The Supervision of Instruction: A General VolumeD. Appleton, 1926 - 626 pages |
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ability activity Administration and Supervision Alice Temple analysis arithmetic assistance atmosphere building Bulletin cation check lists cities classroom conference coöperation County course of study criticism curriculum definite demonstration teaching Detroit Detroit Journal devices direct discussion drill Educa Educational Method Elementary School Journal equipment excellent experience experimental facts function given grade Harris Teachers College illustrations improvement of teaching individual interest Journal of Educational material measure meetings ment metic National Education Association needs objectives observation organization outline practice present principle of relative problems procedure profes professional Public Schools pupils questions School Board Journal School Principal school system scientific scientific method Seattle Public Schools selection silent reading situation social special supervisors specific standard tests standards statement subject matter suggestions summary super superintendent supervisory program teachers in service tests textbooks tion valuable visits visor
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Page 287 - The scientific man has above all things to strive at self-elimination in his judgments, to provide an argument which is as true for each individual mind as for his own. The classification of facts, the recognition of their sequence and relative significance is the function of science, and the habit of forming a judgment upon these facts unbiassed by personal feeling is characteristic of what may be termed the scientific frame of mind.
Page 173 - Abandon the notion of subject-matter as something fixed and ready-made in itself, outside the child's experience; cease thinking of the child's experience as also something hard and fast; see it as something fluent, embryonic, vital; and we realize that the child and the curriculum are simply two limits which define a single process. Just as two points define a straight line, so the present standpoint of the child and the facts and truths of studies define instruction. It is continuous reconstruction,...
Page 173 - The child is the starting-point, the center, and the end. His development, his growth, is the ideal. It alone furnishes the standard. To the growth of the child all studies are subservient ; they are instruments valued as they serve the needs of growth.
Page 245 - ... person whence they spring, are the proper point of attack for the measurer, at least in our day and generation. This is obviously the same general creed as that of the physicist or chemist or physiologist engaged in quantitative thinking — the same, indeed, as that of modern science in general. And, in general, the nature of educational measurements is the same as that of all scientific measurements.
Page 287 - The classification of facts and the formation of absolute judgments upon the basis of this classification — judgments independent of the idiosyncrasies of the individual mind — essentially sum up the aim and method of modern science. The scientific man has above all things to strive at self-elimination in his judgments, to provide an argument which is as true for each individual mind as for his own. The classification of facts...
Page 172 - ... Classification is not a matter of child experience ; things do not come to the individual pigeonholed. The vital ties of affection, the connecting bonds of activity, hold together the variety of his personal experiences. The adult mind is so familiar with the notion of logically ordered facts that it does not recognize — it cannot realize — the amount of separating and reformulating which the facts of direct experience have to undergo before they can appear as a "study,
Page 175 - The problem of the educator is to engage pupils in these activities in such ways that while manual skill and technical efficiency are gained and immediate satisfaction found in the work, together with preparation for later usefulness, these things shall be subordinated to education — that is, to intellectual results and the forming of a socialized disposition.
Page 293 - I placed, upright, on the grassplat a hollow cylinder of baked clay, the height of which was 2-| feet, and diameter 1 foot. On the grass, surrounded by the cylinder, were laid 10 grains of wool, which, in this situation, as there was not the least wind, would have received as much rain, as a like quantity of wool fully exposed to the sky. But the quantity of moisture, obtained by the wool surrounded by the cylinder, was only a little more than 2 grains, while that acquired by 10 grains of fully exposed...
Page 175 - The knowledge which comes first to persons, and that remains most deeply ingrained, is knowledge of how to do; how to walk, talk, read, write, skate, ride a bicycle, manage a machine, calculate, drive a horse, sell goods, manage people, and so on indefinitely. The popular tendency to regard instinctive acts which are adapted to an end as a sort of miraculous knowledge, while unjustifiable, is evidence of the strong tendency to identify intelligent control of the means of action with knowledge. When...
Page 245 - To know it thoroughly involves knowing its quantity as well as its quality. Education is concerned with changes in human beings; a change is a difference between two conditions; each of these conditions is known to us only by the products produced by it — things made, words spoken, acts performed and the like. To measure any of these products means to define its amount in some way so that competent persons will know how large it is, better than they would without measurement.