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PAGE |
| CHAPTER I. EXTENDING THE PUPIL’S VIEW OF THE SCHOOL |
1 |
| The pupil’s view limited. Conservatism in the community as a natural
consequence. Demand for a broad scientific study. Beginnings of
the science of education. Effectiveness of studies of retardation.
A study of high-school courses. An experimental analysis of a fundamental
subject. A study of the relation of education to general
social life. The scientific study of educational problems. Exercises
and readings. |
|
| CHAPTER II. SCHOOLS OF OTHER COUNTRIES
AND OF OTHER TIMES |
14 |
| The comparative and historical methods. The American textbook
method of teaching. Independence of thought based on reading.
European schools caste schools, American schools truly public. Influence
of European schools on the educational system of this country.
Report of the visiting committee of Taunton in 1801. Adoption
of the German model. Results of the adoption of the German
example. The reorganization of American schools. Origin of the
high school. Education of girls. Higher education free. American
public schools secular. The school system and its domination of the
teacher. Exercises and readings. |
|
| CHAPTER III. EDUCATION AS A PUBLIC NECESSITY |
32 |
| The primitive attitude one of neglect. Compulsory education. Compulsion
of communities. Later stages of compulsory legislation.
American education to 1850. Compulsory attendance. Obstacles
to enforcement of compulsory attendance. Newer legislation recognizing
complexity of problems of attendance. Supervision a necessary
corollary to compulsion. Higher education and public control.
Public control adequate only when directed by science. Fiscal
problem typical. Exercises and readings. |
|
| CHAPTER IV. INVESTING PUBLIC MONEY IN A
NEW GENERATION |
46 |
| The cost of educating an individual. Total school expenditures in
the United States. Cost a determining consideration in school organization.
Relation of school expenditures to other public expenses.
Urgent demands for economy and efficiency. Expenditures in relation
to wealth. Costs of different levels of education. Costs of
different subjects of instruction. Costs of classes of different sizes.
Salaries. Books and supplies. The meaning of financial organization
and educational accounting. Exercises and readings. |
|
| CHAPTER V. DELEGATING RESPONSIBILITY FOR
CARRYING ON SCHOOLS |
63 |
| Class instruction given over to the teacher. Supervision. Sketch of
development of a school system. The community slow to delegate
school control. Limits of authority and responsibility not clear. Statement
by a public educating association. What is a representative
board of education? The functions of a board of education. How a
good board gets the work done. Making the machine work smoothly.
Report of committee of superintendents. Obsolete administration
system. Status of superintendency varies. District control discarded
system of school administration. An effective substitute to be discovered.
Dangers of this period of adjustment. Organization under
scientific principles. Control of school work through tests. A study
of the building needs of a city. The errors of democracy. Exercises
and readings. |
|
| CHAPTER VI. THE SCHOOL BUILDING |
78 |
| The building as an evidence of a community’s educational views.
Contrasts in plans of rural schools. Contrasts in urban elementary
schools. A high-school building of the early type. The hygiene of
lighting. The hygiene of ventilation and heating. Hygienic equipment.
Relation of equipment to the course of study. Modern school
construction and costs. The Gary plan for distributing pupils and
enlarging the scope of school work. Requirements to be met when
the Gary plan is adopted. The construction of consolidated schools.
Comparative statistics. Exercises and readings. |
|
| CHAPTER VII. GROUPING PUPILS IN CLASSES |
96 |
| Transition to problems of internal organization. Economy a first
motive for grouping. Social influence an important motive. Grouping
in the one-room school. Courses of instruction in relation to the
problem of grouping. New problems of grouping in large schools.
Fundamentally different views on the curriculum. The ungraded
class in graded schools. Cases where failures show the urgency of
the grading problem. Efforts to adjust instruction to pupils. Readjustments
of the curriculum. Problems of grouping in high school.
Illegitimate reasons for promoting pupils. Experiments and studies
which aim to supply both individual instruction and class instruction.
Arrangement of the materials of instruction. Exercises and readings.
|
|
| CHAPTER VIII. THE TRADITIONAL CURRICULUM
AND ITS REORGANIZATION |
113 |
| Importance of a study of the curriculum. The specialized curriculum
of higher schools. Problems of generalizing a specialized
curriculum. Traditional character of mathematics courses in high
schools. Suggestions of new subjects. Present-day social demands.
Traditional neglect of industrial education on the part of the public.
The demand for revision of the curriculum. Summary. Exercises
and readings. |
|
| CHAPTER IX. SPECIALIZED EDUCATION VERSUS
GENERAL EDUCATION |
127 |
| Present-day wavering between specialized and general training. The
theory of separate schools for different classes of people. Statement
of principles. Public demand for a new curriculum. Commercial
courses in high schools. Agricultural high schools. Part-time
courses. Various types of trade schools. The Manhattan Trade
School, New York City. Practical applications as parts of academic
courses. Studies of social activities. Exercises and readings. |
|
| CHAPTER X. EXTENSION OF SCHOOL ACTIVITIES |
141 |
| A general social movement. Credit for home activities. Bulletin
for teachers: home credits. Relation of home work to traditional
school work. After-school classes and vacation classes. Continuation
classes for adults. Demonstrations as means of economic and
social improvement. Entertainment as part of the educational program.
Associations aimed directly at the improvement of schools.
Correspondence schools. Principles required to systematize educational
activities. Exercises and readings. |
|
| CHAPTER XI. PRINCIPLES INFLUENCING THE
ORGANIZATION OF THE CURRICULUM |
156 |
| Necessity of practical decisions in spite of confusion. The doctrine
of discipline. The doctrine of natural education in the form of the
doctrine of freedom. Concentration and interest. Popular attitude
toward discipline. Examples of discipline and freedom. Natural
education and recognition of individual differences. Natural education
as training for life. Training in the methods of knowledge and
general training. Examples of views on formal training. Prominence
of curriculum in determining quality of instruction. Bases for
judging curriculum and syllabi. Formal discipline and transfer of
training. Relation of subjects to maturity of pupils. Summary.
Exercises and readings.
|
|
| CHAPTER XII. INDIVIDUAL DIFFERENCES |
170 |
| Adaptation of curriculum to individual pupils. Low grades of intelligence.
Differentiated courses. Tests of general intelligence.
Exceptionally bright pupils. Sex differences. Differences in industrial
opportunity for the sexes and corresponding demands for training.
Household arts as extras. Demand for new courses for girls.
Individual differences which appear during training. Democratic
recognition of individual differences. Exercises and readings. |
|
| CHAPTER XIII. PERIODICITY IN THE PUPIL’S
DEVELOPMENT |
184 |
| Recognition of periodicity in present organization. The meaning of
infancy. The period before entering school. The primary period
one of social imitation. The period of individualism. Early adolescence
as a period of social consciousness. The new school
adapted to adolescence. Later adolescence a period of specialization.
The reorganized school system. Exercises and readings. |
|
| CHAPTER XIV. SYSTEMATIC STUDIES OF THE
CURRICULUM |
197 |
| The curriculum based on authority versus the living curriculum.
Older subjects products of long selection. Social needs and the
curriculum. Systematic studies as devices for facilitating evolution
of the curriculum. A study of representative adults. A study of
current references. A study of the mistakes of pupils. Prerequisites
for higher courses. Administrative studies. Need of broad,
coöperative studies. Exercises and readings. |
|
| CHAPTER XV. STANDARDIZATION |
212 |
| Tests and measurements of products. Earlier standards based on
opinion. Objective and exact standards. Beginnings of the movement.
Handwriting scales. Speed as a correlate of quality. Standards,
personal and impersonal. Social standards versus imposed
standards. Comparison through exact measurement. Records as a
basis of standardization. Studies of oral reading. Studies dealing
with other subjects. Mechanical aspects the first to be standardized.
Standardization and the science of education. Exercises and
readings. |
|
| CHAPTER XVI. METHODS |
229 |
| Meaning of the term “method.” Meaning of the term “device.”
Personal methods and devices. Supposed conflict between methods
and subject-matter. Two examples of modern methods. Object
teaching. Laboratory method in physics. Spread of the laboratory
idea. Reaction against the question and answer method. Inefficient
methods of study. Organizing a school for supervised study. Organizing
subject-matter for supervised study. Experiments in method.
Method as a subject of scientific tests. Exercises and readings. |
|
| CHAPTER XVII. CLASSROOM MANAGEMENT |
242 |
| Intellectual progress and social conditions. Social training general.
Types of social organization. Social control through anticipation.
Organization of routine. Punishments and rewards. Larger social
organization. Attempts to classify unruly members of the social
group. Impersonal discipline. Exercises and readings. |
|
| CHAPTER XVIII. SELECTED ADMINISTRATIVE
PROBLEMS |
254 |
| Programs and marks. The total school day. The class period.
Physiological fatigue. Conditions like fatigue. Practical precepts
based on study of fatigue. Administrative considerations controlling
length of the class period. Adjustment of work within the period.
Adjustment of credits. The problem of grading. Experiments with
grading systems. The study of marks as an introduction to a study
of the school system. Exercises and readings. |
|
| CHAPTER XIX. PLAY |
266 |
| Motives for cultivation of physical powers. Earlier attitude toward
play. Play as natural behavior. Periods in the development of play.
Play as natural education. Social necessity of recreation. Play as
physical education. The school and play. Surveys of children’s
play in cities. Systematizing instruction in play. Survey of recreational
facilities. Play as part of the regular school program. Slow
spread of modern attitude toward play. Exercises and readings. |
|
| CHAPTER XX. HEALTH SUPERVISION |
279 |
| The relation of health to school work. Treatment of pathological
cases. School luncheons. Control of home feeding. Public attention
to nutrition of children. Control of contagion. The school
health department. Difficulties of introducing health instruction.
Health as a subject of instruction and as a mode of life. Exercises
and readings. |
|
| CHAPTER XXI. SCIENTIFIC SUPERVISION |
289 |
| Evolution of the demand for supervision. The principal. Other
supervisory officers. Lack of public appreciation of central problems.
Managerial training in relation to democracy. The purpose
of the present discussion. Studies of the community. Selection
and management of teachers. Standardization by measurement of
results. An example of public recognition of the need of efficiency
measurements. Scientific studies and central supervision. Scientific
supervision. Exercises and readings. |
|
| CHAPTER XXII. THE SCIENCE OF EDUCATION |
299 |
| Scientific methods of studying schools. Definition through enumeration
of methods. The history of educational theory and practice.
Courses in psychology. Educational psychology. Statistical studies.
The experimental method. Extension of use of psychological
methods. Studies of retardation. School experiments and laboratory
studies. Examples throughout earlier chapters. Studies of
administrative problems. Method of comparison. Records necessary
to scientific study. Subdivisions of the science of education.
Rapid expansion of the science of education. Definition of the
science of education. Exercises and readings. |
|
| CHAPTER XXIII. PROFESSIONAL TRAINING OF
TEACHERS |
308 |
| Increasing demand for professional training. American normal
schools. American demands on secondary-school teachers. German
training of secondary-school teachers. New courses in colleges and
universities for secondary-school teachers. The requirements of a
standardizing association. The California requirements the most
advanced in the United States. Continuation training of school
officers. Specialized training for administration. Contributions to
the science of education. Exercises and readings. |
| APPENDIX |
321 |
| INDEX |
327 |