-getting,
109-113, 116; and the stranger,
123; in the subjective stage, 124-
125; his struggle with institutions,
126-129

Class teaching, reconstruction in,
317-322

Classics, reform in teaching, 86-87
Clifford, W. K., on science, 154-155
Clinical psychology, 314

College, formal discipline in, 65
Common-sense knowledge, ex-
plained, 7-8; tendency to be
personal, 9
Comprehensibility a test of knowl-
edge, 195-196

Concepts in education, 323-350;
the essential thing, 323; human
experience and impressions, 325-
328; making impressions, 328-
331; nature and uses of, 331-333;
kind of knowledge sought, 334-
336; knowledge the result of
search, 337-338; learning to work
with, 340-341; false, 341-344; re-
naming of the sciences needed,
344-346; specific learning, 346-
349; misuse of, 349-350

Condillac, E. B., 86
Consciousness studied through be-
havior, 234-236

Content training vs. formal training,
102-103

Conversation and oratory, 98
Conversational method in teaching,
260

Courtis tests, 297, 299, 307-309, 317
Cox, John, on the electron, 41
Crime, Plato's theory of, 69
Cultural vs. instrumental education,
150-160

Culture, and doing, 193-194; and
reading, 226

Curiosity a cause of knowledge,

188

Darwin, Charles, as the giver of

biology, 136; on persistence,
239; as a discoverer, 244-246,
248

Dearborn, G. V. N., on the memory,
95

Definitions and education, 260-264
Description, relation to knowledge,
55

Dewey, John, on the "

art,"

204

supreme

Diagnostic education, 282-322; ex-
aminations, 282-293; measuring
results of instruction, 294-312;
true place of uniformity, 312-314;
clinical psychology, 314-316; vo-
cational guidance, 316-317; re-
construction of class teaching,
317-322

Doctrine of general discipline, 59-

103. See also General discipline
Doctrine of real predicates, 260-266
Doing, learning for, 170-171; the

end sought, 171-174; ways of,
in music and athletics, 174-175;
knowing from, 175-179; the
teacher's attitude toward, 179-
184; verbal study and, 181-183;
relation of each study to, 183-
184; education and, 190-193; cul-
ture and, 193-194

Ebert, F. A., on memorizing, 94
Education, importance of study of,

1-5; major concern of the race,
3; study of, defined, 3; signifi-
cance of history of, 11; teacher's
attitude toward, 14, 23; two typi-
cal definitions of, 15-17; as the
perfecting of the mind, 16-17;
how knowledge is gained, 17–18;
knowledge as the object of, 19–
20; place of examinations in, 20;
place of textbooks in, 23; me-
chanical vs. real, 26; a life work,
27-29, 139; nomenclature of, 61;
purpose of a liberal, 63; the

grindstone theory," 63; relation
of crime to, 69; sole business of,
77; Aristotle on meaning of, 77-
78; Greek and Roman notions
of, 79-80; Quintilian on, 79-80;
views held in Middle Ages, 80;
in the Reformation and Renais-
sance, 80-85; as world building,
104-141; feelings not transfer-
able, 105-107; our common world,
107-108; the child making his
world, 109-116; outside and in-
side worlds, 116-119; experiences
tabulated, 120-123; the world of
persons, 123-126; the struggle
with institutions, 126–129; knowl-
edge-getting, 131-135; functions
of the school, 136-141; and doing,
190-193; adapting experiences,
194; as the learning of definitions,
260-261; clinical, 314; the essen-
tial thing in, 323; through im-
pressions, 325-331

Educator, the, task of, 146
Efficiency, education for, 160-162
Elementary grades, formal disci-
pline in, 65

ee

Elementary" studies, 146-150
Emerson, R. W., on a liberal edu-
cation, 165

Environment and education, 125-126
Euclid, as the giver of geometry, 136
Evolution, theory of, and education,
161

Examination method in education,

223

Examinations, history of, 282-284;
untrustworthy, 284; unnecessary,
285; unreliable, 286-287; result
of "cramming," 287-288; possible
reforms in, 288-289; Chinese,
289-292; standardizing, 292–294;
VS. educational measurements,
297; Bourdon's description of
process of, 338-340
Experience, the measure of all
things, 35; objects as the prod-
uct of, 36; relation of, to truth,
37; causes unitable with, 53; re-
lentless privacy of, 106; Lloyd
Morgan on, 107; language can-
not impart, 113-116, temperature
and, 119; relation of, to time and
space, 120-123; use of, in school,
269-270

Facts, relation to truths and knowl-
edge, 38-44

Faculties of the mind, formal de-
velopment of, 90-94; general
training of, 99; judgment, 99-
100; observation, 101-103
Feeble-minded children, 314
Feelings not transferable, 105-107
Fichte, J. G., on a liberal education,
165

Forgetting, importance of, 277
Formal discipline, doctrine of, 62;
in Germany, 64; vs. content train-
ing, 102

Fracker, on improving the memory,
97

Franklin, W. S., on science, 155
Freud, on early experiences, 126

General discipline, doctrine of, 59-
103; its cost, 59-61; formal disci-
pline, 62-65; harmfulness of, 65–
66; history of, 66–87; Plato and,
66-78; Rousseau and, 67; Aris-
totle and, 77; Quintilian and, 79;
the Renaissance and Reforma-
tion, 80-82; Luther and, 81-82;

Melancthon and, 81-82; Bacon
and, 83; Locke and, 83-85; Wolf
and, 86-87; gymnastic training,
87-90; faculties of the mind, 90-
94; training the memory, 94-97;
transferability of training, 97-99;
judgment, 99-100; observation
and imagination as faculties, IOI-
103

General education defined, 175
Genetic method, 230-232
Genetic psychology in the study of
education, IO

Geography, study of, 134-135; a life
interest, 150; defined, 183; a con-
fusing exercise, 200
Gergonne, 195

Germany, formal discipline in, 64;
over-drilling in, 338-340
Gomperz, on theory and practice
in education, 5

Gorgias, on rhetoric, 182

Grammar, study of, 159; outside
the schoolroom, 200

Greek, failure of modern method
of studying, 218

Greek notion of education, 79
Greeks, history of, 133-134; igno-
rance of physics, 178-179
"Grindstone theory" of discipline,
63, 87

Humanists, the, 156
Hume, David, 328

Huxley, T. H., on consciousness, 36

Imagination, Aristotle on, 77-78;
faculty of, 101-103
Incipient psychotics, 315
Industrial education, 168
Inherited knowledge, 143-146
Instrumental and cultural studies,
150-160

Invention, learning through, 240-242
Inventions a gradual development,

242-243

Isocrates, on education, 341

James, William, on two kinds of
knowledge, 51; on training the
memory, 93-94, 96, 97; on a
baby's sensations, 112
Jevons, F. B., 247

John of Salisbury, on the Nominal-
ist-Realist controversy, 59
Johnson, Samuel, doctrine of, as
to knowledge, 35

Judgment, 99-100; a specific ac-
tivity, 100

Jung, on early experiences, 126

Kant, Immanuel, on knowledge, 35;
on function of science, 189
Keyser, C. J., on comprehensibility,
195

er

Kinds of education, 142-169; self-
education, 142–143; what we
inherit, 143-146; task of the
educator, 146; "elementary" and
'higher" classification, 146-150;
instrumental and cultural classifi-
cation, 150-151; history, 152-154;
science, 154-155; education for
efficiency, 160-161; liberal and
illiberal education, 162-164; vo-
cational and avocational educa-
tion, 164-169
Kipling, R., 312

Knowledge, three grades of, 7-11;
common-sense, 7-10; scientific,
7, 8, 9-10, 11-15; philosophic,

7, 11-15; quantity in the educa-
tional scheme, 20; scorned by
one school of education, 21-22;
relation of, to mental training,
22-24; what it really is, 25-26,
30-58; awareness a survival
agency," 30; a necessity, 30-31;
contributed by things, 31-33; ob-
tained by copying, 33; of objects
outside of experience, 34-36; re-
lation of, to facts and truths, 38-
44; inexactness in naming things,
45-49; gained through concep-
tualizing, 50; ability to use, 50-
51; Professor James on the two
kinds of, 51; Plato's doctrine of,
55-58; the process of getting,
108, 109, 131-136; comes from
doing, 175-179; offered by sci-
ence, 184-185; for its own sake,
185-187; as an instrument, 187–
190; two kinds of, 212; obtained
from searching, 337-338; idolatry
of, 341-344

Language, not a substitute for ex-

perience, 113-116; an institution,
127-129; function of, 129-131;
and inheritance, 144-145; a con-
tinuous study, 150; defined, 183
Latin, place of, in school, 159; wrong
method in teaching, 198-200, 218
Learning, by problem getting, 233-
257; through observation, 233-
234; by studying behavior,
234-236; relation of attention
to, 236-240, 256-257; through
invention, 240-243; the scien-
tific method of, 244-249; purpose-
ful accumulation of facts, 248;
searching for truth, 249-251;
teaching and, 251-253; students'
aim in, 253-256; by definitions,
260-267; specific, 346-349
Lecture method of teaching, 224-
227
Leibniz, 312

Liberal education, purpose of, 63;
vs. illiberal education, 162–164

Literature, as an instrumental study,
155-160; defined, 183

Locke, John, on the function of
education, 83-84, 85; on training
the memory, 92

Logic characterized, 183
Lowell, A. L., 293
Luther, Martin, 81, 82

McClymonds, J. W., on education
in the United States, 9
Mann, C. R., on teaching physics,
198; on learning definitions,
264-266

Mathematics, in plan of education,

148, 149, 159; characterized, 183;
heuristic method in, 231; and
logic, 293

Measurements in education, 294-314
Meiklejohn, Alexander, 230
Melancthon, 81, 82

Memorizing, Locke on value of, 85;
matter for, 276-278; material for,
276-278

Memory, as a single faculty, 90-91;
tests of, 92-93, 94-97; Locke on,
92; Newman on, 92; Professor
James on, 92-93; retentiveness
unchangeable, 93; improving,

93-94
Method, place in education, 195-
232; the test of comprehensi-
bility, 195-196; importance of,
196-199; wrong, 200-201; edu-
cational, 201-205; an outline,
202; what it must do, 205-206;
and aim of education, 206–212;
knowledge of vs. knowledge
about, 212-215; relation of con-
tent to, 215-217; the course of
study, 217-219; fitting studies
to students, 220-222; the reci-
tation method, 222; the exami-
nation method, 223; the lecture
method, 224-227; testing a, 227–
228; the Socratic method, 228-
229; the heuristic method,
229-230; the genetic method,
230-232

Meumann, on training the memory,

94
Milton, John, on the shortcomings
of the linguist, 218

Mind, "a survival agency," 30; a
picture-making device, 31; a
generalizer, 97; a problem solver,
266

Music, learning, 174

Naming things, 49-50
Napoleon, 126

Newman, John, on training the
memory, 92

Noun, incorrectly defined by gram-
mar, 45; the evolution of the
proper, 47-49

Observation, faculty of, 101-103;
place of, in education, 233-234
Oratory and conversation, 98

Penmanship, 147-148, 200, 296-297,
299, 300, 302, 304

Percepts, source of, 177-178
Persons distinguished from things,
123-124

Pillsbury, on training the memory,
95

Philosophic knowledge vs. scien-
tific knowledge, 11-15
Philosophy, the basis of educational
theory and practice, 2; the func-
tion of, 12; practical value of,
13; of the individual, 13; object
of all real, 325

Physical training, specific rather
than general, 88-90; need of
more attention to, 219
Plato, on knowledge, 55-56; on
formal discipline, 66-78; theory
of crime, 69; on speech, 125;
the story of Theuth, 128-129;
the definition of education, 139;
method of, 182; on comprehen-
sibility, 195; on educational test,
220; and the Socratic method,
228; on the thinker, 331
Poetry, the study of, 214