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Rh Communication, definition, 11, 255; always educative, 6–7, 11; extending the meaning of experience, 255; making possible the continuance of society, 3–6, 11; criterion of its value, 219.

Community, definition, 5–6; conditions making possible, 29; not one body but many, loosely connected, 24–26, 94–97.

Complex vs. simple, false notion of, 234.

Compulsory education, system of, first undertaken by Germany, 112.

Concern, see Interest.

, must progress to abstract, 315–316. See also Abstract.

, as determined by knowledge, 412–414, 418; relation to philosophy, 378–379, 387. See also Character; Disposition.

Confidence, a trait of good method, 205.

Conformity, not equivalent to uniformity, 60; the essence of education in Hegel's philosophy, 69.

Connections of an object, made evident by education, 246; as determining response to it, 396; means for learning, 416.

Conscience, vs. consciousness, 411; intuitions of, 406.

Consciousness, definition, 121; accentuated by blocking of instincts and habits, 404; not independent, 164; as equivalent term for "mind," 342–343.

Consensus, origin, 6.

Consequences of action, vs. its motive, 402, 405–406, 418. See also Dualisms.

vs. progressiveness, 381–383, 390, 401; in education, 81–93.

Consistency, definition, 379.

Continuity, of inanimate things, 1, of individual life, 2, of social life, 35, of beings with their environment, 13, 333; vs. dualism, 388–395. See also Dualisms.

, as a function of education, 28, 48, 90, 397, 401; means of, 39–40, 47, 73; resulting in growth, 1–2; in Herbart's theory, 82; vs. freedom, 340, 356–357; social, indirect vs. direct, 32, 33, 47; variable, importance of, 53–54, 62. See also Conservatism; Freedom; Individuality.

Coördination of responses, 74, 75, 78.

Cosmopolitanism, the eighteenth century tendency toward, 106, as voiced by Kant, 110–111; defects of, 113; yielding to nationalism, 109.

Credulity, human proneness to, 222.

, of subject matter, 78, 292; of a society, 96–110, 115. See also Standards.

of any study, the educational center of gravity, 249.

or liberal education, one of the dangers of, 416–417; as made illiberal, 226; so called, really vocational, 364–366. See also Culture; Intellectual vs. practical studies; Vocational aspects of education.

, as aim of education, 142–144, 271, 376, summary, 144–145; cause of differences in, 43–45;, 142–144, 144–145, 159–160, 373, 377, 385, 389, historical and social explanation of the opposition, 160–161, 293–298, 305, 388–389; traditional idea of, 143, 358, to be modified, 114; definition of true, 145; a moral trait, 417. See also Education.

Culture-epoch theory, see Education, as recapitulation.

Curiosity, cause and effect, 244; nature, 245, 391.

Curriculum, in relation to aims and interests, 271–291, summary, 291–292; place of play and work in, 228–241, summary, 241–242, 243–244; requisites for planning, 225–227; false standards for its composition, 286–291; reasons for constant criticism and revision, 283; measure of its worth, 415.

Custom, criticism of, basis of Athenian philosophy, 306, 307, 322.

Democracy, true, characteristics of, 100–102, 115, 142–143, 300, 357, 369–370, 374, 401, 414; criteria for the curriculum in, 225–226, 338, 339; duty of education in, 139–140, 292; humanism of science in, 268; proper theory of knowledge in, 401; reorganization of education required in, 300, 305, 386; increasing respect for all labor in, 366.

Democratic conception in education, 94–115, summary, 115–116, 375–376.

, a positive power, 50–52; habit of dependence upon cues, 67. See also Infancy, prolonged.