the Educational Review, vol. xxxv, pp. 466–475.
SISSON: Co-Education of the Sexes in the United States (E). In the Educational Review, vol. xxxviii, pp. 469– 484.
TERMAN: A School Where Girls are Taught Home-Making (E). In the Craftsman, vol. xx, p. 63 (April, 1911). WOOLMAN: Manhattan Trade School for Girls (E). In the Educational Review, vol. xxx, pp. 178–188.
ABSTRACT MEANING, developed very slowly, 242-244.
See Arts of Communication, Dictionary, Meaning.
ADENOIDS, as cause of dullness and disorder, 31-32.
ALGEBRA, as adapted to "discipline the faculties", 323–327.
ANALYSIS, dangers of in learning to spell, 182-183; evil of
over-emphasizing, 233-235. See Arithmetic, Drawing,
Spelling.
ANIMALS, illustrations from the training of, 37; illustra-
tions from the spoiling of, 39; illustrations from the
"breaking" of, 43.
ARITHMETIC, dynamic method in the teaching of, 122–138;
a concrete case of failure in arithmetic work, 122-123;
verbal reading of problems, 123-124; correcting defective.
reasoning, 124-126; verbal study of weights and meas-
ures, 126-127; dealing with actual units, 127-128; useful
problems in relation to clear thinking, 128-130; problems
should relate to actual needs and experience, 131-133;
useful problems for the city pupil, 133-134; automatic
facility in, 220–223; relation of reasoning in to automatic
facility in, 231-232; making principles automatic in their
application, 232-233; evil of over-emphasizing analysis in,
235.
ARTS OF COMMUNICATION, teaching of, 236-282; get-
ting at the meaning of words, 236-237; distinction be-
tween the child and the adult in attending to objects or
situations, 238-240; using words or reacting upon them
the test of meaning, 239-241; abstract meanings come
very slowly, 241; acquisition of meanings by the learning
of definitions, 242; the use of the dictionary, 242; illus-
trations of faulty dictionary definitions, 243-244; the
chief trouble with adult-made definitions, 244–245; learn-
ing words in their contextual relations, 246-248; social
basis for language learning, 248–253; language as a so-
cial instrument, 249; the motive for acquiring expression,
251-253; suggestions for the teacher of language, 253–
255; inhibiting spontaneity, 254; freedom and adventure.
in expression, 254; unconventional language, 255–267;
difference of opinion regarding unconventional speech,
255-258; variation in different sections of the country,
257-258; phrases in process of acquiring respectability,
258-260; conservative people resist innovations in speech
as in manners or dress, 260-261; changes taking place
among us, 261; the unconventional speech of to-day may
become the conventional speech of to-morrow, 262-264;
attitude of the teacher toward slang, 264–266; youth must
be allowed some linguistic swing, 267; naturalness in
expression, 266-276; self-consciousness in expression,
268-270; influence of speaking pieces on self-conscious-
ness, 270-271; the teaching of expression, 271-272; the
teacher's efficiency in expression, 272-273; learning rules
about effective expression, 273; affectation in expression,
274; an instance of naturalness in expression, 275; learn-
ing selections for recitation, 276-282; evil habit of mem-
orizing, 277-278; appreciation of meaning as an aid to
the memory, 278; an experiment in memorizing, 279–
282.
ATTENTION, problems of, 5-17; distraction as due to weak
teaching, 5; futility of demanding attention, 7; influence
of the eye upon a pupil's attention, 8-9; common sources
of distraction in the class-room, 9-11; the influence of
communication upon attention, 11-12; a remedy for com-
munication, 12-13; nervous tension as a source of dis-
traction, 13-15.
AUDITORY DEFECTS, as cause of dullness and disorder,
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