FOOTNOTES:
[1] James, Talks to Teachers, p. 66.
[2] F. M. McMurry, “Advisable Omissions from the Elementary Curriculum,” Ed. Rev., May, 1904.
[3] Dewey, Interest in Relation to Will, p. 12.
[4] Thorndike, Principles of Teaching, Chapter V.
[5] For statistics and further argument concerning individual difference, see Thorndike, Educational Psychology, Chapter VIII.
[6] For this classification of attention, see Titchener, Primer of Psychology, Chapter V.
[7] McMurry, Method of the Recitation, Chapter VI.
[8] Suzzallo, in California Education, June, 1906.
[9] For a full discussion of this point, see Eliot, Educational Reform, the essay on “The Function of Education in a Democratic Society.”
[10] See Dewey, “The Relation of Theory to Practice in the Education of Teachers,” The Third Year Book of the National Society for the Scientific Study of Education.
[11] For a discussion of this and other aspects of the problem, see Earhart, Teaching Children to Study; McMurry, How to Study, and Teaching How to Study.
[12] W. H. Pyle and J. C. Snyder, “The Most Economical Unit for Committing to Memory,” Journal of Educational Psychology, Vol. II, pp. 133-142.
[13] D. E. Smith and F. M. McMurry, “Mathematics in the Elementary School,” Teachers College Record, Vol. IV, No. 2; D. E. Smith, “The Teaching of Arithmetic,” Teachers College Record, Vol. X, No. 1.
[14] E. L. Thorndike, “Handwriting,” Teachers College Record, Vol. XI, No. 2; Stone, Arithmetical Abilities and Some of the Factors Determining them.
[15] Quoted by Johnson in a monograph on “The Problem of Adapting History to Children in the Elementary School,” Teachers College Record, Vol. IX, p. 319.
[16] Teachers College Record, Vol. IX, pp. 319-320.
[17] “Stenographic Reports of High School Lessons,” Teachers College Record, September, 1910, pp. 18-26.
[18] Baldwin, Industrial School Education. A most helpful discussion of industrial work.
[19] W. S. Jackman, “The Relation of School Organization to Instruction,” The Social Education Quarterly, Vol. I, pp. 55-69; Scott, Social Education.
[20] Allen, Civics and Health, p. 53.
[21] Dewey, Moral Principles in Education.
[22] See chapter on Social Phases of the Recitation.
[23] Moral Training in the Public Schools, p. 41. The essay by Charles Edward Rugh.
[24] Bagley, Classroom Management, Chapter XIV.
[25] See discussion of the study lesson, ante.
[26] McMurry, How to Study, Chapter III.
[27] See ante, Chapter XI.
[28] Adapted from a plan prepared by Lida B. Earhart, Ph.D., for the author’s syllabus on Theory and Practice of Teaching.
[29] Some discussion of the course of study as an instrument in supervision is given in the chapter on “The Teacher in Relation to the Course of Study.”
[30] For a discussion of the doctrine of formal discipline, and for bibliography, see Thorndike, Educational Psychology, 1903 edition, Chapter VIII; Heck, Mental Discipline.
[31] James E. Russell, “The School and Industrial Life,” Educational Review, Vol. XXXVIII, pp. 433-450.
[32] E. L. Thorndike, “Handwriting,” Teachers College Record, Vol. XI, No. 2.
[33] Cubberley, School Funds and their Apportionment; Elliott, Fiscal Aspects of Education; Strayer, City School Expenditures.
[34] In proceeding to the part of the study that is necessarily largely composed of tables, it may be well to state the position of the author regarding the partial interpretations offered in connection with the tables. It is that the entire tables give by far the best basis for conclusions; that for a thorough comprehension of the study they should be read quite as fully as any other part; and that they should be regarded as the most important source of information rather than the brief suggestive readings which are liable to give erroneous impressions, both because of the limitations of a single interpretation and the lack of space for anything like full exposition.
[35] M = Median, which is the representation of central tendency used throughout this study. It has the advantages over the average of being more readily found, of being unambiguous, and of giving less weight to extreme or erroneous cases.
[36] For reliability of measures of reasoning ability, see Appendix, p. 100.
[37] As stated in Part I, p. 17, a score is arbitrarily set at one. The fact that the zero point is unknown in both reasoning and fundamentals makes these scores less amenable to ordinary handling than they might at first thought seem. Hence, entire distributions are either printed or placed on file at Teachers College.
[38] For the data from which these calculations were made, see first column of table XXI, p. 52, and the first columns of tables III and IV, p. 21. The absence of known zero points makes such computations inadvisable except in connection with the more reliable evidence of the preceding table.
[39] And it is the opinion of the author that the chances are much better that one would get a school with a superior product in education.