too numerous to be mentioned. In the organization and administration of the public schools there is a decided tendency toward centralization in educational activities, corresponding to the centralization in industrial and political affairs. There are also such matters as the new procedure in school hygiene, arising from the modern attitude toward the prevention of disease; new health regulations, as a result of having so many children housed in the same buildings; medical inspection and open-air schools; new tendencies in school architecture; more extensive training of teachers; a rapid recognition of education as a profession; and the organization of various types of teachers' associations. In connection with higher education there are such new tendencies as university extension, correspondence courses, the correlation of the first two years of college with the secondary school, an increasing number of fields of professional work, university interest in the practical problems of the people, and change in entrance requirements due to the new conceptions of education. Similar tendencies to secure economy, guard health, and cause education to serve democratic ideals are continually arising. Educational theory and practice are in a constant flux, and progress in education is unceasing. Every year accepted practice is being worked over and reconstructed. New activities and functions of education are being sought and developed, and nothing is held so sacred in administration, method, or content as not to be open for reëxamination and forced to justify itself anew. Education has entered upon a most distinctive epoch of experimentation, change, and improvement. While such a situation is not without its perils, and each new proposal should be carefully scrutinized before acceptance, the present tendencies are in the main a sign of progress and life. SUPPLEMENTARY READING I. INDUSTRIAL, COMMERCIAL, AND AGRICULTURAL EDUCATION BAILEY, L. H. On the Training of Persons to Teach Agriculture in the Public Schools (United States Bureau of Education, Bulletin, No. 1, 1908). BARBER, E. M. A Contribution to the History of Commercial Education. CARLTON, F. T. Education and Industrial Evolution. COOLEY, E. G. Vocational Education in Europe. DAVENPORT, E. The History of Collegiate Education in Agriculture (Address before the Society for the Promotion of Agricultural Science, 1907). ELLIS, A. C. The Teaching of Agriculture in the Public Schools. HANUS, P. H. Beginnings in Industrial Education. HASKINS, C. W. Business Education and Accounting. HAYS, W. M. Education for Country Life (United States Department of Agriculture, Office of Experiment Stations, Circular 84). KERSCHENSTEINER, G. Organization und Lehrpläne der obligatorischen Fach- und Fortbildungsschulen. KERSCHENSTEINER, G. Education for Citizenship (Translated by Pressland). PERSON, H. S. Industrial Education. SADLER, M. E. Continuation Schools in England and Elsewhere. TRUE, A. C. Secondary Education in Agriculture in the United States (United States Department of Agriculture, Office of Experiment Stations, Circular 91). WARE, F. Educational Foundations of Trade and Industry. WRIGHT, C. D. The Apprenticeship System in Relation to Indus trial Education. II. MORAL, CIVIC, AND RELIGIOUS EDUCATION ADLER, F. Moral Instruction of Children. DEWEY, J. Moral Principles in Education. HENDERSON, E. N. Moral Education (Monroe's Cyclopædia of JENKS, J. W. Citizenship and the Schools. MCANDREW, W., and OTHERS. Social Education in High Schools (Religious Education, February, 1913, pp. 597-704). MCCUNN, J. The Making of Character. PALMER, G. H. Ethical and Moral Instruction in Schools. Character. ROEDER, A. Practical Citizenship. Education and National SADLER, M. E. Moral Instruction and Training in Schools. SISSON, E. O. An Educational Emergency (The Atlantic Monthly, July, 1910, pp. 54-63). SPILLER, G. (Editor). Papers on Moral Education. III. EDUCATION OF DEFECTIVES ARMITAGE, T. Education and Employment of the Blind. BELL, A. G. Deaf Mute Instruction in Relation to the Work of the Public Schools. FARRAR, A. Arnold on the Education of the Deaf. FERNALD, W. E. The History of the Treatment of the Feeble-Minded (Proceedings of the National Conference of Charities and Corrections, 1898). GALLAUDET, E. M. Life of Thomas Hopkins Gallaudet. GARBER, J. P. Current Educational Activities. Chap. II. GODDARD, H. H. Education of Defectives (Monroe's Cyclopædia of Education). ILLINGWORTH, W. H. History of the Education of the Blind. L'ÉPÉE, ABBÈ DE. La Véritable Manière d'instruire les Sourds et Muets. LINCOLN, D. F. The Education of the Feeble-minded in the United States (Report of United States Commissioner of Education, 1902, Vol. II, pp. 2157-2197). SEGUIN, E. Idiocy and Its Treatment by the Physiological Method. TREDGOLD, A. F. Mental Deficiency. IV. MODERN EDUCATIONAL METHOD DEWEY, J., and RUNYON, LAURA L. (Editors). The Elementary School Record. DEWEY, J. The School and Society. FISHER, DOROTHY C. A Montessori Mother. KILPATRICK, W. H. The Montessori Method Examined. MONTESSORI, MARIA. The Montessori Method (A translation of Il Metodo della Pedagogia Scientifica by Anne E. George). PARKER, F. W. Talks on Teaching. SMITH, THEODATE L. The Montessori System in Theory and Practice. YOUNG, ELLA F. Some Types of Modern Educational Theory. V. SCIENTIFIC MEASUREMENTS IN EDUCATION AYRES, L. P. Measuring Educational Processes through Educational Book of the GARBER, J. P. STRAYER, G. D. (Chairman). Standards and Tests for Measuring the Efficiency of Schools or Systems of Schools (Report of the Committee of the National Council of Education in United States Bureau of Education, Bulletin, 1913, No. 13). THORNDIKE, E. L. Educational Psychology. Chaps. I and II. THORNDIKE, E. L. The Measurement of Educational Products (The School Review, May, 1912, pp. 289-300). CHAPTER XII THE EDUCATIONAL OUTLOOK tive attitude eenth century prepared the way for psychological, and scientific modern times, tendencies of Progress since the Eighteenth Century. The dis- The destruccussion of present day tendencies that has just been of the eightmade, while very brief, serves to show how far we have progressed in educational ideals and practices since the eighteenth century. And even the mere survey of modern the social, movements given in the preceding chapters of this book is sufficient to show how radical and rapid has been our progress since Rousseau undertook so ruthlessly to shatter all educational traditions. His recommendation of isolated education, so palpable in its fallacies, opened the way for the numerous social tendencies in modern education and for great improvement in the aim, organization, and content of education. The development of philanthropic education, which has grown everywhere into universal and national systems of schools, the combination of industrial with intellectual training started by Pestalozzi and Fellenberg, the Herbartian use of history and literature for giving us insight into our duties toward our fellows, Froebel's encouragement of the social instincts by means of stories, songs, play, and constructive work, and many of the modern tendencies looking to social welfare in all directions find some of their roots in the erratic reformer of the eighteenth century who cried aloud for a radical change of front in society. Likewise, by his absolute rejection |