[26] McMurry, How to Study, Chapter III.
[27] See ante, Chapter XI.
[28] Adapted from a plan prepared by Lida B. Earhart, Ph.D., for the author’s syllabus on Theory and Practice of Teaching.
[29] Some discussion of the course of study as an instrument in supervision is given in the chapter on “The Teacher in Relation to the Course of Study.”
[30] For a discussion of the doctrine of formal discipline, and for bibliography, see Thorndike, Educational Psychology, 1903 edition, Chapter VIII; Heck, Mental Discipline.
[31] James E. Russell, “The School and Industrial Life,” Educational Review, Vol. XXXVIII, pp. 433-450.
[32] E. L. Thorndike, “Handwriting,” Teachers College Record, Vol. XI, No. 2.
[33] Cubberley, School Funds and their Apportionment; Elliott, Fiscal Aspects of Education; Strayer, City School Expenditures.
[34] In proceeding to the part of the study that is necessarily largely composed of tables, it may be well to state the position of the author regarding the partial interpretations offered in connection with the tables. It is that the entire tables give by far the best basis for conclusions; that for a thorough comprehension of the study they should be read quite as fully as any other part; and that they should be regarded as the most important source of information rather than the brief suggestive readings which are liable to give erroneous impressions, both because of the limitations of a single interpretation and the lack of space for anything like full exposition.
[35] M = Median, which is the representation of central tendency used throughout this study. It has the advantages over the average of being more readily found, of being unambiguous, and of giving less weight to extreme or erroneous cases.