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