THE NEW STUDENT'S REFERENCE WORK
3. ORGANIZATION AND CONDUCT OF THE SCHOOL:
a. The course of study:
(1) Correlation of the course of study: 460.
(a) What is meant by correlation: 460.
(b) The views of Herbart, Froebel and Dewey: 460.
(c) Subjects which may most easily be correlated: 461.
b. Discipline and punishment:
(1) Theory of punishment in general: 1562.
(2) The proper aim in punishment in school: 1563.
(3) Partial solution of the problem:
(a) In activity and interest of children in tie school: 1563.
(b) In self-government: 1563.
4. THE SCHOOL GARDEN: 1504, 1690.
a. Relation of the school garden to regular school study: 1690.
b. Values to be realized by use of garden: 1691.
c. Relation of the garden to the home of the children: 1691.
d. Manual training in the care of the school garden: 1691.
e. The garden in the teaching of nature study: 1690.
5. PROBLEMS OF SPECIAL TYPES OF SCHOOLS:
a. Rural Schools: 1697.
b. Summer Schools: 1702.
c. Schools for Defectives: 1703.
IV. METHODOLOGY.
1. METHOD IN THE TEACHING OF ARITHMETIC:
a. The Subject-Matter of Arithmetic:
(1) The essential subjects to be taught in arithmetic: 97.
(2) Why it is advisable to drop certain subjects commonly
taught: 97.
(3) The test of a good topic: 98.
(4) Wliat some of the new valuable subjects are: 98.
(5) The change in recent text-books: 98.
b. The right aim in teaching arithmetic: 98.
c. The significance of the answer to a problem:
(1) How far the answer should be emphasized: 98.
d. Value of interest in a problem:
(1) The effect of interest on concentration of attention: 98, 932.
e. Arithmetic teaching in the first two grades:
(1) Informality of the subject in the first year: 98.
(a) Reasons for this: 98.
(2) How counting should be taught and utilized: 98.
(3) Measuring and what it should involve in the first two
years: 98.
(4) Teaching of fractions:
(a) Why teach them early: 98.
(b) Devices to make the steps clear: 98.
(5) Method in subtraction: 98.
f. Arithmetic in the third, fourth, and fifth grades:
(1) Reduction, ascending and descending: 99.
(a) To what this should be confined: 99.
(2) Decimal fractions: 99.
(a) When decimal fractions should be taught: 98.
(b) The best methods of teaching multiplication and
division of decimals: 99.
g. Arithmetic in the sixth and seventh grades.
(1) Where the main value in the arithmetic work here lies: 99.
(2) Importance of correlation: 99.
(3) How to teach percentage: 99.
(4) Use of equation in arithmetic: 99.
(5) Place and value of oral work: 99.
(6) How to emphasize the thought side of a problem: 99.
(7) Confusion arising from home help: 100.
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