Arrangement of the Materials of Instruction
We are constantly brought back by our discussions of the organization of classes to a consideration of the curriculum. The materials of instruction are capable of advantageous and economical use only when they are adapted to pupils. Our next problem, therefore, is to consider some of the general principles which underlie the organization of the general curriculum and of particular subjects.
EXERCISES AND READINGS
What are some of the limitations in the training of a child who gets his education from a private tutor rather than as a member of a class? Show that the most satisfactory size for a class depends in large measure on the subject of instruction. In certain subjects, such as typewriting and bookkeeping, instruction often becomes almost purely individual instruction. Observe such a class and describe the method of instruction.
If terminology is employed in a strict way, a “course” refers to a series of lessons in a single subject, a “curriculum” to a coherent group of courses. What devices are adopted in high schools to compel students to think of curricula rather than courses? What are the advantages and what are the evils of the elective system?
What is the highest percentage of failures which ought to be tolerated in a class? What conditions affect your answer to the foregoing question? Is a “stiff” course the best course? What class in high school has the “stiffest” requirements?
Dealing with the illegitimate methods of promotion enumerated in the closing paragraphs of the chapter, describe some thoroughly practical method of handling each situation without making the mistake indicated.
Holmes, W. H. School Organization and the Individual Child. The Davis Press, Worcester, Massachusetts. Contains a list of references on the subject.