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IX. THE ENGLISH LANGUAGE.
The relation of English to other linguistic studies
Grammar as an Art, not to be acquired by technical rules
Grammar as a Science
A vernacular language to be studied analytically
Classification of English words.
Logical and Grammatical Analysis
Example of Analysis
The study of English Literature
Principles and Methods to be kept in view
Critical analysis not destructive of literary enjoyment
The history of literature .
X. ARITHMETIC AS AN ART.
Why Arithmetic should be taught
It is both an Art and a Science
Robert Recorde's Arithmetic
The place of Arithmetic among school studies
Its practical uses.
Skill in Computation, how to obtain it
The discipline of an Arithmetic class
Exercises in words as well as in figures
Answers to be kept out of sight .
Oral or Mental Arithmetic
Its uses and abuses
Examples of its legitimate use
Exercises in weighing and measuring
Rapidity and exactness.
Exercises in ingenuity and invention
Practical applications of Arithmetic
Decimalizing English money
Visible relation to business no test of real utility
XI. ARITHMETIC AS A SCIENCE.
Its disciplinal value
Inductive and deductive methods of reasoning
Arithmetic a training in deductive logic .
Our artificial notation
Methods of elucidating it
Other Scales of Notation
The Système Métrique
Methods of demonstrating simple rules—Subtraction
The teaching of Fractions
Illustration of demonstrative exercises
The use of formulae
Extraction of Roots
Synthesis before Analysis
Analogous truths in Arithmetic and Geometry
True purpose of mathematical teaching .
XII. GEOGRAPHY AND THE LEARNING OF FACTS.
Objects to be kept in view in teaching geography
Its use (1) as information, (2) as mental discipline
Lessons on earth and water
Order of teaching geographical facts
No necessary sequence of difficulty or importance
The use of a globe
Measurement of approximate distances
Its influence on national character and history
Verbal description of phenomena
Their use and their abuse
Lessons on general information
Subjects suited for such lessons
A basis of fact needed for future teaching of science
The place of Physical Science among school studies
Its claims to rank as part of a liberal education .
The utilities of physical truths
Their beauty and intellectual attractiveness
The disciplinal value of the inductive process
The search for the causes of phænomena
Reasons and explanations not discoverable, but only facts
Large truths instead of small ones
What are 'laws' of Nature?
Application of the methods of inductive investigation to the
business of life
The relation of science to skilled industry
Technical and Trade Schools
Subjects of physical enquiry suited to form part of general edu-
Lessons on common things not necessarily scientific
General not special training
XV. THE CORRELATION OF STUDIES.
Review of the curriculum of school studies
Multum non multa
Distribution of time not necessarily proportioned to the import-
ance of subjects
The contending claims of numerous subjects
The convertibility of intellectual forces
Adaptation of the school course to individual wants and aptitudes 425
Religious and moral instruction
Moral teaching latent in school discipline
Indirect moral teaching in school lessons
The ideal life and work of a school
The vocation of the true teacher