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,