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| 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 |
|
| CHAPTER XXII |
| CONCLUSIONS AND IMPRESSIONS |
| The teacher has become the director of spontaneous work in the "Children's Houses" |
371 |
| The problems of religious education should be solved by positive pedagogy |
372 |
| Spiritual influence of the "Children's Houses" |
376 |
ILLUSTRATIONS
