University o! the State oi New York Bulletin 
 
 Entered as second-class matter August 2, 1913, at the Post Office a* Albany, N. Y., under the 
 
 act of August 24, 1912 
 
 Published fortnightly 
 
 No. 554 . ALBANY, N. Y. November i, 1913 
 
 COURSE OF STUDY AND SYLLABUS 
 
 FOR 
 
 THE COLLEGE GRADUATE CERTIFI- 
 CATES 
 
 PAGE 
 
 Introduction 4 
 
 Syllabus 8 
 
 Psychology 8 
 
 PAGE 
 
 History of education 14 
 
 Principles of education 20 
 
 Method in teaching 26 
 
 ALBANY 
 
 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 1914 
 
 
 K4r-Di3*20oo (7-11421) 
 
THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 Regents of the University 
 With years when terms expire 
 
 1917 St Clair McKelway M.A. LL.D. D.C.L. L.H.D. 
 
 Chancellor Brooklyn 
 
 1914 Pliny T. Sexton LL.B. LL.D. Vice Chancellor Palmyra 
 
 1915 Albert Vander Veer M.D. M.A. Ph.D. LL.D. Albany 
 
 1922 Chester S. Lord M.A. LL.D. New York 
 
 1918 William Nottingham M.A. Ph.D. LL.D. — Syracuse 
 
 1921 Francis M. Carpenter Mount Kisco 
 
 1923 Abram I. Elkus LL.B. D.C.L. New York 
 
 1916 Lucius N. Littauer B.A. Gloversville 
 
 1924 Adelbert Moot - • Buffalo 
 
 1925 Charles B. Alexander M.A. LL.B. LL.D. Lit.D. Tuxedo 
 
 1919 John Moore Elmira 
 
 1920 Andrew J. Shipman M.A. LL.B. LL.D. New York 
 
 President of the University 
 and Commissioner of Education 
 
 John H. Finley M.A. LL.D. 
 
 Assistant Commissioners 
 
 Augustus S. Downing M.A. L.H.D. LL.D. For Higher Education 
 Charles F. Wheelock B.S. LL.D. For Secondary Education 
 Thomas E. Finegan M.A. Pd.D. LL.D. For Elementary Education 
 
 Director of State Library 
 
 James I. Wyer, Jr, M.L.S. 
 
 Director of Science and State Museum 
 
 John M. Clarke Ph.D. D.Sc. LL.D. 
 
 Chiefs of Divisions 
 
 Administration. George M. Wiley M.A. 
 
 Attendance, James D. Sullivan 
 
 Educational Extension, William R. Watson B.S. 
 
 Examinations, Harlan H. Horner B.A. 
 
 History, James A. Holden B.A. 
 
 Inspections, Frank H. Wood M.A. 
 
 Law, Frank B. Gilbert B.A. 
 
 Library School, Frank K. Walter M.A. M.L.S. 
 
 Public Records, Thomas C. Quinn 
 School Libraries, Sherman Williams Pd.D. 
 
 Statistics, Hiram C. Case 
 
 Visual Instruction, Alfred W. Abrams Ph.B. 
 
 Vocational Schools, Arthur D. Dean D.Sc. 
 
University ol the State ol New York Bulletin 
 
 Entered as second-class matter August 2, 1913, at the Post Office at Albany, N. Y., 
 under the act of August 24, 1912 
 
 Published fortnightly 
 
 « . 
 
 No. 554 ALBANY, N. Y. November i, 1913 
 
 COURSE OF STUDY AND SYLLABUS 
 
 FOR 
 
 THE COLLEGE GRADUATE CERTIFI- 
 CATES 
 
 REVISED BY THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 July 1, 1912 
 
 UNDER ADVICE AND COOPERATION OF THE FOLLOWING COMMITTEE: 
 
 Prof. J. R. Street Ph.D., Syracuse University, Chairman 
 Prof. Henry Suzzello Ph.D., Columbia University 
 Prof. Charles DeGarmo Ph.D., Cornell University 
 
 Augustus S. Downing M.A. L.H.D. LL.D., Assistant Commissioner for 
 Higher Education 
 
 Approved December n, 1913 
 
 President of the University and Commissioner of Education 
 
INTRODUCTION 
 
 The course of study herein set forth is prescribed under au- 
 thority of the Education Law, section 553(2) and Regents 
 Rules, section 408c, for schools of education in colleges and 
 universities. “ School of education ” means any teachers college 
 or school of pedagogy, or the department of education in a 
 university whatever the corporate title. The successful comple- 
 tion of the course of study entitles a student to the college gradu- 
 ate professional provisional certificate based upon the condition 
 that the student shall be in good and regular standing for 
 the B. A., B. S., B. L., Ph. B., M. A., M. S., or Ph. D. degree in 
 a college or university registered under sections 401, 404, 4080, 
 or 408b. 
 
 The purpose of the syllabus is to assist applicants in meeting 
 the requirements for two grades of certificates, each of which is 
 of two classes. These two grades are grouped both in order of 
 importance and of historical sequence, the earlier and lower first; 
 the later and higher second. 
 
 1 The college graduate. The two classes of this grade are the 
 limited and the life. 
 
 a The limited. A certificate valid for two years is granted to 
 the graduate of an approved college registered by the Regents 
 under the sections enumerated above. This certificate is limited 
 to teaching in high schools and in primary or grammar schools 
 except in the primary or grammar grade of a city or village of 
 5000 or more inhabitants employing a superintendent of schools. 
 It may be renewed for one year on application for indorsement, 
 provided the holder has passed the prescribed examinations dur- 
 ing the period of its validity. The prescribed examinations are 
 in the theory and practice of education. 
 
 b The life. At the end of three years of successful experience 
 in teaching, at least two years of which must be in this State, a 
 college graduate certificate is issued, valid for life in any grade 
 of any school. 
 
 2 The college graduate professional. The two classes of this 
 grade are the provisional and the permanent. 
 
 a The provisional. This certificate is valid for three years in 
 any grade of any school. It is issued, on application, to the 
 graduate of any college registered under the sections enumerated 
 above, provided the course in education approved by the Regents 
 
 4 
 
<L 
 
 Tto.5'5'4, 
 
 SYLLABUS FOR COLLEGE GRADUATE CERTIFICATES 
 
 5 
 
 for the training of teachers is successfully completed. It may be 
 renewed by indorsement. 
 
 b The permanent. This certificate is issued to the holder of the 
 provisional certificate only. The holder of a provisional certifi- 
 cate that affords evidence of three years’ successful experience in 
 teaching during the validity of the provisional certificate is en- 
 titled to receive a permanent certificate provided that at least two 
 years of the experience was acquired in schools of New York 
 State. 
 
 More detailed information regarding these certificates is given in 
 Handbook 32 which also gives the lists of colleges and universities. 
 
 Registration and approval of college or university. The regis- 
 tration of a college or university is a formal act by the Regents 
 of The University of the State of New York based on the recom- 
 mendations of the President of the University. 
 
 If it appears that a college, university or professional school 
 maintains approved standards of equipment and instruction and 
 possesses resources at least equivalent to those prescribed by the 
 laws of the State of New York, it may be registered by the 
 Regents for the purpose of having its work recognized for 
 professional licenses and for university credentials. 
 
 An educational institution desiring admission to or continuance 
 on the roll of registration must file a written application giving 
 the information requested in the form prescribed by the Regents. 
 Such application must be on file at The University of the State of 
 New York at least ten days before the meeting of the Regents at 
 which action thereon is to be taken. 
 
 Application form 1 for the registration of a college or univer- 
 sity can be obtained on application to the Assistant Commissioner 
 for Higher Education. 
 
 Institutions without the United States and Canada are not 
 formally recommended to the Regents for registration. The 
 detailed record of each applicant is essential to determine what 
 recognition may be accorded the degrees or licenses from the higher 
 institutions or examining bodies of Europe and other countries. 
 
 The approval of the teachers training course lies with the Presi- 
 dent of the University. There are several prerequisite conditions to 
 be met and requirements to be accepted by the college or university 
 desiring the approval of its teachers training course, section 408 c, 
 
 1 The certification by the board of trustees to the President of 
 
6 
 
 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 The University of the State of New York that a regular chair of 
 pedagogy has been established in the college or university. 
 
 2 The formal adoption by the board of trustees of the profes- 
 sional course of study approved by the President of the University 
 and the formal acceptance of its conditions and requirements. Evk 
 dence of the formal adoption and formal acceptance duly attested 
 must be filed with the President of the University. The prescribed 
 course is a minimum course and may be extended by the board of 
 trustees. 
 
 3 The approved course of study shall be pursued during the 
 last two years of the college course. 
 
 4 At the beginning of each year a list of the students registered 
 for this course must be filed with the President of the University. 
 At the close of the year the trustees must report the year’s work 
 and recommend the students entitled to receive the provisional 
 certificate. 
 
 5 An inspection shall be made by the President of the University 
 which shall include such examinations, preliminary, in course, or 
 final, as may be prescribed to test the character of instruction and 
 the capacity of the student. 
 
 The professional certificate is issued only on application of the 
 candidate. The application must be made upon a blank furnished 
 hv The University of the State of New York which must contain a 
 statement of the dean that the applicant has completed the course 
 in education; has been regularly graduated from the college; is en- 
 titled to a registered degree; is of good moral character and is 
 worthy to be employed in the public schools of the State. Further 
 assurance is required that the applicant is under engagement to 
 teach in New York State. 
 
 The examinations for the renewal of the limited certificates 
 are held each year in May and in August. The May examinations 
 are held in connection with the other professional licensing examina- 
 tions of The University of the State of New York in Albany, Buf- 
 falo, New York and Syracuse and at other places designated from 
 time to time by the University. 
 
 The August examinations are also held at the various colleges 
 in the State where summer courses are conducted covering wholly 
 or in part the course of reading in the principles of teaching 
 based on the Syllabus for Schools of Education. 
 
 The subjects of these examinations are psychology, history 
 of education, principles of education, methods of teaching — 
 general and special. 
 
SYLLABUS FOR COLLEGE GRADUATE CERTIFICATES 
 
 7 
 
 The dates for the May and August examinations 
 
 MONTH AMD YEAR 1 9 1 1 IQI 2 I913 1914 I915 
 
 May 25-26 16-17 22-23 21-22 27-28 
 
 August 15-16 15-16 14-15 13-14 12-13 
 
 DAILY PROGRAM MORNING AFTERNOON 
 
 Day 9-15 i-i5 
 
 1st Psychology Methods 
 
 2d Principles of education History of education 
 
 Candidates desiring to enter any of these examinations should 
 communicate with the University at least two weeks before 
 the date set specifying the subjects in which they wish to be 
 examined. 
 
 Course of study 
 
 The course of reading in the principles of teaching recom- 
 mended as a preparation for the prescribed examination for the 
 renewal of the limited certificate is included in the syllabus under 
 the heading “ Books for study.” 
 
 The minimum course of study approved by the President of the 
 University for the training of teachers in schools of education must 
 include the following subjects and to satisfy the requirements of 
 the statute the course must extend over a period of at least thirty- 
 eight weeks : 
 
 Psychology — general and educational 90 hours 
 
 History of education and principles of education 90 hours 
 
 Methods of teaching 60 hours 
 
 Observation 20 hours 
 
SYLLABUS 
 
 ON 
 
 A Psychology: general and educational 
 B History of education 
 C Principles of education 
 D Method in teaching 
 
 TO ACCOMPANY A COURSE OF READING FOR RENEWAL OF THE COLLEGE 
 GRADUATE CERTIFICATE LIMITED, AND TO FORM A BASIS 
 FOR THE TRAINING OF TEACHERS IN COLLEGES 
 AND UNIVERSITIES 
 
 A 
 
 PSYCHOLOGY 
 
 Introduction. A knowledge of psychological facts is funda- 
 mental to the comprehension of educational principles and to the 
 development of the proper ways and means of instruction. The 
 study of psychology therefore should concern itself fully as much 
 with how its laws function in life as with the discovery of these 
 laws and their organization into a science. For the purposes 
 of this syllabus more attention must be given to the educational 
 than to the scientific aspect. It is necessary however that the 
 candidate first orient himself in the psychological facts. It is 
 therefore suggested that he carefully familiarize himself with 
 some general text on psychology, and for the purpose two are 
 named below. He should then work himself topically through 
 the psychological field, using a much wider reference than can 
 be found in any one text. 
 
 This syllabus is designed to guide the candidate into a wise 
 choice of topics and manner of treatment, and to point out the 
 literature that may be profitably consulted. On each topic no 
 superfluous references have been given. The candidate there- 
 fore will be held for a masterful knowledge of each of these topics 
 and for a keen appreciation of their pedagogic import. 
 
 General psychology 
 
 Pillsbury. Essentials of Psychology. (Macmillan) 
 
 James. Briefer Course in Psychology 
 
 8 
 
SYLLABUS FOR COLLEGE GRADUATE CERTIFICATES 
 
 9 
 
 Educational psychology 
 
 Outlines of Educational Psychology. (Warwick) 
 
 Colvin. The Learning Process. (Macmillan) 
 
 It is further recommended that those candidates that are pre- 
 paring the work without the guidance of an instructor make free 
 use of Whipple’s Questions on Psychology. (Bardeen) 
 
 Psychology. Its nature, scope and problems; its subdivisions 
 and province of each as child, adult, normal, abnormal, descriptive, 
 structural, dynamic, functional, biologic, human animal, com- 
 parative, genetic, individual, racial, social, physiological, experi- 
 mental, and rational psychology. The bearing of each of these 
 on the problems of education. 
 
 Reference 
 
 General literature on psychology. 
 
 The psychophysical organism. Mind and body and their 
 relations; the cerebro-spinal and the sympathetic nervous 
 system, structure and function of each ; the brain and its struc- 
 ture and function ; localization ; spinal cord, its structure and 
 function ; reflex arc ; the senses, their physiology and defects ; 
 modes of determining their condition ; growth and its physio- 
 logical changes and its laws. 
 
 References 
 
 Whittaker. The Anatomy of the Brain and Spinal Cord. (E. & S. 
 Livingston, Edinburgh) 
 
 McKendrick and Snodgrass. The Physiology of the Senses. (Scribner) 
 
 Donaldson. The Growth of the Brain. 
 
 (Any good anatomy may be substituted for Whittaker) 
 
 Inherited forms of action. Heredity defined, its laws and the 
 factors of heredity; the gifts of heredity; its limitations; heredity 
 and physical and moral powers ; heredity and race degeneracy ; ca- 
 pacities, aptitudes and temperament; reflexes and automatisms; 
 instinct, its nature and function; useful and harmful instincts; 
 self-preservative instincts ; group, social and sex instincts ; adaptive 
 and miscellaneous instincts; instincts and intelligence. 
 
 References 
 
 Davenport. Heredity in Relation to Eugenics 
 
 Kirkpatrick. Fundamentals of Child Study. (Macmillan) 
 
 Doncaster. Heredity in the Light of Recent Research. (Cambridge 
 Press) 
 
 Jordan. The Heredity of Richard Roe. (Amer. Unitarian Assn. Press) 
 
TO 
 
 THE UNIVERSITY OF TIIE STATE OF NEW YORK 
 
 Sensation. Its nature, physical basis, classification, relation 
 to the cognitive process. 
 
 Perception. Nature; basis and factors involved; its product; 
 part in cognition; type of ideas produced; part in education; 
 illusions, hallucinations, observation. 
 
 References 
 
 James. Principles of Psychology, ch. 2-6 
 Titchener. Outlines of Psychology, ch. 2-4 
 
 General principles of mental elaboration and organization 
 
 a Elaboration in general. 
 
 b Attention; definition; conditioning elements; kinds and 
 classification; relation to mental processes; diffusion and its 
 causes; child and adult attention; the training of attention; 
 relation of attention to the process of teaching. 
 
 c Interest ; its nature, origin, kinds ; relation to social and mental 
 activities ; means of securing it ; interest as the basis of instruction. 
 
 d Association of ideas ; its meaning ; laws ; neural basis ; its 
 relation to imagination; to learning; subconscious association. 
 
 References 
 
 b Any good psychology, as James’s Principles, v. 1, ch. 11. Ribot, 
 Psychology of Attention (Open Court) 
 c Ostermann. Interest. (Kellogg) 
 
 DeGarmo. Interest and Education. (Macmillan) 
 d James. Principles of Psychology, ch. 14 
 
 Colvin. The Learning Process, ch. 11-13. (Macmillan) 
 
 Memory. Its general nature; physical basis; elements in- 
 volved ; retention and recall and their conditions ; kinds of 
 memory; growth conditions needful for good memory; how 
 weakened. 
 
 References 
 
 James. Principles of Psychology, ch. 16 
 
 Kay. Memory, What It Is and How to Improve It. (Appleton) 
 
 Imagination. Its nature and importance; relation to memory; 
 imitative nature; kinds; role in plays and games; its function in 
 intellectual, scientific, esthetic and moral development, method and 
 means of development. 
 
 References 
 
 School Review, Dec. 1898, p. 692-724 
 
 Halleck. Education of the Central Nervous System 
 
 Miller. The Psychology of Thinking, ch. n-14. (Macmillan) 
 
SYLLABUS FOR COLLEGE GRADUATE CERTIFICATES 
 
 II 
 
 Conception. Nature; processes involved; the concept and 
 classification; psychological and logical concepts; function of the 
 concept in the process of thinking; content and extent of con- 
 cept; language and thought; place of concept in teaching. 
 
 Reference 
 
 Miller. The Psychology of Thinking, ch. 15-17 
 
 Apperception. Its nature; processes involved; relation to the 
 association of ideas, to mental growth, to illusions, to misinter- 
 pretations; its application in the arrangement of the subject 
 matter in any course; apperception and observation; appercep- 
 tion and inference; apperception and the methods of teaching. 
 
 References 
 
 Rooper. Apperception. (Bardeen) 
 
 Du Bois; The Point of Contact. (Dodd) 
 
 Lange. Apperception. (Heath) 
 
 Judgment and reasoning 
 
 Nature of logic; nature of judgment; abstract nature of 
 thought; function and value of logic; judgment and proposition; 
 judgment and truth; judgment and experience. 
 
 Proportion and its elements; types of judgment; negation. 
 
 Inference , its nature ; what it implies concerning experience ; 
 method and inference ; inference and system ; deductive and in- 
 ductive inferences; analysis and synthesis. 
 
 Deduction, kinds and their values; syllogism and its laws and 
 forms; dilemmas and fallacies. 
 
 Induction; its nature and presuppositions, methods of induc- 
 tion ; canons of induction ; fallacies of induction. 
 
 Relation of logic to educational theory, to method of teaching. 
 
 References 
 
 Dewey. How We Think 
 
 Miller. The Psychology of Thinking 
 
 The affective processes. Affective experiences in general ; 
 difference from cognition; affection, feeling; emotion, passion, 
 mood, sentiment, temperament, and their distinction; pleasant- 
 ness and unpleasantness; theories of origin of affective processes; 
 functional significance. 
 
12 
 
 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 Emotions. Definition; relation to instinct; theories of the 
 emotions; classification; attributes of the emotions; factors de- 
 termining their rise or decline; means of cultivation, emotions 
 and education. 
 
 References 
 
 Angell. Psychology, ch. 13, 14, 18, 19 
 
 James. Principles of Psychology, ch. 24 
 • Titchener. Primer of Psychology, ch. 4, 8, 12 
 
 For an extended treatment see Titchener, Lectures of the Elementary 
 Psychology of Feelings and Attention. (N. Y. 1908) 
 
 Habit. Nature, physiological basis; psychological element; 
 laws of habit; basis of formation; relation of habit to intellect; 
 volition and conduct; important school habits; habit and char- 
 acter; importance of initial step in habit formation; habit and 
 subject matter of instruction; habit and initiative; habit in 
 theory of education. 
 
 Reference 
 
 Dexter & Garlich. Psychology in the Schoolroom, ch. 21-23. (Longmans) 
 
 Will and character. Volition, definition; its genesis; motives 
 and will ; inhibition and will ; attention and will ; impulse and will ; 
 habit and will; volition and perseverance; ideomotor life ; will and 
 emotional control; development of the will; types of willing; 
 diseases of will ; education of will ; will in education. 
 
 References 
 
 Dexter & Garlich. Psychology in the Schoolroom, ch. 21-23. (Longmans) 
 
 Ribot. Diseases of Will 
 
 Payot. The Education of the Will. (Funk) 
 
 Development of motor ability. Physical bases of movement ; 
 psychical element; forms of movement as impulsive, involun- 
 tary, voluntary, initiative, reflex, sensory ; coordination, sug- 
 gestion and action; inhibition and its growth; purpose in activ- 
 ity and its development ; growth of the sensory and the motor 
 paralleled ; play and manual training in education ; method of 
 aquiring adaptive activity, imitative activity, the value of ex- 
 pression to the idea. The industries in education. 
 
 References 
 
 O’Shea. Dynamic Factors in Education. (Macmillan) 
 
 Dopp. The Place of Industries in Elementary Education. (Univ. of 
 Chicago Press) 
 
 Johnson. Education by Plays and Games 
 
SYLLABUS FOR COLLEGE GRADUATE CERTIFICATES 
 
 *3 
 
 Curiosity, suggestion and imitation. Their instinctive nature, 
 significance, rise and decline of interests; relation of curiosity 
 to material and method of teaching; complemental nature of 
 suggestion and imitation ; universality of suggestibility ; agents 
 of suggestion as authority; association, repetition and imita- 
 tion ; positive and negative suggestion ; definition of imitation ; 
 importance in mental development ; difference between human 
 and animal imitation; between child and adult imitation; forms 
 of imitation as persistent, reflex, idealistic, dramatic, spon- 
 taneous, voluntary; imitation and personality. Significance of 
 the psychology of these three for education. 
 
 References 
 
 Royce. Century Magazine, May 1894, p. 202-22; 325-31 ; 449-63 
 
 Sidis. Psychology of Suggestion. (Appleton) 
 
 Frear. Imitation. Ped. Sem. v. 4 
 
 Adolescence. Period of life, physical changes, growth and 
 adolescence, awkwardness, vitality of the period, pathological 
 possibilities, brain and other physiological changes ; psychical 
 peculiarities, passions, mental imitations, interests, ideals, activi- 
 ties, criminal and ethical tendencies, dangers of the period, its 
 pedagogy. 
 
 References 
 
 Hall. Adolescence. 2 v. (Appleton) 
 
 Street. Adolescence. Journal of Pedagogy, 15:1-2 
 
 Any good book on child study 
 
 Fatigue. Its nature, physiology, symptoms, mental effects, 
 methods of studying, results obtained, causes of fatigue, normal 
 and abnormal fatigue; the school activities and fatigue; school 
 organization and instruction and fatigue. The pedagogy of 
 fatigue. 
 
 References 
 
 Offner. Mental Fatigue 
 
 Mosso. Fatigue. (Putnam) 
 
 Claparede. Experimental Psychology, p. 209-320. (Longmans) 
 
 Special topics 
 
 1 The Hygiene of Instruction 
 
 References 
 
 Claparede. Experimental Pedagogy 
 
 La Fatigue Intellectuelle 
 
T 4 
 
 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 2 Child study; its aims, methods and results 
 
 References 
 
 Key. The Century of the Child 
 Tanner. The Child. (Rand) 
 
 King. The Psychology of Child Development. (Univ. of Chicago Press) 
 Sully. Studies of Childhood. (Appleton) 
 
 3 Abnormal children and their education 
 
 References 
 
 Barr. Mental Defectives. (Blakiston) 
 
 Huey. Backward and Feeble-minded Children. (Warwick) 
 
 4 Comparative psychology 
 
 B 
 
 HISTORY OF EDUCATION 
 
 Requirements and recommendations 
 
 1 To insure completeness and relative emphasis, the candi- 
 date is expected to study a general textbook on the history of 
 education, of which the two most highly recommended are 
 Monroe’s Text-book in the History of Education and Gross’s 
 History of Education. 
 
 2 For complete bibliography and for summary of historical 
 interpretations and results the candidate is recommended to use 
 a syllabus. The two that are likely to prove most helpful are 
 Monroe’s Syllabus of a Course of Study on the History and 
 Principles of Education, and Aspinwall’s Outlines of the History 
 of Education. 
 
 3 Since the history of education is so great in extent, being 
 the history of civilization from the standpoint of education, the 
 student often tries to group the subject by the study of out- 
 lines, either in texts or syllabuses; but the knowledge so ac- 
 quired is wholly inadequate, not only for use in education but 
 even for the purpose of preparing for examination. In a pre- 
 liminary study, however, some topics relatively unimportant 
 may indeed be dismissed with the presentation that can be made 
 in a textbook, but the more important ones should receive a 
 much more detailed and careful study, first of original sources, 
 when such are reasonable in compass and illuminating in char- 
 acter, and second of a few, at least, of the best expositions. 
 
SYLLABUS FOR COLLEGE GRADUATE CERTIFICATES 
 
 15 
 
 The topics selected for such extended study are as follows : 
 (1) Greek education; (2) humanism, including its phases during 
 the Reformation and the Counter-Reformation ; (3) realism and 
 science in education ; (4) education according to nature ; 
 
 (5) the psychological movement ; (6) the modern scientific, 
 sociological and industrial movements. 
 
 In the outline which follows, a brief summary of the main 
 points to be considered under such general head is given, while 
 the references and sources are selected from Monroe’s Syllabus. 
 Much more extended references are given by both Monroe and 
 Aspinwall. 
 
 Outline 
 
 (Note. The Cyclopedia of Education is a convenient and useful source 
 of reference for most topics in the history of education.) 
 
 1 The evolution of education in primitive society 
 
 Education in relation to civilization. The history of education 
 and universal history. The history of education and historical 
 perspective. Education through the experiences of life. The 
 transmission of experiences in primitive society. Methods of 
 social control. Institutions as the embodiment of customs and 
 ideals. The basis and beginnings of instruction in the family. 
 The domination of institutions in primitive society. 
 
 Reference 
 
 Consult the textbook 
 
 2 Oriental education 
 
 Education in relation to the national ideal. Conservation of 
 the social order and customs. Chinese education as typical. 
 Characteristics of the Chinese social system. Education for civil 
 service. Organization of the examination system. Political and 
 social results. 
 
 Reference 
 
 Consult the textbook 
 
 3 Greek life and education 
 
 Contrast between eastern and western civilizations in respect 
 to educational ideals and methods. The subordination and re- 
 pression of the individual versus the liberation and development 
 of personality. The Greek principle of life. Greek religion, 
 art and the national games. Art and science. Aims in old 
 
j6 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 Greek education. Greek education in relation to Greek social 
 organization. Sparta and Athens as types. The organization 
 of the Athenian schools. Music and gymnastics. Tendency to 
 individualism in Greek life and education. The new Greek 
 education. The Sophists. Socrates, Plato and Aristotle. 
 Philosophical schools and their permanent significance. Sig- 
 nificance of the Alexandrian period. Education as the essence 
 of Greek life. Emergence of the ideal of a liberal education. 
 
 References 
 
 Sources: Selections given in Monroe’s Source Book 
 Butcher. Some Aspects of Greek Genius. (Macmillan) 
 
 Davidson. Education of the Greek People. (Appleton) 
 
 Aristotle and Ancient Educational Ideals. (Scribner! 
 
 History of Education. (Scribner) 
 
 Mahaffy. Greek Life and Thought. (Macmillan) 
 
 Old Greek Education. (Harper) 
 
 4 Ideals and methods of Roman education 
 
 Comparison of the Roman national ideal with that of Greece. 
 Ideals of Roman education as expressed in Roman social organ- 
 ization. Roman education and the characteristic Roman virtues. 
 Conception of the practical value of education. Periods of 
 Roman education. Hellenic influence. Organization of the 
 Roman schools. The Roman Humanitas. Educational theorists. 
 Cicero and Quintilian. 
 
 Reference 
 
 Consult the textbook 
 
 5 Education in the Middle Ages 
 
 Influence of Christianity on the progress of education. Con- 
 trasts between the classic and the medieval ideal of character. 
 Abandonment of Greek and Roman principles of life and educa- 
 tion. Rise of the Christian schools. The education of the 
 cloister and the castle : monasticism and chivalry. The liberal 
 arts. Mysticism. Life in the Middle Ages. The church as the 
 instrument of education. 
 
 Reference 
 
 Consult the textbook 
 
 6 Scholasticism and the rise of the universities 
 
 Education as an intellectual discipline. Aims and methods of 
 scholasticism. Greek philosophy in the service of the church. 
 
SYLLABUS FOR COLLEGE GRADUATE CERTIFICATES 
 
 17 
 
 Educational significance and value of scholasticism. Origin and 
 growth of' the universities. Their social and intellectual organi- 
 zation. Their influence in European civilization. 
 
 Reference 
 
 Consult the textbook 
 
 7 The Renaissance and the rise of humanism in Europe 
 
 The significance of the Renaissance for modern civilization. 
 Its direct educational bearings. The humanistic conception of 
 education. Da Feltra, Erasmus, Colet, Ascham, Melanchthon, 
 Sturm. The relation of humanism to realism. 
 
 References 
 
 Sources: Robinson and Rolfe, Petrarch’s Letters; Whitcomb, Source- 
 book of Italian Renaissance, also Source-bock of German Renaissance 
 Adams. Civilization during the Middle Ages, ch. 15. (Scribner) 
 Emerton. Mediaeval Europe, ch. 8. (Ginn) 
 
 Desiderius Erasmus. (Putnam) 
 
 Seebohm. The Oxford Reformers. (Longmans) 
 
 Symonds. The Renaissance in Italy. (Holt) 
 
 The Revival of Learning, ch. 1-3, p. 239-98. (Holt) 
 
 Woodward. Education during the Renaissance. (Cambridge Univ. Press) 
 
 8 The Reformation and the Counter-Reformation 
 
 Educational significance of the Reformation. Luther, Melanch- 
 thon, Knox. The conception of religious education. Origin and 
 constitution of the Jesuit schools. Merits and limitations. 
 Effects of the laicization of the schools. Relation of the Reform- 
 ation and Counter-Reformation to humanism. 
 
 References 
 
 Adams. Civilization during the Middle Ages, ch. 16, 17. (Scribner) 
 Hughes. Loyola and the Jesuit System of Education. (Scribner) 
 
 Lourie. History of Educational Opinion since the Renaissance, ch. 3. 
 (Macmillan) 
 
 Painter. Luther as an Educator. (Lutheran Pub.) 
 
 Quick. Educational Reformers. (Appleton) 
 
 Richard. Philip Melanchthon, the Protestant Preceptor of Germany. 
 (Putnam) 
 
 9 Rise of realism and science in education 
 
 The humanistic and the realistic tendencies in education. Rise 
 of realism and utilitarianism in education as opposed to human- 
 ism and culture. Verbal realism, Rabelais and Milton. Social 
 
THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 18 
 
 realism, Montaigne. Bacon and the inductive study of nature. 
 Comenius. The educational theories of Comenius. The rise 
 of the conception of method in instruction. The place of 
 Comenius in the history of education. 
 
 References 
 
 Sources: Bacon, The Advancement of Learning; Novum Organum. Also 
 Comenius, The Great Didactic; The Orbio Pictus 
 Adamson. Pioneers of Modern Education, ch. 3. (Bacon) ; also ch. 4-6. 
 
 (Cambridge Univ. Press) 
 
 Lourie. John Amos Comenius.. (Macmillan) 
 
 History of Educational Opinion from the Renaissance, ch. 2. 
 
 (Macmillan) 
 
 Monroe, W. S. Comenius and the Beginnings of Educational Reform. 
 (Scribner) 
 
 Quick. Educational Reformers, ch. 10. [Comenius]. (Appleton) 
 
 10 Education according to nature 
 
 Development of the conception of “ natural ” methods. Locke, 
 Rousseau and Basedow. Rousseau and “ education according 
 to nature.” Nature versus culture. Significance of the work of 
 Rousseau. 
 
 References 
 
 Sources: Rousseau, Emile. (Appleton) A Dissertation on the Origin 
 and Foundation of Inequality in Mankind ; A Dissertation on the Effects 
 of Cultivating the Arts and Sciences; the Social Contract 
 Davidson. Rousseau. (Scribner) 
 
 Lourie. Educational Opinion since the Renaissance. (Macmillan) 
 Morley. Rousseau, v. 1, ch. 2, 3 ; v. 2, ch. 1, 3, 4, 6, 7. (Macmillan) 
 Quick. Educational Reformers. (Appletcn) 
 
 11 Development of modern educational theory (the psycholog- 
 
 ical aspect) 
 
 a Pestalozzi. Life and writings. Educational ideas. Rela- 
 tion of his work to the modern elementary school. The per- 
 manent significance of his work. 
 
 b Herbart. Educational theories. Methodology. Permanent 
 contributions to educational theory. 
 
 c Froebel. Life and writings. Educational principles. The 
 kindergarten. Influence upon subsequent theory and practice. 
 
 References 
 
 a Pestalozzi 
 
 Barnard. Pestalozzi and Pestalozzianism (contains extended translations 
 from the works of Pestalozzi). (F. C. Brownell) 
 
SYLLABUS FOR COLLEGE GRADUATE CERTIFICATES 
 
 19 
 
 Kriisi. Pestalozzi, His Life, Work and Influence. (F. C. Brownell) 
 DeGuimps. Pestalozzi, His Aim and Work. (Bardeen) 
 
 Pestalozzi. Leonard and Gertrude. (Heath) 
 
 How Gertrude Teaches Her Children. (Bardeen) 
 
 Quick. Educational Reformers. (Appleton) 
 b Herbart 
 
 Adams. Herbartian Psychology Applied to Education. (Heath) 
 DeGarmo. Herbart and the Herbartians. (Scribner) 
 
 Herbart. Science of Education. (Tr. by Filkin.) (Heath) 
 
 Outlines of Educational Doctrine. (Macmillan) 
 
 Herbart Year Books, I to V. (Univ. of Chicago Press) 
 c Froebel 
 
 Cole. Herbart and Froebel. (Teachers College) 
 
 Froebel. Education of Man. (Appleton) 
 
 Pedagogics of the Kindergarten. (Appleton) 
 
 Education by Development. (Appleton) 
 
 Hughes. Froebel’s Educational Laws for All Teachers. (Appleton) 
 Mac Vannel. Educational Theories of Herbart and Froebel. (Columbia 
 Univ. Press) 
 
 & Thorndike. The Philosophy and Psychology of the Kinder- 
 garten. (Columbia Univ. Press) 
 
 12 Development of modern educational theory 
 
 The effects of the development of scientific conceptions on 
 educational aims, values and methods. Comte and Spencer. 
 The knowledge of most worth. Realism in the theory of Spen- 
 cer. Development of the contemporary notion of education as 
 social adjustment. 
 
 References 
 
 a Science in education 
 
 Armstrong. The Teaching of Scientific Method. (Macmillan) 
 
 Coulter. The Mission of Science in Education. Science, 2:12-2 8 T 
 Eliot. The New Education. Atlantic Monthly, 23:1-8 
 
 The New Definition of the Cultivated Man. Proceedings 01 xne 
 
 N. E. A., 18Q3, p. 46 
 
 Huxley. Science and Education. (Appleton) 
 
 Spencer. Education. (Appleton) 
 
 Youmans. The Culture Demanded by Modern Life. (Appleton) 
 
 b Sociological Tendency in Education 
 
 Addams. Democracy and Social Ethics. (Macmillan) 
 
 Dewey. School and Society. (Univ. of Chicago Press) 
 
 The Child and the Curriculum. (See also especially his articles 
 
 in the Cyclopedia of Education.) (Univ. of Chicago Press) 
 
 Hughes. The Making of Citizens. (Scribner) 
 
 T enks. Education for Citizenship. (Holt) 
 
 Johnson. Social Aspects of Education (contains most of the important 
 contributions on this subject). (Macmillan) 
 
 Vincent. The Social Mind and Education. (Macmillan) 
 
20 
 
 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 13 Development of public education in the United States 
 
 The more important educational activities in colonial Amer- 
 ica. Character and influence of the academy in American 
 education. The secondary school. Horace Mann and the com- 
 mon school revival. The normal school system. European 
 influences in American education. The educational situation. 
 
 Reference 
 
 Consult the textbook 
 
 14 Modern tendencies in education 
 
 Medieval guilds and the liberation of the laborer. Effects of 
 the Industrial Revolution. The social problem presented by the 
 industrial and democratic type of society. Origin and growth 
 of industrial education. Industrial training in Germany, France 
 and England. Education demanded for individual and . social 
 efficiency in America. 
 
 References 
 
 Carlton. Education and Industrial Evolution. (Macmillan) 
 
 Dewey. School and Society. (Univ. of Chicago Press) 
 
 Dean. The Worker and the State. (Century) 
 
 Dopp. Place of Industries in Elementary Education. (Univ. of Chicago 
 Press) 
 
 Ely. Studies in Evolution of Industrial Society. (Macmillan) 
 
 Proceedings of the National Society for the Promotion of Industrial 
 Education. (20 West 44th st., New York City) 
 
 Reports of the Massachusetts Commission on Industrial and Technical 
 Education 
 
 Snedden. The Problem of Vocational Education. (Houghton) 
 
 Year Book (Eleventh) of National Society for the Study of Education, 
 pt 1, 2. (Univ. of Chicago Press) 
 
 c 
 
 PRINCIPLES OF EDUCATION 
 
 Suggestions for reading 
 
 The outline given below merely indicates the scope of the 
 preparation required in the principles of education, only the 
 more important topics and a few of the best available refer- 
 ences being indicated. For a simple and systematic treatment 
 of the field of education in general, the beginner should care- 
 fully read (1) Thorndike’s Education, a First Book (Mac- 
 
.SYLLABUS FOR COLLEGE GRADUATE CERTIFICATES 
 
 21 
 
 millan) and (2) Ruediger’s Principles of Education (Hough- 
 ton), supplementing them (a) with parallel readings from 
 other systematic treatments of the principles of education, 
 such as Henderson’s Text Book in the Principles of Education 
 (Macmillan), and Bolton’s Principles of Education (Scribner) 
 and ( b ) with such other collateral readings as are indicated 
 under the various topics given below. The student who wishes 
 to make a more advanced study of the philosophy of education 
 will find a more detailed guide in MacVannel’s Outlines of a 
 Course in the Philosophy of Education (Macmillan). 
 
 [Note. Dewey’s Philosophy of Education (Macmillan) will appear sub- 
 sequent to this publication and is recommended as a reference work.] 
 
 Outline 
 
 1 The function of a theory of education 
 
 Teaching as an art. Varied traditions and conflicting prac- 
 tices in education. The complexity of the work and the 
 tendency toward partial views. The specialized scientific ap- 
 proaches: (1) physiology, (2) psychology, (3) sociology. Over- 
 traditionalism and ultraradicalism. The need for a unifying 
 theory or philosophy of education which will (1) relate and 
 reconcile varied aims, values, conditions and procedures, and 
 (2) provide standards for the measurement and improvement of 
 methods and results. The practical or instrumental relation of 
 theory in explaining and controlling practice. 
 
 References 
 
 Dewey. Relation of Theory to Practice in Education. (Third Year Book. 
 National Society for the Study of Education) 
 
 O’Shea. Education as Adjustment, ch. 1-3. (Longmans) 
 
 Royce. Is There a Science of Education. (Educational Review, January 
 and February 1891) 
 
 Ruediger. Principles of Education, ch. 1. (Houghton) 
 
 Strayer. Teaching Process, ch. 19. (Macmillan) 
 
 Thorndike. Education, ch. 11. (Macmillan) 
 
 2 The meaning of education 
 
 The presuppositions of education: (1) organism and (2) en- 
 vironment. Instinctive equipment of individual comparatively 
 stable. Social aspects of environment constantly complicating. 
 Increased need for readjustment between individual and world. 
 Threefold nature of adjustment: (1) individual to environment; 
 (2) environment to individual ; (3) changing individual to chang- 
 
22 
 
 TIIE UNIVERSITY OF TI1E STATE OF NEW YORK 
 
 ing environment. The various institutional forces which edu- 
 cate the individual. The school as the chief conscious means. , 
 
 References 
 
 Bagley. Educative Process, ch. I. (Macmillan) 
 
 Bolton. Principles of Education, ch. I, 2. (Scribner) 
 
 Henderson. Text Book in the Principles of Education, ch. 2. (Mac- 
 millan) 
 
 Ruediger. Principles of Education, ch. 3. (Houghton) 
 
 Strayer. Teaching Process, ch. 1. (Macmillan) 
 
 Thorndike. Education, ch. 1. (Macmillan) 
 
 3 The biological foundation of education 
 
 The meaning of infancy as increased capacity for adaptation 
 through education. The limits imposed on education by hered- 
 ity. The theory of recapitulation. The nontransmissibility of 
 acquired characteristics. Eugenics as the sole method of im- 
 proving physical inheritance. Education provides a superior 
 environment for selecting and training inherited tendencies. 
 Individual variation. 
 
 References 
 
 Bagley. Educative Process, ch. 2. (Macmillan) 
 
 Bolton. Principles of Education, ch. 3, 7, 9, 11. (Scribner) 
 
 Butler. Meaning of Education, p. 3-17. (Macmillan) 
 
 Fiske. Meaning of Infancy, p. 1-43. (Houghton) 
 
 Henderson. Text Book in Principles of Education, ch. 3, 6. (Macmillan) 
 Ruediger. Principles of Education, ch. 2. (Houghton) 
 
 Thorndike. Education, ch. 4, 5. (Macmillan) 
 
 Individuality, p. 1-52. (Houghton) 
 
 4 The psychological foundation of education 
 
 The functional character of mind. Reflexes, instincts, capaci- 
 ties and predispositions as unlearned tendencies. Interest, imi- 
 tation, suggestion, and play as factors in mental development. 
 Perception and apperception. Memory and habit in familiar 
 situations. Thought in novel situations. 
 
 References 
 
 Bagley. Educative Process, ch. 4, 8-1 1. (Macmillan) 
 
 Bolton. Principles of Education, ch. 8, 12-27. (Scribner) 
 
 Dewey. How We Think, pt 1-2. (Heath) 
 
 Henderson. Text Book in the Principles of Education, ch. 5, 7-13. 
 (Macmillan) 
 
 James. Talks to Teachers, p. 1-196. (Holt) 
 
 Miller. Psychology of Thinking, ch. 1-4. (Macmillan) 
 
 Ruediger. Principles of Education, ch. 15, 16. (Houghton) 
 
 Thorndike. Education, ch. 5, 6. (Macmillan) 
 
SYLLABUS FOR COLLEGE GRADUATE CERTIFICATES 
 
 23 
 
 5 The sociological foundation of education 
 
 The social nature of consciousness. The human or social en- 
 vironment as the most complex aspect of environment. Social 
 ideals as an influence behind the increase of personal wants. 
 Culture as social inheritance: (1) institutional, (2) esthetic, 
 (3) literary, (4) scientific, etc. The varied institutions which 
 transmit culture by the education of the individual: (1) family, 
 (2) church, (3) vocation, (4) state, etc. School as a specialized 
 institution for conscious education. 
 
 References 
 
 Dewey. School and Society, ch. 1. (Univ. of Chicago) 
 
 Henderson. Text Book in the Principles of Education, ch. 4, 14. 
 
 (Macmillan) 
 
 King. Social Aspects of Education, ch. 1, 2. (Macmillan) 
 
 Ruediger. Principles of Education, ch. 14. (Houghton) 
 
 Scott. Social Education, ch. 1, 5. (Ginn) 
 
 6 The school as a social institution 
 
 The school intermediates between the child and society. Its 
 threefold function: (1) protection or conservation, (2) educa- 
 tion, and (3) selection or distribution. Its functions are rela- 
 tive to social needs and the efficiency of other cooperating insti- 
 tutions. The most conscious and rational of the instruments 
 for social control. Its special importance in a democracy. Its 
 aims and values reflect social ideals and conditions. Each school 
 method represents a double adaptation: (1) to social factors 
 
 and (2) to psychological factors. The series extends from ad- 
 ministrative methods, stressing external or social factors, to 
 teaching methods, emphasizing internal or personal elements. 
 
 References 
 
 Bloomfield. Vocational Guidance of Youth, p. j-116. (Houghton) 
 
 Dewey. School and Society, ch. 3. (Univ. of Chicago) 
 
 Henderson. Text Book in the Principles of Education, ch. 14, 16. 
 
 (Macmillan) 
 
 King. Social Aspects of Education, ch. 10-12. (Macmillan) 
 
 Snedden. The Problem of Vocational Education, p. 1-82. (Houghton) 
 
 7 The aims of school education 
 
 The need for a clear statement of aims. The progressive ad- 
 justment of the world and the individual as an ultimate general 
 end. The need of numerous particularized aims. Their em- 
 phatic and complementary function. The special aims current 
 
24 
 
 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 in present discussion: (i) knowledge, (2) discipline or skill, 
 (3) culture, (4) happiness, (5) utility or practical efficiency, 
 (6) service or social efficiency, (7) morality, (8) self-realization 
 or complete living, (9) natural development, etc. The need for 
 a relative and wholesome interpretation of each. 
 
 References 
 
 Bagley. Educative Process, ch. 3. (Macmillan) 
 
 Brown. American High School, ch. 2. (Macmillan) 
 
 Cubberley. Changing Conceptions of Education, p. 1-68. (Houghton) 
 Henderson. Text Book in the Principles of Education, ch. 1. 
 (Macmillan) 
 
 King. Social Aspects of Education, ch. 11, 12. (Macmillan) 
 
 O’Shea. Education as Adjustment, ch. 4-8. (Longmans) 
 
 Ruediger. Principles of Education, ch. 3-5. (Houghton) 
 
 Thorndike. Education, ch. 2, 3. (Macmillan) 
 
 8 The Organization and administration of the school system 
 
 Relation of the public school to society and the state. Func- 
 tions of various types of schools: (1) general, liberal or cul- 
 tural schools, (2) vocational schools, (3) elementary, secondary 
 and higher schools, (4) schools for special classes of children — 
 defective, delinquent etc. The specialized functions of the 
 school as a system: (1) methods of organization as a relatively 
 stable or structural adjustment, (2) administrative methods as a 
 relatively flexible or dynamic adjustment, and (3) supervision 
 as an intermediating function relating to administration and 
 teaching’. 
 
 References 
 
 Brown. American High School, ch. 1, 4, 7, 12, 13. (Macmillan) 
 Cubberley. Improvement of Rural Schools, p. 1-73. (Houghton) 
 
 Dutton & Snedden. Administration of Public Education in the United 
 States, ch. 3-10, 14-17, 20-28. (Macmillan) 
 
 Henderson. Text Books in the Principles of Education, ch. 17, 18. 
 (Macmillan) 
 
 King. Social Aspects of Education, ch. 3, 9. (Macmillan) 
 
 Snedden. Problem of Vocational Education, p. 1-82. (Houghton) 
 Thorndike. Education, ch. 13. (Macmillan) 
 
 9 The school as a social unit 
 
 The school’s cooperative relations: (1) superintending staff, 
 (2) school trustees or directors, (3) parents and teachers asso- 
 ciations, (4) medical inspection, (5) playgrounds for children, 
 (6) social centers for adults. The social composition of the 
 
SYLLABUS LOR COLLEGE GRADUATE CERTIFICATES 
 
 25 
 
 teaching population and the student population. The internal 
 organization of the school’s social life: (1) school government 
 and discipline, (2) play and athletics, (3) societies, clubs and 
 sociability, (4) personal relations of teacher and students, (5) 
 classroom study as a social activity. 
 
 References 
 
 Brown. American High School, ch. 10, 11. (Macmillan) 
 
 King. Social Aspects of Education, ch. 4-8. (Macmillan) 
 
 Perry. Status of the Teacher, p. 1-68. (Houghton) 
 
 Scott. Social Education, ch. 3, 4, 6, 7. (Ginn) 
 
 Thorndike. Education, ch. 12. (Macmillan) 
 
 10 The meaning of the course of study 
 
 The course of study an epitome of social experience to be rend- 
 ered into personal experience. The two problems in its con- 
 struction : (1) the selection and rejection of materials, and (2) 
 gradation and classification. Two bases for selection: (1) socio- 
 logical and (2) psychological. The child as the integrating or 
 correlating factor among studies. Subjects as fundamental and 
 valid social differentiations of the child’s experience. The prob- 
 lem of educational values. Social, moral, esthetic, cultural and 
 economic values. Intrinsic and instrumental values. Specific 
 and disciplinary values. The election of studies. 
 
 References 
 
 Bagley. Educative Process, ch. 13-15. (Macmillan) 
 
 Bolton. Principles of Education, ch. 28. (Scribner) 
 
 Brown. American High School, ch. 3. (Macmillan) 
 
 DeGarmo. Principles of Secondary Education, pt 1. (Macmillan) 
 
 Dewey. Child and the Curriculum, p. 7-40. (Univ. of Chicago) 
 
 Moral Principles in Education p. 1-58. (Houghton) 
 
 Henderson. Text Book in the Principles of Education, ch. 10, 17, 18. 
 
 (Macmillan) 
 
 Palmer. Ethical and Moral Instruction in the Schools, p. 1-52. 
 
 (Houghton) 
 
 Ruediger. Principles of Education, ch. 6-13. (Houghton) 
 
 Thorndike. Education, ch. 7, 8, 13, (Macmillan) 
 
 11 The nature of teaching methods 
 
 The function of teaching methods is to personalize social ex- 
 periences, values and activities. They are psychological read- 
 justments of subject matter to provide (1) stimulation, (2) modes 
 of thought or expression, and (3) resulting satisfactions or dis- 
 
26 
 
 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 satisfactions which will develop the child’s capacities in useful 
 directions. Four factors, each of which is capable of wide varia- 
 tion, condition the character of teaching methods: (i) the sub- 
 ject matter studied, (2) the child taught, (3) the ultimate social 
 end in view, and (4) the teacher’s immediate purpose. In this 
 wide variation many types of lessons are readily distinguishable 
 upon the basis of their emphatic elements: (1) developmental, 
 (2) drill, (3) review, (4) assignment, (5) recitation, (6) prac- 
 tice, (7) demonstration, (8) induction, (9) deduction, (10) 
 memorization, (11) study etc. These types of teaching or teach- 
 ing movments are supplements rather than substitutes and occur 
 in combinations of successive movements within the recitation 
 period. 
 
 References - 
 
 Bagley. Educative Process, ch. 4-12, 16-23. (Macmillan) 
 
 Betts. The Recitation, p. 1-118. (Houghton) 
 
 DeGarmo. Principles of Secondary Education, pt 2. (Macmillan) 
 
 Dewey. School and Society, ch. 2. (Univ. of Chicago) 
 
 How We Think, pt. 3. (Heath) 
 
 Earhart. Teaching Children to Study, p. 1-175. (Houghton) 
 
 McMurray. How to Study, pt 1-3. (Houghton) 
 
 O’Shea. Education or Adjustment, ch. 9-14. (Longmans) 
 
 Ruediger. Principles of Education, ch. 15, 16. (Houghton) 
 
 Strayer. Teaching Process, ch. 2-12. (Macmillan) 
 
 Thorndike. Education, ch. 6, 9, 10. (Macmillan) 
 
 D 
 
 MATTER AND METHOD IN TEACHING 
 The examination in matter and method in teaching 'will cover 
 the two leading aspects of the subject, namely, (1) the general 
 laws of method, and (2) the teaching of the several studies both 
 as to matter and method as exhibited by our best manuals. Each 
 of these aspects has a distinct literature, while many books on 
 teaching combine in varying degrees the discussion of subject 
 matter with that of general laws of method. The books named 
 below are recommended for study and for reference. A single 
 book for study will usually suffice. 
 
 1 The general laws of method 
 
 The chief topics to be considered under this head are as fol- 
 lows: The acquisition of knowledge at first hand and at second 
 
SYLLABUS FOR COLLEGE GRADUATE CERTIFICATES 
 
 27 
 
 hand ; authority, observation and experiment as means for ac- 
 quiring facts; scope and function of observation; rules for mak- 
 ing an experiment decisive ; application of apperception, atten- 
 tion and interest in acquiring knowledge; the problem as a de- 
 vice for focusing attention and securing educative thought; 
 forms of solution — definition, course or effect, classification and 
 generalization, nonmathematical and mathematical ; Mill’s five 
 “ methods ” of determining cause or effect ; the media of instruction 
 — oral versus book teaching, lectures, catechisms, pictures, models, 
 maps, diagrams ; the use of “ types ” in organizing and teaching 
 subject matter; development lessons, inductive and deductive; 
 stages in the inductive approach — problem, facts, hypothesis, cause 
 and effect, classification, generalization and application ; stages in the 
 deductive approach — anticipation, use of deduction in gaining new 
 knowledge or insight, and application in deductive lessons ; educa- 
 tional value of verification ; heuristic methods ; use and limits of 
 analysis and synthesis in teaching and their distinction from induc- 
 tion and deduction; invention as a mode of thought; the aims 
 and scope of laboratory work as a principle to be observed in all 
 studies; drills, reviews and examinations. 
 
 Elementary Secondary 
 
 Books for study Books for study 
 
 Dewey. How We Think. (Heath) 
 
 Strayer. A Brief Course in the 
 Teaching Process. (Macmillan) 
 
 Books for reference 
 Adams. Exposition and Illustra- 
 tion in Teaching. (Macmillan) 
 
 Bagley. The Educative Process. 
 
 (Macmillan) 
 
 Charters. Methods of Teaching. 
 
 (Row, Peterson) 
 
 Thorndike. Education, a First 
 Book, ch. 9, 10. (Macmillan) 
 
 2 Teaching the various studies 
 
 An examination will be required in at least two groups of sub- 
 jects as given below. Each group is composed of related sub- 
 jects taken from the curriculums of the elementary and second- 
 
 DeGarmo. Principles of Second- 
 ary Education, v. 2, Processes 
 of Instruction. (Macmillan) 
 Thorndike. Principles of Teach- 
 ing. (Seiler) 
 
 Books for reference 
 Armstrong. The Teaching of Sci- 
 entific Method. (Macmillan? 
 Dewey. How We Think. (Heath) 
 
28 
 
 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 ary schools, with the exception of the foreign language group. 
 Candidates who elect this group will be examined in only one 
 language and in one other complete group, which the candidate 
 may select. The questions for examination will relate both to 
 subject matter and method as treated in the books recommended 
 for study and reference. 
 
 Group i — English 
 
 1 Language lessons, their purpose, type and nature ; word 
 recognition, ways and means of accomplishing; oral versus 
 visible recognition, the place and office of each ; the psychology 
 of learning to read; methods of teaching reading and the ad- 
 vantages and disadvantages of each, the alphabet method; 
 phonic method, word-and-name method, sentence method ; oral 
 versus silent reading; the purpose and place of each; qualities of 
 good reading, mechanical, mental ; choice of reading material ; 
 the qualities of a good reading book; reciting and dramatization, 
 their value as an aid to reading. Advanced reading; supple- 
 mental reading, means of developing expression. How to 
 create the love of reading; spelling, how to teach it. 
 
 References 
 
 Arnold. Reading, How to Teach It. (Silver, Burdett) 
 
 Garlich. A New Manual of Method, ch. 9. (Longmans) 
 
 Huey. The Psychology of Reading. 
 
 Hughes. Teaching to Read. (Barnes) 
 
 Wallin. Spelling Efficiency, etc. (Warwick & York) 
 
 2 Grammar, its place in (a) elementary, ( b ) secondary 
 schools; its relations to the other lines of English work; its 
 justification, its aims; its means or methods; analysis and pars- 
 ing; formal versus functional grammar; the content of grammar 
 study; its educational value. 
 
 References 
 
 Barbour. The Teaching of Grammar. (Ginn) 
 
 Chubb. The Teaching of English. (Longmans) 
 
 3 Composition, reasons for its unsatisfactoriness; aims to be 
 striven for in each grade; in each year of the high school; the 
 principles underlying composition; materials for composition. 
 Oral and written composition ; transcription, reproduction etc. ; 
 place and function of each. Forms of discourse, and how to 
 
SYLLABUS FOR COLLEGE GRADUATE CERTIFICATES 
 
 29 
 
 treat each. Structures of composition as a whole ; correlated 
 with other studies, criticisms, conferences etc. 
 
 References 
 
 The many articles by S. Thurber, published in various magazines, should 
 be consulted. 
 
 Bates. Talks on Writing English. (Houghton) 
 
 The Teaching of English. (Longmans) 
 
 Chubb. The Teaching of English 
 
 4 Rhetoric, its place and function in linguistic study; when 
 and how it shall be taught ; various theories concerning the con- 
 tent; elementary and advanced rhetoric; induction and deduc- 
 tion in teaching rhetoric; the function of a text. 
 
 The above references and any good rhetoric, such as Thomas & Howe’s 
 Composition and Rhetoric. 
 
 5 Literature, its value as a subject of study; the chief end of 
 teaching; appreciation; ways and means of developing the liter- 
 ary appreciation; types of poetry; types of prose and method of 
 treatment of each ; basis of choice of material ; principles under- 
 lying the arrangement of course of study by years; the laws of 
 method applied to English ; reading as an aid to literary under- 
 standing and appreciation. 
 
 References 
 
 Bates. Talks on the Study of Literature. (Houghton) 
 
 Carpenter, Baker & Scott. Teaching of English, ch. 1, 2. (Longmans) 
 Chubb. The Teaching of English. (Longmans) 
 
 Corson. Aims of Literary Study. (Macmillan) 
 
 Haliburton & Smith. Teaching Poetry to the Grades. (Houghton) 
 Johnston. High School Education, ch. 11, 12. (Senbress) 
 
 MacMurry. Special Method in Literature and History 
 Thomas. How to Teach English Classics 
 
 A splendid collection of magazine references treating of all aspects of English teaching will 
 be found in Johnston, p. 488-93 
 
 Thurber. Various articles found in the files of the School Review, 
 Educational Review and The Academy 
 Wissler. The Interests of Children in Reading. Ped. Sun, 5 1523-41 
 
 Group 2 — History 
 
 1 History in general 
 
 The functions of history : its aims and educational values. The 
 relation of history to civics. Its correlation with geography and 
 
30 
 
 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 other subjects. The chief periods of history and their relative 
 value under varying circumstances. Order in which they should 
 be taught. Importance to be ascribed to chronology. Methods 
 of approach — biographical, topical, source method, intensive, 
 extensive, study of types, oral narrative, textbooks, reading of 
 historical treatises, use of globes, maps, pictures, outlines etc. 
 
 References 
 
 Bourne. The Teaching of History and Civics. (Longmans) 
 
 2 Elementary history 
 
 Aims of elementary history — interest in great personalities, 
 in the common people of the past, the origin and development of 
 ideas and institutions, the progress of inventions, the develop- 
 ment of social disposition and knowledge in the pupil, develop- 
 ment of the reproductive imagination, reasoning about the con- 
 tingent, intelligent patriotism. Importance of American as con- 
 trasted with European history. Order of procedure through the 
 grades. Arguments for and against the chronological order (see 
 references i and 2 below). Oral treatment of history stories. 
 Change of method with growing maturity of pupils. 
 
 3 Secondary history 
 
 Specific function of each of the four great blocks or periods 
 of history — Ancient, Medieval and Modern, English and 
 American. Should American history come early or late in the 
 high school course; arguments for and against. Reasons for and 
 against the short course in general history. Relative value of 
 the various standpoints from which history may be viewed — 
 military, constitutional, political, economic, industrial, literary. 
 Methods of arousing historical interest; use of sources. Com- 
 parison of secondary history in American, German, and English 
 schools. Types of mental training. 
 
 Elementary 
 
 Books for study 
 
 Johnson, H. The Problem of 
 Adapting History to Children in 
 the Elementary Schools 
 McMurray, C. Special Method in 
 History. (Macmillan) 
 
 Secondary 
 
 Books for study 
 
 Bourne. The Teaching of History 
 and Civics. (Longmans) 
 
 Report of the Committee of Five. 
 (American Historical Associa- 
 tion, 1911) 
 
SYLLABUS FOR COLLEGE GRADUATE CERTIFICATES 
 
 3 1 
 
 Books for reference 
 Report of the Committee of Seven 
 (1899). (Macmillan) 
 
 Report of the Committee of Five 
 (1911). (American Historical 
 Association) 
 
 Rice, McMurray, C. A. & F. M., 
 Lawrence, Page. The Course of 
 History in the Common School. 
 (Found in the second year book 
 of the National Society as above) 
 Salmon. History : Suggestions as 
 to Study and Teaching. (Mac- 
 millan) 
 
 Some Principles in the Teach- 
 ing of History. (First Year book 
 of the National Society for the 
 Scientific Study of Education. 
 Chicago Univ. Press) 
 
 Books for reference 
 Barnes, Mary Sheldon. Studies in 
 Historical Method (the source 
 method). (Heath) 
 
 History Syllabus for Secondary 
 Schools. Historical Sources in 
 Schools. American Civil Govern- 
 ment. An Outline Study for 
 Secondary Schools. (Reports of 
 three committees of the New 
 England History Teachers Asso- 
 ciation) 
 
 Keatinge. Studies in the Teaching 
 of History (English conditions). 
 (Macmillan) 
 
 Mace. Method in History. (Ginn) 
 Salmon. History: Suggestions as • 
 to Study and Teaching. (Mac- 
 millan) 
 
 Vincent. Historical Research. An 
 Outline of Theory and Practice. 
 
 Group 3 — Mathematics 
 
 1 Mathematics in general 
 
 The functions of mathematical teaching; its aims and values. 
 The relation of mathematics to other subjects. The various 
 mathematical subjects; their relation to each other; their order 
 of acquisition. The arrangement and development of each of 
 the mathematical subjects. Various methods of presentation: 
 topical, logical, psychological, concentric, spiral, synthetic, 
 analytic, practical, deductive, inductive, heuristic, socratic, labor- 
 atory. Individual and class instruction. Objective work. Con- 
 struction. Measurement and ratio. Application. Visual aids : 
 models, apparatus, graphs etc. 
 
 References 
 
 Smith. Teaching of Elementary Mathematics. (Macmillan) 
 
 Young. Teaching of Mathematics in the Elementary and Secondary 
 Schools. (Longmans) 
 
 2 Elementary mathematics 
 
 The aims of mathematical teaching in the grades. Arithmetic 
 as the main content. Algebraic and geometric aspects. The 
 standard for selection of materials. Distribution and arrange- 
 ment. Incidental and formal instruction in the earliest grades. 
 Logical and psychological types of ,p roce dure : (1) topical, (2) 
 
32 
 
 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 spiral (concentric), and (3) mixed methods of development. 
 Abstract and applied arithmetic; memorization and reasoning; 
 the example and the problem. The fundamental combinations 
 and their manipulation in complex series. Habituation and ra- 
 tionalization in computations. The use of special algorisms, oral 
 forms, and written arrangements. Special methods for obtain- 
 ing accuracy, independence and speed. Mental (oral) and writ- 
 ten arithmetic. Objective teaching: its distribution; its materials 
 (objects, pictures, diagrams, games). Inductive and heuristic 
 teaching. The Perry movement. Practical arithmetic. 
 
 References 
 
 McClellan & Dewey. Psychology of Number. (Appleton) 
 
 McMurry. Special Method in Arithmetic. (Macmillan) 
 
 Smith. Teaching of Arithmetic. (Teachers College, Columbia Uni- 
 versity) 
 
 Suzzallo. Teaching of Primary Arithmetic. (Houghton) 
 
 3 Secondary mathematics 
 
 The aims of mathematical teaching in the high school. The 
 mathematical subjects taught: algebra, plane geometry, solid 
 geometry, trigonometry. The customary order of study. The 
 simultaneous teaching of algebra and geometry. Correlation of 
 mathematics and physics, geometry ‘and drawing, trigonometry 
 and geometry, algebra and arithmetic. The differentiation of 
 mathematics for various classes of pupils. The use of definitions 
 and axioms. The aims of teaching algebra. The topics included. 
 The equation as the central topic. The function concept. Posi- 
 tive and negative numbers. The translation of symbols. Numer- 
 ical aspects of algebra. Applied problems. Checks. Mechani- 
 cal work. The aims in teaching geometry. Observational, in- 
 ventional and analytic geometry. Measurement, drawing, con- 
 struction and superposition as foundations for demonstration. 
 Non-Euclidean and Euclidean geometry. Use of symbols. Ex- 
 perimental work. Applied geometry. 
 
 References 
 
 Evans. Teaching of High School Mathematics. (Houghton) 
 
 Myers. First Year Mathematics for Secondary Schools. (Univ. of 
 Chicago) 
 
 Second Year Mathematics for Secondary Schools. (Univ. of 
 
 Chicago) 
 
 Smith. Teaching of Geometry. (Ginn) 
 
 Teaching of Elementary Mathematics. (Macmillan) 
 
 Young. Teaching of Mathematics in the Elementary and Secondary 
 Schools. (Longmans) 
 
SYLLABUS FOR COLLEGE GRADUATE CERTIFICATES 
 
 33 
 
 Elementary 
 
 McClellan & Dewey. Psychology 
 of Number. (Appleton) 
 
 McMurry. Special Method in 
 Arithmetic. (Macmillan) 
 
 Smith. Teaching of Arithmetic. 
 (Teachers College, Columbia 
 Univ.) 
 
 Suzzallo. Teaching of Primary 
 Arithmetic. (Houghton) 
 
 Secondary 
 
 Evans. Teaching of High School 
 Mathematics. (Houghon) 
 
 Myers. First Year Mathematics 
 for Secondary Schools. (Univ. 
 of Chicago) 
 
 Second Year Mathematics for 
 
 Secondary Schools. (Univ. of 
 Chicago) 
 
 Smithy Teaching of Geometry. 
 (Ginn) 
 
 Group 4 — Science 
 i The teaching of science in general. 
 
 The function of science teaching. Differing aims in the ele- 
 mentary and secondary schools. Nature study, geography and 
 elementary science in the elementary school. Biology (botany, 
 zoology, physiology), physics, chemistry and physiography 
 (geography) in the secondary schools. Their relation to one 
 another. Their order in the curriculum. Time allotment. Study 
 by types and topics. Concentric (spiral) and topical procedures. 
 The use of observation and experiment. Individual and class 
 demonstrations. The laboratory. Use of manuals, text and 
 notebooks. Observations and the inductive method. Laws or 
 principles and the deductive method. Scientific teaching as 
 order of discovery (heuristic), verification or inquiry, lectures, 
 and recitations. Practical applications. 
 
 References 
 
 Cooley. Science for Education. High School Bulletin 7. Univ. of 
 the State of New York, p. 578-94 
 
 Coulter. The Mission of Science in Education. Science, n. s. 12, 
 p. 281-93 
 
 Huxley. Science and Education. Collected Essays, v. 3. (Macmillan) 
 Lloyd & Bigelow. The Teaching of Biology, ch. 1. (Longmans) 
 McMurry. Special Method in Elementary Science, ch. 1, 2. (Macmillan) 
 Smith & Hall. The Teaching of Chemistry and Physics in the Secondary 
 School, p. 5-18. (Longmans) 
 
 2 The teaching of nature study in the elementary school 
 
 Special objects of the nature study movement. The relation 
 of nature study to science teaching: physical science, biology, 
 geography. Differences of attitude, method and content. The 
 importance of first-hand contact with nature. The interpreta- 
 tion and the control of nature. Sentimental and scientific aspects 
 of nature. Bird, insect and other animal study; plant study, 
 
34 
 
 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 tree study, inanimate nature study. The uses of the school gar- 
 den. Excursions and collections. Special devices: window box, 
 terrarium, aquarium, museum. The improvement of the school 
 grounds. Practical bearings of nature study on agriculture, 
 horticulture, hygiene, and industry. Nature study, agriculture 
 and the rural school problem. Correlations with art study and 
 literature. 
 
 References 
 
 Bailey. Nature Study Idea. (Macmillan) 
 
 Coulter & Patterson. Practical Nature Study and Elementary Agri- 
 culture. (Appleton) 
 
 Hodge. Nature Study and Life. (Ginn) 
 
 Holtz. Nature Study. (Scribner) 
 
 3 The teaching of geography in the elementary school 
 
 Purpose of school geography teaching. The relation of geog- 
 raphy to the other subjects; nature study, history, literature, 
 arithmetic etc. Home geography as a method of approach. 
 Early knowledge of world as a whole. The emphasis on conti- 
 nental work.. The plan for teaching all continents twice ; its 
 modifications. Important methods : spiral or concentric ; type 
 study; “imaginary journey”; topical. The dififering value of 
 these in intermediate and grammar grades. The place of physi- 
 cal geography. Industrial and commercial aspects. Political 
 and social aspects. The use of texts and supplementary readings. 
 The use of visual aids: maps, globes, apparatus and illustrations. 
 Modeling; map drawing; map filling; free-hand drawing; copy- 
 ing and memory work. 
 
 References 
 
 Dodge. Teaching of Geography in Strayer’s Teaching Process, p. 281-98. 
 (Macmillan) 
 
 Geikie. Teaching of Geography. (Macmillan) 
 
 McMurry. Special Method in Geography. (Macmillan) 
 
 Redway. New Basis of Geography. (Macmillan) 
 
 Sutherland. Teaching of Geography. (Scott, Foresman) 
 
 4 The teaching of physics and chemistry in the secondary 
 
 schools 
 
 The special purpose and value of the physical sciences. Ex- 
 tensive study covering both physics and chemistry versus in- 
 tensive study of one or the other. Physics versus chemistry as 
 the first course. The selection of materials. Various methods 
 of arranging material: (1) nature study method, (2) theoretical 
 
SYLLABUS FOR COLLEGE GRADUATE CERTIFICATES 
 
 35 
 
 method, (3) historic-systematic. Extensive and intensive meth- 
 ods of instruction. Quantitative and qualitative work. Stages 
 in general method: (1) observation of details, (2) generaliza- 
 tion, (3) application, (4) approximate systematization of knowl- 
 edge. Out of door science. Applied or industrial science. Ex- 
 perimental work: (1) lecture table demonstration, (2) individual, 
 group and class laboratory work. Laboratory work as order of 
 discovery, proof or personal investigation. The selection of ex- 
 periments. The supervision of experimentation. Dangers of 
 formal and mechanical work. The laboratory manual. The 
 science notebook. The use of texts. Lectures, recitations and 
 examinations. 
 
 References 
 
 Mann. Teaching of Physics. (Macmillan) 
 
 Smith & Hall. Teaching of Chemistry and Physics in the Secondary 
 School. (Longmans) 
 
 5 The teaching of biology in the secondary school 
 
 The special value of biological instruction. Physical or bio- 
 logical sciences as first courses. A general biology course. 
 Biological course based on human physiology. Separate courses in 
 botany, zoology and physiology. The three-term plan. Separate 
 courses with election. Relation of biology to physiology, hygiene 
 and temperance instruction. Biology based on human physiology. 
 Economic aspects of biology. Selection and arrangement of ma- 
 terials within courses : ( 1 ) merely descriptive and classificatory 
 method; (2) study of types, (a) in order of evolutionary pro- 
 gression or ( b ) vice versa; (3) comparative study of plant type and 
 animal type; (4) procedure by scientific divisions : morphology, 
 physiology, classification and ecology; (5) the synthetic method 
 with (a) a morphological or ( b ) a physiological emphasis. Em- 
 phasis on general ideas rather than details. Field work. The use 
 of vivaria (terraria, aquaria). The use of the microscope. The 
 laboratory book. The value of drawings and notes. 
 
 References 
 
 Ganong. Teaching Botanist. Revised. (Macmillan) 
 
 Lloyd & Bigelow. Teaching of Biology. (Longmans) 
 
 6 The teaching of physiography in the secondary school 
 
 Physiography as a secondary school study. Its relations to 
 the other natural sciences. Its particular value as. a first-year 
 course in science. The emphasis on land forms and processes 
 
THE UNIVERSITY OE THE STATE OF NEW YORK 
 
 36 
 
 versus that on human responses (economic, industrial, commer- 
 cial etc.). The proper selection of materials and arrangement of 
 topics. Treatments : (1) descriptive, (2) explanatory, (3) ap- 
 plied. The emphasis on causes and consequences. Field work. 
 Laboratory work. Plottings and maps. Models. Lantern 
 slides. 
 
 References 
 
 Davis. Geographical Essays, ch. 1, 2, 4, 7. (Ginn) 
 
 Proceedings N. Y. State Science Teachers Association, 1901. (Univ. of 
 State of N. Y.) 
 
 Report of Committee on Geography for Secondary Schools. (Jour, of 
 Geog. March 1910) 
 
 Elementary 
 
 Nature study 
 
 Bailey. Nature Study Idea. (Mac- 
 millan) 
 
 Coulter & Patterson. Practical Na- 
 ture Study and Elementary Agri- 
 culture. (Appleton) 
 
 Hodge. Nature Study and Life. 
 (Ginn) 
 
 Holtz. Nature Study. (Scribner) 
 Geography 
 
 Dodge. Teaching of Geography, in 
 Strayer’s Teaching Process, 
 p. 281-97. (Macmillan) 
 
 Geikie. Teaching of Geography. 
 (Macmillan) 
 
 McMurry. Special Method in Geog- 
 raphy. (Macmillan) 
 
 Redway. New Basis of Geography. 
 (Macmillan) 
 
 Sutherland. Teaching of Geography. 
 (Scott, Foresman) 
 
 Secondary 
 
 Physics and chemistry 
 
 Mann. Teaching of Physics. (Mac- 
 millan) 
 
 Smith & Hall. Teaching of Chem- 
 istry and Physics in the Second- 
 ary School. (Longmans) 
 
 Biology 
 
 Ganong. Teaching Botanist, re- 
 vised. (Macmillan) 
 
 Lloyd & Bigelow. Teaching of 
 Biology. (Longmans) 
 
 Physiography 
 
 Davis. Geographical Essays, ch. 1, 
 2, 4, 7. (Ginn) 
 
 Proceedings N. Y. State Science 
 Teachers Association, 1901. 
 (Univ. of State of N. Y.) 
 
 Report of Committee on Geography 
 for Secondary Schools. (Jour, of 
 Geog. March 1910) 
 
 Group 5 — Foreign languages 
 
 1 The teaching of foreign languages in general 
 
 Linguistic training — a means of intellectual and emotional 
 control through adequacy of expression ; the perception and ex- 
 pression of distinctions in thought, the “ mastery of the word ” 
 with Greeks, Romans and Christians ; aims of classical philology ; 
 the study of grammar as concrete introspection ; value of gram- 
 mar for appreciation and for composition; nature and limits of 
 
SYLLABUS FOR COLLEGE GRADUATE CERTIFICATES 
 
 37 
 
 grammar as an intellectual discipline; parts of grammar that 
 train thought continuously and parts that are purely conven- 
 tional; function of grammar in leading from primitive, to culti- 
 vated language sense. Literature — as a source of knowledge, 
 in ancient and in modern foreign languages; literature as art; 
 its function in revealing the inner life and consciousness of a 
 people; misconceptions concerning the function of literature in 
 foreign languages and their consequences in teaching; com- 
 parison of the present value of literature in ancient and in mod- 
 ern foreign languages. 
 
 2 Latin and Greek 
 
 History of these subjects in the schools since the Revival of 
 Learning. Their present status in the following particulars: 
 utility in linguistic training; as sources of literary appreciation; 
 as means for developing power of expression in English, for 
 making the meanings of words more precise, for enriching the 
 vocabulary, and for interpreting ' the expressed thought of 
 others. Advantages of ancient over modern languages in point 
 of progressive yet surmountable difficulties they present to the 
 student, thus training him to sustained effort. Degree of uni- 
 versality in linguistic discipline. The art of translation, as to 
 its universality and necessity, and the methods by which it may 
 be conducted. Relation of exercises in composition to the matter 
 read. Needed changes in matter and method when Latin is 
 begun in the grammar school. 
 
 Books for study 
 
 Bennett & Bristol. The Teaching of Latin and Greek. (Longmans) 
 Hale. Aims and Methods in Classical Study. (Ginn) 
 
 The School for the Reform of Latin Teaching. Report of the First 
 Meeting at Bangor. Contains conference reports on the working of 
 the new method. (G. Bell & Sons, London) 
 
 References 
 
 Abbott. Society and Policies in Ancient Rome. (Scribner) 
 
 The Common People of Ancient Rome. (Scribner) 
 
 Atkinson. Dent’s First Latin Book. (J. M. Dent & Co. London) 
 
 Hale. The Art of Reading Latin. (Ginn) 
 
 Lodge. The Vocabulary of High School Latin. (Teachers College) 
 Shorey. The Case for the Classics. (Controversial; contains extended 
 bibliography on the debate concerning classical education.) (School 
 Review, Nov. 1910) 
 
 Tolman. The Art of Translating. (Sanborn) 
 
3 « 
 
 THE UNIVERSITY OF THE STATE OF NEW YORK 
 
 3 French and German 
 
 History of the use of these languages in modern education. 
 Their utilitarian value in the United States, in Europe ; their 
 linguistic value as contrasted with Latin. Selection and grad- 
 ing of material in the high school, in grammar grades. Best age 
 for beginning. Variation of method according to age of pupils. 
 The natural or the translative method. The “ reform method ” 
 with reference to pronunciation, grammar, conversational use 
 of words learned and practice in reading, use of songs, etc. 
 Modification of these methods recommended by the Committee 
 of Twelve. Use of illustrative material. The graphophone as an 
 aid. 
 
 Books for study 
 
 Bahlsen. The Teaching of Modern Languages. (Ginn) 
 
 Breul. The Teaching of Modern Foreign Languages in Secondary Schools. 
 (Macmillan) 
 
 Jespersen. How to Teach a Foreign Language. (Macmillan) 
 
 Report of Committee of Twelve on Modern Languages. (Contained in 
 N. E. A. Report on College Entrance Requirements, 1899, an d also 
 issued separately by the U. S. Bureau of Education) 
 
 References 
 
 Armstrong. Place of Modern Languages in American Education (illus- 
 trations from French). (School Review, Nov. 1911) 
 
 Bagster-Collins. The Teaching of German in Secondary Schools. 
 (Macmillan) 
 
 Brebner. The Method of Teaching Modern Languages in Germany. 
 (Macmillan) 
 
 Gouin. The Art of Teaching and Studying Languages. (Longmans) 
 Sauveur. Introduction to the Teaching of Living Languages. Pamphlet. 
 (Jenkins)