GIFT OF 
 

 
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 tate Normal School 
 at San Jose, Cal. 
 
 Syllabus of 
 Pedagogy 
 
 
 By 
 Henry Meade Bland, A.H., Ph.D. 
 
 Teacher of Pedagogy and History of Education 
 
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GIFT 
 
 SYLLABUS OF PEDAGOGY. 
 
 GENERAL BIBLIOGRAPHY. 
 
 J. Reports of the N. E. A. 
 
 II. Reports of the U. S. Commissioner of Education. 
 
 III. Barnard's American Journal of Education. 
 
 IV. Horace Mann's Twelve Reports. 
 V. The Pedagogical Seminary. 
 
 VI. Barnes's Studies in Education. 
 VII. Child-Study Monthly. 
 VIII. Illinois Society for Child-Study; etc. 
 
 The student should be thoroughly familiar with the indexes of these 
 books, so as to be able to quickly find references in them. 
 
 NATURE OF THE RECITATION WORK IN PEDAGOGY. 
 
 I. Lectures by Instructor. 
 
 II. Readings and reports of Readings. 
 
 III. Class discussions. 
 
 IV. Oral reports of observations and interpretations. 
 
 V. Written reports of observations and interpretations. 
 VI. Discussions of Educational Theory. 
 
 VII. Observations in Training School, and discussion of same. 
 VIII. Informal conversation, debates, etc. 
 
 IX. Careful and scientific observation, throughout the term, of at 
 least one child. 
 
 As far as conditions will allow, the spirit of the method indicated in 
 Editorial, page i, Vol. i, No. I, Ped. Sem., will be utilized. 
 
 332884 
 

 
 SOURCES OF MATERIAL FOR STUDY OF PEDAGOGY. 
 
 I. Introspective Studies. (A person's own experiences.) 
 II. The Modern Novel: e. g., Romance of a Child, 
 
 Evolution of Dodd, 
 Sentimental Tommy, etc. 
 
 III. Studies of individual Children. 
 
 (#) Personal observations. 
 
 (b) Such studies as Darwin's Sketch of an Infant. 
 
 (c) Studies by Hogan, Shinn, and others. 
 
 IV. Biography and Autobiography. 
 
 V. The Drama. Illustrations of typical phases of character. 
 VI. Experiments upon Classes in Schools. 
 
 Statistics from such experiments. (Such as those of 
 Marion Holmes.) 
 
 THE CHILD'S ESSENTIAL NATURE. 
 
 I. The Mediaeval View. 
 II. The View of Rousseau. 
 III. The Modern Scientific View. 
 
 Ref.: Spencer: Social Statics; Essay on the Rights of 
 Children. 
 
 THE CHILD AS AN ORGANISM. 
 
 I. Correlation of Brain and Mind States. 
 II. Localization of Function. 
 
 Ref.: Halleck: Education of the Central Nervous System, 
 
 Chapters I, II, III. 
 
 Donaldson: Growth of the Brain, Chapter I. 
 James: Briefer Course, Chapter VIII. 
 Oppenheim: Development of the Child. 
 III. Habit. 
 
OF THE 
 
 UNIVERSITY 
 
 THE CAPITAL OF THE CHILD HEREDITY. 
 
 I. The General Principle Stated. 
 
 Herbert Spencer: Principles of Biology; Vol. I, Part II, 
 
 Chapters VIII and IX. 
 II. General Aspects and Effects of Heredity. 
 
 David Starr Jordan: Footnotes to Evolution. 
 
 III. Other References: Ribot: Heredity. 
 
 Galton : Hereditary Genius. 
 Darwin: Origin of Species. 
 
 IV. Value to Teachers of a Knowledge of the Hereditary Tendencies 
 
 of Individual Children under his Charge. 
 
 (1) Enables teacher to better guard health. 
 
 (2) Teacher can pick up native interests quickly. 
 
 (3) Gives knowledge of children's motives. 
 V. Principles of Heredity. 
 
 (1) Acts automatic in parents have a tendency to be repro- 
 
 duced in offspring. 
 {2) Like produces like. 
 VI. Famous families. 
 
 ENVIRONMENT. 
 
 I. Elements entering into: (i) Climate. 
 
 (a) Food. 
 
 (3) Disease, 
 
 (4) Exercise. 
 
 (5) Social Relations. 
 
 II. The Solution of Practical School Problems arising out of the 
 above. 
 
 (ij The Ideal Schoolhouse. Western Journal of Education, 
 July, 1901. 
 
 (2) Regulations with Reference to Contagious Diseases. 
 
 Various school manuals. 
 
 (3) Calisthenics, Gymnastics, Recesses. 
 
 (4) City and Country Life. 
 
 (5) Function of the School to furnish the best possible 
 
 environment for the child to grow in. 
 
 (6) Typical Schools of the New Type. 
 
 1. George Junior Republic. 
 
 Journal of Education (N. E. and Nat'l). January 
 4, n, 18, 1900. 
 
 2. The "Dewey School." 
 
 Re/.: The School and Society; John Dewey. 
 
THE RACK AND THE CHILD. 
 
 I. Spencer's Classification of the Activities of the Race, modified 
 into a triple group: 
 (a) Social activities, 
 () Economic activities, 
 (c) Esthetic activities. 
 
 Ref.: A History of Education, Davidson; Chap. II. 
 
 (Supplemented by all of Book I, if there is time.) 
 II. Illustrations of Racial Development. General Surveys. 
 
 (a] Esthetic Literary development of English; of Greeks. 
 () Social Development of governmental forms among Aryan 
 
 nations. 
 
 (c) Economic Industrial development of England. 
 III. Use of play of leading the child through the experiences of the 
 
 race. 
 TV. The child's literary development compared with the race's; 
 
 compared also with the race's scientific development. 
 V. Signification of arrested development with reference to the race; 
 
 with reference to the child. 
 VI. Periods of general racial development further considered. 
 
 (a) Characteristics of peoples who live contentedly under abso- 
 
 lute monarchy. 
 
 (b) Characteristics of peoples reacting against monarchialism. 
 
 The French Revolution. 
 
 (c) Characteristics of peoples living under democracies. 
 
 (Rational self-rule on the part of communities.) 
 
 VII. Thoughts suggested by the above characteristics with reference 
 to parallel periods in the individual: Childhood, Ado- 
 lescence, Manhood. 
 
 TENDENCIES OF THE CHILD. 
 
 I. Psychological aspect of the child. 
 Phases of the child mind: 
 
 (1) The sympathies. 
 
 (2) Conational. (The will side.) 
 
 (3) Perceptional. (The scientific.; 
 II. The psychological basis. 
 
 (1) Emotion. 
 
 (2) Feeling and motor activity. 
 
 (3) Will. 
 
 ^i 
 
III. Aspect of tendencies of phases of the mind. 
 
 (1) Scientific Disjunctive. 
 
 (2) Conational Negative. 
 
 (3) Sympathetic Affirmative. 
 
 IV. Three general stages of development or differentiation of 
 
 tendencies or phases. 
 
 (1) Elements of environment not known in relation. 
 
 (2) Elements known in simple relations. 
 
 (3) Higher relations understood. 
 
 (Harris's Fed. Creed, N. Y. Sch. J., Jan. 26, 1897.) 
 
 (4) Habit Custom Law The Law of Habit. 
 
 (5) Order of development of reasoning powers. 
 
 1. Induction. 
 
 2. Deduction. 
 
 3. Relation of induction to deduction. 
 Illustrations 
 
 1. From arithmetic. 
 
 2. From algebra. 
 
 3. From science. 
 
 (6) Development of special phases of the mind. 
 
 DIFFERENTIATION OF TENDENCIES. 
 
 I. Laws of Sympathetic Development. 
 
 (1) Moral Conversion. 
 
 Types of Decision. 
 James: Briefer Course, Chapter XXIII, p. 529. 
 
 (2) Means for securing moral conversion. 
 
 (a) Use of humor. 
 
 (b) Other means. 
 
 II. Training of the Will (Discipline). 
 
 (1) Order of the recurrence of the emotions. 
 
 (2) Signification of the anger grief pleasure formula in 
 
 discipline. 
 
III. Natural Law of Punishment. M 
 
 (1) Viewed historically. 
 
 (a) Montaigne (Essay). 
 
 (t>) Rousseau (Emile). 
 
 (c) Spencer (Rights of Children). 
 
 (2) Punishment for the sake of reforming the child. 
 
 (3) Discipline and school tactics means to ends. 
 (4> Offenses and Punishments to be closely related. 
 (5) General observations on punishments. 
 
 IV. Law of Scientific Development and of the Development of Action. 
 
 (1) The former indicated in Life of Darwin. (See Darwin's 
 
 Life, by his son.) 
 
 (2) Psychological relation between thought and action. 
 
 ARRESTED DEVELOPMENT. 
 
 Ref.\ W. T. Harris, Ped. Creed, N. Y. Sch. J., June 26, 1897. 
 
 Minor Mental Abnormalities in Children. Rep. Com. of Ed. 
 
 I. Carrying habits that belong to one stage of development into 
 
 another. Memory methods. Baby talk. 
 II. Striking examples of one-sided development in history. 
 
 (1) Darwin. 
 
 (2) Rousseau. 
 
 (3) Napoleon. 
 
 (4) Goldsmith. 
 
 III. Education of abnormal children. 
 
 (1) General principles as to conditions. 
 
 (2) Impairing of one sense leads to the sharpening of others. 
 
 Examples. 
 
 IV. Special methods in education of the deaf. Of the blind. Helen 
 
 Keller and others. 
 
 V. Arrested racial development; Lombardy, India, The Spartans, 
 China. Causes. 
 
THE PERSONALITY. 
 
 AW"..' James: Ch. XII of the Self. 
 
 Griggs; Development of the Personality in Children (Stud. 
 
 in Ed., Barnes, Vol. No. VIII). 
 I. vStages of development of the personality. 
 
 (1) Spontaneity. 
 
 (2) Individuality. 
 
 (3) Spirituality. 
 
 II. Poetic conceptions of the spiritual phase. 
 
 (i) Shakespeare, Browning, Holmes, I4th Chap, of St. John-. 
 
 III. Attitudes of the personality. 
 
 (1) Wit. 
 
 (2) Humor. 
 
 (3) Pathos. 
 
 (4) Austerity, etc. 
 
 Relations of these qualities. 
 
 IV. Personality of the teacher. 
 
 (1) Its influence in the school-room. 
 
 (2) Law of its operation. 
 
 (3) What hypnotism teaches. 
 
 COURSE OP STUDY. 
 
 I. Significance of the various school-room subjects in developing 
 the personality. 
 
 (1) Science Studies and Mathematics, Manual Training and 
 
 Experimentation. 
 
 (2) History, Civil Government, and Biography. 
 
 (3) Literature and Art. 
 
 II. Specialization Nature and extent of process. 
 
 III. Correlation of Subjects; General and Special Application of the 
 
 Phrase. 
 
 IV. Function of the Public School with reference to the subject- 
 
 matter of the course. 
 
 Dewey's View. (The School and Society.) 
 Fundamental Principles in Treatment of Subjects. 
 
METHOD IN RECITATION. 
 
 I. Proceed with the child's capital, his experience acquired natu- 
 rally, or in the school-room, as a basis. 
 II. Questioning. Historic methods : 
 
 (1) Socratic, 
 
 (2) Alcuin's Method, 
 
 (3) The Catechism. 
 
 III. Topical Method in Recitation. 
 
 IV. Use of Conversation and Illustration. 
 V. Reviews and Examinations. 
 
 DEFINITIONS OF EDUCATION. 
 
 I. W. T. Harris: " Fed. Creed," N. Y. Sch. J., June 26, 1897. 
 II. Hegel: "Progressive Self- Adjustment of the Individual to 
 Society." 
 
 III. Dewey: "The Reconstruction or Reconstitution of Experience," 
 
 N. Y. Sch. J., Jan. 16, 1897. 
 
 IV. Froebel: "Self- Activity." 
 V. Herbart: "Receptivity." 
 
 VI. Barnes: N. Y. Sch. J., Jan. 9, 1897. 
 
 VII. Def. in questions given in Teachers' Examination in San Fran- 
 cisco, Oct. 5, 1901. 
 
 PRACTICAL SUGGESTIONS ON SCHOOL MANAGEMENT. 
 
 Ref.: Santa Clara County, Cal., School Manual, 1901, page 51. 
 White: School Management. 
 Hughes: Mistakes in Teaching. 
 I. Attendance. 
 II. Promotions. 
 
 III. Busy Work; How to Teach Children to Study. 
 
 IV. Items of General Policy. 
 
JM.261921 
 
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 UNIVERSITY OF CALIFORNIA LIBRARY