COLLEGE TEACHING STUDIES IN METHODS OF TEACHING IN THE COLLEGE pot

COLLEGE TEACHING STUDIES IN METHODS OF TEACHING IN THE COLLEGE Edited by PAUL KLAPPER, Ph.D. Associate Professor of Education The College of the City of New York with an Introduction by NICHOLAS MURRAY BUTLER, LL.D. President of Columbia University Yonkers-on-Hudson, New York WORLD BOOK COMPANY 1920 WORLD BOOK COMPANY THE HOUSE OF APPLIED KNOWLEDGE Established, 1905, by Caspar W. Hodgson Yonkers-on-Hudson, New York 2126, Prairie Avenue, Chicago A treasure of wisdom is stored in the colleges of the land. The teachers are the custodians of knowledge that makes life free and progressive. This book aims to make the college teacher effective in handing down this heritage of knowledge, rich and vital, that will develop in youth the power of right thinking and the courage of right living. Thus College Teaching carries out the ideal of service as expressed in the motto of the World Book Company, "Books that Apply the World's Knowledge to the World's Needs". Copyright, 1920, by World Book Company Copyright in Great Britain All rights reserved [Pg iii] PREFACE The student of general problems of education or of elementary education finds an extensive literature of varying worth. In the last decade our secondary schools have undergone radical reorganization and have assumed new functions. A rich literature on every phase of the high school is rapidly developing to keep pace with the needs and the progress of secondary education. The literature on college education in general and college pedagogy in particular is surprisingly undeveloped. This dearth is not caused by the absence of problem, for indeed there is room for much improvement in the organization, the administration, and the pedagogy of the college. Investigators of these problems have been considerably discouraged by the facts they have gathered. This volume is conceived in the hope of stimulating an interest in the quality of college teaching and initiating a scientific study of college pedagogy. The field is almost virgin, and the need for constructive programs is acute. We therefore ask for our effort the indulgence that is usually accorded a pioneer. In this age of specialization of study it is evident that no college teacher, however wide his experience and extensive his education, can speak with authority on the teaching of all the subjects in the college curriculum, or even of all the major ones. For this reason this volume is the product of a coöperating authorship. The editor devotes himself to the study of general methods of teaching that apply to almost all subjects and to most teaching situations. In addition, he coördinates the work of the other contributors. He realizes that there exists among college professors an active hostility to the study of pedagogy. The professors feel that one who knows his subject can teach it. The contributors have been purposely selected in order to dispel this hostility. They are, one and all, men of undisputed scholarship who have realized the need of a mode of presentation that will make their knowledge alive. [Pg iv]Books of multiple authorship often possess too wide a diversity of viewpoints. The reader comes away with no underlying thought and no controlling principles. To overcome this defect, so common in books of this type, a tentative outline was formulated, setting forth a desirable mode of treating, in the confines of one chapter, the teaching of any subject in the college curriculum. This outline was submitted to all contributors for critical analysis and constructive criticism. The original plan was later modified in accordance with the suggestions of the contributors. This final outline, which follows, was then sent to the contributors with the full understanding that each writer was free to make such modifications as his specialty demanded and his judgment dictated. This outline is followed in most of the chapters and gives the book that unifying element necessary in any book and vital in a work of so large a coöperating authorship. The editor begs to acknowledge his indebtedness to the many contributors who have given generously of their time and their labor with no hope of compensation beyond the ultimate appreciation of those college teachers who are eager to learn from the experience of others so that they may the better serve their students. TENTATIVE OUTLINE FOR THE TEACHING OF —— IN THE COLLEGE I. Aim of Subject X in the College Curriculum: Is it taught for disciplinary values? What are they? Is it taught for cultural reasons? Is it taught to give necessary information? Is it taught to prepare for professional studies? Is the aim single or eclectic? Do the aims vary for different groups of students? Does this apply to all the courses in your specialty? How does the aim govern the methods of teaching? II. Place of the Subject in the College Curriculum: In what year or years should it be taught? What part of the college course—in terms of time or credits —should be allotted to it? [Pg v] What is the practice in other colleges? What course or courses in this subject should be part of the general curriculum or be prescribed for students in art, in science, in modern languages, or in the preprofessional or professional groups? III. Organization of the Subject in the College Course: Desired sequence of courses in this subject. What is the basis of this sequence? Gradation of successive difficulties or logical sequence of facts? Should these courses be elective or prescribed? All prescribed? For all groups of students? In what years should the elective work be offered? IV. Discussion of Methods of Teaching this Subject: Place and relative worth of lecture method, laboratory work, recitations, research, case method, field work, assignment from a single text or reference reading, etc. Discussion of such problems as the following: Shall the first course in chemistry be a general and extensive course summing up the scope of chemistry, its function in organic and inorganic nature, with no laboratory work other than the experimentation by the instructor? Should students in the social sciences study the subject deductively from abook or should the book be postponed and the instructor present a series of problems from the social life of the student so that the analysis of these may lead the student to formulate many of the generalizations that are given early in a textbook course? Should college mathematics be presented as a series of subjects, e.g., algebra advanced), solid geometry, trigonometry, analytical geometry, calculus, etc.? Would it be better to present the subject as a single and unified whole in two or three semesters? Should a student study his mathematics as it is developed in his book,—viz.,as an intellectual product of a matured mind familiar with the subject,—or should the subject grow gradually in a more or less unorganized form from a series of mechanical, engineering, building, nautical, surveying, and structural problems that can be found in the life and environment of the student? V. Moot Questions in the Teaching of this Subject. VI. How judge whether the subject has been of worth to the student? How test whether the aims of this subject have been realized? How test how much the student has carried away? What means, methods, and indices exist aside from the traditional examination? [Pg vi] VII. Bibliography on the Pedagogy of this Subject as Far as It Applies to College Teaching. The aim of the bibliography should be to give worth-while contributions that present elaborations of what is here presented or points of view and modes of procedure that differ from those here set forth. Paul Klapper The College of the City of New York [Pg vii] CONTENTS page Introduction xiii By Nicholas Murray Butler, Ph.D., LL.D. President of Columbia University. Author of The Meaning of Education, True and False Democracy , etc. Editor of Educational Review PART ONE—THE INTRODUCTORY STUDIES CHAPTER I History and Present Tendencies of the American College 3 By Stephen Pierce Duggan, Ph.D. Professor of Education, The College of the City of New York. Author of A Student's History of Education II Professional Training for College Teaching 31 By Sidney E. Mezes, Ph.D., LL.D. President of The College of the City of New York. Formerly President of University of Texas.Author of Ethics, Descriptive and Explanatory III General Principles of College Teaching 43 By Paul Klapper, Ph.D. Associate Professor of Education, The College of the City of New York. Author of Principles of Educational Practice , The Teaching of English, etc. PART TWO—THE SCIENCES IV The Teaching of Biology 85 By T. W. Galloway, Ph.D., Litt.D. Professor of Zoölogy, Beloit College. Author of Textbook of Zoölogy, Biology of Sex forParents and Teachers, Use of Motives in Moral Education, etc. V The Teaching of Chemistry 110 By Louis Kahlenberg, PH.D. Director of the Course in Chemistry and Professor of Chemistry, University of Wisconsin. Author of Outlines of Chemistry, Laboratory Exercises in Chemistry , Chemistry Analysis, Chemistry and Its Relation to Daily Life, etc. VI The Teaching of Physics 126 By Harvey B. Lemon, Ph.D. Assistant Professor of Physics, University of Chicago [Pg viii]VII The Teaching of Geology 142 By T. C. Chamberlin, Ph.D., LL.D., Sc.D. Professor and Head of Department of Geology and Director of Walker Museum, University of Chicago. Author of Geology of Wisconsin, The Origin of the Earth . Editor of The Journal of Geology VIII The Teaching of Mathematics 161 By G. A. Miller, Ph.D. Professor of Mathematics, University of Illinois. Author of Determinants, Mathematical Monographs (co- author), Theory and Applications of Groups of Finite Order (co- author), Historical Introduction to the Mathematical Literature , etc. Co-editor of American Year Book and Encyclopédie des Sciences Mathématiques IX Physical Education in the College 183 By Thomas A. Storey, M.D., Ph.D. Professor of Hygiene, The College of the City of New York. State Inspector of Physical Training, New York. Secretary- General, Fourth International Congress of School Hygiene, Buffalo, 1913. Executive- Secretary, United States Interdepartmental Social Hygiene Board. Author of various contributions to standard works on physiology, hygiene, and physical training PART THREE—THE SOCIAL SCIENCES X The Teaching of Economics 217 By Frank A. Fetter, Ph.D., LL.D. Professor of Political Economy, Princeton University. Author of Economic Principles and Modern Economic Problems XI The Teaching of Sociology 241 By Arthur J. Todd, Ph.D. Professor of Sociology and Director of the Training Course for Social and Civic Work, University of Minnesota. Author of The Primitive Family as an Educational Factor , Theories of Social Progress XII The Teaching of History A. American History 256 By Henry W. Elson, A.M., Litt.D. President of Thiel College. Formerly Professor of History, Ohio University. Author of History of the United States, The Story of the Old World (with Cornelia E. MacMullan), etc. B. Modern European History[Pg ix] 263 By Edward Krehbiel, Ph.D. Professor of Modern European History, Leland Stanford University. Author of The Interdict, Nationalism , War and Society XIII The Teaching of Political Science 279 By Charles Grove Haines, Ph.D. Professor of Government, University of Texas. Author of Conflict over Judicial Powers in the United States prior to 1870, The American Doctrine of Judicial Supremacy, The Teaching of Government (Report of Committee on Instruction, Political Science Association) XIV The Teaching of Philosophy 302 By Frank Thilly, Ph.D., LL.D. Professor of Philosophy, Dean of the College of Arts and Sciences, Cornell University. Author of Intro duction to Ethics, History of Philosophy XV The Teaching of Ethics 320 By Henry Neumann, Ph.D. Leader of the Brooklyn Society for Ethical Culture. Formerly of the Department of Education, The College ofthe City of New York, Author of Moral Values in Secondary Education XVI The Teaching of Psychology 334 By Robert S. Woodworth, Ph.D. Professor of Psychology, Columbia University. Author of Dynamic Psychology, Le Mouvement, Care of the Body, Elements of Physiological Psychology (with George Trumbull Ladd) XVII The Teaching of Education A. Teaching the History of Education 347 By Herman H. Horne, Ph.D. (Harvard). Professor of the History of Education and the History of Philosophy, New York U niversity. Author of The Philosophy of Education, The Psychological Principles of Education , Free Will and Human Responsibility, etc. B. Teaching Educational Theory 359 By Frederick E. Bolton, Ph.D. Dean of the College of Education, University of Washington. Author of Principles of Education, The Secondary School System of Germany [Pg x] PART FOUR—THE LANGUAGES AND LITERATURES XVIII The Teaching of English Literature 379 By Caleb T. Winchester, L.H.D. Professor of English Literature, Wesleyan University. Author of Some Principles of Literary Criticism, A Group of English Essayists, William Wordsworth: How [...]... in 1793 The secularizing influence of the French united also with the democratizing influence of the Revolution in diminishing the influence of the church upon the colleges and emphasizing the influence of the State and especially the relations between college and people Of the fourteen colleges founded between 1776 and 1800, the majority were established upon a non-sectarian basis These included institutions... History of the German Language, etc PART FIVE THE ARTS XXIII The Teaching of Music By Edward Dickinson, Litt.D Professor of History and Criticism of Music, Oberlin College Author of Music in the History of the Western Church, The Study of the History of Music, The Education of a Music Lover, Music and the Higher Education 457 [Pg xi] XXIV The Teaching of Art 475 By Holmes Smith, A.M Professor of Drawing... denominational bodies The secularizing influence from France, the growing interest in civic and political affairs, and the democratic spirit resulting from the Revolution combined to develop a distrust of the colleges as they were organized and a desire to bring them under the control of the state This was apparent in 1779, when the legislature of Pennsylvania withdrew the charter of the college of Philadelphia... freedom of choice The growth in number of students also produced changes in administration favorable to the introduction of the elective system In the early history of the American college one instructor taught a single class in all subjects, and it was not until 1776 that the transfer was made at Harvard from the teaching of classes by one instructor to the teaching of each subject by one instructor... cent of the twenty-five hundred graduates of the colonial colleges were found in the military service of their country At the close of the struggle for independence, it was again upon the shoulders of the men who had gained vision and character in the colonial colleges that the burden fell of organizing the mutually suspicious and antagonistic colonies into one nation Space will not permit even of the. .. Know Him, etc XIX The Teaching of English Composition 389 By Henry Seidel Canby, Ph.D Adviser in Literary Composition, Yale University Author of The Short Story in English, College Sons and College Fathers, etc XX The Teaching of the Classics 404 By William K Prentice, Ph.D Professor of Greek, Princeton University, Author of Greek and Latin inscriptions in Syria XXI The Teaching of the Romance Languages... Benjamin Franklin advanced for the college a new raison d'être In 1749 he published a pamphlet entitled "Proposals Relating to the Education of Youth in Pennsylvania," in which he advocated the establishment of an academy whose purpose was not the training of ministers but the secular one of developing the practical virtue necessary in the opening up of a new country The Academy was opened in 1751, and the. .. their gradually displacing much of the logic and philosophy which had maintained the prime place[Pg 12] in the old curriculum The interest aroused in the French language and literature by our Revolution; in the Spanish by the South American wars of independence; and in the German by the distinguished scholars who studied in the German universities during the middle decades of the nineteenth century, caused... also in the establishment of King's College in 1754 The colonial assembly desired its establishment to enhance the welfare and reputation of the colony, and the only connection between the college and the Church of England lay in the requirement that the president should be a communicant of that church and that the morning and evening service of the college should be performed out of the liturgy of that... accession of Dr Charles W Eliot to the presidency of Harvard College in 1869 and the establishment of Johns Hopkins University in 1876 are definite landmarks This chapter is a history of the American college, and space will not permit of a detailed description of these activities but simply of a narration of the way they developed and of the forces which brought them into being The curriculum and the elective . COLLEGE TEACHING STUDIES IN METHODS OF TEACHING IN THE COLLEGE Edited by PAUL KLAPPER, Ph.D. Associate Professor of Education The College of. Wisconsin, The Origin of the Earth . Editor of The Journal of Geology VIII The Teaching of Mathematics 161 By G. A. Miller, Ph.D. Professor of Mathematics,