Page:Democracy and Education.djvu/438



Absolute, philosophic ideal of, 67–70, 79.

, good and bad sense of, 264–265, 266, 270. See also Concrete.

Abstract knowledge, 223.

Abstraction, in Locke's theories, 312.

Academic seclusion, effect of, 416.

, a form of habituation, 56, 59, 60. See also Habit.

, how their meanings become extended, 243–244, 255, 270; industrial, really cultural, 338; mechanical, 58, cause of, 167; practical, conditions making them narrow, 190–191, 319; school, under controlled conditions, 320. See also Occupations, active.

, the freeing of, 123; imagination as well as muscles involved, 277–278; —early conception, 306–311, modern theory, 311–317;, 402, 405, the opposition reconciled, 403–404, 418; motive divorced from consequences, 402, 405–406; vs. passivity, in learning, 390; physical, historic reason for its neglect in higher education, 322; purposive, defined and illustrated, 403; as related to stimulus, 29–30, 73. See also Capricious activity; Routine.

Acts, all social, 414–415.

Administration, school, its duty to provide adequate facilities, 114; the measure of its worth, 415; as forming a trinity with methods and subject matter, 193.

Æsthetic appreciation, as determined by environment, 21–22.

Æsthetic interests vs. economic, 381–383.

Affection, in relation to motivation, 147.

Aim, conditions which make an aim possible, 118–119; nature of, 117–121, 124–126, 129, 205–206, 417, 418.

Aim of education, as such, does not exist, 125; as stated at various times, 130–131; defects and needs of the time reflected in stated aim, 130, 147.

in education, general discussion, 117–129, 376, summary, 129; clash of aims explained, 160; not furnished by native powers of man, 133; general, use of, 130, 144, 285; in relation to interest, 147, 161; isolated, origin of, 388; social, need of clearer conception, 113, conflict with nationalistic 113, 116; vocational, their place in education, 360–364, 374. See also Interests; Values.

Aliens, why considered enemies by savages, 99.

American public school an assimilative force, 26.

Amiability, moral nature of, 415.

Animals, education of, 14–15.

"Answers," harm done by excessive zeal for, 206.

nature, of man denied, 28–29; of gangs or cliques, 99.

Antitheses, see Dualisms.

Apperceiving organs, in Herbart's theory, 82.

Application, in Herbart's theory, 83.

Appreciation, the nature of, 271–291, 291–292; as wide in scope as education, 276.

Apprenticeship, earliest form of, 9; the vocational education of the past, 364.

, educational theories of, 295–298; conception of experience and reason, 306; on relation between man and nature, 325–326; permanent truths in his philosophy, 299; opposition to Plato's teaching, 412. See also Athens; Dualisms; Greeks; Philosophy; Plato; Socrates; Sophists.

, as exemplifying ideal of interest, 159, 242; the use of, 241. See also Fine arts; Music; Painting.

Artificiality of school learning, 190.