A, B, C, of Perception,253.Absorption and Reflection,66.Action, clandestine,315.Action and Rest,156.Administrative System,15.Adolescence, and obedience,161;bibliography for,231.Æsthetics,93.Affection,24.Algebra, history of,255.Alertness of mind, superficial,301.American Historyvs.that of Greece and Rome,241.Analytic instruction, definition,106;first stages of,111;other forms of,117;with children,214.Ancient Languages, their use as employment,98;labor of mastering,103.Apperceiving attention, capacity for,129.Application,67;a stage of method,70.Approbation,151.Arguing with children, evils of,164.Arithmetic, with boys,223–224.Arranging of objects,215.Arrested development,171.Art of narration,76.Arts,251.Assistance, gradual withdrawal,204.Association,67;promoted by conversation,69.Athletics, over-valuation of,169.Attention, divided,63;forced and spontaneous,73;primitive and apperceiving,74.Authority,53–163;delegated,319.Aversion,24.Bad conduct of adults,187.Baldwin, quoted,168,195.Barrenness of text-book method,243.Barriers to education,5.Bennett and Bristol, “The teaching of Latin and Greek,”279.Bible stories,234.Biblical storiesvs.Mythology,237.Boundary between boyhood and adolescence,217.Boyhood, boundary between, and adolescence,217.Brown, George P.,271.Capacity for education in children,33.Caprice of will,1,3.Categorical imperative, not the true source of maxims,313.Censure,151.Character, development of,64;objective side of,143;subjective side of,143;strength of,147.Cheerfulness, social,211.Children, government of,45–55.Childhood,203–216.Child study,33,34.Choice, content of,167;of subject-matter,95.Choosing,167.Chronology in history,240.Clandestine action,315.Classicalvs.scientific education,85.Classification of interests,83;how to provide for,135.Clearness,67.Combats between teacher and pupils,163.Commands, sweeping,48.Committing to memory,81.Communion,232.Comparative study,89.Complication of ideas,30.Composition, true nature of,123;in Latin and Greek,285.Concealed offences, severity for,316.Concert work,69.Conduct, becoming,137.Conferences, teachers’,339.Confirmation,232.Conjunctions, children’s use of,31.Consequences, discipline of,157.Consistency of action,174.Contempt of moral judgment,312.Contention, why it pleases children,183.Continuity of education,7.Contrasts in pupils,28.Control, restlessness under,305.Conversation,67.Corporal punishment,51.Correlation of studies,65;limits of,219.Courage,296.Culture, Dogma of Formal, Hinsdale,279.Cynics,83.Cyrenaics,83.Dates,247.Delegated authority,319.Demonstrations,256.Depression and elevation,156.Desire and passion,176;bodily,177;gratification of,155.Determining influence of training,167.Dewey, Dr. John,38,63,73,150;and McLellan,253.Differences, individual and sex,219.Discipline, social basis of,55;of consequence,157.Diffusion of thought,35.Disorderasindex of failure,55.Disposition, cheerful,137.Divided attention,63.“Dogma of Formal Culture,” Hinsdale,279.Dörpfeld,70.Drudgeryvs.work,63.Duel,13.Dulness,299.Ease of government,54.Easy before the difficult,127.Eckoff, Wm. J.,254.Educability of pupils,1.Education according to age,195–231;first three years,195–202;from four to eight,203–216;boyhood,217–226;youth,227–231.Education as home task,333.Educational bookkeeping,50.Educative instruction,59,100;value in fixing curriculum,100.Election, basis of,65.Electives,89.Elevation and depression,156.Employment, the foundation of government,46;for children,56.Endurance,154.English schools, effect on character of boys,183.Environment, influence of,5,55;of pupils,94.Equilibrium of ideas,75.Equity, definition,13.Erratic mental movements,302.Estrangement and its removal,66.Ethical Basis of Pedagogics,8–19.Ethical judgment,25.Ethical life, range of,292.Ethics, the goal of education,2.Examinationvs.review,117.Experience, limits of,110.Explication,67.Expulsion,52.Evil, exclusion of,149.Faculties,20,21,22,23;names for,27.Family, its interest in the individual,288;its lack of vigor,333.Fatalism,1,3.Fatigue, produced by instruction,70.Favoritism,184.Faults of children and their treatment,294–329;general differentiation,294–303;sources of moral weakness,304–313;effects of training upon,314–319;special faults,320–329;habitual,326;minor,321;committedvs.faults possessed,320.Faust,83.First offences, treatment of,323.Fiske, method of using text-books of history,247.“Five windows of the Soul,”37.Fixation of ideas, premature,218.Formal Culture, Dogma of, Hinsdale,279.Formal steps,67.Frankness, lack of,26;need of,322.Freedom and restraint,156.Friendliness, with children,211.Games, the supervision of,178;coöperative,178.General notions, definition,30.Generalizations,92.Gentle measures,43.Geography,263–268;home geography,263;an associating science,264;narration in,265;the oldvs.the new,266;reviews in,267.Geographical aspects of history,245.Geographicalvs.historical studies,293.Geometry, advantages of association,102.Good will, definition,11;in children,206;two aspects of,185.Golden rule,148.Goldsmith on the moody teacher,166.Government of children,45–55.Grading,344–345.Grammar, amount to be given,130.Greek and Latin,277–285;time for beginning,277–278;manner of teaching,279.Greek and Roman history, priority of,246;vs.American history,246.Greek, authors to be used,283;relation of, to religious impressions,233.Groups of ideas,29.Gumplowicz,5.Gymnastic exercises, excessive,132.Harris, Dr. Wm. T.,37,143.Harmony of insight and volition,9.Heavenly bodies, observation of,259.Herbert Spencer,85,157.Herodotus, stories of,243.Higher education, the comparative study of branches,89.Highervs.lower schools,340.High school, six-year course in,103.Hinsdale, “Dogma of Formal Culture,”279.History,239–251;prevailing error of young teachers of,239;Americanvs.Greek and Roman,241;mediæval,249;modern,250.Historical instruction, a branch of education,37.Home education,330–337.Home work, not a saving of labor,123.Homogeneity of pupils,112.Honor, standards of,169;a feeling of,223.Humanioravs.realia,99.Ideas, groups of,29;their source,36;equilibrium of,75;degree of strength,102.“Iliad” and “Odyssey,”283.Imaginary and complex numbers,256.Imagination,22.Incapacity, feeling of, in children,216.Inclinationsvs.principles,193.Individuality, modification of,41;differences of,54.Individual traits, permanency of,295.Indolence of youth,227.Inequalities, correction of,60.Infancy,195–202.Inherent faults,294.Inner freedom, aspects of,187.Instability of ideas,301.Instruction,56–135;relation to government and training,56–61;aim of,62–65;conditions of many-sidedness in,66–70;conditions determining interest in,71–82;as information giving,35;and rudeness,35;in relation to pupils’ ideas and disposition,36;branches of,36;its good beginning,105.Insertionvs.continuation,129.Insight, definition,8;harmony of with volition,9.Intercourse, social,78.Interest, conditions of,71–82;main kinds of,83–94;many-sidedness of,62;direct and indirect,63;vs.effort,63;bearing of on virtue,64;classification of,83;not sole guide to selection of studies,135;compared with skill,289.Inventions,251.Irritability,297.James, quoted,175.Judgment,23;of moral quality of actions,9;ethical,25.Justice and equality with boys,221.Kant,3;his views on moral obedience,173.Lange’s “Apperception,”74.Language lessonsvs.grammar,271.Languages, difficulties of,129.Larned, method of using text-books,247.Latin and Greek,277–285;time for beginning,103;composition in,285.Latin, increase in study of,278;reasons for teaching,279;authors to be read,282.Letter writing,276.Listlessness,158.Literary masterpieces, study of,76.Logarithms,254.Love,53.Magnitudes in mathematics,252.Main kinds of interest,83–94;materials of,95–104;process of,105–130;plan of,131–135.Manly games, effects of on boys,183.Manual training,259;effect of on discipline,56.Many-sidedness,66–70;of interest,62.Materials of instruction,95–104.Mathematics,252–257;linked to nature,39;correlation of,39;aptitude for,252.Mathematical teaching, order of,255.Maxims, origin of,310.McLellan and Dewey,253.McMurray,74.Measuring,253.Mediæval history,249.Memorizing,81,108.Memory of will,161.Mental faculties, names for,27.Mental instability,301.Mephistopheles,83.Method,67.Mob spirit, the,168.Mobility of ideas,35.Modern history,250.Modern languages, arguments for their study,98.Modern methods of using text-books in history,247.Money, teaching the use of,170.Moodiness in the teacher,166.Moods and whims,147.Moral eccentricity,307.Moral freedom, possibility of,173.Moral education in strict sense,188.Moral judgment, contempt of,312.Moral revelation of the world,167.Morality, demand of upon youth,231.Mother-tongue, the,269.Motives of youth,229.Musical instruments, study of,179.Narration, art of,76;historical,239–243.Natorp,143.Natural science,258–262.Nature study,258–262;apperceptive basis for,258;and history,258.Niemeyer,112,113.Obedience,48;to authority,173;promptness of,309.Object lessons, how to teach,114–116.Observation, of children,33,34;exercises,215;which does not observe,111.Occupations,47,98;self-chosen,134.“Odyssey,”283.Offences, concealed,316.One-sidedness,86.Order, restoration of,324.Organization of pupil’s ideas,31,32;of education,330–347.Outlines of general pedagogics,45–231.Outside occupations,134.Overburdening of pupils,97,226.Pampering,45.Passions,180,181;prevention of by training,314;what they lead to,308.Paulsen,3,73.“Pedagogical Seminary,”178.Pedagogics, ethical basis of,8–19;psychological basis of,20–44;outlines of general,45–231.Perez,195.Perfection, idea of, definition,10;importance of,17;false idea of,18;in children,207–210.Perfice te,17.Pestalozzi,112,114.Physical activity, need of,46.Physical weakness, consideration for,159.Physics, elementary,261.Plan of instruction,131–135.Play, love of,295.Playground, need for,132.Plasticity, limited,4.Pleasure and pain, sources of,168.Praise and censure,189–190.Premature fixation of ideas,218.Preparation,70.Presentation,70,119.Presentative instruction, its present function,109.Presentative method, meaning of,106.Preyer,195.Primacy of ideas,73,143;of will,73,143.Principlesvs.inclinations,193.Privatevs.public schools,334.Process of instruction, 105–130.Proficiency in knowledge a late acquirement,127.Prudence,145.Psychological basis of pedagogics,8–19.Psychology as instrument,2.“Psychology of Number,”253.Public opinion, respect for,306.Publicvs.private schools,334.Punishment,51–53.Pupil’s interest, how to measure and secure it,101.Qualityvs.quantity, in securing interest,101.Questions, childish,213;character of,342.Quietude of mind,176.Rationality, growth of,296.Reading,273–275.Realia, advantage of,101.Recitations, number per week,133.Records, of conduct,50.Recreations,132.Reflection and absorption,66.Reform, school,103.Regulative principles, establishment of,173.Regulative training,172.Religion,232–238.Religious culture with boys,222.Religious feeling, beginnings of,236.Religious instruction,94;in England, Germany, and the United States,181.Religious training, need of,19.Reminders,192.Repetition, what it accomplishes,118.Reproduction,109.Rest and action,156.Restlessness,297;under control,305.Restraint,55;and freedom,186.Revelation of the world, moral,167.Reviews, conduct of,117.Rigidity of mind,300.Rosenkranz,66.“Rousing word,” the,175.Rudenessvs.instruction,35.Russell, “German Higher Schools,”279.Savings banks,170.“School and Society,” Dr. John Dewey,38.School hygiene, literature of,132.Schoolrooms, need for spacious,132.Schools, organization of,338–347.School system,338.Scientific instruction, a branch of education,37.Scientificvs.classical education,85.Seclusionvs.society,168.Secondary education in United States, its brevity,103.Self-activity,71.Self-defence,183.Self-determination,26.Sensibility, kindness of,152.Sensual impulses,298.Sequence, common view,96;of studies,128.Series of ideas,121.Severity for concealed offences,316.Simulation of ethical judgments,317.Sin,338.Six-year high school course,103.Skillvs.interest,289.Sluggishness of pupils,165.Smith, David Eugene,255,256.Social cheerfulness,211.Social circle, relation of child to,208.Social ends of training,160.Social environment of pupils,94.Social faults, correction for,327.Social intercourse,78.Social pressure in government,161.Social relations the source of will,318.Social, the, in conduct,62.Societyvs.seclusion,168.Source of ideas,36.Special applications of pedagogics,232–293;religion,232–238;history,239–251;mathematics and natural science,252–262;geography,263–268;the mother-tongue,269–275.Speer,253.Spencer, Herbert,85,157.Spinoza,3.Spy, the teacher as,317.Standards of honor,169.State, its attitude toward the individual,331.Strife,182.Structure of groups of ideas,31.Studies, social function of,62;as social instruments,64;for boys,225.Study of literary masterpieces,76.Style of speaking,108.Subjects to be taught,100.Supervision,48;strictness of,49,50.Sweetmeats, educational,99.Syntax, Latin,284.Synthetic instruction, definition,106;nature and course of,125–126.System,67;promoted by connected discourse,69;of laws and rewards,14;of civilization,16.Tardiness,161.Teacher as spy,317.Teachers’ conferences,339.Temperaments,295.Temper, violent,298.Tests by the state,332.Text-book methods, barrenness of,243.Text-bookvs.oral presentation of history,239.Themes for composition,124.The mob spirit,168.The mother-tongue,269–276.Thoughtlessness of pupils,164.Time, amount to be given to instruction,132.Training,136–194;definition,136,141;relation to government and instruction,136–140;aim of,141–142;differentiation of character,143–147;differentiation in morality,148–150;helps in,151–159;general method,160–194;blended with government,140;function of,151.Transfer of pupils,52.Translation, difficulty of, for German children,103.Trigonometry,254.Tutors, place of,335.Unification,65,66.Use of things, how taught,114.Vendettas,13.Violin, value of use of,179.Virility in the school,183.Virtue, definition,8,62;unevenness of development,8;its relation to interest,64.Viva vox docet,107.Volition, harmony with insight,9;of the moment,311.Wiget,70.Will, memory of,161.Women teachers and fighting pupils,183.Workvs.drudgery,63.Written exercises in the mother-tongue,276.Written work, tediousness of,59;correction of,123.Wundt,74.