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school composition, 126.
HAIGHT, HARRY W.—The case system

of teaching hygiene and preventive

medicine in the upper grades, 503.
Handschin's (Charles H.) The facili-

ties for graduate instruction in mod-
ern languages in the United States,

HANIPHY, JOSEPH A.–Juvenile courts,

Happenings at the University of Utah,

Harvard and Germany, 539.
Health of college students, 428.
HICKS, FREDERICK C.-Bishop's (Wil-

liam Warner) Practical handbook of
modern library cataloging, 315; Li-
brary problems in American uni-

versities, 325.
High school (modern), Phases of the

work of a, 367; terminology, 228.
History in the elementary school, The

teaching of, 136.

The place
of Sanskrit in university education,

Hunt's (Gaillard) The Department of

State of the United States, 212.
Hygiene and preventive medicine in

the upper grades, The case system

of teaching, 503.
Ideal (The Christian) in education:

Methods of its attainment, 433.
Ideals (military), The paradox of Ger-

man university and, 266.
Illiteracy in foreign countries, 321.
Is there no university in America? 431.

(E. B.) Grammar of the Kormanji or

Kurdish language, 420.
James G. Croswell, 534.

school terminology, 228.
JOSEPH S. TAYLOR-Report on Gary

(Ind.) schools, 510.
Junior college, Standardizing the, 56.
Junior college, The, 215.
Juvenile courts, 489.

MANNY, FRANK A.-Freeman's (Ar-

bold) Boy life and labor: the manu-

facture of inefficiency, 421.
MARRINAN, J. J.The education of

youth for democracy, 379.
Materialism and geography, Mr. Bel-

loc on, 317
Matters academic, Concerning some,

Medicine in China, 535; (preventive)

in the upper grades, The case sys-

tem of teaching hygiene and, 503.
Methods, A side light on certain

modern educational, 414; of its
attainment: The Christian ideal in

education, 433.
Military ideals (German university

and), The paradox of, 266.
Mr. Belloc on materialism and geog-

raphy, 317.
Modern (certain) educational methods,

A side light on, 414; high school,

Phases of the work of a, 367.
Moore, ERNEST C. -The adminis-

tration of the public schools of New

York City, 469.
Moving picture (The) and the school,


New (A) form of outrage, 429; (A)

German university, 106.

New York City, The administration

of the public schools of, 469.
New York, The teacher-mother ques-

tion in, 285.
Notes and news: 106, 215, 317, 428,

Notes on new books, 96, 213, 316,

423, 532.
Notes on the building of a univer-

sity, 217.
Outline of a plan for use in the making

of schedules in educational institu-

tions, 527
Outrage, A new form of, 429.


Paradox (The) of German university

and military ideals, 266.
PASSANO, L. M.—The woman peril:

A reply, 407.
Peril, The woman: A reply, 407.
Phases of the work of a modern high

school, 367.
PIERCE, EDWIN HALL.-A side light

certain educational methods,
PINE, JOHN B.-Notes on the building

Rejoinder (A): The woman peril, 409.
Reply (A): The woman peril, 407.
Report on Gary (Ind.) schools, 510.
Responsibility, Education for power

and, 352.
Restraint (The) of our public schools,


dergraduate's view of college edu-

cation, 48.
Reviews, 94, 212, 315, 420.
Roger Bacon, 94.
Rural schools, Consolidation of, 320.

of a university, 217.
Place and function of the denomina-

tional college, 445; (The) of San-

skrit in university education, 412.
Plan, Outline of a, for use in the

making of schedules in educational

institutions, 527.
Power and responsibility, Education

for, 352.
Preventive medicine in the upper

grades, The case system of teaching

hygiene and, 503.
Problems (Library) in American uni-

versities, 325.
Products (school), Standardization of,

Psychology, Academic status of, 319.
Public schools of New York City, The

administration of, 469; The re-

straint of our, 84.
Public, The university and the, 109.
Question (The teacher-mother) in

New York, 285.

Sanskrit in university education, The

place of, 412.
Schedules in educational institutions,

Outline of a plan for use in the

making of, 527.
School board (The) as a factor in

educational efficiency, 258; (ele-
mentary), The teaching of history
in the, 136; (High) terminology, 228;
(modern high) Phases of the work of,
367; The moving picture and the,
204; products, Standardization of,

312; (Secondary) composition, 126.
Schools (American). The development

of the course of study in, 1; (public),
The restraint of our, 84; Report on
Gary (Ind.), 510; (rural) Consolida-

tion of, 320.
Secondary education, Economy of

time in, 20; school composition, 126.
Self-accounting in supervision, 460.
Sense (Sound) about colleges, 428.
Side light (A) on certain modern edu-

cational methods, 414.
Snow, LILLIAN M.-Outline of a plan

for use in the making of schedules

in educational institutions, 527.
Soane's (E. B.) Grammar of the Kor-

manji or Kurdish language, 420.
Society (The Germanistic) of America,

Sound sense about colleges, 428.
Standardization of school products,

Standardizing the junior college, 56.
Status (Academic) of psychology, 319.

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IN AMERICAN SCHOOLS At the meeting of the National Education Association in St. Paul, in July, 1914, an educated, well-informed and broad-minded gentleman, not connected with the schools, asked me somewhat abruptly if I believed in the fads which were now cumbering the course of study in the schools. I asked him what was his definition of a "fad.” I then ventured to tell him that the first fads I knew anything about in connection with the elementary schools were the teaching of elementary arithmetic, writing and reading. He was greatly surprized that anyone at any time had had any doubt as to the wisdom of teaching these branches of an elementary education at public expense. A few days later a gentleman in my office characterized as infamous "the efforts of half-baked intellects to subvert and destroy the existing course of study in the elementary schools—a course of study which has been handed down to us as a sacred trust by our worthy forefathers.”

It occurred to me that an account of the growth and development of the elementary school, extracted from the old records and scattered fragmentary accounts, might have some value at this time when the course of study is a general subject of discussion. In an historical sketch of this character, to avoid diverging and distracting influences, it is manifestly easier to confine one's attention to a type-form. Such a type-form is found in the city of Boston; for Boston,


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