The History of Education / Educational Practice and Progress Considered as a Phase of the Development and Spread of Western Civilization

by Ellwood Patterson Cubberley

18. Does the reasoning of Herbert Spencer appeal to you as sound? If not, why not?

19. Show how the argument of Spencer for the study of science was also an argument for a more general diffusion of educational advantages.

20. Would schools have advanced in importance as they have done had the industrial revolution not taken place? Why?

21. Why is more extended education called for as "industrial life becomes more diversified, its parts narrower, and its processes more concealed"?

22. Point out the social significance of the educational work of John Dewey.

23. Point out the value, in the new order of society, of each group of school subjects listed in footnote 1 on page 763.

24. Contrast the virtues of a school before Pestalozzi's time and those of a modern school.

SELECTED READINGS

In the accompanying Book of Readings the following selections illustrative of the contents of this chapter are reproduced:

344. Bache: The German Seminaries for Teachers.
345. Bache: A German Teachers' Seminary Described.
346. Bache: A French Normal School Described.
347. Barnard: Beginnings of Teacher-Training in England.
348. Barnard: The Pupil-Teacher System Described.
349. Clinton: Recommendation for Teacher-Training Schools.
350. Massachusetts: Organizing the First Normal Schools.
(a) The Organizing Law.
(b) Admission and Instruction in.
(c) Mann: Importance of the Normal School.
351. Early Textbooks: Examples of Instruction from
(a) Davenport: History of the United States.
(b) Morse: Elements of Geography—Map.
(c) Morse Elements of Geography.
352. Murray: A Typical Teacher's Contract.
353. Bache: The Elementary Schools of Berlin in 1838.
354. Providence: Grading the Schools of.
355. Felkin: Herbart's Educational Ideas.
356. Felkin: Herbart's Educational Ideas Applied.
357. Titchener: Herbart and Modern Psychology.
358. Marenholtz-Bülow: Froebel's Educational Views.
359. Huxley: English and German Universities Contrasted.
360. Huxley: Mid-nineteenth-Century Elementary Education in England.
361. Huxley: Mid-nineteenth-Century Secondary Education in England.
362. Spencer: What Knowledge is of Most Worth?
363. Spencer: Conclusions as to the Importance of Science.
364. Dewey: The Old and New Psychology Contrasted.
365. Ping: Difficulties in Transforming the School.
(a) Relating Education to Life.
(b) The Old Teacher and the New System.
366. Dewey: Socialization of School Work illustrated by History.