Category: Teaching & Education

Craftsmanship in Teaching

New York The MacMillan Company 1912 All rights reserved Copyright, 1911, by the MacMillan Company. Set up and electrotyped. Published April, 1911. Reprinted June, October, 1911; May, 1912. Norwood Press J.S. Cushing Co.--Berwick & Smith Co. Norwood, Mass., U.S.A.

Chapters

7. Chapter 7

My task to-day, then, is of another type. I wish to discuss with you some of the implications of this matter of utility in respect of the work that every elementary school is do...

15. Chapter 15

And I can formulate my own conception of the work of habit building in education no better than by paraphrasing Klesmer's epigram. To increase in our pupils the capacity to rece...

8. Chapter 8

And I imagine that when that class is studying the continent of Africa in their geography work, they will learn something more than the names of rivers and mountains and boundar...

10. Chapter 10

In an audience of practical teachers, it is hardly necessary to emphasize the significance of doing this very thing. From one point of view, it may be asserted that the whole fu...

9. Chapter 9

Now these men, I believe, have gone to the other extreme. They have confused custom and tradition with fundamental and eternal principles. They have thought that, just because a...

2. Chapter 2

And that is all that the true craftsman in education asks. The man or woman with the itching palm has no place in the schoolroom,--no place in any craft whose keynote is service...

1. Chapter 1

New York The MacMillan Company 1912 All rights reserved Copyright, 1911, by the MacMillan Company. Set up and electrotyped. Published April, 1911. Reprinted June, October, 1911;...

14. Chapter 14

I left that school with a fairly firm conviction that I had seen the most advanced notions of educational theory worked out to a logical conclusion. There was nothing halfway ab...

4. Chapter 4

This man failed simply because he did not do what the elementary teacher must do if he is to be efficient as an elementary teacher. He did not train his pupils in the habits tha...

11. Chapter 11

But, even at its best, the task is a severe one, and we need, here as elsewhere in education, carefully controlled tests and experiments, that will enable us to get at the facts...

3. Chapter 3

And the chief blessing for which you and I should be thankful to-day is that this larger view of our calling has been vouchsafed to us as it has been vouchsafed no former genera...

5. Chapter 5

I was particularly impressed by the character of his criticisms. There was nothing vague or intangible about them. Every annotation was clear and definite. If penmanship happene...

13. Chapter 13

Let me give you an illustration of what I mean. We may assume that every boy who goes out of the high school should appreciate the meaning and worth of self-sacrifice as this is...

6. Chapter 6

My opponents may point to medicine as a possible example of the opposite procedure. And yet if there is anything that the history of medical science demonstrates, it is that the...

12. Chapter 12

But in our country, we do not thus consciously formulate and express our national ideals. We recognize them rather with averted face as the adolescent boy recognizes any virtue...

16. Chapter 16

It is a simple matter to construct in imagination an ideal teacher. Mix with immortal youth and abounding health, a maximal degree of knowledge and a maximal degree of experienc...