The obligations which the author has incurred in the preparation of the book are numerous. Almost every member of the Department of Education of The University of Chicago has at some time or other given the course to a division of students, and all have contributed suggestions and criticisms with regard to the organization of material. Special obligations should be noted in this connection to Professors J. F. Bobbitt, S. C. Parker, F. N. Freeman, H. O. Rugg, and W. S. Gray. To Professor E. H. Cameron the author is under obligation for suggestions made after reading the manuscript. To the authors and publishers whose works have been drawn upon for extensive and numerous quotations, special thanks are due for courteous permission to use their material. Finally, it is to the students who have from year to year passed through this course that the largest obligation should be acknowledged because of the suggestions which their reactions have given to the writer.
CHAPTER I. EXTENDING THE PUPIL’S VIEW OF THE SCHOOL 1
The pupil’s view limited. Conservatism in the community as a natural consequence. Demand for a broad scientific study. Beginnings of the science of education. Effectiveness of studies of retardation. A study of high-school courses. An experimental analysis of a fundamental subject. A study of the relation of education to general social life. The scientific study of educational problems. Exercises and readings.
CHAPTER II. SCHOOLS OF OTHER COUNTRIES AND OF OTHER TIMES 14
The comparative and historical methods. The American textbook method of teaching. Independence of thought based on reading. European schools caste schools, American schools truly public. Influence of European schools on the educational system of this country. Report of the visiting committee of Taunton in 1801. Adoption of the German model. Results of the adoption of the German example. The reorganization of American schools. Origin of the high school. Education of girls. Higher education free. American public schools secular. The school system and its domination of the teacher. Exercises and readings.
CHAPTER III. EDUCATION AS A PUBLIC NECESSITY 32
The primitive attitude one of neglect. Compulsory education. Compulsion of communities. Later stages of compulsory legislation. American education to 1850. Compulsory attendance. Obstacles to enforcement of compulsory attendance. Newer legislation recognizing complexity of problems of attendance. Supervision a necessary corollary to compulsion. Higher education and public control. Public control adequate only when directed by science. Fiscal problem typical. Exercises and readings.