Thinking, in education, 179–192, 203, 361–362, 376, summary, 192; and experience, 163–177, 180, 376, summary, 177–178; vs. knowledge, 186, 345, 380–381, 385; philosophic, differentiation from thinking in general, 387; saved by reliance on dogma, 394; a social mode of behavior, 14; training in, as an end of school work, 179, 192. See also Reason; Thought.
Thoroughness, intellectual vs. physical, 210; a moral quality, 414.
Thought, widened through social sympathy, 173. See also Reason; Thinking.
Three R's, not the only "essentials," 226.
Threshold of consciousness, 81, 82.
Tool subjects, inconsistent treatment of, 301–302, 304.
Totality of subject matter and of method, 378, 379–380, 381.
Town and gown, influence of their separation, 416.
Tradition, early revolt against, 306–307, 322, 343, 356; questioned by the Sophists, 385; literary, the waning; of, 367–368, 369.
Training, vs. educative teaching, 15–16, 35. See also Education.
"Transfer" of training, 75, 76, 78.
Transmission of life, 1–4, 11; of complex social customs, 9, 11.
Trial and error method, 169–170, 176–177, 181.
Truth, ancient and medieval attitude toward, 341, later attitude, 343–344; survival of the earlier attitude, 390.
Truthfulness, moral nature of, 415.
Types of schools, historical explanation of, 289–290.
Typewriting, as an illustration of nature of mind, 154.
Ultimateness of subject matter and of method, 378, 379, 380.
Understanding, as a means of control, 37, 39, 43, 47.
Understanding one another, meaning of, 18.
Uniformity of procedure, evil of overemphasizing, 206; not the equivalent of conformity, 60.
Universal vs. particular, 359, 399–400. See also Dualisms.
Universal education, system of, first undertaken by Germany, 112.
Unselfishness, true and false meaning, 408–409.
Use as giving things meaning, 34–35.
Utilitarian education, see Intellectual vs. practical studies; Labor vs. leisure; Vocation, etc.
Utilitarianism, in elementary education, 160; in morals, 406.
Value, two meanings of, 279, 291–292.
Values, educational, 271–291, summary, 291–292, 376–377; segregation and organization of, 285–291; of certain studies, 279–285. See also Aims, Interests.
Variations, individual, see Individuality.
Virtue, relation to action and knowledge, 385; to knowledge, 410–414, 418; full meaning of, 415.
Vocation, meaning of, 358–360, 373; as organizing one's knowledge, 362; narrow and broad sense of, 350–360, 373–374. See also Business; Commerce; Labor, vs. leisure.
Vocational aspects of education, 358–373, summary, 374–374.
Vocational education, early, must be indirect, 373–364; for skill only, illiberal and immoral, 304, 363, 369; narrow and broad conception of, 372–373, 373–374; present opportunities and dangers, 140, 364–373, 373–374; social value of, 234–235. See also Culture vs. efficiency; Industrial occupations; Intellectual vs. practical studies; Vocation, etc.
Vocational guidance, proper and improper, 364.
Vorstellungen, 81.
War, as an educative force, 100; how education may avert, 114–115; European, in 1916, used in illustrating processes of thought, 171–173, 175.
Wealth of parents, not to determine vocation of child, 140.
Will, appeal to, as stimulus to effort, 198; definition, 157, 161–162; essential dif-
