ness and buoyancy in the teacher necessary to a healthy
tone in the school, 22; the critical season of the year for
school-room government, 22-25; irritating influences dur-
ing the first weeks of autumn, 23-24; the difficulty of re-
adjustment, 24-25; gradual introduction to school work in
the autumn, 25-26; problem of vacation, 26-29; a shorter
school-day but a longer school year, 27-28; physical de-
fects as causes of disorder, 29-34; the effect of decaying
teeth, 30-31; the effect of adenoids, 31-32; description of
concrete cases, 32-33; influence of visual and auditory de-
fects, 33-34.
SELF-CONSCIOUSNESS, in expression, 268-270. See Nat-
SELF-HELPFULNESS. See Initiative.
SENTIMENTALITY, in dealing with the child, 49; elimina-
tion of masculinity in the training of children, 52; mas-
culine vs. feminine methods in training the young, 53;
hypertrophy of our sensibilities, 53-55; corporal punish-
ment, 55-58; soft methods in training, 56–58.
SINGING. See Music.
SLANG. See Unconventional Language.
SOCIAL BASIS, of language learning, 248-253; language as
a social instrument, 244–249; motive for acquiring expres-
sion, 251-253.
SONGS, action, 211; which children choose spontaneously,
211-212; portraying ethical and ideal feelings, 212-215.
See Music.
SPEAKING PIECES. See Naturalness.
SPELLING, the teaching of, 167; as a typical technical sub-
ject, 168; a practical test, 189; a true test of ability to
spell, 169-170; spelling lists, 171; choosing lists of words,
172-173; learning spelling for future needs, 172-174; read-
ing vs. spelling, 174; carrying drill too far in spelling,
174-176; a wasteful method of teaching spelling, 177–178;
waste in attacking too complex unities, 179-180; syllabica-
tion, 180-181; analyzing words, 182-183; spelling words as
unities, 183; wasteful habits of study, 184-187; too long
lessons, 187-188; the ear as an aid in spelling, 188–189.
SPIRITLESS TEACHING. See Novices.
SPOILED CHILD, 35-45; a concrete case, 35-38; how the
spoiled child is made unhappy, 36; development of a bully,
37; illustrations from the training of a dog or a horse, 37;
how an animal may be spoiled, 39; short-sightedness in
training a child, 41-43; danger of spoiling the "cunning"
child, 42; how insolence may be developed, 42; how bully-
ing is regarded at a later period, 43; “breaking” an animal,
43; letting the child alone, 44-45.
SPONTANEITY, in the use of language, 254. See Arts of
Communication, Unconventional Language.
SPONTANEOUS ACTIVITIES, necessary in the school-
room, 4. See School-room Government.
STUDY, evil habits in, 184-185; waste in preparing lessons,
185-187.
SUCCESS, establishing feelings of, 86; making school-room
correction individual and inconspicuous, 89–92; having the
tone of success rather than of failure dominate the school-
room, 90-92.
SYLLABICATION, in spelling, 180-181. See Spelling.
TEETH, decaying, as causes of distraction and disorder,
30-31.
THE FAVORITE PUPIL, 46-49; tragedy of a child being
favored for superficial reasons, 49; children of distin-
guished parents, 48-49. See Discipline, Spoiled Child.
THERAPEUTIC MEASURES, in the training of the young,
62-63.
THINKING ABILITY, development of in pupils, 104-165;
the chief topic in present-day educational discussions, 104;
the spur to clear thinking, 105-107; dynamic teaching
essential to, 106; the test of a good method, 107; under-
standing vs. reciting, 107-108; the test applied to a his-
tory lesson, 108-114; formal exactness vs. effective think-
ing, 109-110; dealing with facts that relate to every-day
life, 111-112; teaching heroes of peace as well as of war,
113; the test applied to teaching of civil government, 114-
122; formal, remote treatment of vital affairs, 114-116; a
concrete case of a dynamic method, 116-118; thinking
straight on the subject of taxation, 118; tracing govern-
mental relations in social groups, 119-121; test applied to
teaching arithmetic, 122-138; failure of a typical pupil in
his arithmetic work, 122-123; mere verbal reading of prob-
lems, 123-124; an experiment in correcting defective rea-
soning, 124-126; verbal study of weights and measures,
126-127; dealing with actual units, 127-128; useful prob-
lems 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; the cure for
inaccurate thinking, 135; self-correction of inaccurate
work, 137-138; the relation of clear thinking to a good
memory, 139-140; concrete instance of obscure teaching,
140-141; another method of procedure, 141-143; actual
execution essential to clear thinking, 143-144; test applied
in geography, 144-151; difficulties in mathematical geog-
raphy, 147-149; failure to bind facts in causal relations,
149-151; a good subject for effective teaching, 153–154;
teaching pupils to take the initiative, 154–155; concrete
illustration, 155-157; home study by pupils and training
in self-helpfulness, 158-163; the typical parent's method
of "helping" a child, 159-162; teaching to satisfy formal
requirements only, 162-164; guiding vs. helping pupils,
164-165.
UNCONVENTIONAL LANGUAGE, 255–267; tests regard-
ing unconventionality of special phrases, 255-258; varia-
tions in different localities, 257-258; phrases in process of
acquiring respectability, 258-260; attitude of conservative
people toward, 260-261; changes taking place among us,
261; how unconventional becomes conventional speech,
262-264; attitude of the teacher toward slang, 264-266;
giving youth its linguistic swing, 266–267.
UNITIES, relation of simple to more complex in teaching
spelling, 179-183; in the teaching of music, 217-219; im-
portance of the smaller unities, 222; confusion from at-
tacking too large unities, 222-224.
VACATION, problems of, 6-29; a shorter school-day but a
longer school year, 27-28. See Autumn, Readjustment.
VISUAL DEFECTS, as cause of dullness and disorder, 33-34.
VITAL EDUCATION. See Arithmetic, Civil Government,
Drawing, Geography, Girls, History, Music, Spelling,
Thinking Ability.
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