Types of teaching

Preface

Some experiments conducted by the writer a few years ago gave evidence that teachers were not clear in their own minds as to what they desired their pupils to do when they studied their lessons. There were strong indications that they wanted the contents of textbooks •memorized. Aside from memorizing, there was little suggested that was definite. This lack of knowledge of the true nature of study indicates a lack of knowledge of the nature of subject-matter, of the purposes it serves, and also of the various forms of teaching through which the ends of education are accomplished. Experience both with teachers in training and with teachers in their own classrooms confirms the idea that many are limited in their understanding of subject-matter and in their use of method.

From the writer's close relation with the schoolroom has grown the attempt to remedy the situation just described. Both exposition and illustration have been employed. The many examples cited have been taken from actual lessons, hence they show what can be done. They are not free from error and weakness, and this fact should encourage those who seek to improve their own procedure. Perfection in the model studied arouses suspicion that it is not true to life and cannot be realized in actual practice.

VI

PREFACE

It is perhaps not too strong a statement to say that the prevailing fault with teachers is that they go before their classes, day after day, without having definite aims in mind, and without having determined how they will teach the lessons. They have not decided whether they are to increase knowledge, to form habits, to influence feelings, or to establish some new relations among ideas already known. The chapters here presented are intended to remedy this situation, and to help teachers decide definitely what the nature of each lesson is to be.

The subject of lesson plans has been treated from two viewpoints. There is the complete plan for those who are in training, or for the teacher who wishes to work out an entire unit of subject-matter. There is also the condensed plan for those who must cover several lessons every day, and who cannot possibly amplify the plan for each recitation period. Teachers must learn to do in planning what they expect their pupils to do in studying, — see the main points and keep them in mind.

The author's indebtedness to Professor John Dewey for his conception of education will be apparent to the reader. It is freely acknowledged. The services of the many who have contributed lesson plans, or who have taught the lessons which have been reported, are recognized with gratitude. To Professor F. M. McMurry thanks are due for suggestive criticism. Grateful appreciation is hereby rendered to Professor H. A. Suzzallo,

PREFACE vii

whose counsel helped to determine the character of the book. He must share largely the responsibility for the fact that it was written at all.

LIDA B. EARHART.

New York, October 26, 1914.

Contents

Introduction. By Henry Suzzallo xi

I. Subject-Matter: Its Nature, Development,

and Purposes 1