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Co.) by S. C. Parker and The High School (The Macmillan Company) by F. W. Smith may be profitably used as texts in the courses on these topics. Parker's has but little on the organization of the elementary school, is weak on the philosophical side of the theorists treated, has nothing on Montessori, draws no lessons from history, is very brief on the present tendencies, and is somewhat heavy, prosaic, and unimaginative in style; but it is painstaking, covers. all the main points well and has uncovered some valuable new material, and on the whole is the best history in English on its problem. Dr. Smith's book is really a history of education written around the origin and tendencies of the high school as central. It is a scholarly work, based on access to original Latin and other sources, though diffuse.

History of and high

elementary

schools

education

An elective course in the history of American education American is highly desirable. Chancellor E. E. Brown's scholarly book on The Making of Our Middle Schools, or E. G. Dexter's encyclopedic book on History of Education in the United States, may profitably serve as texts. This course should show the European influences on American schools, the development of the American system, and the rôle of education in a democratic society. There is great opportunity for research in this field.

There is room for yet another course for college undergraduates expecting to teach, a history of educational problems. The idea is to trace the intimate history of a dozen or more of the present most urgent educațional questions, with a view to understanding them better and solving them more wisely, thus enabling the study of the history of education to function more in the practice of teachers. Such a text has not yet been written. The point of view is expressed by Professor Joseph K. Hart as follows: "The large problem of education is the making of new educational history. The real reason for studying the history of education is that one may learn how to become a maker of history. For this purpose, history must awaken the mind of the student to the problems, forces, and condi

History of

educational

problems

Methods of teaching

tions of the present; and its outlook must be toward the future."

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What should be the method of teaching the history of education in college? One of the texts will be used as a basis for assignments and study. Not less than two hours of preparation on each assignment will be expected. The general account in the text will be supplemented by the reading of source and parallel material, concerning which very definite directions will have to be given by the teacher. Each student will keep a notebook as one of the requirements of the course, which is examined by the instructor at the end. A profitable way to make a notebook is for each student to select a different modern problem and trace its origin and growth as he goes through the general history of education and its source material. In this way each student becomes a crude historian of a problem. The examination will test judgment and reason as well as memory. In the classroom the instructor will at times question the class, will at times be questioned by the class, will lecture on supplementary material, will use some half-dozen stereopticon lectures in close conjunction with the text, will have debates between chosen students, seeking variety in method without loss of unity in result. Some questions for debate might be, the superiority of the Athenian to the modern school product, the necessity of Latin and Greek for a liberal education, religious instruction in the public schools, formal discipline, whether the aim of education is cultural or vocational, whether private philanthropy is a benefit to public education, etc. It is very important in teaching so remote a subject as the history of education that the teacher have imagination, be constantly pointing modern parallels, communicate the sense that the past has made a difference in the present, and be himself kindled and quickened by man's aspirations for self-improvement. Unless our subject first inspires us, it cannot inspire our pupils. Whoever teaches the history of education because he has to 1" Can a College Department of Education Become Scientific? " The Scientific Monthly, Vol. 3, No. 4, page 381.

instead of because he wants to must expect thin results.

results

In addition to the formal indication of the results of the Testing course in the examination paper, teachers can test their results by asking for frank unsigned statements as to what the course has meant to each student, by securing suggestions from the class for the future conduct of the course, by noting whether education as a means of social evolution has been appreciated, by observing whether the attitude of individual students toward education as a life-work or as a human enterprise deserving adequate support from all intelligent citizens has developed. As future citizens, has the motive to improve schools been awakened? Particularly do more men want to teach, despite small pay and slight male companionship? The history of education does not really grip the class until its members want to rise up and do something by educational means to help set the world right.

The limits of this paper exclude the treatment of the subject in the professional training of teachers in normal schools, high schools, and graduate schools, as well as in extension courses for teachers or in their private reading. HERMAN H. HORNE

New York University

BIBLIOGRAPHY

BUISSON, F. Dictionnaire de la Pédagogie, Histoire de l'Education.
BURNHAM, W. H. Education as a University Subject. Educational
Review, Vol. 26, pages 236–245.

BURNHAM and SUZZALO, The History of Education as a Professional
Subject. Teachers College, New York, 1908.

Cook, H. M. History of the History of Education as a Professional
Study in the United States. Unpublished thesis.

HINSDALE, B. A. The Study of Education in American Colleges and
Universities. Educational Review, Vol. 19, pages 105-120.
HORNE, H. H. A New Method in the History of Education. The
School Review Monographs, No. 3, Chicago, 1913; pages 31-35.
Discussion of same in School Review, May, 1913.

KIEHLE, D. L. The History of Education: What It Stands For.
School Review, Vol. 9, pages 310-315.

MONROE, P., and Others. History of Education; in Monroe's Cyclo-
pedia of Education, Vol. 3, New York, 1912.

MONROE, P. Opportunity and Need for Research Work in the History of Education. Pedagogical Seminary, Vol. 17, pages 54-62. MOORE, E. C. The History of Education. School Review, Vol. XI, pages 350-360.

NORTON, A. O. Scope and Aims of the History of Education. Educational Review, Vol. 27.

PAYNE, W. H. Practical Value of the History of Education. Proceedings National Education Association, 1889, pages 218-223. REIN, W. Encyclopädisches Handbuch der Pädagogik. Historische Pädagogik.

ROBBINS, C. L. History of Education in State Normal Schools. Pedagogical Seminary, Vol. 22, No. 3, pages 377-390.

Ross, D. Education as a University Subject: Its History, Present Position, and Prospects. Glasgow, 1883.

SUTTON, W. L., and BOLTON, F. E. The Relation of the Department of Education to other Departments in Colleges and Universities. Journal of Pedagogy, Vol. 19, Nos. 2-3.

WILLIAMS, S. G. Value of the History of Education to Teachers.

Proceedings National Education Association, 1889, pages 223–231. WILSON, G. M. Titles of College Courses in Education. Educational

Monographs, No. 8, 1919, pages 12-30.

B. TEACHING EDUCATIONAL THEORY IN COLLEGE
AND UNIVERSITY DEPARTMENTS OF EDUCATION

YOURSES in education in a college or university de- Introduc

COURSES in

partment may be roughly classified into (a) the theoretical phases of education, (b) the historical phases, and (c) the applied phases. Under the historical phases may properly be included courses in the general history of education as well as those in the history of education in special countries. The applied courses may include general and special method, organization, administration, observation, and practice. Educational theory is discussed. below.

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A couple of decades ago the terms "philosophy of edu cation," "science of education," and "general pedagogy,' or just "pedagogy," were most generally employed. At that time most of the work in education was given in the departments of philosophy or psychology. Gradually departments of education came to have an independent status. Among the earliest were those at Michigan, under Dr. Joseph Payne, and the one at Iowa, under Dr. Stephen Fellows. Previous to the vigorous development of departments of education, the departments of psychology and philosophy gave no special attention to the educational bearings of psychology. But as soon as departments of education began to introduce courses in educational psychology and child study, the occupants of the departments of psychology rubbed their eyes, became aware of unutilized opportunities, and then began to assert claims.

Ordinarily the courses in educational theory are given in the junior year of college. In a few places, elementary or introductory courses are open to freshmen. There is a distinct advantage in giving courses to freshmen, if they can be made sufficiently concrete and grow out of their previous experiences. The college of education in the University of Washington, for example, is so organized that the student shall begin to think of the profession of teach

tory

Place of theory in

educational

the curriculum

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