Throughout, an attempt is made to make the work as concrete as possible, and to show its relation to matters pertaining to the schoolroom, the home, and the everyday conduct of the students themselves. Each topic is treated with considerable thoroughness and detail. No endeavor is made to secure an absolutely systematic and ultra-logical system. The charge of being logically unsystematic and incomplete would not be resented. There is no desire for a system. As in the elementary stages of any subject, the first requisite is a body of fundamental facts. There is time enough later to evolve an all-inclusive and all-exclusive system. I am not aware that even the "doctors" have yet fully settled this question. The psychological order is the one sought. What is intelligible, full of living interest, and of largest probable importance in the life and work of the student teacher are the criteria applied in the selection of materials. The student verdict is given much weight in deciding.
A rather successful plan of providing an adequate number of duplicates of books much used has been developed by the writer at the State University of Iowa and at the University of Washington. In all courses in which no single suitable text is found the students are asked to contribute a small sum, from twenty-five to fifty cents, for the purpose of purchasing duplicates. These books are placed on the reserve shelf, and this makes it possible for large classes to be accommodated with a relatively small number of books. Ordinarily there should be one book for every four or five students, if all are expected to read the same assignment. If options are allowed, the proportion of books may be reduced. The books become the property of the institution, and a fine library of duplicate sets rapidly accumulates. In about five years about fifteen hundred volumes have been secured in this way at the University of Washington. Valuable pamphlet material and reprints of important articles also are collected and kept in filing boxes.
Frederick E. Bolton
University of Washington
Bibliography
1. ARTICLES ON TEACHING OF EDUCATIONAL THEORY
Bolton, Frederick E. The Relation of the Department of Education to Other Departments in Colleges and Universities. Journal of Pedagogy, Vol. XIX, Nos. 2, 3, December, 1906, March, 1907.
—— Curricula in University Departments of Education. School and Society, December 11, 1915, pages 829-841.
Judd, Charles H. The Department of Education in American Universities. School Review, Vol. 17, November, 1909.
Hollister, Horace A. Courses in Education Best Adapted to the Needs of High School Teachers and High School Principals. School and Home Education, April, 1917.