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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.

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

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.

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

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