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Schools of to-morrow

Chapter 3: LIST OF ILLUSTRATIONS
By John Dewey
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Teaching & Education

About This Book

The authors examine classroom experiments that treat education as natural development, showing how teachers apply progressive theories in practice. They discuss factors shaping growth, reorganizing curriculum around learners’ interests, the educative role of play, and fostering freedom and individuality. They describe connections between school and community, conceive schools as social settlements, and advocate integrating industry and practical work into instruction to train thinking, habits, and civic responsibility. Case studies of experimental classrooms illustrate methods, classroom organization, and challenges of reform. The overall focus is on making educational theory concrete, aligning school life with children's development, and preparing democratic citizens through active, socially embedded learning.

LIST OF ILLUSTRATIONS

  FACING
PAGE 
A Test with Books Open. (Fairhope, Ala.) Frontispiece
(1) Nature would Have Children Be Children before They Are Men. 8
(2) Teach the Child What Is of Use to Him as a Child. (Teachers’ College, N. Y. City) 8
To Learn to Think, We must Exercise Our Limbs. (Francis Parker School, Chicago) 15
(1) An Hour a Day Spent in the “Gym.” 30
(2) The Gully Is a Favorite Textbook. (Fairhope, Ala.) 30
Games often Require Muscular Skill, Reading, Writing, and Arithmetic. (University School, Columbia, Mo.) 45
(1) The Basis of the Year’s Work. (Indianapolis) 58
(2) Printing Teaches English. (Francis Parker School, Chicago) 58
Songs and Games Help Arithmetic. (Public School 45, Indianapolis) 75
The Pupils Build the School-Houses. (Interlaken School, Ind.) 87
Real Gardens for City Nature Study. (Public School 45, Indianapolis) 97
(1) Making a Town, instead of Doing Gymnastic Exercises. (Teachers’ College Playground, N. Y. City) 109
(2) Gymnasium Dances in Sewing-Class Costumes. (Howland School, Chicago) 109
Constructing in Miniature the Things They See around Them. (Play School, New York City) 118
Using the Child’s Dramatic Instinct to Teach History. (Cottage School, Riverside, Ill.) 129
Learning to Live through Situations That Are Typical of Social Life. (Teachers’ College, N. Y. City) 140
Solving Problems in School as They would Have to be Met out of School. (Francis Parker School, Chicago) 159
The Pupil Stays in the Same Building from Day Nursery Through High School. (Gary, Ind.) 177
Special Teachers for Special Subjects from the Very Beginning. (Gary, Ind.) 193
(1) The Boys Like Cooking More than the Girls Do. 218
(2) Mending Their Own Shoes, to Learn Cobbling. (Public School 26, Indianapolis) 218
Learning Moulding, and Manufacturing School Equipment. (Gary, Ind.) 255
Real Work in a Real Shop Begins in the Fifth Grade. (Gary, Ind.) 269
(1) Children Are Interested in the Things They Need to Know About. (Gary, Ind.) 284
(2) Making Their Own Clothes in Sewing Class. (Gary, Ind.) 284
Training the Hand, Eye, and Brain by Doing Useful Work. (Gary, Ind.) 297