Preface
The aim of this book is to present an outline of the Principles of Education for use in college and normal school classes, in reading circles, and in the teacher's private professional reading.
After an introductory chapter which aims to orientate the student in the field of education, the book attempts to bring together and organize the leading tendencies .in modern educational thought pertaining to the bases, aims, values, and essential content of education; to discuss the principles underlying the administration of the curriculum; to inquire into the agencies that educate ; and to review the fundamental psychological principles that underly the teaching process. The standpoint of no particular philosophical system is adopted, but the material is presented from the point of view of inductive science.
Because footnotes are distracting to many readers, a definite attempt has been made to reduce their number to the minimum. All explanatory material has been woven into the text, while the sources of quotations and most of the references to educational literature have been indicated within the text by means of key numbers, placed in parentheses, that refer to the Bibliography on pages 297-300. The first of these numbers is the number assigned to the reference, while the second gives the page within the reference. Thus, (50 : 85) would refer to McMurry's " How to Study," page 85.
vi PREFACE
In the Bibliography only those titles are included that are referred to in the text, and those that are given in the collateral reading at the close of the chapters. The titles are arranged in alphabetical order and are numbered consecutively.
At the close of nearly every chapter have been placed exercises for study and discussion. These exercises do not consist of questions on the text, but they aim rather to give problems that caU for the application of the principles developed in the text. It is obvious that, for want of space, principles cannot be applied very extensively within a text itself, but as their application forms one of the most valuable parts of any theoretical course, this should be provided for by means of exercises. These exercises bring in the element of concreteness and should receive no less conscientious attention than the text itself.
The book was read in manuscript by Professor Ezra Allen, of the School of Pedagogy, Philadelphia ; by Miss Frances Jenkins, Supervisor of Elementary Grades, Decatur, Illinois ; by Miss Alice Sinclair Botkin, of the Central High School, Washington, D. C. ; and by my wife. Hazel Pietsch Buediger, to each of whom I cheerfully express my thanks for valuable suggestions. To my wife I am further indebted for assistance in proofreading.
W. C. R.
The George Washington University, Washington, D. C, December, 1909.
J e
CHAPTER I Page
Introduction : The Teacher's Professional
CuRRICUIiUM
1. The need of orientation 1
2. Trades and professions distinguished 2
3. The teacher's training : academic specialization ... 5
4. Basal subjects 7
5. Professionkl subjects 9
6. Graduate work* 17
7. Summary 17
Chapter II
8. Man and the animal series 20
9. Development of instiact and intelligence 20
10. Limitation and specialization of ppwers 24
11. Twofold function of school 25
12. Period of infancy 28
13. Transmissibility of acquired traits • ' 30
14. Eugenics 33
15. Summary 35
Chapter III
16. The aim stated 38
17. Adjustment the keynote of life 41
18. Human and animal life contrasted 42
19. Characteristics of man's life : —
(a) Re-created environment 42 viii CONTENTS
(b) Mental and spiritual life 43
(c) Moral life 45
(c?) Man's life progressive 46
20. Causes of arrested adjustment 47
21. Remedies: —
(a) Realization of progress 47
(b) Apperceptive basis 48
(c) Dynamic method 50
22. Progress and the curriculum 51
23. Meaning of adjustment 52
24. Summary 54
CHAPTER IV Other Statements of the Aim of Education
(A) Content Aims
25. Prevalence of adjustment aim 57
26. The social aim 58
27. The moral aim 62
28. The aim of good character 65
29. The aim of complete living 67
30. Conclusion 70
CHAPTER V Other Statements of the Aim of Education
(B) Formal Aims
31. Acceptance of formal aims 72
32. Content and formal aims distinguished 72
33. The doctrine of unfoldment 74
35. " Discipline " and " training " distinguished .... 76
36. The doctrine illustrated 77
37. Formal aims criticised 79
38. Content side not always omitted 81
39. Historical considerations 82
CONTENTS ix
CHAPTER VI 40. - The question at issue 91
41. The doctrine stated 91
42. Origin in false psychology 92
43. Other fallacies 94
44. The literature classified 95
45. Deductive discussions 96
46. Inductive investigations 101
47. Channels of transfer 112
48. Conclusion and applications 115
CHAPTER VII The Elemental Educational Values (A) Instrumental Values
49. Need of further analysis 119
60. Preparatory and introductory values 120
51. The practical value 122
52. The socializing value 127
53. The moral value 129
54. The conventional value 130
55. Meaning of " social value " 133
CHAPTER VIII The Elemental Educational Values (B) Cultural Values
56. Instrumental and cultural values distinguished . . . 135
57. Recognition and terminology 135
58. The cultural value analyzed 137
59. The sentimental value 139
60. The liberalizing value 143
61. The period of mental reconstruction 146
62. Conclusion 152
X CONTENTS
CHAPTER IX The Elemental Educational Values (C) Formal Values
63. Content and formal values distmguished 156
64. The formal values 156
65. Relation of form and content values 159
66. The formal values in the schoolroom 162
67. Composite ideals 163
/ CHAPTER X
68. Nature of the curriculum 167
69. Its scientific determination , 168
70. Origin of the studies 171
71. Classification of the studies 176
72. The curriculum outlined 179
73. Form and content distinguished 180
74. The expression subjects 181
CHAPTER XI The Educational Value of the Humanities
75. Meaning of "subject"; values specific 187
76. The mother tongue 188
77. Literature 191
78. Foreign languages 193
79. The fine arts 197
80. The social sciences 201
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