| PAGE |
| Introduction. The Old Education | 11 |
| I. | The Critical Spirit and the Schools | 11 |
| II. | Some Harsh Words from the Inside | 12 |
| III. | A Word from Huxley and Spencer | 15 |
| IV. | Some Honest Facts | 17 |
| V. | Have We Fulfilled the Object of Education? | 22 |
| Chapter I. The New Basis for Education | 24 |
| I. | Can There Be a New Basis? | 24 |
| II. | Social Change | 25 |
| III. | Keeping Up With the Times | 26 |
| IV. | Education in the Early Home | 27 |
| V. | City Life and the New Basis for Education | 28 |
| Chapter II. Teaching Boys and Girls | 32 |
| I. | The New School Machinery | 32 |
| II. | Rousseau Versus a Class of Forty | 33 |
| III. | The Fallacious “Average" | 34 |
| IV. | The Five Ages of Childhood | 35 |
| V. | Age Distribution in One Grade | 36 |
| VI. | Shall Child or Subject Matter Come First? | 39 |
| VII. | The Vicious Practices of One “Good" School | 40 |
| VIII. | Boys and Girls—The One Object of Educational Activity | 42 |
| Chapter III. Fitting Schools to Children | 44 |
| I. | Child Growth—A Primary Factor in Child Life | 44 |
| II. | Children Need Health First | 45 |
| III. | Play as a Means to Growth | 46 |
| IV. | Some Things Which a Child Must Learn | 48 |
| V. | What Schools Must Provide to Meet Child Needs | 51 |
| VI. | The Educational Work of the Small Town | 52 |
| VII. | The Educational Problems of an Industrial Community | 55 |
| VIII. | Beginning With Child Needs | 56 |
| Chapter IV. Progressive Notes in Elementary Education | 58 |
| I. | The Kindergarten | 58 |
| II. | Translating the Three R’s | 59 |
| III. | Playing at Mathematics | 60 |
| IV. | A Model English Lesson | 61 |
| V. | An Original Fairy Story | 65 |
| VI. | The Crow and the Scarecrow | 67 |
| VII. | School and Home | 68 |
| VIII. | Breaking New Ground |
|
