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IV. 69

Criterion, 69. Values, 69. Theory of equivalence, 72. Deviation from ideal courses, Self-activity, Interest, Apperception, Correlation, Coördination, Culture-epochs, Concentration, Laws of association, 74-78. Pleasure, 78.

V.         80

Attempt to distinguish between power and knowledge, 80. Illustrations and inferences, 81. Review of article on methods that make power, 84. The recluse and the man of action, 86. Exaggeration of power, Specializing too early, Kind of knowledge important, Specific and general power, Argument for higher education, 86-89. Power to enjoy, Energy of character, 89-91.

VI. 92

Introductory, 92. Habit, 92. Leadership, 95. Historic examples, Literature, 96-98. Precept, Objects for activity, 98-99. Duty, 99. What the schools are doing, 101.

VII. 103

Protagoras' view, 103. Ethical problem of secondary schools, 103. Analysis of impulses to action, 105. Relation of whole school curriculum to moral development, 107. Some specific ways of teaching practical ethics, 108. Interest, 112. Romanticism, 113. Moral growth a growth in freedom, 115.