authority, one who knows and loves little children, would away
with all tales and histories that appeal to the imagination;
let children learn by means of things, is her mandate; and the
charm and tenderness with which it is delivered may well blind us
to its desolating character. We recognise Rousseau, of course,
and his _Emile_, that self-sufficient person who should know
nothing of the past, should see no visions, allow no authority.
But human nature in children is stronger than the eighteenth
century philosopher and the theories which he continues to inform.
Whoever has told a fairy tale to a child has been made aware of
that natural appetency for letters to which it is our business
to minister. Are we not able to believe that words are more than
meat, and, so believing, shall we not rise up and insist that
children shall have a liberal diet of the spirit? Rousseau, in
spite of false analogies, fallacious arguments, was able to summon
fashionable mothers and men of the world throughout Europe to the
great task of education, because his eloquence convinced them that
this was their assigned work and a work capable of achievement;
and we who perhaps see with clearer eyes should do well to cherish
this legacy--the conviction that the education of the succeeding
generation is the chief business of every age.
Nevertheless, though we are ourselves emerging from the slough
of materialism, we are willing to plunge children into its heavy
ways through the agency of a “practical” and “useful” education;
but children have their rights, and among these is the freedom
of the city of mind. Let them use things, know things, learn
through things, by all means; but the more they know Letters the
better they will be able, with due instruction, to handle things.
I do not hesitate to say that the whole of a child’s instruction
should be conveyed through the best literary medium available. His
history books should be written with the lucidity, concentration,
personal conviction, directness, and admirable simplicity which
characterizes a work of literary calibre. So should his geography
books; the so-called scientific method of teaching geography now
in vogue is calculated to place a child in a somewhat priggish
relation to Mother Earth; it is impossible, too, that the human
intelligence should assimilate the sentences one meets with in
many books for children, but the memory retains them and the child
is put in the false attitude of one who offers pseudo-knowledge.
Most of the geography books, for example, require to be translated
into terms of literature before they can be apprehended. Great
confidence is placed in diagrammatic and pictorial representation,
and it is true that children enjoy diagrams and understand them
as they enjoy and understand puzzles; but there is apt to be
in their minds a great gulf between the diagram and the fact
it illustrates. We trust much to pictures, lantern slides,
cinematograph displays; but without labour there is no profit, and
probably the pictures which remain with us are those which we have
first conceived through the medium of words; pictures may help us
to correct our notions, but the imagination does not work upon a
visual presentation; we lay the phrases of a description on our
palette and make our own pictures; (works of art belong to another
category). We recollect how Dr. Arnold was uneasy until he got
details enough to form a mental picture of a place new to him. So
it is with children and all persons of original mind: a map to put
the place in position, and then, all about it, is what we want.
Readings in literature, whether of prose or poetry, should
generally illustrate the historical period studied; but selections
should be avoided; children should read the whole book or the whole
poem to which they are introduced. Here we are confronted by a
serious difficulty. Plato, we know, determined that the poets in
his “Republic” should be well looked after lest they should write
matter to corrupt the morals of youth; aware of what happened in
Europe when the flood-gates of knowledge were opened, Erasmus was
anxiously solicitous on this score, and it is a little surprising
to find that here, Rossetti was on the side of the angels. Will
the publishers, who, since Friedrich Perthes discovered their
educational mission, have done so much for the world, help us
in this matter also? They must excise with a most sparing hand,
always under the guidance of a jealous scholar; but what an ease
of conscience it would be to teachers if they could throw open the
world of books to their scholars without fear of the mental and
moral smudge left by a single prurient passage! Many, too, who have
taken out their freedom in the republic of letters would be well
content to keep complete library editions in costly bindings in
their proper place, while handy volumes in daily use might be left
about without uneasiness.
The Old Testament itself after such a (very guarded) process would
be more available for the reading of children; and few persons
would feel that Shakespeare’s plays suffered from the removal
of obscenities here and there. In this regard we cherish a too
superstitious piety. In another matter, let that great “remedial
thinker,” Dr. Arnold, advise us:--“Adjust your proposed amount of
reading to your time and inclination; but whether that amount be
large or small let it be varied in its kind and widely varied. If
I have a confident opinion on any one point connected with the
improvement of the human mind it is on this.” Here we get support
for a varied and liberal curriculum; and, as a matter of fact, we
find that the pupil who studies a number of subjects knows them as
well as he who studies a few knows those few.
Children should read books, not about books and about authors;
this sort of reading may be left for the spare hours of the
dilettante. Their reading should be carefully ordered, for the
most part in historical sequence; they should read to _know_,
whether it be _Robinson Crusoe_ or Huxley’s _Physiography_; their
knowledge should be tested, not by questions, but by the oral (and
occasionally the written) reproduction of a passage after one
reading; all further processes that we concern ourselves about in
teaching, the mind performs for itself; and, lastly, this sort of
reading should be the chief business in the class room.
We are at a crucial moment in the history of English education.
John Bull is ruminating. He says, “I have laboured at the higher
education of women; let them back to the cooking-pot and distaff
and learn the science (!) of domestic economy. I have tried for
these forty years to educate the children of the people. What is
the result? Strikes and swelled head! Let them have ’prentice
schools and learn what will be their business in life!” John Bull
is wrong. In so far as we have failed it is that we have offered
the pedantry, the mere verbiage, of knowledge in lieu of knowledge
itself; and it is time for all who do not hold knowledge in
contempt to be up and doing; there is time yet to save England and
to make of her a greater nation, more worthy of her opportunities.
But the country of our love will not stand still; if we let the
people sink into the mire of a material education our doom is
sealed; eyes now living will see us take even a third-rate place
among the nations, for it is knowledge that exalteth a nation,
because out of duly-ordered knowledge proceedeth righteousness and
prosperity ensueth.
“Think clear, feel deep, bear fruit well,” says our once familiar
mentor, Matthew Arnold, and his monition exactly meets our needs.
SUPPLEMENTARY
TOO WIDE A MESH
“The wide world dreaming on things to come” is concentrating on a
luminous figure of education which it beholds, dimly, emerging from
a cloudy horizon. This gracious presence is to change the world,
to give to all men wider possibilities, other thoughts, aims: but,
alas, this Education which is to be open to all promises no more
on a nearer view than to make Opportunity universal--that is, in
spiritual things, he may take who has the power and he may keep who
can.
The net is cast wide no doubt and brings in a mighty haul but the
meshes are so wide that it will only retain big fishes. Now this is
the history of education since the world was and is no new thing.
The mediæval schools of castle or abbey, the Renaissance schools,
the very schools of China, have all been conducted upon this
plan. Education is for him who wants it and can take it but is no
universal boon like the air we breathe or the sunshine we revel in.
We are a little sorry for the effect of this limitation upon the
‘working classes’: only a small percentage of the children of these
are ‘big’ enough to be retained in the examination net which, to
do it justice, explores all waters. A few of the pass men may do
big things and fill big posts, but for the rest, a large percentage
is, in practice, illiterate except for the spelling out of a local
‘rag’ for football and parish news.
But is the mischief confined to what we call the ‘working
classes’? Is it not a fact that in most schools the full force
of instruction is turned on upon a few boys who are likely to
distinguish themselves? While for the rest of the school teaching
is duly given no doubt but the boys find they may take it or leave
it as the humour takes them.
We were all fascinated a while ago by the story of a pair of
charming ‘Twins’; these went through the usual preparatory school
education and then passed on to a great Public School where they
remained until they were nineteen; that is, they had ten or twelve
good years among most excellent opportunities. As they were
attractive boys we may take it that their masters were not at any
rate unwilling to teach them. Their record should have been quite
a good one, and, though it is the fashion to sneer a little at
Public Schools, we know that these have turned out and do turn
out the best and most intellectual men the country has occasion
for. Therefore what happened in the case of these ‘Twins’ does
not cast any reflection upon Public Schools but solely upon the
system of the Big Mesh. Here are some of the things we read in that
delightful biography:--
“While in hospital after a smash at polo R---- wrote to
F----:--‘I enjoyed it immensely. What lucky people we are taking
an interest in so many things!’”
Surely here was material for a schoolmaster to work upon! Again, we
read:--
“They never ceased to wonder at the magnificence of the world and
they carried a divine innocence into soldiering and travel and
sport and business and, not least,--into the shadows of the Great
War.”
And this ‘wonder’ of theirs was the note that marked them at
school. Again, what material for their instructors!
“But,” we read, “at X---- they showed little interest in books
and, later, were wont to lament to each other that ‘_They had
left school wholly uneducated._’” (The italics are ours.)
Their kindly biographer and dear friend goes on to say:--
“But they learnt other things,--the gift of leadership, for
instance, and the power of getting alongside all varieties of
human nature.”
But was not this nature rather than nurture, school nurture at any
rate, for these gifts seem to have been a family inheritance? Born
in 1880, they left school in 1899, when there follows a delightful
record for the one brother of successful and adventurous sport
while--
“R---- was soon absorbed in the city ... and beginning to lament
his want of education.” “F----, while in Egypt was greatly
impressed by Lord Cromer and writes to R----, ‘he is quite the
biggest man we have!... to hear him talk is worth hearing.’”
The two brothers correspond constantly and R---- takes the part
of mentor to his brother. He advises him to learn _The Times_
leaders by heart to improve his style,--“because they are very good
English.” Again,--
“I will send you out next mail a very good book, _Science and
Education_, by Professor Huxley which I have marked in several
places, the sort of book you can read over again.” R---- “had
discovered that he was very badly educated and was determined to
remedy this defect:--‘It don’t matter ... I do believe not having
learned at X---- so long as one does so now.’”
See the fine loyalty of the young man; his failures were not to be
put down to his school!
If the schools take credit for any one thing it is that they show
their pupils ‘how to learn’; but do they? We are told that R----
set to work at a queer assortment of books and writes to F----:--
“Anyone can improve his memory: the best way is by learning by
heart--no matter what--and then when you think you know it,
say it or write it.... After two or three days you are sure to
forget it again and then instead of looking at the book ‘strain
your mind’ and try to remember it. Above all things always keep
your mind employed. One great man (I forget which) used to see
a number on a door, say 69, and tried to remember all that had
happened in the years ending in 69. Or, see a horse and remember
how many you have seen that day.... Asquith always learns things
by heart, he never wastes a minute; as soon as he has nothing to
do he picks up some book. He reads till 1-30 every night. When
driving to the Temple next morning he thinks over what he has
read. Result: he has a marvellous memory and knows everything.”
Think of the Herculean labours the poor fellow set for both himself
and his brother! They ran an intellectual race across a ploughed
field after heavy rain and the marvel is that they made way at
all. Yet these two brothers had sufficient intellectual zeal to
have made them great men as Ambassadors, Governors of Dominions,
Statesmen, what not; whereas so far as things of the mind go, they
spent their days in a hopeless struggle, alert for any indication
which might help them to make up lee-way, and all because,
according to their own confession, they ‘had learned nothing at
school.’ Here are further indications of R----’s labours in the
field of knowledge:--
“I am reading Rosebery’s _Napoleon_ and will send it to you.
What a wonder he was! Never spent a moment of his life without
learning something.... I enclose an essay from Bacon’s book.
Learn it by heart if you can. I have and think it a clinker....
I have also finished _Life of Macaulay_. I have always wondered
how our great politicians and literary chaps live.... I also
send you a Shakespeare. I learnt Antony’s harangue to the Romans
after Cæsar’s death; I am also trying to learn a little about
electricity and railroad organization, so have my time filled
up. _Pickwick Papers_ I also send to you. I have always avoided
this sort of books but Dickens’ works are miles funnier than the
rotten novels one sees.... I have learnt one thing by my reading
and my conversation with Professors,--_you and I go at a subject
all wrong_.” (Italics ours.)
These letters are pathetic documents and, that they are reassuring
also, let us be thankful. They do go to prove that the desire of
knowledge is inextinguishable whatever schools do or leave undone;
but have these nothing to answer for when a pursuit which should
yield ever recurring refreshment becomes dogged labour over heavy
roads with little pleasure in progress?
Here, again, is another evidence of the limitations attending an
utter absence of education. A cultivated sense of humour is a
great factor in a joyous life, but these young men are without it.
Perhaps the youth addicted to sports usually fails to appreciate
delicate nonsense; sports are too strenuous to admit of a subtler,
more airy kind of play and we read:--
“R---- heard Mr. Balfour and Lord Reay praising _Alice in
Wonderland_. Deeply impressed he bought the book as soon as he
returned to London and read it earnestly. To his horror he saw
no sense in it. Then it struck him that it might be meant as
nonsense and he had another try, when he concluded that it was
rather funny but he remained disappointed.”
We need not follow the career of these interesting men further.
Both fell early before they were forty. Their fine qualities
and their personal fascination remained with them to the end,
as did also, alas, their invincible ignorance. They laboured
indefatigably, but, as R---- remarked,--“You and I go at a subject
all wrong!”
The schools must tell us why men who attained mediocre successes
and the personal favour due to charming manners and sweet natures
were yet somewhat depressed and disappointed on account of the
ignorance which they made blind and futile efforts to correct; but
they never got so far as to learn that knowledge is delightful
_because one likes it_; and that no effort at self-education can
do anything until one has found out this supreme delightfulness of
knowledge.
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;
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’.