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-
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
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
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
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