I. THE WORK OF THE TEACHER
Education is a group enterprise. We establish schools in which we seek to develop whatever capacities or abilities the individual may possess in order that he may become intelligently active for the common good. Schools do not exist primarily for ... II. ORIGINAL NATURE, THE CAPITAL WITH WHICH TEACHERS WORK
After deciding upon the aims of education, the goals towards which all teaching must strive, the fundamental question to be answered is, "What have we to work with?" "What is the makeup with which children start in life?" Given a certain nature, c... III. ATTENTION AND INTEREST IN TEACHING
Attention is a function of consciousness. Wherever consciousness is, attention must perforce be present. One cannot exist without the other. According to most psychologists, the term attention is used to describe the form consciousness takes, to r... IV. THE FORMATION OF HABITS
Habit in its simplest form is the tendency to do, think, or act as one has done, thought, or acted in the past. t is the tendency to repeat activities of all kinds. t is the tendency which makes one inclined to do the familiar action rather than a... IX. THE MEANING OF PLAY IN EDUCATION
All human activity might be classified under three heads,--play, work, and drudgery,--but just what activities belong under each head and just what each of the terms means are questions of dispute. That the boundaries between the three are hazy an... V. HOW TO MEMORIZE
There is no sharp distinction between habit and memory. Both are governed by the general laws of association. They shade off into each other, and what one might call habit another with equal reason might call memory. Their likenesses are greater t... VI. THE TEACHER'S USE OF THE IMAGINATION
magination is governed by the same general laws of association which control habit and memory. n these two former topics the emphasis was upon getting a desired result without any attention to the form of that result. magination, on the other hand... VII. HOW THINKING MAY BE STIMULATED
The term "thinking" has been used almost as loosely as the term "imagination," and used to mean almost as many different things. Even now there is no consensus of opinion as to just what thinking is. Dewey says, "Active, persistent, and careful co... VIII. APPRECIATION, AN IMPORTANT ELEMENT IN EDUCATION
Appreciation belongs to the general field of feeling rather than that of knowing. The element which distinguishes appreciation from memory or imagination or perception is an affective one. Any one of these mental states may be present without the ... X. THE SIGNIFICANCE OF INDIVIDUAL DIFFERENCES FOR THE TEACHER
t has been indicated here and there throughout the previous chapters that, despite the fact that there are certain laws governing the various mental traits and processes, still there is variation in the working of those laws. t was pointed out tha... XI. THE DEVELOPMENT OF MORAL SOCIAL CONDUCT
Morality has been defined in many ways. t has been called "a regulation and control of immediate promptings of impulses in conformity with some prescribed conduct"; as "the organization of activity with reference to a system of fundamental values.... XII. TRANSFER OF TRAINING
Formal discipline or transfer of training concerns itself with the question as to how far training in one subject, along one line, influences other lines. How far, for instance, training in reasoning in mathematics helps a child to reason in histo... XIII. TYPES OF CLASSROOM EXERCISES
The exercises which teachers conduct in their classrooms do not commonly involve a single type of mental activity. t is true, however, that certain lessons tend to involve one type of activity predominantly. There are lessons which seek primarily ... XIV. HOW TO STUDY
The term study has been used very loosely by both teachers and children. As used by teachers it frequently meant something very different from what children had in mind when they used it. Further, teachers themselves have often used the term in co...

IV. THE FORMATION OF HABITS V. HOW TO MEMORIZE III. ATTENTION AND INTEREST IN TEACHING VII. HOW THINKING MAY BE STIMULATED II. ORIGINAL NATURE, THE CAPITAL WITH WHICH TEACHERS WORK IX. THE MEANING OF PLAY IN EDUCATION VI. THE TEACHER'S USE OF THE IMAGINATION X. THE SIGNIFICANCE OF INDIVIDUAL DIFFERENCES FOR THE TEACHER

XII. TRANSFER OF TRAINING XIII. TYPES OF CLASSROOM EXERCISES I. THE WORK OF THE TEACHER XI. THE DEVELOPMENT OF MORAL SOCIAL CONDUCT VIII. APPRECIATION, AN IMPORTANT ELEMENT IN EDUCATION XIV. HOW TO STUDY X. THE SIGNIFICANCE OF INDIVIDUAL DIFFERENCES FOR THE TEACHER VI. THE TEACHER'S USE OF THE IMAGINATION