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