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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