The Teacher and the School

1. Becoming a teacher requires time. 2. The responsibility

of the teacher no exception to the general law. 3. Qualities

that win success. 4. Importance of scholarship to the teacher.

5. Meaning of scholarship. 6. How scholarship aids the

teacher: (a) creates interest in school work; (b) prevents dis-
order; (c) commands respect and confidence; (d) secures and
holds attention in class; (e) inspires faithful study; (f) sets up
ideals to be attained. 7. Conclusion.

CHAPTER II-PROFESSIONAL TRAINING AND GROWTH

2. The pro-

1. Neglect of professional training in the past.

test of the wise. 3. Why professional training has been neg-
lected in the United States. 4. Dissatisfaction with the work of
the schools. 5. Social and economic changes in the United
States have (a) greatly broadened the work of the school; (b)
made the training of teachers essential. 6. What professional
training includes. 7. Young teachers must not depend for suc-
cess upon such vague terms as "personality" and "common-
8. Teachers not to blame for present conditions and
low standards. 9. Advantages of professional training: (a)
would prevent failure; (b) save health; (c) furnish correct stan-

sense."

dards of teaching; (d) render experience fruitful; (e) prevent
costly experimenting on pupils. 10. Means of securing profes-
sional training before teaching. II. Professional growth while
teaching: (a) through daily practice in teaching; (b) through
study; (c) through educational papers; (d) through school visit-
ation; (e) through institutes, associations, and summer schools.

CHAPTER III-THE STUDY OF CHILDREN AND ITS

RESULTS

1. Child-study a necessary part of the teacher's preparation.

2. In loco parentis. 3. Society's costly blunder and its results.

4. The "new education" based upon a knowledge of children.

5. The modern teacher must study children: (a) to understand

educational aims and values; (b) to avoid mistakes; (c) to select

and apply methods and devices intelligently; (d) to consciously

direct the thinking, feeling, and willing of the child.

Methods of studying children. 7. Aids to method. 8. Re-

sults of teaching without a knowledge of children. 9. Effects

of studying children: (a) has profoundly influenced our courses

of study and methods of teaching; (b) greatly improved school

architecture, and school sanitation; (c) given us a more rational

view of the child's development; (d) pointed the way to effec-

tive moral training in our public schools; (e) stimulated public

interest in the welfare of children and given teachers greater

insight and more sympathy. 10. The loveless school is a bad

school. II. Pestalozzi's miracle at Stanz. 12. Horace Mann's

testimony.

CHAPTER IV-THE STUDENT TRANSFORMED INTO

THE TEACHER.

. Essentials in the making of a teacher. 2. Stages in the

teacher's evolution: (a) the step of mechanical imitation; (b)

the inquiring stage; (c) the philosophic stage. 3. Some implied

qualifications. 4. Unconscious preparation for teaching: (a)

preparation for responsibility; (b) growth in personality; (c)

acquiring common-sense in teaching; (d) development of initia-

tive and executive ability. 5. Common excuses for failure. 6.

No impossible ideal has been presented. 7. Importance of the

teacher's work.

PAGE

PART II

THE TEACHER AS ORGANIZER

CHAPTER V-NATURE AND IMPORTANCE OF SCHOOL

ORGANIZATION.

1. The five phases of the teacher's work: (a) organization;

(b) management; (c) instruction; (d) training; (e) discipline.

2. Organization must come first. 3. The teacher's share in

organizing the school: (a) importance; (b) must be planned;

5. Common-sense factors. 6. The teacher as organizer needs:

(a) a good understanding of human nature; (b) constructive

imagination; (c) confidence in his ability to plan work; (d)

practical skill, good temper, and good sense; (e) a broad social

outlook.

1. Democracy and the common school. 2. Free schools
necessary in the United States. 3. Our common schools are a
unique institution. 4. The school is a complex affair represent-
ing: (a) the State; (b) the school officers; (c) the taxpayers; (d)
the parents; (e) the pupils; (f) the teacher.

I. The school is an organism. 2. The school is an industrial
organization. 3. The school is a social community. 4. The
school viewed as a complex, self-perpetuating institution. 5.
Co-operation is the great law of school organization and work.

1. General aims as set forth in definitions of education.

Why a knowledge of the aims of the school is of value to

teachers. 3. Education as a preparation for complete living.

4. Specific aims of education: (a) aims of physical education,

and the teacher's duty here; (b) aims of intellectual education, as

knowledge, mental discipline, and skill; (c) aims of moral educa-

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tion. 5. The moral mission of the school. 6. The "three H's”

in education. 7. The partners of the school. 8. The teacher's

opportunity and privilege.

CHAPTER IX-THE COURSE OF STUDY

1. Relation of the course of study to the aims of the school.

2. Importance of the elementary course of study. 3. The
teacher and the curriculum. 4. Aims of the course of study.
5. How the course of study is related to the community and to
civilization. 6. Making a course of study involves three main
problems: (a) the selection of material; (b) the order, or
sequence, of topics and studies; (c) the correlation of subjects.
7. Theories of the selection of studies: (a) formal discipline;
(b) utility of knowledge; (c) socializing the individual; (d)
theory of interest. 8. Basis of truth in each of these theories. 9.
The relative value of studies. 10. Groups of studies in the
elementary course: (a) language and literature; (b) science;
(c) mathematics; (d) history; (e) art; (f) motor activities.
The sequence of topics and studies: (a) psychological order;
(b) logical order; (c) the order of the culture epochs.
correlation of studies. 13. Reforms needed.

CHAPTER X-PLANNING THE CAMPAIGN.

II.

12. The

1. Preliminary work: (a) meeting the legal requirements; (b)

securing the school; (c) signing the contract. 2. Making a pre-

study of the field: (a) to ascertain the public sentiment of the

district; (b) to secure a good boarding-place; (c) to know the

condition and arrangement of the school-house; (d) to find out

what materials there are to work with; (e) to consult the school

records; (f) to get the information necessary to form an intelli-

gent plan of action. 3. The first day. 4. A teacher's confes-

sion. 5. Some additional suggestions. 6. The secret of mak-

ing a good start.

CHAPTER XI-CLASSIFICATION, GRADING, AND PRO-

MOTION

1. Meaning. 2. Systems of school organization. 3. Classi-
fying a rural school. 4. Tabular view of the course of study
for rural schools. 5. Suggestions for classifying pupils. 6,

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143

155

Records. 7. Gradation of city schools: (a) advantages; (b)

dangers. 8. Plans of gradation: (a) term or semester plan;

(b) Mr. Search's "Ideal School"; (c) the Elizabeth plan; (d)

the Batavia plan; (e) the modified Cambridge plan. 9. Other

devices for securing flexible grading. 10. Departmental teach-

ing. 11. The wiser course.

I. Importance and objects of the programme. 2. Factors

in the problem of making a programme: (a) the time element;

(b) the subjects and their relative importance; (c) the succes-

sion of studies. 3. Summary of principles. 4. Programme

for a rural school: (a) four divisions; (b) five divisions. 5.

Keeping to the programme.

/CHAPTER XIII-THE SCHOOL-ROOM AS A FACTOR IN

ORGANIZATION

2. The school-room interests

1. The old-time school-house.

the entire community. 3. A pleasant school-room a silent

teacher of morals. 4. The relation of school hygiene to good

order. 5. The question of health: (a) care of the eyes; (b)

correct posture; (c) comfortable temperature; (d) pure air; (e)

contagious diseases; (f) care of the school-room; (g) over-

pressure of exceptional pupils. 6. Bookcases and cabinets.

7. Other furniture. 8. Apparatus. 9. Decorations.

THE TEACHER AS INSTRUCTOR

CHAPTER XIV-THE WORK OF THE SCHOOL.

1. School-work is more than: (a) "hearing recitations";

(b) more than "keeping order." 2. Two articles of faith in the
teacher's creed. 3. Work defined. 4. Shiftless school-teaching.
5. School-work is: (a) not puttering; (b) more than mere play;
(c) not drudgery; (d) creative self-activity. 6. The tests of
school-work: (a) immediate; (b) remote.

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