AIMS. See Specific purposes. Angell, President James, on the
use of libraries, 32.
Bible text, supplemented by the minister, 61, 62; by the lay- man, 62-65.
Aristotle, on the value of expert Books, Gibbon's method of us-
Arithmetic, in early processes of, facts vary little as to values, 88; value of drillin, 179, 180; habits in, that should be insisted upon, 212. See R's. Art for art's sake, 198. Assimilation of knowledge, a
necessity, 193-203; stages in, 203-208; the time and labor necessary in, 209. Associations, as a help in memo- rizing, 167-173; a remedy for cramming, 187.
ing, 31; President Angell on the use of, 32; Noah Porter on the use of, 32; marking in, 107, 108; use in school, 108; Bacon on, 112, 139; the school hand- ling of, too slow, 133; oppos- ing statements in, 136-138; sympathetic attitude toward, 141, 142; subservience to, 255– 257; Emerson on the use of, 262.
Browning, Robert, his My Last Duchess supplemented, 65–67.
Attention, proper study requires, Cat, discussion of the topic, 40- 36, 37; a help to memory, 176– 178, 185. Attitude toward knowledge. See Tentative attitude, and Fixed attitude.
Authorities, proper attitude of
the student toward, 138-140. Authority, subordination of, to reason, 237-241; subservience to, in the class-room, 255-258.
Bacon, Francis, on reading books,
112, 139; on conversation, 218. Baldwin, James, quoted, 171. Beecher, H. W., on reading and thinking, 283, 284.
Children, their ability to study, 24; method of teaching them how to study, 25; their fitness to select specific purposes of study, 46-55; their need of specific purposes, 47-50; their present mental needs should be considered, 53; practical sug- gestions for teaching them to find specific aims, 55-60; their ability to supplement thought, 78, 79; their imagination, 78; their ability to imitate and think, 78; development in-
struction of, 78, 79; character of their literature, 79; practical suggestions for teaching them to supplement thought, 80-84; their ability to group facts into points, 102-105; practical sug- gestions for teaching them to group related facts into points, 105-110; their ability to neg- lect unimportant details, 126- 128; practical suggestions for teaching them to neglect unim- portant details, 128-134; their ability to judge values, 149- 158; practical suggestions for the development of indepen- dent judgment among, 158- 160; their ability to memorize by thinking, 182-184; practical suggestions for teaching them to memorize properly, 184–191; their capacity to include the use of knowledge as a factor in their study, 210-212; their desire to do something, 210; practical suggestions for teaching them to make the using of knowledge a part of their study, 212-219; how the matter of the tentative attitude concerns them, 230, 231; specific suggestions for cultivating a tentative attitude among them, 232-245; origi- nally endowed with certain im- pulses and instincts, 247; their method of advance, 248; their ability to learn to study, 285; why they have not been learn- ing to study properly alone, 285-296; whether they are capable of the initiative neces-
sary for independent study, 306-308.
Class-room, talk in, should take place under natural condi- tions, 215-218. Comparisons, as an aid to memo- rizing, 171, 172. Composition, English, value of individuality in, 248-250; how it typifies life in general, 250, 251. Concentration, need of and method of securing, 185, 186. Conscientiousness, 119, 124, 125. Cook, Joseph, on rapid reading, 117.
Cornman, Dr. O. P., on the value of drill in spelling, 179. Cramming, 174, 186, 187. Critical attitude toward authori-
Culture, what it is, 198–202. Curriculum, commonly recog-
nized purpose of, is acquisition of knowledge, 265. Custom, subservience to, 257.
D'Aubigné, trustworthiness of the History of the Reformation, 136.
Debating, discussion should take the place of, 244. Degrees, whether normal schools should be allowed to give, 200, 201. Details, 122.
Development instruction, 78, 79, 103, 106.
Dewey, John, Studies in Logi- cal Theory, 13 n.; Ethical Prin- ciples underlying Education
quoted, 91; on what a thought | Factors in study, the, 15–24, 31– is, 205; on the recitation, 217. Dickens, Charles, Gradgrind an example of narrowness, 235. Discussion should take the place of debating, 244. Dramatizing, type of reproduc- ing thought, 82, 83. Drill, prominence of, in memoriz- ing, 178-181, 183, 190, 191. Drummond, The Greatest Thing in the World, 93, 96.
Earhart, Dr. Lida B., her tests of
methods of study, 4-6, 8. Education, efficiency a recently emphasized object of, 196; liberal, 199–202; development of self, one purpose of, 266. Efficiency, object of education emphasized in recent years,
Eliot, C. W., on reasoning, 240, 241.
Emerson, R. W., on self-reliance,
251, 252, 264, 280; on the use of books, 262.
Emotional life, to be fostered in
children, 234-237. End-point of study, indefinite-
ness of, 192, 193; importance of definiteness of, 193-195; ac- cepted in mastery of the useful arts, 195; in the study of other subjects, 196-198; why the using of knowledge as, needs emphasis, 198-202. Experience, the principal source of new ideas, 274-280; com- mon neglect of, 275-277; rea- sons for neglect of, 277-279.
280; the finding of specific purposes, 15, 16, 31-60; the supplementing of thought, 17, 61-84; the organization of facts, 18, 85-134; the judging of the worth of statements, 19, 135-160; memorizing, 20, 161- 191; the using of ideas, 20, 21, 192-219; the tentative attitude, 22, 220-245; provision for in- dividuality, 23, 246–280; have been partly overlooked, 291- 296.
Facts, organization of, a factor in study, 18, 85-134; specific purposes as a basis for organi- zation of, 39-42; different val- ues of, and their grouping into points, 85-110; extent to which teachers treat them as equal, 85-87; the effect of treating them as equal, 87, 88; as a rule, they vary greatly in value, 88, 89; dependent upon one another for their worth, 89-91; sum of, does not equal the whole, 91, 92; the student's double task in the organization of, 98-100; precautions against inaccuracy in the grouping of, 100-102; ability of children to group them into points, 102-105; practical suggestions for teach- ing children to group them into points, 105-110; neglect of relatively unimportant, 110- 134, see Neglect; have value as they relate to the leading ideas, 114; how recalled,
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