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FLOGGING, frequent in the olden-time school, 4. See

School-room Governinent.
FOREIGN LANGUAGE, in a girl's education, 329-330. See

Girls.
GEOGRAPHY, dynamic method in teaching, 140-141; diffi-

culties in mathematical geography, 147–149; failure to
bind facts in causal relations, 149–151; a good subject for

effective teaching, 153–154.
GIRLS, the education of, 309–338; a new educational experi-

ment station, 309–310; a home-maker's course, 310–313;
development of a home atmosphere, 313; education for
training merely, 314-316; failure of the traditional high-
school course to prepare the girl for real life, 315–316;
vital studies arouse interest, 317; movement for vital ed-
ucation spreading, 318; instance of mere formal learning
of matters pertaining to the home, 318–320; the lack of
a home atmosphere in much domestic science instruction,
320; the problem of the ages, 322–323; the curriculum
based on formal discipline, 323–324; a test of the doctrine
of formal training, 324–327; real life requires dealing with
changing phenomena, 327–329; studying foreign language,
329–330; training in the humanities, 331–332; a course for

the girl of to-morrow, 332–338.
GOOD ORDER, the importance of, 1-2; essential to a healthy

tone in a school, 2; emphasized by parents and school
officers, 2; good order in the olden-time school, 2–3. See
Attention, Disorder, Distraction, Dullness, Flogging, Irri-
tants, Physical Defects, Relaxation Periods, School-room

Government, Stormiest Season, Vacation.
GOVERNMENT. See School-room Government.
GROUP, loyalty of the individual to the, 74_76; attitude of

the group toward “tattling,” 74; dealing with the group
as a whole, 75–76. See Discipline, Fair Play, School-

room Government.
GUIDING, vs. Helping pupils, 164–165.

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HELPING. See Guiding, Initiative.
HISTORY, dynamic method in the teaching of, 108-114;

formal exactness vs. effective thinking, 109–110; facts
that relate to every-day life, 111-112; heroes of peace as

well as of war, 113.
HOME ATMOSPHERE, development of, 313; lack of in

much domestic science instruction, 320.
HOME-MAKER'S COURSE, 310–313. See Girls.
HUMANITIES, training in, 331–332.
HUMOR, in the school-room, 305-308. See Novices.
IMPERIOUS TEACHER, 303. See Novices.
INACCURACY, in thinking, 135; self-correction in inaccu-

rate work, 137–138.
INITIATIVE, teaching pupils to take, 154-155; concrete

illustrations, 135–137; home study by pupils in relation to
taking the initiative, 158–163; methods of "helping" a
child, 159–162; teaching to satisfy formal requirements,

161-164.
INJUSTICE, in the school-room, 81–85; cause of disrespect,

82; demanding the impossible of pupils, 82–83; punish-

ment for unavoidable mistakes, 83.
INSOLENCE, the development of in the spoiled child, 42.

See Discipline, Spoiled Child.
INTEREST, aroused by vital studies, 317. See Arithmetic,

Civil Government, Drawing, Geography, Girls, History,

Music, Spelling, Thinking Ability.
IRRITANTS, as causes of dullness and disorder, 23–24, 30–

33. See Adenoids, Autumn, Teeth.
ITALY, a lesson from respecting relation of content to form

in teaching, 189–191. See Drawing, Spelling.
LEADERSHIP, as the chief requisite in the teacher, 102-103.

See Communication, Conflict, Injustice.
LECTURING, the need of effective, 295; the teacher should

put his own personality into his teaching, 297.
LEGIBILITY, relation of to neatness in writing, 192–193.

LIGHTNESS, developing ideas of in the place of power and

effort, 201–203.
MASCULINITY, in the training of children, 52-53. See

Discipline.
MEANING, of words, 236-237; a true test of understanding

of, 239-241; abstract meanings, 241; acquisition of by
the use of the dictionary, 242; faulty definitions, 243–244;
adult-made definitions, 242–245; getting at meanings from
contextual relations, 246–248; appreciation of as an aid

in memory, 278.
MEANS OF EXPRESSION, relation to content to be ex-

pressed, 191–192; instruction in, 196–198. See Content,

Drawing, Music, Nervous Overstrain, Reading.
MEMORIZING SELECTIONS, experiments in, 279–282.

See Meaning.
MEMORY, relation of clear thinking to, 139–140; results of

obscure teaching, 140-141; actual execution in relation to

memory, 143–144.
MUSIC, relation of technique to content in, 204–224; exalta-

tion of technique in singing, 205–206; elementary facts of
technique, 207–208; appreciation of rhythm, 208–209; gen-
eral before special execution, 209-210; action songs first,
211; songs which children choose spontaneously, 211–
212; songs that are chosen late in development, 212–215;
formal work in vocal music, 213—214; reading linguistic
symbols vs. reading musical symbols, 215–217; begin with
the largest unities possible, 217–219; reading musical
symbols at sight, 219–220; values of elementary units in
music, 220–221; smaller unities must not be neglected,
222; confusion from dealing with too complex unities,

222-224.
NARROWNESS IN TEACHING. See Novices.
NATURALNESS, in expression, 266-276; self-consciousness,

268_270; value of speaking pieces, 270-271; the teaching

of expression, 271–272; value of learning rules, 273; af-

fectation in expression, 274.
NECESSITY, the spur to clear thinking, 105-107. See Arith-

metic, Civil Government, Dynamic Teaching, Geography,

History, Initiative, Self-helpfulness, Thinking Ability.
NERVOUS OVERSTRAIN, from too great emphasis upon

technique, 198–201.
NEUTRAL TEACHER. See Novices.
NOVICES, tendencies of in teaching, 283–308; lack of ade-

quate conception of what a high school should accomplish,
283; special and technical work too early, 284; “shooting
over the heads” of pupils, 285; spiritless teaching, 285;
vital vs. formal teaching, 287; reliance upon definitions in
teaching, 287; narrowness of view, 288; inaccurate knowl-
edge, 289; lack of self-activity in pupils, 290; dynamic vs.
static attitudes, 292; inability to arouse appropriate re-
action, 293; the neutral teacher, 294; the need of effective
lecturing, 295; the teacher should put his own personality
into his teaching, 297; the quiz-master, 298–299; formal
rules made to cover too many cases, 300_301; the teacher
who lacks authority, 301-303; the imperious teacher, 303;
making too great haste in the class-room, 202–204; humor

in the school-room, 305-308.
ORDER. See Good Order.
PHYSICAL DEFECTS, as cause of dullness and

ler, 29-
34. See Adenoids, Auditory Defects, Visual Defects.
POSITIVE METHODS, in all discipline, 65–66. See Cor-

poral Punishment, Discipline, Prison.
PRISON, in reforming young criminals, 61; the whipping-

post in reforming young criminals, 61; prophylactic meas-

ures in the training of the young, 62–63.
PROBLEMS. See Exercises and Problems.
PROPHYLACTIC MEASURES. See Positive Methods,

Prison.
QUIZ-MASTER, 298–299. See Novices.

RAPIDITY, developing ideas of in the place of power and

effort, 201–203.
READING, relation of to spelling, 174. See Spelling.
READJUSTMENT, difficult in the autumn after vacation,

24–25. See Autumn, Vacation.
RELAXATION PERIODS, as means of releasing nervous

tensions, 15–17. See Communication, School-room Gov-

ernment.
REPRESENTATION. See Drawing.
REPRODUCTION. See Drawing.
RESPECT, of pupils for the teacher, 76-81; losing the respect

of pupils, 77-79; using the abilities of capable pupils, 80;
injustice in the school-room as a cause of disrespect, 81–
85; demanding the impossible of pupils, 82; penalties for
unavoidable mistakes, 83. See Discipline, Fair Play, Good

Order, School-room Government.
RESPECTABILITY, in language, 258–260. See Unconven-

tional Language.
RHYTHM, development of an appreciation of, 208–209. See

Music, Songs.
SCHOOL-ROOM GOVERNMENT, 1-34; importance of

good order, 1-2; methods of an earlier day, 2–3; disciplin-
ary periods, 3; effect upon pupils, 3; a different tone in
the school of to-day, 3; factors which have produced a
new régime, 4-5; problems of attention, 5–17; weak teach-
ing the cause of disorder, 5; futility of commanding at-
tention, 7; conditions which favor distraction, 7; influence
of the eye upon a pupil's attention, 8-9; common sources
of confusion in the class-room, 9–11; communication as
a source of distraction, 11-12; feasible remedies, 12–13;
nervous tension as a source of distraction, 13–15; frequent
relaxation periods imperative, 15–17; inhibiting power pro-
duced by fatigue, 17; a concrete case of a disorderly
school, 17–20; influence of the teacher's health on pupils'
conduct, 18-19; the teacher's need to ax, 20-22; fresh-

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