Age distribution, 36.
and school progress, 37.
Ages of childhood, 35.
American school system, Statistics of, 19, 20.
Applied education, need for, 156.
Applied work, Cincinnati, 136.
in the grades, 161.
Average children and the old education, 39.
fallacy of, 34.
Berks County schools, manual training in, 186.
physical training in, 186.
Boys and girls, object of educating, 42.
Brown, E. E., quoted, 13.
Carney, Mabel, quoted, 179.
Chancellor, W. R., quoted, 40, 41.
Change, prevalence of, 24.
in social structure, 25.
Child growth, stages of, 44.
Child needs, recognition of, 56.
and community needs, 255.
Childhood, ages of, 35.
Children, needs of analyzed, 45.
social needs of, 48.
varying capacity of, 37, 38.
vs. subject matter, 39.
Cincinnati, educational advantages of, 148.
kindergarten work in, 129.
school system of, 125.
school policy continued, 150.
special school work in, 141.
schools, co-operation in, 126.
creed of, 127.
general support of, 126.
new plans for, 149.
social centers in, 151.
social work of, 150.
City and country, educational value of, 29.
City home, effect of industrial changes on, 30, 31.
City life and the new basis for education, 28, 29.
Civic education, necessity for, 49.
Civics teaching in the grades, Cincinnati, 135.
Club activity in schools, recognition of, 235.
Columbus, Ga., curriculum of schools, 244.
local needs basis of, 242, 243.
school policy of, 242, 243.
Community and the school, 72.
education applied to a small town, 52.
life, contribution of schools to, 167.
needs and child life, 256.
Consolidated school, advantages of, 179, 180.
course of study in, 172.
daily program in, 174.
disadvantages of, 179.
growth of in South, 177, 178.
Continuation High School work, 109.
schools in Ohio, 76.
Co-operation, spirit of in consolidated schools, 172.
Country, the call of the, 170, 171.
Country life, transformation in, 171, 172.
Country school, daily program in a district, 173.
daily program in a consolidated, 174.
two possibilities of, 171.
the duty of, 194.
new geography, 185.
task of, 193, 194.
transformation in, 171, 172.
schools and physical training, 186.
Courses of study, correlation in, 135.
home school, 69.
Criticism of schools, general, 11.
significance, 17.
Curriculum, content of, 44.
requirements of, 51.
Defectives, treatment of, Cincinnati, 144.
Discipline, disappearance of, Oyler School, 165.
Distribution of age, 36.
District school, daily program in, 173.
Domestic science, course in Lowville High School, 122.
course in Page County, 190.
home school movement, 68.
importance of, 51.
in the grades, 159.
in a Kentucky school, 195-200.
in Sleepy Eye schools, 213-216.
problems in, 160.
Draper, A. S., quoted, 12, 13, 18.
Education and the industrial revolution, 26, 27, 30.
and the success habit, 95.
as growth, 254.
city, effect of industrial changes on, 30, 31.
creed of, Cincinnati schools, 127.
elastic system of, 127.
essentials of, 15, 16.
for home-making, 68.
for life, 43.
for the whole child, 81.
in the early home, 27, 28.
place of physical training in, 71.
public lectures and, 73.
purpose of, 15, 16.
new basis for, 24.
new studies, 74.
object of, 22, 23, 42.
social importance of, 19, 20.
specialization in, 75.
standard of, 251.
theory and practice, 242-249.
in Kentucky, reaching parents through children, 195-206.
in the South, canning clubs, 234, 235.
corn clubs, 225-228, 229-233.
effect of on corn yield, 230-233.
improving health, 241.
improving home life, 239, 241.
teaching parents through children, 225-228, 229-233.
Educational advance in Cincinnati, 148.
Educational formulas, danger of, 252.
Educational needs and the small town, 52.
Educational problems of an industrial community, 55.
Educational work and the small town, 52.
Elementary grades, activities of, 87.
co-operation in, 86.
special studies for, 89.
spirit of service in, 90.
English, as a stimulus for other studies, 63.
constructive work in, 61, 62.
new methods for, 61.
organization of, Grand Rapids High School, 111.
original work, 65.
story work and, 64.
use of in other studies, 111.
Enrollment and attendance, statistics of, 17, 18.
Facts, place of in education, 22.
Fallacy of average children, 34, 35.
Fisher, Irving, quoted, 15.
Formalism in education, danger of, 252.
Froebel, F., quoted, 28.
Gary, plan of the schools in, 81.
Geography, new method of teaching, 59.
Geography and arithmetic, method of teaching in a southern school, 246-248.
Geography in Newark, 59.
Grade work, regeneration of, Cincinnati, 132.
Grades, amalgamation of with high school, 99.
applied work in, 161.
Grand Rapids High School, vocational guidance in, 110.
Growth, and child activity, 47.
and education, 254.
through play, 46.
of children, stages in, 44.
Hanus, P. H., quoted, 13, 14.
Health, importance of, 45.
High School, amalgamation of with grades, 99.
at Lowville, 116.
course of study in Cincinnati, 138.
future of, 114.
growing importance of, 54-56.
popularization of Cincinnati, 137.
promotion to, without examinations, 94.
responsibility of, 92.
social status of, 92.
High school children, experiments with, 92.
High school courses, arrangement of, 108.
High school status, Superintendent Spaulding on, 92.
High school training, right of children to, 105.
High schools, co-operation with elementary grades, 98.
technical development of, 106.
Home, education in, 27, 28.
Home making, education for, 68.
Home school, activities of, 70.
course of work in, 69.
in Indianapolis, 68.
in Providence, 69.
Home visiting in the grades, 166.
Home work, disadvantages of, 79.
opportunities for in school, 79.
Huxley, T. H., quoted, 16.
Industri al communities, educational problems, 55.
Industrial High School, place of in the school system, 248.
Industrial system, effect of on education, 27.
Institutions, effects of change upon, 26.
John Swaney School, course of study, 176.
equipment of, 176.
social life in, 176, 177.
Junior High Schools, outlook for, 98.
Kentucky education, teaching a community to cook, 195-200.
Kindergartens, at Gary, Ind., 58.
progressive work in, 58.
in relation to grade work, 131.
vitalized work in, 129.
Linden, Ind., equipment of consolidated schools, 175.
Locust Grove School, method of teaching a community, 195-206.
Lowville High School, courses in, 121.
domestic science in, 122.
social service of, 123.
work in, 116.
Mass training, defects of, 101.
Mathematics, and life problems, 60.
in Gary schools, 60.
in Indianapolis schools, 60.
Mothers’ clubs, organization of, 163.
work of, Cincinnati, 132, 163.
Needs of school children, 43.
New basis for education, 24.
and city life, 28, 29.
New education in the South, 220-250.
Newark vacation school, 80.
Newton Technical High School, success of, 96.
North Highland School, industrial training in, 245, 246.
raising community standards, 245.
Oconto County, Wis., schools, agricultural work in, 183-185.
the new arithmetic, 184, 185.
the new English, 184, 185.
Ohio, continuation schools, 76.
Old education, spirit of, 253.
One-room school, making it worth while, 182-187.
possibilities of, 182-187.
Open air schools, 71.
results of, 72.
Original work in English, 65.
Overwork, extent in schools, 14, 15.
Oyler School, social education in, 153.
Page County, Iowa, contests in schools, 189.
domestic science, 190.
ideal schools in, 188-193.
social life in, 191, TRANSCRIBER’S NOTE:

Every effort has been made to replicate this text as faithfully as possible, including obsolete and variant spellings. Obvious typographical errors in punctuation (misplaced quotes and the like) have been fixed. Corrections [in brackets] in the text are noted below:page 4: missing quote added
article, will exclaim,—“[‘]There is something that we must introduce into our schools.’”
page 8: added missing word
VIII. Breaching [the] Chinese Wall of High School Classicism
page 9: typo corrected
I. “CoÖperation”[Co-operation] and “Progressivism”
page 29: typo corrected
education of the city child. Standing on the threshhold[threshold] of his meager dwelling, this child of six looks forward
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school district establishes part-time day schools for the instruction of youths over fourteen years af[of] age who are engaged in regular employment, such board of education
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buying of materials and simple acounting[accounting] covered their mathematics. Those were the things which would probably
missing quote added
school classes. They all brushed their hair. The boys were neater and the girls were becomingly dressed.["]
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“Yes, it was a wrench,” Mr. McAndrews[McAndrew] admits. “You see, the teachers hated to give up. They had been
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will all bear directly on the work of the farm in which he is so deeply interested.["]
page 167: missing quote added
that is enough. We have no problem of discipline now. The children and their parents are working for the school.["]
page 197: missing quote added
first thing I knew, the way opened up—you never would guess how—it was through biscuits.["]
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biggest burden we have to carry—the most determined enemy we have to fight? Well, sir, its’s[it’s] ignorance—the ignorance of the common man about his farm or his
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other States were equally good in view of the fact that a drought prevailed very generally throughout the South in 1911.["]
Footnote 28: missing quote added
For a full statement of the work of the Columbus Schools see “Industrial Education in Columbus,["] Ga., R. B. Daniel, U. S.
page 246: missing quote added
should use text-books as adults do books of reference, while the teacher guides and directs in the development of thought.["]