Index

Abraham, 4, 139.

Academy, The, 81.

Accuracy, 120.

Adams, John Quincy, 178.

Adams, Professor J., 59.

Affinities, further, 194-203;

for material, 194;

children have, 208.

Albert Memorial Chapel, 133.

Alertness, 108.

Alison’s History of Europe, 178.

‘Allegoria filosofica della Religione Cattolica,’ 155.

Alleys, blind, 243.

Ambidexterity, 244.

Amiens, the Bible of, 132.

Animals, intimacy with, 80.

Angelico, Fra, 57.

Angelo, Michael, 152, 155.

Anxiety, note of transition stage, 26.

Apostles’ Creed, The, 146.

Appendices, 248-359.

‘Apperception masses,’ 245.

Appliances, 230.

Appreciation, Æsthetic, 77.

Arena Chapel, Padua, 132.

Aristotle, 154.

Armada, Spanish, 231.

Armenia, 26.

Arnold, Dr, 242.

Arnold, Matthew, 131, 220.

Art, 234, 238.

Attention, 120.

Aurelius, Marcus, 86.

Austen, Jane, 243.

Authority, and docility in home and school, 1-24;

dethronement of, 6;

not inherent but deputed, 7;

and docility fundamental principles, 9;

what is,? 10;

vested in the office, 11;

distinguished from autocracy, 15;

behaviour of, 17;

response of docility to, 19;

avoids cause of offence, 22;

is alert, 22;

who gave thee this,? 23;

basis of moral teaching, 126;

limitations of, 127;

in religious education, 137;

how, works, 139.

Autocracy, of elder generation of parents, 2;

distinguished from authority, 15;

behaviour of, 16.

Basedow, 91, 97.

Behistun Rock, 82.

Benedicite, 134.

Benson, H. C., 221.

Bible, the, of Amiens, 132;

habit of reading the, 142;

the great storehouse of moral impressions, 175, 235.

Biography, the value of, 133.

Biology, utility of, 157.

Bloch, M., 230.

Board of Education, 247.

Books, first-hand, 162;

school, how they make for education, 164;

that sustain life of thought, 168;

school, of publishers, 168;

how to select school, 177;

marks of fit school, 178;

how to use school, 178;

intelligent reading of school, 180;

other ways of using school, 180;

Ruskin’s delight in, 196;

Wordsworth’s delight in, 197;

every child should have own living books, 214;

children must be educated on, 226;

that supply sustenance of ideas, 228;

and oral teaching, 229;

education by, 232, 243;

for use in nature study, 238;

use of, makes for short hours, 240;

and ‘utilitarian’ education, 240;

habit of, 247.

Botany, Coleridge’s description of, 157.

Bowen, Edward, 242.

Bremer, Frederika, 164, 220.

Brightwen, Mrs, 238.

Browning, Robert, 63, 90, 124, 134, 213.

Brutus, 111.

Bullen, Frank, 169.

Burton, Sir Richard, 82.

Byron’s influence on Ruskin, 196, 199.

Cæsar, 125, 236.

Camorra, the, 109.

Capacities of a human being, the, 68.

Carlyle, ‘masterly inactivity,’ 28, 157;

on lectures, 226.

Charles, Mrs Rundle, 4.

Chastity, 112.

Child-mind, is there such a thing as the? 223.

Child-study, 244.

Children, better relation with elders, 1;

confidence in the, 30;

should be free in play, 36;

must have personal initiative in work, 37;

are not enough let alone, 38;

should choose own friends, 40;

should spend own pocket-money, 41;

should form own opinions, 42;

are persons, 63, 186;

capacities of, 68;

limitations of, 68;

education of, 68;

what nature does for, 74;

have every power, 74;

set up new relations, 78;

must have dynamic relations, 79, 189;

power over material, 80;

intimacy with animals, 80;

must have human relationships, 80;

must establish relations with themselves, 86;

with all classes, 87;

with Almighty God, 89;

the schoolmasters of, 94;

need training in self-restraint, self-control, self-discipline, alertness, quick perception, fortitude, courage, prudence and service, by means of stimulating ideas, 105-112;

intellectual habits necessary for, 120;

living ideas for, 121;

books for, 122;

independent intellectual development of, 122;

born neither moral nor immoral, 129;

need training in the virtues, 136;

religious life of, 137-147;

formalists by nature, 143;

religious habits for, 143, 144;

ideas of religious life for, 144-147;

must have a wider curriculum, 162;

make large demands upon us, 170;

are undervalued, 171;

of the last generation, 172;

as they are, 172;

must have vitalising ideas, 172;

must labour at books, 179;

life tempered too much for, 183;

are heirs to an enormous patrimony, 186;

must have food of romance, 198;

must range at will among books, 198;

have affinities and must have relations, 208;

have right of entry to several fields of knowledge, 214;

have appetite for such knowledge, 214;

are to be educated on books and things, 214;

should study their own living books, 214;

have a natural craving for knowledge, 225;

must be educated on books, 226;

delight in school, but not for love of knowledge, 245;

educated, 245;

the Magna Carta of the, 247.

Chinese intellectual futilities, 244.

Christ, on authority, 16;

kingship of, 145;

our Saviour, 146.

Church catechism, the, 130, 147.

Cicero, 154.

Citizens, fitness as, 88.

Coleridge, on Method, 71;

Lady Geraldine, 90;

concerning Plato, 125;

on ideas, 155, 157, 212.

Colonna, Vittoria, 155.

Columbus, 155.

Comenius, 91.

Commandments, the ten, 83, 85, 130.

Comradeship, 201; has duties, 211.

Confidence, self, 29;

in children, 30.

Consciousness, Locke’s ‘states of,’ 49.

Co-ordination of studies, 230.

Courage, 111.

Cowper, 223.

Crafts, manual, 234, 236.

Crete, peasants of, 161, 224.

Culture, physical, 101-112.

Curriculum, a wider, necessary, 162;

suggestions towards a, 215-227;

question of a, 234.

Curse of Kehama, the, 123.

Darwin, 224.

Daumer, Dr, 72.

Decision, the effort of, 20.

Demokritos, 158.

Development, of faculties, 92;

intellectual, of children, 122;

abnormal, 151.

Devotions, regularity in, 142.

Disciplinary, subjects, 119, 174;

devices, 181.

Dissatisfaction with education, general, 45.

Docility, and authority, 1-24;

a fundamental principle, 9;

response of, to authority, 19.

Dominant ideas, 93.

Drawing, 238.

Duty, not within scope of present-day psychology, 83;

does not come by nature, 85;

is not sentiment, 90;

that which we owe, 128;

Wordsworth on, 130.

Dynamic relations, 79, 189.

Edinburgh Cathedral, 134.

Education, general dissatisfaction with, 45;

the science of relations, 65, 161, 182-213, 222;

an adequate theory of, 68-78;

of a human being, 68;

mediæval conception of, 95;

uncertainty as to purpose of, 96;

religious, 137-147;

is an atmosphere, a discipline, a life, 148, 182, 216;

is not cultivation of faculties, 151;

has three faces, 152;

is a world business, 160;

how school-books make for, 164-173;

an infant’s self, 186;

of the little prig, 207;

not desultory, 209;

objective not subjective, 218;

should give knowledge touched with emotion, 220;

our aim in, 170, 231;

by books, 226, 232, 243;

by things, 231.

Education, 233.

Educational, thought, 4;

thought in the eighteenth century, 44;

some, theories examined, 56;

truth a common possession, 62;

German, reform, 91;

only three, instruments, 182;

unrest, 219;

aim of Plato, 125;

an, manifesto, 214.

Educationalist, a great, 91.

Element of personality, 57.

Elizabeth, Queen, 17, 188.

Emil, 96.

Ennui, 150.

Eöthen, 122.

Epictetus, 86.

Establishment of relations, 75, 84.

Ethical, casual, teaching, 84;

teaching of the Middle Ages, 131.

Euclid, 96, 154.

Evelyn, Richard, son of John, 171.

Evolution, of the individual, 47, 50;

is checked, 55;

master-thought of the age, 157;

attitude of parents and teachers towards, 159.

Examination of a child of twelve, 302-329.

Existence, struggle for, 57.

Facts, three ultimate, 114.

Faculties, development of, 92;

we discard, 92.

Faëry Queen, The, 122.

Failure, causes of, 242.

Fairy lore, a screen and a shelter, 184.

Faith, 35.

Family principle, the, 96.

Fate and free-will, 31.

Fatherhood of God, the, 145.

Finality of human reason, 8.

First-hand knowledge, 77.

Fisher, Mrs, 238.

Flower studies, Ruskin’s, 195.

Fortitude, 110.

Francis, St, 75.

Freeman, Professor, 124.

French Revolution, the, 6.

Froebel, the theories of, 56, 58, 91, 92.

Gaddi, Taddeo, 155.

Games, organised, are not play, 36.

Geddes, Professor P., 238.

Geikie, Professor, 238.

Geography, 79, 237.

Geology, 79, 237.

‘George, The Royal,’ 10.

Geraldine, Lady, 90.

German, educational thought, 56;

educational reform, 91.

Ghost, the Holy, 95, 112, 146, 155.

Giotto, 132.

God, we are made for, 90;

the will of, 20, 129;

relationship to, 89, 212;

an ultimate fact, 114;

duty to, 136;

fatherhood of, 145;

authority of, 127, 138;

the thought of, 140;

the Holy Spirit, 146;

a revelation of, 159.

Habit, of prompt obedience, 20;

in physical training, 104-110;

local, 107;

intellectual, 118, 119;

of sweet thought, 135;

of religious life, 140;

of thought of God, 140;

of praise, 143;

of Sunday-keeping, 144.

Hamlet, 188.

Hare, Augustus, 13-15.

‘Harlech,’ Turner’s, 204.

Hauser, Kaspar, 71-74.

Hawkshead, 191, 202.

Hector, 98.

Heraklitos, 158.

Herbart, psychology of, 58-100;

eliminates personality, 58;

German educators work upon, 91;

discards faculties, 92;

on education in the family, 94;

theory of, ethical, 98;

on ‘apperception mass,’ 185.

Historic sense, Ruskin’s local, 199.

History, 235.

Holmes, O. Wendell, 169.

Homer, 152.

Home rule, 26.

Human, a, being, 68;

relationships, 80, 88;

intelligence, 82;

full, life, 82.

Human reason, finality of, 8.

Humour, good, 29.

Huxley, 18, 157, 237.

Idea, a captain, 161.

Ideas, behaviour of, 69;

cannot be begotten unaided, 69;

certain, attracted by certain persons, 70;

that strike us, 70;

awakening, 81;

dominant, 93;

stimulating, 110;

nothing so practical as great, 118;

living, 121;

of the religious life, 144.

Iliad, The, 98.

Impressions, moral, 175.

Inactivity, masterly, 25-35;

component parts of, 32.

Inanition, intellectual, 149.

Individual, the evolution of the, 47.

Indwelling of the Holy Ghost, the, 146.

Infant’s self-education, an, 186.

Information, knowledge versus, 224.

Initiation, Ruskin’s, 205.

Initiative in work, personal, 37.

Instruction, subjects of, 174.

Intellect, man’s peculiar sphere, 116.

Intellectual, training, 113-125;

we recognise no, authority, 113;

three ultimate facts, 114;

habits, 118-121;

living ideas in, life, 121;

literature, 122;

independent, development, 122.

Intelligence, human, limited by human interests, 82.

Interests, 219;

and relations, 241.

Intimacies, with animals, 80;

with persons of all classes, 87;

we are educated by our, 182-213;

with natural objects, 194;

life-shaping, 196.

James, Professor, on psychology, 51, 53, 54.

Johnson, Dr, 226, 227.

Joseph, 185, 235.

‘Kailyard’ literature, 47.

Keble, 24.

Ken, Bishop, 130.

Kidd, Benjamin, 9.

Kindergarten, 57, 58.

Kingship of Christ, the, 145.

Kipling, Rudyard, 134.

Knowledge, first-hand, appreciative, exact, 77;

man’s proper discovery, 116;

learned in schools, 201;

versus information, 224;

the love of, 240-247.

Knossos, 224.

‘La Discessa dello Spirito Santo,’ 155.

Latham, the Rev. H., 183.

Lawrence, Brother, 212, 213.

Lawrences, the, 2.

Lecky, Professor, 240.

Lehrbuch zur Psychologie, 59.

Leisure, 34.

Lesson-books, parsimony in, 124.

Lewis, H. King, 122.

Life, full human, 82;

too much tempered, 183;

religious, 144;

education is a, 148, 152, 182, 216;

a creed which unifies, 154.

Limitations, of a human being, 68;

of teachers, 170;

of the educator, 183.

Linnæus, 77.

Little Arthur’s History, 235.

Liturgy, the, 176.

Living, fulness of, 75;

spontaneous, 185.

Locke, on infallible reason, 5, 6, 44;

on ‘states of consciousness,’ 49, 50, 51.

Love’s Meinie, 195.

Lucerne, ‘Peace and War’ museum, 230.

Macaulay, 72.

Magna Carta of the children, the, 247.

Magnus, Sir Philip, 232, 233.

Malcolm, Sir John, 81, 82.

Manifesto, an educational, 214.

Martineau, Miss, 122.

‘Masterly inactivity,’ 25-35;

component parts of, 32, 45.

Material, power over, 80;

affinity for, 194.

Materialism, ‘unjustifiable,’ 52.

Mathematics, 174, 234, 236.

Matsys, Quentin, 152

Meditation, habit of, 120.

Memmi, Simone, 155.

Memorials of a Quiet Life, 13.

Method, Coleridge’s, 71.

Miall, Professor, 238.

Mill, J. S., 2.

Millet, J. F., 239.

Milton, 2, 181.

Mind, the Child-, 223.

Minos, King, 161, 224.

Mistakes made on principle, 13.

Montague’s Feather-Hangings, Mrs, 223.

Moral, impressions, the Bible the source of, 175, 235;

progress, 25;

training, 126-136;

basis of, teaching, 126;

principles, 127;

children neither, nor immoral, 129;

teaching, 130-132;

high ideals in, education, 133;

value of biography, 133;

value of poems, 134;

value of mottoes, 135;

habits of thought, 135.

Morality, Matthew Arnold’s, 131.

Morals do not come by nature, 129.

More, Hannah, 172.

Morgan, Professor Lloyd, 238.

Morris, William, 171.

Narration, the value of, 179.

Nature, what, does for a child, 74;

does not teach us duty, 129;

intimacy with, 194;

ideas of, 157;

a passion, 205;

study, 236, 237.

Newman, Cardinal, 42, 134.

Nichols, F., 244.

Nineteenth-century formula, a, 148.

Nineteenth-Century, The, 221.

Novella, Santa Maria, 153.

Obedience, mechanical and reasonable, 18;

prompt, 20.

Obscurity of psychology, the, 98.

Ode to Duty, Wordsworth’s, 130.

Ode to the Iron Duke, 134.

Old English History, 124.

Omniscience of parents and teachers, 30.

‘Open, sesame,’ 174.

Opinions, children should form their own, 42.

Opportunities, Wordsworth’s recognition of, 191;

Ruskin’s, 194.

Oral teaching, 169, 214, 229, 329-359.

Outlines of Pedagogics, 91.

Outlines of Psychology, 52.

Padua, the Arena Chapel, 132.

Parents, the elder generation autocratic, 2;

responsibility of, 26;

need more confidence, 29;

omniscience of, 30;

National Educational Union, 26, 62, 87, 92, 138, 148, 216, 217, 220, 222;

The, Review, 148;

the Review School, 240, 246.

Parsimony in lesson-books, 124.

Passiveness, wise, 28, 34.

Past, living touch with the, 200.

Pastor Pastorum, 183.

Paul, St, 83, 235.

Pebble studies, Ruskin’s, 196.

Penelope, 224.

Personality, 37, 60, 158.

Persons, rights of children as, 36-43;

sacredness of, 46;

evolution of, 47, 50;

effects not causes, 59;

children are, 63;

will think and feel, 64;

certain ideas attract certain, 70;

expansion and activity of, 71;

intimacy with, of all classes, 87.

Philosophers, rationalistic, 10.

Physical training, 101-112;

does our, make heroes? 101;

end of, 102;

habit in, 104;

stimulating ideas in, 110.

Physiological psychology, 51.

Picture-talks, 239.

Plato, on ideas, 69;

educational aim of, 125, 224.

Play, games not organised, 36.

Plutarch, 152.

Pocket-money, children’s, 41.

Poet, the calling of a, 207.

Pope, 196.

Portia, 111.

Power, a normal child has every, 74;

of recognition, 76;

over material, 80.

Præterita, 182-213.

Praise, the habit of, 143.

Prig, the education of the, 207.

Principle, a unifying, 220.

Principles, fundamental, 9;

luminous, 99;

foundation, 126.

Progress, moral, 25.

Proserpine, Ruskin’s, 195.

Prudence, 111.

Psychology, in relation to current thought, 44-55;

many systems of, 45;

an adequate system of, 46;

a ‘phrase of diffidence,’ 52;

the new, 53;

must meet demands on it, 62;

present-day, 83;

obscurity of, 98.

Quarterly, The, 223.

Queen, the late, 133, 134.

Questions ‘in the air,’ 138.

Questions for the use of readers, 248.

‘Quick as thought,’ 8.

Quincey, De, 175-177.

Race, solidarity of the, 48.

Rambouillet, Hôtel, 150.

Rasselas, 122.

Ratich, 91.

Rationalistic philosophers, 10.

Rawlinson, Sir Henry, 81, 82.

Reason, infallible, 5;

apotheosis of, 6;

finality of human, 8;

limitations of, 115;

brings logical proof of any idea, 116.

Recognition, the power of, 76.

Reflection, 120.

Rein, Professor W., 91, 94, 96.

Relations, between children and parents, 1;

education is the science of, 65, 161, 185, 217, 219, 222;

establishment of, 75, 84;

new, 78;

proper to a child, 79-90;

dynamic, 79, 189;

human, 80, 86, 88;

to Almighty God, 89, 212;

and interests, 241.

Religious education, 137-147;

habits in, 140;

thought of God in, 140;

inspiring ideas in, 144;

a curriculum in, 235.

Responsibility, increased sense of, 25;

parental, 26, 27.

Restless habits, 27.

Rhodes, Cecil, 201.

Robinson Crusoe, 122, 172.

Romance, children must have food of, 198.

Romanes, G. J., 120.

Röntgen rays, 27.

Rosamund and the Purple Jar, 41.

Rousseau, 44, 96, 97.

Rugby Chapel, 131.

Rule, arbitrary, 3.

Ruler, qualities proper to a, 17.

Ruskin, 2, 117, 125, 132, 182-213.

Ruskin’s, dynamic relations, 189;

limitations of condition, 190;

opportunities, 194;

flower studies, 195;

pebble studies, 196;

delight in books, 196;

local historic sense, 199;

aloofness from the past, 200;

vocation, 204;

sincere work, 205.

Sadler, Professor, 221.

Saviour, our, 145.

School-books, 164-173;

of the publishers, 168;

how to select, 177;

mark of fit, 178;

how to use, 178, 179;

children must labour at, 179;

teacher’s part as to, 180, 228-239.

School Field, Hackney, 38.

Schoolmasters of the child, the, 94.

School of Song, Edinburgh Cathedral, 134.

Science, 156, 236.

Scott, Sir Walter, 202, 209.

Self, confidence, 29;

restraint, 105;

control, 106;

discipline, 107;

an ultimate fact, 114;

appropriation of ideas, 123.

Sentiment is not duty, 90.

Serenity, 33.

Service, 111.

Shakespeare, 43, 150.

Shelley’s Skylark, 121.

Smollett, 178.

Social Evolution, 9.

Sociology, 87.

Socrates, 128, 131.

Solidarity of the race, the, 48.

Solomon, King, 84.

Sorabji, Cornelia, 232.

Southey, 122.

Spanish chapel, the, 95, 125, 153.

Spectator, The, 232.

Spencer, Herbert, 6, 7.

Spirit, the Holy, 8, 118, 153, 155, 173.

Spontaneity, 43.

Staël, Madame de, 150.

Standing aside, the art of, 66.

‘States of consciousness,’ Locke’s, 49.

Sterne, Laurence, 190.

Stimulus, 187.

Struggle for existence, the, 57.

Studies, serve for delight, ornament, ability, 214;

co-ordination of, 230.

Subjects, disciplinary, 119;

of instruction, 174.

Suggestions towards a curriculum, 215-239.

Sunday-keeping, 141, 144.

System of psychology, an adequate, 46.

Taine, 247.

Teachers, limitations of, 170;

must remove obstructions and give stimulus, 187;

errors of, 188.

Teaching must not be obtrusive, 66.

Te Deum, 155.

Tennyson, 2, 10, 107, 122, 123, 131, 134.

Thalaba, 123.

The Child and its Spiritual Nature, 122.

The Cruise of the Cachelot, 169.

The Flag of England, 134.

The Native-born, 134.

The Neighbours, 164.

Theories examined, some educational, 56-67.

The Prelude, 182-213.

The Secret of the Presence of God, 212.

The Story of my Life, 13-15.

Things, education by, 214, 231.

Thomson, Professor, 238.

Thoroughness, 120.

Thought, psychology in relation to current, 44-55;

educational, in the eighteenth century, 44;

best, is common, 49;

P.N.E.U., 92;

habit of sweet, 135.

Three ultimate facts, 114.

Thring, 242.

Through Hidden Shensi, 244.

Tiers État, 157.

Training, physical, 101-112.

Traquair, Mrs, 134.

Truth, educational, 62.

Turner, 204.

Tyson, Dame, 191.

Ulysses, 224.

‘Utilitarian’ education, 240.

Vinci, Leonardo da, 152.

Virgil, 236.

Virtues in which children should be trained, 136.

Vis inertiæ, 59.

Vocation, 204-213.

Volition, intellectual, 120.

Walt Whitman, 48.

Waverley, 209.

Wells, H. G., 228.

What a child should know at twelve, 300-302.

Words, ‘a passion and a power,’ 199.

Wordsworth’s ‘wise passiveness,’ 28;

cloud, 92;

recognition of opportunities, 191;

intimacy with nature, 195;

delight in books, 197;

delight in words, 199;

aloofness from past, 200;

calling as poet, 207.

Work, personal initiative in, 37.

World an ultimate fact, the, 114.

Zeitgeist, the, 46.

Zoroaster, 96, 154.

⁂ As frequent mention has been made of the Parents’ National Educational Union and its various agencies, it may be well to add that information about these may be had from the Secretary. The “Questions for the Use of Readers” are inserted with a view to the P.N.E.U. Reading Course. Persons who wish to become “Qualified Members” of the Union by undertaking this course should communicate with the Secretary, 26 Victoria Street, London, S.W.

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