Шаг 6. — Пусть дети сами увидят, готовы ли кексы; они должны быть светло-коричневыми. Затем пусть они поместят их на сито, чтобы остыли, а затем разложат на тарелки для стола.
СНОСКИ
[1] «История моей жизни», Огастес Хэр (Джордж Аллен).
[2] «Очерки психологии».
[3] «Личность» используется в общепринятом, повседневном значении этого слова.
[4] Lehrbuch zur Psychologie, Part III., sects. 152, 153 (see Herbartian Psychology, by J. Adams).
[5] Ссылки здесь и далее относятся к отличительной мысли и работе Национального союза родителей по вопросам образования.
[6] Ср. «Метод» Кольриджа.
[7] Национальный союз родителей по вопросам образования.
[8] Зонненшайн и Ко.; 3 шиллинга.
[9] Процитировано мистером Льюисом в книге «Ребенок и его духовная природа».
[10] Национальный союз родителей по вопросам образования.
[11] Родительский союз.
[12] «La Discessa dello Spirito Santo» и «Allegoria filosofica della Religione Cattolica», можно приобрести у мистера Дж. Коула, 1 Via Torna Buoni, Флоренция (размер в шиллинг, №№ 4077 и 4093).
[13] Из «Родительского союза».
[14] «Pastor Pastorum», Г. Лэтэм, магистр искусств, страница 6.
[15] Курсив мой.
[16] «Прелюдия».
[17] Изучающие «Love’s Meinie» и «Proserpine» будут знать, какие богатые компенсации принесла более поздняя жизнь за детские недостатки.
[18] «Тайна присутствия Бога». Мастерс.
[19] «Прелюдия».
[20] «Школьный учитель», Г. К. Бенсон, Итонский колледж. — «Nineteenth Century», декабрь 1902 г.
[21] «Spectator», 2 августа 1902 г.
[22] «Education», 16 апреля 1903 г.
[23] См. «Through Hidden Shensi», Ф. Николс.
[24] Весьма обнадеживает, что новые правила Совета по образованию как для начальных, так и для средних школ соответствуют направлениям работы, пропагандируемым на этих страницах.
[25] См. примечание в конце тома.
[26] Авторы сомневались в написании слов, отмеченных [26].
[27] После этого ответ был продиктован.
[28] Авторы сомневались в написании слов, отмеченных [28].
[29] Авторы сомневались в написании слов, отмеченных [29].
[30] Большое количество полных комплектов ответов на экзамены можно увидеть в офисе, а дополнительную информацию можно получить у секретаря, P.N.E.U., 26 Victoria Street, Лондон, S.W.
[31] Там, где не используются «Серии» Гуэна, французский, немецкий и итальянский языки следует преподавать устно, учитель повторяет вслух, ученик повторяет за ним.
[32] Предметы, указанные таким образом, должны оцениваться родителями в соответствии с Правилами.
Указатель
Abraham, 4, 139.
Academy, The, 81.
Accuracy, 120.
Adams, John Quincy, 178.
Adams, Professor J., 59.
Аффинитеты, далее, 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.
Приложения, 248-359.
«Апперцептивные массы», 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.
Авторитет и податливость дома и в школе, 1-24;
dethronement of, 6;
not inherent but deputed, 7;
and docility fundamental principles, 9;
что есть?, 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;
кто дал тебе это?, 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.
Детский ум, существует ли такое понятие, как?, 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;
нуждается в обучении самообладанию, самоконтролю, самодисциплине, бдительности, быстрому восприятию, стойкости, мужеству, благоразумию и служению с помощью стимулирующих идей, 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;
религиозная жизнь, 137-147;
formalists by nature, 143;
religious habits for, 143, 144;
идеи религиозной жизни для, 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.
Сознание, «состояния» Локка, 49.
Co-ordination of studies, 230.
Courage, 111.
Cowper, 223.
Crafts, manual, 234, 236.
Crete, peasants of, 161, 224.
Культура, физическая, 101-112.
Curriculum, a wider, necessary, 162;
предложения к, 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.
Податливость и авторитет, 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;
адекватная теория, 68-78;
of a human being, 68;
mediæval conception of, 95;
uncertainty as to purpose of, 96;
религиозная, 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;
как школьные учебники способствуют, 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.
Экзамен ребенка двенадцати лет, 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.
«Джордж, Королевский», 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;
в физической подготовке, 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.
Хэр, Огастес, 13-15.
‘Harlech,’ Turner’s, 204.
Хаузер, Каспар, 71-74.
Hawkshead, 191, 202.
Hector, 98.
Heraklitos, 158.
Гербарт, психология, 58-100;
eliminates personality, 58;
German educators work upon, 91;
discards faculties, 92;
on education in the family, 94;
theory of, ethical, 98;
об «апперцептивной массе», 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.
Бездействие, мастерское, 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.
Интеллектуальное, обучение, 113-125;
we recognise no, authority, 113;
three ultimate facts, 114;
привычки, 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;
мы воспитаны нашими, 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;
любовь к, 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.
«Мастерское бездействие», 25-35;
component parts of, 32, 45.
Material, power over, 80;
affinity for, 194.
Материализм, «неоправданный», 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;
обучение, 126-136;
basis of, teaching, 126;
principles, 127;
children neither, nor immoral, 129;
преподавание, 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.
«Сезам, откройся», 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.
Личности, права детей как, 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.
Физическая подготовка, 101-112;
делает ли наша, героев?, 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.
Психология, в отношении к современной мысли, 44-55;
many systems of, 45;
an adequate system of, 46;
«фраза неуверенности», 52;
the new, 53;
must meet demands on it, 62;
present-day, 83;
obscurity of, 98.
Quarterly, The, 223.
Queen, the late, 133, 134.
Вопросы «в воздухе», 138.
Questions for the use of readers, 248.
«Быстро, как мысль», 8.
Куинси, Де, 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;
свойственные ребенку, 79-90;
dynamic, 79, 189;
human, 80, 86, 88;
to Almighty God, 89, 212;
and interests, 241.
Религиозное образование, 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.
Школьные учебники, 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.
Предложения к учебному плану, 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.
Теории рассмотрены, некоторые образовательные, 56-67.
«Прелюдия», 182-213.
The Secret of the Presence of God, 212.
«История моей жизни», 13-15.
Things, education by, 214, 231.
Thomson, Professor, 238.
Thoroughness, 120.
Мысль, психология в отношении к современной, 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.
Подготовка, физическая, 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.
Призвание, 204-213.
Volition, intellectual, 120.
Walt Whitman, 48.
Waverley, 209.
Wells, H. G., 228.
Что ребенок должен знать в двенадцать лет, 300-302.
Слова, «страсть и сила», 199.
«Мудрая пассивность» Вордсворта, 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.
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