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Rh Economics, to be included in vocational education, 372.

, as conservative and progressive, 81–92, summary, 92–93; democratic conception in, 94–115, summary, 115–116; importance in a democracy, 304–305, 338; as direction or guidance, 28–47, 375, summary, 47–48; as its own end, 59–60, 62, 362; the essence of, 84, 362; as formation, 81–84, summary, 92–93;, 49–62, 63, 65, 375, summary, 62; as national and social, 108–115, 116; as a necessity of life, 1–11, 12, 375, summary, 11; in the philosophy of Plato, 102–106, 112, 115, 140, of eighteenth century, 106–108, 115–116; intimate connection with philosophy, 383–387; why practice lags behind theory, 46–47; as preparation, 63–65, 375, summary, 79; prospective vs. retrospective conception of, 92–93; , 84–89, summary, 93; as reconstruction, 89–92, summary, 93; as a social function, 3, 11, 12–26, 47–48, 94, 112, 115, 375, summary, 26–27; as means of social reform, 108, 160–161, 304–305, 313, 370, 374; , 65–70, 81, 375, summary, 79; various definitions, 10, 12, 55, 59, technical definition, 89–90, 93, contrast with one–sided conceptions, 91–92; the highest view of, 417. See also Cultural education; Elementary education; Formal discipline; Formal education; Higher education; Informal education; Moral education; Primitive education; Training; Vocational education.

Efficiency, scientific, definition, 194; wider view of, 98–99.

Efficiency, social, as aim of education, 109–110, 138–141, 144–145, 271, 291; definition, 141, 144; democratic vs. aristocratic ideal of, 142; a moral trait, 417. See also Culture, vs. efficiency.

Egoism of childhood, 28, 52.

, inconsistency of, 301; narrow utilitarianism of, 160, 226. See also Education.

Elements, not necessarily "simple," 234.

Emerson, quoted, 61–62.

, in relation to environment, 147;, 390–391. See also Dualisms.

Empirical, two meanings of, 263–264; as equivalent to "trial and error" and rule–of–thumb, 308.

, defects of, 314–317; a school of method, 395, 399–400, 401; its service to school instruction, 313–314. 322; transformed into sensationalism, 312–313. See also Dualisms; Quackery; Rationalism vs. empiricism.

Empty–mindedness, vs. open–mindedness, 206.

Emulation, as related to control, 34.

, 124, 402; as continuous with means, 377; in relation to interest, 149–150, 161; vs. results, 117–118. See also Dualisms.

, adult's vs. child's, 60; chance vs. chosen, as educative, 22, 26–27, 44, 320; control by living beings, 1–2, 73; function of, 15–22, 26–27, 28–31, 33, 36, 44–48, 65, 133, 147, 344; in relation to habit, 55–56, 62, 212; Herbart's view of, 83–84;, 87–88; theory of its interference with development, 66, 79; nature and meaning, 12–19, 26–27, 33–40; close relation of physical and social, 33–39; Rousseau's idea of education apart from, 138; fields of strongest unconscious influence, 21–22; study of, a guide to individual method, 203–204. See also Dualisms; School as a special environment; Stimulus.

Epistemology, development of, 342–343, 356.

Equipment, lack of, how to compensate for, 191.

Examinations, the need of, 391.

, availability in later experiences, 396, 396–397; check and balance theory of, 288, 376, 387; continuity through renewal, 2–3, 11; individual, how it absorbs experience of others, 7, 9, 244, 255, 270, 272; how harmed by mechanical teaching, 245;, early conception, 306–311, 322, modern theory, 311–317, 318, 323; measure of value, 164; mediated vs. immediate, 271–273; nature of, 163–169, 177, 192, 316, 317, 319–320, 323; its quality to be changed by education, 12, 26, 92; of pupil not to be assumed, 180, 197–198,