Volume VI
Number2
1920-21
THE PERU ST A TE NORMAL SCHOOL BULLETIN Peru, Nebraska
Exttnsion eoursu
TUITION FREE
ESTABLISHED 1867
Ji;n tcred as second class matter July, 1915, at t he post office at P eru, Neb r ., under the act of Aug. 24, 1912 .
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1 CALENDAR
Summer School 1920 Monday, June 7 ......... . .. . .. . . Summer School Begin s Thursday, July 30 ...... Summer School Commencemm1t.
1920-21 Monday, September 6 ... . . .. ........... . . School Begins Monday, January 24 . .. . . ....... Second Semester Begins
BOARD OF EDUCATION
Hon. Dan Morris, President. . . . . . ..... K earney Hon. Frank Pilger, Vice President ... . . .. . .. .... . P ierce Hon. H . E. Reische, Secretary. . . . . . . . .. Chadron Hon. D. B. Cropsey, Treasurer ................. Lincoln Hon. J. M. Matzen, State Superintendent ........ Lincoln l:Ion. W. S. Heitzman ..... . . . . . .. .. . . . . . . .. . .. . Osceola Hon. T. J. Majors ...... . .. . . . ... . ............... . Peru
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II.
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Oonsideration of problem. 1. A discussion of aims that have h eretofore been considered valid: (a) culture, (b) harmonious development, ( c) preparing individual to m ake a living, (cl) knowledge. 2. Ideals of service now taking hold of society. ''An idle dollar is a slacker. '' What about an undiscovened, undeveloped, unused talent ~ The same ideal is taking hold of ed ucators as an aim for our schools. "Education is a group enterprise." Schools are established to develop individuals so that they may become intelligently active for th e common good; "to develop an in di vid ual who will contribute to social progress, one who will find his own gr eatest satisfaction in working for the common good. '' Statement of aim : Social efficiency. vVhat does it include ~ 3. If I accept this aim, it will effect (a) the methods iof work upon the part of my pupils. (b) the content of education, (c) my interest in the physical welfare of my pupils, (cl) my inter est in moral training, ( e) my inter est in habits to he fixed, (f) my emphasis upon power of appreciation. Conclusion: My aim during the coming year shall beREADINGS
Strayer and Norsworthy Chapter I . Parker S. C., Methods of T eaching in High Schools, Chapter II. Smith, W. R., The Fundamentals of a Socializerl Educational Program. School and Society 8 : 35-41. Stout F. E., The High School, Part I.
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Problem II I.
Statement of the problem: What is the nature of the ra-vv material with which I shall have to work in carrying out my school a im ~
II. Consideration of problem : The Original Nature 1. The child's inheritance-a nervous system. (a) Fixes limits beyond whicli education ¡cannot go. (b) Usually discussed under heacts : r eflexes, instincts, gener al t endencies, capacities. Instinct defin ed- '' innate specific tendencies of the mind that are common to all members of any one species, racial characters that have been slowly evolved in the process of adaptation of species to their environmen t and that can neither be eradicated from the mental constitution of which they are innate elements nor acquired by individuals in the course of their life time." 1cDougal. ( c) Importance of instincts, general tendencies and emotions. ''The instincts are the prime moyers of all human activity : by the conative or impulsive force of some instinct, every train of thought is borne along toward its end and every bodily activity is initiated and sustained. The instinctive impulses det ermine the ends of all activities and supply the driving power by which all mental activities are sustained . '' McDougal. Influence in society of imitation, fear, love, hate, etc.
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EXTENSION COURSES It is the purpose of the Normal School to r each an ever increasing numb er of teacher s through E xt ension Courses. The outline of EDUCATIONAL PSYCHOLOGY which follows is a sample of the courses offer ed. If you ar e inter ested in this course write Prof. A. Crago, P eru, Nebraska, for directions and cr edit given for completion of same.
W or th while teacher s ar e growing t each er s. Do you not think you could grow mightily while pursuing such a course as is her e outlined~ We have many such courses. If you ar e not interested in this one, for further information concerning E xtension Courses, write PRESIDENT E . L . ROUSE, P ei·u, Nebraska
EDUCATION IV I.
The purpose of this course : To develop in the minds of prospective t eacher s psychological principles that will give them a working ideal of ' 'How to Teach. ' '
II.
The problems of the course : Gener al Problem for this course: To learn how to take children as they are, study them, and to cause such r eactions · to take place in them that they will be fitted for useful service to society. Specific Aims : 1. The ends or aims that should guide the work of a teacher.
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''How to
T each' '- Strayer
and
IV. R equirements of the course: 1. A careful study of the t ext and of other assigned readings. 2. An active part in class discussions. 3. One 1or two carefully prepared themes on topics relating to the problems of the course. 4. Brief written tests based on r eadings and class discussions. 5. Laboratory work based on topics of the course.
Problem I. The Ends or Aims l.
Statement of problem: When I t ak e up work in a classroom as teacher, what shall be my aims ~
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marked by greater clearness in the center 1of the :field and less in the border. (f) Definition of interest-the affective side of attention. Depth of concentration of attention dependent upon: (a) Mental and physical c;ond~tion s-fatigu e, worry, undue excitement or emotion. (b) Native individual differences. (c) Maturity. ( d) Training, habits of concentration, effect of working at half speed. Duration of attention dependent upon change and number of associat~ons . Classification of attention. (a) Free attention, g'iven when the object of attention satisfies a need, when a neurone seri es which is r eady to act is called into activity. (b) Florced attention, given wh en object does not satisfy a need, when neurones are not ready. (c) Free and forced attention comparnd. Free attention has unity, concentration, can be sustained over a long period; work accomplished will be greater in amount, more thorough and more accurate. Forced attention is divided, lacks concentration cannot last lon o¡, brings fatigue arid unsatisfactory and superficial work. ( d) The place of free and forced attention in education. A second classification of attention. (a) Immediate-given becam~e of the thing itself.
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Derived-given because of some ulterior reason. ( c) The place of immediate and derived attention in education. 6. Order in which types of attent:Uon should be used. Reasons: 7. Conditions which favor attention. (a) Physical comfort. (b) Mental preparation. ( c) Freedom from undue distraction. 8. Cause pupils to attend to things that will fit them for participation in life. 9. One of greatest fallacies, great value in having people do work in fields in which they are not interested. The work of the world done by interested persons. 10. Pupils should see value of 0oncentration and be trained to give it. 11. Interest should be an aim-abiding interest and enthusiasms. III. Conclusion-Interest in my classroom, what part shall it play~ Readings Strayer and Norsworthy-Chapter III. Bolton Principles of Education-Chapter XXVI. Colvin, The Learning Priocess-Chapters XVITXVIII. Dewey, John, Interest and Effort in Education. James, Psychology, A Briefer Cource XI-XIII. Wilson, H. B. and G. M., Motivation of School Work. Pro'blem III (b) I.
Statement of problen: What part does habit formation play in the aim of ,e ducation that I have
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(d )
Important instincts and emotions : Instinct Emotion Flight F ear R epulsion Disgust Curiosity Wonder Pugn acity Anger Self abasement Subjection Self assertion E lation P ar ental Tender emotion Repi:ioduction Gregarious Acquisition Construction
General Tendencies Sympathy Suggestion Play ( e) What child has by nature is n either good nor bad- may become either, according to habits which grow out of these tendencies. 2. Time when instincts and general tendencies are active. (a) ¡when do they appear (b) when fade ~ Importance. 3. Modifi.iability of instincts-wise control, not suppression. (a) Necessity of(b) Means of( 1) Fixing through habit formation. (2) Inhibition by punishment, disuse, and substitution. 4. Original nature of child often modified before h e starts to school. (a) The teachers capital-this modified nature.
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Problem III (a) I.
Statement of pr0blem: What part does interest play in educat:iJ on ~ To what extent should I depend upon interes t ~ What is the p sychological basis of mo tivation ~
II. Consider ation of Problem. 1. Nature of attention and inter est. (a ) The Stream of Consciousness- J ames. (b) Oonstant change. ( c) Sele0tive-seilects and n eglect s-mnge of attention and inter ests tend to narrow. (cl) Focal and marginal-one thing at a time - concentration . ( e) Definition : A condition of consciousness
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Readings Strayer and Norsworthy-Chapter VI. Colvin, The Learning Process-Chapters VII-VIII. Norsworthy and Whitley, Psychology of ChildhoodChapter IX.
Problem III (d) I.
Statement of problem. In the aim that I have chosen to guide in the education of my pupils, I will need to have them memorize. How shall I have them form correct habits of memorizing~
II.
Consideration of problem. 1. Definition of memory. 2. Memory dependent upon. 3. Methods of memorizing. 4. Kinds of memory . 5. Application of the above principles to my problem.
III. Conclusion.
Readings Strayer and Norsworthy-Chapter V .
~~""'""'""""""'""'""""""'""""""""""'""'"""""""§.::£~!.~....~.9..~.~~' ~ "'""""'""""""'""'""""'"'"""""""'"'""""""'"""""""' Colvin, The Learning Proc.ess-Chapter IX. Freeman, How Children L earn- Chapter X. Kitson, How to Use Your Mind-Chapter V. Meumann, E ., Psychology of Learning- PP. 335-347. Pyle, Wm. H., Outlines of Educational Psychology-· Chapter XIII. Whipple G. M., Bow to Study Effectively. Problem III (e)
I.
.Statement of problem: \,Vhat part does thinking play in the life of the individual and the nation °! To what extent and how shall I develop thinking power in my pupils~
II.
Consideration of problem. 1. Importance of thinking and of thinkers. (a) Of adults. (b) Of children-'' Only by making the most of the thought factor already adi.vc in t~1e experience of childhood is there any promise or warrant for the emergence of superior reflective power at adoles0ence or at any later period.' '-Dewey. 2. Nature of the thinking process. (a) (b) (c)
3. Types of thinking. · 4. Laws of thinking. 5. Teaching children to think. (a)-(f) III. Conclus]on. Readings Strayer and Norsworthy-Chapters VII-XIV.
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II.
formed ~
Consideration 1of the problem. Definition of habit, the tendency to do, think, or act as one has done, thought or acted. In a broader sense habit formation means learning. 2. Characteristics which mark the operat1on of the law of habit. · (a) Lessens attention to the process, less energy expended. · (b) Tends to make process more sure. 3. Dangers and values of habit formation. (a) Binding power of habit, physical change. ''The Mouse Trap.'' ''Getting in a Rut.'' (b) Through it learning is possible. ( c) Holds one in line. (d) Frees energy for other things not habitual. (ie) One should have habit of breaking habits. 4. Two great la~s of habit formation. (a) Law of exercise. · (1) R epetition. (2) Intensity, if habit being formed .is connected with an instinct. Focalization of attention ::i,& an aid to intensity. (b) La:~ of effect, any connection accompanied by or followed. by satisfaction is str engthened. Annoyance inhibits connections. (c) Aids in workings of these laws. (1) The effect of primacy. ( 2) The effect of exceptions. 5. The learning curve. (a) Characteristics. (b) E xplanation of characteristics. (1) Lack of thoroughness. 1.
!.~'"""'"'"""'""'""""""'"'""'""""'""'""'""'""'""""'§.!~.!~ ....~,2. !!:~. ~'~ '""'""'""""""""'"""""""'""""""""""""""'"'"'"'"'"" (2) Monotony. (3) Discouragement. (4) Physiological. (c) Physiological limit of improvement-any functions improvable; majority of adults much below limit of efficiency. 6. Aids to improvement. (a) Right physiological conditions. (b) Proper distribution of practice periods. ( c) Interest. ( d) Problem attitude. ( e) Absence of excitement or worry. (f) Make known the use of the response. (g) Take into consideration individual differences. (h) Work up to maximum of capacity. III. Conclusion. Readings Strayer and Norsworthy-Chapter IV. Bagley, William Chandler, The Educative Process, Pages 328-331. Colvin, The Learning Process, pagies 40-46; 64-70. Parker, Methods of Teaching in High Schools-Chapter VIII. Strayer, The Teaching Process, pages 41-50. Problem III (c) I.
Statement of problem: What part does the development of the imagination play in my educational aim ~ How can I develop it in my pupils?
II.
Consideration of problem. (1) Definition and explation. 2. Elements found in imagination must come from ¡experience.
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2. Morality has an instinctive basis, but is not n single instinct. 3. Psychological consideration of morality. Morality involves. (a) Intellectual power- to know what is right. (b) Emotional power- feeling, inter est, ideals to impel to action. ( c) Will-power to do. Moral conduct cannot be characteristic of immature individuals. 4. Stages of development of moral conduct. (a) · Non-moral stage lasts up to pre-adolescent age; child may conform outwardly to law, but not as a rational choice. (b) Transition stage-character depends upon choice. Time comes when one does not ·know which way is right; must weigh, consider, cho!ose. (c) Stage of true morality. H abits now have source in reason. 5. Means of development. (a) Inhibition of some instincts, perpetuation of some, modification of others. (b) Formation of id eals. ( c) Development of power to think. (d) Use of same laws as those governing other forms of conduct. 6. Suggestions concerning application of laws. (a) Formation of moral habits. (b) Power of suggestion. (c) Knowledge of right and wrong must be given opportunity of expression. (cl) Habits formed must carry over to other situations. ( e) Individual differences. (1) In suggrstibility.
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(f)
(2) Power of appreciation. (3) Interests. (4) Maturity. (5) Thinking· po"'iver . Providing opportunities for development of morality. ·
III. Conclusion . Readings
Strayer and N orsworthy-Ohapter XI. Coe, G. A., A Social Theory 1of Religious Education - Chapter XIII. McK oever , Thomas A., Training the Boy-Training the Girl. Pyle, \V. H ., Outlines of Educational P sychologyChapter XII. Ross, E . A., Social Psychology- Chapter s II, VIII, XII, XIV, XV, XVI. Wils on, H. B. and G. M., Motivation of School Work, pages 29-30. 1
Problem VI
I.
Statement of pr oblem. Wher ein do childr en differ, as they ·come to my school r o om ~ What ar e the causes of these diffor encos and what is the significance of them to me as a te ach er ~
II.
Consider ation iof pro bl em: 1. Differences exist in children in what r espe ct ~ 2. Knowledge of these n ecessary. 3. Causes of those differ ences. 4. The task of education-what should be done to meet the differ ences in children 7 5. School system constructed for th e aver age chilcl -fails to meet n eeds -of chil d-why ~
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I.
Statement of problem: The meaning of play and its value as an educating influence.
II. Consid¡e ration of problem. 1. Meaning of play. 2. Characteristics of play-(a)-(b). 3. P lay, ¡work and drudgery compared. 4. Educative value of play, work and drudgery. ''An all-round well-developed adult can grow only from a child developed in an all-round way because 'Of many sided play.'' 5. Two misconceptions in r egard to play spirit. 6. Observations of play valuable to teacher-why ~ 7. Supervision of play. III. Conclusion-value of play as an edueating influence. Readings
Strayer and Norsworthy-Chapter IX. Curtis, H enry S., Education Through Play__:_Chapters I -IV. Problem IV.
I.
Statement of problem. To get an under standing of appreciation and of the part that its development should have in educati10n.
II.
Consideration of problem. 1. Nature of appreciation.
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III. Conclusion. Readings Strayer and Norswor thy- Chapter VIII.
I.
Problem V Statem ent of the problem. Meaning, importan ce1 and means of developing moral-social conduct.
II. Con sider ation of the problem. 1. Morality defin ed.
(a )
Not a ma tter primarily of conduct-mere law abiding is not morality. (b) Morality i s conduct- ideals, ideas, desire , wishes not expressed in conduct, not morality. ( c) Morality a matter of individual r espol) sibility. ( d) Moral conduct is for the social good. Morality can be di scussed only in connection with group activity.
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6. Importance of r ecognition of differences-education that does not r ecognize them wasteful and criminal. . 7. Means of providing for differences. (a)-( e ). 8. Schools may be considered satisfactorily or ganized when ÂĽ III. Conclusion.
Readings Strayer and Norsworthy-Chapter X. Smith, Hawley, All the Children of all the People. Park er, Methods of T eaching In High SchoolsChapter XV. Search, P . W., Individual Teaching; The Pueblo Plan- Ed. R ev. 7 :154-170. Sider s, W. R., In Class Instruction, how can the individual be reached~ N. E. A. 1901; 175-182. Swift, Edgar J., Mind in the Making, Ch. I. Problem VII.
I.
Statement .of problem: The meaning of transfer of training. Wherein does it effect the school aim 1'
II.
Consideration of problem. 1. Meaning of formal discipline or transfer of training. 2. Importance of understanding question. 3. Earlier belief in r egard to transfer of training. 4. Present belief in r egard to transfer of training. 5. Transfer occurs when( a) Th(') r e is an identity of some sort-
(1) (2) (3)
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6. How to increase probability of transfer. 7. Importance of transfer-even though slight. 8. Transfer of training and the curriculum. III. Conclusion. Readings Str ayer and Norsworthy-Chapter XII. Cameron, E. H., Formal Discipline, Past and Present - Ed. Rev. 56 :133-148. Colvin, The Learning Process, Chapter XIV, XV, XVI. Problem VIII I.
Statement of problem: To get an understanding of the importance of measuring the intellectual capacity of children; to get an understanding of the use of some of the simpler group tests.
II.
Consideration of problem. 1. N ed for a test to measure capacity or ability. 2. Nature of the tests used. 3. The use of group tests.
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III. Conclusion. Readings
Gillingham, Anna, The Bright _Chikl and the School - Journal of Education Psychology- 10: 237-252. Pyle, W . H., Breece, G. E., A Comparison of foe Results 1of Group Tests and the Point Scale Test--Journal of Educational Psychology-10: 48-50. Terman, Lewis M., The Measurement of Intelligence -Chapter I. Thurstone, L. L . Mental Tests for College Entrance, Journal of Educational P sychology-10:129-142.