VOLUME II Progressive EDUCATION April-May-June, 1925 NUMBER 2 ..Edward Yeomans 57 THE UNDERNOURISHED SOUL..... THE WORLD MOVEMENT IN EDUCATION-CONCEPTION, AIMS Augustus O. Thomas 85 THE PROGRESSIVE EDUCATION ASSOCIATION, WASHINGTON, D. C. 125 127 Subscription price, two dollars a year. Single copies, fifty cents. Checks should be made payable to the Progressive Education Association. Entered as second class matter April 22, 1924 at the Post Office at Washington, D. C. Application for transfer to Baltimore has been made. Acceptance for mailing at special rate of postage provided for in Sec. 1103, Act of October 3, 1917, authorized July 17, 1924. COPYRIGHT 1925, BY THE PROGRESSIVE EDUCATION ASSOCIATION. vers THE PRINCIPLES OF PROGRESSIVE EDUCATION I FREEDOM TO DEVELOP NATURALLY. The conduct of the pupil should be governed by himself according to the social needs of his community, rather than by arbitrary laws. Full opportunity for initiative and self-expression should be provided, together with an environment rich in interesting material that is available for the free use of every pupil. II INTEREST, THE MOTIVE OF ALL WORK. Interest should be satisfied and developed through: (1) Direct and indirect contact with the world and its activities, and use of the experience thus gained. (2) Application of knowledge gained, and correlation between different subjects. (3) The consciousness of achievement. III THE TEACHER A GUIDE, NOT A TASKMASTER. It is essential that teachers should believe in the aims and general principles of Progressive Education and that they should have latitude for the development of initiative and originality. Progressive teachers will encourage the use of all the senses, training the pupils in both observation and judgment; and instead of hearing recitations only, will spend most of the time teaching how to use various sources of information, including life activities as well as books; how to reason about the information thus acquired; and how to express forcefully and logically the conclusions reached. Ideal teaching conditions demand that classes be small, especially in the elementary school years. IV SCIENTIFIC STUDY OF PUPIL DEVELOPMENT. School records should not be confined to the marks given by the teachers to show the advancement of the pupils in their study of subjects, but should also include both objective and subjective reports on those physical, mental, moral and social characteristics which affect both school and adult life, and which can be influenced by the school and the home. Such records should be used as a guide for the treatment of each pupil, and should also serve to focus the attention of the teacher on the all-important work of development rather than on simply teaching subject-matter. V GREATER ATTENTION TO ALL THAT AFFECTS THE CHILD'S PHYSICAL Development. One of the first considerations of Progressive Education is the health of the pupils. Much more room in which to move about, better light and air, clean and well ventilated buildings, easier access to the out-of-doors and greater use of it, are all necessary. There should be frequent use of adequate playgrounds. The teachers should observe closely the physical conditions of each pupil and, in co-operation with the home, make abounding health the first objective of childhood. VI CO-OPERATION BETWEEN SCHOOL AND HOme to Meet the Needs of Child Life. The school should provide, with the home, as much as is possible of all that the natural interests and activities of the child demand, especially during the elementary school years. These conditions can come about only through intelligent co-operation between parents and teachers. VII THE PROGRESSIVE SCHOOL A Leader in EDUCATIONAL MOVEMENTS. The Progressive School should be a leader in educational movements. It should be a laboratory where new ideas, if worthy, meet encouragement; where tradition alone does not rule, but the best of the past is leavened with the discoveries of today, and the result is freely added to the sum of educational knowledge. |