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ability Algebra arithmetic average basis Board of Education boys and girls cation cent Charles Hughes commercial course of study curriculum curves definite Department discussion distribution educa Educational Administration Educational Psychology efficiency elementary school English examinations experience fact failures give given grade grammar handwriting high school Hughes Johnston individual industrial inspectors institutions instruction interest investigation Junior Latin less lessons manual training marks mathematics measure ment mental method normal schools occupations organization papers percentage practical present principles problems professional promotion rates public school pupils question rank Regents examinations reorganization scale school administration school system scores secondary education secondary schools selected shows skewed social standards stenography subjects superintendent supervised study Table teachers teaching tion tional trade types University of Illinois various voca vocational education vocational school writing York York City
Page 35 - ... whose mind is stored with a knowledge of the great and fundamental truths of nature and of the laws of her operations; one who, no stunted ascetic, is full of life and fire, but whose passions are trained to come to heel by a vigorous will, the servant of a tender conscience; who has learned to love all beauty, whether of nature or of art, to hate all vileness, and to respect others as himself.
Page 104 - You will be given eight minutes to find the answers to as many of these addition examples as possible. Write the answers on this paper directly underneath the examples. You are not expected to be able to do them all. You will be marked for both speed and accuracy, but it is more important to have your answers right than to try a great many examples.
Page 294 - Johns. 1. The real John; known only to his Maker. 2. John's ideal John; never the real one, and often very unlike him. 8. Thomas's ideal John; never the real John, nor John's John, but often very unlike either.
Page 294 - The motions of teaching are not comparable to the motions of brick laying. The bricklayer, with identical series of motions is able to produce immediately the same material results. The teacher, with such an identical series is confronted with pupil results, extremely variable and extremely remote. At the outset we should realize that in teaching efficiency we are dealing with at least three sets of variables — the teacher, the pupil, and the supervisor. Any product of their combination is bound...
Page 636 - ... 7. Should the subject be treated differently for pupils who are going to college, for those who are going to a scientific school, and for those who, presumably, are going to neither?
Page 212 - ... routine activities of the classroom, and by the time wasted in the study period. In the light of these conclusions the class of median size (23 pupils) seems too small for the most economical administration of our schools. Small classes are expensive, since they increase the cost per pupil. This added expense does not seem justified when it is known that the...
Page 32 - ... feel that the real training obtained therein was almost negligible. If I may draw further from my own observation I must say frankly that, after dealing for a number of years with manuscripts prepared for publication by college professors of the various faculties, I have been forced to the conclusion that science, in itself, is likely to leave the mind in a state of relative imbecility. It is not that the writing of men who got their early drill too exclusively, or even predominantly, in the...
Page 434 - The story happens to be true ; if it were not, it would seem to be a fable made expressly for the purpose of typifying the prevailing status of the school, as judged from the standpoint of its ethical relationship to society. The school cannot be a preparation for social life excepting as it reproduces, within itself...
Page 567 - The differentiation needed from both the psychological and social standpoints does not by any means require group isolation. Rather more than half of the interests and the means of appropriate growth are still common to all children in the seventh, eighth, and ninth school years. It is in those subjects and fields only in which marked differences are evident that differentiation is needed. Individual capacities, inclinations, purposes, and considerations of time will usually determine lines of selection....
Page 484 - That we note with approval the increasing tendency to establish, beginning with the seventh grade, differentiated courses of study aiming more effectively to prepare the child for his probable future activities. We believe that as a result of these modifications a more satisfactory type of instruction will be developed and that a genuine economy of time will result.