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.
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This book is the result of eight years of experimentation.In 1909 the Department of Education of The Universityof Chicago abandoned the practice of requiring coursesin the History of Education and Psychology as introductorycourses for students preparing to become teachers.For these courses it substituted one in Introduction toEducation and one in Methods of Teaching. This movewas due to the conviction that students need to be introducedto the problems of the school in a direct, concreteway, and that the first courses should constantly keepin mind the lack of perspective which characterizes theteacher-in-training.
In the years that have elapsed since 1909 the convictionhas gained almost universal acceptance in normal schoolsand colleges of education that the History of Education isnot a suitable introductory course. Psychology has grownin the direction of a scientific discussion of methodology,and the demand for a general introductory discussion ofeducational problems from a scientific point of view hasoften been expressed by teachers in normal schools andcolleges. In this period the writer has had frequent opportunityto try out various methods of presenting such anintroductory course. The results of this experience arepresented in this volume, which is designed as a textbookfor students in normal schools and colleges in the firststages of their professional study.
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The teacher who uses this book can expand the courseto double the length here outlined by introducing schoolroomobservation and supplementary reading. The questionsand references offered at the end of each chapter andthe references in the footnotes are intended to facilitatesuch further work. A set of questions is given in theAppendix as a guide to classroom observation.
The obligations which the author has incurred in thepreparation of the book are numerous. Almost every memberof the Department of Education of The University ofChicago has at some time or other given the course to adivision of students, and all have contributed suggestionsand criticisms with regard to the organization of material.Special obligations should be noted in this connection toProfessors J. F. Bobbitt, S. C. Parker, F. N. Freeman,H. O. Rugg, and W. S. Gray. To Professor E. H. Cameronthe author is under obligation for suggestions madeafter reading the manuscript. To the authors and publisherswhose works have been drawn upon for extensive and numerousquotations, special thanks are due for courteous permissionto use their material. Finally, it is to the studentswho have from year to year passed through this course thatthe largest obligation should be acknowledged because of thesuggestions which their reactions have given to the writer.
C. H. J.
Chicago, Illinois
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