Social Science - Education (8761 results)
The Education of ChildrenFrom the Standpoint of Theosophy
Present day life calls into question many things which man has inherited from his ancestors hence the numberless questions of the day, as for example: the Social Problem, the Woman's Movement, Education and School Questions, Law Reform, Hygiene, Sanitation, and so forth. We try to grapple with these questions in manifold ways.
Young Folks LibrarySetting Forth the Various Phases of the Mechanic Arts, Home-Making, Farming and Woodcraft, Business, the Professions of Law, Ministry and Medicine, Public Service, Literature and Journalism, Teaching, Music, the Stage and the Fine Arts, With Practical Int
School of Philosophy. Frontispiece Chbist and the Fishermen.
Kindergarten Principles and Practice
To be a kindergartner is the perfect development of womanliness, a working with God at the very fonntain of artistic and intellectual power and moral character. It is therefore the highest finish that can be given to a womans education to be trained for a kindergartuer. Elizabeth Palmer Peabody. Among tlie other vocations which have grown up for women in the last quarter cen . -, Woman sturv, none is more important, or signifiH.iatiouto cant of better things, than tliat which embraces the training and culture of chihlhood, for it has drawn into the channel of a scientifically learned and practiced profession the best and hijrhest instincts of the sex. Frederic Denison Maurice says: The zeal which has been awakened respecting infant education has been of infinite worth, for it is impossible in educating little children to think cliiefly of reading, writing, and cii hering.
Principles and Methods of Teaching Reading
An artistic reading teacher is one of the most valuable assets of a school. She is as rare as wisdom, which the gold and the crystal can not equal. Among a thousand instructors of youth how few there be who are cunning in the art of teaching beginners to read I A principal who possesses one of these rare treasures can better afford to lose three capable assistants from the top of the school than this one at the bottom. It passes all understanding why school authorities continue to give the greatest rewards for the commonest of gifts and provide no encouragement for the rarest. If, by any accident or effort or natural endowment, a teacher becomes an artist in a first-year grade, she can remain there only by sacrificing her pecuniary interest. In consequence of the conditions just mentioned, there is a steady exodus from the lower to the higher grades.
Practice Teaching for Prospective Secondary Teachers
Rouiictt Stcz cns At the meeting of College Teachers of Education, held in Cincinnati in February, 1915, a committee was named to make a study of the status of practice teaching of prospective teachers for secondary schools, to report at the Detroit meeting in 1916. In compliance with this request the Committee ofifers the following report, which is of necessity a tentative one for several reasons, namely:1. The problem of the administration and supervision of the practice teaching of prospective secondary school teachers is only one phase of the larger problem of the entire tmiuiiio; of prospective secondary school teachers, and the committee has for this reason found it somewhat difficult to get a definite line of cleavage that permitted a clear interpretation of the smaller problem without consideration also of the fundamental one.2. The translation of educational nomenclature into terms simple enough to serve the purpose of tabulation and classification has been found to be a matter of no inconsiderable difficulty. If misinterpretations of existing practices regarding the administration and supervision of practice teaching are found in this report they may in a measure be accounted for by this situation.3. Many institutions are still in the experimental stage of practice teaching, and therefore unwilling to submit their policies in answer to questionnaires and letters of inquiry. A few of the most progressive institutions in the country have not yet undertaken to give any training whatever in )ractice for their intending secondary school teachers.4. There is little or no precedent established for the conduct of practice teaching in secondary schools. The work has in a sense sprung up spontaneously in various university and college centers in response to real professional needs.
Practical EducationTreating of the Development of Memory, the Increasing Quickness of Perception, and Training the Constructive Faculty
RsiTT) XC Preface. Education as it exists consists of storing the memory, developing the intellect, and training the constructive faculty. I propose to go a step beyond this, and show if possible how memory may be created, quickness of perception be awakened, and the constructive power formed, so that the mind, when it begins to acquire knowledge, may do so with confidence and strength. I think that before learning children should acquire the art of learning, or, to use the words of Arthur Macarthur, we should intellectualise them before attempting to improve their intellects. My suggestions are based on what the history of mankind shows to be four truths. Firstly, that every human being possesses a memory which may be easily increased to what would seem to most persons a miraculous degree. This is proved by the fact that in every country in Europe before the invention of printing, as in the East at the present day, thousands or millions of men have had such memories, which were formed by a very easy system of development, which may be introduced to every school.
Our Colonial Curriculum 1607-1776
Our Colonial Curriculum. Page. At Cambridge,. 47 Other Courses, 48 Text Books, 50 Physical Incentives, 51 Course at Harvard, 51 Earliest Harvard Schedule, 52 The Laws for 1642, 53 Course in 1655, 54 Course in 1690, 55 A Particular Account, 55 Cotton Mather sAccount, 56 Course in 1726 and Later, 57 Method, 58 Yale a Duplicate of Harvard, 59 William and Mary, 59 Other Institutions, 61 Harvard the Greatest of All, 61 A More Detailed Study, 61 Chapter III. Ancient I.Anguages. Page.
One Year of Sunday School Lessons for Young ChildrenA Manual for Teachers
When I was a child, I understood as a child. But it was left for a later age, for Pestalozzi and Frobel, for the psychologists of our own day, to discover how the child understood. Upon this discovery is being builded a new education. The old axiom, two bodies cannot occupy the same space at the same time, is true in the physical world; but in the mental world, she who is to touch the life of a child must put herself in his place must see from his point of view. For the time her mode of thinking, the mode of the mature mind, must be set aside. She is to think along the same channel with the mind of the child, whose life can be measured in months she is to understand as a child. Linguists tell us they think in a foreign language. The task of the linguist is precisely the task of the teacher She must study the childs language until she can think in it. In other words, she must discover his mode of thought. Have you ever been reminded how far away your thought was from the. childs! A father said to his four-year-old daughter: I am going to New York tomorrow, and theri I am going across the big ocean to Europe. She immediately asked: Shall you drive old Doll! The father was thinking in his world; the child in her own.
One Hundred Lessons Nature Study Around My School
This little book is not intended to be in any sense a treatise on nature study. It does not pretend to be anything more than a collection of one hundred suggestive lessons on natural objects, such as have been given in the public school at Chatham, New Jersey, during the past two years. It will be observed that these lessons are not classified in any iron-clad order, nor are they arranged with any reference to scientific sequence. This apparent absence of classification is introduced for a purpose, i.e., it fulfils more truly the natural method of acquiring knowledge. The author has found during many years experience that when nature study is fitted into rigid rules as to whaty wheuy hoWy etc., it becomes very soon little else than so many pages of some text-book in the teachers hands. In nature study there should be the utmost liberty of choice given to the teacher and pupil, one condition only being required, namely, that a certain definite period be given regularly to the study of some natural object ox phenomenon. Comenius said: Knowledge of things near at hand should be acquired first, then that of those farther off. Taking this maxim as a keynote, the author has endeavored to present only such lessons as can be given in any school outside of large cities: Beginning (i) with things which can be studied in the school-house and grounds, selected by teacher and pupils; proceeding(2) to things farther away from the school.
The Kindergarten and the School
One book is published because something too good to be lost has been written; another because the fame of the another assures a good profit to both another and publisher; but this book has been deliberately planned, and the labor of the authors solicited, to meet a definite demand by progressive educators for a condensed volume giving the origin and progress of the kindergarten and its relation to school work. The following are a few of the points suggested by prominent educators as specially important to be covered:<br><br>"A clear, readable, and sensible biographical sketch of Friedrich Frobel."<br><br>"The theory of the kindergarten plainly set forth."<br><br>"The methods of the kindergarten in considerable but not tedious detail."<br><br>"The influence of the kindergarten in educational theories and methods; how it has influenced educational views and practices, and the share it has had in generating the movement known as the New Education."<br><br>"Ways and means of making kindergarten theories and methods available in public schools."<br><br>"To what extent and how can the kindergarten as a whole or in detached parts be made a part of our public school system?"<br><br>Frobel, unfortunately, had not the ability to express himself with clearness, even those familiar with the language in which he wrote often finding it difficult to get at his meaning, and translations of his writings have sometimes been made by those not in sympathy with the spirit of the wonderful man; so it is not strange that he is often misunderstood and his writings characterized as "cant."
The New Teaching
Sc., LL.D. We may not like the popular fashion of tacking on the adjective new to all sorts of words, and speaking of the new theology, the new politics, the new psychology. The more severe among us may even find pleasure in demonstrating that the term when used in these cliches almost never describes anything really fresh; that the more things appear to differ from their older forms the more they are the same. Still, the popularity of this use of the adjective must have a cause, and it may be worth our while to see why it affects teaching. Whether there is a new teaching or not may be an open question, but the mere fact that people are talking about it shows that it is at least desired. It is when people are tired of the present form of anything that they begin to talk of a fresh form. True, there is a type of mind that is eager for change in itself, merely as change. Some people do not think they arc getting on unless they are making obvious changes in the things around them.
Memoirs of Eminent Teachers and Educators With Contributions to the History of Education in Germany
The following volume is a reproduction of the Treatise printed in 1 Sc 3, under the title of German Educational Reformers, with omissions and additions to make the treatment more special and comprehensive of the great teachers, educators, and organizers of school systems in Germany, from the sixth to the nineteenth century. The omissions are the chapters on Bacon, Locke, Montaigne, Rousseau, and Pestalozzi, and their influence on German education, which will now be found in the separate treatises on English, French, and Swiss Pedagogy. The additions include memoirs of the early Christian Teachers and Founders of Schools, prior to the fourteenth century, and the Organizers of Public Elementary Schools, in the seventeenth and eighteenth centuries, with a summary view of the present Systems and Statistics of Public Instruction in the German States. Henry Barnard. Hartford, March 1,
The M. A. C. Bulletin Amherst, MassNumber 5, September, 1912
Massachusetts Agricultural College. In particular it outlines the college instruction offered as a preparation for the agricultural vocations, and contains general information of interest to prospective college students. Any person contemplating a college education is invited to ask for a complete catalog of the institution. Special reports, announcements and bulletins are issvied by the Experiment Station and by the Extension Service; all are for free distribution. Copies of this illustrated booklet will be sent upon request. Kenyon L.Butterfield, President. Amherst, Mass.
Linguistic Development and Education
At that time he searched diligently for literature treating of the psychology of linguistic development, but aside from a few incomplete studies by Preyer and others he could find little that proved of much service. It seemed to him then that it would be worth while to carefully observe a child from the beginning of expressive activity on until he acquired a mastery of his mother tongue in its vocal and auditory forms, and endeavor to determine what psychological principles were illustrated in this development. Soon the opportunity was presented to make such observations, not only upon one child, but in due course upon several children, witji the result that it has been possible for the author to gather considerable material upon various phases of mental development as revealed in linguistic function. In the first part of the present volume it has been the aim to organize this material, to compare it with that gained by others working in this field, and to indicate in detail the principles of mental development which may be deduced from it, and which seem to explain it.
North Carolina Education
North Carolina Education was written by North Carolina Education Association in 1921. This is a 255 page book, containing 200130 words and 98 pictures. Search Inside is enabled for this title.
The Principles of Teaching
The aim of this book is to make the study of teaching scientific and practical scientific in the sense of dealing with verifiable facts rather than attractive opinions, practical in the sense of giving knowledge and power that will make a difference in the actual work of teaching. It follows the example of the better books on education in basing principles of teaching upon the laws of psychology; it makes use of modern scientific psychology and especially of recent investigations in genetic and dynamic psychology; it seeks to make use also of the direct studies of teaching itself which have been made by qualified experts; it is arranged as a manual to guide the student in appl3ring principles himself rather than as a series of dicussions to be thought out or, more often, to be simply absorbed. The book demands of stiidents knowledge of the elements of psychology, particularly of djmamic psychology. The references entitled Preparatory (or their equivalent) will fulfill this prerequisite. These references are to the authors Elements of Psychology, which is in a sense an introduction to the present volume, but any standard course in psychology which gives due emphasis to the laws of mental connections will supply the preparation needed. Scientific principles are the back-bone of knowledge of teaching but concrete exercises are its flesh and blood. For the work of the student of teaching is to get practical control of principles by using them.
The Rational Education of the WillIts Therapeutic Value
AltD COiLEeE Library Gratis This work has been also translated into the German Dutch Italian and Swedish languages English Translation First Printed 1913 Reprinted 1918 1920 .
Women's Work in War TimeA Handbook of Employments
The Women are splendid. That was the title which I gave in 1914 to an article on the women who are helping to win the war. Within the moderate compass of some 160 pages thewriter of this compact volume develops this agreeable theme. The way in which the women of the Empire have rallied in hundreds of thousands to its aid in the hour of need is one of the most remarkable, though not unexpected, features of the war on its home front. In days of old the brave women of Carthage sacrificed their tresses their crown of glory to make ropes for their soldiers. The women of the Empire are not called upon tbdo that, but gladly and willingly vast numbers of them are sacrificing their time and energy in some cases, it is to be feared, even their health in working by day or by night to supply our fighting forces with munitions of war and in many other directions not less important. Mrs. Usborne svolume is divided into two sections. Part I. consists of a guide to employment. Many women are asking, What can I do? How can I help my country? Here will be found the answers to such questions. In Part 11. the authoress compiles a series of chapters from different pens, describing in some detail many of the vocations enumerated in Part I.
What to Do, and Why, and How to Educate Each Man for His Proper WorkDescribing Seventy-Five Trades and Professions, and the Talents and Temperaments Required for Each
No interests of a secular character surpass in importance the selection of a proper life-pursuit, and the requisite culture of the faculties through which health, success, and happiness may be achieved.<br><br>Whatever will minister in any degree to these great interests should challenge ready attention and cordial acceptance.<br><br>Most young persons stumble into business, or are thrown into it by accident or temporary necessity, or are drawn to it by misguided ambition or a perverted fancy, without any serious thought as to their real fitness for the vocation they adopt. When the years for learning the theory and practice of their trade or profession are passed, they often awake, with regret and dismay, to the fact that they have not only made a mistake in their selection, but have wasted the precious years of early manhood upon a wrong pursuit.
Truancy and Non-Attendance in the Chicago SchoolsA Study of the Social Aspects of the Compulsory Education and Child Labor Legislation of Illinois
This study of the truant and non-attending school children of Chicago was begun as a continuation of an inquiry into the care of the wards of the Juvenile Court of Cook County, which we undertook some years ago in the Department of Social Investigation of the Chicago School of Civics and Philanthropy. A study of the delinquent children of the court was published four years ago 1 and it was planned to follow that volume with similar studies of the truant and the dependent children who also come before the Chicago Court. The present volume, however, has taken us beyond the juvenile court children with whom we began. A study of truant children, which was planned as the second volume in a juvenile court series, led us into the larger problem of school attendance, for it was apparent that a study of truancy would be of little value without an inquiry into the broader questions of non-attendance during the compulsory-attendance period and the enforcement of the child labor laws which should protect the children who are near the age when the required period of school attendance comes to an end. Thirty-three years have passed since the principle of compulsory school attendance was adopted in the state of Illinois by the passing of the first Act to secure to children the benefit of an elementary education. The following chapters show how slow we were to adopt this principle and how reluctantly, after it was adopted, the local educational authorities of the various cities, towns, and counties to whom its enforcement was See The Delinquent Child and the Home: A Study of the Delinquent Wards of the Juvenile Court of Chicago, New York, Russell Sage Foundation, 1912.
Temperament in EducationAlso, Success in Teaching
The author lays no claim to be the originator of the facts concerning temperament. Most of these have been known for more than two thousand years. All he has tried to do is to bring together and present such admitted principles as can be used by those who wish to study children and improve themselves. The attempt is here made not to talk about temperament or talk at it, but teach it, as far as the printed page can be made to teach.<br><br>The simple reading of these pages will do very little good. Such use of them may serve to pass away an hour, but with little profit. The only way to make them of real educational value is to do exactly what is directed to be done. There is enough here outlined for six months' study, and at the end of that time whoever does the work will be on the way to know himself and those about him far better than ever before. It is a principle in psychology, that we cannot understand in others what we do not experience first in ourselves. The object of this paper is to give its students more intimate knowledge of themselves.
The Teaching of Community Civics
Department of the Interior, Bureau of Education, Washington, June 8, 1915.Sir: For good citizenship men and women must not only have good will, but an abiding mterest in the welfare of the community. They must also have a workmg loiowledge of social agencies, good judgment as to methods of social activities, and a more or less comprehensive understanding of fundamental principles of social life and progress. Much can be done in childhood and in the elementary grades of the school to create interest and give a certahi amount of concrete knowledge of particular social activities and agencies, but not until boys and girls have reached the years of adolescence, the high-school age, can they begin to gain any very full understanding of abstract principles of social, civic, and governmental life. Instruction in this subject in the high school is therefore of utmost importance. For use in the high schools many textbooks and manuals have been prepared on this subject, some good and some not so good, but there is still need for good manuals on the subject of community civics that wi Uhelp teachers to treat the subject in an inductive way and to relate it properly to other subjects and to the past, present, and future life of the students. The manuscript transmitted herewith offers such help, and I therefore recommend that it be i)ublished as a bulletin of the Bureau of Education. It was prepared by a special committee of the National Education Associations commission on the reorganization of secondary education. This special committee consists of Prof. J.Lynn Barnard, of the Philjfdelphia School of Pedagogy; Clarence D.Kingslcy, high-school inspector for the Massachusetts State Board of Education; F.W. Carrier, principal of the Wilmington (Mass.) High School; and Arthur William Dunn, special agent in civic education for this bureau. Respectfully submitted. P.P. Claxton, Commissioner. The Secretary of the Interior.
The Teaching of Civics
We have come at last to a sound notion of teaching civics in the schools. Long experience with traditional modes of instruction has indicated their failure, and teachers now turn to a more direct application of important principles of pedagogical procedure long urged by the practical psychologist and recently verified by careful experimental work.<br><br>For a generation past the teaching of civics aimed at little more than the acquisition of knowledge about government. It was assumed that the school's function did not extend beyond an intellectual treatment of social and political welfare. The subject-matter was formal and necessarily barren, remote from ordinary human interests, and more remote still from any concerns of children. In the earlier years it consisted of a study of the mechanics of government through analysis of the fundamental law as provided by constitutions and charters. More recently the social functions of government have been given the chief place in school study, and political structure has been made secondary.
Teaching in School and College
This book is not so egotistically cocksure as the title would seem to imply. Quite the contrary. My object is not to lay down the law for all teachers, but to give some hints based on personal experience, both from pew and pulpit; for I sat twenty years in front of the desk, and twenty years behind it. My book is perhaps confessional rather than hortatory; for that very reason it will irritate some, and help others. But I think we often learn more from a mans confessions than from his sermons.
The Sunday-School IdeaAn Exposition of the Principles Which Underlie
The intention of this book is to give a general survey of the whole subject of Sunday-schools. I have considered, first, the object of the institution, in its relations both to the individual scholar and to the great work of Christianizing the world. Next, the organization of the Sunday-school has come under review, and the true basis for such an organization has been defined. After this, I have discussed at great length the varied duties and qualifications of the Superintendent and of the Teacher, the men and women by whose labors and counsels the organization is to be carried on and made effectual. Besides the work to be done by these in their separate individual capacities, is that dependent upon concerted action, and this has led to a general review of the various associations of teachers, whether for their own improvement, or for the promotion of the cause at large.
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