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.
PHYSICAL DEFECTS, as cause of dullness and disorder, 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 relax, 20-22; fresh-
xxxviii
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,
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