College Teaching - Studies in Methods of Teaching in the College

Paul Klapper

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• Publié par: sook
• Publié le: 08 décembre 2010
• Nombre de lectures: 41
• Langue: English

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Title: College Teaching  Studies in Methods of Teaching in the College

Author: Paul Klapper

Release Date: August 4, 2009 [EBook #29604]

Language: English

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*** START OF THIS PROJECT GUTENBERG EBOOK COLLEGE TEACHING ***

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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

Y ONKERS - ON -H UDSON , N EW Y ORK

2126, P RAIRIE A VENUE , C HICAGO

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 Teachingcarries 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

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

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of a mode of presentation that will make their knowledge alive.

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 SubjectXin 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? 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.

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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?

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.

The College of the City of New York

CONTENTS

P AUL K LAPPER

PAGE I NTRODUCTION xiii By N ICHOLAS M URRAY B UTLER , P H .D., LL.D. President of Columbia University. Author ofThe Meaning of Education,True and False Democracy, etc. Editor ofEducational Review PART ONE—THE INTRODUCTORY STUDIES CHAPTER H ISTORYAND P RESENT T ENDENCIESOFTHE A MERICAN I3 C OLLEGE By S TEPHEN P IERCE D UGGAN , P H .D. Professor of  Education, The College of the City of New York. Author ofA Student's History of Education II P ROFESSIONAL T RAININGFOR C OLLEGE T EACHING 31 By S IDNEY E. M EZES , P H .D., LL.D. President of The College of the City of New York. Formerly

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III

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President of University of Texas.Author ofEthics, Descriptive and Explanatory G ENERAL P RINCIPLESOF C OLLEGE T EACHING 43 By P AUL K LAPPER , P H .D. Associate Professor of Education, The College of the City of New York. Author ofPrinciples of Educational Practice,The Teaching of English, etc. PART TWO—THE SCIENCES T HE T EACHINGOF B IOLOGY 85 By T. W. G ALLOWAY , P H .D., L ITT .D. Professor of Zoölogy, Beloit College. Author ofTextbook of Zoölogy,Biology of Sex forParents and Teachers, Use of Motives in Moral Education, etc. T HE T EACHINGOF C HEMISTRY 110 By L OUIS K AHLENBERG , PH.D. Director of the Course in Chemistry and Professor of Chemistry, University of Wisconsin. Author ofOutlines of Chemistry,Laboratory Exercises in Chemistry, Chemistry Analysis,Chemistry and Its Relation to Daily Life, etc. T HE T EACHINGOF P HYSICS 126 By H ARVEY B. L EMON , P H .D. Assistant Professor of Physics, University of Chicago T HE T EACHINGOF G EOLOGY 142 By T. C. C HAMBERLIN , P H .D., LL.D., S C .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 ofThe Journal of Geology T HE T EACHINGOF M ATHEMATICS 161 By G. A. M ILLER , P H .D. Professor of Mathematics, University of Illinois. Author ofDeterminants, Mathematical Monographs(co-author),Theory and Applications of Groups of Finite Order(co-author), Historical Introduction to the Mathematical Literature, etc. Co-editor ofAmerican Year Book andEncyclopédie des Sciences Mathématiques P HYSICAL E DUCATIONINTHE C OLLEGE 183 By T HOMAS A. S TOREY , M.D., P H .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-

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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 T HE T EACHINGOF E CONOMICS 217 By F RANK A. F ETTER , P H .D., LL.D. Professor of Political Economy, Princeton University. Author of Economic Principles and Modern Economic Problems T HE T EACHINGOF S OCIOLOGY 241 By A RTHUR J. T ODD , P H .D. Professor of Sociology and Director of the Training Course for Social and Civic Work, University of Minnesota. Author ofThe Primitive Family as an Educational Factor, Theories of Social Progress T HE T EACHINGOF H ISTORY A. American History256 By H ENRY W. E LSON , A.M., L ITT .D. President of Thiel College. Formerly Professor of History, Ohio University. Author ofHistory of the United States, The Story of the Old World(with Cornelia E. MacMullan), etc. B. Modern European History263 By E DWARD K REHBIEL , P H .D. Professor of Modern European History, Leland Stanford University. Author ofThe Interdict,Nationalism,War and Society T HE T EACHINGOF P OLITICAL S CIENCE 279 By C HARLES G ROVE H AINES , P H .D. Professor of Government, University of Texas. Author ofConflict 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) T HE T EACHINGOF P HILOSOPHY 302 By F RANK T HILLY , P H .D., LL.D. Professor of Philosophy, Dean of the College of Arts and Sciences, Cornell University. Author ofIntroduction to Ethics,History of Philosophy T HE T EACHINGOF E THICS 320 By H ENRY N EUMANN , P H .D. Leader of the Brooklyn

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XVI XVII

Society for Ethical Culture. Formerly of the Department of Education, The College ofthe City of New York, Author ofMoral Values in Secondary Education T HE T EACHINGOF P SYCHOLOGY 334 By R OBERT S. W OODWORTH , P H .D. Professor of Psychology, Columbia University. Author of Dynamic Psychology,Le Mouvement,Care of the Body,Elements of Physiological Psychology(with George Trumbull Ladd) T HE T EACHINGOF E DUCATION A. Teaching the History of Education347 By H ERMAN H. H ORNE , P H .D. (Harvard). Professor of the History of Education and the History of Philosophy, New York University. Author ofThe Philosophy of Education,The Psychological Principles of Education,Free Will and Human Responsibility, etc. B. Teaching Educational Theory359 By F REDERICK E. B OLTON , P H .D. Dean of the College of Education, University of Washington. Author of Principles of Education,The Secondary School System of Germany PART FOUR—THE LANGUAGES AND LITERATURES T HE T EACHINGOF E NGLISH L ITERATURE 379 By C ALEB T. W INCHESTER , L.H.D. Professor of English Literature, Wesleyan University. Author ofSome Principles of Literary Criticism,A Group of English Essayists,William Wordsworth: How to Know Him, etc. T HE T EACHINGOF E NGLISH C OMPOSITION 389 By H ENRY S EIDEL C ANBY , P H .D. Adviser in Literary Composition, Yale University. Author ofThe Short Story in English,College Sons and College Fathers, etc. T HE T EACHINGOFTHE C LASSICS 404 By W ILLIAM K. P RENTICE , P H .D. Professor of Greek, Princeton University, Author ofGreek and Latin inscriptions in Syria T HE T EACHINGOFTHE R OMANCE L ANGUAGES 424 By W ILLIAM A. N ITZE , P H .D. Professor and Head of Department of Romance Languages, University of Chicago. Author ofThe Grail Romance,

XVIII XIX XX XXI

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Glastonbury and the Holy Grail,Handbook of French Phonetics, etc. Contributor toNew International Encyclopedia T HE T EACHINGOF G ERMAN By E. P ROKOSCH , P H .D. Late Professor of Germanic Languages, University of Texas. Author of Teaching of German in Secondary Schools, Phonetic Lessons in German,Sounds and History of the German Language, etc. PART FIVE—THE ARTS T HE T EACHINGOF M USIC By E DWARD D ICKINSON , L ITT .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 T HE T EACHINGOF A RT By H OLMES S MITH , A.M. Professor of Drawing and

440 457 475 the History of Art, Washington University. Author of 501 525 533

various articles in magazines on art topics PART SIX—VOCATIONAL SUBJECTS T HE T EACHINGOF E NGINEERING S UBJECTS By I RA O. B AKER , C.E., D. E NG ' G . Professor of Civil Engineering, University of Illinois. Author of Treatise on Masonry Construction,Treatise on Roads and Pavements T HE T EACHINGOF M ECHANICAL D RAWING By J AMES D. P HILLIPS , B.S. Assistant Dean and Professor of Drawing, College of Engineering, University of Wisconsin, Author ofElements of Descriptive Geometry(with A. V. Millar), Mechanical Drawing for Secondary Schools(with F. O. Crawshaw),Mechanical Drawing for Colleges and Universities(with H. D. Orth) and H ERBERT D. O RTH , B.S. Assistant Professor of Mechanical Drawing and Descriptive Geometry, University of Wisconsin. Author ofMechanical Drawing for Colleges and Universities(with J. D. Phillips) T HE T EACHINGOF J OURNALISM By T ALCOTT W ILLIAMS , A.M. LL.D., L ITT .D. Director, School ofJournalism, Columbia University

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XXVIII

I NDEX

B USINESS E DUCATION By F REDERICK B. R OBINSON , P H .D. Professor of Economics and Dean of the School of Business and Civic Administration, College of the City of New York

INTRODUCTION

555

577

It is characteristic of the American people to have profound faith in the power of education. Since Colonial days the American college has played a large part in American life and has trained an overwhelming proportion of the leaders of American opinion. There was a time when the American college was a relatively simple institution of a uniform type, but that time has passed. The term "college" is now used in a variety of significations, a number of which are very new and very modern indeed. Some of these uses of the term are quite indefensible, as when one speaks of a college of engineering, or of law, or of medicine, or of journalism, or of architecture. Such use of the word merely confuses and makes impossible clear thinking as to educational institutions and educational aims.

The term "college" can be properly used only of an institution which offers training in the liberal arts and sciences to youth who have completed a standard secondary school course of study. The purpose of college teaching is to lay the foundation for intelligent and effective specialization later on, to open the mind to new interpretations and new understandings both of man and of nature, and to give instruction in those standards of judgment and appreciation, the possession and application of which are the marks of the truly educated and cultivated man. The size of a college is a matter of small importance, except that under modern conditions a large college and one in immediate contact with the life of a university is almost certain to command larger intellectual resources than is an institution of a different type. The important thing about a college is its spirit, its clearness of aim, its steadiness of purpose, and the opportunity which it affords for direct personal contact between teacher and student. Given these, the question of size is unimportant.

There was a time when it was felt, probably correctly, that a satisfactory college training could be had by requiring all students to follow a single prescribed course of study. At that time, college students were drawn almost exclusively from families and homes of

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