Chapter XVI: Method for the Teaching of Reading and Writing

Spontaneous development of graphic language: Séguin and
Itard 246

Necessity of a special education that shall fit man for
objective observation and direct logical thought 252

Results of objective observation and logical thought 253

Not necessary to begin teaching writing with vertical
strokes 257

Spontaneous drawing of normal children 258

Use of Froebel mats in teaching children sewing 260

Children should be taught how before they are made to execute
a task 261

Two diverse forms of movement made in writing 262

Experiments with normal children 267

Origin of alphabets in present use 269

CHAPTER XVII

DESCRIPTION OF THE METHOD AND DIDACTIC MATERIAL USED

Exercise tending to develop the muscular mechanism necessary
in holding and using the instrument in writing 271

Didactic material for writing 271

Exercise tending to establish the visual-muscular image of
the alphabetical signs, and to establish the muscular memory
of the movements necessary to writing 275

Exercises for the composition of words 281

Reading, the interpretation of an idea from written signs 296

Games for the reading of words 299

Games for the reading of phrases 303

Point education has reached in the "Children's Houses" 307

CHAPTER XVIII

LANGUAGE OF CHILDHOOD

Physiological importance of graphic language 310

Two periods in the development of language 312

Analysis of speech necessary 319

Defects of language due to education 322

CHAPTER XIX

TEACHING OF NUMERATION: INTRODUCTION TO ARITHMETIC

Numbers as represented by graphic signs 328

Exercises for the memory of numbers 330

Addition and subtraction from one to twenty: multiplication
and division 332

Lessons on decimals: arithmetical calculations beyond ten 335

CHAPTER XX

SEQUENCE OF EXERCISES

Sequence and grades in the presentation of material and in
the exercises 338

First grade 338

Second grade 339

Third grade 342

Fourth grade 343

Fifth grade 345

CHAPTER XXI

GENERAL REVIEW OF DISCIPLINE

Discipline better than in ordinary schools 346

First dawning of discipline comes through work 350

Orderly action is the true rest for muscles intended by nature
for action 354

The exercise that develops life consists in the repetition,
not in the mere grasp of the idea 358

Aim of repetition that the child shall refine his senses
through the exercise of attention, of comparison, of judgment 360

Obedience is naturally sacrifice 363

Obedience develops will-power and the capacity to perform the
act it becomes necessary to obey 367