href="@public@vhost@g@gutenberg@html@files@26919@[email protected]#X_II" class="pginternal" tag="{http://www.w3.org/1999/xhtml}a">196

III. Beginning on Muffins 197 IV. Taking the Boys in Hand 200 V. “Busy Work” as an Asset 201 VI. Marguerite 203 VII. Winning Over the Families 204 Chapter XI. Wide-Awake Sleepy Eye 207 I. Fitting Schools to Needs 207 II. Getting the Janitor in Line 208 III. The Department of Agriculture 209 IV. A Short Course for Busy People 212 V. Letting the Boys Do It 214 VI. A Look at the Domestic Science 214 VII. How It Works Out 216 VIII. Theoretical and Practical 217 Chapter XII. The South for the New Education 220 I. A Dream of Empire 220 II. Finding the Way 222 III. Jem’s Father 224 IV. Club Life Militant 228 V. Canning Clubs 234 VI. Recognition Day for Boys and Girls 235 VII. Teaching Grown-Ups to Read 236 VIII. George Washington, Junior 237 IX. A Step Toward Good Health 239 X. Theory and Practice 242 XI. A People Coming to Its Own 249 Chapter XIII. The Spirit of the New Education 251 I. The Standard of Education 251 II. Standardization Was a Failure 252 III. Education as Growth 254 IV. Child Needs and Community Needs public@vhost@g@gutenberg@html@files@26919@[email protected]#XIII_IV" class="pginternal"