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. Classical _vs._ 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. Disorder as index of failure, 55. Disposition, cheerful, 137. Divided attention, 63. “Dogma of Formal Culture,” Hinsdale, 279. Dörpfeld, 70. Drudgery _vs._ work, 63. Duel, 13. Dulness, 299.