This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1905 Excerpt: ...teach well all the subjects taken by the teacher, even though the teacher trained in the normal school may not take more of a subject as a student than is taught by him. It seems to me wise for the normal schools to grant some such degree as Bachelor of Pedagogy when the work done is equivalent to that done in the ...
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This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1905 Excerpt: ...teach well all the subjects taken by the teacher, even though the teacher trained in the normal school may not take more of a subject as a student than is taught by him. It seems to me wise for the normal schools to grant some such degree as Bachelor of Pedagogy when the work done is equivalent to that done in the college for Bachelor of Arts or of Science. Those degrees should, I think, indicate a preparation to teach in the secondary schools. M. V. O'SHEA Professor of Education, University of Wisconsin The well-nigh infinite variation in conditions, standards, and purposes makes the problem of training teachers most complex and difficult.--The more I see of teachers and teaching, the less confidence I have in anyone's power to say with precision or in great detail what abilities and qualities are essential to success in the classroom. Much less am I satisfied with most of the current theories regarding the origin and natural history of teaching insight and skill, for they do not seem to me to take full account of all the complex factors entering into the problem. A priori and analogical reasoning abounds in this field rather more liberally than elsewhere, I think; and prejudice plays a more important role than observation and experimentation. The man who is opposed, by the law of inertia mainly, to professional training maintains that the teacher is born, not made; while the professor of pedagogy gives the impression that no one can instruct successfully who has not completed a course in the history, theory, and practice of teaching. Both parties to the controversy often seem cocksure of their position. A well-nigh infinitely complex situation is treated as if all the evidence in the case was at hand, and could be taken in at a single glance. It is small ...
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