It must be noted that this failure of a great school to fulfil its purpose occurred twenty years ago, and that no educational body has made more well-considered and enlightened advances than have the Headmasters of the great Public Schools. Probably that delightful group of Eton boys in Coningsby has always been and is to-day typical; there is a certain knightly character in the fine bearing and intelligent countenances of the Head Boys one comes across there which speaks well for their intellectual activity. The question is whether more might not be done with the average boy.
The function of the schools is no doubt to feed their scholars on knowledge until they have created in them a healthy appetite which they will go on satisfying for themselves day by day throughout life. We must give up the farce of teaching young people how to learn, which is just as felicitous a labour and just as necessary as to teach a child the motions of eating without offering him food; and studies which are pursued with a view to improve the mind must in future take a back seat.
The multitudinous things that every person wants to know must be made accessible in the schoolroom, not by diagrams, digests, and abstract principles; but boys and girls, like ‘Kit’s little brother,’ must learn ‘what oysters is’ by supping on oysters. There is absolutely no avenue to knowledge but knowledge itself, and the schools must begin, not by qualifying the mind to deal with knowledge, but by affording all the best books containing all the sorts of knowledge which these ‘Twins,’ like everyone else, wanted to know. We have to face two difficulties. We do not believe in children as intellectual persons nor in knowledge as requisite and necessary for intellectual life. It is a pity that education is conducted in camera save for the examination lists which shew how the best pupils in a school have acquitted themselves, the half-dozen or dozen best in a big school. Finely conscientious as teachers are they can hardly fail to give undue importance to their group of candidates for examination and a school of four or five hundred stands or falls by a dozen head boys.
[See note under Table of Contents for (a) the large number of children’s answers, and (b) Book IV of which only Chapter 1 appears in this volume].
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];