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                          Transcriber’s Notes

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                          INTRODUCTION TO THE
                          SCIENTIFIC STUDY OF
                               EDUCATION

                                  BY

                         CHARLES HUBBARD JUDD

           PROFESSOR OF EDUCATION AND DIRECTOR OF THE SCHOOL
               OF EDUCATION OF THE UNIVERSITY OF CHICAGO

                           GINN AND COMPANY

                 BOSTON · NEW YORK · CHICAGO · LONDON
              ATLANTA · DALLAS · COLUMBUS · SAN FRANCISCO




               COPYRIGHT, 1918, BY CHARLES HUBBARD JUDD

                          ALL RIGHTS RESERVED

                                 219.9


                          The Athenæum Press
                   GINN AND COMPANY · PROPRIETORS ·
                            BOSTON · U.S.A.




PREFACE


This book is the result of eight years of experimentation. In 1909
the Department of Education of The University of Chicago abandoned
the practice of requiring courses in the History of Education and
Psychology as introductory courses for students preparing to become
teachers. For these courses it substituted one in Introduction to
Education and one in Methods of Teaching. This move was due to the
conviction that students need to be introduced to the problems of the
school in a direct, concrete way, and that the first courses should
constantly keep in mind the lack of perspective which characterizes the
teacher-in-training.

In the years that have elapsed since 1909 the conviction has gained
almost universal acceptance in normal schools and colleges of education
that the History of Education is not a suitable introductory course.
Psychology has grown in the direction of a scientific discussion of
methodology, and the demand for a general introductory discussion of
educational problems from a scientific point of view has often been
expressed by teachers in normal schools and colleges. In this period
the writer has had frequent opportunity to try out various methods of
presenting such an introductory course. The results of this experience
are presented in this volume, which is designed as a textbook for
students in normal schools and colleges in the first stages of their
professional study.

The teacher who uses this book can expand the course to double the
length here outlined by introducing schoolroom observation and
supplementary reading. The questions and references offered at the
end of each chapter and the references in the footnotes are intended
to facilitate such further work. A set of questions is given in the
Appendix as a guide to classroom observation.

The obligations which the author has incurred in the preparation of the
book are numerous. Almost every member of the Department of Education
of The University of Chicago has at some time or other given the
course to a division of students, and all have contributed suggestions
and criticisms with regard to the organization of material. Special
obligations should be noted in this connection to Professors J. F.
Bobbitt, S. C. Parker, F. N. Freeman, H. O. Rugg, and W. S. Gray. To
Professor E. H. Cameron the author is under obligation for suggestions
made after reading the manuscript. To the authors and publishers whose
works have been drawn upon for extensive and numerous quotations,
special thanks are due for courteous permission to use their material.
Finally, it is to the students who have from year to year passed
through this course that the largest obligation should be acknowledged
because of the suggestions which their reactions have given to the
writer.

  C. H. J.

  CHICAGO, ILLINOIS




CONTENTS


                                                                   PAGE

  CHAPTER I. EXTENDING THE PUPIL’S VIEW OF
  THE SCHOOL                                                           1

 The pupil’s view limited. Conservatism in the community as a natural
 consequence. Demand for a broad scientific study. Beginnings of the
 science of education. Effectiveness of studies of retardation. A study
 of high-school courses. An experimental analysis of a fundamental
 subject. A study of the relation of education to general social life.
 The scientific study of educational problems. Exercises and readings.

  CHAPTER II. SCHOOLS OF OTHER COUNTRIES
  AND OF OTHER TIMES                                                  14

 The comparative and historical methods. The American textbook method
 of teaching. Independence of thought based on reading. European
 schools caste schools, American schools truly public. Influence
 of European schools on the educational system of this country.
 Report of the visiting committee of Taunton in 1801. Adoption of
 the German model. Results of the adoption of the German example.
 The reorganization of American schools. Origin of the high