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Rh , 327; characteristics, 328–329, 330.

Rewards, see Penalties and rewards.

Romans, influence on education, 306–327, 338.

Rousseau, and education for citizenship, 109, n$1$; and natural education, 131–138; influence of Plato upon, 106; view of social conditions, 70.

, contrasted with continuity, 392, with educative action, 90–91, with thoughtful action, 171, 181; negated by vocational aim, 361, by knowledge, 397; penalty for developing, 363. See also Activities; Activity.

Routine methods, origin and results, 199.

Rule, prescribed, vs. general method, 201.

Schiller, appreciation of institutions, 69.

Scholasticism, its nature, and influence on education, 327–328, 395, 398–399.

, the bridging of gap between it and life, 228, 273, 416–417, 418; freedom vs. social control in, 351–352, 356–357; its greatest need at present, 48; origin, 9; purpose and finest product of education in, 60; as a special environment, 22–26, 27, 212, 226, 230, 320–321, 401; a steadying and integrating power, 26; a relatively superficial means of education, 4–5, 11; its work once appropriately book work, 229–230. See also Environment; Formal education.

Schools of method, 395–400, summary, 400–401.

Science, applied vs. "pure," 268, 336–337; aim, 264, 266, 269, 270; its dawn in the Renascence, 329, the outgrowth of occupations, 235–237, reason for its early slow advance, 174; definition, 223, 256, 263, 267, 268, 269; generality, totality and ultimateness of, 379; as sharpening opposition of man and nature, 330–331, 332, later, testifying to their continuity, 333; as merging into philosophy, 379; as rationalized knowledge, 221–224, 263; conflict with religion, 381; as means of social progress, 261–267; its kind of value dependent on the situation, 282, 384.

, 256–269, 372, 376, summary, 269–270; historical basis of contempt for, 310; its blow to prestige of "intellectual" studies, 321;, 257, 259, 267, 302, 322, 335. See also Experimental method; Experimentation; Laboratory work; Logical method; Method as defining science.

Sciences, social, proper school approach to, 236–237; subject to same method as natural sciences, 333.

Selection, of responses, 74.

Self, not fixed but continually forming, 407–408; and interest, two names for same fact, 408; consciousness of, a foe to good method, 204; control of, as a moral duty, 406. See also Individual and the World; Interest vs. duty or principle; Self-activity, etc.

in narrow and wide sense, 353.

Self–interest, 406, 407.

Selflessness, 408.

Sensationalism, see Empiricism.

, vs. book knowledge, 390; essential to knowledge and to growth, 400; as used in experimentation, 318; historic basis for their neglect in higher education, 322; over–use of, 185. See also Empiricism; Observation.

Service, social, may lack sympathy, 141.

Shops, value in school work, 190, 416.

Simple vs. complex, false notion of, 234.

Sincerity, a moral quality, 414.

Single–mindedness, a trait of good method, 207–209, 211; a moral quality, 414.

Skill, proper background and outlook for, 244, 277, 303; danger of drilling for, 209, 233; as an end of school work, 179, 190, 322; inferior to understanding, 299, 318; limitation when based on mere habit, 91, 96, 363, 395; narrow vs. broad, 303; as freeing mind for thought, 304; transfer of, 75.

Slavery, ultimate waste in, 361; actual and natural, 295–296, 303, 304, 305; Aristotle's views concerning, 337.

Social, the, identical with the moral, 414, 417.

, hostile, escaped by subjectivism, 405, reaction, 405–406; present, the greatest evil of, 370–371; inconsistencies of, 298–305. See also Class distinctions.