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428 379, 380. See also Dualisms; Experimental method; Logical method.

Methods, the measure of their worth, 203, 415.

, social environment, 331; view of mind, 340–341. See also Barbarian Europe.

Mill, John Stuart, on work of schools, 394.

Mind, definition, 39, 120, 370; doctrine of its sameness in all persons, 137, 292; as formed before school life, 39; as "formed" by education, 81, 83, 93; not an independent entity, 153–155, 163, 164, 167–168; as purely individual, 340–343, 356; individual, as agent of reorganization, 343–351, 377; narrowing or perverting of, 159–160; "objective," 69; considered as purely receptive, 312; socialized, definition, 40, how attained, 141, the method of social control, 40. See also Dualisms.

Mind–wandering, one way to encourage, 277.

Mistakes, children's, how useful in school work, 231–232.

Montaigne, attitude toward truth, 342.

Montessori system, criticism of material used, 232, of technique, 180–181.

, its identification with the rational, 411, with the social, 414–417. See also Morality; Morals.

, in school, 411, 416–417, 418. See Education.

Moral knowledge, scope of, 414, 418.

, as affected by environment, 21; different conceptions of, 402, 405–407; the essence of, from one viewpoint, 405, true essence of, 418; ordinary, a compromise, 406. See also Moral; Morals.

, theories of, 402–417, summary, 418. See also Moral; Morality.

Motivation, as affected by active occupations in school, 228–229, 241, by vocation out of school, 362; extraneous, and double mindedness, 209; in relation to interest, 147; in scientific efficiency, 99.

Motive of action vs. its consequences, 402, 405–406, 418.

Motives, adventitious, 64–65, 209.

, its prime function in education, 278–279; inconsistent treatment of, 302. See also Art; Fine arts.

Napoleonic struggle, influence on education, 109–110.

Nationalistic aim of education, conflict with social, 113, 116.

Nationalistic movement and state–supported education, 108–109, 116.

Natural (normal) vs. natural (physical), 131.

Naturalism, see Humanism vs. naturalism.

Nature, as supplying aim of education, 130–138, 376, summary, 144; as conceived by Kant, 110, by Rousseau, 106, 131–132; education in accord with, 106–108, 110–111, 116;, 137, 144. See also Dualisms; Heredity in relation to environment; Man and nature.

Nature study, a part of geography, 246, 250.

of school work, causes of 165–166, 210, 289, 355.

Nervous system, office of, 391—392.

Non–social relations within social groups, 6. See also Antisocial.

Nurture, see Nature vs. nurture.

Obedience, as a moral duty, 406.

Object lessons, vs. book knowledge, 390; defect of, 233, 314, 316.

vs. subjective knowledge, 147, 345, 390. See also Inner, vs. outer.

, superficial, 210; the training of, 77–78. See also Experience as experimentation; Laboratories; Laboratory work; Sense impressions.

Obstinacy, vs. will power, 150. See also Will.

, active, as providing background of appreciation, 273; basic function of, 274; the connections of, 255; place in education, 228–230, 234–237, 241, 243–244, 401, 410, 418; available for school use, 230–237, 321; social occupations, intellectualized, 321, giving moral knowledge, 414, 418. See also Activities, Activity.

Open–mindedness, means of evoking, 273; involved in good method, 205–206, 211; a moral quality, 414; a philosophic disposition, 380.

Ordering, an aspect of directive action, 30, 47, 75, n$1$.

of subject matter of the child,