Chapter IV: The Basis of National Strength54 (3)

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

FOOTNOTES:

[1] Now ten.

[2] Now ten.

[3] Now over 300 in 1924.

[4] I quote from the article on Psychology in the _Encyclopædia Britannica_ as being the most likely to exhibit the authoritative position.

[5] _The Home Education Series._

[6] In connection with the _Parents’ Union School_.

[7] The small Practising School attached to the House of Education (ages of scholars from six to eighteen) affords opportunities for testing the programmes of work sent out term by term, and the examinations set at the end of each term. The work in each Form is easily done in the hours of morning-school.

[8] I again quote from the article on Psychology in the _Encyclopædia Britannica_.

[9] See _Some Discussions of the Method_. (P.N.E.U. Office, 1/-).

[10] _The Home Education Series._

[11] _Home Education_, by the Writer.

[12] See _Some Studies in the Formation of Character_, by the Writer.

[13] See _Some Impressions of the Ambleside Method_. (P.N.E.U. Office, price 9d.)

[14] See _Ourselves, our Souls and Bodies_. By the Writer. (P.N.E.U. Office.)

[15] _Ourselves, our Souls and Bodies._ By the Writer.

[16] _Parents and Children._ By the Writer.

[17] See _Some Impressions of the Ambleside Method_. (P.N.E.U. Office, price 9d.)

[18] Isaiah xxviii.

[19] _Parents and Children_, by the Writer.

[20] _Education from a National Standpoint._

[21] _The Herbartian Psychology applied to Education_, by John Adams.

[22] _Across the Bridges_, by A. Paterson.

[23] _Across the Bridges_, by A. Paterson.

[24] _Memoirs of Count Witte._

[25] _Education of the Young._

[26] _What Religion Is_, by Bernard Bosanquet, D.C.L.

[27] All particulars may be had from The Director, Parents’ Union School, Ambleside. The illustrations in the way of children’s answers for the various sections of this chapter have been omitted for want of space, except in the case of a few answers under Composition.

[28] Examples of the work of scholars of various ages illustrating what has been said may be seen at the P.N.E.U. Office.

[29] This book is now in print again.

[30] Of the Parents’ Union School.

[31] Examination papers giving some idea of the scope of the history studies in the P.U.S. may be seen at the P.N.E.U. Office.

[32] Examination Papers can be seen at the P.N.E.U. Office.

[33] Examination Papers can be seen at the P.N.E.U. Office.

[34] These answers are uncorrected and are taken from Examination papers not sent back. Most parents and teachers have their papers returned.

[35] Examination answers can be seen at the P.N.E.U. Office.

[36] For details see the Parents’ Union School programmes.

[37] Specimens of the children’s Examination work can be seen at the P.N.E.U. Office.

[38] _The Ambleside Geography_; Book IV, by the Writer.

[39] _Ambleside Geography_: Book IV.

[40] _The Ambleside Geography_: Book V, by the Writer.

[41] For details see the Parents’ Union School programmes.

[42] _Citizens to Be_, by Miss M. L. V. Hughes.

[43] cf. “Introduction.”

[44] pp. 13 to 15.

[45] The P.U.S. was started in 1890.

[46] These are omitted for want of space but other sets can be seen at the Office of the P.N.E.U.

[47] Chapter X.

[48] See Chapter X.

[49] cf. _Continuation Schools_, ed. by Sir Michael Sadler, and published by the Manchester University, 1908, to which the writer is greatly indebted.

[50] Page 106.

[51] 1890.

[52] 1913.

[53] In Elementary and Continuation Schools.

[54] The Author owes to the Editor of _The Times_ permission to reprint the chapters under this heading written in 1912; as also the happy titles of the several chapters and the general title.

TRANSCRIBER’S NOTE

Footnote [47] is referenced twice from page 275.

Obvious typographical errors and punctuation errors have been
corrected after careful comparison with other occurrences within
the text and consultation of external sources.

Except for those changes noted below, all misspellings in the text,
and inconsistent or archaic usage, have been retained.

Pg xxii: an entry for ‘INDEX 349’ has been added at the end of
the Table of Contents.
Pg 3: ‘about Nietszche’ replaced by ‘about Nietzsche’.
Pg 17: ‘a congerie of’ replaced by ‘a coterie of’.
Pg 72: ‘Not, again, can we’ replaced by ‘Nor, again, can we’.
Pg 82: ‘the idiosyncracies’ replaced by ‘the idiosyncrasies’.
Pg 89: ‘satiable curtiosity’ replaced by ‘satiable curiosity’.
Pg 139: ‘irrefragible proofs’ replaced by ‘irrefragable proofs’.
Pg 140: ‘no more then they’ replaced by ‘no more than they’.
Pg 168: ‘clothes and ca e’ replaced by ‘clothes and care’.
Pg 181: ‘by naming it D2’ replaced by ‘by naming it K2’.
Pg 197: ‘statemen all’ replaced by ‘statesmen all’.
Pg 200: ‘And ne tles close’ replaced by ‘And nestles close’.
Pg 202: ‘eyes for thoes’ replaced by ‘eyes for those’.
Pg 232: ‘perfer not to have’ replaced by ‘prefer not to have’.
Pg 275: ‘by Velasqeuz which’ replaced by ‘by Velasquez which’.
Pg 334: ‘irrefragibly logical’ replaced ‘irrefragably logical’.
Pg 357: ‘Nietszche, 3’ replaced by ‘Nietzsche, 3’.