1926 Graham Wallas: 'The Art of Thought'
Published by Jonathan Cape. Now available free online.
      After the previous books, the world had the Jewish coup of the Fed in the USA, and the Jewish coup in Russia. And of course the 'Great War'. Wallas' book is not quite a think-for-yourself book; it's rather more a guide to what to think, something like a literary version of the language and attitudes of BBC radio and films. There had been compulsory education and such things as compulsory drills and conscription and the Bradbury pound. War-time laws remained. I think Wallas invented the expression 'image' in the modern, advertising sense in Human Nature in Politics. However, he claims his book explores how far modern psychology can improve 'the thought-processes of a working thinker.'
      Wallas clearly regarded himself as a 'working thinker'. He was one of three men, with Bernard Shaw, Sidney Webb—real name probably Jewish—who were wined and dined by Beatrice Potter, later Webb; something like 'the judgment of Paris with the sexes reversed ... Sidney [Webb} who emerged as the counterpart of Aphrodite' according to Bertrand Russell. I'd guess that in fact Beatrice Potter checked them for what could be called Jewish correctness. Wallas therefore had some historical significance.

The book has twelve rather long chapters. Let me attempt to summarise Wallas's overview.
      The entire book does not discuss ethics: was, for example, the 'Great War' worthwhile? What about events in Russia in 1917 and after? Wallas's assumption is, that men should do what they have been told by the authorities is their duty, and that the State should be obeyed more-or-less unthinkingly. What follows are notes on each chapter. But the book is extraordinarily difficult to review. It has snippets from then-modern psychology, a mixed bag including evolution, but designed to exclude (for example) shell shock, bullying of troops, fear of death, religion, money power, language variations, race, and serious consideration of 'useful education'. It includes, in very concealed ways, Jewish outlooks which Jews assumed without much in the way of critical thought. The chapters don't seem to follow any system, but there may well be a Jewish system with Jews cut out—just as the artist Paul Klee used rough pencil outlines which he partly painted between, and then erased.
      An important point—quite difficult to put into words—is the presentation as handed-down, official, and rather unhelpful and 'elitist'. Like 'virtue signalling', but 'education signalling'. There's nothing on selecting the best ways that people, in practice, learn from quickly and easily and permanently.

CHAP I   PSYCHOLOGY AND THOUGHT — Wallas wants to bring thought up to the level of technology and science. But one problem is psychologists: some have a 'mechanist' approach, some a 'hormonal' approach. Wallas describes the British Constitution, completely missing violence and war '.. The [British] Constitution has been evolved owing to the need of unifying the social actions of the forty-three million inhabitants of Great Britain. It, like the human nervous system, consists of newer structures superposed upon older, in such a way as to produce both the defect of overlapping, and the compensating advantage of elasticity. The oldest part of our Constitution provides that we shall be governed by our king, whom God has caused to be born.. etc.. almost equally old system, trial by jury. [Joke: note: surely people who rely on idea of professional lawyers have a problem over this institution?] .. On these older parts has been superposed a newer system, which provides that we shall by governed by a Parliament.. On Parliament itself has been superposed a still more recent system, in which the main work of government is done by civil servants and military officers chosen by competitive examination, and by professional judges and magistrates chosen by the ministers but exercising independent authority.'
      Not at all helpful.

II   CONSCIOUSNESS AND WILL — Quite a lot, not on consciousness, but on 'co-consciousness', 'fore-volition', 'will', and 'autosuggestion'. All taken from common sense, introspection, and so on, without much knowledge of how the brain does its tricks. Then Plato, in Phaedrus, 'half-ironical theory that creative thought was a kind of madness'. Greeks have to be mentioned, of course.

III   THOUGHT BEFORE ART — Aristotle, and Hobbes. And thought association. And something like 'lucid dreaming'. Also slang and popular changes: 'the cinema had soaked whole populations in third-rate theatrical conventions..'. The slang expression 'click': '.. spread during the war.. the sound made by the machine when he successful movement was made..'

IV   STAGES OF CONTROL — Wallas tries to find a process for the 'working thinker' to use. He finds four stages - Preparation, Incubation, Illumination, and Verification. Well, maybe. Many anecdotes, accounts, tales, poems, mostly of rather unimportant events. For example; 'On June 18, 1917, I passed on an omnibus the fashionable church etc. .. Miss Ashley.. was being gorgeously married, and the omnibus conductor said.. 'Shocking waste of money! But, there, it does create a lot of labour, I admit that.' Perhaps I neglected my duty.. to say.. 'Now make one effort to realize that inconsistency, and you will have prepared yourself to become an economist.'

V   THOUGHT AND EMOTION — Starts with a translated extract from a letter by Tchehov. Then a bit of Blake. Then E B Titchener on 'affections', not in the everyday sense. Then Dante's Paradiso, in modern English. Then Wallas on Latin and Greek versification at Shrewsbury School, with 'something of a monopoly of the Cambridge University prizes'. I'm reminded of Bertrand Russell reading Epipsychidion aloud to Alys Pearsall-Smith.
      Then we have the sense of humour as a 'sudden glory'. And a Munich journal with caricatures of the Kaiser, and his son 'which every German would now recognize, i.e. after the 'Great War'.
      We have about 8 pages on Shelley, officially regarded as emotional; he was booted out of Oxford in 1811 for anti-Christian objections to Christianity. Nobody is discussed as a thoughtful and emotional opponent of Jews. Godwin's Political Justice (1793) has a mention (French Revolution-ish) though post-1945 Godwin gets few mentions, apart from having been married to Mary Wollstonecroft until her death in childbirth. Godwin may, or may not, have been part of the huge obfuscatory movement hiding Jews and Freemasons in France and the USA; Wallas makes no attempt to tackle Godwin, an amusing piece of cowardice since Godwin was one of the very few people who tried to build up a complete new fully thought-out system.
      The real point of the chapter may have been to emphasise educated people with revolutionary ideas in the Jewish sense, but not such emotions as wanting ever-more money, or more deaths of other people, or the ambition to be appointed to highly-aid positions without much effort.

VI   THOUGHT AND HABIT — Curious chapter entirely concerned with writing: novelists, journalists, daily administrators, and their methods. And ways of rereading, jotting down 'significant fringe-thoughts', waiting for moments of candour from interviewees. But actual thought seems to me not to be considered.

VII   EFFORT AND ENERGY — Wallas tries to identify mental energy, by serial quotation, including quotations on relaxation, in case the mental effort are too great. (William James is mentioned, quoted in one of his 'Talks for Teachers' on 'the gospel of relaxation.. preached by Miss Annie Payson Call in her admirable little volume called 'Power through Repose.'). Some sort of creativity theory seems essential to Wallas; I suppose he doesn't like the idea of something predictable, like an architect doing a complicated drawing. Maybe this comes from revelation in the religious sense. '.. Shelley.. wrote to Godwin of the 'alternate tranquillity... which is the attribute and accompaniment of power; and the agony and bloody sweat of intellectual travail.'
      Wallas goes on: '.. every thinker.. must be prepared for the sudden necessity of straining effort..'. He quotes Dr E D Adrian on 'The Conception of Mental and Nervous Energy.'

VIII   TYPES OF THOUGHT — Longest and what might be the most interesting chapter.
      WALLAS'S SUMMARY:
      Certain ways of using the mind are characteristic of nations, professions and other human groups. Some of these are the unconscious results of environment; others have been consciously invented; and others are due to a combination of invention and environment. The French and English nations have acquired different mental habits and ideals which they indicate respectively by the word 'logic' and the phrase 'muddling through.'

      Each habit has advantages and dangers, and it may be hoped that a new habit will some day be developed which will combine both advantages and avoid both dangers. It is less easy to detect an American type of thought. There are indications that a more elastic and effective mental habit may be developing in America than is found elsewhere, but that habit cannot yet be called the national type. The 'pioneer' habit of mind is perhaps more prevalent in America than any other single type; but it seems to be rapidly dissolving under the influence of industrial development, religious change, and the spread of popular interest in psychology. A new standard of intellectual energy may ultimately come to be accepted in America, accompanied by a new moral standard in the conduct of the mind, and a new popular appreciation of the more difficult forms of intellectual effort.]

      .. No one consciously invented the legal type of thought (with its tendency to treat words as things), or the military, or clerical, or bureaucratic, or academic type; nor need one search for an inventor to explain why the Bradford type of thought is different from the Exeter type, or why a Roumanian peasant thinks differently from a Viennese merchant. On the other hand, a type of thought sometimes follows a pattern that was first created by the conscious effort of a single thinker, Anaxagoras, or Aquinas, or Descartes, or Hegel, and was afterwards spread by teaching and imitation. The prevalence of a type of thought is often due to a combination of.. invention and the .. influence of circumstances. Some one invents a new type of thought, and.. a new fact appears in a .. group environment which makes the new type widely acceptable. .. types of thought.. may be invented and neglected.. and be afterwards enthusiastically adopted in another country.. One can see why Rousseauism.. as interpreted by Jefferson, 'caught on' in America after the Declaration of Independence; or why a crude 'Darwinismus' spread in Germany as the German Empire began to extend beyond Europe; or why.. the Hegelian dialectic fitted the needs of troubled Oxford religious thinkers. The type of thought painfully worked out by Locke and his friends from 1670 to 1690 went to France in 1729 to justify the liberal opposition to Louis XV: Bentham's a priori deduction of social machinery from primitive instinct suited.. the South and Central American colonies after their separation from Spain: Herbert Spencer's Synthetic Philosophy suited Japan after her sudden adoption of western applied science. Sometimes, though with much hesitation, one may ascribe.. spread.. to .. racial features - .. the victory.. of Mohammedanism over Christianity among the stronger African tribes, .. the greater success of Buddhism in the eastern than in the western half of .. Eurasian continent.
      [Note: national differences between English and others? Starts with rather tedious reminders that not all e.g. English Liberals are the same etc] 174: [Note: English: many variations on the theme of 'muddling through', 'glorious incapacity for clear thought', 'profoundly distrust logic', quoting Canon Barnes, Lord Selborne, Lytton Strachey, Austen Chamberlain - this line of thought attacked by S Stebbing
      [French: classic, logical, or mathematical French thinking. Taine & 'the classic spirit', Royer-Collard despising a fact (in contrast with Burke), A Fouillée in 1898 book on French psychology: '.. ours is a logical and combining imagination..' .. French politicians' logic and language 'training'; Voltaire & Montesquieu & effect of French Revolution and 'armed ideas'...]
      Writers have invented a Latin race to account for the difference. [Note: stupidly, Wallas assumes without a scrap of evidence that there's truth in these phrases, just because several people have said so. He says Voltaire and Montesquieu seem to imply the opposite; and that 'the Revolution, and the twenty years of 'war against armed ideas' which followed.. fixed.. Reason as the republican ideal in France, and opposition to Reason, in the French sense, as the ideal of the English governing class. ..]
      [More on this, but of course sadly anecdotal and impossible to verify.] We can say that the English tradition has produced a greater emphasis on.. Intimation and Illumination, and the French.. greater emphasis on the more-conscious stages of Preparation and Verification.
      ... in 1917.. we promised equal treatment of Hindoos and Whites in Africa, and.. in 1923, .. we refused.. to carry out our promise in the Crown Colony of Kenya, may prove .. serious.. in the future relations of Great Britain and India. ..'

      More on the French, including H Poincaré

      French law, 'a completely logical Civil Code' [really? Wallas gives no evidence]
      Treaty of Versailles; differences with French? Catholic calculations about keeping people down

      [William James quoted.. and others.. & tho' Wallas is convinced there are distinctive qualities in the extracts he gives, he doesn't even seem to hint at what he thinks they are.]
      [Belloc and I suppose 'agrarian distributists' - Aristophanes on farmers' fear of Socrates; South Africa followers of Hertzog; 'Green International', peasants of Central Europe; American pioneers and wheat pit, and dislike of 'highbrows'; Wallas of course can't define what an intellectual is... (I think the point of this is Wallas trying to be optimistic about USA)

IX   DISSOCIATION OF CONSCIOUSNESS — [WALLAS'S SUMMARY:] The history of the art of thought has been greatly influenced by the invention of methods of producing the phenomena of 'dissociated consciousness.' The simplest and most ancient of these are the methods of producing a hypnotic trance by the monotonous repetition of nervous stimuli. Such methods have important and sometimes beneficial effects on the functions of the lower nervous system; and a slight degree of dissociation may assist some of the higher thought processes; but the evidence seems to indicate that: the best intellectual and artistic work is not done in a condition of serious dissociation. Dissociation, however, often produces intense intellectual conviction; and the future of religion and philosophy, in both the West and the East, depends largely on the conditions under which that conviction is accepted as valid. In Western Christianity, methods of 'meditation' have been invented, especially by Saint Ignatius, which are intended to avoid the dangers of mere dissociation; but the process of direction of the association trains of ideas and emotions by an effort of will is so difficult that it constantly results in the production of the same state of dissociation as that produced by the earlier and more direct expedient of self hypnotism. And, since dissociation remains the most effective means of producing intellectual conviction by an act of will, those who now desire to practise the 'will to believe,' are still thrown back on the old problem of the validity of conviction produced by dissociative methods.]

This entire chapter is aimed against Christianity, of course a mark of Jewish 'thought'. 'Mysticism', and such things as Meditation, retreats, the Church of England, Anglo-Catholicism, hypnotism, alcohol, are assumed to be the causes for such belief. The obvious alternative—that ideas are repeated from childhood, with no alternative—is too much like Judaism, which one seemed to think is the 'rational religion'.

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The final three chapters together look at the practical world aimed at by Wallas's 'working thinkers'; essentially, of post-Great War Jewish-directed 'socialised' thought. Or at least that's what I think; naturally, Wallas is not straightforward.

X   THE THINKER AT SCHOOL — [SUMMARY:] 'The discipline of the art of thought should begin at an age when the choice of intellectual methods must be mainly made, not by the student, but by teachers and administrators. If Plato were born in London or New York, how could we help him to become a thinker? He would be a self active organism, living and growing in an environment far less stimulating than that of ancient Athens, and unable to discover for himself the best ways of using his mind. His education should involve a compromise between his powers as a child and his needs as a future adult; he should acquire steadily increasing experience of mental effort and fatigue, and of the energy which results from the right kind of effort; he will need periodical leisure, with its opportunities and dangers. ...'
      Fascinatingly inconclusive chapter. Wallas doesn't know what to do with Plato—or I think how to pick out promising children. He says that 'present experimental schools in which students are left to acquire thought methods by their own 'trial and error' have not always been successful.' He doesn't think much of British and American education; but of course criticism is easy. Experiments include Prof McMurry, Daltonism, Garyism, the Project Method, the science method of Professor H. Armstrong, Oundle by Sanderson, Abraham Flexner's in 1918, and Middleton Murry's on style, with more anecdotes on style, including extracts which Wallas presents like a proud father showing pupils finding things to say. Wallas falls back on hopes 'that a knowledge of the outlines of the psychology of thought may become a recognized part of the school and college curriculum; experimental evidence already exists as to the effect of such knowledge in improving the mental technique of a student.' The impression left is of continual floundering. And also of continual evasion provided public money continues.

XI   PUBLIC EDUCATION — [SUMMARY. Wallas was part of the movement into state education, and part of the enforcement process. He is thoughtful about 'supernormal' pupils; or at least seems to be—he wants a superior caste, like Plato, and like Jews, but is a bit vague as to what superior qualities they should have:] 'In the case of four fifths of the inhabitants of a modern industrial community, inventions of educational method will only increase the output of thought, in so far as they are actually brought to bear on the potential thinker by the administrative machinery of public education. That machinery is everywhere new, and was originally based on an over simple conception of the problem. In England, we are slowly realizing the necessity, (a) of making more complex provision for the 'average' student, and (b) of providing special treatment for the subnormal or supernormal student. Differential public education for the supernormal working class child had to wait for the invention of a technique of mental diagnosis, and only began in England at the end of the nineteenth century; the system is still insufficiently developed, and there is a serious danger that an extension of the age of compulsion in its present form may lessen the productivity of the most supernormal minds. If this danger is to be avoided, we must reconsider our present compulsory system, with a presumption in favour of liberty and variety; American experience shows the intellectual disadvantages involved in the compulsory enforcement of anything like a uniform system of secondary education.'

      Laws had to be made to remedy defects of earlier laws, mostly in this case simple assumptions about children, according to Wallas. 1861 'Payment by Results' was followed by 1870 legislation which supposedly isn't just '3 R's'.
Note the assumption that working class kids are all about the same: '.. reading the Parliamentary debates on the English Education Acts of 1870 and 1876, I do not remember.. any sign that any M.P. then realized that the innate or acquired individual differences among.. working-class children .. constituted an administrative problem. .. first recognized .. in the case of extreme mental and physical subnormality. .. 1870.. blind.. deaf.. deficient mentally.. 18902 'special schools' .. 1899 .. power to deal systematically with the problem. .. in 1894 I found that most.. still thought of 'feeble-mindedness' as a temporary condition which could be easily detected by non-specialist observers..'
      [Ability and acquirement? Footnote on 'a few of the old endowed 'public schools' in the last third of the 19th century' 'tending to base their competitions for.. upper-class boys rather on innate ability than on acquired knowledge.' Wallas gives Winchester College as an example from his own experience; though without any evidence] and [Other examples, including L.C.C. [London County Council; now non-existent] Junior Scholarships which '.. closely resembled the problems.. in the upper grades of the Binet-Simon tests.', and Galton in 1883. Wallas notes that IQ tests in the US Army in presumably 1917 gave the idea a boost. He says this with no comment on war dead.]

      [In Who's Who, at least 5/6 of the highest work.. by the small minority of the population who do not pass through the elementary schools..'

      '.. English working-class home.. few books.. too crowded.. severe manual labour.. too tired.. [both Scottish and Jewish working-class homes have more books, Wallas says ... in a middle-class home, unusual ability .. is certain [sic] to be detected by the parents..']

      Pages 266-268 on the politics of school-leaving age. Liberal, Conservative and Labour policies and debates are all vaguely glanced at, Labour treated as equal, and of course financial interests, including the parents' and children's. BUT note absence of information on borrowing by the state; I think this shows that the influence of Jewish paper money in the US was working in Britain, though of course unstated and hidden. There was constant upward pressure on school leaving ages.

      Wallas gives rather contrived lists of people (Milton, Nelson, Napoleon, Hamilton, Bentham, Sidney, .. Ellen Terry, Mozart, Beethoven) already accomplishing things at the age to which compulsory education is suggested. One such list includes Einstein. None includes Lenin, who spent time in Britain.

[Note: Wallas's own life: slow effect of legal compulsion and violence; effect on working class after thirty years. Also footnote on discrimination in favour of wealthier classes:]
      .. machinery set up in 1870 and 1876.. intended to break down the immemorial habit among the poorer working families of either sending the children out to work as soon as they could earn, or keeping them.. intermittently at home to help in the housework or in some domestic industry. In the country villages, where compulsion was often directed by bodies a majority of whom were well-to-do farmers, who wanted.. child labour.., the law was often at first ineffective. In the northern manufacturing towns a 'half-time' system was allowed which dovetailed a gradually increasing measure of compulsion into .. factory regulations. In London .. where compulsion was directed by keen [note: meaning of word:] educationists on the School Board, the law was drastically enforced. I myself took part.. From 1889 .. until.. 1894 I used, as a 'school manager,' to hold a sort of local court in which I decided, with official advice, what working-class parents.. should be recommended for prosecution for the non-attendance, or irregular attendance, of their children, and therefore.. practically what parents in my district should be fined, and, in cases of default, imprisoned.
      ... I myself believed that almost any hardship was better than that a child should grow up without education. But I am now surprised when I remember how severe was the system.. In some cases I recommended the prosecution of a working widow with young children for keeping the eldest daughter at home; although I knew that the result might be to send the whole family to the workhouse. The system bore with equal severity on the children themselves; occasional truancy was dealt with by corporal punishment at school, and, since the reputation of an English elementary head teacher then depended largely on the percentage of attendance made by children on his roll, some head masters and head mistresses were known to force up their percentages by continual caning. Boys guilty of inveterate truancy were sentenced by the magistrate, at the request of the School Board, either to long terms of imprisonment in 'Industrial Schools,' or to short terms in penal 'Truant Schools.' On his second appearance at such a Truant School a boy received, as a matter of routine, a heavy flogging. It was only at the end of the nineteenth century, when, after thirty years of compulsion, the habit of school attendance had been created in the working-class districts of London, that the London Truant Schools were closed, and the severity of the whole system was diminished. But meanwhile the perpetual presence of young rebels.. made the preservation of mass-discipline in large classes the supreme duty of every elementary teacher, and that fact reacted disastrously on the intellectual atmosphere of the school.'
      Footnote says 'compulsion of such severity would have been politically impossible if it had been applied to the more articulate middle classes; but the school attendance officers in London were told not to visit houses whose annual rental, judging from the outside, was £40 or over..']

XII   TEACHING AND DOING — [SUMMARY: Note: he seems to want 'a small minority of future professional thinkers'; I'd guess he was thinking of Jews, or possibly something like nonconformists; he's vague. But I interpret this final chapter as a tantalising plea, like an advert for a national lottery, offering prizes but not complete honesty:] 'The proposal to raise the age of educational compulsion is often combined, in England, with a scheme to make teaching, like law and medicine, a close 'self governing' profession, with a monopoly of public service. That scheme involves serious dangers to the intellectual life of the community, and especially to the training of potential thinkers; it ignores not only the possible opposition of interest between the consumers and the producers of education, but also the 'demarcation' problem between the producers of education and the producers of thought. This over simplification of the problem is partly due to the fact that those engaged in the more general forms of intellectual production are not organized, and do not claim, as other professions claim, a part in the training for their profession. Experience shows that the teaching of any function is sterilized if it is separated from 'doing'; but are the English speaking democracies prepared to offer special and expensive educational opportunities to a small minority of future professional thinkers? Perhaps some local authority might be induced (if legislation closing the teaching profession did not, meanwhile, make it impossible) to start an experimental school for students from all social classes who belong to the highest one per cent. in respect of intellectual supernormality, and who ask to be prepared for a career of professed thought. The staff of such a school would be so chosen as to keep in touch with intellectual work outside the school; the students would be encouraged both to develop their own individual talents, and to realize the social significance of their work; and the success of the school might influence the development of a new intellectual standard in other schools. But such an expenditure of public funds would run counter both to professional interests and to many of the traditions of democratic equality, and it may have to wait for a widespread change in popular world outlook.'

      '.. the whole history of professional organization since the 'guild' system of the late Middle Ages shows that if a monopoly of service is given to the persons on the register of any profession, and the right to admit and to remove from that register is given to a body consisting of representatives elected by the profession, the right of registration will be primarily used to secure the interests of the existing members of the profession, as producers, against the rest of the community, the living and still to be born, as consumers. In drawing up, for instance, conditions of admission, the desire to raise salaries by restricting numbers will always..' [Yes, yes!! Thank you professor. Thank you. But do you have evidence?]

      [Footnote on NUT, National Union of Teachers, in 1925; NUT has 'done more than any other body to destroy the intolerable social atmosphere which resulted from' the power of the old English 'governing class'.]
      '.. listening to a memorandum on Training Colleges 'as recently as 1842' on the formation of character of the schoolmaster, modest respectability, humility.. gentleness.. performance of those parochial duties..'; this is in reference to the 'intolerable social atmosphere which resulted from' the power of the old English 'governing class.'

FULL INDEX of Wallas, The Art of Thought
[I know this is long. Of some interest to show 'education signalling' in action]. Accidia, 221, 222
Adams, Sir John: Child Psychology, 250
Adonis, cult of, 221
Adrian, Dr. E. D., 44n, 169
Æschylus, 28, 91, 167
Agassiz, Louis, 234
Alaric, 219
Albert, Prince Consort, 233, 287
Alekhin, 72 [chess-player]
Alexander of Macedon, 232
[American education; Wallas makes a number of asides on this, though they all seem to be taken from official boards or more-or-less official authors]
Anaxagoras, 171
Aquinas, St. Thomas, 171, 215
Archimedes, 43, 233
Aristophanes, 104, 198, 307
Aristotle, 27, 63, 131, 232, 260, 306
  De Memoria, 62
  Ethics, 155, 167, 212
  Poetics, 121
Armstrong, Prof. H., 245
Arnold, Thomas, 241
Ashley, Miss, 85
Atkinson, G. T., 247
Aubrey, John, 95
Austin, John, 24
Autocrat of the Breakfast Table (Holmes), 164
Averroes, 307

Bacon, Francis, 84
Baird Smith, Colonel, 160
Balfour, Francis, 158
Ballantyne, James, 144
Barnes, Canon: The Problem of Religious Education, 174
Barrie, J. M.: Sentimental Tommy, 297n
Baudelaire, 121
Baudouin: Autosuggestion, 53n, 206, 224
Beethoven, 210, 268
Belloc, Hilaire, 199
Bentham, 166, 172, 199, 268, 302
Bernhardt, Sarah, 268
Berthier, Father, 217
Beveridge, Sir William, 137n
Binet, 237, 262
Bird, Grace E., 234n
Blake, William, 108, 122, 208
Bland, Hubert, 299
Boutmy, E.: Psychologie politique du peuple anglais, 175
Boutroux, E., 77
Boyer, James, 299
Brooks, Van Wyck: Ordeal of Mark Twain, 196
Bruce, H. A.: Psychology and Parenthood, 80n, 105n
Bryan, W. J., 116, 190, 201, 202
Buddhism, 172
Burke, Edmund, 175
Burt, Dr. Cyril, 293, 295
Butcher, J. G.: Translation of Poetics, 131n

Call, Annie Payson, 170; Power Through Repose, 162
Campbell, Mrs. Olwen, 127n; Shelley and the Unromantics, 126n, 159n
Campbell Bannerman, Sir Henry, 178
Canterbury, Archbishop of, 147
Carlyle, Thomas, 92, 307; Latter Day Pamphlets, 115
Carpenter, Edward, 210
Carrel, A., 89, 143
Carroll, Lewis: Alice in Wonderland, 70
Cassian, 219, 223; Institutes, 216, 221n
Castlereagh, 302
Cattell, Professor, 262
Catullus, 111
Chabanei, Paul: Le Subconscient chez les Artistes, 105n
Chamberlain, Austen, 174, 184, 186
Chapman, Dom John, 220, 224
Chapman, George: Transition of Homer, 91
Chesterton, G.K., 118, 201
Churchill, Winston: World Crisis, 117
Clemenceau, Georges, 178
Clifford, W. K., 117
Cockburn, Sir Henry: Memorials, 252n
Coleridge, S. T., 152, 207, 298
Columbia University, 142
Comité des Forges, 184
Communists, Marxian, 33
Copernican astronomy, 115
Coplestone, Edward, 126
Coss, Prof. J. J., 142
Coué, Emile, 206
Crane, Dr. Frank, 189, 192, 194, 200
Curran, John H., 208
Curzon, Lord, 187

Daltonism, 245
Dante, 159, 199, 210
Darwin, 27, 87, 141, 172, 182, 199, 251; Origin of Species, 124
Davy, Sir Humphry, 28
Descartes, 28, 148, 171, 199, 228, 251
Dewey, John: How we Think, 98, 164
Dickens, Charles, 135, 145
Dionysus, theatre of, 198
Donne, John, 58
Dowden, Edward: Life of Shelley, 163n
Drew, Mrs. Mary: Catherine Gladstone, 93
Drinkwater, John, 153, 195; Loyalties, 101; Olton Pools, 123

Ebbinghaus, 262
Eddington, Prof. A. S.:
Space, Time and Gravitation, 57
Einstein, 199, 260, 285
Eliot, Dr. Charles W., 241; A Late Harvest, 240
Eliot, George, 154, 285, 302
Erskine, 144

Faber, Father, 223; Spiritual Conferences, 221
Faraday, Michael, 28, 182
Fielding, Henry, 182
Finlayson, James, 251
Flexner, Abraham, 246
Forster, E. M, A Passage to India, 118
Forster, John: Life of Dickens, 135n, 145
Fouillée, A., 178; Psychologie du peuple français, 175
Frazer, Sir James: Golden Bough, 221n
Freud, Sigmund, 70, 77, 249; Interpretation of dreams, 74
Froebel, F. W., 233, 234, 236
Fry, Roger: The Artist and Psychoanalysis, 210n
Fundamentalists, 191

Galileo, 115
Galton, Francis: Enquiries into Human Faculty and its Development, 262
Garnett, Constance, 108
Garnett, Dr. William, 261
Gary Schools, 246
Germanus, 216
Ghiberti, 28
Gibbon, Edward, 92
Gilgamish Epic, 190
Gilkes, A. H,, 289
Gladstone, Mrs., Life, 92
Gladstone, W. E., 92, 178
Godwin, William, 127, 128, 162; Political Justice, 126
Goethe, 90, 228, 291
Gokhale, 303
de Goncourt, R., 80n
Gorky, Maxim, 111
Graves, Robert, 71

Haldane, Prof. J. S., 39n; Mechanism, Life and Personality, and The New Physiology, 57
Hamilton, Alexander, 28, 234, 268
Hammond, J. L. and B., 42n
Harcourt, Sir William, 158n
Hare, J. H. M., 242, 302
Hartley, David, 32
Harvard, President of, I37
Harvey, William, 182
Hazlitt, Henry: Thinking as a Science, 105, 139, 153
Head, Dr. Henry, 36, 40, 58
Hegel, G. W. F., 24, 171, 172
Helmholtz, Hermann von, 79, 80, 89, 93, 96, 141, 241
Hertzog, General, 199
Heuristic Method, 245
Hitchener, Elizabeth, 126, 127
Hobbes, Thomas, 63, 69, 65, 141; Leviathan, 62, 83, 95, 115
Hobson, S. G.: National Guilds, 288n
Holbein, Hans, 274
Homer, 92
Horace, 92, 112
Housman, A. E., 159, 160
Howley, Prof. J., 217, 224; Psychology and Mystical Experience, 215
Hughes, William, 199
d'Hulst, Mgr., 221n; The Way of the Heart, 222n
Hume, David, 32, 64n
Hunt, Leigh, 298
Huxley, Julian: Essays of a Biologist, 56
Huxley, T. H., 84, 147, 182; Science, Art, and Education, 85n

Ignatian Meditation, 225
Ignatius Loyola, Saint, 217, 227
Independence, Declaration of, 172
Industrial Revolution, 132
d'Indy, Vincent, 104
Inge, Dean, 211
Ingpen, 128n; Letters of P. B. Shelley, 127n
Isaac, Abbot, 216

Jackson, Andrew, 188
James, Henry, 144, 195
James, William, 77, 159, 162, 186, 187, 201, 214, 228, 285; Principles, 95n, 96, 122, 151n, 165; Selected Papers on Philosophy, 160n, 165, 202n; Varieties of Religious Experiences, [sic] 212, 213
Jastrow: The Subconscious, 90
Jefferson, Thomas, 172, 188
Jesuits, 226
Joan of Arc, 209
Jonson, Ben, 28

Kaiser, the, 116
Kameneff, 187
Keats, 91, 302
Kelvin, Lord, 228, 285, 302
Kennedy, Dr., 247
Kepler, 233
Keynes, J. Maynard, 291; Economic Consequences of the Peace, 132
Kitchener, Lord, 137
Kitson, H. D., 240, 246
How to Use your Mind, 239, 250n
Koffka, K.: The Growth of Mind, 31
Köhler: The Mentality of Apes, 31, 230
Kreisler, Fritz, 239
Külpe, 109

Lachapelle, G., 181
Lamb, Charles, 297, 298
Lashley, K. S., 43
Law, English and French, 182
League of Nations, 115; Assembly of, 184
Leibnitz, G. W., 28
Lenin, 24, 45
Leuba: The Psychology of Religious Mysticism, 222
Lewis, Sinclair, 189; Babbitt, 192
Liebig, Baron Justus v., 26, 33; Organic Chemistry, 29
Lippmann, Walter, 138
Lloyd, Charles, 298
Locarno, Pact, 23
Locke, John, 57, 64n, 172, 199; Essay Concerning Human Understanding, 64
Loeb, J., 38n, 39n, 57
Louis XV, 172
Lusk, Senator, 199
Lutherans, 213
Lyttelton, Lord, 93

Macaulay, Lord, 92
MacCurdy, J. T., 32, 39n; Problems in Dynamic Psychology, 32
MacDonald, J. Ramsay, 307
MacDougall, W., 34, 39n; Outline of Psychology, 32, 38n, 42n; Social Psychology, 48
McKim, Charles, 195
McLoughlin, 239, 240
McMurry, Prof. F. M.: How to Study, 98, 245
Madison, James, 28
Manning, Cardinal, 88
Marlowe, Christopher, 28
Marx, Karl, 39n; Das Kapital, 35
Masaccio, 28
Masefield, John, 160
Maudsley, H.: The Physiology of Mind, 162
Maxwell, James Clerk, 158
Metropolitan Museum of Fine Art (New York), 195
Mill, John Stuart, 153, 154; Autobiography, 155n
Milton, John, 111, 153, 268, 302; Paradise Lost, 150
Mohammedanism, 172
Montaigne, 105, 182
Montesquieu: Esprit des Lois, 177
Morgan, Prof. Lloyd, 166
Morris, William, 156, 242
Mozart, 151, 210, 268
Mumford, E. P., 41n
Murry, J. Middleton, 159; Problem of style, 100, 111, 121n, 151, 158, 251
Mussolini, 24, 46, 187
Myers, Prof. C. S., 35, 39n, 169

Napoleon, 235
Napoleonic War, 130
[Note: influence of media: Natural behaviour of people; there's a remark somewhere on how one can watch drink and jealousy produce their natural effects, in East London - or at least could, before the cinema spread new artificial conventions of behaviour]
Nelson, 268
Neoplatonist, mysticism, 205
Nettleship, Richard Lewis, 248
Nevinson, H. W.: Changes and Chances, 289n
New Republic, 233, 240, 241, 278
Nicholson, William: New Review, 116
Nunn, T. P., 38n, 3gn; Education, its Data and First Principles, 38

O'Leary, De Lacy: Archaic Thought and its Place in History, 215n
O'Neill, Eugene, 200
Oundle, school, 302
Oxford International Psychological Congress, 35, 58n, 169, 215

Page, W. H., 186, 187, 291; Life, 202
Painlevé, Paul, 184
Palacios, Prof. Asin: Escatologia Musselmana, 215
Palmerston, Lord, 174, 178, 183
Paul, Abbot, 222
Paul, Saint, 205, 307
Peacock, Thomas Love, 128
Petrarch, 113
Phidias, 210
Pilgrim's Progress, 164
Pillsbury, W. B., 54; The Fundamentals of Psychology, 29
Plato, 28, 91, 121, 129, 199, 210, 228, 230, 231, 232, 233, 291, 306; Phaedrus, 55, 56, 128, 209; Republic, 55; Symposium, 80n, 128; Timaeus, 209
Plebs League, 48; Outline of Psychology, 33
Poincaré, Henri, 76, 77, 80, 81, 93, 96, 180, 181; Science and Method, 75, 80, 94
Poincaré, Raymond, 183, 187
Prescott, Prof. F. C.: The Poetic Mind, 56n, 120
Project Method, 245
[Public schools, anecdotes: 241-2, 247-8, 289]

Rabelais, 182
Reform Club, 26
Rembrandt, 210
Richardson, Leon B., 277
Rignano, E.: The Psychology of Reasoning, 80n, 162n, 175n
Rivera, 24
Rockefeller Institute, 143
Roman law, 27
Roscoe, F., 280
Rousseau, 233
Rousseauism, 172
Royer Collard, P. P., 175

Salisbury, Lord, 178
Sanderson, of Oundle, 245
Santayana, G., 188n
Schiller, 105
Schopenhauer, Arthur: Parerga und Paralipomena, 91
Scott, Sir Walter, 144
Selborne, Lord, 174
Shaftesbury, Lord, 42, 68n
Shakespeare, 28, 102, 123
Shand, A. F., 160
Shaw, Bernard, 156, 164, 201, 285, 299; John Bull's Other Island, 193
Shelley, 91, 125, 126, 128, 162, 241, 285; Defence of Poetry, 128, 130, 131, 132; Philosophical View of Reform, 130
Sherrington, Sir Charles, 32, 44n
Shrewsbury School, 111
Shuttleworth, J. K., 283n
Sidgwick, Henry: A Memoir, 157, 158n
Siddons, Mrs., 268
Sidney, Sir Philip, 268
Simonides, 160
Simplicissimus, 116
Smith, Logan Pearsall, 117, 125
Socrates, 28, 104, 167, 198, 209, 230, 306, 307
Sophocles, 28, 239
Spencer, Herbert, 153, 155, 162; Autobiography, 154n; Synthetic Philosophy, 172
Spencer, Lord, 178
Spender, J. A.: Life of Sir Henry Campbell Bannerman, 178n
Spinoza, Baruch, 199, 234
Stamp, Sir Josiah, 291; Studies in Current Problems in Finance and Government, 305n
Stephens, James, 102
Stone, C. W., 250
Story, William Wetmore, 195
Strachey, Lytton, 116, 177; Queen Victoria, 174
Sufist, mysticism, 205
Swinburne, Algernon, 151

Taine, H., 175
Tasso, 128
Tawney, R. H., 268, 275, 276; Secondary Education for All, 266, 279
Tchehov, Anton, 111; Letters, 108
Teachers' Registration Council, 279 seq.
Teresa, Saint, 213
Terry, Ellen, 268
Theosophist, mysticism, 205
Thirty Years War, 181
Thouless, Dr. R. H., 214
Titchener, E. B.: Experimental Psychology of the Thought Processes, 98n; Feeling and Attention, 109
Trevelyan, C. P., 267
Trevelyan, Sir G. O.: Life of Macaulay, 92n
Trollope, Anthony, 88; Autobiography, 92
Tsai, Dr., 124
Tufnell, E. C., 283n
Twain, Mark, 196, 197

Vandals, 219
Vardon, Harry, 48, 100; How to Play Golf, 46
Varendonck, Dr. J.: Day Dreams, 66 77, 85, 97, 101, 104, 135, 136, 140, 210n; Evolution of the Conscious Faculties, 73, 75n
Velasquez, 210
Versailles, Treaty of, 23, 132, 183, 184
Victoria, Queen, 116
Vinci, Leonardo da, 291
Vischer, 105
Voltaire, 92; Letters on the English, 177

Wace, Dean of Canterbury, 147
Wace and Schaff: Select Library of Nicene and Post Nicene Fathers, 216n
Wallace, A. R., 87
Wallas, Graham: Human Nature in Politics, 121n; Our Social Heritage, 83n, 249n, 282n; The Great Society, 95n
Warren, Prof. Howard C.: History of the Association Psychology, [sic] 62n, 64n
Watson, Dr. J. B., 38n, 43, 57, 58
Webb, S. and B., 282
Webb, Sidney, 261, 239
Wells, H. G., 201, 246, 300; Outline of History, 190
Whitman, Walt, 196
Woodworth, R. S.: Dynamic Psychology, 37n
Wordsworth, 90, 152, 159, 160
Wundt: Grundzüge der Physiologischen Psychologie, 98

Yale Review, 138
Young, Edward: Conjectures on Original Composition, 124