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Percy Arthur Barnett.

Common sense in education and teaching; an introduction to practice online

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Observation : of physical health of

pupils, 71, 90.

psychological, difficulties of, 87.
Observation of good teaching as part

of teacher's training, 297.
Opportunities of choosing freely be-
tween right and wrong, 43.
Oral recapitulation of lessons, 162 ; as

an exercise in composition, 178.
Oral exposition on prepared topic, by

a pupil in class, 186.
Original sin, relation to educational

theory, 287.
" Organised science schools," provision

for literary studies in, 135.
Over-assistance and over-graduation,

common mistakes in all schools, 4.

P.

Paraphrasing, its legitimate use and its
dangers, 179.

Parent, the proper teacher for the
child, 46.

Parsing and analysis, of limited value,
161, 193.

Patriotism, cultivated by study of liter-
ature, 171.

Perfection recognisable in a process,
as well as in stable harmonious
states, 3.

Personality of the teacher, an import-
ant factor, 307.

Perspective in History, 248.

Pestalozzi, his experience of teaching
Latin, 211.

Philology : unimportant, and often mis-
chievous, in the early study of a
great book, 174, 186.

usefulness of Latin and Greek
in the study of, 204.

Phonetic Alphabet, necessary in teach-
ing foreign languages, 158.

Phonic method of teaching reading,
objections to, 152.



Phrase, as the unit in teaching lan-
guage, 161.

Physical basis of Education, 66 et seq.

Physical and Mental effort, their alter-
nation not necessarily recuperative,
70.

Physical observations of children, 71 ;
Dr. Warner's schedule, 72.

Physical drill, 41.

Physics, logically anterior to chemistry,
237, 238.

Physiography, 239.

Physiology, not a good school subject,

239-

Physiology of habit, 41.
Physiology, its relation to psychology,

66.

Place-taking in class, 31.
Plane-song in schools, 139.
Play takes the place of "Art " for the

child, 76, 83.

Port-Royal views on play, 75.

Froebel's proclamation of its edu-
cational value, 75. [See Games.]

Pliny's Letters, suitable for school

Latin, 213.
Poetry : suitable authors for literary

study, 182.

modern, should be represented
in syllabus, 182.

much should be learned by
heart, 182.

imitation bf, as an exercise, 182.
Political institutions of a nation,

transient as compared with its

literature, 169.
Practice in school, as part of the

teacher's training, 295, 296, 301.
Practice and theory in education, their

relation, 299.
Precision of language, cultivated by

study of the classics, 207.
Precis- writing, 117.
Prefects, 44.
' ' Prendergast " system of teaching

languages, 167.
Preparation-stage in a lesson, mainly

analytical, 12.
Presentation-stage in a lesson, three

methods possible ; mainly syn-
thetical, 12.
Prigs, 78, 85.
Primary schools : special conditions of

their work, 4, 95.

have to contend with limited
time and makeshift curriculum,
95-



Index.



319



Primary schools : cannot give an edu-
cation complete in itself and
also a basis for secondary work,
124.

greater need for training in the
case of primary teachers, 2, 96,
290.

Prizes : dangers of prize-giving, 58.

useful to encourage special
studies, 59.

Problems in Arithmetic, 227.
Processes may be taught before the

reasons for them, in Arithmetic,

228, 229 ; in Algebra, 234, 235.
Professions, suitable special studies

preparatory to, 137.
Pronunciation : standard, in English,

150, 1510

of final consonants especially
important in English, 149.

of foreign languages by English
teachers, 159.

of Latin, 212.

Proofs, mathematical : danger of pre-
mature and misleading " proofs,"
229.

Provincial accent, 150.

Psychology, its limited scope in the
regulation of educational practice,

2, 307-

its postulates, 66.

difficulty of the study, 87, 88.

as a guide in arranging cur-
riculum, 102, 120, 115-117.

Punctuation in reading, 154.
Punishments : more necessary than
material rewards, 59.

much punishment a mark of a
poor school, 60.

- corporal punishment, 60-62.

Q-

Qualifications necessary in a teacher,

2 93-
Quantities, in Latin, to be taught from

the beginning of the course, 212.
Questioning : its excessive use, 22-24.

- of children by teacher perpetu-
ally reverses the natural order of
things, 22.

elliptical, and requiring Yes or
No in answer, occasionally useful,
24.

Answers cannot, and should not,
always be in complete sentences,
25-



R.

Reading : 143 seq.

lessons of various kinds, 143.

should be based on lessons in
speech, 144.

objections to the Phonic method,
152.

procedure in the reading-lesson,

IS3 -\

silent preparation of a passage

for reading aloud, 153.

for older scholars, 156.

simultaneous, injurious, 155,
156.

pattern-reading, use and abuse
of, 155-

cultivation of taste for, 190, 191.
Reading-books, generally give too

much help, 154.
Recitation, hints on teaching, 156.

in Latin and Greek, its value,
218.

Recapitulation of lessons orally, by
children, 24, 25.

Reference Lists of Books on Educa-
tion, 34, 65, 93, 142, 168, 195,
220, 244, 269, 288.

Rein, Professor, quoted, 47.

Relations between teacher and pupil,
n, 21, 54, 83.

Renaissance, its character, 282.

Rest, necessity for quiescence as well
as change of effort, 69, 70.

Restlessness natural in a healthy child,

74-

Rewards, 58. [See Prizes.]
Rhetorical and grammatical analysis

contrasted, 175.
Riders, in Geometry, 231.
Rome, conditions affecting education

in, 103.
Rousseau, 287.
Rules of procedure in teaching must

not be rigid, i.
Rules of grammar should be few, and

taught mostly inductively, 192,

193-

s.

Savage, the, considered psychologic-
ally, 68.

Science : the assumptions of various
branches of, 66.

two groups, exact and experi-
mental, 221.



320



Index.



Science : as discipline, 239 ; cultivates
attention, 242 ; trains mind by
conscious reference to the laws
of logic, 242 ; should cultivate
reverence, 241 ; dangers of bad
teaching, 16, 243.

Spencer's claims on behalf of
science, 239, 240.

What art owes to science, 240,
241.

experimental, should be taught
sparingly before fourteen, 117.

Scientific nomenclature, and Latin and

Greek, 201.
School : a half-way house between the

home and the world, 48.

the nursery of public virtues and
the seed-plot of public vices, 50

5i-

often too large to allow of ade-
quate moral training, 52.

School-hours excessive in length,
owing to false view of education,
123.

secondary, has time, home sur-
roundings and curriculum in its
favour, 4, 95, no, in. [See
Primary schools, Girls' schools.]

Self-government, in clubs, a very
valuable part of school training,

44-
Self-help, should be counted on, 4.

developed by encouraging pupils
to ask questions, 23.

in games, 82.

in using books of reference, 185,
190.

diminished by over-annotated
texts, 217. [See also n, 18, 19,
36, 38, 218.]

Selfishness, its various forms, and cure,
44.

Semitic religion, its democratic influ-
ence on education, 278.

Senses, education of, in relation to
human progress, 69.

tests of the keenness of the, 90,
91, 92.

Sentimentality in children, 56; in
girls' schools, 128.

Sequence of studies : a psychological
scheme, 115.

Series in teaching, more important
than the single lesson, 21.

Shyness, 49.

Singing, value of class-singing in edu-
cation, 139.



Slowness of classical study, 210.

Social complications affecting educa-
tional aims, 275.

Socrates : his object in questioning,
22.

the so-called Socratic method
very circuitous, and of little value,

9. I]C > *3-

Sorting-out of individuals, according to
capacity and opportunity, 104.

Specialists, their influence excessive,
114, 187, and Preface.

Specialisation, the result of division of
labour, 132, 137.

provides the stimulus of emula-
tion, 132.

desirable in the case of a pupil
with a special gift, 132.

should be subservient to the
main end of education, 131, 263.

At what age it should commence,
117, 134, 136.

in girls' schools, 126, 127.

the three broad bases of, 137.

Some general studies should be
taken in common to secure cor-
porate feeling, 138.

"Special studies" a term used in
three senses, 131.

should be concurrent with lib-
eral studies, 136.

Speech : the faults of English, 149.

its purpose, to inform and per-
suade, 176.

the teaching of speech, 151.

continuity of speech, to be cul-
tivated, 162. [See Voice, Reading,
Pronunciation.]

Stage, the, not a safe arbiter of pro-
nunciation, 151.

Standards in education, the civic,
commercial, and disciplinary, 98-
loo, and 283-286.

Statesman, his power to provide op-
portunity limited by economic
conditions, 105.

Subjects of Study. [See Curriculum.]

Surroundings as important to the
pupil's training as curriculum, 96.

Swift, quoted, 23, 30.

Sympathy, superior to knowledge of
"theory" in the teacher's work,
2, 293.

Syntax, Latin, may be taught in cor-
recting construes, 215.

Synthetic teaching, necessary in com-
position lessons, 178, 194.



Index.



321



T.

Taste, formation of, a chief aim of
literature-teaching in school, 183.

Teacher and statesman, their related
duties, 105.

Teacher's freedom of choice in cur-
riculum, limited by the state, the
parent, and the examiner, in ; by
the principles of economy and fit-
ness, 114 ; what it can do, 123.

Teacher, special studies for, 302, 303 ;
necessity for direct study of great
books, 303, 304.

his personality and influence,
308 ; manner, 309 ; health, 309 ;
loftiness of aim, 309.

training of, 47, 48, 95, 289 ;
need for training, especially for
teaching in primary schools, 96,
290.

Teaching, the standard type of, 7, 17.

Technical studies, 105 ; their claims to
a place in school, 133.

Texts in English Literature and Clas-
sics best without notes, 189, 216.

Text-books in Psychology and School
Management, the danger of their
use, 305.

Theology, a study of realities, 281.

and the Renaissance, 281.
Theory, its relation to teaching, 298.
Thoroughness, mistaken idea of, 166.
Throat disease among teachers, 147.
Time, too much devoted to teaching,

123.

Time-chart, in teaching History, 265.
Time, the Line of, 266.
Tradition, educational, its power, 97.

a compromise between parent,
teacher, and reformer, 101 ; as a
guide to the sequence of studies,
102 ; excessive deference to, 280.

Tradition in method, 300.
Translationfrom foreign languages, 166.

back into foreign language, 208.
Translations of great classics, their un-
satisfactory nature, 206.

Trigonometry, 235.

Truthfulness, intimately connected

with intelligence and with other

virtues, 52.

the teacher himself to be intel-
lectually honest, 53 ; evils of bad
logic, 54.

Types in History, difficult for children
to comprehend, 122.

21



U.

University study, preparation for, 186,

263.
Unreality of classical studies in schools,

209, 210-212.

V.

Verse-writing, as an exercise in Eng-
lish, 182.

Verse-effects, the delight of the ear in,
183.

Verse, Latin, a valuable exercise for
those capable of it, 220.

Virtues and vices, developed at home
or at school, 48, 51. [See Habits.]

Vocabulary : meaning of a new word
best inferred from context, 154.

Voice-production : penalties for misuse
of speech-organs, 144, 146-148 ;
importance of correct breathing
and general health, 146 ; ineffec-
tiveness of a disagreeable voice,
148.

Voices of healthy children, naturally



loud, 83.



W.



[See



Warnings from History, 273.

also Errors, Standards of Educa-
tion, and Tradition.]
Whispering, exercises in, to teach

distinctness of consonants, 157.
Withers, Principal, on teaching of

History, 260, 266.
Women, status of, endangered by civic

standard of education, 286. [See

Girls' Schools.]
Writing, should be taught later than

Drawing, 140.

less important than Reading
and Arithmetic, 140.

need not be uniform throughout
a class, 141.

ugliness of some common styles,
141.

hygienic considerations, 142.

Y.

Youth, includes a longer period than
formerly, 107.



Zoology, simple facts of, a necessary
part of a child's education, 237.



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Online LibraryPercy Arthur BarnettCommon sense in education and teaching; an introduction to practice → online text (page 25 of 25)