IRLF 17 DDM LIBRARY OF THE UNIVERSITY OF CALIFORNIA. Class A General Outline of Pedagogy BY RURIC N. ROARK, Ph.D. DEAN OF DEPARTMENT OF PEDAGOGY, STATE COLLEGE OF KENTUCKY AUTHOR OF "PSYCHOLOGY IN EDUCATION," AND "METHODS IN EDUCATION" A Working Manual HINDS, NOBLE & ELDREDGE 3 I ~33-35 WEST I$TH STREET, NEW YORK CITY COPYRIGHT, 1900, BY R. N. ROARK. PREFACE This book is meant to be just what its sub- title implies a working manual. It comes into print as the result of nearly two decades of actual work with teachers in the class room, in institutes, and on the platform. It is designed to meet the need of the self-helping teacher, who desires some general guidance and direction ; and it is planned also for use by the teacher of Pedagogy in normal schools and colleges. The Outline is designed to cover broadly all the themes most apt to be presented in a series of lectures or class-lessons upon the subjects of educational economy and educational method. Sufficient latitude is left for instructors and students to give their completed outline such trend and emphasis as may seem fit in view of particular local conditions. In handling the Outline in lectures or class-work it has been found best to use each topic as a subject for full discussion ; requiring the students to take notes of their own to be entered, together with all matter given by the lecturer or teacher, upon the blank pages left after each page of print. It is also strongly recommended that the teacher, using the book all the time he teaches, shall make additional notes and change others already made, in theVlight of his actual daily experiences in the school room. The recorded results of the teacher's own thoughtful peda- gogical experiments will constitute, for him, one of the best possible works on the art of teaching. Particular attention is requested to the references given after the main topics, and to the general bibliography at the close. These references are not exhaustive, bujt aijeill thoroughly good, and cover the ground. Each book and periodical named in these lists should be in every library used by teachers. R. N. ROARK. S34 A General Outline of Pedagogy, I 1 MANAGEMENT (SCHOOL ECONOMY). General References : 1 i ) School Management and School Methods, by Baldwin. D. Appleton & Co., N. Y. (2) School Management, by White. American Book Co., Cincinnati, O. (3) Philosophy of School Management, by Tompkins. Ginn & Co., Chicago. (4) Reports of the Committees (Ten, Twelve and Fif- teen) of the Nat. Ed. Association. Irwin Shepard, Winona, Minn. (5) Reports of the National Educational Association. Same address. (6) Principles and Practice of Teaching, by Johonnot. D. Appleton & Co., New York City. (7) Reports of the Nat. Commissioner of Education, Washington, D. C. (8) How to Organize and Classify a Country School. W. M. Welch, 120 Monroe street, Chicago. (9) School Economy, by Wickersham. Lippincott & Co. , Philadelphia. J2 Securing the School. I 3 The teacher's fitness. I 4 Physical. (Is there any law on this point in this State? Should there be? If so, to what effect? Why?) 2* Academic. (In what subjects should the teachers be proficient? What subjects other than the "com- mon branches" should be known ? Why ?) (2) 3* Professional. I 5 Theoretical. (What constitutes a good course in theoretical Pedagogy ?) 2 s Practical. (What constitutes a good course in practical Pedagogy ?) 4 4 Cultural. I 5 Value of the teacher's general ( to the teacher. culture ( to the community. 2 6 How may culture be acquired ? (Discuss more or less fully here the value of travel, society, reading, clubs, summer schools, institutes, etc.). 2 8 Certification of the teacher. (See school law). -I* /-A j ^-r f How many are there ? 1 Grades of certificates. | Ho w many ought there 2* Legal requirements of applicants. there to be ? As to age. " " experience. " " character. " " the various kinds of fitness ^ discussed above. 3 4 Times and manner of holding examinations. (These heads should be filled out from the school law. It It is valuable to compare the laws of several States on these matters) . 8 s Making application for the school. I 4 In person. (The best way. Why? How should it be done?) 2* By letter. (The student should be required to write a model letter of application), 3 4 By "proxy." 4 4 Through teachers' agencies. (These institutions should be fully discussed). 4 3 Making the contract. (See school law). I 4 Time of signing. 2 4 By whom signed ? 3 4 Place of signing. 4 4 Items to be included. (3) I 5 Salary. I 6 Amount per month. (Should the salary be pro- portioned to the grade of the certificate ? Should school money be derived mainly from State or from local taxation ? Why ?) 2 6 By whom paid ? 2 5 Length of school term. (The teacher should always use his utmost endeavor to secure a length- ening of the school term. If it be lengthened by a "spring subscription school" this should be free}. 3 5 Branches to be taught. (Should other than the "common branches" be taught? Should other than the legally required branches be taught? Why?) f Amount per month. 4 5 Pupils tuition fees-if any j T O whom payable. 5 5 Employment of assistants. (Sch. Law). 6 5 Employment of a janitor. His duties. 7 5 Condition of house and grounds, (The student should draw up a model contract, embodying these items, and any others that may be needful). > Taking Charge of the School. I 3 Securing a boarding place. (What conditions should a teacher demand in a boarding place ? Why?) 2 3 Visiting the parents before the term opens. (For what purposes?) 3 3 Inspecting the house and grounds, and seeing that they are in order.) 4 3 The "first day of school" Temporary organization. I 4 Opening exercises. (Devotions; talks from the teacher and trustees). 2 4 Temporary seating of pupils. (By what arrange- ment ?) 3 4 Temporary classification. (4) QUERIES AND SUGGESTIONS. 1 i ) Should the teacher be at the school house earlier on the first day than thereafter ? Why? (2) What should be the condition of house and grounds the first day? Why? (3) Should visitors be present ? (4) What should be the tenor of the teacher's opening talk? (5) What classes should be called first? (6) How many and what classes should be heard regularly, the first day ? (7) How shall the other pupils be kept occupied while some are being classified ? (8) What use should be made, the first day, of the last term's register? (9) What shall be done in the absence of any record of last term's work? ( 10) On the first day the teacher has the almost undivided attention of the pupils; how shall he manage to hold and intensify it through the term ? ( 1 1 ) Everything must be carried through with promptness and enthusiasm; let nothing drag . This means a most careful planning by the teacher, beforehand, for this first day. 32 Conducting the School. I 3 Permanent organization. (This should be effective by the end of the second week). Note. About this time, also, the teacher should begin to collect material for the exposition at the close of the term. See forward, under "Exposition." (See p. 19). I 4 Assignment of seats. (In what order should the pupils be seated ? Why?) 2* Grading and classifying the school. (See general references given above). I 5 Advantages of putting the school into grades. (5) I 6 Proper grading affords opportunity for the com- pletion of definite amounts of work. 2 6 Pupils are thus enabled to make such connection with higher courses as to go forward without loss of time. 3 6 Position in a grade arouses the pupil's ambition and emulation, and thus aids in securing prompt- itude, regularity, and faithful application. 4 6 Proper grading saves the time and energy of the teacher and pupils, by simplifying and correlating the work. 2 5 Difficulties in the way of grading. I 6 Indifference or hostility of pupils, parents, and teacher. 2 6 Lack of books. 3 6 Irregularity of advancement of the individual pupil, who has been permitted or encouraged to study only what he liked. 4 6 Irregular attendance. 5 6 The "spring subscription school." (Why?) 3 5 Suggestive scheme of gradation. (This is planned for the one-room rural school; it can be easily modified to apply to one of two or three rooms). References. The Courses of Study issued by the State Offices of Education in the several States. Those of Wisconsin, Mis- souri, Kansas, and Virginia are especially recommended. Circular of Information No. 6, 1884, Bureau of Educa- tion, Washington, D. C. Report of Committee of Twelve, Irwin Shepard, Winona, Minnesota. I 6 The Grades of each Branch. There should be three divisions in the whole school primary, intermediate, and advanced. In the first two are three grades each ; in the last, two grades. I 7 Reading. The grading should be done on the basis of the pupil's ability to read. Supple- (0) mentary Reading should form a most impor- tant part of the work from the First Reader up. No regular reader in the series should be used above the fifth grade. 2 7 Spelling. In all the grades, Spelling should be taught in connection with all the branches. No spelling-book is needed, and no separate class in Spelling. 3 7 Writing. Writing should constitute a part of the preparatory work in Reading in the first two grades. There should be special exercises for the whole school from the third grade up, at least once a day. 4 7 Arithmetic. I 8 Primary Division. No text-book. Funda- mental operations begun in Integers and Fractions. I 8 Intermediate Division. Fractions ; Denomi- nate Numbers ; Percentage begun. 2 8 Advanced Division. Applied 'Percentage ; Ratio and Proportion ; Mensuration. 5 7 Grammar. In the primary and intermediate divisions, Grammar should be incidental to Reading and Language work. The text-book may be used in the highest grade, or in the two highest. 6 7 Physiology. It would be better to use no text-book at all, but to give the instruction by informal talks to the whole school. A text- book may be used and completed in the sev- enth grade. 7 7 Nature-Study. (See Roark's Method in Edu- cation, p. 140). This work should be com- bined with the out-door Geography (see below) and should be carried through all grades with- out a text-book, once or twice a week. In the (7) primary and intermediate divisions the work should be mainly observational ; in the ad- vanced division some experimental exercises may be introduced. 8 7 Geography. In the Primary Division and in the first two grades of the Intermediate, the work should be done in connection with nature study. (See above). The text-book may be introduced in the sixth grade, and completed, as a separate study, in it and the seventh. 9 7 History. I 8 In the Primary Divison. Oral instruction once or twice a week. 2 8 The Intermediate Division. Stories from history may be read by the pupils, using such books as Eggleston's First Book in American History, and Stories of Great Americans for Little Americans. 3 8 In the Advanced Division. A text-book of U. S. Hist, should be taken up in the seventh grade, and continued, in connection with state history or general history, in the eighth grade. 10 7 Civics. The instruction should be oral, once a week from the fourth grade to the seventh, inclusive. The text book may be used in the highest grade. In the last two grades there should be much illustration of the subject from current events. II 7 Language Work. I 8 Oral. I 9 In the Primary and Intermediate Divis- ions. Informal conversations between teacher and pupils. Committing to mem- (8) ory and recitation of suitable choice selec- tions. 2 9 In the Advanced Division. The same work should be continued, and debating should be introduced. 2 8 Written. I 9 In the Primary and Intermediate Divis- ions. There should be constant practice in writing, copying sentences, writing original sentences, and writing of short compositions upon the simplest themes. 2 9 In the Advanced Division. Practice in writing compositions should be continued and some work should be done in text- book rhetoric. 2 6 The Studies of each Grade. I 7 Grade [I. Chart Grade: 4 to 6 recitations daily; 5 to 8 mins. to a recitation. 1 s Reading from chart or primer; writing; spelling twice daily. 2 8 Arithmetic. Counting; Reading and writ- ing figures; fundamental operations to two places once daily. 3 8 Geography and Nature-Study. Out-door, objective, oral instruction once weekly, or less often. 4 8 History and Civics. Simple stories, told and read, with illustrations drawn from every-day experiences once weekly, or oftener. 5 8 Language. Conversations, with special ref- erence to securing fluency on the part of the pupil. Incidental correction of errors of pronunciation, enunciation, and syntax. The student should be required to fill out in detail the other grades, after the same manner as shown in I 7 and 8 7 . This will (9) be an excellent drill, even when the teacher must follow a course laid down by the State. The work of the seventh grade will be hardest to plan theo- retically ; that of the first and second, hardest to work out in the school room. 8 7 Grade VIII. 4 recitations daily ; 15 to 30 minutes to a recitation. I 8 Reading. Reading of the best literature, with weekly or twice a week discussions of what has been read. The class should be handled purely as a literature class. 2 8 Arithmetic. Mensuration ; a general re- view, with numerous applied problems. 3 8 Geography. No separate class ; applied Geography in history and in general read- ing, especially in the "current events" exercises. 4 8 History. U. S. History with State or Gen- eral History. 5 8 Civics. Use of a simple, clear text-book. Study of theory and practice of national and State governments. 6 8 Language. Elementary Rhetoric, with prac- tice in composition, alternated with work in technical Grammar. Forensic exercises once a week or once in two weeks. Notts. The discussion should bring out clearly the differ- ence between grading and classifying. In putting any scheme of gradation into practical effect, the teacher should study carefully how he can save time by combin- ing two or more grades in certain studies, and by combining or correlating studies. The following references on correlation will be found very suggestive : Herbart and the Herbartians, by De Garmo. Charles Scribner's Sons, New York City. Report of the National Educational Association for 1890, (10) p. 200. Irwin Shepard, Winona, Miun. Report of the Committee of Fifteen. Same address. Rein's Outlines of Pedagogy. E. L. Kellogg & Co., New York City. Report of the Commissioner of Education for 1893-4, Vol. I. Washington, D. C. Educational Review, Vols. IX, X, XI. Reading should be used as the chief basis of grading the school, but it should be "checked up" by Arithmetic. A pupil, therefore, who is poor in Reading or Arithmetic should be placed in the grade corresponding to his degree of advancement in these, even if he be quite advanced in some other subjects. (Why?) No "cross-grading" should be allowed. With patience and persistence any apparent need for it can be overcome. 3 4 Daily program. I 5 Principles and suggestions. I 6 A program should show times for study as well as times for recitation. 2 6 No lessons should be assigned for home study below the fourth grade. (Why ?) 3 6 The youngest pupils should be heard in recita- tion first of a morning ; the most advanced, next. (Why?) 4 5 A lesson should be prepared as soon after its assignment as possible. fc-e o - - p. 258). I 4 As to mental powers cultivated. ( Nature-study and Geog. V For sense-observation. J Object work in all Physiology. [branches, t Drawing, clay modelings. ( The fundamental facts in all 2 5 For memory. J