Abbott, E., 51

Abstractions, understanding of, 174

Accessory processes in drill, 257
Accuracy in drill, 256

Activity. See Self-activity

Adams, J., 192, 193, 198, 199
Addams, Jane, 43

Adventure, interest in, 201-205, 218
Aims of education. See Purposes
Almanacs, 87

Alphabet methods of Pestalozzi,
144-149

Anderson, C. J., 323
Anderson, Meta L., 323
Animals, interest in, 218
Apperception, Chap. VII, 168-189
Arithmetic, historical changes in,
95; relative values in, 102-104;
learning to count in, 170; drill
games in, 208, 241; drill lessons
in, 250-255; Stone's tests in,
265; drill in, 267; individual dif-
ferences in, 274-276, 279, 283,
292, 298; capacity for, 314
Artistic teaching, Chap. I, 3-11, 322
Attention, 206 ff.

Ayres, Leonard, 106, 109, 112

Bachman, F. P., 156, 189

Bagley, W. C., 51, 55, 58, 83, 267,
289, 322

Bible, interest in, 49
Bibliographical notes, on artistic
teaching, II; on purposes of
teaching, 51-52; on classroom
management, 83; on selecting
subject matter, III; on organiz-
ing subject matter, 156; on self-
activity, 166; on apperception,
188; on preparation, 199; on in-
terests, 245; on drill, 267; on
individual differences, 322
Bingham, Caleb, 89-93
Bobbitt, J. F., x, 51, 96, 111, 112
Books, 114-115, 123

Breckenridge, S. P., 51

Breed, F. S., on composition scales,
294-296, 324

Brown, H. A., 263, 268

Capacities, individual differences
in, Chap. XI, 269-325; great
variety of, 310-324

Cards for drill, 248–251
Charters, W. W., 199

Chicago, history of, 139. See Uni-
versity of Chicago

Chick, learning process of, 159
Child labor, 24-27, 51
Children, to be studied, 319
Civics, 96

Classroom management, Chap. III,
53-83

Collecting instinct, 234
"Columbian Orator," 89-93
Communication, interest in, 228
Community needs, 98
Composition, 10, 121, 170
Composition scales for individual
differences, 293–296

Content of children's minds, 173
Cook, W. A., 106, 112
Correct start in drill, 255

Distribution of individual differ-

ences, 297-302
Downing, E. R., 307, 324
Drake, E. H., 323

Dramatic interest and projects, 235-

241

Drawing, Frontispiece, 145, 151,
152, 311, 312
Dresslar, F. B., 52

Drill, Chap. X, 247-268; games, 208,
239; in reading, 248; in arith-
metic, 250-255; principles of,
255-267; correctness in, 255;
avoid nonessentials in, 257; inter-
est in, 258; scientific systems for,
259; standard scores for, 261;
concrete, 262; incidental, 264-267
Drudgery, 244

Earhart, L. B., 189, 267
Economy in learning, and interests,

Chap. IX, 200-246

Economy in management, Chap.
III, 53-83

Eloquence in early readers, 89-93
Emulation, 209-213, 216
Encyclopedic method, 116–131
Enjoyment of leisure, 19, 35, 42-44
Examinations, absurd mistakes in,
193

Experiences, building on, Chap.
VII, 168-189

Expression, training in, 19; interest
in, 228; capacity for, 310-311

Galton, Francis, on hereditary gen-
ius, 305; on twins, 306, 319, 324
Games, interest in, 239
Genius, hereditary, 305
Geography, organization of, 116–
121; projects in, 117-121; memo-
rizing of, 176; home, 182; mod-
eling in, 183-187; sugar-coated,
207; supplementary assignments
in, 285
Geometrical forms, 145-148
Giddings, F. A., on capacity for
leadership, 315-317, 324
Goddard, H. H., 303, 324
Good will, 35, 44

Graphs for individual differences,
298-301
Gray, W. S., x
Greek history, 140

Grocery store in kindergarten, 126
Gymnastics, 145, 151

Habits, as educational aims, 47-48;
and reasoning, 61
Haggerty, M. E., 325

Hall, G. S., on content of children's
minds, 173, 188

Handling materials, 68-71
Handwork, 13-17; 227
Handwriting, 145, 151; rhythm in,
222; drill in, 265-266
Happiness, as aim of education, 32-
35
Harmless enjoyment, 42-44
Hazen, C. D., 25-27, 51

Health as aim of education, 35-42
Heredity, in monotones, 271–272;
in feeble-minded, 303; in geniuses,
305; in twins, 306

Hill, Patty, ix, 10, 156
Historical changes in purposes,
19-34

Historical projects, pictures of,
Frontispiece, 8, 14, 132, 134, 136,
138, 184, 185, 230, 232, 236, 238,
240.
History, project method in, 122;
organization of, 131-141; chrono-
logical order in, 131-135; psy-
chological order in, 135-141;
preparatory step in, 195; appeals
to adventure interest, 204, 218,
219; problems in, 227

Holmes, W. H., 323
Home geography, 182
Hookworm disease, 36-38
"How to Live," 40
Humanitarianism, 23-27
Hygienic conditions, 71-74

Ideals as educational aims, 48

Illiteracy, 92

Imitative play, 235-241
Improvability, 308

Inborn characteristics, 302-325
Indian life, 132-137
Individual differences in capacities,
Chap. XI, 269-325; for singing,
270-273; in drill in fundamen-
tals, 273-277; varied assignments
for, 279-286; and special promo-
tions, 287; and supervised study,
289; scientific studies of, 289-
307; distribution of, 290-301;
causes of, 302-307; sympathetic
treatment for, 307; and improva-
bility, 308; great variety in, 310-
319

Individuality, 55-61

Industrial revolution, 27-32

Information as an educational aim,
46-47

Inhibition, 163

Initiative, 55-61

Instincts. See Interests

Intensive study, 116–131
Interdependence, 27-32, 58
Interest, as a favorable attitude, 198;
and economy in learning, Chap.
IX, 200-246; in adventure, 201;
utilizing children's, as a business
proposition, 205; and spontane-
ous attention, 206; sugar-coat-
ing for, 207; questions in using
an instinctive, 209; in emulation,
209; list of instinctive, 214; old-
fashioned appeals to, 215; in
romance, 218; in people and
animals, 218; in social approval,
220; in rhythm and rime, 221; in
puzzles, problems, etc., 222-228;
in expression, 228; in manipula-
tion, 229; in collecting, 234; in
dramatic play, 235; in games,
239; and work, 242-245; in drill,
258

Interests as educational aims, 49-50
Irrigation project, 186

James, William, on habit and rea-
soning, 61-62; on simple to com-
plex, 149; mentioned, 83, 156, 246
Jesuit, discipline, 77; emulation, 216
Jones, W. F., 105, 112

Judd, C. H., viii, x, 11, 51, 322

Kelly, Myra, on monitors, 68, 83;
on experiences of slum children,
171, 189

Kennedy, J., 289, 323
Kindergarten, ix; pictures of, 16,
18, 65, 122, 123, 124, 127, 129,
170, 178, 180; purposes of, 16–
19; bibliography of, 52, 83, 156;
grouping pupils in, 64-67; pre-
paring materials in, 70; hygienic
conditions in, 73; discipline in,
79; historical changes in, 97-98;
projects in, 125-127; geometri-
cal constructions in, 146-148;
symbolism in, 177-181; use of
rhythm in, 222; constructive prob-
lems in, 227, 231; imitative play
in, 235

King Tawny Mane, 202
Kingsley, S. C., 52

Kirkpatrick, E. A., on rivalry, 212;
on social approval, 220; men-
tioned, 246, 325; on nervous child,
318
Klapper, P., 267

Labor, organized, 31-32

Laggards, special promotions of,
287-289

Lancasterian schools, 216
Language, capacity for, 310
Leadership, capacity for, 315-317
Learning, processes of, 154, Part II,
157-325; meaning of, 158-160
Leisure, training for, 31, 42-44
Libraries, 88, 92, 278

Life Extension Institute, 40
Lighting, 71-73
Local history, 137

McIntire, R., 52

McMaster, J. B., 87, 112

McMurry, F. and C., 156, 189, 199

Passing of pupils, 67
Past experience, building on, Chap.
VII, 168-189

People, capacity for understanding,

315; capacity for managing, 316
Pestalozzi, and the psychologizing of
teaching, 142-149; and object les-
sons, 175; and clay modeling, 183
Physical activity, interest in, 229-
234

Physical conditions, 71-74

Play, imitative, interest in, 235-241
Playhouse in kindergarten, 126
Poetry of children, 10, 311
Postal service, 88

Practice, Chap. X, 247-268
Preparation, doctrine of, Chap.
VIII, 190-199

Problems, solving, 19; interest in,
226-228; kinds of, 227
Projects, in organizing subject
matter, 116-131; bibliography,
156. See Historical projects
Promotions, individual, 287-289
Psychological aims, 45-50
Psychological organization of sub-
ject matter, 131-155
Pupil activity, 161 ff.

Puritan education, 19-21, 33
Purposes, of elementary education,
Chap. II, 12-52; of kindergarten,
16-19; colonial, 19-21; demo-
cratic, 22; humanitarian, 23-27;
influence of industrial revolution
on, 27-32; broad, social, 35-45;
psychological, 45-50

Puzzle interest, 222

Quick, R. H., 83

Reading, for enjoyment, 43, 44;
habit of, 48; historical reasons for
oral and silent, 86-95; A B C
methods in, 144; whole method
in, 150; absurd mistakes in, 193;
preparatory step in, 196; made
interesting with adventure stories,
201-205, 218; a drill lesson in,
248-250; supplementary assign-
ments in, 282-286; individual dif-
ferences in, 289–292, 299-300
Reasoning, 55, 60-62; in mathe-
matics, 314