Exercises, conversion, 14, 30, 31, 49, 50, 110, 121, 177, 178, 179
---- as means of eliminating bewilderment, 142, 143
Extensive reading, compared with intensive reading, 165, 166, 167
Eye-work contrasted with ear-work: Ears before eyes, 23, 53, 117 Abuse of eye-work, 42, 49, 70 Successful results from ear-work, 44 Eye-work of the studial order, 49 Opposing views on subject, 150
---- immediate or gradual?, 156, 157, 158
Gift for language-study, 14, 33, 36, 43, 44, 94
Gradation, principle of, 22, 23, 24, Chapter X
'Grammatical construction' compared with 'ergonic construction,' 30, 173, 174, 179, 181
Habit-forming and habit-adapting, principle of, 20, 21, 43, 80, Chapter VIII
Habits, utilization of existing, 19, 21, 85, 86, 104, 105
Immediate association, 26, 132, 133, 134, 135
'Incorrect' or 'ungrammatical' English, 39
Initial preparation, principle of, 19, 20, Chapter VII
Intensive and extensive reading, 165, 166, 167
Interest, principle of, 26, 27, 28, Chapter XIII
---- fallacy in connexion with, 137, 138, 139
Intonation, when to introduce, 28, 153, 154, 157
Irregularities, shall we include or exclude? 27, 155, 158
Latent capacities for language-study, 46, 47, 82
Linguistics, five chief branches of, 24, 80, 126
Memorizing contrasted with theory-learning, 100, 165, 166, 167
Multiple line of approach, principle of, 29, 30, Chapter XV
Order of progression, ancient and modern, 159, 160
Orthography, a branch of linguistics, 24, 126
Phonetics, a branch of linguistics, 24, 126
---- English and French systems compared, 103
Phonetic transcription, more 'natural' than traditional spelling, 52
---- ---- arguments for and against, 152, 153, 157
Pidgin-speech, a form of inaccuracy, 22, 42, 55, 56, 110, 111
Principles of language-teaching, 18, 19, Chapter VI
Progress, a factor of interest, 27, 143, 144
Programme of study, depends on aim of student, 15, 16, 65, 66
Proportion, principle of, 24, 25, Chapter XI
Psychologists and language-study, 78, 109
Rate of progress, 23, 65, 73, 80, 113, 114
Rational order of progression, principle of, 28, 29, Chapter XIV
Reading should be preceded by oral work, 119
Semantics, a branch of linguistics, 24, 25
---- not learnt by method of discovery, 139
---- text-books not written in shorthand, 169