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GERRISH, CAROLYN M.-Secondary
school composition, 126.
of teaching hygiene and preventive
medicine in the upper grades, 503.
ties for graduate instruction in mod-
liam Warner) Practical handbook of
work of a, 367; terminology, 228.
teaching of, 136.
State of the United States, 212.
the upper grades, The case system
of teaching, 503.
Methods of its attainment, 433.
man university and, 266.
(E. B.) Grammar of the Kormanji or
Kurdish language, 420.
school terminology, 228.
(Ind.) schools, 510.
MANNY, FRANK A.-Freeman's (Ar-
bold) Boy life and labor: the manu-
facture of inefficiency, 421.
youth for democracy, 379.
loc on, 317
in the upper grades, The case sys-
tem of teaching hygiene and, 503.
modern educational, 414; of its
and), The paradox of, 266.
A side light on, 414; high school,
Phases of the work of a, 367.
tration of the public schools of New
York City, 469.
New (A) form of outrage, 429; (A)
German university, 106.
New York City, The administration
of the public schools of, 469.
tion in, 285.
of schedules in educational institu-
Paradox (The) of German university
and military ideals, 266.
A reply, 407.
certain educational methods,
Rejoinder (A): The woman peril, 409.
dergraduate's view of college edu-
of a university, 217.
tional college, 445; (The) of San-
skrit in university education, 412.
making of schedules in educational
grades, The case system of teaching
hygiene and, 503.
administration of, 469; The re-
straint of our, 84.
New York, 285.
Sanskrit in university education, The
place of, 412.
Outline of a plan for use in the
making of, 527.
educational efficiency, 258; (ele-
312; (Secondary) composition, 126.
of the course of study in, 1; (public),
tion of, 320.
time in, 20; school composition, 126.
cational methods, 414.
for use in the making of schedules
in educational institutions, 527.
manji or Kurdish language, 420.
Happenings at, 537; (The) and the
teaching hygiene and preventive
medicine in the, 503.
Students (college), Health of, 428.
English and the, 37; in American
course of, 1.
factor in educational efficiency, 258.
of American university professors,
man university and military ideals,
View (An undergraduate's) of college
in the adolescent, The development
of a, 68; (The) of two years, 191.
tion to the literature of, 322.
Teacher-mother (The) question in
New York, 285.
icine in the upper grades, The case
system of, 503.
study of the classics, 37; (The)
War (The European) and geography,
248; time, German universities in,
enjoyment of, 147.
in the United States, 95.
history in the elementary school,
time in secondary education, 20.
university and the public, 109.
Undergraduate's (An) view of college
lems in, 325; (American), The Asso-
Sanskrit in, 412; (German) A new,
Years (two), The vocabulary of, 191.
of, 379; (working) in Germany,
I THE DEVELOPMENT OF THE COURSE OF STUDY
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,