Title-page of Greenwood's "Arithmetic." By Professor Isaac Green- The Tree of Knowledge. From "A Short Introduction of Grammar The Tree of Knowledge. From Rusher's "Reading Made Easy." Of a somewhat later date than the preceding illustration. From the Library of G. A. Plimpton Old-time Method of Individual Instruction. The original is from the page of Hornbye's "Horne-book" published in 1622. From the Library of G. A. Plimpton A plan of a Lancasterian Monitorial Schoolroom. From "The Lancasterian System of Education with Improvements." By Joseph Lancaster, Baltimore, 1821 Lancasterian Monitorial System. From Joseph Lancaster's book published in Baltimore in 1821 Sir Isaac Newton Francis Bacon Voltaire PAGE . 105 John Amos Comenius. Portrait from "The Gate of the Latin Tongue 137 144 the Library of G. A. Plimpton Specimen page from the "Orbis Pictus" of Comenius. Illustrates a lesson on an industrial process. From the Library of G. A. Plimpton 145 Specimen page from the "Orbis Pictus" of Comenius. Illustrates a lesson on a social custom. From the Library of G. A. Plimpton John Locke. From an engraving of the original picture by Sir G. Kneller in the hall of Christ Church, Oxford, England. A French School of the Seventeenth Century. Redrawn by a modern artist from an old woodcut by Abraham Bosse (1611-1678). From the collection of G. A. Plimpton Rousseau. From "Emilius and Sophia"; or, a New System of Education translated from the French of J. J. Rousseau, London, 1767. From the Library of G. A. Plimpton 147 151 165 173 Salzmann's System of Gymnastic Training. An illustration from C. G. Salzmann's "Gymnastics for Youth; or a Practical Guide to Healthful and Amusing Exercises for the Use of Schools. An Essay toward the Necessary Improvement of Education chiefly as it relates to the Body." (A translation printed by William Duane, Philadelphia, 1802. The original German probably appeared in 1793.) From the Library of G. A. Plimpton A Dame School in London from 1834 to 1870. From Bartley's "The An Eighteenth-Century Schoolroom. Reproduced by permission of the author from Monroe's "Text Book in the History of Education" Two pictures of Pestalozzi's School at Stanz. Showing conceptions of different artists. Reproduced by courtesy of the publisher Two views of Fellenberg's Institute at Hofwyl. Reproduced by per- mission of the editor from Monroe's "Cyclopædia of Education" The Game of Pat-a-Cake. Reproduced by permission of the publishers from "The Mottoes and Commentaries of Froebel's 'Mother Play"" Method of playing with Froebel's First Gift- a Ball. Reproduced by permission of the publishers from Froebel's "Pedagogics of the Kindergarten" (D. Appleton and Company) Construction of "Forms of Beauty" with Froebel's Fifth Gift-Blocks. Reproduced by permission of the publishers from Froebel's "Peda- gogics of the Kindergarten" (D. Appleton and Company) After Luncheon in Dewey's Reconstructed Kindergarten, 1900. Re- produced by permission of the publishers from the Elementary Example of Historical Constructive Work in Dewey's Elementary School, 1900. Reproduced by permission of the publishers from the Elementary School Record (University of Chicago Press) Training in Expression in Dewey's Elementary School, 1900. Animals modeled in clay by children six years old. Reproduced by per- SUPPLEMENTARY READINGS In addition to the other parallel and supplementary readings which the instructor using this book may outline for students, the author suggests that the following sources be read carefully by all the students and discussed or studied in class. For this purpose one copy of each book reserved in the library for every five or six students should be sufficient, or the first three may be purchased by the students in cheap editions for a total price of about $1.00. Read No. I in connection with Chapter IX; No. 2 with Chapter XIII; No. 3 with Chapter XVI; and No. 4 with Chapter XVII. FOR ALL STUDENTS 1. Rousseau J. J. Émile. Either the Appleton edition translated by Payne ($1.50 list) or the Heath edition (paper, 25 cents; cloth, 90 cents). In the Émile the student will become acquainted with most of the reform tendencies of the nineteenth century, presented in a form to provoke thought and discussion. Read Rousseau's preface and Books I, II, and III, especially II and III. 2. Pestalozzi, H. Leonard and Gertrude. (Heath edition: paper, 25 cents; cloth, 90 cents). This work serves to make students feel personally acquainted with Pestalozzi and the Swiss social situation in which he worked. It can be read in a few hours, and is easy and interesting. 3. SPENCER, HERBERT. Intellectual Education (the second chapter of Spencer's work on education which may be purchased for 40 cents). The chief reason for reading this chapter is for its critical description of English Pestalozzianism. It is valuable, however, for many other points; for example, for its statement of the parallelism between general social development and educational changes. FOR ADVANCED STUDENTS ONLY 4. HERBART, J. F. Outlines of Educational Doctrine. (The Macmillan Company.) This book differs from the other three in that it is difficult to understand. Consequently it should be omitted with immature students. It is valuable, however, as a relatively simple presentation of Herbart's theories of the aim of education, of interest, the formal steps, etc. Omit the fine print. Also omit such paragraphs as Nos. 2, 3, 30, 31, 32, 33, etc., which relate to Herbart's metaphysics and his mechanical psychology. Emphasize pp. 44-139, especially 44–92. KEY TO BIBLIOGRAPHICAL REFERENCES The books from which quotations are made in the text are included in the bibliographies which are printed at the ends of the chapters. The source of each quotation is indicated (usually at its end) by two figures in parenthesis. The first figure refers to the book by its number in the bibliography at the end of the chapter, and the second figure refers to the page, or paragraph if the sign for the latter is used. Thus (4: 76) means page 76 in the fourth book in the chapter bibliography. This system has been adopted in order that the instructor or advanced student may verify or follow up any quotation, but at the same time the ordinary student will not be distracted by numerous footnote references which are unimportant in his work. |