What is meant by the school’s being the
“melting-pot”?
What objection is there to the expression “getting an
education”? What would be a better expression to indicate the
purpose of attending school?
What diseases that invade society would be checked if in school
the stream of life were rectified?
Why is it desirable that pupils shall not lose their
individuality in passing through school?
What is the primary purpose of each school study, for instance,
language?
What is the true purpose of grammar?
What do these functions of the school and of its studies teach
us regarding the adaptation of subjects and methods to the
individual?
Tell something of the work done in vocational guidance in
Boston.
Tell something of the methods employed by some corporations in
choosing employees naturally fitted for the work.
Tell something of the psychological tests for vocations devised
by Professor Münsterberg. (Psychology and Industrial
Efficiency, Hugo Münsterberg, Houghton
Mifflin Co., 1913.)
What do you think is the practicable way of helping the pupils
in your school to develop along the lines of their natural
endowment?
What is the effect on society when a man does work for which he
is not fitted?
Show some ways in which the interests of the school as a whole
may be fostered and a natural development of the class as a whole
be secured.
There has been a big fire in town. Show how the interest in
this event may be used in the day’s work.
In what ways is one who has had private instruction likely to
be a poorer citizen than one who has attended school?
What conditions might cause some of those who go through school
to be polluted instead of rectified? Whose fault would it be?
What questions should we ask ourselves about the things that
are being done in our schools?