Part 78 (2/2)

8 Explain what is meant by the statements that Herbart rejected: (a) The conventional-social ideal of Locke

(b) The unsocial ideal of Rousseau

(c) The ”faculty-psychology” conception of Pestalozzi

9 Explain what isthat Herbart conceived of education as broadly social, rather than personal

10 Shoays and to what extent Herbart: (a) Enlarged our conception of the educational process

(b) Improved the instruction content and process

11 Explain why Herbartian ideas took so much more quickly in the United States than did Pestalozzianisarten idea, and the psychology behind it

13 State the contribution of the kindergarten idea to education

14 Show the connection between the sense impression ideas of Pestalozzi, the self-activity of Froebel, and the manual activities of the modern elementary school

15 Explain why scientific studies came into the schools so slowly, up to about 1860, and so very rapidly after about that ti resistance to the introduction of scientific studies by industrial England

17 State the comparative importance of content and drill in education

18 Does the reasoning of Herbert Spencer appeal to you as sound? If not, why not?

19 Sho the arguues

20 Would schools have advanced in importance as they have done had the industrial revolution not taken place? Why?

21 Why is more extended education called for as ”industrial life becomes more diversified, its parts narrower, and its processes nificance of the educational work of John Dewey

23 Point out the value, in the new order of society, of each group of school subjects listed in footnote 1 on page 763

24 Contrast the virtues of a school before Pestalozzi's time and those of a modern school

SELECTED READINGS

In the acco selections illustrative of the contents of this chapter are reproduced:

344 Bache: The German Seminaries for Teachers

345 Bache: A German Teachers' Seminary Described

346 Bache: A French Nors of Teacher-Training in England

348 Barnard: The Pupil-Teacher System Described

349 Clinton: Reco Schools