,transcrib]'s ,notes ,obvi\s typographical errors h be5 sil5tly correct$4 ,v>iations 9 hyph5ation h be5 /&>dis$ b all o!r spell+ & punctuation rema9s un*ang$4 ,footnotes are at ! end ( ,*apt]s4 ,italics are repres5t$ ?us italic4 ,,introduction ,,to ,,! ,,sci5tific ,,/udy ,,( ,,education ,,by ,,*>les ,,hubb>d ,,judd ,,pr(essor ,,( ,,education ,,& ,,director ,,( ,,! ,,s*ool ,,( ,,education ,,( ,,! ,,univ]sity ,,( ,,*icago ,,g9n ,,& ,,company ,,bo/on ,,new ,,york ,,*icago ,,london ,,atlanta ,,dallas ,,columbus ,,san ,,francisco ,,copyright1 #aiah1 ,,by ,,*>les ,,hubb>d ,,judd ,,all ,,rights ,,res]v$ #bai4i ,! ,a!num ,press ,,g9n ,,& ,,company ,,proprietors ,,bo/on ,u4,s4,a4 ,,preface ,?is book is ! result ( eight ye>s ( exp]im5tation4 ,9 #aiji ! ,dep>tm5t ( ,education ( ,! ,univ]sity ( ,*icago ab&on$ ! practice ( requir+ c\rses 9 ! ,hi/ory ( ,education & ,psy*ology z introductory c\rses = /ud5ts prep>+ to become tea*]s4 ,= ^! c\rses x sub/itut$ "o 9 ,introduction to ,education & "o 9 ,me?ods ( ,tea*+4 ,?is move 0 due to ! conviction t /ud5ts ne$ to be introduc$ to ! problems ( ! s*ool 9 a direct1 concrete way1 & t ! fir/ c\rses %\ld con/antly keep 9 m9d ! lack ( p]spective :i* *>act]izes ! tea*]-9-tra9+4 ,9 ! ye>s t h elaps$ s9ce #aiji ! conviction has ga9$ almo/ univ]sal acceptance 9 normal s*ools & colleges ( education t ! ,hi/ory ( ,education is n a suitable introductory c\rse4 ,psy*ology has gr[n 9 ! direction ( a sci5tific discussion ( me?odology1 & ! dem& = a g5]al introductory discussion ( educational problems f a sci5tific po9t ( view has (t5 be5 express$ by tea*]s 9 normal s*ools & colleges4 ,9 ?is p]iod ! writ] has _h frequ5t opportunity to try out v>i\s me?ods ( pres5t+ su* an introductory c\rse4 ,! results ( ?is exp]i5ce are pres5t$ 9 ?is volume1 :i* is design$ z a textbook = /ud5ts 9 normal s*ools & colleges 9 ! fir/ /ages ( _! pr(essional /udy4 ,! tea*] :o uses ?is book c exp& ! c\rse to d\ble ! l5g? "h outl9$ by introduc+ s*oolroom obs]vation & supplem5t>y read+4 ,! que/ions & ref]5ces (f]$ at ! end ( ea* *apt] & ! ref]5ces 9 ! footnotes are int5d$ to facilitate su* fur!r "w4 ,a set ( que/ions is giv5 9 ! ,app5dix z a guide to classroom obs]vation4 ,! obligations :i* ! au?or has incurr$ 9 ! prep>ation ( ! book are num]\s4 ,almo/ e memb] ( ! ,dep>tm5t ( ,education ( ,! ,univ]sity ( ,*icago has at "s "t or o!r giv5 ! c\rse to a division ( /ud5ts1 & all h contribut$ sugge/ions & criticisms ) reg>d to ! organization ( mat]ial4 ,special obligations %\ld be not$ 9 ?is connection to ,pr(essors ,j4 ,f4 ,bobbitt1 ,s4 ,c4 ,p>k]1 ,f4 ,n4 ,freeman1 ,h4 ,o4 ,rugg1 & ,w4 ,s4 ,gray4 ,to ,pr(essor ,e4 ,h4 ,cam]on ! au?or is "u obligation = sugge/ions made aft] read+ ! manuscript4 ,to ! au?ors & publi%]s ^: works h be5 drawn ^u = ext5sive & num]\s quotations1 special ?anks are due = c\rte\s p]mission to use _! mat]ial4 ,f9ally1 x is to ! /ud5ts :o h f ye> to ye> pass$ ?r\gh ?is c\rse t ! l>ge/ obligation %\ld be ackn[l$g$ because ( ! sugge/ions :i* _! reactions h giv5 to ! writ]4 ,c4 ,h4 ,j4 ,,*icago1 ,,ill9ois ,,cont5ts ,,page ,,*apt] ,i4 ,,ext5d+ ,,! ,,pupil',s ,,view ,,( ,,! ,,s*ool #a ,! pupil's view limit$4 ,cons]vatism 9 ! community z a natural consequ5ce4 ,dem& = a broad sci5tific /udy4 ,beg9n+s ( ! sci5ce ( education4 ,effectiv5ess ( /udies ( ret>dation4 ,a /udy ( high-s*ool c\rses4 ,an exp]im5tal analysis ( a fundam5tal subject4 ,a /udy ( ! relation ( education to g5]al social life4 ,! sci5tific /udy ( educational problems4 ,ex]cises & read+s4 ,,*apt] ,,ii4 ,,s*ools ,,( ,,o!r ,,c\ntries ,,& ,,( ,,o!r ,,times #ad ,! comp>ative & hi/orical me?ods4 ,! ,am]ican textbook me?od ( tea*+4 ,indep5d5ce ( ?\ght bas$ on read+4 ,european s*ools ca/e s*ools1 ,am]ican s*ools truly public4 ,influ5ce ( ,european s*ools on ! educational sy/em ( ?is c\ntry4 ,report ( ! visit+ committee ( ,taunton 9 #ahja4 ,adoption ( ! ,g]man model4 ,results ( ! adoption ( ! ,g]man example4 ,! reorganization ( ,am]ican s*ools4 ,orig9 ( ! high s*ool4 ,education ( girls4 ,high] education free4 ,am]ican public s*ools secul>4 ,! s*ool sy/em & its dom9ation ( ! tea*]4 ,ex]cises & read+s4 ,,*apt] ,,iii4 ,,education ,,z ,a ,,public ,,necessity #cb ,! primitive attitude "o ( neglect4 ,compulsory education4 ,compulsion ( communities4 ,lat] /ages ( compulsory legislation4 ,am]ican education to #ahej4 ,compulsory att5dance4 ,ob/acles to en=cem5t ( compulsory att5dance4 ,new] legislation recogniz+ complexity ( problems ( att5dance4 ,sup]vision a necess>y coroll>y to compulsion4 ,high] education & public control4 ,public control adequate only :5 direct$ by sci5ce4 ,fiscal problem typical4 ,ex]cises & read+s4 ,,*apt] ,,iv4 ,,inve/+ ,,public ,,money ,,9 ,a ,,new ,,g5]ation #df ,! co/ ( educat+ an individual4 ,total s*ool exp5ditures 9 ! ,unit$ ,/ates4 ,co/ a det]m9+ consid]ation 9 s*ool organization4 ,relation ( s*ool exp5ditures to o!r public exp5ses4 ,urg5t dem&s = economy & effici5cy4 ,exp5ditures 9 relation to weal?4 ,co/s ( diff]5t levels ( education4 ,co/s ( diff]5t subjects ( in/ruction4 ,co/s ( classes ( diff]5t sizes4 ,sal>ies4 ,books & supplies4 ,! mean+ ( f9ancial organization & educational acc\nt+4 ,ex]cises & read+s4 ,,*apt] ,v4 ,,delegat+ ,,responsibility ,,= ,,c>ry+ ,,on ,,s*ools #fc ,class in/ruction giv5 ov] to ! tea*]4 ,sup]vision4 ,sket* ( developm5t ( a s*ool sy/em4 ,! community sl[ to delegate s*ool control4 ,limits ( au?ority & responsibility n cle>4 ,/atem5t by a public educat+ association4 ,:at is a repres5tative bo>d ( education8 ,! functions ( a bo>d ( education4 ,h[ a good bo>d gets ! "w done4 ,mak+ ! ma*9e "w smoo?ly4 ,report ( committee ( sup]9t5d5ts4 ,obsolete adm9i/ration sy/em4 ,/atus ( sup]9t5d5cy v>ies4 ,di/rict control disc>d$ sy/em ( s*ool adm9i/ration4 ,an effective sub/itute to be discov]$4 ,dang]s ( ?is p]iod ( adju/m5t4 ,organization "u sci5tific pr9ciples4 ,control ( s*ool "w ?r\gh te/s4 ,a /udy ( ! build+ ne$s ( a city4 ,! errors ( democracy4 ,ex]cises & read+s4 ,,*apt] ,,vi4 ,,! ,,s*ool ,,build+ #gh ,! build+ z an evid5ce ( a community's educational views4 ,contra/s 9 plans ( rural s*ools4 ,contra/s 9 urban elem5t>y s*ools4 ,a high-s*ool build+ ( ! e>ly type4 ,! hygi5e ( light+4 ,! hygi5e ( v5tilation & heat+4 ,hygi5ic equipm5t4 ,relation ( equipm5t to ! c\rse ( /udy4 ,mod]n s*ool con/ruction & co/s4 ,! ,g>y plan = di/ribut+ pupils & enl>g+ ! scope ( s*ool "w4 ,requirem5ts to be met :5 ! ,g>y plan is adopt$4 ,! con/ruction ( consolidat$ s*ools4 ,comp>ative /ati/ics4 ,ex]cises & read+s4 ,,*apt] ,,vii4 ,,gr\p+ ,,pupils ,,9 ,,classes #if ,transition to problems ( int]nal organization4 ,economy a fir/ motive = gr\p+4 ,social influ5ce an important motive4 ,gr\p+ 9 ! "o-room s*ool4 ,c\rses ( in/ruction 9 relation to ! problem ( gr\p+4 ,new problems ( gr\p+ 9 l>ge s*ools4 ,fundam5tally diff]5t views on ! curriculum4 ,! ungrad$ class 9 grad$ s*ools4 ,cases :]e failures %[ ! urg5cy ( ! grad+ problem4 ,ef=ts to adju/ in/ruction to pupils4 ,readju/m5ts ( ! curriculum4 ,problems ( gr\p+ 9 high s*ool4 ,illegitimate reasons = promot+ pupils4 ,exp]im5ts & /udies :i* aim to supply bo? individual in/ruction & class in/ruction4 ,arrangem5t ( ! mat]ials ( in/ruction4 ,ex]cises & read+s4 ,,*apt] ,,viii4 ,,! ,,traditional ,,curriculum ,,& ,,its ,,reorganization #aac ,importance ( a /udy ( ! curriculum4 ,! specializ$ curriculum ( high] s*ools4 ,problems ( g5]aliz+ a specializ$ curriculum4 ,traditional "* ( ma!matics c\rses 9 high s*ools4 ,sugge/ions ( new subjects4 ,pres5t-day social dem&s4 ,traditional neglect ( indu/rial education on ! "p ( ! public4 ,! dem& = revision ( ! curriculum4 ,summ>y4 ,ex]cises & read+s4 ,,*apt] ,,ix4 ,,specializ$ ,,education ,,v]sus ,,g5]al ,,education #abg ,pres5t-day wav]+ betwe5 specializ$ & g5]al tra9+4 ,! !ory ( sep>ate s*ools = diff]5t classes ( p4 ,/atem5t ( pr9ciples4 ,public dem& = a new curriculum4 ,comm]cial c\rses 9 high s*ools4 ,agricultural high s*ools4 ,"p-"t c\rses4 ,v>i\s types ( trade s*ools4 ,! ,manhattan ,trade ,s*ool1 ,new ,york ,city4 ,practical applications z p>ts ( academic c\rses4 ,/udies ( social activities4 ,ex]cises & read+s4 ,,*apt] ,x4 ,,ext5sion ,,( ,,s*ool ,,activities #ada ,a g5]al social movem5t4 ,cr$it = home activities4 ,bullet9 = tea*]s3 home cr$its4 ,relation ( home "w to traditional s*ool "w4 ,aft]-s*ool classes & vacation classes4 ,cont9uation classes = adults4 ,demon/rations z means ( economic & social improvem5t4 ,ent]ta9m5t z "p ( ! educational program4 ,associations aim$ directly at ! improvem5t ( s*ools4 ,correspond5ce s*ools4 ,pr9ciples requir$ to sy/ematize educational activities4 ,ex]cises & read+s4 ,,*apt] ,,xi4 ,,pr9ciples ,,influ5c+ ,,! ,,organization ,,( ,,! ,,curriculum #aef ,necessity ( practical decisions 9 spite ( confusion4 ,! doctr9e ( discipl9e4 ,! doctr9e ( natural education 9 ! =m ( ! doctr9e ( fre$om4 ,conc5tration & int]e/4 ,popul> attitude t[>d discipl9e4 ,examples ( discipl9e & fre$om4 ,natural education & recognition ( individual diff]5ces4 ,natural education z tra9+ = life4 ,tra9+ 9 ! me?ods ( k & g5]al tra9+4 ,examples ( views on =mal tra9+4 ,prom95ce ( curriculum 9 det]m9+ quality ( in/ruction4 ,bases = judg+ curriculum & syllabi4 ,=mal discipl9e & transf] ( tra9+4 ,relation ( subjects to maturity ( pupils4 ,summ>y4 ,ex]cises & read+s4 ,,*apt] ,,xii4 ,,individual ,,diff]5ces #agj ,adaptation ( curriculum to individual pupils4 ,l[ grades ( intellig5ce4 ,diff]5tiat$ c\rses4 ,te/s ( g5]al intellig5ce4 ,exceptionally bright pupils4 ,sex diff]5ces4 ,diff]5ces 9 indu/rial opportunity = ! sexes & correspond+ dem&s = tra9+4 ,h\sehold arts z extras4 ,dem& = new c\rses = girls4 ,individual diff]5ces :i* appe> dur+ tra9+4 ,democratic recognition ( individual diff]5ces4 ,ex]cises & read+s4 ,,*apt] ,,xiii4 ,,p]iodicity ,,9 ,,! ,,pupil',s ,,developm5t #ahd ,recognition ( p]iodicity 9 pres5t organization4 ,! mean+ ( infancy4 ,! p]iod be=e ent]+ s*ool4 ,! prim>y p]iod "o ( social imitation4 ,! p]iod ( individualism4 ,e>ly adolesc5ce z a p]iod ( social consci\sness4 ,! new s*ool adapt$ to adolesc5ce4 ,lat] adolesc5ce a p]iod ( specialization4 ,! reorganiz$ s*ool sy/em4 ,ex]cises & read+s4 ,,*apt] ,,xiv4 ,,sy/ematic ,,/udies ,,( ,,! ,,curriculum #aig ,! curriculum bas$ on au?ority v]sus ! liv+ curriculum4 ,old] subjects products ( long selection4 ,social ne$s & ! curriculum4 ,sy/ematic /udies z devices = facilitat+ evolution ( ! curriculum4 ,a /udy ( repres5tative adults4 ,a /udy ( curr5t ref]5ces4 ,a /udy ( ! mi/akes ( pupils4 ,pr]equisites = high] c\rses4 ,adm9i/rative /udies4 ,ne$ ( broad1 cop]ative /udies4 ,ex]cises & read+s4 ,,*apt] ,,xv4 ,,/&>dization #bab ,te/s & measurem5ts ( products4 ,e>li] /&>ds bas$ on op9ion4 ,objective & exact /&>ds4 ,beg9n+s ( ! movem5t4 ,h&writ+ scales4 ,spe$ z a correlate ( quality4 ,/&>ds1 p]sonal & imp]sonal4 ,social /&>ds v]sus impos$ /&>ds4 ,comp>ison ?r\gh exact measurem5t4 ,records z a basis ( /&>dization4 ,/udies ( oral read+4 ,/udies deal+ ) o!r subjects4 ,me*anical aspects ! fir/ to be /&>diz$4 ,/&>dization & ! sci5ce ( education4 ,ex]cises & read+s4 ,,*apt] ,,xvi4 ,,me?ods #bbi ,mean+ ( ! t]m 8me?od40 ,mean+ ( ! t]m 8device40 ,p]sonal me?ods & devices4 ,suppos$ conflict betwe5 me?ods & subject-matt]4 ,two examples ( mod]n me?ods4 ,object tea*+4 ,laboratory me?od 9 physics4 ,spread ( ! laboratory idea4 ,reaction aga9/ ! "q & answ] me?od4 ,ineffici5t me?ods ( /udy4 ,organiz+ a s*ool = sup]vis$ /udy4 ,organiz+ subject-matt] = sup]vis$ /udy4 ,exp]im5ts 9 me?od4 ,me?od z a subject ( sci5tific te/s4 ,ex]cises & read+s4 ,,*apt] ,,xvii4 ,,classroom ,,managem5t #bdb ,intellectual progress & social conditions4 ,social tra9+ g5]al4 ,types ( social organization4 ,social control ?r\gh anticipation4 ,organization ( r\t9e4 ,puni%m5ts & rew>ds4 ,l>g] social organization4 ,attempts to classify unruly memb]s ( ! social gr\p4 ,imp]sonal discipl9e4 ,ex]cises & read+s4 ,,*apt] ,,xviii4 ,,select$ ,,adm9i/rative ,,problems #bed ,programs & m>ks4 ,! total s*ool day4 ,! class p]iod4 ,physiological fatigue4 ,conditions l fatigue4 ,practical precepts bas$ on /udy ( fatigue4 ,adm9i/rative consid]ations controll+ l5g? ( ! class p]iod4 ,adju/m5t ( "w )9 ! p]iod4 ,adju/m5t ( cr$its4 ,! problem ( grad+4 ,exp]im5ts ) grad+ sy/ems4 ,! /udy ( m>ks z an introduction to a /udy ( ! s*ool sy/em4 ,ex]cises & read+s4 ,,*apt] ,,xix4 ,,play #bff ,motives = cultivation ( physical p[]s4 ,e>li] attitude t[>d play4 ,play z natural behavior4 ,p]iods 9 ! developm5t ( play4 ,play z natural education4 ,social necessity ( recreation4 ,play z physical education4 ,! s*ool & play4 ,surveys ( *ildr5's play 9 cities4 ,sy/ematiz+ in/ruction 9 play4 ,survey ( recreational facilities4 ,play z "p ( ! regul> s*ool program4 ,sl[ spread ( mod]n attitude t[>d play4 ,ex]cises & read+s4 ,,*apt] ,,xx4 ,,heal? ,,sup]vision #bgi ,! relation ( heal? to s*ool "w4 ,treatm5t ( pa?ological cases4 ,s*ool lun*eons4 ,control ( home fe$+4 ,public att5tion to nutrition ( *ildr54 ,control ( contagion4 ,! s*ool heal? dep>tm5t4 ,difficulties ( introduc+ heal? in/ruction4 ,heal? z a subject ( in/ruction & z a mode ( life4 ,ex]cises & read+s4 ,,*apt] ,,xxi4 ,,sci5tific ,,sup]vision #bhi ,evolution ( ! dem& = sup]vision4 ,! pr9cipal4 ,o!r sup]visory (fic]s4 ,lack ( public appreciation ( c5tral problems4 ,manag]ial tra9+ 9 relation to democracy4 ,! purpose ( ! pres5t discussion4 ,/udies ( ! community4 ,selection & managem5t ( tea*]s4 ,/&>dization by measurem5t ( results4 ,an example ( public recognition ( ! ne$ ( effici5cy measurem5ts4 ,sci5tific /udies & c5tral sup]vision4 ,sci5tific sup]vision4 ,ex]cises & read+s4 ,,*apt] ,,xxii4 ,,! ,,sci5ce ,,( ,,education #bii ,sci5tific me?ods ( /udy+ s*ools4 ,def9ition ?r\gh enum]ation ( me?ods4 ,! hi/ory ( educational !ory & practice4 ,c\rses 9 psy*ology4 ,educational psy*ology4 ,/ati/ical /udies4 ,! exp]im5tal me?od4 ,ext5sion ( use ( psy*ological me?ods4 ,/udies ( ret>dation4 ,s*ool exp]im5ts & laboratory /udies4 ,examples ?r\gh\t e>li] *apt]s4 ,/udies ( adm9i/rative problems4 ,me?od ( comp>ison4 ,records necess>y to sci5tific /udy4 ,subdivisions ( ! sci5ce ( education4 ,rapid expansion ( ! sci5ce ( education4 ,def9ition ( ! sci5ce ( education4 ,ex]cises & read+s4 ,,*apt] ,,xxiii4 ,,pr(essional ,,tra9+ ,,( ,,tea*]s #cjh ,increas+ dem& = pr(essional tra9+4 ,am]ican normal s*ools4 ,am]ican dem&s on second>y-s*ool tea*]s4 ,g]man tra9+ ( second>y-s*ool tea*]s4 ,new c\rses 9 colleges & univ]sities = second>y-s*ool tea*]s4 ,! requirem5ts ( a /&>diz+ association4 ,! ,cali=nia requirem5ts ! mo/ advanc$ 9 ! ,unit$ ,/ates4 ,cont9uation tra9+ ( s*ool (fic]s4 ,specializ$ tra9+ = adm9i/ration4 ,contributions to ! sci5ce ( education4 ,ex]cises & read+s4 ,,app5dix #cba ,,index #cbg ,,li/ ,,( ,,illu/rations ,,figure ,,page #a4 ,av]age numb] ( high-s*ool units 9 ! approv$ s*ools ( ! v>i\s /ates ( ! ,nor? ,c5tral ,association #f #b;,a4 ,pauses made 9 sil5t read+ #h #b;,b4 ,pauses made 9 oral read+ #i #c4 ,diagram %[+ ! organization ( ,g]man s*ools & ,am]ican s*ools #ah #d4 ,proportion ( public money sp5t = public s*ools & o!r items #ej #e4 ,di/ribution 9 ! v>i\s grades ( ea* ?\s& doll>s exp5d$ = in/ruction #ei #f4 ,floor plan ( a typical s*ool build+ ( ! old /yle #gi #g4 ,floor plan ( a well-arrang$ "o-tea*] rural s*ool ( m9imum co/ #hj #h4 ,an old & a new rural s*ool #ha #i;,a4 ,gr\nd plan ( ,alabama ,s*ool #hc #i;,b4 ,ext]ior ( ,alabama ,s*ool #hc #aj;,a4 ,gr\nd plan ( ,empire ,s*ool #hd #aj;,b4 ,ext]ior ( ,empire ,s*ool #hd #aa4 ,record ( nonpromotions & failures 9 ,clevel&1 #aiad #ajc #ab4 ,enrollm5t 9 private vocational s*ools & 9 public high s*ools ( ,*icago #acc #ac4 ,individual diff]5ces 9 ! numb] ( l9es read 9 a m9ute by pupils 9 ! fif? grades ( two s*ools #aha #ad4 ,av]age quality & av]age spe$ ( h&writ+ ( pupils ( ! f\r upp] grades 9 t5 s*ools #bah #ae4 ,spe$ & quality ( h&writ+ #bbc #af4 ,di/ribution ( grades 9 v>i\s ,h>v>d classes #bfc ,,li/ ,,( ,,tables ,,table ,,page ,i4 ,exp5ditures = public elem5t>y & second>y s*ools comp>$ = a p]iod ( ye>s1 includ+ also a comp>ison ( population = ! same p]iods #dh ,,ii4 ,p] c5t ( total gov]nm5tal co/ paym5ts devot$ to v>i\s city dep>tm5ts #ea ,,iii4 ,co/ p] pupil 9 elem5t>y s*ools & high s*ools 9 select$ cities #ee ,,iv4 ,co/1 p] ?\s& /ud5t h\rs1 ( in/ruction 9 high s*ools 9 ! v>i\s subjects ( ! curriculum #eg ,v4 ,! portion ( ea* ?\s& doll>s sp5t = in/ruction 9 ea* subject 9 ea* ( ! fir/ six elem5t>y grades #eh ,,vi4 ,p]c5tages ( failures 9 ! *ief subjects ( in/ruction 9 ! five high s*ools ( ,d5v] 9 ,june1 #aiae #ajg ,,! ,,sci5tific ,,/udy ,,( ,,education ,,*apt] ,i ,,ext5d+ ,,! ,,pupil',s ,,view ,,( ,,! ,,s*ool ,,! ,,pupil',s ,,view ,,limit$ ,mo/ p ?9k ( s*ool matt]s f ! pupil's po9t ( view4 ,:5 !y le>n$ ari?metic & gramm>1 or lat] :5 !y /udi$ algebra & ,lat91 ea* c\rse 0 pres5t$ to !m z ?\gh x 7 a p]fect sy/em4 ,! tea*] did n confide 9 !m t ari?metic probably ought to be revis$ by ! omission ( _m ( its topics1 t =mal gramm> is a v d\btful subject1 & t bo? algebra & ,lat9 are on ! po9t ( los+ _! places z requir$ subjects4 ,! pupil sees ! front ( ! s*ool sc5]y2 ! ma*9]y beh9d is kn[n only to ^? :o conduct ! p]=mance4 ,x w\ld be possible to multiply indef9itely examples :i* %[ t ! pupil's view ( ! s*ool is v limit$4 ,:at pupil und]/&s ! duties ( ! pr9cipal or ! sup]9t5d5t1 or ( ! /ill m remote & my/]i\s bo>d ( education8 ,:]e does ! daily program come f8 ,:o decides ab\t textbooks8 ,:y are s*ool build+s commonly plann$ ) l>ge /udy-rooms8 ,mo/ ( ^! que/ions are nev] ?\ght ( by pupils4 ,ev]y?+ 9 s*ool life seems to h a k9d ( inevitabl5ess :i* raises x above "q or ev5 consid]ation4 ,,cons]vatism ,,9 ,,! ,,community ,,z ,a ,,natural ,,consequ5ce ,! n>r[ness ( ! pupil's view w\ld h less s]i\s consequ5ces if x 7 n = ! fact t ! pupil becomes 9 mature life a memb] ( a bo>d ( education or adopts tea*+ z 8 pr(ession4 ,!n tr\ble results1 because !re is ma*9]y :i* mu/ be kept runn+ if s*ools are to be effici5t1 & ?is ma*9]y suff]s if intru/$ to ! h&s ( ^? :o d n und]/& its complexities4 ,"o s*ool sup]9t5d5t1 :o enc\nt]$ vigor\s opposition to ! introduction ( *anges 9 ! c\rse ( /udy1 wrote z foll[s3 ,! av]age ,am]ican citiz5 ^: s*ool+ 0 limit$ to ! prim>y & gramm> grades looks ) rev]5ce ^u ! subjects !re taught1 & refuses to concur 9 a *ange ( ! c\rse ( /udy = ! elem5t>y s*ool4 ,associat$ ) ! av]age citiz5 is a heavy p]c5tage ( ! tea*+ faculty ( bo? elem5t>y & high s*ools ?r\gh\t ! c\ntry4#a ,ano!r sup]9t5d5t1 :o 0 m successful 9 br++ ab\t re=ms1 makes ?is /atem5t3 ,p are m cons]vative 9 _! attitude t[>ds educational innovations ?an t[>d new adju/m5ts to meet ! dem&s ( *ang+ mod]n life 9 any o!r field ( activity4 ,ea* adult is incl9$ to ov]value ! p>ticul> type ( tra9+ he receiv$ & to reg>d ) suspicion any *ange :i* w t5d to discr$it ?is sort ( tra9+ receiv$ at su* an exp5diture ( "t & money4 ,! s*ools are1 !re=e1 ! la/ in/itution to respond to ! *ang+ dem&s ( mod]n life4#b ,,dem& ,,= ,a ,,broad ,,sci5tific ,,/udy ,if s*ools are to be progressive & effici5t1 !y mu/ be /udi$ v mu* m broadly & compreh5sively ?an !y c be f ! pupil's po9t ( view4 ,! sugge/ion naturally arises t ?is broad] /udy is a "p ( ! pr(essional duty ( ! tea*]4 ,s x is2 b x w n be en\gh m]ely to exhibit ! intricacies ( education to tea*]s4 ,! :ole community mu/ be %[n by sci5tific me?ods t ! s*ool is a complex social in/itution1 & t its conduct1 l ! conduct ( e o!r social in/itution1 requires con/ant /udy & exp]t sup]vision4 ,9 ?is movem5t ( op5+ ! eyes ( ! community to ! ne$s & nature ( education1 ! s*ool (fic]s mu/ be lead]s2 b _! me?ods mu/ be imp]sonal & exact4 ,,beg9n+s ,,( ,,! ,,sci5ce ,,( ,,education ,dur+ rec5t ye>s ! dem& = a ?or\gh & compreh5sive /udy ( s*ools by sci5tific me?ods has l$ to a numb] ( inve/igations :i* c be (f]$ z an optimi/ic beg9n+ ( a sci5ce ( education4 ,x w\ld1 inde$1 be f> beyond ! tru? to ass]t t sci5ce has settl$ all ! problems ( tea*+ & ( s*ool organization4 ,!re is1 h[ev]1 a v respectable body ( fact :i* has be5 cle>ly en\gh def9$ s t x c 9 no wise be set aside4 ,9 c]ta9 details ! requirem5ts ( a sci5tifically valid educational s*eme are kn[n & c be describ$4 ,! me?od ( /udy+ s*ools c safely be said to be e/abli%$4 ,x is ! "w ( ! future to take up1 n[ ?is problem1 n[ t1 & by progressive /ages to "w out a complete sci5ce ( s*ool managem5t & classroom organization4 ,x w be ! purpose ( subsequ5t *apt]s to def9e fully c]ta9 ( ! lead+ problems ) :i* ! sci5ce ( education deals4 ,! rema9d] ( ?is *apt] w be devot$ to a brief /atem5t ( c]ta9 typical /udies1 :i* w make m concrete & def9ite ! cont5tion t ! pupil's view ( s*ools is n>r[ & t ! tea*]'s view mu/ be ext5d$1 z mu/ also t ( ! community at l>ge1 if educational conditions are to be improv$4 ,,effectiv5ess ,,( ,,/udies ,,( ,,ret>dation ,fir/1 we may ref] to inve/igations :i* h be5 made ( ! rate ( promotion ( pupils ?r\gh ! grades4 ,:5ev] a pupil fails to complete ! "w ( a grade 9 ! appo9t$ "t1 x is evid5t t !re is "s k9d ( maladju/m5t4 ,! pupil may be incompet5t to d ! "w requir$ ( him because he is m5tally defici5t4 ,on ! o!r h&1 x may be t ! "w is ill *os5 & 9 ne$ ( revision4 ,! foll[+ /atem5t f "o ( ! lead+ /ud5ts ( education 9 ! ,unit$ ,/ates describes ) cle>ness ! problem & ! progress made 9 meet+ x4 ,j t5 ye>s ago ! di/+ui%$ sup]9t5d5t ( s*ools ( ,new ,york call$ att5tion to ! fact t #ci p] c5t ( ! *ildr5 9 ! s*ools ( t city 7 above ! normal ages = _! grades4 ,?is ar\s$ widespread inve/igation1 :i* %[$ t simil> conditions obta9$ 9 o!r cities ?r\gh\t ! c\ntry4 ,soon /udies ( ?is phase ( educational effici5cy %[$ t ! same conditions :i* result$ 9 our s*ools be+ cr[d$ ) ret>d$ *ildr5 also prev5t$ a l>ge proportion ( ^! *ildr5 f ev] complet+ ! elem5t>y grades4 ,ab\t sev5 ye>s ago ?is became "o ( ! mo/ widely /udi$ problems ( educational adm9i/ration1 & 9 ! pa/ f\r x has be5 "o ( ! prom95t p>ts ( ! s*ool surveys4 ,dur+ ! entire p]iod hundr$s ( sup]9t5d5ts ?r\gh\t ! c\ntry h be5 readju/+ _! s*ools to bett] ! conditions disclos$4 ,9 ^! sev5 ye>s ! numb] ( *ildr5 graduat+ ea* ye> f ! elem5t>y s*ools ( ,am]ica has d\bl$4 ,! numb] n[ is ?ree qu>t]s ( a million great] annually ?an x 0 !n4 ,! only great organiz$ indu/ry 9 ,am]ica t has increas$ ! output ( its f9i%$ product z rapidly z ! public s*ools dur+ ! pa/ sev5 ye>s is ! automobile indu/ry4 ,x is probable t no o!r "o ?+ s fundam5tally important to ! future ( ,am]ica z ?is accompli%m5t ( our public s*ools has tak5 place 9 rec5t ye>s4 ,!re is e evid5ce t ?is is ! direct result ( apply+ measurem5ts to education4 ,if ! s*ool survey movem5t n[ "u way c produce o!r results at all comp>able ) ?is "o1 we ne$ h no fe> = ! outcome4#c ,! quotation does n tell u h[ ! re=m has be5 work$ out4 ,t is a long /ory4 ,9 "s cities bett] tea*]s 7 ne$$ & h be5 employ$4 ,9 a great numb] ( cases ! c\rse ( /udy has be5 revis$4 ,sometimes small] classes h be5 provid$4 ,s on ?r\gh a long li/ ( details1 "o might enum]ate ! re=ms :i* h result$ f a c>eful /udy ( ! "o fact t pupils 9 ! s*ools 7 old] ?an !y normally %\ld be4 ,a ,,/udy ,,( ,,high-,,s*ool ,,c\rses ,a second type ( /udy c be borr[$ f ! reports ( ! ,nor? ,c5tral ,association ( ,colleges & ,second>y ,s*ools4 ,?is ,association has z its practical purpose ! inspection ( ! second>y s*ools & colleges ( ! nor!rn /ates f ,ohio to ,colorado4 ,! inspectors ( high s*ools 9 sev5te5 /ates br\ght toge!r 9 ! report ( #aiaf a numb] ( exact /ati/ics reg>d+ #aabh approv$ s*ools4#d ,"o set ( ^! facts may be select$ = special comm5t4 ,illu/ration3 ,,fig4 #a4 ,av]age numb] ( high-s*ool units 9 ! approv$ s*ools ( ! v>i\s /ates ( ! ,nor? ,c5tral ,association ,! full-drawn l9es are proportional 9 l5g? to ! numb] ( units (f]$ 9 academic subjects2 ! dott$ l9es1 to te*nical subjects ,! numb] ( units1 or c\rses1 (f]$ 9 high s*ools has increas$ rapidly 9 rec5t ye>s4 ,especially m>k$ is ! addition to ! s*ool program ( te*nical subjects1 su* z home economics1 manual tra9+1 & comm]cial c\rses4 ,! report "h "u discussion /ates t 9 all ! approv$ s*ools ( ! association !re is an av]age ( #ba4ac academic units1 t is1 units 9 su* subjects z languages1 hi/ory1 ma!matics1 sci5ce1 & ,engli%2 & an av]age ( #i4da units 9 te*nical or vocational subjects4 ,:5 we exam9e ! individual /ates1 we f9d t ,m9nesota1 :i* has a l>ge /ate fund1 mu* progressive legislation on high s*ools1 & a vigor\s /ate dep>tm5t ( education1 %[s av]ages ( #bc4hg academic units & #ab4fe units ( vocational subjects4 ,s\? ,dakota1 :]e ! s*ool sy/em is new & economic conditions are mu* less favorable1 has av]ages ( #ag4fb academic units & #f4df vocational units4 ,! m /rik+ diff]5ces are ^? :i* arise n f economic conditions b f cle>ly indicat$ diff]5ces 9 educational policy4 ,ohio has an av]age ( #bb4bd academic units1 :i* is high1 & an av]age ( only #g4bf vocational units1 :i* is l[4 ,on ! o!r h&1 ,kansas has #bb4i academic units1 or j ab\t ! same z ,ohio1 & #aj4ac units 9 vocational subjects4 ,f9ally1 if we c>ry ! comp>ison into /ill fur!r detail by exam9+ ! s*ools 9 a s+le /ate1 we f9d 9 ,ohio "o city ) a high s*ool ( #hgj /ud5ts (f]+ #ah academic units & #e vocational units1 :ile 9 ano!r city1 :]e ! /ud5t body numb]s #gaj /ud5ts1 ! s*ool (f]s #bd academic units & #bb vocational units4 ,! comp>isons are illum9at+ 9 sev]al respects4 ,x is probable t mo/ communities are ignorant ( ! fact t _! own high s*ools diff] f o!rs4 ,! publication ( def9ite facts ) reg>d to ! practices ( s*ools w\ld /imulate :olesome ?9k+ on s*ool problems4 ,! :ole life ( a s*ool dep5ds 9 v l>ge measure on ! c\rse ( /udy4 ,:5 !re are su* wide div]g5ces z are "h indicat$1 !re is cle> evid5ce ( diff]5ces 9 educational policies 9 diff]5t /ates & communities4 ,at ! pres5t "t ! accept$ policies are (t5 ! products ( tradition or accid5t4 ,!y %\ld be made subjects ( c>eful /udy & ei!r confirm$ or revis$4 ,illu/ration3 ,,fig4 #b ,a4 ,pauses made 9 sil5t read+ ,! v]tical l9es1 ,figs4 #b ,a1 #b ,b1 %[ :]e ! eyes ( an adult read] paus$ dur+ ! read+4 ,! numb]s above ! v]tical l9es 9 ! two figures indicate ! ord] ( ! fixations ,,an ,,exp]im5tal ,,analysis ,,( ,a ,,fundam5tal ,,subject ,z a ?ird type ( sci5tific /udy we may take c]ta9 rec5t laboratory inve/igations ( read+4 ,read+ is ! mo/ important subject taught 9 ! s*ools2 yet !re are ! wide/ diff]5ces 9 ! results secur$ ) diff]5t pupils4 ,x is ! duty ( ! s*ools to f9d out :at con/itutes ! diff]5ce betwe5 good read]s & bad read]s1 9 ord] t bo? classes may be improv$4 ,illu/ration3 ,,fig4 #b ,b4 ,pauses made 9 oral read+ ,! numb]s bel[ ! v]tical l9es1 ,figs4 #b ,a1 #b ,b1 indicate ! duration ( ea* pause 9 fiftie?s ( a second4 7,to r$uce ^! figures to ! unit adopt$ 9 ! text multiply by tw5ty7 ,! me?od ( ^! /udies consi/s 9 photograph+ ! read]'s eyes z !y travel along pr9t$ l9es4 ,! numb] & l5g? ( ! pauses are ?us det]m9$4 ,x is f\nd 9 g5]al t compet5t read]s see m at a glance ?an d poor read]s4 ,fur!rmore1 x is f\nd t diff]5t types ( read+ are radically diff]5t2 ?us !re is a m>k$ diff]5ce betwe5 oral & sil5t read+4 ,! importance ( di/+ui%+ ^! two types ( read+ lies 9 ! fact t mo/ ( ! tea*+ ( read+ 9 ! elem5t>y s*ools is by means ( ! oral me?od4 ,mo/ ( ! dem&s ( lat] life1 & all ( ! dem&s made ^u pupils :5 !y /udy textbooks 9 geography & hi/ory & ! o!r subjects ( ! s*ool c\rse1 call = ability 9 sil5t read+4 ,! results ( inve/igations c be briefly /at$ 9 ! foll[+ av]ages3 ! av]age numb]s ( pauses p] l9e 9 oral read+ = adults1 high-s*ool pupils1 & elem5t>y-s*ool pupils1 read+ passages ( diff]5t grades ( difficulty1 are #h4b1 #h4f1 & #h4a1 :ile ! correspond+ av]ages = sil5t read+ are #f4e1 #g1 & #f4c4 ,^! figures mean t ! eye makes m pauses along a pr9t$ l9e :5 ! read] is read+ orally ?an :5 he is read+ sil5tly4 ,oral read+ is !re=e a m labori\s1 difficult =m ( read+4 ,fur!rmore1 ! "t sp5t 9 ea* pause is great] 9 oral read+4 ,! av]ages 9 ?\s&?s ( a second = oral read+ = ! ?ree classes ( read]s are #chj4h1 #cgb4i1 #cih1 :ile ! correspond+ figures = sil5t read+ are #cjh4b1 #caa4a1 & #cad4e ,^! figures %[ t oral read+ is sl[ z well z labori\s4 ,x w\ld require m discussion ?an is appropriate at ?is po9t to br+ out ! full mean+ ( su* facts z ^!4 ,en\gh appe>s on ! surface ( ! results1 h[ev]1 to make x q evid5t t ! s*ool ought n to emphasize oral read+ 9 ! upp] grades z x does to-day4 ,! daily oral-read+ drill 9 ! sev5? & eigh? grades imposes on ! pupils a sl[1 clumsy =m ( read+ at a "t :5 !y ought to be cultivat+ ! p[] ( rapid sil5t read+4 ,x is by means ( inve/igations ( ?is k9d t ea* ( ! subjects ( in/ruction is be+ exam9$1 & z a result s*oolwork is increas+ly develop+ effective me?ods ( cultivat+ *ildr5's intellectual p[]s4 ,! "w ( analyz+ ea* ( ! subjects w be sl[ & w require ! cop]ation ( _m inve/igators1 b 9 sev]al subjects1 especially 9 ! elem5t>y s*ools1 an enc\rag+ beg9n+ has be5 made4 ,a ,,/udy ,,( ,,! ,,relation ,,( ,,education ,,to ,,g5]al ,,social ,,life ,a f\r? & f9al example c be borr[$ f /udies made 9 ! city ( ,m9neapolis ( ! opportunities = trade tra9+ 9 t city1 ( ! numb] ( workm5 ne$$ 9 ea* ( ! trades1 & ( ! k9d ( prep>ation requir$ = effici5cy 9 ea* bran* ( labor4 ,an indu/rial & educational survey ( ! community 0 und]tak5 = ! specific purpose ( adapt+ educational organization to ! practical ne$s ( ! community4#f ,su* a /udy recognizes ! fact t ! s*ool is b "o among _m social in/itutions & t ! s*ool mu/ f9d its prop] place 9 community life ?r\gh a ?or\gh sci5tific /udy ( o!r m g5]al social activities4 ,,! ,,sci5tific ,,/udy ,,( ,,educational ,,problems ,"h1 aga91 x is by no means ass]t$ t ! solution ( ! problem ( tra9+ work]s = ! indu/ries has be5 f\nd4 ,x c1 h[ev]1 be /at$ ) complete assurance t bo? ! s*ool & ! community w proce$ ) great] intellig5ce if ! facts are c>efully canvass$ 9 advance4 ,! _s ( pati5t1 detail$ sci5tific /udy is m & m dom9at+ ! s*ools4 ,!re are "s :o1 impati5t at ! labor involv$ 9 su* /udies1 w\ld ru% =w>d to radical exp]im5tation4 ,=tunately1 ev5 su* ra% re=m]s are becom+ conv9c$ t !y ne$ to keep records ( _! results 9 ord] to prove ! success ( ! *anges :i* !y h made4 ,z a result1 !y too are tak+ on "s ( ! =ms ( sci5ce1 ?\gh !y d n adopt ! full program ( pati5t /udy ( conditions4 ,! result ( a sci5tific movem5t su* z is "u way 9 education w be ! cultivation ( a broad] conception ?an 0 ev] possible f any individual po9t ( view4 ,! pupil's view is n>r[ because he comes 9 contact ) ! s*ool only at ! po9t ( application ( educational me?ods to 8 own life4 ,! sci5tific view ( education is broad because x places ! s*ool 9 its prop] relations to o!r social activities1 because x def9es ! relation ( ! pupils & tea*]s to "o ano!r & to ! mat]ial us$ = in/ruction1 & because x op5s up all ! results ( s*ool "w to full inspection & evaluation4 ,?is broad sci5tific view is ! "o :i* ! tea*] & ! community at l>ge %\ld adopt4 ,,ex]cises ,,& ,,read+s ,9 e s*ool c]ta9 *anges are introduc$ f "t to "t 9 spite ( ! cons]vatism ( ! community4 ,let ! /ud5t f9d examples ( 7#a7 new c\rses ( /udy1 7#b7 new me?ods ( appo9t+ or promot+ tea*]s1 or 7#c7 new =ms ( organization1 su* z ! junior high s*ool or dep>tm5tal tea*+4 ,aft] discov]+ innovations1 let him f9d h[ !y 7 br\ght ab\t4 ,:at are ! usual =ms ( s*ool records & reports kn[n to ! /ud5t8 ,h[ c\ld records be made ( m value8 ,sugge/ me?ods ( pres5t+ ! facts ( daily att5dance s t !y c be readily int]pret$ by a community4 ,:at are "s ( ! int]pretations t ought to be put on failures & nonpromotions 9 diff]5t k9ds ( cases8 ,is repetition ( a c\rse desirable = a pupil :o has fail$8 ,are failures m common 9 requir$ c\rses ?an 9 elective c\rses8 ,:5 a requir$ c\rse is describ$ z ess5tial to ! education ( ev]yone1 :at is meant8 ,let ! /ud5t te/ 8 own rates ( read+4 ,h[ %\ld a college class diff] f a high-s*ool class 9 ability to read8 ,g to a libr>y or /udy-room & wat* ! p read4 ,report ! diff]5ces betwe5 individuals4 ,! read+s :i* are mo/ /imulat+ to /ud5ts :o h nev] fac$ ! problems ( s*ool organization are ^? :i* call 9 "q pres5t s*ool practices4 ,,dewey1 ,,john4 ,! ,s*ool & ,society4 ,! ,univ]sity ( ,*icago ,press4 ,?is is "o ( ! mo/ /imulat+ dem&s = a reorganization ( ! s*ool :i* has ev] be5 writt54 ,,r\sseau1 ,,jean ,,jacques4 mile4 ,d4 ,appleton & ,company4 ,?is is a book ( great hi/orical significance4 ,x is an indictm5t ( =malism 9 education & a vigor\s advocacy ( naturalism4 ,,sp5c]1 ,,h]b]t4 ,essays on ,education4 ,d4 ,appleton & ,company4 ,?is is a dem& = a ?or\gh re=m ( ! s*ool curriculum4 ,x is n[ ne>ly sixty ye>s old1 b x is mod]n 9 its _s4 ,,footnotes3 #a ,report ( ,mrs4 ,ella ,flagg ,"y1 ,sup]9t5d5t ( ,s*ools ( ! ,city ( ,*icago1 = ! ,ye> ,end+ ,june #cj1 #aiae1 publi%$ z a "p ( ! ,sixty-fir/ ,annual ,report ( ! ,bo>d ( ,education1 p4 #be4 #b ,special ,report ( ! ,boise ,public ,s*ools1 by ,sup]9t5d5t ,c4 ,s4 ,meek1 ,june1 #aiae1 p4 #eg4 #c ,leon>d ,p4 ,ayres1 8,s*ool ,surveys10 ,s*ool & ,society1 ,vol4 ,i1 ,no4 #ag1 ,april #bd1 #aiae1 pp4 #ehj-eha4 #d ,proce$+s ( ! ,tw5ty-fir/ ,annual ,meet+ ( ! ,nor? ,c5tral ,association ( ,colleges & ,second>y ,s*ools1 ,*icago1 #aiaf1 pp4 #ig-aba4 #e ,william ,a4 ,s*midt1 ,an ,exp]im5tal ,/udy 9 ! ,psy*ology ( ,read+ 7,supplem5t>y ,educational ,monograph ( ! ,s*ool ,review & ! ,elem5t>y ,s*ool ,j\rnal1 ,vol4 ,i1 ,no4 #b71 p4 #dc4 #f ,report ( ! ,m9neapolis ,survey = ,vocational ,education1 ,bullet9 ,no4 #ba ( ! ,national ,society = ! ,promotion ( ,indu/rial ,education1 #aiaf4 ,,*apt] ,,ii ,,s*ools ,,( ,,o!r ,,c\ntries ,,& ,,( ,,o!r ,,times ,,! ,,comp>ative ,,& ,,hi/orical ,,me?ods ,! sci5tific me?ods ( /udy+ s*ool problems1 :i* 7 illu/rat$ 9 ! la/ *apt]1 c be support$ & supplem5t$ by a comp>ison ( ! s*ools ( ! pres5t ) ! in/itutions ( e>li] times1 & by a comp>ison ( ! s*ools ( diff]5t c\ntries ) "o ano!r4 ,su* comp>isons seldom s]ve z an adequate basis = ! reorganization ( s*ool practices1 because ! conditions 9 "o g5]ation & 9 "o c\ntry are s unlike ^? ( o!rs t direct transf] ( me?ods ( proc$ure is dang]\s4 ,comp>ison s]ves1 h[ev]1 to set 9 cle> p]spective ! *>act]i/ics :i* di/+ui% ea* situation f e o!r4 ,if an ,am]ican wi%es to see ! s*ool sy/em ) :i* he is famili> f a new po9t ( view1 ! comp>ative me?od furni%es a k9d ( outside /ation f :i* he may look back & see facts :i* 7 by no means cle> 9 _! mean+ :5 view$ f ne> at h&4 ,,! ,,am]ican ,,textbook ,,me?od ,,( ,,tea*+ ,"o v impressive diff]5ce betwe5 ! s*ools ( ! ,unit$ ,/ates & ! s*ools ( ,europe is to be f\nd 9 ! fact t class ex]cises 9 our s*ools are commonly bas$ on assignm5ts 9 textbooks1 :ile 9 ,europe ! *ief me?od ( in/ruction is oral exposition by ! tea*]4 ,! ^w 8recitation10 :i* is (t5 employ$ 9 describ+ a classroom ex]cise1 is an ,am]ican t]m4 ,x orig9at$ at ! p]iod :5 devotion to ! textbook 0 ev5 great] ?an x is n[1--:5 ! pupil 0 expect$ to repeat v]batim ! passage f ! text4 ,9 ,briti% books on education ! ^w 8recitation0 appe>s only :5 ref]r+ to ,am]ican practices1 & usually takes ! =m 8! ,am]ican recitation40 ,9 ! ,g]man educational vocabul>y ! ^w has no equival5t4 ,! unique ,am]ican me?od ( recit+ lessons le>n$ out ( a book c be contra/$ ) ! ,european me?od by tak+ a concrete case4 ,if "o goes into a geography class 9 a ,g]man s*ool1 "o f9ds 9 ! h&s ( ! pupils no book1 except t 9 ! s*ools = ! ri*] classes !re may be an atlas2 commonly ! wall map s]ves4 ,! tea*] lectures on "s section ( ! c\ntry1 & foll[s ! lecture by que/ions :i* ! pupils answ]4 ,! advantages ( ! ,european me?od are t ! pupils become tra9$1 att5tive li/5]s1 & are able 9 answ]+ que/ions to talk coh]5tly = long p]iods1 imitat+ ! cont9u\s disc\rse ( ! tea*]4 ,! disadvantages are t ! in=mation suppli$ is limit$ by ! individual tea*]'s tra9+1 & ! pupils cultivate little or no indep5d5ce 9 ! collection & sift+ ( in=mation4 ,! influ5ce ( ! tea*] is always dom9ant--(t5 oppressively s4 ,,indep5d5ce ,,( ,,?\ght ,,bas$ ,,on ,,read+ ,! contra/ "h po9t$ out is "o ( fundam5tal importance4 ,x c be adequately und]/ood by a /udy ( ! hi/ory ( ,am]ican s*ools4 ,:5 ! coloni/s came to ,new ,engl& !y 7 b5t on secur+ = e individual indep5d5t p]sonal contact ) ! tru?4 ,!y _h left _! ,european homes because !re dom9at+ au?ority always /ood betwe5 ! individual & ! s\rces ( tru?4 ,"o ( ! fir/ acts ( ! coloni/s1 !re=e1 0 to provide = ! tra9+ ( e boy & girl 9 t p[] :i* w\ld make him or h] indep5d5t1 especially 9 religion4 ,! e>ly legislation %[s unequivocally ?is motive4 ,?us 9 #afej ,connecticut pass$ a law :i* _h a preamble v mu* l t ( ! ,massa*usetts law ( #afdg4 ,! preamble is z foll[s3 ,x be+ "o *ief project ( t old delud]1 ,satan1 to keep m5 f a k ( ! ,scriptures1 z 9 =m] times1 keep+ !m 9 an unkn[n tongue1 s 9 ^! latt] times1 by p]suad+ !m f ! use ( tongues1 s t at lea/1 ! true s5se & mean+ ( ! orig9al might be cl\d$ by false glosses ( sa9t-seem+ deceiv]s2 & t le>n+ may n be buri$ 9 ! grave ( our =efa!rs ! c\rt decre$ t :5ev] a t[n%ip increas$ to fifty h\sehold]s !y %\ld employ someone to tea* all su* *ildr5 z %all resort to him1 to write & read4 ,s /rictly did ! e>ly s*ools devote !mselves to read+ t ari?metic &1 9 "s cases1 ev5 writ+ 7 neglect$ 9 ! exclusive cultivation ( ! "o art ( read+4 ,lat] g5]ations ( ,am]ican tea*]s & pupils h exp]i5c$ a great expansion ( ! cont5t ( ! c\rse ( /udy1 b ! me?od ( in/ruction has always be5 pr$om9antly ! read+ me?od4 ,! l>ge numb] ( supplem5t>y read]s us$ 9 hi/ory1 9 geography1 & 9 nature /udy keep up ! traditions ( a s*ool :i* 0 f ! fir/ a read+ s*ool4 ,! social consequ5ces ( ?is emphasis on read+ c be se5 9 ! fact t public op9ion 9 ,am]ica is controll$ l>gely by an appeal to ! p ?r\gh read+ matt]4 ,! importance ( ?is k9d ( public op9ion c h>dly be ov]emphasiz$4 ,9 a democracy !re mu/ be ability to =m indep5d5t op9ions1 & ?is is possible only :]e !re is ! wide/ tra9+ 9 read+4 ,,european ,,s*ools ,,ca/e ,,s*ools1 ,,am]ican ,,s*ools ,,truly ,,public ,a second *>act]i/ic ( ! s*ool sy/em ( ! ,unit$ ,/ates :i* di/+ui%es x f ! sy/ems ( ,europe is describ$ by ! phrase1 co9$ 9 ,engl&1 8! educational ladd]40 ,!re is no limit 9 ! ,am]ican sy/em to ! possibility (f]$ ! individual pupil ( go+ on to high] in/itutions4 ,! boy or girl :o has complet$ ! elem5t>y c\rse c g on to ! high s*ool & f ! high s*ool to ! college & univ]sity4 ,?is is n true any:]e 9 ,europe4 ,!re ! s*ool sy/ems are %>ply divid$ into two :olly diff]5t & di/9ct l9es ( advancem5t4 ,! *ildr5 ( ! common p g to "o s*ool2 ! *ildr5 ( ! ari/ocracy & ri*] classes g to a diff]5t s*ool4 ,! s*ool = ! common p is limit$ 9 "t & opportunity1 & does n lead into ! univ]sities4 ,?us ! ,volkss*ule ( ,g]many1 :i* gave in/ruction be=e ! w> to #ib p] c5t ( ! total s*ool population1 is an eight-ye> s*ool1 tea*+ only ! common bran*es4 ,! pupil :o ent]s ! ,volkss*ule _c look =w>d to ent]+ any "o ( ! pr(essions or any civil-s]vice position4 ,he _c be transf]r$ f ! upp] grades ( ?is common s*ool into ! second>y s*ool4 ,! common s*ool ( ,g]many is a social in/rum5t = ! p]petuation ( a ca/e sy/em4 ,! common p "k _! place because !y le>n x :5 !y ent] s*ool4 ,illu/ration3 ,,fig4 #c4 ,diagram %[+ ! organization ( ,g]man s*ools & ,am]ican s*ools ,! subdivisions ( ! l9es indicate a ye> 9 ea* case4 ,c]ta9 ( ! important items ( ! curriculum are set d[n "u ! ye>s 9 :i* !y are fir/ introduc$ ,! ,european s*ool = ! ari/ocracy1 on ! o!r h&1 is organiz$ f its e>lie/ ye>s ) a view to prep>+ its pupils = ! high] call+s4 ,x is difficult = ! ,am]ican to und]/& h[ di/9ct ?is s*ool is f ! common s*ool4 ,! t]m 8second>y s*ool0 is sometimes appli$ 9 educational writ+s to bo? ! high s*ool ( ! ,unit$ ,/ates & ! ari/ocratic s*ools ( ,europe4 ,b ! second>y s*ool ( ,europe is entirely diff]5t f our high s*ool4 ,x takes little *ildr5 9 ! l[] grades & c>ries !m ?r\gh4 ,?us ! ,g]man ,gymnasium takes boys ( ! age ( six4 ,^! are receiv$ into :at is call$ a ,vors*ule1 or prelim9>y s*ool4 ,aft] ?ree ye>s 9 ! prelim9>y s*ool ! pupil beg9s 8 n9e-ye> c\rse 9 prep>ation = ! univ]sity4 ,9 "s ( ! /ates ( ! ,g]man ,empire ! pupil may be transf]r$ into ! ,gymnasium f ! e>lie/ grades ( ! common s*ool1 b f ?is po9t on !re is no comm]ce :atsoev]1 9 tea*+ /aff1 9 c\rse ( /udy1 or 9 pupil con/itu5cy1 betwe5 ! common s*ool & ! s*ool ( ! ari/ocracy4 ,! division 9 ,france is q z /rict4 ,9 ,engl& transf] 9 ! lat] ye>s ( ! common-s*ool c\rse c be made1 b only on ! basis ( exam9ations4 ,! social consequ5ces ( su* a division )9 ! s*ool sy/em ne$ no detail$ exposition4 ,! h>d-&-fa/ l9es ( ca/e are drawn v deep 9 any c\ntry :]e ! boys & girls are m>k$ f ! beg9n+ ( _! tra9+ by sep>ation 9 opportunity4 ,,influ5ce ,,( ,,european ,,s*ools ,,on ,,! ,,educational ,,sy/em ,,( ,,?is ,,c\ntry ,x is n en\gh t we %\ld see ?is contra/1 h[ev]2 we mu/ le>n its full] mean+ by look+ into ! hi/ory ( our own s*ool sy/em4 ,! fact is t we h n brok5 entirely away f ! traditions ( ,europe4 ,our elem5t>y s*ool 0 borr[$ directly f ! ,volkss*ule ( ,g]many1 & _m ( ! readju/m5ts :i* we are mak+ to-day are no?+ less ?an ef=ts to %ake ourselves free f t disjo9t$ s*eme ( education4 ,! "t ( ?is borr[+ ( ! ,g]man ,volkss*ule is cle>ly m>k$ 9 our hi/ory4 ,9 ! fir/ ?ree decades ( ! n9ete5? c5tury ,am]ican s*ools 7 at a l[ level ( developm5t4 ,a vivid picture ( conditions 9 #ahja c be giv5 by quot+ f "o ( ! e>lie/ s*ool reports t we h4 ,! sup]9t5d5t ( ! city ( ,taunton1 ,massa*usetts1 9 a rec5t report reproduc$ ?is int]e/+ hi/orical docum5t1 ( :i* we may quote c]ta9 sections 9 ord] to %[ ! k9d ( s*ool organization :i* prevail$ at t date4 ,,report ,,( ,,! ,,visit+ ,,committee ,,( ,,taunton ,,9 #ahja ,! committee *os5 by ! t[n to inspect ! s*ools beg leave to report _! situation & exam9ation4444 ,janu>y #f?1 #ahja4 ,y\r committee visit$ a s*ool kept 9 ,rueb5 ,ri*mond's h\se in/ruct$ by ,mrs4 ,nabby ,williams ( #cb s*ol>s4 ,?is s*ool appe>$ 9 an uncultivat$ /ate ! great] "p ( ! s*ol>s4 ,on ! #bf ( ,feb41 visit$ ,mrs4 ,nabby ,williams' s*ool ! second "t & f\nd t ! s*ol>s _h made great pr(ici5cy 9 read+1 spell+1 writ+ & "s 9 ! gramm> ( ! ,engli% language4 ,nov4 #aj?1 ! committee visit$ & exam9$ two ,s*ools j op5$2 "o kept 9 a s*ool h\se1 ne> ,baylies works1 ( ! numb] ( #dj s*ol>s1 in/ruct$ by ,mr4 ,philip ,lee4 ,?is ,s*ool we f\nd to h made b small pr(ici5cy 9 read+1 spell+ & writ+1 & to be kept only six or sev5 weeks2 ^u inquiry :y x %\ld be taught no long]1 we 7 in=m$ t ! ratio ( s*ool money = ?is ,s*ool 0 & _h be5 usually exp5d$ 9 pay+ ! ,ma/] bo? = 8 s]vice & bo>d1 & 9 pur*as+ ! fire wood :i* is contr>y to ! usual cu/om ( ! t[n4 ,! o!r ,s*ool1 visit$ ! same day1 0 kept ne> ,john ,re$'s consi/+ ( ! numb] ( betwe5 #cj & #dj ,s*ol>s in/ruct$ by ,mr4 ,william ,re$2 ,?is ,s*ool1 be+ =m$ into regul> classes1 appe>$ to h made a good & pleas+ pr(ici5cy 9 read+1 spell+1 writ+1 "s 9 ari?metic & o!rs 9 ! ,gramm> ( ! ,engli% language4 ,?is ,s*ool's %>e ( s*ool money is exp5d$ to pay ! ,ma/] = 8 s]vice only1 s t ! ,s*ool w be cont9u$ ?ree mon?s4 ,on ! #h? day ( ,decemb] !y visit$ a ,s*ool kept 9 a ,s*ool h\se ne> ,se? ,hodges1 9 numb] #cj ,s*ol>s in/ruct$ by ,mr4 ,john ,dunb>4 ,?is ,s*ool appe>$ 9 a good way ( le>n+1 & to be kept f\r mon?s4 99 99 99 99 99 ,on ! #bbnd ( ,decemb] y\r ,committee visit$ two m ,s*ools j op5$1 "o 9 a ,s*ool h\se ne> ,samuel ,pett's ( ! numb] ( #dj s*ol>s in/ruct$ by ,mr4 ,rufus ,dean1 & to be kept ?ree mon?s4 ,?is ,s*ool appe>$ to be 9 a promis+ way ( le>n+ 9 read+ spell+ & writ+ & to be regul>ly taught4 ,! o!r ,s*ool is kept 9 ! home ( ,mr4 ,paul ,*ase & taught by ,mr4 ,nicolas ,/eph5s1 consi/+ ( #cj ,s*ol>s1 & appe>s q 9 a good way ( le>n+ especially 9 ,spell+ = sc>cely a ^w pass$ a s*ol> misspell$1 9 writ+ "s did v well & o!rs 9 ari?metic appe>$ att5tive4 ,janu>y #h?1 #ahja visit$ two ,s*ools = ! fir/ "t1 "o 9 ! home ( ,mr4 ,william ,hodges ( ! numb] ( #cg ,s*ol>s1 in/ruct$ by ,mr4 ,lovet ,tisdale1 ! o!r 9 ! home ( ,mr4 ,daniel ,burt1 ( ! numb] ( #be ,s*ol>s1 in/ruct$ by ,mr4 ,b5jam9 ,tubbs4 ,^! ,s*ools appe>$ 9 good ord] & att5tive to _! le>n+4 99 99 99 99 99 ,feby4 #bf?1 visit$ ,mr4 ,dean's ,s*ool #b times1 ! ,s*ol>s 7 cr[d$ into a small room1 ! air 0 exce$+ly noxi\s4 ,_m *ildr5 7 oblig$ to t>ry at home = want ( room & ?\gh ! s*ool 0 kept only a few weeks !y 7 depriv$ ( its advantages4 ,a want ( books 0 ! compla9t4 ,! committee 7 anxi\sly desir\s t ?is evil might h a rem$y & 7 ( op9ion x may be easily done4 ,! ,s*ol>s appe>$ to increase 9 k claim our approbation4 ,m>* #e?1 visit$ two s*ools1 "o kept at ,mr4 ,a>on ,pratt's ( ! numb] ( #cj s*ol>s in/ruct$ by ,mr4 ,philip ,dr[n4 ,?is s*ool appe>$ q unimprov$ & uncultivat$ 9 read+ & spell+1 "s ( !m did bett] 9 writ+4 ,?is uncultivat$ /ate did n appe> to be f a fault 9 ! *ildr5 b1 z y\r committee 7 in=m$1 f ! disadvantage ( hav+ _h ma/]s illegally qualifi$ = _! in/ruction2 ( :i* class is _! pres5t ma/] unau?oriz$ by law4#g ,! situation "h describ$ 0 typical ( all ! settl$ t[ns4 ,h[ mu* worse x 0 9 sp>sely settl$ di/ricts "o c easily imag9e4 ,briefly put1 "o c say t up to #ahcj s*ools ?r\gh\t ! c\ntry held %ort sessions 9 ! middle ( ! w9t] :5 ! pupils 7 o!rwise unoccupi$ ) home dem&s4 ,!re 0 no sup]vision except by visit+ committees1 no c\rse ( /udy1 little or no mat]ial equipm5t1 & small outlook = a high] education4 ,,adoption ,,( ,,! ,,g]man ,,model ,dur+ ! decade #ahcj-ahdj !re 0 an ef=t1 especially 9 ,massa*usetts "u ! lead]%ip ( ,horace ,mann & 9 ,mi*igan "u ,john ,pi]ce1 to improve ! common s*ools4 ,9 an illum9at+ hi/orical treatise on ?is subject ,mr4 ,f4 ,f4 ,bunk] has reproduc$ "s ( ! evid5ces t ! *anges made at t "t 9 ! s*ools ( ,am]ica 7 l>gely influ5c$ by ,g]man models4 ,! foll[+ quotations indicate h[ ! movem5t began3 ,*>les ,brooks1 a man ^: influ5ce 9 ,massa*usetts 0 great1 & :o may be said to h prep>$ ! way = ! "w ( ,horace ,mann1 did v mu* to dissem9ate k respect+ ! ,prussian sy/em4 ,he 0 prim>ily int]e/$ 9 e/abli%+ a normal s*ool aft] ! ,prussian model1 yet1 dur+ ! campaign :i* he c>ri$ on = ?is purpose betwe5 ! ye>s #ahce & #ahch he did n limit himself to ! consid]ation ( ! normal s*ool alone1 b s\ght to acqua9t ! p ) ! details ( ! ,g]man sy/em ( elem5t>y education z well4 ,8 acc\nt ( ! return trip f ,engl&1 :i* he made 9 company ) ,dr4 ,h4 ,julius1 ( ,hamburg1 indicates ! e/eem 9 :i* he held ! ,prussian sy/em3 ,a passage ( #da days f ,liv]pool to ,new ,york 7) ,dr4 ,julius7 gave me "t to ask all mann] ( que/ions conc]n+ ! noble1 philosophical1 & practical sy/em ( ,prussian elem5t>y education4 ,he expla9$ x l a s\nd s*ol> & a pi\s ,*ri/ian4 ,if y w all[ ! phrase1 ,i fell 9 love ) ! ,prussian sy/em1 & x seem$ to possess me l a mission>y angel4 99 99 99 99 99 ,j at ! "t t ,*>les ,brooks 0 labor+ s dilig5tly to incorporate 9 ! ,massa*usetts sy/em ! results ( ,prussian exp]i5ce1 ano!r man1 ,john ,d4 ,pi]ce1 9 ,mi*igan1 also an en?usia/ic believ] 9 ! prem95ce ( ! ,prussian organization1 0 lay+ ! f\ndation = an educational sy/em 9 8 own ,/ate & build+ into x ! be/ features ( ,prussian practice4 ,x 0 ma9ly because ( 8 sugge/ions to ! *airman ( ! committee on education 9 ! conv5tion t fram$ ! ,/ate gov]nm5t 9 #ahce t ! article 9 ! con/itution respect+ education 0 fram$ & provision made = ! (fice ( sup]9t5d5t ( public in/ruction4 ,mr4 ,pi]ce 0 appo9t$ to ! sup]9t5d5cy 9 #ahcf & at once began ! "w ( prep>+ a plan = a complete s*ool sy/em4 ,be=e fram+ 8 recomm5dations1 :i* 7 submitt$ 9 #ahcg & :i* 7 approv$ = ! mo/ "p1 he visit$ ! s*ools ( ,new ,engl&1 ,new ,york1 & ,new ,j]sey4 ,prior to ?is1 h[ev]1 he _h le>n$ ( ! ,prussian sy/em ?r\gh an ,engli% translation ( ,c\s9's report4 ,?is report ( ,c\s9's 0 fir/ made kn[n to ! ,engli%-speak+ p by ,sir ,william ,hamilton1 :o1 9 ! ,ed9burgh ,review1 ,july1 #ahcc1 comm5d$ ! report highly & quot$ at consid]able l5g? !refrom4 ,! next ye> 7#ahcd7 t "p ( ! report :i* treat$ ( ,prussian practice 0 translat$ into ,engli% by ,mrs4 ,s>ah ,au/9 & appe>$ 9 ,london4 ,a ,new ,york edition ( ! same translation 0 issu$ 9 #ahce & widely di/ribut$4 ,x 0 a copy ( ?is edition :i*1 fall+ into ,mr4 ,pi]ce's h&s1 pr(\ndly influ5c$ him 9 fram+ ! sy/em he lat] submitt$ to ! ,mi*igan ,legislature4 ,9 describ+ 8 entrance into public life ,mr4 ,pi]ce speaks ( ?is circum/ance3 ,ab\t ?is "t 7#ahce7 ,c\s9's report ( ! ,prussian sy/em1 made to ! ,fr5* m9i/] ( public in/ruction1 came into my h&s & x 0 read ) mu* int]e/4 ,sitt+ "o pleasant aft]noon ^u a log on ! hill nor? ( :]e ! c\r?\se at ,m>%all n[ /&s1 ,g54 ,cr>y 7*airman ( ! conv5tion committee on education7 & myself discuss$ = a long "t ! fundam5tal pr9ciples :i* 7 deem$ important = ! conv5tion to adopt 9 lay+ ! f\ndations ( our ,/ate4 ,! subject ( education 0 a !me ( special int]e/4 ,x 0 agre$1 if possible1 t x %\ld make a di/9ct bran* ( ! gov]nm5t1 & t ! con/itution ought to provide = an (fic] :o %\ld h ?is :ole matt] 9 *>ge & ?us keep its importance p]petually be=e ! public m9d4 ,mr4 ,pi]ce's indebt$ness to ,prussia = _m ( ! ideas :i* he work$ out 9 ! sy/em :i* he organiz$ is ?us set =? by a lat] sup]9t5d5t ( ! ,mi*igan sy/em1 ,francis ,w4 ,%e>man1 :o1 writ+ 9 #aheb1 said3 ,! sy/em ( public in/ruction :i* 0 int5d$ to be e/abli%$ by ! fram]s ( ! con/itution 7,mi*igan71 ! conception ( ! (fice1 its prov9ce1 its p[]s1 & duties 7 d]iv$ f ,prussia4#h444 ,,results ,,( ,,! ,,adoption ,,( ,,! ,,g]man ,,example4 ,x is a /rik+ fact t all ?is borr[+ _h to d ) ! common s*ool4 ,nor 0 x inappropriate at t p]iod t emphasis %\ld be on ! s*ool = ! common p4 ,9 ! "y /ates !re 0 relatively little high] education1 & ! ne$ 0 great = an improvem5t ( ! common s*ools4 ,! consequ5ces ( ?is borr[+ 7 mom5t\s = our hi/ory4 ,!re are two *>act]i/ics :i* our ,am]ican s*ools ( elem5t>y grade took on 9 imitation ( ! ,g]man model1 :i* *>act]i/ics h det]m9$ 9 l>ge measure _! subsequ5t developm5t d[n to ! pres5t4 ,9 ! fir/ place1 ! ,g]man common s*ool 0 /rictly a v]nacul> s*ool1 &1 9 ! second place1 x dealt only ) rudim5t>y subjects4 ,! ,gymnasium1 or ! s*ool = ! ari/ocracy1 0 n a v]nacul> s*ool4 ,lat9 & ,greek & mod]n =eign languages 7 taught 9 ev5 ! l[] grades ( ! ,gymnasium4 ,fur!rmore1 ! ,gymnasium alone taught su* 8high]0 subjects z ! high] ma!matics1 :ile ! common s*ool conf9$ itself exclusively to ari?metic z ! rudim5t>y bran* ( ma!matics4 ,9 po9t ( "t ! ,g]man ,volkss*ule1 z not$ above1 conduct$ a c\rse eight ye>s 9 l5g?4 ,! pupils complet$ ?is c\rse at f\rte5 ye>s ( age1 :5 !y 7 confirm$ 9 ! ,*ur*4 ,! common s*ool 0 ! in/itution :i* ,am]ica borr[$ 9 #ahcj-ahdj4 ,! common s*ool 0 set up 9 ! ,unit$ ,/ates z an eight-ye> s*ool devot$ exclusively to ! v]nacul> & to rudim5t>y subjects4 ,b ! ,am]ican sy/em develop$4 ,! l5g? ( ! s*ool ye> increas$1 & ! numb] ( pupils :o are ambiti\s to g on into ! high] s*ools has enorm\sly increas$4 ,9 #aiag we 7 told by ! ,commission] ( ,education ( ! ,unit$ ,/ates t m ?an #a1cjj1jjj ( ! "y p 9 ?is c\ntry 7 9 ! high s*ools4 ,ev5 n[1 h[ev]1 ! eight-ye> v]nacul> rudim5t>y s*ool ( ,g]many has its /amp on our ,am]ican life4 ,z a rule our ,am]ican s*ools d n p]mit a pupil to /udy =eign languages 9 ! l[] s*ool1 ev5 :5 we "k t he is go+ on to high s*ool4 ,! g5]al exclusion ( languages is due to ! tradition t ! elem5t>y s*ool is a v]nacul> s*ool1 n to inability on ! "p ( pupils to le>n languages4 ,we w n p]mit algebra to be taught 9 ! elem5t>y s*ool1 because algebra is n a rudim5t>y subject4 ,to be sure1 we h _h a h>d "t try+ to keep ari?metic 9 its position ( exclusive dom9ation ( ! elem5t>y c\rse4 ,we h graft$ into ! ari?metic all k9ds ( economic in=mation ab\t insurance & banks & =eign ex*ange4 ,we h ex]cis$ our +5uity to ! limit 9 inv5t+ examples ( a complicat$ sort 9 ord] to keep ! pupils 9 ! upp] grades at "w 9 ari?metic4 ,b ?r\gh x all we h be5 kept f a rational developm5t by adh]5ce to ! tradition ( ! ,g]man common s*ool1--! tradition :i* treats high] subjects z ! exclusive prop]ty ( ! ari/ocracy4 ,,! ,,reorganization ,,( ,,am]ican ,,s*ools ,! day ( re=m is1 h[ev]1 at h&4 ,social pressure has gradually be5 mak+ x evid5t to all t 9 ,am]ica ! elem5t>y s*ool _c be a ca/e s*ool4 ,! p are dem&+ t pupils :o are to h only a limit$ s*ool+ be admitt$ to "s ( ! high] subjects4 ,fur!rmore1 !re are en\gh pupils :o g on into ! high s*ool to make x evid5t t ! ,am]ican s*eme %\ld be organiz$ n ) a view to di/+ui%+ betwe5 ! elem5t>y s*ool & ! high s*ool1 b ) a view to comb9+ ! two into a cont9u\s in/itution4 ,)9 ! la/ five ye>s !re has spread rapidly a movem5t kn[n z ! junior-high-s*ool movem5t1 or ! int]m$iate-s*ool movem5t4 ,?is is ess5tially a re=m ( ! sev5?1 eigh?1 & n9? grades1 & consi/s1 fir/ ( all1 9 ! introduction into ! c\rse ( /udy ( mat]ial :i* =m]ly belong$ to ! high s*ool4 ,9 ! second place1 ?is movem5t recognizes ! maturity ( pupils 9 a v>iety ( ways4 ,x adopts a =m ( discipl9e :i* ?r[s responsibility on !m4 ,x dep>tm5talizes ! tea*+ & (f]s electives1 ?us secur+ ! advantages ( specialization4 ,! movem5t promises to reorganize our :ole s*ool sy/em 9 su* a way z to give u a new k9d ( national education4 ,am]ica has at ! pres5t mom5t a clos] approximation to a cont9u\s educational ladd] ?an any o!r c\ntry1 b ! ladd] ne$s a little splic+4 ,) ! pres5t en?usiasm = national developm5t ! splic+ is likely to be facilitat$4 ,,orig9 ,,( ,,! ,,high ,,s*ool ,! =ego+ /atem5ts extract$ f ! hi/ory ( ! elem5t>y s*ool may be supplem5t$ by ref]5ces to ! hi/ory ( ! high s*ool4 ,! fir/ s*ools ( second>y grade 9 ?is c\ntry 7 patt]n$ aft] ! classical second>y s*ools ( ,engl&4 ,! ,bo/on ,lat9 ,s*ool & ! ,hopk9s ,gramm> ,s*ool ( ,new ,hav5 are examples ( e>ly f\ndations ( ! k9d 9 "q4 ,^! s*ools 7 ve/ibules to ! colleges1 & ! boys :o att5d$ !m--= !y 7 s*ools = boys--7 look+ =w>d to "o ( ! le>n$ pr(essions1 usually1 9 ! e>ly days1 to ! cl]gy4 ,! ,lat9 s*ool *>g$ tuition1 z d all ! ,european second>y s*ools to-day4 ,x 0 an exclusive s*ool4 ,x 0 n a "p ( ! popul> movem5t t[>d g5]al education4 ,9 an important s5se x 0 a vocational s*ool & illu/rates ! g5]al fact ( hi/ory t high] s*ools always _h a vocational motive back ( _! organization1 :]eas ! p's s*ools ( elem5t>y grade 7 at fir/ always mission>y ent]prises int5d$ to spread religi\s tra9+ r ?an vocational tra9+4 ,p>allel ) ! ,lat9 s*ool & gr[+ out ( an entirely diff]5t motive 0 ano!r in/itution :i* 0 v mu* m g5u9ely ,am]ican 9 its "*4 ,?is 0 ! academy4 ,! academy 0 (t5 a bo>d+ s*ool to :i* boys & girls alike w5t = an ext5sion ( _! education4 ,lat] ! village 9 :i* ! academy 0 situat$ took x ov] or made arrangem5ts to pay = all ! pupils1 & x became a free academy4 ,!re 7 "s o!r exp]im5ts 9 ! ext5sion ( s*ool opportunities4 ,9 ,new ,engl&1 ! olde/ & economically mo/ =w>d section ( ! c\ntry1 a n9? grade 0 add$ to ! elem5t>y s*ool4 ,!re are to-day 9 ,ma9e1 & to "s ext5t 9 o!r ,new ,engl& /ates1 elem5t>y s*ools ) a n9e-ye> c\rse4 ,b ! n9? grade nev] succe$$4 ,x 0 cramp$ by ! ,g]man def9ition ( ! elem5t>y s*ool z a v]nacul> & rudim5t>y s*ool4 ,to try to sp5d n9e ye>s r ?an eight on ! ?ree ,r's 0 n productive4 ,! academy1 on ! o!r h&1 knew no limits ( ?is k9d4 ,x revel$ 9 su* subjects z ,fr5* & music & lit]ature & hi/ory4 ,at la/ ! ,lat9 s*ool & ! academy fus$ 9 ! ,am]ican high s*ool1 & ! high s*ool took its place at ! end ( ! elem5t>y-s*ool c\rse4 ,! influ5ce ( ! academy 9 det]m9+ ?is =m ( organization 0 v great1 = ! academy 0 f ! fir/ connect$ ) ! elem5t>y s*ool1 :ile ! ,lat9 s*ool 0 9 its e>ly days an in/itution q sep>ate f ! common s*ool bo? 9 its organization & purpose4 ,,education ,,( ,,girls ,^! sket*es ( s*ool hi/ory c\ld be supplem5t$ by o!r discussions4 ,p]haps x w be well to comm5t briefly on ! unique ,am]ican attitude t[>d ! education ( girls4 ,9 ,europe girls h only v rec5tly be5 giv5 opportunities ( high] education1 & ev5 n[ ! opportunity is limit$ to ! few4 ,we h und\bt$ly made ! mi/ake 9 ?is c\ntry1 9 our en?usiasm = equality ( opportunity1 ( adm9i/]+ to girls a c\rse ( /udy orig9ally design$ = _! bro!rs4 ,9 due "t we %all le>n h[ to give to girls an education suit$ to _! ne$s1 b !re c nev] be any "q among u ab\t ! wisdom ( a high] education = wom54 ,,high] ,,education ,,free ,x has also be5 not$ incid5tally t ) u all education is free4 ,?is has n be5 atta9$ )\t mu* discussion & mu* legislation4 ,we %all lat] h an opportunity to treat m at l5g? ! fiscal policies ( ,am]ican s*ools4 ,at ?is po9t x is en\gh to note t ,am]ican s*ools are :at !y are because !y are free4 ,an int]e/+ contra/ c be drawn "h betwe5 ! practice 9 ,engl& & 9 ! ,unit$ ,/ates4 ,9 ,engl& va/ sums ( money make a free education accessible to c]ta9 select$ individuals4 ,! high] s*ools are n free to all com]s1 z ours are1 b a bright boy--x is usually only ! boy--:o c pass a competitive exam9ation is giv5 a /ip5d1 :i* provides 8 tuition & (t5 en\gh m to get books &1 if necess>y1 pay = transportation4 ,! ,engli% !ory is t x is ! duty ( ! public to pay = select$ boys1 b n = boys 9 g5]al4 ,to ! ,am]ican x seems a little haz>d\s to select ! lead]s ( ! nation by competitive exam9ations giv5 to elev5-ye>-old boys4 ,on ! o!r h&1 ! ,engli% ?9k ( our plan z wa/eful because we po/pone selection long] ?an !y ?9k we %\ld4 ,! contra/ "h po9t$ out is en\gh to draw our att5tion to ! unique attitude ( ,am]ican s*ools1 :i* are free to all & 9 ?is s5se f> m democratic ?an ! high] s*ools ( any ,european c\ntry4 ,,am]ican ,,public ,,s*ools ,,secul> ,f9ally1 we may po9t out t our s*ools are secul>4 ,"s ( our own fell[ c\ntrym5 d n believe 9 secul> s*ools4 ,we are famili> ) ! practice ( organiz+ p>o*ial s*ools4 ,france & ,engl& h 9 rec5t ye>s pur*as$ secul>ization ( _! s*ools aft] long & bitt] controv]sy4 ,g]many gives in/ruction 9 religion z an important "p ( e c\rse ( /udy4 ,9 "s sections ( ,g]many ! di/9ction betwe5 religi\s beliefs is c>ri$ into ! s*ool organization 9 su* a way t "o f9ds public s*ools set aside = ! *ildr5 ( ?is & t sect4 ,9 all s*ools ! pupil has a "r to in/ruction 9 8 own p>ticul> type ( religion4 ,9 ! ,unit$ ,/ates ! complete democratization ( ! s*ools has be5 possible because diff]5ces 9 religion h be5 rigidly exclud$4 ,!re is a common body ( k :i* c be adm9i/]$ 9 public s*ools )\t involv+ religion4 ,! decision = su* a sep>ation 0 made long ago 9 ?is c\ntry & is "o ( ! *>act]i/ic facts 9 our s*ool sy/em z well z 9 our g5]al civic life4 ,,! ,,s*ool ,,sy/em ,,& ,,its ,,dom9ation ,,( ,,! ,,tea*] ,! facts outl9$ 9 ?is *apt] ought to create 9 ! m9d ( ! read] a vivid notion ( :at is meant by ! words 8s*ool sy/em40 ,! s*ools ( ,am]ica or any o!r c\ntry h a k9d ( colossal p]sonality4 ,! tea*] :o tea*es a fif? grade or a six? grade or a high-s*ool class does n det]m9e ! "* ( ! education giv5 at ^! po9ts 9 ! sy/em4 ,to be sure1 ! tea*] c d 8 or h] "w effectively or ineffici5tly4 ,! special me?ods employ$ may be well or ill adapt$ to _! ends4 ,b above & beyond ! individual tea*] is ! sy/em :i* controls ! pupil's progress 9 _m subtle ways & det]m9es all ! ma9 l9es ( 8 tra9+4 ,! tea*] :o w\ld succe$ mu/ und]/& ?is l>g] influ5ce4 ,especially is x necess>y t ! tea*] :o aims to contribute to ! rational developm5t ( ! sy/em ?r\gh ! sci5tific /udy ( detail$ problems become acqua9t$ ) ! pres5t *>act]i/ics ( ! sy/em & compreh5d some?+ ( ! conditions :i* h produc$ ^! *>act]i/ics4 ,,ex]cises ,,& ,,read+s ,among textbooks !re are su* /rik+ diff]5ces t ! /ud5t w be able aft] ev5 a sup]ficial analysis to see t _! au?ors _h v diff]5t ideas ab\t ! use ( texts4 ,f9d a textbook :i* is int5d$ to give ! pupil a />t 9 a /udy r ?an a complete discussion ( ! subject4 ,f9d a text :i* is int5d$ to be le>n$ r ?an m]ely read4 ,:at p>ts ( a textbook are address$ to ! tea*] & con/itute tea*+ devices r ?an mat]ial = /ud5ts8 ,contra/ ! ways 9 :i* diff]5t tea*]s use textbooks4 ,are !re tea*]s :o neglect ! book v l>gely8 ,:5 %\ld a tea*] lecture8 ,f9d specific examples ( lessons :i* c be/ be taught 7#a7 by que/ions & answ]s1 7#b7 by writt5 "w1 & 7#c7 by lectures4 ,) reg>d to a giv5 high s*ool x is important to f9d out :5 x 0 e/abli%$4 ,:at 0 its fir/ c\rse ( /udy8 ,) reg>d to c\rses = girls1 x is int]e/+ to inquire h[ f> classes 9 an elective sy/em are *os5 by boys & h[ f> by girls4 ,:y are conditions z !y are8 ,! =ego+ que/ions are ask$ on ! assumption t ! contra/s pres5t$ 9 ! *apt] are ( value only :5 !y make /ud5ts ke5ly aw>e ( ! facts 9 _! own environm5t4 ,! facts ( hi/ory are valuable *iefly because ( ! light !y ?r[ on ! pres5t4 ,,br[n1 ,e4 ,e4 ,mak+ ( our ,middle ,s*ools4 ,longmans1 ,gre51 ,co4 ,?is is ! only hi/ory ( ,am]ican second>y s*ools4 ,,bunk]1 ,f4 ,f4 8,reorganization ( ! ,public ,s*ool ,sy/em10 9 ,bullet9 ,no4 #h1 ,unit$ ,/ates ,bureau ( ,education1 #aiaf4 ,?is %[s h[ our pres5t s*ool sy/em 0 organiz$4 ,,f>r+ton1 ,f4 ,e4 ,fr5* ,second>y ,s*ools4 ,longmans1 ,gre51 ,co4 ,,f>r+ton1 ,f4 ,e4 ,! ,public ,prim>y ,s*ool ,sy/em ( ,france4 ,tea*]s ,college4 ,,judd1 ,c4 ,h4 8,! ,tra9+ ( ,tea*]s 9 ,engl&1 ,scotl&1 & ,g]many10 9 ,bullet9 ,no4 #ce1 ,unit$ ,/ates ,bureau ( ,education1 #aiad4 ,,monroe1 ,w4 ,s4 8,developm5t ( ,ari?metic z a ,s*ool ,subject10 9 ,bullet9 ,no4 #aj1 ,unit$ ,/ates ,bureau ( ,education1 #aiag4 ,?is bullet9 tells ( ! orig9 ( ! pres5t me?ods ( tea*+ ari?metic4 ,,p>k]1 ,s4 ,c4 ,! ,hi/ory ( ,mod]n ,elem5t>y ,education4 ,g9n & ,company4 ,?is is a v good summ>y ( ! facts reg>d+ ! developm5t ( ,am]ican s*ools4 ,,footnotes3 #g ,repr9t$ 9 ! ,report ( ! ,s*ool ,committee ( ! ,city ( ,taunton1 ,massa*usetts1 = ! ,ye> ,end+ ,decemb] #ca1 #aiae1 pp4 #fh-gc4 #h ,frank ,=e/ ,bunk]1 8,reorganization ( ! ,public ,s*ool ,sy/em10 9 ,bullet9 ,no4 #h1 ,unit$ ,/ates ,bureau ( ,education1 #aiaf1 pp4 #ba-bc4 ,,*apt] ,,iii ,,education ,,z ,a ,,public ,,necessity ,,! ,,primitive ,,attitude ,,"o ,,( ,,neglect ,"o does n h to g f> f ! door ( any educational in/itution to f9d p :o look on read+ & writ+--to say no?+ ( high] =ms ( education--z luxuries r ?an necessities4 ,!re is ! p>5t :o is will+ to take 8 *ild out ( s*ool = ! sake ( ! wage :i* ! *ild c e>n4 ,!re is ! neglig5t p>5t1 (t5 himself illit]ate1 :o is utt]ly unconc]n$ ab\t ! education ( 8 sons & daught]s4 ,ano!r k9d ( example appe>s 9 ! boy or girl :o goes out into ! trades aft] a limit$ s*ool+ & fails to keep up ! type ( intellectual activity :i* 0 cultivat$ 9 ! s*ool4 ,_m a *ild :o has be5 taught ?r\gh ye>s ( in/ruction h[ to read makes v little use ( 8 tra9+ 9 mature life4 ,an appeal to ! hi/ory ( civilization reveals ! fact t !re 0 a "t :5 ! op9ion prevail$ t education 0 unnecess>y = ! common man4 ,! e>lie/ s*ools 7 = ! ari/ocracy & = ! pr(essional classes4 ,s*ools = all ! p are ( comp>atively rec5t date4 ,,compulsory ,,education ,9 /rik+ contra/ ) ?is attitude ( neglect & indiff]5ce is ! fact t to-day !re are laws 9 all ! civiliz$ c\ntries ( ! _w compell+ *ildr5 ( e social grade to att5d s*ool4 ,society z a :ole does n %>e ! slight e/eem ( read+ exhibit$ by ! man :o takes 8 *ild out ( s*ool4 ,inde$1 society has gone s f> z to set aside t man's judgm5t & to assume control ( ! *ild to ! ext5t ( insi/+ t ! rudim5ts ( an education %all be made univ]sal4 ,society /ill leaves x to ! individual to decide :e!r he is to /udy high] bran*es4 ,"o may take algebra or n z "o elects1 b n s ) ari?metic4 ,! common int]e/s ( our common life dictate t ev]yone %all be able to c\nt & to make accurate num]ical /atem5ts4 ,p mu/ "k "s ari?metic2 !y mu/ be able to read1 or !y are a m5ace to public com=t & safety4 ,,compulsion ,,( ,,communities ,! full ackn[l$gm5t ( ! fact t education is a public necessity has develop$ gradually4 ,hi/ory %[s u ! /eps by :i* ?is fact has be5 recogniz$ 9 legislative action4 ,! fir/ /ep 0 ! adoption ( laws requir+ communities to provide s*ools4 ,we may put ! matt] 9 t]ms ( contempor>y conditions by ref]r+ to communities :i* w\ld to-day be backw>d 9 ?is matt] if x 7 n = /ate control4 ,?us !re are sp>sely settl$ di/ricts or poor di/ricts :i* _c af=d good s*ools1 or1 inde$1 any k9d ( a s*ool4 ,! /ate is vitally int]e/$ 9 see+ to x t ! unt[>d conditions 9 ^! regions d n deprive ! *ildr5 ( an education4 ,9 ! lat] ye>s ( _! lives ! *ildr5 f ^! di/ricts w surely scatt] to o!r p>ts ( ! /ate4 ,!y w be less productive ?an !y w\ld h be5 if !y _h be5 educat$4 ,x is mu* m economical = ! /ate z a :ole to take a h& 9 ! tra9+ ( ! *ildr5 ?an to h to support ev5 a small numb] ( dep5d5t adults dur+ ! unproductive p]iod ( lat] life :5 ! consequ5ces ( poor s*ool+ appe>4 ,9 "s cases ! del9qu5cy ( a community is due n to economic /ress b to %ortsight$ frugality4 ,"h aga9 ! high] au?ority ( ! l>g] community mu/ take control & =ce ! backw>d gr\p to give ! *ildr5 su* tra9+ z w br+ !m to reasonable productivity4 ,! e>lie/ legislation on ?is matt] is ( ! type :i* 0 quot$ 9 ! la/ *apt]1 :]e ref]5ce 0 made to ! ,connecticut law ( #afej4 ,su* legislation 0 address$ to ! community & enjo9$ on x ! obligation to provide s*ools4 ,,lat] ,,/ages ,,( ,,compulsory ,,legislation ,su* compulsion ( ! community 0 foll[$1 b at a mu* lat] date1 by legislation compell+ ! *ild to att5d s*ool2 & f9ally ! p]iod 0 rea*$ 9 ! mid/ ( :i* we live to-day1 :5 ! /ate is tak+ a h& 9 ! sup]vision ( s*ools = ! purpose ( insur+ z high & z uni=m a grade ( education z x c af=d4 ,,am]ican ,,education ,,to #ahej ,! fir/ p]iod ( our national life1 dur+ :i* we 7 v gradually evolv+ ! conception ( a ne$ = public education & 7 sett+ up ! requirem5t ( s*ools 9 e community1 ext5d$ d[n to ! decade be=e ! ,civil ,w>4 ,pr(essor ,cubb]ley has giv5 a v illum9at+ description ( ?is p]iod1 f :i* we may quote ! foll[+ extracts3 ,dur+ ! e>ly decades ( ! n9ete5? c5tury1 s*ools & ! means ( education made little progress4 ,!re 7 among ! f\nd]s ( our /ates c]ta9 f>-see+ m5 :o wi%$ = g5]al public education1 b x 0 well along t[>d ! middle ( ! c5tury be=e ^! m5 repres5t$ m ?an a hopeful m9ority 9 mo/ ( our /ates1 & 9 ! ,s\? little 0 done until aft] ! ,civil ,w>4444 ,to be illit]ate 0 no reproa*1 & x 0 possible to foll[ _m pursuits successfully )\t hav+ receiv$ any o!r education ?an ! education ( daily "w & exp]i5ce4 ,a l>ge proportion ( ! p felt t ^? :o desir$ an education %\ld pay = x4 ,z ! ,rhode ,isl& f>m] express$ x to ,h5ry ,b>n>d 9 #ahdd1 x w\ld be z s5sible to propose to take 8 pl\gh away f him to pl\gh 8 neighbor's field z to take 8 money to educate 8 neighbor's *ild4 ,o!rs felt t at mo/ free education %\ld be ext5d$ only to ! *ildr5 ( ! poor1 & = ! rudim5ts ( le>n+ only4 ,/ill o!rs felt t all =ms ( education w\ld be conduct$ be/ if turn$ ov] to ! v>i\s religi\s & educational societies ( ! "t4 ,a sy/em ( public in/ruction ma9ta9$ by g5]al taxation1 su* z we to-day enjoy1 w\ld n only h be5 decl>$ unnecess>y1 b w\ld h be5 /\tly resi/$ z well4 ,! be/ s*ools1 & (t5 ! only s*ools1 7 private s*ools support$ by ! tuition fees ( ^? :o c\ld af=d to use !m1 & mo/ ( ^! 7 m or less directly "u *ur* control4 ,n until aft] ! beg9n+ ( ! n9ete5? c5tury 0 education reg>d$ at all z a legitimate public function4444 ,! diff]5t humanit>ian movem5ts :i* arose aft] #ahbj1 & :i*1 among o!r ?+s1 dem&$ public tax-support$ s*ools = all1 _h n z yet made !mselves felt4 ,! p 7 poor1 & indiff]5t z to education4 ,gradually1 & only aft] great ef=t1 ?is condition ( apa?y & indiff]5ce 0 *ang$ to "o ( active int]e/1 ?\gh ! *ange took place b sl[ly1 & diff]$ 9 po9t ( "t 9 diff]5t p>ts ( ! c\ntry4 ,! ,lanca/rian sy/em ( monitorial in/ruction 7by :i* a s+le tea*] ) ! assi/ance ( 8 be/ /ud5ts1 call$ monitors1 taught hundr$s ( pupils71 introduc$ into ?is c\ntry f ,engl& ab\t #ahjf1 = ! fir/ "t made an elem5t>y s*ool tra9+ = all seem possible1 f a f9ancial po9t ( view4444 ,! idea t free education 0 a "r1 & t univ]sal education 0 a necessity1 began to be urg$ & to f9d acceptance4 ,! l& grants ( ,congress to ! new /ates = ! b5efit ( common s*ools greatly /imulat$ ! movem5t4 ,! publi%$ reports ( ^? :o _h visit$ ,pe/alozzi's s*ool 9 ,switz]l&1 & _h exam9$ ! new /ate s*ool sy/em 9 ,prussia1 7 ext5sively read4 ,! moral & economic advantages ( s*ools 7 set =? at l5g? 9 resolutions1 spee*es1 pamphlets1 magaz9es1 & books4 99 99 99 99 99 ,j :5 ?is *ange took place _c be def9itely /at$4 ,r\ghly speak+1 x began ab\t #ahbe & 0 accompli%$ by #ahej 9 ! ,nor!rn /ates4 ,x 0 a gradual *ange r ?an a sudd5 "o1 ?\gh rapid advances 7 at times made4 ,! movem5t ev]y:]e 0 greatly /imulat$ by ! educational revival inaugurat$ by ,horace ,mann 9 ,massa*usetts 9 #ahcg4 ,9 ! ,s\!rn /ates1 ) "o or two exceptions1 little 0 accompli%$ until aft] ! ,civil ,w> & ! ,recon/ruction ,p]iod 7 ov]4 ,almo/ ev]y:]e x took place only aft] prolong$ agitation1 & (ttimes only aft] a bitt] /ruggle4 ,! indiff]5ce ( legislatures1 ! unwill+ness ( taxpay]s to assume ! burd5s ( g5]al taxation1 ! small s5se ( local responsibility1 ! satisfaction ) exi/+ conditions1 ! old ari/ocratic conception ( education1 ! paup] & *>ity-s*ool idea1 & frequ5tly ! opposition ( d5om9ational & private s*ools1--all ( ^! _h to be met & ov]come4 ,! ref]5dum 0 tri$ 9 a numb] ( /ates1 & sometimes m ?an once2 9 o!rs1 ! "q ( free s*ools became a vital political issue4444 ,by #ahej1 ! pr9ciple ( tax-support$ s*ools _h be5 g5]ally accept$ 9 all ( ! ,nor!rn /ates1 & ! beg9n+s ( free s*ools made 9 "s ( ! ,s\!rn /ates4 ,six /ate normal s*ools _h be5 e/abli%$1 a numb] ( /ates _h provid$ = ,/ate ,sup]9t5d5ts ( ,common ,s*ools & = ex-(ficio ,/ate ,bo>ds ( ,education1 & ! movem5t = /ate control ( education _h begun4 ,x may be said t x _h n become a settl$ conviction ) a majority ( ! p t ! provision ( "s =m ( free education 0 a duty ( ! /ate1 & t su* education contribut$ 9 a g5]al way1 ?\gh j h[ 0 n at t "t cle>1 to ! moral uplift ( ! p1 to a high] civic virtue1 & to increas$ economic returns to ! /ate4 ,a new conception ( free public education z a bir?right ( ! *ild on ! "o h&1 & z an ex]cise ( ! /ate's inh]5t "r to self-pres]vation & improvem5t on ! o!r1 _h tak5 ! place ( ! e>li] conception ( s*ools z m]ely a cop]ative ef=t1 bas$ on economy1 & = ! in/ruction ( y\? m]ely 9 ! rudim5ts ( le>n+4#i ,,compulsory ,,att5dance ,! second /age 9 ! developm5t ( a public educational sy/em 0 rea*$ :5 ! /ates began to see t *ildr5 mu/ be compell$ to g to s*ool4 ,9 #aheb ,massa*usetts pass$ ! fir/ compulsory-education law4 ,9 #ahfd ! ,di/rict ( ,columbia foll[$4 ,9 #ahfg came ,v]mont2 9 #ahga1 ,new ,hamp%ire1 ,mi*igan1 & ,wa%+ton4#aj ,f t "t on ! o!r /ates h be5 enact+ su* laws4 ,! ,s\!rn /ates1 :i* be=e ! ,civil ,w> _h practically no public-s*ool sy/em & aft] ! w> 7 economically depress$1 7 ! la/ to pass compulsory-att5dance acts4 ,)\t attempt+ to deal ) ! remot] hi/orical developm5t ( su* legislation1 x is possible to %[ by ref]5ce to contempor>y reports ! difficulties 9 secur+ & en=c+ su* laws4 ,two quotations f ! reports ( ! ,commission] ( ,education ( ! ,unit$ ,/ates indicate ! pres5t conditions ) reg>d to compulsory att5dance4 ,! report ( #aiae makes ! foll[+ /atem5t3 ,! ye> #aiae 0 a notable ye> = ! cause ( compulsory s*ool att5dance4 ,f\r ,/ates--,s\? ,c>ol9a1 ,florida1 ,alabama1 & ,texas--:i* did n h laws on ! subject1 enact$ laws at ! la/ sessions ( _! legislatures4 ,?is new ext5sion ( ! compulsory att5dance area c>ries requir$ att5dance at s*ool into ! section :]e x has hi!rto met ! mo/ /ubborn resi/ance2 ! area n[ practically includes ! entire ,unit$ ,/ates1 ,georgia & ,mississippi alone rema9+ )\t laws on ! subject4#aa ,! report ( #aiaf supplem5ts ?is /atem5t z foll[s3 ,ef=ts 7 made to secure ! enactm5t ( att5dance laws 9 bo? ( ^! ,/ates ,georgia & ,mississippi 9 #aiaf1 & 9 ! =m] ! ef=t 0 successful4 ,! new law ( ,georgia1 9 brief1 requires ! att5dance ( e *ild betwe5 #h & #ad ye>s ( age = f\r mon?s ea* ye>4 ,exemptions f ?is requirem5t apply to ^? :o h complet$ ! f\r? grade ( s*ool "w2 ^? ^u :om ne$y memb]s ( ! family are dep5d5t = support2 ^? ^: p>5ts or gu>dians are unable to provide ! necess>y books & clo?+1 unless ! same are o!rwise provid$2 ^? ^: s]vices are ne$$ = f>m em]g5cies2 ^? :o are m5tally or physically incapable2 & ^? :o reside m ?an #c miles f s*ool4 ,bo>ds ( education ( c\nties & ( cities & t[ns are intru/$ ) ! en=cem5t ( ! law 9 _! respective jurisdictions4#ab ,,ob/acles ,,to ,,en=cem5t ,,( ,,compulsory ,,att5dance ,! enactm5t ( laws is only "o /ep 9 secur+ att5dance4 ,especially is !re difficulty :]e local au?orities are intru/$ ) ! en=cem5t ( ! laws4 ,! records ( s*ool op]ations 9 ! ,nor!rn /ates %[ t compulsory education 0 n really en=c$ until 9 ! '#hj's & lat]4 ,! sort ( difficulty enc\nt]$ is cle>ly illu/rat$ by a clipp+ f ! ,/atesman1 a daily pap] ( ,au/91 ,texas1 :i* sets =? ! situation late 9 #aiaf "u ! ,texas law1 :i* 0 !n j beg9n+ to be effective4 ,! compulsory s*ool att5dance law w be effective dur+ ! com+ ye>4 ,! compulsory t]m ( ! fir/ ye> ( ! law's op]ation w be ?ree mon?s1 or #fj s*ool days1 & ! bo>d ( tru/ees ( ea* s*ool has ! au?ority to specify ! mon?s dur+ :i* att5dance %all be compulsory4 ,! ,au/9 ,city ,s*ool ,bo>d has rul$ t ! compulsory t]m %all beg9 ,janu>y #a4 ,! matt] ( provid+ truant (fic]s has n yet be5 dealt )1 ei!r by ! ,city ,s*ool ,bo>d or by ! ,c\nty ,bo>d ( ,education4 ,! law provides #b a day z remun]ation to ! truant (fic] = ! "t actually s]v$ by him4 ,! ,city ,sup]9t5d5t believes t ! logical proc$ure = ! city w be to secure ! s]vices ( ! c\nty probation (fic]1 provid$ x is f\nd practicable = him to take on ! additional duties4 ,! ,c\nty ,bo>d ( ,education meets next ,monday & w probably discuss ?is matt]4 ,x _c act1 h[ev]1 except on ! petition ( fifty citiz5s4 ,9 case no su* petition is pres5t$1 ! ,c\nty ,sup]9t5d5t says t x w devolve on ea* s*ool pr9cipal to report to ! ,c\nty ,sup]9t5d5t ^? *ildr5 :o are n 9 s*ool1 & %e c call on any peace (fic] to execute ! law4 ,x is n ?\ght likely t ! probation (fic] w f9d x possible to act z truant (fic] = ! c\nty4 ,! reason :y ! beg9n+ ( ! compulsory p]iod 0 plac$ s late z ,janu>y #a is t _m ( ! *ildr5 likely to be affect$--l>gely ,mexicans & negroes--w be ne$$ 9 ! cotton pat* dur+ ! fall4 ,also 9 ! city1 _m poor boys & girls w be able to e>n some?+ dur+ ! ,*ri/mas holidays4 ,!re are s]i\s objections to ! plan1 h[ev]1 s9ce ! *ild :o ent]s s*ool s late 9 ! session w be at a s]i\s disadvantage1 & ! extra att5tion he w dem& ( ! tea*] w "w a h>d%ip on ! o!r pupils4 ,moreov]1 9 ! city ! s*ool session is divid$ into two equal p]iods1 ! fir/ ( :i* ends only a mon? aft] ! *ild is requir$ to beg9 att5dance4 ,?is w involve s]i\s difficulties4 ,! compulsory att5dance law applies to *ildr5 eight to f\rte5 ye>s ( age1 ) c]ta9 exceptions4 ,! compulsory t]m ! second ye> w be eighty days1 ! ?ird ye> #ajj days4 ,defective *ildr5 are exempt$2 also rural *ildr5 m ?an #b miles f a s*ool1 & on ! writt5 /atem5t ( a p>5t t ! s]vices ( h] *ild ( twelve ye>s or m :o has rea*$ ! f\r? grade are ne$$ = ! "m's support1 su* a *ild may be exempt$4 ,ev5 a casual read+ ( ?is quotation calls att5tion to ! fact t !re is ! ke5e/ competition betwe5 employm5t & education4 ,! mod]n indu/rial sy/em f9ds *ildr5 pr(itable = c]ta9 purposes & uses !m4 ,if society is to en=ce its judgm5t t ^! *ildr5 ought to be 9 s*ool1 t judgm5t w h to express itself 9 m&atory t]ms4 ,! f$]al gov]nm5t has rec5tly tak5 a h& 9 ! matt]4 ,x is difficult or impossible 9 "s /ates to get suitable legislation aga9/ ! exploitation ( *ild labor by unpr9cipl$ employ]s4 ,/ate legislatures h too (t5 %[n !mselves subs]vi5t to ! dictates ( su* employ]s4 ,9 #aiaf ! ,congress ( ! ,unit$ ,/ates pass$ a law re/rict+ *ild labor 9 all trades :i* produce commodities int5d$ = use 9 int]/ate comm]ce4 ,?is f$]al law is ano!r expression ( ! judgm5t ( civilization t *ildhood is a p]iod :i* %\ld be devot$ to education4 ,x is also %[n 9 ! ,texas quotation t ! ma*9]y = keep+ acc\nt ( *ildr5 is complicat$4 ,! ord9>y s*ool au?orities _c deal ) ! matt] )\t add+ att5dance (fic]s to _! /aff4 ,^! (fic]s mu/ be suppli$ ) adequate in=mation4 ,?is 9 turn calls = a special s*ool c5sus1 because ! ord9>y national enum]ation & ev5 ! /ate & city enum]ations are n frequ5t nor complete en\gh4 ,"o ( ! mo/ progressive ( ! ,new ,engl& /ates has rec5tly adopt$ legislation look+ to ! creation ( a m adequate sy/em ( records4 ,?is new law is describ$ 9 ! ,commission]'s ,report ( #aiaf z foll[s3 ,9 ord] to facilitate ! en=cem5t ( its att5dance law1 ,massa*usetts provid$ 9 #aiaf = ! regi/ration ( m9ors4 ,city & t[n s*ool committees are requir$ "u ! new law to asc]ta9 ! "n1 age1 & o!r ess5tial facts respect+ e *ild betwe5 #e & #g1 betwe5 #g & #ad1 & betwe5 #ad & #af ye>s ( age1 & respect+ m9ors ov] #af ye>s ( age :o _c read & write4 ,a c>d giv+ ^! data mu/ be kept = e *ild or m9or4 ,! att5dance (fic] is requir$ to exam9e ^! c>ds & see t *ildr5 att5d s*ool z requir$ by law4 ,sup]visory (fic]s ( private s*ools mu/ )9 #cj days report ! enrollm5t ( *ildr5 ( compulsory att5dance age1 & :5 any *ild )draws f s*ool mu/ report ! same )9 #aj days4#ac ,,new] ,,legislation ,,recogniz+ ,,complexity ,,( ,,problems ,,( ,,att5dance ,def9itions ( ! p]iod ( compulsory att5dance are usually bas$ on ! numb] ( grades 9 ! elem5t>y s*ool4 ,laws commonly specify ! age ( beg9n+ z six & fix ! age ( f\rte5 z ! upp] limit4 ,sometimes ! age ( beg9n+ is high]4 ,= example1 ! #aiae law 9 ,s\? ,c>ol9a is ?us describ$ by ! ,commission] ( ,education3 ,! #aiae act ( ,s\? ,c>ol9a is a local option law4 ,^u petition ( a majority ( ! qualifi$ electors ( a di/rict or 8aggregation ( di/ricts10 ! c\nty bo>d ( education is requir$ to decl>e ! law 9 effect 9 su* di/rict or di/ricts1 or1 on petition ( "o-f\r? ( ! electors1 an election mu/ be held to det]m9e ! matt]4 ,all *ildr5 betwe5 ! ages ( #h & #ad :o are physically able & :o reside )9 #b miles ( s*ool are requir$ to att5d = ! full t]m1 or at lea/ = f\r mon?s4 ,*ildr5 betwe5 ! ages ( #ad & #af are requir$ to att5d unless lawfully employ$ or if !y c n read & write simple ,engli% s5t5ces4#ad ,! provisions ( ?is law %[ h[ complicat$ is ! social situation ) :i* ! community deals 9 its compulsory laws4 ,! assumption t x is simple to def9e ! necess>y s*ool+ = a future citiz5 is easily refut$ by a little consid]ation4 ,9 ! fir/ place1 pupils d n g ?r\gh ! elem5t>y s*ools )\t int]ruption2 h5ce ! m]e specify+ ( a giv5 age su* z f\rte5 is n en\gh4 ,non-promotion1 or ! removal ( ! family to ano!r t[n1 or "s mis=tune su* z sickness may delay ! pupil s t he rea*es ! age ( f\rte5 9 "o ( ! l[] grades4 ,intellig5t legislation is1 accord+ly1 tak+ ?is into acc\nt4 ,9 "s /ates x is requir$ t ! *ild %all f9i% a c]ta9 grade1--usually ! six?1--o!rwise he mu/ g to s*ool until he is sixte54 ,or1 z 9 ,s\? ,c>ol9a1 he mu/ /ay 9 s*ool until he has acquir$ ! ability to read & write4 ,9 ?is connection a complication 9 legislation may be po9t$ out :i* is ( pr(\nd social significance4 ,! def9ition ( adul?ood :i* is giv5 9 labor legislation has usually set ! age at :i* a boy may be regul>ly employ$1 at sixte51 :ile ! education law ( ! same /ate (t5 requires s*ool att5dance only up to f\rte54 ,! result is t ! y\? betwe5 f\rte5 & sixte5 has be5 sadly at sea4 ,he has n _h ! judgm5t to /ay 9 s*ool aft] he 0 fre$ by ! compulsory-education law1 & he has n _h ! opportunity to ent] on regul> employm5t4 ,he has !re=e drift$ ab\t1 work+ at odd jobs & le>n+ ! bad habits ( ! unproductively employ$4 ,,sup]vision ,a ,,necess>y ,,coroll>y ,,to ,,compulsion ,su* consid]ations z ^! lead to a cle> und]/&+ ( ! reasons :y ! /ate is und]tak+ 9 increas+ degree ! sup]vision ( ! details ( s*ool "w4 ,x is n en\gh t communities %\ld op5 s*ools or t pupils %\ld be compell$ to att5d2 ! quality ( education mu/ be su* z to ju/ify ! exp5diture ( public money & ! inve/m5t ( ! pupils' "t & en]gy 9 ! bus9ess ( s*ool+4 ,compulsory education implies obligations bo? on ! side ( ! pupil & on ! side ( ! community4 ,x w\ld manife/ly be inequitable to compel *ildr5 to g to s*ool if ! community fail$ to provide suitable1 safe1 & sanit>y build+s4 ,because local wisdom 9 su* matt]s is (t5 limit$1 & local judgm5t bias$ by consid]ations ( exp5se1 ! /ate has dealt ) ! matt] bo? ?r\gh g5]al legislation & ?r\gh vigor\s inspection4 ,9 l fa%ion x w\ld evid5tly be indef5sible to require pupils to g to s*ool & use inf]ior textbooks or be in/ruct$ by unqualifi$ tea*]s4 ,"h aga9 ! l>g] community has f\nd x necess>y to take a h&4 ,/ate adoption ( textbooks is n uncommon1 & /ate c]tification ( tea*]s is becom+ univ]sal4 ,m important1 p]haps1 ?an any?+ else is ! *oice ( ! subject-matt] ( in/ruction4 ,to ! ord9>y man1 z indicat$ 9 an e>li] *apt]1 subject-matt] seems to *oose itself2 b x does n4 ,nor c ! local community be expect$ to "k ! l>g] ne$s ( its *ildr54 ,a v /rik+ example ( ?is is furni%$ by ! fact t ! f$]al gov]nm5t has rec5tly set aside va/ sums ( money = ! purpose ( subsidiz+ & direct+ agricultural & indu/rial education4 ,! !ory back ( ?is action is t ev5 ! /ates1 & m c]ta9ly cities & t[ns1 are unable to deal ) ! problems ( adequate tra9+ = practical life4 ,! l>ge/ unit1 namely1 ! :ole c\ntry1 is s mu* conc]n$ ) ! effici5cy ( its citiz5s 9 indu/rial matt]s t x has und]tak5 to subsidize & sup]vise ?is phase ( education4 ,su* examples make cle> ! pr9ciple "u :i* /ate laws def9e ! m9imum c\rse ( /udy & "u :i* /ate dep>tm5ts ( education are erect$ to sup]vise ! adm9i/ration ( ! c\rse ( /udy4 ,!y make cle> also ! ju/ification = ! /atem5t t ! control ( education ought to be increas+ly c5traliz$4 ,,high] ,,education ,,& ,,public ,,control ,!re is "o aspect ( ! educational dem&s ( a community :i* is usually ?\ght ( z ly+ entirely outside ! scope ( ! compulsory-education law4 ,x is ord9>ily ?\ght t high] education is a purely individual matt]4 ,9 ! old] p>ts ( ! c\ntry ! /ate has be5 sl[ to provide high] s*ools4 ,colleges h (t5 be5 provid$ = by d5om9ational organizations or by purely private end[m5ts4 ,ev5 9 ! field ( high] education1 h[ev]1 x is becom+ evid5t t public int]e/s are involv$4 ,9 m$ic9e1 9 law1 & 9 tra9+ ( tea*]s1 ! /ate has be5 oblig$ to assume increas+ly sup]visory p[]s1 & ( late ! f9ancial provision = su* education has be5 m & m accept$ z a public obligation4 ,! result ( ?is evolution is ! broad] provision out ( ! public purse = all k9ds & all /ages ( education4 ,,public ,,control ,,adequate ,,only ,,:5 ,,direct$ ,,by ,,sci5ce ,en\gh has be5 said to %[ t mu* is involv$ 9 ! e/abli%m5t ( a public-s*ool sy/em4 ,! problems :i* arise 9 ! tea*+ ( pupils are intricate2 b :5 "o ?9ks ( education z a public necessity1 to be pur*as$ ) public funds & to be adm9i/]$ 9 ! int]e/s ( ! broad] community1 "o sees new ju/ification = ! dem& t all s*ool problems be manag$ ) wisdom4 ,?is dem& c be met only :5 s*ool problems are made subjects ( exhau/ive sci5tific /udy4 ,,fiscal ,,problem ,,typical ,! subsequ5t *apt]s w take up briefly ! problems involv$ 9 organiz+ a s*ool sy/em4 ,! fir/ & mo/ g5]al problem is "o ( secur+ funds = ! ma9t5ance ( ! s*ools4 ,x w be well to reit]ate ! /atem5t ) :i* ! fir/ *apt] began4 ,! pupil seldom ?9ks ( co/s4 ,! tea*] usually ov]looks ! fact t ! community is int]e/$ 9 :at s*ools co/4 ,yet funds are a prime necessity 9 organiz+ a public-s*ool sy/em4 ,we turn1 accord+ly1 to fiscal problems z among ! fir/ & mo/ concrete examples ( educational problems :i* mu/ be /udi$ by "o :o w\ld be intellig5t ab\t ! s*ool sy/em4 ,,ex]cises ,,& ,,read+s ,^: duty is x to en=ce s*ool att5dance 9 ! community 9 :i* y live8 ,:5 0 ! la/ s*ool c5sus tak58 ,:at is ! ord9>y ratio ( s*ool population to ! total population8 ,:at p]c5tage ( *ildr5 ( high-s*ool age are 9 high s*ool8 ,:at p]c5tage ( eigh?-grade pupils g on to high s*ool8 ,:at p]c5tage ( high-s*ool graduates g to college8 ,! ord9>y read] w p]haps f9d x difficult to get answ]s to ^! que/ions4 ,he %\ld make himself a /ud5t ( ! reports ( ! ,commission] ( ,education ( ! ,unit$ ,/ates & ( ! sup]9t5d5t ( s*ools 9 "s city :i* publi%es an annual report4 ,f "s s*ool record f9d out :at p]c5tage ( enroll$ pupils att5d s*ool regul>ly4 ,if !re is a s*ool nurse or a s*ool physician1 f9d out :at "t 9 ! ye> is mo/ likely to exhibit small att5dance4 ,v]ify ! f9d+ f ! s*ool record4 ,:at sub/itutes = att5dance on public s*ools are p]mitt$8 ,h[ _m *ildr5 9 ! t[n att5d s*ools o!r ?an public s*ools1 & :y8 ,,ayres1 ,l4 ,p4 ,*ild ,acc\nt+ 9 ! ,public ,s*ools4 ,survey ,committee ( ! ,clevel& ,f\ndation4 7,copies may be secur$ f ! ,russell ,sage ,f\ndation47 ,?is is "o ( ! volumes ( ! ,clevel& survey & is ! only brief /atem5t ( ! :ole matt] t !re is4 ,reports ( ! ,commission] ( ,education %\ld be /udi$ z sugge/$ above4 ,,footnotes3 #i ,ellwood ,p4 ,cubb]ley1 8,*ang+ ,conceptions ( ,education10 ,riv]side ,educational ,monograph1 pp4 #bg-ce4 ,h\ghton ,miffl9 ,company1 #aiji4 #aj ,report ( ! ,commission] ( ,education = #ahhh-ahhi1 p4 #dga4 #aa ,report ( ! ,commission] ( ,education = #aiae1 ,vol4 ,i1 p4 #ab4 #ab ,report ( ! ,commission] ( ,education = #aiaf1 ,vol4 ,i1 p4 #bd4 #ac ,report ( ! ,commission] ( ,education = #aiaf1 ,vol4 ,i1 p4 #be4 #ad ,report ( ! ,commission] ( ,education = #aiae1 ,vol4 ,i1 pp4 #ab-ac4 ,,*apt] ,,iv ,,inve/+ ,,public ,,money ,,9 ,a ,,new ,,g5]ation ,,! ,,co/ ,,( ,,educat+ ,,an ,,individual ,we all "k some?+ ab\t h[ mu* ! family inve/s 9 its sons & daught]s4 ,! provision made by ! fa!r = 8 *ildr5 is recogniz$ z an expression ( ! p>5t's will+ness to give to ! second g5]ation z good a />t 9 life z ! family c af=d4 ,we are less likely to realize ! ext5t to :i* ! community is draw+ on its mat]ial res\rces = a simil> purpose4 ,! city ( ,*icago--to *oose a s+le example--gives to ea* boy or girl :o goes ?r\gh elem5t>y s*ool & high s*ool an aggregate ( six hundr$ & ?irty doll>s4 ,if a *ild 7 notifi$ to g to ! city hall :5 he is eighte5 ye>s ( age & receive ?is sum ( money1 we %\ld recognize :at x means = a community to pay = ! education ( its new g5]ation4 ,we %\ld und]/& t ! *ildr5 ( a city are its w>ds4 ,:5 ! matt] is obscur$ by ! complexities ( ! social ma*9]y ?r\gh :i* ?is bonus is di/ribut$1 we lose sight ( ! magnitude & directness ( public exp5ditures = education4 ,! example ( ,*icago c be pursu$ ev5 fur!r4 ,! sum /at$ above is too small1 = x is bas$ on ! annual exp5ditures = conduct+ ! s*ools2 x does n include ! l>ge outlay = s*ool build+s & = real e/ate :i* ! city is call$ ^u to make 9 ord] to provide rooms 9 :i* ! education may be giv54 ,nor d ! figures cov] irregul>ities4 ,if ! pupil does n get ?r\gh ea* ye>'s "w 9 regul> ord]1 ! city is (t5 call$ ^u to provide m ?an ! normal numb] ( ye>s ( tra9+4 ,"o fur!r item is to be add$ to ! calculations above giv51 9 ! case ( ^? :o g to ! city normal college4 ,= ^! tea*]s-9-tra9+ ! city pays an additional two hundr$ & tw5ty-eight doll>s a ye>1 rais+ ! aggregate exp5d$ on su* a /ud5t to ne>ly elev5 hundr$ doll>s4#ae ,su* /ud5ts are typical ( a va/ numb] ( "y p :o are att5d+ at public exp5se /ate normal s*ools1 /ate univ]sities1 & public te*nical s*ools4 ,inde$1 ev5 :]e /ud5ts att5d end[$ in/itutions & pay tuition1 ! actual co/ ( _! education is commonly borne 9 v l>ge measure by ! community1 :i* 9 ! la/ analysis is ! s\rce ( ! end[m5t4 ,,total ,,s*ool ,,exp5ditures ,,9 ,,! ,,unit$ ,,/ates ,ano!r me?od ( pres5t+ ! facts is to deal ) totals4 ,! figures :i* repres5t ! exp5diture = public education 9 ! ,unit$ ,/ates are s l>ge t ! individual :o reads !m usually passes !m ov] ) little compreh5sion unless he is giv5 "s backgr\nd = comp>ison4 ,p]haps ?is backgr\nd c be furni%$ by recall+ ! /atem5t quot$ 9 ! la/ *apt]1 :]e x 0 po9t$ out t a c5tury ago !re 0 practically no conception ( ! pr9ciple ( free public s*ools4 ,s*ools 7 support$ 9 l>ge measure by *>ity or by tuition4 ,mo/ communities provid$ only a v %ort t]m & collect$ a rate bill1 or p]sonal tuition1 f ! pupils to supplem5t ! small fund secur$ f taxation4 ,dur+ ! qu>t] ( a c5tury be=e #ahej !re 0 a widespread movem5t 9 ! ,nor!rn /ates :i* gradually secur$ 9 ! face ( mu* opposition full public support = s*ools4 ,rate bills did n disappe> entirely until #ahga1 ! la/ /ate to aboli% !m be+ ,new ,j]sey1 b at t date ! pr9ciple ( support ?r\gh g5]al taxation 0 completely e/abli%$4 ,9 #ahgj1 z we are told by ! ,commission] ( ,education1 ! total exp5ditures = public elem5t>y & second>y s*ools _h rea*$ sixty-?ree million doll>s4#af ,n9ete5 ye>s lat]1 :5 ! population _h increas$ ab\t #fj p] c5t1 exp5ditures _h m ?an d\bl$1 rea*+ "o hundr$ & =ty millions4 ,s9ce t "t exp5ditures h increas$ by leaps & b\nds1 f> surpass+ increases 9 population1 z indicat$ by ! foll[+ table3 ,,table ,i4 ,,exp5ditures ,,= ,,public ,,elem5t>y ,,& ,,second>y ,,s*ools ,,comp>$ ,,= ,a ,,p]iod ,,( ,,ye>s1 ,,includ+ ,,also ,a ,,comp>ison ,,( ,,population ,,= ,,! ,,same ,,p]iods #ahhi-ahij #ahii-aijj #aiji-aiaj #aiad ---------------------------------------- ---------------------------------------- ---------------------------------------- ---------- ,population#af #fb1fbb1bej #ge1fjb1eae #ia1igb1bff #ih1gda1cbd ,exp5ditures#ag #adj1ejf1gaebad1ifd1fahdbf1bej1dcdeee1jg g1adf ,exp5diture p] capita ( population #b4bd #b4hd #d4fd #e4fb ,exp5diture p] pupil 9 av]age att5dance #ag4bc #bj4ba #cc4bc #ci4jd ,^! gross figures indicate a gr[? 9 s*ools t has nev] be5 p>allel$ 9 ! hi/ory ( any c\ntry4 ,! d\bl+ ( exp5ditures betwe5 #aijj & #aiaj is due 9 "p to ! rapid evolution ( high s*ools4 ,elem5t>y s*ools1 h[ev]1 h %>$ 9 ! developm5t4 ,tea*]s are m highly tra9$ ?an ev] be=e1 new c\rses h be5 add$ to ! curriculum1 & bett] hygi5ic conditions h be5 provid$ 9 s*ool build+s4 ,!re c be no mi/ak+ ! evid5ce t ,am]ican communities are will+ to support s*ools 9 a program ( expansion & improvem5t4 ,,co/ ,a ,,det]m9+ ,,consid]ation ,,9 ,,s*ool ,,organization ,an adequate compreh5sion ( ! mean+ ( ! /ati/ics ( educational co/s w make x impossible = ! tea*] ( ,lat9 to sit ap>t & say t x is n 8 duty to ?9k ( ! community4 ,! tea*] ( sci5ce _c ask = unlimit$ equipm5t = laboratory ex]cises2 ! tea*] ( music or ari?metic _c say t he is int]e/$ m]ely 9 spiritual & intellectual affairs & t he has no reason to consid] mat]ial matt]s4 ,! impressive fact is t a great public tru/ has be5 committ$ to ! h&s ( tea*]s4 ,! community has erect$ s*oolh\ses & tax$ itself to ! po9t :]e s*ool exp5ditures h come to be look$ ^u z a s]i\s burd5 9 _m a section ( ! c\ntry4 ,x is a pr(essional obligation re/+ on ! tea*]1 be he ( high or l[ degree1 to ?9k ( 8 relation to ?is matt] ( public exp5ditures4 ,! public is likely to become m & m insi/5t 9 ! dem& t public exp5ditures be absolutely purg$ ( wa/e ( any k9d1 ei!r ! wa/e t arises f extravagance or ! wa/e t results f ineffici5cy4 ,illu/ration3 ,,fig4 #d4 ,proportion ( public money sp5t = public s*ools & o!r items ,,relation ,,( ,,s*ool ,,exp5ditures ,,to ,,o!r ,,public ,,exp5ses ,!re is /ill ano!r way 9 :i* ! facts reg>d+ ! magnitude ( ! public inve/m5t 9 education c be =mulat$4 ,9 #aiac ! ,bureau ( ,c5sus secur$ figures to %[ :at proportions ( ! total funds sp5t by cities are devot$ to v>i\s dep>tm5ts1 su* z g5]al gov]nm5t1 police1 fire1 & s on4 ,= ! l>g] cities x appe>s t ab\t "o qu>t] ( ! public rev5ues g to ma9ta9+ s*ools2 9 cities ( small] size ! fraction is l>g]1 rea*+ 9 "s cases ne>ly "o half4 ,= purposes ( our pres5t /udy a few examples w suffice4 ,^! are giv5 9 ,table ,,ii4 ,two cases are exhibit$ 9 ,fig4 #d4 ,,table ,,ii4 ,,p] ,,c5t ,,( ,,total ,,gov]nm5tal ,,co/ ,,paym5ts ,,devot$ ,,to ,,v>i\s ,,city ,,dep>tm5ts#ah ,,g5]al ,,o!r ,,gov]n-,,police ,,fire,,heal?,,sanita-,,high- ,,*>i-,,s*ools,,small ,,m5t ,,tion ,,ways ,,ties ,,items ---------------------------------------- ---------------------------------------- ---------------------------------------- -- ,new ,york #ac4f #ab4a #g4j #b4c #h4j #g4h #h4g #bg4i #ab4d ,*icago #ae4c #ae4h #g4i #a4c #h4h #f4f #f4d #bd4f #ac4d ,phila- delphia #ac4h #ae4j #e4a #a4h #g4a #ad4f #aj4d #ba4f #aj4d ,/4 ,l\is #ab4d #ae4e #h4b #a4a #aj4b #ac4j #f4f #be4c #g4h ,bo/on #aj4h #aa4d #h4a #b4i #i4c #aj4e #h4c #bd4f #ad4c ,albany #ab4c #ac4c #ad4a #a4d #g4f #i4c #c4j #bg4i #aa4a ,dayton #g4f #aj4a #i4i #a4e #aj4e #ah4d #d4a #cc4d #d4f ,des ,mo9es #f4a #f4a #ae4j #j4h #d4f #i4g #j4c #df4e #aj4i ,gr& ,rapids #i4d #i4d #ad4j #c4j #f4h #f4e #a4i #db4c #f4i ,ri*mond #i4g #aj4h #aj4f #b4i #ab4g #ba4f #d4g #ba4j #f4a ,^! figures %[ :y x is t ! bus9ess man & ! taxpay] are addict$ to criticisms ( s*ool exp5ditures4 ,x is difficult = ! ord9>y citiz5 to get ?is great exp5diture ( public money out ( ! c5t] ( 8 vision4 ,he c1 p]haps1 be int]e/$ by "s en?usia/ 9 ! introduction ( dome/ic sci5ce or civics or "s o!r new c\rse ( /udy2 he may ev5 become conv9c$ ( ! ne$ ( improvem5ts 9 ! equipm5t ( s*ool build+s2 b soon] or lat]1 :5 ! en?usia/ has ceas$ to speak1 ! p]si/5t fact t x co/s a great %>e ( ! rev5ue ( ! city to conduct ! s*ools w reass]t itself z a dom9ant item 9 8 ?9k+4 ,,urg5t ,,dem&s ,,= ,,economy ,,& ,,effici5cy ,9 n a few cases ! problem ( f9anc+ s*ools has 9 rec5t ye>s become especially acute4 ,communities are 9 _m cases at ! limit n[ p]mitt$ by /ate laws controll+ ! levy+ ( taxes4 ,! ma9t5ance ( s*ools ev5 at _! pres5t level is v difficult1 & all ! "t !re is ! urg5t pu% )9 ! sy/em = enl>gem5ts & improvem5ts4 ,o!r communities :i* see ! rapid increase 9 s*ool exp5ditures1 ev5 :ile !y are will+ to tax !mselves m = s*ools1 are ask+ = cle> evid5ce t s*ool "w is be+ done effici5tly4 ,su* an attitude appe>s1 = example1 9 a resolution pass$ by ! citiz5s ( ,portl&1 ,oregon1 at a regul> annual meet+ ( ! vot]s held ,decemb] #bg1 #aiab3 ,:]eas1 ! av]age daily att5dance at ! public s*ools ( ?is di/rict has increas$ f #aj1chg 9 #aijb to #bc1gab 9 #aiab1 & ! annual disbursem5ts h increas$ dur+ ! same p]iod f #dbj1hgi4fa to #b1dij1dgg4bh2 & :]eas1 x is ( ! utmo/ importance t ! public s*ools %\ld be kept at ! highe/ po9t ( effici5cy4 ,x is h]eby decl>$ to be ! s5se ( ?is meet+ t a full & complete survey be made ( ! public s*ool sy/em ( ?is di/rict4#ai ,_m o!r examples c\ld be giv5 ( s*ool inquiries :i* h gr[n out ( ! dem& = ei!r bett] adm9i/ration ( f9ances or m effici5t tra9+4 ,9 #aiaj ! ,bo>d ( ,e/imate & ,apportionm5t ( ,new ,york ord]$ a survey ( ! s*ools ( t city because ! ,bo>d did n believe itself to be 9 possession ( adequate in=mation on :i* to base appropriations = education & because1 to use ! words ( ! resolution1 ,x is ! s5se ( ?is ,bo>d t effici5t & progressive adm9i/ration ( ! s*ools 444 is indisp5sable to ! welf>e & progress ( ! city & t g5]\s appropriations 444 are desirable 9 s f> z assurance & evid5ce c be giv5 t su* appropriations w be exp5d$ = purposes & 9 a mann] to promote ! effici5cy & welf>e ( ! s*ools & to increase ! value & effect ( ! in/ruction giv5 !re94#bj ,su* quotations %[ ! intimate relation betwe5 f9ance & tea*+1 betwe5 ! attitude ( ! community t[>d exp5ditures & ! mod]n dem& = a sci5tifically conduct$ s*ool sy/em4 ,,exp5ditures ,,9 ,,relation ,,to ,,weal? ,return+ to ! detail$ /udy ( s*ool f9ance1 x may be laid d[n z a fundam5tal pr9ciple t 9 g5]al s*ool exp5ditures are relat$ to ! ability ( a community to pay taxes4 ,tak+ = purposes ( illu/ration ! ?ree l>ge/ cities1 we f9d t !y h diff]5t degrees ( weal?4 ,new ,york ,city has an av]age weal? ( #agfe4bh p] inhabitant2 ,*icago has only #afjd4bj2 ,philadelphia1 #iec4fe4 ,evid5tly ! capacity ( ^! cities = support+ s*ools is v diff]5t4 ,! diff]5ces 9 weal? correspond r\ghly to ! v>y+ scale ( exp5ditures = elem5t>y s*ools 9 ^! ?ree cities4 ,new ,york exp5ds #de4fg p] pupil2 ,*icago1 #cg4eh2 & ,philadelphia1 #cb4bb4 ,! less weal?y cities commonly sp5d less on s*ools4 ,!re is a c]ta9 equity 9 ! v>iation 9 exp5ditures above not$4 ,b !re are conditions "u :i* ! v>iations 9 weal? are s great t if exp5diture dep5d$ on ! ability ( a community to pay = s*ools1 ! *ildr5 w\ld suff]4 ,9 su* cases ! /ate mu/ take a %>e ( ! co/s & mu/1 9 ! int]e/s ( ! g5]al community1 pay = bett] s*ools ?an ! city or di/rict c itself af=d4 ,if "o ?9ks ( a m9+ t[n1 = example1 :]e ! population is made up entirely ( labor]s ) l>ge families & :]e ! homes are cr[d$ toge!r 9 a small area1 x w be recogniz$ at once t ! ability to support s*ools is v diff]5t f t ( a well-to-d manufactur+ city or ( a sp>sely settl$1 f]tile f>m+ region :]e ! *ildr5 are few & ! taxable weal? is comp>atively great4 ,9 ! case ( ! m9+ t[n ! /ate mu/ /ep 9 to equalize 9 "s degree ! educational opportunities ( ! *ildr54 ,x is n to ! advantage ( ! /ate z a :ole t ! _m *ildr5 ( t t[n %\ld be s]i\sly limit$ 9 _! s*ool+1 because !y w 9 due "t scatt] to o!r communities1 & ! safety & progress ( ^! o!r communities require t !re %all be adequate educational opportunities 9 ! m9+ t[n4 ,?is "o example is en\gh to sugge/ ! problems :i* arise 9 ! /udy ( support = s*ools4 ,! s\rces ( ^! funds & ! equitable di/ribution ( /ate s*ool taxes con/itute "o ( ! l>ge problems ( public f9ance & call = c>eful sci5tific /udy4 ,su* que/ions z ! foll[+ arise & mu/ be answ]$3 ,%all /ate grants be det]m9$ by ! pupil enrollm5t1 by ! av]age att5dance1 by ! aggregate att5dance1 or by ! numb] ( tea*]s employ$8 ,,co/s ,,( ,,diff]5t ,,levels ,,( ,,education ,turn+ to details ( exp5diture1 we f9d a new set ( problems4 ,p]haps ! mo/ impressive fact is t !re is a wide discrepancy 9 e city betwe5 ! av]age exp5ditures p] pupil 9 elem5t>y s*ools & high s*ools4 ,aga91 we may select z typical ! facts = ! cities ref]r$ to 9 an e>li] table4 ,^! av]age figures are less /rik+ ?an "s :i* c\ld be cit$4 ,9 ,los ,angeles1 ,cali=nia1 ! co/ p] pupil 9 ! high s*ool1 at ! same date z t = :i* ! figures 9 ,table ,,iii 7 compil$1 0 #bhe4fg z contra/$ ) ! co/ ( #ei4da p] elem5t>y pupil4 ,,table ,,iii4 ,,co/ ,,p] ,,pupil ,,9 ,,elem5t>y ,,s*ools ,,& ,,high ,,s*ools ,,9 ,,select$ ,,cities#ba ,,elem5t>y ,,s*ool ,,high ,,s*ool ---------------------------------------- ---------------------------------------- ---- ,new ,york #de4fg #aje4hf ,*icago #cg4eh #he4ae ,philadelphia #cb4bb #hg4aj ,/4 ,l\is #cg4ba #aac4gb ,bo/on #dd4ha #hb4gg ,albany #ce4fi #gj4ef ,dayton #bi4he #fc4gg ,des ,mo9es #cc4ff #ea4ag ,gr& ,rapids #dj4de #hg4cf ,ri*mond #bb4bd #ef4gc ,x requires v little consid]ation to expla9 :y !re is a diff]5ce betwe5 ^! two types ( exp5ditures4 ,high-s*ool classes are (t5 small1 tea*]s receive high] sal>ies1 & equipm5t is m exp5sive4 ,x requires mu* m consid]ation to ju/ify ! diff]5ce4 ,!re are "s :o hold t ! elem5t>y s*ool is be+ sacrific$ to ! high s*ool4 ,inde$1 !re are "s p s extreme 9 _! views t !y w\ld make all high s*ools tuition s*ools4 ,!y hold t ,bo/on is 9 exp5ditures mu* less op5 to criticism ?an ,/4 ,l\is4 ,9 ,/4 ,l\is1 on ! o!r h&1 x is po9t$ out t a mo/ elaborate s*eme ( high s*ools has be5 organiz$ ) a view to provid+ e high-s*ool /ud5t 9 e section ( ! city ) ! broade/ possible opportunities4 ,by way ( fur!r answ] to ! critics ( ! high s*ool1 x is ass]t$ t ! community gets back 9 public s]vice f ! /ud5t :o has tak5 high] c\rses m ?an su* c\rses co/4 ,c]ta9 x is1 z ! figures 9 ,table ,,iii %[1 t cities are mak+ exp5ditures on a mo/ g5]\s scale = ! ma9t5ance ( high s*ools2 & ! total am\nt ( ?is exp5diture is great] ?an ! table indicates because !re are l>ge initial appropriations = s*ool build+s :i* are n tak5 into acc\nt 9 ^! /atem5ts ( curr5t exp5ses4 ,,co/s ,,( ,,diff]5t ,,subjects ,,( ,,in/ruction ,pursu+ ! matt] fur!r1 we f9d t !re are ! wide/ discrepancies 9 co/s due to diff]5ces 9 ! subjects taught1 to diff]5ces 9 ! numb] ( pupils assembl$ 9 class1 & to o!r less conspicu\s diff]5ces4 ,9 ord] to br+ out ! diff]5ces betwe5 subjects 9 ! same s*ool1 ,pr(essor ,bobbitt has calculat$ ! co/1 p] ?\s& /ud5t h\rs1 ( in/ruction 9 tw5ty-five m$ium-siz$ high s*ools1 & pres5ts 9 ,table ,,iv ! m$ian#bb co/ ( ea* subject4 ,,table ,,iv4 ,,co/1 ,,p] ,,?\s& ,,/ud5t ,,h\rs1 ,,( ,,in/ruction ,,9 ,,high ,,s*ools ,,9 ,,! ,,v>i\s ,,subjects ,,( ,,! ,,curriculum#bc ,,subjects ,,m$ian ,,co/ ---------------------------------------- ----------------------------- ,%opwork #ic ,normal tra9+ #ib ,lat9 #ga ,comm]cial #fi ,mod]n languages #fc ,hi/ory #fb ,h\sehold occupations #fa ,sci5ce #fj ,ma!matics #ei ,engli% #ea ,agriculture #dh ,music #bc ,translat+ ?is table into ! =m ( a s]ies ( que/ions :i* s*ool au?orities & communities mu/ face1 we may ask3 ,is x desirable t %opwork be suppli$ 9 a s*ool :5 x co/s ne>ly twice z mu* z ,engli%8 ,is ,lat9 en\gh bett] ?an mod]n languages to ju/ify its ret5tion 9 ! program ( a s*ool :5 x co/s eight doll>s m p] unit ( in/ruction8 ,l s]ies ( facts = ! elem5t>y s*ools c be borr[$ f an unpubli%$ /udy by ,mr4 ,g4 ,lee ,flem+ ( ,hibb+1 ,m9nesota1 & are reproduc$ 9 ,table ,v4 ,c]ta9 select$ facts are also exhibit$ 9 ,fig4 #e4 ,! table %[s t read+ absorbs ne>ly two ?irds ( ! exp5ditures ( ! fir/ grade1 :ile 9 ! ?ird grade ! same subject gets a little less ?an "o ?ird ( ! exp5ditures1 & 9 ! six? grade ab\t "o six?4 ,op5+ ex]cises require ab\t ! same exp5diture 9 all grades4 ,geography comes into prom95ce fir/ 9 ! f\r? grade4 ,a /udy ( ! table w %[ t f9ancial /atem5ts ( ?is type are indexes ( academic organization4 ,,table ,v4 ,,! ,,portion ,,( ,,ea* ,,?\s& ,,doll>s ,,sp5t ,,= ,,in/ruction ,,9 ,,ea* ,,subject ,,9 ,,ea* ,,( ,,! ,,fir/ ,,six ,,elem5t>y ,,grades#bd ,,subjects ,fir/ ,second ,?ird ,f\r? ,fif? ,six? ,,av]age ,grade ,grade ,grade ,grade ,grade ,grade ---------------------------------------- ---------------------------------------- -------------------------------------- ,read+ #faa #djg #cjg #bdj #aej #aef #cab ,ari?metic #e #aja #agf #ahg #aha #aij #adj ,language #ie #aaj #abf #acj #agh #aje #abd ,music #hf #ij #hd #fg #eh #fg #ge ,spell+ #c #ib #ij #ic #hj #ga #ga ,geography -- -- #i #ajb #abd #aeb #fd ,writ+ #di #fh #fa #fa #eb #ei #eh ,draw+ #fj #hj #ee #ff #cb #db #ef ,manual arts -- -- #bc #i #fj #gf #bh ,op5+ ex]cises #cd #ba #bc #ba #bd #be #be ,physical culture #aa -- #ae #ad #dj #ci #bj ,folk danc+ #aa #bb #be -- -- -- #aj ,hygi5e -- #c #f #aj #aa #ac #g ,con/ruction "w #bh -- -- -- -- -- #e ,hi/ory -- -- -- -- #aj #e #b ,h&work #d #f -- -- -- -- #b ,s5se tra9+ #c -- -- -- -- -- #a ---------------------------------------- ---------------------------------------- -------------------------------------- ,total #ajjj #ajjj #ajjj #ajjj #ajjj #ajjj #ajjj ,,co/s ,,( ,,classes ,,( ,,diff]5t ,,sizes ,a second det]m9ant ( co/s is ! size ( ! class4 ,"o ( ! simple/ ways ( r$uc+ exp5ses is to give a s+le tea*] a l>ge numb] ( pupils to c>e =4 ,9 #aiaf ! sup]9t5d5t ( s*ools 9 ,/4 ,l\is calculat$ t ! r$uction ( elem5t>y classes 9 ! s*ools ( t city by an av]age ( "o pupil p] class w\ld co/ ! city #fe1jjj p] ye>4 ,los ,angeles & ,indianapolis h small elem5t>y classes1 ! av]ages be+ #bc4g & #bd4g memb]s p] class respectively4 ,! co/ ( elem5t>y in/ruction is v high1 be+ #ei4da & #ej4de respectively4 ,/4 ,l\is & ,*icago h mu* l[] co/s1 namely1 #cg4ba & #cg4eh respectively4 ,^! l[ co/s are secur$ 9 a v l>ge measure by gr\p+ *ildr5 9 l>ge classes ( #cg4f & #dj4c av]age memb]%ip p] class4 ,illu/ration3 ,,fig4 #e4 ,di/ribution 9 ! v>i\s grades ( ea* ?\s& doll>s exp5d$ = in/ruction ,! relative exp5diture 9 six grades ( ! s*ools ( ,hibb+1 ,m9nesota1 = f\r ( ! *ief s*ool subjects is %[n by ! height ( ! columns ,,sal>ies ,tea*]s' sal>ies diff] 9 diff]5t cities & affect ! problems ( co/2 ! numb] ( h\rs t tea*]s tea* is ano!r cause ( v>iation4 ,,books ,,& ,,supplies ,c]ta9 cities supply ! pupils ) books & mat]ials1 :ile o!r cities require ! *ildr5 to br+ _! supplies f home4 ,9 ! long run1 ! co/ falls on ! community 9 ei!r case1 b x is diff]5tly di/ribut$4 ,9 ! fir/ case1 ! taxpay]s pay = ! supplies z !y d = s*ool build+s1 ea* taxpay] contribut+ accord+ to ! assess$ value ( 8 prop]ty4 ,9 ! second case1 p>5ts pay = supplies accord+ to ! numb] ( _! *ildr5 & )\t reg>d to _! prop]ty4 ,9 reg>d to g5]al supplies1 !re are also diff]5ces 9 policy4 ,"s cities are lavi% 9 furni%+ maps & ref]5ce books & specim5s = nature /udy1 :ile o!rs are v economical 9 ^! respects1 sometimes ju/ify+ _! policy by say+ t !y put all !y c af=d to exp5d into tea*]s' sal>ies4 ,! "q is ?us rais$3 ,h[ f> is x legitimate to sp5d money 9 provid+ mat]ial equipm5t1 & h[ f> %\ld x be devot$ to ! paym5t ( high-sal>i$ tea*]s8 ,is x well1 = example1 to ask a tea*] ( good tra9+ 9 geography to in/ruct a class )\t any wall maps8 ,is x economical to ask a tea*] ( hi/ory to conduct 8 classes )\t books ( ref]5ce8 ,or1 comp>+ v>i\s k9ds ( mat]ial equipm5t ) ea* o!r1 "o may ask :e!r x is m ess5tial to sp5d money on well-light$1 well-v5tilat$ rooms t are b>r5 ( app>atus or to put up ) old build+s & pur*ase laboratory equipm5t4 ,,! ,,mean+ ,,( ,,f9ancial ,,organization ,,& ,,educational ,,acc\nt+ ,"o reason :y x is important t que/ions l ^? 9 ! =ego+ p>agraphs be explicitly =mulat$ is t _m citiz5s ?9k ( s*ool f9ance z :olly di/9ct f s*ool organization4 ,v (t5 memb]s ( ! bo>d ( education w disclaim any k ( ! c\rse ( /udy or ( ! qualifications ( tea*]s & say t x is _! sole duty to sup]vise exp5ditures4 ,consid]ation ( ! real problems ( s*ool f9ance soon br+s to ! surface ! fact t f9ancial exp5ditures are m]ely means to ! end ( supply+ adequate opportunity = all ! *ildr5 :o are requir$ by legislation to att5d s*ools4 ,s*ool f9ance is "o aspect ( s*ool organization4 ,9 rec5t ye>s !re has be5 a movem5t 9 ! direction ( bett] acc\nt+ sy/ems :i* are design$ to reveal ! ne$s ( ! s*ools & ! ways 9 :i* ^! ne$s are be+ met4 ,! f9ancial records ( progressive s*ool sy/ems1 in/ead ( ?r[+ toge!r exp5ditures 9 g5]al acc\nts1 are keep+ items ( sup]vision di/9ct f items ( tea*+4 ,co/s ( supplies ( v>i\s k9ds are kept ap>t4 ,?us1 janitors' supplies are kept sep>ate f crayon & o!r educational supplies4 ,! co/ ( coal is us$ z a means ( *eck+ ! effici5cy ( janitors4 ,! ,bureau ( ,education ( ! ,unit$ ,/ates has prep>$ bookkeep+ =ms1 & a numb] ( s*ool sy/ems are keep+ uni=m records ( exp5ditures4 ,?is w greatly facilitate comp>isons & sci5tific /udies 9 ! future & w help to make s*ool f9ance m ?an a m]e haphaz>d di/ribution ( public money4 ,,ex]cises ,,& ,,read+s ,:at w\ld x co/ to supply all ! memb]s ( a college class ) free textbooks8 ,w\ld x be equally j to supply a college class ) notebooks8 ) writ+ pap]8 ,:y is a laboratory fee *>g$ 9 c]ta9 c\rses8 ,is a laboratory fee j 9 a class 9 physics8 9 *emi/ry8 9 draw+8 ,9 case a boy is go+ to become a plumb]1 is ! public "u any obligation to tra9 him s t he w become an exp]t8 ,h[ ab\t a doctor8 ,:at /eps does ! public take to insure effici5cy 9 tea*]s8 9 railroad eng9e]s8 9 mail cl]ks8 ,:at are ! /ate laws ) reg>d to ! am\nt ( tax t may be levi$ = s*ools8 ,are upp] limits really necess>y8 ,a c]ta9 t[n is ab\t to build a new s*oolh\se4 ,! build+ w co/ 9 ! aggregate ab\t #cj1jjj4 ,if ! build+ is provid$ ) a sightly lawn 9 front & ) an ornam5tal patt]n 9 ! brick1 x w co/ #djj m ?an if x is p]fectly pla9 & ! y>d is made ( gravel4 ,if ! corridor is made sixte5 feet wide r ?an twelve1 ! co/ w be #djj great]4 ,%all ! two exp5ditures be made or n8 ,,cl>k1 ,e4 ,f9anc+ ! ,public ,s*ools4 ,! ,survey ,committee ( ! ,clevel& ,f\ndation4 7,copies may be secur$ f ! ,russell ,sage ,f\ndation47 ,?is is a volume ( ! ,clevel& survey4 ,,cubb]ley1 ,e4 ,p4 ,public ,s*ool ,adm9i/ration4 ,h\ghton ,miffl9 ,company4 ,?is deals ) ! problems ( public-s*ool organization1 includ+ ! g5]al pr9ciples ( f9ance4 ,,rugg1 ,h4 ,o4 ,report on ! f9ances ( ! s*ool sy/em ( ,gr& ,rapids 9 ! 8,s*ool ,survey1 ,gr& ,rapids1 ,mi*igan40 ,bo>d ( ,education1 ,gr& ,rapids4 ,,rugg1 ,h4 ,o4 ,report on ! f9ances ( ! s*ool sy/em ( ,/4 ,l\is 9 ! 8,s*ool ,survey1 ,/4 ,l\is1 ,miss\ri40 ,bo>d ( ,education1 ,/4 ,l\is4 ,,footnotes3 #ae ,av]age co/ p] pupil ( ma9ta9+ elem5t>y s*ools = #aiad-aiae #cg4eh ,av]age co/ p] pupil ( ma9ta9+ high s*ools = #aiad-aiae #hb4cf ,av]age co/ p] pupil ( ma9ta9+ ,*icago ,normal ,college = #aiad-aiae #bbh4hd ,report ( ! ,sup]9t5d5t ( ,s*ools = ! ,ye> ,end+ ,june #cj1 #aiae1 9 ! ,sixty-fir/ ,annual ,report ( ! ,bo>d ( ,education ( ! ,city ( ,*icago1 p4 #aif4 #af ,report ( ! ,commission] ( ,education = #aiaf1 ,vol4 ,,ii1 p4 #bj4 #ag ,ibid4 p4 #ai4 #ah ,bullet9 ,no4 #abf1 ,table ,,ii1 ,unit$ ,/ates ,bureau ( ,c5sus1 #aiac4 #ai ,quot$ 9 full] detail on pages #dbf et seq4 ( ! 8,portl& ,survey10 by ,ellwood ,p4 ,cubb]ley4 ,publi%$ by ! ,_w ,book ,company1 #aiae4 #bj ,report ( ,committee on ,s*ool ,inquiry1 p4 #fa4 ,publi%$ by ! city ( ,new ,york1 #aiaa-aiac4 #ba ,figures tak5 f ! f9ancial survey ( ,gr& ,rapids1 ,mi*igan1 prep>$ by ,dr4 ,h4 ,o4 ,rugg & publi%$ 9 ! survey ( t city publi%$ by ! ,bo>d ( ,education1 #aiag1 & f ! survey ( ,/4 ,l\is by ! same inve/igator4 #bb ,! m$ian is t figure above :i* & bel[ :i* fall half ! cases4 ,x is1 !re=e1 a suitable sample ( ! :ole gr\p4 ,x is a bett] repres5tative figure ?an ! av]age4 #bc ,j4 ,f4 ,bobbitt1 8,high-,s*ool ,co/s10 9 ! ,s*ool ,review1 ,vol4 ,,xxiii1 ,no4 #h 7#aiae71 p4 #ebf4 #bd ,g4 ,lee ,flem+1 ,in/ructional ,co/s 9 ! ,fir/ ,six ,elem5t>y ,grades4 ,ma/]'s ,!sis1 ,dep>tm5t ( ,education1 ,! ,univ]sity ( ,*icago1 #aiaf4 ,,*apt] ,v ,,delegat+ ,,responsibility ,,= ,,c>ry+ ,,on ,,s*ools ,,class ,,in/ruction ,,giv5 ,,ov] ,,to ,,! ,,tea*] ,al?\gh ! community z a :ole recognizes ! ne$ ( education1 & is will+ to supply ! necess>y f9ancial support1 x _c manage directly ! details ( s*ool op]ation4 ,! community _c decide :at sev5-ye>-old *ildr5 %all /udy4 ,! community _c decide :at ought to be done ) a disord]ly pupil4 ,x becomes necess>y1 !re=e1 = ! community to devise "s me?od ( pick+ out suitable repres5tatives :o c c>ry on ! s*ools4 ,! fir/ task to be ?us delegat$ 0 t ( classroom in/ruction4 ,"o reads 9 ! records ( ! e>ly t[n meet+s ( ,new ,engl& h[ ! :ole community p>ticipat$ 9 ! discussion ( all f9ancial matt]s & ( _m problems connect$ ) ! c\rse ( /udy4 ,= example1 ! site ( a s*oolh\se1 its co/1 & its plan h always be5 subjects ( community discussion4 ,aga91 ! community has (t5 decid$ :e!r x wants geography taught or c]ta9 bran*es ( ma!matics4 ,b :5 x came to ! daily r\t9e ( s*ool "w1 ! community employ$ a tea*] & turn$ ! *ildr5 ov] to him4 ,,sup]vision ,! next /age ( repres5tative control 0 rea*$ :5 ! community came to a recognition ( ! necessity ( "s k9d ( intellig5t sup]vision ( tea*]s4 ,visit+ committees 7 appo9t$1 usually includ+ ! cl]gyman ( ! t[n1 to look into ! "w ( ! classes & report to ! t[n meet+4 ,s long z communities 7 small & fairly homog5e\s 9 _! social & intellectual *>act]i/ics x rema9$ possible to get on ) direct t[n-meet+ control ( ! s*ools 9 all except ! details ( tea*+ classes & ! sup]vision ( tea*]s4 ,"o reads1 to be sure1 ( disagreem5ts at times betwe5 ! t[n meet+ & ! tea*]4 ,! visit+ committee & ! tea*] sometimes _h a cla%1 & ! support]s ( ea* pres5t$ _! views ) vigor be=e ! :ole community4 ,problems ( organization & adm9i/ration 7 n lack+ ev5 9 ^? simpl] days1 b ! ma*9]y ( s*ool managem5t 0 fairly direct & simple4 ,,sket* ,,( ,,developm5t ,,( ,a ,,s*ool ,,sy/em ,h[ ?is direct control ( s*ools became impossible ) ! gr[? ( communities c be illu/rat$ by a s+le example4 ,9 ! city ( ,*icago 9 its e>ly ye>s ! s*ools 7 indep5d5t ( ea* o!r4 ,inde$1 9 ! fir/ ye>s imm$iately aft] ! incorporation ( ! t[n1 ! s*ools 7 private s*ools to :i* ! taxpay]s paid a /ipulat$ sum out ( ! proce$s ( ! sale ( s*ool l&s or out ( di/rict levies4 ,! v>iable "* ( ! tea*+ :i* 0 secur$ "u ?is plan l$ to ! adoption 9 #ahce ( a p>tially c5traliz$ sy/em ( inspection & managem5t4 ,! di/ricts 7 left indep5d5t 9 all f9ancial matt]s1 b a c5tral bo>d ( inspectors 0 provid$ :i* 0 to unify ! s*ools ( ! t[n4 ,?is c5tral bo>d 0 cont9u$ aft] ! incorporation ( ! city1 9 #ahcg1 b ! di/ricts 7 left indep5d5t 9 f9ancial matt]s ev5 aft] t date4 ,! di/ricts vot$ on ! am\nt to be paid to tea*]s1 on ! h\s+ ( ! s*ools1 & on o!r matt]s relat+ to taxes4 ,!re 7 di/rict committees to c>e = ^! local f9ancial matt]s4 ,ev5 ?\gh ! city gov]nm5t 0 c5traliz$ by ! incorporation ( #ahcg1 ! s*ools rema9$ di/9ct4 ,! c5tral bo>d ( inspectors adopt$ c]ta9 textbooks1 b x appe>s t ! s*ools paid little att5tion to ?is action4 ,h[ meag] 0 ! di/rict provision = s*ools appe>s 9 ! fact t x 0 n until #ahde t ! fir/ public-s*ool build+ 0 erect$4 ,x is n difficult to imag9e ! *aos "u :i* su* a sy/em suff]$4 ,9 #ahea ! city c\ncil took away f ! di/ricts ! p[] ( hir+ tea*]s & gave x to ! c5tral bo>d ( inspectors4 ,x also appo9t$ a bus9ess manag]4 ,! bo>d ( inspectors ?us ga9$ 9 p[] & influ5ce1 b !y f\nd !mselves confront$ by educational problems :i* !y c\ld n solve4 ,9 #ahec !y adopt$ ! plan :i* 0 relatively new 9 ,am]ican cities1 b 0 com+ into vogue1 ( appo9t+ a sup]9t5d5t ( s*ools4 ,?is (fic] at once grad$ ! *ildr51 organiz$ a uni=m c\rse ( /udy1 & took /eps to equalize in/ruction 9 ! s*ools ( ! city4 ,,! ,,community ,,sl[ ,,to ,,delegate ,,s*ool ,,control ,! hi/orical sket* outl9$ above gives u a cle> insight into ! way 9 :i* problems ( s*ool organization arise4 ,! community mu/ delegate ! "w ( c>ry+ on s*ools4 ,!re is a natural hesitation 9 intru/+ ?is important "w to anyone4 ,z a result1 ! community is con/antly tak+ a h&1 ev5 9 ^! latt] days1 9 all k9ds ( s*ool discussions4 ,sometimes ! :ole city is drawn into a discussion ( s*ool matt]s4 ,sometimes ! individual p>5t1 9 8 capacity z a citiz51 attempts to take into 8 h&s ! au?ority ( ! community1 especially :5 ! way 9 :i* ! s*ools are be+ manag$ seems to him to be unfavorable to ! int]e/s ( 8 *ildr54 ,,limits ,,( ,,au?ority ,,& ,,responsibility ,,n ,,cle> ,! v>i\s (ficials :o are creat$ 9 ! process ( develop+ a repres5tative sy/em ( s*ool control (t5 f9d !mselves unable to det]m9e ! limits ( _! au?ority or responsibility4 ,= example1 x is almo/ impossible to det]m9e :]e ! duties ( a bus9ess manag] end & ! functions ( ! sup]9t5d5t beg94 ,?us1 :5 x comes to ! employm5t ( tea*]s & ! det]m9ation ( sal>ies1 ! "q arises :e!r ^! matt]s %\ld be settl$ on educational gr\nds or on f9ancial gr\nds1 or on bo?4 ,especially acute is ! problem ( det]m9+ ! prop] relation ( ! bo>d ( inspectors to ! tea*]s & sup]9t5d5t4 ,! inspectors1 or ! bo>d ( education z !y h come to be call$1 are *os5 z ! imm$iate repres5tatives ( ! community4 ,!y are citiz5s 9 :om ! community has g5]al confid5ce1 b !y are n *>g$1 z 0 po9t$ out above1 ) ! daily tasks ( tea*+4 ,! bo>d mu/ accord+ly appo9t tea*]s & a sup]9t5d5t4 ,^! latt] are select$ because !y h tra9+ & te*nical qualifications :i* ! community ne$s 9 ! s*ools4 ,! te*nical (fic]s h 9 an important s5se an indep5d5t place 9 ! educational sy/em4 ,x w be rememb]$ t ! tea*] 0 ! fir/ "o to :om ! community delegat$ responsibility = ! s*ools4 ,n infrequ5tly ! community f9ds its bo>d ( repres5tative citiz5s on "o side ( a s*ool issue & its te*nical (fic]s on ! o!r side4 ,take a commonplace example4 ,9 ! developm5t ( ! c\rse ( /udy x has come to pass t _m new subjects h be5 introduc$ :i* co/ a great deal4 ,manual tra9+ & dome/ic sci5ce1 z 0 %[n 9 ! la/ *apt]1 are exp5sive4 ,sup]9t5d5ts & tea*]s are en?usia/ic ab\t ! educational value ( ^! subjects4 ,sometimes ! bo>d ( education has to curtail ! exp5ditures involv$ because ! community does n seem to be prep>$ to pay ! price4 ,if ! bo>d is supreme & ! sup]9t5d5t is its s]vant1 h[ c a campaign ( explanation be organiz$ :i* w %[ ! community :at is ne$$8 ,on ! o!r h&1 if ! sup]9t5d5t is at lib]ty to g directly to ! community )\t ! cons5t or sympa?y ( ! bo>d1 complications arise :i* are n difficult to imag9e4 ,,/atem5t ,,by ,a ,,public ,,education ,,association ,a s]ies ( difficulties 9 ! adm9i/ration ( ! s*ools ( ,*icago br\ght out f ! ,public ,education ,association ( t city a /atem5t ( ! relation betwe5 ! bo>d ( education & ! te*nical (fic]s ( ! s*ools :i* illu/rates s cle>ly ! matt]s discuss$ 9 ! =ego+ p>agraphs t x may prop]ly be quot$ at l5g?4 ,,:at ,,is ,a ,,repres5tative ,,bo>d ,,( ,,education8 ,"s p want ! s*ool bo>d to be l>ge1 s t ev]yone may be repres5t$4 ,!y ?9k t x is desirable t !re %\ld be memb]s on ! bo>d f e di/rict 9 ! city1 e nationality1 ! v>i\s trades1 & ! v>i\s pr(essions4 ,a bo>d _c be made into a repres5tative body 9 ?is s5se4 ,x w\ld nev] be l>ge en\gh to include ev]ybody1 & x w\ld be unwieldy 9 action4 ,:at is ne$$ is a small bo>d t w be broad 9 its int]e/s1 t w ask _m que/ions cov]+ all sections ( ! city1 & t c act promptly4 ,?is bo>d %\ld h laid be=e x c>efully drawn plans t\*+ all ! int]e/s ( ! community4 ,?is small bo>d has to decide g5]al policies & select ! p to c>ry out ^! policies4 ,x %\ld n op]ate ! s*ools b %\ld see t !y are op]at$4 ,x %\ld require evid5ce f ! p :o op]ate ! s*ools %[+ t !y are do+ x successfully4 ,x %\ld dem& & issue reports t are cle> & intelligible to ! :ole community4 ,,! ,,functions ,,( ,a ,,bo>d ,,( ,,education ,! functions ( ! bo>d ( education h nev] be5 fully und]/ood 9 ,am]ican cities because x has be5 ?\ght ( z ! means employ$ by ! p to conduct ! s*ools4 ,?is is a wrong notion4 ,! p want tra9$ tea*]s & tra9$ (fic]s to conduct ! s*ools4 ,! p want ! bo>d ( education to organize ! s*ools s t !y %all employ ! mo/ exp]t p :o c be secur$4 ,,h[ ,a ,,good ,,bo>d ,,gets ,,! ,,"w ,,done ,?is /atem5t leads to a consid]ation ( ! second gr\p ( p :o h to d ) ! s*ool organization4 ,! s*ools c\ld n get on )\t tra9$ tea*]s4 ,!re 0 a "t :5 ea* p>5t taught 8 own *ild4 ,t 0 9 ! days :5 !re wasn't mu* to tea*4 ,to-day ! p>5t places 8 *ild 9 ! c>e ( a speciali/4 ,! p>5t has come to ! speciali/ because ! p>5t has confid5ce t ! speciali/ kn[s h[ to take c>e ( ! *ildr54 ,tea*]s are n m]e hirel+s & nurses1 inf]ior to ! *ildr52 tea*]s are tra9$ speciali/s4 ,z ! sy/em gr[s m complex !re appe> sev]al classes ( speciali/s--"s :o "k h[ to deal ) ! pupils1 "s :o "k h[ to provide ! *ildr5 ) prop] seats & prop] v5tilation1 "s :o "k h[ to make c\rses ( /udy1 & "s :o keep ! records ( ! s*ools4 ,fur!rmore1 ! s*ool sy/em gr[s complicat$ on ! mat]ial side4 ,build+s h to be erect$ & c>$ =4 ,l& has to be evaluat$ & c>$ =4 ,"s p ?9k t all ?is is an op5 book to ev]yone :o is 9 bus9ess4 ,! fact is t k ( s*ool equipm5t is j z highly specializ$ k z k ( railroad equipm5t4 ,a :olesale groc] w\ld n ?9k ( himself z compet5t to e/imate ! co/ ( ,pullman c>s j because he kn[s ab\t bus9ess4 ,! bett] s*ool sy/ems n[ h acc\nt+ me?ods 9 s*ools :i* br+ out su* matt]s z ! co/ p] unit ( tea*+ 9 high s*ools & elem5t>y s*ools1 ! /&>d co/ ( in/ruction 9 diff]5t subjects1 & ! co/ ( s*ool equipm5ts z relat$ to _! sanit>y & hygi5ic fitness4 ,e complete s*ool sy/em has its bus9ess int]e/s 9 ! h&s ( compet5t speciali/s :o "k ab\t s*ool co/s 9 detail & 9 p>ticul>4 ,,mak+ ,,! ,,ma*9e ,,"w ,,smoo?ly ,by ! "t a s*ool sy/em rea*es ! po9t :]e x has all ^! speciali/s1 x becomes necess>y to give mu* att5tion to ! c5tral plann+ ( a s*eme ( op]ation :i* %all make ! :ole ma*9e "w smoo?ly4 ,!re mu/ be a c5tral (fice :]e managem5t is provid$4 ,9 sett+ up ?is c5tral (fice !re has be5 a great deal ( exp]im5t+4 ,sometimes a tea*] has be5 put 9 *>ge2 sometimes a bo>d memb]1 9 su* case ! presid5t ( ! bo>d has tak5 *>ge4 ,"s ye>s ago ! city ( ,clevel& tri$ ! exp]im5t ( putt+ a bus9ess manag] 9 *>ge4 ,?is bus9ess manag] appo9t$ ! sup]9t5d5t ( in/ruction4 ,if "o goes back into ! hi/ory ( ,*icago1 he f9ds t a bus9ess manag] to take *>ge ( s*ool l&s 0 appo9t$ two ye>s be=e ! sup]9t5d5t ( in/ruction 0 appo9t$4 ,gradually out ( all ! exp]im5t+ !re has aris5 a new type ( s*ool (fic]1 a sup]9t5d5t ( s*ools :o is a tra9$ s*ool manag]4 ,?is manag] does n tea*2 he does n %ovel coal into ! furnaces 9 ! s*ools2 he does exactly :at ! head ( any great corporation does2 he organizes ! und]tak+4 ,he mu/ "k human nature2 he mu/ "k h[ to get reports2 he mu/ "k h[ to tell ! p ab\t ! ne$s ( _! s*ools2 he mu/ "k h[ to /raight5 out tangles2 & he mu/ "k h[ to judge results4 ,?is manag] mu/ give 8 :ole "t to gett+ ! ma*9]y to "w & keep+ x 9 ord]4 ,9 a l>ge s*ool sy/em ! manag]'s (fice w be subdivid$ & !re w ne$ to be "s fur!r organization to keep x f fall+ ap>t4 ,!re w be "o p]son 9 su* an (fice :o w "k m ab\t heat+ s*ool build+s & "o :o w "k ab\t ! quality ( tea*+4 ,! m ! subdivision ! m precautions necess>y to hold all p>ts ( ! sy/em toge!r4#be ,,report ,,( ,,committee ,,( ,,sup]9t5d5ts ,ano!r rec5t docum5t :i* ?r[s mu* light on ! problem ( ! relation betwe5 s*ool (fic]s is a report pres5t$ to ! ,dep>tm5t ( ,sup]9t5d5ce1 a division ( ! ,national ,education ,association4 ,?is report op5s ) extracts f a numb] ( lett]s f sup]9t5d5ts 9 all p>ts ( ! c\ntry4 ,! discussion !n proce$s z foll[s3 ,,obsolete ,,adm9i/ration ,,sy/em ,! impression :i* a c>eful /udy ( ?is mat]ial ref]r+ to ! mat]ial ^u :i* ! report is bas$ makes on "o's m9d is ! pa9ful "o t mo/ adm9i/rative situations are undef9$ & %ift+4 ,s*ools are adm9i/]$1 sometimes well1 sometimes badly1 b 9 mo/ cases )\t cle> def9ition ( responsibility or au?ority4 ,public int]e/s are =tunately protect$ 9 mo/ in/ances1 b ! ma*9]y is ! primitive ma*9]y ( ! vigilance committee1 ) n[ ! sup]9t5d5t1 n[ ! bo>d ( education1 n[ ! city c\ncil1 n[ a p>5ts' association1 try+ to det]m9e :at /eps %all be tak5 to promote public welf>e4 ,,/atus ,,( ,,sup]9t5d5cy ,,v>ies ,9 su* a situation ! accid5ts ( p]sonal influ5ce play an unju/ifiable "p4 ,sev]al ( ! lett]s f successful sup]9t5d5ts /ate explicitly or %[ betwe5 ! l9es t !y are entirely 9 control ( ! policies ( ! s*ools4 ,"s g s f> z to say t any ef=t to def9e ! responsibilities & au?ority ( ! sup]9t5d5t w\ld curtail _! influ5ce & w\ld !re=e be undesirable4 ,at ! o!r end ( ! scale are reports :i* %[ t ! sup]9t5d5t is %orn ( all influ5ce4 ,9 _m cases he is little m ?an a cl]k1 dep5d5t f day to day on ! accid5ts ( ! bo>d's attitude = ! meag] au?ority :i* he tries to ex]cise4 ,9 "s cases he goes to ! bo>d meet+ only :5 especially invit$4 ,he has tea*]s s5t to him by ! bo>d1 & he kn[s no?+ ab\t ! f9ancial managem5t ( ! sy/em4 ,su* a sup]9t5d5t usually recomm5ds ! adoption ( a /ate law end[+ 8 (fice ) rights4 ,! extreme situations ref]r$ to above may occur )9 a s+le /ate1 %[+ t !re is no su* ?+ z a typical & cle>ly def9$ ,am]ican s*ool adm9i/ration4 ,,di/rict ,,control ,,disc>d$ ,,sy/em ,,( ,,s*ool ,,adm9i/ration ,! orig9 ( ! pres5t situation is n f> to seek4 ,am]ican s*ools 7 fir/ controll$ by ! citiz5s ( ! di/rict4 ,!y met 9 intimate neighborhood gr\ps & settl$ ! problems relat+ to _! *ildr54 ,communities 7 fairly homog5e\s1 ! c\rse ( /udy 0 simple1 s*ool build+s 7 all ab\t equally unsanit>y1 & tea*]s 7 equally untra9$4 ,a majority vote 0 a democratic & accept$ me?od ( c>ry+ ! community ?r\gh ^! undesirables4 ,,an ,,effective ,,sub/itute ,,to ,,be ,,discov]$ ,)9 a half c5tury all ?is has *ang$4 ,we "k to-day t e c5t] 9 a /ate is involv$ 9 ! behavior ( ea* ( its communities4 ,inde$1 our g5]ation is witness+ ! assumption by ! f$]al gov]nm5t ( an influ5ce & au?ority 9 education :i* is )\t prec$5t 9 ,am]ican hi/ory4 ,?is is n ! place to comm5t at l5g? on ^! *anges1 b "o result is absolutely c]ta9--! simple di/rict control ( s*ools is gone4 ,x rema9s = u to decide :at we %all h 9 its place4 ,:at we h to-day is a s]ies ( exp]im5ts ( e v>iety t c be set up ?r\gh ! ex]cise ( human imag9ation4 ,mo/ ( ^! exp]im5ts are go+ on beh9d clos$ doors4 ,mo/ ( !m involve soon] or lat] a conflict ( au?ority4 ,v few ( !m are und]/ood by ! p ( ! communities 9 :i* !y exi/4 ,,dang]s ,,( ,,?is ,,p]iod ,,( ,,adju/m5t ,! result is1 fir/1 mu* clumsy adm9i/ration1 ev5 :]e ev]ybody acts 9 ! _s ( mo/ cordial cop]ation4 ,matt]s ( vital importance to ! s*ool are delay$4 ,secondly1 baneful ag5cies1 seek+ to pr(it unju/ly1 c set up 9 ! s*ool sy/em influ5ces :i* w\ld h no weight if !re 7 cle> & def9ite responsibility & au?ority4 ,?irdly1 ! p ( ! community1 be+ unc]ta9 ab\t :at is go+ on1 (t5 become re/less & critical & unwill+ to give adequate support to ! s*ools4 ,f\r?ly1 ! tea*+ /aff sometimes becomes demoraliz$ & relatively ineffici5t1 at times ! disorganization goes s f> t tea*]s are actually & op5ly antagoni/ic to ! bo>d or sup]9t5d5t1 or bo?4#bf ,,organization ,,"u ,,sci5tific ,,pr9ciples ,x is by no means simple to prescribe a rem$y = ! difficulties :i* ^! quotations h describ$4 ,:5 a democratic community delegates its unlimit$ p[]s to a numb] ( diff]5t classes ( p1 !re is sure to be a succession ( problems ( adju/m5t4 ,ultimately all p>ties w come to recognize ! fact t educational problems c be solv$ only :5 a full /udy ( ! situation is sub/itut$ = p]sonal op9ion4 ,e p>ty w h to be ready to ackn[l$ge ! supremacy ( a ?or\gh sci5tific /atem5t ( ! conditions & results ( s*ool "w4 ,=tunately1 examples are n f> to seek ( s*ool adm9i/ration :i* is bas$ on sci5tific /udy4 ,two conspicu\s examples w s]ve ! purposes ( ?is exposition4 ,,control ,,( ,,s*ool ,,"w ,,?r\gh ,,te/s ,9 ! city ( ,detroit !re has be5 c>ri$ on = ! la/ ?ree ye>s a sy/ematic s]ies ( te/s 9 ! fundam5tal s*ool subjects4 ,! tea*]s-9-tra9+ 9 ! city normal s*ool are giv5 c\rses 9 te/s & 9 ! int]pretation ( results s t !y c>ry into ! s*ool f ye> to ye> ! type ( prep>ation :i* makes !m intellig5t & sympa!tic f ! fir/4 ,at fir/ "s unhappy results foll[$ ! :olesale measurem5t ( results4 ,_m ( ! tea*]s ?\ght t ! me?od 0 arbitr>y & t _! "w w\ld be misrepres5t$4 ,ev5 ! good tea*]s 7 afraid4 ,!y _h be5 accu/om$ to ! purely p]sonal type ( sup]vision bas$ on op9ion & answ]able1 :5 occasion dem&$1 by op9ion4 ,! tea*]s :o 7 n sure ( ! success ( _! "w 7 viol5t 9 _! objections4 ,! ,bo>d ( ,education1 :i* at ! beg9n+ ( ! te/+ 0 compos$ ( "s ( ! *eape/ politicians 9 ! city1 l$ ! attack on :at !y t]m$ a fad & a !ory4 ,exp]i5ce has1 h[ev]1 ju/ifi$ 9 fulle/ measure sup]vision by a measurem5t ( results4 ,x has become increas+ly cle> to all tea*]s t te/s %[ cle>ly :]e ! "w is /rong & :]e x is weak4 ,n only s1 b ! te/s help ! tea*] to det]m9e ) precision ! exact po9ts :]e ! results ne$ to be improv$4 ,above & beyond ?is1 h[ev]1 is ! advantage :i* has come to ! s*ools 9 _! relation to ! community4 ,no long] is x necess>y = tea*]s to speak 9 unc]ta9 t]ms ( _! "w4 ,if ! community w li/51 x is possible = ! ,detroit s*ool (ficials to make cle> by sci5tific reports bas$ on te/s exactly :at is go+ on 9 e s*ool & 9 e grade4 ,! community %[$ its appreciation ( ! type ( s*ool managem5t :i* 0 intellig5t en\gh to base itself on exact /udies ( results by do+ away absolutely ) ! corrupt & ineffici5t bo>d & elect+ 9 its place a gr\p ( ?or\ghly repres5tative citiz5s :o are support+ sci5tific managem5t & develop+ ! s*ools along l9es dictat$ by su* managem5t4 ,! example ( ,detroit is by no means ! only "o :i* c\ld be cit$4 ,an increas+ numb] ( cities are revis+ _! c\rses1 tra9+ _! tea*]s1 & educat+ ! communities by simil> me?ods4 ,a ,,/udy ,,( ,,! ,,build+ ,,ne$s ,,( ,a ,,city ,"o o!r example mu/ suffice = ! pres5t1 s9ce ! subsequ5t *apt]s ( ?is book are devot$ to ! treatm5t 9 outl9e ( ! v>i\s types ( sci5tific inquiry :i* ought to gov]n s*ool organization4 ,?is example is borr[$ f a report prep>$ 9 #aiaf by ! sup]9t5d5t ( s*ools ( ! city ( ,m9neapolis4 ,9 a pamphlet entitl$ 8,a ,million a ,ye>0 !re is laid be=e ! citiz5s ( ,m9neapolis a cle> /atem5t1 fir/1 ( :at !y _h be5 do+ 9 ! way ( erect+ s*ool build+s = ! sev5 ye>s prec$+ ! report4 ,! report !n %[s 9 detail :at build+s co/1 ?r\gh a c>eful analysis ( ! records = e>li] build+s4 ,!n come /atem5ts ( ! uses ( s*ools & ! conditions :i* det]m9e ! k9d ( build+ :i* %\ld be put up 9 ea* section ( ! city4 ,e/imates are giv5 9 great detail ( ! ne$s = five ye>s1 & ! city is ask$ to act on ! situation z ?us describ$4 ,! _s ( ! /udy c be cle>ly se5 f ! introduction1 :i* is wor? repeat+ 9 full4 ,:y a five-ye> s*ool build+ program8 ,! reasons are3 t ! ,bo>d ( ,education may be able to calculate = "s "t ahead ! f9ancial res\rces available to meet build+ ne$s z ^! develop2 t ! num]\s *ildr5 ( ^? sections ( ! city ^: citiz5ry may n be ov]-insi/5t & p]si/5t 9 _! dem&s = improv$ & enl>g$ s*ool accommodations may be z well provid$ z ! *ildr5 ( o!r sections ^: ne$s1 real or fanci$1 are vigor\sly & incessantly pu%$2 9 %ort1 t !re may be e/abli%$ & c>ri$ out a delib]ately =mulat$1 compreh5sive & consi/5t policy ( provid+ adequate & equitable build+ accommodations = all *ildr5 ( ! city4 ,! program1 z h]e9 outl9$1 is ! result ( ne>ly a ye>'s /udy by ! ,bo>d ( ,education1 by a special committee ( ! ,bo>d1 & by ! executive (fic]s ( ! ,bo>d4 ,9 mak+ ?is /udy & 9 =mulat+ ?is program1 ! ,bo>d has invit$ & has receiv$ ! sugge/ions & ! cop]ation ( ,p>5ts & ,tea*]s' ,associations ?r\gh\t ! city4 ,two public he>+s on ! subject 7 giv51 to :i* ea* ( ! sixty-two associations 0 invit$ to s5d repres5tatives4 ,ea* association 0 also invit$ to submit 9 writ+ ! ne$s ( ! di/rict repres5t$ z x saw !m4 ,a g5]\s1 inde$ an almo/ unanim\s1 response 0 receiv$ to bo? ^! invitations4 ,! educational policies involv$ 9 ! program h be5 discuss$ by ! pr9cipals ( ! s*ools & by ! ,educational ,c\ncil4 ,x has be5 ! ef=t ( ! ,bo>d ?r\gh\t to enli/ ! ?\ghtful help ( ^? *iefly & mo/ imm$iately conc]n$4 ,! program is publi%$ n[ 9 ord] to give /ill wid] publicity to ! int]e/s x repres5ts4 ,x is /ill a t5tative program1 subject to su* modifications z may result f fur!r /udy by ! ,bo>d & f sugge/ions & criticisms t may come f any "o int]e/$1 :e!r individual citiz5 or organization4 ,su* sugge/ions & criticisms ! ,bo>d invites4 ,?is program1 modifi$ z x may be1 w be made ! basis ( necess>y legislation1 :i* is to be ! fir/ /ep 9 c>ry+ x out4 ,su* legislation1 to provide ! necess>y funds1 :e!r by bond issue or special tax levy1 w be s\ght ( ! next ,legislature4 ,! p ( ,m9neapolis %\ld und]/& cle>ly t ! ,bo>d ( ,education has no means :atev] ( c>ry+ into effect ?is1 or any o!r1 build+ program1 = ! ,bo>d has no p[] to raise "o c5t ( money1 ei!r by bond issue or ?r\gh tax levy4 ,! ,/ate ,legislature only has p[] to au?orize bond issues & tax levies2 on ! au?orization ( ! ,/ate ,legislature1 only ! ,city ,c\ncil may sell bonds4 ,on recomm5dation ( ! ,bo>d ( ,tax ,levy1 ! ,bo>d ( ,education may levy taxes )9 ! maximum approv$4 ,! ,bo>d ( ,education1 repres5t+ ! p ( ! city 9 _! educational int]e/s1 is =mulat+ ?is build+ program4 ,if ?is program meets ! approval ( ! p1 ! ,bo>d ( ,education w be pleas$ to c>ry x into effect4 ,be=e ! ,bo>d c d ?is1 h[ev]1 ! p1 ?r\gh _! repres5tatives 9 ! ,legislature1 9 ! ,bo>d ( ,tax ,levy1 & 9 ! ,city ,c\ncil1 mu/ provide ! necess>y funds4#bg ,,! ,,errors ,,( ,,democracy ,! funds ask$ = 7 vot$ by ! p4 ,x w\ld n be a complete /atem5t ( ! facts1 h[ev]1 to omit ! /atem5t t an unfavorable reaction came 9 ! =m ( a new bo>d ( education :i* at once began to blockade ! k9d ( policy repres5t$ by ?is /udy4 ,am]ican cities proce$ sl[ly to a full realization ( ! possibilities ( a satisfactory s*ool organization4 ,democracy always ma/]s its problems sl[ly & aft] _m slips4 ,! hopeful fact is t m communities are provid+ ag5cies = ! sci5tific /udy ( _! s*ool problems & are foll[+ 9 _! organization ! results ( su* /udy4 ,,ex]cises ,,& ,,read+s ,9 mo/ communities !re arise1 f "t to "t1 dem&s = new s*ool legislation1 or !re occur controv]sies )9 ! bo>d ( education or ) reg>d to ! sup]9t5d5t ( s*ools & 8 au?ority4 ,z a practical lesson 9 democratic gov]nm5t ! /udy ( ! *anges t occur at su* a "t is v in=m+4 ,if !re is no su* exceptionally cle> exhibition ( ! complexity ( our public-s*ool gov]nm5t1 let ! /ud5t f9d out :at are ! p]sonal & pr(essional *>act]i/ics ( "s bo>d ( education4 ,w\ld x be bett]1 9 "s city kn[n to ! /ud5t1 to elect a bo>d or to h x appo9t$8 ,is a def9ition by law ( ! rights & duties ( a sup]9t5d5t advantage\s1 or %\ld ! sup]9t5d5t acquire all ! p[] & influ5ce he c get f ! bo>d8 ,%\ld a bo>d ( education exam9e textbooks8 ,%\ld x det]m9e ! scale ( sal>ies to be paid to tea*]s8 ,if a class does v poorly 9 a te/ 9 ari?metic1 :at are "s ( ! diff]5t int]pretations t c be put on ?is fact8 ,is ! sup]9t5d5t responsible1 or ! tea*]1 or ! home8 ,our ,am]ican cities *ange tea*]s & sup]9t5d5ts frequ5tly4 ,:at are ! elem5ts ( co/ :i* ent] into su* a *ange8 ,! be/ k9d ( mat]ial = read+ "u ?is *apt] is a sup]9t5d5t's s*ool report or "o ( ! reports ( a survey ( a city s*ool sy/em4 ,,cubb]ley1 ,e4 ,p41 & o!rs4 ,portl& ,survey4 ,s*ool ,effici5cy ,s]ies4 ,_w ,book ,company4 ,?is is "o ( ! fir/ /rong s*ool surveys1 & takes up v fully ! functions ( ! diff]5t (fic]s ( ! s*ool sy/em4 ,! p>ts deal+ ) adm9i/ration are l>gely ! "w ( ,pr(essor ,cubb]ley1 ^: "w on adm9i/ration 0 ref]r$ to "u ! la/ *apt]4 ,,mac&rew1 ,w4 ,! ,public & its ,s*ool4 ,_w ,book ,company4 ,a humor\s report deal+ 9 an int]e/+ & /rik+ way ) a numb] ( adm9i/rative problems4 ,sev5te5? ,ye>book ( ! ,national ,society = ! ,/udy ( ,education4 ,"p ,,ii4 ,! ,measurem5t ( ,educational ,products4 ,prep>$ by ! ,national ,association ( ,directors ( ,educational ,rese>*4 ,public ,s*ool ,publi%+ ,co41 ,bloom+ton1 ,ill9ois4 ,?is report gives a compreh5sive survey ( ! "w :i* is be+ done by effici5cy exp]ts 9 public-s*ool sy/ems4 ,,footnotes3 #be ,bullet9 ,no4 #a ( ! ,public ,education ,association ( ,*icago1 #aiag1 pp4 #c-e4 #bf ,report ( ! ,committee on ,relation betwe5 ,bo>ds ( ,education & ,sup]9t5d5ts1 9 ,j\rnal ( ! ,national ,education ,association1 ,vol4 ,i1 ,no4 #i 7,may1 #aiag71 pp4 #ifg-ifh4 #bg ,a ,million a ,ye>1 pp4 v-vi4 ,monograph ,no4 #a1 publi%$ by ! ,bo>d ( ,education1 ,m9neapolis1 ,m9nesota1 #aiaf4 ,,*apt] ,,vi ,,! ,,s*ool ,,build+ ,,! ,,build+ ,,z ,,an ,,evid5ce ,,( ,a ,,community',s ,,educational ,,views ,a /udy ( s*ool build+s furni%es 9 v concrete =m evid5ce ( ! new _s :i* has come into s*ool organization4 ,! old-fa%ion$ s*ool build+ 0 copi$ f ! *ur*4 ,9 its ext]nals x (t5 %[$ its antec$5ts by ! t[] & /eeple1 :i* sometimes h\s$ ! bell & sometimes s]v$ m]ely z an ornam5t4 ,9 its int]ior !re 0 little or no evid5ce ( c>eful adaptation ( ! space to its uses4 ,small w9d[s1 high f ! floor & n>r[ 9 ! space admitt+ light1 7 scatt]$ along ?ree sides ( ! room4 ,across ! f\r? side ( ! room 0 a rais$ plat=m = ! tea*]4 ,! ro( 0 high & made ! space bel[ difficult to heat4 ,a /ove 0 ! means ( heat+2 x gave out an excess ( heat to ! imm$iate neighborhood & prov$ inadequate = mak+ ! remote corn]s habitable4 ,! seats 7 n>r[ b5*es1 (t5 )\t backs4 ,9 ! s*ools ( e>li] days ^! b5*es ran ar\nd ! room1 ! pupils fac+ ! wall1 to :i* 0 fa/5$ a bo>d t s]v$ z a desk on :i* ! pupil might write or lay 8 book4 ,9 lat] s*ools ! b5*es 7 arrang$ 9 r[s1 ! desk ( "o r[ economically furni%+ a back = ! b5* 9 front4 ,add to all ?is a common dr9k+ cup 9 a pail ( wat] & sanit>y arrangem5ts ( ! mo/ primitive type1 & we h a picture ( almo/ complete disreg>d = human com=t & hygi5e4 ,m ?an ?is1 we see 9 su* a s*ool build+ ! cle>e/ evid5ce ( a conception ( education :i* 0 limit$ to ! b>e/ rudim5ts4 ,!re 0 no provision = v>i$ activities 9 a s*ool build+ ( ! old] type4 ,kit*5s 9 :i* ! girls le>n to cook1 %ops = ! boys1 laboratories = c\rses 9 sci5ce1 playrooms & libr>ies1 to say no?+ ( swimm+ pools & ba?s1 7 nev] ?\ght (1 because ! c\rse ( /udy 0 limit$ /rictly to ! ?ree ,r's4 ,illu/ration3 ,,fig4 #f4 ,floor plan ( a typical s*ool build+ ( ! old /yle ,! mod]n s*ool build+ is ! embodim5t ( a :olly new conception ( education4 ,! build+ is con/ruct$ ) ! utmo/ def]5ce to ! dem&s ( hygi5e4 ,! plac+ ( w9d[s1 ! means ( heat+ & v5tilat+1 ! /yle & arrangem5t ( seats1 h all be5 consid]$ 9 e possible detail4 ,:5 ! dem&s ( hygi5e h be5 met1 ! v>i\s ne$s ( ! s*ool are /udi$1 & ! rooms & equipm5t are arrang$ ) ! fulle/ possible reg>d = an enri*$ c\rse ( /udy4 ,! ext]ior ( ! build+ reflects ! int]e/ ( ! community 9 /hetics4 ,x is commonly surr\nd$ by an ample playgr\nd & (t5 has a g>d5 z well4 ,^! *anges f ! b>r5 build+s ( e>li] days %[ t education is ?\ght ( z relat$ to ! common life ( *ildr54 ,,contra/s ,,9 ,,plans ,,( ,,rural ,,s*ools ,a numb] ( concrete contra/s w p]haps s]ve to give ! read] :o is likely to be famili> only ) mod]n s*ool equipm5t "s idea ( ! long road t has be5 travel$ 9 ! evolution ( ! ,am]ican s*ool sy/em4 ,illu/ration3 ,,fig4 #g4 ,floor plan ( a well-arrang$ "o-tea*] rural s*ool ( m9imum co/ ,a gr\nd plan furni%$ by a bullet9 ( ! ,bureau ( ,education#bh %[s 7,fig4 #f7 ! old-fa%ion$ "o-room s*ool ) its small w9d[s & inadequate heat+4 ,! light f ^! w9d[s is badly di/ribut$4 ,! wide wall spaces betwe5 w9d[s leave long d>k spaces across ! room4 ,! fact t !re are w9d[s on _m sides makes x necess>y = someone to face gl>+ lights on bright days & results 9 all sorts ( cross lights & %ad[s4 ,! o!r features ( ! plan1 includ+ ! /ove1 7 comm5t$ on 9 an e>li] p>agraph4 ,a second gr\nd plan 7,fig4 #g7 %[s a well-arrang$1 simple rural s*ool4 ,! light comes f "o side ( ! room4 ,!re is provision = _m diff]5t activities1 & a sy/em ( v5tilat+ & heat+ has be5 sub/itut$ = ! /ove ( =m] days4 ,! /ove is inclos$ 9 a jacket4 ,into ?is jacket op5s an intake :i* br+s fre% air f outside4 ,a pipe c>ries ! heat$ air to v>i\s p>ts ( ! room1 insur+ its adequate di/ribution4 ,! ext]nals ( ! situation are depict$ 9 ,fig4 #h4 ,illu/ration3 ,,fig4 #h4 ,an old & a new rural s*ool ,,contra/s ,,9 ,,urban ,,elem5t>y ,,s*ools ,! evolution is ev5 m impressive :5 x appe>s 9 ! _m-room$ s*oolh\ses ( a city sy/em4 ,! foll[+ p>agraphs & figures f ! ,clevel& survey %[ h[ complete has be5 ! trans=mation ( a half c5tury3 ,! type ( build+ erect$ dur+ ! #ej's is well repres5t$ by ! ,alabama ,s*ool1 al?\gh ?is p>ticul> build+ 0 n complet$ until #ahfa4 ,sev]al build+s ( ?is g5]al type are /ill 9 use 9 ! city4444 ,9 ^! e>ly build+s ! rooms 7 l>ge & accommodat$ enorm\s numb]s ( *ildr54 ,classes rang$ f #ajj to #bjj 9 ea* room4 ,!re 0 h>dly a squ>e foot ( wa/e space 9 ^! build+s4 ,orig9ally !y conta9$ no corridors1 no w>drobes1 no toilets1 no /or]ooms1 no runn+ wat]1 & no heat+ plants except /oves4#bi ,figs4 #i ,a & #i ,b4 ,! ,empire ,s*ool1 complet$ 9 ! fall ( #aiae1 repres5ts ! mo/ mod]n type ( s*ool ar*itecture4 ,x is entirely firepro( & s con/ruct$ t new w+s may be add$ = future ext5sions )\t injur+ ei!r ! utility or ! symmetry ( ! build+4 ,9 appe>ance ^! newe/ build+s are great improvem5ts ov] _! imm$iate pr$ecessors & educationally !y are f> sup]ior4 ,! w9d[s are bank$ 9 sets ( five & ! masonry is s %ap$ z to cut (f a m9imum ( light4 ,auditoriums h slant$ floors l !at]s1 are unob/ruct$ by pill>s1 & h real /ages in/ead ( plat=ms4 ,gymnasiums = boys & = girls1 swimm+ pool1 playrooms1 toilets1 %[] ba?s1 auditorium1 libr>y1 %ops1 & dome/ic sci5ce rooms c all be %ut (f f ! re/ ( ! build+ s t !y c be conv5i5tly us$ = social & community c5t] purposes4 ,9 ^! s*ools m\ld+s are done away )1 doors h no panel+1 corn]s ( floors & ceil+s are smoo? & r\nd$1 /airways h solid balu/rades1 & e endeavor is made to leave du/ & dirt no lodg+ place4 ,pip+ = vacuum clean+1 & ! mo/ mod]n heat+1 v5tilat+1 & regulat+ app>atus are in/all$4#cj ,figs4 #aj ,a & #aj ,b4 ,illu/ration3 ,,fig4 #i ,a4 ,gr\nd plan ( ,alabama ,s*ool ,illu/ration3 ,,fig4 #i ,b4 ,ext]ior ( ,alabama ,s*ool ,illu/ration3 ,,fig4 #aj ,a4 ,gr\nd plan ( ,empire ,s*ool ,illu/ration3 ,,fig4 #aj ,b4 ,ext]ior ( ,empire ,s*ool ,a ,,high-,,s*ool ,,build+ ,,( ,,! ,,e>ly ,,type ,a simil> lesson may be drawn f ! /udy ( high-s*ool build+s ( successive g5]ations4 ,! foll[+ quotation f ! ,d5v] survey %[s h[ limit$ 0 ! e>li] conception ( ! s*ool & its do+s4 ,! c\rse ( /udy 9 ?is s*ool ! ,ea/ ,side ,high ,s*ool 0 f ! fir/ a rigor\s1 discipl9>y c\rse1 dom9at$ by lit]>y & classical int]e/s4 ,! issue betwe5 sci5ce & ! classics 0 cle>ly drawn ev5 9 ! e>ly ye>s ( ! ,ea/ ,side ,high ,s*ool's hi/ory1 b ! victory has always be5 ) ! lit]>y subjects4444 ,! k9d ( a c\rse ( /udy :i* 0 ?\ght ( z necess>y 9 ^? e>ly days reflect$ itself 9 ! k9d ( a build+ :i* 0 erect$4 ,! ,ea/ ,side ,high ,s*ool build+ 01 9 its day1 a conspicu\s model ( high-s*ool ar*itecture4 ,! high ceil+s & great corridors & l>ge classrooms %[$ ! g5]\s int5tion ( ! citiz5s ( ,d5v]4 ,!re 71 h[ev]1 no gymnasium1 no lun* room1 no %op = manual tra9+1 & no special equipm5ts = sci5ce c\rses4 ,9 %ort1 ! ,ea/ ,side ,high ,s*ool /&s z a cons]vative example ( a s*ool1 /rong 9 its e>ly days1 b unable 9 ^! days to take on ! progressive features ( a fir/-class high s*ool because ( physical limitations & because ( ! hamp]+ traditions :i* come f a successful pa/4#ca ,,! ,,hygi5e ,,( ,,light+ ,le/ ! individual tea*] %\ld reg>d ^! matt]s ( ar*itecture z v remote f 8 or h] p]sonal int]e/s1 let u comm5t on ! evil effects ( neglect ( "s ( ! hygi5ic problems :i* ! mod]n s*ool is design$ to solve4 ,:5 light is badly di/ribut$1 !re is a /ra9 on ! eyes :i* results 9 unfavorable physiological conditions4 ,^! unfavorable conditions sometimes take ! =m ( a conge/ion ( ! blood vessels 9 & ar\nd ! eye1 ) consequ5t feel+s ( discom=t & inability to "w4 ,^! unfavorable results may appe> bo? 9 pupils & 9 ! tea*]4 ,! conditions are n cle>ly recognizable ?r\gh any signs ( fatigue :i* ! p]son affect$ c readily localize1 = we h no s5se organ giv+ direct s5sations ( fatigue4 ,! result is t ! p]son is unable to d 8 "w1 b does n "k1 unless he has made a special /udy ( ! problem1 :at ! difficulty is or h[ to rem$y x4 ,evid5tly ! problem ( light+ _c be left to natural judgm5t1 & e physical appliance = prop] control & di/ribution ( illum9ation %\ld be provid$4 ,,! ,,hygi5e ,,( ,,v5tilation ,,& ,,heat+ ,9 reg>d to v5tilation & heat+ ! situation is mu* ! same z ) light+4 ,until rec5tly all public build+s 7 )\t special provisions = v5tilation1 x be+ assum$ t en\gh air w\ld come 9 ?r\gh doors & w9d[s4 ,! private dwell+ 0 ! model foll[$ 9 ?is matt]4 ,a dwell+ occupi$ by a few p leaks en\gh fre% air s t ev5 :5 all ! w9d[s are clos$ ! air is tol]able4 ,:5 fifty or a hundr$ p 9 a public build+ are cr[d$ into a space t is proportionately mu* small] ?an ! space 9 a dwell+ & :51 fur!rmore1 ?r\gh improvem5ts 9 me?ods ( con/ruction ! leakage ( fre% air is almo/ entirely /opp$1 ! situation calls = artificial means ( introduc+ air & di/ribut+ x4 ,! situation ) reg>d to fre% air is complicat$ 9 all cold] climates by ! necessity ( produc+ & cons]v+ artificial heat4 ,mod]n heat+ arrangem5ts are capable ( ma9ta9+ l>ge build+s at a summ] temp]ature ev5 9 ! colde/ wea!r1 b 9 ord] to d ?is at reasonable co/ ! build+ mu/ be made z ne>ly air-tight z possible4 ,! temp]atures secur$ ?r\gh artificial-heat+ plants h also br\ght ano!r evil4 ,! air rais$ to a high temp]ature is abnormal 9 humidity because x is tak5 f outdoors1 :]e x is cold & ! humidity is l[1 & is rais$ by heat+ to a condition :]e x c absorb a great quantity ( moi/ure4 ,su* air is v dry & takes moi/ure 9 an excessive degree f ! moi/ l9+s ( ! human respiratory tracts & ?us irritates & fatigues ! p expos$ to ! dry air1 becom+ a s]i\s m5ace to com=t & ev5 to heal?4 ,to meet ^! difficulties x has be5 necess>y to introduce into all public build+s artificial v5tilat+ & humidify+ sy/ems4 ,ev5 9 "o-room rural s*ools1 :]e ! simpl] types ( ar*itecture mu/ /ill be adh]$ to1 x is common1 z po9t$ out above1 to jacket ! /ove1 ?us mak+ x possible to circulate fre% air & to introduce an evaporation res]voir :i* w r5d] ! humidity m ne>ly normal4 ,above all x is important t tea*]s und]/& t ^! matt]s _c be left to m]e *ance4 ,life indoors is artificial at be/1 & its conditions mu/ be gu>d$ z c>efully z possible4 ,,hygi5ic ,,equipm5t ,n m]ely has ! plan ( ! build+ be5 improv$1 b ! equipm5t has also be5 ?or\ghly work$ ov]4 ,dr9k+ f\nta9s or individual dr9k+ cups h tak5 ! place ( ! pail & ! common dipp]4 ,toilets h be5 furni%$ 9 a way :i* makes x possible to keep !m clean & :olesome4 ,! matt] ( seats may be discuss$ f bo? po9ts ( view sugge/$ 9 e>li] p>agraphs1 t is1 f ! po9t ( view ( att5tion to ! heal? & com=t ( pupils & f ! po9t ( view ( ! "w :i* pupils h to d 9 s*ool4 ,! old uncom=table b5*es h giv5 place to com=table individual seats :i*1 9 ! be/-equipp$ s*ools1 h be5 made adju/able s t !y fit ! individual pupil4 ,:]e ?is complete adju/m5t to individual size is n provid$1 at lea/ an approximation is secur$ by seats ( two or ?ree heights 9 ea* room4 ,desks ) broad1 smoo?1 slop+ tops h be5 add$ to make writ+ & o!r k9ds ( s*ool "w easy4 ,! mo/ rec5t improvem5ts h to d ) ! /orage ( books & mat]ials4 ,=m]ly ! pupil's knees 7 w$g$ bel[ ! /orage draw]1 or ! work+ top ( ! desk 0 inconv5i5tly or unhygi5ically high4 ,! /orage draw] is n[ be+ relegat$ to a position "u ! *air or to a lock] on ! side ( ! room4 ,,relation ,,( ,,equipm5t ,,to ,,! ,,c\rse ,,( ,,/udy ,! adaptation ( ! desk to ! pupil's "w has be5 c>ri$ to ! full limit 9 ! %ops & draw+ rooms & dome/ic-sci5ce laboratories :]e "w b5*es & laboratory equipm5t h be5 sub/itut$ = ! conv5tional seats4 ,t mu* rema9s to be accompli%$ is vividly set =? 9 ! foll[+ extract f ! writ+ ( "o ( ! mo/ sugge/ive critics ( ! pres5t-day s*ool4 ,9 ! second *apt] ( 8,! ,s*ool & ,society0 ,pr(essor ,dewey writes3 ,"s few ye>s ago ,i 0 look+ ab\t ! s*ool supply /ores 9 ! city1 try+ to f9d desks & *airs :i* seem$ ?or\ghly suitable f all po9ts ( view--arti/ic1 hygi5ic1 & educational--to ! ne$s ( ! *ildr54 ,we _h a good deal ( difficulty 9 f9d+ :at we ne$$1 & f9ally "o deal]1 m intellig5t ?an ! re/1 made ?is rem>k3 8,i am afraid we h n :at y want4 ,y want some?+ at :i* ! *ildr5 may "w2 ^! are all = li/5+40 ,t tells ! /ory ( ! traditional education4 ,j z ! biologi/ c take a bone or two & recon/ruct ! :ole animal1 s1 if we put be=e ! m9d's eye ! ord9>y s*oolroom1 ) its r[s ( ugly desks plac$ 9 geometrical ord]1 cr[d$ toge!r s t !re %all be z little mov+ room z possible1 desks almo/ all ( ! same size1 ) j space en\gh to hold books1 p5cils & pap]1 & add a table1 "s *airs1 ! b>e walls1 & possibly a few pictures1 we c recon/ruct ! only educational activity t c possibly g on 9 su* a place4 ,x is all made 8= li/5+0--= simply /udy+ lessons out ( a book is only ano!r k9d ( li/5+2 x m>ks ! dep5d5cy ( "o m9d ^u ano!r4 ,! attitude ( li/5+ means1 comp>atively speak+1 passivity1 absorption2 t !re are c]ta9 ready-made mat]ials :i* are !re1 :i* h be5 prep>$ by ! s*ool sup]9t5d5t1 ! bo>d1 ! tea*]1 & ( :i* ! *ild is to take 9 z mu* z possible 9 ! lea/ possible "t4 ,!re is v little place 9 ! traditional s*oolroom = ! *ild to "w4 ,! work%op1 ! laboratory1 ! mat]ials1 ! tools ) :i* ! *ild may con/ruct1 create1 & actively inquire1 & ev5 ! requisite space1 h be5 = ! mo/ "p lack+4 ,! ?+s t h to d ) ^! processes h n ev5 a def9itely recogniz$ place 9 education4 ,!y are :at ! educational au?orities :o write editorials 9 ! daily pap]s g5]ally t]m 8fads0 & 8frills40 ,a lady told me ye/]day t %e _h be5 visit+ diff]5t s*ools try+ to f9d "o :]e activity on ! "p ( ! *ildr5 prec$$ ! giv+ ( in=mation on ! "p ( ! tea*]1 or :]e ! *ildr5 _h "s motive = dem&+ ! in=mation4 ,%e visit$1 %e said1 tw5ty-f\r diff]5t s*ools be=e %e f\nd h] fir/ in/ance4#cb ,^! p>agraphs s]ve to indicate ! close relation betwe5 s*ool equipm5t & ! c\rse ( /udy4 ,s9ce ! above criticism 0 writt51 g5]al conditions h und]gone a radical *ange4 ,%ops h become common1 & !re is an increas+ emphasis on activities4 ,correspond+ly1 !re is a *ange 9 ! conception ( ! c\rse ( /udy1 z we %all see 9 lat] *apt]s4 ,,mod]n ,,s*ool ,,con/ruction ,,& ,,co/s ,9 ! meantime ! erection ( build+s ) %ops1 auditoriums1 laboratories1 kit*5s1 & gymnasiums has giv5 rise to new & urg5t problems4 ,fir/1 ! co/ ( ^! new build+s is great1 & _m s*ool bo>ds are driv5 to ask :e!r ! community c af=d to erect !m4 ,! sup]9t5d5t ( s*ools ( ,new ,york ,city rec5tly report$ to ! ,bo>d ( ,education ( t city t a build+ program w\ld h to be adopt$ :i* w\ld co/ ! city #dj1jjj1jjj 9 a p]iod ( five ye>s4 ,9 ord] to provide build+s _m cities h be5 oblig$ to issue bonds :i* w fall1 9 ! ye>s to come1 z a f9ancial burd5 on ! g5]ation :i* is be+ educat$ 9 ! build+s4 ,! urg5cy ( ^! f9ancial problems is aggravat$ by ! fact t 9 _m s*ool sy/ems ! elaborate build+s are n us$ to ! full ext5t ( _! capacity4 ,inde$1 x comes to be a mo/ int]e/+ economic & educational problem to inquire :at is ! capacity ( "o ( ^! build+s4 ,= example1 :at does an auditorium repres5t 9 ! way ( actual enl>gem5t ( ! s*ool plant8 ,is x m]ely a place 9 :i* ! s*ool may come toge!r = a g5]al ex]cise once a week1 or %\ld x be us$ e day8 ,if x is us$ = tw5ty m9utes or half an h\r e morn+1 %\ld x be clos$ dur+ ! rema9d] ( ! day8 ,z a matt] ( public economy %\ld x be made available to adults at h\rs :5 x is n ne$$ = s*ool purposes1 z1 = example1 9 ! ev5+ or 9 ! late aft]noon8 ,su* que/ions z ! =ego+ multiply ) e new addition to ! build+s4 ,! old build+s equipp$ only = /udy & recitations 7 economical 9 ! extreme2 ! new build+s are (t5 lavi%4 ,,! ,,g>y ,,plan ,,= ,,di/ribut+ ,,pupils ,,& ,,enl>g+ ,,! ,,scope ,,( ,,s*ool ,,"w ,to meet ! problems ( economy & ( adaptation ( build+s to educational ne$s1 +5i\s ways ( rotat+ classes h be5 devis$4 ,! mo/ conspicu\s exp]im5t ( ?is type is t work$ out by ,sup]9t5d5t ,wirt 9 ,g>y1 ,indiana4 ,inde$1 ,sup]9t5d5t ,wirt has advocat$ ! mo/ elaborate ext5sion ( ! s*ool build+ & its gr\nds & a correspond+ expansion ( ! s*ool program4 ,= him ! s*ool playgr\nd becomes an additional space ( great importance 9 rotat+ ! pupils4 ,%ops & laboratories are to be kept full all day & ev5 9 ! ev5+2 corridors are to be us$ z assembly rooms & recreational spaces4 ,he goes s f> z to draw ! *ur*es & ! public libr>y into 8 plan4 ,) all ^! available places 9 :i* pupils may be in/ruct$1 a program is adopt$ :i* provides t ea* room ) its special tea*] be cont9u\sly engag$ 9 "s k9d ( tea*+4 ,pupils are s5t f room to room1 ! !ory be+ t ea* room %all be kept full at all h\rs & t ea* pupil %all get all ! diff]5t k9ds ( advantages :i* ! elaborate c\rse ( /udy (f]s4 ,! reorganization ( grade "w :i* is necess>y to c>ry out ?is program rea*es deep] ?an ! addition ( new subjects4 ,to make rotation complete1 ea* tea*] mu/ be a special tea*] & ! pupils mu/ move f room to room4 ,ev5 ! l[e/ grades mu/ be organiz$ "u :at is kn[n z ! dep>tm5tal plan4 ,?us1 ev5 a second-grade *ild gets 8 read+ ) "o tea*] & 8 ari?metic ) ano!r4 ,,requirem5ts ,,to ,,be ,,met ,,:5 ,,! ,,g>y ,,plan ,,is ,,adopt$ ,! ,g>y plan is a v /rik+ example ( ! relation betwe5 ! s*ool plant & ! s*ool program4 ,9 _m qu>t]s ?is relation has n be5 cle>ly recogniz$4 ,= example1 "s s*ool bo>ds1 he>+ t twice z _m pupils c be accommodat$ 9 a ,g>y build+ z 9 an ord9>y s*ool build+1 h in/ruct$ ! sup]9t5d5ts 9 _! own t[ns to adopt ! ,g>y plan4 ,! sup]9t5d5t has to answ]3 ,we h an old f\r-squ>e build+ :i* is full 9 e available corn]1 !re are no %ops1 & ! play space is inadequate4 ,he (t5 has to g fur!r & "q ! advisability ( dep>tm5taliz+ ! tea*+ 9 ! l[] grades4 ,he is sometimes conv9c$ t a daily program :i* includes _m k9ds ( activity is di/ract+ & undesirable4 ,! adoption ( a new build+ plan involves ! c\rse ( /udy1 & ! adoption ( a new policy ) ref]5ce to ! c\rse ( /udy involves ! use ( ! build+4 ,! int]e/+ fact = our imm$iate purposes is t educational que/ions t h to d ) ! cont5t ( ! c\rse ( /udy & ) ! me?ods ( tea*+ are always relat$ to consid]ations reg>d+ ! build+4 ,,! ,,con/ruction ,,( ,,consolidat$ ,,s*ools ,n only does ! s*ool build+ reflect ! int]nal ne$s ( ! s*ool organization :i* x h\ses1 b !re is also a close relation betwe5 ! s*ool & ! di/ribution ( ! population 9 ! community4 ,a sp>sely settl$ community inv>iably us$ to h a "o-room s*ool1 because ! di/ances :i* pupils mu/ travel are su* t x is difficult to br+ toge!r en\gh pupils to ju/ify a l>g] build+4 ,! "o-room build+ is likely1 h[ev]1 to (f] only ! mo/ meag] educational opportunities4 ,!re is only "o tea*]4 ,!re are no adequate provisions = ! pupils :o are suppos$ to be /udy+1 because ?is "o tea*] 9 ! "o room mu/ be he>+ a class recite on "s subject at practically e p]iod 9 ! day4 ,! "o-room build+ does n satisfy ! progressive community4 ,! device :i* has be5 adopt$ is t ( consolidat+ a numb] ( "o-room s*ools & transport+ ! pupils ?r\gh ! necess>y di/ances to make possible l>ge s*ools ) sep>ate rooms = pupils ( diff]5t ages4 ,a consolidat$ s*ool has facilities :i* are impossible 9 a "o-room s*ool4 ,^! facilities _c be describ$ )\t discuss+ ! c\rse ( /udy & also ! build+ & equipm5t4 ,! foll[+ quotation gives an example ( su* a discussion3 ,9 ,h>rison ,c\nty1 ,miss41 ab\t #h miles out f ! ,gulf & 9 a typical s\? ,mississippi rural community1 may be f\nd ! ,wool ,m>ket consolidat$ s*ool1 ! subject ( ?is brief /udy4 ,?ree m$ium-siz$ "o-tea*] s*ools--,coalville1 ,k+1 & ,oakhead--7 br\ght toge!r two ye>s ago to =m ?is s*ool ne> ! ,wool ,m>ket po/ (fice1 on ! ,biloxi ,riv]4 ,! new h\se1 built by private subscription at a co/ ( ab\t #b1jjj1 0 locat$ )9 #b miles ( all ! *ildr5 9 two ( ! old di/ricts1 :ile a transportation wagon 0 us$ to br+ 9 f #be to #cj pupils f ! ,oakhead di/rict1 ab\t #c miles f ! new s*oolh\se4 ,! t]ritory ( ! new s*ool cov]s #bg squ>e miles & n[ has )9 its b\nds #acd *ildr5 ( legal s*ool age4 ,ea* ( ! tea*]s 9 ! ab&on$ s*ools1 hav+ f #cj to #dj recitations daily to cov] ! eight grades ( ! elem5t>y & gramm> grades1 _h no "t to d high-s*ool "w1 & on t acc\nt _h no high-s*ool pupils4 ,z a result ( ^? conditions ! patrons :o 7 able f9ancially to be> ! exp5se s5t _! *ildr5 out ( ! community to s*ool z soon z !y 7 ready = ! high s*ool1 at an annual co/ ( f #aej to #bjj1 :ile ! l>g] numb] 7 =c$ to turn aside to take up life's duties & responsibilities ) only ! meag] tra9+ obta9$ 9 ^! little s*ools4 ,su* conditions obta9 9 ?ree-f\r?s ( ! s*ools 9 ! ,s\?4 ,! ,wool ,m>ket consolidat$ s*ool1 n[ s]v+ ! same t]ritory1 has #bc high-s*ool pupils--#af 9 ! n9? grade1 #e 9 ! t5? grade1 & #b 9 ! elev5? grade--& #bj pupils 9 ! music & expression classes "u special tea*]s4 ,! aggregate av]age att5dance = ! orig9al s*ools 0 #fj pupils1 accord+ to ! records1 :ile ! av]age att5dance n[ 9 ! consolidat$ s*ool is #aaj pupils1 ) an enrollm5t ( #abe4 ,!re are only #i *ildr5 ( s*ool age 9 ! di/rict n 9 s*ool4 ,9 ! old s*ools ! numb] 0 too small to =m an attractive social c5t] & to ju/ify ! employm5t ( special tea*]s1 b ! new s*ool is fa/ becom+ ! c5t] ( all social activities ( ?is l>g] community1 employs special tea*]s 9 music & expression1 & has 9 ! faculty tea*]s qualifi$ to give in/ruction 9 practical agriculture & dome/ic sci5ce4 ,9 ! int]high-s*ool conte/s la/ spr+ ! ,wool ,m>ket consolidat$ s*ool1 ?\gh only two ye>s old1 captur$ a fair %>e ( ! m$als 9 declamation & recitation1 :ile ! girls' basketball team claims ! c\nty *ampion%ip4 ,! s*ool is locat$ on #e acres ( l&1 :i* are us$ = playgr\nds1 s*ool g>d51 & practical agricultural demon/ration "w4 ,dr4 ,wel*1 ! community physician1 lectures to ! s*ool once a week on hygi5e & s*ool & home sanitation2 & ,mr4 ,w4 ,a4 ,cox1 a tru/ee ( ! s*ool & a practical f>m] & horticulturi/1 gives ! s*ool weekly lectures on agricultural1 horticultural1 & alli$ subjects4 ,aft] try+ ! consolidat$ s*ool two ye>s ! patrons & o!r citiz5s ( ! ,wool ,m>ket community volunt>ily levi$ a tax ( #g p] ?\s& on ! prop]ty ( ! di/rict to support ! s*ool = an eight or n9e mon?s' session4 ,,comp>ative ,,/ati/ics ,co/ ( ! ?ree tea*]s 9 old s*ool p] mon? #abh ,aggregate att5dance 9 ! ?ree s*ools #fj ,av]age co/ p] pupil p] mon? #b4ac ,co/ ( ! ?ree tea*]s 9 ! elem5t>y & gramm>-s*ool grades ( ! consolidat$ s*ool p] mon? #aej ,entire co/ ( ! "o transportation wagon p] mon? #ej ,av]age co/ p] pupil p] mon? 9 same grades #b4bb ,co/ ( ! f\r tea*]s 9 entire s*ool & ( ! s*ool wagon p] mon? #bhj ,av]age co/ p] pupil = ! elem5t>y & high s*ool #b4ed ,! ,wool ,m>ket s*ool1 ) its f\r tea*]s & adequate high-s*ool advantages1 co/s ! community only #da c5ts p] pupil1 or a total ( #de p] mon? m ?an ! ?ree little "o-tea*] s*ools4 ,to s5d ! #bc high-s*ool pupils out ( ! community = _! high-s*ool education w\ld co/ ! community at lea/ #a1jjj m ?an ?is entire s*ool co/ ! community & c\nty = eight mon?s4 ,mr4 ,w4 ,a4 ,cox1 ref]r$ to above1 is au?ority = ! /atem5t t ! value ( l& 9 ! community _h increas$ dur+ ! two ye>s z a result ( ! good s*ool f #aj p] acre to #be p] acre4 ,:at has be5 accompli%$ 9 ! ,wool ,m>ket s*ool c be done 9 almo/ any community 9 ! ,s\?4 ,?is & simil> in/ances t might be m5tion$ l5d /r5g? to ! cont5tion t adequate s*ool advantages c be provid$ = ! c\ntry *ildr5 9 ! community ne> ! f>m home4#cc ,,ex]cises ,,& ,,read+s ,a new s*ool build+ ) twelve recitation rooms is to be built4 ,%all ! w9d[s ( ! classrooms op5 to ! nor? & s\? or to ! ea/ & we/8 ,%all ! lock]s = coats & hats be 9 ! g5]al corridors or %all !re be a cloakroom (f ea* room8 ,h[ high %all ! blackbo>ds be f ! floor8 ,h[ _m sides ( ! room %all be suppli$ ) blackbo>ds8 ,h[ high %all ea* /ep be 9 ! /airways8 ,if ! build+ is design$ to accommodate six hundr$ pupils1 :at rooms besides ! recitation rooms %all be provid$8 ,h[ big %\ld ! auditorium be8 ,%\ld x h a l>ge /age8 ,%all ! toilets be 9 ! basem5t or on ea* floor8 ,is x legitimate to sp5d money on a tea*]s' re/ room8 ,:]e %\ld ! pr9cipal's (fice be8 ,is !re any diff]5ce betwe5 ! k9d ( s*ool build+ to be recomm5d$ 9 ,san ,antonio1 ,texas1 & ,m9neapolis1 ,m9nesota8 ,:at color %\ld ! walls ( a classroom be8 ,h[ mu* playgr\nd space %\ld !re be ar\nd a s*ool build+ design$ = six hundr$ pupils8 ,%\ld s*ool build+s be frame build+s8 ,%\ld doors op5 into ! build+8 ,:at is a fire drill1 & :y is x requir$8 ,report ( a ,/udy ( ,c]ta9 ,phases ( ! ,public-,s*ool ,sy/em ( ,bo/on1 ,massa*usetts1 made "u ! auspices ( ! ,bo/on ,f9ance ,commission1 ,docum5t #hg 7#aiaf71 pp4 #ahe-bac4 ,repr9t$ by ,tea*]s ,college4 ,,/ray]1 ,g4 ,d4 ,score ,c>d = ,s*ool ,build+s4 ,tea*]s ,college4 ,,t]man1 ,l4 ,m4 ,! ,build+ ,situation & ,m$ical ,inspection4 ,d5v] ,s*ool ,survey4 ,publi%$ by ! ,d5v] ,s*ool ,survey ,committee4 ,,footnotes3 #bh ,flet*] ,b4 ,dressl]1 8,rural ,s*ool ,h\ses & ,gr\nds40 ,bullet9 ,no4 #ab1 ,unit$ ,/ates ,bureau ( ,education1 #aiad4 #bi ,leon>d ,p4 ,ayres & ,may ,ayres1 ,s*ool ,build+s & ,equipm5t1 p4 #bc4 ,clevel& ,education ,survey4 ,publi%$ by ! ,survey ,committee ( ! ,clevel& ,f\ndation1 #aiaf4 #cj ,ibid4 p4 #ce4 #ca ,report ( ! ,s*ool ,survey ( ,s*ool ,di/rict ,numb] ,"o 9 ! ,city & ,c\nty ( ,d5v]1 pp4 #acd-ace4 ,publi%$ by ! ,s*ool ,survey ,committee1 ,d5v]1 ,colorado1 #aiaf4 #cb ,john ,dewey1 ,! ,s*ool & ,society1 pp4 #dg-di4 ,! ,univ]sity ( ,*icago ,press1 #aijg4 #cc ,communication by ,w4 ,h4 ,smi?1 ,/ate ,sup]9t5d5t ( ,public ,in/ruction1 ,mississippi4 ,publi%$ z "p ( ! monograph entitl$ 8,consolidation ( ,rural ,s*ools & ,transportation ( ,pupils at ,public ,exp5se10 9 ,bullet9 ,no4 #cj1 ,unit$ ,/ates ,bureau ( ,education1 #aiad 7edit$ by ,a4 ,c4 ,monahan71 pp4 #hb-hd4 ,,*apt] ,,vii ,,gr\p+ ,,pupils ,,9 ,,classes ,,transition ,,to ,,problems ,,( ,,int]nal ,,organization ,! prec$+ *apt]s h dealt1 = ! mo/ "p1 ) aspects ( s*ool organization :i* are ext]nal to ! classroom & to ! op]ations ( in/ruction4 ,! ext]nal organization is set up1 h[ev]1 = ! sole purpose ( mak+ class "w possible4 ,we %all progress1 !re=e1 9 our /atem5t ( educational problems & pr9ciples by turn+ to ! consid]ation 9 detail ( ! organization ( ! gr\ps to :i* in/ruction is giv54 ,! connection ( ?is problem ) ! "o discuss$ 9 ! la/ *apt] is n difficult to trace4 ,:]e a community is small & has few *ildr51 a "o-room build+ w s]ve to h\se ! s*ool4 ,economy dictates ! employm5t ( a s+le tea*]4 ,?is "o tea*] mu/ divide 8 or h] "t z be/ possible 9 giv+ in/ruction to pupils "s ( :om are v "y & o!rs ( :om are m mature4 ,on ! o!r h&1 :]e ! community is l>ge or :]e ! s*ool is consolidat$1 a _m-room build+ is requir$1 & ! l9es ( division betwe5 gr\ps are drawn 9 a fa%ion q impossible 9 ! "o-room s*ool4 ,,economy ,a ,,fir/ ,,motive ,,= ,,gr\p+ ,"s ( ! simple/ motives back ( ! gr\p+ ( pupils into classes are f9ancial4 ,in/ruction c be adm9i/]$ economically to a numb] ( pupils :5 x w\ld be prohibitively exp5sive to provide a tea*] = ea* le>n]4 ,inde$1 ! dem& = l>ge classes 9 city s*ools becomes s urg5t t x is (t5 necess>y to po9t out ! dang] ( c>ry+ economy s f> t x w defeat ! purposes ( in/ruction4 ,,social ,,influ5ce ,,an ,,important ,,motive ,on ! o!r h&1 x c be %[n t ev5 :]e ! motive ( economy is n press+1 !re are valid educational gr\nds = gr\p+ pupils into classes4 ,pupils help ea* o!r ?r\gh _! natural social relations4 ,! :olesome rivalry & mutual sugge/iv5ess provid$ by ! class furni% a mu* bett] atmosph]e = tea*+ ?an does ! isolation ( individual in/ruction4 ,some:]e betwe5 ! huge class dictat$ by economy & ! small class dim9i%+ to a s+le individual is ! ideal gr\p 9 po9t ( size = successful tea*+4 ,,gr\p+ ,,9 ,,! ,,"o-,,room ,,s*ool ,!re are o!r *>act]i/ics ?an size1 h[ev]1 to be consid]$ 9 mak+ up prop] gr\ps4 ,9 ord] to discov] "s ( ^! *>act]i/ics1 x w be well to consid] c]ta9 concrete types ( gr\p+ exhibit$ 9 s*ools4 ,! type ( gr\p+ 9 ! "o-room1 "o-tea*] s*ool is 9 _m respects ! free/ :i* c be f\nd4 ,! tea*] c organize ! s*ool ) no conflicts 9 program1 because ! :ole program consi/s 9 di/ribut+ 8 own "t4 ,! classes c be ( any size t ! tea*]'s judgm5t det]m9es4 ,! reasons = ! gr\p+ are purely & simply ^? :i* appeal to ! tea*]4 ,"u su* circum/ances :at happ5s8 ,! tea*] naturally puts 9 "o gr\p ! pupils :o are = ! fir/ "t tak+ up s*ool "w4 ,9 o!r gr\ps he puts ^? pupils :o h approximately ! same atta9m5ts 9 ea* subject4 ,9 ! classes beyond ! fir/ _m complications arise4 ,!re are "s pupils :o read well b seem to be defici5t 9 k ( numb]4 ,o!r pupils ) a ta/e = ari?metic are v =w>d 9 t bran* & d only indiff]5tly well 9 read+ & spell+4 ,x is n uncommon 9 ! "o-room s*ool = ! tea*] to reg>d ^! diff]5ces 9 ability 9 p>ticul> subjects z adequate reasons = di/ribut+ ! pupils diff]5tly 9 diff]5t subjects4 ,x comes ab\t 9 ! c\rse ( "t t "o & ! same pupil w be 9 ! ?ird read+ class1 9 ! f\r? geography class1 & 9 ! fif? or six? class 9 ari?metic1 :ile ano!r pupil :o has atta9$ to ! fif? read] w be l+]+ beh9d 9 ! ?ird class 9 ari?metic4 ,,c\rses ,,( ,,in/ruction ,,9 ,,relation ,,to ,,! ,,problem ,,( ,,gr\p+ ,we f9d ourselves l$ by ! discussion ( gr\p+s to a consid]ation ( diff]5t levels ( difficulty 9 subjects ( in/ruction & to ! rate ( progress ( ea* individual 9 ea* subject4 ,! tea*] 9 ! "o-room s*ool has no difficulty 9 see+ ! wisdom ( hold+ toge!r ^? pupils :o h a common grade ( k 9 geography4 ,9 l fa%ion ! class 9 ari?metic mu/ be z homog5e\s z possible4 ,!re is1 h[ev]1 no recogniz$ dem& t a c]ta9 section ( geography be c\pl$ 9 ! education ( any *ild ) any p>ticul> section ( ari?metic4 ,pupils are gr\p$ 9 ! "o-room s*ool ) ref]5ce to ea* subject consid]$ by itself4 ,,new ,,problems ,,( ,,gr\p+ ,,9 ,,l>ge ,,s*ools ,:5 s*ools gr[ to ! size :]e pupils are put into diff]5t rooms1 z 9 an eight-room build+1 a problem arises :i* 0 nev] fac$ 9 ! "o-room s*ool4 ,x is ! problem ( c>ry+ a gr\p ( pupils ?r\gh all ! subjects at ! same rate4 ,?us1 :5 ! pupils 9 an ord9>y city s*ool h be5 gr\p$ toge!r 9 ari?metic1 !re are obvi\s advantages f an adm9i/rative po9t ( view 9 keep+ !m toge!r 9 read+ & 9 geography4 ,9 ord9>y practice ! grad$ s*ool assumes t x is possible to f9d means ( keep+ ! gr\p toge!r = long p]iods 9 all subjects4 ,?is assumption leads to ! necessity ( ask+ a k9d ( "q :i* did n confront ! tea*] 9 ! "o-room s*ool4 ,! k9d ( "q :i* comes up 9 ! grad$ s*ool c be illu/rat$ z foll[s3 ,:5 a pupil is old en\gh & intellectually mature en\gh to /udy ! products & indu/ries ( ,nor? ,am]ica 9 8 geography1 :at phase ( ari?metic w be appropriate to hold 8 att5tion & /imulate 8 ?9k+8 ,:5 a pupil is old en\gh to read ! hi/ory ( 8 own city1 :at o!r read+ mat]ial w insure real ef=t on 8 "p8 ,! "o-room s*ool escapes ^! que/ions = ! mo/ "p because x is at lib]ty to all[ ! pupil to take a diff]5t pace 9 ea* subject4 ,! "o-room s*ool is a place :]e ! subjects ( in/ruction tak5 9 _! totality1 or ! curriculum1 z ! :ole s]ies ( subjects may be call$1 is usually n recogniz$ z important4 ,ea* subject has a sequ5ce ( its own1 b ! curriculum z a :ole is n ?\ght out4 ,9 ! grad$ s*ool ! curriculum is "o ( ! matt]s ( major importance4 ,! grad$ s*ool n only grades pupils2 x grades subject-matt] ( in/ruction4 ,! importance ( ?is contra/ _c be ov]emphasiz$4 ,_m ( ! problems ( ! mod]n s*ool arise at ?is po9t4 ,,fundam5tally ,,diff]5t ,,views ,,on ,,! ,,curriculum ,let u consid] c]ta9 cases :i* w make cle> ! importance ( ! contra/4 ,! foll[+ extract f ! report ( ! /ate sup]9t5d5t ( s*ools 9 ,ma9e sets =? a def9ite view on ! matt]s "u discussion3 ,m ,c>eful ,sy/em4 ,! numb] ( pupils 9 ungrad$ s*ools is %[n to be #bi1jhi1 a decrease ( #aihf f ! figures %[n = ! previ\s ye>4 ,x is cle> t ! "w ( ! s*ools is becom+ m c>efully sy/ematiz$4 ,?is fact is fur!r atte/$ by ! r$uction 9 ! numb] ( s*ools n us+ a c\rse ( /udy4 ,9 #aijd !re 7 #bcbc s*ools t 7 report$ z foll[+ no def9ite outl9e ( /udies4 ,9 #aiac ?is numb] _h dropp$ to #hbg &1 z indicat$ by ?is report1 has n[ be5 fur!r r$uc$ to #fgj4 ,?is *ange1 already increas+ to no small ext5t ! effici5cy ( ! s*ools1 sugge/s a promise ( ! great] advantages t w\ld foll[ ! adoption ( a c\rse t w\ld 9 ess5tials be uni=m = ! /ate4 ,:ile an absolute uni=mity t w\ld prev5t individual initiative & wise exp]im5tation w\ld ret>d progress & is n to be desir$1 !re is mu* to be said 9 favor ( an agreem5t on e/abli%$ & ess5tial po9ts = all p>ts ( ! /ate s*ool sy/em4#cd ,on ! o!r h&1 practical ef=ts are be+ made 9 _m qu>t]s to ov]come ! rigidity ( ! grad$ sy/em by devis+ me?ods ( tak+ ! individual out ( ! gr\p :5ev] ! c\rse ( /udy proves to be inapplicable to 8 p>ticul> ne$s4 ,9 ,fond du ,lac1 ,wiscons91 ! elem5t>y s*ools h _! programs = ! v>i\s grades s arrang$ t language comes = e grade at exactly ! same h\r 9 ! day2 9 l fa%ion1 all ari?metic classes are held at ! same "t1 & s ) geography & ! o!r subjects4 ,?r\gh ?is arrangem5t x is possible = a *ild :o is backw>d 9 a s+le subject to )draw f ! gr\p ) :i* he sp5ds mo/ ( ! day & to g = ! p]iod to ano!r class :]e he receives a diff]5t type ( in/ruction 9 ! subject 9 :i* he is beh9d4 ,at ,g>y ! s*ools are s organiz$ t c]ta9 tea*]s 9 c]ta9 rooms tea* a p>ticul> subject2 ! g5]al fre$om ( organization secur$ 9 ?is way is utiliz$ to %ift pupils f room to room1 ?us break+ up ! grad+ sy/em4 ,! possibilities ( ?is arrangem5t are describ$ 9 ! foll[+ quotation3 ,if a boy is weak 9 "s p>ticul> subject1 x is possible to give him d\ble "w 9 t subject4 ,let u say a #d;,a boy is weak 9 ari?metic4 ,x is possible = a "t = him to omit "s ( 8 special activities & take ari?metic ) ! #d;,b class also1 ?us p]mitt+ d\ble "t 9 ari?metic4 ,if he is weak 9 all ( 8 regul> /udies x is easy to drop him out ( 8 special activities = a "t & p]mit him to d d\ble "w 9 ! regul> /udies4 ,! special activities are ( su* a sort t he c return to 8 classes !re )\t difficulty4#ce ,,! ,,ungrad$ ,,class ,,9 ,,grad$ ,,s*ools ,ano!r type ( exp]im5t is se5 9 ! s-call$ ungrad$ class4 ,9 _m l>ge s*ools a room is set ap>t "u an especially skillful tea*] :]e pupils :o are = any reason out ( jo9t ) ! curriculum may receive p]sonal att5tion4 ,_m ( ^! ungrad$ rooms are s conduct$ t bright pupils1 ?r\gh a little p]sonal help1 are prep>$ to skip a grade & ?us advance m rapidly ?an ! ord9>y pupil4 ,backw>d *ildr51 especially ^? :o are backw>d 9 only a s+le subject1 are help$ en\gh to re/ore !m to _! classes4 ,:]e x is f\nd t pupils are subnormal & p]man5tly unable to keep 9 l9e ) o!rs ( l age1 ! ungrad$ class may become a special class4 ,! tea*] is !n giv5 au?ority to take all lib]ty ) ! subject-matt] ( in/ruction & fit x to ! ne$s ( ! pupils4 ,sometimes 9 su* special classes read+ is practically ab&on$ & "t is devot$ to v>i\s =ms ( h&work4 ,,cases ,,:]e ,,failures ,,%[ ,,! ,,urg5cy ,,( ,,! ,,grad+ ,,problem ,! =ego+ p>agraphs h1 x is to be hop$1 made cle> ! fact t ! gr\p+ ( pupils & ! organization ( ! curriculum are closely int]relat$ problems4 ,! same lesson c be taught by a /udy ( ! actual op]ations ( c]ta9 s*ool sy/ems :i* are organiz$ "u ! grad$ sy/em4 ,fig4 #aa %[s c]ta9 records ( failures 9 ! elem5t>y s*ools ( ,clevel& = "o half ( ! ye> #aiad4 ,a failure on ! "p ( a *ild 9 any s*ool c h no o!r mean+ ?an ?is3 ! *ild 01 at ! "t ( 8 failure1 9 ! wrong gr\p = 8 intellectual advantage4 ,!re is no ef=t 9 su* a rem>k to place ! blame = ! *ild's failure4 ,p]haps ! *ild :o fails is indol5t4 ,p]haps ! "w is too difficult = him4 ,:atev] ! reason1 failure means t ! pupil & ! sy/em ( grad+ are out ( jo9t ) ea* o!r4 ,h5ce1 :5 we f9d pupils fail+1 we "k t ! grad+ sy/em is n work+ p]fectly4 ,9 ! figure ! diagram at ! left %[s ! p]c5tage ( nonpromotions 9 ea* grade4 ,ab\t #ag p] c5t fail$ 9 ! fir/ grade1 ab\t #ab p] c5t 9 ! second1 & s on4 ,x may be well to comm5t briefly on ! high p]c5tage 9 ! fir/ grade4 ,?is is due to ! fact t "s pupils ent] s*ool :5 !y are immature4 ,_m pupils lose a great _m days ( s*ool+ 9 ! fir/ ye>s ?r\gh contagi\s diseases1 :i*1 z %[n by s*ool /ati/ics1 are contract$ m commonly dur+ ! fir/ ye>s ?an lat]4 ,! family does n take c>e ( att5dance z c>efully 9 ! fir/ ye> z lat]4 ,! fir/ ye> supplies ! te/ :i* 9 _m cases br+s evid5ce ( m5tal defici5cy4 ,^! & o!r reasons expla9 ! high p]c5tage ( nonpromotions 9 ! fir/ ye>4 ,! r$uc$ p]c5tage 9 ! second ye> is expla9$ by ! fact t a "p ( ! task ( adju/+ pupils to ! grad$ sy/em & to ! curriculum has be5 accompli%$ 9 ! fir/ grade4 ,illu/ration3 ,,fig4 #aa4 ,record ( nonpromotions & failures 9 ,clevel&1 #aiad ,! record giv5 9 ! diagram = ! ?ird1 f\r?1 & fif? grades is an impressive exhibition ( increas+ incord9ation betwe5 ! pupils & ! "w ( ! s*ool4 ,s /rik+ is ! difficulty 9 ^! lat] grades t we are l$ to ask = an explanation4 ,?is is suppli$ 9 "p by ! diagram 9 ! middle ( ! figure & by ! "o at ! "r4 ,^! pres5t ! records ( failures 9 two ( ! mo/ important s*ool subjects4 ,a record ( con/antly dim9i%+ failures 9 read+ is exhibit$ 9 ! middle diagram4 ,?is %[s t ! tea*]s judge t ! pupils improve /eadily 9 read+4 ,!re is a satisfactory response to ! me?ods ( tea*+ read+ & to ! dem&s ( ! upp] grades4 ,^? pupils :o h difficulty 9 read+ 9 ! l[] grades are held back or are help$ to ma/] ! art4 ,! evid5t fact is t improvem5t 9 read+ is1 accord+ to ! record1 cont9u\s & satisfactory4 ,! diagram at ! "r %[s ! record 9 ari?metic4 ,"h is ! cause ( _m ( ! nonpromotions %[n 9 ! diagram at ! left4 ,failures m\nt up 9 ! middle grades at a rate :i* %[s ) manife/ cle>ness t some?+ is radically wrong4 ,"o may v5ture sev]al rem>ks 9 ! pres5ce ( su* records4 ,x does n seem likely t ! pupils are /upid1 s9ce x is %[n t !y c read4 ,x is to be not$ t !y d n h any option ab\t tak+ ari?metic1 nor d !y det]m9e :at ari?metic !y %all /udy4 ,!y are evid5tly n gett+ a section ( ari?metic 9 ea* ( ! grades :i* suitably p>allels ! read+ :i* is adm9i/]$ to !m4 ,,ef=ts ,,to ,,adju/ ,,in/ruction ,,to ,,pupils ,! conditions %[n 9 ! figure are p>allel$ 9 _m s*ool sy/ems4 ,! result is t s*ool (fic]s1 see+ ! difficulty ( do+ ju/ice to ! pupils1 h made radical *anges 9 ! grad+ sy/em 9 ord] to meet individual ne$s4 ,two extracts f reports by sup]9t5d5ts w %[ ! ext5t to :i* s*ool sy/ems w g4 ,a /udy ( ! p]=mances ( ! failures 9 ,boise has conv9c$ ! entire =ce t ! repeat] is g5]ally a quitt]1 & does ab\t z poor "w 9 8 second attempt z 9 8 fir/ trial at ! "w ( a giv5 grade4 ,! /amp ( disapproval has be5 plac$ ^u him4 ,he />ts on 8 second attempt ) a grievance aga9/ ! tea*] & ! entire in/itution4 ,! p>5ts z well z ! *ild feel injur$1 s t ! tea*] mu/ combat bo? ! antagonism ( ! home & ! ho/ility ( ! pupil1 :o has be5 tra9$ = failure & n = success1 & :o becomes ei!r morbidly s5sitive or braz5ly indiff]5t4 ,:at ! lagg>d w\ld probably d z a repeat] is !re=e q def9itely kn[n4 ,if he 7 p]mitt$ to advance1 he c\ld h>dly d worse & he might d bett]4 ,x is less exp5sive & m human to promote him ?an x is to degrade him4 ,?is view ( ! situation is g5]ally accept$ 9 ,boise4 ,! /&>d = promot+ ! dull pupil is entirely individual4 ,he is n compell$ to d all ! "w ( 8 pres5t grade be=e he is p]mitt$ to pass to ! next4 ,he is ev5 all[$ to pass on )\t manife/+ en\gh ability to ju/ify ! hope t he may be able to d ! "w ( ! advanc$ grade4 ,! "q is r$uc$ to ! "o consid]ation3 ,w\ld he d bett] if advanc$ ?an he w\ld z a repeat]8#cf ,t5 ye>s ago no pupil c\ld ent] ! ,newton ,high ,s*ool1 no matt] :at 8 age or educational ne$1 :o _h n complet$ satisfactorily all ! "w ( ! gramm> s*ools2 & a consid]able portion--probably "o-?ird to "o-half--( all ,newton *ildr5 7 !n leav+ s*ool at f\rte5 to sixte5 ye>s ( age ) only "p ( an elem5t>y s*ool education4 ,to-day any boy or girl :o ne$s second>y s*ool in/ruction--& mo/ boys & girls ( high s*ool age1 f\rte5 or fifte51 d ne$ su* in/ruction--may ent] "s dep>tm5t ( ! ,newton high s*ools1 :e!r gramm> s*ool "w has be5 complet$ or n2 & ne>ly all--probably f eighty to n9ety p] c5t--( our *ildr5 are n[ gett+ second>y tra9+ be=e leav+ s*ool4#cg ,,readju/m5ts ,,( ,,! ,,curriculum ,!re are o!r & m fundam5tal rem$ies = "s ( ! evils ( ! grad$ sy/em4 ,! curriculum c be readju/$4 ,:]e any consid]able numb] ( pupils fail 9 a p>ticul> subject1 x is highly probable t ! mat]ial ( in/ruction or ! me?od ( pres5tation or bo? ought to be modifi$4 ,9 "s cases pupils ought to be tak5 out ( ! regul> grades & treat$ z special cases4 ,! city ( ,c9c9nati 0 a pione] 9 recogniz+ ! ne$ ( special curricula = special types ( pupils4 ,! :ole c\ntry has 9 rec5t ye>s come to recognize ! importance ( tak+ *ildr5 :o are m5tally backw>d or sl[ out ( ! grades4 ,less commonly !re is a recognition ( ! importance ( specially arrang$ c\rses = ! bright pupils4 ,9 ! city ( ,/4 ,l\is ! curriculum ( ea* grade is adm9i/]$ 9 units ( t5 weeks = ea* section4 ,at ! end ( ea* t5 weeks a readju/m5t is possible s t ! bright pupils may g =w>d & ! sl[ pupils may proce$ m delib]ately4 ,!re are at ! end ( ea* p]iod ( t5 weeks a numb] ( promotions :i* c>ry individual pupils =w>d two qu>t]s4 ,! curriculum is s arrang$ t a rapidly promot$ pupil does n omit any ess5tial "p ( ! subjects1 :ile ! sl[ pupil has ample opportunity = drill & review4 ,! grad+ ( ! mat]ial us$ 9 in/ruction 9 p>ticul> subjects has also be5 recogniz$ z a problem ( ! fir/ importance4 ,"o ( ! mo/ ?or\ghly /udi$ subjects is spell+4 ,ayres#ch took ! ?\s& words :i* sev]al inve/igations _h %[n to be ! mo/ commonly us$ 9 ord9>y life & tri$ !m out on ! pupils ( eighty-f\r cities4 ,z a result ( ^? trials he is able to /ate t a c]ta9 li/ ( words w be spell$ ) a giv5 p]c5tage ( error by pupils ( ! ?ird grade & ) a less p]c5tage ( error by pupils ( ! f\r?1 fif?1 & high] grades4 ,?us ! mat]ial ( in/ruction 9 spell+ is grad$1 n by arbitr>ily select+ :at ! tea*] ?9ks w be appropriate1 b by try+ out ! actual ability ( pupils 9 eighty-f\r cities4 ,,problems ,,( ,,gr\p+ ,,9 ,,high ,,s*ool ,?us f> ! problem ( gr\p+ has be5 discuss$ f ! po9t ( view ( ! elem5t>y s*ool4 ,! problems ( ! high s*ool are diff]5t 9 detail1 b no less impressive4 ,9 ! fir/ place1 ! failures 9 high-s*ool subjects %[ ! same lack ( sy/ematic ord]+ ( ! curriculum t 0 obs]v$ 9 ! elem5t>y records cit$ above4 ,= example1 f ! survey ( ! ,d5v] high s*ools we may borr[ a s]ies ( p]c5tages %[+ ! failures 9 v>i\s subjects 9 ! five high s*ools4 ,,table ,,vi4 ,,p]c5tages ,,( ,,failures ,,9 ,,! ,,*ief ,,subjects ,,( ,,in/ruction ,,9 ,,! ,,five ,,high ,,s*ools ,,( ,,d5v] ,,9 ,,june1 #aiaeci ,ea/ ,nor? ,s\? ,we/ ,manual ,high ,high ,high ,high ,high ,s*ool ,s*ool ,s*ool ,s*ool ,s*ool ---------------------------------------- ---------------------------------------- ------------------------------ ,engli% ,i #bc #ae #aa #i #ca ,engli% ,,ii #ad #af #aj #aa #bc ,engli% ,,iii #af #c #b #ae #bj ,engli% ,,iv #c #a #b #h #ac ,ma!matics ,i #bc #bd #bf #bh #ej ,ma!matics ,,ii #ag #ba #bh #bj #ai ,comm]cial ari?metic #df #af #cc -- -- ,elem5t>y sci5ce #ac #i #ad #ba #g ,botany #ba #ad #ad #ad #bd ,physics #aj #ae #ah #ag #cd ,*emi/ry #j #d #ad #f #bj ,physiography #aa #ae #ab -- -- ,hi/ory ,anci5t #ab #ag #aa #aj #ae ,engli% #ab #ag #g #e -- ,m$ieval & mod]n #ab #i #h #h #ac ,am]ican -- #g -- -- -- ,lat9 ,i #bb #af #aj #bi #dj ,lat9 ,,ii #ad #bj #ad #aa #ah ,g]man ,i #bj #ae #bd #e #ai ,g]man ,,ii #ai #b #c #j #j ,table ,,vi is wor?y ( c>eful /udy4 ,let u comp>e ,engli% ,i & ,,ii1 :i* are requir$ ( all /ud5ts1 ) ,ma!matics ,i & ,,ii1 :i* are also requir$4 ,9 almo/ e case ! p]c5tage ( failures 9 ma!matics is great]4 ,?is goes to %[ ei!r t ! grad+ 9 ma!matics is m exact+ or t ! /ud5ts are less well qualifi$ to c>ry ! c\rses4 ,! exception to ! rule t ma!matics %[s m failures ?an ,engli%1 :i* appe>s 9 ! second ye> ( ! ,manual ,high ,s*ool1 sugge/s t possibly ! /ud5ts 9 t s*ool see ! importance ( ma!matics z a pr(essional c\rse4 ,! difficulty ) ?is explanation is ! enorm\s mortality 9 t s*ool 9 ! fir/-ye> c\rse 9 ma!matics4 ,p]haps ! pupils :o are likely to fail are dropp$ dur+ ! fir/ ye>4 ,:ile ! failures 9 ma!matics are uni=mly high] ?an 9 ,engli%1 ! policy ( ! diff]5t s*ools is /rik+ly diff]5t4 ,9 ! ,ea/ ,high ,s*ool ! two subjects are ab\t alike1 :ile 9 ! ,we/ ,high ,s*ool ! failures 9 ma!matics are relatively v high4 ,su* contra/s become m impressive if we draw ! records 9 ,lat9 into consid]ation4 ,9 ! ,we/ ,high ,s*ool1 ,lat9 9 ! fir/ ye> is l ma!matics1 :ile 9 ! ,s\? ,high ,s*ool x is l ,engli%4 ,elem5t>y sci5ce also %[s wide div]g5ces 9 practice4 ,a numb] ( />tl+ facts appe> if ! table is made a subject ( c>eful /udy4 ,:at ^! facts mean is n difficult to set =?4 ,! subjects n[ includ$ 9 ! curriculum ( ! high s*ool are only imp]fectly adju/$ to ! abilities ( ! /ud5ts4 ,! community has a "r to "q in/ruction :i* results 9 failure on ! "p ( "o /ud5t out ( f\r4 ,x c]ta9ly mu/ be ar\s$ at ! lack ( cord9ation betwe5 s*ools )9 a s+le sy/em :i* %[ diff]5ces z m>k$ z ^? exhibit$ 9 ,table ,,vi4 ,o!r problems 9 ! grad+ ( high-s*ool /ud5ts & ! subject-matt] 9 :i* !y are giv5 in/ruction gr[ out ( ! laxity :i* has crept into ! adm9i/ration ( ! elective sy/em4 ,?us1 if we consid] c]ta9 subjects :i* are op5 to /ud5ts ( diff]5t classes1 su* z ! fir/ c\rse 9 ,spani% or ,fr5* or ! c\rse 9 anci5t hi/ory1 we f9d t s5ior /ud5ts are all[$ to ent] ! same class z fre%m5 because ! organization ( sep>ate divisions w\ld be too exp5sive4 ,! result is ei!r a r$uction ( ! requirem5t 9 class "w to ! level ( ! m immature /ud5t or undue ef=t to br+ ! l[] /ud5t to a reasonable und]/&+ ( ! subject4 ,,illegitimate ,,reasons ,,= ,,promot+ ,,pupils ,! problems :i* h be5 po9t$ out w p]haps be se5 mo/ vividly if "s types ( promotion are cit$ :i* are likely to int]f]e ) in/ruction4 ,sometimes ! s*ool all[s a pupil to move up a grade or class1 al?\gh x is kn[n t he has n done ! "w bel[1 because ! p>5ts ( ! *ild h influ5ce & x does n seem safe to antagonize !m4 ,sometimes ! pressure ( numb]s 9 ! l[] grades or classes is s great t ! tea*] s5ds a pupil on 9 ord] to make room = ! y\ng] pupils1 ev5 :5 x is evid5t t ! pupil w n be able to c>ry ! high] "w4 ,sometimes ! tea*] 9 a giv5 grade is anxi\s to unload ! backw>d or disord]ly & !re=e incompet5t pupil on someone else1 & s9ce ! op5 road is into ! next high] grade1 ! *ild is s5t on4 ,promotion is sometimes controll$ by ! cal5d>4 ,because ! date = clos+ ! s*ools has arriv$1 & ! long vacation is at h&1 pupils are decl>$ to h complet$ ! "w :e!r !y h or n4 ,sometimes x is m or less explicitly argu$ t ! backw>d pupil is l>g] ?an ! o!r *ildr5 ( l intellectual atta9m5ts & he %\ld !re=e be s5t to ! upp]-grade room :]e ! seats are l>g]4 ,:5 su* reasons = promotion are delib]ately set d[n 9 black & :ite1 !y are evid5tly n legitimate reasons4 ,_m a pupil has1 h[ev]1 be5 dealt ) on exactly su* gr\nds4 ,,exp]im5ts ,,& ,,/udies ,,:i* ,,aim ,,to ,,supply ,,bo? ,,individual ,,in/ruction ,,& ,,class ,,in/ruction ,! indef5sible reasons giv5 above = advanc+ pupils ought to make anyone :o expects to become a tea*] ! m ready to turn to ! c>eful /udy ( ! problem4 ,x is und\bt$ly a social & f9ancial necessity t pupils be gr\p$ 9 classes4 ,x is equally necess>y = purposes ( adm9i/ration t ! gr\ps h "s k9d ( p]man5cy & "s degree ( int]nal uni=mity4 ,x is c]ta9ly legitimate t ! individual's ne$s be ass]t$ to ! ext5t ( free+ him f absolute subord9ation to ! int]e/s ( ! gr\p4 ,su* a /atem5t ( ! case w\ld seem to dictate a d\ble type ( in/ruction :i* w recognize m ?an does ! pres5t rigid class sy/em ! ne$ ( individual fre$om & ! value ( class solid>ity4 ,_m exp]im5ts h be5 tri$ 9 ! ef=t to solve ?is problem4 ,! ,batavia sy/em1 s call$1 puts two tea*]s into a room1 "o to sup]vise individual "w & "o to tea* gr\ps4 ,!re are v>i\s sy/ems ( individual promotion :i* advance a pupil :5ev] he is ready4 ,rec5tly ,pr9cipal ,all5#dj ( ! high s*ool ( ,spr+field1 ,ill9ois1 has develop$ a sy/em ( sup]vis$ /udy 9 :i* ! /ud5ts put !mselves ?r\gh c]ta9 prep>$ ex]cises & 9 ?is "p ( _! "w receive individual help & are all[$ to progress at _! own individual rate4 ,lat] ! class meets = recitation z a gr\p4 ,! recitation gr\p is made to dep5d = its composition on ! rate at :i* /ud5ts complete ! individual ex]cises4 ,! class is accord+ly readju/$ frequ5tly1 & 9 ord] to provide "t = individual "w ! l5g? ( its meet+s is some:at less ?an ! conv5tional high-s*ool p]iod4 ,! in/ructional plan ?us arrang$ requires c]ta9 readju/m5ts ( ! program & c]ta9 divisions ( labor among ! tea*]s :i* diff] f ! ord9>y4 ,b1 above all1 x calls = ! sep>ation ( ^? aspects ( ! subjects ( in/ruction :i* are suitable = individual "w f ^? aspects :i* are suit$ to class ex]cises4 ,,arrangem5t ,,( ,,! ,,mat]ials ,,( ,,in/ruction ,we are con/antly br\ght back by our discussions ( ! organization ( classes to a consid]ation ( ! curriculum4 ,! mat]ials ( in/ruction are capable ( advantage\s & economical use only :5 !y are adapt$ to pupils4 ,our next problem1 !re=e1 is to consid] "s ( ! g5]al pr9ciples :i* und]lie ! organization ( ! g5]al curriculum & ( p>ticul> subjects4 ,,ex]cises ,,& ,,read+s ,:at are "s ( ! limitations 9 ! tra9+ ( a *ild :o gets 8 education f a private tutor r ?an z a memb] ( a class8 ,%[ t ! mo/ satisfactory size = a class dep5ds 9 l>ge measure on ! subject ( in/ruction4 ,9 c]ta9 subjects1 su* z typewrit+ & bookkeep+1 in/ruction (t5 becomes almo/ purely individual in/ruction4 ,obs]ve su* a class & describe ! me?od ( in/ruction4 ,if t]m9ology is employ$ 9 a /rict way1 a 8c\rse0 ref]s to a s]ies ( lessons 9 a s+le subject1 a 8curriculum0 to a coh]5t gr\p ( c\rses4 ,:at devices are adopt$ 9 high s*ools to compel /ud5ts to ?9k ( curricula r ?an c\rses8 ,:at are ! advantages & :at are ! evils ( ! elective sy/em8 ,:at is ! highe/ p]c5tage ( failures :i* ought to be tol]at$ 9 a class8 ,:at conditions affect y\r answ] to ! =ego+ "q8 ,is a 8/iff0 c\rse ! be/ c\rse8 ,:at class 9 high s*ool has ! 8/iffe/0 requirem5ts8 ,deal+ ) ! illegitimate me?ods ( promotion enum]at$ 9 ! clos+ p>agraphs ( ! *apt]1 describe "s ?or\ghly practical me?od ( h&l+ ea* situation )\t mak+ ! mi/ake indicat$4 ,,holmes1 ,w4 ,h4 ,s*ool ,organization & ! ,individual ,*ild4 ,! ,davis ,press1 ,worce/]1 ,massa*usetts4 ,conta9s a li/ ( ref]5ces on ! subject4 ,,footnotes3 #cd ,report ( ! ,/ate ,sup]9t5d5t ( ,public ,s*ools ( ! ,/ate ( ,ma9e1 = ! ,s*ool ,ye> ,end+ ,june #cj1 #aiad1 p4 #ba4 #ce ,john ,frankl9 ,bobbitt1 8,! ,elim9ation ( ,wa/e 9 ,education10 9 ,elem5t>y ,s*ool ,tea*]1 ,vol4 ,,xii 7#aiab71 pp4 #bff-bfg4 #cf ,special report ( ! ,boise ,public ,s*ools 7,june1 #aiae71 pp4 #ag-ah4 #cg ,f4 ,e4 ,spauld+1 ,! ,newton ,public ,s*ools1 ,annual ,report ( ! ,s*ool ,committee1 ,newton1 ,massa*usetts1 ,vol4 ,,lxxiv 7#aiac71 pp4 #ah-ai4 #ch ,leon>d ,p4 ,ayres1 ,a ,measur+ ,scale = ,ability 9 ,spell+4 ,! ,russell ,sage ,f\ndation1 #aiae4 #ci ,! ,"w ( ! ,s*ools4 ,"p ,,ii ( ! ,report ( ! ,s*ool ,survey ( ,d5v]1 p4 #aeh4 ,publi%$ by ! ,s*ool ,survey ,committee1 ,d5v]1 ,colorado1 #aiaf4 #dj ,= a full] discussion ( ?is exp]im5t1 see pp4 #bcg-bch4 ,,*apt] ,,viii ,,! ,,traditional ,,curriculum ,,& ,,its ,,reorganization ,,importance ,,( ,a ,,/udy ,,( ,,! ,,curriculum ,! la/ *apt] fail$ ( its purpose if x did n conc5trate ! att5tion ( ! read] on ! s*ool curriculum4 ,! organiz$ body ( mat]ials ( in/ruction con/itutes "o ( ! mo/ important factors :i* ent] into ! life ( ! s*ool sy/em4 ,along ) ! bo>d ( education1 ) ! grad+ sy/em1 & ) ! /aff ( tea*]s & sup]visory (fic]s /&s ! curriculum z a k9d ( dom9at+ p]sonality always ex]cis+ a lead+ influ5ce 9 ! det]m9ation ( e educational policy4 ,x w be ! bus9ess ( ?is *apt] to op5 ! discussion ( ! curriculum by comm5t+ on ! hi/ory ( c\rses ( /udy & by po9t+ out "s ( ! *anges :i* rec5t ye>s h wr\ght4 ,,! ,,specializ$ ,,curriculum ,,( ,,high] ,,s*ools ,if "o goes back to ! beg9n+s ( any s*ool sy/em1 x w always be f\nd t ! orig9al c\rses ( /udy gr[ directly out ( ! intellectual ideals ( ! times4 ,= example1 if "o goes back to ! beg9n+s ( m$ieval univ]sities1 he f9ds t ^! in/itutions grew up because !re 0 an int]e/ 9 c]ta9 well-def9$ bodies ( ideas4 ,at ,bologna "o ,irn]ius _h made himself acqua9t$ ) ! laws ( ! nor!rn ,italian cities1 & /ud5ts came f all ,europe to he> him exp\nd ^! laws4 ,! c\rse ( /udy 0 directly relat$ to a specific dem&4 ,a pr(essional !ological curriculum 0 organiz$ at ! "t ( ! f\nd+ ( ! e>ly ,am]ican univ]sities4 ,h>v>d 0 at fir/ a s*ool = ! tra9+ ( cl]gym54 ,at t "t !re 0 no dem& = lawy]s tra9$ 9 ! ,new ,_w4 ,! law came f ,engl&1 & f ! same s\rce came ! lawy]s4 ,m$ic9e _h h>dly develop$ into a pr(ession4 ,prea*+ & li/5+ to s]mons 71 on ! o!r h&1 among ! mo/ absorb+ occupations ( ! coloni/s1 & ,h>v>d 0 e/abli%$ to provide ^? :o c\ld prea*4 ,! c\rses ( /udy 7 arrang$ accord+ to ! traditions ( ! s+le pr(ession t[>ds :i* ! graduates 7 aim+4 ,,problems ,,( ,,g5]aliz+ ,a ,,specializ$ ,,curriculum ,we may pursue ?is example fur!r z typical ( ! complications :i* ultimately gr[ up ar\nd any c\rse ( /udy4 ,! orig9al purpose ( ,h>v>d 0 exp&$ ) ! pass+ ye>s4 ,a dem& arose = lawy]s & doctors2 9 ! ef=t to meet ?is dem& ! in/itution 0 divid$ into sep>ate s*ools4 ,/ill lat] /ud5ts came to college seek+ a g5]al tra9+ n lead+ to any pr(ession4 ,?r\gh all ^! *anges 9 ! dem&s ( ! /ud5t body ! orig9al c\rses ( /udy h p]si/5tly battl$ _! way d[n to ! pres5t4 ,no cle>] evid5ce c be f\nd ?an ?is1 t c\rses ( /udy once creat$ become vital factors 9 all ! lat] life ( ! s*ool4 ,! college c\rses ( /udy 7 9 ! fir/ place ! product ( a p>ticul> pr(essional dem&4 ,:ile satisfy+ ?is p>ticul> dem& !y became /rong en\gh s t at a lat] p]iod !y h (t5 dom9at$ educational policies4 ,x is too flippant a rem>k to say t ! classical education ( ! cl]ical p]iod became ! fa%ion & t lat] g5]ations 7 afraid to be out ( fa%ion1 b some?+ ( ?is sort is :at really happ5$4 ,! traditions ( a g5]ation are h>d to break4 ,! fa!r :o took ,greek z a "p ( 8 education hesitates to see 8 son ent] ^u life )\t ! same equipm5t4 ,c\rses ( /udy ?us come to h an intellectual sanction :i* x is extraord9>ily difficult to break d[n4 ,,traditional ,,"* ,,( ,,ma!matics ,,c\rses ,,9 ,,high ,,s*ools ,ano!r example ( no less impressive a type c be drawn f ! high-s*ool curriculum ( ! pres5t "t4 ,!re is h>dly a tradition ( high s*ools :i* is m fix$ ?an t ( requir+ algebra 9 ! fir/ ye> & geometry lat]4 ,?is practice p]si/s ev5 ?\gh x is a well-kn[n fact t 9 _m s*ools failures 9 high-s*ool algebra are m num]\s ?an 9 any o!r high-s*ool c\rse4 ,also1 !re is a cle> recognition ( ! fact t by be+ requir$ ( all /ud5ts 9 ! fir/ ye> algebra is 9 effect made ! pr]equisite ( admission to ! c\rses 9 sci5ce & lit]ature :i* are op5 only to /ud5ts :o h rea*$ ! lat] ye>s ( ! high s*ool4 ,! "q :i* ! /ud5t ( education mu/ raise is ?is3 ,h[ did algebra secure ?is position ( comm&+ importance1 & h[ does x hold ?is position :5 exp]i5ce %[s t s _m /ud5ts _c take x ) success8 ,! answ] to ^! que/ions ?r[s a /rong light on ! nature ( ! curriculum4 ,ma!matics 9 g5]al ga9$ a prem95t position 9 ! educational s*eme ( ! ,we/]n ,_w z f> back z ! fif? c5tury be=e ,*ri/1 9 ! days ( ,py?agoras4 ,! bran*es ( ma!matics :i* 7 *iefly cultivat$ 9 ^? days 7 geometry & ari?metic4 ,geometry fl\ri%$ z an exp]im5tal sci5ce1 & ari?metic consi/$ 9 ! mo/ elaborate speculations ab\t prime numb]s & ! prop]ties ( odd & ev5 numb]s4 ,aft] ^! sci5ces _h rea*$ a c]ta9 maturity !y 7 transf]r$ to ! ,univ]sity ( ,alex&ria1 :]e1 9 ! ?ird c5tury be=e ,*ri/1 ,euclid =mulat$ ! pr9ciples ( geometry into ! logical =m :i* has p]si/$ to our own "t4 ,if "o asks :y ! same s]vice 0 n r5d]$ = ari?metic at ! ,univ]sity ( ,alex&ria1 ! answ] is to be f\nd 9 ! fact t ! ,greeks _h no adequate me?od ( express+ numb]4 ,!y us$ a sy/em ( lett]s ev5 m clumsy ?an ! sy/em employ$ by ! ,romans aft] !m4 ,if "o ne$s fur!r demon/ration ( ! reason :y ari?metic did n develop 9 ! classical _w1 let him try to multiply ,,dcclxxvii by ,,xcix4 ,ari?metic 0 v little cultivat$1 !re=e1 :ile geometry 0 put into p]fect logical =m4 ,s9ce ari?metic 0 s little develop$ 9 ! anci5t _w1 algebra nev] succe$$ 9 gett+ a real />t4 ,geometry1 ?us laun*$ z a sy/ematiz$ bran* ( le>n+ sup]ior to ari?metic1 has held its place ?r\gh all g5]ations4 ,9 ! m$ieval in/itutions ! p]fect logical =m ( geometry 0 fully recogniz$4 ,geometry 0 us$ to %>p5 ! logic ( _m a m9d4 ,ari?metic develop$ only s f> z x 0 ne$$ = ! practical purposes ( daily life4 ,9 due "t !re came into ,europe ori5tal s*ol>s :o br\ght ) !m t m>vel\s inv5tion--! ,arabic num]als4 ,!y br\ght also ! sci5ce ( algebra ) its pr(\nd ab/ractions4 ,! ,arabic num]als soon sup]s$$ ! clumsy ,roman num]als1 & ! common man f\nd t he c\ld easily deal ) ! practical matt]s ( life by means ( ?is numb] sy/em :i* r5d]$ all calculations simple4 ,) ari?metic ( ! new type came algebra4 ,! sci5ti/s ( ,europe f\nd t ! algebraic me?ods op5$ up possibilities ( ma!matical reason+ :i* 7 ( ! fir/ importance to sci5ce4 ,algebra & ari?metic fl\ri%$4 ,b did ^! two newcom]s 9 any degree di/urb ! position ( geometry8 ,n at all4 ,algebra may be z ab/ract z any subject 9 ! curriculum1 b its hi/orical relations 7 f ! fir/ ) ari?metic1 :ile geometry 0 relat$ to logic & ! high] subjects4 ,geometry has cont9u$ s9ce #cjj ,b4,c4 to be a high] c\rse4 ,! situation 9 ! high s*ools ( to-day is 9 no s5se due to a c>eful /udy ( ! degree ( ab/raction involv$ 9 geometry & algebra4 ,x is 9 no s5se a recognition ( ! fact t geometry 0 ! fir/ ( ! two subjects to develop4 ,! pres5t situation c be und]/ood only by recogniz+ ! /r5g? ( tradition & ! p]si/5ce ( a practice :5 once x gets itself e/abli%$4 ,! situation is ! m impressive because ev5 a sup]ficial /udy ( ! intellectual ne$s ( pupils %[s t !re ought to be in/ruction 9 ! l[] grades 9 ! discrim9ation ( =ms & designs4 ,"o does n ma/] ! =ms ev5 ( common ?+s until 8 att5tion has be5 turn$ to !m aga9 & aga94 ,! consequ5ces to ! curriculum ( ! elevation ( geometry to ! upp] s*ool are f>-rea*+ 9 a negative z well z 9 a positive way4 ,space /udy has be5 kept out ( ! l[] s*ools because ! only or?odox =m ( space /udy is ! geometry ( ! high] s*ools4 ,space /udy ought to h a place 9 ! curriculum ( e grade4 ,9 ! case ( algebra1 on ! o!r h&1 tradition has op]at$ to keep ! subject 9 ! l[] classes ( ! high s*ool4 ,t x w\ld be bett] to *ange ?is situation appe>s 9 ! fact t textbooks 9 algebra h 9 rec5t ye>s be5 made mu* easi] 9 ! ef=t to fit ! subject to pupils' ne$s1 9 ! fact t "s high s*ools h made x elective1 & 9 ! fact t "s high s*ools h re>rang$ ! :ole subject-matt] ( ma!matics1 break+ up ! hi/orical l9es ( division4 ,,sugge/ions ,,( ,,new ,,subjects ,o!r evid5ces t ! curriculum is 9 ne$ ( radical re=m appe> :5 "o notes t s*ools are curi\sly bl9d 9 ! subjects :i* !y omit4 ,a rec5t writ] has po9t$ out 9 a v int]e/+ way ! weakness ( ! ord9>y s*ool 9 its failure to give *ildr5 any tra9+ 9 ! use ( money4 ,a quotation f 8 introductory *apt] w %[ ! =ce ( 8 criticism4 ,mo/ p if sudd5ly ask$1 8,:at f9ancial tra9+ did y h z a *ild80 w\ld probably say1 8,none40 ,if ask$1 8,:at f9ancial tra9+ are y giv+ y\r own *ildr580 _m p>5ts w\ld give ! same answ]4 ,all p>5ts1 h[ev]1 d incid5tally give lessons 9 f9ance & a few give def9ite in/ruction ) reg>d to money4 ,! tea*]1 if ?us que/ion$1 w\ld usually say some?+ ab\t ari?metic or p]haps ref] to "s sy/em ( money-sav+ t is be+ op]at$ by ! s*ool4 ,mu* has really be5 done t educates *ildr5 f9ancially1 b probably n "o p]son 9 t5 has ev] s]i\sly /udi$ ! problem ( ! ne$ ( f9ancial tra9+ ( *ildr5 & ( h[ t ne$ at ea* age may be/ be met4 ,a mom5t's reflection tells "o t _m adults d n "k h[ to sp5d _! money wisely & t /ill few] "k h[ to keep x safely or inve/ x successfully4 ,e day we see p sp5d+ money 9 ways t br+ little satisfaction4 ,o!rs are tortur$ by ! fe> ( los+ :at !y h1 :ile /ill o!rs are inve/+ 9 s*emes t promise mu* & yield little or no?+4 ,*>ity work]s are especially impress$ ) ! inability ( poor p to sp5d wisely ! little money !y get4 ,"o woman ^: family 0 9 a />v+ condition sp5t all ( ! doll> t 0 giv5 h] = cann$ lob/]1 & ano!r 9 a simil> situation _h a picture tak54 ,ri* sons & daught]s (t5 sp5d ! money accumulat$ by _! fa!rs 9 ev5 m fooli% ways4 ,9 g5]al x is only ! common p :o h _h mu* exp]i5ce 9 sav+ & sp5d+ money1 :o sp5d x wisely & _m ( ^! h paid a high price = _! k4 ,if c>efully plann$ f9ancial tra9+ 7 giv51 ! numb] sp5d+ wisely w\ld d\btless be greatly increas$4#da ,,pres5t-,,day ,,social ,,dem&s ,o!r sugge/ions are be+ made ^! days = a *ange 9 ! c\rse ( /udy4 ,sometimes ! sugge/ions take ! =m ( social movem5ts4 ,su* social movem5ts (t5 come 9 ! =m ( viol5t criticisms ( exi/+ practices4 ,^! criticisms w be und]/ood only :5 x is recogniz$ t back ( !m !re is (t5 a social pressure :i* has n be5 und]/ood & is n[ f9d+ voice 9 a dem& t requires imm$iate att5tion4 ,x w be well = u to seek "s examples ( ?is type 9 ord] t we may come to und]/& t ! s*ool sy/em is answ]able at all times n m]ely to e>li] social ideals :i* 7 incorporat$ into c\rses ( /udy b also to ! new ideals :i* arise ) ! lat] developm5ts ( community life4 ,an example ( ! type we are seek+ appe>s 9 a /udy :i* 0 made 9 #aiac 9 ! city ( ,m9neapolis4 ,! foll[+ extracts f an article publi%$ on ,m>* #aj 9 ! ,morn+ ,tribune ( t city /ate ! case fully3 ,a ye> ago a gr\p ( m5 & wom5 int]e/$ 9 ! welf>e ( boys & girls1 & some:at acqua9t$ ) conditions t confront !m ^u _! entrance into indu/rial life1 decid$ t x 0 "t to make a survey ( ! city4 ,!re _h be5 mu* talk ( tra9+ = ! trades 9 ! public s*ools1 & app>5tly !re 0 reasonable gr\nd = ?is advocacy4444 ,0 !re a real dem&1 or 0 ?is a new educational fad sweep+ across ! c\ntry1 to be lo/ 9 ! great abyss ( educational no/rums1 along ) v]tical writ+ & basketry8 ,t 0 to be det]m9$4 ,educators are usually le>n$ m52 b ?is _w g5]ally does n ascribe to !m an abundance ( s\nd s5se4 ,^! le>n$ m5 h *>ge ( ! greate/ plant 9 ! _w--our s*ools4 ,a half million employees are at "w at an annual exp5se to ! nation ( #dej1jjj1jjj4 ,! product ( ?is in/itution %\ld be manhood & womanhood1 effici5t to take its place 9 ! _w ( work]s1 & firmly e/abli%$ 9 habits ( "r ?9k+ & noble action4 ,yet :o is acc\nt$ effici5t = ! "w ( to-day8 ,c]ta9ly n ! armor]1 no matt] h[ skill$--= :at ne$ h we ( him8 ,possibly n ! bootmak]2 = ! be/ & late/ 9 boots come f big factories4 ,& s rapidly d indu/ries *ange t confusion awaits ! man /ill us+ me?ods ( t5 ye>s ago4 ,no sy/em ( education c be effici5t until ! conditions ( life to :i* pupils g are ?or\ghly kn[n4 ,no manufactur] w\ld ?9k ( sett+ 8 ma*9es to make 8:at-nots0 or muzzle-load+ guns2 !y 7 all "r 9 _! day b t day is n[ ye/]day4 ,! fir/ ?+ = ! man ( bus9ess is to "k :at ! m>ket dem&s4 ,& ! manag]s ( ! s*ools mu/ explore _! m>ket to "k :at is dem&$ ( ! education factory4 ,t is ! reason = ?is survey4 ,! commission 0 made up ( p]sons well kn[n 9 ! city & repres5tative ( diff]+ int]e/s4444 ,t5 mon?s 7 sp5t 9 ga!r+ ! in=mation1 & a mon? 9 /udy+ x & gett+ x into %ape = pres5tation4 ,! tables h be5 arrang$ 9 ! foll[+ ord]3 ,fir/1 a set ( ?ree tables1 %[+ ! s\rces ( ! mat]ial /udi$1 by s*ool1 by age1 by grade1 & by nationality1 & ! causes ( ret>dation2 second1 a table %[+ ^u :om ! responsibility %\ld be plac$ = ! *ild's leav+ s*ool2 ?ird1 f\r tables sett+ =? ! reasons = leav+ s*ool1 & ! economic /atus ( ! family2 f\r?1 a table indicat+ ! education ( ! *ildr5 aft] leav+ ! public s*ool2 & fif?1 five tables %[+ ! indu/rial hi/ory ( ea* *ild1 8 wages1 ! numb] ( jobs1 ! k9d ( "w1 & 8 advancem5t4 ,9 ! discussion comp>isons are frequ5tly made ) simil> reports f o!r cities1 & foll[+ ^! are ! conclusions rea*$ by ! committee & recomm5dations = fur!r "w4 ,x w n be possible to give 9 detail all ! results ?us obta9$4 ,x mu/ suffice to repeat "h ! figures :i* summ>ize ! table ( causes = leav+ s*ool4 ,! p]c5tages ( pupils leav+ = ea* cause are giv5 ) ! /atem5t ( ! cause4 ,ill heal? #e4g p] c5t ,_h to g to "w #ce4e p] c5t ,*ild's desire to e>n money #h4b p] c5t ,kept vacation "w #b4f p] c5t ,dislik$ or n int]e/$ 9 s*ool #bi4f p] c5t ,tr\ble ) tea*] #c4a p] c5t ,failure to pass #a4a p] c5t ,fur!r public s*ool n wor? :ile #ad4b p] c5t ,! numb] ( pupils :o leave because !y d n l s*ool or d n believe x wor? :ile is di/urb+ly l>ge4 ,t !re %\ld be s pron\nc$ an adv]se judgm5t on ! "p ( pupils is p]haps to be expla9$ 9 a measure by _! immaturity & re/lessness2 b "p ( ! s*ool's problem is to meet ?is immaturity & re/lessness & to tra9 ! pupils ) full reg>d to all t goes to make up _! individual ta/es & abilities4 ,x is especially important t a c>eful /udy be made ( all available recomm5dations = improv+ ! situation4 ,we turn1 !re=e1 to "s ( ! lead+ recomm5dations ( ! ,m9neapolis commission3 ,t z rapidly z w\ld be economical1 ! s*ools be organiz$ on ! 8six-?ree-&-?ree0 plan1 beg9n+ diff]5tiat$ c\rses 9 ! ,b sev5? grade4 ,^! c\rses %\ld foll[ ?ree broad l9es3 7#a7 ,lead+ t[>d ! academic c\rses 9 high s*ools4 7#b7 ,t[>d ! comm]cial c\rses1 or directly to bus9ess4 7#c7 ,t[>d manual tra9+ 9 high s*ool1 or directly to manufactur+ & me*anical pursuits4 ,t prep>ation = ! trades c be be/ & mo/ economically closely relat$ to work+ conditions1 :ile ! necess>y skill %all be ga9$ 9 actual "w "u ! usual comm]cial conditions4 ,t ! memb]%ip ( ! ,?omas ,arnold s*ool be enl>g$ to include all boys :o h rea*$ ! age ( fifte5 & h n yet rea*$ ! sev5? grade4 ,& t a simil> s*ool be organiz$ = girls4 ,t a dep>tm5t ( vocational guidance be organiz$4 ,t1 z an adjunct to ! bo>d ( education1 an advisory commission ( #ae memb]s1 compos$ ( employees1 employ]s & educators1 be e/abli%$1 ^: duty x %all be to report *anges 9 ! dem&s ( bus9ess & indu/ry1 & to advise modifications ( ! c\rse ( /udy to meet ^! new dem&s4 ,t a law %\ld be enact$1 mak+ x m&atory t a boy %all be ei!r 9 s*ool or at "w up to 8 eighte5? ye>1 & t ! dep>tm5t ( vocational guidance be *>g$ ) ! duty ( en=c+ su* a provision4 ,?is report has be5 reproduc$ at l5g? because x furni%es a concrete example ( ! k9d ( dem& :i* is be+ made on _m sides = a complete remak+ ( ! curriculum4 ,! comm5ts ab\t s*ool (fic]s are also typical ( mu* t is be+ laid at ! door ( ! pres5t-day p$agogue4 ,bett] ?an any !oretical answ] to ^! critics is a c>eful /udy ( ! :ole problem ( reorganiz+ ! curriculum4 ,,traditional ,,neglect ,,( ,,indu/rial ,,education ,,on ,,! ,,"p ,,( ,,! ,,public ,! reasonabl5ess ( ! dem& t ! s*ools prep>e boys & girls = _! "w 9 ! _w raises at once ! "q3 ,:y h ! s*ools ev] neglect$ ?is ne$8 ,! answ] to ?is "q is suppli$ 9 "p by ! remot] hi/ory ( s*ools :i* 0 t\*$ on 9 an e>li] *apt] & 9 ! e>ly p>agraphs ( ?is *apt]4 ,european & ,am]ican s*ools fir/ dealt ) pr(essional & !ological problems & h accord+ly always _h a /rong lean+ t[>d ! lit]>y subjects4 ,! e>ly hi/ory ( ! ,am]ican educational sy/em ?r[s light on ?is p>ticul> matt] 9 a way :i* w help ! read] to und]/& ! pres5t situation ) reg>d to indu/rial education & traditional education4 ,at ! same "t t ! ,new ,engl& colonies 7 pass+ laws e/abli%+ s*ools :]e *ildr5 7 to le>n to read ! ,bible1 !y provid$ 9 su* laws z ! foll[+ = tra9+ 9 indu/rial l9es4 ,! ,connecticut law ( #afej provides t 8all p>5ts & ma/]s d bre$ & br+ up _! *ildr5 & appr5tices 9 "s hone/ lawful labor1 or employm5t1 ei!r 9 husb&ry or "s o!r trade pr(itable = !mselves & ! commonweal?1 if !y w n nor _c tra9 !m up 9 le>n+1 to fit !m = high] employm5ts1 & if any ( ! selectm51 aft] admonition by !m giv5 to su* ma/]s ( families1 %all f9d !m /ill neglig5t ( _! duty1 444 ! said selectm51 ) ! help ( two magi/rates1 %all take su* *ildr5 or appr5tices f !m1 & place !m ) "s ma/]s = ye>s1 boys until !y come to be tw5ty-"o1 & girls to eighte5 ye>s ( age complete40 ,! conception ( responsibility :i* lies back ( ?is law is :olly diff]5t f t express$ 9 ! legislation provid+ = read+-s*ools4 ,a public (fic] 0 put 9 *>ge ( read+4 ,he 0 /imulat$ to c>ry on 8 "w by ! rew>ds :i* he receiv$ 9 ! way ( comp5sation = 8 s]vices4 ,! control ( indu/rial education by ! public 0 v slight4 ,we c imag9e "s selectman ^: att5tion 0 by *ance drawn to a neglect$ *ild1 debat+ ) himself ! wisdom ( sett+ 9 motion ! magi/rates & 8 fell[ selectm5 9 en=c+ ?is some:at vague law4 ,! fact is t ! law 0 n en=c$4 ,x became a dead lett]1 & public att5tion to vocational education has no hi/ory 9 ?is c\ntry until rec5t ye>s1 :5 ! pressure ( indu/rial competition has =c$ its recognition4 ,9 ! e>ly days ( ! nation's life ! abs5ce ( any def9ite plan = public vocational education ( "y p 0 n a s]i\s matt]4 ,indu/rial life 0 relatively simple1 & ! family liv$ close to its s\rces ( supplies4 ,! family 0 able to take c>e ( ! *ildr5's prep>ation = indu/rial life )\t aid or int]f]5ce f ! /ate4 ,b social & indu/rial conditions h *ang$4 ,) ! developm5t ( factories1 ( elaborate sy/ems ( transportation1 & ( urban life x is no long] possible = ! family to tra9 ! *ildr51 & ! dem& beg9s to be urg5tly felt t "s ag5cy give adequate prep>ation = ! practical lat] life ( ! *ildr51 & t m especially :]e families are n well-to-d4 ,= a long p]iod aft] ?is dem& 0 felt ! s*ool w5t on ) its specializ$ task1 & ! public 0 complac5t to see ! s*ool neglect vocational tra9+4 ,! specializ$ task ( ! s*ool1 z ?\ght ( 9 ^? days1 0 to tea* read+ & ! o!r subjects :i* naturally atta*$ !mselves to ! lit]>y t5d5cies t grew up 9 a read+-s*ool4 ,private in/itutions1 su* z bus9ess colleges1 sprang up z ag5cies = satisfy+ ! dem& = special vocational tra9+4 ,^! 7 tuition s*ools & secur$ _! /ud5ts 9 _m cases by criticiz+ ! public s*ool z incompet5t & wa/eful4 ,9 "s cases employ]s1 realiz+ ! necessity ( tra9+ _! work]s1 made x a "p ( _! indu/rial organization to tea* c]ta9 bran*es ( ! trades4 ,9 o!r cases1 a boy go+ into an occupation :i* _h no regul> tra9+-s*ool1 ei!r 9 a private in/itution or 9 ! indu/rial plant1 got 8 tra9+ z be/ he c\ld by accept+ a l[ wage & blund]+ along until he le>n$ 8 trade4 ,ev5 to-day ! private tra9+ ( "y p = indu/ry is conduct$ on a scale t %[s h[ new is ! idea t ! public s*ool is responsible 9 any degree = su* tra9+4 ,,! ,,dem& ,,= ,,revision ,,( ,,! ,,curriculum ,! hi/orical sket* giv5 above illu/rates1 z d ! e>li] examples pres5t$ 9 ?is *apt]1 ! natural cons]vatism ( ! s*ool curriculum on ! "o h& & ! inevitabl5ess ( an expansion ( ! s*ool on ! o!r4 ,hi/orically1 ! common s*ool _h no duties 9 ! direction ( vocational tra9+4 ,b we are beg9n+ to realize t x is n pr(itable to try to ?r[ (f responsibility4 ,to-day ! s*ool mu/ cope ) an urg5t social problem4 ,! curriculum 0 & is lit]>y 9 its major cont5t4 ,! problem ( ! future is to exp& x s t x %all comb9e ) its lit]>y cont5t a new & productive body ( vocational tra9+4 ,,summ>y ,our /udy ( ! curriculum has e/abli%$1 fir/1 ! important fact t c\rses ( /udy are real factors to be dealt ) 9 any s*ool situation2 second1 ! motives :i* give rise to p>ticul> =ms ( in/ruction are sup]s$$ 9 ! c\rse ( s*ool hi/ory by new social ne$s4 ,nev]!less1 ! curriculum t5ds to p]si/1 & (t5 because ( its cons]vatism becomes a m5ace to progress4 ,sugge/ions = innovations come ?r\gh ! insights ( individuals or ?r\gh ! =mulation ( social dem&s4 ,:atev] ! s\rce ( sugge/ions = *ange1 ! /ud5t ( education w f9d 8 problem 9 ! fact t ! curriculum is und]go+ *ange z is e o!r phase ( mod]n life4 ,h[ to und]/& ! *anges t are imm95t & h[ to direct !m into productive *annels is a major problem ( ! sci5ce ( education4 ,,ex]cises ,,& ,,read+s ,f9d new subjects o!r ?an ^? m5tion$ 9 ! text :i* h be5 introduc$ into ei!r ! high-s*ool curriculum or into ! curriculum ( ! grades4 ,)9 ! old] c\rses f9d "s new topics :i* h be5 introduc$4 ,new subjects 9 g5]al are n look$ on z entirely respectable4 ,:y is ?is8 ,:at %\ld be done to make !m respectable8 ,:y does tra9+ = vocation seem less respectable ?an conv5tional s*ool "w8 ,:at is to be done to meet ?is situation8 ,d p 9 g5]al "k :at *anges ought to be made 9 ! curriculum8 ,note t ! ,m9neapolis /udy f\nd difficulties4 ,= ^! x _h cle> sci5tific evid5ce4 ,did x h equally cle> gr\nds = its recomm5dations8 ,%\ld x h _h8 ,h[ c\ld x secure evid5ce ( ?is latt] type8 ,relat+ ?is discussion to ! fir/ p>agraphs ( ,*apt] ,i1 let u inquire :at /eps ) reg>d to in=m+ ! community are necess>y to ! success ( a new program ( /udies4 ,^: duty is x to plan new c\rses--t ( ! bo>d ( education1 ! sup]9t5d5t1 or ! tea*] :o is a speciali/ 9 "s subject8 ,,bobbitt1 ,j4 ,f4 ,:at ! ,s*ools ,tea* & ,might ,tea*4 ,publi%$ by ! ,survey ,committee ( ! ,clevel& ,f\ndation4 7,copies may be secur$ f ! ,russell ,sage ,f\ndation47 ,,koos1 ,l4 ,v4 ,! ,adm9i/ration ( ,second>y-,s*ool ,units4 ,supplem5t>y ,educational ,monograph ,no4 #c1 ,vol4 ,i1 ( ! ,s*ool ,review & ! ,elem5t>y ,s*ool ,j\rnal4 ,! ,univ]sity ( ,*icago ,press4 ,conta9s a summ>y ( ! practices ( ! approv$ s*ools ( ! ,nor? ,c5tral ,association4 ,m9imum ,ess5tials 9 ,elem5t>y-,s*ool ,subjects4 ,f\rte5? ,ye>book ( ! ,national ,society = ! ,/udy ( ,education1 ,"p ,i1 #aiae4 ,public ,s*ool ,publi%+ ,company1 ,bloom+ton1 ,ill9ois4 ,?is is an ef=t to br+ toge!r a /atem5t ( ! ess5tial requirem5ts = ! elem5t>y curriculum4 ,report ( ! ,committee ( ,t5 on ,second>y ,education4 ,national ,education ,association4 ,am]ican ,book ,company4 ,! mo/ important report ev] prep>$ 9 relation to ! organization & c\rses ( /udy ( ! high s*ool4 ,its appe>ance m>k$ ! beg9n+s ( ! pres5t era ( high-s*ool expansion4 ,,footnotes3 #da ,edw9 ,a4 ,kirkpatrick1 ,! ,use ( ,money1 pp4 #a-b4 ,! ,bobbs-,m]rill ,company1 #aiae4 ,,*apt] ,,ix ,,specializ$ ,,education ,,v]sus ,,g5]al ,,education ,,pres5t-,,day ,,wav]+ ,,betwe5 ,,specializ$ ,,& ,,g5]al ,,tra9+ ,because !re is an urg5t social dem& = ! reorganization ( ! curriculum & because ! pr9ciples :i* %\ld und]lie a s\nd curriculum are z yet n cle>1 !re is mu* runn+ back & =? 9 ! educational _w & mu* controv]sy t at times gr[s v bitt] & ev5 p]sonal4 ,exp]im5ts are set up & laud$ or assail$4 ,optimi/s are hopeful t out ( ?is exp]im5tation w come mu* good4 ,pessimi/s see 9 x ! failure ( a democratic educational sy/em4 ,! rec5t controv]sies h reviv$ ! anci5t dispute betwe5 a g5]al education :i* makes ! 8all-r\nd man0 & specializ$ education :i* s]ves "s p>ticul> purpose4 ,?is controv]sy c be illu/rat$ by two k9ds ( examples4 ,fir/1 let u li/5 to ^? :o are int]e/$ 9 high] education = ! classes ( /ud5ts :o are go+ to high s*ool & college4 ,lat] we %all f9d t !re is ano!r level at :i* ! same k9d ( controv]sy is go+ =w>d4 ,! foll[+ /atem5ts & c\nt]-/atem5ts illu/rate ! ext5t to :i* ! dispute is c>ri$3 ,i sugge/1 t1 9 ! fir/ place1 a man educat$ 9 ! mod]n s5se1 has ma/]$ ! fundam5tal tools ( k3 he c read & write2 he c spell ! words he is 9 ! habit ( us+2 he c express himself cle>ly orally or 9 writ+2 he c figure correctly & ) mod]ate facility )9 ! limits ( practical ne$2 he kn[s some?+ ab\t ! globe on :i* he lives4 ,s f> !re is no diff]5ce betwe5 a man educat$ 9 ! mod]n s5se & a man educat$ 9 any o!r s5se4 ,!re is1 h[ev]1 a m>k$ div]g5ce at ! next /ep4 ,! education :i* we are criticiz+ is ov]:elm+ly =mal & traditional4 ,if objection is made to ?is or t /udy on ! gr\nd t x is useless or unsuitable1 ! answ] comes t x 8tra9s ! m9d0 or has be5 valu$ = c5turies4 8,tra9+ ! m9d0 9 ! s5se 9 :i* ! claim is ?us made = algebra or anci5t languages is an assumption none too well f\nd$2 traditional e/eem is an insuffici5t (fset to pres5t & future uselessness4 ,a man educat$ 9 ! mod]n s5se w =ego ! some:at d\btful m5tal discipl9e receiv$ f =mal /udies2 he w be cont5t$ly ignorant ( ?+s = le>n+ :i* no bett] reason ?an tradition c be assign$4 ,in/ead1 8 education w be obta9$ f /udies t s]ve real purposes4 ,its cont5t1 _s & aim w be reali/ic & g5u9e1 n =mal or traditional4 ,?us1 ! man educat$ 9 ! mod]n s5se w be tra9$ to "k1 to c>e ab\t & to und]/& ! _w he lives 91 bo? ! physical _w & ! social _w4 ,a firm grasp ( ! physical _w means ! capacity to note & to int]pret ph5om5a2 a firm grasp ( ! social _w means a compreh5sion ( & sympa?y ) curr5t indu/ry1 curr5t sci5ce & curr5t politics4 ,! ext5t to :i* ! hi/ory & lit]ature ( ! pa/ are utiliz$ dep5ds1 n on :at we call ! hi/oric value ( ?is or t p]=mance or classic1 b on its actual p]t95cy to g5u9e ne$1 int]e/ or capacity4 ,9 any case1 ! object 9 view w\ld be to give *ildr5 ! k !y ne$1 & to develop 9 !m ! p[] to h&le !mselves 9 our own _w4 ,nei!r hi/oric nor :at are call$ purely cultural claims w\ld alone be reg>d$ z compell+4 ,ev5 ! progressive curricula ( ! pres5t "t are f> f accept+ ! pr9ciple above =mulat$4 ,=1 ?\gh !y include ?+s t s]ve purposes1 _! elim9ations are altoge!r too timid4 ,!y h occasionally dropp$1 occasionally curtail$1 :at exp]i5ce %[s to be ei!r unnecess>y or hopelessly unsuitable4 ,b !y reta9 ! bulk ( ! traditional c\rse ( /udy1 & pres5t x 9 traditional fa%ion1 because an ov]:elm+ case has n--s x is judg$--yet be5 made aga9/ x4 ,if1 h[ev]1 ! /&po9t :i* ,i h urg$ 7 adopt$1 ! curriculum w\ld conta9 only :at c be %[n to s]ve a purpose4 ,! burd5 ( pro( w\ld be on ! subject1 n on ^? :o /& ready to elim9ate x4 ,if ! subject s]ves a purpose1 x is eligible to ! curriculum2 o!rwise n4 ,i ne$ n /op at ?is juncture to %[ t 8s]v+ a purpose10 8useful10 8g5u9e10 8reali/ic10 & o!r descriptive t]ms are n synonym\s ) 8utilit>ian10 8mat]iali/ic10 8comm]cial10 etc41 = intellectual & spiritual purposes are g5u9e & valid1 precisely z are physical1 physiological1 & indu/rial purposes4#db ,! answ] 9 florid & p]f]vid t]ms (f]$ by a *ampion ( ! classics is z foll[s3 ,i h left myself only a few words to sum up & def9e ! ma9 issue rais$ by ! s-call$ mod]ni/ re=m ( education4 ,x is n ! place ( physical sci5ce 9 our civilization & 9 our univ]sities3 t is secure4 ,x is n ! opportunity ( indu/rial or vocational tra9+ = ! masses3 we all welcome t4 ,x is n ! conv]sion ( ! ,am]ican high s*ool into ! old ,lat9-v]se-writ+ ,engli% public s*ool3 nobody ev] propos$ t4 ,x is n ! prescription ( a univ]sal requirem5t ( ,greek or ! ma9t5ance ( a disproportionate pr$om9ance ( ,lat9 9 our high s*ools & colleges3 !re is n ! slighte/ dang] ( t4 ,x is ! survival or ! total suppression1 9 ! comp>atively small class ( educat$ lead]s :o graduate f high s*ools & colleges1 ( ! v conception ( l+ui/ic1 lit]>y1 & critical discipl9e2 ( culture1 ta/e1 & /&>ds2 ( ! hi/oric s5se itself2 ( "s tra9$ faculty ( appreciation & enjoym5t ( our ri* h]itage f ! civiliz$ pa/2 ( "s c\nt]balanc+ famili>ity ) ! actual evolution ( ! human man1 to s(t5 ! rigidities ( physical sci5ce1 & to *eck & control by ! t\*/ones ( humor & common s5se ! a priori d$uctions ( pseudo-sci5ce f conjectural recon/ructions ( ! evolution ( ! physical & animal man4 ,x is 9 va9 t !y rejo9 t !y too c>e = ^! ?+s1 & m]ely repudiate our exclusive def9itions ( !m4 ,t is1 9 ! ma91 only oratorical precaution & ! tactics ( debate1 z1 if space p]mitt$1 ,i c\ld %[ by hundr$s ( citations f _! books4 ,! ?+s :i*1 = lack ( bett] names1 we try to sugge/ by culture1 discipl9e1 ta/e1 /&>ds1 criticism1 & ! hi/oric s5se1 !y hate4 ,or1 if y pref]1 !y are completely ins5sitive to !m & wi% to impose _! own ins5sibility ^u ! com+ g5]ation4 ,!y are g5u9ely skeptical ( intellectual discrim9ations :i* !y d n p]ceive1 & /hetic values :i* !y d n feel4 ,!y are fi]cely res5tful ( :at !y deem ! sup]cili\s arrogance ( ^? :o possess or /rive = "s f>-(f t\* or fa9t t9cture ( ! culture & discipl9e :i* !y d5\nce z %ibbole?s1 taboos1 & ! arbitr>y conv5tions ( p$ants4 ,f _! own po9t ( view x is natural t !y %\ld deprecate ) sull5 jeal\sy ! inoculation ( ! adolesc5t m9d ) /&>ds & ta/es t w\ld r5d] x immune to :at "o ( !m has comm5d$ 9 pr9t z ! 8sci5ce0 ( ,elsie ,clews ,p>sons4 ,! purpose1 or1 at any rate1 ! t5d5cy ( _! policies is to /amp out & eradicate ^! ?+s & inculcate exclusively _! own ta/es & ideals by controll+ ,am]ican education ) ! political effici5cy ( ,prussian autocracy & 9 ! fanatical intol]ance ( ! ,fr5* anticl]icali/s4 ,greek & ,lat9 h become m]e symbols & pretexts4 ,!y are z contemptu\s ( ,dante1 ,%akespe>e1 ,milton1 ,rac9e1 ,burke1 ,john ,/u>t ,mill1 ,t5nyson1 ,alex&] ,hamilton1 or ,l[ell1 z ( ,hom]1 ,sophocles1 ,virgil1 or ,horace4 ,!y w wipe ! slate clean ( ev]y?+ t ant$ates ,d>w9's ,desc5t ( ,man1 ,mr4 ,wells's ,rese>* ,magnific5t1 & ! famili> pa?os ( ,james ,:itcomb ,riley's v]nacul> v]se4 ,^! are ! policies t mask z compassion = ! *ild bor$ by lit]ature :i*1 !y say1 x _c be expect$ to appreciate & und]/&1 or beh9d ! po/ulate t we %\ld develop /hetic & lit]>y s5sibilities only by means ( ! lit]ature t expresses ! _s ( mod]n sci5ce1 n t :i* pres]ves 9 amb] ! husks ( ! dead pa/4#dc ,,! ,,!ory ,,( ,,sep>ate ,,s*ools ,,= ,,diff]5t ,,classes ,,( ,,p ,bo? writ]s above quot$ are speak+ ( ^? le>n]s :o are to h l>ge opportunities ( high] education4 ,:at is to happ5 to ! common masses1 to :om ! la/ writ] grants ! 8opportunity ( indu/rial or vocational tra9+10 is /ill 9 d\bt4 ,!re are1 h[ev]1 disputants :o are try+ to settle ?is "q also4 ,to illu/rate we may borr[ f a pamphlet issu$ by a great comm]cial organization 9 its campaign = legislation :i* %\ld trans=m ! s*ool sy/em ( ! city ( ,*icago & ! /ate ( ,ill9ois4 ,,/atem5t ,,( ,,pr9ciples ,def9ition3 ,vocational education includes all =ms ( specializ$ education1 ! controll+ purposes ( :i* are to fit = useful occupations1 :e!r 9 agriculture1 comm]ce1 indu/ry or ! h\sehold arts4 #a4 ,/ate aid is necess>y to /imulate & enc\rage communities to c>ry on "w 9 vocational education1 b local communities %\ld be p]mitt$ to initiate & %\ld p>tly ma9ta9 su* c\rses or s*ools4 #b4 ,! vocational s*ools %\ld n compete or int]f]e ) ! pres5t public s*ool sy/em1 b %\ld supplem5t x by provid+ practical in/ruction 9 vocational l9es = y\? betwe5 f\rte5 & eighte5 :o h left ! pres5t s*ools4 ,to gu>d aga9/ any competition ) ! public s*ools z n[ organiz$1 a special tax %\ld be levi$ = ! support ( vocational s*ools1 :i*1 ) ! ,/ate grant = _! support1 %\ld n be tak5 f ! funds n[ provid$ by law = ! support ( ! public s*ool sy/em4 #c4 ,! prop] exp5diture ( ,/ate moneys = vocational s*ools %\ld be fully safegu>d$1 :ile at ! same "t ! initiative 9 adapt+ measures to local conditions %\ld be left ) ! local au?orities4 ,to secure ^! ends ! g5]al managem5t & approval ( ^! c\rses & s*ools %\ld be left to a ,/ate commission1 :ile ! local initiative & direct control %\ld be ex]cis$ by a local bo>d compos$ ( employ]s1 skill$ employees & local sup]9t5d5ts ( s*ools4 #d4 ,an effici5t sy/em ( vocational education requires diff]5t me?ods ( adm9i/ration1 diff]5t c\rses ( /udy1 diff]5t qualifications ( tea*]s1 diff]5t equipm5t1 diff]5t ways ( meet+ ! ne$s ( pupils & mu* great] flexibility 9 adapt+ means to ends ?an is possible "u ! ord9>y sy/em ( public s*ool adm9i/ration4 ,= ^! reasons ^! s*ools %\ld be "u a sep>ate bo>d ( control1 :e!r c>ri$ on 9 a sep>ate build+ or "u ! same ro( ) a g5]al s*ool1 s t !y may be free to realize _! dom9ant purpose ( fitt+ = useful employm5t4#dd ,if ! la/ two quotations are /ripp$ ( _! decorations1 !y reveal a dem& = a di/9ct class sy/em ( education4 ,broad education is = ! few4 ,specializ$ education is ano!r matt]1--let x be develop$ = ! masses4 ,,public ,,dem& ,,= ,a ,,new ,,curriculum ,x is int]e/+ to note t ! masses1 s f> z !y c express !mselves1 are ask+ = a *ange 9 ! traditional curriculum & are likely to get x4 ,! masses are express+ _! dem&s ?r\gh ! c\rses s\ght by _! *ildr54 ,our problem w p]haps be cle>] if we turn f ! writ+s ( ^? :o discuss ^! matt]s to ! *anges :i* are actually go+ on 9 ! s*ools ( ! c\ntry4 ,,comm]cial ,,c\rses ,,9 ,,high ,,s*ools ,high s*ools 9 all p>ts ( ! c\ntry are giv+ comm]cial c\rses 9 increas+ degree4 ,! fir/ type ( indu/rial education to be ext5sively cultivat$ 9 ! ,unit$ ,/ates 0 comm]cial education4 ,?is consi/$ 9 tra9+ = cl]ical positions & 0 c>ri$ on = ! mo/ "p 9 private 8bus9ess colleges40 ,! reason = ! e>ly dem& = ?is p>ticul> k9d ( tra9+ is to be s\ght 9 ! fact t ,am]ica has = ye>s be5 a c\ntry devot$ on a va/ scale to export+ raw mat]ials4 ,comm]cial tra9+1 :i* has to d ) ! %ipp+ ( goods1 0 accord+ly ! fir/ to gr[ "h4 ,! ext5t ( ! dem& = comm]cial tra9+ is vividly set =? 9 a report ( ! ,city ,club ( ,*icago publi%$ 9 #aiab1 :i* conta9s ! foll[+ *>t3 ,,enrollm5t ,,9 ,,private ,,vocational ,,s*ools ,,& ,,9 ,,public ,,high ,,s*ools ,,( ,,*icago#de ,!re are at lea/ ,!re are only #ai1jjj ,,/ud5ts #ag1gha ,,/ud5ts 9 9 all ,private ,comm]cial ,s*ools ,public ,high ,s*ools & #hjj 9 ,private ,indu/rial ,s*ools 9 ,*icago 9 ,*icago1 & at lea/ & only #a1dhe1jjj #a1aad1ebf is paid = is exp5d$ = ,,tuition ,,ma9t5ance ,illu/ration3 ,,fig4 #ab ,! high s*ools ( ! c\ntry ent]$ into competition ) ! private comm]cial s*ools1 & = "s ye>s ! competition has be5 runn+ high4 ,! private s*ools solicit & get a l>ge patronage on ! gr\nd t !y d n tea* any?+ t is useless4 ,!y give %ort1 compact c\rses fitt$ to pupils' ne$s4 ,! high s*ools po9t out t ! %ort c\rses leave ! /5ograph] ) a meag] vocabul>y & ! cl]k ) no outlook on life4 ,! public s*ools are gradually pull+ ahead ( _! competitors because !y are employ+ a high] grade ( tea*]s ?an =m]ly & are do+ ! "w 9 a fa%ion :i* is te*nically m complete4 ,9 ! meantime ! comm]cial c\rses are becom+ m 8respectable0 & are be+ tak5 by a bett] grade ( /ud5ts4 ,! effect ( ! election ( comm]cial c\rses by a bett] grade ( /ud5ts is su* z to modify ! :ole program ( ! s*ool 9 ! direction ( m att5tion to ! ne$s & practices ( bus9ess life4 ,,agricultural ,,high ,,s*ools ,a second type ( vocational c\rse appe>s 9 ! high s*ools ( rural communities :]e mu* att5tion is be+ devot$ to agriculture4 ,inde$1 ! increase 9 ! numb] ( high s*ools 9 ! c\ntry 9 rec5t ye>s has be5 v l>gely due to ! fact t rural communities h tak5 an int]e/ 9 c>ry+ ! tra9+ ( pupils beyond ! rudim5t>y subjects ( ! elem5t>y curriculum4 ,?is movem5t relates itself to ! developm5t ( a dep>tm5t ( agriculture 9 ! ,f$]al gov]nm5t & to ! g5]\s subsidy ?r\gh t dep>tm5t = agricultural exp]im5ts 9 c5t]s ( education 9 all ! /ates4 ,?ree ye>s ago a l>ge ,f$]al subsidy 0 set aside = ! fur!r promotion ( agricultural demon/rations & s*ools1 & ! rec5tly enact$ ,f$]al legislation = indu/rial education includes provision = m agriculture4 ,,"p-,,"t ,,c\rses ,a ?ird movem5t :i* has rec5tly attract$ a great deal ( att5tion & favorable comm5t 0 />t$ 9 ! eng9e]+ s*ool ( ! ,univ]sity ( ,c9c9nati & is kn[n z ! "p-"t plan4 ,classes are organiz$ 9 su* a way t _! memb]s sp5d "o week or "o mon? 9 ! %op ( "s manufactur+ plant & ! next p]iod 9 s*ool4 ,a second gr\p alt]nates 9 ! rev]se ord]1 s t ! %op & ! s*ool are at all times engag$ 9 regul> "w4 ,:]e ?is plan is well organiz$1 !re is a special s*ool (fic]1 call$ a correlator1 :o sees to x t !re is "s direct connection betwe5 ! %op "w & ! c\rses tak5 up 9 ! s*ools4 ,! "p-"t plan aims to supply t mixture ( practical opportunity & tra9+ 9 sci5ce1 ma!matics1 & ! academic subjects :i* w lead to bo? vocational effici5cy & a g5]al education4 ,,v>i\s ,,types ,,( ,,trade ,,s*ools ,f\r?1 !re are all k9ds ( s*ools = "y p 9 ! trades4 ,"s ( ^! hold _! sessions at night1 :5 ! work+ day is ov]1 & o!rs are organiz$ to take ! "y work] out ( ! %op or /ore = a limit$ numb] ( h\rs dur+ ! work+ day4 ,9 ! matt] ( in/ruction "s give only special tra9+ int5d$ to make ! work] m skillful2 o!rs give g5]al c\rses 9 civics1 or hi/ory1 or ev5 9 lit]>y subjects4 ,"s ( ^! s*ools = work]s are organiz$ by ! corporations :i* employ ! work]s4 ,?us1 telephone companies & dry-goods /ores f9d t x is economical to tra9 _! employees4 ,"s ( ! s*ools are conduct$ by ! s*ool sy/em & are provid$ ) pupils ei!r ?r\gh ! volunt>y dem& on ! "p ( le>n]s or ?r\gh ! op]ation ( /ate laws or municipal ord9ances compell+ *ildr5 to att5d su* s*ools until !y are ( a c]ta9 age4 ,fif?1 trade tra9+ is provid$ n m]ely = ^? 9 ! trades b also = ^? :o are prep>+ to ent] !m4 ,trade s*ools are sometimes support$ out ( ! public purse1 sometimes by private end[m5ts4 ,! me?od ( in/ruction is t ( requir+ ! le>n] to g ?r\gh a def9ite s]ies ( ex]cises :i* w give him skill 9 ! trade4 ,! /rictly te*nical tra9+ is usually supplem5t$ by "s 8g5]al0 tra9+4 ,! foll[+ quotation gives a brief summ>y by "o speciali/ 9 vocational education ( ! writ+s ( ano!r speciali/ 9 ! same field3 ,,! ,,manhattan ,,trade ,,s*ool1 ,,new ,,york ,,city ,?is trade s*ool = girls is n[ a "p ( ! public-s*ool sy/em ( ,new ,york ,city4 ,its e>ly hi/ory z a privately support$ in/itution is ( absorb+ int]e/1 & has be5 t]sely writt5 by ,mrs4 ,m>y ,s*5ck ,woolman1 9 h] book entitl$ 8,! ,mak+ ( a ,trade ,s*ool40 ,9 ?is volume %e gives an int]e/+ acc\nt ( ! fir/ exp]im5t 9 ! ,unit$ ,/ates to deal 9 an adequate way ) ! problem ( furni%+ vocational tra9+ & guidance to *ildr5 de/9$ to ent] indu/rial life1 o!rwise :olly unprep>$1 at ! e>lie/ possible age4 ,! aim ( ! s*ool is frankly /at$ to be ! giv+ ( help to ! y\nge/ wage e>n]s1 b its ideals are ( consid]able bread?4 ,!y are to demon/rate to ! community :at education is ne$$ = 8! l[e/ rank ( wom5 work]s0 9 ord] t a girl may become self-support+ & adaptable1 8und]/& h] relation to h] employ]1 to h] fell[ work]s1 & to h] product10 & value heal? & moral & intellectual developm5t4 ,! necessity = ?is ef=t 0 f\nd 9 ! un=tunate social & economic conditions1 & especially 9 ! lack ( opportunity = progressive "w4 8,aft] sev]al ye>s sp5t 9 ! m>ket0 ! girl 0 f\nd to be little bett] (f ?an on h] entrance into indu/rial life4 ,aft] inve/igation1 trades 7 select$ 9 :i* are us$ ! sew+ ma*9e 7foot & electric p[]71 ! pa9t bru%1 pa/e bru%1 & ne$le4 ,9 organiz+ in/ruction all unnecess>y wa/e 0 elim9at$2 %ort1 int5sive c\rses 7 plann$ to give k & skill 9 ! te*nical aspects ( ! select$ trade1 & to develop m5tal al]tness on ! "p ( ! work]4 ,x has be5 obs]v$ t 8! academic dullness :i* is %[n at entrance comes frequ5tly f lack ( motive 9 =m] /udies40 ,! fundam5tal importance ( heal? & ! value ( trade art z a help to progress are giv5 special emphasis4 ,! supreme value ( ! s*ool's trade-ord] bus9ess1 z an educational asset1 is %[n 9 ! foll[+ quotation3 ,x provides ! /ud5t ) adequate exp]i5ce on classes ( mat]ial us$ 9 ! be/ workrooms2 ^! girls c\ld n pur*ase su* mat]ials & ! s*ool c\ld n af=d to buy !m = practice4 ,! ord9>y conditions 9 bo? ! :olesale & ! cu/om trade are ?us made a fundam5tal "p ( in/ruction4 ,reality ( ?is k9d helps ! sup]visor to judge ! product f its trade value1 & ! tea*+ f ! k9d ( work]s turn$ out4 ,?r\gh ! bus9ess relation ! /ud5t quickly feels ! necessity ( good f9i%1 rapid "w1 & responsibility to deliv] on "t4 ,! bus9esslike appe>ance ( ! %op at "w on ! ord]s1 & ! exp]i5ce trade has _h ) ! product1 h increas$ ! confid5ce ( employ]s ( labor 9 ! ability ( ! s*ool to tra9 practical work]s = ! trades4444 ,! bus9ess organization & managem5t requir$ 9 ! adequate conduct ( a l>ge ord] dep>tm5t c itself be utiliz$ = educational purposes4 ,a *apt] devot$ to repres5tative problems makes an illum9at+ analysis ( ! difficulties :i* mu/ be met & solv$ by ^? organiz+ s*ools = work]s 9 ! l[] grades ( indu/ry4 ,:ile ! in/ruction mu/ be direct & specific1 "s prelim9>y g5]al tra9+ is ne$$1 & "w int5d$ to awak5 vocational int]e/s %\ld also be provid$4 ,mrs4 ,woolman believes t all ?is might & %\ld be giv5 9 ! public elem5t>y s*ool4 ,o!r difficulties are ! keep+ ( ! s*ool organization flexible & s5sitive to ev]-*ang+ trade conditions1 & 9 8close contact ) indu/rial & social organizations ( work]s 9 settlem5ts1 clubs1 societies1 & unions1 t all phases ( ! wage e>n]'s life--pleasures1 aims1 & ne$s--may be appreciat$40 ,!re is ! difficulty ( secur+ suitable tea*]s1 & ( work+ 9 h>mony ) ! ideals ( organiz$ labor4#df ,,practical ,,applications ,,z ,,p>ts ,,( ,,academic ,,c\rses ,! effect ( ^! exp]im5ts 9 vocational education is cle>ly disc]nible 9 ! traditional c\rses4 ,read+ books are beg9n+ to include extracts :i* deal ) practical matt]s4 ,ma!matics textbooks are pres5t+ m ?an ev] be=e practical problems drawn f comm]cial1 trade1 & agricultural life4 ,sci5ce1 bo? 9 elem5t>y & advanc$ =ms1 is turn+ to practical applications4 ,9 %ort1 !re is go+ on a k9d ( intellectual compromise :i* w ev5tually make tra9+ 9 skill an accept$ "p ( a g5]al tra9+4 ,g5]al tra9+ has until rec5tly be5 s pr\d ( itself t x has n will+ly accept$ association ) c\rses design$ to cultivate skill4 ,! result is t ! common man has ga9$ ! impression t !re is a wide gulf fix$ betwe5 g5]al education & practical life4 ,"o hopeful symptom ( ! pres5t situation is t discussions ( g5]al education are becom+ v mu* m democratic4 ,to be sure1 !re are examples ( ! pr\d exclusiv5ess ( =m] days /ill to be f\nd 9 ! writ+s ( ^? :o d n und]/& ! rea* ( mod]n re=ms 9 ! curriculum1 b ^! cases are likely to become few] z ! ye>s pass4 ,9 ! meantime ! practical _w is mak+ long /rides 9 ! direction ( an appreciation ( ! value ( a g5]al education4 ,! %op me*anic %\ld read4 ,he %\ld be indep5d5t 9 8 cultivation ( contact ) ! mo/ rec5t movem5ts 9 8 trade4 ,! tea*] :o tea*es read+ is com+ to recognize ?is z cle>ly z does ! employ]1 & v %ortly ! idea t read+ is an artificial some:at1 cultivat$ exclusively = purely intellectual reasons1 w give way to ! broad] view t ev5 ! artisan ga9s 9 effici5cy by read+4 ,:5 t "t comes !re w be no room = ! !ory t !re %\ld be a diff]5t s*ool = ! tradesman & ! pr(essional class4 ,!re w be diff]5tiation )9 ! c\rses4 ,!re w be an elective opportunity = ea* pupil :i* w adapt ! curriculum to 8 special ne$s1 b !re w be no indu/rial s*ool on ! o!r side ( ! /reet1 ) a sep>ate c\rse1 a diff]5t k9d ( tea*]1 & a diff]5t gov]n+ bo>d4 ,su* a cleavage ( social int]e/s w\ld be disa/r\s to ! academic subjects q z mu* z to ! practical subjects4 ,academic life _c bury itself 9 ! pa/2 x mu/ make its contribution to ! activities ( ! pres5t4 ,,/udies ,,( ,,social ,,activities ,n[h]e is ! future m cle>ly =eca/ ?an 9 ! new lessons :i* are be+ introduc$ into bo? ! elem5t>y s*ools & ! high s*ools = ! purpose ( tea*+ social organization4 ,"u ! title 8community civics0 or 8lessons 9 community & national life0 ! social sci5ces are beg9n+ to (f] to ! l[] s*ools an exposition ( ! life ( ! p :o make up society4 ,^! c\rses1 l all new applicants = admission to ! cr[d$ curriculum1 are f9d+ "s difficulty 9 mak+ _! way into ! s*ool4 ,9 spite ( ^! h&icaps ! movem5t t[>d ! introduction ( social /udies into ! g5]al s*ool is n[ suffici5tly "u way to be describ$ z "o ( ! mo/ hopeful innovations 9 ! curriculum4 ,,ex]cises ,,& ,,read+s ,:at w\ld be ! effect on a community ( putt+ diff]5t social classes ( *ildr5 into diff]5t s*ools8 ,is ?is done 9 any degree8 ,is ! pr9ciple involv$ 9 su* a sugge/ion diff]5t 9 its ess5tials f ! elective sy/em8 ,:at classes ( /ud5ts elect comm]cial c\rses8 ,if a s*ool 7 set up :i* taught exclusively comm]cial c\rses1 w\ld ! attitude ( tea*]s & /ud5ts t[>d _! "w be bett] ?an 9 a s*ool :i* gives g5]al academic c\rses also8 ,%\ld agriculture be taught 9 city high s*ools8 ,x is sometimes argu$ t ! c\ntry s*ool %\ld h a c\rse ( /udy diff]5t f t giv5 9 ! city s*ool4 ,does ! argum5t t\* spell+8 ari?metic8 draw+8 ,! "p-"t exp]im5t has fail$ 9 a numb] ( cases :]e ! correlator is n appo9t$4 ,c y see :y8 ,at :at age %\ld trade tra9+ beg98 ,connect ?is discussion ) ! e>li] discussions ( 7a7 compulsory education & 7b7 co/s4 ,is read+ a practical subject8 ,is sci5ce a natural & desirable "p ( a trade c\rse8 ,! ,f$]al gov]nm5t has appropriat$ money = trade tra9+4 ,c any "p ( ?is money reasonably be sp5t 9 tea*+ ari?metic8 hi/ory8 lit]ature8 ,,f>r+ton1 ,f4 ,e4 ,comm]cial ,education 9 ,g]many4 ,! ,macmillan ,company4 ,a book deal+ ) "o phase ( ! matt]4 ,,roman1 ,f4 ,w4 ,! ,indu/rial & ,comm]cial ,s*ools ( ! ,unit$ ,/ates & ,g]many4 ,g4 ,p4 ,putnam's ,sons4 ,an int]e/+ comp>ison ( ! provisions made 9 ,g]many = trade education ) v>i\s ,am]ican ef=ts 9 ! same direction4 ,elev5? ,ye>book ( ! ,national ,society = ! ,/udy ( ,education4 ,"p ,i1 #aiab1 ,indu/rial ,education4 ,public ,s*ool ,publi%+ ,company1 ,bloom+ton1 ,ill9ois4 ,elev5? ,ye>book ( ! ,national ,society = ! ,/udy ( ,education4 ,"p ,,ii1 #aiab1 ,agricultural ,education 9 ,second>y ,s*ools4 ,public ,s*ool ,publi%+ ,company1 ,bloom+ton1 ,ill9ois4 ,lessons 9 ,community & ,national ,life4 ,publi%$ 9 #bd numb]s 7,octob]1 #aiag1 to ,may1 #aiah7 by ! ,unit$ ,/ates ,bureau ( ,education4 ,,footnotes3 #db ,abraham ,flexn]1 ,a ,mod]n ,s*ool1 pp4 #h-i4 ,publi%$ by ! ,g5]al ,education ,bo>d1 ,new ,york ,city1 #aiaf4 #dc ,paul ,%orey1 8,! ,assault on ,humanism10 ,atlantic ,mon?ly1 ,july1 #aiag4 #dd ,vocational ,s*ools = ,ill9ois1 pp4 #a-b4 ,publi%$ by ! ,comm]cial ,club ( ,*icago4 #de ,a ,report on ,vocational ,tra9+ 9 ,*icago & 9 ,o!r ,cities1 p4 #ch4 ,publi%$ by ! ,city ,club ( ,*icago1 #aiab4 #df ,frank ,m4 ,leavitt1 ,examples ( ,indu/rial ,education1 pp4 #adi-aea4 ,g9n & ,company1 #aiab4 ,,*apt] ,x ,,ext5sion ,,( ,,s*ool ,,activities ,a ,,g5]al ,,social ,,movem5t ,x w\ld be a mi/ake to treat ! innovations 9 ! c\rse ( /udy :i* 7 discuss$ 9 ! la/ *apt] z concessions to a n>r[ dem& = m]e ga9 ?r\gh ! bett] tra9+ ( workm54 ,to be sure1 !re are "s :o w\ld be will+ to curtail ! educational opportunity ( ! common p 9 ord] to insure t type ( cont5tm5t :i* is suppos$ to dwell 9 ! m9d untra9$ 9 high] ideas4 ,b ^! are =tunately n likely to succe$ 9 _! plans4 ,! movem5t = a bett] indu/rial tra9+ is "p ( a l>g] movem5t = a broad] social & economic life = all4 ,! important fact ab\t ! :ole movem5t is t *anges )9 ! s*ool p>allel a g5]al ef=t to deal ) all ! problems ( mod]n life z problems ( popul> education4 ,no exhau/ive /udy ( educational ext5sion c be und]tak5 9 ! %ort compass ( a s+le *apt]4 ,inde$1 !re is h>dly m ?an space to enum]ate ! types ( activity :i* ent] into ?is movem5t4 ,conf9+ ourselves1 !n1 to ?is v mode/ ef=t1 ! foll[+ outl9e w s]ve z a r\gh classification ( ! major phases ( ! s*ool-ext5sion movem5t4 ,fir/1 !re are activities ( pupils :i* lie outside ! s*ool b are sy/ematiz$ & promot$ ?r\gh ! sup]vision ( ! s*ool4 ,second1 !re are organiz$ ef=ts to supplem5t & enl>ge s*ool "w by add+ to ! opportunities (f]$ to pupils out ( s*ool h\rs or dur+ vacations4 ,?ird1 !re are cont9uation c\rses (f]$ 9 ! s*ools = adults :o h be5 limit$ 9 _! educational opportunities4 ,f\r?1 !re are v>i\s =ms ( educational propag&a ?r\gh :i* communities are to be br\ght to a m satisfactory economic or social /atus4 ,fif?1 !re are legitimate & ref9$ =ms ( ent]ta9m5t1 "s intellectual & "s purely social1 :i* are provid$ at public exp5se ei!r 9 ! s*ool build+ or 9 o!r meet+ places4 ,"s ( ^! social activities are direct$ t[>d ! cultivation ( a direct int]e/ 9 ! s*ools2 "s h no special relation to s*ools4 ,six?1 !re is at pres5t a great movem5t = ! spread ( education ?r\gh correspond5ce s*ools4 ,foll[+ ?is outl9e1 concrete examples ( ea* type ( activity may be briefly describ$4 ,,cr$it ,,= ,,home ,,activities ,fir/1 ! ext5sion ( s*ool sup]vision is illu/rat$ by ! fact t 9 a t[n%ip high s*ool ! girls :o are tak+ cook+ are requir$ to d ea* day a c]ta9 am\nt ( laboratory "w 9 ! kit*5 at home4 ,?is is report$ by ! p>5ts1 & ! cook+ tea*] visits ! homes f "t to "t to inspect ! "w4 ,aga91 9 _m agricultural s*ools home g>d5+ is requir$ z a "p ( ! c\rse4 ,sometimes a s*ool (fic] is employ$ to keep up ! sup]vision ( ?is home "w dur+ ! vacation p]iod4 ,ano!r s]ies ( examples "u ?is head+ is to be f\nd 9 ^? sy/ems :]e miscellane\s home activities are cr$it$ by ! s*ool on ! report ( p>5ts4 ,! foll[+ quotation tak5 f ,sup]9t5d5t ,ald]man's book on home cr$its %[s h[ f> ! matt] has be5 c>ri$ 9 "s qu>t]s3 ,bel[ is ! ,spokane ,c\nty plan4 ,,bullet9 ,,= ,,tea*]s3 ,,home ,,cr$its ,! foll[+ are ! rules & rew>d (f]$ = home "w4 ,?is "w is to be done dur+ ! s*ool week4 ,no "o is compell$ to ent] ?is conte/1 & ! pupil may drop out at any "t4 ,all "w mu/ be volunt>y on ! "p ( ! pupil4 ,p>5ts are reque/$ n to sign pap]s = pupils if ! "w is n volunt>ily & *e]fully done4 ,! rew>ds = ?is "w are3 ,"o half-holiday ea* mon? to ! *ild :o has e>n$ "o hundr$ or m home cr$its1 & has n be5 abs5t or t>dy = ! mon?2 also #e p] c5t w be add$ to 8 f9al exam9ation4 ,! pupil :o e>ns "o hundr$ or m cr$its ea* mon? b fails 9 p]fect att5dance w h ! #e p] c5t add$ to 8 f9al exam9ation4 ,9 addition1 ! bo>d ( directors may (f] a prize to ! pupil 9 ea* grade :o %all h ! greate/ am\nt ( home cr$its1 & %all be nei!r abs5t nor t>dy dur+ ! t]m1 or f ! adoption ( ^! rules4 ,li/ ( ,home ,cr$its ,p]sonal cleanl9ess #b ,clean+ tee? #a ,clean+ f+] nails #a ,practic+ music lesson #b ,dress+ baby #a ,wa%+ di%es #a ,sweep+ floor #a ,mak+ b$ #a ,prep>+ meal #b ,mak+ a cake #a ,mak+ biscuits #a ,*urn+ #b ,scrubb+ floor #b ,du/+ #a ,black+ /ove #a ,d>n+ /ock+s #a ,deliv]+ pap]s #b ,retir+ be=e #i o'clock #a ,fe$+ & wat]+ *ick5s #a ,fe$+ & wat]+ horses #a ,fe$+ & wat]+ c[s #a ,fe$+ & wat]+ hogs #a ,ga!r+ eggs #a ,clean+ *ick5 h\se #a ,go+ = mail #a ,pick+ apples #b ,pick+ potatoes #b ,br++ 9 wood = to-day #a ,splitt+ wood = to-day #a ,br++ 9 wat] = to-day #a ,groom+ horse #a ,milk+ c[ #a ,work+ 9 field #b ,go+ = milk #a ,e4 ,g4 ,,mcf>l&1 ,c\nty ,sup]9t5d5t ( ,s*ools4 ,! foll[+ /atem5t is made by ,sup]9t5d5t ,mc,farland z to ! effect home cr$its _h on att5dance 9 #aiac-aiad3 ,we attribute ! increase 9 our att5dance ?is ye> 9 ! s*ools ( ,spokane ,c\nty1 outside ! city ( ,spokane1 l>gely to ! ,home ,cr$it ,sy/em & our c]tificates = p]fect att5dance4 ,:ile ! enrollm5t 0 #ajh less ?an la/ ye>1 yet our att5dance 0 #af1gab days m4 ,at ! pres5t rate ( #af c5ts p] day1 ! pupils e>n$ = ! c\nty1 f ! ,/ate appropriation1 ne>ly #bgjj m ?an la/ ye>4 ,) ! same enrollm5t z la/ ye> ! increase ( apportionm5t w\ld h rea*$ approximately #fjjj4 ,! cr$it slip = ! s*ool week provides = a daily record ( 8*ores or "w done0 f ,monday to ,friday inclusive4 ,x does n conta9 a /at$ li/ ( duties2 ! blanks are to be fill$ 9 by ! *ild4 ,! li/ ( home cr$its is furni%$ ea* di/rict1 b ! tea*] uses h] judgm5t 9 all[+ cr$it = any *ore peculi> to h] locality4#dg ,9 ,greeley1 ,colorado1 ! high s*ool gives cr$its = c\rses tak5 9 ! ,sunday s*ools4 ,! tea*]s1 "u ?is plan1 mu/ be approv$ by ! s*ool au?orities & ! "w mu/ be grad$4 ,9 _m s*ools cr$it is giv5 = music tak5 at home4 ,sometimes ! results ( ?is in/ruction are exam9$1 sometimes n4 ,9 ! latt] cases tea*]s are sometimes approv$ by ! s*ool & _! "w !n accept$ )\t fur!r "q4 ,,relation ,,( ,,home ,,"w ,,to ,,traditional ,,s*ool ,,"w ,all ^! examples make x cle> t ! s*ool organization is be+ us$ to sy/ematize activities :i* )\t s*ool cr$its are c>ri$ on v irregul>ly4 ,! sup]vision ( ! s*ool is und\bt$ly ( advantage to ! activities4 ,is ! draft made on ! sup]visory en]gy ( ! s*ool legitimate8 ,! answ] to ?is "q is1 9 "s cases1 und\bt$ly no4 ,?us1 if ! s*ool is n suppli$ by ! public ) sup]visory en]gy beyond t commonly devot$ to ! r\t9e ( ord9>y s*ool "w1 x is difficult to manage )\t di/raction "s ( ^! new k9ds ( cr$its4 ,aga91 if outside activities are all[$ to take ! place ( regul> s*ool c\rses1 ! dang]s become ev5 m app>5t4 ,! advocates ( ! home cr$it sy/em ass]t t ! drawbacks are slight & (f] examples to %[ t !re is no conflict1 b r help = ! s*ool "w4 ,a boy 9 "o ( ! ,portl&1 ,oregon1 s*ools _h tr\ble ) 8 spell+1 gett+ a m>k ( only #d on a scale ( #aj4 ,soon aft] home cr$its 7 put into use by 8 tea*] he came to h] & anxi\sly inquir$ if he c\ld help out 8 spell+ grade ) a good home record4 ,! tea*] graci\sly assur$ him t he c\ld4 ,! boy br\ght 9 ea* week "o ( ! v be/ home record slips1 & 9 "s my/]i\s mann] 8 spell+ improv$ z 8 h\rs ( "w increas$4 ,he does n ne$ 8 home record to help out 8 spell+ grade n[1 = la/ mon? he receiv$ m ?an a pass+ m>k1 #g1 9 8 weak subject4 ,! k t !re 0 help at h& reliev$ 8 n]v\sness1 & gave him confid5ce4#dh ,,aft]-,,s*ool ,,classes ,,& ,,vacation ,,classes ,! second type ( ext5sion to be not$ is t :i* adds to ! regul> s*ool "w by giv+ sup]vis$ opportunity outside ! ord9>y curriculum4 ,"o example is t ( a high s*ool :i* tri$ ! exp]im5t ( requir+ manual tra9+4 ,! /ud5ts grumbl$ a good deal ab\t ! c\rse because x 0 s diff]5t f _! o!r "w4 ,! c\rse 0 ab&on$4 ,9 its place 0 op5$ a volunt>y class aft] s*ool h\rs to :i* only /ud5ts :o secur$ a high grade 9 _! regul> "w 7 admitt$4 ,!re 0 a l>g] dem& = ! c\rse ?an ! %op c\ld satisfy4 ,vacation s*ools are (t5 support$ by gr\ps ( citiz5s int]e/$ 9 provid+ = pupils :o h to rema9 9 ! city dur+ vacation & h no suitable employm5t or recreation to keep !m (f ! /reets4 ,s valuable is ?is addition to s*ool "w t x is v (t5 tak5 ov] by ! s*ool sy/em4 ,a great deal ( s*ool g>d5+ is be+ enc\rag$ by f9d+ vacant lots or provid+ l& 9 unsettl$ di/ricts4 ,s*ool sup]vision sometimes _c be ext5d$ to cov] ?is "w4 ,?is movem5t has be5 evolv$ dur+ ! rec5t campaign = food cultivation & cons]vation into a g5]al social movem5t4 ,a?letics are sometimes organiz$ "u s*ool sup]vision2 sometimes only advisory help is furni%$ by ! s*ools4 ,! playgr\nd is op5$ to pupils aft] s*ool h\rs or a special playgr\nd is provid$4 ,! matt] ( sup]vis$ play is important en\gh to ju/ify a full discussion 9 a lat] *apt]4 ,"s s*ools are provid+ mov+-picture exhibitions out ( h\rs = ! pupils4 ,! exp]im5t has be5 successfully c>ri$ out by *>g+ en\gh = su* ent]ta9m5ts to pay _! co/1 ! s*ool ?us furni%+ only ! place & ! organization4 ,all ^! examples %[ t !re is an unus$ m>g9 ( "t & en]gy :i* pupils w use some:]e4 ,especially 9 cities x becomes a s]i\s problem to insure :olesome conditions = ! use ( ?is surplus4 ,if ! pupils ne$ fur!r opportunities & ! s*ools c provide !m1 x is c]ta9ly legitimate to c>ry out su* plans4 ,to be really educational all ^! activities ne$ sup]vision4 ,sup]vision1 ( c\rse1 means ei!r m exp5diture ( money to secure additional sup]visors or an increas$ dem& on ! en]gies ( pres5t s*ool (fic]s4 ,! pres5t provision = in/ruction & sup]vision is seldom excessive4 ,expansion1 !re=e1 ought to be fac$ z a new dem&4 ,,cont9uation ,,classes ,,= ,,adults ,cont9uation c\rses = adults are int5d$ to c>ry on ! s*ool+ ( p :o = "s reason or o!r h f\nd x necess>y to /op ord9>y s*ool "w4 ,9 _m cases cont9uation classes are conduct$ at night 9 :at is commonly kn[n z night s*ool4 ,"h !re are two types ( c\rses1 "o design$ to give tra9+ 9 ! conv5tional academic subjects1 ! o!r to give great] effici5cy 9 ! practical occupational life ( ! /ud5t4 ,z an example ( g5]al c\rses n connect$ ) indu/ries we may cite ! special c\rses = immigrants :i* h ( late be5 matt]s ( an especially urg5t campaign by ! ,bureau ( ,education1 z indicat$ 9 ! foll[+ p>agraphs f a pap] by ,mr4 ,:eaton1 ! speciali/ on immigration 9 ! bureau3 ,education1 h[ev]1 is ! mo/ pot5t =ce t[>d inculcat+ ,am]ican ideals & impulses4 ,! ,engli% language & a k ( ! civic =ces ( ! c\ntry are indisp5sable to ! ali5 9 adju/+ himself to ,am]ica4 ,?r\gh our common spee* comes und]/&+4 ,)\t x ! pages ( our newspap]s are mean+less & ord9>y matt]s ( bus9ess ) ,am]icans mu/ be transact$ ?r\gh ! m$ium ( an int]pret]4 ,only by ov]com+ inability to speak ,engli%1 by elim9at+ illit]acy among ali5s1 & by in/ill+ ! ideals1 attitudes1 & habits ( ?\ght ( ,am]ica1 c we hope to make real ,am]ican citiz5s ( ! /rang]s )9 our gates4444 ,! education ( *ildr5 ( immigrants 9 ! day s*ools has always be5 consid]$ a prim>y & ess5tial function ( ! s*ool sy/em4 ,b ! tra9+ ( adults 9 ,engli% & civics has n be5 g5]ally s consid]$4 ,ev5+ s*ools1 ?r\gh :i* only c adults be rea*$ effectively1 h usually be5 reg>d$ m]ely z adjuncts to ! day-s*ool sy/em1 & h5ce are ma9ta9$ :5 funds c be sp>$ or ek$ out4 ,adequate facilities = ! adult are r>ely organiz$ & ma9ta9$ z an organic "p ( ! educational sy/em ) a specific appropriation & unifi$ sup]vision4 ,9 fact1 education ( immigrants has be5 left too l>gely to ! well-int5tion$ b sporadic int]e/ & ef=t ( private organizations & individuals4 ,! provision ( public facilities may1 !re=e1 be treat$ at pres5t & = "s "t to come z a legitimate ext5sion activity = educational sy/ems4 ,x is ) ?is latt] conception 9 m9d t ! ,unit$ ,/ates ,bureau ( ,education has = a consid]able p]iod be5 actively engag$ 9 promot+ ! ext5sion ( facilities = ! education ( immigrants ov] ! compulsory att5dance age4 ,au?ority to und]take ?is ext5sive program is d]iv$ f ! organic act creat+ ! bureau 9 #ahfg & f v>i\s acts ( ,congress mak+ appropriations = ! purpose ( promot+ indu/rial & vocational tra9+1 ! elim9ation ( illit]acy1 & ! cause ( education g5]ally4#di ,! indu/rial phase ( cont9uation education 0 not$ 9 ! discussions ( ! la/ *apt]4 ,x rema9s only to add t ! indu/rial c\rses = adults h done mu* to make available = mature work]s ! k9d ( tra9+ :i* ! s*ool is n[ beg9n+ to give to *ildr54 ,cont9uation classes are (t5 provid$ by organizations outside ( ! s*ools1 su* z ! ,*ri/ian associations = "y m5 & wom51 & labor unions1 & ?r\gh private end[m5t4 ,,demon/rations ,,z ,,means ,,( ,,economic ,,& ,,social ,,improvem5t ,! f\r? type ( educational activity may be describ$ z educational propag&a4 ,! ,f$]al gov]nm5t1 especially ?r\gh its ,dep>tm5t ( ,agriculture1 has promot$ sci5tific f>m+ :]e !re 0 no initial impulse on ! "p ( f>m]s to g to s*ool4 ,?is "w 0 support$1 especially 9 ! ,s\!rn ,/ates1 by ! ,g5]al ,education ,bo>d4 ,x sometimes took ! =m ( an appeal to ! boys & girls z well z to adults4 ,a typical case is set =? 9 ! fir/ report ( ! ,g5]al ,education ,bo>d4 ,a club consi/s ess5tially ( a gr\p ( boys v>y+ 9 numb] f tw5ty-five to "o hundr$1 & rang+ 9 age f t5 to eighte54 ,corn & cotton are bo? cultivat$1 b corn is pref]r$3 fir/1 because ! ,s\? ne$s m corn2 secondly1 because corn l5ds itself bett] to /udy & selection4 ,z a rule1 ea* memb] works a plot ( "o acre4 ,! c\nty sup]9t5d5t ( education is usually 9 *>ge4444 ,driv+ ?r\gh ,macon ,c\nty1 ,alabama1 n long ago1 two /rang]s obs]v$1 9 a l>ge field ( ord9>y corn1 a pat* /&+ out l a m9iature skyscrap]4 ,!y dism\nt$ to int]view ! own]4 ,a ,negro boy approa*$4 8,is ?is y\r corn80 8,yes1 sir40 8,h[ did y come to gr[ x80 8,"o ( ,dr4 ,knapp's m5 %[$ me1 sir40 8,:y did y plant x s f> ap>t 9 ! r[s80 8,because1 sir1 mo/ all t gr[s comes f ! sun%9e & ! air40 8,:5 did y pl[80 8,la/ fall1 sir40 8,:y80 8,to make plant food dur+ ! w9t]40 8,:]e did y get y\r f]tiliz]80 8,f ! bottom1 sir40 8,h[ _m times did y cultivate80 8,six times1 sir40 8,:y80 8,because !re's wat] d[n next to ! clay1 & :5 ,i don't pl[ ! sun draws x all away40 8,:5 did y put 9 ! c[peas80 8,aft] ! la/ pl[+1 sir40 8,:at did y d t =80 8,because ! c[peas get out ( ! air nitrog51 & put back 9 ! gr\nd ab\t z mu* z ! corn takes out40 ,h[ _m valuable lessons _h ?is remote ,negro lad le>n$ f do+ "o job "r6 ,b ?is is n ! end ( ! /ory4 ,8 d\ble crop 0 wor? #eb4 ,f 8 pocket he pull$ a dirty little pass-book1 ! entries 9 :i* %[$ :at ! crop _h co/4 ,reckon+ 8 own "t at t5 c5ts an h\r & 8 fa!r's mule at a doll> a day1 he nett$ a pr(it ( #cj to ! acre4 ,8 y\ng] si/]1 x appe>$1 _h _h an equally pr(itable qu>t] ( an acre 9 cotton4 ,?ree ye>s lat] bo? 7 /ud5ts at ,tuskegee1 pay+ = _! education ) ! money e>n$ z club work]s4#ej ,equally impressive examples c\ld be suppli$ ( trans=mations 9 homes br\ght ab\t by demon/rations 9 cook+1 h\se decoration1 & co/ume design giv5 by tea*]s ( dome/ic sci5ce & h\sehold art4 ,,ent]ta9m5t ,,z ,,"p ,,( ,,! ,,educational ,,program ,! problem ( provid+ prop] ent]ta9m5t = p 9 ! city & prop] places = ! com+ toge!r ( social gr\ps 9 c\ntry & city communities is "o ( ! s]i\s problems ( mod]n life4 ,! *ur* s]ves less ?an x us$ to ! purposes ( a meet+ place = ! community4 ,! s*ools h be5 call$ on to help solve ?is problem4 ,! ext5t to :i* ! dem& exi/s is illu/rat$ by ! foll[+ quotation f ! ,clevel& survey#ea3 ,accord+ to ! cu/odians' reports ! total aft]-class lett+s ( s*ool accommodations dur+ #aiad-ae numb]$ #c1dfi4 ,( ^!1 #dfb 7 = mo!rs' club meet+s1 class dances1 pupil society meet+s1 pay ent]ta9m5ts1 baza>s1 or "s o!r k9d ( purely s*ool function & #c1jjg 7 lett+s to outside organizations4 ,a l>ge "p ( ! latt] consi/$ ( clubs or ,sunday-s*ool classes connect$ ) "s #bg diff]5t *ur*es :i*1 along ) two doz5 or m specifically nam$ a?letic societies1 s\ght ! use ( s*ool gymnasiums & %[]s = basketball & simil> indoor games4 ,! v>i$ "* ( ! bodies :i* hir$ ! auditoriums1 club & classrooms c be/ be discov]$ f a p]usal ( ! foll[+ p>tial b repres5tative li/4 ,,gr\ps ,,us+ ,,s*ool ,,accommodations ,tw5tie? ,w>d ,improvem5t ,association ,ea/ ,end ,*amb] ( ,comm]ce ,ea/ ,end ,neighborhood ,club ,wom5's ,suffrage ,political ,league ,municipal ,s*ool ,league ,spani% ,w> ,vet]ans ,ladies' ,relief ,corps ,knights ( ,py?ias ,lodge ,public ,s*ool ,association ,g>m5t ,work]s' ,union ,w>n] ,civic ,association ,social ,c5t] ,club ,tea*]s' & ,mo!rs' ,club ,we/]n ,res]ve ,d5tal ,club ,!spian ,dramatic ,club ,s\? ,end ,*oral ,society ,m5delssohn ,*oir ,boys' ,glee ,club ,d4 ,a4 ,r4 ,clubs ,g4 ,a4 ,r4 ,po/ ,normal ,alumni ,alumni ,club ,sanitation ,club ,civic ,league ,boy ,sc\ts ,boy ,cadets ,camp ,fire ,girls ,y4 ,w4 ,c4 ,a4 ,mo!rs' ,club ,anti-,fly ,campaign ,boys' ,*ef ,club ,patrons' ,club ,social ,club ,g]man ,club ,lat9 ,club ,syrian ,club ,^! names %[ concretely :at a wide range ( ,clevel&'s social elem5ts are n[adays seek+ ! k9d ( facilities :i* a mod]n s*ool edifice possesses4 ,9 ! majority ( cases ^! gr\ps 7 oblig$ to pay cu/odians' fees rang+ f #cj c5ts to #e4jj an ev5+ dep5d+ on ! size ( ! qu>t]s us$4 ,t fact atte/s ! g5u95ess ( ?is dem& & its vigor is fur!r evid5c$ by ! rapid gr[? 9 volume :i*1 z %[n 9 ! foll[+ table1 has practically d\bl$ dur+ ! pa/ two ye>s4 ,,gr[? ,,( ,,aft]-,,s*ool ,,use ,,( ,,s*ool ,,facilities ,,by ,,neighborhood ,,organizations ,,p] ,,c5t #aiac-aiad #aiad-aiae ,,increase ---------------------------------------- ---------------------------------------- ---------------------------------------- ------------- ,organizations us+ build+s #bih #eif #ajj ,total lett+s #a1icb #c1jjg #ef ,fees paid to cu/odians by organizations#a1gbi4ia #b1hac4ee #fb ,aggregate att5dance #abj1eaa #bgf1bec #abi ,,associations ,,aim$ ,,directly ,,at ,,! ,,improvem5t ,,( ,,s*ools ,a social organization :i* is ( special importance to ! s*ools is ! p>5t-tea*]s' association1 :i* is com+ to be a common adjunct ( e s*ool4 ,su* an association (t5 helps ! s*ool to secure equipm5t :i* x ne$s1 & furni%es a useful av5ue = ! dissem9ation ( ideas ) reg>d to s*ool policies4 ,sometimes ! s*ool (fic] f9ds t ! prop] relation ( ! association to s*ool adm9i/ration ne$s def9ition4 ,he !n falls back ) satisfaction on ! words ( a rec5t writ] 9 ! ,atlantic3 ,runn+ a s*ool or a class is a te*nical or exp]t job4 ,x _c z a rule be done by an untra9$ p]son2 & untra9$ p1 seek+ to break 91 are likely to d m h>m ?an good4 ,! s*ool situation1 inde$1 resembles ! situation 9 m$ic9e fifty ye>s ago4 ,! practice ( m$ic9e at t "t 0 atroci\s2 b x _h to be improv$1 & x 0 improv$ by doctors1 n by laym54 ,i %all n sp>e ! s*ools2 b s*ools mu/ be improv$ by s*oolm5--& !y w be4 ,we h !n rea*$ ?is po9t4 ,intellig5t p>5ts wi% to h a say 9 ! education ( _! *ildr54 ,b s*ools mu/ be conduct$ by tra9$ p]sons4 ,! tra9+ ( ^! p]sons is1 h[ev]1 l>gely antiquat$4 ,are we n deadlock$8 ,i ?9k n4 ,p>5ts _c tell tea*]s :at to d or h[ to d x4 ,b :at !y c d is to ask que/ions4 ,!y c1 l ! man f ,miss\ri1 require 8to be %[n40 ,at fir/ blu%1 ?is may n look l v mu*4 ,b if my read]s w be> ) me = a mom5t1 p]haps !y w see t ! "r & ! duty ( ask+ 8to be %[n10 ( ask+ p]si/5tly & cont9u\sly 8,:y80 8,:y80 gives p>5ts all ! lev]age !y ne$ or c use 9 mak+ ov] ! education ( _! *ildr54 ,our s*ools c\ld n be p]fect4 ,i won't ev5 /op to argue t !y c all at a b\nd make !mselves mu* bett] ?an !y are4 ,p>5ts _c possibly make _m practicable sugge/ions by way ( improv+ !m4 ,b j because we all "k s little1 j because s*oolma/]s are s hamp]$ by tradition & organization1 j because p>5ts are s helpless 9 mak+ practicable sugge/ions1 = ^! v reasons ! complac5t foll[+ ( traditions is ! mo/ inexcusable ( attitudes4 ,! s*ools :i* are n[ too conv5tional1 too complac5t1 too free f deep-seat$ & unhappy d\bts1 %\ld be t5tative1 inquir+1 inve/igat+1 skeptical 9 _! po9t ( view4 ,!y w be assi/$ 9 becom+ t5tative1 inquir+1 skeptical1 & exp]im5tal if p>5ts w1 ye> aft] ye>1 make !m tell :y1 make !m %[ :y4 ,= :5 p are call$ on to %[ :y1 !y beg9 to look into :at !y are do+1 & out ( ?is critical scrut9y w come d\bt1 inv5tion1 & f9ally some?+ liv+ 9 place ( some?+ long s9ce dead4#eb ,,correspond5ce ,,s*ools ,?is discussion has n includ$1 z p]haps x %\ld1 univ]sity ext5sion1 libr>ies1 rural-community organization1 & o!r ag5cies4 ,x mu/1 h[ev]1 make ref]5ce to "o popul> movem5t :i* has gr[n 9 rec5t ye>s to proportions t are lit]ally va/4 ,! correspond5ce s*ools ( ?is c\ntry d an enorm\s am\nt ( m or less valuable tea*+4 ,! qualify+ phrase 8m or less valuable0 is ju/ifi$ by ! fact t _m ( ! correspond5ce s*ools are purely comm]cial ent]prises & provide a v l[ grade ( c\rses4 ,! numb] ( su* s*ools1 h[ev]1 %[s ! dem& = education1 ! evid5ce 9 ?is case be+ ! /rong] :5 we recognize t 9 _m cases ! quality ( in/ruction is n su* z to enc\rage ! /ud5t4 ,,pr9ciples ,,requir$ ,,to ,,sy/ematize ,,educational ,,activities ,! li/ ( activities :i* c>ry education f> beyond ! limits ( ! traditional curriculum c\ld be ext5d$4 ,a complete li/ w\ld include newspap]s & magaz9es ) _! lessons on heal?1 on food & economic problems4 ,x w\ld include ! *ur*es & _m social organizations4 ,! purposes ( ! pres5t exposition h1 h[ev]1 be5 adequately s]v$ if ! read] has be5 impress$ by ! popul> dem& = a broad educational program4 ,,ex]cises ,,& ,,read+s ,complications sometimes arise 9 ! matt] ( cr$its1 n f ! fact t !y are giv5 )9 a c]ta9 in/itution b r f ! fact t a second in/itution to :i* /ud5ts g _c deal ) ! cr$its4 ,suppose t a c]ta9 high s*ool gives cr$it = g>d5+4 ,%\ld ! college accept ! cr$it t[>d admission8 ,is x legitimate to sub/itute ,sunday-s*ool c\rses = s5ior ,engli%8 ,:at w\ld y want to "k ab\t a music tea*] be=e cr$it+ h] pupils ) a high-s*ool cr$it 9 music8 ,h[ w\ld y f9d out h[ mu* "w ! music pupil _h done8 ,if y ?9k an exam9ation a good me?od1 w\ld y give cr$it = typewrit+ to a boy :o le>n$ to write outside ( s*ool & c\ld pass an exam9ation8 ,! di/9ction betwe5 an education & s*ool cr$its is sometimes pa9fully evid5t4 ,describe cases 9 :i* ! ef=t to get cr$its int]f]es ) s*ool "w4 ,:5 a community is v en?usia/ic ab\t social c5t]s1 x (t5 asks ! bo>d ( education to op5 ! s*ools at night4 ,%\ld ! bo>d *>ge a fee or give ! use ( ! build+ )\t *>ge8 ,9 case ! bo>d does n h money en\gh to furni% ! *ildr5 ) playgr\nd app>atus1 %\ld x give ! use ( build+s free8 ,,p]ry1 ,c4 ,a4 ,wid] ,use ( ! ,s*ool ,plant4 ,russell ,sage ,f\ndation4 ,?is book treats 9 a compreh5sive way ( all ! diff]5t types ( outside activity c>ri$ on 9 s*ools4 ,! ,annals ( ! ,am]ican ,academy ( ,political & ,social ,sci5ce1 ,septemb]1 #aiaf1 ,vol4 #fg1 ,no4 #aef4 ,concord1 ,new ,hamp%ire4 ,! numb] is giv5 ov] to a symposium 9 :i* a numb] ( au?ors give an acc\nt ( ! outside activities :i* h 9 rec5t ye>s be5 atta*$ to ! s*ool4 ,,footnotes3 #dg ,l4 ,r4 ,ald]man1 ,s*ool ,cr$it = ,home ,"w1 pp4 #hi-ia4 ,h\ghton ,miffl9 ,company1 #aiae4 #dh ,l4 ,r4 ,ald]man1 ,s*ool ,cr$it = ,home ,"w1 pp4 #cb-cc4 ,h\ghton ,miffl9 ,company1 #aiae4 #di ,h4 ,h4 ,:eaton1 8,! ,unit$ ,/ates ,bureau ( ,education & ! ,immigrant40 ,! ,annals ( ! ,am]ican ,academy ( ,political & ,social ,sci5ce1 ,vol4 ,,lxvii1 ,no4 #aef 7,septemb]1 #aiaf71 pp4 #bgc-bgd4 #ej ,! ,g5]al ,education ,bo>d3 ,an ,acc\nt ( its ,activities1 #aijb-aiad1 pp4 #eh1 #fa-fb4 ,new ,york ,city1 #aiae4 #ea ,cl>5ce ,ar?ur ,p]ry1 ,educational ,ext5sion1 pp4 #hb-he4 ,clevel& ,education ,survey4 ,publi%$ by ! ,survey ,committee ( ! ,clevel& ,f\ndation1 #aiaf4 #eb ,abraham ,flexn]1 8,p>5ts & ,s*ools40 ,! ,atlantic ,mon?ly 7,july1 #aiaf71 pp4 #bf-bg4 ,,*apt] ,,xi ,,pr9ciples ,,influ5c+ ,,! ,,organization ,,( ,,! ,,curriculum ,,necessity ,,( ,,practical ,,decisions ,,9 ,,spite ,,( ,,confusion ,) ! expansions 9 education t h be5 review$ 9 =ego+ *apt]s1 !re has come a c]ta9 confusion & unc]ta9ty ( practice :i* sometimes t5ds to l[] ! /&>ds ( "w 9 ! s*ool4 ,consid] a concrete case4 ,a small city c af=d to (f] only a limit$ numb] ( c\rses 9 its high s*ool4 ,%all ! *oice fall on ,lat9 or typewrit+8 ,among ! sci5ces %all botany or *emi/ry be provid$8 ,botany w\ld relate itself well to agriculture1 & *emi/ry w\ld be a basis = dome/ic sci5ce4 ,sometimes 9 ! ef=t to meet bo? dem&s1 weak c\rses are tol]at$1 & tea*]s are ei!r ov]load$ because !y are call$ on to c>ry heavy programs or are inadequately comp5sat$ 9 ! ef=t to provide a suffici5t numb] to d all ! "w dem&$4 ,nor is x ! s*ool alone :i* is confront$ ) ! necessity ( *oos+2 ! individual /ud5t mu/ elect4 ,!re is a high s*ool 9 a small city 9 ,ill9ois1 z %[n by ! la/ report ( ! ,nor? ,c5tral ,association ( ,colleges & ,second>y ,s*ools1 :i* enroll$ 9 #aiae f\r hundr$ & sixty-"o /ud5ts4 ,?is s*ool (f]$ tw5ty-?ree units 9 academic subjects & twelve units 9 vocational subjects4 ,if ea* pupil took five units a ye>1 :i* w\ld be a v heavy program1 he w\ld be able to complete 9 f\r ye>s only tw5ty units1 or fifte5 less ?an ! s*ool (f]s4 ,ano!r high s*ool 9 ! same /ate ) an enrollm5t ( five hundr$ & ?irty-two /ud5ts (f]s an aggregate ( =ty-f\r units4 ,f9ally1 !re are *oices to be made )9 ^! *oices1 because aft] ! decision has be5 rea*$ t botany is to be taught1 ! tea*] mu/ select f ! abundant mat]ial )9 ?is sci5ce t :i* seems mo/ productive4 ,! /ud5t1 also1 gives m att5tion to "o subject ?an to ! o!rs :i* he is pursu+1 ?us exhibit+ ano!r k9d ( selection4 ,*oices h to be made1 & e *oice has back ( x "s prejudice or "s cle>ly ?\ght-out pr9ciple or "s exp]i5ce collect$ by ! tea*] or pupil ?r\gh contact ) e>li] educational problems4 ,our bus9ess 9 ?is c\rse is1 fir/1 to become aw>e ( ! *ief reasons = ! *oices actually made 9 s*ools1 &1 second1 to take up "s ( ! evid5ces :i* ju/ify "o or ! o!r ( ^! reasons4 ,! pres5t *apt] w be devot$ to a brief /atem5t ( ! pr9ciples mo/ commonly urg$ z ! basis ( *oice4 ,,! ,,doctr9e ,,( ,,discipl9e ,! hi/orical reason = tra9+ *ildr5 :i* has come d[n to u f ! religi\s traditions ( ! ,middle ,ages1 & m directly f ! au/]e beliefs & practices ( ! ,puritans1 is ! suppos$ dem& = a curb+ ( ! naturally p]v]se t5d5cies ( *ildr51 = a discipl9+ ( nature into a high] =m ( morality4 ,?is reason has 9 m rec5t times be5 phras$ 9 new t]ms4 ,! m9d1 x is said1 mu/ be made /rong ?r\gh /ruggle ) difficulties z ! a?lete becomes skillful & muscul> ?r\gh tra9+4 ,if ! tra9+ seems = ! "t be+ monoton\s & ov]vigor\s1 well & good2 ! end ju/ifies ! ef=t4 ,?is is ! doctr9e ( discipl9e4 ,,! ,,doctr9e ,,( ,,natural ,,education ,,9 ,,! ,,=m ,,( ,,! ,,doctr9e ,,( ,,fre$om ,aga9/ ! notion ( discipl9e !re has be5 mat*$1 especially 9 ! la/ c5tury1 ! oppos+ notion t all good qualities are natural & w express !mselves freely if ! artificial re/ra9ts ( life are remov$4 ,r\sseau1 9 8 fam\s attack on social conv5tions1 po9t$ out ! tru? t ! *ild is naturally an eag] le>n]4 ,biology re9=c$ ,r\sseau's tea*+s ) ! doctr9es ( natural selection & ! survival ( ! fitte/1 mean+ by ! fitte/ ^? able to take on complete adaptation to ! pres5t environm5t4 ,! belief t nature is a safe guide has l$ to ! doctr9e ( fre$om = ! *ild 9 all matt]s ( intellectual developm5t4 ,,conc5tration ,,& ,,int]e/ ,! anti!sis betwe5 discipl9e & fre$om1 betwe5 tra9+ :i* aims to trans=m ! *ild's nature & tra9+ :i* gives ! *ild's nature opportunity to express itself )\t re/ra9t1 c be illu/rat$ z foll[s4 ,on ! "o side x is said t *ildr5 h no p[] ( conc5tration ( att5tion4 ,!y are flighty & erratic4 ,!y mu/ be made to ?9k /eadily 9 ord] to tra9 _! m9ds = h>d m5tal "w4 ,on ! o!r side x is ass]t$ t :5 a *ild's int]e/ is ar\s$ ?r\gh an appeal to 8 natural ta/es he w ex]t 8 m9d to ! limit ( its p[]s1 & ?is is all t c advantage\sly be requir$4 ,,popul> ,,attitude ,,t[>d ,,discipl9e ,:5 ! anti!sis betwe5 discipl9e & natural int]e/s is pres5t$ to ! pres5t-day _w1 x mu/ be said t !re is a widespread disposition to set aside discipl9e z arbitr>y & puritanical4 ,our g5]ation is 9 favor ( natural developm5t4 ,p]haps x w\ld be tru] to use ! pa/ t5se 9 ! la/ /atem5t because ! social attitude t[>d discipl9e has be5 pr(\ndly affect$ by ! w>4 ,nev] 9 ! hi/ory ( ?is c\ntry has ! lesson be5 cle>] ?an x is at ! pres5t t social cop]ation means ! tra9+ ( ! individual to make "s sacrifices4 ,! ,am]ican s*ool has c>ri$ ! elective sy/em & its concessions to individuals to an extreme :i* is likely to be limit$ some:at 9 ! future by a recognition ( social obligations4 ,,examples ,,( ,,discipl9e ,,& ,,fre$om ,x may be well to illu/rate ?is ab/ract discussion ( discipl9e & fre$om ) concrete examples4 ,"o ( ! mo/ emphatic pron\ncem5ts 9 favor ( ! doctr9e ( fre$om is t ( ,madam ,montessori1 an ,italian physician ^: sy/em ( education has be5 mu* h]ald$ 9 ?is c\ntry z a sub/itute = ! k9d]g>t54 ,accord+ to ?is writ]'s views ! pupil %\ld h p]fect fre$om4 ,! contra/ ) ! k9d]g>t5 is describ$ z foll[s by "o ( ! obs]v]s ( ! two in/itutions3 ,a contra/ betwe5 ! ,montessori s*ool & ! k9d]g>t5 ( ! m =mal & traditional type may s]ve to give a cle>] picture ( ! ,montessori proc$ure1 & consequ5tly ( ! ,montessori conception ( lib]ty z x appe>s 9 practice4 ,! mo/ evid5t diff]5ce is se5 9 ! function ( ! tea*]4 ,! k9d]g>tn] is cle>ly ! c5t] & arbit] ( ! activity 9 ! room4 ,! ,montessori directress seems1 on ! contr>y1 to be at "o side4 ,! k9d]g>tn] contemplates at ea* mom5t ! :ole ( h] gr\p2 ! directress is talk+ usually to "o alone--possibly to two or ?ree4 ,! k9d]g>t5 *ildr5 are engag$ 9 "s sort ( direct$ gr\p activity2 ea* ,montessori *ild is an isolat$ work]1 ?\gh "o or m comrades may look on & sugge/4 ,! arrangem5t ( ! room %[s ! same contra/4 ,! k9d]g>t5 has a circle ab\t :i* all may ga!r1 & tables = gr\p activity4 ,! ,montessori room is fitt$1 pref]ably1 ) individual tables1 arrang$ z ! *ildr5 w4 7,9 ! writ]'s obs]vation1 !re has be5 little deviation1 h[ev]1 f arrangem5t 9 =mal r[s47 ,montessori provides long p]iods1 say ( two or m h\rs1 :ile ! k9d]g>t5 p]iod r>ely goes beyond a half-h\r4 ,dur+ ! p]iod assign$ = t purpose practically all ( ! ,montessori app>atus is available = any *ild 7except = ! v y\nge/ or ! newe/ com]s71 & ! *ild makes 8 *oice freely4 ,! k9d]g>tn]1 on ! o!r h&1 decides v nicely :at specific app>atus %all be us$ dur+ any "o p]iod4 ,! ,montessori *ild abides by 8 *oice z long z he wi%es1 & *anges z (t5 z he likes2 he may ev5 d no?+ if he pref]s4 ,! *ild 9 ! traditional k9d]g>t5 uses ! same app>atus ?r\gh\t ! p]iod1 & is frequ5tly l$ or direct$ by ! tea*] z to :at he %all d4 ,at o!r times he may be at lib]ty to build or repres5t at w :atev] may be sugge/$ by ! 8gift0 set = ! p]iod4 ,! ,montessori *ild1 ea* at 8 own *os5 task1 works1 z /at$1 9 relative isolation1 8 ne>e/ neighbors possibly look+ on4#ec ,at ! o!r end ( ! educational sy/em we f9d ! example ( 8/iff0 c\rses 9 college design$ to 8we$ out0 ! slo?ful & incompet5t4 ,! 8/iff0 c\rse is requir$ ma!matics1 or a =eign language1 or a c\rse 9 ,engli% composition4 ,opposition to /iff c\rses expresses itself 9 ! dem& = an undilut$ elective sy/em 9 :i* ! /ud5t may take :atev] s]ves 8 purposes4 ,,natural ,,education ,,& ,,recognition ,,( ,,individual ,,diff]5ces ,! advocacy ( a natural education takes a diff]5t turn :5 x drops ! ^w 8fre$om0 & emphasizes ! fact t individuals diff] radically 9 _! native capacities4 ,"s pupils h an aptitude = "o k9d ( "w1 o!rs = o!r types4 ,! s*ool is to-day committ$ to a recognition ( ^! diff]5ces & to a /udy ( _! mean+4 ,!re is a movem5t kn[n z ! vocational-guidance movem5t :i* is mak+ progress 9 ! direction ( ! discov]y ( me?ods = f9d+ out :at /udies c prop]ly be und]tak5 by /ud5ts 9 view ( _! v>y+ natural end[m5ts4 ,! individual's natural b5t be+ discov]$1 8 educational tra9+ c be direct$ to ! highe/ possible cultivation ( 8 p[]s4 ,nature is ?us recogniz$ b is n made ! dom9ant fact4 ,! vocational end is ! controll+ factor 9 ! situation4 ,! atta9m5t ( ?is end may require ! mo/ rigid discipl9+ ( "o's p[]s4 ,! direction ( ?is discipl9+ is dictat$ by nature1 b n ! p>ticul> /eps ( education4 ,z a result ( su* a discussion x beg9s to appe> t !re is no fundam5tal reason = ! ab&onm5t ( ! idea ( discipl9e ev5 if !re is a complete recognition ( natural individual diff]5ces4 ,9 concrete cases ! opposition to ! doctr9e ( discipl9e may1 h[ev]1 be acute4 ,! pupil may say t he has absolutely no natural capacity = algebra or spell+4 ,! tea*] may answ] t ^! are univ]sal requirem5ts & t !re is no escape f ^! necess>y /udies because ( individual diff]5ces4 ,9 su* a dispute1 tradition1 on ! "o h&1 & ! wid] opportunities ( ! mod]n curriculum1 on ! o!r h&1 are likely to be array$ aga9/ ea* o!r4 ,algebra z ! cons]vative subject is likely to def5d ! view t discipl9e is necess>y1 :]eas manual tra9+ & dome/ic sci5ce are likely to emphasize ! natural attractiv5ess ( ! practical tra9+ :i* !y (f]4 ,?us x has come to pass t c]ta9 subjects1 especially ! old] subjects 9 ! curriculum1 h come to be reg>d$ z ! def5d]s ( ! doctr9e ( discipl9e1 :ile ! new] subjects h (t5 be5 reg>d$ z oppos$ by _! v "* to ! doctr9e4 ,,natural ,,education ,,z ,,tra9+ ,,= ,,life ,/ill ano!r turn is giv5 to ! discussion by an emphasis on ! social dem&s ( lat] life4 ,z society is con/itut$1 individual diff]5ces are sure to play a l>ge "p 9 det]m9+ success or failure4 ,fur!rmore1 society z con/itut$ 9 its comm]cial organizations accepts )\t hesitation ! pr9ciple ( division ( labor4 ,:y %\ld n ! s*ool be l society8 ,:y %\ld n ! s*ool be a m9iature _w ) all ! diff]5t types ( life t w lat] become real to ! pupils8 ,practical ne$s ?us come into ! =egr\nd4 ,,tra9+ ,,9 ,,! ,,me?ods ,,( ,,k ,,& ,,g5]al ,,tra9+ ,two views are sometimes (f]$ 9 opposition to ! doctr9e ( a /rictly practical tra9+4 ,fir/1 x is said t ! pupil 9 ord] to prep>e = lat] life mu/ pass ?r\gh c]ta9 =ms ( tra9+ :i* are prelim9>y1 int5d$ to set up 8 m5tal ma*9]y be=e x beg9s to produce any?+4 ,o!rwise express$1 x is said t ! pupil mu/ get ! tools ( k be=e he tries to take "p 9 real life4 ,second1 x is said t !re is no possibility 9 ! complex society ( ! mod]n _w ( =esee+ j :at w be ! practical ne$s ( pupils :5 !y gr[ to adult life4 ,x w !re=e be bett]1 x is argu$1 to aim at a broad flexible tra9+ :i* c 9 due "t be turn$ into any *annel t circum/ances may dictate4 ,,examples ,,( ,,views ,,on ,,=mal ,,tra9+ ,! dispute :i* is introduc$ by ^! oppos+ /atem5ts is "o ( ! bitt]e/ 9 mod]n educational writ+s4 ,let u borr[ two quotations :i* w pres5t ! case 9 detail4 ,frank ,m4 ,mc,murry has giv5 9 8 report on ! s*ools ( ,new ,york ,city a /rik+ example ( ! advocacy ( direct & con/ant att5tion to social ne$s4 ,9 giv+ ! quotation f ?is au?or x is possible to include incid5tally 8 description ( an e>li] view ( ! curriculum :i* emphasizes g5]al tra9+ or me?ods ( ?\ght r ?an special cont5t4 ,,prom95ce ,,( ,,curriculum ,,9 ,,det]m9+ ,,quality ,,( ,,in/ruction ,?irty ye>s ago ! belief 0 (t5 express$ t x made little diff]5ce :at "o /udi$1 b all ! diff]5ce 9 ! _w ) :om "o /udi$4 ,t belief made almo/ any curriculum acceptable1 & direct$ att5tion to ! p]sonality ( ! tea*] & to me?od z ! pr9cipal factors det]m9+ ! effectiv5ess ( in/ruction4 ,t belief1 h[ev]1 has be5 greatly modifi$4 ,:ile no "o w d5y ! importance ( ! tea*]'s p]sonality1 mo/ p]sons w admit t ! prop] expression ( p]sonality & skill 9 me?od are bo? greatly dep5d5t ^u ! subject matt] ( ! curriculum4 ,c>efully select$ subject matt] is pr]equisite to skill 9 me?od ( pres5tation4 ,)\t a good curriculum !re is b\nd to be great wa/e4 ,,bases ,,= ,,judg+ ,,curriculum ,,& ,,syllabi #a4 ,,by ,,relation ,,( ,,subject ,,matt] ,,to ,,*ildr5',s ,,purposes ,9 h>mony ) ! previ\s discussion ( /&>ds = judg+ ! quality ( in/ruction1 z a :ole1 ! quality ( ! curriculum 9 p>ticul> is to be det]m9$ p>tly by its t5d5cy to influ5ce ! ta/es1 purposes1 & hopes ( *ildr54 ,any curriculum = ! elem5t>y s*ool %\ld h its cont5t select$ f among ^? exp]i5ces ( mank9d t h seem$ mo/ valuable4 ,t is to be presuppos$4 ,b ?is selection c be indiff]5t to ! t5d5cies1 int]e/s1 & capacities ( *ildr5 9 g5]al1 & ( c]ta9 ages 9 p>ticul>1 & aim only at pres5t /orage ( facts & ideas t may c\nt 9 a dim future1 i4e41 9 adult life4 ,or x may be made ) con/ant ref]5ce to ! abilities1 ta/es1 & ne$s ( *ildr5 at ! pres5t "t4 ,9 ! =m] case1 motive on ! "p ( *ildr5 is ov]look$2 9 ! latt] case1 ! ext5t ( provision = x is accept$ z "o ( ! /&>ds by :i* ! curriculum is to be judg$4 ,we repres5t ! latt] po9t ( view4#ed ,! gr\p ( ?9k]s to :om ,mc,murry ref]s ) disfavor z absorb$ 9 me?ods r ?an cont5t has nev] be5 m ably repres5t$ ?an by ,presid5t ,hadley1 extracts f ^: /atem5t are z foll[s3 ,greek is an intellectual game :]e ! umpires "k ! rules bett] ?an !y "k ! rules 9 ! game ( ,fr5*1 = in/ance1 or hi/ory1 or botany4 ,a man's rat+ 9 an exam9ation on any "o ( ^! la/ ?ree subjects is l>gely ! result ( accid5t unless ! exam9] is q unusually skillful4 ,a man's rat+ 9 ,greek1 on ! o!r h&1 means some?+4 ,!re nev] 7 intellectual competitions ke5] ?an ! classical competitions at ,ox=d 9 ! days :5 ! be/ m5 9 ,engl& want$ _! sons to le>n t p>ticul> game4 ,un=tunately1 a l>ge numb] ( ! /ronge/ m51 bo? 9 ,engl& & 9 ! ,unit$ ,/ates1 h decid$ t ?is game takes m "t ?an x is wor?4 ,p]sonally1 ,i believe t ?is *ange ( m9d is 9 _m respects a mis=tune2 t 9 try+ to get m practical results 9 ! way ( k or culture a great _m ,am]ican college boys h lo/ ! tra9+ :i* ! ,greek w\ld h giv5 !m & ga9$ no?+ ( equal value 9 its place4444 ,x 0 a mi/ake = ! advocates ( ! old curriculum to ?9k t all ! /ud5ts requir$ ! same treatm5t4 ,x is1 ,i believe1 an equal mi/ake = ! advocates ( ! elective sy/em to ?9k t ea* /ud5t requires a diff]5t treatm5t4 ,= :ile !re is a v l>ge numb] ( subjects ( int]e/ to /udy1 & an almo/ inf9ite v>iety ( occupations :i* ! /ud5ts are go+ to foll[ aft]w>ds1 !re is a comp>atively small numb] ( types ( m9d ) :i* we h to deal4 ,if we c h f\r or five honor c\rses1 some?+ l ^? ( ! ,engli% univ]sities1 :]e ! /udies are gr\p$ & ! exam9ations arrang$ to meet ! ne$s ( ^! diff]5t types1 we c1 ,i ?9k1 realize ! *ief advantages ( ! elective sy/em or ! gr\p sy/em )\t subject+ ourselves to _! evils4 ,i am confid5t t we c secure a degree ( collective intellectual int]e/ :i* is n[ abs5t f mo/ ( our colleges1 & c e/abli% competitions :i* w be recogniz$ n only 9 college b 9 ! _w z places :]e ! be/ m5 c %[ :at is 9 !m4 ,x may be object$ t any su* arrangem5t w\ld r5d] x difficult = a boy to /udy ! p>ticul> ?+s t he 0 go+ to use 9 aft] life4 ,i reg>d ?is z its c>d9al advantage4 ,! ideal college education seems to me to be "o :]e a /ud5t le>ns ?+s t he is n go+ to use 9 aft] life1 by me?ods t he is go+ to use4 ,! =m] elem5t gives ! bread?1 ! latt] elem5t gives ! tra9+4#ee ,,=mal ,,discipl9e ,,& ,,transf] ,,( ,,tra9+ ,! controv]sy "h illu/rat$ has l$ to ! developm5t ( a numb] ( te*nical phrases4 ,! doctr9e t emphasizes =m or me?od z oppos$ to cont5t is kn[n z ! doctr9e ( =mal discipl9e4 ,! advocates ( ?is doctr9e def5d ! view t tra9+ ga9$ 9 "o field w transf] to o!r fields ( activity4 ,/at$ 9 ^! t]ms ! doctr9e is ref]r$ to z t ( ! transf] ( tra9+4 ,! doctr9e ( transf] ( tra9+ is capable ( exp]im5tal & /ati/ical v]ification or refutation4 ,a va/ body ( evid5ce has be5 collect$ 9 rec5t ye>s4 ,! conclusions to be drawn f ?is evid5ce are cle>4 ,!re are c]ta9 g5]al habits1 su* z conc5tration ( att5tion & p[] ( arrang+ & express+ ideas1 :i* c>ry ov] f "o field ( exp]i5ce to ano!r4 ,! transf] ( tra9+ is facilitat$ if ! orig9al tra9+ is giv5 9 su* a =m t x l5ds itself readily to application 9 new sph]es ( ?\ght4 ,s important is ! developm5t ( g5]al habits t x is entirely legitimate to proce$ at e /age ( education sl[ly en\gh to give to ea* subject its relations ?r\gh a v>iety ( possible applications4 ,x is recogniz$ z impossible to give 9 ! s*ools direct special tra9+ = all possible l9es ( activity ^u :i* ! pupil is to ent]4 ,"s ef=t mu/ be exp5d$ 9 cultivat+ :at may prop]ly be call$ ! apply+ attitude ( m9d4 ,once ! apply+ attitude is ar\s$ 9 any individual1 ! transf] ( tra9+ w be likely to g on ?r\gh individual recognition ( ! advantages ( application4 ,,relation ,,( ,,subjects ,,to ,,maturity ,,( ,,pupils ,! quotation f ,mc,murry giv5 "s pages back sugge/s ano!r aspect ( ?is :ole matt] :i* has be5 a subject ( mu* dispute4 ,:5 %\ld c]ta9 k9ds ( tra9+ be introduc$ into ! curriculum8 ,a quotation w help to make ! problem cle>4 ,s f> z high-s*ool in/ruction is conc]n$1 ! mo/ important practical "q rais$ 9 ! pres5t discussion is :e!r ! ability to le>n a =eign vocabul>y v>ies ) age4 ,x is almo/ univ]sally claim$ t a /ud5t mu/ beg9 a language :5 "y 9 ord] to le>n x effectively & economically4 ,9 opposition to ?is !ory1 we %all ma9ta91 z 9 ! case ( motor skill1 t a =eign vocabul>y c be le>n$ j z economically at ! lat] end ( ! p]iod f six to eighte5 ye>s ( age z at any o!r "p ( x4 ,z ! basis = ?is cont5tion we h "s v closely relat$ evid5ce f exp]im5tal psy*ology1 9 ! "w done ^u facility 9 memoriz+ at diff]5t ages4#ef ,if ! /atem5t "h quot$ is accept$1 x /ill rema9s an op5 "q :e!r ! pronunciation ( a =eign language is wor? acquir+ & :e!r pronunciation is to be s\ght z an important elem5t ( ! /udy1 = if x is1 !re is little d\bt t "y *ildr5 acquire x m easily & m accurately ?an d old] p]sons4 ,! example is introduc$ n = ! purpose ( attempt+ a settlem5t ( ! "q b = ! purpose ( %[+ t ! organization ( ! curriculum raises que/ions :i* are n[ answ]$ = ! mo/ "p on ! basis ( m]e prejudice1 b %\ld be answ]$ 9 ! light ( a body ( broad1 sci5tific evid5ce4 ,c]ta9ly ! problem ( ! di/ribution ( a pupil's /udies ?r\gh ! v>i\s p]iods ( 8 m5tal developm5t is "o ( ! mo/ important ( ^! problems4 ,,summ>y ,! doctr9e ( discipl9e holds t x is desirable by tra9+ to trans=m 9 "s measure ! natural t5d5cies ( ! *ild's m9d4 ,! g5]al doctr9e ( natural education emphasizes ! importance ( foll[+ ! l9es ( natural developm5t 9 education4 ,(t5 ?is doctr9e is s =mulat$ z to be oppos$ to ! doctr9e ( discipl9e4 ,:5 deal+ ) ! intellectual side ( ! pupil's nature ! doctr9e ( discipl9e takes ! =m ( a dem& = cultivation ( conc5tration4 ,natural education ass]ts ! "r ( ! *ild to 8 p]sonal int]e/s & is lib]al 9 mak+ concessions to ^! int]e/s4 ,! =m ( ! doctr9e ( natural education mo/ directly oppos$ to ! doctr9e ( discipl9e is ! doctr9e ( fre$om4 ,accord+ to ?is view ! pupil %\ld be left to foll[ 8 natural impulses4 ,ano!r =m ( ! doctr9e ( natural education recognizes ! diff]5ces betwe5 individuals z important consid]ations 9 gov]n+ _! tra9+4 ,tra9+ = practical life is a v common basis = ! organization ( ! curriculum & has be5 amply illu/rat$ 9 e>li] *apt]s4 ,tra9+ 9 ! me?ods or tools ( k is 9 "s measure oppos$ to ! dem& = practical tra9+4 ,tra9+ ( g5]al intellig5ce is advocat$ because x gives ! /ud5t great] fre$om 9 adju/+ 8 c>e] to ! circum/ances ( lat] life4 ,tra9+ 9 ! =ms ( k1 or =mal tra9+1 sometimes call$ =mal discipl9e1 is practically synonym\s ) tra9+ ( g5]al intellig5ce4 ,! doctr9e ( transf] ( tra9+ is "o =mulation ( ! doctr9e ( =mal discipl9e4 ,evid5ce is abundant t transf] takes place4 ,its degree & ! me?ods ( secur+ x are subjects ( vigor\s inve/igation4 ,! adaptation ( tra9+ to ! maturity ( pupils is "o ( ! mo/ important requirem5ts 9 arrang+ a curriculum4 ,9 a lat] *apt] ?is w be discuss$ "u ! title 8,p]iodicity 9 ! ,pupil's ,developm5t40 ,,ex]cises ,,& ,,read+s ,! argum5ts = & aga9/ discipl9>y subjects %\ld be foll[$ 9 detail4 ,?us1 :y s mu* ari?metic 9 ! l[] s*ool8 ,is x necess>y to h z mu* z we d 9 ! upp] grades1 ev5 admitt+ its value 9 ! l[] grades8 ,are /ud5ts ( high] ma!matics practical m58 ,a *ild br\ght up 9 an indulg5t home is sometimes po9t$ out z a horrible example ( a *ild br\ght up ) unlimit$ fre$om4 ,is ! example j8 ,:at are ! diff]5t mean+s :i* may atta* to ! t]m 8fre$om08 ,:at does maturity on ! "p ( a pupil mean8 ,:at are ! m>ks ( increas+ maturity8 ,c maturity be produc$ by delib]ately adopt$ s*ool me?ods8 ,:at elem5ts ( "o's own education c be trac$ to ! dem& on ! "p ( "s tea*] or p>5t = discipl9e8 ,0 ! dem& :5 put into actual op]ation 9 ! s*ool successful 9 produc+ g5]al improvem5t 9 "o's ability8 ,classify subjects 9 ! curriculum z design$ to satisfy diff]5t aims4 ,h[ _m diff]5t aims c be di/+ui%$ z appeal+ to m5 ( ord9>y exp]i5ce 9 _! ef=ts to secure an education8 ,book] ,wa%+ton us$ to say t he f\nd _m p desir+ an education 9 ord] t !y might escape f h>d "w4 ,is ?is a common desire8 ,is x legitimate8 ,is x h>d] to e>n "o's liv+ by compos+ music or by keep+ books8 ,:y d m5 want an education8 ,,heck1 ,w4 ,h4 ,m5tal ,discipl9e & ,educational ,values4 ,john ,lane ,company4 ,a summ>y ( ! argum5ts = & aga9/ =mal discipl9e ) a v /rong bias aga9/4 ,,judd1 ,c4 ,h4 ,psy*ology ( ,high-,s*ool ,subjects4 ,g9n & ,company4 ,especially ! *apt] :i* deals ) =mal discipl9e1 ) an affirmative /atem5t ( :at su* discipl9e means4 ,,mcmurry1 ,c4 ,a4 ,conflict+ ,pr9ciples 9 ,tea*+4 ,h\ghton ,miffl9 ,company4 ,an int]e/+ & balanc$ summ>y ( ! g5]al pr9ciples discuss$ 9 ?is *apt] & o!r pr9ciples ( l type4 ,,footnotes3 #ec ,william ,he>d ,kilpatrick1 ,! ,montessori ,sy/em ,exam9$1 pp4 #ad-ae4 ,riv]side ,educational ,monograph4 ,h\ghton ,miffl9 ,company1 #aiad4 #ed ,frank ,m4 ,mc,murry1 ,report on ,educational ,aspects ( ! ,public ,s*ool ,sy/em ( ! ,city ( ,new ,york1 #aiaa-aiab1 ,"p ,,ii1 p4 #bfe4 #ee ,report ( ! ,presid5t ( ,yale ,univ]sity1 #aijh-aiji4 ,publi%$ by ! ,univ]sity1 ,new ,hav51 #aiji4 #ef ,samuel ,*e/] ,p>k]1 ,me?ods ( ,tea*+ 9 ,high ,s*ools1 pp4 #cah-cai4 ,g9n & ,company1 #aiae4 ,,*apt] ,,xii ,,individual ,,diff]5ces ,,adaptation ,,( ,,curriculum ,,to ,,individual ,,pupils ,a numb] ( times 9 ! la/ few *apt]s ! discussion has be5 br\ght to ! po9t ( recogniz+ ! importance ( individual diff]5ces4 ,! tea*] _c det]m9e m]ely f a k ( hi/ory :at hi/ory is suitable = a giv5 type ( pupils4 ,9 ! elective sy/em ( ! high s*ool & ( ! college !re is a lib]al recognition ( ! pr9ciple t in/ruction mu/ be adapt$ to individuals1 bo? 9 cont5t & me?od4 ,! pres5t *apt] w be giv5 ov] to a treatm5t ( "s ( ! individual diff]5ces among pupils :i* are ( dom9ant significance 9 =mulat+ ! curriculum4 ,,l[ ,,grades ,,( ,,intellig5ce ,! mo/ /rik+ example ( individual deviation f ! av]age grade ( intellig5ce is to be f\nd 9 ! cases ( ^? un=tunates :o cont9ue ?r\gh\t life to be defici5t because !y h und]develop$ n]v\s sy/ems4 ,z a result ( h]$ity or pa?ological conditions 9 e>ly *ildhood a c]ta9 numb] ( p]sons1 cons]vatively e/imat$ z two 9 e ?\s&1 are p]man5tly subnormal4 ,^! cases v>y 9 degree4 ,! l[e/ grade defectives1 kn[n z idiots1 are def9$ 9 ! ,report ( ! ,briti% ,royal ,commission on ! ,feeble-m9d$ z p]sons 8s deeply defective 9 m9d f bir? or f e>ly age t !y are unable to gu>d !mselves aga9/ common physical dang]s40 ,! less defective are class$ z imbeciles1 feeble-m9d$1 & morons1 ea* class repres5t+ a fur!r approa* t[>d normality4 ,! l[] grades ( defectives are s dep5d5t on ! c>e ( o!rs t !y d n rea* ! s*ool at all1 b ! high] grades ei!r escape detection until !y try to le>n read+ & ari?metic or ?r\gh ! p]si/5ce ( p>5ts are br\ght to s*ool 9 ! hope t _! defectiv5ess may be tempor>y4 ,"s ( ! highe/ grades succe$ 9 le>n+ en\gh s t !y pass out ( ! fir/ grade4 ,!y d n ma/] read+1 b !y le>n to repeat ! words suffici5tly to deceive ! tea*] ) ! appe>ance ( hav+ recogniz$ ! pr9t$ symbols4 ,,diff]5tiat$ ,,c\rses ,z soon z a defective *ild is discov]$1 x is advantage\s = him & = ! o!r pupils 9 ! s*ool t he be giv5 "s =m ( special tra9+4 ,9 mo/ cases x is m ?an useless to try to give him ! ord9>y s*ool c\rses4 ,he _c le>n to read well en\gh to enable him to get in=mation f books4 ,he c1 on ! o!r h&1 acquire "s ( ! simple arts ( self-support4 ,x w\ld be bett] = all conc]n$ to give up ! ef=t to tea* su* a *ild read+4 ,! major objection to a program ( ?is type is t x is sometimes extremely difficult &1 9 ! e>ly ye>s1 (t5 q impossible to decide :e!r ! *ild is really defective or is m]ely sl[ 9 developm5t4 ,"s *ildr5 come to _! normal p[]s sl[ly1 b ultimately rea* a level ( intellectual & physical effici5cy s high t !y are n to be class$ ) ! defectives4 ,"o hesitates1 !re=e1 to give up ! tea*+ ( read+ 9 ! case ( a p>ticul> *ild until all possibility ( 8 developm5t is pa/4 ,x is bett] to err on ! side ( too great tra9+ ?an to despair at too e>ly a date4 ,,te/s ,,( ,,g5]al ,,intellig5ce ,9 ! ef=t to discov] defectives v>i\s sy/ems ( te/s h be5 devis$4 ,! g5]al assumption back ( all ^! sy/ems is t a defective *ild is "o ^: m5tal developm5t has prematurely ceas$4 ,= example1 a twelve-ye>-old *ild may be beh9d 9 8 developm5t to su* an ext5t t he has a m9d l a f\r-ye>-old4 ,if1 n[1 x c be det]m9$ :at m5tal p[]s are possess$ by an ord9>y f\r-ye>-old & if ! defective c be %[n to possess ! same p[]s1 & no m1 x is possible to adapt in/ruction to 8 real intellectual ne$s4 ,te*nical /ud5ts ( ! problem h accord+ly drawn ! di/9ction betwe5 physiological age & m5tal age4 ,9 ! example cit$ above ! physiological age is twelve2 ! m5tal age1 f\r4 ,a sy/em ( te/s ( ?is k9d has ano!r use4 ,if a *ild is put ?r\gh ! te/s at int]vals ( a ye>1 x c be asc]ta9$ :e!r he is improv+ or /&+ /ill4 ,9 ?is way "s ( ! unc]ta9ties z to ! p]man5ce or tempor>y "* ( 8 defici5cies c be remov$4 ,te/s ( ! type "u discussion are call$ te/s ( g5]al intellig5ce4 ,an example tak5 f "o ( ! mo/ widely us$ sy/ems1 namely1 ! ,b9et-,simon s]ies1 w s]ve to %[ :at ! te/s are & h[ !y are us$4 ,! special =m ( ! te/ "h quot$ is t work$ out by ,pr(essor ,t]man4 ,8 exposition ( "o ( ! fif?-ye> te/s is z foll[s3 ,mat]ials4 ,x is necess>y to h two weights1 id5tical 9 %ape1 size1 & appe>ance1 weigh+ respectively #c & #ae grams4 ,if manufactur$ weights are n at h&1 x is easy to make satisfactory sub/itutes by tak+ /iff c>dbo>d pill-boxes1 ab\t #a in*es 9 diamet]1 & fill+ !m ) cotton & %ot to ! desir$ weight4 ,! %ot mu/ be emb$d$ 9 ! c5t] ( ! cotton s z to prev5t rattl+4 ,aft] ! box has be5 load$ to ! exact weight1 ! lid %\ld be glu$ on firmly4 ,if "o does n h access to laboratory scales1 x is always possible to secure ! help ( a druggi/ 9 ! r delicate task ( weigh+ ! boxes accurately4 ,a set ( pill-box weights w la/ ?r\gh hundr$s ( te/s1 if h&l$ c>efully1 b !y w n /& r\gh usage4 ,! manufactur$ blocks are m durable1 & s m satisfactory 9 ! long run4 ,if ! weights are n at h&1 ! alt]native te/ may be sub/itut$4 ,proc$ure4 ,place ! #c-;& #ae-;gram weights on ! table be=e ! *ild "s two or ?ree in*es ap>t4 ,say3 8,y see ^! blocks4 ,!y look j alike1 b "o ( !m is heavy & "o is light4 ,try !m & tell me :i* "o is heavi]40 ,if ! *ild does n respond1 repeat ! in/ructions1 say+ ?is "t1 8,tell me :i* "o is ! heavie/40 7,_m ,am]ican *ildr5 h he>d only ! sup]lative =m ( ! adjective us$ 9 ! comp>ison ( two objects47 ,sometimes ! *ild m]ely po9ts to "o ( ! boxes or picks up "o at r&om & h&s x to ! exam9]1 ?9k+ he is ask$ to guess :i* is heavie/4 ,we !n say3 8,no1 t is n ! way4 ,y mu/ take ! boxes 9 y\r h&s & try !m1 l ?is0 7illu/rat+ by lift+ ) "o h&1 fir/ "o box & !n ! o!r1 a few in*es f ! table74 ,mo/ *ildr5 ( #e ye>s are !n able to make ! comp>ison correctly4 ,v "y subjects1 h[ev]1 or old] ones :o are ret>d$1 sometimes adopt ! r que/ionable me?od ( lift+ bo? weights 9 ! same h& at once4 ,?is is always an unfavorable sign1 especially if "o ( ! blocks is plac$ 9 ! h& on top ( ! o!r block4 ,aft] ! fir/ trial ! weights are %uffl$ & aga9 pres5t$ = comp>ison z be=e1 ?is "t ) ! positions rev]s$4 ,! ?ird trial foll[s ) ! blocks 9 ! same position z 9 ! fir/ trial4 ,"s *ildr5 h a t5d5cy to /]eotyp$ behavior1 :i* 9 ?is te/ %[s itself by *oos+ always ! block on a c]ta9 side4 ,h5ce ! necessity ( alt]nat+ ! positions4 ,res]ve comm5dation until all ?ree trials h be5 giv54 ,scor+4 ,! te/ is pass$ if two ( ! ?ree comp>isons are correct4 ,if !re is reason to suspect t ! successful responses 7 due to lucky guesses1 ! te/ %\ld be entirely repeat$4 ,rem>ks4 ,?is te/ is decid$ly m difficult ?an t ( comp>+ l9es4 ,x is d\btful1 h[ev]1 if we c reg>d ! diff]5ce z "o due prim>ily to ! relative difficulty ( visual discrim9ation & muscul> discrim9ation4 ,9 fact1 ! te/ ) weights h>dly taxes s5sory discrim9ation at all :5 us$ ) *ildr5 ( #e-ye> intellig5ce4 ,success dep5ds1 9 ! fir/ place1 on ! ability to und]/& ! in/ructions2 & 9 ! second place1 on ! p[] to hold ! in/ructions 9 m9d long en\gh to guide ! process ( mak+ ! comp>ison4 ,! te/ presupposes1 9 elem5t>y =m1 a p[] :i* is op]ative 9 all ! high] indep5d5t processes ( ?\ght1 ! p[] to neglect ! manifold di/ractions ( irrelevant s5sations & ideas & to drive direct t[>d a goal4 ,"h ! goal is furni%$ by ! in/ruction1 8,try !m & see :i* is heavi]40 ,?is mu/ be held firmly en\gh 9 m9d to control ! /eps necess>y = mak+ ! comp>ison4 ,ideas ( pil+ ! blocks on top ( "o ano!r1 ?r[+ !m1 etc41 mu/ be inhibit$4 ,sometimes ! l[-grade imbecile />ts (f 9 a v promis+ way1 !n app>5tly =gets ! in/ructions 7loses sight ( ! goal71 & beg9s to play ) ! boxes 9 a r&om way4 ,8 m5tal processes are n consecutive1 /able1 or controll$4 ,he is bl[n ab\t at ! m]cy ( e gu/ ( mom5t>y int]e/4 ,!re is v g5]al agreem5t 9 ! assignm5t ( ?is te/ to ye> ,v4#eg ,,exceptionally ,,bright ,,pupils ,?us f> ! discussion has be5 ( inf]ior individuals4 ,!re are likewise individuals :o are sup]ior to ! av]age4 ,s*ools h ord9>ily tak5 little acc\nt ( ^!4 ,!y d n con/itute urg5t problems 9 ! same s5se z defectives4 ,! sup]normal *ild c get 8 lessons1 if he w1 s t ! tea*] w nev] h to bo!r ) him4 ,a mom5t's ?\ght on ! matt]1 h[ev]1 w conv9ce anyone t society has m to ga9 f a prop] sy/em ( tra9+ sup]normal *ildr5 ?an f special provisions = ! subnormal4 ,s9ce def5se is ( ! mo/ vital importance1 we may say t society _h at ! outset to def5d itself aga9/ ! h>m t might be done by subnormals4 ,b def5se hav+ be5 provid$ 9 adequate degree1 att5tion %\ld turn to ! possibilities ( great b5efit :i* may be expect$ f special tra9+ ( ! unusually bright4 ,v>i\s devices h be5 sugge/$ = ! treatm5t ( ! sup]normal4 ,9 g5]al1 ! pr9ciples und]ly+ ^! sugge/ions are ! same z ! pr9ciples = ! treatm5t ( subnormals4 ,sep>ate ! unusually bright & give !m a type ( tra9+ :i* w be/ develop _! p]sonal p[]s4 ,9 a s*ool sy/em :i* has only a few special cases ( ! "o type or ! o!r x is extremely difficult to foll[ ! sugge/ion ( special tra9+ = special levels ( ability4 ,! matt] mu/ be left 9 su* cases to ! +5uity ( ! tea*]4 ,! bright pupil %\ld be giv5 extra "w &1 s f> z possible1 special att5tion4 ,! dull *ild %\ld be all[$ to d "s useful h&work4 ,:]e ! sy/em is l>g]1 special rapid classes--express classes1 z !y h sometimes be5 call$--%\ld be organiz$ = ! bright pupils1 :ile sl[ly mov+ classes are provid$ = ! backw>d pupils4 ,,sex ,,diff]5ces ,leav+ ! degrees ( intellig5ce1 we turn to a di/9ction :i* is ( an entirely diff]5t type--! diff]5ce betwe5 boys & girls4 ,x is difficult to dis5tangle ?is problem f a mass ( social consid]ations :i* atta* to x4 ,wom5 & girls h gr[n up "u a social sy/em t has assum$ on _! "p fundam5tally diff]5t ta/es & int]e/s f ^? ( m5 & boys4 ,! social sy/em has sometimes express$ itself 9 t]ms :i* imply inf]iority ( wom5 z comp>$ ) m54 ,x is natural1 !re=e1 t at a p]iod :5 wom5 & girls are tak+ a new place 9 ! social s*eme1 !re %\ld be at fir/ a good deal ( att5tion giv5 to ! demon/ration t wom5 are n inf]ior to m54 ,! simple/ demon/ration c1 ( c\rse1 be giv5 by putt+ girls into ! same classes ) boys & requir+ ( !m ! same intellectual tasks4 ,= "s ye>s pa/ ! exp]im5t has be5 "u way4 ,girls h %[n !mselves n only q z compet5t intellectually z boys b 9 "s respects sup]ior4 ,dur+ ! p]iod ( exp]im5tation1 h[ev]1 !re has p]si/$ a diff]5ce 9 ta/es & int]e/s2 & ! dem& = a special tra9+ = girls 0 nev] l\d] ?an to-day :5 ! pro( t girls are q z compet5t z boys seems to be incontrov]tible4 ,! reasons = ?is dem& are connect$ 9 "p ) ! lat] practical uses to :i* girls expect to put _! tra9+ & 9 "p ) ! fact t girls give att5tion to c]ta9 gr\ps ( facts :i* boys neglect1 :ile boys1 on ! o!r h&1 h _! special sph]es ( int]e/4 ,= example1 boys are always br\ght up to int]e/ !mselves 9 me*anical appliances4 ,:5 a boy comes to /udy natural sci5ce1 !re=e1 x is easily possible to introduce ! subject by examples ( a me*anical type4 ,p>5ts d n give girls me*anical toys1 society assumes t girls w n engage 9 occupations :i* call = a k ( ma*9]y1 consequ5tly !y d n readily take up c\rses 9 physics :i* beg9 ) me*anics4 ,! pres5t situation1 !n1 is some?+ l ?is3 girls are prov$ to be equal to boys 9 s*ool ability1 b cont9ue ) ! full sanction ( society to h ta/es & int]e/s diff]5t f ^? ( boys4 ,,diff]5ces ,,9 ,,indu/rial ,,opportunity ,,= ,,! ,,sexes ,,& ,,correspond+ ,,dem&s ,,= ,,tra9+ ,! contra/ 9 indu/rial dem&s :i* ! s*ool mu/ meet 9 deal+ ) boys & girls :o are prep>+ = cl]ical positions is %[n 9 ! foll[+ summ>y ( conclusions rea*$ by ! ,clevel& survey3 ,tra9+ = boys & girls %\ld be diff]5t 9 cont5t & 9 emphasis4 ,! usual c\rse ( /udy 9 comm]cial s*ools is suitable = girls & unsuitable = boys4 ,a girl ne$s1 *iefly1 specific tra9+ 9 "s "o l9e ( "w4 ,%e has a *oice among /5ography1 bookkeep+ & ma*9e op]at+4 ,a boy ne$s1 *iefly1 g5]al education1 putt+ emphasis on writ+1 figur+1 & spell+2 g5]al in=mation2 & ! developm5t ( c]ta9 qualities & /&>ds4 99 99 99 99 99 ,boys' tra9+ looks =w>d to bo? cl]ical "w & bus9ess adm9i/ration2 b z cl]ical "w is a prep>ation = bus9ess & is likely to occupy ! fir/ few ye>s ( wage-e>n+1 tra9+ %\ld aim especially to meet ! ne$s ( cl]ical positions4 ,cl]ical positions = boys cov] a v>iety ( "w :i* _c be def9itely anticipat$ & _c !re=e be specifically tra9$ =4 ,b c]ta9 fundam5tal ne$s are common to all4 ,mo/ ( ! specializ$ tra9+ = boys %\ld be giv5 9 night cont9uation classes4 ,girl /5ograph]s ne$ a full high s*ool c\rse = its educational value & = maturity4 ,girls go+ into o!r cl]ical positions c qualify ) a ye> or two less ( education2 b immaturity 9 any case puts !m at a disadvantage4 ,boys' tra9+1 = ^? :o _c rema9 9 s*ool1 %\ld be compress$ into few] ?an f\r ye>s4 ,immaturity 9 ! case ( boys is n a great disadvantage4#eh ,to _m read]s n prep>$ by a full consid]ation ( ! facts ! above conclusions may seem unt5able4 ,a brief section ( ! argum5t w !re=e be important 9 c>ry+ conviction4 ,?is argum5t is pres5t$ 9 ! foll[+ quotation3 ,if we wi% to g5]alize broadly ab\t ! "w ( boys & girls we c say ) tru? t ! majority ( boys beg9 z mess5g]s or (fice boys & subsequ5tly become cl]ks or d bookkeep+ "w4 ,z m5 !y rema9 9 ^! latt] positions or1 9 at lea/ an equal numb] ( cases1 pass on into ! productive or adm9i/rative end ( bus9ess4 ,! majority ( girls1 fir/ & la/1 are /5ograph]s or to a less ext5t1 assi/ants 9 bookkeep+ or cl]ical "w4 ,!re are ( c\rse boy /5ograph]s & girl cl]ks1 & !re are wom5 9 g5]al adm9i/rative "w2 b t ^! are a m9ority ?is report has sev]al ways ( %[+4 ,boys' "w may be expect$ to take on ! *>act]i/ics ( ! bus9ess t employs !m2 girls' "w rema9s 9 ess5tials un*ang$ ev5 9 totally *ang$ surr\nd+s4 ,= example1 a boy :o is cl]k 9 a :olesale h\se w h "w v unlike t ( ! boy :o is cl]k 9 a bank2 b girl /5ograph]s 9 bo? bus9esses w h an exp]i5ce t is practically ! same4 ,boys' "w1 )9 limits1 is progressive2 girls' "w 9 its g5]al type--) individual exceptions--is /atic4 ,boys z a rule _c /ay at ! same k9d ( "w & advance2 girls z a rule /ay at ! same k9d ( "w :e!r or n !y advance4 ,boys 9 any position are expect$ to be qualify+ !mselves = ! 8job ahead10 b = girls t is n ! case4 ,boys may expect to make a readju/m5t ) e /ep 9 advancem5t4 ,ea* new position br+s !m to a new situation & into a new relation to ! bus9ess4 ,girls receive sal>y advancem5t = increas+ly responsible "w1 b any *ange 9 "w is likely to be s gradual z to be almo/ imp]ceptible if !y rema9 9 ! same place ( employm5t4 ,if !y *ange to ano!r place ^? :o are /5ograph]s h a slight readju/m5t to make 9 gett+ accu/om$ to new t]ms & to ! peculi>ities ( ! new p]sons :o dictate to !m4 ,bookkeep+ assi/ants may enc\nt] diff]5t sy/ems1 b _! "p ( ! "w w be s direct$ & plann$ t x _c be said to necessitate difficult adaptation on _! "p4 ,! "w ( cl]ical assi/ants is s simple & s ne>ly me*anical t ! "q ( adju/m5t does n ent]4 ,^! girl work]s d n f9d t *ange ( position or firm br+s !m necess>ily into a new relation to ! bus9ess4 ,ev5 mod]ate success is d5i$ to a boy if he has n adaptability & ! capacity to grasp bus9ess ideas & me?ods2 b a comp>atively high degree ( success c\ld be atta9$ by a girl :o possess$ nei!r ( ^! qualifications4 ,a boy1 h[ev]1 :o has no specific tra9+ :i* he c apply directly & def9itely 9 "w w\ld be f> m likely to obta9 a good op5+ & promotion ?an a girl )\t x w\ld be4 ,! range ( a boy's possible future 9 comm]cial occupations is z wide z ! field ( bus9ess4 ,he _c at fir/ be tra9$ specifically z a girl c be because he does n "k :at bus9ess w d ) him or :at he wants to d ) bus9ess4 ,! girl's *oice is limit$ by cu/om4 ,%e c prep>e h]self def9itely = /5ography1 bookkeep+1 or ma*9e op]at+ & be sure t %e is prep>+ = j ! opportunity--& ! :ole opportunity--t bus9ess (f]s to h]4 ,h] v limitation ( opportunity makes prelim9>y *oice & tra9+ def9itely possible ?+s4#ei ,,h\sehold ,,arts ,,z ,,extras ,!re is ano!r respect 9 :i* ! pres5t-day tra9+ ( girls diff]s f t ( boys4 ,girls are be+ tra9$ 9 ! sci5ce ( home-mak+4 ,:]e a girl int5ds to take up "s vocation 9 ! bus9ess _w1 h] desire = c\rses 9 ! h\sehold arts complicates ! situation v s]i\sly4 ,! boy :o is go+ into bus9ess wants a g5]al education plus "s bus9ess tra9+4 ,! girl wants all t ! boy has plus h\sehold arts4 ,,dem& ,,= ,,new ,,c\rses ,,= ,,girls ,! dem& = ! complete education ( girls gives rise to _m unsolv$ problems4 ,= example1 %all physics z at pres5t taught be requir$ z an introduction to cook+1 or %all ! cook+ c\rse be made to c>ry all ! physics t ! girl ne$s8 ,! c\rse 9 physics1 be x rememb]$1 conta9s _m an example t is drawn f ! boy's sph]e ( int]e/s 9 me*anics & does n appeal at all to ! girl's int]e/s4 ,or "o may ask a simil> "q ab\t economics4 ,%all ! girl be giv5 a special c\rse 9 m>ket+ 9 :i* examples are drawn f ! daily activities ( home life1 or %all %e wait until %e c take ! conv5tional c\rse 9 political economy :]e ! problems are (t5 ^? ( int]national trade & bank+8 ,x w\ld be impossible to secure any?+ l unanimity = any answ] to ^! que/ions4 ,! unc]ta9ty 9 reg>d to ! correct answ] calls att5tion to ! opportunity :i* is (f]$ to ! intellig5t wom5 ( ! tea*+ pr(ession to solve a problem :i* is new & complicat$1 b all ! m important because !re are no guidepo/s to m>k ! way4 ,,individual ,,diff]5ces ,,:i* ,,appe> ,,dur+ ,,tra9+ ,! individual diff]5ces discuss$ up to ?is po9t may be describ$ z native diff]5ces4 ,9 addition1 !re are diff]5ces :i* appe> 9 ! c\rse ( tra9+4 ,^!1 9 turn1 divide into two classes4 ,!re are diff]5ces :i* seem to result f v>y+ degrees ( ma/]y ( ! subjects tak5 9 s*ool1 & !re are diff]5ces 9 ta/e & outlook :i* arise z ! pupils mature to ! po9t :]e !y beg9 to exhibit p]sonal ambitions4 ,rec5t /udies ( atta9m5ts ( pupils 9 s*ool subjects %[ h[ /rik+ are ! diff]5ces among individuals4 ,= example1 x is %[n 9 ! ,clevel& survey t 9 ! fif? grade ( "o & ! same s*ool !re are pupils :o read orally only #g1 #h1 or #i l9es 9 a m9ute1 :ile o!rs read orally #ai or #bj l9es4 ,9 sil5t read+ ! v>iations are ev5 great]1 cov]+ rates f z l[ z #d l9es a m9ute to z high z #dj l9es4#fj ,:at is true ( read+ is true 9 equal degree ( all ! o!r subjects4 ,! facts are graphically %[n 9 ,fig4 #ac4 ,illu/ration3 ,,fig4 #ac4 ,individual diff]5ces 9 ! numb] ( l9es read 9 a m9ute by pupils 9 ! fif? grades ( two s*ools ,ea* small squ>e ) a numb] repres5ts an individual2 ! numb] indicates ! l9es :i* he 0 able to read 9 a select$ passage 9 "o m9ute #ad #af #aa #ad #af ,s*ool ,a4 ,oral #aa #ab #ac #ad #af #aa #ab #ac #ad #af #aa #ab #ac #ad #ae #af #ag #bj #e #f #h #aa #ab #ac #ad #ae #af #ag #ah #ai #bj #ba #bd #bd #bd ,s*ool ,a4 ,sil5t #ag #bd #be #ag #bj #bd #be #ac #af #ag #bj #ba #bd #be #cj #h #i #aa #ab #ac #ae #af #ag #ah #bj #ba #bd #be #bf #bg #bh #cj #cc #dj #ae #ag #ae #ag #ae #ag #ah #ad #ae #af #ag #ah #ai ,s*ool ,b4 ,oral #ab #ad #ae #af #ag #ah #ai #bj #g #h #i #ab #ac #ad #ae #af #ag #ah #ai #bj #bd ,s*ool ,b4 ,sil5t #bd #ab #ag #ba #bc #bd #i #ab #af #ag #ba #bc #bd #bh #ca #cd #d #i #aa #ab #af #ag #bj #ba #bb #bc #bd #bg #bh #bi #ca #cd #dj ,! type ( individual diff]5ce :i* develops :5 pupils beg9 to look =w>d to _! places 9 ! practical _w is ( great significance 9 organiz+ s*ool "w4 ,s*ool exp]i5ce 9 ?is matt] is cle>ly reflect$ 9 ! foll[+ resolution adopt$ 9 #aiae by ! ,dep>tm5t ( ,sup]9t5d5ce ( ! ,national ,education ,association3 ,resolv$1 ,t we note ) approval ! increas+ t5d5cy to e/abli%1 beg9n+ ) ! sev5? grade1 diff]5tiat$ c\rses ( /udy aim$ m effectively to prep>e ! *ild = 8 probable future activities4 ,we believe t z a result ( ^! modifications a m satisfactory type ( in/ruction w be develop$ & t a g5u9e economy ( "t w result4#fa ,! diff]5tiation ( ! curriculum "h dem&$ is requir$ 9 ord] to keep 9 s*ool ^? pupils :o h rea*$ ! po9t :]e any simple uni=m curriculum w\ld fail to furni% ! v>iety :i* !y require to meet _! develop+ ta/es & _! dem&s = special tra9+4 ,,democratic ,,recognition ,,( ,,individual ,,diff]5ces ,! diff]5tiation ( ! c\rses = individual pupils 0 at "o "t ?\ght to be contr>y to ! democratic pr9ciple t all pupils mu/ be treat$ alike4 ,we are com+ to see t a democracy has ne$ ( _m k9ds ( p & t ! true/ expression ( ! pr9ciple ( equal treatm5t is ?r\gh lib]al provision = individual diff]5ces4 ,,ex]cises ,,& ,,read+s ,evid5tly l[ grades ( intellig5ce are mo/ likely to be f\nd 9 ! l[] grades4 ,is ! elim9ation ( l[-grade *ildr5 f ! regul> classes advantage\s to !m8 ,x is sometimes argu$ t !y ga9 f association ) ! bright *ildr54 ,) reg>d to ! bright *ildr51 x is po9t$ out t !y may be pu%$ along too rapidly4 ,h[ c ?is dang] be avoid$8 ,are ! elections ( c\rses made by /ud5ts 9 high s*ool indicative ( sex diff]5ces8 ,:at t5d5cies 9 economic life c be not$ z br++ m5 & wom5 to ! same levels ( occupation8 ,are ^! t5d5cies likely to *ange ! conclusions rea*$ 9 ?is *apt]8 ,:at types ( s*ool "w are adju/$1 ev5 9 ! pres5t s*ool program1 to ! individual *>act]i/ics ( pupils8 ,h[ is ! discussion to be relat$ to ! *apt] deal+ ) ! gr\p+ ( pupils8 ,is ! argum5t ( ?is *apt] 9 favor ( individual tutor+8 ,h[ f> %\ld x be insi/$ t all ! memb]s ( a class be kept toge!r = a ye> 9 _! atta9m5ts 9 ari?metic8 9 ,lat98 9 ,engli% lit]ature8 9 typewrit+8 9 laboratory physics8 ,h[ f> d[n 9 ! elem5t>y s*ool c individual election ( c\rses be organiz$ ) pr(it to ! pupils8 ,c\ld a m$ical s*ool or an eng9e]+ c\rse be organiz$ on ! elective plan8 ,,galton1 ,,francis4 ,inquiries into ,human ,faculty & its ,developm5t4 ,e4 ,p4 ,dutton & ,company4 ,"o ( ! e>lie/ /udies ( individual diff]5ces 9 m5tal *>act]i/ics1 ) special emphasis on diff]5ces 9 m5tal imag]y4 ,,?orndike1 ,e4 ,l4 ,educational ,psy*ology 7especially ,vol4 ,,iii74 ,tea*]s ,college4 ,,?orndike1 ,e4 ,l4 ,measurem5ts ( ,tw9s4 ,sci5ce ,press4 ,a /udy ( ! degree to :i* individuals are alike4 ,,footnotes3 #eg ,lewis ,m4 ,t]man1 ,! ,measurem5t ( ,intellig5ce1 pp4 #afa-afc4 ,h\ghton ,miffl9 ,company1 #aiaf4 #eh ,b]?a ,m4 ,/ev5s1 ,boys & ,girls 9 ,comm]cial ,"w1 pp4 #agi-ahj4 ,clevel& ,education ,survey4 ,publi%$ by ! ,survey ,committee ( ! ,clevel& ,f\ndation1 ,clevel&1 ,ohio1 #aiaf4 #ei ,b]?a ,m4 ,/ev5s1 ,boys & ,girls 9 ,comm]cial ,"w1 pp4 #ad-af4 ,clevel& ,education ,survey4 ,publi%$ by ! ,survey ,committee ( ! ,clevel& ,f\ndation1 ,clevel&1 ,ohio1 #aiaf4 #fj ,measur+ ! ,"w ( ! ,public ,s*ools1 pp4 #aca-acc4 ,clevel& ,education ,survey4 ,publi%$ by ! ,survey ,committee ( ! ,clevel& ,f\ndation1 ,clevel&1 ,ohio1 #aiaf4 #fa ,proce$+s ( ! ,national ,education ,association = #aiae1 p4 #bef4 ,publi%$ by ! ,secret>y ( ! ,association1 ,ann ,arbor1 ,mi*igan1 #aiae4 ,,*apt] ,,xiii ,,p]iodicity ,,9 ,,! ,,pupil',s ,,developm5t ,,recognition ,,( ,,p]iodicity ,,9 ,,pres5t ,,organization ,bo? ! s*ool curriculum & ! g5]al organization ( ! s*ool program 9 su* matt]s z ! l5g? ( class p]iods & ! =ms ( ord] requir$1 reflect ! fact t ! pupil passes ?r\gh di/9ct p]iods or epo*s 9 8 physical & intellectual developm5t4 ,ea* ( ^! epo*s requires t a c]ta9 type ( subject-matt] be us$ = in/ruction & t a c]ta9 type ( s*ool discipl9e be adm9i/]$4 ,!re is a progressive matur+ ( ! pupil & a correspond+ broad5+ & deep5+ ( ! education :i* c be giv5 him4 ,! g5]al outl9e ( ?is matur+ process w be review$ 9 ?is *apt]4 ,,! ,,mean+ ,,( ,,infancy ,be=e exam9+ ! *anges :i* take place dur+ s*ool life1 x w be in/ructive to review ! g5]al matt] :i* has be5 discuss$ by ,john ,fiske "u ! title 8,! ,mean+ ( ,infancy40#fb ,writ+ f ! po9t ( view ( ! /ud5t ( evolution1 ,fiske calls att5tion to ! fact t ! p]iod ( infancy has gradually l5g!n$ ) ! increase 9 complexity ( animal =ms4 ,! l[e/ animals h practically no p]iod ( infancy4 ,!y beg9 _! indep5d5t lives ) all ( ! capacities ( ! adult4 ,= example1 :5 a unicellul> animal is produc$1 x results f a division ( ! p>5t cell into two equal p>ts4 ,ea* "p imm$iately takes up an indep5d5t life1 & x may be said t adul?ood beg9s at bir?4 ,fur!r up ! scale ! p>5t organism provides protection & food1 & ! infant requires a long] p]iod ( "t to arrive at adul?ood4 ,?is l5g!n+ ( infancy is p>allel$ by an increase 9 complexity ( ! animal =m itself4 ,! highe/ /ages ( complexity are rea*$ 9 man1 & "h we f9d also ! longe/ p]iod ( infancy4 ,! human infant is helpless = ye>s1 & ! c>e :i* p>5ts mu/ give to x includes n only ! provision ( food & protection b also ! gradual tra9+ ( ! *ild to assume ! responsibilities ( an indep5d5t life4 ,:5 view$ by ! evolutioni/1 infancy & ev5 *ildhood ?us appe> to be ! cle>e/ evid5ces ( ! ne$ ( educational c>e4 ,inde$1 *ildhood may be describ$ z a p]iod ( prep>ation or ( gradual matur+ ( ! p[]s until ! individual c c>ry on 8 indep5d5t p]sonal activities4 ,,! ,,p]iod ,,be=e ,,ent]+ ,,s*ool ,j z ! p]iod ( *ildhood tak5 z a :ole has a cle>ly def9able "* & purpose 9 ! economy ( life1 s ea* epo* )9 ?is p]iod c be set (f f ! o!rs z s]v+ a di/9ct purpose 9 ! *ild's developm5t4 ,?is is especially cle> ) reg>d to ! ye>s t prec$e s*ool4 ,9 all civiliz$ c\ntries !re is practical agreem5t t regul> s*ool+ %all beg9 ) ! normal *ild 9 ! six? ye>4 ,to be sure1 !re are special in/itutions l ! k9d]g>t51 :i* receive *ildr5 at an e>li] age1 b ^! in/itutions aim to s]ve 9 a some:at m sy/ematic way ! same purposes t "u o!r circum/ances are s]v$ by home tra9+4 ,:at is ! "* ( ! education giv5 9 ! home or ! k9d]g>t5 prelim9>y to ! "w ( ! prim>y s*ool8 ,! answ] to ?is "q c be giv5 negatively by say+ x is n ( a type :i* belongs to a public in/itution4 ,:5 ! pupil comes to prim>y s*ool he mu/ be reasonably prep>$ to live ) p :o are comp>ative /rang]s4 ,?is implies t he mu/ h a suffici5t comm& ( language to make 8 wants kn[n & to und]/& :at o!rs want him to d4 ,he mu/ be some:at indep5d5t ( mat]nal c>e1 & mu/ be ready to be initiat$ into a social _w :]e 8 individuality w be recogniz$ z some:at deta*$ f t ( ev]yone else4 ,put 9 positive t]ms1 ! pre-s*ool tra9+ may be describ$ z tra9+ 9 language & 9 p]sonal indep5d5ce ( a v elem5t>y type4 ,?is /atem5t c be appli$ to ! k9d]g>t51 :]e ! purposes ( ! pre-s*ool tra9+ h be5 br\ght to fairly cle> consci\sness4 ,! k9d]g>t5 gives ! *ild mu* opportunity to play ) ?+s t are giv5 to him4 ,he mu/ le>n to di/+ui% objects = himself2 he mu/ le>n to h&le !m ) en\gh skill s t he becomes an indep5d5t individual4 ,second1 he mu/ play ) o!r *ildr51 le>n+ ?r\gh games t social life consi/s ( a give & take :i* m>ks him (f f o!rs & yet makes him responsible to ! gr\p4 ,! social tra9+ ( ! k9d]g>t5 is a prep>ation = life 9 an in/itution :]e ! pupil w h to recognize ! reciprocal duties ( life 9 a l>ge gr\p4 ,?ird1 ! *ief in/rum5t ( social life1 & ! mo/ important means ( effective contact ) ! gr\p1 is spee*4 ,! k9d]g>t5 *ild1 ?r\gh songs & /ories1 le>ns words & s5t5ces & cultivates ! p[] to :i* home-tra9+ also contributes--! p[] ( indep5d5t oral communication4 ,! k9d]g>t5 does 9 an en]getic & sy/ematic way :at ! home does incid5tally1 = 9 any home1 h[ev] meag] its res\rces1 ! *ild le>ns 9 five ye>s some?+ ( 8 "m tongue & some?+ ( ! dem&s ( gr\p liv+4 ,! pre-s*ool p]iod is an important epo* 9 education z well z 9 physical gr[?4 ,we recognize ! physical fact t ! *ild mu/ cultivate /r5g? en\gh to run ar\nd indep5d5tly & to use 8 h&s 9 hold+ :at he ne$s4 ,s x is also 9 ! sph]e ( 8 m5tal life2 he mu/ be able to take c>e ( himself4 ,,! ,,prim>y ,,p]iod ,,"o ,,( ,,social ,,imitation ,at five or six ye>s ( age ! pupil comes to ! prim>y s*ool4 ,8 exp]i5ce is v limit$2 8 s5ses are op5 to ! impressions ( color & s\nd & t\*1 & he eag]ly or timidly mixes 9 ! social gr\p :i* is (t5 to him bewild]+ly l>ge & /range4 ,! key to ! und]/&+ ( ?is p]iod is to be f\nd 9 ! simple psy*ological pr9ciple t out ( all ! bewild]+ mass ( *ildi% exp]i5ce x is p]sons :o attract ! *ild's mo/ vivid att5tion4 ,! exp]i5ces ( *ildhood are to be ?\ght ( n z meag] b z confus+ 9 _! abundance4 ,! _w is s full ( a numb] ( ?+s t "o h>dly kn[s :]e to turn4 ,9 ! mass ( ?is exp]i5ce "o turns to "s p]son & foll[s 9 a docile way ! lead ( t p]son4 ,! fir/ grade is a place :]e *ildr5 d :at o!rs d4 ,fir/-grad]s are a flock ( %eep4 ,! tea*] c lead !m into almo/ any?+ because !y are eag] to d :atev] !y see o!rs d4 ,sometimes ?is p]iod is describ$ z a p]iod :5 *ildr5 are absorb$ 9 s5se impressions4 ,?is /atem5t is true if x means t colors & s\nds con/itute ! cont5t ( exp]i5ce4 ,x is false if x is meant to tea* t little *ildr5 are absorb$ 9 ! /udy ( objects4 ,! s\nds & colors :i* hold ! att5tion ( prim>y *ildr5 are ^? :i* atta* to p4 ,a little *ild w give up a play?+ :i* he has 9 h& = a less attractive play?+ 9 ! h&s ( someone else4 ,prim>y *ildr5 are social creatures fir/1 la/1 & all ! "t4 ,?is description ( ! prim>y *ild's m5tal attitudes gives u ! =mula = ! organization ( ! prim>y c\rse ( /udy4 ,!re is an eag] desire on ! "p ( ! fir/-grad] to write 8 "n4 ,he does n ne$ any artificial /imulation to und]take writ+4 ,o!r p write2 t is en\gh = him4 ,he is eag] to be initiat$4 ,o!r p look into books2 he mu/ d ! same4 ,! p]iod is n a p]iod = nature /udy 9 any analytical sci5tific s5se4 ,x is a p]iod = social companion%ips4 ,! prim>y *ild likes animals z play?+s2 he is n int]e/$ 9 /udy+ _! /ructure4 ,%[ an animal to a little *ild & let him ask ! que/ions t are 9 8 m9d1 & social que/ions are ! only ones :i* w come4 8,:]e c ,i get "o80 8,w x bite me80 ,! judgm5t ( ! race has be5 "r2 ?is is ! p]iod = ! tea*+ ( read+ & writ+4 ,! oral language :i* ! pupil acquires 9 ! pre-s*ool p]iod is ! basis on :i* ! prim>y "w mu/ be erect$4 ,! fir/ read+ lessons are lessons 9 ! association ( kn[n oral symbols ) ^? complicat$ social devices1 ! pr9t$ symbols4 ,! ability to live 9 society :i* ! pupil br+s to ! fir/ grade mu/ be ext5d$ ?r\gh ! ma/]y ( language 9 its writt5 & pr9t$ =ms4 ,! utt] absorption ( ! *ild ( ?is age 9 society r ?an 9 mat]ial ?+s is atte/$ by 8 cr$ulity = fairy tales :i* are full ( p b are grotesquely impossible 9 _! description ( mat]ial facts4 ,9 8 eag] desire to illu/rate e /ory he he>s1 ! *ild produces draw+s :i* h v little m]it z repres5tations ( ?+s b are (t5 expressive ( action 9 ! highe/ degree4 ,a *ild ( ?is age is ke5 9 8 obs]vation ( p b neglectful ( ?+s4 ,,! ,,p]iod ,,( ,,individualism ,! prim>y attitude ( m9d la/s ab\t ?ree ye>s4 ,9 ! normal *ild n9e ye>s ( age is a turn+ po9t4 ,by ?is "t he has le>n$ to read fairly indep5d5tly4 ,he c write & c solve simple problems 9 ari?metic4 ,he has control ( "s ( ! simpl] objects ab\t him4 ,he has imitat$ 8 eld]s until he has habits ( 8 own4 ,n[ comes a *ange4 ,sometimes ! *ange is sudd5 & viol5t4 ,! pupil :o has be5 labori\sly writ+ f copy ?r[s ! example ( 8 copy book to ! w9ds & composes a note to "o ( 8 fri5ds 9 a rapid1 scrawl+ h&4 ,! *ild has become an indep5d5t ma/] ( writ+ = 8 own private purposes4 ,s x is ) 8 o!r activities4 ,ev5 9 social matt]s he ass]ts 8 indep5d5ce by refus+ to foll[ ! dictates ( ! tea*]4 ,s*ool discipl9e sudd5ly comes to be a s]i\s problem4 ,! *ange "h describ$ reflects itself 9 a fact ( adm9i/ration :i* is ( frequ5t recurr5ce4 ,pupils fail ( promotion 9 ! f\r? or fif? grade mu* m commonly ?an 9 ! second1 ?ird1 or six?4 ,9 o!r words1 !re is "h1 j aft] ! prim>y grades1 a p]iod ( viol5t readju/m5t4 ,! readju/m5t :i* comes at ?is po9t c be describ$ by say+ t ! pupil is ent]+ on a p]iod ( self-recognition4 ,! prim>y *ild is an imitator absorb$ 9 social examples4 ,! int]m$iate *ild is an individuali/4 ,he is aw>e ( 8 own p[]s & ambitions4 ,! boys ( ?is p]iod h be5 describ$ z "y b>b>ians4 ,!y are disreg>dful ( ! rights ( o!rs4 ,!y /ep on ! little *ildr52 !y refuse to be fri5ds ) ! girls4 ,!y are ambiti\s to leave s*ool & d some?+ to ass]t _! indep5d5ce4 ,! s*ool has dealt ) ?is p]iod ) mu* less intellig5ce ?an x has exhibit$ 9 ! prim>y ye>s4 ,9 g5]al1 ! int]m$iate grades h foll[$ 9 subject-matt] & 9 me?ods too closely ! example ( ! successful prim>y grades4 ,! result appe>s 9 ! fact t ! migration out ( elem5t>y s*ools is v common 9 ! fif? & six? grades4 ,! int]m$iate grades h be5 describ$ z p]iods ( drill4 ,if !re is "o k9d ( "w t is n appropriate "h1 x is r\t9e drill4 ,!re ought to be a new & ?or\ghgo+ /udy ( ! ne$s ( ?is p]iod & ! introduction ( a type ( in/ruction :i* w meet ! ne$s ( *ildr5 :o are vividly aw>e ( !mselves & ( _! p]sonal relations to ! _w4 ,t a *ange is com+ ab\t 9 ! me?ods ( deal+ ) pupils 9 ^! ye>s is %[n by ! fact t ! elem5t>y s*ool is sett+ ap>t ! f\r?1 fif?1 & six? grades z ! ye>s 9 :i* ! /rictly elem5t>y "w is to be complet$4 ,mu* t 0 po/pon$ to ! sev5? & eigh? grades "u ! old] =m ( organization w d\btless be br\ght d[n into ! int]m$iate grades4 ,! *ildr5 w no long] be drill$ 9 ! =ms ( ! social arts :ile wait+ = ! enl>g$ opportunities ( ! upp] grades1 b w be introduc$ at once to exp]i5ces ) ! objects ( ! physical _w4 ,!y w be enc\rag$ to see ?+s & h&le !m = !mselves4 ,,e>ly ,,adolesc5ce ,,z ,a ,,p]iod ,,( ,,social ,,consci\sness ,! close ( ?is p]iod ( individualism is m>k$ by physical & m5tal *anges ( a v def9ite & significant type4 ,f twelve ye>s on ! *ild beg9s to realize anew ! social _w ab\t him4 ,physical *anges are go+ on )9 him t /imulate ?is type ( ?\ght4 ,! lit]ature ( education has emphasiz$ ! fact t at ?is p]iod !re is a matur+ ( ! sex organs & an accompany+ developm5t ( feel+s & int]e/s 9 ! opposite sex4 ,!re has be5 d\btless an ov]emphasis on ! sexual *>act]i/ics ( ?is p]iod4 ,! fact is t a pr(\nd g5]al physical & m5tal *ange is go+ =w>d4 ,on ! physical side ! organism :i* has be5 accumulat+ p[]s ?r\gh its ma/]y ( ! fundam5tal processes ( life is n[ ready = its la/ l>ge developm5t4 ,we %all und]/& ! mean+ ( ?is /atem5t only :5 we realize t ! organism has to cultivate a :ole s]ies ( int]nal habits 9 ord] t x may be int]nally h>moni\s4 ,! little *ild is easily di/urb$1 = example1 9 8 dige/ion4 ,?is means t ! habits ( dige/ion are n e/abli%$4 ,! immature n]v\s organism ( ! pupil ne$s tra9+ to br+ x to ! po9t :]e dige/ion w g =w>d )\t int]ruption or di/raction4 ,! same is true ( circulation & respiration4 ,! organism has to le>n to live4 ,! s*ool p]iod is a p]iod ( ma/]y ( ^! int]nal processes q z mu* z a p]iod ( intellectual tra9+4 ,at ab\t twelve ye>s ( age ! inn] cord9ation is rea*+ its consummation4 ,if "o 7 to select = discussion ! mo/ significant physical fact t m>ks ?is p]iod1 "o w\ld lay /ress on ! developm5t ( ! he>t4 ,?is organ gr[s rapidly 9 size & /r5g?4 ,its m vigor\s action raises ! blood pressure ?r\gh\t ! body4 ,organs :i* h be5 sl[ 9 _! developm5t n[ gr[ rapidly4 ,! :ole life ( ! individual is int5sifi$4 ,x is n alone ! sex organs :i* mature2 ! n]v\s sy/em acts ) great] en]gy1 & ! muscul> sy/em develops4 ,9 %ort1 a p]iod ( ! mo/ active life sets 94 ,! physical vigor ( ! twelve-ye>-old & ! ?irte5-ye>-old *ild is only "p ( ! explanation ( ! *>act]i/ic intellectual temp] ( ?is p]iod4 ,j prior to ?is p]iod ! *ild1 z we h se51 passes ?r\gh an era ( m>k$ individualism4 ,! unsocial t5d5cies ( t p]iod br+ disappo9tm5ts & new lessons1 & f9ally ! *ild is ready = a r5ewal ( 8 contacts ) ! social gr\p4 ,he _c n[ be purely imitative z 0 ! prim>y *ild1 = he has ga9$ self-consci\sness4 ,he _c be cont5t ) pure individualism1 because 8 exp]i5ce has broad5$ s t he sees 8 dep5d5ce on o!rs4 ,a new social era op5s4 ,) self-consci\sness & ) a desire to get back into society by accept+ its ways & comply+ ) its dem&s1 ! adolesc5t seeks1 albeit some:at clumsily1 a new contact ) 8 fell[s4 ,! awkw>dness ( ?is p]iod1 its lack ( self-assurance1 its eag]ness = social recognition1 are all p]fectly cle> to ! /ud5t ( human nature :o has analyz$ ! case ( a twelve-ye>-old pupil4 ,,! ,,new ,,s*ool ,,adapt$ ,,to ,,adolesc5ce ,has ! s*ool met ! legitimate dem& = a suitable education ( ! adolesc5t8 ,! answ] is t ! s*ool has be5 sl[ 9 meet+ ?is situation4 ,! ar*aic =m ( s*ool organization :i* atta*$ ! sev5? & eigh? grades to ! elem5t>y s*ool has h9d]$ greatly a prop] recognition ( ! special ne$s ( adolesc5ce4 ,! *ild ( twelve or ?irte5 does n ne$ a review ( ! elem5t>y "w s mu* z a prep>ation = ! active life ( adul?ood4 ,! adolesc5t ne$s to be giv5 an insight into ! organization ( society4 ,he ne$s to be br\ght into contact ) ! ways & languages ( o!r peoples4 ,=tunately1 ! ke5] educational insights ( ! pres5t day are br++ u to a recognition ( ^! ne$s4 ,! s*ool = ! adolesc5t is beg9n+ to em]ge out ( ! curr5t reorganizations ( ! sev5? & eigh? grades4 ,9 _m s*ools ^! two grades h be5 gradually sep>at+ f ! re/ ( ! elem5t>y grades4 ,! tea*+ has be5 organiz$ on ! dep>tm5tal plan2 t is1 a numb] ( special tea*]s1 ea* deal+ ) a s+le subject1 replace ! s+le tea*] :o has *>ge ( ! :ole curriculum 9 ! l[] grades4 ,fur!rmore1 ! curriculum has be5 enl>g$4 ,manual arts & h\sehold sci5ce h be5 introduc$ &1 9 "s cases1 o!r subjects :i* 7 =m]ly (f]$ only 9 ! high s*ool4 ,a new type ( s*ool1 includ+ ! sev5?1 eigh?1 & n9? grades & kn[n z ! junior high s*ool or ! int]m$iate s*ool1 is appe>+4 ,:]e ^! & l *anges h n be5 made 9 ! sev5? & eigh? grades1 criticism has made itself increas+ly he>d because ! pupils d n get ahead 9 ^! grades4 ,! reviews :i* are sometimes c>ri$ on at great l5g? 9 prep>ation = promotion into ! high s*ool are a wa/e ( "t & en]gy & leave ! pupils )\t en?usiasm = s*ool "w & )\t habits ( conc5tration4 ,9 an e>li] *apt] x 0 %[n t ! sev5? & eigh? grades came f ,europe dur+ ! decade #ahdj-ahej4 ,e l9e ( evid5ce :i* is tak5 up po9ts to ! desirability ( a complete reorganization ( ! "w ( ^! grades4 ,! spread ( ! junior-high-s*ool idea has be5 rem>kably rapid4 ,?is is due to ! gr[+ conviction t pupils 9 ! sev5? & eigh? grades require a high] type ( in/ruction & discipl9e ?an t :i* is suppli$ 9 ! l[] grades4 ,! curriculum is be+ enri*$ by ! addition ( sci5ce1 =eign language1 ma!matics o!r ?an ari?metic1 & sev]al ( ! practical arts4 ,in/ruction is be+ intru/$ to tea*]s ( broad] tra9+1 & ! individual ne$s ( pupils are be+ m adequately met by ! introduction ( "s elective c\rses4 ,,lat] ,,adolesc5ce ,a ,,p]iod ,,( ,,specialization ,! e>ly "p ( ! adolesc5t p]iod :i* has be5 "u consid]ation 9 ! =ego+ p>agraphs is foll[$ by a p]iod :i* c be describ$ z ! beg9n+ ( specialization4 ,! fact t individual diff]5ces "h ass]t !mselves & t individual outlooks det]m9e ! tra9+ dem&$ is cle>ly recogniz$ 9 ! adoption ( ! elective sy/em by ! high s*ool4 ,special education has an adequate f\ndation 9 ! "w ( ! e>li] ye>s1 & n[ ! /ud5t mu/ build 8 individual c>e] on ?is f\ndation4 ,he comes to a new p]iod ( individualism4 ,he is n individuali/ic 9 ! s5se 9 :i* ! f\r?-grade boy is :5 he breaks away f imitat+ social examples4 ,! boy ( fifte5 to eighte5 has pass$ ?r\gh ! fir/ p]iod ( individualism & ?r\gh ! socializ+ tra9+ ( e>ly adolesc5ce2 he n[ comes to a new type ( individuali/ic ef=t :i* w fit him = 8 place 9 ! social sy/em4 ,! upp] limit ( ?is p]iod1 z set d[n 9 ! =ego+ discussions1 co9cides ) ! age at :i* a normal /ud5t is n[ suppos$ to f9i% high s*ool4 ,!re c be v little d\bt t ) ! readju/m5ts go+ on 9 ! sev5? & eigh? grades !re w be f>-rea*+ *anges 9 ! upp] high s*ool also4 ,x is n too mu* to expect t ) improv$ me?ods ( tea*+ & ) a bett] curriculum x w be possible = ! normal /ud5t to complete at eighte5 ye>s ( age ! fir/ two ye>s ( ! college curriculum4 ,! complete reorganization ( ! high] in/itutions is ?us likely to foll[ ! *anges :i* are n[ "u way 9 ! high s*ool4 ,! fre%man & sophomore ye>s ( ,am]ican colleges are at pres5t fill$ ) subjects :i* are ess5tially second>y 9 "*4 ,! reorganization sugge/$ is !re=e altoge!r legitimate4 ,,! ,,reorganiz$ ,,s*ool ,,sy/em ,! s*eme ( s*ool organization :i* is 9 keep+ ) ! =ego+ /udy ( m5tal developm5t is z foll[s3 ,?ree prim>y ye>s are to be devot$ to ! rudim5ts ( ! social arts4 ,?ree int]m$iate ye>s foll[+ ! prim>y are to be devot$ to ga9+ an outlook on ! _w4 ,?ree ye>s cov]+ ! p]iod n[ cov]$ by grades sev51 eight1 & n9e are to be devot$ to social /udies & a sy/ematization ( k ( ! _w4 ,! ?ree ye>s f fifte5 to eighte5 are to be devot$ to a completion ( g5]al tra9+ & to ! beg9n+ ( specialization4 ,aft] ?is w come complete specialization4 ,n all /ud5ts c g ?r\gh ! full tra9+ ?us outl9$4 ,m & m1 h[ev]1 communities w provide =1 & require ! completion (1 ! :ole cycle4 ,if a /ud5t's tra9+ mu/ be curtail$1 !re w d\btless be an increas+ t5d5cy to br+ ! high] /ages d[n r ?an to t]m9ate education be=e prep>ation = life has be5 c>ri$ f> en\gh to give specializ$ individual tra9+4 ,,ex]cises ,,& ,,read+s ,consid]+ ! k9d]g>t5 & ! fir/ grade 9 ! light ( ! discussions ( ?is *apt]1 :at are ! *>act]i/ics ( pupils :i* ju/ify plac+ !m 9 ! "o or ! o!r8 ,:at is ! pres5t rule ) reg>d to ?is plac+8 ,%\ld !re be any sy/ematic education ( *ildr5 9 ! home8 ,if s1 along :at l9es8 ,make a detail$ catalogue ( ! k9ds ( ability1 bo? physical & m5tal1 exhibit$ by a gr\p ( pupils 9 ! fir/ grade1 & !n attempt1 by contra/+ a ?ird-grade gr\p1 to det]m9e :at pupils acquire 9 ! prim>y ye>s4 ,:i* ( ! new *>act]i/ics not$ are consci\sly s\ght by ! s*ool8 ,:at k9d ( read+ matt] %\ld be (f]$ to pupils 9 ! f\r?1 fif?1 & six? grades8 ,:at grade ( exp]i5ce is requir$ ( tea*]s 9 ! middle grades8 ,:at readju/m5ts is ! /ud5t call$ on to make z he passes f elem5t>y s*ool to high s*ool8 ,f high s*ool to college8 ,d ! in/itutions conc]n$ put =? any ef=t to help ! /ud5t 9 mak+ ^! transitions8 ,:5 %\ld =mal education /op8 ,%\ld pupils be giv5 a c\rse 9 ! me?ods ( educat+ !mselves8 ,if s1 at :at s*ool p]iod8 ,%[ 9 t]ms ( e>li] *apt]s :at are ! =ces mak+ = reorganization ( ! s*ool sy/em & ! =ces oppos+ ?is reorganization4 ,,ames1 ,e4 ,s4 ,psy*ology ( ,religi\s ,exp]i5ce4 ,h\ghton ,miffl9 ,company4 ,l o!r books on ! psy*ology ( religion1 ?is calls att5tion to ! great importance ( ! *anges t come ) adolesc5ce4 ,,hall1 ,g4 ,s4 ,adolesc5ce4 ,d4 ,appleton & ,company4 ,?is is a some:at erratic & (t5 purely hypo!tical description ( ! developm5t ( pupils at ! beg9n+ ( ! high-s*ool age4 ,x call$ att5tion1 h[ev]1 to ! importance ( ! p]iod & m>k$ an epo* 9 ! developm5t ( educational !ory4 ,,hall1 ,g4 ,s4 ,y\?4 ,d4 ,appleton & ,company4 ,a brief summ>y bas$ on ! =ego+4 ,,kirkpatrick1 ,e4 ,a4 ,fundam5tals ( ,*ild ,/udy4 ,! ,macmillan ,company4 ,?is is ! be/ summ>y ( ! *ild-/udy movem5t4 ,x (f]s a treatm5t ( ! diff]5t p]iods ( a *ild's life some:at diff]5t f t 9 ! text4 ,,footnotes3 #fb ,john ,fiske1 ,! ,mean+ ( ,infancy4 ,h\ghton ,miffl9 ,company1 #aiji4 ,,*apt] ,,xiv ,,sy/ematic ,,/udies ,,( ,,! ,,curriculum ,,! ,,curriculum ,,bas$ ,,on ,,au?ority ,,v]sus ,,! ,,liv+ ,,curriculum ,! six prec$+ *apt]s1 :i* h dealt ) ! curriculum1 make no pret5se ( pres5t+ =mulat$ c\rses :i* c be giv5 to classes4 ,"s read] may h be5 impati5t because he did n f9d !re an outl9e ( ari?metic or geography or ,lat9 or ,engli%4 ,x has be5 ! purpose ( ^! *apt]s to deal only ) g5]al pr9ciples & g5]al problems4 ,! fact is t x w\ld be absolutely futile to lay d[n a curriculum & say ( x t x is ! true curriculum4 ,! curriculum ( a s*ool is a liv+ ?+4 ,x is con/antly und]go+ readju/m5ts4 ,its cont5t is drawn f ! social life to :i* x introduces pupils1 & its arrangem5t dep5ds on ! ability ( pupils ( diff]5t ages & diff]5t capacities to grasp ?is con/antly readju/$ cont5t4 ,!re are "s tea*]s :o pref] to h ! c\rse ( /udy h&$ d[n to !m by "s sup]ior au?ority4 ,!re are _m fif?-grade tea*]s1 = example1 :o pref] to h ! sup]9t5d5t tell !m j h[ _m pages ( geography to cov] ea* week & h[ _m m9utes to devote to ?is subject4 ,!re are _m ,lat9 tea*]s :o are satisfi$ to take f "s college catalogue a /atem5t ( ! numb] ( pages to be read 9 ,cs>1 to divide ?is numb] by ! numb] ( days dur+ :i* ! class meets1 & !n to plod ?r\gh ! assignm5ts4 ,! day ( su* tea*]s1 un=tunately1 is n yet pa/1 b x is pass+4 ,! c\rse 9 geography or ,lat9 is n a quantitative matt]2 x is n a /atic affair2 x is an organiz$ body ( mat]ial :i* gr[s & *anges ) ! developm5t ( society4 ,to ! intellig5t tea*] a c\rse ( /udy is a subject ( con/ant scrut9y & revision4 ,e detail mu/ be weigh$ z to its importance & z to its relations to ! :ole s]ies ( topics & to ! ne$s ( pupils4 ,,old] ,,subjects ,,products ,,( ,,long ,,selection ,effici5t tea*]s h always assum$ t[>d ! subject-matt] ( _! c\rses an attitude ( ! type describ$4 ,z a result !re has be5 9 e g5]ation ( s*ools "s progress 9 organiz+ c\rses4 ,little by little exp]i5ce has ref9$ ! practices ( s*ools4 ,take1 = example1 ,lat9 or any ( ! old] subjects4 ,c\ntless tea*]s h contribut$ to ! organization ( ?is subject4 ,!re is v little probability t pupils w enc\nt] 9 fir/-ye> ,lat9 any?+ t !y ought n to be ask$ to le>n1 because ! details h be5 tri$ out on successive g5]ations ( le>n]s1 & only t has be5 reta9$ 9 fir/-ye> ,lat9 :i* c be taught 9 t ye>4 ,9 ! new] subjects1 on ! contr>y1 !re is ! greate/ unc]ta9ty4 ,9 8 en?usiasm = ! new ideas :i* come to 8 own m9d1 ! tea*] ( biology ru%es =w>d to g5]alizations :i* are too mature = 8 fir/-ye> classes4 ,! subject-matt] w h to be tri$ out & sift$ be=e x is z well select$ z is ! c\rse 9 ,lat94 ,! tea*]s ( ! new subjects w inevitably pass ?r\gh a s]ies ( ! same k9d ( sift+ processes ?r\gh :i* ! tea*]s ( ,lat9 h pass$4 ,ev5 :5 "s ( ! problems ?us aris+ are settl$1 ! new subjects w /ill be difficult ( organization4 ,?us biology is *ang+ by virtue ( ! evolution ( ! sci5ce at a rate :i* complicates ! case v mu* m ?an x c ev] be complicat$ 9 ,lat94 ,,social ,,ne$s ,,& ,,! ,,curriculum ,fur!r evid5ce t ! curriculum is a liv+1 *ang+ in/itution is se5 9 ! way 9 :i* c\rses are relat$ to social dem&s4 ,!re 0 a "t 9 ! hi/ory ( ! second>y s*ool & college :5 ! c\rse 9 ,hebrew 0 reg>d$ z univ]sally desirable = e /ud5t ( ! social gr\p :i* att5d$ ^! in/itutions4 ,t 0 9 ! p]iod :5 ! gr\p 0 ( a def9itely vocational composition4 ,= example1 9 ! e>ly days ( ,h>v>d ,college #gj p] c5t ( its graduates ent]$ ! m9i/ry1 & ,hebrew 0 a requirem5t4 ,! lat] hi/ory ( ! /ud5t body expla9s :y ! requirem5t ( ,hebrew became obsolete4 ,two p>agraphs f a rec5t bullet9 ( ! ,bureau ( ,education give "s ( ! facts z foll[s3 ,f ?is x is app>5t t ^? :o f\nd$ ! in/itution prim>ily _h 9 m9d a !ological sem9>y4 ,! pr(essions ( ! graduates = ! e>ly p]iod be> witness to ! fact t ?is 0 practically :at ! in/itution 04 ,! m9i/ry 0 ! "o pr(ession mo/ necess>y1 mo/ dem&$ by ! society ( t "t1 & ?is pr(ession m ?an any o!r requir$ an advanc$ education4 ,x is n surpris+1 !re=e1 to f9d ?is pr(ession dom9ant dur+ ! e>ly ye>s ( ,h>v>d's hi/ory4 ,?is dom9ance cont9ues = ov] a c5tury1 & n until ! p]iod imm$iately foll[+ ! ,revolution>y ,w> does any o!r pr(ession claim s _m ( ! graduates z ! m9i/ry4 ,! curve repres5t+ ?is pr(ession has ?ree di/9ct t5d5cies4 ,! fir/ "p1 ext5d+ f #afdb1 ! date ( ! fir/ graduat+ class1 to #agbj1 is slightly d[nw>d1 ) r wide v>iation4 ,?is /ret* ( #hj ye>s %[s a decl9e f #gj p] c5t = ! fir/ ?ree ye>s1 a p]c5tage nev] aga9 rea*$1 to #fj p] c5t = ! la/ five-ye> p]iod4 ,! second t5d5cy is se5 9 ! p]iod ( !ological unre/1 m>k$ (f r\ghly by ! ye>s #agbj-agge4 ,"h ! d[nw>d t5d5cy is cle>ly def9$4 ,x %[s a decl9e f #fj p] c5t to less ?an #bj p] c5t4 ,! v>iations dur+ ?is p]iod are n s m>k$4 ,! ?ird t5d5cy ext5ds f ! ,revolution>y ,w> to ! pres5t4 ,?is %[s a sl[1 p]si/5t relative decl9e rea*+ well bel[ #e p] c5t by ! end ( ! n9ete5? c5tury4 ,! v>iations dur+ ?is p]iod1 p>ticul>ly dur+ ! la/ half1 are inconspicu\s4#fc ,,sy/ematic ,,/udies ,,z ,,devices ,,= ,,facilitat+ ,,evolution ,,( ,,! ,,curriculum ,! effect ( ?is & l radical social *anges is sometimes sl[ 9 actually modify+ ! curriculum because ( ! cons]vative t5d5cies discuss$ 9 e>li] *apt]s4 ,b ! f9al effect is inevitable4 ,! *ang+ social ord] c>ries ) x ! s*ool & its subjects ( in/ruction4 ,! *>act]i/ic fact ab\t ! pres5t g5]ation ( progressive educators is t !y are und]tak+ c]ta9 /udies :i* are design$ to ha/5 ! processes ( selection4 ,! curriculum is to be modifi$ & improv$1 ) e new accession ( k & ) e new evolution 9 social life4 ,h[ ! improvem5t c be br\ght ab\t mo/ exp$iti\sly & mo/ productively is a problem :i* is engag+ mu* ( ! att5tion & en]gy ( s*ool (fic]s4 ,x w be not$ t !re is no opposition betwe5 ! natural t5d5cies ( gr[? & revision & ! special inve/igations :i* are int5d$ to ha/5 ! process ( adju/m5t4 ,! purpose ( sci5tific /udies "h1 z 9 e o!r sph]e1 is to facilitate natural evolution & to give x rational guidance4 ,a ,,/udy ,,( ,,repres5tative ,,adults ,"o ( ! fir/ me?ods ( /udy+ ! curriculum is t ( inve/igat+ ! relation betwe5 s*ool "w & ! dem&s ( lat] life4 ,! foll[+ description ( a /udy made z "p ( a s*ool survey tea*es "s v impressive lessons on ! ne$ ( revision 9 ! elem5t>y curriculum3 ,! mo/ s]i\s defect ( ! pres5t c\rse ( /udy1 includ+ "s ( ! sugge/$ revisions n[ "u consid]ation1 is t x makes ?\s&s ( *ildr5 wa/e t5s ( ?\s&s ( preci\s h\rs 9 ! labori\s acquisition ( facts = :i* !y w nev] h any practical use4 ,:ile ! survey 0 "u way ! /aff attempt$ to te/ ! practical value ( "s ( ! subject matt] taught to *ildr5 9 ! elem5t>y grades4 ,= ?is purpose %ort exam9ations 7 prep>$ f ! mat]ial prescrib$ by ! c\rse ( /udy & actually be+ taught 9 ! upp] grades 9 spell+1 ari?metic1 hi/ory1 & geography4 ,?r\gh ! cop]ation ( a woman prom95t 9 social & intellectual circles ( ! city1 #aa ( ! lead+ successful citiz5s 7 br\ght toge!r "o ev5+ & ask$ to take ^! exam9ations4 ,! object 0 to f9d out :e!r or n ! mat]ial t ! *ildr5 ( ! upp] grades 7 be+ taught 0 ( ! sort actually us$ by able m5 ( affairs 9 ! conduct ( _! daily bus9ess4 ,= c>ry+ out ! te/ ! mo/ prom95t & successful citiz5s 7 purposely *os5 & 9 mak+ up ! exam9ations ! mo/ difficult mat]ial 0 purposely select$4 ,! result ( ^! exam9ations 9 spell+1 geography1 ari?metic1 & hi/ory ( ! fif?1 six?1 & sev5? grades 0 t no "o ( ! m5 exam9$ made a pass+ m>k 9 any subject4 ,! reason is t ! mat]ial on :i* !y 7 exam9$1 & :i* ! *ildr5 9 ! s*ools are daily le>n+1 is ( a sort t is seldom or nev] met ) 9 ! bus9ess ( ev5 ! mo/ successful m5 engag$ 9 comm]cial & pr(essional pursuits4 ,! g5tlem5 :o submitt$ to ! exam9ation 7 ! foll[+3 ,a /ate s5ator ,a =m] lieut5ant gov]nor ,! presid5t ( a manufactur+ conc]n ,! =m] sup]9t5d5t ( p>ks ,a bank] ,a physician ,a m]*ant ,a lawy] ,a newspap] editor ,an effici5cy eng9e] & a cl]gyman ,! te/ 9 spell+ consi/$ ( t5 words tak5 f ! spell+ li/s ( ! sev5? grade4 ,^! words 7 z foll[s3 #a4 abutilon #b4 b]gamot #c4 deutzia #d4 dagu]reotype #e4 p>adigm #f4 reconnaissance #g4 erysipelas #h4 mnemonics #i4 tri*9 #aj4 weigelia ,among ! #aa m5 tak+ ! exam9ation1 "o spell$ six ( ^! words correctly4 ,?ree succe$$ 9 spell+ f\r words1 two got ?ree words "r1 "o got two1 ?ree spell$ "o ^w correctly1 & "o fail$ on e ^w4 ,x is n surpris+ t !y fail$ s completely = no citiz5 9 any ord9>y walk ( life ne$s to "k h[ to spell ^! words4 ,:5 ! r>e occasion arises t he ne$s to write "o ( !m1 he looks x up 9 ! diction>y4 ,^! words & scores ( words l !m are /udi$ 9 ! classrooms z well z f\nd 9 ! spell+ book4 ,! te/ describ$ above 0 sugge/$ by ! exp]i5ce ( ! director ( ! survey :o w5t into a six? grade room :]e an exam9ation 9 spell+ 0 be+ giv54 ,he took ! te/ ) ! *ildr54 ,x consi/$ ( #bj words1 & he fail$ on six ( !m4 ,^! six words are includ$ 9 ! t5-^w li/ us$ 9 ! exam9ation ( ! bus9ess & pr(essional m54 ,"s ( ! *ildr5 9 ! s*ools c spell ^! words correctly b :ile !y are labori\sly le>n+ to d x1 _m ( !m are /ill unable to spell %ort & common words z 8:i*10 8sep>ate10 & 8receive40#fd ,a ,,/udy ,,( ,,curr5t ,,ref]5ces ,ano!r me?od ( comp>+ s*ool c\rses ) common social ne$s is set =? 9 ! foll[+ quotation3 ,at a meet+ ( ! ,committee on ,economy ( ,"t held 9 ! fall ( #aiab x 0 sugge/$ t curr5t lit]ature c\ld be pr(itably employ$ z a /&>d = det]m9+ ! k9d ( geographical in=mation t ! s*ool %\ld provide4 ,! proposal 0 to read curr5t newspap]s & magaz9es1 record ! geographical ref]5ces1 & det]m9e f ! frequ5cy ( ^! ref]5ces ! relative value ( ! v>i\s types ( geographical in=mation4 ,results ( ! application ( ! me?od pres5t$ at ! meet+ seem$ to indicate t ! cont5t ( geography z n[ taught 9 ! elem5t>y s*ool w\ld be greatly modifi$ if mat]ials 7 *os5 ^u ?is basis4444 ,miss ,bie/] collect$ & classifi$ ! geographical & hi/orical ref]5ces & allusions 9 eighte5 issues ( ! ,outlook & ! ,lit]>y ,dige/1 repres5t+ a p]iod ( sev5 ye>s end+ ) #aiac4 ,%e f\nd 9 ^! eighte5 j\rnals a total ( #b1bcg geographical ref]5ces4 ,! di/ribution 0 z foll[s3 ,,p] ,,c5t ,ref]5ces to facts ( location1 size1 direction1 etc41 :i* may be assum$ to require = _! und]/&+ a k ( 8place & location0 geography #ec4e ,ref]5ces to political divisions & facts ( gov]nm5t :i* may be assum$ to require a k ( 8political0 geography #be4a ,ref]5ces to indu/ries1 comm]ce1 products1 etc41 :i* may be assum$ to require a k ( 8comm]cial0 geography #e4h ,ref]5ces to p1 cu/oms1 religion1 education1 etc41 :i* may be assum$ to require a k ( 8social0 geography #d4h ,ref]5ces to places z sc5es ( hi/orical ev5ts1 :i* may be assum$ to require a k ( 8hi/orical0 geography #a4g ,o!r ref]5ces prim>ily ( local or transitory int]e/ #h4i ,a gr\p+ ( ?is sort is obvi\sly subject to ! errors or peculi>ities ( individual judgm5t1 b x may be said t ! classification j pres5t$ is q consi/5t ) ^? furni%$ by o!r read]s4 ,except = ! abs5ce ( explicit ref]5ce to physiographical pr9ciples1 ?is gr\p+ repres5ts fairly accurately ! di/ribution ( emphasis 9 ! textbooks ord9>ily us$ 9 ! sev5? & eigh? grades4 ,! physiographical pr9ciples1 h[ev]1 are precisely ! 8g5]al0 pr9ciples to :i* we ref]r$ above2 t is1 _! function is broadly int]pretive & adaptive2 !y 8cov]0 a ho/ ( p>ticul>s too num]\s 9 ! aggregate1 & too insignificant sep>ately1 to w>rant specific att5tion4 ,ano!r sugge/ive gr\p+ is bas$ ^u ! frequ5cy ( ref]5ces to ! v>i\s cont95ts4 ,if "o is to read intellig5tly ! j\rnals :i* =m$ ! basis ( ?is te/1 "o w f9d occasion to apply "o's k ( ! cont95ts 9 approximately ! foll[+ proportions 7! maximum frequ5cy ( ref]5ce be+ repres5t$ arbitr>ily by #ajj73 ,nor? ,am]ica #ajj ,europe #gc ,asia #ac ,africa #d ,s\? ,am]ica #c ,au/ralia #a ,! pr9cipal ,european c\ntries _h an importance = ! read]s ( ! j\rnals 9 "q 9 ! foll[+ proportions 7giv+ ,engl&1 z ! c\ntry mo/ frequ5tly ref]r$ to1 ! arbitr>y value ( #ajj73fe ,engl& #ajj ,france #hj ,g]many #gj ,russia #ce ,italy #cb ,turkey #cj ,au/ria-,hung>y #bd ,spa9 #bb ,a ,,/udy ,,( ,,! ,,mi/akes ,,( ,,pupils ,x is n m]ely ! remot] ne$s ( adult life :i* %\ld be tak5 into acc\nt 9 det]m9+ ! cont5t ( c\rses ( /udy4 ,pupils 9 s*ools h c]ta9 urg5t ne$s :i* %\ld be met4 ,a /udy 0 c>ri$ on 9 ! s*ools ( ,kansas ,city1 ,miss\ri1 :i* dealt ) ! ne$s ( pupils 9 gramm>4 ,tea*]s obs]v$ & not$ ! mi/akes ( pupils1 & collect$ a body ( writt5 mat]ial :i* 0 c>efully analyz$4 ,! urg5t ne$s ( pupils 7 readily discov]$ & 7 f\nd to be comp>atively few4 ,! foll[+ quotations give ! gi/ ( ! matt]3 ,table ,m1 :i* is bas$ ^u ! oral & writt5 errors ( ! *ildr5 ( ! community1 displays ! items to be includ$ 9 a c\rse ( /udy = ! elem5t>y grades4 ,x assumes t all types ( error 7 f\nd & report$4 ,t ?is assumption is absolutely correct is n probable4 ,t x is approximately correct seems reasonably c]ta94 ,to v]ify its accuracy fur!r o!r /udies w\ld ne$ to be made 9 ,kansas ,city4 ,z ! pres5t c\rse ( /udy 9 gramm> 9 ! six? & 9 ! sev5? grades ( ! ,kansas ,city s*ools 0 mat]ially simplifi$ 9 ! #aiac-aiad session1 x is n[ "o ( ! simple/ 9 ! ,unit$ ,/ates4 ,not)/&+ ?is fact1 _m items w\ld be omitt$ f x ^u ! basis ( ,table ,k4 ,^! are includ$ 9 ,table ,l4 ,! pages ref] to 8,gramm> & ,composition ) ,practical ,engli%10 by ,rob9s1 ,r[1 & ,scott 7,r[1 ,pet]son ,company1 ,*icago71 ! text n[ 9 use 9 ! six? & sev5? grades4 ,,table ,m ,,omissions ,,f ,,& ,,additions ,,to ,,! ,,pres5t ,,elem5t>y ,,c\rse ,,( ,,/udy ,,9 ,,gramm> ,,9 ,,kansas ,,city ,omissions3 #a4 ,exclamatory s5t5ce1 p4 #b4 #b4 ,! int]jection1 pp4 #af f4 #c4 ,! appositive1 pp4 #cg ff4 #d4 ,! nom9ative ( address1 pp4 #ci f4 #e4 ,! nom9ative by exclamation1 pp4 #dj f4 #f4 ,! objective complem5t1 pp4 #ec f4 #g4 ,! adv]bial objective1 pp4 #ef f4 #h4 ,! indef9ite pron\ns1 pp4 #fi f4 #i4 ,! objective complem5t1 p4 #ia4 #aj4 ,! objective us$ z a sub/antive1 p4 #ia4 #aa4 ,! classification ( adv]bs1 pp4 #id ff4 #ab4 ,! n\n clause1 pp4 #ajg ff4 #ac4 ,conjunctive adv]bs1 p4 #aaf4 #ad4 ,! reta9$ objective1 pp4 #abh f4 #ae4 ,! moods 7except possibly ! subjunctive ( to be71 pp4 #ace ff4 & #aeb ff4 #af4 ,! inf9itive except ! split inf9itive1 pp4 #ade ff4 #ag4 ,! objective subject1 pp4 #adi f4 #ah4 ,! p>ticiple except ! def9ition & ! pres5t & ! pa/ =ms1 pp4 #afb ff4 #ai4 ,! nom9ative absolute1 pp4 #afe ff4 #bj4 ,! g]und1 pp4 #afh f4 ,additions3 #a4 ,! pron\n :at4 #b4 ,prop] & num]al adjectives4 ,! fir/1 second1 & ?ird ( ! omissions affect punctuation2 ! fir/ & second1 ! exclamation po9t2 & ! ?ird1 ! comma4 ,! exclamation po9t is us$ at ! end ( ! exclamatory s5t5ce & aft] int]jections to express an int5sity ( feel+ great] ?an t express$ by ! p]iod1 & x is d\btful if *ildr5 h ! nicety ( exp]i5ce to und]/& ! diff]5ce4 ,if ! po9t is abs5t1 its omission _c be c\nt$ z an error because ! read] has no way ( kn[+ h[ int5se is ! feel+ t accompani$ ! s5t5ce4 ,/rangely en\gh1 ! *ildr5 us$ ! appositive h>dly at all4 ,in/ead ( say+1 8,bill1 ! b&it1 kill$ a de]10 !y seem to pref] to say1 8,bill 0 a b&it1 & he kill$ a de]40 ,to ! omissions1 tabulat$ 9 ,table ,m1 %\ld be add$ su* s5t5ces = analysis & p>s+ z are giv5 to *ildr5 solely because !y involve subtle po9ts 9 gramm>4 ,?is is true because ! errors made by *ildr5 seem to occur 9 ! common] & m easily classifi$ con/ructions1 z may be se5 by an exam9ation ( ,table ,i4 ,,po/script ,! cont5t ( ! c\rse ( /udy 9 elem5t>y gramm> 9 ! ,kansas ,city s*ools is n dealt ) "h4 ,! problem is simply & solely to f9d out :at ! c\rse ( /udy w\ld be if x 7 bas$ ^u ! errors ( ! *ildr54 ,! problem ( ! cont5t ( ! c\rse ( /udy requires su* s]i\s consid]ation t x c be det]m9$ only by practical exp]i5ce & op9ion aid$ by o!r sci5tifically condition$ /udies4#ff ,,pr]equisites ,,= ,,high] ,,c\rses ,! problem ( f9d+ :at is ! be/ progression ( /udies )9 ! curriculum is an important problem on :i* we h at ! pres5t "t relatively little in=mation4 ,presid5t ,l[ell ( ,h>v>d ,univ]sity collect$ "s /ati/ics on ?is matt] :i* c be briefly summ>iz$ 9 ?ree quotations f 8 article3 ,h>v>d ,univ]sity is s+ul>ly ri* 9 mat]ial = det]m9+ ! relation ( college /udies to ! "w ( ! pr(essional s*ools1 because n[h]e 9 ! _w h s l>ge a body ( und]graduates be5 s free1 = s long a p]iod1 z 9 ,h>v>d ,college to /udy :atev] !y *ose1 & to make any comb9ation ( c\rses !y pleas$4 ,) ! exception ( "o requir$ c\rse 9 ,engli%1 & sometimes "o 9 ano!r mod]n language1 ! election ( c\rses has be5 almo/ :olly free = a qu>t] ( a c5tury1 & 9 fact ! v>iety ( comb9ations made has be5 almo/ limitless4 ,moreov]1 ! ,law & ,m$ical ,s*ools h conta9$ a l>ge numb] ( graduates ( ,h>v>d ,college1 & ?is is ess5tial = a fair comp>ison ( ! results4444 ,! /ati/ics "h pres5t$ cov]1 !re=e1 only ba*elors ( arts ( ,h>v>d ,college :o graduat$ aft]w>ds f ! ,h>v>d ,law & ,m$ical ,s*ools1 & !y comprise only m5 :o took twelve c\rses1 or ne>ly ?ree ye>s' "w1 9 ! college4444 ,if1 !re=e1 "o c draw any inf]5ce f figures s small1 ! case ( ma!matics is s+ul>4 ,unless "s o!r elem5t ent]s into ! problem1 su* z an unusually high /&>d 9 ! dep>tm5t1 or an unusually vigor\s intellectual appetite on ! "p ( /ud5ts :o elect ! subject1 ! result may be suppos$ to indicate1 s f> z x goes1 t ma!matics1 al?o r>ely select$ = ! purpose1 is a p>ticul>ly good prep>ation = ! /udy ( law2 p]haps because ! me?ods ( ?\ght 9 ! two subjects are m ne>ly ak9 ?an is commonly suppos$4 ,leav+ aside ?is possibly exceptional case1 ! conclusions to be d]iv$ f ! facts pres5t$ 9 ?is pap] w\ld seem to be t1 z a prep>ation = ! /udy ( law or m$ic9e1 x makes comp>atively little diff]5ce :at subject is ma9ly pursu$ 9 college1 b t x makes a great diff]5ce ) :at int5sity ! subject is pursu$--or1 to put ! same proposition 9 a m te*nical =m1 famili>ity ) ! subject-matt]1 :i* c be transf]r$ little1 if at all1 is ( small importance 9 a college education1 z comp>$ ) m5tal processes t are capable ( be+ transf]r$ widely1 or ) ! moral qualities ( dilig5ce1 p]sev]ance1 & int5sity ( application :i* c be transf]r$ indef9itely4 ,! practical d$uction is t 9 ! adm9i/ration ( our colleges1 &1 inde$1 9 all our g5]al education1 z di/+ui%$ f direct vocational or pr(essional tra9+1 we h laid too mu* /ress on ! subject1 too little on ! excell5ce ( ! "w & on ! rank atta9$4#fg ,,adm9i/rative ,,/udies ,o!r /udies ( ! curriculum h be5 made :i* may be call$ adm9i/rative /udies4 ,! mo/ elaborate inve/igation ( ?is type :i* has be5 c>ri$ out is report$ 9 a volume entitl$ 8,! ,sup]vision ( ,ari?metic40#fh ,two ( ! lead+ /ud5ts ( ! sci5ce ( education h "h report$ an exhau/ive /udy ( ! practices ( v>i\s s*ool sy/ems 9 adm9i/]+ ! ari?metic c\rse4 ,at ! same "t !y h made an analysis ( ! textbooks :i* are commonly us$ 9 adm9i/]+ ?is c\rse4 ,f9ally1 !y h supplem5t$ ?is body ( fact ) num]\s op9ions f compet5t s*ool p reg>d+ *anges :i* ought to be made4 ,x is n possible to take up 9 detail ! v>i\s f9d+s report$ 9 ?is volume4 ,"o especially int]e/+ set ( facts1 h[ev]1 may be ref]r$ to z furni%+ conv9c+ evid5ce t ! s*ool curriculum is con/antly 9 process ( revision4 ,! p>ticul> "p ( ! book :i* %[s ?is deals ) ! numb] ( h\rs a week devot$ to ari?metic 9 ! c\rse ( /udy ( v>i\s cities4 ,if we comp>e ! relative am\nt ( "t giv5 to ari?metic 9 e>li] ye>s & at pres5t1 we %all h "s indication ( ! movem5t :i* has be5 go+ on )9 ! s*ool curriculum4 ,9 #ahhh ,new ,york ,city devot$ #bf p] c5t ( ! total s*ool "t 9 ! grades to ari?metic4 ,9 #aijd ?is _h be5 r$uc$ to #ab p] c5t1 %[+ t ! att5tion to ari?metic is 9 po9t ( "t less ?an half :at x 0 at an e>li] p]iod4 ,bo/on1 on ! o!r h&1 devot$ to ari?metic almo/ exactly ! same relative am\nt ( "t 9 #aijd t x did 9 #ahhh4 ,9 bo? cases ab\t #af p] c5t ( ! "t ( ! c\rse ( /udy 0 giv5 to ?is subject4 ,*icago %[s a di/9ct increase 9 ! am\nt ( "t giv5 to ari?metic4 ,9 #ahhh x 0 giv+ #i p] c5t ( its "t to t subject4 ,! "t devot$ to ari?metic 9 #aijd 0 #ah p] c5t1 or j twice z mu*4 ,^! /atem5ts confirm ! rem>k repeat$ly made 9 ?is volume t ! c\rse ( /udy is con/antly und]go+ revision4 ,! only intellig5t way = ! s*ool sy/em to deal ) ! problems ( ! c\rse ( /udy :i* are sure to come up is to make a c>eful exam9ation ( ! movem5t :i* is "u way1 = ?is movem5t is usually guid$ by ! p]sonal judgm5t ( "s en?usia/ic s*ool (fic] or by ! *ance readju/m5ts :i* arise out ( ! ef=t to br+ new subjects into ! curriculum4 ,! result is a bl9d fluctuation1 ! magnitude & importance ( :i* are :olly unrecogniz$ until exact comp>isons are set up4 ,su* g5]al discussions z t summ>iz$ 9 ! =ego+ p>agraphs are supplem5t$ 9 ! volume ref]r$ to1 by detail$ /udies ( su* que/ions z ! foll[+3 ,:5 %\ld ! tea*+ ( fractions beg98 ,h[ f> %\ld ! elem5t>y c\rse deal ) squ>e root & cube root8 ,:at are ! *>act]i/ics ( a giv5 textbook :i* make x available = a p>ticul> s*ool sy/em8 ,! k9d ( /udy :i* is "h report$ = ari?metic %\ld1 ( c\rse1 be made = o!r subjects z well4 ,! "t allotm5t = ! c\rse 9 geography & ! di/ribution ( topics )9 t c\rse are q z important z ! "t allotm5t 9 ari?metic4 ,,ne$ ,,( ,,broad1 ,,co,,p]ative ,,/udies ,x w\ld be a s]i\s mi/ake to advocate any "o ( ! inve/igations ref]r$ to 9 ?is *apt] z ! sole basis = re=m 9 ! curriculum4 ,!re mu/ be a broad consid]ation ( social & educational conditions if ! s*ool is to arrange its mat]ials ( in/ruction 9 ! mo/ advantage\s =m4 ,fur!rmore1 ! individual tea*] _c make all ! /udies involv$4 ,! problem is "o :i* involves cop]ation & ! organization ( sci5tific me?ods :i* w give to ea* s*ool (fic] ! b5efit ( ! exp]i5ce ( _m s*ools4 ,,ex]cises ,,& ,,read+s ,! be/ type ( ex]cise :i* c be sugge/$ 9 connection ) ?is *apt] is ! analysis ( a s]ies ( textbooks by memb]s ( ! class4 ,! foll[+ sugge/ions w aid 9 ! attack on ?ree classes ( texts3 ,fir/1 let ! /ud5t get sev]al sets ( read]s1 beg9n+ ) prim]s & runn+ up to ! books design$ = ! upp] grades4 ,note among o!r *>act]i/ics su* matt]s z ! foll[+3 ,are ! selections 9 ! prim]s equally int]e/+8 ,are ! vocabul>ies ! same8 ,:at devices 9 ! prim] are adopt$ z aids 9 expla9+ ! words8 ,are ! s5t5ces ( equal l5g?8 ,9 ! read]s = ! upp] grades is ! emphasis on poetry ! same8 ,is ! read+ matt] equally appropriate = boys & girls8 ,does x fit all localities equally well8 ,is !re any sugge/ion t w\ld c>ry ! pupil out ( ! book itself to o!r books8 ,second1 let ! /ud5t take sev]al geographies4 ,are ! maps equally good8 ,are ! pictures equally helpful8 ,:at is ! ord] ( topics8 ,is ! treatm5t equally detail$ 9 ! v>i\s books8 ,is ! att5tion giv5 to ! ,unit$ ,/ates satisfactory bo? 9 po9t ( gross volume & 9 po9t ( details tak5 up8 ,:at is ! degree ( emphasis on physical geography & on man's place 9 ! _w1 t is1 on comm]ce & civilization8 ,?ird1 take books 9 fir/-ye> ,lat94 ,:at emphasis is giv5 to vocabul>y1 to read+1 & to gramm>8 ,h[ d books ( ?is type diff] f books on ,fr5* & ,g]man8 ,is ! *oice ( read+ matt] 9 ! v>i\s books bas$ on ! same pr9ciple ( selection8 ,h[ f> c\ld ! books be us$ by a pupil )\t a tea*]8 ,:at is ! contribution expect$ ( ! tea*]2 t is1 :at mu/ ! tea*] "k ab\t ,lat9 m ?an is giv5 9 ! book8 ,h[ are ! pages ( mat]ial relat$ to assignm5ts2 t is1 are assignm5ts sugge/$ by ! text itself8 ,,bagley1 ,w4 ,c41 & ,,rugg1 ,h4 ,o4 8,cont5t ( ,am]ican ,hi/ory z taught 9 ! ,sev5? & ,eigh? ,grades40 ,bullet9 ,no4 #af1 ,s*ool ( ,education1 ,univ]sity ( ,ill9ois1 #aiaf4 ,m9imum ,ess5tials 9 ,elem5t>y-,s*ool ,subjects4 ,f\rte5? ,ye>book ( ! ,national ,society = ! ,/udy ( ,education1 ,"p ,i1 #aiae4 ,! ,univ]sity ( ,*icago ,press4 ,o!r types ( /udy ?an ^? sugge/$ 9 ! above que/ions are outl9$ 9 ?is ye>book4 ,,footnotes3 #fc ,bailey ,b4 ,burritt1 8,pr(essional ,di/ribution ( ,college & ,univ]sity ,graduates10 p4 #ae4 ,bullet9 ,no4 #ai1 ,unit$ ,/ates ,bureau ( ,education1 #aiab4 #fd ,survey conduct$ by ,l4 ,p4 ,ayres ( ! ,russell ,sage ,f\ndation4 8,! ,public ,s*ools ( ,spr+field1 ,ill9ois10 pp4 #hf-hh4 ,publi%$ by ! ,spr+field ,survey ,committee1 ,spr+field1 ,ill9ois1 #aiad4 #fe ,w4 ,c4 ,bagley1 8,! ,det]m9ation ( ,m9imum ,ess5tials 9 ,elem5t>y ,geography & ,hi/ory40 ,f\rte5? ,ye>book ( ! ,national ,society = ! ,/udy ( ,education1 ,"p ,i1 pp4 #aca1 #acd-ace4 ,! ,univ]sity ( ,*icago ,press1 #aiae4 #ff ,w4 ,w4 ,*>t]s & ,edi? ,mill]1 8,a ,c\rse ( ,/udy 9 ,gramm>10 pp4 #dc-de4 ,bullet9 ,no4 #b1 ,univ]sity ( ,miss\ri1 ,vol4 ,,xvi 7#aiae74 #fg ,a4 ,lawr5ce ,l[ell1 8,college ,/udies & ,pr(essional ,tra9+40 ,educational ,review1 ,vol4 ,,xlii 7,octob]1 #aiaa71 pp4 #bbj1 #bba1 #bcc4 #fh ,w4 ,a4 ,jessup & ,l4 ,d4 ,c(fman4 ,! ,macmillan ,company1 #aiaf4 ,,*apt] ,,xv ,,/&>dization ,,te/s ,,& ,,measurem5ts ,,( ,,products ,!re is a gr\p ( rec5t /udies :i* affect ! curriculum & all o!r phases ( s*ool organization s pr(\ndly t a sep>ate *apt] mu/ be devot$ to an exposition ( _! "* & aims4 ,^! are /udies :i* aim to /&>dize s*ool "w ?r\gh te/s1 measurem5ts1 & exact quantitative descriptions ( ! products ( tea*+4 ,= example1 "o ( ! ef=ts ( ! elem5t>y s*ool is to tea* pupils to write4 ,x is entirely possible aft] ! s*ool has done its "w to f9d out by an exam9ation ( ! results h[ well pupils c write4 ,x is nev] expect$ t pupils 9 ! second grade w write z well z pupils 9 ! upp] grades4 ,9 ?is s5se1 !n1 x may be said t ! results expect$ 9 ! second grade are ( a l[] /&>d ?an ^? expect$ high] 9 ! s*ool4 ,fur!rmore1 !re is a %>p contra/ betwe5 rapid writ+ & sl[ writ+4 ,! pupil :o writes "o hundr$ & fifty lett]s 9 a m9ute ) a quality or =m ( lett]s :i* is fair exhibits "o k9d ( result1 :ile ! pupil :o writes only sev5ty-five lett]s a m9ute b %[s great regul>ity 9 8 lett]s exhibits ano!r k9d ( result4 ,x is n easy 9 two cases su* z h j be5 describ$ to det]m9e at once :i* result is bett]4 ,x may be t spe$ %\ld be enc\rag$ 9 ord] to secure free1 flu5t movem5ts ev5 if quality has to be sacrific$ = ! "t be+4 ,,e>li] ,,/&>ds ,,bas$ ,,on ,,op9ion ,"o difficulty 9 deal+ ) ! results ( s*ool "w has be5 t s*ools h _h no cle> def9ition ( :at ought to be dem&$4 ,op9ion has be5 mat*$ aga9/ op9ion4 ,?us ! p>5t (t5 feels t he has a "r to pass unqualifi$ judgm5t on ! progress ( 8 *ild & on ! tea*]'s me?ods ( deal+ ) him4 ,! employ] dem&s ( ! boy :om he employs a c]ta9 pr(ici5cy 9 spell+ & add+4 ,! sup]9t5d5t1 9 pursuance ( 8 duties1 tells ! tea*]s t _! "w is satisfactory or o!rwise & t ! *ildr5 d or d n read z well z !y %\ld4 ,! tea*] has a c]ta9 expectation1 & ! pupil feels sure t he is do+ 8 "w well4 ,ea*1 accord+ to 8 p]sonal /&>d1 is e/imat+ ! "w done 9 ! s*ool4 ,v (t5 ^! /&>ds diff] :5 appli$ to "o & ! same p]=mance2 sometimes !y diff] s radically t social tr\bles foll[4 ,! p>5t says t 8 *ild is do+ satisfactory "w1 :ile ! tea*] e/imates ! "w z inf]ior4 ,9 su* a case x happ5s1 (t5 aft] a controv]sy1 t "o /&>d ultimately prevails4 ,x is a matt] ( record 9 "s communities t ! p>5t's /&>d has at times be5 ass]t$ ) en\gh en]gy to result 9 ! removal ( ! diss5t+ tea*] f (fice4 ,on ! o!r h&1 x is m commonly true t ! tea*]'s /&>d dom9ates1 & ! pupil ei!r *anges 8 ways or fails ( promotion4 ,9 ei!r case1 x w\ld h be5 bett] = all conc]n$ if "s exact /&>d c\ld h be5 set up :i* w\ld h be5 recogniz$ z sup]ior 9 its sanction to individual op9ion4 ,ev5 tea*]s ( exp]i5ce disagree 9 grad+ ! same exam9ation pap]4 ,"o dem&s correctness 9 e detail1 :ile ! o!r conc5trates att5tion on orig9ality & =ce ( expression4 ,,objective ,,& ,,exact ,,/&>ds ,! ef=t to lay d[n by inve/igation satisfactory /&>ds ( s*ool "w is "o ( ! mo/ productive l9es ( educational inquiry :i* has ev] be5 in/itut$4 ,l all great movem5ts1 ?is movem5t ( /&>dization has be5 misund]/ood & oppos$1 b x is /eadily ga9+ gr\nd & promises to be ! l>ge/ contribution ( ?is g5]ation to education4 ,9 ess5ce x consi/s ( a c>eful1 sy/ematic measurem5t ( :at pupils accompli%4 ,if !re are at h& measurem5ts ( ! actual a*ievem5ts ( pupils 9 v>i\s subjects 9 all ! grades1 x is safe to comp>e any s+le p]=mance ) ! g5]al av]age4 ,x %\ld be not$ t ?is does n imply a dem& t e pupil's "w be l ! av]age4 ,!re are pupils :o d _! "w "u unfavorable conditions1 z1 = example1 pupils :o h difficulty 9 read+ because !y he> no ,engli% at home4 ,_! results %\ld n be expect$ to rea* ! av]age1 at lea/ 9 ! e>ly grades4 ,h[ f> ! results are f ! av]age %\ld1 h[ev]1 be def9itely kn[n4 ,explanation c !n be giv54 ,:]e conditions are n unfavorable ! dem& c be ! m vigor\sly made t ! av]age expectation be rea*$4 ,,beg9n+s ,,( ,,! ,,movem5t ,! way 9 :i* ?is movem5t began & ! rapidity ) :i* x has progress$ are vividly describ$ by "o ( its *ief expon5ts z foll[s3 ,eighte5 ye>s ago ! s*ool sup]9t5d5ts ( ,am]ica1 assembl$ 9 conv5tion 9 ,indianapolis1 discuss$ ! problems !n =emo/ 9 educational ?\ght & action4 ,at t meet+ a di/+ui%$ educator#fi--! pione] & pa?f9d] among ! sci5tific /ud5ts ( education 9 ,am]ica--br\ght up = discussion ! results ( 8 inve/igations ( spell+ among ! *ildr5 9 ! s*ool sy/ems ( n9ete5 cities4 ,^! results %[$ t1 tak5 all 9 all1 ! *ildr5 :o sp5t =ty m9utes a day = eight ye>s 9 /udy+ spell+ did n spell any bett] ?an ! *ildr5 9 ! s*ools ( o!r cities :]e !y devot$ only t5 m9utes p] day to ! /udy4 ,! pres5tation ( ^! data ?rew t assemblage into con/]nation1 dismay1 & indignant prote/4 ,b ! result+ /orm ( vigor\sly voic$ opposition 0 direct$ n aga9/ ! me?ods & results ( ! inve/igation1 b aga9/ ! inve/igator :o _h pret5d$ to measure ! results ( tea*+ spell+ by te/+ ! ability ( *ildr5 to spell4 ,9 t]ms ( sca?+ d5unciation ! educators !re pres5t & ! p$agogical exp]ts1 :o report$ ! delib]ations ( ! meet+ 9 ! educational press1 *>act]iz$ z silly1 dang]\s1 & f e viewpo9t repreh5sible1 ! attempt to te/ ! effici5cy ( ! tea*] by f9d+ out :at ! pupils c\ld d4 ,) /rik+ unanimity !y voic$ ! conviction t any attempt to evaluate ! tea*+ ( spell+ 9 t]ms ( ! ability ( ! pupils to spell 0 ess5tially impossible & bas$ on a pr(\nd misconception ( ! function ( education4 ,la/ mon? 9 ! city ( ,c9c9nati t same association ( s*ool sup]9t5d5ts1 aga9 assembl$ 9 conv5tion1 devot$ fifty-sev5 addresses & discussions to te/s & measurem5ts ( educational effici5cy4 ,! basal proposition und]ly+ ?is entire mass ( discussion 0 t ! effectiv5ess ( ! s*ool1 ! me?ods1 & ! tea*]s mu/ be measur$ 9 t]ms ( ! results secur$4#gj ,,h&writ+ ,,scales ,"o ( ! e>lie/ types ( s*ool "w to be /&>diz$ 0 h&writ+4 ,/&>d 8scales10 z !y are call$1 h be5 prep>$ by sev]al inve/igators1 & _! use has become v common4 ,! fir/ scale 0 prep>$ by ,pr(essor ,?orndike4#ga ,he secur$ a numb] ( specim5s ( *ildr5's writ+1 & ask$ exp]i5c$ judges to arrange ^! specim5s 9 a s]ies ( desc5d+ degrees ( excell5ce4 ,by comb9+ ! judgm5ts return$ by ! exp]ts x 0 possible to secure an av]age judgm5t4 ,c]ta9 typical specim5s 7 !n set aside1 repres5t+ equal /eps 9 ! desc5d+ scale4 ,9 practical use1 a giv5 sample ( h&writ+ :i* is to be judg$ is comp>$ ) ! successive /eps 9 ! scale until an approximate equality 9 degree ( excell5ce is f\nd4 ,! sample to be judg$ is !n m>k$ ) ! grade agre$ on = ! /&>d specim54 ,a second scale 0 prep>$ by ,ayres#gb on a m objective basis4 ,! specim5s 7 arrang$ 9 a s]ies1 n 9 accordance ) ! judgm5t ( exp]ts1 b accord+ to ! "t :i* 0 requir$ to read !m4 ,a ?ird scale1 m elaborate ?an ei!r ( ! o!rs1 0 prep>$ by ,freeman4#gc ,he fir/ made an analysis ( ! diff]5t *>act]i/ics :i* ent] into excell5t writ+1 su* z uni=mity ( slant1 uni=mity 9 ! height & spac+ ( lett]s1 & o!r l ess5tial *>act]i/ics1 & !n select$ specim5s exhibit+ decreas+ grades ( excell5ce 9 ea* ( ^! *>act]i/ics4 ,s9ce ea* *>act]i/ic ( writ+ is capable ( def9ite measurem5t1 ! specim5s c\ld be grad$ on ! basis ( direct measurem5ts4 ,?us ! slant ( a numb] ( specim5s 0 measur$ lett] by lett]1 & objective grades 7 e/abli%$4 ,f9ally1 ! prep>ation ( scales ( h&writ+ has gone s f> t special scales or s]ies ( grad$ specim5s = p>ticul> s*ool sy/ems h be5 prep>$4 ,,spe$ ,,z ,a ,,correlate ,,( ,,quality ,9 ! meantime ! matt] ( spe$ 9 h&writ+ has also be5 a subject ( c>eful measurem5t1 & tables ( av]age spe$s = diff]5t grades h be5 prep>$ 9 a numb] ( s*ool sy/ems4 ,a device = pres5t+ 9 a s+le diagram bo? spe$ & quality & at ! same "t comp>+ sev]al grades 9 ! same s*ool ) ea* o!r 0 work$ out 9 ! ,clevel& survey4 ,! figure & a description ( its mean+ are giv5 on pages #bah1 #bai4 ,! relative emphasis on spe$ & quality actually f\nd 9 a numb] ( diff]5t s*ools is set =? 9 ! foll[+ diagram4 ,! sep>ate p>ts ( ?is diagram are made up z foll[s3 ,! av]age spe$ ( a grade is repres5t$ by di/ances 9 ! horizontal1 & av]age quality by di/ances 9 ! v]tical1 scale4 ,?us1 tak+ ! fir/ section ( ! diagram1 t ( ! ,nor? ,doan ,s*ool1 ! fif? grade has an av]age spe$ ( #ga lett]s p] m9ute1 & an av]age quality ( #da4 ,! six? grade %[s progress 9 bo? spe$ & quality1 ?\gh spe$ increases m ?an quality4 ,! sev5? & eigh? grades %[ fur!r progress 9 bo? spe$ & quality1 ! two *ang+ at ab\t ! same rate4 ,! diagram = ! ,k5tucky ,s*ool %[s progress ( a slightly diff]5t type4 ,9 ?is s*ool ! six? grade1 z comp>$ ) ! fif?1 %[s progress 9 quality1 b v little 9 spe$4 ,progress f ! six? grade on is ab\t equal 9 quality & spe$4 ,memorial ,s*ool emphasizes spe$ almo/ exclusively up to ! eigh? grade1 :ile ,mt4 ,pleasant emphasizes quality4 ,! v>i\s s*ools :i* h be5 report$ 9 ! f\r upp] sections ( ! diagram are all regul> 9 ! s5se t ea* s*ool %[s /eady progress f grade to grade 9 bo? spe$ & quality4 ,)\t attempt+ to comm5t 9 detail on ! special cases1 att5tion is call$ to ! s]ies ( results pres5t$ 9 ! l[] "p ( ! diagram4#gd ,illu/ration3 ,,fig4 #ad4 ,av]age quality & av]age spe$ ( h&writ+ ( pupils ( ! f\r upp] grades 9 t5 s*ools#ge ,be=e giv+ examples ( /&>dization 9 fields o!r ?an p5man%ip1 x w be well to indicate ! full mean+ ( ! =ego+ p>agraphs4 ,,/&>ds1 ,,p]sonal ,,& ,,imp]sonal ,fir/1 x w be se5 t measurem5ts are "h sub/itut$ = purely p]sonal judgm5ts4 ,x 0 ! univ]sal practice be=e ?is movem5t began1 & x is ! common practice to-day1 = a sup]visor to g f s*ool to s*ool1 pass+ on ! excell5ce & spe$ ( h&writ+4 ,! sup]visor has arriv$ at a p]sonal /&>d ?r\gh 8 exp]i5ce4 ,he expects a c]ta9 result 9 ! fif? grade4 ,he has 9 8 m9d a m or less cle>ly def9$ requirem5t & reg>ds x z 8 duty to impose ?is on pupils & tea*]s4 ,9 ! same way ! tea*] has a p]sonal /&>d :i* is impos$ on ! pupils4 ,x w\ld be a mi/ake to describe ^! p]sonal /&>ds z arbitr>y or un9tellig5t4 ,! exp]i5c$ tea*] is usually approximately "r 9 8 expectations1 & ! sup]visor usually does a great deal to raise & unify ! level ( "w ) :i* he comes 9 contact4 ,b x is n possible 9 a complex social situation to rely on p]sonal /&>ds4 ,p]sonal life & pr(essional activity are too transi5t4 ,h[ _m s*ools h *ang$ /&>ds1 to ! great disadvantage ( ! p5man%ip1 ) ea* *ange ( sup]visors8 ,fur!rmore1 p]sonal /&>ds are vague :5 "o tries to transmit !m to o!rs4 ,?is is a s]i\s matt] :5 x is rememb]$ t a v l>ge proportion ( tea*]s 9 ea* s*ool are *ang+ ea* ye>4 ,if a sup]visor is to sy/ematize ! "w ( 8 s*ools1 he mu/ con/antly be br++ into agreem5t ) 8 /&>ds ! /&>ds ( a l>ge numb] ( new tea*]s4 ,= ! sake ( cop]ation x is advantage\s to turn a p]sonal /&>d into "o :i* c be describ$ & def9$4 ,f9ally1 a p]sonal /&>d gr[s up out ( all ! accid5ts ( a p]sonal c>e]4 ,! p]son ( n>r[ exp]i5ce may n h incorporat$ into 8 /&>ds valuable elem5ts :i* he w\ld h accept$ _h he come 9 contact ) !m4 ,! p]son ( /rong p]sonal likes & dislikes may (t5 be prejudic$4 ,! p]son ( broad exp]i5ce may be inexact :5 x comes to details4 ,to dem& ( all :o tea* h&writ+ t !y rise above purely p]sonal /&>ds is n unlike ! dem& t ! c5tral gov]nm5t r ?an ! /ates m9t our co9s4 ,,social ,,/&>ds ,,v]sus ,,impos$ ,,/&>ds ,second1 ! /&>ds set up are d]iv$ f ! "w actually go+ on 9 s*ools4 ,!re is no dictation f purely !oretical & arbitr>y s\rces4 ,x is q impossible to close "o's eyes to ! fact t 9 ! pa/ !re has be5 a t5d5cy to assume t ! only /&>d ( action is ! p]fect /&>d4 ,_m a *ild has be5 taught p5man%ip f p]fect copy & has be5 urg$ to imitate ?is copy at :atev] co/ ( "t & pa9s4 ,! sl[1 pa9ful ef=t to draw lett]s l ^? 9 ! copy book is n an unfamili> exhibition 9 ! p5man%ip class4 ,a /&>d d]iv$ f ! s*ool "w itself is a social /&>d2 x is bas$ on :at pupils really d4 ,"o ne$ n be satisfi$ ) pres5t p]=mances1 b "o />ts f solid gr\nd4 ,fur!rmore1 out ( actual measurem5ts w come a cle> idea ( ! range ( v>iation4 ,"o ( ! mo/ a/oni%+ facts :i* h come out 9 ! c\rse ( ! /udy ( /&>ds is ! fact t !re are v wide v>iations 9 ! same grade4 ,!re is1 !re=e1 an easy possibility ( f9d+ = ea* grade high /&>ds4 ,^! high /&>ds h ! fur!r advantage ( be+ /&>ds actually realiz$ by pupils4 ,we are ju/ifi$ 9 describ+ ! /&>ds ?us set up z natural /&>ds4 ,!y d n limit ! progress ( any grade or aim at me*anical uni=mity z d ! arbitr>y /&>ds bas$ on p]sonal judgm5ts4 ,,comp>ison ,,?r\gh ,,exact ,,measurem5t ,?ird1 /&>ds measur$ & express$ 9 def9ite t]ms c be comp>$ & c be made ! basis ( /udies :i* are q impossible s long z /&>ds are n express$ 9 common t]ms4 ,= example1 :5 ! spe$ ( h&writ+ 9 a c]ta9 s*ool is delib]ately *ang$1 :at is ! effect produc$ on quality8 ,h]et(ore x has be5 almo/ impossible to answ] su* a "q4 ,e s*ool re=m has be5 en?usia/ically hail$ by its fri5ds z accompli%+ mu*4 ,9 ! second g5]ation mo/ ( ^! re=ms are *eck$1 if n actually dropp$1 because x is f\nd t ! good accompli%$ 9 "o l9e is entirely lo/ 9 "s o!r4 ,to-day re=ms are 9 a position to measure _! effects 9 all directions4 ,a *ange 9 ! spe$ ( h&writ+ may or may n be advantage\s2 x is ! duty ( measurem5t to s /ate results t "s light w be ?r[n on ?is matt]4 ,a concrete example w s]ve to %[ h[ /udies ( ?is k9d may be c>ri$ out4 ,fig4 #ae %[s ! relative spe$s & qualities ( h&writ+ f\nd 9 v>i\s grades 9 a miscellane\s gr\p ( cities & ! correspond+ facts = ,/4 ,l\is & ,gr& ,rapids4 ,x is se5 t bo? ( ^! s*ool sy/ems are ahead at all po9ts 9 spe$ & beh9d at fir/ 9 quality4 ,bo? cities h made a consci\s ef=t to get away f ! sl[ draw+ ( lett]s 9 ! l[] grades4 ,9 do+ ?is quality has be5 sacrific$4 ,x is n ! purpose ( ?is discussion to decide :at me?ods ( tea*+ h&writ+ are be/2 ! value ( ?is example is t x %[s quality & spe$ r$uc$ to t]ms :]e ! two c be /udi$ toge!r & ) a high degree ( exactness4 ,,records ,,z ,a ,,basis ,,( ,,/&>dization ,f\r? & f9ally1 measur$ /&>ds %[ ! direction 9 :i* pupils are mov+1 because !y p]mit a p]man5t record ( ea* /ep ( ! *ild's developm5t4 ,s*ools h be5 sl[ to le>n ! value ( records4 ,on ! "o h&1 s*ool records h be5 pil$ up by ! tome & no use has be5 made ( !m2 on ! o!r h&1 !y are usually s loosely ?r[n toge!r t !y are ( v little value 9 guid+ educational policy4 ,"h is a =m ( record :i* c be duplicat$ & comp>$ f ye> to ye>4 ,m$ic9e has long s9ce le>n$ t exact records are ! only safe means ( guid+ treatm5t4 ,mod]n agriculture has become sci5tific ?r\gh ! use ( records & ?r\gh decisions reg>d+ exp]im5ts :i* ^! records make possible4 ,mod]n bus9ess has le>n$ to make its acc\nt+ intellig5t en\gh to guide policies4 ,f9ally1 s*ools are beg9n+ to see t records ( a type p]mitt+ cont9u\s comp>isons are invaluable 9 det]m9+ at :at po9t s*ool "w %all take ?is or t =m4 ,,/udies ,,( ,,oral ,,read+ ,:at has be5 done ) p5man%ip has be5 p>allel$ 9 "s o!r subjects ( elem5t>y in/ruction4 ,! foll[+ quotations h to d ) oral read+3 ,a cop]ative /udy ( read+ 0 organiz$ dur+ ! mon? ( ,septemb] by ! committee 9 *>ge ( ! grade-tea*]s' section ( ! ,ill9ois ,/ate ,tea*]s ,association 7,nor!a/]n ,section71 :i* met at ,elg91 ,ill9ois1 ,novemb] #c & #d4 ,! purpose ( ?is /udy 0 to secure a body ( facts 9 reg>d to ! a*ievem5t ( boys & girls 9 read+ 9 a numb] ( s*ools repres5t$ 9 ! ,association4444 ,illu/ration3 ,,fig4 #ae4 ,spe$ & quality ( h&writ+ ,dott$ l9es indicate ! level ( a*ievem5t 9 v>i\s grades 9 fifty-six cities1 ! results f :i* 7 av]ag$2 ! full-drawn l9es %[ ! a*ievem5ts 9 ! two cities discuss$ ,! mat]ials us$ 9 ?is /udy ( read+ 7 ! /&>diz$ oral-read+ p>agraphs & ! sil5t-read+ te/s :i* h be5 us$ 9 connection ) ! surveys 9 ,clevel&1 ,gr& ,rapids1 & ,/4 ,l\is1 z well z 9 a l>ge numb] ( inve/igations c>ri$ on 9 o!r cities4444 ,! /&>diz$ oral-read+ p>agraphs consi/ ( a s]ies ( twelve p>agraphs arrang$ 9 ! ord] ( increas+ difficulty4 ,! te/s 7 giv5 to ! pupils individually by a pr9cipal or by a tea*] :o _h be5 previ\sly tra9$ = ! "w4 ,z ! pupil read ! tea*] record$ ! "t requir$ to read ea* p>agraph toge!r ) ! numb] ( errors :i* 7 made ( ! foll[+ types3 7a7 ,gross mispronunciations1 :i* include su* errors 9 pronunciation z indicate cle>ly t ! ^w is too difficult = ! pupil to pron\nce4 7b7 ,m9or mispronunciations1 :i* include ! pronunciation ( a portion ( a ^w1 wrong acc5t1 wrong syllabification1 omission ( syllables1 etc4 7c7 ,omission ( words4 7d7 ,ins]tion ( words4 7e7 ,repetition ( words or gr\ps ( words4 7f7 ,sub/itution ( "o ^w or gr\p ( words = ano!r4 ,a pupil cont9u$ to read until he _h made sev5 or m errors 9 ea* ( two p>agraphs4 ,by means ( a sy/em ( scor+ bas$ on ! "t requir$ to read & on ! numb] ( errors :i* 7 made x 0 possible to repres5t ! a*ievem5t ( a pupil or a class 9 num]ical t]ms4444 ,! upp] section ( ! table giv5 bel[ gives ! av]age numb] ( seconds requir$ to read p>agraph #a & ! av]age numb] ( errors made by ?ree poor second-grade classes & by ?ree good second-grade classes4 ,( ! poor s*ools1 ,s*ool ,m made m errors & read m sl[ly ?an ! av]age4 ,s*ool ,n read ) few] errors ?an ! av]age1 b read s sl[ly t ! oral-read+ score = ! class 0 bel[ ! av]age4 ,s*ool ,o1 on ! o!r h&1 gave suffici5t emphasis to rate1 b neglect$ accuracy to su* an ext5t t ! oral-read+ score 0 l[4 ,an exam9ation ( ! records made by ! good s*ools %[s cle>ly t consi/5t progress 9 bo? rate & accuracy is a pr]equisite to a high level ( a*ievem5t4 ,! s*ools ( nor!rn ,ill9ois v>y widely 9 ! am\nt ( emphasis giv5 to ^! phases ( read+ a*ievem5t4 ,!re is ne$1 on ! "p ( _m tea*]s1 = a cont9u\s critical /udy ( ! specific "* ( ! results :i* !y are secur+4 ,,rate ,,& ,,errors ,,9 ,,oral ,,read+ ,,p>agraph #a--;,,grade ,,ii ,,poor ,,s*ools ,,good ,,s*ools ,,av]----------------------------------- ----------------------------------- ,,age ,m ,n ,o ,x ,y ,z ---------------------------------------- ---------------------------------------- ---------------------------------------- --- ,rate seconds p] passage #db4b #fe4j #fd4a #ci4a #bg4b #cb4h #cg4i ,errors #a4d #b4j #j4e #b4d #a4a #j4i #a4c ,,p>agraph #a--;,,grades ,,ii1 ,,iii1 ,,& ,,iv ,,av]age ,,s*ool ,a ,,s*ool ,b ,,s*ool ,c ,,s*ool ,d ---------------------------------------- ---------------------------------------- ------------------------------------ ,grade ,,ii ,rate #db4b #cg4i #fe4j #ci4a #dc4d ,errors #a4d #a4c #b4j #b4d #a4g ,grade ,,iii ,rate #ba4i #ai4h #bc4f #bc4i #bh4j ,errors #j4i #j4g #a4g #a4h #j4h ,grade ,,iv ,rate #ah4f #ah4j #ba4i #af4j #bg4j ,errors #j4h #j4f #a4c #j4e #a4e ,additional light is ?r[n on ?is problem :5 we foll[ c]ta9 s*ools ?r\gh ! second1 ?ird1 & f\r? grades4 ,! av]age rate & numb] ( errors = ,grades ,,ii1 ,,iii1 & ,,iv are giv5 9 ! left-h& column ( ! l[] section ( ! table4 ,! records = ,s*ool ,a %[ t second-grade pupils d bett] bo? 9 rate & 9 accuracy ?an ! av]age4 ,! same ?+ may be said ( ! ?ird & f\r? grades4 ,cont9u\s1 consi/5t progress ( ?is type is v comm5dable4 ,9 ,s*ool ,b1 on ! o!r h&1 ! pupils d less well 9 ea* grade 9 bo? spe$ & accuracy ?an ! av]age4 ,a "q arises "h conc]n+ ! g5]al effectiv5ess ( ! classroom in/ruction4 ,s*ool ,c ranks l[ 9 accuracy 9 ! second grade4 ,app>5tly ?is difficulty 0 realiz$ 9 ! ?ird grade1 & consid]able progress bo? 9 spe$ & 9 accuracy result$4 ,9 ! f\r? grade av]age results are atta9$ :i* are above ! av]age4 ,?is s*ool repres5ts consi/5t1 cont9u\s gr[? f grade to grade ( a highly desirable type4 ,s*ool ,d1 on ! o!r h&1 makes improvem5t 9 spe$ & accuracy 9 ! ?ird grade1 b fails to increase its rate 9 ! f\r? grade1 & makes a record 9 accuracy :i* is di/9ctly bel[ ! record made by ! ?ird grade4 ,x is evid5t1 if ! records = ! pres5t second1 ?ird1 & f\r? grades are typical ( ! results secur$ f ye> to ye>1 t !re is ne$ = m intellig5t in/ruction & sup]vision 9 ,s*ool ,d4 ,9 ?is connection x %\ld be said t objective /&>ds ( atta9m5t = ea* grade %\ld be def9$4 ,by means ( te/s giv5 ?r\gh\t a s*ool or a city ! pres5t level ( a*ievem5t c be det]m9$4 ,by means ( comp>isons ) results secur$ else:]e new goals ( atta9m5t c be def9$4 ,ea* tea*] %\ld become famili> ) ! me?ods ( giv+ te/s4 ,%e %\ld utilize !m frequ5tly 9 exam9+ h] "w to f9d s\rces ( /r5g? & weakness4 ,?r\gh ! co-op]ation ( tea*]s & sup]visors progressive revisions 9 /&>ds ( atta9m5t & me?ods ( proc$ure %\ld be made4 ,?is type ( co-op]ation is necess>y because x is only :5 all ! units ( a s*ool sy/em "w consi/5tly toge!r t[>d cle>ly def9$ ends t ! mo/ effective results c be secur$4#gf ,,/udies ,,deal+ ,,) ,,o!r ,,subjects ,a great numb] ( simil> /udies are be+ report$ ea* ye> on ari?metic1 spell+1 & o!r aspects ( ! elem5t>y curriculum4 ,! high-s*ool subjects are m complicat$ ?an ^? 9 ! elem5t>y s*ool1 b ev5 ^! are beg9n+ to be te/$4 ,!re are satisfactory te/s 9 algebra & ! beg9n+s ( measurem5ts 9 ,lat9 & ,engli%4 ,,me*anical ,,aspects ,,! ,,fir/ ,,to ,,be ,,/&>diz$ ,9 all cases /&>dization beg9s ) ! me*anical aspects ( s*ool "w4 ,^! are m susceptible to exact quantitative description & are ! fir/ to be tak5 up4 ,"s writ]s h pr(ess$ to f9d 9 ?is a reason = reject+ ! :ole movem5t t[>d /&>dization4 ,!re are1 !y ass]t1 products ( tea*+ :i* are subtle & intangible4 ,^! are ! products :i* are mo/ highly to be priz$4 ,?or\ghly to /&>dize p5man%ip & oral read+ & algebra is to set aside ^! m important matt]s4 ,two answ]s are to be made to ?is objection to ! movem5t t[>d /&>dization4 ,9 ! fir/ place1 ! high] values ( education are n secur$ by tea*]s :o are neglig5t ( ! fundam5tal me*anical requirem5ts4 ,! tea*] :o successfully tra9s 8 pupil to /udy hi/ory w make ( him a good read] also4 ,9 ! second place1 if x %\ld prove to be desirable to give less "t ?an is giv5 at pres5t to tra9+ 9 ! me*anical aspects ( s*ool subjects1 x w c]ta9ly be absolutely ess5tial t ! limits & re/rictions be set up ) discrim9ation4 ,we %all nev] be able to deal intellig5tly ) ! me*anical aspects ( education until we h /udi$ !m4 ,a ?ird /atem5t :i* c be v5tur$ ) assurance 9 ! light ( ! rec5t hi/ory ( ?is movem5t is t its limits _c be set4 ,ea* ye> new aspects ( s*ool "w are measur$ ) exactness4 ,x is c]ta9 t ! ultimate conque/s ( measurem5t w pu% ! oppon5ts back into _! own t]ritory4 ,,/&>dization ,,& ,,! ,,sci5ce ,,( ,,education ,9 %ort1 /&>dization is no?+ b a sy/ematic ef=t to deal ) educational problems explicitly & 9 ! light ( exact in=mation4 ,:atev] may be ! limits ( exact k 9 educational matt]s1 x is c]ta9 t we ought to secure z mu* k ( ?is type z possible4 ,,ex]cises ,,& ,,read+s ,! ex]cise :i* w be/ s]ve to supplem5t ?is *apt] is a s]ies ( te/s p]=m$ on memb]s ( ! class & work$ out by !m = purposes ( comp>ison ) o!r /&>d results4 ,9 ! app5dix ( ! volume ( ! ,clevel& survey entitl$ 8,measur+ ! ,"w ( ! ,public ,s*ools0 a full set ( /&>d te/s w be f\nd4 ,s4 ,a4 ,c\rtis1 #hb ,eliot ,/reet1 ,detroit1 ,mi*igan1 furni%es te/s 9 v>i\s subjects1 especially ari?metic4 ,! foll[+ in/itutions furni% v>i\s te/s3 ,college ( ,education1 ,! ,univ]sity ( ,*icago1 ,*icago1 ,ill9ois4 ,tea*]s ,college1 ,columbia ,univ]sity1 ,new ,york ,city4 ,bureau ( ,measurem5ts & ,te/s1 ,/ate ,normal ,s*ool1 ,emporia1 ,kansas4 ,! read+s :i* are mo/ useful 9 ?is connection are to be f\nd 9 curr5t educational p]iodicals4 ,! /ud5t w f9d ! late/ sci5tific /udies 9 su* j\rnals z ! foll[+3 ,s*ool ,review4 ,publi%$ by ,! ,univ]sity ( ,*icago ,press4 ,?is is a j\rnal deal+ *iefly ) high s*ools4 ,elem5t>y ,s*ool ,j\rnal4 ,publi%$ by ,! ,univ]sity ( ,*icago ,press4 ,?is conta9s v full reviews ( elem5t>y te/s4 ,j\rnal ( ,educational ,psy*ology4 ,publi%$ by ,w>wick & ,york1 ,baltimore1 ,m>yl&4 ,educational ,adm9i/ration & ,sup]vision4 ,publi%$ by ,w>wick & ,york1 ,baltimore1 ,m>yl&4 ,educational ,review4 ,publi%$ by ! ,educational ,review ,publi%+ ,company1 ,ea/on1 ,p5nsylvania4 ,s*ool & ,society4 ,publi%$ by ,! ,sci5ce ,press1 ,new ,york ,city4 ,,footnotes3 #fi ,j4 ,m4 ,rice1 editor ( ! ,=um4 #gj ,leon>d ,p4 ,ayres1 8,mak+ ,education ,def9ite40 ,bullet9 ,no4 #aa1 ,indiana ,univ]sity1 ,vol4 ,,xiii 7,octob]1 #aiae71 pp4 #he-hf4 ,publi%$ by ! ,ext5sion ,division ( ,indiana ,univ]sity4 #ga ,e4 ,l4 ,?orndike1 8,h&writ+40 ,tea*]s ,college ,record1 ,m>*1 #aiaj4 #gb ,l4 ,p4 ,ayres1 ,a ,scale = ,measur+ ! ,quality ( ,h&writ+ ( ,s*ool ,*ildr54 ,russell ,sage ,f\ndation1 ,new ,york4 #gc ,f4 ,n4 ,freeman1 ,! ,tea*+ ( ,h&writ+4 ,h\ghton ,miffl9 ,company1 #aiad4 #gd ,measur+ ! ,"w ( ! ,public ,s*ools1 pp4 #ge-gg4 ,clevel& ,education ,survey4 ,publi%$ by ! ,survey ,committee ( ! ,clevel& ,f\ndation1 ,clevel&1 ,ohio1 #aiaf4 #ge ,quality on v]tical scale1 spe$ on horizontal scale4 ,! f\r s*ools ref]r$ to 9 ! text are repres5t$ 9 ! f\r diagrams 9 ! upp] "p ( ! figure4 ,nor? ,doan is report$ 9 ! diagram 9 ! upp] left-h& corn]4 ,k5tucky is %[n 9 ! upp] "r-h& corn]4 ,memorial is "u ,nor? ,doan4 ,mt4 ,pleasant is "u ,k5tucky4 #gf ,william ,s4 ,gray1 8,a ,co-op]ative ,/udy ( ,read+ 9 ,elev5 ,cities ( ,nor!rn ,ill9ois40 ,elem5t>y ,s*ool ,j\rnal1 ,vol4 ,,xvii1 ,no4 #d 7,decemb]1 #aiaf71 pp4 #bej-beg4 ,,*apt] ,,xvi ,,me?ods ,,mean+ ,,( ,,! ,,t]m 8,,me?od0 ,! problems ( in/ruction are by no means solv$ :5 a subject has be5 select$ & plac$ 9 its prop] relation to ! o!r subjects 9 ! curriculum4 ,!re is /ill ! problem ( pres5t+ ! subject to ! class 9 su* a way z to appeal to ! att5tion & int]e/ ( its memb]s4 ,! special t]m :i* is appli$ 9 educational writ+s to ! organization ( mat]ial = class in/ruction is ! t]m 8me?od0 or 8me?od ( tea*+40 ,9 contra/+ ,am]ican s*ools ) ,european s*ools x 0 po9t$ out 9 an e>li] *apt] t ! ,am]ican me?od is ! textbook & recitation me?od1 :ile ! me?od ( ! ,european s*ools is pr$om9antly ! oral or lecture me?od4 ,! subject-matt] ( in/ruction c be treat$ by ei!r ( ^! me?ods4 ,,mean+ ,,( ,,! ,,t]m 8,,device0 ,ano!r t]m :i* has be5 us$ 9 educational discussions to di/+ui% betwe5 ! m g5]al modes ( proc$ure & c]ta9 details ( classroom "w is ! t]m 8device40 ,a classroom device is "s special piece ( equipm5t or "s p>ticul> way ( deal+ ) a class t c be describ$ z appropriate to a s+le classroom situation or to "s topic ( a giv5 subject4 ,= example1 if a tea*] ( ,lat9 has v]b =ms pr9t$ on c>ds = ! purpose ( drill+ 8 classes 9 ! recognition ( su* =ms1 8 c>ds are spok5 ( z devices4 ,aga91 if "o calls ! roll by assign+ a numb] to ea* memb] ( ! class & !n requir+ ea* numb] to be giv5 9 its ord]1 x is said t "o has a "t-sav+ device4 ,,p]sonal ,,me?ods ,,& ,,devices ,e tea*] has me?ods & devices ( pres5t+ mat]ial to 8 or h] classes4 ,! exp]i5c$ tea*] behaves skillfully 9 ! pres5ce ( a class because all ! details ( proc$ure h be5 tri$1 & ^? :i* prov$ successful h be5 reta9$4 ,! inexp]i5c$ tea*] is clumsy 9 8 me?ods1 j z is any novice 9 deal+ ) an unma/]$ social situation4 ,,suppos$ ,,conflict ,,betwe5 ,,me?ods ,,& ,,subject-,,matt] ,x is sometimes po9t$ out t 9 ! tra9+ ( tea*]s !re is dang] t competition w arise betwe5 ! dem& = skill 9 me?ods & ! dem& = k ( subject-matt]4 ,! speciali/ 9 sci5ce sc(fs at a c\rse 9 me?ods ( tea*+1 say+ t all ! prospective tea*] ne$s is to "k ! subject ?or\ghly1 & me?od w take c>e ( itself4 ,fur!rmore1 su* a critic ( me?ods (t5 po9ts out t ! "t requir$ = a c\rse 9 me?ods mu/ be tak5 f "t :i* ! /ud5t ought to devote to subject-matt]4 ,! s*ool pr9cipal :o is look+ = a sci5ce tea*] is likely to reply t he has _h tea*]s ?or\ghly acqua9t$ ) ! sci5ce b utt]ly unsympa!tic ) pupils4 ,su* tea*]s d n "k h[ to get ! facts to ! /ud5ts4 ,!y are ab/ract1 or speak too fa/1 or d n assign ! lessons 9 su* a way z to help ! /ud5ts see ! important po9ts4 ,!re is no necessity ( be+ "o-sid$ 9 ?is matt]4 ,! successful tea*] w ultimately h bo? k ( ! subject-matt] & me?ods & devices ( pres5t+ ! subject-matt]4 ,if he is lack+ 9 ei!r1 he w be 9 j t degree ineffici5t4 ,!re c be no d\bt t a prop]ly balanc$ appreciation ( bo? is ! sane & wise attitude to assume4 ,,two ,,examples ,,( ,,mod]n ,,me?ods ,x w1 ( c\rse1 be q impossible to d m ?an illu/rate ! problems ( me?od 9 ?is g5]al introduction4 ,! rema9d] ( ?is *apt] w be devot$ to comm5ts on two significant innovations 9 me?od :i* are *>act]i/ic ( pres5t-day tea*+ z contra/$ ) ! tea*+ ( two g5]ations ago4 ,! old] ( ^! innovations 0 ! adoption ( ! laboratory me?od2 ! lat] g5]al innovation is ! movem5t 9 ! direction ( sup]vis$ /udy 9 all subjects4 ,,object ,,tea*+ ,an appreciation ( ! laboratory me?od c be ga9$ by review+ briefly ! hi/ory ( ?is me?od 9 ,am]ican s*ools4 ,z f> back z #ahji a foll[] ( ,pe/alozzi1 "o ,joseph ,neef1 conduct$ a s*ool 9 ,philadelphia1 :]e he exhibit$ ,pe/alozzi's object me?od4 ,pupils le>n$ by direct contact ) ?+s4 ,su* tea*+ 0 9 %>p contra/ ) ! ord9>y me?ods !n 9 vogue1 = at t "t in/ruction consi/$ exclusively ( /atem5ts1 ei!r oral or writt51 :i* ! pupils 7 suppos$ to le>n by he>t4 ,! object-tea*+ movem5t made little progress until x 0 tak5 up 9 #ahfj by ,dr4 ,%eldon1 ! head ( ! normal s*ool at ,oswego1 ,new ,york4 ,f ,oswego ! movem5t spread1 especially to ! new ,we/]n s*ools1 & _h s wide an influ5ce t ! /udy ( nature 9 ! l[] s*ools 0 vigor\sly advocat$ & ext5sively und]tak54 ,! inductive me?od ( direct contact ) ! facts 0 advocat$ 9 fields o!r ?an nature /udy4 ,dr4 ,%eldon's daught] took a vigor\s "p 9 ! developm5t ( in/ruction 9 hi/ory bas$ on direct contact ) s\rce mat]ial4 ,! laboratory me?od 9 hi/ory1 z x 0 sometimes call$1 spread & inspir$ en?usiasm = me?ods 9 all ! lit]>y subjects analog\s to ! laboratory "w ( ! sci5ces4 ,,laboratory ,,me?od ,,9 ,,physics ,9 ! high s*ools a p>allel movem5t took place 9 ! la/ ?ird ( ! n9ete5? c5tury1 lead+ to ! adoption ( laboratory "w z a def9ite mode ( in/ruction4 ,on ?is subject "o writ] on ! hi/ory ( physics has giv5 ! foll[+ /atem5ts3 ,exp]im5tal "w _h n be5 entirely unkn[n 9 second>y s*ools ev5 9 ! e>ly "p ( ! c5tury1 b no attempt _h be5 made to br+ ! pupil into p]sonal contact ) its results4 ,! ,bo/on ,gramm> ,s*ools 7 all furni%$ ) a #bge set ( physical app>atus z e>ly z #ahcg1 & mo/ ( ! academies in/all$ sets ab\t t "t1 b ! app>atus 0 = ! use ( ! in/ructor only1 ! pupils n be+ all[$ to h&le x4 ,& ?is condition exi/$ to )9 ab\t ?irty ye>s ( ! end ( ! c5tury1 :5 ! agitation = individual laboratory "w began4 ,?is p]iod ( agitation 0 m>k$ by ! beg9n+ ( "s laboratory "w & ! discussion ( ! value ( individual "w & ! inductive me?od by educators4 ,b !re 0 no g5]al adoption ( ! plan till a lat] p]iod4 ,x 0 ab\t ?is "t t ,david ,/>r ,jordan accept$ ! *air ( ,natural ,hi/ory 9 an ,ill9ois college & attempt$ to e/abli% a *emical laboratory4 ,8 attempt 0 promptly veto$ by ! bo>d ( tru/ees4444 ,9 ! report f ! ,albany1 ,n4,y41 ,city ,s*ool1 = #ahhb1 ! ,sup]9t5d5t recomm5d$ t a :ole ye> be giv5 to ! /udy ( physics ) opportunity = daily exp]im5ts1 ! class p>ticipat+ 9 ! exp]im5ts z f> z practicable4 ,! report ( #ahhb-ahhc f ! ,wa%+ton1 ,d4,c41 ,high ,s*ool1 /ates t laboratories h be5 fitt$ up4 ,indianapolis report$ 9 #ahhc t ! exp]im5tal me?od _h be5 introduc$ & 0 meet+ ) approval f bo? tea*] & pupil4 ,c9c9nati report$ 9 #ahhb t physics 0 taught f a syllabus f\r h\rs a week dur+ ! ?ird ye>4 ,/4 ,l\is report$ physics taught ?r\gh ! second ye> ( ! high s*ool4 ,! reports %[ only qualitative exp]im5ts4444 ,! g5]al tr5d ( accumulat$ op9ion 9 #ahhd %[s increas$ favor ( ! idea t m5tal discipl9e is ! *ief aim 9 physics tea*+4 ,!re 0 a g5]al notion t ! /udy ( physics ought to tra9 ! pupil to ?9k1 b z to :at me?od %\ld be us$ to br+ ab\t ?is result !re 0 no settl$ op9ion4 ,laboratory "w meant any?+ f a few simple demon/rations by ! tea*] to a complete individual laboratory c\rse1 su* z is giv5 at ! pres5t day4 ,= ! next fifte5 ye>s1 physics tea*+1 9 fact1 sci5ce tea*+ 9 g5]al1 0 9 an exp]im5tal /age4 ,9 ! ef=t to make sci5ce a discipl9>y /udy1 ! laboratory me?od 0 com+ into g5]al use rapidly1 b ! old idea ( mak+ sci5ce include ev]y?+ 9 rea*--a remnant ( ! ,natural ,philosophy /age--_h prev5t$ its becom+ a really discipl9>y /udy4 ,we f9d ,david ,/>r ,jordan 9 #ahhi lam5t+ ! sup]ficial way 9 :i* sci5ce 0 taught4#gg ,,spread ,,( ,,! ,,laboratory ,,idea ,! hi/orical /atem5ts giv5 above %[ h[ rec5t is ! acceptance ( ! laboratory me?od ev5 9 sci5ce tea*+4 ,! en?usiasm = ! me?od is z impressive z its y\?4 ,x w\ld be impossible to turn ! pres5t g5]ation ( sci5ce tea*]s away f ! laboratory me?od ( tea*+4 ,9 spite ( its cumb]som5ess ( adm9i/ration1 its dem& = exp5sive equipm5t1 & ! delib]ation :i* x compels 9 tea*+ ! results ( sci5ce1 ! laboratory me?od is ev]y:]e accept$ z ! true me?od4 ,inde$1 z /at$ above1 ! lit]>y subjects su* z hi/ory & ,engli%1 ! latt] especially 9 ! tea*+ ( composition1 n infrequ5tly adopt ! t]m 8laboratory me?od0 9 ord] to %[ _! recognition ( ! effectiv5ess ( ! me?od work$ out by ! sci5ces4 ,,reaction ,,aga9/ ,,! ,,"q ,,& ,,answ] ,,me?od ,! second innovation 9 me?od ( tea*+1 namely1 sup]vis$ /udy1 came z a reaction aga9/ ! purely exam9ation me?od ( conduct+ class ex]cises :i* 0 =m]ly almo/ univ]sal except 9 laboratory classes4 ,! exam9ation me?od is ! famili> "o ( call+ a pupil to 8 feet & !n ask+ him "o "q aft] ano!r to f9d out :e!r he has le>n$ 8 lesson4 ,if he answ]s well1 he is m>k$ ) a high grade4 ,if he answ]s badly1 he is m>k$ ) a l[ grade1 reprim&$1 & told to d 8 "w ov]4 ,! futility ( "s ( ?is proc$ure is at once evid5t if "o ?9ks ( ! /ud5t :o has made an hone/ ef=t to le>n 8 lesson1 b has fail$ because he adopt$ an ineffici5t & (t5 a wrong me?od ( gett+ ! lesson4 ,9 su* a case ! pupil fails because he does n "k h[ to get 8 lesson4 ,x !re=e occurr$ to "s progressive tea*]s t x 0 _! duty to inquire n m]ely into ! results ( ! /ud5t's /udy b also into 8 me?ods ( /udy4 ,! mom5t ?is new idea is grasp$1 ! function ( a recitation w be se5 to be some?+ m ?an ! exam9ation ( pupils4 ,! recitation is n[ com+ to be ! place :]e pupils le>n h[ to d intellectual "w1 h[ to attack intellectual problems1 & h[ to guide _! ef=ts into m economical & effective *annels4 ,,ineffici5t ,,me?ods ,,( ,,/udy ,obs]vation ( high-s*ool pupils :o are ask$ to /udy w always %[ ! ne$ ( att5tion to me?ods ( /udy4 ,! foll[+ description ( su* obs]vation is illum9at+3 ,to asc]ta9 to :at ext5t ! o!r memb]s ( ! class might h ?is difficulty1 ! foll[+ exp]im5t 0 tri$4 ,9 assign+ ! next lesson1 sugge/ions 7 giv5 ) unusual c>e4 ,! pupils 7 !n told t ! next fifte5 m9utes w\ld be giv5 to /udy+ ! lesson1 & t !y %\ld beg9 ! assign$ home "w imm$iately4 ,! exp]im5t %[$ at once t ! pupils did n appreciate ! value ( limit$ "t1 = all 7 sl[ 9 beg9n+ "w4 ,x took "s ( !m ! :ole fifte5 m9utes to g ?r\gh ! te*nique ( gett+ />t$4 ,sev]al evid5tly 7 n 9 ! habit ( work+ alone1 = !y look$ ab\t helplessly & simply imitat$ ! o!rs4 ,h[ev]1 ^! same pupils _h come to ! classroom daily ) ! lessons well prep>$4 ,v little 0 accompli%$ 9 ! fifte5 m9utes indicat+ t ! pupils v probably wa/$ mu* "t 9 /udy+ _! assignm5ts ( home "w4 ,al?\gh ! class _h be5 9 ! high s*ool only a %ort "t1 ! tea*] _h be5 presuppos+ a habit ( /udy :i* did n exi/4 ,mu* ( ! difficulty is due to lack ( k z to h[ to /udy & h[ to use "t to advantage4 ,! rem$y 9 ?is case is1 ( c\rse1 def9ite in/ruction z to me?ods ( /udy4#gh ,,organiz+ ,a ,,s*ool ,,= ,,sup]vis$ ,,/udy ,! organization ( a s*ool to provide opportunity = sup]vis$ /udy is ?us describ$ by ! pr9cipal ( "o ( ! fir/ s*ools to und]take ?is type ( "w on a l>ge scale3 ,we took five m9utes f ea* ( ! six recitation p]iods1 :i* we h 9 our s*ool day1 & put ^! toge!r to make a ?irty-m9ute /udy p]iod com+ once a day4 ,9 ord] t ea* class might receive ! b5efit ( ?is p]iod1 we arrang$ t ! fir/ p]iod class use ! "t on ,tuesday2 ! second p]iod class on ,w$nesday2 & ! ?ird p]iod class on ,friday2 ! foll[+ week t ! f\r?1 fif?1 & six? p]iod classes use ! p]iod = sup]vis$ /udy4 ,on ,monday & ,?ursday ! tea*] uses ?is /udy p]iod by hav+ come to h] room = individual att5tion1 su* /ud5ts z %e ?9ks may ne$ individual help4 ,s mu* = ! plan4 ,9 reg>d to ! results1 we h f\nd t ! plan is ( greate/ advantage ) ! y\ng] /ud5ts1 & 9 ! fir/ "p ( a subject4 ,t is1 ! y\ng] /ud5ts ne$ direction 9 me?od ( /udy1 & all ! /ud5ts f9d x helpful :5 le>n+ ! me?od ( attack ^u a new subject4 ,we f9d x necess>y1 ( c\rse1 to keep "s def9ite *eck ^u ! "w ( ! /ud5ts4 ,?is is done by sett+ = !m c]ta9 concrete problems 9 _! /udy4 ,= in/ance1 to "w out a c]ta9 numb] ( examples2 to be ready to prove a giv5 !orem2 to pick out ! topic s5t5ces 9 a giv5 p>agraph2 to det]m9e ! mo/ important po9ts ( a c]ta9 topic 9 physics2 to pick out ! lead+ ev5ts 9 a giv5 hi/orical topic1 etc4 ,we f9d ! me?od works v well 9 ma!matics1 sci5ce1 & hi/ory4 ,"s difficulty has be5 exp]i5c$ 9 ! /udy ( an ,engli% classic1 su* z ,macbe?1 9 mak+ ! "w ( ! /udy p]iod def9ite4 ,we are work+ at ?is problem4 ,besides tea*+ me?ods ( /udy1 we h f\nd "o decid$ advantage ( ?is /udy p]iod is t by reason ( x1 ! tea*] gets a consid]able insight into ! me?ods ( /udy ( ! v>i\s /ud5ts & c discov] ^? :o wa/e "t1 :o h faulty me?ods ( attack1 etc4 ,ano!r po9t :i* we h f\nd z a result ( ?is "w is t ! tea*]s !mselves are n at all cle> z to def9ite me?ods ( /udy4#gi ,,organiz+ ,,subject-,,matt] ,,= ,,sup]vis$ ,,/udy ,"o ( ! rec5t elaborate plans = sup]vis$ /udy is ?us describ$ by its au?or3 ,x has be5 errone\sly assum$ by _m writ]s t sup]vis$ /udy 0 synonym\s ) effective /udy4 ,x has be5 tak5 = grant$ t s*ools adm9i/]+ sup]vis$-/udy s*$ules taught pupils h[ to /udy4 ,!re is a wide diff]5ce betwe5 m /udy & effective /udy4 ,sup]vis$-/udy s*$ules may secure ! =m] & miss ! latt]4 ,effective /udy dep5ds ^u _m elem5ts1 among !m prop] "t & place1 conc5tration1 read+ ability1 organization habits1 que/ion+ habits1 & memory4 ,sup]vis$-/udy s*$ules me*anically provide = ! fir/ two & m ne>ly secure ! ?ird ?an d o!r devices4 ,! rema9+ elem5ts involv$ 9 ! te*nique ( /udy are n necess>ily concomitants ( s-call$ sup]vis$ /udy4444 ,! orig9 ( ! plan ,i am ab\t to describe grew out ( /udy ( ! classroom ex]cise 9 typewrit+4 ,9 ! typewrit+ class pupils rema9 9 ! same gr\p1 b are individually ap>t4 ,a pupil tak+ typewrit+ may /ay out ( s*ool = two weeks & return to ! same gr\p 9 8 ma!matics1 ,lat91 & typewrit+4 ,9 ! la/ subject he />ts 9 exactly :]e he left (f ) a di/9ct realization t 8 muscul>-m5tal co-ord9ation has be5 impair$1 :ile too (t5 9 ! fir/ two subjects he takes up ! advanc$ "w ) 8 classmates app>5tly )\t any p>ticul> s5se ( loss4 ,:y %\ld he1 if he makes 8 grade8 ,does he n figure out a di/9ct ga98 ,two ?+s diff]5tiate ! me*anics ( ! typewrit+ ex]cise f ! ma!matics & ,lat9 recitations3 7a7 consecutive1 daily assignm5ts :i* ! pupil may foll[ )\t ! guidance ( a tea*]2 7b7 individual responsibility & progress or an acc\nt+ = individual diff]5ces4 ,apply ^! same pr9ciples to academic subjects & x becomes necess>y to provide pr9t$ daily lesson assignm5ts & to *eck ^u individual prep>ation ( ^! daily assignm5ts4 ,"o add$ factor1 h[ev]1 appe>s ) ! academic subject :i* uniquely di/+ui%es x f ! manual1 namely1 ! expression ( ! lesson ideas4 ,9 typewrit+ ! pupil dur+ ! ex]cise concretely & muscul>ly %[s ! tea*] h[ well he und]/&s ! lesson4 ,9 academic subjects ! und]/&+ mu/ fir/ be te/$ by language expression4 ,!re is no ma*9e yet inv5t$ = elim9at+ ?is language-expression ex]cise4 ,consequ5tly = all academics !re mu/ always rema9 ! recitation p]iod4 ,?r[+ "o's ideas into a language mold is n ! same z express+ "o's ideas by me*anical means4 ,= ?is reason ! recitation p]iod mu/ always be /ress$4444 ,! laboratory-recitation plan is bas$ on ! fundam5tal idea t recitation gr\ps %\ld be organiz$ on ! basis ( prep>ation4 ,pupils ne$ n recite on ! day's prep>ation1 b ! recitation = ! day is ^u "w previ\sly prep>$ & te/$4 ,! recitation tea*] kn[s t :5 8 gr\p assembles ea* & e pupil has previ\sly prep>$ & has be5 *eck$ 9 ! "w to be recit$ ^u1 o!rwise ! pupil w\ld n be 9 ! gr\p4 ,?is is accompli%$ by ! foll[+ modus op]&i3 ,co-op]at+ laboratory-recitation tea*]s4 ,=ty or fifty pupils are assign$ to a c]ta9 laboratory-recitation p]iod op]at$ by two tea*]s--"o ! laboratory1 ! o!r ! recitation1 tea*]--9 adjo9+ rooms4 ,:ile ! laboratory tea*] is sup]vis+ ! prep>ation ( lessons dur+ ! n9ety-m9ute p]iod1 ! co-op]at+ recitation tea*] is conduct+ recitations ) gr\ps ( pupils tak5 f ! laboratory on ! basis ( _! prep>ation4 ,= illu/ration1 ea* ,friday ! laboratory algebra tea*] 9 ! second p]iod w give ! co-op]at+ recitation tea*] ( t class & p]iod ! advancem5t ( ! sl[e/ pupil 9 ea* ( two or ?ree recitation gr\ps previ\sly det]m9$ on ! basis ( laboratory prep>ation4 ,! recitation tea*] prep>es 8 "w = ! foll[+ week on ! basis ( ?is in=mation4 ,if !re are ?ree gr\ps1 ! recitation tea*] devotes ?irty m9utes to ea* gr\p2 if two gr\ps1 =ty-five m9utes4 ,! pupil sp5ds ei!r "o-half or two-?irds ( ea* p]iod 9 ! laboratory1 ! "t dep5d+ ^u ! numb] ( gr\ps into :i* ! recitation has be5 divid$1 & ! rema9+ "t 9 recitation4#hj ,,exp]im5ts ,,9 ,,me?od ,! mean+ ( exp]im5ts su* z h be5 describ$ is n f> to seek4 ,! +5i\s sup]visor or tea*] :o has wat*$ ! ord9>y recitation made up ( a s]ies ( que/ions & answ]s recognizes ! fact t su* a recitation is v =mal4 ,8 ef=ts to improve tea*+ w c>ry him into new types ( class ex]cises4 ,! laboratory type ( ex]cise w s]ve bett] 9 c]ta9 cases2 9 o!rs1 ! sup]vis$-/udy type4 ,sometimes x is desirable to try o!r exp]im5ts4 ,)\t attempt+ to deal ) ^! o!r exp]im5ts 9 detail1 x may be well to enum]ate "s ( ! types ( class ex]cise :i* h n be5 discuss$ 9 full4 ,! lecture me?od is common 9 high] in/itutions4 ,9 ! prim>y grades ?is me?od has tak5 ! =m ( /ory-tell+ & has be5 develop$ ( late ) elaborate te*nique4 ,! /udy lesson is a "n :i* has be5 us$ to describe an ex]cise 9 :i* ! pupils /udy new mat]ial on :i* !y h n prep>$ 9 advance4 ,! special =ms ( ?is k9d ( ex]cise may v>y f a critical read+ toge!r ( an advanc$ section ( ! textbook to a s]ies ( read+s by memb]s ( ! class ( v>i\s scatt]$ s\rces 9 collat]al books4 ,a report lesson is a modification ( ! lecture me?od4 ,! memb]s ( ! class1 r ?an ! tea*]1 furni% ! lecture mat]ial2 ea* /ud5t hav+ prep>$ a "p ( ! :ole 9 advance has an opportunity to pres5t 8 f9d+s to ! class1 ) ! result t ! subject is /udi$ 9 full ?r\gh ! cop]ative ef=ts ( all4 ,! laboratory me?od may take on ! =m ( field excursions 9 ! geographical sci5ces & ! =m ( g>d5+ 9 agriculture4 ,:atev] its =m x is "o ( ! mo/ radical dep>tures f ! traditional class ex]cise4 ,%opwork has become common 9 _m l9es4 ,) ! girls ! class ex]cises 9 dome/ic sci5ce & dome/ic art are crosses betwe5 con/ruction ex]cises & inve/igation ex]cises4 ,drill ex]cises 9 ma!matics & language consi/ 9 ! p]=mance "u ! tea*]'s sup]vision ( a s]ies ( tasks :i* are design$ to cultivate fix$ habits 9 ! fields to :i* !y belong4 ,v (t5 su* ex]cises are conduct$ 9 su* a way t ea* pupil works individually4 ,writt5 exam9ations ought to be includ$ "h4 ,:5ev] a class is giv5 a s]ies ( review que/ions = ! purpose ( requir+ a g5]al review ( a :ole subject1 ! result ( ! ex]cise is to fix 9 ! /ud5t's m9d c]ta9 l>g] elem5ts ( ! /udy & to e/abli% c]ta9 broad habits ( selection4 ,writt5 exam9ations may be1 f ?is po9t ( view1 devices ( tra9+1 n m]ely te/s ( results4 ,! exam9ation me?od z a tra9+ me?od has1 accord+ly1 an important place4 ,! cop]ative recitation is "o 9 :i* ! pupils ask ! que/ions4 ,! tea*] )draws z f> z possible1 & all[s ! memb]s ( ! class to initiate ! discussions4 ,:5 ?is k9d ( ex]cise is fir/ introduc$1 ! pupils are likely to foll[ z closely z !y c ! mann] ( que/ion+ :i* !y h se5 exhibit$ by _! tea*]s4 ,if ! exp]im5t is c>ri$ out p]si/5tly1 ! pupils w ultimately become q indep5d5t & spontane\s 9 _! que/ion+4 ,,me?od ,,z ,a ,,subject ,,( ,,sci5tific ,,te/s ,class ex]cises are ?us se5 to diff] 9 =m & 9 results4 ,:5 ! /ud5t ( /&>ds beg9s to make 8 te/s & measurem5ts1 he f9ds an invit+ field = /udy 9 ! diff]5t effects :i* foll[ ! v>i\s types ( ex]cises enum]at$ above4 ,,ex]cises ,,& ,,read+s ,me?ods c be discuss$ f v>i\s po9ts ( view4 ,let ! /ud5t consid] me?ods 9 relation to ! diff]5t subjects ( in/ruction4 ,h[ w ! me?od ( tea*+ manual tra9+ comp>e ) ! me?od ( tea*+ ,lat9 or ari?metic or music8 ,aga91 let ! relation ( me?od to ! maturity ( pupils be discuss$4 ,:at c be done 9 a high-s*ool class 9 ,engli% t is n possible ) an elem5t>y class8 ,9 ?is connection :at are ! me?ods ( tea*+ adults8 ,does a prea*] exhibit me?od 9 8 prea*+8 ,:at is ! me?od ( a writ] 9 a newspap] z di/+ui%$ f ! me?od ( a writ] ( novels8 ,me?ods c be consid]$ f ! po9t ( view ( ! tea*]'s p]sonality & equipm5t4 ,are !re any natural diff]5ces betwe5 ! me?ods ( m5 & wom5 9 tea*+8 ,classify tea*]s ) respect to ! aggressiv5ess ( _! me?ods ( attack4 ,"s are v quiet & require ! pupils to d mo/ ( ! talk+2 o!rs are n4 ,9 ! ,app5dix w be f\nd a li/ ( que/ions design$ to aid 9 ! obs]vation ( classroom me?ods4 ,,*>t]s1 ,w4 ,w4 ,me?ods ( ,tea*+4 ,r[1 ,pet]son ,company1 ,*icago4 ,,e>h>t1 ,l4 ,b4 ,types ( ,tea*+4 ,h\ghton ,miffl9 ,company4 ,,mcmurry1 ,c4 ,a4 ,! ,elem5ts ( ,g5]al ,me?od4 ,public ,s*ool ,publi%+ ,company1 ,bloom+ton1 ,ill9ois4 ,,p>k]1 ,s4 ,c4 ,me?ods ( ,tea*+ 9 ,high ,s*ools4 ,g9n & ,company4 ,,/ray]1 ,g4 ,d4 ,a ,brief ,c\rse 9 ! ,tea*+ ,process4 ,! ,macmillan ,company4 ,,/ray]1 ,g4 ,d41 & ,,norswor?y1 ,n4 ,h[ to ,tea*4 ,! ,macmillan ,company4 ,,footnotes3 #gg ,david ,a4 ,w>d1 ,! ,hi/ory ( ,physics ,in/ruction 9 ! ,second>y ,s*ools ( ! ,unit$ ,/ates4 ,unpubli%$ !sis = ! ,ma/]'s degree 9 ! ,dep>tm5t ( ,education ( ,! ,univ]sity ( ,*icago4 #gh ,e4 ,r4 ,bresli*1 8,sup]vis$ ,/udy z a ,means ( provid+ ,supplem5t>y ,individual ,in/ruction40 ,?irte5? ,ye>book ( ! ,national ,society = ! ,/udy ( ,education1 ,"p ,i1 p4 #de4 ,! ,univ]sity ( ,*icago ,press1 #aiad4 #gi ,f4 ,m4 ,giles1 late pr9cipal ( ! ,t[n%ip ,high ,s*ool ( ,de ,kalb1 ,ill9ois4 ,?irte5? ,ye>book ( ! ,national ,society = ! ,/udy ( ,education1 ,"p ,i1 pp4 #eg-eh4 #hj ,i4 ,m4 ,all51 8,exp]im5ts 9 ,sup]vis$ ,/udy40 ,s*ool ,review1 ,vol4 ,,xxv1 ,no4 #f 7,june1 #aiag71 pp4 #dja-djd4 ,,*apt] ,,xvii ,,classroom ,,managem5t ,,intellectual ,,progress ,,& ,,social ,,conditions ,! la/ *apt] dealt ) ! intellectual side ( class ex]cises4 ,! recitation has = its f9al purpose ! convey+ & fix+ ( c]ta9 ideas & me?ods ( ?9k+4 ,b ?is end c be rea*$ only :5 ! social conditions )9 ! class are prop]ly "u control4 ,! tea*] is conc]n$1 !re=e1 n alone ) intellectual in/ruction2 he is conc]n$ also ) :at is sometimes call$ s*ool gov]nm5t or s*ool discipl9e4 ,if ! class is 9 a riot1 x is impossible to make any headway ) hi/ory or ari?metic4 ,"y & inexp]i5c$ tea*]s are (t5 ineffective because !y d n "k ! art ( social managem5t4 ,!y "k ! subject-matt] :i* is to be impress$ on ! m9ds ( ! pupils1 b !y d n und]/& ! s]i\s social di/ractions :i* are sure to arise at times 9 a gr\p ( immature human be+s4 ,,social ,,tra9+ ,,g5]al ,! social conditions necess>y = successful classroom "w are (t5 dep5d5t on ! g5]al discipl9e ( ! :ole s*ool r ?an on ! mom5t>y situation4 ,if ! g5]al social tone ( a s*ool build+ is l[1 ! be/ tea*] is likely to f9d himself h&icapp$4 ,if1 on ! o!r h&1 ! social managem5t outside ! classroom is effici5t1 a giv5 tea*] :o is n skillful 9 organiz+ 8 class may get on )\t s]i\s di/urbance4 ,!re is ano!r s5se1 also1 9 :i* ! problem ( managem5t is a g5]al "o4 ,! effect ( class managem5t on ! pupil's life is pr(\nd4 ,! s*ool cop]ates ) ! home & (t5 outweighs ! home 9 det]m9+ ! pupil's ideals ( social life4 ,^! ideals are n s mu* matt]s ( intellectual tra9+ z ( social habit4 ,! influ5ce ( a tea*] ov] 8 pupils is (t5 due q z mu* to ! way 9 :i* he manages ! class z to ! subject-matt] :i* he tea*es4 ,,types ,,( ,,social ,,organization ,a social situation c (t5 be anticipat$ & conditions c be pre>rang$ s z to direct all ! p>ticipants into l9es ( activity :i* are desirable4 ,9 consid]+ classroom organization x is important t we recognize1 fir/1 ! possibilities ( pre>rangem5t4 ,! m exp]i5c$ a tea*] becomes1 ! m he c anticipate situations4 ,second1 !re are =ms ( class organization :i* facilitate social cop]ation1 su* z arrang+ pupils 9 l9e4 ,?is is recogniz$ outside ! s*ool1 & x is a common practice to arrange p 9 l9e1 :51 = example1 !y are secur+ tickets4 ,! managem5t ( gr\ps ( p c be/ be c>ri$ on by ! adoption ( su* =ms4 ,!re ne$ be no?+ artificial ab\t ! =ms if !y are n ov]done4 ,! skillful tea*] (t5 uses =mal r\t9e to keep ! class mov+ z a unit4 ,?ird1 !re is no social gr\p :i* does n at times pr(it by a critical review ( situations aft] !y are ov]4 ,puni%m5t is met$ out by society to ^? :o h fail$ to con=m to social dem&s4 ,on ! o!r h&1 rew>ds are giv5 to ^? :o h promot$ 9 conspicu\s ways ! int]e/s ( ! gr\p4 ,bo? puni%m5ts & rew>ds are to be recogniz$ z educative devices1 & %\ld be us$ 9 ! s*ool only :5 !y are su*4 ,! future welf>e ( society is :at %\ld be 9 m9d 9 e expression ( judgm5t on pa/ p]=mances4 ,briefly put1 social managem5t deals fir/ ) conditions be=e ! gr\p comes toge!r2 second1 ) ! =ms necess>y :ile ! gr\p is toge!r2 & ?ird1 ) ! rew>ds or puni%m5ts :i* %\ld foll[ an act 9 ! int]e/s ( future behavior4 ,,social ,,control ,,?r\gh ,,anticipation ,examples ( anticipatory arrangem5ts are n difficult to f9d4 ,all ! mat]ial equipm5ts ( ! s*ool contribute to class managem5t4 ,! division ( ! build+ into small classrooms provides = ! division ( ! s*ool into manageable gr\ps4 ,! arrangem5t ( seats & ! precautions aga9/ ! noise & di/raction :i* result f ! %uffl+ ab\t ( furniture are fur!r examples ( prep>ation 9 advance = ! managem5t ( classes4 ,9 l fa%ion1 ! program = ! day is work$ out 9 advance by ! wise adm9i/rator4 ,?is program provides = a di/ribution ( "w & recreation su* t !re w be no undue tax on ! *ild4 ,! ?ird-grade pupil1 = example1 _c sit /ill = ?irty-five m9utes at a "t1 s ! tea*] *anges ! "* ( ! ex]cise at ! end ( e tw5ty or ?irty m9utes4 ,anticipatory measures ( ! type "h po9t$ out are usually n ?\ght ( by ! inexp]i5c$ tea*] z devices ( class managem5t4 ,class discipl9e is usually assum$ to be a matt] ( ! mom5t4 ,if "o w le>n to look ahead1 x is surpris+ h[ f> mo/ situations c be anticipat$4 ,! fir/ day a tea*] meets a class x is possible to =esee t x w be saf] to require c]ta9 memb]s ( ! gr\p to sit ap>t4 ,x is bett] to arrange _! seats at once r ?an to wait until an ov]t act precipitates a sep>ation z a puni%m5t4 ,! fact is t unfavorable social situations usually gr[ out ( conditions t are remote & _c be dealt ) adequately at ! mom5t4 ,! disord]ly boy is (t5 "o ^: physical condition is unfit4 ,! s*ool is beg9n+ to recognize ! importance ( prop] fe$+ & prop] h\rs ( sleep1 & is tak+ /eps to see t pupils receive at home & at ! lun*eon h\r ! k9d ( hygi5ic att5tion :i* w prep>e !m = ! "w ( ! class4 ,! social situation 9 ! classroom is ?us anticipat$ by a :ole s]ies ( prep>atory moves :i* at fir/ sight seem remote f ! tea*]'s direct task ( meet+ a class4 ,! attitude :i* is enc\rag$ by a /udy ( anticipatory measures is ! same z t :i* is com+ into ! practice ( m$ic9e4 ,!re 0 a "t :5 ! physician reg>d$ x z 8 *ief duty to deal ) disease aft] x _h actually appe>$4 ,to-day ! f>-sight$ practition] is an advocate ( :at he calls prev5tive m$ic9e4 ,he aims to get ! community int]e/$ 9 prep>+ 9 advance :olesome conditions :i* w conduce to heal?4 ,! tea*]'s task ought n to be t ( con/antly p5aliz+ pupils :o h done wrong2 x %\ld be r t ( prep>+ conditions :i* w r$uce disord] to a m9imum & promote to its highe/ degree ord]ly proc$ure 9 ! class4 ,,organization ,,( ,,r\t9e ,! anticipation ( social ne$s passes ins5sibly into ! organization ( regul> =ms ( r\t9e to be foll[$ 9 ! class ex]cise itself4 ,! class ex]cise is n diff]5t 9 its ess5tials f any social ga!r+4 ,x has be5 f\nd necess>y 9 meet+s ( any type to require "o :o w\ld speak to secure ! floor4 ,x w\ld lead to social *aos if ev]yone 9 an assembly spoke 8 m9d accord+ to 8 own p]sonal impulse4 ,! difficulty 9 apply+ ?is analogy to ! classroom & ! difficulty 9 g5]al ab\t all fix$ r\t9e is t free discussion is (t5 defeat$ by =mality4 ,! tea*] is anxi\s1 if he und]/&s 8 task1 to draw out ! en?usia/ic response ( e memb] ( 8 class4 ,h[ to d ?is & at ! same "t avoid confusion :i* w di/urb ! :ole gr\p is a nice problem ( adju/m5t4 ,=mal me?ods %\ld be requir$ & adh]$ to f> en\gh to insure ! smoo? op]ation ( ! social life ( ! class1 b spontaneity %\ld be priz$ & cons]v$4 ,ano!r & p]haps m =tunate example ( r\t9e to avoid confusion is to be f\nd 9 an effective beg9n+ ( a class ex]cise4 ,:5 a recitation is ab\t to beg91 x is a matt] ( major importance t ! tea*] be ready ) some?+ :i* w attract ! att5tion ( ! :ole class4 ,"s in/ructors accompli% ?is ) ! fir/ "q2 "s resort to su* a device z ! ann\ncem5t ( ! next assignm5t2 "s beg9 ) a summ>y ( ! la/ lesson2 "s h ! memb]s ( ! class write = a few m9utes4 ,9 %>p contra/ ) ^! me?ods :i* indicate t ! in/ructor is ready & kn[s :at he wants done are ! aimless w&]+s ( "s in/ructors :o look ov] _! desks = a book :i* seems to be lo/ 9 ! dbris1 or ! "t-consum+ roll call indulg$ 9 by o!rs4 ,a ?ird type ( illu/ration ( ord]ly proc$ure is ! sy/ematization ( me?ods ( pass+ 9 mat]ial4 ,if pupils arrange _! writt5 "w or _! books or o!r mat]ial 9 a regul> fa%ion1 !re w be no disord] 9 h&l+ !m4 ,! social gr\p w move z a unit1 & ?is common movem5t w itself make = social solid>ity4 ,!re is mu* sanction 9 social psy*ology = ?is emphasis on r\t9e4 ,! cu/oms ( primitive peoples take on ! "* ( sacr$ rites1 s ess5tial are !y to ! common life ( ! social gr\p4 ,ev5 9 civiliz$ society ! dem&s ( ! gr\p are p>am\nt4 ,!re is 9 ! family a fix$ "t = eat+ meals1 n because hung] co9cides 9 its reappe>ances ) ! movem5ts ( ! clock b because ! jo9t activities ( a social gr\p proce$ bett] :5 !y are sy/ematiz$4 ,! r\t9iz+ ( s*ool "w c g too f>4 ,! requirem5t has be5 impos$ )9 ! memory ( ?is adult g5]ation t pupils sit 9 _! seats ?r\gh long recitation p]iods ) _! h&s beh9d _! backs4 ,m>*+ 9 lock/ep f class to class has sometimes be5 requir$4 ,! li/ c\ld be l5g!n$ indef9itely4 ,! tr\ble 9 mo/ ( ^! cases is t ! tea*] loses sight ( ! educational motive ( all discipl9e & beg9s to ?9k ( s-call$ ord] z an end 9 itself4 ,,puni%m5ts ,,& ,,rew>ds ,ev5 aft] a situation has be5 z c>efully organiz$ z is humanly possible1 !re are sure to come social em]g5cies4 ,^! furni% occasions = a type ( discipl9e :i* is valuable n s mu* = ! effect :i* x produces on ! pres5t situation z = its effect on ! future4 ,fur!rmore1 !re is (t5 v little expectation t ! future w br+ an exact repetition ( ! p>ticul> situation :i* has j pass$4 ,! discipl9e is !re=e g5]al 9 its type r ?an specifically applicable to ! pres5t4 ,view$ z a g5]al prep>ation = ! future1 ! social condemnation or approval ( an act is (t5 v important4 ,= example1 a boy breaks some?+ ?r\gh %e] c>elessness4 ,%all ! tea*] pass ! act )\t comm5t1 or %all ! act be made an occasion = puni%m5t8 ,"s p are dispos$ to det]m9e :at k9d ( treatm5t %all be giv5 9 t]ms ( ! value ( ! object brok54 ,?is is evid5tly to make ( ! specific act a specific issue4 ,x is bett]1 if x c be done1 to deta* att5tion f ! specific act & note ! g5]al consequ5ces ( c>elessness4 ,educationally1 ! accid5t furni%es an opportunity to w>n1 n aga9/ break+ t p>ticul> object aga91 b aga9/ be+ c>eless4 ,if ! lesson is well taught1 x w t5d to keep ! boy f ru%+ ab\t 9 ! future )\t reg>d = 8 surr\nd+s1 :atev] ^? surr\nd+s may be4 ,comm5dation1 l blame1 is useless except z x sets up 9 ! pupil's m9d true canons ( judgm5t4 ,to praise a *ild = a p>ticul> act1 m]ely conc5trat+ att5tion on t act1 is to neglect ! opportunity ( cultivat+ a g5]al virtue4 ,s complicat$ are ! issues t\*$ on 9 ! la/ few p>agraphs t _m tea*]s feel t ! safe/ c\rse is to avoid praise & blame z f> z possible & all[ natural consequ5ces to op5 ! eyes ( *ildr5 to ! virtue or error ( _! ways4 ,social approbation & social condemnation are ?\ght ( z some?+ highly artificial & to be avoid$4 ,exp]i5ce does n ju/ify ?is view4 ,social life has its rew>ds & its puni%m5ts1 & ! *ild w miss a l>ge "p ( 8 education if he does n come to und]/& ! importance to him ( social values4 ,let u consid] a concrete case4 ,a gr\p ( small boys 9 ! f\r? grade hid ! rubb]s & umbrella ( a little girl 9 _! grade "o ra9y noon1 s t ! girl 0 mu* delay$ 9 />t+ home = lun*eon & 0 mu* di/ress$4 ,:at c\ld be done8 ,! range ( ord9>y s*ool puni%m5ts seems v limit$4 ,9 e>li] days !re 0 a =m ( puni%m5t capable ( ! nice/ gradations & ( univ]sal application = e (f5se4 ,b corporal puni%m5t has gone1 & if1 f among ! rema9+ possibilities1 prop]ly adju/$ puni%m5t is to be adm9i/]$1 x mu/ be devis$ ) +5uity & regulat$ 9 quantity4 ,! tea*] 9 ! case ref]r$ to hit on ! plan ( mak+ ! ?ree little boys s]ve ! girl = a week4 ,!y br\ght h] coat & hat to h] aft] s*ool4 ,%e s5t !m on err&s to ! libr>y4 ,!y le>n$ m "u ! c>eful obs]vation ( ! class ab\t h[ boys %\ld treat o!rs1 especially girls1 ?an !y c\ld possibly h ?\ght out 9 long mon?s ( fre$om f ! bonds ( s]vice4 ,legitimate praise is p]haps h>d] to adm9i/] ) equity ?an puni%m5t4 ,! tea*] holds up a *ild's draw+ & calls att5tion to its excell5ces4 ,! dang] is t ! *ild w become self-consci\s & conceit$4 ,a boy is polite & ! tea*] rem>ks on ! fact4 ,! o!r boys 9 ! class :o h n ( late m]it$ su* praise make a virtue ( _! fre$om f ! ta9t ( ! tea*]'s praise4 ,! difficulty ( lay+ d[n any pr9ciples regulat+ puni%m5t & praise is t cases _c be discuss$ intellig5tly )\t ref]5ce to ! g5]al social situations 9 :i* !y f9d _! sett+4 ,x may be said1 inde$1 t :5 an act is p]=m$1 x is too late to deal ) x adequately 9 any case4 ,! only effective =m ( classroom managem5t is t :i* anticipates ! act & develops a social atmosph]e 9 :i* condemnation or approbation is naturally & spontane\sly contribut$ by ! :ole gr\p4 ,x is sometimes said t good s*ool discipl9e is to be f\nd only :]e !re is no discipl9e4 ,?is rem>k is true only :5 discipl9e is ?\ght ( z synonym\s ) puni%m5t adm9i/]$2 x assumes t ! adm9i/ration ( su* puni%m5t is ! *ief or only =m ( discipl9e4 ,9 a l>g] view ( ! situation "o %\ld recognize t ! be/ s*ool discipl9e is t :i* guides ! social gr\p at all times & controls its attitudes t[>d all acts4 ,! _s ( a class is no accid5t ( ! mom5t4 ,t tea*] has ! be/ discipl9e :o has plann$ & prep>$ ! social situation s c>efully t a dep>ture f ! e/abli%$ ord] br+s an in/ant & :olesome response f ! :ole gr\p4 ,,l>g] ,,social ,,organization ,) ?is l>g] view ( discipl9e 9 m9d1 "o may legitimately introduce into ?is discussion a ref]5ce to ^? =ms ( elaborate organization ( ! s*ool gr\p :i* are sometimes attempt$ 9 ! s*ool-city or ! s*ool-/ate4 ,"u ^! plans ! pupils ( a s*ool are organiz$ into an imitation city or /ate patt]n$ aft] ! adult corporation4 ,! purpose ( su* an exp]im5t is tw(old4 ,fir/1 ! conduct ( a m9iature organization prep>es ! pupils = p>ticipation 9 lat] life 9 ! duties ( citiz5%ip1 & second1 !re gr[s up a feel+ ( responsibility = ! conditions 9 ! imm$iate social gr\p4 ,! (fic]s ( ! s*ool-city are m active ?an !y w\ld o!rwise be 9 re/ra9+ _! fell[s f possible disord] & 9 promot+ acts :i* r$\nd to ! advantage ( all4 ,^! elaborate organizations are educational devices :i* (t5 /imulate great int]e/ & s]ve _! tw(old purpose admirably4 ,9 g5]al1 x mu/ be rememb]$ t a s5se ( responsibility _c be cultivat$ 9 a day & is n ! natural possession ( an immature m9d4 ,unless !re is con/ant sup]vision ! s*ool-city is likely to g on ! rocks ev5 z a real municipality suff]s f ! t5d5cy ( human nature to backslide4 ,! tea*] mu/ br+ to ! s*ool-city ^? exp]i5ces & ^? social /imulations :i* w tra9 & keep alive ! community _s4 ,x is a mi/ake to assume t social organization exi/s only :]e x f9ds expression 9 "s su* elaborate =m z is discuss$ 9 ! =ego+ p>agraphs4 ,social attitudes ( "s k9d are always pres5t4 ,! tea*] :o leaves ! matt] to m]e *ance runs risks4 ,! tea*] :o ov]does organization suff]s f ! reaction :i* commonly foll[s re/ra9t4 ,! tea*] :o deals ) ! situation ) plan & =esight may mold ! social gr\p into a helpful ag5cy contribut+ greatly to ! "w ( ! s*ool4 ,,attempts ,,to ,,classify ,,unruly ,,memb]s ,,( ,,! ,,social ,,gr\p ,h[ev] c>efully ! social :ole has be5 organiz$1 !re comes a "t :5 an unruly memb] appe>s4 ,! tea*]'s task is !n to def5d ! gr\p & br+ ! ecc5tric memb] if possible "u ! influ5ce ( ! social ord]4 ,9 a v int]e/+ *apt] 9 8 volume on 8,s*ool ,discipl9e0 ,pr(essor ,bagley has suppli$ ! evid5ce t no classroom c be reg>d$ z free f ! appe>ance ( unruly types ( /ud5ts4 ,ev5 good tea*]s ( long exp]i5ce :o 9 g5]al are free f difficulties ) ! discipl9e ( _! classes f9d x necess>y to give special att5tion to ! tr\blesome types4 ,^! types are describ$ by ,pr(essor ,bagley z includ+ ! foll[+3 ! /ubborn pupil :o makes difficulty because he is con/antly refus+ to fit into ! social ord]2 ! haughty pupil :o is n m]ely conceit$ b 9 8 ord9>y p]=mances di/urbs ! regul> social r\t9e by 8 ov]be>+ attitude bo? t[>d 8 fell[s & 8 tea*]2 ! self-complac5t pupil :o _c be ar\s$ to activity by any ( ! ord9>y inducem5ts t are pres5t$ by ! s*ool4 ,o!r types include ! irresponsible pupil1 ! morose pupil1 ! hyp]s5sitive pupil1 ! deceitful pupil1 & ! vici\s pupil4 ,?is collection ( unmanageables =tunately does n turn up 9 any s+le class at "o "t1 b1 z ,pr(essor ,bagley rem>ks1 x w\ld be unwise = u to leave "y tea*]s ) ! idea t ! appe>ance ( any "o ( ^! types is due to ! tea*]'s ineffici5cy4 ,_m an effici5t "y tea*] is baffl$ at ! outset by ! difficulties ( deal+ ) "o or ano!r ( ^! types ( /ud5ts4 ,pr(essor ,bagley made inquiry ( "s ( ! be/ tea*]s :om he c\ld locate1 & f\nd t x is inevitable t pupils ( ^! types are to be f\nd soon] or lat] 9 e s*ool4 ,! wise tea*] does well to plan 9 advance = ! reception ( ! p>ticul> specim5 t is sure to fall to 8 lot ) e t5 or twelve pupils4 ,,imp]sonal ,,discipl9e ,! f9al comm5t :i* may be made 9 ?is connection is t ! tea*] mu/ recognize t s*ool discipl9e is a pr(essional & educational problem1 n a matt] ( purely p]sonal relations betwe5 pupil & tea*]4 ,! tea*] is deal+ ) a problem ( gr\p organization2 he _c all[ ! fracti\s pupil to pull him d[n to ! level ( a p]sonal controv]sy4 ,x is difficult at times to keep f ! /rong emotional reactions :i* bl9d ! tea*] to ?is objective view ( s*ool ord]1 b ! effici5t tea*] w see to x t ! gr\p idea & ! ne$s ( ! social :ole guide e act ( discipl9e & rew>d4 ,,ex]cises ,,& ,,read+s ,di/+ui% betwe5 pupils ( diff]5t ages ) ref]5ce to ! =m ( discipl9e appropriate4 ,does ! fir/-grade *ild h any s5se ( responsibility8 ,h[ f> c a class 9 a high s*ool be tru/$ to take c>e ( its own ord]8 ,a commission 9 ,new ,york ,city1 aft] /udy+ ! cases ( disob$i5t pupils1 recomm5d$ a return to corporal puni%m5t4 ,:at c be said 9 favor ( su* a move8 ,:at are ! evils ( corporal puni%m5t8 ,society z a :ole has tak5 an entirely new attitude 9 mod]n times t[>d ! matt] ( puni%m5t4 ,! prison policy ( mod]n nations is diff]5t f ! old] policy4 ,:at c be said ) reg>d to prison education8 ,:at is ! relation ( crime to physical conditions8 ,) reg>d to ! matt] ( rew>ds & prizes1 :at c be said = & aga9/ exemption f exam9ations z a rew>d = good "w8 ,%\ld m$als be giv5 = high s*ol>%ip8 ,:at is ! attitude ( society at l>ge outside ( ! s*ool 9 reg>d to rew>ds8 ,= example1 :at does society d = ! pa9t]1 ! au?or1 ! successful plumb] & c>p5t]8 ,is ! example ( society at l>ge capable ( direct translation into s*ool practice8 ,,bagley1 ,w4 ,c4 ,s*ool ,discipl9e4 ,! ,macmillan ,company4 ,,moreh\se1 ,f4 ,m4 ,! ,discipl9e ( ! ,s*ool4 ,d4 ,c4 ,hea? & ,company4 ,,p]ry1 ,a4 ,c4 ,discipl9e z a ,s*ool ,problem4 ,h\ghton ,miffl9 ,company4 ,,sp5c]1 ,,h]b]t4 ,education4 ,*apt] ,,iii on ,moral ,education4 ,d4 ,appleton & ,company4 ,,*apt] ,,xviii ,,select$ ,,adm9i/rative ,,problems ,,programs ,,& ,,m>ks ,! regul> & ord]ly movem5t ( a social gr\p dep5ds on ! adoption ( a program4 ,! daily program ( a s*ool is an indisp5sable =mal device = ma9ta9+ t type ( solid>ity :i* 0 discuss$ 9 ! la/ *apt]4 ,a second =mal device ( s*ool control is ! m>k+ sy/em1 "u :i* ! pupil's /atus is det]m9$ & 9 accordance ) :i* all 8 relations ( an (ficial type are regulat$4 ,! m>k+ sy/em may be treat$ z a conv5tional plan = di/ribut+ social rew>ds & puni%m5ts4 ,toge!r1 ! daily program & ! m>k+ sy/em are s mu* m significant ?an any o!r devices ( social organization t !y may prop]ly be select$ = special treatm5t4 ,,! ,,total ,,s*ool ,,day ,! arrangem5t ( ! daily program involves1 fir/ ( all1 ! det]m9ation ( ! total am\nt ( "t available 9 ! s*ool day4 ,reliable in=mation on ?is matt] is at h& = a l>ge numb] ( ! small] cities ( ! ,unit$ ,/ates1 z indicat$ 9 ! foll[+ quotation3 ,! foll[+ /ati/ics %[ pres5t conditions reg>d+ ! l5g? ( ! s*ool day4 ,( #a1bgj cities report+1 #cch h a s*ool day ( f f\r & a half to five h\rs2 #eba1 f five to five & a half h\rs2 #daa1 f five & a half to six h\rs4 ,( #a1caj cities report+1 #a1bdb h two daily sessions1 & #fh b "o daily session4 ,! t5d5cy is t[>d a long] s*ool day1 especially 9 ! gramm> grades & 9 ! high s*ool4 ,! op9ion ( mo/ s*ool m5 is t a high s*ool ( two sessions is sup]ior to a high s*ool ( "o session4 ,) ! "o-session plan1 b little "t is available = /udy p]iods4 ,x is evid5t t f\r recitations1 ! numb] g5]ally requir$1 dem& m ?an "o or two #de or #ej m9ute p]iods = /udy4 ,! !ory is t ) ! "o-session plan pupils w prep>e _! lessons at home 9 ! aft]noon4 ,! exp]i5ce ( ! sup]9t5d5ts :o h tri$ ! "o-session plan has g5]ally be5 simil> to t ( ! sup]9t5d5t ( s*ools at ,detroit1 ,m9n41 :o says3 ,! "o-session plan :i* ,i f\nd 9 vogue 9 ?is high s*ool 0 reta9$ = ! pres5t ye> s t its work+s might be /udi$4 ,x is f9e 9 !ory1 b a failure 9 practice4 ,ask+ ! pupils to be ready = "w at #h3cj caus$ mu* t>d9ess4 ,x 0 impossible = ^? :o came by ! bus or tra9 to be on "t4 ,!n ! fact t ! high s*ool _h "o "t s*$ule & ! grades ano!r1 :ile occupy+ ! same build+1 caus$ endless confusion4 ,dur+ ! aft]noon1 :5 /ud5ts came back only = %op & laboratory "w or to consult tea*]s1 !re 0 fur!r annoyance f /ud5ts pass+ to & fro ?r\gh ! halls4 ,!re 0 too mu* idl+ ab\t ! build+s = ! good ( ! grades 9 session or ( ! high-s*ool /ud5ts !mselves4 ,( c\rse1 ! f9e !ory 0 t /ud5ts w\ld sp5d ! aft]noon /udy+ 9 ! quiet & fre$om ( _! homes1 b !y didn't4 ,too _m ( !m roam$ ! /reets & came to class unprep>$ ! next day4 ,! plan also kept ! indu/rial tea*]s wait+ until aft]noon be=e !y c\ld beg9 _! "w4 ,!y 7 compell$ to d x :5 pupils 7 tir$ & n]v\s4 ,?is "w ought to be int]sp]s$ ?r\gh ! day to relieve ! t5sion ( ! o!r "w4 ,"o argum5t advanc$ 9 favor ( ! "o-session plan is t _m /ud5ts "w _! way ?r\gh s*ool by us+ ! aft]noon4 ,! facts are o!rwise4 ,?is ye> only ?ree boys h work$ aft]noons1 & possibly ! same numb] ( girls4 ,next ye> we %all return to ! 8long day0 & l5g!n ! "t devot$ to ea* subject1 s z to give tea*]s a bett] *ance to tea* x ?or\ghly4 ,ea* /ud5t w also h a long] "t at s*ool to /udy "u ! sup]vision ( ! pr9cipal4#ha ,at ,g>y ! eight-h\r s*ool day ) v>iations 9 ! program to secure play1 %opwork1 class "w1 & ent]ta9m5t is ! ideal t[>d :i* ! sy/em is work+4 ,9 "s o!r qu>t]s ! r$uction ( =mal s*ool "w has be5 advocat$ on ! assumption t outdoor "w & play c be suppli$ by ! home or "s o!r ag5cy en\gh to fill up ! pupil's wak+ h\rs4 ,:atev] ! =m tak5 by ! discussion1 "o lead+ t5d5cy appe>s ev]y:]e3 ! *ild's "w %\ld be organiz$ ?r\gh\t ! day4 ,9 mo/ communities ?is means t ! s*ool w be call$ on to ext5d its control to mo/ ( ! h\rs4 ,,! ,,class ,,p]iod ,:5 ! l5g? ( ! s*ool day has be5 det]m9$1 ! problem ( subdivid+ ! day pres5ts itself4 ,! subdivision mu/ fir/ ( all recognize ! claims ( v>i\s subjects4 ,! type ( problem :i* arises at ?is po9t 0 discuss$ at l5g? 9 ! *apt]s on ! curriculum1 & we ne$ n "h discuss fur!r ! claims ( subjects4 ,we turn n[ to ! g5]al problem ( class organization :i* c be =mulat$ 9 ! "q1 ,h[ long c a /ud5t pr(itably try to conc5trate 8 att5tion on a s+le =m ( activity8 ,,physiological ,,fatigue ,! pupil's ability to "w is det]m9$ by c]ta9 physiological conditions :i* %\ld be und]/ood by e tea*]4 ,^! conditions c be describ$ 9 a brief /udy ( ! physiology ( fatigue4 ,any animal tissue1 z1 = example1 a muscle1 is a /oreh\se ( en]gy4 ,?r\gh nutrition ! muscle tissue is kept 9 condition to contract4 ,:5ev] ! muscle contracts1 x uses up its own sub/ance2 x burns up its tissues to a limit$ degree4 ,9 ! process ( ?us consum+ its mat]ial ! muscle gradually becomes clogg$ ) wa/e products4 ,x is ! bus9ess ( ! circulatory sy/em 9 a liv+ organism to c>ry away ?is wa/e mat]ial & ?us free ! muscle f ! effects ( its contraction4 ,! circulatory sy/em also br+s new mat]ials 9 ! =m ( nutrition to re/ore ! deplet$ tissues4 ,! re/oration ( ! tissue ?r\gh nutrition is n ! dem& :i* is mo/ urg5t 9 ! case ( a muscle :i* is call$ on to contract = a long p]iod ( "t4 ,soon] or lat] ! muscle mu/1 inde$1 be br\ght back to its normal /ate ( nutrition1 b dur+ actual contraction ! mo/ imm$iate physiological problem is to keep x cle> ( its own wa/e products4 ,if ^! wa/e products are n remov$1 !y t5d to int]rupt fur!r contraction by prev5t+ ! n]ve fib] :i* ent]s ! muscle f dis*>g+ motor impulses into ! muscle4 ,if /rong] n]v\s impulses are s5t ?r\gh ! n]ve fib]1 ! muscle1 ev5 ?\gh x is some:at clogg$1 w be f\nd 9 a condition to contract ) its orig9al vigor2 b if ! n]v\s impulses are n increas$1 ! contractions gradually dim9i% 9 int5sity4 ,?is is a condition ( muscul> fatigue1 & is to be di/+ui%$ f exhau/ion1 :i* does n set 9 until ! sub/ance ( ! muscle has be5 us$ up to a po9t :i* endang]s ! tissue4 ,fatigue is nature's ef=t to protect tissues aga9/ any possibility ( excessive use4 ,fatigue sets 9 at a p]iod long be=e dang] to ! tissue is at h&4 ,! ov]com+ ( fatigue is dep5d5t 9 all cases on ! p[] to dispose ( wa/e products4 ,! a?lete1 = example1 becomes a bett] runn] *iefly ?r\gh a tra9+ ( 8 organism to c>ry away wa/e products4 ,! untra9$ individual gr[s /iff & sore f ex]cise1 n because 8 muscles are us$ up1 b because 8 muscles are clogg$ ) wa/e sub/ances4 ,?is description ( muscul> fatigue lays ! f\ndation = an und]/&+ ( ! problem ( n]v\s fatigue4 ,! n]ve cells1 l ! muscles1 get clogg$ by ! products ( _! own action4 ,!y !n fail to c>ry n]v\s impulses freely1 & ! individual c d 8 m5tal or physical "w only ) excessive ef=t4 ,fatigue ( n]ve cells means t nature has limits ( "w 9 ^! cells4 ,=tunately1 ! limit is rea*$ long be=e exhau/ion or o!r real dang]s set 94 ,,conditions ,,l ,,fatigue ,matt]s are complicat$ by ! fact t physical conditions o!r ?an ord9>y use produce fatigue-l effects 9 n]ve cells4 ,excitem5t ( any k9d rapidly *anges ! condition ( n]ve cells1 & sometimes =eign *emical sub/ances get into ! blood1 z 9 fev] or infection1 & produce a condition t is 9 effect ! same z fatigue4 ,/ill fur!r1 z a fact ( l>ge importance 9 det]m9+ capacity = "w1 ! n]ve cells pass ea* day ?r\gh a k9d ( int]nal cycle ( conditions4 ,at c]ta9 h\rs _! condition is su* t !y transmit n]v\s impulses freely1 & "w is easy2 at o!r h\rs "w drags because ! n]ve cells are n prep>$ to be active2 _! int]nal *emical condition is su* z to ob/ruct transmission ( impulses4 ,?us1 "o is usually v en]getic 9 ! middle ( ! =5oon1 b is logy at noon & sleepy at a late h\r 9 ! aft]noon4 ,m>k$ individual diff]5ces appe>1 mak+ ?is /atem5t m]ely a g5]al /atem5t4 ,fur!rmore1 p]sonal habits c be *ang$ to "s ext5t ?r\gh ! adoption ( new habits ( life4 ,f9ally1 !re are all sorts ( pa?ological conditions :i* pr(\ndly affect ! life & action ( n]ve cells4 ,anmia & malnutrition may r5d] n]ve cells utt]ly incapable ( cont9u$ action4 ,,practical ,,precepts ,,bas$ ,,on ,,/udy ,,( ,,fatigue ,en\gh has be5 said to make x cle> t no simple =mula c be appli$ to a gr\p ( pupils :5 "o tries to det]m9e = purposes ( ! daily program h[ long _! n]ve cells c be kept at "w on a s+le task4 ,! wise/ c\rse = ! tea*] to foll[ is to be al]t1 & :5 a class rea*es its limit ( pr(itable "w to introduce a *ange4 ,on ! o!r h&1 ! tea*] %\ld be v discrim9at+ & %\ld und]/& t fatigue is n a dang]\s symptom4 ,= example1 suppose t ! a?lete always /opp$ 8 ex]cise j z soon z he began to feel ! necessity ( s5d+ /rong] n]v\s impulses d[n to 8 muscles4 ,he w\ld lose ! be/ results ( tra9+1 = ^! results consi/ 9 ! acquisition ( ! p[] to ov]come fatigue4 ,s also ) ! pupil4 ,! acquisition ( ! p[] to ov]come fatigue is a mo/ important "p ( ! pupil's tra9+4 ,keep+ ! pr9ciples sugge/$ 9 ! =ego+ discussion 9 m9d1 x is relatively easy to arrive at c]ta9 practical rules ( program adm9i/ration4 ,fir/1 maturity ought to mean great] p[] ( endurance4 ,! old] classes %\ld--& usually d--h long] p]iods ( "w4 ,second1 ! p]iod %\ld be long en\gh to /ret* ! pupil's p[]s4 ,regulation ( "w )9 ?is p]iod %\ld be left to ! tea*]1 & tea*]s %\ld tra9 !mselves to recognize ! symptoms ( fatigue & to judge :5 tra9+ has gone z f> z x c 9 ov]com+ fatigue4 ,?ird1 !re %\ld be v>iety 9 ! program4 ,! n]v\s sy/em is made up ( _m diff]5t c5t]s4 ,! v>iation ( occupations br+s diff]5t c5t]s successively into play & gives to ea* ! opportunity ( relaxation :i* is mo/ :olesome4 ,a long s*ool day ) mu* v>iety is em95tly m rational ?an a %ort session ( "w ( a s+le type conc5trat$ into a few h\rs4 ,,adm9i/rative ,,consid]ations ,,controll+ ,,l5g? ,,( ,,! ,,class ,,p]iod ,:5 recomm5d+ v>iations 9 ! program we collide ) :at may seem at fir/ to be an insup]able difficulty4 ,x is impossible f an adm9i/rative po9t ( view to h class ex]cises ( irregul> l5g?s4 ,imag9e :at w\ld happ5 if ! ma!matics tea*] %\ld dismiss 8 class aft] a recitation ( tw5ty-sev5 m9utes1 & ! ,lat9 tea*] %\ld hold 8 = fifty-?ree m9utes4 ,= adm9i/rative reasons class p]iods mu/ be measur$ by ! clock4 ,?is leads to c]ta9 absurdities 9 s*ool organization4 ,= example1 9 ord] to regul>ize cr$its 9 high s*ools a unit ( cr$it has be5 def9$ z a c]ta9 numb] ( h\rs ( class "w4 ,a mom5t's consid]ation makes x p]fectly cle> t an ,engli% class consi/+ ( ?irty fre%m5 w d less int5sive "w 9 a =ty-m9ute p]iod ?an w an advanc$ s5ior class ( f\r /ud5ts 9 trigonometry4 ,! adm9i/rative fiction ( uni=mity :5 l cr$it is giv5 = ^! two classes is grotesque4 ,! assignm5t ( a d\ble p]iod to laboratory classes is likewise a concession to adm9i/rative conv5i5ce r ?an a c>efully weigh$ arrangem5t4 ,x is easi] to make up p]iods 9 multiples ( ! /&>d recitation "t4 ,b x is by no means cle> t ! sci5ces c pr(itably use d\ble p]iods4 ,! int]nal adju/m5t ( laboratory "w ne$s m c>eful /udy ?an x has receiv$ 9 ! pa/4 ,! laboratory me?od1 z %[n 9 an e>li] *apt]1 is "o :i* has excit$ great en?usiasm4 ,_m a laboratory assignm5t :i* does n fill ! "t allott$ to x is tol]at$ because ( ! vague g5]al en?usiasm = ! me?od & ! =mal arrangem5t ( d\ble p]iods4 ,,adju/m5t ,,( ,,"w ,,)9 ,,! ,,p]iod ,su* examples z ^! %[ f a new angle ! importance ( ! movem5t = sup]vis$ /udy :i* 0 describ$ 9 an e>li] *apt]4 ,! tea*] 9 *>ge ( ! class mu/ ultimately h at h& v>i\s devices1 "s int5d$ to give play to individual diff]5ces1 "s int5d$ to promote social cop]ation4 ,!n1 :ile adm9i/rative necessity dictates a uni=m p]iod = ! class ex]cise1 ! educational ne$s ( ! /ud5ts c be met by v>iations 9 ! cont5t & me?od ( in/ruction4 ,,adju/m5t ,,( ,,cr$its ,su* a =mula z ?is dictates also ! recognition 9 an adm9i/rative way ( ! diff]5ces betwe5 ! "w p]=m$ by diff]5t /ud5ts4 ,!re has be5 ( late an increas+ recognition ( ! ju/ice ( giv+ pupils diff]5t degrees ( cr$it = "w :i* !y d 9 "o & ! same c\rse4 ,! /ud5t :o c>ries a c\rse 9 algebra ) a high grade und\bt$ly le>ns m ?an ! /ud5t :o does l[-grade "w 9 ! same class4 ,,! ,,problem ,,( ,,grad+ ,! prop] di/ribution ( cr$its op5s up ! complex problem ( grad+ sy/ems4 ,! grad+ sy/em is ! basis ( academic rew>ds & p5alties4 ,yet x is recogniz$ by pupils & tea*]s alike to be full ( pitfalls4 ,! ord9>y sy/em uses lett]s su* z ,e = excell5t1 ,p = poor2 or p]c5tage designations su* z #ajj = p]fect1 #fj or #ge = j pass+2 or "s o!r simil> symbolism4 ,! ambiguities 9 ! sy/em arise 9 "p out ( ! fact t individual tea*]s h ! mo/ div]g5t notions z to ! mean+ ( ea* ( ! symbols4 ,let u assume ! case ( a new tea*] :o has j come to a giv5 s*ool try+ to f9d out :at ! o!r tea*]s mean by _! m>ks4 ,?is tea*] w be told t #ajj p] c5t means p]fection4 ,b :at is p]fection 9 a subject8 ,is ! /ud5t p]fect :5 he tells :at is 9 ! textbook1 or is !re a dem& = orig9al ?9k+8 ,/ill m d\btful is ! mean+ ( #ij p] c5t4 ,does ?is signify n9e t5?s ( :at a /ud5t might "k1 or is x a k9d ( vague /atem5t mean+ t ! /ud5t is 9 ! upp] "p ( ! class8 ,! new tea*] w be v likely at ?is po9t1 if he is intellig5t ab\t m>k+ sy/ems1 to ask h[ _m /ud5ts 9 a class usually get #ajj or #ij4 ,?is "q is bas$ on a conception ( ! mean+ ( m>ks entirely diff]5t f t :i* 0 ref]r$ to 9 ! la/ p>agraph4 ,m>ks may ref]1 & (t5 d ref]1 n to ! degree ( p]fection 9 k b to ! relative position ( ! /ud5t 9 8 class4 ,"s tea*]s m>k ! be/ pupil #ajj & !n try to grade ! re/ f ?is /&>d4 ,,exp]im5ts ,,) ,,grad+ ,,sy/ems ,examples c\ld be multipli$ indef9itely1 %[+ t !re is great vagu5ess 9 reg>d to ! mean+ ( m>ks4 ,we are1 h[ev]1 m int]e/$ 9 ! ef=ts :i* are be+ made to ov]come ^! unsatisfactory conditions4 ,fir/1 tea*]s are be+ in=m$ by comp>ative diagrams :at ! relation ( _! own m>k+ sy/em is to ! g5]al av]age ( _! colleagues4 ,a few ye>s ago ! presid5t ( ,h>v>d s5t to ea* memb] ( ! faculty a *>t %[+ ! curve ( di/ribution1 reproduc$ 9 ,fig4 #af1 &1 sup]impos$ on ?is1 ! curve ( ! individual in/ructor's m>ks4 ,! /&>d curve 0 d]iv$ by av]ag+ ! m>ks f eight l>ge c\rses4 ,illu/ration3 ,,fig4 #af4 ,di/ribution ( grades 9 v>i\s ,h>v>d classes ,! full-drawn l9e %[s ! av]age p]c5tage ( grades 9 eight l>ge elem5t>y c\rses4 ,! dott$ l9e & ! brok5 l9e repres5t two dep>tures f ! av]age practice by in/ructors 9 two diff]5t dep>tm5ts ,second1 ! ,univ]sity ( ,miss\ri#hb has frankly giv5 up try+ to det]m9e :e!r /ud5ts are #ajj p] c5t p]fect 9 a subject or only #hj p] c5t4 ,all /ud5ts 9 all classes are arrang$ 9 ! ord] ( _! excell5ce 9 _! classes4 ,! m>ks1 9 o!r words1 are relative4 ,:5 all ! m>ks ( ! in/itution are compil$1 !re are a few /ud5ts :o are relatively v high1 _m :o are m$iocre1 & a few :o are l[4 ,! l[ ones are dropp$1 ! high ones get honors1 & ! m$iocres get ! rew>d due ! av]age /ud5t4 ,on ! basis ( ?is k9d ( a classification ! ,univ]sity gives to a /ud5t :o /&s 9 ! upp]mo/ #e p] c5t ( 8 class #a4b cr$its t[>d graduation4 ,! /ud5t 9 ! next l[] #bj p] c5t gets #a4a cr$its4 ,! #ej p] c5t :o are m$iocre get ! normal cr$it ( #a4j1 :ile ! l[] ranks are p5aliz$ f #j4a to all cr$it4 ,a ?ird ef=t to improve ! situation is be+ tri$ 9 ! high s*ool ( ,kansas ,city1 ,kansas4#hc ,9 ea* classroom is po/$ a conspicu\s *>t tell+ /ud5ts :at !y mu/ d to get high grades4 ,"o may pass ) a ,c if "o does ! requir$ "w tak5 up 9 a sixty-m9ute comb9ation recitation & /udy p]iod4 ,if "o is to receive ,b1 x is requir$ among o!r virtues t "o be suffici5tly well prep>$ to recite )\t prompt+ f ! tea*]4 ,fur!rmore1 "o mu/ d outside "w & report on x4 ,! ,c pupil does 8 "w 9 ! class1 b t is n en\gh = a ,b4 ,! ,a pupil mu/ fulfill ev5 high] requirem5ts4 ,ea* dep>tm5t is all[$ to po/1 9 addition to ! g5]al /atem5ts made = ! :ole s*ool1 special regulations :i* obta9 = ! "w ( t p>ticul> dep>tm5t4 ,?is sy/em is a k9d ( public def9ition ( ! m>ks1 & has ! great advantage ( cle>+ up 9 ! m9ds ( ! /ud5ts :at (t5 seems to !m to be an unju/ & my/]i\s s*eme4 ,,! ,,/udy ,,( ,,m>ks ,,z ,,an ,,introduction ,,to ,a ,,/udy ,,( ,,! ,,s*ool ,,sy/em ,! /udy ( grad+ sy/ems has attract$ mu* att5tion ( late among ! /ud5ts ( ! sci5ce ( education4 ,x is an excell5t subject ) :i* to illu/rate sci5tific me?ods1 because ! records be+ 9 quantitative =m l5d !mselves to easy & exact /ati/ical comp>ison4 ,!re is no bett] body ( mat]ial = a pr9cipal to employ 9 ar\s+ 8 tea*]s to a recognition ( ! fact t !y are factors 9 a sy/em4 ,m>ks are a k9d ( te*nical language us$ 9 ! s*ool sy/em4 ,_! successful use calls = "s compreh5sion ( ! mean+ & problems ( ! sy/em z a :ole4 ,,ex]cises ,,& ,,read+s ,let memb]s ( ! class make up a s*ool program4 ,let !re be 9 a c]ta9 high s*ool eight tea*]s1 "o well qualifi$ 9 ea* ( ! foll[+ subjects3 ,engli%1 ma!matics1 ,lat91 physics1 biology1 mod]n languages1 dome/ic sci5ce1 & manual arts4 ,!re are sev5 classrooms & a /udy room4 ,!re are #djj /ud5ts1 di/ribut$ z foll[s3 #adj fre%m51 #aaj sophomores1 #ij juniors1 & #fj s5iors4 ,! s*ool is 9 session f #h4de ,a4,m4 to #ab noon & f #a4cj to #c4cj ,p4,m4 ,make up a program ( classes4 ,record all ! que/ions t are n answ]$ 9 ! above /atem5t ( conditions4 ,supply answ]s y\rself1 record+ explicitly ! answ] :i* y give 9 ea* case4 ,let ! memb]s ( ! class !n comp>e programs4 ,:at is ! diff]5ce betwe5 su* a problem z above def9$ & ! problem ( mak+ out a program = an elem5t>y s*ool8 ,a v good ex]cise "u ?is *apt] is to give a writt5 ex]cise to ! class & !n ask ! writ]s to m>k ea* 8 own pap] aft] ! "q & its possible answ]s h be5 discuss$ by ! class4 ,9 l mann] let ea* memb] ( ! class m>k a c]ta9 ,engli% composition or a recitation made by "s memb] ( ! class4 ,let ! memb]s ( ! class rate ! v>i\s memb]s ( ! class 9 reg>d to _! "w4 ,aft] ea* ( ^! m>k+s make a g5]al table %[+ ! di/ribution ( grades & note ! diff]5ces betwe5 ! diff]5t m>k]s4 ,!re is v little writt5 on detail$ adm9i/rative problems4 ,a v good read+ ex]cise at ?is po9t c be made up by ref]r+ to ,monroe's 8,a ,cyclop$ia ( ,education0 7,macmillan7 & requir+ ! /ud5t to f9d t5 /rictly adm9i/rative topics & t5 :i* h to d ) me?ods4 ,= mo/ ( ! articles 9 ! 8,cyclop$ia0 read+ ref]5ces are giv54 ,,footnotes3 #ha ,w4 ,s4 ,deff5baugh1 8,s*ool ,adm9i/ration 9 ! ,small] ,cities40 ,bullet9 ,no4 #dd1 ,unit$ ,/ates ,bureau ( ,education1 #aiae1 pp4 #dj-da4 #hb ,max ,f4 ,mey]1 8,! ,adm9i/ration ( ,college ,grades40 ,s*ool & ,society1 ,vol4 ,,ii1 ,no4 #dc 7,octob]1 #aiae71 pp4 #egg-ehi4 #hc ,see article by ,w4 ,a4 ,bailey1 ,s*ool ,review1 ,vol4 ,,xxv 7,may1 #aiag71 pp4 #cje-cba4 ,,*apt] ,,xix ,,play ,,motives ,,= ,,cultivation ,,( ,,physical ,,p[]s ,rec5t educational practice has laid great emphasis on ! cultivation ( *ildr5's physical natures z well z _! m5tal p[]s4 ,?is new emphasis on physical tra9+ is due 9 "p to a recognition ( ! wisdom ( ext5d+ education s z to include all sides ( ! individual4 ,x is due 9 "p also to ! conviction t ! only way to deal successfully ) ! ord9>y "w ( ! classroom is to provide ! k9d ( *ange & relief :i* comes f physical ex]cise4 ,regul> opportunities = play are accord+ly provid$ 9 ! s*ools ( to-day1 & an elaborate sy/em ( physical sup]vision is be+ develop$ 9 all ! lead+ s*ool sy/ems4 ,"s review ( ^! movem5ts w be appropriate by way ( supplem5t to ! g5]al survey 9 e>li] *apt]s ( ! activities ( ! s*ool sy/em4 ,,e>li] ,,attitude ,,t[>d ,,play ,! s*ool ( a g5]ation ago reta9$ a good deal ( ! ,puritan attitude t[>d play4 ,"o has only to recall ! p&emonium :i* us$ to break loose at recess & at ! "t ( dismissal to realize t !re 0 a %>p di/9ction betwe5 s*ool & play4 ,9 s*ool "o sat up /raight & /ill2 :5 "o 0 free f s*ool "o let out all ! p5t-up inn] impulses4 ,! k9d ( play t 0 exhibit$ "u ^! conditions 0 riot\s1 irregul>1 & aimless4 ,fur!rmore1 ! k9d ( play :i* 0 cultivat$ "u ^! conditions did n c>ry ov] into lat] life4 ,!re 0 no sy/em1 no progression1 9 t play1 & no cultivation ( ! inv5tiv5ess s necess>y if ! recreations ( lat] life are to be intellig5t4 ,,play ,,z ,,natural ,,behavior ,! *ange 9 attitude f t ( ! old-fa%ion$ s*ool to t ( ! mod]n s*ool is traceable 9 "p to practical exp]i5ce & 9 "p to a g5]al & fundam5tal *ange 9 ! philosophy ( life4 ,to-day !re is ! pr(\nde/ respect = all t is natural4 ,! !ological attitude ( m$ievalism & ( ! ,puritans t ! body is ! bas] "p ( self has disappe>$ ) ! developm5t ( ! biological sci5ces4 ,! social sci5ces1 too1 h contribut$ ! lesson t all human behavior is 9 accordance ) c]ta9 natural laws4 ,! philosophy ( naturalism ?us accept$ has pr(\ndly modifi$ ! views ( p>5ts & tea*]s ) reg>d to ! play impulse 9 *ildr54 ,,p]iods ,,9 ,,! ,,developm5t ,,( ,,play ,n only is play natural1 b num]\s sci5tific /udies reveal ! fact t 9 ! animal _w & 9 man's life play contributes 9 no unimportant degree to ! individual's developm5t4 ,^! sci5tific /udies h %[n t play foll[s def9ite l9es ( developm5t4 ,!re is fir/ ! play ( e>ly infancy1 :i* consi/s 9 ! rhy?mical movem5t ( ! limbs & 9 ! grasp+ aft] objects :i* satisfy ! s5ses4 ,?is is ! p]iod ( ! rattle4 ,!re is at ?is /age no reg>d = o!rs1 no social int]e/4 ,!n comes a second /age1 :]e play is made up ( imitative acts4 ,?is is ! p]iod ( ! girl's doll & ( ! boy's kit ( tools4 ,! *ild's att5tion is n[ c5t]$ on o!rs & _! do+s1 & ?is outw>d att5tion furni%es ! individual ) 8 models ( action4 ,!n come ! plays ( conte/ & competition1 :5 ! *ild1 n[ ( s*ool age1 mat*es himself aga9/ 8 companions 9 spe$ or /r5g?4 ,?is is ! p]iod ( runn+ games4 ,imitation has rip5$ into ! k9d ( rivalry :i* helps ! individual to realize 8 p]sonal p[]s4 ,foll[+ competition comes ! p]iod ( team play1 9 :i* social union ) "s ( "o's companions is comb9$ ) conte/ aga9/ o!rs4 ,! adolesc5t *ild is n[ becom+ aw>e ( ! uses ( social sympa?y & co-op]ation4 ,at ea* ( ^! /ages "s ( ! e>li] =ms ( play survive1 & all rip5 into ! =m ( play *>act]i/ic ( adult life1 :]e ! competitions are aga9/ intellectual ob/acles m ?an aga9/ physical4 ,adult play dem&s skill & intellectual ma/]y ( complex problems4 ,:5 "o has le>n$ t !re is a natural & ord]ly evolution ( ! play impulse1 "o realizes t x is rational to foll[ ?is natural ord] 9 promot+ individual developm5t4 ,play takes on a dignity t x nev] _h 9 ! days :5 x 0 look$ on z an uncurb$ attribute ( infancy to be tol]at$ only because !re seem$ no possible way ( eradicat+ x4 ,,play ,,z ,,natural ,,education ,inde$1 ! sci5tific discussions h gone mu* fur!r ?an m]ely to trace ! c\rse ( ! developm5t ( play4 ,!y %[ :y play is to be recogniz$ z a necess>y phase ( life4 ,at fir/ ! immature in/9cts ( ! *ild t5d to express !mselves 9 activities t are irregul> & ill-coord9at$1 b aim$ unmi/akably 9 ! direction ( ! lat] s]i\s activities ( adult life4 ,! kitt5 *ases ! ball 9 prep>ation = ! lat] activities ( ! hunt4 ,! explanation ( ?is =m ( e>ly play is t 9 ! "y animal's n]v\s sy/em !re are inh]it$ pa?s :i* are rip5+ into action4 ,! impulses ( life t5d to fl[ d[n ^! inh]it$ pa?s2 x is nature's me?od ( help+ ! n]v\s sy/em to mature to ! po9t ( full action4 ,:5 nature's processes h matur$ ! n]v\s sy/em1 ! l9es ( behavior ( :i* ! individual is capable are div]se4 ,ea* s]i\s activity ( life engages "s ( ! individual's en]gy & br+s to ! po9t ( fatigue a c]ta9 gr\p ( 8 possible activities4 ,:5 "o "p ( ! n]v\s sy/em has be5 fatigu$1 !re w always be o!r p>ts :i* h n be5 us$4 ,= example1 a man :o reads = f\r h\rs does n use 8 arms & legs4 ,at ! end ( ! f\r h\rs 8 read+ p[]s w be fatigu$1 b 8 arms & legs w be ov]ready = action4 ,!re mu/ be "s *ange 9 activity & "s relaxation f s]i\s "w4 ,play is nature's answ] to ?is dem&4 ,,social ,,necessity ,,( ,,recreation ,9 addition to ! sci5tific /udies ( ! nature & function ( play appe>s ! sociological fact t ! gr[? ( leisure has creat$ a new dem& = well-regulat$ play4 ,fur!rmore1 ! conditions ( urban life are unfavorable = "s ( ! simple plays :i* 9 an e>li] /age ( civilization furni%$ an outlet = ! natural impulses4 ,if ! environm5t is artificial1 !re mu/ be a delib]ate & intellig5t ef=t to supply :at nature dem&s b civilization has made inaccessible4 ,! dang] 9 a conge/$ city :]e natural play is n possible is a moral dang]4 ,!re are vici\s ag5cies :i* are n sl[ to take advantage ( ! /rong natural dem& = recreation4 ,! result is t = ! sake ( ga9 appeals are made to ! bas] impulses ( human nature4 ,! success ( ^! unsavory =ms ( amusem5t atte/s ! pres5ce ( a /rong natural dem&4 ,! way to meet ! dang] is to provide =ms ( recreation :i* are :olesome & elevat+4 ,,play ,,z ,,physical ,,education ,f9ally1 all ! argum5ts 9 favor ( play are ren=c$ by ! g5]al dem& t ! physical condition ( *ildr5 9 s*ool be made a matt] ( especial conc]n4 ,play is ! =m ( ex]cise :i* s]ves bett] ?an any o!r to keep ! physical sy/em 9 good tone4 ,h5ce ! conclusion t play is z indisp5sable z x is natural4 ,,! ,,s*ool ,,& ,,play ,9 ! light ( ^! sci5tific & sociological /udies x is evid5t t ! s*ool has a task be=e x4 ,briefly /at$1 ?is task is z foll[s3 ,nature int5d$ t ! *ild %\ld play2 play is a phase ( ! *ild's natural education4 ,! conditions ( life 9 cities h depriv$ *ildr5 ( ! opportunity = ! free developm5t ( play4 ,! educational sy/em mu/ take ! *ildr5 9 h& & tra9 !m back into nature's ways4 ,,surveys ,,( ,,*ildr5',s ,,play ,,9 ,,cities ,evid5ce t ! situation ne$s att5tion is furni%$ by /udies :i* h rec5tly be5 made4 ,! foll[+ quotation supplies "o su* body ( evid5ce3 ,9 ! h\r & a half foll[+ ! close ( s*ool ,novemb] #aj & #ah c>eful obs]vations 7 made 9 all p>ts ( ! t[n at ! same "t1 by f\r adults select$ = ! purpose4 ,!y 7 in/ruct$ to look c>efully ?r\gh ! /reets1 vacant lots1 y>ds1 p>ks1 & playgr\nds & make a notation ( e *ild or "y p]son up to ! age ( #ba1 obs]v$4 ,! in=mation s\ght 0 :at ea* "o 0 actually do+1 at play or o!rwise1 & :]e he 0 do+ x4 ,!y 7 also ask$ to e/imate ! ages ( ! *ildr5 obs]v$4 ,on ,novemb] #f a prelim9>y s\nd+ 0 made by ! inve/igator4 ,ea* obs]v] 0 assign$ def9ite t]ritory s z to avoid duplication & all work$ at exactly ! same "t4 ,! results ( ^! 8s\nd+s0 h be5 c>efully tabulat$ & summ>iz$4 ,altoge!r #fif *ildr51 #ddg boys & #bdi girls1 7 obs]v$4 ,( ! total numb]1 #bfb or almo/ #dj p] c5t ( ! *ildr5 & "y p 7 do+ no?+4 ,especially significant is ! fact t #afh ( ! #bfb idl+ boys & girls 7 idl+ 9 gr\ps4 ,"h is :]e mis*ief usually />ts4 ,a majority ( ^? walk+ 7#bjc7 7 9 reality idl+4 ,fifty-six or eight p] c5t ( ! *ildr5 7 play+ football & baseball & #bb or a fraction ov] ?ree p] c5t 7 occupi$ ) o!r games4 ,a play life ! two *ief features ( :i* are idl+ & walk+ indicates t ! community is n dis*>g+ its pla9 duty ) respect to ! boys & girls4#hd ,a l result is report$ 9 ! ,clevel& survey4 ,a play c5sus1 tak5 ,june #bc1 #aiac1 "u ! direction ( ! ,*ief ,m$ical ,inspector & ,assi/ant ,sup]9t5d5t 9 *>ge ( ,physical ,education 9 ,clevel&1 seem$ to %[ ?is same lack ( relation%ip betwe5 ! s*ool & ! out-(-s*ool activities ( *ildr54 ,! results ( ?is /udy are %[n 9 ! foll[+ table4 ,page #bgb ,,conclusions ,,drawn ,,f ,,?is ,,c5sus #a4 ,t j at ! age 7"u #ae7 :5 play & activity are ! fundam5tal requirem5ts = prop] gr[? & developm5t #da p] c5t ( ! *ildr5 se5 7 do+ no?+4 ,! boy )\t play is fa!r to ! man )\t a job4 #b4 ,fifty-"o p] c5t ( all ! *ildr5 se5 7 9 ! /reets1 9 ! mid/ ( all ! traffic1 dirt1 & heat1 & 9 an environm5t conducive to j ! wrong k9d ( play4 ,,record ,,( #ad1fhc ,,clevel& ,,*ildr5 ,,boys ,,girls ,,total ---------------------------------------- ---------------------------------------- ---------------------------------------- ,:]e !y 7 ,on /reets #e1bda #b1eeh #g1gii se5 ,9 y>ds #a1ehc #a1iih #c1eha ,9 vacant lots #fhf #aig #hhc ,9 playgr\nds #iig #hgb #a1hfi ,9 alleys #dac #ach #eea ,:at !y 7 ,do+ no?+ #c1gcg #b1bcd #e1iga do+ ,play+ #d1fja #b1geg #g1ceh ,work+ #gai #fce #a1ced ,:at games !y ,baseball #a1ddh #aij #a1fch 7 play+ ,kites #dhb #di #eca ,s& piles #bda #bcj #dga ,tag #ajj #ec #aec ,jack/ones #fh #beg #cbe ,dolls #hi #aic #bhb ,sew+ #ad #acj #add ,h\sekeep+ #ec #aia #bdd ,horse & wagon #hi #bd #aac ,bicycle rid+ #gi #ac #ib ,m9d+ baby #ai #da #fj ,read+ #ag #ce #eb ,roll]-skat+ #ah #bi #dg ,g>d5+ #ac #ad #bg ,caddy #f #j #f ,m>bles #b #j #b ,play+ 9 o!r ways1 #a1hfc #a1cjh #c1aga mo/ly j fool+ #c4 ,t only six p] c5t ( ! *ildr5 se5 7 on vacant lots despite ! fact t 9 mo/ ( ! di/ricts vacant lots 7 available z play spaces4 ,a place to play does n solve ! problem3 !re mu/ be a play lead]4 #d4 ,t ev5 ?\gh #cf playgr\nds 7 op5 & #af ( !m ) app>atus up1 only #ahfi1 or #aa p]c5t1 ( ! *ildr5 se5 )9 f\r blocks ( a playgr\nd 7 play+ on playgr\nds4 ,la/ ,friday #fdhh *ildr5 play$ on playgr\nds4 #e4 ,t ( ! #gceh *ildr5 report$ to h be5 play+1 #caga 7 report$ to h be5 play+ by do+ "s ( ! foll[+ ?+s3 fight+1 teas+1 pit*+ p5nies1 %oot+ craps1 /eal+ apples1 8r\gh+ a p$dl]10 *as+ *ick5s1 ty+ c to dog1 etc41 b mo/ ( !m 7 report$ to h be5 8j fool+0--n play+ any?+ 9 p>ticul>4 #f4 ,we ne$ m & bett] playgr\nds & a bett] tra9$ lead]%ip4#he ,,sy/ematiz+ ,,in/ruction ,,9 ,,play ,:at is to be done 9 deal+ ) ?is situation8 ,?ree answ]s h be5 giv54 ,fir/1 plays mu/ be arrang$ 9 a sequ5ce :i* w foll[ ! natural ord] ( *ildr5's developm5t1 & :5 ?is play c\rse is prop]ly organiz$1 *ildr5 mu/ be giv5 tra9+ 9 play4 ,! tra9+ %\ld be ( ! same k9d z t giv5 9 any l9e1 namely1 su* z to /imulate self-activity & full utilization ( ! tea*]'s sugge/ions4 ,speciali/s 9 ! field h f\nd x advantage\s to revive folk games & to call att5tion to ! int]e/ :i* *ildr5 exhibit 9 fe/ivals & dramatic repres5tations4 ,9 o!r words1 ! discov]y ( plays suitable = *ildr5 is no?+ b ! ext5sion into ! field ( recreation ( ! type ( educational res\rcefulness :i* has enl>g$ ! curriculum 9 e division ( ! s*ool4 ,! enri*$ c\rse ( tra9+ 9 play %\ld be us$ = ! improvem5t ( adults z well z *ildr51 ?us mak+ education = play a "p ( ! movem5t ( educational ext5sion4 ,,survey ,,( ,,recreational ,,facilities ,second1 ! available res\rces ( ! community = play mu/ be canvass$ & mu/ be intellig5tly utiliz$4 ,9 ! quotation f ! ,clevel& survey giv5 above x 0 po9t$ out t !re are vacant lots :i* are n us$4 ,a /udy ( ! play facilities ( ! community w also %[ ! necessity ( curb+ ^? =ms ( recreation :i* are undesirable4 ,a survey ( ?is k9d %\ld deal n only ) ! community's equipm5t = play among *ildr5 b also ) ! play ( adults4 ,su* a survey has be5 made = ! city ( ,madison1 ,wiscons91 & !re is n[ go+ on 9 ! city ( ,clevel& an ext5sive exam9ation ( all =ms ( recreation & amusem5t toge!r ) an inve/igation ( _! effects on ! p4 ,a few extracts f ! ,madison survey w %[ ! k9d ( f9d+s :i* are turn$ up by su* an inquiry3 ,a /udy ( ! v>i\s sections ( ?is survey %[s t play or recreation occupies a great place 9 ! life ( ! city4 ,! "t1 ef=t & money put into x is enorm\s4 ,practically e social organization1 z well z ! individual & home1 is involv$ 9 x4 ,a v l>ge p]c5tage ( ! bus9ess section ( ! city & _m outly+ bus9ess places are directly or indirectly1 :olly or p>tially1 devot$ to x1 z is a l>ge area ( ! :ole city t]ritory4 ,its influ5ce is f> rea*+4444 ,! /udy ( *ildr5's activities 9 connection ) ! map survey %[s t !re is an enorm\s am\nt ( play =c$ into ! /reets1 ev5 9 well-to-d sections ( ! city1 & 9 o!r cases into ! wor/ ( environm5tal conditions4 ,!re is no lead]%ip or sup]vision ( ?is play & !re are no public playgr\nds except ,burr ,jones ,field & two p>k playgr\nds & inadequate1 unsup]vis$ s*ool playgr\nds1 :]e !re is no attractive organization or play to draw ! *ildr5 f ! /reets to m :olesome activities & influ5ces on ! playgr\nds4 ,?is is physically dang]\s & a m5ace to morals4 ,! /udy ( comm]cial recreation %[s t ! l>ge numb] ( *ildr5 are involv$ 9 passive amusem5ts indoors dur+ ! few h\rs free = outdoor1 heal?-giv+ activities or :5 !y %\ld be 9 b$4 ,?is is bad f ! /&po9t ( heal?1 ! educational ef=ts ( ! s*ool1 & g5]al social habits or ideals4 ,! /udy ( environm5tal influ5ces & a neglect ( play %[ t "s ( ?is /reet & unsup]vis$ play results disa/r\sly1 ev5 9 del9qu5cy1 & supports ! claim ( _m obs]v]s t mo/ ( ! bad habits ( *ildr5 develop 9 play "u bad influ5ces4 ,if ! play ( *ildr5 is to be :olesome & g5]ally developm5tal r ?an inactive or detrim5tal1 !y mu/ h :olesome places to play 91 equipm5t1 companion%ip1 & at lea/ a "p ( ! "t organiz$ play & lead]%ip4 ,9 s f> z ! home _c supply ^! dem&s mo/ ( ! "t--& ! l>g] numb] ( homes _c--public int]e/ 9 ! welf>e ( ! ris+ g5]ation dem&s t ! play be c5t]$ 9 a community playgr\nd "u prop] sup]vision4 ,! supreme ne$ ( *ildr5 ( ,madison is playgr\nds "u tra9$ directors4 ,! recreational ne$s ( ! "y m5 & wom5 ( ! city requir+ public att5tion are ( ?ree classes1 all ( :i* require places1 organization & lead]%ip4 7#a7 ,!y ne$ a?letic & aquatic activities1 a?letic organization & lead]%ip4 ,^! activities are :olesome & increase effici5cy r ?an decrease x4 7#b7 ,! "y m5 & wom5 ne$ facilities & organization = m :olesome social activities1 su* z dances4 ,!y ne$ to be "u ! auspices ( ! be/ influ5ces r ?an ! que/ionable1 & x is j z easy to h ! be/ z ! que/ionable4 7#c7 ,"y m5 & wom5 ne$ opportunities =1 & direction 91 ! m con/ructive use ( _! leisure "t4 ,!y ne$ places = _! club meet+s t h a di/9ct educational value z well z organization & g5]al lead]%ip4 ,individual use ( museums & libr>ies also ne$s organization4 ,! facilities = ^! activities are meag] & an effective organization & lead]%ip are totally lack+4 ,! ne$s ( adults 9 ! way ( activities & facilities are s complicat$ t x is almo/ impossible to summ>ize !m4 ,f ! /&po9t ( public ef=t1 ! ma9 po9ts are provisions = ! ess5tials 9 ! way ( facilities1 organization1 promotion & direction t _c be suppli$ by individuals or small-gr\p initiative or ent]prise4 ,?is requires a public body t c /udy & deal ) ^! ne$s4 ,!re is /ill a great body ( adult individuals1 l>gely ( ! untra9$1 labor+ classes1 )\t recreational res\rces & unprovid$ = by any recreational ag5cy except1 p]haps1 ! saloon4 ,^! m5 are recreational outca/s2 !y s]i\sly ne$ a place :]e !y c f9d clean opportunities = _! toilet & ba? & wisely organiz$ recreation4 ,! provision ( organization is ! way to a simple1 con/ructive use ( leisure "t by at lea/ "s ( ! y\ng] ( ^! m52 "h is a dem& = a new type ( m5's club1 or a new type ( organization ( m5 :o h no recreational res\rces4 ,x is a ne$ practically unt\*$ by social ag5cies1 yet "o t mu/ be fac$ frankly if ^! m5 are to ga9 or ma9ta9 any semblance ( self-respect & n be a m5ace to democratic in/itutions4#hf ,,play ,,z ,,"p ,,( ,,! ,,regul> ,,s*ool ,,program ,?ird1 ! "w ( ! s*ools %\ld be s adju/$ t play w take its place ) o!r subjects z a regul> & ess5tial "p ( ! curriculum4 ,?is implies n only t play w be giv5 "t 9 ! program b also t ! same k9d ( exp]t guidance w be provid$ = play z is provid$ = ! o!r activities ( ! day4 ,! great value ( a v>i$ program is evid5t to all :o h wat*$ ! process :i* has be5 go+ on v rapidly 9 rec5t ye>s ( op5+ up ! s*ool h\rs s z to include _m diff]5t types ( activity4 ,play ne$s n only to be organiz$ z play & to be equipp$ ) prop] facilities1 b x ne$s also to be incorporat$ into ! regul> sy/ematic program ( ! s*ool4 ,?is /atem5t may be ren=c$ by extracts f ! conclusions rea*$ by ! ,clevel& survey4 ,"s reorganization ( ! educational corps %\ld take place ) a view to effici5t adm9i/ration ( play & recreation f a broad educational & social /&po9t4 ,?is w\ld lead to a f> great] influ5ce ( ! s*ool ^u ! out-(-s*ool life ( ! community4 ,?r\gh lack ( great] influ5ce ( ! s*ool dur+ out-(-s*ool h\rs1 !re is a great social leakage = :i* ! city mu/ pay4 ,! s*ool is ! natural & logical ag5cy = ! safegu>d+ ( ! great fundam5tal int]e/s ( *ildr5 & y\?4 ,ea* ye> discloses m & m cle>ly t ! s*ool is ! "o in/itution we h yet conceiv$ t is be/ fitt$ adequately to cons]ve ^! int]e/s & utilize !m = educational & social progress4 ,opportunities t came z a matt] ( c\rse to *ildr5 a g5]ation ago d n come to _m *ildr5 n[ unless !y are specifically plann$ = by "s ag5cy o!r ?an ! home4 ,met wisely by ! community1 ?is seem+ h&icap may1 9 ! end1 result 9 a great & new-f\nd social /r5g?4 ,play is m ?an recreation4 ,if its educational significance is real 9 ! k9d]g>t5 p]iod1 x is real 9 e subsequ5t /age ( gr[? & developm5t4 ,rightly conceiv$1 play is a mo/ effici5t me?od ( education = life1 = "w1 = social s]vice4 ,! fact t we d n yet "k h[ to make full use ( play 9 education ne$ n & %\ld n prev5t ! utilization ( play1 to ! full ext5t to :i* we are prep>$1 = ! trem5d\s social s]vice x c r5d]4#hg ,,sl[ ,,spread ,,( ,,mod]n ,,attitude ,,t[>d ,,play ,! sugge/ions j giv51 if act$ on1 w\ld completely rev]se ! attitude ( ! ,puritans1 ) :om our s*ool program orig9at$4 ,to !m play 0 a di/raction1 an evil to be avoid$ dur+ ! few s]i\s h\rs :i* are to be devot$ to self-improvem5t4 ,?is ,puritan attitude is contr>y to exp]i5ce1 unsupport$ by sci5ce1 & disadvantage\s = ! s*ool & society4 ,to rev]se x has requir$ long c5turies & w require a m g5]al recognition ?an n[ exi/s 9 ! m9ds ( mo/ p ( ! possibility & importance ( incorporat+ play z an integral & sy/ematic "p ( ! educational s*eme4 ,,footnotes3 #hd ,h[>d ,r4 ,knight1 ,play & ,recreation 9 a ,t[n ( #fjjj 7,a ,recreation ,survey ( ,ipswi*1 ,massa*usetts71 pp4 #g-h4 ,russell ,sage ,f\ndation1 ,new ,york ,city4 #he ,george ,e4 ,johnson1 ,education ?r\gh ,recreation1 pp4 #dh-ej4 ,clevel& ,education ,survey4 ,publi%$ by ! ,survey ,committee ( ! ,clevel& ,f\ndation1 ,clevel&1 ,ohio1 #aiaf4 #hf ,madison ,recreational ,survey1 pp4 #ig-ii4 ,prep>$ by a ,special ,committee ( ! ,madison ,bo>d ( ,comm]ce1 #aiae4 #hg ,george ,e4 ,johnson1 ,education ?r\gh ,recreation1 pp4 #ia-ib4 ,clevel& ,education ,survey4 ,publi%$ by ! ,survey ,committee ( ! ,clevel& ,f\ndation1 ,clevel&1 ,ohio1 #aiaf4 ,,ex]cises ,,& ,,read+s ,let ! class und]take a survey ( ! recreation facilities ( ! t[n or a survey ( ! play activities 9 :i* its memb]s actually engage 9 ! c\rse ( tw5ty-f\r h\rs4 ,a :ole s]ies ( que/ions arise ) reg>d to a?letics4 ,is pr(essional baseball a =m ( recreation1 or is x "w8 ,is att5dance on ! !at] a =m ( play8 ,! e>ly /ud5ts ( ! !ory ( play spoke ( lit]ature z play4 ,:at c be said 9 support ( ?is view8 ,h[ late 9 life d animals play8 ,h[ does play relate itself to bus9ess8 ,play :5 consid]$ 9 connection ) s*ool "w is und\bt$ly 9 "s cases a di/raction4 ,is x = ?is reason to be criticiz$8 ,"u :at conditions are play & /udy at odds ) ea* o!r8 ,are !re me?ods ( adju/+ ! relation )\t giv+ up play8 ,on ! adm9i/rative side su* que/ions z ^! arise3 ,%\ld all ! tea*]s take "p 9 ! tea*+ & sup]vision ( games1 or %\ld a special tea*] be employ$ to h full *>ge ( ?is "p ( ! s*ool program8 ,%\ld !re be any ef=t on ! "p ( ! s*ool to sup]vise play aft] s*ool h\rs8 ,,groos1 ,k4 ,play ( ,man4 ,d4 ,appleton & ,company4 ,,groos1 ,k4 ,play ( ,animals4 ,d4 ,appleton & ,company4 ,?ird ,ye>book ( ! ,national ,playgr\nd ,association4 ,playgr\nd ,association ( ,am]ica1 ,new ,york ,city4 ,?is conta9s an elaborate syllabus on play & also a full bibliography4 ,,*apt] ,,xx ,,heal? ,,sup]vision ,,! ,,relation ,,( ,,heal? ,,to ,,s*ool ,,"w ,ord9>y s*ool "w is s dep5d5t on heal? t "o wond]s h[ tea*]s ( an e>li] g5]ation c\ld h fail$ to see ! absolute necessity ( sy/ematic sup]vision ( heal?4 ,:5 we ?9k1 = example1 ( ! consequ5ces ( abs5ce f class ex]cises because ( illness2 :5 we ?9k ( a *ild's s5se organs unable to c>ry to 8 m9d ! full message br\ght by ! s\nds & sights ( ! s*oolroom2 :5 we ?9k ( ! n]v\s sy/em dull & unresponsive because ( malnutrition or hung]1--we beg9 to realize t ! s*ool is conc]n$ 9 a v vital way ) ! problem ( sup]vis+ heal?4 ,,treatm5t ,,( ,,pa?ological ,,cases ,9 ord] to exhibit some?+ ( ! scope ( ! pres5t movem5t t[>d complete sup]vision ( heal?1 we may beg9 ) ! extreme cases4 ,9 progressive s*ool sy/ems ! *ildr5 :o are tub]cul> or anmic or o!rwise s]i\sly affect$ are tak5 out ( ! regul> classes & put :]e ! :ole educational program c be subord9at$ to ! "o consid]ation ( br++ !m back to physical vigor4 ,(t5 ^! classes are conduct$ 9 op5-air rooms1 & (t5 ! equipm5t ( ! rooms includes cots on :i* ! pupils may re/ z a "p ( ! regul> s*ool ex]cise4 ,,s*ool ,,lun*eons ,a second l9e ( treatm5t deals ) nutrition4 ,! importance ( "o aspect ( ?is matt] is br\ght out 9 ! foll[+ p>agraphs3 ,long ago ,horace ,greeley1 9 an address be=e a conv5tion ( tea*]s1 call$ att5tion to "o ( ! mo/ p]plex+ social & economic problems ( ! age--a problem :i* /ill confronts s*ool au?orities ( to-day4 8,9 va910 he said1 8%all we provide capable tea*]s1 & com=table s*ool rooms1 app>atus1 libr>ies1 etc41 = ^? *ildr5 :o sit di/ort$ by ! gnaw+s ( hung]1 444 or suff]+ f ! effects ( innutriti\s or un:olesome food40 ,m$ical inspection is =c+ ^u public att5tion ?is appall+ fact--t a l>ge p]c5tage ( *ildr5 9 s*ool are 9 no physical condition1 because ( malnutrition1 to pr(it by ! pres5t g5]\s outlay ( public money = s*ool purposes4 ,practical educators1 ev]y:]e1 are agre$ t ev5 ! mo/ pati5t1 ?\ghtful ef=t to tra9 "u-n\ri%$ *ildr5 is att5d$ ) b p>tial success4 ,out ( _! exp]i5ce comes ?is plea--give ! "u-n\ri%$ *ild body food fir/1 be=e (f]+ him ! wisdom ( ages4#hh ,9 view ( ! condition 9 :i* _m pupils come to s*ool1 x has be5 f\nd important = s*ool au?orities or philan?ropic organizations to provide lun*eons4 ,^! h be5 mo/ successful :]e a small price is *>g$ = ! food4 ,,control ,,( ,,home ,,fe$+ ,! influ5ce ( ?is exp]im5t 9 fe$+ is important n m]ely because ( ! positive n\ri%m5t giv5 to ! pupils b also because ( ! example :i* x sets 9 prop] /&>ds ( eat+ at home4 ,_m families d n "k h[ to fe$ *ildr54 ,! son ( a truck driv] :o breakfa/s ) 8 fa!r on c(fee1 sausage1 & griddle-cakes w sp5d ! morn+ try+ to dige/ ! food :i* is appropriate to 8 fa!r's occupation b n to ! s$5t>y life ( ! s*ol>4 ,,public ,,att5tion ,,to ,,nutrition ,,( ,,*ildr5 ,! importance ( ! :ole problem ( nutrition c be made cle> by quot+ f ! "w ( a speciali/4 ,! p>agraphs select$ are ! m impressive because !y %[ t o!r nations z well z ourselves are confront$ by ^! problems4 ,rec5tly !re has be5 an increas+ t5d5cy to make ! report on nutrition ( diff]5t *ildr5 ! basis ( ! entire m$ical-inspection report4 ,?is is because x has be5 demon/rat$ aga9 & aga9 t ! occurr5ce ( disease & physical defects is l>gely condition$ by nutritional di/urbances4 ,9 ,p>is m$ical inspectors h *>ge ( ! s*ool cante5s & are requir$ to report on ! nutrition ( ea* *ild4 ,!y are fur!r expect$ to foll[ up any *ild ) impair$ nutrition & to adm9i/] tonics & special c>e4 ,9 ,engl&1 s9ce #aijg1 compulsory m$ical inspection has includ$ inspection ( nutrition4 ,beg9n+ ) #aiji1 ! *ief m$ical (fic] ( ! ,national ,bo>d ( ,education has report$ ye>ly on ! nutrition ( ! *ildr5 ?r\gh\t ! c\ntry & on ! "w ( ! s*ool fe$+ c5t]s4 ,9 ,scotl& ! m$ical inspectors are requir$ to see t *ildr5 suff]+ f malnutrition are f$ prop]ly ei!r by ! s*ool or by ! p>5ts4 ,z a result ( ?is sy/ematic "w ,briti% s*ool doctors are develop+ me?ods ( te*nique & /&>ds = judg+ malnutrition1 :i*1 on acc\nt ( its complex & int]wov5 causes1 is v difficult to e/imate accurately4444 ,9 ,am]ican cities no record ( ! nutrition ( ! entire s*ool population has be5 made4 ,9 #aijg 9 ,new ,york ! ,committee on ,physical ,welf>e ( ,s*ool-,*ildr5 report$ #ac p] c5t ( #iij *ildr51 select$ z typical ( ! :ole city1 to be suff]+ f malnutrition4 ,a simil> inve/igation ( #aj1jij *ildr5 9 ,*icago 9 #aijh reveal$ #ab p] c5t badly n\ri%$ 9 all grades1 ! proportion decreas+ f #ae p] c5t 9 ! k9d]g>t5 to #f p] c5t 9 ! fif? grade & above4 ,:]ev] an attempt has be5 made to include all classes ( *ildr5 9 ! exam9ations1 ! p]c5tages f\nd suff]+ f acute malnutrition run f #aj to #ae4 ,:]e only s*ools 9 ! poor] di/ricts are includ$1 ! p]c5tages are f> high]1 & v>y betwe5 #bj & #dj4 ,h[ev]1 x mu/ be rememb]$ t *ildr5 f ! poor] di/ricts f> outnumb] ^? 9 o!r s*ools1 s t 9 po9t ( figures ! actual proportion ( *ildr5 suff]+ f malnutrition is probably ne>] ! second e/imate4 ,doctor ,?omas ,f4 ,wood1 ( ,columbia1 gives #be p] c5t z ! e/imate = ! s*ool population ( ! :ole c\ntry4 8,! long] a m$ical (fic] rema9s at s*ool inspection10 rem>ks ,doctor ,hope1 ( ,liv]pool1 9 a report = #aiab1 8! m sev]e becomes 8 /&>d ( nutrition1 & ! less readily does he pass a *ild z be+ well n\ri%$40#hi ,"o reason t heal? conditions 9 rural s*ools h be5 s long neglect$ is because ( ! common idea t c\ntry *ildr5 are naturally vigor\s & heal?y4 8,?is ought to be s b un=tunately is n10 says ,doctor ,erne/ ,hoag1 9 a rec5t gov]nm5t report4 ,he f9ds t1 89 g5]al1 food is n z well prep>$ 9 ! c\ntry z x is 9 ! city2 ! available v>iety is small]40 ,bad me?ods ( v5tilation & heat+ at home & at s*ool1 exposure to wet 9 ! long walks to s*ool1 & ov]dress+ 9 ! h\se--all are inroads on ! already badly n\ri%$ bodies4 ,inve/igations %[ t malnutrition & its accompany+ diseases are q z frequ5t among c\ntry z among city *ildr54#ij ,,control ,,( ,,contagion ,turn+ f nutrition to ano!r aspect ( ! physical condition 9 s*ools1 x is easy to %[ t ! s*ool mu/ control contagion4 ,! br++ toge!r ( hundr$s ( *ildr5 increases s greatly ! probability ( spread ( disease t ! heal? au?orities always welcome ! arrival ( ! summ] vacation z a relief f ! mo/ /r5u\s ( _! duties4 ,,! ,,s*ool ,,heal? ,,dep>tm5t ,! k9ds ( dem&s describ$ h l$ to ! developm5t ( heal? dep>tm5ts 9 _m s*ool sy/ems4 ,! v>i\s functions s]v$ by a s*ool heal? dep>tm5t h be5 describ$ by ,dr4 ,e4 ,a4 ,pet]son1 a heal? (fic] 9 "o ( ! l>ge/ cities ( ! c\ntry1 9 a report f :i* ! foll[+ p>agraphs are extract$3 ,! problem ( *eck+ contagion is an acute problem 9 ! s*ools4 ,! facts %[ t 9 ! e>ly ye>s ( a *ild's s*ool life he has m ( ! diseases ( *ildhood ?an at any o!r p]iod1 especially m ?an he _h :5 he 0 at home dur+ ! p]iod imm$iately prec$+ s*ool4 ,fur!rmore1 z soon z s*ool breaks up = ! long vacation1 contagion subsides4 ,! br++ toge!r ( l>ge gr\ps ( *ildr5 9 s*ools is "o ( ! mo/ prolific me?ods ( spread+ contagion4444 ,b ! s*ool heal? s]vice soon develop$ f> beyond ?is fir/ /age ( m]ely polic+ ! s*ools4 ,inde$1 "o sees ! real ju/ification ( a sep>ate s*ool heal? dep>tm5t if he foll[s ?is heal? dep>tm5t into :at may be call$ its second1 ?ird1 & f9al /age ( evolution4444 ,exam9ations by physicians )9 ! la/ decade indicate t z _m z five p] c5t ( s*ool *ildr5 suff] f defective vision to su* an ext5t t !y _c see lessons on ! bo>d unless !y h ! s]vices ( exp]t oculi/s1 t "o 9 e hundr$ _c he> :at ! tea*] is say+1 t t5 9 e hundr$ are s 8/opp$ up0 by ad5oids t att5tion to s*ool "w is ne>ly impossible until ! sci5ce ( m$ic9e gives !m relief4 ,?is drew ! att5tion ( ! educational _w to ! necessity ( ridd+ *ildr5 ( ^! defects 9 ord] t !y may take advantage ( ! educational opportunity (f]$ 9 ! s*ools4444 ,"o *>act]i/ic developm5t %[n at ?is second /age ( s*ool heal? organization is ! employm5t ( ! s*ool nurse4 ,! s*ool nurse m>ks ! gr[? ( ! heal? era away f its fir/ or m]ely polic+ /age4 ,! s*ool nurse is at once a m$ical (fic] & a tea*]4 ,%e tea*es ! p>5ts 9 ! home & %e tea*es ! *ildr54 ,%e becomes a mo/ important l9k betwe5 ! home & ! s*ool4 ,h] me?ods are ^? ( p]suasion1 n ^? ( ! em]g5cy police (fic]4444 ,once ! idea ( mak+ heal? a matt] ( intellig5t int]e/ took root1 x 0 sure to gr[4 ,correction ( physical defects is itself a t>dy me?od ( deal+ ) ! situation4 ,:y n prev5t ! defects8 ,?is k9d ( ?9k+ turn$ att5tion to ! environm5t ( ! *ild & ! necessity ( mak+ x z conducive to heal? z possible4444 ,f9ally1 x is by no means satisfactory t we %\ld /op ) ! negative "w ( prev5t+ disease & unfavorable conditions4 ,we mu/ be positive 9 our treatm5t ( heal?4 ,we want m heal?1 m vigor1 m effici5cy4 ,! f\r? /age ( m$ical inspection may prop]ly be call$ ! heal? developm5t /age & has to d n only ) ! tea*+ ( hygi5e b ) ! developm5t ( high] ideals ( wellness1 ) ! rais+ ( ! /&>d ( normality1 ) tak+ a p]son :o is well & mak+ him 8welle/40444 ,! dep>tm5t mu/ con/antly assume new functions )\t dropp+ any ( ! old4 ,if x is to be an effici5t dep>tm5t1 x mu/ c>ry on all ( ! activities sugge/$ 9 ! summ>y :i* c be made up f ! =ego+ /udy4 ,fir/ /age--,inspection #a4 ,inspection ( *ildr5 = contagi\s diseases ,second /age--,discov]+ & correct+ defects #b4 ,physical exam9ation ( all *ildr5 #c4 ,foll[-up "w 9 ! home to get corrections #d4 ,ma9t5ance ( s*ool cl9ics ,?ird /age--,prev5tion ,hygi5e ( build+ #e4 ,sanit>y inspection ,hygi5e ( curriculum ,hygi5e ( in/ruction ,special s*ools = special cases #f4 ,exam9ation & inspection ( pr9cipals1 tea*]s1 janitors & o!r employees ,f\r? /age--,heal? developm5t #g4 ,heal? tea*+ at s*ool & at home #h4 ,e/abli%+ heal? habits by means ( a4 ,too?bru% drills b4 ,h&k]*ief drills c4 ,ba?+1 etc4 d4 ,heal? clubs#ia ,,difficulties ,,( ,,introduc+ ,,heal? ,,in/ruction ,heal? "w 9 ! s*ools1 z x has ris5 to ! level ( a subject ( in/ruction1 has enc\nt]$ ! k9d ( ob/acles met by e new s*ool subject4 ,tea*]s are ignorant on m$ical matt]s1 & ! doctors :o come into ! s*ools are ignorant ( me?ods ( tea*+4 ,! result is t ! in/ruction giv5 by tea*]s is sometimes =mal & unsci5tific1 :ile ! "w ( ! doctors does n prove z effective z x might because x does n rea* ! pupils4 ,a p>tial corrective = ?is difficulty c be suppli$ ?r\gh a bett] sy/em ( tra9+ tea*]s4 ,! foll[+ extracts f a pap] by ,dr4 ,allison %[ h[ "o /ate is attempt+ to cope ) ?is problem3 ,9 ?is trem5d\s b n sup]human task ( tea*+ heal?1 !re seems to me no m effective me?od ?an to commit x to ^? :o are & are to be ! tea*]s4 ,progress 9 ^! matt]s _c be made )\t an intellig5t und]/&+ on ! "p ( ! tea*]4 ,x is !re=e important to tea* ! tea*]4 ,x is said t ! normal s*ool is hi/orically ! only in/itution 9 ! c\ntry :i* has aim$ to deal ) ! tea*+ problem4 ,! ,bo>d ( ,reg5ts ( ! normal s*ools ( ,wiscons9 felt ! ne$ ( mak+ ! normal s*ools ( ! /ate in/rum5ts ( public heal? & 9 #aiab appo9t$ a physician = ?is "w4 ,! "w z organiz$ consi/s (3 7#a7 exclusion ( ! physically unfit among ! normal-s*ool /ud5ts2 7#b7 detection ( rem$ial physical defects ) sugge/ions 9 reg>d to same2 7#c7 in/ruction 9 prev5tive m$ic9e4 #a4 ,! t]m 8physically unfit0 is v ela/ic1 b we %\ld h "s physical /&>d4 ,! public has n be5 9 a position to protect itself aga9/ ^? physically unfit 9 ! pr(ession1 b x is beg9n+ to make c]ta9 dem&s4 ,= example1 :at community w n[ tol]ate a tea*] :o is kn[n to be tub]cul\s8 ,x is well to enlight5 ^! physically unfit1 & /op ! s\rce ( ! physically undesirable1 z we w\ld ! intellectually undesirable4 ,my exp]i5ce ) sev]al ?\s& "y m5 & wom5 dur+ ! la/ ?ree ye>s has %[n me t ! heal? habits ( tea*]s ne$ improv+4444 #b4 ,9 ! normal s*ools ( ,wiscons9 a heal?-record c>d = ea* /ud5t is on file 9 ! dep>tm5t ( physical tra9+4 ,! side fill$ out by ! physical-tra9+ tea*] consi/s ( a record ( height1 weight1 & lung capacity1 ! neck1 *e/1 & hip measurem5ts1 & a detail$ record ( po/ure4 ,! physician's report includes a record ( ! pa/ m$ical hi/ory1 p]sonal hi/ory1 sex hi/ory1 family hi/ory1 & ! pres5t condition ( nutrition1 sk91 eyes1 e>s1 nose1 ?roat1 tee?1 gl&s1 lungs1 he>t1 & elim9ation4 ,ea* /ud5t is advis$ 9 accordance ) ! conditions :i* are f\nd4444 #c4 ,in/ruction 9 prev5tive m$ic9e consi/s ( individual advice & classroom in/ruction z foll[s3 7a7 ,p]sonal hygi5e4 ,?is supplem5ts :at !y h /udi$ f ! text & :at !y h receiv$ f ! in/ructors ( hygi5e & physical tra9+4 7b7 ,a c\ple ( lectures are giv5 on ! physical exam9ation ( s*ool *ildr54 ,tea*]s %\ld be taught ! ess5tial facts ab\t defective vision1 defective he>+1 ad5oids1 cat>rh1 diseas$ tonsils1 n]v\sness1 & m5tal defects4444 7c7 ,lectures are giv5 on ! cause1 av5ue ( infection1 mode ( transmission1 p]iod ( incubation1 symptoms1 complications1 results1 & prev5tion ( ! foll[+ communicable & prev5table diseases3 measles1 sc>let fev]1 *ick5-pox1 smallpox1 mumps1 :oop+ c\gh1 grippe1 pneumonia1 tub]culosis1 diph!ria1 m5+itis1 & infantile p>alysis4#ib ,,heal? ,,z ,a ,,subject ,,( ,,in/ruction ,,& ,,z ,a ,,mode ,,( ,,life ,a movem5t su* z t describ$ 9 ! p>agraphs j quot$ %[s p]haps bett] ?an any g5]al description ! /r5g? ( ! dem& t ! s*ools tea* & tra9 = heal?4 ,heal? mu/ be acquir$ z well z ?\ght ( 9 ab/ract t]ms4 ,! s*ool me?ods ( deal+ ) x require a rational comb9ation ( ! "w ( ! physical-tra9+ dep>tm5t ) t ( ! s*ool physician & ! tea*]4 ,! movem5t is !re=e "o ( ^? broad movem5ts 9 education :i* require ! introduction ( new mat]ials ( in/ruction b also call = a g5]al & con/ructive adm9i/rative policy :i* %all support in/ruction by op5+ ! way = an enl>gem5t ( s*ool "w ( a practical type4 ,,ex]cises ,,& ,,read+s ,:at devices o!r ?an s*ool lun*eons c ! s*ool adopt 9 ! ef=t to make p intellig5t ab\t ! fe$+ ( s*ool *ildr58 ,:at are ! symptoms exhibit$ by *ildr5 :o are badly f$ at home8 ,:at are ! diff]5t types ( difficulty :i* arise 9 ! matt] ( nutrition8 ,are ! public-heal? controls 9 ! city adequate to take c>e ( contagion 9 ! s*ool8 ,%\ld ! s*ool be dismiss$ 9 "t ( contagion8 ,x is not$ t pupils h a great _m contagi\s diseases :5 !y fir/ come to s*ool4 ,?is is sometimes expla9$ by say+ t ! age f #f to #h ye>s is m susceptible to disease4 ,is any o!r explanation to be (f]$8 ,at :at "t 9 ! ye> is contagion mo/ common8 ,w\ld *ildr5's heal? be endang]$ by cont9u+ s*ool dur+ ! summ]8 ,are physical exam9ations ( pupils ju/ifi$ 9 public s*ools8 ,:at objections are rais$ to su* exam9ations8 ,:o %\ld make !m8 ,x is sometimes argu$ t ! exp5se ( m$ical inspection & physical exam9ations is too great4 ,is !re any answ]8 ,"h1 z 9 ! case ( play1 ! adm9i/rative "q arises1 %\ld all tea*]s h a "p 9 ! heal? sup]vision1 or %\ld ! task be assign$ to speciali/s8 ,argue ! case4 ,,gulick1 ,l4 ,h41 & ,,ayres1 ,l4 ,p4 ,m$ical ,inspection ( ,s*ools4 ,*>ities ,publication ,committee1 ,new ,york ,city4 ,?is is ! book :i* contribut$ v p[]fully to ! beg9n+s ( ! movem5t = s*ool dep>tm5ts ( heal?4 ,,wood1 ,t4 ,d4 ,national ,welf>e & ,rural ,s*ools4 ,proce$+s ( ! ,national ,education ,association1 ,vol4 ,i-,,iv1 #aiaf4 ,report ( inve/igations ( c\ntry & city *ildr54 ,,footnotes3 #hh ,s>ah ,webb ,maury & ,l5a ,l4 ,ta*au1 ,a ,p5ny ,lun*1 p4 #h4 #aiae4 #hi ,l\ise ,/ev5s ,bryant1 8,s*ool ,fe$+40 ,educational ,hygi5e 7edit$ by ,l\is ,w4 ,rape]71 *ap4 xvi1 pp4 #bhf-bhg1 #bhi4 ,*>les ,scribn]'s ,sons1 #aiae4 #ij ,ibid4 p4 #bhe4 #ia ,dr4 ,e4 ,a4 ,pet]son1 8,m$ical ,inspection40 ,survey ( ! ,/4 ,l\is ,public ,s*ools1 ,vol4 ,,vii1 ,"p ,,ii1 pp4 #da-de4 ,publi%$ by ! ,bo>d ( ,education1 ,/4 ,l\is1 ,miss\ri4 #ib ,elizabe? ,wilson ,allison1 8,! ,tea*]'s ,field 9 ,public ,heal? ,"w40 ,proce$+s ( ! ,national ,education ,association1 pp4 #fgf-fgh4 ,publi%$ by ! ,secret>y ( ! ,association1 ,ann ,arbor1 ,mi*igan1 #aiae4 ,,*apt] ,,xxi ,,sci5tific ,,sup]vision ,,evolution ,,( ,,! ,,dem& ,,= ,,sup]vision ,9 ! days :5 ! s*ool sy/em 0 simple 9 its equipm5t & 9 its c\rse ( /udy no di/9ction 0 drawn betwe5 ! problems ( tea*+ & ! problems ( organiz+ ! s*ool4 ,! tea*] did ev]y?+ t 0 done 9 ! s*ool4 ,! tea*] made ! program1 promot$ ! pupils1 consult$ ) ! t[n (ficials & p>5ts1 conduct$ ! classes1 & 9 n a few cases swept ! floor & built ! fire4 ,!re 01 to use a phrase ( ! bus9ess _w1 no ov]head managem5t4 ,! c\rse ( /udy has gr[n complex4 ,! "w ( ! classroom is absorb+1 & yet its success dep5ds on equipm5t & organization t ne$ to be /udi$ & intellig5tly arrang$4 ,! "w ( "o s*ool mu/ be correlat$ ) ! "w ( ! s*ools 9 neighbor+ communities4 ,! public mu/ h au?oritative in=mation ab\t ! fiscal ne$s ( ! s*ool & ab\t ! outcome ( ! public inve/m5ts 9 education4 ,! dem& has aris5 = a new type ( s*ool (fic]--! sup]visor4 ,?is (fic] is n a tea*] b a manag]4 ,8 duty is "o ( organization & c5tral adju/m5t4 ,,! ,,pr9cipal ,! new dem& "h ref]r$ to c be describ$ by means ( an example :i* exhibits "o ( ! greate/ weaknesses ( our pres5t s*ool sy/em4 ,s*ools ( all grades :i* h gr[n l>ge en\gh to employ ?ree or m tea*]s commonly h an (fic] :o is kn[n z ! pr9cipal4 ,9 ! small s*ool ! pr9cipal sp5ds mo/ ( 8 or h] "t 9 tea*+4 ,9 l>g] s*ools ! pr9cipal does no classroom "w4 ,9 bo? cases ! pr9cipal is univ]sally select$ = a special position 9 ! s*ool because ( 8 or h] success 9 tea*+4 ,! "w ( ! pr9cipal is ?\ght ( z t ( a head tea*]4 ,! fact is1 h[ev]1 entirely at v>iance ) ?is idea2 ! "w ( ! pr9cipal is n t ( tea*+4 ,pr9cipals ought to be manag]s & c5tral organiz]s4 ,!y ought to "k ! sy/em z a :ole & ought to devote "t & ?\ght to problems ( a manag]ial type4 ,! weakness ( our pres5t s*ool sy/em is t mo/ pr9cipals are 9 no s5se equipp$ = ?is c5tral manag+ task4 ,!y d n "k h[ to use pr(itably ! release f classroom "w :i* atta*es to _! (fice & title4 ,! result is t !y drift1 (t5 ) ! full cognizance ( ! bo>d ( education1 into ! habit ( sp5d+ "t on trifl+ cl]ical tasks :i* are :olly unwor?y ( ! special position :i* !y are suppos$ to occupy 9 ! sy/em4 ,x is a defici5cy ( our educational sy/em t :ile !re are in/itutions = ! tra9+ ( tea*]s !re are only a few g5]al c\rses = adm9i/rative (fic]s4 ,!re c]ta9ly c be no objection to exp]i5ce z a tea*] 9 ! classroom z prelim9>y tra9+ = ! p]son :o is to occupy a s*ool pr9cipal%ip4 ,b ! mom5t ! exp]i5c$ tea*] leaves ! ranks & takes up ! (fice ( pr9cipal1 a :olly new set ( c5tral problems %\ld come )9 8 view4 ,he %\ld recognize ! fact t f ?is "t on 8 task is "o ( a broad] type1 & ! successful execution ( t task w require a k9d ( /udy :i* is dem&$ at mo/ 9 v m9or degree ( ! tea*]4 ,,o!r ,,sup]visory ,,(fic]s ,:at has be5 said ( ! pr9cipal is true also ( assi/ant sup]9t5d5ts & ( ! sup]9t5d5t ( ! s*ool sy/em4 ,x is true also ( dep>tm5tal sup]visors :o h g5]al ov]sight ( c]ta9 subdivisions ( ! "w4 ,all ^! (fic]s ought to become exp]t 9 a type ( /udy & a type ( managem5t :i* are n expect$ ( ! individual tea*]4 ,,lack ,,( ,,public ,,appreciation ,,( ,,c5tral ,,problems ,9 g5]al1 x is evid5t f a /udy ( ,am]ican s*ool sy/ems t emphasis has n be5 laid on c5tral organization4 ,cities h employ$ a sup]9t5d5t :5 !y _h a population ( five ?\s& inhabitants & h expect$ a s+le (fic] to cont9ue to p]=m all ! duties ( t (fice :5 ! population has increas$ to "o hundr$ ?\s&4 ,a pr9cipal is put 9 *>ge ( a high s*ool ( two hundr$ /ud5ts & cont9ues to h full responsibility = ! s*ool :5 x increases to eight hundr$ /ud5ts4 ,bo>ds ( education h refus$ to give sup]visory (fic]s cl]ical assi/ance1 & h ?us requir$ a pr9cipal or sup]9t5d5t receiv+ ! highe/ sal>y ( any p]son 9 ! sy/em to d "w :i* a cl]k c\ld d m economically & q z effici5tly1 ?us int]f]+ ) ! p]=mance ( important c5tral duties = :i* no "t is left4 ,,manag]ial ,,tra9+ ,,9 ,,relation ,,to ,,democracy ,! tra9+ ( a l>ge numb] ( p]sons :o w be compet5t to take up manag]ial functions is especially important 9 ! s*ool sy/em ( a democracy because ! problems ( ea* community are 9 "s measure local problems to be solv$ at ! po9t :]e !y arise4 ,9 a s*ool sy/em :i* treats e *ild & e community exactly alike adm9i/ration is simplifi$ ?r\gh uni=mity4 ,9 a s*ool sy/em :i* is z complex z ours !re mu/ be an intellig5t adaptation ( organization to p>ticul> ends1 & e device :i* w promote su* adaptation is economical4 ,,! ,,purpose ,,( ,,! ,,pres5t ,,discussion ,! g5]al discussion ( sup]vision w be cle>] if we take up = brief description "s ( ! problems :i* %\ld be dealt ) by c5tral (fic]s & "s ( ! me?ods ( solv+ ^! problems4 ,x w n be ! purpose ( ?is discussion to attempt any?+ l a complete enum]ation ( su* problems or me?ods1 b m]ely to sugge/ _! type4 ,,/udies ,,( ,,! ,,community ,fir/1 !re mu/ be a /udy ( ! community4 ,to "s ext5t ! individual tea*] mu/ take a %>e 9 ?is /udy4 ,! "* ( ea* pupil & ! facts ab\t 8 home surr\nd+s are important to ! tea*] 9 c>ry+ on class "w4 ,b !re mu/ be "s ag5cy :i* c devote "t & att5tion to a sy/ematic collection ( facts4 ,! tea*] has a "r to expect t ! s*ool sy/em z a sy/em w make in=mation readily available :i* x w\ld be difficult = an individual to collect4 ,! c5tral (fic]s %\ld make su* a /udy4 ,! mak+ ( a s*ool c5sus is a duty ( ! c5tral (fic]s :o h 9 h& ! en=cem5t ( ! compulsory-att5dance laws4 ,:5 ^! (fic]s recognize _! task z a l>ge educational task1 !y w make ! c5sus n m]ely a =mal basis = compell+ att5dance b a means ( collect+ a body ( facts on :i* educational adaptations c be bas$4 ,x has be5 po9t$ out 9 e>li] *apt]s t ! community %\ld be /udi$ ) a view to discov]+ ! ne$s ( pupils4 ,up to ?is "t su* /udies h be5 made z special und]tak+s 9 a few isolat$ communities4 ,= example1 ! indu/ries ( ,ri*mond1 ,virg9ia1 ( ,m9neapolis1 ,m9nesota1 & ( ! /ate ( ,indiana h be5 /udi$ by special commissions & report$ at ?ree annual meet+s ( ! ,national ,society = ! ,promotion ( ,indu/rial ,education4 ,:at is ne$$ is a con/ant /udy ( ^! problems 9 e community4 ,aga91 tea*]s _c meet ! dem&4 ,?is problem is a c5tral problem1 & ! c5tral managem5t mu/ be equipp$ to get in=mation :i* ! tea*]s ne$ b _c collect4 ,,selection ,,& ,,managem5t ,,( ,,tea*]s ,a second gr\p ( c5tral problems h to d ) ! selection ( tea*]s & _! cont9u$ tra9+ :ile 9 s]vice4 ,x us$ to be v g5]ally assum$1 & 9 "s qu>t]s x seems to be assum$ to-day1 t 9 ! tea*+ pr(ession !re is no ne$ ( tra9+ beyond ! initial normal c\rse or ! initial college c\rse t br\ght ! c&idate ?r\gh ! fir/ requirem5ts4 ,a k9d ( p]si/5ce 9 pr(essional effici5cy on ! "p ( tea*]s is assum$4 ,! day ( su* easy-go+ neglect ( pr(essional requirem5ts is ov]4 ,score c>ds ( tea*]s' qualifications are be+ work$ out4 ,! relative importance ( su* p]sonal qualifications z a pleasant voice & mann] z comp>$ ) su* products ( tra9+ z k ( ! correct =ms ( ,engli% expression & k ( geography or ,lat9 mu/ be det]m9$ ) direct ref]5ce to ! p>ticul> duties :i* are requir$ ( ! tea*]4 ,! developm5t ( me?ods ( correct+ defici5cies 9 ! equipm5t ( a tea*+ corps1 ! prop] di/ribution ( ! "t & en]gy ( a gr\p ( tea*]s1 & ! prop] me?od ( keep+ ! records ( ! "w ( tea*]s are all c5tral problems4 ,z ! tea*] /&s 9 a c5tral relation to 8 or h] class1 s ! sup]visor /&s 9 a c5tral relation to a corps ( tea*]s4 ,( all ! problems t\*+ tea*]s1 t ( _! tra9+ 9 s]vice is p]haps ! mo/ important4 ,!re is a great deal ( v bl9d & ineffective ef=t exp5d$ ea* ye> 9 futile attempts to meet ?is problem4 ,a great deal ( requir$ read+ is done by tea*]s1 & a great _m meet+s are att5d$ :i* c\ld be turn$ to bett] acc\nt if !re 7 well-organiz$ sy/ems ( tra9+ 9 s]vice & ( p>allel promotional requirem5ts4 ,,/&>dization ,,by ,,measurem5t ,,( ,,results ,a ?ird gr\p ( problems are ^? :i* h be5 ref]r$ to 9 ! *apt] on /&>dization4 ,! results ( classroom "w mu/ be evaluat$ & comp>isons mu/ be made on a l>ge scale to guide ! future "w ( ! pupils4 ,9 "s measure ?is is a problem = tea*]s4 ,b s f> z ! individual class tea*] is conc]n$1 !re w h to be dep5d5ce on c5tral ag5cies = ! collection ( mat]ial :i* c be us$ 9 comp>isons4 ,at ! pres5t "t a l>ge %>e ( ! /&>diz+ mat]ial is be+ collect$ by private ag5cies4 ,m5 & wom5 :o are int]e/$ 9 ! promotion ( educational sci5ce are mak+ individual /udies & are br++ toge!r bodies ( comp>ative mat]ial4 ,?is is entirely legitimate s long z ! movem5t ( /&>dization & quantitative treatm5t ( results is 9 :at may be describ$ z an exp]im5tal /age4 ,z soon z ! utility ( measurem5ts has be5 prov$1 x becomes a public obligation to provide ag5cies = ?is "w4 ,! gr[? ( ! movem5t t[>d ! addition 9 all l>ge s*ool sy/ems ( "o or m (fic]s ^: duty x %all be to measure results has be5 comm5t$ on 9 e>li] connections4 ,!re is a national organization ( s*ool-effici5cy (fic]s ) a memb]%ip includ+ repres5tatives ( "s tw5ty ( ! lead+ sy/ems ( ! c\ntry4 ,?is %[s 9 a concrete way t ! dem& = c5tral (fic]s ( /&>dization is beg9n+ to be met4 ,,an ,,example ,,( ,,public ,,recognition ,,( ,,! ,,ne$ ,,( ,,effici5cy ,,measurem5ts ,a s+le example ( a p]sonal type may s]ve fur!r to impress on ! read] ! "* ( ?is movem5t4 ,mr4 ,s4 ,a4 ,c\rtis1 :o is widely kn[n z ! au?or ( a sy/em ( ari?metic te/s1 began 8 "w 9 te/+ z a tea*] 9 a private s*ool = girls1 ! ,liggett ,s*ool ( ,detroit4 ,he devis$ te/s to f9d out h[ well 8 pupils 7 do+ _! "w4 ,he f\nd at once t he ne$$ comp>ative mat]ial because he saw t ! success ( 8 classes 0 9 a measure a comp>ative matt]4 ,he publi%$ 8 fir/ f9d+s1 & secur$ ! cop]ation ( o!r int]e/$ tea*]s & s*ool (fic]s4 ,soon he became a c5t] = ari?metic te/s4 ,he 0 compell$ to give up m & m ( 8 "t & en]gy to a task :i* 0 broad] 9 its scope ?an ! task ( tea*+ 8 classes4 ,! s*ool 0 intellig5t en\gh to recognize ?is g5]al s]vice to all s*ools & gave him "t & assi/ance 9 organiz+ 8 te/s4 ,! individual "w ( a sci5tific /ud5t ?us began to develop4 ,he 0 call$ to all p>ts ( ! c\ntry to discuss 8 me?ods & results1 & c5t]s ( int]e/ 7 e/abli%$ :]e 8 te/s 7 us$4 ,ultimately ,mr4 ,c\rtis 0 call$ to assi/ 9 ! survey ( ,new ,york ,city & 9 ! surveys ( o!r sy/ems1 notably ,g>y1 ,indiana4 ,he 0 also ask$ to organize = ! city ( ,detroit a dep>tm5t ( inve/igation z a p]man5t division ( ! adm9i/ration ( ! city s*ools4 ,,sci5tific ,,/udies ,,& ,,c5tral ,,sup]vision ,example aft] example c\ld be giv5 ( ! organization ( public sup]vision on ! basis ( private sci5tific inve/igation4 ,^! examples are important n only z exhibitions ( ! dem& = m c5tral sup]vision b also z demon/rations ( ! dem& t all ! l>g] problems ( ! s*ool sy/em be approa*$ 9 ! sci5tific _s4 ,! s*ool sy/em ( ?is c\ntry1 l all public in/itutions1 has pass$ ?r\gh ! p]iod ( fir/ organization4 ,?is 0 a p]iod ( urg5t practical dem&s4 ,"w _h to be done by any means t came to h&4 ,! situation 0 l all pione] situations4 ,9 _m cases tea*]s :o 7 meag]ly tra9$ _h to adm9i/] unorganiz$ c\rses ( /udy1 & ! public _h to be satisfi$ ) results :i* 71 to say ! lea/1 unc]ta94 ,! pione]+ p]iod is n altoge!r pass$ yet1 b !re is weal? en\gh 9 mo/ communities to support a m delib]ate type ( organization4 ,!re is a p]fection ( ! in/rum5ts ( education1 an organization ( ! ag5cies ( education1 & a /&>dization ( results :i* 7 impossible 9 e>li] days4 ,! bus9ess ( ! c5tral (fic]s 9 a s*ool sy/em c be def9$ 9 t]ms ( ?is discussion z ! collection & di/ribution ( sci5tific in=mation & ! adm9i/ration ( ! sy/em 9 keep+ ) ! sci5tific in=mation ?us collect$4 ,su* a =mula c be c>ri$ ov] to problems o!r ?an ^? enum]at$ ?us f> 9 ?is *apt]4 ,! problems ( promotion & ( ! c\rse ( /udy1 ev5 ! problems ( class managem5t & in/ruction1 h l>ge sup]visory aspects ) :i* ! c5tral s*ool (fic]s mu/ deal4 ,,sci5tific ,,sup]vision ,su* a /atem5t gives a view ( ! pr9cipal%ip or sup]9t5d5cy ( s*ools :i* is :olly diff]5t f t :i* is express$ by apply+ to ^! (fices ! title 8head tea*]40 ,9 ,engl& ! *ief (fic] 9 a s*ool build+ is ! head tea*] or ! head ma/]4 ,^! names imply m]ely an ext5sion ( ! tea*+ function & fail to recognize ! necessity ( a sci5tific /udy & adm9i/ration ( ! s*ools4 ,! view advocat$ 9 ?is *apt] is also at v>iance ) ! conception express$ 9 ! titles ( ! *ief s*ool (fic]s ( ,g]man s*ools4 ,!re ! head ( a s*ool is a rector or director4 ,8 p]sonal au?ority is l>ge4 ,he cont9ues 9 _m cases to tea*2 8 adm9i/rative influ5ce z impli$ 9 8 title arises f ! fact t he repres5ts ! /ate4 ,8 task is t ( dictat+ s*ool policies1 n t ( organiz+ ! s*ool on ! basis ( a complete sci5tific /udy ( ! educational situation 9 ! community 9 :i* he works4 ,x _c be ass]t$ t ! ,am]ican pr9cipals ( s*ools are ev]y:]e devot$ & compet5t /ud5ts ( ! sci5ce ( education4 ,!re is1 h[ev]1 a fre] opportunity 9 our s*ools ?an 9 ^? ( any o!r nation = a complete realization ( ! sci5tific ideal4 ,!re is comp>ative fre$om ( organization1 & !re is comp>ative adequacy ( equipm5t4 ,!re is at h& a body ( broadly collect$ in=mation4 ,) ?is backgr\nd !re is e prospect ( a m intellig5t use ( all ! opportunities :i* are gradually be+ evolv$ = intellig5t sci5tific sup]vision4 ,,ex]cises ,,& ,,read+s ,! /udy ( community ne$s has be5 c>ri$ on mo/ vigor\sly 9 try+ to answ] ! "q1 ,:at indu/rial tra9+ d pupils 9 cities ne$8 ,! ,national ,society = ! ,promotion ( ,indu/rial ,education has organiz$ ?ree ext5sive surveys1 "o 9 ,ri*mond1 ,virg9ia1 "o 9 ,m9neapolis1 ,m9nesota1 & "o 9 ! /ate ( ,indiana4 ,"o ( ! be/ ex]cises :i* c be sugge/$ is = ! class to /udy ! ne$s ( a community aft] ! model ( "o ( ^! surveys4 ,a second ex]cise t may be sugge/$ is t ( exam9+ ! op]ations ( a s*ool build+ 9 detail4 ,h[ does a build+ get its supplies8 ,h[ _m janitors are !re8 ,:o sup]vises ! janitors8 ,h[ mu* "t does a pr9cipal sp5d 9 visit+ rooms8 ,:at reports does a pr9cipal h to r5d]8 ,:at reports d ! tea*]s r5d] to ! pr9cipal8 ,! volumes ( ! ,clevel& survey1 includ+ ^? :i* deal ) indu/rial education1 are models ( exposition ( community ne$s4 7,copies may be secur$ f ! ,russell ,sage ,f\ndation1 ,new ,york ,city47 ,!re is a body ( sociological mat]ial ) :i* /ud5ts ( ?is *apt] ought to become acqua9t$4 ,see ! ,survey 7,new ,york ,city71 a j\rnal devot$ to ! discussion ( sociological problems4 ,,*apt] ,,xxii ,,! ,,sci5ce ,,( ,,education ,,sci5tific ,,me?ods ,,( ,,/udy+ ,,s*ools ,ea* ( ! prec$+ *apt]s has aim$ to set =? c]ta9 practical s*ool problems & to sugge/ ! s\rces ( in=mation on ! basis ( :i* ^! problems are to be solv$4 ,"s ( ! in=mation to :i* ref]5ce has be5 made is confess$ly incomplete2 "s ( x is 9 a =m :i* r5d]s v difficult exact & f9al inf]5ces z to its mean+4 ,tak5 9 ! aggregate1 h[ev]1 ! body ( in=mation at h& reg>d+ s*ools is s great t we are ju/ifi$ 9 speak+ ( a sci5ce ( education4 ,fur!rmore1 ! use ( ! t]m 8sci5ce0 w\ld be ju/ifi$ ev5 if we 7 9 possession ( few] solutions ( s*ool problems ?an we n[ h1 = ! ess5ce ( sci5ce is its me?od ( inve/igation1 n its ability to lay d[n a body ( f9al rules ( action4 ,a complete trans=mation ( ! me?od ( approa*+ s*ool problems has come ab\t 9 rec5t ye>s4 ,! "t 0 :5 op9ion1 especially if x 0 back$ by ev5 a little practical exp]i5ce1 0 urg$ z suffici5t reason = all k9ds ( s*ool practices4 ,to-day x is only ! ra%ly ignorant :o talk ab\t education or aim to influ5ce actual s*ool op]ations )\t in=m+ !mselves ?r\gh a /udy ( kn[n & record$ facts4 ,a ho/ ( practical s*ool (fic]s & special /ud5ts ( s*ool problems h c>ri$ out labori\s inve/igations & h creat$ a te*nical lit]ature :i* promises to rea* e phase ( s*ool "w4 ,,def9ition ,,?r\gh ,,enum]ation ,,( ,,me?ods ,x is n too e>ly1 !re=e1 to def9e ! scope & me?ods ( ! sci5ce ( education4 ,su* a def9ition ne$ 9 no wise limit ! fur!r developm5t ( ! sci5ce1 :ile x may s]ve to /imulate m exact =mulation ( its problems & me?ods4 ,our ef=t to frame su* a def9ition naturally leads u to review ! c\rses :i* h commonly be5 giv5 to tea*]s-9-tra9+4 ,,! ,,hi/ory ,,( ,,educational ,,!ory ,,& ,,practice ,! hi/orical me?od ( /udy+ education 0 ! fir/ :i* 0 cultivat$ 9 in/itutions :i* und]took ! tra9+ ( tea*]s4 ,! hi/ory ( education divides readily into two bran*es3 "o deals ) ! hi/ory ( educational !ories1 ! o!r ) ! hi/ory ( actual s*ool practices4 ,! hi/ory ( !ories is ! easi] ( ! two bran*es to cultivate because x consi/s *iefly 9 a review ( ! writ+s left beh9d by writ]s :o discuss educational problems4 ,?us ! e>li] hi/ories ( education laid great emphasis on ! writ+s ( ,plato & ,qu9tilian1 ( ,com5ius & ,locke1 ( ,r\sseau & ,pe/alozzi4 ,reviews ( e>li] writ]s 71 h[ev]1 ( little real influ5ce 9 mold+ mod]n practice1 & ! hi/ory ( !ories _h only a v indirect influ5ce on tea*]s4 ,m significant by f> is ! rec5t movem5t :i* /udies practices 9 s*ools1 especially ! s*ools ( "o's own c\ntry4 ,! developm5t ( ari?metic or gramm> 9 ,am]ican s*ools is illum9at+ z %[+ bo? ! direction 9 :i* we are mov+ & ! k9ds ( =ces :i* op]ate 9 re=mulat+ ! c\rse ( /udy4 ,e>li] *apt]s h aim$ to sugge/ ! value ( su* /udies1 especially ,*apt]s ,,ii & ,,iii4 ,,c\rses ,,9 ,,psy*ology ,along ) ! /udy ( ! hi/ory ( education !re has commonly be5 prescrib$ 9 tra9+ s*ools = tea*]s a c\rse 9 psy*ology4 ,h]b>t po9t$ out m ?an a hundr$ ye>s ago ! importance ( ! /udy ( m5tal processes z a basis = ! prop] direction ( educational practices4 ,! sci5ce ( psy*ology has also by its own developm5ts enc\rag$ ! practical educator to expect help 9 ! solution ( s*ool problems4 ,!re 0 a p]iod :5 s-call$ *ild psy*ology fl\ri%$ 9 ?is c\ntry & aim$ to contribute to ! developm5t ( s*ool me?ods z well z to ! solution ( problems ( ! curriculum & s*ool managem5t4 ,,educational ,,psy*ology ,a fri5dly alliance w always exi/ betwe5 ! sci5ce ( psy*ology & ! sci5ce ( education4 ,psy*ology has giv5 to education c]ta9 me?ods & su* special results z x has work$ out ) reg>d to memory & le>n+ & ! nature ( behavior2 education has tak5 ! psy*ological mat]ial & develop$ a special bran* ( sci5ce "u ! "n 8educational psy*ology40 ,!re are two fruitful psy*ological me?ods :i* h be5 borr[$ 9 ?is way & put to "w = education4 ,^! are ! /ati/ical me?od & ! exp]im5tal me?od4 ,,/ati/ical ,,/udies ,an impressive example ( ! /ati/ical me?od is giv5 9 ! /udies ( individual diff]5ces4 ,= example1 ,?orndike has made a c>eful /udy ( ! degrees ( lik5ess betwe5 tw9s1 & betwe5 bro!rs & si/]s :o are n tw9s1 = ! purpose ( def9+ m fully ! mean+ ( ! t]m 8individual diff]5ces40 ,,! ,,exp]im5tal ,,me?od ,! exp]im5tal me?od has be5 employ$ 9 _m ways4 ,?us1 ,freeman has record$ ) ! aid ( suitable app>atus ! rate at :i* "o writes long & %ort lett]s4 ,?is /udy he has made ) individuals ( v>i\s ages & degrees ( tra9+ & "u diff]5t conditions4 ,"o result :i* he d]iv$ f ^! records is ! fact t a giv5 writ]'s rhy?m ( movem5t is ! same 9 lett]s ( diff]5t sizes & becomes m regul> & m fix$ ) increase 9 skill4 ,,ext5sion ,,( ,,use ,,( ,,psy*ological ,,me?ods ,9 tak+ ov] ! me?ods ( psy*ology & apply+ !m to ! solution ( educational problems1 a second>y advantage ( ! greate/ importance has come to ! sci5ce ( education4 ,^! me?ods are capable ( adaptation to a mu* broad] range ( problems ?an psy*ology w\ld h attempt$ to solve4 ,bo? ! /ati/ical me?od & ! exp]im5tal me?od h accord+ly be5 c>ri$ ov] 9 ! sci5ce ( education to ! wide/ possible range ( applications4 ,,/udies ,,( ,,ret>dation ,"o ( ! fir/ & mo/ fruitful /ati/ical /udies made 9 education dealt ) ! ret>dation ( pupils4 ,^? :o fell beh9d _! grade 7 c\nt$1 & ! problem :i* !y pres5t$ 0 /at$ emphatically en\gh to br+ ab\t ! organization ( all k9ds ( special devices = ! tra9+ ( ret>d$ individuals & gr\ps4 ,,s*ool ,,exp]im5ts ,,& ,,laboratory ,,/udies ,! exp]im5tal me?od 0 c>ri$ ov] & appli$ to :ole classes4 ,= example1 two p>allel classes 7 measur$ ) ref]5ce to ! effects ( sup]vis$ /udy4 ,! exp]im5tal me?od has also be5 productively appli$ 9 detail$1 analytical /udies ( p>ticul> subjects4 ,?us1 to recall an example pres5t$ 9 an e>li] *apt]1 read+ has be5 inve/igat$ 9 ! cases ( sl[ & fa/ read]s :5 !y 7 read+ orally & sil5tly1 :5 !y 7 tra9$ by ! ord9>y me?ods ( ! s*ool1 & :5 !y 7 tra9$ by special me?ods adapt$ to _! individual cases4 ,l /udies h be5 made ( ! movem5ts p]=m$ 9 writ+ & ( ! /ages pass$ ?r\gh 9 v>i\s le>n+ processes4 ,,examples ,,?r\gh\t ,,e>li] ,,*apt]s ,fur!r examples w1 h[ev]1 be unnecess>y = ! read] :o has _h ! pati5ce to g ?r\gh ! e>li] *apt]s ( ?is volume4 ,!re are num]\s illu/rations 9 ^? *apt]s ( /ati/ical & exp]im5tal inve/igations ( educational problems4 ,^! inve/igations %[ ! ext5t to :i* ! new sci5ce has borr[$ f ! old & ! ext5t to :i* a new /ructure has be5 erect$ :i* has a "r to claim an indep5d5t "n & rank among ! social sci5ces4 ,,/udies ,,( ,,adm9i/rative ,,problems ,! recognition ( ! sci5ce ( education z a sep>ate discipl9e c be urg$ on ! gr\nd t ! sci5tific me?ods :i* 7 fir/ appli$ to ! problems ( m5tal developm5t h op5$ up e aspect ( s*ool organization to sci5tific /udy4 ,?us1 9 ! field ( adm9i/ration m ?an 9 any o!r field ! value ( sci5tific /udies has be5 recogniz$4 ,! promotion ( pupils1 ! grad+ sy/em1 ! con/ruction ( build+s1 & ! organization ( f9ancial sy/ems are all sph]es 9 :i* exact sci5tific me?ods h 9 rec5t ye>s work$ mo/ important trans=mations 9 practice4 ,,me?od ,,( ,,comp>ison ,9 _m inve/igations ! me?od ( comp>ison has be5 br\ght to a degree ( p]fection :i* ju/ifies ref]5ce to x z a special me?od ( sci5tific rese>*4 ,all ! previ\s discussions ( /&>dization %[ h[ a s+le s*ool sy/em pr(its by ! ef=t to evaluate its own practices 9 ! light ( ! exp]i5ces & results ( o!r s*ool sy/ems4 ,,records ,,necess>y ,,to ,,sci5tific ,,/udy ,! sci5tific me?ods :i* h be5 ref]r$ to imply z _! necess>y basis a s]ies ( detail$ & accurate records4 ,"s ( ^! records1 z1 = example1 ^? :i* %[ s*ool att5dance & ^? :i* deal ) exp5ditures1 are kept 9 ord9>y r\t9e4 ,"s h to be made especially = ! purposes ( sci5tific /udies4 ,"h belong all ^? records :i* are made ?r\gh te/s4 ,te/s are m]ely devices = %[+ cle>ly & explicitly h[ f> educational practices h succe$$ 9 special cases4 ,,subdivisions ,,( ,,! ,,sci5ce ,,( ,,education ,! subdivisions into :i* ! sci5ce ( education naturally breaks up are dictat$ 9 "p by ! ne$s ( diff]5t individuals )9 ! s*ool sy/em & 9 "p by ! me?ods :i* are employ$4 ,?us ! sup]visor ne$s a diff]5t type ( tra9+ f t :i* is requir$ by ! classroom tea*]4 ,aga91 ! functions ( ! diff]5t sup]visors are s diff]5t t "s require full in=mation on problems ( s*ool f9ance1 :ile o!rs are 9 m direct contact ) ! problems ( promotion & ( ! curriculum4 ,a second l9e ( cleavage is t :i* is describ$ mo/ fully 9 ?is *apt] & results f ! use ( diff]5t me?ods ( inve/igation4 ,?us1 laboratory /udies ( read+ & writ+ naturally sep>ate !mselves f /ati/ical /udies ( adm9i/rative problems4 ,ano!r l9e ( division is t dictat$ by s*ool organization4 ,high-s*ool problems are likely to be consid]$ 9 special c\rses1 elem5t>y-s*ool problems 9 o!rs4 ,!re is no ne$ 9 a g5]al introduction ( ! type "h (f]$ ( attempt+ to consid] ^! subdivisions4 ,our purposes are adequately s]v$ if we c %[ :at ! sci5ce z a :ole is by ref]r+ to typical examples ( sci5tific "w und]tak5 9 sev]al ( ! subdivisions4 ,,rapid ,,expansion ,,( ,,! ,,sci5ce ,,( ,,education ,fur!rmore1 x is to be und]/ood explicitly t ! sci5ce ( education is 9 process ( rapid expansion4 ,any ef=t to describe its me?ods & cont5t 9 full w\ld ( necessity fail4 ,! rapid enl>gem5t ( ! sci5ce & its me?ods 9 rec5t ye>s is ! mo/ impressive fact :i* c be record$ 9 a *apt] describ+ ! scope & purpose ( su* a /udy4 ,a simple def9ition )9 :i* !re is wide room = expansion is !re=e ! only def9ition :i* is appropriate at ! end ( ?is introduction4 ,,def9ition ,,( ,,! ,,sci5ce ,,( ,,education ,! sci5ce ( education aims to collect by all available me?ods full in=mation ) reg>d to ! orig91 developm5t1 & pres5t =m ( s*ool practices & also full in=mation ) reg>d to social ne$s4 ,x aims to subject pres5t practices to rigid te/s & comp>isons & to analyze all proc$ure 9 ! s*ools by exp]im5tal me?ods & by obs]vation4 ,x aims to secure complete & def9ite records ( all t ! s*ool attempts & accompli%es4 ,! results ( s*ool "w are to be evaluat$ by rigid me?ods ( comp>ison & analysis4 ,to direct /udies ( ! s*ool ! sci5ce ( education mu/ add full /udies ( ! social life ( :i* ! s*ool is a "p & ( ! individual nature :i* is to be tra9$ & mold$ ?r\gh ! educational processes4 ,9 ! light ( su* /udies ! sci5ce ( education is to sugge/ su* enl>gem5ts & modifications ( s*ool practices z seem likely to promote ! evolution ( ! educational sy/em4 ,?is program is s compreh5sive 9 its scope t x becomes evid5t at once t ! sci5ce ( education is a composite sci5ce requir+ ! cop]ation ( _m inve/igators4 ,9 its =mulations x may deal 9 a broad way ) g5]al problems1 or x may break up into num]\s subdivisions appeal+ to ! speciali/4 ,x w\ld !re=e be m accurate to describe x z a gr\p ( specializ$ /udies r ?an z a s+le discipl9e4 ,,ex]cises ,,& ,,read+s ,?is *apt] furni%es an opportunity to /udy ! contributions ( o!r sci5ces to ! /udy ( educational problems4 ,:at does biology contribute8 ,9 ?is connection ,sp5c]'s fir/ essay is p]haps "o ( ! cle>e/ examples ( application ( biology to education4 ,/anley ,hall has c>ri$ to an extreme ! use ( biological hypo!ses 78,adolesc5ce10 ,d4 ,appleton & ,company74 ,fiske 9 8 essay on ! 8,mean+ ( ,infancy0 7,h\ghton ,miffl9 ,company7 furni%es ano!r example4 ,! /ud5t %\ld raise po9t$ly ! "q :e!r biological pr9ciples apply )\t modification to human education4 ,! discussions ( biology pass directly into ! consid]ation ( psy*ology4 ,james's 8,talks to ,tea*]s on ,psy*ology0 7,h5ry ,holt & ,company7 is a v good beg9n+ ( read+s 9 ?is l9e4 ,"o ( ! mo/ rec5t & productive books is ,freeman's 8,! ,psy*ology ( ! ,common ,bran*es0 7,h\ghton ,miffl9 ,company74 ,!re are _m g5]al psy*ologies4 ,! /ud5t w be l$ by a /udy ( "s ( ^! books to ! problem ( di/+ui%+ betwe5 g5]al psy*ology & educational psy*ology4 ,ano!r type ( relat$ sci5ce is to be f\nd 9 ! ma!matical sci5ces :i* contribute to educational /udies4 ,?orndike's 8,an ,introduction to ! ,!ory ( ,m5tal & ,social ,measurem5ts0 7,sci5ce ,press7 0 ! fir/ sy/ematic ef=t to put /ati/ical me?ods into =m = educators4 ,a mu* m satisfactory treatm5t ( /ati/ical me?ods is to be f\nd 9 ,h4 ,o4 ,rugg's 8,/ati/ical ,me?ods appli$ to ,education0 7,h\ghton ,miffl9 ,company74 ,num]\s examples h be5 cit$ 9 e>li] *apt]s ( applications ( /ati/ics to education4 ,to t li/ might be add$ ,ayres's 8,lagg>ds 9 our ,s*ools0 7,russell ,sage ,f\ndation1 ,new ,york ,city7 & ! /ati/ical volumes ( ! reports ( ! ,commission] ( ,education1 :i* bo? 9 ! facts pres5t$ & 9 ! summ>ies repres5t ! mo/ elaborate collection ( educational /ati/ics 9 any report on s*ools any:]e 9 ! _w4 ,by way ( an indep5d5t ex]cise "u ?is *apt] let ! /ud5t describe a p>ticul> sci5tific /udy :i* x w\ld be appropriate to require ea* ( ! foll[+ s*ool (fic]s to c>ry out3 a sup]9t5d5t1 a sup]visor ( draw+1 a pr9cipal ( a high s*ool1 a pr9cipal ( an elem5t>y s*ool1 a high-s*ool tea*] ( ,lat91 a tea*] 9 *>ge ( a ?ird grade4 ,,*apt] ,,xxiii ,,pr(essional ,,tra9+ ,,( ,,tea*]s ,,increas+ ,,dem& ,,= ,,pr(essional ,,tra9+ ,x has be5 ! aim ( ! prec$+ *apt]s ( ?is volume to make x cle> t ! tea*] ( ! future mu/ be able to cope 9 a l>ge & intellig5t way ) problems :i* are n discuss$ 9 c\rses deal+ ) ! subject-matt] ord9>ily taught 9 s*ools4 ,! comp5sations (f]$ to ! tra9$ tea*] are =tunately m adequate ?an =m]ly1 & increas+ly ju/ify ! dem& t ! tea*] br+ to 8 or h] task a m complete pr(essional tra9+4 ,,am]ican ,,normal ,,s*ools ,! prop] cont5t ( a pr(essional tra9+ is a matt] on :i* !re is no g5]al agreem5t 9 ! ,unit$ ,/ates4 ,= a little m ?an sev5ty-five ye>s !re h exi/$ 9 ?is c\ntry normal s*ools = ! tra9+ ( elem5t>y-s*ool tea*]s4 ,^! in/itutions h 9 "s cases requir$ graduation f high s*ool z a pr]equisite = admission1 b m commonly n4 ,_! c\rses ( /udy h 9 "s s*ools consi/$ *iefly ( reviews ( elem5t>y-s*ool subjects supplem5t$ by a modicum ( me?odology or discussion ( h[ to tea* ! subjects4 ,9 o!r cases ! c\rses ( ! normal s*ool h be5 g5]al1 ( ! type commonly (f]$ 9 colleges or high s*ools4 ,sometimes ! normal s*ool has giv5 its /ud5ts l>ge opportunity to tea* *ildr5 9 s-call$ practice s*ools or model s*ools4 ,sometimes1 on ! o!r h&1 ! /ud5ts 9 normal s*ools h _h no direct contact ) classroom managem5t1 b h gone out into ! s*ools equipp$ only ) ! !ory ( tea*+4 ,! situation ) reg>d to ^! in/itutions is set =? 9 ! foll[+ p>agraphs f a bullet9 ( ! ,unit$ ,/ates ,bureau ( ,education3 ,normal s*ools diff] f ea* o!r v widely 9 organization1 9 admission requirem5ts1 9 c\rses ( /udy1 & 9 modes ( in/ruction4 ,! explanation ( ?is lack ( uni=mity is to be f\nd 9 ! fact t normal s*ools h nev] be5 a "p ( ! sy/em ( high] education evolv$ 9 ?is c\ntry4 ,normal s*ools h gr[n up 9 isolation4 ,:ile ! colleges h be5 9 ! close/ t\* ) ea* o!r ?r\gh ! organization ( entrance exam9ation bo>ds & accr$it+ in/itutions1 :ile high s*ools h be5 br\ght toge!r by /&>d def9itions ( units1 normal s*ools h /ood ap>t4 ,! typical normal s*ool d]ives its f9ancial support f legislative appropriations1 receives its /ud5ts )\t competition f a t]ritory ov] :i* x ex]cises exclusive control1 & has no difficulty 9 plac+ its graduates 9 positions :i* !y reg>d z satisfactory4 ,fur!rmore1 s urg5t has be5 ! dem& 9 ! c\ntry = tea*]s t s*ool bo>ds & sup]9t5d5ts h n be5 able to make rigid selections1 ) ! result t /&>ds ( tra9+ h n be5 =c$ ^u ! normal s*ools f )\t4 ,9 a situation :]e relative isolation has n compell$ normal s*ools to def9e !mselves to o!rs !re has be5 ! l>ge/ opportunity = ! play ( p]sonal influ5ces4 ,a /rong presid5t has (t5 dom9at$ ! policies ( a normal s*ool to a degree t is almo/ unbelievable4 ,! faculty sometimes has little or no voice 9 det]m9+ ! c\rses or ! modes ( admission4 ,!re is no ,/ate au?ority 9 mo/ ( ! ,/ates :i* is /rong en\gh to det]m9e :at %all be done 9 normal s*ools4 ,! result is t )9 a s+le ,/ate !re are ! wide/ v>iations4 ,"o presid5t ) ! ambition to develop 8 in/itution into a degree-grant+ univ]sity goes on 8 way1 :ile 8 neighbor uses ! funds grant$ by ! same legislature to develop a normal s*ool :i* l\dly ann\nces its objection to grant+ degrees & limits its activities rigidly to ! tra9+ ( elem5t>y tea*]s4 ,9 rec5t ye>s a numb] ( causes h begun to break d[n ! isolation ( ! normal s*ool4 ,fir/ & =emo/ is ! desire ( normal graduates to enjoy ! advantages ( high] education 9 univ]sities & colleges4 ,! gr[? ( summ] s*ools at univ]sities & ! frequ5t transf] ( normal-s*ool graduates to college & graduate c\rses %[ ) cle>ness ! desire ( tea*]s to enjoy ! advantages ( all k9ds ( high] education4 ,normal s*ools1 drawn into ! curr5t ( high] education1 h be5 call$ ^u to ann\nce m def9itely _! requirem5ts = admission & to describe ! cont5t ( _! c\rses4 ,:at is a c\rse 9 me?ods ( tea*+ ari?metic8 ,is x a review ( ! c\rse giv5 9 an elem5t>y s*ool or is x a discussion ( ! p$agogical pr9ciples on :i* su* c\rses are arrang$8 ,:at is a c\rse 9 practice tea*+8 ,does su* a c\rse require ( ! /ud5t any /udy ( mat]ial1 & does x af=d him any adequate critical discussion ( 8 "w8 ,!re has be5 a %>p & at times unfri5dly cla% betwe5 normal s*ools & colleges 9 ! ef=t to secure answ]s to su* que/ions4 ,! normal s*ool (t5 takes ! position t x adm9i/]s only high-grade c\rses1 :ile ! colleges express a frank d\bt z to ! value ( ^! c\rses = mature /ud5ts4 ,p]haps ! disagreem5t betwe5 normal s*ools & colleges c be/ be illu/rat$ by ! widespread dispute reg>d+ =eign languages4 ,! normal s*ool has be5 hi/orically relat$ to ! v]nacul> s*ool1 & its (fic]s h _h little pati5ce ) classical or ev5 lit]>y c\rses4 ,! traditions ( ! college are ( a totally diff]5t type4 ,s long z no /ud5ts pass$ f normal s*ools to colleges ! normal s*ools 7 at lib]ty to hold to ! v]nacul>1 b z soon z normal-s*ool graduates s\ght admission to high] in/itutions ! controv]sy 0 on4 ,a second reason :y normal s*ools h be5 call$ ^u to def9e !mselves arises because colleges & univ]sities h 9 rec5t ye>s ent]$ ! field ( tea*] tra9+ ?r\gh ! organization ( dep>tm5ts ( education & colleges ( education4 ,9 ! ,/ate univ]sities ! dem& = prep>ation ( high-s*ool tea*]s has be5 he>d1 & g5]\s provisions h 9 _m cases be5 made = ! "w ( prep>+ su* tea*]s4 ,! normal s*ools h look$ ^u ?is organization ( tea*]-tra9+ c\rses z undesir$ competition4 ,conv]sely1 ! univ]sity au?orities h be5 critical ( ! c\rses 9 ! normal s*ools1 & ! issue has be5 %>ply drawn4 ,incid5tally x may be rem>k$ t college dep>tm5ts ( education h usually be5 subject$ to ! close/ scrut9y & sometimes to viol5t criticism by o!r college dep>tm5ts because ( _! suppos$ inf]iority4 ,x may ev5 be admitt$ t entrance requirem5ts 9 ! dep>tm5ts ( education h sometimes be5 l[] ?an ^? = o!r college dep>tm5ts 9 ! hope ( meet+ ! competition ( normal s*ools1 & c\rses ( inf]ior /&>d 9 ! college h be5 tol]at$ = l reason4 ,all ( ^! disputes & ef=ts at adju/m5t h ar\s$ a g5]al inquiry ab\t tea*]-tra9+ c\rses :i* a g5]ation ago w\ld h be5 )\t int]e/ except to a small gr\p ( speciali/s4 ,n[ ! problem is kn[n to all :o are int]e/$ 9 education1 & ! discussion mu/ g on until "s satisfactory conclusion is rea*$4#ic ,,am]ican ,,dem&s ,,on ,,second>y-,,s*ool ,,tea*]s ,if ! situation ) reg>d to ! tra9+ ( elem5t>y-s*ool tea*]s is *aotic1 ! situation ) reg>d to second>y-s*ool tea*]s is m s4 ,until v rec5tly !re 0 little or no ef=t 9 ! /ate laws def9+ requirem5ts = tea*]s' c]tificates to di/+ui% betwe5 elem5t>y tea*]s & tea*]s 9 high s*ools4 ,! c&idate = a position 9 ,lat9 f\nd himself tak+ ! same exam9ation t w\ld h be5 requir$ if he _h be5 ab\t to tea* a ?ird grade4 ,( c\rse 9 practice ! s*ool (fic]s :o employ$ ! ,lat9 tea*] took /eps to assure !mselves t he _h /udi$ t subject1 b practice 9 ?is respect has nev] be5 /&>diz$4 ,,g]man ,,tra9+ ,,( ,,second>y-,,s*ool ,,tea*]s ,by way ( sett+ up a contra/ we may review ! sy/em :i* prevail$ 9 ,g]many be=e #aiad4 ,! ,g]man sy/em 0 ! mo/ highly develop$ sy/em ( tra9+ second>y-s*ool tea*]s 9 ! _w4 ,c&idates = positions 9 ! second>y s*ools mu/ fir/ ( all h complet$ ! c\rse ( "o ( ! second>y s*ools4 ,9 ! second place1 ! c&idate mu/ h att5d$ a ,g]man univ]sity = at lea/ six seme/]s4 ,"h an exception is made 9 ! case ( ^? c&idates :o expect to tea* 9 ! sci5ces4 ,!y may take half ( ! univ]sity c\rses 9 "o ( ! te*nical in/itutions r ?an 9 univ]sity lectures4 ,aft] ?is prelim9>y tra9+ is complet$1 ! c&idate pres5ts himself = an exam9ation4 ,usually ! p]iod ( tra9+ is mu* long] ?an ! m9imum above describ$4 ,inde$1 9 mo/ cases c&idates take ! univ]sity doctor's degree be=e !y come up = ! exam9ation4 ,! exam9ation consi/s ( two p>ts4 ,fir/1 !re is a g5]al exam9ation cov]+ ^? subjects :i* are suppos$ to be ess5tial z tra9+ = all dep>tm5ts2 &1 second1 !re is a special exam9ation giv5 9 ! p>ticul> subject 9 :i* ! c&idate is prep>+ to tea*4 ,bo? exam9ations include writt5 & oral divisions4444 ,! exam9ations are =midable ordeals4 ,!y are conduct$ by special commission]s4 ,on ^! commissions are univ]sity pr(essors1 (fic]s ( ! education dep>tm5t1 & repres5tatives ( ! second>y s*ools4 ,! c&idate is fir/ requir$ to pres5t two elaborate !ses1 "o on "s phase ( ! g5]al subjects & "o 9 ! subject 9 :i* he has elect$ to take a complete exam9ation4 ,at ! discretion ( ! commission ! c&idate's doctor's diss]tation may be sub/itut$ = "o ( ^! !ses4 ,a p]iod ( #af weeks is all[$ = _! prep>ation1 & !y are int5d$ to %[ ! ability ( ! c&idate to c>ry on indep5d5t rese>* 9 8 select$ field1 & 8 ability to =mulate mat]ial 9 a cle> & sy/ematic fa%ion4 ,aft] ! pres5tation ( ^! !ses !re foll[s a writt5 exam9ation1 foll[$ 9 turn by an oral exam9ation4 ,aft] ! exam9ation ! successful c&idate n[ has be=e him two ye>s ( contact ) ! s*oolroom be=e he c become a tea*] ) a regul> position4 ,! fir/ ( ^! trial ye>s is kn[n z ! ,sem9> ye> & ! second z ! ,trial ye>4 ,dur+ bo? ( ^! p]iods ! c&idate is connect$ ) "o ( ! second>y s*ools & is "u ! g5]al direction ( ! pr9cipal or director ( ?is s*ool4444 ,aft] a c&idate has be5 assign$ to a p>ticul> s*ool1 x becomes 8 duty1 fir/ ( all1 to p>ticipate 9 ! activities ( t s*ool 9 any way t he c4 ,he is usually assign$ to "s tea*]1 ^: reports he helps to prep>e & ^: classes he has to visit ) regul>ity4 ,9 addition1 he is expect$ to visit all ( ! classes 9 ! in/itution1 s z to obs]ve diff]5t me?ods ( in/ruction & class managem5t4 ,x is requir$ t ! c&idate meet ) ! director two h\rs a week = special tra9+4 ,at ?is po9t 9 p>ticul> ! greate/ div]sity ( practice appe>s4444 ,sometimes ! meet+ is conduct$ z a demon/ration lesson2 sometimes x is a discussion2 sometimes x is a s]ies ( reports by c&idates2 sometimes a lecture by ! director or "o ( ! tea*]s ( ! s*ool4444 ,aft] ! c&idates h gone ?r\gh a "p ( ! fir/ ye>'s tra9+ & h become some:at famili> ) ! me?ods ( in/ruction 9 ! classes :i* !y visit & ?r\gh ! advice :i* !y receive 9 ! weekly meet+s1 !y are all[$ to give in/ruction4 ,at fir/ ?is in/ruction is limit$ to s+le class ex]cises "u ! imm$iate sup]vision ( ! regul> tea*]4 ,! c&idate is expect$ to prep>e fully = su* an ex]cise1 s t he may c>ry on ! "w ( ! /ud5ts 9 accordance ) ! g5]al plan adopt$ by ! regul> tea*]4 ,! regul> tea*] rema9s 9 ! class dur+ ! in/ruction giv5 by ! c&idate1 & aft] ! class has be5 dismiss$ ! tea*] gives ! c&idate ! b5efit ( su* criticism z he has to make4 ,opportunity = ^! criticisms is pres5t$ by ! s*ool program1 :i* is uni=mly s arrang$ t #de m9utes ( class "w are foll[$ by #ae m9utes ( recess4 ,! criticisms are 9 "s cases v helpful1 especially :]e ! tea*] is int]e/$ 9 develop+ bett] me?ods ( in/ruction ^u ! "p ( ! c&idate4 ,on ! o!r h&1 ! criticisms are (t5 v sev]e & sometimes ev5 cau/ic4 ,9 any case1 ! c&idate le>ns ?r\gh ! comm5ts giv5 him by ! tea*] h[ f> he has fail$ to con=m to ! expectation ( ! s*ool4444 ,sev]al weeks be=e ! close ( ! sem9> ye> ea* c&idate is call$ ^u to prep>e a !sis on "s concrete p$agogical or didactic problem set = him by ! director4 ,?is !sis con/itutes "p ( 8 prep>ation = ! tea*+ pr(ession & may be ! outcome ( 8 read+s or ! outcome ( 8 obs]vation4 ,n uncommonly ! c&idate makes an elaborate /udy ( "s ( ! p$agogical lit]ature relat$ to 8 subject4 ,x is to be rememb]$ t _m ( ^! c&idates h already complet$ ! "w = ! degree ( doctor ( philosophy 9 ! univ]sity & are = t reason tra9$ 9 ! me?ods ( rese>* & 9 ! prep>ation ( !ses1 :ile all h prep>$ elaborate !ses 9 connection ) ! exam9ations :i* admitt$ !m to ! sem9> ye>4 ,at ! end ( ! sem9> ye> ! director1 ) ! cop]ation ( ! o!r tea*]s :o h obs]v$ ! "w ( ! c&idate1 makes a report to ! s*ool au?orities1 & if ! "w ( ! c&idate has be5 satisfactory he is n[ advanc$ to a high] grade & ent]s ^u ! trial ye>4 ,dur+ ! trial ye> he is requir$ to tea* six to eight h\rs a week )\t comp5sation4 ,if he is especially =tunate1 he may receive "s comp5sation = sub/itute tea*+ :i* is ne$$ by ! s*ool4 ,9 ! ma91 h[ev]1 he is call$ ^u to c>ry a heavy burd5 ( "w )\t any comp5sation f ! s*ool4 ,! director may also use 8 s]vices = o!r purposes1 su* z ! prep>ation ( reports1 ! *eck+ ( li/s1 & o!r duties :i* ne$ to be att5d$ to = ! purpose ( adm9i/]+ ! s*ool4 ,dur+ ?is trial ye> ! regul> tea*] is n requir$ to att5d ! classes conduct$ by c&idates4 ,! c&idate1 !re=e1 gradually acquires indep5d5ce 9 8 conduct ( ! classes4 ,at ! end ( ?is trial ye> ano!r report is made ( ! activities ( ! c&idate & ! judgm5t ( ! tea*]s 9 ! s*ool ) respect to 8 success4 ,if ?is report is favorable ! c&idate is n[ put on ! eligible li/ & may be appo9t$ to a p]man5t position4 ,! l5g? ( "t :i* x is necess>y = him to wait = ?is p]man5t appo9tm5t is det]m9$ :olly by ! ne$s ( ! s*ools4 ,if !re are no vacancies1 ! c&idate may wait a relatively long p]iod ( "t1 9 "s cases z long z f\r or five ye>s4 ,on ! o!r h&1 = "s ye>s pa/ x has be5 possible 9 mo/ cities = c&idates to receive appo9tm5t almo/ imm$iately on completion ( ! trial ye>4#id ,,new ,,c\rses ,,9 ,,colleges ,,& ,,univ]sities ,,= ,,second>y-,,s*ool ,,tea*]s ,! example ( ,g]many is in/ructive z %[+ some?+ ( ! am\nt ( pr(essional tra9+ :i* may be deem$ necess>y prop]ly to qualify a tea*] ( second>y s*ools4 ,x is n at all likely t ! p>ticul> me?od adopt$ w be foll[$ 9 ! ,unit$ ,/ates4 ,inde$1 !re is a rapidly develop+ movem5t 9 ,am]ican colleges & univ]sities to provide tra9+ = su* tea*]s4 ,! /ate univ]sities especially h develop$ 9 rec5t ye>s s]ies ( c\rses1 bo? 9 subject-matt] & 9 pr(essional l9es1 design$ to tra9 second>y-s*ool tea*]s4 ,^!1 l ! normal-s*ool c\rses describ$ above1 are v little /&>diz$1 b are promis+ z a nucleus = ! f9al organizations :i* w solve ! problem4 ,! foll[+ p>agraph indicates ! exi/+ conditions3 ,! significant fact is t #ba ( #bd univ]sities report tea*]s' c\rses4 ,?is means t 9 "s way ! academic dep>tm5ts are pr(essionally cop]at+ ) s*ools or dep>tm5ts ( education 9 furni%+ to int5d+ tea*]s ! special me?ods & peculi> te*nique1 z well z m fundam5tal educational pr9ciples & di/9ctive values ( ! actual subjects ! /ud5ts w tea* :5 !y take positions 9 ! s*ools4 ,! prop] cord9ation ( ! univ]sity =ces contribut+ to tea*+ effici5cy is ! curriculum problem = ! imm$iate future 9 univ]sity adm9i/ration4 ,at pres5t ! solutions are ab\t z num]\s z ! in/itutions conc]n$4#ie ,,! ,,requirem5ts ,,( ,a ,,/&>diz+ ,,association ,! /&>dization ( ! requirem5ts w require legislation or ! action ( c5tral /&>diz+ associations4 ,?is movem5t is n[ "u way4 ,! ,nor? ,c5tral ,association ( ,colleges & ,second>y ,s*ools sets z its /&>ds = approval ( high s*ools ! foll[+3 ,all tea*]s tea*+ "o or m academic subjects mu/ satisfy ! foll[+ /&>ds3 ,a4 ,! m9imum atta9m5t ( tea*]s ( academic subjects %all be equival5t to graduation f a college belong+ to ! ,nor? ,c5tral ,association ( ,colleges & ,second>y ,s*ools requir+ ! completion ( a f\r-ye> c\rse ( /udy or #abj seme/] h\rs 9 advance ( a /&>d f\r-ye> high s*ool c\rse4 ,su* requirem5t %all n be con/ru$ z retroactive4 ,b4 ,! m9imum pr(essional tra9+ ( tea*]s ( academic subjects %all be at lea/ elev5 seme/] h\rs 9 education4 ,?is %\ld include special /udy ( ! subject matt] & p$agogy ( ! subject to be taught4 ,su* requirem5ts %all n be con/ru$ z retroactive4 7,= ! succe$+ ye> ! ,bo>d w int]pret c\rses 9 education z ! same c\rses are int]pret$ by ! colleges or univ]sities (f]+ !m47 ,c4 ,if a tea*]1 new to a giv5 high s*ool1 does n fully meet ! requirem5t ( ! above /&>ds b1 9 ! op9ion ( ! inspector1 possesses ! equival5t ( ! tra9+ prescrib$1 ! inspector %all submit1 to ! ,bo>d ( ,inspectors1 a /atem5t conc]n+ ! tra9+1 exp]i5ce1 & tea*+ effici5cy ( ! said tea*]1 toge!r ) 8 recomm5dation4 ,! ,bo>d %all1 on ea* case pres5t$1 make a decision4#if ,,! ,,cali=nia ,,requirem5ts ,,! ,,mo/ ,,advanc$ ,,9 ,,! ,,unit$ ,,/ates ,! qualifications requir$ by ! ,/ate ,bo>d ( ,education 9 ,cali=nia are ! highe/ requir$ 9 any /ate4 ,!y are z foll[s3 ,,requirem5ts ,high s*ool c]tificates may be issu$ by c\nty & city & c\nty bo>ds ( education "u ! provisions ( section #aeai1 subdivision #e 7a72 section #agge1 subdivision #a 7a71 & section #agib ( ! ,political ,code ( ,cali=nia1 to c&idates :o meet all ( ! foll[+ requirem5ts1 to wit3 7#a7 ,requirem5t ( ,ba*elor's degree4 ,ea* c&idate %all h receiv$ a ,ba*elor's degree f a /&>d college requir+ n less ?an eight ye>s ( high s*ool & college tra9+4 7#b7 ,requirem5t ( "o ye> ( graduate /udy4 ,ea* c&idate %all submit evid5ce t 9 addition to ! academic & pr(essional c\rses requir$ = ! ,ba*elor's degree1 he has complet$ at lea/ "o ye> ( graduate /udy1 do+ full regul> "w1 ?\gh n necess>ily a c&idate = a degree1 9 an approv$ graduate s*ool z h]e9aft] def9$4 ,su* graduate /udy %all include at lea/ "o full ye> c\rse ( advanc$ or graduate "w 9 at lea/ "o ( ! subjects 9 :i* c&idate expects to be recomm5d$ = c]tification4 7#c7 ,requirem5t ( fifte5 units ( "w 9 education4 ,ea* c&idate %all also submit evid5ce t he has complet$ 9 und]graduate or graduate /&+1 or ! two comb9$1 n less ?an fifte5 units 7seme/] h\rs7 ( "w1 9 c\rses li/$ 9 ! dep>tm5t ( education 9 ! in/itution 9 :i* ! graduate "w is complet$1 or c\rses 9 o!r dep>tm5ts ( t or o!r in/itutions accept$ z prep>ation = tea*+ by ! dep>tm5t ( education4 ,^! fifte5 units ( "w %all include ! sev]al c\rses 9 education h]e9aft] prescrib$4 99 99 99 99 99 ,requir$ "w 9 education4 ,! requir$ fifte5 units ( "w 9 ! dep>tm5t ( education %all include ! foll[+ c\rses3 7a7 ,a c\rse 9 s*ool & classroom managem5t1 or equival5t "w--a m9imum ( "o unit4 7b7 ,"w 9 actual practice ( tea*+1 ) conf]5ces--a m9imum ( f\r units4 7c7 ,a tea*]'s c\rse 9 at lea/ "o subject 9 :i* ! c&idate expects to be recomm5d$ = c]tification1 if su* c\rse be giv5 9 ! in/itution & be accept$ by or li/$ "u ! "w 9 education--a maximum ( ?ree units = all su* c\rses4 7d7 ,a c\rse 9 second>y education1 pres5t+ p>ticul>ly ! purpose & atta9able goals ( high s*ool "w--a m9imum ( two units4 7e7 ,su* o!r c\rses relat+ to ! !ory1 function & adm9i/ration ( public education1 z are ne$$ to complete ! requir$ fifte5 units4 ,practice tea*+4 ,! "w 9 practice tea*+ %all be done "u ! g5]al sup]vision ( ! dep>tm5t ( education ( ! in/itution 9 :i* ! ye> ( graduate "w is tak51 & may be done 9 s*ools ( elem5t>y1 int]m$iate or second>y grade1 ?\gh pref]ably 9 second>y s*ool "w ( ! k9d ! c&idate is prep>+ to tea*1 & "u ! direction ( compet5t in/ructors 9 su* "w4 ,! "w 9 practice tea*+ may also be done 9 connection ) ! tra9+ s*ool ( any ,cali=nia /ate normal s*ool4 ,tea*]s' c\rses4 ,ea* tea*]'s c\rse %all be a bona fide tea*]'s c\rse & %all be made z concrete & practicable z possible1 & %all h = its purpose ! prep>ation ( tea*]s to give intellig5t in/ruction 9 ! subject 9 ! high s*ools ( ?is ,/ate4#ig ,,cont9uation ,,tra9+ ,,( ,,s*ool ,,(fic]s ,! requirem5ts :i* h be5 discuss$ up to ?is po9t h to d ) admission to ! tea*+ pr(ession4 ,beyond t po9t !re is no?+ t c be describ$ z suffici5tly common to be reg>d$ z typical4 ,!re are volunt>y & compulsory ga!r+s ( e k9d & v>iety int5d$ to keep tea*]s intellectually al]t & to in=m !m ( progress 9 educational matt]s4 ,!re are in/itutes1 s call$1 :]e tea*]s he> lectures4 ,!re are ext5sion lectures1 provid$ sometimes by bo>ds ( education1 sometimes by tea*]s' associations4 ,!re are meet+s ( tea*]s call$ by ! sup]9t5d5t or by ! sup]visor ( a special subject or ( a special grade4 ,! miscellane\s activities :i* are indicat$ by su* a li/ z ! above all recognize ! necessity ( cont9u$ /udy on ! "p ( tea*]s 9 s]vice1 & _m bo>ds ( education are requir+ /udy 9 addition to success 9 tea*+ z an ess5tial pr]equisite to promotion or to increases 9 sal>y4 ,! mo/ significant movem5t :i* has ev] be5 witness$ 9 ! tra9+ ( tea*]s 9 s]vice is ! summ]-s*ool movem5t4 ,all ! lead+ in/itutions ( le>n+ 9 ! c\ntry are fill$ dur+ ! long summ] vacation ) tea*]s :o are pursu+ c\rses 9 education or 9 ! v>i\s subjects :i* !y tea*4 ,,specializ$ ,,tra9+ ,,= ,,adm9i/ration ,two phases ( cont9uation /udy on ! "p ( tea*]s des]ve special discussion4 ,fir/1 ! =m ( promotion :i* c>ries a tea*] into s*ool adm9i/ration1 t is1 into a pr9cipal%ip or sup]9t5d5cy1 is be+ h$g$ ab\t ) v def9ite dem&s = advanc$ /udy on ! "p ( c&idates4 ,?is advanc$ /udy mu/ take ! =m ( read+s or c\rses on adm9i/rative problems4 ,su* problems h be5 exemplifi$ 9 e>li] *apt]s :i* h dealt ) co/s1 promotions1 & ! l4 ,x c be safely ass]t$ t ! "t is n f> di/ant :5 a special prep>ation w be requir$ = entrance on adm9i/rative positions4 ,,contributions ,,to ,,! ,,sci5ce ,,( ,,education ,second1 ! /udy ( s*ool problems by tea*]s 9 s]vice has contribut$ p[]fully to ! creation ( bodies ( organiz$ k be>+ directly on s*ool matt]s4 ,:5 education c\rses 7 design$ *iefly = c&idates = tea*+ positions1 ^! c\rses surviv$ ev5 if !y _h no close relation to s*ool "w4 ,to-day ! situation is entirely diff]5t 9 "*4 ,tea*]s 9 s]vice come to ! /udy ( education ) urg5t problems to be solv$4 ,! ab/ract /atem5ts ( ! old] c\rses w n satisfy su* /ud5ts4 ,! impulses t[>d ! developm5t ( sci5tific in=mation ab\t s*ools :i* arise out ( a dem& = effici5cy & economy are p[]fully ren=c$ by ! dem& )9 ! tea*+ pr(ession itself = def9ite & con/ructive /udies ( s*ool problems4 ,,ex]cises ,,& ,,read+s ,! tra9+ ( tea*]s is s closely relat$ to /ate legislation t ?is *apt] sugge/s ! possibility ( introduc+ ! /ud5t to ! me?ods ( look+ up /ate laws4 ,h[ does "o g ab\t f9d+ s*ool laws8 ,:y is education a matt] ( /ate legislation r ?an a matt] ( national legislation8 ,:at are "s ( ! /rik+ diff]5ces betwe5 ! educational laws ( diff]5t /ates8 ,second1 s9ce ! economic conditions :i* control tea*]s' sal>ies are ( importance 9 det]m9+ h[ mu* tra9+ tea*]s %all be requir$ to secure1 ! "q ( sal>ies is an important "o4 ,?is matt] may be look$ up 9 ! two bullet9s ref]r$ to bel[4 ,,c(fman1 ,l4 ,d4 ,social ,composition ( ! ,tea*+ ,population4 ,tea*]s ,college ,publications1 #aiaa4 ,! ,tangible ,rew>ds ( ,tea*+4 ,bullet9 ,no4 #af1 ,unit$ ,/ates ,bureau ( ,education1 #aiad4 ,a ,comp>ative ,/udy ( ! ,sal>ies ( ,tea*]s & ,s*ool ,(fic]s4 ,bullet9 ,no4 #ca1 ,unit$ ,/ates ,bureau ( ,education1 #aiae4 ,,footnotes3 #ic ,*>les ,hubb>d ,judd & ,samuel ,*e/] ,p>k]1 ,problems involv$ 9 ,/&>diz+ ,/ate ,normal ,s*ools1 pp4 #g-i4 ,bullet9 ,no4 #ab1 ,unit$ ,/ates ,bureau ( ,education1 #aiaf4 #id ,*>les ,h4 ,judd1 ,! ,tra9+ ( ,tea*]s 9 ,engl&1 ,scotl&1 & ,g]many1 pp4 #gd-hb4 ,bullet9 ,no4 #ce1 ,unit$ ,/ates ,bureau ( ,education1 #aiad4 #ie ,*>les ,hughes ,john/on1 8,progress ( ,tea*] ,tra9+40 ,report ( ! ,commission] ( ,education1 #aiac1 ,vol4 ,i1 *ap4 xxiv1 p4 #ebj4 #if ,proce$+s ( ! ,tw5ty-fir/ ,annual ,meet+ ( ! ,nor? ,c5tral ,association ( ,colleges & ,second>y ,s*ools1 #aiaf1 p4 #id4 #ig 8,revis$ ,rules gov]n+ ,high-,s*ool ,c]tification10 pp4 #c-e4 ,bullet9 ,no4 #e1 ,cali=nia ,/ate ,bo>d ( ,education1 #aiae4 ,,app5dix ,,classroom ,,obs]vation ,9 connection ) ! /udy ( ! =ego+ *apt]s & collat]al read+s x is desirable t /ud5ts visit classrooms & make sy/ematic obs]vations ( ! "w !re "u way4 ,9 ord] t su* obs]vations may be productive x is necess>y t ! /ud5t h def9ite ends 9 view1 o!rwise obs]vation w be scatt]$ ov] _m phases ( t :i* is se54 ,! que/ions bel[ are int5d$ to furni% guidance4 ,x is recomm5d$ t ea* /ud5t 9 ! c\rse be requir$ to sp5d at lea/ ?ree hundr$ m9utes 9 obs]vation & t he or %e prep>e a writt5 report4 ,,g5]al ,,directions ,be=e go+ to ! classes = obs]vation det]m9e :i* ( ! topics outl9$ bel[ y are go+ to make ! subject ( special /udy4 ,x w be advantage\s = y to le>n ! que/ions4 ,g prep>$ to take notes4 ,conf9e y\r att5tion aft] ! fir/ g5]al obs]vations outl9$ bel[ to ! p>ticul> topic on :i* y are to report4 ,take d[n facts & def9ite individual obs]vations4 ,y are at lib]ty to talk ) tea*]s if y c d s )\t impos+ on !m1 b y\r report is n to be bas$ on :at !y say b on :at y see4 ,d n quote f books on ! subject ( y\r /udy4 ,prep>e a report ( n less ?an two ?\s& words4 ,,g5]al ,,que/ions ,,to ,,be ,,answ]$ ,,9 ,,ea* ,,report #a4 ,9 :at s*ool or s*ools did y make y\r obs]vations8 #b4 ,h[ _m visits did y make1 & h[ long 0 ea*8 7,give dates & m9utes47 #c4 ,:at 0 ! grade ( ! class1 & :at 0 ! subject ( in/ruction8 #d4 ,report on ! physical conditions ( ea* room4 ,:at 0 ! condition ( ! temp]ature1 ( ! light+1 ( ! v5tilation8 ,:at k9d ( furniture 0 us$8 ,did y see signs ( fatigue on ! "p ( tea*] or pupils8 ,aft] not+ ^! g5]al ext]nal conditions1 turn y\r att5tion to "o ( ! problems outl9$ bel[ & prep>e y\r report ) ref]5ce to t s+le topic4 ,i4 ,,grad+ ,att5d a class sev]al times until y come to "k some?+ ( ea* individual memb]2 !n =m a judgm5t z to ! desirability ( hold+ ! gr\p toge!r4 ,sugge/ *anges su* z ! putt+ =w>d or putt+ back ( c]ta9 individuals4 #a4 ,are ! /ud5ts alike 9 _! physical developm5t1 or are "s ov]siz$8 #b4 ,are ! m5tal diff]5ces p>allel ) ! physical8 #c4 ,d y obs]ve symptoms %[+ t "s *ildr5 frequ5tly d n und]/& ! class "w & !re=e are to be reg>d$ z bel[ ! grade8 #d4 ,d y see evid5ces t *ildr5 are n fully occupi$ because ! "w is too easy = !m8 #e4 ,*ildr5 diff] 9 _! will+ness & ability to take "p 9 class "w4 ,h[ f> %\ld ?is be consid]$ 9 gr\p+ *ildr58 #f4 ,h[ f> does ! gr\p+ ( /ud5ts 9 a class help or h9d] ! developm5t ( an individual8 ,give def9ite cases4 #g4 ,%\ld ! class be *ang$ 9 size to provide = ! be/ tea*+8 #h4 ,9 c]ta9 s*ools ! ef=t is n[ be+ made to organize m individual in/ruction4 ,:at d y\r obs]vations lead y to conclude ab\t ! desirability ( su* a plan8 ,,ii4 ,,me?ods ,,( ,,discipl9e ,= obs]vations "u ?is section visit a numb] ( diff]5t classes & note ! g5]al re/lessness or quiet ( ! gr\ps4 ,note 9 detail h[ ! 8ord]0 is ma9ta9$1 & try to det]m9e 7#a7 :at is ! tea*]'s notion ( ord] 9 ea* case1 & 7#b7 :at devices he employs 9 secur+ :at he wants4 #a4 ,are !re =mal rules8 ,= example1 mu/ ! pupils sit 9 a c]ta9 way8 ,mu/ !y ask que/ions 9 a c]ta9 way8 #b4 ,does ! tea*] talk ab\t ord]8 #c4 ,does he h o!r devices t are evid5t1 su* z paus+ & look+ at "s memb] ( ! class8 #d4 ,does he inflict p5alties8 #e4 ,does he h devices t are less obvi\s1 su* z v>y+ ! "* ( ! "w or call+ on a memb] ( ! class :o is disord]ly8 #f4 ,:at is ! relation ( ord] to ! subject ( in/ruction8 #g4 ,does ! tea*] neglect disord] :i* y w\ld correct8 #h4 ,( all ! cases :i* y obs]v$1 :i* d y reg>d z ! be/ k9d ( ord]8 ,,iii4 ,,prep>ation ,,on ,,! ,,"p ,,( ,,! ,,tea*] ,visit sev]al diff]5t tea*]s & contra/ _! me?ods4 ,x may be advantage\s aft] a fir/ visit to g back to obs]ve aga9 tea*]s :o are radically diff]5t4 #a4 ,di/+ui% betwe5 a tea*]'s g5]al prep>ation or broad k ( a subject & 8 special prep>ation = a p>ticul> class ex]cise4 ,:at evid5ce is !re t ! tea*] prep>$ = ?is p>ticul> ex]cise8 #b4 ,does ! tea*] seem to h 9 m9d a fix$ ord] 9 :i* ! lesson is to proce$8 #c4 ,:at is ! relation ( economy ( ! "t & en]gy ( ! class to ! tea*]'s prep>ation8 #d4 ,has ! tea*] any?+ to contribute outside ( ! textbook mat]ial8 #e4 ,does ! tea*] "k h[ to fit ! "w to ! class p]iod s z to make a complete ex]cise8 #f4 ,is !re evid5ce t ! tea*] has made specific prep>ation = ! next ex]cise8 ,,iv4 ,,prep>ation ,,on ,,! ,,"p ,,( ,,pupils ,"o ( ! be/ ways to get mat]ial = ?is section is to g fir/ to ! high-s*ool /udy room or to ! g5]al libr>y & take note ( ! way 9 :i* p /udy4 ,! k9d ( "q :i* %\ld be rais$ 9 ^! obs]vations ( /udy p]iods is illu/rat$ 9 ,v 7,b7 bel[4 ,aft] mak+ ^! prelim9>y obs]vations g to "s recitations & see if !re are evid5ces 9 ! individual recitations ( ! way 9 :i* ! "w ( prep>+ ! lesson has be5 done4 ,! purpose ( ?is p>ticul> section is to discuss ! me?ods ( judg+ prep>ation f ! recitation4 #a4 ,:at proportion ( ! class has ?\ght ab\t ! lesson z well z le>n$ :at is 9 ! book8 #b4 ,:5 a /ud5t fails try to det]m9e :e!r 8 failure is due to lack ( /udy or to bad me?ods ( /udy4 ,= example1 if a /ud5t has le>n$ 8 lesson by he>t1 & =gets1 he is v diff]5t f ! /ud5t :o has n tri$ ei!r to und]/& or to le>n by he>t4 #c4 ,h[ f> is ! recitation an exam9ation1 & h[ f> does x tea* /ud5ts to ?9k8 ,:at is ! effect ( ! tea*]'s me?od on ! future /udy ( ! pupil8 #d4 ,h[ f> d /ud5ts %[ initiative 9 c>ry+ =w>d ! "w8 #e4 ,h[ _m que/ions d !y ask8 #f4 ,girls g5]ally get bett] m>ks ?an boys = _! class "w4 ,:y is ?is8 ,d boys contribute any?+ t girls d n8 #g4 ,is !re any diff]5ce 9 intellectual maturity exhibit$ by diff]5t memb]s ( ! class8 ,v 7,a74 ,,att5tion ,,dur+ ,,recitation ,?is section w be ( special int]e/ to ^? :o wi% to obs]ve 9 ! l[] grades4 ,productive obs]vations c be made1 h[ev]1 9 e grade4 ,! *ief bus9ess ( ! s*ool is to tra9 9 conc5tration4 ,obs]ve individual pupils closely4 #a4 ,h[ long does a *ild keep 8 att5tion fix$ on "o ?+8 #b4 ,:at di/ractions does a s*oolroom pres5t8 #c4 ,:at concession does ! tea*] make :5 pupils d n keep up conc5tration8 ,= example1 does he repeat que/ions8 #d4 ,:at positive devices are adopt$ to keep up att5tion8 #e4 ,:at are ! physical symptoms ( att5tion & its abs5ce8 #f4 ,:at individual diff]5ces are to be not$8 #g4 ,d y note diff]5ces 9 att5tion at diff]5t times 9 ! day or at diff]5t p]iods ( ! recitation8 ,v 7,b74 ,,att5tion ,,dur+ ,,p]iods ,,( ,,/udy ,= ?is section g to ! /udy room or to "s class t is engag$ 9 individual "w1 z1 = example1 ! laboratory4 #a4 ,note ! way 9 :i* a /ud5t goes ab\t 8 "w4 ,is he ready to beg9 at once1 or does he h to get matt]s toge!r delib]ately aft] he sits d[n8 #b4 ,note :e!r he reads cont9u\sly f ! book :i* he is /udy+4 #c4 ,pay att5tion to ! sort ( ?+ t ! /ud5t does :5 he looks away f ! book4 ,does he turn 8 att5tion to o!r objects1 or is he try+ to ?9k ab\t ! book itself8 ,9 g5]al1 :at are ! di/ractions t seem to take 8 att5tion f ! "w8 ,:5 he comes back to 8 book1 :]e does he take up ! "w8 #d4 ,is 8 rate ( "w evid5tly sl[ or rapid8 ,?is c be judg$ by wat*+ him long en\gh to see h[ mu* "t he sp5ds 9 read+ a giv5 page4 #e4 ,note1 if y c1 ! diff]5t ways 9 :i* /ud5ts /udy diff]5t subjects4 ,= example1 is _! "w 9 hi/ory diff]5t f _! "w 9 ma!matics8 ,if s1 :i* "o seems to y to secure ! highe/ degree ( att5tion8 ,is ! writ+ ( notes app>5tly ( value 9 keep+ !m at "w8 ,,vi4 ,,que/ions ,,& ,,answ]s ,a comp>ison ( diff]5t tea*]s & ( diff]5t subjects ( in/ruction w br+ out mo/ cle>ly ! di/9ctions "h aim$ at4 #a4 ,:at "p ( ! recitation is consum$ 9 ask+ que/ions8 #b4 ,are ! que/ions su* z to require answ]s ( m ?an a s+le s5t5ce8 #c4 ,are ! que/ions bas$ directly on ! text8 #d4 ,:at is ! mode ( assign+ ! "q to memb]s ( ! class = answ]8 #e4 ,give examples ( good que/ions ) reasons = y\r selection4 #f4 ,contra/ diff]5t subjects ( in/ruction ) ref]5ce to ! que/ions :i* !y p]mit4 #g4 ,give examples ( que/ions :i* seem to y too g5]al or o!rwise vague4 ,,vii4 ,,motor ,,processes ,! gymnasium1 ! sew+ class1 ! cook+ class1 & ! manual-tra9+ %op furni% ! be/ opportunities = obs]vations on ?is topic4 ,p5man%ip classes & almo/ any l[]-grade ex]cise w1 h[ev]1 s]ve4 #a4 ,:at are ! *>act]i/ics ( a clumsy movem5t8 #b4 ,po9t out c]ta9 in/9ctive elem5ts ( behavior2 t is1 =ms ( movem5t :i* d n h to be le>n$1 b are natural4 ,are ^! always helpful 9 ! le>n+ process8 #c4 ,note ! preval5ce ( rhy?m 9 _m =ms ( behavior4 ,is ! rhy?m m /rik+ :]e ! behavior is natural & in/9ctive or :]e x is be+ acquir$ z a special habit ( skill8 #d4 ,comm5t on ! educational value ( repeat+ acts :i* seem to h rea*$ a high degree ( p]fection1 su* z tak+ /it*es or sw++ ,indian clubs4 #e4 ,are individual diff]5ces 9 rate & grace ( movem5t capable ( elim9ation ?r\gh class tra9+8 #f4 ,h[ f> is skill dep5d5t on k8 ,,viii4 ,,relation ,,betwe5 ,,subjects ,,taught ,= purposes ( ?is section foll[ a class = a :ole =5oon4 ,if ! class obs]v$ is "o ( ! l[] grades1 ! organization :i* places ?is class l>gely 9 ! h&s ( "o tea*] favors a close int]relation ( subjects4 ,9 ! upp] grades & high s*ool1 on ! o!r h&1 organization makes int]relat+ difficult4 #a4 ,:at cases did y obs]ve 9 :i* ! tea*] consci\sly tri$ to illum9ate "o subject by ref]5ce to ano!r8 #b4 ,did ! pupils ask any que/ions or make rem>ks :i* %[$ t !y 7 ?9k+ ab\t o!r s*ool topics8 #c4 ,)9 a giv5 subject !re is sometimes opportunity to relate topics :i* are remote f ea* o!r 9 ! textbook4 ,did ! classes visit$ %[ any examples ( su* relat+ ( topics8 #d4 ,:at opportunities = int]relat+ subjects did y obs]ve 9 addition to ^? tak5 advantage ( by ! class8 #e4 ,sometimes ! contra/ produc$ by *ange f "o topic to ano!r or f "o classroom to ano!r is important 9 ar\s+ or depress+ a class4 ,:at contra/s did y obs]ve8 ,,index ,academic c\rses 9 high s*ools1 #g ,academy1 ,am]ican1 #bg ,acc\nt+1 s*ool1 #fa ,adm9i/ration1 /udies (1 #bjh tra9+ =1 #cai ,adm9i/rative problems1 /udy (1 #cjc ,adolesc5ce1 #bfh e>ly1 #aij lat]1 #aid ,adults1 cont9uation classes =1 #adg & ! curriculum1 #bjj ,aft]-s*ool classes1 #ade ,age limits ( compulsory education1 #db ,agricultural high s*ools1 #acd ,ald]man1 ,l4 ,r41 #add ,algebra1 hi/ory (1 #aae ,all51 ,i4 ,m41 #aaj1 #bch ,allison1 ,elizabe? ,w41 #bhe ,am]ican ,academy ( ,political & ,social ,sci5ce1 #aee ,am]ican s*ools1 #ad1 #bf ( #ahej1 #cc ,ames1 ,e4 ,s41 #aif ,app5dix1 #cba ,arabic num]als1 #aaf ,ari?metic1 #aag nonpromotions 91 #ajc /udies (1 #baj ,associations ( p>5ts & tea*]s1 #aeb ,a?letics1 #adf ,att5dance1 #ce1 #da ,att5tion1 obs]vation (1 #cbd ,auditoriums1 s*ool1 #ij ,au/91 ,texas1 #ch ,au?ority 9 s*ool sy/em1 #ff ,ayres1 ,l4 ,p41 #e1 #de1 #hb1 #ajf1 #bjb1 #bae1 #baf1 #bhh1 #cjg ,ayres1 ,may1 #hb ,bagley1 ,w4 ,c41 #bjd1 #baa1 #bea1 #bec ,bailey1 ,w4 ,a41 #bfd ,batavia sy/em1 #aaj ,b9et-,simon te/s1 #agb ,bo>d ( education1 #ff1 #fg ,bobbitt1 ,j4 ,f41 iv1 #ef1 #aja1 #abf ,boise1 ,idaho1 #ajd ,books1 free1 #fj ,bo/on1 ,massa*usetts1 #ie ,bo/on ,lat9 ,s*ool1 #bg ,boys1 special comm]cial tra9+ =1 #agg ,bresli*1 ,e4 ,r41 #bce ,bright pupils1 #agd ,briti% ,royal ,commission on ! ,feeble-m9d$1 ,report (1 #agj ,brooks1 ,*>les1 #bb ,br[n1 ,e4 ,e41 #ca ,bryant1 ,l\ise ,s41 #bhb ,build+s1 s*ool1 #gd1 #gh ,bunk]1 ,f4 ,f41 #bb1 #bd1 #ca ,bureau ( ,c5sus1 #ea ,bureau ( ,education1 #fb ,burritt1 ,b4 ,b41 #bjj ,bus9ess adm9i/ration ( s*ools1 #fh ,cali=nia ,/ate ,bo>d ( ,education1 #cag ,cam]on1 ,e4 ,h41 iv ,ca/e & s*ools1 #ag ,c5tralization1 ( s*ool control1 #fd ( s*ool organization1 #bia ,*>t]s1 ,w4 ,w41 #bjf1 #bda ,*icago1 ,ill9ois1 #df1 #ej1 #fd ,*ild labor1 #dj ,*ildhood1 #ahe ,city ,club ( ,*icago1 #acc ,civics1 #aci ,cl>k1 ,e41 #fb ,class1 organization (1 #if ,class in/ruction1 #aaj ,class p]iod1 #bef ,classes1 sizes ( & co/s1 #eh ,classical curriculum1 #aad ,classical program1 #abi ,classroom managem5t1 #bdb ,classroom obs]vation1 #cba ,cl]ks1 tra9+ (1 #agg ,clevel&1 #ajb1 #aha1 #bag ,clubs1 corn1 #adi ,c(fman1 ,l4 ,d41 #bjh1 #cbj ,college c\rses1 z prep>atory1 #bjg once pr(essional1 #aad = tea*]s1 #cae ,colonial education1 #abb ,colorado1 #f ,com5ius1 #cjj ,comm]cial ,club ( ,*icago1 #acb ,comm]cial c\rses1 #agg 9 high s*ools1 #acb1 #acc 9 private s*ools1 #acb1 #acc ,commission] ( ,education1 #be reports (1 #cg1 #ch1 #da1 #dh1 #cjg ,committee ( ,t51 #abf ,community1 cons]vatism (1 #b & control ( s*ools1 #fc lessons 91 #aci /udies (1 #bib ,community c5t]s1 #aej ,comp>ative me?od1 #ad ,comp>ison1 me?od (1 #bba1 #cjd ,compulsory education1 #cj ,compulsory legislation1 #cg ,conc5tration1 #aeh ,connecticut s*ool law1 #af ,cons]vatism 9 community1 #b ,consolidation ( s*ools1 #ib ,contagion 9 s*ools1 #bhc ,cont9uation classes1 #adg ,cont9uation tra9+ ( tea*]s1 #cah ,cop]ative recitation1 #bdj ,corporation s*ools1 #ace ,correlation1 obs]vation (1 #cbf ,correspond5ce s*ools1 #aec ,co/s1 & class in/ruction1 #ig & effici5cy1 #eb s*ool1 #df ( s*ool con/ruction1 #hi ,c\rse ( /udy1 *anges 91 #b ,c\rses ( /udy1 & co/s1 #ef = girls1 #ahj ,c\rtis1 ,s4 ,a41 #bbh1 #bie ,c\s91 #bc ,cr$its1 = c\rses1 #bfa = home activities1 #adb ,cubb]ley1 ,e4 ,p41 #cd1 #cg1 #eb1 #fb1 #gg ,curr5t ref]5ces & ! curriculum1 #bjc ,curricula ( s*ools1 #ah ,curriculum 7see also ,c\rse ( /udy71 #aac1 #aig cons]vatism reg>d+1 #b & co/s1 #di1 #ef = girls1 #ahj grad+ ( subjects 91 #ii & individual diff]5ces1 #ag & indu/ry1 #abe pr9ciples (1 #aef readju/m5ts 91 #aje revision (1 #acb & s*ool build+s1 #ij & s*ool equipm5t1 #hh ,deff5baugh1 ,w4 ,s41 #bee ,democracy1 & individual diff]5ces1 #ahb & s*ool managem5t1 #bia ,demon/rations z means ( education1 #aej ,d5v] survey1 #he1 #ajg ,dep>tm5t ( ,sup]9t5d5ce1 #gj1 #ahb ,dep>tm5talization ( grades1 #ia ,desks1 #hg1 #hh ,detroit1 ,mi*igan1 #gb ,device1 #bbi ,dewey1 ,john1 #ac1 #hh ,diff]5tiat$ curricula1 #ahb ,discipl9e1 #aeg classroom1 #bdb1 #bdi imp]sonal1 #beb obs]vation (1 #cbb ,di/rict control ( s*ools1 #fd1 #ga ,dressl]1 ,f4 ,b41 #hj ,drill1 #bdj ,dual s*ool sy/em1 #aca ,e>h>t1 ,l4 ,b41 #bda ,economy1 dem& =1 #eb ,education1 ( common p1 #cb accord+ to nature1 #aeh & indu/ry1 #dj ,educational psy*ology1 #cja ,effici5cy & co/s1 #eb ,effici5cy exp]ts1 #bie ,elem5t>y-education exp5ditures1 #dg1 #dh1 #ee1 #eh ,elim9ation f s*ool1 #aba ,engli% second>y s*ools1 #bi ,ent]ta9m5t1 #aej ,errors 9 oral read+1 #bbe ,euclid1 #aaf ,european s*ools1 #ad1 #ag ,exam9ations1 #bdj ,engli%1 #bi ,exceptional pupils1 #agd ,excursions1 field1 #bci ,ex]cises & read+s1 #ab1 #cj1 #de1 #fb1 #gf1 #ie1 #aaa1 #abe1 #aci1 #aed1 #afh1 #ahb1 #aie1 #baj1 #bbh1 #bda1 #beb1 #bfe1 #bgh1 #bhg1 #big1 #cjf1 #cbj ,exp]im5tal me?od1 #h1 #cjb ,exp]im5ts 9 education1 #cjb ,ext5sion ( education1 #ada ,eye movem5ts 9 read+1 #i ,failures1 & classification ( pupils1 #ajb 9 high s*ool1 #ajg ,fairy tales1 #ahh ,f>r+ton1 ,f4 ,e41 #ca1 #adj ,fatigue1 #bef & light+1 #he & play1 #bfi ,feeble-m9d$ness1 #agj ,figures1 #f1 #h1 #i1 #ah1 #ej1 #ei1 #gi1 #hj1 #ha1 #hc1 #hd1 #ajc1 #acc1 #aha1 #bah1 #bbc1 #bfc ,f9ancial support ( s*ools1 #cf ,fiscal problem1 #dd ,fiske1 ,john1 #ahd1 #cjf ,flem+1 ,g4 ,l41 #eg ,flexn]1 ,abraham1 #abi1 #aec ,fond du ,lac1 ,wiscons91 #ajj ,food & education1 #bha ,=eign languages1 tea*+ (1 #aff ,=mal tra9+1 #afb ,free education1 #bh ,fre$om1 doctr9e (1 #aeh ,freeman1 ,f4 ,n41 iv1 #baf1 #cjb1 #cjf ,galton1 ,francis1 #ahc ,g>d5+1 s*ool1 #adf1 #bci ,g>y plan1 #ij1 #ajj ,g5]al c\rses1 #ach ,g5]al education1 #aad1 #abg ,g5]al ,education ,bo>d1 #adi ,g5]al tra9+1 #afb ,geometry1 hi/ory (1 #aae ,g]man s*ools1 #bb1 #bi ,g]man sy/em ( tra9+ tea*]s1 #cab ,giles1 ,f4 ,m41 #bcf ,girls1 education (1 #bh1 #age new c\rses =1 #ahj special tra9+ (1 = vocations1 #agg trade tra9+ =1 #acf ,grade sy/em1 #if ,grad+ pupils1 #bfa1 #cbb ,grad+ sy/ems1 #ajj ,gramm>1 #bjd ,gramm> s*ool1 #bg ,gr& ,rapids1 #bbc ,gr& ,rapids survey1 #ee ,gray1 ,w4 ,s41 iv1 #bbf ,greek & =mal discipl9e1 #afd ,greeley1 ,colorado1 #ada ,greeley1 ,horace1 #bhj ,groos1 ,k41 #bgh ,gulick1 ,l4 ,h41 #bhh ,gymnasium1 #ai1 #be ,hadley1 ,a4 ,t41 #afd ,hall1 ,g4 ,s41 #aif1 #cjf ,h&writ+1 #bae ,h>v>d1 #aad1 #aii1 #bjg1 #bfb ,heal?1 #bgi ,heal? dep>tm5t1 #bhc ,heat+1 #hf ,heck1 ,w4 ,h41 #afi ,h]b>t1 #cja ,hibb+1 ,m9nesota1 #ei ,high s*ools 7see also ,second>y s*ools71 #bg agricultural1 #acd classification ( pupils 91 #aje comm]cial c\rses 91 #acb co/s (1 #ee curricula (1 #e failures 9 subjects 91 #ajg laboratory me?ods 91 #bcc ,high-s*ool build+1 #hb ,high] education1 #dd ,high] s*ools & ! curriculum1 #aac ,hi/orical me?od1 #ad ,hi/ory ( education1 iii1 #cjj ,holmes1 ,w4 ,h41 #aab ,home1 education 9 !1 #ahf ,home activities & s*ool cr$it1 #adb ,home cr$its1 #adc ,home fe$+1 #bhj ,hopk9s ,gramm> ,s*ool1 #bg ,h\sehold arts1 #agi ,hygi5e1 #he tea*+ (1 #bhe ,idiots1 #agj ,ill9ois1 #f ,ill9ois ,/ate ,tea*]s ,association1 #bbb ,imbeciles1 #agj ,imitation & prim>y grades1 #ahg ,immigrants1 tra9+ (1 #adg ,imp]sonal discipl9e1 #beb ,imp]sonal /&>ds1 #bai ,indiana1 #f ,individual diff]5ces1 #afj1 #agj & in/ruction1 #ajd f tra9+1 #ahj ,individual in/ruction1 #aaj ,individualism1 #aid p]iod (1 #ahi ,indu/rial cont9uation classes1 #adg ,indu/rial dem&s & education1 #aa ,indu/rial education1 #abc1 #aca dem& =1 #aai ,indu/ry & education1 #dj ,infancy1 #ahd ,in/9cts & play1 #bfh ,in/ruction1 9 classes1 #aaj & classification1 #aje & co/s1 #di1 #ef & gr\p+1 #ih 9 heal?1 #bhe 9 play1 #bgc /ate sup]vision (1 #dc ,intellig5ce1 l[ grades (1 #agj te/s (1 #agb ,int]e/1 #aeh ,int]m$iate grades1 #ahi ,int]m$iate s*ool1 #aic ,i[a1 #f ,irn]ius1 #aac ,james1 ,william1 #cjf ,jessup1 ,w4 ,a41 #bjh ,johnson1 ,g4 ,e41 #bgc1 #bgg ,john/on1 ,c4 ,h41 #caf ,jordan1 ,david ,/>r1 #bcb ,junior high s*ool1 #aba1 #aic ,kansas1 #f1 #g ,kansas ,city1 ,kansas1 #bfd ,kansas ,city1 ,miss\ri1 #bjd ,kilpatrick1 ,w4 ,h41 #afj ,k9d]g>t51 #ahe ,kirkpatrick1 ,e4 ,a41 #aai1 #aif ,knight1 ,h4 ,r41 #bga ,koos1 ,l4 ,v41 #abf ,laboratory me?od1 #bcb ,laboratory me?ods & sci5ce ( education1 #cjb ,laboratory-class p]iod1 #bfj ,lagg>ds4 ,see ,ret>dation ,lanca/rian sy/em1 #ce ,l& grants1 #ce ,language1 #ahf ,lat9 s*ool1 #bg ,leavitt1 ,f4 ,m41 #acg ,lecture me?od1 #bci ,legal requirem5ts = second>y-s*ool tea*]s1 #cag ,liggett ,s*ool1 #bie ,light+ 9 s*ool build+s1 #gh1 #he ,locke1 ,john1 #cjj ,l[ell1 ,a4 ,l41 #bjg ,lun*eons1 s*ool1 #bhj ,mac,andrew1 ,w41 #gg ,mc,farland1 ,e4 ,g41 #adc ,mc,murry1 ,c4 ,a41 #afi1 #bda ,mc,murry1 ,f4 ,m41 #afc ,madison1 ,wiscons91 #bgd ,ma9e1 #ii ,malnutrition1 #bha ,managem5t ( s*ool sy/em1 #fg ,manhattan ,trade ,s*ool1 #acf ,mann1 ,horace1 #bb1 #cf ,m>ks1 #bde sy/ems (1 #bfa ,massa*usetts1 #bb1 #cg ,ma!matics 9 high s*ool1 #aae ,maturity ( pupils1 #aff ,maury1 ,s>ah ,w41 #bhj ,measurem5t ( s*ool results1 #gc1 #bab1 #bid ,me*anical aspects ( s*ool "w1 #bbg ,meek1 ,c4 ,s41 #b ,me?od1 #bbi exp]im5ts 91 #bci ,me?ods1 c\rses 91 iii1 #cjj ( /udy1 #bce ,mey]1 ,m4 ,f41 #bfc ,mi*igan1 #f1 #bb ,mill]1 ,edi?1 #bjf ,m9neapolis1 #gd1 #aai ,m9neapolis survey1 #aa ,m9nesota1 #f1 #g ,miss\ri1 #f ,mi/akes ( pupils1 /udy (1 #bjd ,monahan1 ,a4 ,c41 #ie ,money1 tra9+ 9 use (1 #aah ,monroe1 ,paul1 #bfe ,monroe1 ,w4 ,s41 #ca ,montana1 #f ,montessori1 #aei ,moreh\se1 ,f4 ,m41 #bec ,morons1 #aga ,motor processes1 obs]vation (1 #cbe ,national ,association ( ,directors ( ,educational ,rese>*1 #gg ,national life1 lessons 91 #aci ,national ,playgr\nd ,association1 #bgh ,national ,society = ! ,promotion ( ,indu/rial ,education1 #aa1 #bic ,national ,society = ! ,/udy ( ,education1 #abf1 #adj1 #baa ,natural behavior1 #bfg ,natural education1 #aeh & play1 #bfh ,nebraska1 #f ,neef1 ,joseph1 #bca ,new ,engl&1 #bg ,new ,york ,city1 #ej1 #ec ,normal s*ools1 #cjh ,norswor?y1 ,n41 #bda ,nor? ,c5tral ,association ( ,colleges & ,second>y ,s*ools1 #e1 #abf1 #caf ,nor? ,dakota1 #f ,object tea*+1 #bca ,obs]vation1 classroom1 #cba ,ohio1 #f1 #g ,oklahoma1 #f ,"o-room s*ool1 #ig ,op5-air rooms1 #bgi ,op9ion v]sus measurem5t1 #bac ,oral in/ruction 9 ,european s*ools1 #ae ,oral read+1 #i1 #bbb ,p>5ts' associations1 #aeb ,p>k]1 ,s4 ,c1 iv1 #ca1 #aff1 #bda1 #caa ,"p-"t c\rses1 #acd ,pa?ological cases1 treatm5t (1 9 s*ools1 #bgi ,pa?ological conditions1 #beh ,p]iod ( class1 #bef ,p]iodicity1 9 m5tal developm5t1 #ahd & play1 #bfg ,p]ry1 ,ar?ur ,cecil1 #bec ,p]ry1 ,cl>5ce ,ar?ur1 #aej1 #aee ,p]sonal /&>ds1 #bai ,pe/alozzi1 #bca1 #cjj ,pet]son1 ,e4 ,a41 #bhc ,physical conditions ( classrooms1 #cbb ,physical education1 #bgj ,pi]ce1 ,j4 ,d41 #bb ,plato1 #cjj ,play1 #bff ,population & educational co/s1 #dh ,portl& survey1 #eb ,practical applications ( academic c\rses1 #ach ,prep>ation1 ( pupils1 #cbc ( tea*]s1 #cbc ,prim>y grades1 #ahg ,pr9cipal1 s*ool1 #bhi ,pr(essional c\rses1 prep>ation =1 #bjg ,pr(essional education1 #aac1 #abb ,pr(essional tra9+1 #aii ( tea*]s1 #cjh ,program1 daily1 #bed ,promotion1 #ajb1 #ajd1 #aji ,propag&a1 educational1 #adh ,prussian s*ools1 #bb ,psy*ological me?ods1 #cjb ,psy*ology1 iii1 #cja ,public ,education ,association ( ,*icago1 #fg ,public exp5ditures & s*ool co/s1 #ea ,public op9ion & read+1 #af ,puni%m5ts1 #bdg ,pupil's po9t ( view1 #a ,pupils1 grad+ (1 #ig unruly1 #bea ,puritans & play1 #bff ,quality ( h&writ+1 #bag ,"q & answ] me?od1 #bcd ,que/ions1 obs]vation (1 #cbe ,qu9tilian1 #cjj ,rape]1 ,l4 ,w41 #bhb ,rate1 ( h&writ+1 #bag ( oral read+1 #bbe ,read+1 #h1 #ahh 9 ,am]ican s*ools1 #ae individual diff]5ces 91 #ahj nonpromotions &1 #ajc oral1 #bbb rate (1 #ahj ,read+ s*ool1 colonial1 #af1 #abc ,read+s1 ex]cises &1 #ab1 #cj1 #de1 #fb1 #gf1 #ie1 #aaa1 #abe1 #aci1 #aed1 #afh1 #ahb1 #aie1 #baj1 #bbh1 #bda1 #beb1 #bfe1 #bgh1 #bhg1 #big1 #cjf1 #cbj ,recitation1 #ad att5tion dur+1 #cbd cop]ative1 #bdj ,records1 & sci5tific /udies1 #cjd & /&>dization1 #bbb ,recreation1 #bfi ,religi\s tea*+1 #bi ,report on classroom obs]vations1 #cba ,report lesson1 #bci ,ret>dation1 #d1 #cjb ,reviews 9 sev5? & eigh? grades1 #aic ,rew>ds1 #bdg ,rice1 ,j4 ,m41 #bae ,roman1 ,f4 ,w41 #adj ,roman num]als & multiplication1 #aaf ,r\sseau1 ,jean ,jacques1 #ac1 #aeh1 #cjj ,r\t9e1 organization (1 #bde ,rudim5t>y curriculum1 #be ,rugg1 ,h4 ,o41 iv1 #ee1 #fb1 #baa1 #cjg ,rural s*ool build+s1 #hj ,sal>ies1 tea*]s'1 #fj ,sanitation & s*ool build+s1 #gh ,scales1 #bae1 #bid ,s*midt1 ,w4 ,a41 #aj ,s*ool cr$its = home activities1 #adb ,s*ool day1 l5g? (1 #bed ,s*ool discipl9e1 #bdi ,s*ool f9ance1 #hi ,s*ool program & play1 #bgf ,s*ool ,report ( #ahja1 #bj ,s*ool-city1 #bej ,sci5ce ( education1 #bii def9ition (1 #cje subdivisions (1 #cjd & tea*]s1 #cbj ,sci5tific me?ods1 #ad appli$ to m>ks1 #bfb dem& =1 #c = revis+ ! curriculum1 #bjj & /&>dization1 #bbh ( /udy+ ! curriculum1 #aig & sup]vision1 #dd1 #gb1 #bif ,sci5tific sup]vision1 #bhi ,second>y s*ools 7see also ,high s*ools71 #ag1 #aib tea*]s 91 #caa ,secul> s*ools1 #bi ,s5se exp]i5ces & prim>y education1 #ahg ,sev5? grade1 reorganization (1 #ahb ,%e>man1 ,f4 ,w41 #bd ,%eldon1 #bca ,%opwork1 #bdj ,%orey1 ,paul1 #acj ,sil5t read+1 #h 8,six-?ree-&-?ree0 plan1 #aba ,smi?1 ,w4 ,h41 #ie ,social arts1 p]iod ( le>n+1 #ahh ,social consci\sness1 #aij ,social control1 types (1 #bdd ,social /&>ds1 #bbj ,s\? ,c>ol9a1 #da ,s\? ,dakota1 #f1 #g ,space /udy1 #aag ,spauld+1 ,f4 ,e41 #aje ,special classes1 #aje1 #age ,special c\rses = defectives1 #agb ,specialization1 #aid ,specializ$ education1 #aac1 #abg ,spe$ ( h&writ+1 #bag ,spell+ te/s1 #bja ,sp5c]1 ,h]b]t1 #ac1 #bec1 #cjf ,spr+field1 ,ill9ois1 survey1 #bjb ,/&>dization ( results1 #bid ,/&>diz+ associations1 #caf ,/&>ds1 bas$ on op9ion1 #bac objective1 #bad ,/ate control1 #cc ,/ate & s*ool f9ance1 #ed ,/ate sup]vision ( education1 #db ,/ati/ical /udies1 #cja ,/ev5s1 ,b]?a ,m41 #agg ,/4 ,l\is1 #ajf1 #bbc ,/4 ,l\is survey1 #ee ,/ray]1 ,g4 ,d41 #ie1 #bda ,/udy1 att5tion dur+1 #cbe ,/udy lesson1 #bci ,subject-matt] v]sus me?od1 #bcj ,summ>ies1 #abe1 #afg ,sup]9t5d5t ( s*ools1 #ff1 #fi ,sup]normal *ild1 #agd ,sup]vis$ /udy1 #aaa1 #bce1 #bcg ,sup]vision1 #db1 #fc ( c\rses1 #baj ( heal?1 #bgh sci5tific1 #bhi ,supplies1 co/s (1 #fj ,survey1 indu/rial1 #aa ( recreations1 #bgj ,sy/em1 ! s*ool1 #cj ,tables1 #dh1 #ea1 #ee1 #eg1 #eh1 #ajg ,ta*au1 ,l5a ,l41 #bhj ,taunton1 ,massa*usetts1 s*ool report1 #bj ,taxation1 g5]al1 = s*ools1 #cf ,tea*]s1 cont9uation c\rses =1 #cah prep>ation (1 #cbc relation (1 to community1 #fc & ! sci5ce ( education1 #cbj second>y-s*ool1 #caa selection & managem5t (1 #bic tra9+ (1 #cjh ,te*nical c\rses 9 high s*ools1 #g ,t]man1 ,l4 ,m41 #ie1 #agb ,te/s1 #bid ( adults1 #bja ( g5]al intellig5ce1 #agb ( me?ods1 #bdj ( s*ool products1 #gb1 #bab ,texas1 compulsory education 91 #cg1 #ch ,textbooks 9 ,am]ican s*ools1 #ad ,?orndike1 ,e4 ,l41 #ahc1 #baf1 #cja1 #cjg ,trade education1 #aa ,trade s*ools1 #ace ,trade tra9+ = girls1 #acf ,tra9+ ( tea*]s1 #cjh ,transf] ( tra9+1 #afe ,ungrad$ class1 #aja ,units1 high-s*ool1 #g ,univ]sity ( ,alex&ria1 #aaf ,univ]sity ( ,c9c9nati1 #acd ,univ]sity ( ,miss\ri1 #bfc ,unruly pupils1 #bea ,vacation classes1 #ade ,v5tilation1 #hf ,v]nacul>1 #ah1 #be ,vocational education1 #abb1 #aca ,volkss*ule1 #ag1 #ah1 #ai1 #be ,vors*ule1 #ai ,w>d1 ,d4 ,a41 #bcc ,wa%+ton1 ,book]1 #afi ,weal? & educational exp5ditures1 #ec ,:eaton1 ,h4 ,h41 #adg ,wid] use ( s*ool plant1 #ada ,wirt1 ,w4 ,a41 #ij ,wiscons91 #f ,wood1 ,t4 ,d41 #bhh ,woolman1 ,m>y ,s41 #acf ,wyom+1 #f ,"y1 ,ella ,flagg1 #b ,,ann\ncem5ts ,,= ,,! ,,tea*]',s ,,libr>y ,,introduction ,,to ,,! ,,sci5tific ,,/udy ,,( ,,education ,by ,,*>les ,,hubb>d ,,judd1 ,pr(essor ( ,education & ,director ( ! ,s*ool ( ,education1 ,! ,univ]sity ( ,*icago xii #ccc ,pages ,?is book summ>izes ! sci5tific me?ods employ$ 9 solv+ problems ( s*ool organization & adm9i/ration :i* 9 rec5t ye>s h result$ 9 mu* economy ( "t & ef=t & ! elim9ation ( noness5tials4 ,x is ! fir/ compreh5sive introduction to ! sci5tific /udy ( education4 ,! weal? ( concrete1 in=m+ mat]ial makes x p>ticul>ly valuable 9 introductory c\rses 9 normal s*ools & tra9+ classes z well z 9 colleges4 ,,! ,,psy*ology ,,( ,,high-,,s*ool ,,subjects ,by ,,*>les ,,hubb>d ,,judd #eae pages ,a psy*ological analysis ( ! m5tal processes develop$ 9 ! /ud5t by ea* subject 9 ! high-s*ool curriculum4 ,on ^! analyses _m problems ( value & me?od dep5d = _! solution4 ,ea* discussion is introduc$ by a summ>y ( ! psy*ological facts relat+ to x4 ,?is book %\ld n be ov]look$ by anyone int]e/$ 9 educational problems4 ,,me?ods ,,( ,,tea*+ ,,9 ,,high ,,s*ools ,by ,,samuel ,,*e/] ,,p>k]1 ,! ,univ]sity ( ,*icago xxv #ebi pages1 illu/rat$ ,a c>eful /udy ( ! pr9ciples und]ly+ ! actual class "w ( high-s*ool tea*]s4 ,! scope & me?od are indicat$ by "s ( ! *apt] titles3 ,economy 9 ,classroom ,managem5t2 ,reflective ,?9k+2 ,conv]sational ,me?ods2 ,laboratory ,me?ods2 ,! ,art ( ,que/ion+2 ,measur+ ! ,results ( ,tea*+4 ,= read+ & g5]al ref]5ce ! book w be mo/ helpful to high-s*ool tea*]s4 ,,two ,,books ,,on ,,elem5t>y ,,education ,,s*ool ,,effici5cy ,by ,,h5ry ,,ea/man ,,b5nett1 ,pr(essor ( ,education1 ,college ( ,william & ,m>y4 ,! fir/ aim ( 8,s*ool ,effici5cy0 is to be practical & g5u9ely helpful to tea*]s4 ,x aims also to set high] ideals 9 ?is field ?an are usually associat$ ) ! practical attitude4 ,! au?or has discuss$ topics :i* claim ! att5tion ( ! tea*] on e day ( ! s*ool ye>1--s*ool gr\nds1 build+s1 light+1 heat & v5tilation1 heal? inspection1 m>k+ sy/ems & reports1 discipl9e1 & _m o!rs1--& 9 discuss+ !m has kept ev] upp]mo/ 9 8 m9d ! av]age s*ool ( av]age opportunities & ! tea*] ( av]age ability1 :i* is "o ( ! important reasons :y ?is volume is a real contribution to ! tea*]'s libr>y4 #cgd pages1 illu/rat$ ,,hi/ory ,,( ,,mod]n ,,elem5t>y ,,education ,by ,,samuel ,,*e/] ,,p>k]1 ,pr(essor ( ,education1 ,! ,univ]sity ( ,*icago4 ,?is book provides a cont9u\s1 connect$ hi/ory ( elem5t>y education f ! e>lie/ v]nacul> s*ools ( m$ieval cities to ! s*ools ( ! pres5t4 ,! subject is consid]$ "u ?ree ma9 heads3 social conditions1 educational !ory1 & s*ool practice4 ,! relation ( ea* to hi/orical developm5t is cle>ly trac$4 ,! au?or %[s 9 a concrete way h[ elem5t>y s*ools keep abrea/ ( *ang+ social conditions su* z ! gr[? ( v]nacul> lit]atures1 ( cities1 ( mod]n sci5ce1 & ( national gov]nm5ts & democracy1 trac+ ! result+ *anges 9 ! elem5t>y curriculum4 ,he gives especially full treatm5t to ,r\sseau1 ,pe/alozzi1 ,h]b>t1 ,froebel1 ,p>k]1 & ,dewey4 #eje pages1 illu/rat$ ,,good ,,books ,,= ,,tea*]s ,,ev]yday ,,p$agogy ,by ,,lillian ,i4 ,,l9coln1 ,/ate ,normal ,s*ool1 ,f>m+ton1 ,ma9e4 #caj pages ,def9ite & practical sugge/ions f a tea*] ( wide exp]i5ce4 ,! book treats ea* ( ! regul> common-s*ool subjects 9 a sep>ate *apt]4 ,x includes *apt]s on discipl9e1 conduct+ ! recitation1 & simil> g5]al topics4 ,,:at ,,is ,,education8 ,by ,,erne/ ,,c>roll ,,moore1 ,h>v>d ,univ]sity4 #ceg pages ,:at is ,k8 ,! ,doctr9e ( ,g5]al ,discipl9e1 ,education z ,_w ,build+1 ,! ,k9ds ( ,education1 ,! ,place ( ,me?od 9 ,education1 & o!r essays on ! und]ly+ philosophy ( tea*+ by an exp]i5c$ educator4 ,,! ,,dramatic ,,me?od ,,( ,,tea*+ ,by ,,h>riet ,,f9lay-,,johnson4 #aii pages1 illu/rat$ ,! fasc9at+ /ory ( :at ! au?or accompli%$ z head mi/ress ( a unique s*ool on ! ,sussex ,d[ns ( ,engl&4 ,%e appli$ dramatic me?ods ( tea*+ to e subject 9 ! s*ool curriculum1 ) surpris+ results4 ,,! ,,normal ,,*ild ,,& ,,prim>y ,,education ,by ,,arnold ,l4 ,,gesell1 ,yale ,univ]sity1 & ,,beatrice ,,*&l] ,,gesell4 #cdb pages1 illu/rat$ ,a fre%1 compreh5sive1 nonte*nical /udy ( ! *ild4 ,introductory *apt]s pres5t 9 a readable way ! biological & g5etic backgr\nd1 & lat] *apt]s make concrete1 practical applications ( ! pr9ciples develop$4 ,,social ,,education ,by ,,col9 ,,alex&] ,,scott1 ,mt4 ,holyoke ,college4 #cjj pages ,! social =ces at "w among pupils & ! ways 9 :i* ^! c be utiliz$ = education4 ,s*ools l ! ,george ,junior ,republic & ! ,dewey ,s*ool are /udi$ = _! sugge/ive value1 b ! book cov]s a mu* broad] field4 ,,education ,,z ,,gr[?3 ,,or ,,! ,,culture ,,( ,,"* ,by ,l4 ,h4 ,,jones1 =m]ly ,presid5t ( ,mi*igan ,/ate ,normal ,college4 #bge pages ,a detail$ discussion ( ! be/ ways ( develop+ s\nd "* ?r\gh education4 ,! me?od ( ! book is t ( evolution1 ea* *apt] treat+ ! spiritual life ( ! develop+ *ild on a high] level4 ,,books ,,= ,,tea*]s ,all53 ,civics & ,heal? ,bloomfield3 ,read+s 9 ,vocational ,guidance ,brigham3 ,geographic ,influ5ces 9 ,am]ican ,hi/ory ,curtis3 ,play & ,recreation = ! ,op5 ,c\ntry ,davis3 ,vocational & ,moral ,guidance ,f9lay-,johnson3 ,! ,dramatic ,me?od ( ,tea*+ ,gesell3 ,! ,normal ,*ild & ,prim>y ,education ,hall3 ,aspects ( ,*ild ,life & ,education ,hodge3 ,nature ,/udy & ,life ,johnson3 ,education by ,plays & ,games ,johnson3 ,:at to d at ,recess ,jones3 ,education z ,gr[? ,judd3 ,psy*ology ( ,high-,s*ool ,subjects ,judd3 ,sci5tific ,/udy ( ,education ,ka/man & ,khl]3 ,sw$i% ,song ,games ,k]n3 ,among ,c\ntry ,s*ools ,leavitt3 ,examples ( ,indu/rial ,education ,leip]3 ,language ,"w 9 ,elem5t>y ,s*ools ,l9coln3 ,ev]yday ,p$agogy ,moore3 ,fifty ,ye>s ( ,am]ican ,education ,moore3 ,:at is ,education8 ,moral ,tra9+ 9 ! ,public ,s*ools ,palm]3 ,play ,life 9 ! ,fir/ ,eight ,ye>s ,p>k]3 ,hi/ory ( ,mod]n ,elem5t>y ,education ,p>k]3 ,me?ods ( ,tea*+ 9 ,high ,s*ools ,phillips3 ,an ,elem5t>y ,psy*ology ,pr9ce3 ,c\rses ( ,/udies & ,me?ods ( ,tea*+ ,read3 ,an ,introductory ,psy*ology ,s>g5t3 ,f9e & ,indu/rial ,arts 9 ,elem5t>y ,s*ools ,s>g5t & ,mill]3 ,h[ ,*ildr5 ,le>n to ,draw ,scott3 ,social ,education ,smi?3 ,! ,tea*+ ( ,ari?metic ,tompk9s3 ,philosophy ( ,s*ool ,managem5t ,tompk9s3 ,philosophy ( ,tea*+ ,williams3 ,g>d5s & _! ,mean+ ,,g9n ,,& ,,company ,,publi%]s