A TYPICAL VITALIZED SCHOOL
=The school an expression of the teacher.=--The vitalized school may be
a school of one room or of forty rooms; it may be in the city, in the
village, in the hamlet, or in the heart of the country; it may be a
kindergarten, a grade school, a high school, or a college. The size or
the location of the school does not determine its vital quality. This,
on the contrary, is determined by the character of its work and the
spirit that obtains. In general it may be said that the vitalized
teacher renders the school vital. This places upon her a large measure
of responsibility, but she accepts it with equanimity, and rejoices in
the opportunity to test out her powers. It needs to be oft repeated that
if the teacher is static, the school will be static; but if the teacher
is dynamic, the school will be dynamic. The teacher can neither
delegate, abrogate, abate, nor abridge her responsibility. The school is
either vitalized or it is not, according to what the teacher is and
does, and what the teacher does depends upon what she is. In short, the
school is an expression of the teacher, and, if the school is not
vitalized, the reason is not far to seek.
=A centralized school.=--For the purpose of illustration we may assume
that the typical vitalized school is located in the country, and is what
is known as a centralized school. The grounds comprise about ten acres,
and the building contains, all told, not fewer than twenty rooms, large
and small. This building was designed by a student of school problems,
and is not merely a theory of the architect. Each room, and each detail,
articulates with every other room in harmony with a general scheme of
which the child and his interests are the prime considerations. The
well-being of the child takes precedence over the reputation of the
architect. Every nook of the building has its specific function, and
this function has vital reference to the child. The location of each
piece of furniture can be explained from the viewpoint of the child, and
the architectural scheme is considered subsidiary. The seats conform to
the child, and not the reverse. The scheme of lighting concerns itself
with the child's welfare rather than with the external appearance.
=Integrity in construction and decoration.=--The decorations throughout
the building are all chaste and artistic. Nothing below this standard
can win admission. No picture is admitted that does not represent art.
The theory is that the school has a reflex influence upon the homes that
attracts them to its standards, and experience reveals the fact that the
decorations in the homes are constantly rising in artistic tone. The
standards of the school become the standards of the pupils, and the
pupils, in turn, modify and improve the standards of the homes. There is
a degree of simplicity and dignity throughout the building that banishes
from the homes the ornate and the bizarre. There is integrity in every
detail of construction, and the absence of veneer gives to the pupils a
definition of honesty and sincerity. There is nothing either in the
building or in the work of the school that savors of the show element.
The teachers of history and mathematics cannot display the products of
their teaching and, therefore, there is no display of her products by
the teacher of drawing. This school believes in education but not in
exhibition. Words of commendation may be dispensed in the classrooms,
but there is no exhibit of any department in the halls. The teachers are
too polite and too considerate to sanction any such display.
=Simplicity and sincerity.=--The library is notable for the character
of the books, but not for the number. The teachers and pupils are too
genuine ever to become thrasonical, and no teacher or pupil is ever
heard to boast of anything pertaining to the school. They neither boast
nor apologize, but leave every visitor free to make his own appraisement
of their school and its belongings. The teachers are too truly cultured
and the pupils are too well trained ever to exploit themselves, their
school, or their work. The pictures, the statuary, the fittings, and the
equipment are all of the best, and, hence, show for themselves without
exploitation. To teachers and pupils it would seem a mark of
ill-breeding to expatiate upon their own things. Such a thing is simply
not done in this school. The auditorium is a stately, commodious, and
beautiful room, and everybody connected with the school accepts it as a
matter of course with no boastful comment. Anything approaching
braggadocio would prove a discordant note in this school, and, in this
respect, it represents the American ideal that is to be.
=Rooms are phases of life.=--The home economics room, the industrial
arts room, the laboratories, the dining room, the rest rooms, and the
hospital room are all supplied with suitable fittings and equipment and
all represent phases of life. At luncheon each pupil is served a bowl of
soup or other hot dish to supplement his own private lunch, and this
food is supplied at public expense. The school authorities have the
wisdom to realize that health is an asset of the community and is
fundamental in effective school work. The pupils serve their schoolmates
in relays, wash the dishes, and restore them to their places. The boys
do not think they demean themselves by such service, but enter into it
in the true spirit of democracy. A teacher is present to modify and
chasten the hurry and heedlessness of childhood, and there is decorum
without apparent repression.
=Industrial work.=--In connection with the industrial arts department
there is a repair shop where all the implements that are used in caring
for the school farm, gardens, orchards, and lawns are kept in repair.
Here the auto trucks in which the pupils are brought to the school are
repaired by the drivers, assisted by the boys. In this shop the boys
gain the practical knowledge that enables them to keep in repair the
tools and machinery, including automobiles, at their homes. The farmers
who have no sons in school avail themselves of the skill and fidelity
that obtain in the shop, bringing in their tools, their harness, and
their automobiles for needed repairs. The money thus earned is expended
for school equipment. The products of the orchards, farm, and garden are
the property of the school and are all preserved for use in the home
economics department for school lunches. The man in charge of the farm
is employed by the year and is a member of the teaching staff. The farm,
gardens, orchard, and lawn are integral parts of the school, and perform
the functions of laboratories.
=School a life enterprise.=--There are all grades in the school, from
the kindergarten through the high school. There is but slight disparity
in the size of the classes, for the parents instinctively set apart
thirteen years of the time of their children for life in the school. To
these parents school and life are synonymous, and when a child enters
the kindergarten he enlists in the enterprise for a term of thirteen
years. The homes as well as the school are arranged on this basis, and
this plan of procedure is ingrained in the social consciousness.
Deserting the school is no more thought of than any other form of
suicide. If, by any chance, a boy should desert the school, he would be
a pariah in that community and could not live among the people in any
degree of comfort. He would be made to feel that he had debased himself
and cast aspersion upon society. The looks that the people would bestow
upon him would sting more than flagellation. He would be made to feel
that he had expatriated himself, and neither himself nor his parents
would be in good standing in the community. They would be made to feel
that their conduct was nothing short of sacrilege.
=Public sentiment.=--In view of the school sentiment that obtains in the
community the eighth grade is practically as populous as the first
grade. Attendance upon school work is a habit of thinking both with the
children and with their parents, and school is taken for granted the
same as eating and sleeping. If a boy should, for any cause, fail to
graduate from the high school, every patron of the school would regard
it as a personal calamity. They would feel that he had, somehow, been
dropped off the train before he reached his destination, and the whole
community would be inclined to wear badges of mourning. Every parent is
vitally interested in each child of the community, whether he has
children in school or not, and thus school taxes are paid with pride and
elation. The school is regarded as a safe investment that pays large
dividends. Patrons rally to the calls of the school with rare unanimity
and heartiness. Differences in politics and religion evaporate in their
school, for the school is the high plane upon which they meet in
fraternal concord.
=The course of study.=--The course of study is flexible, and because of
its resiliency it adapts itself easily and gracefully to the native
dispositions and the aptitudes of the various pupils. If the boy has a
penchant for agriculture, provision is made for him, both in the theory
and in the practical applications of the subject. If he inclines to
science, the laboratories accord him a gracious welcome. The studies are
adapted to the boy and not the boy to the studies. No boy need
discontinue school to find on the outside something that is congenial,
for, within the school, he may find work that represents life in all its
phases. If he yearns for horticulture, then this study is made his major
and, all in good time, he is made foreman of the group who care for the
gardens. If the course of study lacks the element which he craves and
for which he has a natural aptitude, this branch is added to the course.
The economy of life demands the conservation of childhood and youth and
the school deems it the part of wisdom as well as civic and social
economy to provide special instruction for this boy, as was done in the
case of Helen Keller. This school, in theory and in practice, is firm in
its opposition to wasting boys and girls. Hence, ample provision is made
for the child of unusual inclinations.
=Electives.=--The pupils do not elect a study because it is easy, but
because their inclinations run in that direction. Indeed, there are no
easy courses, no snap courses in the school. Diligent, careful, thorough
work is the rule, and there can be found no semblance of approval for
loafing or dawdling. The school stands for purposes that are clear in
definition and for work that is intense. There are no prizes offered for
excellent work, but the approbation of parents, teachers, and
schoolmates, in the estimation of the pupils, far transcends any
material or symbolic prizes that could be offered. In school work and in
conduct the pupils all strive to win this approval. There is no
coarseness nor boorishness, for that would forfeit this approval. The
cigarette is under ban, for public sentiment is against it; and, after
all, public sentiment is the final arbiter of conduct. Hence, no boy
will demean himself by flying in the face of public sentiment through
indulging in any practice that this sentiment proclaims unclean or
enervating.
=The school the focus of community life.=--This school is the focus of
the community. Hither come the patrons for music, for lectures, for art,
for books and magazines, for social stimulus, and, in short, for all the
elements of their avocational life. Indeed, in educational matters, the
community is a big wholesome family and the school is the shrine about
which they assemble for educational and cultural communion. It is quite
a common practice for mothers to sit in the classrooms engaged in
knitting or sewing while their children are busy with their lessons.
For, in their conception of life, geography and sewing are coördinate
elements, and so blend in perfect harmony in the school régime. At the
luncheon period these mothers go to the dining room with their children
in the same spirit of coöperation that gives distinction to the school
and to the community. There is an interflow of interests between the
school and the homes that makes for unity of purpose and practice. There
is freedom in the school but not license. People move about in a natural
way but with delicate consideration for the rights and sentiments of
others. The atmosphere of the school interdicts rudeness. There is a
quiet dignity, serenity, and intensity, with no abatement of freedom. In
this school it is not good form for a boy to be less than a gentleman or
for a girl to be less than a lady.
=The teachers.=--The atmosphere in which the pupils live is, mainly, an
exhalation from the spirit of the teachers. They live and work together
in a delightful spirit of concord and coöperation. They are magnanimous
and would refuse to be a part of any life that would decline from this
high plane. In this corps there are no hysterics, no heroics, no strain,
no stress. They are, first of all, successful human beings; and their
expert teaching is an expression of their human qualities. Their
teaching is borne along on the tones of conversation. They know that
well-modulated tones of voice contribute to the culture and well-being
of the school. Should a teacher ever indulge in screeching, nagging,
hectoring, badgering, or sarcasm, she would find herself ostracized.
Such things are simply not done in this school. Hence, she would soon
realize that this school is no place for her and would voluntarily
resign. The school is simply above and beyond her kind.
=Unity of purpose.=--Among the teachers there are no jealousies, because
each one is striving to exalt the others. They are so generous in their
impulses, and have such exalted conceptions of life, that they incline
to catalogue their colleagues among the very elect. The teacher in the
high school and the teacher in the primary grade hold frequent
conversations concerning each other's work, and no teacher ever loses
interest in the pupils when they advance to the next grade. To such
teachers, education is not parceled out in terms of years but is a
continuous process, even as life itself. They use the text-book merely
as a convenience, but never as a necessity. If all the text-books in the
school should be destroyed overnight, the work would proceed as usual
the next day, barring mere inconvenience. They respect themselves and
others too highly ever to assume a patronizing air toward their pupils.
On the contrary, they treat them as coördinates and confederates in the
noble and exhilarating game of life.
=The vitalized school.=--They have due regard to their personal
appearance, but, once they have decided for the day, they dismiss the
matter from their thinking and devote their attention to major
considerations. Neither in dress, in manner, nor in conversation do they
ever bring into the school a discordant note. School hours are not a
detached portion of life but, rather, an integral part of life, and to
them life is quite as agreeable during these hours as before and after.
Such as they cannot do otherwise than render the school vital. And when
such teachers and patrons as these join in such a benevolent conspiracy,
then shall we realize not only a typical school but the vitalized
school.
QUESTIONS AND EXERCISES
1. Upon what does the vitalization of a school mainly depend? Upon what
else does it depend in part?
2. What suggestion is made in this chapter in regard to the planning of
school buildings?
3. Why should care be taken in choosing the decorations of a school?
4. Why is it unwise for teacher or pupils to boast of the achievements
of the school?
5. Why has the question of school lunches gained so much prominence
recently?
6. How should the industrial work in a school be linked with that in the
community?
7. Why are there fewer students in the higher than in the lower grades
of most schools? Make a careful analysis of the situation in this
respect in your school.
8. Why is it a calamity to a community for a boy to fail to graduate
from the high school?
9. What may be done to prevent a child going outside the school to find
something congenial?
10. What should be a student's motive in choosing a course?
11. How do you make your school a center for community life? How can you
make it more of a center than it is?
12. How is the spirit of jealousy among teachers injurious to our school
system? What usually makes one teacher disparage the work of another?
13. What is essential in vitalizing a school?
INDEX
Absorbing standards, 160.
Acquisitiveness, 52.
Advantages of socialized recitation, 178.
Agriculture; a typical study, 192;
its rapid development, 193;
relation to geology, 194;
the source of life, 202.
Altruism, 124.
Ambition, 226.
American restaurants, 86.
American story, 231.
Analysis and synthesis, 293.
Anarchy, 73.
Ancestor, child as a future, 34.
Ancestors, attitude of, 31.
Answers, repetition of, 139.
Antecedent causes, 261.
Art, 197, 268;
teaching as an, 143.
Aspiration, 224;
and worship, 149.
Aspirations, 59.
Attitude of teacher, 11, 272.
Attitude towards work, 148.
Authors, 311.
Automobile, 105;
factory, 47.
Beauty, desire for pastoral, 58.
Behavior, amplified, 265;
in history, 267;
in retrospect, 259;
scope of, 256.
Betterment, 244.
Body subject to the mind, 120.
Books, 311;
as exponents of life, 14;
of questions and answers, 300;
of life, 228;
supreme, 252.
Botany, importance of, 195.
Boy, story of a, 236.
Bread, 200.
Centralized school, 318.
Characterizations, 308.
Child; as a future ancestor, 34;
as a whole, 250;
as the objective, 200;
and teacher, quest of, 104;
as the center in school procedure, 18;
imagination of, 26;
supreme, 252;
right to express himself, 25;
play instinct of, 24;
relation of to school work, 27;
life, 21;
rights of, 20.
Child's; conception of truth, 109;
conception, 103;
need of ideals, 169;
viewpoint of teacher, 168;
experiences, 27;
native tendencies, 24;
right to the best, 23;
native interests, 255;
imagination, 236.
Childhood curtailed, 22.
Children, 307;
parental attitude towards, 19;
common interests, 216;
should have school privileges, 19;
real interests, 217;
_vs._ statistics, 247.
Cigarettes, 117.
Circus day, 118.
Civilization, 305.
Clean living, 37.
College influences, 11.
Columbus, voyage of, 152.
Commerce, 55.
Common from commonplace, 151.
Comparison of life and living, 1.
Comparison of two teachers, 129.
Complacency of teacher, 135.
Complete living defined, 112.
Complexity of life, 4.
Concepts restricted, 262, 279.
Concessions, 297.
Conclusion, 272.
Conduct of teacher, 171.
Conflict, 65.
Conservation, 245.
Contrasted methods, 44.
Contrasts, 278.
Coöperation, 75.
Course of study, 324.
Court procedure, 291.
Curtailment of childhood, 22.
Definition; of complete living, 112;
of poetry, 222;
of politician, 40;
of socialized recitation, 176;
of teaching, 2.
Degrees and human qualities, 248.
Democracy; foreign concept of, 66;
the vitalized school a, 69.
Democratic spirit, manifestations of, 71.
Democratic teacher, 75.
Desire is fundamental, 60.
Desires for things intangible, 53.
Domestic science, 199.
Dynamic qualities, 146.
Economic articulation, 59.
Education, 101, 303;
and substitution, 43;
by absorption, 160;
schools of, 246;
unconsciously gained, 164.
Efficiency, 80.
Electives, 325.
English, teacher of, 239.
Enthusiasm, element of, 150.
Environment, 259.
Etymology, 106.
Examinations, 288;
traditional method, 294;
testing for intelligence, 296;
way of reform, 301.
Expertness, appraisal of teaching, 131.
Faith, 203, 227.
Filtration plant and a vitalized school, 206.
Flowers, 304.
Food and life, 201.
Foreign concept of democracy, 66.
Formalities, meaningless, 128.
Freedom, 120, 275;
elements of, 283;
real, 280.
Function of the school, 70, 210.
Gang element, 179.
Generations, rights of the coming, 30.
Girl and her elders, 237.
Grammar, 212.
Great Stone Face, 162.
Habit, persistency of, 92.
History, 79, 254, 270, 278;
behavior in, 267;
meaning of, 14.
Home and the school, 255.
Hospitals cited, 32.
House of Parliament, 55.
Human interest, 155.
Human qualities, degrees of, 248.
Humor, 232;
betokens deep feeling, 239;
defies explanation, 242;
lack of, 235;
of Lincoln, 238.
Ideal; of the school, 215;
rôle of, 166.
Idealist, 49.
Ideals, a perpetual influence, 169.
Imagination of children, 26, 236.
Imitation, politician worthy of, 43.
Incomplete living, 113.
Individual, responsibility of the, 69.
Industrial work, 321.
Influence; of people, 313;
of the school, 315;
upon pupils, 185.
Influences of college, 11.
Initial statement, 100.
Innate tendencies, 61.
Intelligence of teacher, 298.
Intensity, life measured by, 2.
Interest in practice, 180.
Interest, life the great human, 249.
Joy in work of artist teacher, 145.
Language, 211;
a social study, 211;
and vitality, 15.
Leadership, 42, 261.
Learning democracy, 268.
Lesson a prophecy, 263.
Lessons from childhood, 309.
Life; and living compared, 1;
and music, 307;
and reading, 12;
as subject matter in teaching, 6;
books as exponents of, 14;
book of, 228;
complexity of, 4;
every subject invested with, 155;
how the poet learns, 223;
in literature, 6;
quality of, 219;
manifestations of, 5;
measured by intensity, 2;
sea as, 104;
teachers' influx of, 228;
the great human interest, 249;
transfusion of, 224.
Life and food, 201.
Lincoln's humor, 238.
Literature; life in, 6;
pedagogy in, 163.
Long division ramified, 264.
Machine teacher, 246.
Machinery, 268.
Major and minor, 299.
Man, 285.
Manifestations of life, 5.
Mark Twain as a philosopher, 240.
Mathematics vitalized, 10.
Meanderings, 139.
Melting pot, 67.
Mental atrophy, 289.
Methods, 292;
contrasted, 44;
potency of right, 132;
of the politician, 41.
Michael Angelo, 108.
Military training, 118.
Minor and major, 299.
Misconceptions, 35, 66.
Misfits, 216.
Mistakes, 214.
Monuments, 58.
Mulberry Bend, 83.
Music, 306;
and life, 307.
Native land, 226.
Needs of society, 212.
Outlook, 264.
Ownership, potency of, 181.
Parental attitude towards children, 19.
Parliament, House of, 55.
Patriot, a typical, 82.
Patriotism; a determining motive, 78;
as a working principle, 77;
conclusions, 89;
in daily life, 85;
thrift as, 87.
Pedagogy in literature, 163.
Penalizing, 294.
People, 312;
influence of, 313.
Perseverance, 225.
Personal efficiency, 115.
Physical training, 116.
Physics and Chemistry, 196.
Physiology, 196.
Poetry, 271;
defined, 222.
Poet learns life how, 223.
Politician defined, 40;
methods of, 41;
worthy of imitation, 43.
Possibilities, 134.
Potency of right methods, 132.
Power of understanding, 13.
Problem of the teacher, 98.
Proprietary interests, 180.
Public sentiment, 323.
Pupil teacher, 177.
Question stated, 127.
Questions and answers, 290;
books of, 300.
Rational methods, 292.
Reading and life, 12.
Recitation, example of socialized, 187.
Reflex influence, 184.
Remembering and knowing, 290.
Repeating answers, 139.
Resourcefulness, 153.
Responsibility of the school, 36.
Restricted concepts, 262.
Resultants, 183.
Rights of the child, 20.
Rome, 276.
Rooms, 320.
Sanitation, 82.
Scholar's concept of the sea, 102.
School; and society, 46;
and the home, 255;
an expression of the teacher, 317;
and factory compared, 130;
a life enterprise, 322;
function of the, 70;
function of, 210;
ideal of the, 215;
influence of, 315.
Schoolhouse, 319;
the community center, 326.
Schools; of education, 246;
responsibility of, 36;
work of the, 110.
Sciences, relation of, to life, 198.
Sea; as life, 104;
scholar's concept of, 102.
Self-complacency, 289.
Self-interest, 41.
Self-reliance, 284.
Self-respect, 286.
Shakespeare, 269.
Simplicity and sincerity, 320.
Snobbery, 73.
Social intercourse, 56.
Social study, language a, 211.
Socialized recitation; definition of, 176;
sample of, 187;
exemplified in society, 182.
Society; and the school, 46;
needs of, 212.
Sound body, 114.
Spelling, 281;
as patriotism, 77.
Spirit, things of the, 123.
Spiritual freedom, 275.
Stars, 310.
Statistics _vs._ children, 247.
Stories, 233.
Story of a boy, 236.
Street signs, 121.
Substitutions, results of, 48.
Switchboard, 282.
Synthesis and analysis, 293.
Synthetic teaching, 203.
Teacher, 165;
and child, 104;
as a machine, 246;
as environment, 162;
attitude towards children, 254;
conduct of, 171;
characteristic qualities of, 144;
intelligence of, 298;
growth of, 172;
her supremacy, 166;
of English, 239;
responsibility of, 159;
rule of life, 171;
seeing life large, 172;
school an expression of, 317;
skill of the, 256;
status irrevocable, 168;
volubility, 136.
Teachers, 327;
attitude, 11, 170;
complacency, 135;
contrasted, 9;
first type, 251;
influx of life, 228;
problem, 89;
province, 7;
other self, 167;
three types of, 250.
Teaching, 229;
as a fine art, 143;
defined, 2;
test of, 137;
life as subject matter in, 6;
power, 248.
Temperance, 81.
Tests of teaching, 137.
Things of the spirit, 123.
Thinking, 293.
Thirteen colonies, 154.
Three types of teachers, 250.
Thrift as patriotism, 87.
Time element, basic considerations, 129.
Time, waste of, 133.
Tom Sawyer, 91.
Trained minds, 122;
achievements of, 123.
Transfusion of life, 224.
Travel instinct, 57.
Truth, child's conception of, 109.
Twain story, 241.
Two teachers compared, 129.
Typical patriot, 82.
Understanding, power of, 13.
Unity of purpose, 328.
Variety in excellence, 63.
Vitalized mathematics, 10.
Vitalized School, 329;
a democracy, 69;
an exemplification of complete living, 113;
filtration plant, 206.
Voluble teacher, 136.
Waste of time, 133.
Weaknesses transmitted, 30.
Westminster Abbey, 54.
Word automobile, 105.
Word in use, 107.
Work; a blessing, 96;
as a privilege, 92;
and enjoyment, 97;
of the school, 110;
potency of mental, 95;
misconceptions of, 93.
World-building, 303.
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=Home=
Philosophy of Education 1.50
Psychological Principles of Education 1.75
Idealism in Education 1.25
Story-Telling, Questioning and Studying 1.10
=Howerth=
The Art of Education 1.00
=Huey=
Psychology and Pedagogy of Reading 1.40
=Hummel and Hummel=
Materials and Methods in High School Agriculture 1.25
=Jessup and Coffman=
The Supervision of Arithmetic 1.10
=Johnson, Henry=
Teaching of History in Elementary and Secondary Schools 1.40
=Kahn and Klein=
Commercial Education, Principles and Methods in 1.40
=Kennedy=
Fundamentals in Methods 1.25
=Kerschensteiner=
The Idea of the Industrial School .50
=Kilpatrick, V. E.=
Departmental Teaching in Elementary Schools .60
=Kilpatrick, W. B.=
Froebel's Kindergarten Principles Critically Examined .90
=Kirkpatrick, E. A.=
Fundamentals of Child Study 1.30
=Lee=
Play in Education 1.50
=McKeever=
Training the Girl 1.50
The Industrial Training of the Boy .50
=MacVannel=
Outline of a Course in the Philosophy of Education .90
=Miller=
Education for the Needs of Life 1.25
=Monroe=
Principles of Secondary Education 2.00
Text-Book in the History of Education 2.00
Syllabus of a Course of Study on the
History and Principles of Education .50
Source Book in the History of Education
for the Greek and Roman Period 2.40
Brief Course in the History of Education 1.40
Cyclopedia of Education, 5 Vols. 25.00
=O'Shea=
Dynamic Factors in Education 1.25
=Pearson=
Vitalized School 1.40
=Perry=
Management of a City School 1.25
Outlines of School Administration 1.40
=Pyle=
The Examination of School Children .50
=Sachs=
The American Secondary School 1.10
=Sisson=
Essentials of Character 1.00
=Smith=
All the Children of All the People (Teachers' Edition) 1.10
=Sneath and Hodges=
Moral Training in the School and Home .80
=Starch=
Educational Measurements 1.25
Experiments in Educational Psychology 1.00
=Strayer=
A Brief Course in the Teaching Process 1.25
=Strayer and Norsworthy=
How to Teach 1.40
=Strayer and Thorndike=
Educational Administration Quantitative Studies 2.00
=Taylor=
Handbook of Vocational Education 1.00
Principles and Methods of Teaching Reading .90
=Thorndike=
Education: A First Book 1.25
=Vandewalker=
Kindergarten, The, in American Education 1.25
=Ward=
The Montessori Method and the American School 1.25
=Wayland=
How to Teach American History 1.10
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