TEACHING PUPILS TO THINK-(Concluded) Clear thinking and a good memory-An example of obscure teaching-Attacking the problem in another way-An illustra- tion from geography-The method in mathematical geography -Teaching facts without binding them together in causal re- lations-A plausible but erroneous principle of teaching- Spelling as a typical technical subject-A practical test- Ability to use words the true test—Shall we have spelling lists? -How shall we choose words for spelling?—Harmful drill in spelling-When the value of drill ceases-An error in teach- ing spelling-One source of confusion in teaching-Syllabica- tion in spelling-Dangers to be avoided in the analysis of words-Evil habits of study must be guarded against—Waste- ful and ineffective methods of preparing lessons-Auditory familiarity in spelling-Facility in manual execution; a lesson from abroad-The change made in one's style according to the needs of expression-An illustration of exalting technique above content-Instruction in technique-Too great emphasis upon technique may lead to nervous overstrain-Developing the ideas of lightness and rapidity in the place of power and An illustration from instruction in music-Execution in sing- ing-Elementary facts of technique-Development of an ap- preciation of rhythm-General motor before special vocal ex- ecution-The child's interest in action songs-One reason why singing is often formal and mechanical-First steps in teach- ing a novice to read music-The relation between reading lin- guistic as compared with musical symbols-We must begin with the largest unities possible without going beyond the pu- pil's ability to execute readily-Reading musical symbols at sight-The value of the simplest musical elements-While em- phasis is put upon the higher unities, the lower ones must not be slighted—An illustration from the teaching of drawing-Re- production vs. representation-Automatic facility in arithmetic -Relation of reasoning to automatic facility-Applying princi- ples until their right application becomes “second nature”— Danger of over-emphasizing analysis. How the child gets the meaning of words-The chief dis- tinction between the child and the adult in attending to ob- jects and situations-When true learning begins-Acquisition of meanings by the learning of definitions-Fundamental de- fects in dictionary definitions-Words must be learned in their contextual relations-The social basis for language learning -The motive for requiring the art of expression-A sugges- tion for the teacher of language-Unconventional language— What is objectionable in one section may be acceptable in an- other-Specimen phrases trying to acquire respectability-Con- servative people resist new styles in speech as in manners or CHAPTER IX TENDENCIES OF NOVICES IN TEACHING Some typical defects in teaching-Special and technical work CHAPTER X THE EDUCATION OF GIRLS A new educational experiment station-A home-maker's changing phenomena-The study of foreign languages-Train- EXERCISES AND PROBLEMS REFERENCES FOR READING PREFACE The character and purpose of this book may be best indicated by describing in a word or two how it has been developed. For a number of years I have been accustomed to write out a rather detailed account of examples of effective teaching or the reverse which I have observed in any department of education, from the kindergarten to the university. During this period I have had opportunity to inspect teaching in many sections of the country, and in a variety of schools, with the result that I have accumulated a considerable number of instances of actual school work, with comments thereupon; and I have been able to test the value of the methods employed by actual trial upon a group of children whose training has been committed to my care. This volume is composed mainly of the more typical and practical of these concrete examples of teaching, together with discussions of the principles involved. The treatment throughout is based almost wholly upon the description of typical lessons, given in sufficient detail to indicate the aim in each one, and the method of attaining it. In respect to style, it has seemed to me desirable to use rather simple sentences for the most part. When one is elaborating theory without regard to immediate application, complex sentential construc |