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,
33-34.
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 a 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.
CONTEST OF WITS, in school-room discipline, 72-73. See
Fair Play.
CONTEXTUAL RELATIONS, in the gaining of meanings,
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.
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 be 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
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