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AUDITORY VALUES, in spelling, 188-189. See Spelling.
AUTOMATIC. See Drawing, Execution, Music, Spelling.
AUTUMN, as the stormiest season of the school year for

government, 23-24; difficulty of readjustment, 24–25;

gradual introduction to school work, 25–26.
BULLY, the outcome of spoiling a child, 37; how bullying

is regarded at a later period, 43. See Discipline, Favor-

ite Pupil, Spoiled Child.
CAUSAL RELATIONS, failure to bind facts in, 149–151.

See Thinking, Ability.
CHANGING PHENOMENA, must be dealt with in real life,

327-329.
CHILD, the spoiled, 35-45; the unhappy child, 36; the bully,

37; the “cunning' child, 42; the insolent child, 42; the
favorite pupil, 46-49; children of distinguished parents,

48-49. See Discipline.
CIVIL GOVERNMENT, dynamic method in the teaching of,

114_122; formal, remote teaching of vital affairs, 114
116; teaching the subject of taxation, 118; teaching re-

lations of social groups, 119–121.
COMMUNICATION, as source of distraction, 11-12;

feasible remedies, 12–13; as a source of conflict in the
school-room, 93–103; the impulse to communicate, 94
96; communication rewarded outside the school-room, 97–
98; how self-restraint is developed, 98; devices for sup-
pressing communication, 100-102; leadership in the teach-
er the chief requisite, 102–103. See Fair Play, School-

room Government.
CONFLICT, communication as a source of in the school-

room, 93–103. See Attention, Communication, Discipline,

School-room Government.
CONTENT, relation of to means of expression, 191-192;

exalting technique above, 193–196. See Drawing, Music,
Reading.

a

CONTEST OF WITS, in school-room discipline, 72-73. See

Fair Play.
CONTEXTUAL RELATIONS, in the gaining of meanings,

246–248.
CO-OPERATION, of pupils in cases of discipline, 70–72;

pupils can help to make rules for school government, 71;

the instinct for fair dealing, 72. See Fair Play.
CORPORAL PUNISHMENT, 55-58; as practised in France

and in Germany, with results, 55-56; soft methods in

training, 56-58; no cure-all in discipline, 58–63.
CORRECTION, should be individual and private for the

most part, 89–90; should be inconspicuous, 90-92. See

Corporal Punishment, Discipline, Success.
DEFINITIONS. See Contextual Relations, Dictionary Mean-

ing.
DISCIPLINE, problems of, 35-66; the spoiled child, 35–45;

a concrete case, 35–37; the spoiled child not happy, 36;
the spoiled child as a bully, 37; illustrations from the
training of a dog or a horse, 37; higher and lower tend-
encies in human life, 38; how an animal may bę spoiled,
39; short-sightedness in the training of children, 41-43;
the "cunning child, 42; developing insolence, 42; how
bullying is regarded at a later period, 43; how animals
are "broken”, 43; children must be let alone, 44 45;
starting right, 45; the favorite pupil, 46–49; being favored
for superficial reasons, 47–48; children of distinguished
parents, 48-49; sentimentality in dealing with the child,
49; new times bring new problems, 50–55; problems con-
nected with increasing luxury and complexity of social
life, 50–51; effect of social tension on the home, 51; elim-
ination of masculinity in the training of children, 52-53;
masculine vs. feminine methods in training the young,
53; hypertrophy of our sensibilities, 53–55; corporal pun-
ishment, 55-58; as practised in France and in Germany,
with results, 55-56; soft methods in training, 56-58; no
cure-all in discipline, 58-63; suggestions from scientific
medicine, 58; the charlatan in ethical training, 60; the
prison and the whipping-post do not reform young crim-
inals, 61; prophylactic vs. therapeutic measures in the
training of the young, 62-63; from the pupil's standpoint,
63–65; a typical case, 63–64; chief source of tragedy in
school discipline, 64-65; positive methods in discipline,

65-66.
DISCIPLINARY PERIODS, 3. See School-room Govern-

ment.
DISTRACTION, as due to communication, 11-12; as due to

nervous tension, 13–15; as due to other causes, 17--20; the
most critical time of the year for distraction, 22-25. See

Attention, Communication, School-room Government.
DOMESTIC SCIENCE, instruction in, 310-313; lack of

home atmosphere in, 322–323; concrete instance of inef-

fective teaching, 324–327. See Girls.
DRAWING, relation of technique to content in, 224–228;

teaching of in an earlier day, 224-225; reproduction vs.

representation, 225–228.
DRILL, in spelling, 174–175; waste in drill exercises, 176.
DULLNESS, as caused by physical defects, 29–34. See

Adenoids, School-room Disorder.
DYNAMIC TEACHING, essential to the development of

clear thinking, 106–108. See Arithmetic, Civil Govern-

ment, Geography, History, Home Study, Self-helpfulness.
ETHICAL TRAINING. See Corporal Punishment, Disci-

pline, Favorite Pupil, Spoiled Child.
EXECUTION, teaching pupils, 166-235; teaching of spelling,

167; as a typical technical subject, 167–168; a practical
test, 168–169; a true test, 169–170; spelling lists, 171;
choosing words for spelling, 172-173; learning to spell
words against a future time of need, 172-174; relation of
reading to spelling, 174; harmful drill in spelling, 174
175; waste in drill exercises, 176; an erroneous method
of teaching spelling, 177–178; confusion in dealing with
complex unities, 179–180; syllabication in spelling, 180
181; dangers in the analysis of words, 182–183; words as
unities, 183; evil habits of study, 184–185; wasteful meth-
ods of preparing lessons, 185–187; attempting too big a
task at one time, 187–188; auditory familiarity in spelling,
188–189; a lesson from Italy, 189-191; relation of means
of expression to content to be expressed, 191-192; rela-
tion of legibility in writing to "neatness,” 192–193; a con-
crete case of exalting technique above content, 193–196;
instruction in technique, 196–198; nervous overstrain
from too great emphasis on technique, 198–201; develop-
ing ideas of lightness and rapidity in the place of power
and effort, 201-203; relation of technique to content in
music, 204–224; a concrete case of undue emphasis on
technique, 204–205; exaltation of technique in singing,
205–206; learning elementary facts of technique, 207–208;
development of an appreciation of rhythm, 208–209; gen-
eral motor before special vocal execution, 209–210; action
songs, 211; songs which children choose spontaneously,
211-212; songs portraying ethical and ideal feelings
not chosen until adolescence, 212–215; formal and me-
chanical vocal music, 213—214; relation between learn-
ing to read words and learning to read music, 215-
217; begin with largest units possible, 217-219;
reading musical symbols at sight, 219-220; im-
portance of the simplest musical elements, 220–221;
smaller unities must not be neglected, 222; illustra-
tion of confusion from attacking too complex unities,
222–224; relation of technique to content in drawing, 224
228; teaching of in an earlier day, 224–225; reproduction
vs. representation, 225–228; automatic facility in a subject
like arithmetic, 228-230; relation of reasoning to facility
in executing, 231-232; making the application of princi-
ples automatic, 232-233; evil of over-emphasizing analy-

sis, 233–235.
EXERCISES AND PROBLEMS, 341-388; good order, 341-

344; discipline, 344–348; fair play between teacher and
pupils, 348–352; teaching pupils to think, 352-365; teach-
ing pupils to execute, 365–372; teaching the arts of com-
munication, 372–376; tendencies of novices in teaching,

376–386; education of girls, 386–388.
FAILURE, avoid feelings of in school-room, 86-89. See

Correction, Fair Play, Success.
FAIR PLAY, in the school-room, 67–103; a typical case in-

volving the principle, 67-72; coöperation of pupils in cases
of discipline, 70–72; pupils can help to make rules for
school government, 71; the instinct for fair dealing, 72;
challenging pupils to a contest of wits in discipline, 72–
73; appealing to the sense of fair play, 73–74; group
loyalty, 74–76; attitude of the group toward "tattling,"
74; dealing with the group as a whole, 75–76; gaining the
respect of pupils, 76–81; how a teacher may lose the
respect of pupils, 77–79; gaining the assistance of capable
pupils, 80; school-room injustice as a cause of disre-
spect, 81–85; expecting the impossible of pupils, 82; pun-
ishment for unavoidable mistakes, 83; teaching pupils ac-
cording to their needs, 85; establishing feelings of success
rather than of failure, 86–89; making correction individual
and private for the most part, 89–90; making correction
inconspicuous, 90-92; communication as a source of con-
flict in the school-room, 93–103; the impulse to communi-
cate, 94-96; communication rewarded outside the school-
room, 97–98; how self-restraint is developed, 98; the best
way to control communication, 99–100; futile devices for
suppressing communication, 100-102; leadership in the

teacher the chief requisite, 102-103.
FEMININE METHODS, in training the young, 53. See
Discipline, Sentimentality.

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