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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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