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D I TE D
D T
E
P R ES I
EN
BY HENR
O F T H E U N I V E RS I
Y OF
on ogt a pbs
S U Z ZA L LO
W
SH I N G O N , S E
ATTL
D EV EL O P I N G
P O WE R
M EN TA L
BY
G EO RG E M AL CO L M ST RATT O N
P RO FESSO R O F P S
I N T HE U N I V ERSI
TY
Y CH O L O G Y
OF C
ALI
FO RNI
H OU GH T ON M I FFLI N CO M PA NY
BO ST ON , N EW
a b:
YORK ,
C H I C AGO
min e r im
SA N F RAN CI SCO
(t a m b rib g e
COPYRI GH
Em
1 9 2 2 , BY GEO RG
AM
E b:
B RI D G E
eow
u s h:
CH U S ET S
A A
SS
ass
PRIN ED I N THE U S A
T ATT
S R
ON
NOTE
A PART of what i s here
has appeared i n
vii
II
I S THE a
GYMN A SI UM OR A T OOL-CHEST'
IV
VI
TH E C RE
OF TH E
EMOTI ON S
F OR TH E
WI LL
THE
MI ND
E D I T O R S I N T RO D U CT IO N
EV ERY
V 11
V111
I'
D EVEL O P I N G
I S THE
M EN TA L P O W ER
I
M I ND A G Y MN AS I UM
T OOL CH EST '
OR A
TOOL CHEST
GYMNASIUM OR A
DEVELOPING M ENTAL
t r ain
POWER
GYMNAS IUM OR
TOOL CHEST
-
'
D oes the study make the
done ' and not
'
child s mind more alert or sound or sane '
'
II
F
D E EC S I N THE RI VAL
ACCOUNTS
THE
'
whole doctrine of contents to our hearts '
First and perhaps least important its watch
word con rms the ignorant in their ignorance
We are only too ready to regard the child s mind
as a vessel into which knowledge is to be poured
and the new doctrine would appear to give to
this cru de notion a scienti c seal So far as the
child s training is viewed as menta l contents the
mind itself is vi ewed as a receptacle a conta iner
And a conta iner is both inert and indif ferent
A tool chest takes no active part to receive its
tools and a sharp chisel is to it no better than a
rusty broken one Merely gla nce at the meta
phor and its absurdity is revealed depth on dep th
Those who believe in mental contents woul d
,
IO
'
of some graceful dancer the contents of her
bod y as use this name for the marvelous expres
sions of the m ind
And still more clearly i s this dead image broken
by the will In his purpose the boy proclaims
himself no mere recipient but a doer ; not clay
but the potter He t akes his place among the
in f ant deities imposing his ideas upon brute
substance until in some measure it is made into
the likeness of hi s mind
But we waste time upon this unhappy watch
word of the party Not until we n d a tool ches t
that helps to fashion and use the tools it holds
a tool chest that is also both machin ist and car
not
until
then
w
i
ll
th
i
s
image
do
more
r
e
n
t
e
p
than darken counsel
.
I I
12
13
'
t is a n s of contents
I S it then true as some mainta in that our
mental powers are stubbornly particular an d
never general in their character ' Is it for ex
ample absurd to think that there can be a habit
of punctuality in accordance with which the
child and later the man may practice prompt
ness in keeping all manner of appointments 'Or
must we thin k that such a habit must be mere
promptness at school and promptness in no
wider kind of conduct ' Taken rigorously such
a contention woul d seem to mean that there could
be no punctuality for school in general but only
for the particul ar school for the particular room
14
15
'
chil d who is inclined to give up at the least
dif culty has a habit which applies to many and
most varied situations And if instead he can be
turned about can be made to assume a ghting
attitude toward what is hard to do he has been
brought to attain what is applicable in ten thou
sand times and plac e s The attitude of credulity
of helpless acceptance of whatever i s stoutly
asserted is almost universal in little children
Nor is it a tra it which is called forth o n l y in som e
few and special Situations ; but rather upon all
those innitely varied occasions when persons
mee t and speak And in its stead there can be
the habit which means that one will hesitate will
weigh and test will look to the evidence for all
important statements Likewise the child s im
pulse to look rst a n d foremost to his o w n p a r tic
ular self
to be vain to be selsh to su lk
this is a general form of action which displays
itself in endless variety of detail and place An d
no less general is the change from a ll this so that
he begins to see the interest of others and to le t
this be a constant check upon his self s eek ing a
spur to action that is generous
These habits of mind and a host like them are
perhaps less wide than the memory in general or
.
16
the reason
general of the older education The
qu e stion whether the only appropriate ter m for
'
'
them is particular or general would have
delighted the profe ssors of old Padua or B ologna
For us the important thing is to see their im
mense range of use in all manner of situati ons
and by all manner of men whether they be d ay
laborers or diplomatists
-
III
T
P LA Y
TH E I N ER
OF
M I ND AND
B OD Y
EVEN
18
THE
INTERPLAY
OF
MIN D AND
B OD
whole
Its powers may be di stinguished and
named and discussed separately but they hold
together ; no one of them can be understood much
less trained and educated apart from its fellows
.
EVELOPING MENTAL PO W ER
'
Even the muscular set of the face reacts
upon the mind A child will more ea s i ly be
cheerful deep within if his sour expression can
even arti cially be sweetened A sullen look if
forced to become a smile is apt to start a change
which leavens all his feelin g until the sm ile is free
and genuine Likewise the position of the body
affects the attitude toward the object of our
attention A child will notice the diff erence if
rst he undertake his problem wi th body all lan
gu id and ill supported and now he pull his body
together making it energetic even aggressive
toward the task in hand
That the body if ill treated will take venge
ance upon the mind may be illustrated in a n
other way It i s not safe even for the health and
progress of the mind to interfere with what seems
so unmental a function as that of right handed
ness or left handedness A left handed child if
he be compelled continuously to suppress hi s pref
erence and to act as though he were right handed
will in some cases Show symptoms that are a
clear fusion of bodily and mental distress He
may come to stutter and becoming embarrassed
may incline to remain alone The original vi o
,
20
THE I NTERPLAY OF
MIN D AND
B OD Y
21
22
,
.
23
IV
F L UENCES
WI TH I N I NTELL I GENCE
IN
kn o w l
If
,
,
24
25
ess
26
'
Lincoln had who must bound every impor
tant idea he would use never at ease until he
saw clearly what limited it on north south east
and west with no borders lost in the mist Such
a habit is of use for any idea and for anyb ody
B ecause it is not the whole of reason we must not
be blind to the part it can play in reason im
Then
m e n se ly wide even universal in its sweep
other habits are part of right intellectual equip
ment : controlled attention to the task in hand ;
energetic attack upon it ; accuracy in interpret
ing remembering and reporting what is seen or
read or heard ; the power to distinguish important
and unimportant These are part of intellectual
training ; these and other things take the place of
the few faculties of the older belief They stan d
out signicant to an eye bewildered by the end
less array of special fu nctions which for some are
the only things left These wide and superior
powers call for training and the lad who has them
trained has an incalcu lable advantage over every
lad in whom they remain untrained
,
27
28
V
EM O
T I ON
T AL
AN D M EN
ENERG
29
brilliance
In this store of energy connected
with a ll functions whether they be special or
general we have an intimation of the mind as of
another plan than has too often been taught It
is not a mere composite of general facul ties nor a
composite of particul ar functions but something
single and yet varied holding together all func
tions and energizing them wi th a co m mon life
.
0
3
I
3
t eacher
2
3
33
34
VI
TH E O RGANI Z A I O N O F I M
PUL SES
AND
WI L L
6
3
I MP ULSE S AN D WILL
37
,
.
8
3
ful knowledge
used in his case for perverse
ends
It is thus evident that the min d is not a mere
asse mbling of powers side by side ; it i s an organ
iz a tio n of powers some wi thin others some rul
ing others using others as their instruments
There i s a hi erarchy of functi ons ; and we must
s e e to the regnant ones making sure that the right
imp u lsi ons rule and that they are also made
s kil lful and given concrete knowle dge so that
t hey may rule aright
.
'
of contents declare that the m ind needs no
care for its form and organizati on ; i t needs only
to be lled Such a mi stake is n o t m ade by Wil
,
,
.
39
EVELOPING MENTAL PO W ER
li am '
ames when he says that there is reason to
suppose that if we often inch from making an
eff ort before we know it the eff ort making capac
'
40
41
VI I
T H E CARE OF T H E EM O
T I O NS
43
Emotions
44
THE CARE
THE EMOTION S
OF
u
l
u
ive
a
buoyant
co
dence
that
dif
c
ties
are
n
s
g
r
l
e
e which adds to the power actually to over
a
b
p
c o me them
5 There sho ul d be those externals that give
a se nse of pleasing order in the room without
crowding and distraction ; there sho u ld be simple
45
46
TH E CARE
OF
THE EMOTION S
47
48
THE CARE
OF
THE EMOTION S
V III
I NST I NCT S W I L D
AND
TAM E
50
tarting
as
a
narrow
eagerness
r
i
a
t
e
d
S
a
p
sheer cupidity a passion to grasp and make many
t hings m in e and to exclude others from them
this greed is led on until i t nds itself a delight
freed from this exclusiveness a delight in what is
beautiful or wild a delight in conversation in
friendship in goods that are not subject to greed
and amassing Those who wo u ld civiliz e the
possessive and commercial passion early can here
.
SI
'
elders and as tagging after those whose sta
tion is less impo sin g may be guided into fealty
Boys nd their heroes in men of strength and
skill ; in wrestlers football capta ins and mighty
hunters Samson young D avid Achilles Liv
e
f
S
l
3
.
2
5
in g s t o n
e,
53
54
of broken will ;
these and a host of other
incompletions reveal how m u ch is needed in c d
u c a t io n b e sides what is commonly included either
in mental discip line or in information Educa
tion must deal solidly with the sources of the
m ind s power in emotion and will
,
'
55
I'
E'ERCI S ES F O R TH E
W I LL
6
5
E'ER C I SES
FOR
THE WILL
'
It s dogged as does it '
t o the constant will
teadiness
of
w
i
ll
means
power
to
do
the
irk
S
3
some to resist the lure of the easy and the com
The child must be psychically tough
f o r ta b le
ened ready to defy his present sensations
Spartan youths were taught to stand pain
Their Athen ian cri tic said that they and all other
lads had better be taught to s ta n d ple a s u r e
where character so often breaks down This does
not mean that there is no need to en l arge the cir
cle of the agreeable ; or that with Mr D ooley it
doe s not matter what you study so long as you
hate it More ta sks can be made pleasant but
there wil l remain many unpleasant tasks that
should not be avoided The world will soon enough
assign work which will be distasteful and must
for success be labored into and through Young
Grenfell taking to the North Se a and then to
La brador young Lincoln training himself where
57
8
5
'
59
'
of action elimination of waste e ff o r t
form ;
r
e
excellence
of
result
i
n
the
product
r
e
t
o
s
a
; (I'
('
tion of order when the work is done putting
away of too ls an d materials cle aring an d clea n
.
60
W I LL
'
marks rewards praise or r ivalri es are good t o
spur on in numbering or wri ting or any other
study this present learn ing to will aright is a s
worthy of their incentive
As
an
exerc
i
se
i
n
s
u
i
table
forethought
the
9
foll owing might serve as a door to something bet
ter There is let us say but ten minutes left
and the child must choose between cuttin g some
design in paper and making candy ; and the choice
is then apprai sed wi th explanati on according as
the child has stopped to thin k to look ahead b e
fore deciding Or again havin g at hand only
some modeling wax a pair of sci ssors and s ome
very narrow strips of thin colored paper one
mu st decide whether to build a paper house or
Or s till again the
m a ke t he g ur e o f a dog
.
61
'
62
E'ERCI SES
THE WILL
FOR
63
64
'
cried impossible
An honored professor of
mine a physicist of distinction used to demon
strate to us that the attempt to make a ying ma
chine was absurd ; even as others had proved that
slavery was part of the eternal ordinance of Go d
B u t once recogniz e the demand and the in v e n
tive will of man is indomitable So in education
we Shall have faith in things to come ; we shall
welcome all manner of experimental schools e s
i
e
c
ll
a
those
which
look
steadily
to
true
nder
u
p
y
standing and to the will and the aff ections out of
which are the issues of life Effectively to love
what ought to be loved and to hate what ought to
be hated requires not heart alone b ut brain an d
hand and ton gue
-
'
ES
TA B L I S H I NG
G O V ERNM EN
I N TH E
M I ND
66
GOVERNMENT IN T HE MIND
The interrelati ons of these members are multi
plied and strengthened ; they are stirred and con
tro lled by hidden glands by ne r ves by bra in that
i s both servant and master of them all Powers
are present which no one of us can outright cre
a t e but by tak ing thought we extend contract
and modify them in t o harmony and fuller co op
,
e ra
tio n
Hi s to
ta l nature must not escape us lost in particulars
The child is a living system of many powers
powers not side by side indiff erent mosaic like
He cannot be taken and educated piec emeal
The forces that drive through his whole being
that make or unmake him must never be lost to
vi ew
It will be clear that there i s no sp ecial virtue
in doing what i s intrinsically useless although
poetry may be as useful as typewriting But the
sinews of the mind can strengthen on what is of
service and delight of which there is enough
without incessant treadmill work
B etter to
paint the s hip for di scipline than to knock rust
o ff the anchor
So
,
.
,
.
67
68
69
0
7
1
7
from
and with a favoring for
tune the republic o i the mind is established
and unf u rls i ts splendi d banner with festival
and s o n g
di e re n t
,
O U TL I N E
I
Co n tr o ve r s y
A G M NAS I
OO L -CH ES '
I S THE M I N
t o the
as
n a
tu r e
of
UM
in d
OR A
an
d its
I
d i
i
i
n
e
n
e
f
e
w
p
O
li
n
f
a
v
:
t
h
e
e
o
e
w
i
s
c
3
4 So m e sc e n t c e v d e n c es w h c h un
.
An o t he r vie w :
e
II
I
t he t r a
pe n de n t Ope r a tio n s
6 The
The
.
tle s s in de
this do c trin e
I N T HE RI VAL
A CCO UNTS
in n t e ly
a re
dge
va r i e d
a n
a c t ua
i po ta n t
Er ro rs in t he c u e n t do c t r in e f c n t n ts
The m in d is a c t iv e a n d s e l e c t ive
b Pr t ic e ff e c ts
o t r i gidly c o n n e d
c The c m ple
a n d va r i d n a t ur e o f o u r p a r
n o w le
is m
'
ac
a re n
rr
7
7
2.
c o un
ths
Po w e rs
of
de rm in e
dis c iplin a r ia n s
M e n ta l po w e s a r e n o t s im ple a n d un ifo rm
The de e p fo r c e s b e hi n d in t e lle c tio n a r e n e g
le c t e d
of
fa c u l t i e s
the m e n ta l
e rro rs o f
in in g
du c a tio n a l c o n s e 'u e n c e s
DEFECT S
e ra l
IO
I I
14
III
I
PLAY O F M I ND AND B O DY
o rg a n ize d un it w i th dis tin g u is h
TH E I N ER
The m in
d is
a n
73
OUTLINE
2.
The m
0
19
n e SS
20
c The n s t a n c e o f le f t ha n de dn e ss
m
i
n
h
i
s
a
l
s
o
v
t
a
ll
n
u
e
n
e
t
h
e
c
T
e
b
o
b
y
y
y
3
a
So m e c o n c r e t e llu s t r a t o n s
.
21
21
IV
.
20
IN
24
26
V
I
i
i
VI
ff e c t
of
29
vio le n t di s tu rb a n c e s
di
The m
w ho le
the
of
em o
3o
. .
ia
in
TH E O RG AN I Z A I O N O F I M
31
32
33
ii
b l t y , is
34
W I LL
The
The
27
EM O
The n u e n c e o f o r n a r y e m o t o n a l t o n e s
En v r o n m en t c le a r ly n u e n c e s o w e r t o le a rn
Em o t o n s m a e s t r o n
t ra n s fe r s a n d a s s o c
PUL S ES
d p
g i i
The m puls e s a n d w ll a s n e le c t e O po rt un
Tw o extr e m e ty pe s o f m e n ta l o r a n za t o n
74
AND
ity
36
37
O UTL IN E
b Va r io u s im puls e s
subo r
din a te d
to
r ulin
n d w ho le s o m e t y pe o f o r a n ize d m in d
i
d
t
h
r
a
A
3
4 The c a r e a n d o r a n iza t io n o f in s t in c ts r e 'u ir e s
.
Cha n
ge s
in
ua l a n d
gr a d
VI I
I.
ga n iza tio n m
o r s u dde n a n d m a r ke d
i
emo t on a
ca
lm
reo r
T H E CA RE O F TH E EM O
kin ds
s the n ic
e m o t io n s
Em o ti o n s
a The
a re o f
s tea
37
37
38
39
y be
40
TI ONS
tw o
fo r
a re
dy us e
lo n g
an
44
44
4 Othe r
.
pe c ia l
m ea
Ple a s in g o r de r
5
6 The
.
irr e s po n s i
gi
in
b le
n s of
givin g
e x t e rn a ls w
en
an
un
ill a s s is t
jo y m e n t o f
id
de r to n e
of
thin gs
is
of
7 I m a n a t o n a n d c o u rt e s y a s a s
8 The n e a r t s s ho u l b e r ze f o r t he pu p l
h
t
m
r
t
e
m
o
o
n
s
u
s
e
m
o
t
b
a e
n to la s t n
y
9
.
se n
tim e n ts
VI I I
pi d
d i
44
i g
46
47
48
I NS
Ma kin g t he
so
75
OUTLINE
-
P e r so n a l a t t a c hm e n ts
t
r
n
E
c
a
o
m
u
s
t
n
e
t
d
u
p
e
a te b e yo n
7
in g a n d n t e ll e n c e
.
ig
I'
d us u a l sc ho o l
55
E'ERCI S ES FO R T H E
W I LL
3
4
5
6
A tr a in e d w ill a im s
7
8 D
.
i d
e s re
9
10
5
6
gs
I I
I 2
'u a li ti e s
of
ight t hin g
w ill ga in e d th o u gh gr a d
t t he
i ta b le fo e tho ght
D e ve lo p i g t he t a i t o f pe rs is t e c e
A w ill full y t a in e d c o s ti t u t e s c ha r a c t e r
Edu c a tio n de m a n ds the ta le t o f c r e a t ive a r ti s ts
Pr a c t i c e
in
su
59
6o
61
62
63
64
du c a tio n
k
g
lo o
ks
t o the t o ta l
I t s e e s a fu lle r c o b p e r a t io n
t hr o u h t he r m o c a t o n
The c hl m u s t b e e u c a t e
id
iec e m ea l
di
i
d
6
7
or
ga i a tio n
n
of
i i g
of ex st n
the
po w e rs
66
as
w ho e , n o t
OUTLINE
4
The re
The
is
diff e
n o
ren
pe c i a l
s
ide s
v r tu e
in
do in g
i g r e 'u ir e
o f s c ho o l n
ha t is in
67
in t e r c o n
67
6
7
8
Min ds
m o re
A tr a in e d ta s t e
9 The
.
a re
true re la tio n
im po r ta n t tha n s ub jec ts
a s tr e n g t he n e d
b e t w e e n m in
d a n d the te a c he r
7o
71
OTHER B OO KS B Y
GEORGE M STRATT ON
.
E'PERI ME N TAL
I NG
UP ON
York
1 903
TH EOPH RASTU S
L OGI
CAL
AND
THE
P SY CH OL OGY
GREE K P HY SI O
B E F ORE
1 91 7 .
ARI ST OTLE
B e t t s s Ne w I d e a ls in Rura l Sc ho o ls
u id a n c e o f Yo u th
B lo o m e ld s Vo c a tio n a l
C a b o t s Vo lun t e e r H e l t o t he S c ho o l s
C o o le y s La n u a e e a c hin in the r a d e s
C o n c e tio n s o f Ed u c a tio n
Cu b b e r le y s C ha n in
e w e y s I n t e r e s t a n d E o r t in E d u c a tio n
o ra l
r in c i l e s in E d u c a tio n
ew ey s
Ea r ha r t s e a c hin C hil d r e n t o S tu dy
Elio t s C o n c r e t e a n d r a c tic a l in
o de r n Ed uc a tio n
E m e rs o n s Ed u c a tio n
E va n s s The
e a c hin
o f H i h Sc ho o l
a the m a tic s
of
Fa ir c hild s The
e a c hin
o e tr y in the Hi h Sc hoo l
of In a n c y
e a n in
Fis ke s The
o f H a n d w r itin
Fr e e m a n s The
e a c hin
o e tr y in the
Ha lib u r t o n a n d Sm it h s e a c hin
ra d e s
Ha rt w e ll s The e a c hin o f H is t o ry
B a y n e s s Ec o n o m ic s in t he S e c o n da ry Sc hoo l
Ho r n e s The e a c he r a s r tis t
Hy d e s The e a c he r s hil o s o hy
in the r im a r y
ra de s
e n kin s s Re a din
'
o n t e s s o r i S y s t e m Exa m in e d
K il a t r ic k s The
L e o n a r d s En lis h C o m o s itio n a s a So c ia l ro b le m
L e w is s e m o c r a c y s Hi h Sc ho o l
a x w e ll s The O s e r va tio n o f T e a c h
in
a x w e ll s The S e le c tio n o f
e xt b o o ks
e r e d it h s The Ed u c a tio n a l B e a r in
s of
o d e rn
s y c hol o gy
a l m e r s Eth
ic a l a n d
or a l I n s tr u c tio n in the S c hoo ls
r o e s s io n s
a lm e r s
ra de s a n d
e r r y s S ta tu s o f the
e a c he r
r o s s e r s The
e a c he r a n d O l d Ag e
Ru s s e ll s Ec o n o m y in S e c o n da r y E d u c a tio n
S m it h s Es ta b lis hin I n d u s tr ia l Sc ho o ls
Sn e dd e n s The
r o le m o f Vo c a tio n a l Ed u ca tio n
'
S t o c kt o n s ro j e c t W o r in Ed uc a tion
Str a t t o n s
e ve lo in
e n ta l
owe r
e a c hin
of
r im a r y Ar ithm e tic
Su zza llo s The
Sw i t s S e e c h e e c ts in Sc ho o l C hil dr e n
Te r m a n s The
e a c he r s H e a l th
T
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RIVERSI D E T E'TB OO K S
I N ED U CAT I O N
Ge n e ra l Ed uc a t io n a l Th e o
AVERI LL : P s yc ho l o gy f o r N o r m a l S c ho o ls
FRE E MAN : Ex pe r im e n ta l Ed uc a tio n
MAN
MA
FRE E
FRE E
How
Child
Le a r n
re n
The Ps y c ho lo gy o f t he
o mm o n B ra n c he s
P E RRY : D is c i lin e a s a S c ho o l Pr o b le m
S I H : An I n tr o d u c tio n to Ed u c a tio n a l So c io lo gy
THO S : T ra in in g f o r E e c tiv e S tu d y
E : An I n tr o d u c tio n t o
W
hil d Ps y c ho lo gy
N:
MT
MA
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C B
L A B i f H i t y f E d ti
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s or
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ea
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f Sc hoo l:
l thf u l S c ho o l s
d Sup e r vis io n
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tio n
it e d S ta t e s
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S c ho o l d m in is tr a tio n
B I E LEY : Rur a l Lif e a n d E d u c a t io n
A D TER
N : H e a l th W o r k in the S c ho o l s
O
M O NROE : M e a s u r in g the Re s u lts o f T e a c hin g
MONRO E , D E Vo s s , K E Y : Edu c a tio n a l T e s ts a n d
U
ur em e n
TT
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ALT
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Mea s
ts
NU
The Su p e r vis io n o f I n s tru c tio n
RU GG : S ta tis tic a l M e tho ds Applie d to Ed u c a tio n
SE R S : la s s r o o m Or ga n iza tio n a n d o n tr o l
E R : A H a n d b o o k f o r Rur a l S c ho o l O c e rs
SHO W
T E R N : The H y gie n e o f the S c ho o l hild
TE R N : The M e a s ur e m e n t o f I n te llig e n c e
TE R N : The I n te llige n c e o f Sc ho o l hil dr e n
.
C
C
C
DALL
DALL
AT
Sa
do r: Educ a t io n
'
p
The u n io r H igh S c ho o l
I NGL I s : Pr in c i l e s o f Se c o n da r y Ed u c a tion
SNE D E N : Pr o b l e m s o f S e c o n da r y Ed u c a tio n
T HO
S : The T e a c hin g o f En glis h in the S e c o n da r y Sc hoo l
Bn
re o s :
MA
HO
U GHTO N
MI FF LI N C O M P A N Y
1724
P rof e ss or
M MCM URRY
.
Tea c he rs Co llege
Some
yo u n
pe o pl e ha ve
n ot
been
le a rn in g
to
The c ha n e s n e c e s s a r y t o b e m a e in t he s c ho o ls
in o r e r tha t t he y m a y le a rn t o s t u y p ro pe r ly
la rge a m o un t o f wa s te in ho m e s tu dy
c a n b e pr e ve n t e d
Ho w a dults s ho u l d s tu dy
To w ha t e xt e n t c hi ldr e n ha ve t he n a t ive c a pa
c i t y a n d e xpe ri e n c e n e c e ss a r y f o r f ru i t fu l s t u dy
Wha t c a n b e do n e t o w a r ds te a c hin g e ve n t he
h
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Ho w t he
COMPANY
D URANT DRAKE
An I n
Su r vey of Ethic s
tr o du c to ry
I t is t he g r e a t
t ha t it m o v e s a lw a y s
m e r t o f r o fe s s o r
ra ke s b o o
in a c o n c r e t e S he r e o f l fe a s w e d a ly l ve it I t
n e v e r m o ra l ze s , it n e ve r la ys d o w n o b zt e r dic ta , it
r o b le m s p r e
e rs o n a l
s im ly ta l ks o ve r w t h us o u r
c s e y a s a ke e n , e x e r e n c e d , a n d a l w a s s m a the t c
y
hr o u h a n d t hr o u g s c re n t i c a n d
fr e n d m ht do
'
s c ho la r ly, it is n e ve r a c a e m c in m e t ho d a n d m a tt e r
Tr a
i
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pt
3 :
i i
p
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T
se
PROBLEMS O F RELIGION
BY
T his
b o o k,
D URANT D RAKE
like P r o f s o r D a k e s
es
P r o ble m s
gi
U i
Co n d u c t , r e r e s e n t s a c o u rs e Of l e c t u r e s
ve n
n ve r
s e ve r a l ye a r s t o u n d e r g r a d u a t e s o f W e s le y a n
s ity
he r a im is t o
d s ur ve y o f the e ld ,
ve a r a
s u c h t ha t t he m a n w ho is c o n fu s e d b
t he c ha o s o f
n o n s o n t he s e m a tt e r s , a n d him s e
O
b u t l t t le a b le
t o ju d e b e t w e e n c o n c t n
s t a t e m e n ts , m a y he r e g e t
his b e a r n s a n d s e e his w a y t o s t a b le b e l e f a n d
.
pi i
T i
g
i g
gi
pi
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e n e rg e t c a c t o n
COMPANY
FI E
o s to n
ra
on o
or
oc a
on
ur e a u 0
,
re s e n
r s t- a n
on a
ta t
ea n n
an
w or
e vo c a
e n sa
s an
en
on
oo
on
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a n ce
re c o r o
er
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or
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c oun
co or .
e a ut
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c sc
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A s t a te m e n t
c o un t r y a n d a
Vo c a ti o n s
RI NE
a r
W I LE Y
I n f o r m a tio n a s t o c on dit io n s o f w o r
m o r e c o m m o n vo c a tion s o e n t o ir ls
c a t io n
a re
es
EE
din g the vo c a t io n a l
br o a d
f or G r ls , b y M RY A
re
oo s
t r a in in
g mo
ve
m e n t in
this
L A SE LLE a n d KATH E
pp
d t he o o r tun itie s in t he
w it h o n l y a hi h-s c ho o l e d u
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Vo c a t
MARY W E E K S
by
d EL L w
,
DAV I D
oo
P
SNE DDE N , RU
CU
ER E Y
BB L
TH
n
an
A c o m in a t io n o f t hr e e vo l u m e s r o m t he River s id e E d u c a tio n a l
M on o g r a p hs t r e a tin d iff e re n t ha s e s o f voc a tio n a l e d u c a tio n ,
t he o r y , a d min is t ra t io n , a n d r a c t ic e
Pr in c ip l e s
W I LLI A
d
M H
M e tho d s
a n
OO
of
I n d us tr a l Edu c a t o n
This ie a b o o k f o r us e in t e a c he r tr a in in g
t r o d u c t io n b y CHARLES A P a o s s s n
c la s s e s .
LB T
The r e is
an
by
In
ER
H LE KE
In du s t r ia l Edu c a t o n , b y A
A s t u d y a n d c r it ic is m o f t he o
r o vide d f or t he e d u c a
o r tu n it ie s
tio n o f t he in dus t r ia l w o r e r
Es ta b l s h n I n du s tr a l Sc ho o ls , b y H RRY R D LE Y
SM I H
A ra c tic a l dis c u ss ion o f the s t e s t o b e ta e n in e s t a blis hin g in d us
t r ia l
i i g
T
sc
ho o ls
pp
B A
H O U G H T O N MI FFLIN
1930
CO MPA N Y
an
d Studen ts
of
Educ a tio n
aa
Non m
a s s
ch
es
Wn s o u s
Lu
'
vm
School
in
the Public
The 'uestion
as a Factor i Tea hi g
A Study of Fairy Tal s
B
H
to Tell Stori es to Childre
Ethics for C hildre
C
m
Charact er B uil di g i School
B
A Course i Ci ti e ship
d P atriotism
B
m
Youth School
d Vocatio
Literature
C
d Life i Sch ool
The U of the Ki dergarte Gift
m
Talks T eachi g Lit eratur e
B
HALL S
Ka s m
ow
'
ABOT S
a own
z n
sa
OLBY S
se
on
a rn s s
an
an
a n
'
Lo o
a vAN r s
'
Tb e a m
a n
d P r in c ip le s
f Edu c a tio n
os
uc
rr s
URRY S
URRY S
Run n mn a
O
an
oo n
'
HE A S
ow
an
ow
ucat
the a er fe
f M es d
L r g Li
ion a n d
Ha m
s o u s Ed
otiv , I e als a n d Value s in E
Cn m c mm a s A The o ry o
duc ation
Va lu a b le H e lp s to
RU RA L SC H O O L T EA C H ERS
An dress H e a l th Educati on i n Rura l S chool s
B etts N e w I d eal s in Rura l S chools
Bett s The R eci ta ti on
.
an
d Pa
tr io tis m
H O U G H T O N M I F F L I N C O M PA N Y
r 946