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Modern Language Teaching in the Intermediate School, Lilly Lindquist, Modern Language Department, Detroit Teachers College.
Questions that the Detroit Public is Asking at the Library, as Compared with Questions Detroit Teachers are Asking their Classes, Burton Barns.
Guidance versus Domination, M. I. Rasey, and S. A. Courtis, President Detroit Teachers College.
The Demands of the Times upon the Scho is of America, William H. Kilpatrick, Professor of the Philosophy of Education, Teachers College, Columbia University.
Manual Training in the Detroit Public Schools, J. N. Trybom, Supervisor of Vocational Education, Detroit Public Schools.
The Laboratory Method of Teaching Latin, Dorothy M. Roehm, Northwestern High School.
The Teaching of History, Nellie Jackson, Teachers College of Detroit.
Some Experiments in Free-Hand Lettering, Frank Keppler, Supervisor of Mechanical Drawing.
The Retarded Development of Our High Schools, Charles L. Spain, Deputy Superintendent of Schools.
High-School Lunch-Room Problems, E. G. Allen, Assistant Principal, Cass Technical High School.
What is the Meaning of Educational Measurements? S. A. Courtis.
Projects in English Composition, Catherine Morgan, Detroit Teachers College.
The Relation of the School Library to Modern Educational Methods, Martha Pritchard, Librarian, Teachers College.
Vocational Guidance in the High School, John Brennan, Northwestern High School.
The Teacher's Relationship to the Supervisor and the Administrator, Dr. George D. Strayer. Professor of the Administration of Education, Teachers College, Columbia University.
Problems of Educational Readjustment, David Snedden, Teachers College, Columbia University.
Teaching the Ancient Languages, Joseph Corns, t'rincipal, Southeastern High School.
Teachers' Marks, P. C. Packer, Assistant Saperintendent of Schools, Detroit.
The Teaching of Arithmetic, C. L. Thiele, Supiervisor of Arithmetic, Detroit Public Schools.
"HERE'S a home beyond this river where a man shall work no more; there's
no testing and no checking and no swearing on that shore. There the angels draw their pay checks just for singing all in tune, in their swivel chairs they're sitting, playing harp or big bassoon, while the looloo birds are lilting and the pay days glide away at the rate of one an hour all the blessed carefree day. All you have to do to get there is to wait here with a sigh, till this nasty wet old river in an hour or two rolls by. In that home beyond this river nothing much is ever done but to nurse the tender plum trees and to pick plums in the sun, or to mend your falling fences which you keep up all the while with a hammer and a handshake and a diplomatic smile. In that home beyond this river, truth and friendship never fight; when an angel friend's in trouble to the truth you say "good-night.” How I wish that I were sitting over on that other shore where all progress true is scoffed at and exertion is a bore. 111 I have to do to get there is to wait here with a sigh till this nasty wet old river in an hour or two rolls by. Copyright, 1921–Burt Barns
AN OFFICIAL JOURNAL
C. C. CERTAIN, Managing Editor
CONTENTS FOR MAY, 1921
Guidance Versus Domination
S. A. COURTIS AND M. I. RASEY.
7 Thrift Week in the Detroit Elementary Schools C. L, THIELE...
11 Problems of Educational Readjustment David SNEDDEN
16 A Statistical Study of a Phase of School Administration HENRY A. LANE....
24 The Teacher's Relationship to the Supervisor and the Administrator GEORGE D. STRAYER....
28 Progress in Typewriting E. G. BLACKSTONE.
35 An Application of the Laboratory Method to Junior-High-School Latin Dorothy Roehm
42 The Hillegas Scale, an Economy in the Teaching and Measuring of Composition Roy W. STEVENS...
48 Music Appreciation LEONORA FARQUHARSON
55 Educational Movements and Experiments.
The Journal of Educational Method
63 Some Projects for Elementary Grades
University Summer Sessions Book Reviews
75 Cartoon and Prose Rhyme...
80 The Detroit Journal of Education is published bi-monthly from September to June by the Detroit Board of Education. It is edited under the aus prices of the office of the Superintendent of Schools. An executive committee, consisting of the Editor, Managing Editor, and three members of the Board of Advisers, is in charge of the publication.
The circulation includes all Detroit high-school and intermediate-school teachers and principals, the principals of all elementary schools, the super visors of the school system, and a limited number of city school superintendents, public libraries, and educational publications throughout the United States.
Address all communications to the Managing Editor, C. c. Certain, Northwestern High School, Detroit, Michigan,
TEACHERS tend to divide themselves
ance both to them and to the other type of into two classes, (1) those who, upon teacher to describe an actual lesson taught reading Professor Kilpatrick's articles on by the project method and to analyze the the project method published in the two process in some detail, to make evident just previous issues of this magazine, say: where and how it differed from conventional "Why, certainly I believe in all the princi- teachng. ples discussed, and have always used them To aid in the analysis, let us begin by in my teaching,” and (2) those who recog- listing the essential characteristics of true nize that any real adoption of the project project teaching. These are: method would call for such a radical and 1. Basis of Organization. Class work far-reaching change in their methods of must center around some whole-hearted, work that they ask: “Can't you show us purposeful activity, sufficiently unified by an actual illustration of project teaching the goal to be achieved to permit the term I believe what Professor Kilpatrick says, "unit" to be applied to the whole. but I don't know how to begin. It all seems 2. Center of Responsibility. The activso strange and impossible that I am afraid ity must be carried forward under the drive to experiment; if I could see some other of the children's own interest and desires, teacher actually using the project method, so that the purposing, planning, executing, I might be encouraged to try myself." and judging will be done by them and not
Not all teachers who put themselves in by the teacher. class (1) are really using the project 3. Nature of Teacher's Effort. The method. Far from it. Much more often teacher must assist, not instruct; guide and than not they are the very teachers who not dominate; serve and not "teach.” most grossly and persistently violate every 4. Character of Results. The activity fundamental characteristic of the project must yield rich and varied results. In admethod. The explanation is that it is very dition to the achievement of the immediate difficult to get from the printed page more goal aimed at, there must be important conthan we put into it. Such teachers have tributions to the building up of desirable merely interpreted Professor Kilpatrick's attitudes and ideals, as well as the developwords in terms of their own ideals and ex- ment of possible leads to further and reperiences. Therefore, it may be of assist- lated activities.
*All rights reserved. M. I. Rasey and S. A. Courtis.