Aim of teaching, 3; social aim, | Child factor in method, 69 Application of principles to arith- Classes of standards, 219 Diagnostic value of objective stand-Function of organization, 149 ards, 269 Diagrams, 168 Direct perception, 100 Direct questions, 175 Diversity in aims, 15 Dramatization, two phases of, 194 Drudgery, 141; examples of, 142 Earmarks of responsibility, 146 Evolution of responsibility, 147 Function of subject-matter, 8, 60 Fundamental basis of responsi- Fundamentals reduced to habit, 22 Gathering data, 113 Generic and specific values, 139 Gettysburg edition of Ayres's hand- Goal of instruction, 14 Graph of writing abilities, 236, 237 Habit formation, 117 Habits conserve energy, 119 Habits make for uniformity and Expert knowledge in primary read- Habits of reasoning, 89 Experimental work, 154 ing, 191 Habits release energy, 119 Expert knowledge in the industries, Habits which should be established, 188 121 Hahn-Lackey geography scale, 259 Organization of Paul Revere's Ride, | School's use of expert knowledge, 189 Schoolroom requirements, 160 Skill, 21; in controlling stimuli, 5 Phonograms, 193; cause short-cir- Social approval a means of respon- cuiting, 194 Pictures, 197 Play, 140 Prejudices, 27, 142 sibility, 154 Social efficiency, 17 Socializing need, 23, 17 Social sympathy, 25 Price's scale for teaching and test- Speed, 203 ing elementary reading, 241 Project defined, 82; examples of, Psychic principles of writing, 207 Questions, 174 Reactive attitude of child, 8, 74 Reports to parents, 160 Research ideal, 19 Spelling problem analyzed, 211 Spelling reforms, 211 Spelling standards, 229 Standard of classroom technique, 222 221 Standard, titude, 220 Standard, reactive attitude of child, 223 Standards for measuring results in Standards in algebra, 250 Steps in induction, 108 Stimuli, value and character of, 166 Results of spelling investigations, Structure reveals function, 53 |