CHAPTER

CONTENTS

I. TEACHING DISTINGUISHED FROM OTHER FORMS

OF DOING

Earmarks of industrial success; earmarks of good

teaching; scholarship not a guarantee of good teaching;

steps in a successful act — definite aim, knowledge of

materials, skill in controlling materials, a boundless

enthusiasm; steps peculiar to a successful teaching

act social aim, function and structure of subject-

matter, knowledge of the reactive attitude of the child,

knowledge of appropriate stimuli, skillful control of
stimuli, enthusiasm for teaching; summary.

II. THE AIM OF PUBLIC-SCHOOL TEACHING

The goal of instruction; dynamic aspect of teaching aims;

static aspect of teaching aims; an apparent diversity

in the aims of instruction "complete living," "good

will to men, useful and happy lives and noble enjoy-

ment," "adjustment," "social efficiency," "apprecia-

tion and control of values of life," "produce and utilize

production"; social efficiency a teaching aim; inter-

pretative need, need of skill, socializing need, moral

need, cultural need; summary.

III. THE GROWTH OF SUBJECT-MATTER

-

The acid test of subject-matter; twofold phase of

worthwhileness; dynamic character of subject-matter;

origin of subject-matter- - desire to know, practical

problems to solve; compromise view of the origin of

subject-matter; agencies which operate to conserve sub-

ject-matter-imitation, recession from content to form,

group teaching; a sense of relative values necessary to

progress; child factor in evolution of subject-matter;

psychologized subject-matter — present status of read-

ing, present status of arithmetic; present status of other

subjects.

IV. ORGANIZATION OF SUBJECT-MATTER

Living organisms; hereditary variation and selection,

the survival of the fittest; inanimate organisms — the

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formative agency,
twofold purpose;
school concerned

with the twofold nature of structure develop creative

abilities, develop interpretative abilities; interrelation

of structure and function structure reveals purpose,

purpose determines structure; organization and logical

thinking; means of determining unifying ideas; teachers'

organizations; indirect and specific purpose of subject-

matter; organization and retention; typical organiza-

tions - psychological approach, interrelation of logical

and psychological organizations, chronological organiza-

tions.

V. THE CHILD FACTOR IN METHOD

Human nature accounted for; two distinct theories of

evolution transmission of acquired characteristics,

congenital variation and selection; advancement through

accumulated experiences; reactive attitude of the

child; two types of thinking - simple thinking, pur-

posive thinking, factors — the problem, the project a

form of the problem, examples of the project, the project

defined, value of the project, basic experience, a feļt

need, habits of reasoning; individual differences; sense

differences; instinctive differences.

VI. TEACHING BASED UPON WAYS OF LEARNING

Means of teaching; methods of learning-imitation,

induction — direct perception, indirect perception, com-

parison, generalization and definition, application; de-

duction a felt difficulty, examination of data, tenta-

tive hypotheses, testing hypotheses, verification; re-

view of the deductive factors.

VII. HABIT FORMATION

Scope of habit; relation of habit to efficiency con-

serves energy, releases energy, makes for uniformity and

consistency; habits the school should establish; method

in habit formation - steps involved.

VIII. THE EMOTIONAL FACTOR IN TEACHING

Emotional aspects of the self-interest, motive;

phases of motive; play, work, and drudgery; ideals and

prejudices.

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IX. MEANS OF GENERATING RESPONSIBILITY

Interest in subject-matter for its own sake examples,

means of arousing it, problematic assignments; chance for

voluntary contributions individual reports, optional

work; positive social approval of teacher, classmates,

and others examples, means of arousing — strong

personal appeal, opportunity to win-dramatization,

exhibits, supplementary reports, optional work, furnish-

ing materials, unstinted approval of teacher, approval

of class, topical recitation, use of blackboard; negative

social approval - means of stimulating; daily tests;

definite administrative requirements — punctuality, so-

cializing agencies, standardized tests.

X. VALUE AND CHARACTER OF EFFECTIVE STIMULI

Use of stimuli: classes of stimuli: concrete stimuli ·

direct, illustrative; forms of presenting subject-matter

textbook method, lecture method, developing method;

classroom questions — direct, indirect, alternative, ellip-

tical.

XI. THE VALUE AND METHOD OF COMPARISON

Nature of comparison; comparison provokes thought;

examples — history, nature study, English, literature;

comparison clarifies thought; comparison stimulates

the memory; comparison prevails in modern textbooks;

objective standards force comparison.

XII. APPLICATION OF PRINCIPLES TO READING

Industries employ expert knowledge; schools must em-

ploy expert knowledge; expert knowledge in reading;

motivating factors in primary reading — rhythmic in-

stinct, phonograms, dramatization, telling the story, use

of pictures, suitable reading materials.

XIII. APPLICATION OF 'PRINCIPLES TO PRIMARY ARITH-

METIC, WRITING, AND SPELLING

Origin of method in arithmetic; notable features in text-
books; an initial device for creating motive; problems
should precede drill; accuracy and speed; success; re-
duction of processes to conserve energy; Austrian method
of subtraction; Austrian method of division; analysis of

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the writing process
- intrinsic function of writing, use

of standardized scales, movement and quality of writing

- muscular movement, application of fundamental

habits; disagreement among writing masters; applica-

tion of the formal steps of habit formation to writing;

spelling problem analyzed — influence of reformers, ap-

plication of rules, results of investigation objective
scales, modified vocabularies, simplified spelling; appli-
cation of the laws of habit formation to spelling.

XIV. STANDARDS FOR MEASURING RESULTS OF TEACH-

ING

General meaning of efficiency; measurement of efficiency
in the industries; legal aspect of standards, classes of
standards subjective standards, objective standards;
subjective standards — pupil-community attitude, grades
and promotions, classroom technique, the reactive atti-
tude of the child, guides and unstandardized scales.

XV. GROWTH AND APPLICATION OF OBJECTIVE STAND-

standardized scores,

-

ARDS

Classes of objective standards

standardized scales; origin of objective standards;

spelling standards - Rice's Spelling Standard, Corn-

man's Spelling Standards, Ayres' Spelling Scale, Bucking-

ham's Spelling Scale, Starch's Spelling Scale, Jones' Spell-

ing Demons; handwriting standards Thorndike's

Handwriting Scale, Ayres' Handwriting Scale, Gettysburg

Edition of Ayres' Handwriting Scale, Freeman's Chart

for Diagnosing Faults in Handwriting, Starch's Hand-

writing Standard; reading standards - Thorndike's

Reading Scales, Kansas Silent Reading Scale, Monroe's

Silent Reading Tests, Gray's Silent and Oral Reading

Tests, Courtis' Silent Reading Test; composition

standards Rice's Language Test, Bliss's English Com-

position Tests, the Hillegas Scale for the Measurement

of Quality in English Composition, The Harvard-Newton

Composition Scales; Trabue's Composition Standard;

arithmetic standards — Rice's Arithmetic Test, Courtis'

Standard Tests in Arithmetic, Cleveland-Survey Arith-

metic Tests, Woody Arithmetic Scales, Ballou Addition

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INDEX

of Fractions Tests; drawing scales — Thorndike's Scale

for Measuring Achievement in Drawing; geography

scales — Hahn-Lackey Geography Scale; history scales,

Tests of Information in American History; Standards

in Algebra Standardized Tests in First-year Alge-

bra, Hurdles in First-year Algebra; standards used to

measure both form and content; diagnostic value of

objective standards.

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