Better relations between children and their elders—The elder generation of parents, autocratic—Arbitrary rule not always a failure—But truer educational thought results in worthier character—Doctrine of the infallible reason—Leads to the dethronement of authority—Authority not inherent, but deputed—‘Quick as thought’—The notion of the finality of human reason intolerable—Authority and docility, fundamental principles—Work of rationalistic philosophers, inevitable—Authority, vested in the office, 1 CHAPTER II DOCILITY AND AUTHORITY IN THE HOME AND THE SCHOOL _Part II.—How Authority Behaves_ Mistakes made on principle—Authority distinguished from autocracy—Behaviour of ‘autocracy’—Behaviour of ‘authority’—Qualities proper to a ruler—Mechanical and reasonable obedience—Response of docility to authority, a natural function—The habit of prompt obedience—The effort of decision—Authority avoids cause of offence—Authority is alert—Who gave thee this authority? 13 CHAPTER III ‘MASTERLY INACTIVITY’ Increased sense of responsibility—A sign of moral progress—Parental responsibility—Anxiety the note of a transition stage—A fussy and restless habit—‘Masterly inactivity’—The element of good humour—Self-confidence—The fine, easy way of fathers—Confidence in the children—Omniscience of parents and teachers—‘Fate’ and ‘free-will’—The component parts of masterly inactivity—Serenity of a Madonna—Leisure—Faith, 25 CHAPTER IV SOME OF THE RIGHTS OF CHILDREN AS PERSONS Children should be free in their play—Organised games are not play—Personal initiative in work—Children must stand or fall by their own efforts—Boys and girls are generally dutiful—Children should choose their own friends—Should be free to spend their own pocket-money—Should form their own opinions—Spontaneity, 36 CHAPTER V PSYCHOLOGY IN RELATION TO CURRENT THOUGHT Educational thought in the eighteenth century—General dissatisfaction with education—Psychologies are many—Conditions of an adequate system—Sacredness of the person—The evolution of the individual—The solidarity of the race—The best thought is common thought—Locke’s ‘states of consciousness’—Does not provide for the evolution of the person—Modern physiological psychology—‘Unjustifiable materialism’—Psychology ‘a phrase of diffidence’—We become devitalised—This system inadequate—Unnecessary—Inharmonious—Evolution is checked, 44 CHAPTER VI SOME EDUCATIONAL THEORIES EXAMINED