An Essay Towards a Philosophy of Education: A Liberal Education for All

by Charlotte M. Mason

Index

abridged editions, [183]
Abt Vogler, [324]
academic solution of educational problems, the, [254], [288]
Academy (French), [252], [256]
Across the Bridges, by A. Paterson, [118], [119], [300]
act of knowing, [99], [254], [271], [292], [298];
knowledge acquired by, [291]
Adams, Professor John, [112]
æsthetic sense, [43];
open to disaster, [56]
affections, mis-directed, [58]
Albrecht, Dr., [162]
allusions, literary, [264]
Ambleside, [212], [217]
Ambleside Geography, The, [226-229]
Amyot, on history, [273]
anarchy, [69]
‘Angelic Doctor,’ The, [284]
‘aniseed drops,’ educational, [302]
aphasia, our national, [269]
‘appetency,’ [56], [107]
apprenticeship, [328]
architecture, [77], [217], [220]
arithmetic, [59], [73], [141], [151], [152], [230-233]
Armstrong, Dr., [280]
Arnold, Dr., [257], [340], [341]
Arnold, Matthew, [239], [252], [258], [309], [315], [342]
art, [xxx], [14], [43], [45], [63], [154], [157], [254];
teaching of, [213-217], [275];
is of the spirit, [214];
power of appreciating, [214];
reverent knowledge of, [214]
Arthur, King, [28]
assimilation, [259]
astronomy, [50], [220], [222]
Astrophel, [100]
athleticism and mental activity, [72]
atmosphere, education is an, [xxix], [94-99]
attention, [259];
a habit, [100];
a natural function, [171];
how secured, [13-15], [17], [28], [45], [76], [255];
must not have crutches, [258];
power of, present in children, [xxxi], [7], [14], [18], [76], [154], [171], [255], [263], [290];
the hall-mark of an educated person, [99];
the prime agent in education, [16], [76], [247];
weakened by efforts to memorise, [17];
unfailing, [17], [171], [291]
Aus Meinem Leben (Goethe), [161]
Austen, Jane, [16], [77], [193], [294]
authority, natural, necessary and fundamental, [xxix], [68-78], [97], [134];
deputed, [68];
the condition of liberty, [69];
order, outcome of, [69];
chastened, [71];
vide [self-authority]
average boy, the, [300], [310], [312]
Bacon, [7], [29], [61], [105], [124], [143]
Barnaby Rudge, [259], [282]
‘Baron of Bradwardine,’ the, [312]
Bergson, Henri, [173]
Bernhardi, F. von, [3]
Bible, The, [143], [186], [272], [273];
in curriculum, [30], [40], [61-65], [160-165], [254];
fine English of, [160], [309];
method of, lesson, [159-169];
and critical teaching, [163]
Big Mesh, The system of the, [344]
biology, [221]
Blake, William, [79]
Board of Education, [250]
body, well-being of, [46];
a sound, [189]
Bompas Smith, Professor, [27]
Bonnot, [327]
books, many, [xxx], [7], [12], [15], [30], [59], [76], [267], [271], [303];
living, [xxx], [303];
worthy, [12], [18], [26], [52], [75], [104], [191], [260], [268];
delight in, [28];
text-books, [50], [53], [105], [256], [263], [271], [275];
difficulty of choosing, [187], [248];
choice of, [248], [272];
P.U.S., tested by examinations, [248];
‘classes’ and ‘masses’ must read the same, [264];
about books, [341]
Bosanquet, Bernard, [149]
Bose, Professor Sir Jagadis Chandra, [95]
botany, [220], [221]
brain, adaptation of, to habits, [xxx], [101];
thought not a function of, [2], [4], [260];
subject to same conditions as body, [38];
should not know fatigue, [38];
mind takes care of, [330]
British Association, The, [222], [251]
British Museum, The, [77], [175], [176], [274]
Browning, Robert, [100], [133], [215], [331]
Büchner, [4]
Burns, John, [300]
Bushido, [133]
‘Caleb Garth,’ [61]
‘Caleb Balderstone,’ [314]
Carlyle, Thomas, [238], [288]
Catechism, The, [169]
Cavell, Nurse, [77], [141]
Character, the one achievement possible, [129];
more important than conduct, [129];
formation of, [264], [278];
magnanimity of, [248]
Charles IX, [50]
chemistry, [254]
Childe Harold (Byron), [186]
child-garden, [24]
children, waiting for call of knowledge, [xxv];
are born persons, [xxix], [13], [18], [29], [36], [80], [238];
have good and evil tendencies, [xxix], [47-49], [52], [61], [66], [85], [86], [88], [89];
must live under natural conditions, [xxix], [96-99];
have appetite for knowledge, [xxx], [10], [11-13], [14], [18], [29], [44], [53], [58], [62], [77], [89], [91], [124];
can deal with knowledge, [xxx], [10], [14], [18], [40], [72], [109], [117], [154], [237], [263];
require much and various knowledge, [xxx], [11], [12], [14], [19], [25], [72], [109], [111], [116], [125], [154], [157], [253], [256], [263], [288-290];
and in literary form, [xxxi], [13], [17], [18], [29], [30], [51], [92], [109], [154], [160], [172], [218], [248], [256], [260], [291];
have power of attention, [xxxi], [7], [14], [18], [29], [75], [154], [171], [255], [263], [291];
enormous educability of, [xxxi];
must have principles of conduct, [xxxi], [62];
must have responsibility of learning, [6], [74], [99];
have powers common to all, [8];
backward, [9], [62], [183], [245], [255], [291];
are ignorant, [10];
have imagination, [10], [18], [36], [41], [50];
and judgment, [10], [18];
hindered by apparatus of teacher, [11], [54];
made apathetic by spiritual malnutrition, [11], [54];
must have great thoughts, [12], [40];
must read many books, [xxx], [7], [12], [15], [30], [59], [76], [267], [271], [303];
must read to know, [13], [99];
are bored by talk, [15], [19], [41], [44], [52], [58];
intellectual capacity of, belittled, [26], [31], [75], [81], [158], [192], [238], [246];
are not all alike, [30], [241];
first notions of, [35];
and language, [35];
early thoughts of, [36], [238];
experience what they hear and read, [40];
hearts of, thoroughly furnished, [43], [60];
of the slums, [44], [63], [256], [260], [293];
all, persons of infinite possibilities, [44], [156];
start fair, [47];
muscles and nerves of, [48];
have power to sense meaning, [51], [181];
not intellectual ruminants, [53];
dangers of feeding, morally, [59];
must think fairly, [61];
capacity and needs of, [66], [157];
and the sense of ‘must,’ [73];
offences against, [81];
must be relieved of decisions, [97];
need bracing, not too stimulating, atmosphere, [98];
should not ‘run wild,’ [98];
must form good habits, [100];
grow upon ideas, [109];
should know something of their own capacities, [131], [187], [189];
must follow arguments and detect fallacies, [147];
must know what religion is, [149];
educational rights of, [157], [339];
howlers of v. mistakes, [158], [256];
have affinity for God, [158];
able for school education at five, but no conscious mental effort desirable until six, [159];
examination answers of, [167], [168], [185], [191], [193], [194], [195-209], [244];
enjoy classical names, [181];
must see life whole, [187];
must learn science of proportion, [187];
chastely taught, watch their thoughts, [188];
do not generalise, [224];
devitalised, [237];
not products of education or environment, [238];
not incomplete beings, but ignorant, [238];
powers of, [9], [238], [255];
shown in verses, [242-243];
offer a resisting medium, [253];
need physical and mechanical training, [255];
beings ‘of large discourse,’ [305];
should be persons of leisure, [305]
China, schools of, [343]
Chinese Empire, [179]
Christ, parables of, [304];
gave profoundest philosophy to the multitude, [332];
does not exist for our uses only, [336];
teaching of, must receive profound attention, [337]
Christianity, [336]
Chrysostom, St., Prayer of, [64]
cinematograph displays, [340]
Circe, [186], [267]
Citizens to Be, by Miss M. L. V. Hughes, [235]
citizenship, [185-189], [254], [274];
the inspiration of, [185];
ancillary to history, [185];
problem of good and evil in, [186]
Cizek, Herr, [216]
Coleridge, S. T., [35], [56], [105-108], [110], [233], [290], [318], [322]
Colet, Dean, [xxvi], [247]
Collingwood, Lord, [60]
Comenius, [8], [20], [291]
composition, [190-209];
oral, [190], [269];
art of, should not be taught, [190], [192], [269];
not an adjunct of education, [192];
in verse, [193], [242];
definite teaching of, in Forms V and VI, [193], [194];
power of, innate in children, [191];
written, [192];
comes of free and exact use of books, [193];
children’s, [195-209]
concentration, [8], [15];
innate, [171]
Coningsby, [348]
conscience, present in infant, [37];
governing power of man, [131]
Continuation Schools, edited by Sir Michael Sadler, [285]
Continuation Schools, a Liberal Education in, [119], [124], [127], [147];
the scope of, [279-299];
movement and technical education, [279];
not for technical instruction, but for things of the mind, [287]
Copenhagen, [285]
Copts, [314]
Cornwell, Jack, [141]
correlation, principle of, [276]
correlation lessons, [114], ff.
Council Schools, P.U.S. work in, [xxv], [77], [81], [181], [182], [195], [241], [290], [293]
‘countenance,’ a manifestation of thought, [301]
‘Creakle, Mr.’ 81, [101]
Curie, Madame, [141]
curriculum, a full, [xxx], [14], [19], [30], [154], [263];
a common, [12], [293];
principles bearing upon the, [13], [31], [156-158];
in P.U.S., [15], [28], [154-234];
in Grammar and Public Schools, [85];
and the formation of habits, [99];
in Elementary Schools, [155];
standard set by examinations, [233];
a complete, suggested by the nature of things, [156]
Damien, Father, [60]
dancing, [234]
Darwin, [3], [4], [5], [54]
David Copperfield, [81], [111], [238]
democracy, [312]
Demos clamours for humanistic education, [299]
Denmark, education in, [123], [283-287], [291], [306]
De Quincey, [29],

[103], [333]
Departmental Committee on English, [269]
desires, which stimulate mind, [11], [88];
cater for spiritual sustenance, [11];
atrophy of, [89];
v. other desires, [247];
must be used wisely, [56];
right and wrong, [84]
Dewey, Professor, [280]
Dickens, [81], [111]
discipline, [xxix], [xxx];
secured by knowledge-hunger, [11];
education a, [99-104]
discrimination, [259]
diversion, [xxxi]
Divine Spirit, [xxxi];
Divine sanctions, [20]
docility, [68];
universal, [69];
v. subservience, [71];
implies equality, [71]
Doll’s House, The (Ibsen), [327]
drawing, [217], [329]
Drighlington Girls’ School, [xxv], [236]
economics, [73], [313]
education;
a liberal, [xxv], [8], [21], [78], [92], [127], [235], [250], [261], [264], [266], [271], [294], [296];
gives stability of mind, [248];
makes for sound judgment, [56];
three instruments of, [xxix], [94];
and atmosphere, [xxix], [94-99];
and discipline of habit, [xxix], [xxx], [99-104];
is a life, [xxix], [104-111];
is the Science of Relations, [xxx], [31], [154];
little dependent on heredity and environment, [xxxi];
errors in, [2], [5], [24], [26], [38], [41], [44], [53], [58], [59], [75-77], [82-89], [91], [94-96], [98], [105], [110], [114-122], [129], [155], [178], [190], [237], [246], [254], [304];
a philosophy of, [2], [18], [67];
and training, [3], [5], [6], [20], [39], [48], [147], [287];
must nourish mind, [6], [72], [105], [111], [253], [255], [260];
discoveries in, [9], [62], [68], [104], [255], [256], [290];
and the Desires, [11], [58], [84-90];
Knowledge the concern of, [2], [93], [266];
is of the spirit, [12], [26], [30], [38], [39], [125];
attention, the prime agent of, [16], [76], [247];
lacks exact application of principles, [19];
“new,” [27];
distinguished from psychology, sociology, pathology, [27];
in want of a unifying theory, [32];
does not produce mind, [36];
and use of leisure, [42], [79], [121];
the work of, [46], [60], [248], [281], [287];
the handmaid of Religion, [46], [79], [248];
business of, always with us, [54];
of the feelings, [59];
of the soul, [63];
drowned by talk, [65];
and capacity of child, [66];
a going forth of the mind, [66], [137];
popular, [76];
a free, [85], [146];
definite progress a condition of, [91];
not mainly gymnastic in function, [108], [236];
in Denmark and Scandinavia, [123], [125], [283-287], [291], [306];
in Germany, [123], [125], [279], [280], [306];
utilitarian, [125], [156], [180], [224], [279-283], [302];
co-existent with moral bankruptcy, [281];
in France, [125];
in Switzerland, [125];
Secondary, [127], [250-278];
less liberty than in Primary, [155];
character, the aim of, [129], [287];
must fortify will, [131];
title deeds of, [156];
beginning of definite, [159];
a science of proportion, [231-233];
a social lever, [245];
solves problems of decent living, [245];
a venture of faith, [245];
part and parcel of Religion, [246];
v. Civilisation, [248];
a common, [249], [264], [296];
a democratic, [265];
not for the best children only, [254];
hindered by materialism, [259];
an exclusive, our great achievement, [265];
overlapping in, [265];
a literary, open to all, [268];
humanistic, affects conduct, [293];
an early, from great books, the true foundation of knowledge, [308];
of the race, [324];
new systems of, [325];
result of forty years’, [342];
should be universal boon like air, [343];
as exemplified by two Public School boys, [343-348]
Education Act, [121], [122]
Eliot, George, [61]
efficiency, [125]
Elementary Schools, [326];
P.N.E.U. propaganda on behalf of, [xxvii];
P.U.S. methods in, [xxxi], [13], [14], [39], [44], [50], [268];
books in, [53];
concentration schemes in, [115];
A Liberal Education in, [235-249];
gain by no marks, no places, [247]
Emile, by J. J. Rousseau, [338]
Encyclopædia Britannica, [5], [17]
‘English,’ [86], [147], [209-211]
English Literature, [124], [298]
environment, [xxix], [94-99];
educability of children little dependent on, [xxxi], [155];
not way to mind, [38];
v. atmosphere, [96];
children not products of, [238]
Erasmus, [187], [340]
erudition, [310]
ethics, [14], [254], [274]
Ethics of the Dust, by John Ruskin, [223]
Eton, [252], [308], [348]
Eucken, Professor, [249], [296]
Euclid, [152], [233]
eugenics, [313]
eurhythmics, [251], [255]
examinations, [231], [256], [277], [291];
University entrance, [155], [233];
and scholarships, [155];
P.U.S., [158], [167], [168], [171], [178], [220], [221], [241-243], [262], [270], [272], [293-296];
should set less exacting standard, [256];
tests which shall safeguard Letters, [312];
papers and children’s answers, [195-209]
Ezekiel, [55]
faculties, [11], [17], [259], [263], [266];
out-of-date, [2], [230], [255];
Büchner on, [4];
none to develop, [255], [276]
fallacious arguments, [326]
Fichte, [279], [306]
Fisher, Mr. H. A. L., [53], [122], [126]
Fouillée, M., [110]
Fox, Charles, [29];
on poetry, [317]
Four Georges, The, by Thackeray, [171]
France, Anatole, [317]
France, education in, [125]
Francis, St., [60]
Franklin, the Hon. Mrs., [xxviii]
Frederick the Great, [3]
French, the teaching of, [211-213]
French Revolution, The, [4], [92]
Fuller, Thomas, [xxvii]
Gaddi, Taddeo, [322]
games, [188];
should be joyous relaxation rather than stern necessity, [267]
Genesis, [309]
geography, teaching of, [14], [30], [40], [59], [177], [220], [221], [224-230];
dangers of ‘scientific,’ [41];
suffers from utilitarian spirit, [224];
and travel, [226];
the romance of, [227];
not generalisations, [227];
inferential method of teaching, [227-228];
panoramic method, [227-228];
literary character of, [228]
geology, teaching of, [221]
geometry, the teaching of, [233]
German, the teaching of, [213]
Germany, moral breakdown of, [3], [123];
influence of Darwin on, [3], [4];
utilitarianism in, [6], [123], [125], [280], [286], [306];
cult of æstheticism in, [95];
philosophers of, [3], [4];
school curriculum in, [6];
efficiency in, [282], [283]
Gibbon, [124]
Gladstone, W. E., [281]
Gloucester teachers’ P.U.S. conference, [183]
Gloucestershire, [51], [90]
God, knowledge of, [64], [65], [158-169], [239], [246], [254], [287], [289], [310], [315];
the principal knowledge, [272], [338]
‘Godfrey Bertram,’ [122]
Goethe, [40], [160-162], [273], [299]
Gordon, General, [141]
Gordon Riots, [130]
Gorky, Maxim, [62]
Gospels, The, [165], [166], [169]
grammar, the teaching of, [7], [10], [141], [151], [152], [209-211], [269]
Greek, [124], [155], [254], [308]
Greeks and the power of words, [316]
Gregory, Sir Richard, on science teaching, [222]
Grundtvig, [125], [283], [284], [291]
Guy Mannering, [122], [331]
gymnastics, intellectual and physical v. knowledge, [236]
Habit, [xxix], [53], [99-104], [128], [147];
is inevitable, [101];
a bad master, [101];
act repeated becomes, [102];
religious, [103]
Haeckel, Ernst, [4]
Hague, The, [285]
Haldane, Lord, [26]
Hall, Professor Stanley, [280]
Hamlet, [179], [183]
handicrafts, [xxx], [31], [73], [154], [217], [234], [251], [255], [328]
Heart of Midlothian, The, [331]
Henry VIII, [170], [173]
Herbart, [112], [113], [114], [117]
Herbartian doctrine, [xxx], [113], [117]
Herbert, George, [64]
heredity, educability of children little dependent on, [xxxi], [155]
High School girl, the, [326]
history, [14], [30], [42], [50], [59], [62], [73], [77], [151], [157], [169-180], [254], [267];
a vital part of education, [169], [273];
church, [169];
English, [170-175], [176], [177];
French, [175], [176], [177];
ancient, [175], [176], [177], [274];
Indian, [176], [267];
European, [176], [177];
British Empire, [176];
and literature, [176], [177], [180], [184], [269], [274];
and citizenship, [185], [274];
geographical aspects of, [177];
as a background for thought, [178];
time given to, [170];
necessary for a sane life, [178];
gives weight to decision, consideration to action, stability to conduct, [179];
charts, by Miss Beale, [177]
Home Education Series, [6], [27]
Homer, [182], [190]
home work, [9]
hope, we want, [335]
Horace, [78], [264]
horde, spirit of, a dangerous tendency, [300]
Household, Mr. H. W., [90], [212]
House of Education, The, [15], [212], [213], [276]
“howlers,” [158], [256]
Humanism, [240];
for the people at large, [235]
humanistic training surest basis for business capacity, [285]
‘Humanities,’ The, [14], [157], [235], [239], [260], [297], [305];
in English, [298]
human nature, prefers natural to spiritual law, [3];
a composite whole, [156];
possibilities of, infinite and various, [156];
an ordered presentation of the powers of, [189];
has not failed, [335]
Huxley on the teaching of science, [218]
hygiene, [220]
Ideas, [xxix], [xxx], [290];
mind feeds on, [xxx], [10], [20], [25], [39], [40], [105], [109], [110], [117], [256];
informing, [xxx], [26], [154];
initial, [xxxi];
Platonic, [10], [108];
that influence life, [25];
give birth to acts, [80], [102], [303];
potency of, [105];
rise and progress of, [106], [107];

Coleridge’s ‘captain,’ [110];
behaviour of, [113];
correlation of, [114];
instruct conscience and stimulate will, [130];
choice between, [134];
growth of, [297]
Ignorance, dangers of, [1], [5], [279], [299], [310], [314];
is not incapacity, [63];
our national stumbling-block, [239];
only one cure for, [239]
Imagination, [25], [259];
present in children, [11], [18], [36], [41], [50];
present in infant, [37];
may be stored with evil images, [55]
Incuria of children, [52], [254], [292]
India, [267]
influence, [83]
information v. knowledge, [26], [184], [303], [321]
initiative, [25]
insincerity an outcome of ignorance, [326]
integrity, [61]
intellect not a class prerogative, [12];
enthroned in every child, [50]
intellectual conversion, [xxv], [xxvi]
intellectual appetite, [56]
intelligence not a matter of inheritance and environment, [12]
introspection, [66]
irresponsibility characterises our generation, [313]
Isaiah, [106], [309], [318]
Italian, teaching of, [213]
James, Professor William, [113], [114]
Japan, [133];
revolution in, [306]
Jewish nation, history of, [162]
Joan and Peter, by H. G. Wells, [95], [252], [266]
Johnson, Dr., [143], [160];
on questions, [257]
Jordan, [xxvi]
judgment, power of, [259];
present in children, [9], [18]
justice, [60-62]
Kant, [306]
Keble, [167]
Kidd, Benjamin, [69]
King Lear, [45], [242]
Kipling, Rudyard, [89], [135], [181]
Kirschensteiner, Dr. and Munich Schools, [280]
knowledge, call of, [xxv];
appetite for, [xxx], [10], [11], [14], [18], [20], [29], [44], [53], [57], [77], [89], [90], [92], [117], [124], [253], [255], [290], [302];
must be vital, [xxx], [39], [44], [105], [154];
quantity and variety of, [xxx], [11], [14], [19], [116], [123], [154], [157], [253], [256], [257], [263], [288], [289], [290];
must be literary in form, [xxx], [13], [15], [18], [29], [30], [51], [91], [109], [111], [154], [160], [172], [218], [248], [256], [260], [290];
assimilation of, [xxx], [12], [14], [16], [18], [155], [240], [292];
the sole concern of education, [2], [12], [93];
the necessary food of mind, [2], [18], [75], [88], [239], [256], [258];
consecutive, [7], [158], [172], [244], [261], [267];
accurate, [8];
what is? 12, [239], [254], [303];
a basis of common, for all classes, [20], [78], [264], [293], [298], [299];
not sensation, [26];
of good and evil, [46];
love of, sufficient stimulus for work, [58], [79], [98];
of God, [64], [65], [158-169], [239], [246], [254], [272], [287], [289], [310], [315], [338];
formative influence of, [65];
brings freedom, [71], [73];
depreciation of, [76], [301], [316];
is delectable, [89];
creates bracing atmosphere, [97];
v. teaching, [118];
is virtue, [127], [235];
of man, [169-218], [239], [254], [289], [315];
of the Universe, [218-234], [239], [254], [289], [316];
relativity of, and mind, [237], [240], [324];
stops friction, [238];
substitutes for, [302];
‘The source of pleasure,’ [302];
Matthew Arnold on, [239];
received with attention, and fixed by narration, [259];
not same as academic success, [266];
unifying effect of, [267];
‘Meet for the people,’ [292];
a distinction between, and scholarship, [305];
‘Letters,’ the content of, [308];
not a store but a state, [309];
of the Life, the Truth, the Way, [317];
the basis of a nation’s strength, [321];
v. information, [303], [321];
mediæval conception of, [321];
all, is sacred, [324];
a great unity, [324];
and ‘learning,’ [325];
exalteth a nation, [342]
Kultur, [286]
Lamb, Charles, [16], [258], [260]
languages, the teaching of, [209-213], [254], [276]
Latin, the teaching of, [94], [124], [155], [213]
League of Nations, [169]
learning, by rote, [257];
and knowledge, [325];
labour of, not decreased by narrowing curriculum, [158]
Lecky, Mr., on utilitarian theory, [280]
Lehrbuch zur Psychologie, [113]
Leibnitz, [110], [113]
Leonardo da Vinci, [54]
lessons, dull routine, [44]
‘Letters,’ knowledge and virtue, [307];
the vehicle of knowledge, [308];
a knowledge of, necessary, [313];
make a universal appeal, [333];
the staple of education, [334]
Liberal Education, A: Practice, by A. C. Drury, [157]
life, not enough for our living, [335]
listening, habit of, [244]
Lister, [19], [318]
literary form, children must have, [xxx], [15], [18], [29], [30], [51], [91], [109], [111], [154], [160], [172], [218], [248], [256], [260], [290];
children educated out of, [13]
Literature, the teaching of, [42], [43], [52], [62], [151], [157], [180-185], [254];
natural aptitude for, [91];
illustrates history, [176], [177], [180], [184], [269], [274];
a living power, [185];
and history, sole key to unintelligible world, [338];
reveals deepest things, [338]
Locke, [4], [156]
Logos, [330]
Louis XI, [132]
Louis XIV, [92]
Louisa, Queen of Prussia, [306]
Lugard, Lady, [314]
Lysander, [109]
Macbeth, [140]
magnanimity, [89], [248], [268]
magnetism, personal, [13], [48], [49]
Magnus, Sir Philip, [280]
maps, [224]
Marconi, [236]
Maria Theresa, [311]
marks, [7], [11], [28], [52], [247], [302];
unnecessary, [45]
Marx, Karl, [144]
Masefield, John, on vitality of mind, [277]
mathematics, the teaching of, [7], [59], [148], [151], [152], [153], [155], [230-233], [254], [256], [264], [296];
appeal to mind, [51];
beauty and truth of, [230], [334];
undue importance of, [231];
not a royal road to learning, [231];
to be studied for their own sake, [232];
success should not depend on, [232];
depend upon the teacher, [233];
badly taught, [233]
matter, not the foundation of all being, [4];
and mind, [5]
Memmi, Simone, [284], [322], [323]
Memory, [14], [16];
mind v. word, [173], [263];
knowledge, mental not verbal, [258], [303]
mental food and work not synonymous terms, [281]
Method, Coleridge’s, [106], [107]
method, special points of P.N.E.U.;
children do the work, [6], [19], [192], [216], [241];
teachers help, [6], [19], [241];
single reading, [6], [15], [171], [241], [258], [261], [263], [267], [291], [293], [304];
narration, [6], [15], [18], [30], [45], [65], [155], [163], [165], [172], [180], [182], [190], [191], [211], [241], [261], [272], [276], [291];
no revision, [6], [9], [15], [171], [241], [245], [262];
no special selections, [7], [244];
many books, [7], [12], [15], [30], [59], [76], [241], [267], [268], [271], [303];
children’s delight in books, [7], [19], [30], [45];
attention secured by books, [7], [13], [30], [45], [276];
consecutive knowledge, [7], [158], [172], [244], [261], [267];
takes less time, [9], [245];
no preparation, [9], [158], [245];
children occupied with things as well as books, [31];
short hours, [158];
examinations, [158], [167], [168], [171], [178], [195-209], [241-243], [262], [263], [270], [272];
children form a good style, [194];
power of dealing with names, [181], [262], [264], [294-296];
suitable for large numbers, [247];
success depends on principles, [270]
‘Micawber, Mr.,’ [231]
‘Midas,’ [267]
Milton, [110], [124], [132], [159], [188], [274];
on ideal of education, [249], [268];
Areopagitica, [188]
Mind, habits of, [xxix], [53], [100];
feeds on ideas, [xxix], [2], [10], [15], [18], [20], [25], [39], [40], [105], [111], [117], [256], [257];
not a receptacle, [xxx], [112];
a spiritual organism, [xxx], [24], [38], [117];
has appetite, [xxx], [10], [20], [39], [57], [89], [281];
must be fed, [xxx], [5], [10], [18], [20], [24], [25], [41], [71], [105], [111], [117], [154], [236], [239], [246], [259], [263], [281], [288];
can deal with knowledge, [xxx], [10], [18], [41], [72], [117];
not made up of faculties, [2], [17];
in education, [2], [6], [253];
thought alone appeals to, [2], [12], [15];
is one, [5], [41];
is spiritual, [5], [38];
action of, stimulated by desires, [11], [13], [88];
nature of, [20];
house of, [24];
must have labour of digestion, [26], [237];
the instrument of education, [36];
spiritual, v. physical brain, [38], [100], [260], [330];
amazing potentialities of, [38];
‘the unconscious,’ [38], [66], [130];
tendency to ignore, [38];
the means of living, [42];
good and evil tendencies of, [46], [49], [52];
not a chartered libertine, [49];
use of term, [66];
always conscious, [66];
heaven of, [71];
not sustained by physical or emotional activity, [72], [289];
must not be intruded upon, [130];
deals with intellectual matter without aids, [172];
potency not property characteristic of, [237];
laws of, [245], [246], [290];
behaviour of, [253];
duly fed, its activities take care of themselves, [289];
vast educability of, [289];
receives knowledge to grow, [237];
must know, [237];
wonder of, [239];
and knowledge, [240], [324];
functions for its own nourishment, [246];
of children not immature, [246];
stability of, [248];
benefits by occasional gymnastics, [255];
a crucible, cannot distil from sawdust, [257];
a deceiver ever, [257];
outer court of, [257];

how, works, [257];
-stuff, [259];
forces which act in education, [259];
we must believe in, [260];
moves altogether when it moves at all, [276];
demands method, [334]
miracles, [148]
Montagu, Lady Mary Wortley, [36]
Montaigne, on history, [169]
Moral, impulse, [17];
offences bred in the mind, [188];
training, [58], [59]
morality, school, [188]
morals, everyday and economics: citizenship, [185-189]
Mornings in Florence, by John Ruskin, [323]
Muirhead, Professor, [3]
Munich, [285], [306];
Schools, [125], [280], [286]
‘Murdstone, Mr.,’ [81]
Music, [329]
Musical Appreciation, by Mrs. Howard Glover, [217], [218]
Napoleon, [5];
a great reader, [305], [306]
Napoleonic wars, [125], [279], [283]
Narration, [99], [115], [165], [166], [180], [182], [190], [258-261], [291], [292];
method of, [xxx], [6], [15-17], [29], [30], [51], [64-65], [155], [163], [172-173], [191], [241], [244], [304];
v. reproduction, [18], [30], [272];
of slum children, [45], [63];
depends on single reading, [6], [15], [171], [241], [258], [261], [263], [267], [291], [293], [304];
a preparation for public speaking, [86], [124];
literary expression in, [90];
Dr. Johnson on, [160];
must not be interrupted, [172], [191];
in the teaching of languages, [211-213], [276];
a natural power, [191]
National Gallery, The, [215]
natural history, the teaching of, [220]
natural selection, [4]
Nature Note Books, [217], [219], [223]
Nature Study, [xxx], [73], [154], [219], [328]
needlework, [234]
New Testament, [165], [187];
teaching of, must be grounded on Old, [161]
Newton, Sir Isaac, [231]
Nietzsche, [3]
Nightingale, Florence, [141]
Nineteenth Century and After, [270]
note-taking, [245], [257]
Obedience, natural, necessary and fundamental, [xxix], [68-79], [97], [134];
dignified, [70];
willing, [70];
the test of personality, [134]
obligation, [17]
obscene passages, [341]
Old Testament, [160-165], [341];
as a guide to life, [273]
opinions, v. ideas, [110];
of teacher, [288]
opportunity, doctrine of equal, [92], [179];
universal, a fallacy, [343]
oral lessons, [xxvi], [15], [271]
order, how to keep, [45]
Ourselves, Our Souls and Bodies, [188], [189]
Pagan, The, [250]
‘Page, Ann,’ [331]
Paget, Dr. Stephen, on suggestion, [82]
Paley, [9]
‘Paracelsus,’ [331]
Parents and Children, [108]
Parents’ Associations, [xxviii]
Parents’ National Educational Union, [xxix], [6], [9], [23], [62], [79], [159], [171], [217], [253], [268], [270];
mission of, to all classes, [xxvii]
P.N.E.U. Philosophy, [xxix];
fits all ages, satisfies brilliant children, helps the dull, secures attention, interest, concentration, [28]
Parents’ Union School, [xxviii], [13], [45], [78], [212], [217], [223], [233], [235], [254], [269], [275-277], [293];
books in, [271];
education free to Elementary Schools, [296]
Parthenon Room, [175]
Pascal, [256]
Pasteur, [318]
Paterson, Mr. A., [118], [119], [121]
patriotism, a sane, [174]
Paul, St., [xxvii], [188], [309]
Pelmanism, the indictment of, [250], [252]
‘Pendennis, Arthur,’ [159]
People’s High Schools in Denmark, [283-286]
Person, a child is a, [xxix], [13], [18], [29], [36], [44], [238];
chief responsibility of a, to accept ideas, [xxxi];
marks of an educated, [1], [100];
the more of a, the better citizen, [3], [76], [147];
the measure of a, [10], [80];
a, built up from within, [23];
a, is a mystery, [238];
a, measured by the wide and familiar use of substantives, [261];
a, brought up first for his own uses, then for society, [329];
a, who ‘lives his life,’ [329];
nobility of a, [334]
personality, respect due to, [xxix], [24], [81-84], [97], [100], [125], [129];
development of, [5], [147];
of teacher, [7], [172];
undue play of, [78], [82], [129];
in narration, [18], [260]
Perthes, Friedrich, [341]
‘Peter Pan,’ [59]
Pett Ridge, Mr., [119]
‘Petulengro, Jasper,’ [224]
Peveril of the Peak, [282]
philosophy, [43];
a, necessary to life, [334];
a consummate, [337]
physical training, [xxx], [48], [72], [154], [233], [255]
pictures v. descriptions, [340]
picture study, [214-217], [275]
Pied Piper, The, [48]
Piozzi, Mrs., [160]
platitudes, [326]
Plato, [25], [27], [59], [148], [187], [337], [340];
on ideas, [10], [105], [108];
on knowledge, [127], [235]
‘play way,’ a, [251], [255];
not avenue to mind, [38]
pleasure, grand elementary principle of, [248]
Plutarch, [109], [185-187];
on history, [274]
poetry, [59], [72], [157]
Poland, [184]
Prayer Book, The, [169]
prejudices, [326]
‘Prettymans, the Miss,’ [251]
progress, fetish of, [297]
Promethean fable, [322]
Protagoras, [25]
Prussia, [5], [279], [306]
pseudo-knowledge, [340]
psychology, English, [4];
mythology of ‘faculty,’ [4];
said to rest on feeling, [5];
v. sociology, allied to pathology, [27];
modern, [66];
little known of, [253]
Public Schools, [1], [74], [78], [85], [91], [105], [120], [188], [251], [252], [265], [266], [297], [301], [308-313], [326], [344];
our educational achievement, [308];
ignorance of boys, [309], [310]
public opinion, [314], [320]
Punch, [34], [95]
questionnaire, dangers of, [54], [257]
‘Quickly, Mrs.,’ [331]
R’s, the three, [63]
raconteur, a good, [173]
reading, a single, [6], [15], [171], [241], [258], [261], [263], [267], [291], [293], [304];
desultory, not education, [13], [189];
in order to know, [14];
and writing, [30], [244];
must be consecutive, [261], [267]
Reason, [259]; the way of the, [xxxi];
present in the infant, [37];
must not be deified, [55];
justifies any notion, [55], [143];
confounded with right, [56];
does not begin it, [140];
brings infallible proofs of any idea, [139], [315];
works involuntarily, [142];
is subject to habit, [147];
is fallible, [150], [314];
and rebellion, [314];
cannot take the place of knowledge, [314]
reflection, [25]
religion, [14], [40], [43], [46], [64], [73], [79], [239], [289];
teaching of, [159-169];
two aspects of, [160-161];
difficulties in, [162], [164]
Rembrandt, [63], [215]
Renaissance, The, [xxv], [9], [54];
Italian and French, [311];
Schools, [343]
Repington, Colonel, [232], [252]
reproduction, [259]
‘Responsions,’ [311]
retention, [259]
revision of lessons, [6], [9], [15], [171], [241], [245], [262]
rewards, [7]
Richard III, [143]
Richelieu, [90]
Roberts, Lord, [141]
Rosetta Stone, [63]
Rossetti, [340]
Rousseau, J. J., [325], [338], [339]
Ruskin, John, [110], [152], [230], [322], [323], [326]
Russia, [320];
Soviet, [145]
St. Cross, [332]
Salisbury, Lord, [281]
Saviour of the World, The, [167]
Scandinavia, education in, [123], [125]
scholarship, an exquisite distinction, [310];
v. knowledge, [305]
schools, not merely a nursery for the formation of character, [264];
find substitutes for knowledge, [266]
Schwärmerei, [49]
Science, [xxx], [14], [31], [40], [42], [51], [59], [154], [157], [239], [256];
teaching of, [218-230], [275];
approached by field-work, with literary comments, [223], [256];
fatal divorce between, and the ‘humanities,’ [223], [318];
must rouse wonder, [224], [317];
the mode of revelation granted to our generation, [318];
waiting for its literature, [318];
of relations, [327];
of the proportion of things, [327]
Science, Social, [14]
Scott, Sir Walter, [110], [182], [190], [261]
Scottish philosophers, [11]
scrupulosity of to-day, [101]
Secondary Schools, [127];
a liberal education in, [250-278]
self-authority, [17], [71], [74], [75], [76]
self-culture, not an ideal, [133]
self-direction necessary, [131]
self-education comes from within, [23];
education must be, [26], [28-32], [38], [77], [99], [240], [241], [289]
self-expression, [66], [108], [276], [326], [327]
Self-Help, by Dr. Smiles, [248]
self-knowledge, [131], [137]
sensory activities, [2], [48]
Shakespeare, [55], [124], [143], [167], [170], [182], [183], [245], [270], [274], [314], [341]
Shaw, Mr. Bernard, [27]
Sisyphus, [240]
‘Skimpole, Harold,’ [231]
Socialism, [320]
Socrates, [49], [302], [332];
use of questioning, [17]
Sophocles, [124]
soul, well-being of the, [63];
the Holy of Holies, [63];
satisfaction for, [64]
specialisation, dangers of, [53], [254]
spelling, [271]
Spirit, Divine, [xxxi];
is the man, [5];
education is of the, [12], [26], [30];
born of spirit, [39];
use of term, [65];
acts upon matter, [100];
is might, reveals itself in spirit, works only in freedom, [125], [284]
spontaneity, condition of development, [xxxi]
‘Squeers, Mr.,’ [101]
stability, mark of educated classes, [179]
Statue and the Bust, The, [133]
Stein, [279]
Steinthal, Mrs. Francis, [xxv]
stops, use of, [191]
Stuart educational ideals, [326]
“Studies serve for delight,” xxvi, [7], [19], [266];
make for personality, [5]
Suggestion, [xxxi], [82], [83];
a grave offence, [129];
weakens moral fibre, [129];

causes involuntary action, [129];
weakens power of choice, [130]
superman, [3], [4]
Sweden, [285]
Switzerland, education in, [125]
syllabus, points to be considered in a, [xxx], [154], [268];
a wide, [256];
the best, [268];
a, must meet demands of mind, [256];
sterile, of schoolboy, [268]
sympathy of numbers, [247]
‘tales,’ [30], [132], [190]
teacher, part of, in education, [6], [19], [118], [130], [237], [240], [241], [246], [260], [261], [304];
personality of, [7], [48], [78], [82], [129], [172];
intellectual apparatus of, [11];
not a mere instrument, [32];
must understand human nature of child, [47];
underrates tastes and abilities of children, [52], [238];
must read aloud with intention, [244];
comes between children and knowledge, [247];
finds education a passion, [251]
teaching how to learn, a farce, [348]
Tennyson, [138], [333]
things, “are in the saddle,” [7], [260];
children occupied with, [31]
thinking, not doing, a source of character, [278]
thought, not simply a function of brain, [2], [4], [260];
great, necessary for children, [5], [12], [130];
alone appeals to mind, [12];
begets thought, [12], [303];
action follows on due, [24];
our, not our own, [60], [137];
right, not self-expression, follows upon an idea, [130];
socialistic, fallacies in, [144-147];
sins committed in, [188];
common basis of, [264], [298]
Thucydides, [124]
Timon of Athens, [44]
‘Titanic,’ [335]
Trades’ Unions, [315];
Guilds, [319]
Traherne, [34], [36], [37], [40]
Training, intellectual, [2], [24], [147], [255];
physical, [2], [6], [20], [48], [255];
vocational, [2], [3], [5], [6], [287], [302];
not education, [255]
Treitschke, [3]
Trench, [167]
Trollope, A., [251]
truth, justice in word, [61]
Tudor women, [311]
Tugendbund, [6], [279]
Ulysses, [41]
Undine, [xxv]
Universities, People’s, [123]
unrest comes from wrong thinking, [60];
Labour, [92], [179], [286], [297], [300], [319];
Indian, [184]
Van Eyck’s, ‘Adoration of the Lamb,’ [322]
Vasari, [54]
Vaughan, [35]
verbal understanding v. dealing with books, [172]
Vienna, Congress of, [170]
village community life, [286]
Vittorino, [310]
Voltaire, [156]
Waverley Novels, The, [63], [325]
Wellington, The Duke of, [102], [308]
Whichcote, [xxix], [33]
Whitby, [223]
White, Gilbert, [223]
wilfulness, signs of, [37]
Will, the way of the, [xxxi], [128], [131];
function of, to choose, [128], [129], [133];
action of, is character, [129];
the safeguard of a man, [130];
and danger of suggestion, [130];
education must fortify, [131];
the governing power of man, [131];
fallacies concerning, [132];
nourished upon ideas, [132];
must have objects outside self, [133];
the function of man, [133];
implies understanding, [133];
a free agent, [133];
is supreme, [135];
needs diversion, [136];
free, not free thought, [136], [137];
ordering of, [137];
is the man, [314]
Witte, Count, [130]
words, beauty of, [151];
vehicle of truth, [151];
use of, [316]
Wordsworth, William, [35], [93], [166], [180], [238], [276], [320], [322]
work, the better man does the better, [282]
working men and their leisure, [42]
worship, a sublime ideal, [317]
Wren, Sir Christopher, [54]
writing, [30]
Yorkshire, Drighlington School, [xxv], [236]