Page:Democracy and Education.djvu/443

424 273; reconstruction of, 92; in school room, as prompting recent reforms in course of study, 228; place of science in, 261–267; shared, gives rise to meaning, 17–19, 26; proving unity of subject matter and method, 195–196. See also Activity; Capricious activity; Dualisms; Experimental method; Experimentation; Reconstruction; Routine; Thinking and experience.

, connection with occupations, 237, 267; consequences of lack of, in Greece, 341; origin, 237; as transforming the philosophy of experience, 319, the theory of knowledge, 393–395, 401. See also Experimentation; Laboratory work; Logical method; Method, as defining science; Science.

, 317–322, 323. See also Experience.

Evolution, biological, and Hegel's idealism, 69–70; as clinching proof of continuity, 392–393.

Faculties, as explained by Herbart, 81–82; in Locke's theory, 71, 73, 77, 80.

Faculty psychology, 286–287. See also Formal discipline.

Feeling, a social mode of behavior, 14.

, division of classes in, 142; doomed by science, 331. See also Barbarian Europe; Middle Ages.

Fichte, relation between individual and state, 111–113.

Finality of experience, defined, 380.

, Aristotle's view of, 296–297; place in the curriculum, 278–279, 292; vs. industrial arts, 274, 276, 278. See also Art.

Fiske, John, and doctrine of prolonged in fancy, 54, n$1$.

Focusing, an aspect of directive action, 30, 47, 74.

, the counterpart of scholastic method, 399; doctrine stated 70–73, criticized, 73–79, 80; as an educational value, 271, 286–287; remedy for its evils, 155–156, 158–159; value of particular studies, 286–287. See Discipline; Education.

, its place, 7–11; its dangers, 9–11, 272; criterion of value, 62. See also Education; Formal discipline; School.

"Formal steps" in teaching, 82–83.

Formulation, value of, 265–266, 270.

, economic, results of lack of, 160; in school, true and false, 352–356, 357; vs. concern for order, 381–383. See also Authority; Conservatism; Control; Dualisms; Individuality.

Froebel, emphasis on natural principles of growth, 136; strength and weakness of, 67–68, 79.

Galileo, and the rejection of tradition, 344.

Games, value in school work, 190.

Gardens, value in school work, 190, 235, 259, n$1$.

General, see Particular vs. general.

Generality of subject matter and of method, 378, 379, 380.

Generalization, in Locke's theories, 312; value of, 265, 270.

as a study, defined, 246, 248; home geography, 248–249; as including nature study, 246, 250.

, complementary subjects, 246–250, 255; evils of mechanical use of, 245; their significance, 243–255, 376, summary, 255; principle governing choice of subject matter in, 246=247, 249. See also History.

German states, Herbartianism in, 85; state–supported education, 108–109, 112.

God, identified by Rousseau with Nature, 134.

Goethe, appreciation of institutions, 69.

Good will, chief constituent of social efficiency, 141.

, as distinct from instruction, 352, 357. See also Discipline, external.

, appreciation of institutions, 70; identification of art and science, 229; explanation of success in education, 166, of intellectual and artistic eminence, 45; individualists, 356; relation between intelligence and desire in their philosophy, 295, 305, between man and nature, 324, 338; distinction between liberal and utilitarian education, 293–298, 302, 303, 305; social environment of, 321; view of mind, 340–341; the first philosophers,