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,
|