Part 79 (1/2)

350 Massachusetts: Organizing the First Nor Law

(b) Admission and Instruction in

(c) Mann: Importance of the Normal School

351 Early Textbooks: Examples of Instruction from (a) Davenport: History of the United States

(b) Morse: Eleraphy

352 Murray: A Typical Teacher's Contract

353 Bache: The Elementary Schools of Berlin in 1838

354 Providence: Grading the Schools of

355 Felkin: Herbart's Educational Ideas

356 Felkin: Herbart's Educational Ideas Applied

357 titchener: Herbart and Modern Psychology

358 Marenholtz-Bulow: Froebel's Educational Views

359 Huxley: English and German Universities Contrasted

360 Huxley: Mid-nineteenth-Century Eleland

361 Huxley: Mid-nineteenth-Century Secondary Education in England

362 Spencer: What Knowledge is of Most Worth?

363 Spencer: Conclusions as to the Importance of Science

364 Dewey: The Old and New Psychology Contrasted

365 Ping: Difficulties in Transfor Education to Life

(b) The Old Teacher and the New System

366 Dewey: Socialization of School Work illustrated by History

QUESTIONS ON THE READINGS

1 Contrast the instruction in a German Teachers' Seminary (345) or a French normal school (346) of 1838, as described by Bache, with that of an Ainnings of teacher training in England (347, 348) indicate as to conceptions then existing as to the educational process?

3 Show, by cos of the Ain

4 Just what educational conditions does Governor Clinton (349) indicate as existing in New York State, in 1827?

5 Contrast the instruction in the early Massachusetts normal schools (350) with that in the German (345) and French (346) of about the same time

6 What do the three professional courses reproduced (345, 346, 350 b) indicate as to the developical work by about 1840?

7 Coiven in 351, with modern textbooks in equivalent subjects

8 Just what light on school teaching, in 1841, does the teacher's contract given (352) throw?

9 State the steps in the evolution of a graded system of schools (353, 354)