In this age of specialization of study it is evident that no college teacher, however wide his experience and extensive his education, can speak with authority on the teaching of all the subjects in the college curriculum, or even of all the major ones. For this reason this volume is the product of a coöperating authorship. The editor devotes himself to the study of general methods of teaching that apply to almost all subjects and to most teaching situations. In addition, he coördinates the work of the other contributors. He realizes that there exists among college professors an active hostility to the study of pedagogy. The professors feel that one who knows his subject can teach it. The contributors have been purposely selected in order to dispel this hostility. They are, one and all, men of undisputed scholarship who have realized the need of a mode of presentation that will make their knowledge alive.

Books of multiple authorship often possess too wide a diversity of viewpoints. The reader comes away with no underlying thought and no controlling principles. To overcome this defect, so common in books of this type, a tentative outline was formulated, setting forth a desirable mode of treating, in the confines of one chapter, the teaching of any subject in the college curriculum. This outline was submitted to all contributors for critical analysis and constructive criticism. The original plan was later modified in accordance with the suggestions of the contributors. This final outline, which follows, was then sent to the contributors with the full understanding that each writer was free to make such modifications as his specialty demanded and his judgment dictated. This outline is followed in most of the chapters and gives the book that unifying element necessary in any book and vital in a work of so large a coöperating authorship.

The editor begs to acknowledge his indebtedness to the many contributors who have given generously of their time and their labor with no hope of compensation beyond the ultimate appreciation of those college teachers who are eager to learn from the experience of others so that they may the better serve their students.

TENTATIVE OUTLINE FOR THE TEACHING OF —— IN THE COLLEGE

I. Aim of Subject X in the College Curriculum:
Is it taught for disciplinary values? What are they?
Is it taught for cultural reasons?
Is it taught to give necessary information?
Is it taught to prepare for professional studies?
Is the aim single or eclectic? Do the aims vary for different groups
of students? Does this apply to all the courses in your specialty?
How does the aim govern the methods of teaching?
II. Place of the Subject in the College Curriculum:
In what year or years should it be taught?
What part of the college course—in terms of time or credits
—should be allotted to it?
What is the practice in other colleges?
What course or courses in this subject should be part of the
general curriculum or be prescribed for students in art, in
science, in modern languages, or in the preprofessional or
professional groups?
III. Organization of the Subject in the College Course:
Desired sequence of courses in this subject.
What is the basis of this sequence? Gradation of successive
difficulties or logical sequence of facts?
Should these courses be elective or prescribed? All prescribed?
For all groups of students?
In what years should the elective work be offered?
IV. Discussion of Methods of Teaching this Subject:
Place and relative worth of lecture method, laboratory work,
recitations, research, case method, field work, assignment from
a single text or reference reading, etc.
Discussion of such problems as the following:
Shall the first course in chemistry be a general and extensive
course summing up the scope of chemistry, its function in
organic and inorganic nature, with no laboratory work
other than the experimentation by the instructor?
Should students in the social sciences study the subject
deductively from abook or should the book be postponed
and the instructor present a series of problems from the
social life of the student so that the analysis of these may
lead the student to formulate many of the generalizations
that are given early in a textbook course?
Should college mathematics be presented as a series of
subjects, e.g., algebra advanced), solid geometry,
trigonometry, analytical geometry, calculus, etc.? Would it
be better to present the subject as a single and unified
whole in two or three semesters?
Should a student study his mathematics as it is developed in
his book,—viz.,as an intellectual product of a matured
mind familiar with the subject,—or should the subject
grow gradually in a more or less unorganized form from
a series of mechanical, engineering, building, nautical,
surveying, and structural problems that can be found in the
life and environment of the student?
V. Moot Questions in the Teaching of this Subject.
VI. How judge whether the subject has been of worth to the
student?
How test whether the aims of this subject have been realized?
How test how much the student has carried away? What means,
methods, and indices exist aside from the traditional
examination?
VII. Bibliography on the Pedagogy of this Subject as Far as It
Applies to College Teaching. The aim of the bibliography
should be to give worth-while contributions that present
elaborations of what is here presented or points of view
and modes of procedure that differ from those here set forth.

Paul Klapper
The College of the City of New York

CONTENTS

page
[Introduction][xiii]
By Nicholas Murray Butler, Ph.D., LL.D. President of ColumbiaUniversity. Author of The Meaning of Education, True and False Democracy, etc. Editor of Educational Review
[PART ONE—THE INTRODUCTORY STUDIES]
CHAPTER
I[History and Present Tendencies of the American College][3]
By Stephen Pierce Duggan, Ph.D. Professor of Education, TheCollege of the City of New York. Author of A Student's History of Education
II[Professional Training for College Teaching][31]
By Sidney E. Mezes, Ph.D., LL.D. President of The College of theCity of New York. Formerly President of University of Texas.Author of Ethics, Descriptive and Explanatory
III[General Principles of College Teaching][43]
By Paul Klapper, Ph.D. Associate Professor of Education, TheCollege of the City of New York. Author of Principles ofEducational Practice, The Teaching of English, etc.
[PART TWO—THE SCIENCES]
IV[The Teaching of Biology][85]
By T. W. Galloway, Ph.D., Litt.D. Professor of Zoölogy, BeloitCollege. Author of Textbook of Zoölogy, Biology of Sex forParents and Teachers, Use of Motives in Moral Education, etc.
V[The Teaching of Chemistry][110]
By Louis Kahlenberg, PH.D. Director of the Course in Chemistryand Professor of Chemistry, University of Wisconsin. Author of Outlines of Chemistry, Laboratory Exercises in Chemistry,Chemistry Analysis, Chemistry and Its Relation to Daily Life, etc.
VI[The Teaching of Physics][126]
By Harvey B. Lemon, Ph.D. Assistant Professor of Physics, University of Chicago
VII[The Teaching of Geology][142]
By T. C. Chamberlin, Ph.D., LL.D., Sc.D. Professor and Head ofDepartment of Geology and Director of Walker Museum, University of Chicago. Author of Geology of Wisconsin, The Origin of theEarth. Editor of The Journal of Geology
VIII[The Teaching of Mathematics][161]
By G. A. Miller, Ph.D. Professor of Mathematics, University ofIllinois. Author of Determinants, Mathematical Monographs (co-author), Theory and Applications of Groups of Finite Order(co-author), Historical Introduction to the Mathematical Literature, etc. Co-editor of American Year Book andEncyclopédie des Sciences Mathématiques
IX[Physical Education in the College][183]
By Thomas A. Storey, M.D., Ph.D. Professor of Hygiene, TheCollege of the City of New York. State Inspector of Physical Training, New York. Secretary-General, Fourth International Congress of SchoolHygiene, Buffalo, 1913. Executive-Secretary, United States Interdepartmental Social Hygiene Board. Author of variouscontributions to standard works on physiology, hygiene, and physical training
[PART THREE—THE SOCIAL SCIENCES]
X[The Teaching of Economics][217]
By Frank A. Fetter, Ph.D., LL.D. Professor of Political Economy,Princeton University. Author of Economic Principles and Modern Economic Problems
XI[The Teaching of Sociology][241]
By Arthur J. Todd, Ph.D. Professor of Sociology and Director of the Training Course for Social and Civic Work, Universityof Minnesota. Author of The Primitive Family as an Educational Factor, Theories of Social Progress
XII[The Teaching of History]
A. American History[256]
By Henry W. Elson, A.M., Litt.D. President of Thiel College.Formerly Professor of History, Ohio University. Author of History of the United States, The Story of the Old World (with CorneliaE. MacMullan), etc.
B. Modern European History[263]
By Edward Krehbiel, Ph.D. Professor of Modern European History,Leland Stanford University. Author of The Interdict, Nationalism, War and Society
XIII[The Teaching of Political Science][279]
By Charles Grove Haines, Ph.D. Professor of Government, University of Texas. Author of Conflict over Judicial Powers in theUnited States prior to 1870, The American Doctrine of Judicial Supremacy, The Teaching of Government (Report of Committee onInstruction, Political Science Association)
XIV[The Teaching of Philosophy][302]
By Frank Thilly, Ph.D., LL.D. Professor of Philosophy, Dean ofthe College of Arts and Sciences, Cornell University. Author of Introduction to Ethics, History of Philosophy
XV[The Teaching of Ethics][320]
By Henry Neumann, Ph.D. Leader of the Brooklyn Society forEthical Culture. Formerly of the Department of Education, The College ofthe City of New York, Author of Moral Values in Secondary Education
XVI[The Teaching of Psychology][334]
By Robert S. Woodworth, Ph.D. Professor of Psychology, ColumbiaUniversity. Author of Dynamic Psychology, Le Mouvement, Care of the Body, Elements of Physiological Psychology (with George Trumbull Ladd)
XVII[The Teaching of Education]
A. Teaching the History of Education[347]
By Herman H. Horne, Ph.D. (Harvard). Professor of the Historyof Education and the History of Philosophy, New York University. Author of The Philosophy of Education, The PsychologicalPrinciples of Education, Free Will and Human Responsibility, etc.
B. Teaching Educational Theory[359]
By Frederick E. Bolton, Ph.D. Dean of the College of Education, Universityof Washington. Author of Principles of Education, The Secondary School System of Germany
[PART FOUR—THE LANGUAGES AND LITERATURES]
XVIII[The Teaching of English Literature][379]
By Caleb T. Winchester, L.H.D. Professor of English Literature, Wesleyan University. Authorof Some Principles of Literary Criticism, A Group of English Essayists, William Wordsworth: How to Know Him, etc.
XIX[The Teaching of English Composition][389]
By Henry Seidel Canby, Ph.D. Adviser in Literary Composition,Yale University. Author of The Short Story in English, College Sons and College Fathers, etc.
XX[The Teaching of the Classics][404]
By William K. Prentice, Ph.D. Professor of Greek, PrincetonUniversity, Author of Greek and Latin inscriptions in Syria
XXI[The Teaching of the Romance Languages][424]
By William A. Nitze, Ph.D. Professor and Head of Department ofRomance Languages, University of Chicago. Author of The Grail Romance, Glastonbury and the Holy Grail, Handbook of French Phonetics,etc. Contributor to New International Encyclopedia
XXII[The Teaching of German][440]
By E. Prokosch, Ph.D. Late Professor of Germanic Languages, University of Texas. Authorof Teaching of German in Secondary Schools, Phonetic Lessons in German, Sounds and History of the German Language, etc.
[PART FIVE—THE ARTS]
XXIII[The Teaching of Music][457]
By Edward Dickinson, Litt.D. Professor of History and Criticism of Music, Oberlin College. Authorof Music in the History of the Western Church, The Study of the History of Music, The Education of a Music Lover, Music and the Higher Education
XXIV[The Teaching of Art][475]
By Holmes Smith, A.M. Professor of Drawing and the History ofArt, Washington University. Author of various articles in magazines on art topics
[PART SIX—VOCATIONAL SUBJECTS]
XXV[The Teaching of Engineering Subjects][501]
By Ira O. Baker, C.E., D. Eng'g. Professor of Civil Engineering,University of Illinois. Author of Treatise on Masonry Construction, Treatise on Roads and Pavements
XXVI[The Teaching of Mechanical Drawing][525]
By James D. Phillips, B.S. Assistant Dean and Professor ofDrawing, College of Engineering, University of Wisconsin, Author of Elements of Descriptive Geometry (with A. V. Millar),Mechanical Drawing for Secondary Schools (with F. O. Crawshaw), Mechanical Drawing for Colleges and Universities (with H. D. Orth)and Herbert D. Orth, B.S. Assistant Professor of Mechanical Drawing and Descriptive Geometry, University of Wisconsin. Author ofMechanical Drawing for Colleges and Universities (with J. D. Phillips)
XXVII[The Teaching of Journalism][533]
By Talcott Williams, A.M. LL.D., Litt.D. Director, School ofJournalism, Columbia University
XXVIII[Business Education][555]
By Frederick B. Robinson, Ph.D. Professor of Economics and Deanof the School of Business and Civic Administration, College of the City of New York
[Index] [577]