Page:Democracy and Education.djvu/439

420 Arts, fine vs. industrial, 274, 276, 278.

, conditions in, as influencing philosophy, 307, 322. See also Aristotle; Dualisms; Philosophy; Plato; Socrates; Sophists.

, the remedy for momentary lack of, 410. See also Interest.

, vs. freedom, 340, 357, 390; relied upon to save trouble of thinking, 394.

Autocracy, aim of education in, 363.

Bacon, Francis, his appeal to experience, 311; attitude toward truth, 342; union of naturalism and humanism, 330–331.

, 288–289, 376; of interests, how to attain better, 387.

, its culture not a native product, 338; influence on education, 327, 338. See also Feudalism; Middle Ages.

Beings, distinction between animate and inanimate, 1–4.

Belief, superficial, negating responsibility, 210.

Beliefs, vs. knowledge, 393; revision after Middle Ages, 345–346, 356.

Benevolence, often dictatorial, 141.

Biology, its contribution to a democratic theory of knowledge, 401; testimony to the continuity of man and nature, 333, 377, 392–393. to unequal natural endowment, 137.

, opposition of, 165–169, 177, 191, 340, 358, 373, 377, 378, 391; in Aristotle's theory, 299; interdependence shown by physiology and psychology, 391–392. See also Dualisms; Physical vs. psychical.

, 391, 402. See also Dualisms; Physical vs. psychical.

Botany, connection with life, 235.

Brain, office of, 391–392.

, its contribution to life, 290. See also Commerce; Labor vs. leisure; Vocation.

, irregular development of, 136. See also Disposition; Instincts.

Capacity, double meaning of word, 49; how to teach limitation of, 231, 232.

, the problem of the day, 366–367. See also Dualisms.

Capitalism, following upon industrial revolution, 331.

, contrasted with educative activity or experience, 90–91, 361, 397, with continuity, 392, 407, with thoughtful action, 171, 181; fatal to aim, 119; negated by vocational aim, 361, by knowledge, 397. See also Activities; Activity.

Carlyle, on the "cash nexus," 350.

, the aim of school instruction and discipline, 402, 418; definition, 370; definition of the character which education should form, 418; why not developed by school education, 184, 221; as developed by primitive education, 10;, 402, 418; , 410–414, 418. See also Conduct; Disposition; Dualisms.

Chastity, moral nature of, 415.

"Check and balance" theory, see Balance of powers.

Child labor, prevention a social duty, 230.

, as modifying course of study, 228, 368; as a guide to individual method, 203. See also Psychology.

Childhood, a positive not a negative state, 49–50, 59, 63.

Christianity, as refuge from the world, 405.

Church, influence on education, 327, 338; conflict with science, 381.

Civilization, its factors, 44–45.

, in Plato's philosophy, 102–106, 112, 115, 305; in feudalism, 142, in eighteenth century, 107, 137, 138, n1; in Hegel's philosophy, 70; at present, 98, 113–114, 160, 191, 294, 300, 304, 363; paralleled in educational world, 160, 290–291, 292, in conflict of applied and pure science, 268–269, in distinction between rational and empirical knowledge, 389, in various other dualisms, 377, 388, 400–401; danger that vocational education may perpetuate, 139–140, 371–373, possibility that it may obliterate, 373–374. See also Social situation.

, as a socializing force, 349. See also Business; Labor vs. leisure; Vocation.