«15 m m &3& ffls? nk . A4 .■.'*'■■.■■■■>■■■'.".■■'• Kara ■ ■l ■ Reading Circle Course FOR THE TEACHERS OF OREGON J. A. CHURCHILL Superintendent of Public Instruction 1915 READING CIRCLE COURSE Department of Education State of Oregon i J. A. CHURCHILL Superintendent or Public Instruction E. F. CARLETON Assistant State Superintendent FRANK K. WELLES Assistant State Superintendent D. of D. FEB 1916 FOR OREGON TEACHERS READING CIRCLE COURSE EXTRACTS FROM THE LAWS F All certificates issued by the Superintendent of Public Instruction shall be valid and entitle the holder thereof to teach in any district in any county of the State upon being" registered annu- ally by the county superintendent * * * but no certificate shall be registered in a county until the county superintendent has satisfied himself that the applicant has done the reading circle work prescribed by the State Superintendent of Public Instruction for the teachers of the State. * * * [Section 24, School Laws of 1915.] TO TEACHERS All persons who expect to begin teaching after November 1, 1915, should read one of the 19 books listed in this circular. Between November 1, 1915, and November 1, 1916, no certificate may be registered with a county superintendent unless one of these books has been read. The county superintendents have entered into an agreement among themselves whereby they will take as evi- dence of the careful reading of one of these books, a certificate issued by the University of Oregon for any of the first 13 books, or a cer- tificate from the Oregon Agricultural College for any of the last six books. Teachers who read one of these books last year should read a differ- ent book this year. The Oregon State Library, Salem, has a limited number of copies of each book, which will be loaned to teachers, the only expense being the postage. The books may be purchased from the publishers, or they will be sent postpaid by The J. K. Gill Co., Portland. Oregon, at the prices indicated. READING CIRCLE COURSE READING CiRCLE BOOKS The University of Oregon will supervise the reading of the books numbered 1 to 13 inclusive. The reading of those numbered 14 to 19 inclusive, will be supervised by the Oregon Agricultural College. 1. Bagley: School Discipline. The Macmillan Co., New York, $1.25. 2. Charters: Teaching the Common Branches. Houghton, Mifflin Co., Boston, $1.35. 3. Davis: Vocational and Moral Guidance. Ginn & Co., Boston, $1.25. 4. Earhart: Types of Teaching. Houghton, Mifflin Co., Boston, $1.25. 5. Foster (ed.): The Social Emergency. Hough- ton, Mifflin Co., Boston, $1.35. 6. Hart (ed.) : Educational Resources of Vil- lage and Rural Communities. The Macmillan Co., New York, $1.00. 7. Monroe (ed.): Principles of Secondary Edu- cation. The Macmillan Co., New York, $1.90. 8. Morgan: The Backward Child. G. P. Put- nam's Sons, New York, $1.25. 9. Parker: Methods of Teaching in High School Subjects. Ginn & Co., Boston, $1.50. 10. Strayer: A Brief Course in the Teaching Process. The Macmillan Co., New York, $1.25. 11. Swift: Learning and Doing. Bobbs- Mer- rill Co., Indianapolis, $0.80. 12. Terman: The Hygiene of the School Child. Houghton, Mifflin & Co., Boston, $1.65. 13. Strayer and Thorndike: Educational Ad- ministration. The Macmillan Co., New York, $2.00. 14. Cooley: Domestic Art in Woman's Educa- tion. Charles Scribncr's Sons, New York, $1.25. 15. Crashaw: Manual Arts for Vocational Ends. The Manual Arts Press, Peoria, 111., $0.85. . 16. Cromwell: Agriculture and Life. J. B. Lippincott Co., Philadelphia, $1.50. FOR OREGON TEACHERS 17. Munroe: New Demands in Education. Doubleday, Page & Co., Garden City, N. Y., $1.25. 18. Sherman: Food Products. The Macmillan Co., New York, $2.25. 19. Thompson: Commercial Education in Pub- lic and Secondary Schools. World Book Co., Yonkers, N. Y., $1.50. DESCRIPTION OF BOOKS 1 — Bagley: School Discipline, c. 1914. The Macmillan Co., New York, $1.25. Professor Bagley writes a book especially val- uable for the teacher either in town or in the ccuntrjvwho has not had thorough grounding in pedagogy. He takes up the question of discipline, characterizes the unruly school and shows how to bring such a school to an ideal condition as to discipline and interest. Teachers who object that the ordinary book on pedagogy does not offer any concrete assistance, can raise no such objection to this book. 2 — Charters: Teaching the Common Branches. c. 1913. Houghton, Mifflin Co., Boston, $1.35. This book is continued on the reading circle list from last year. Teachers who have read it should choose another book. Many teachers have pronounced this the most helpful book that they have read. It is of especial value to the rural teacher who handles a great number of subjects, and who is able by means of this book to decide what are the aims of the various subjects and what are the best methods of teaching them. ■ 3 — Davis: Vocational and Moral Guidance. c. 1914. Ginn & Co., Boston, $1.25. .This book will interest high school teachers and teachers in the upper grades, who are already concerned with the problem of vocational guidance. The book is sufficiently different from that of 6 READING CIRCLE COURSE Puffer, which was on the reading circle list last year, to make it worth the while of the person especially interested in this subject to read it, even though he may have read Puffer last year. 4 — Earhart: Types of Teaching. c. 1915. Houghton, Mifflin Co., Boston, $1.25. This is suitable for reading by teachers rrom the first to the twelfth grades. Teachers who have not yet fully worked out the distinctions between inductive and deductive lessons, and who feel that in the conduct of the recitation and in the formation of study habits they need assistance, will find this book most useful. Miss Earhart gives also some splendid suggestions Tor making lesson plans and devotes one whole chapter to the arousal and guidance of appreciation. 5 — Foster (ed.): The Social Emergency. c. 1914. Houghton, Mifflin Co., Boston, $1.35. This is probably the safest and sanest book along this line that has been published as yet. The teacher must not read it with any feeling that it will help her particularly in class work. Its sound thought and reliable information will be of considerable assistance in dealing with parents and with individual cases. After stating the sit- uation, the book deals with physiological, medical, economic, recreational, educational, moral and religious phases of the question. 6 — Hart (ed.) : Educational Resources of Vil- lage and Rural Communities, c. 1913. The Macmillan Co., New York, $1.00. This book is valuable for the teacher in the rural district or in a town or less than two thousand inhabitants, where the teacher is sin- cerely anxious to serve her community to the widest possible extent. The book is suitable for teachers of all grades, but should not be chosen FOR OREGON TEACHERS by city teachers. It contains a chapter by Dr. Harold W. Foght, whose book, The American Rural School, has been on the reading circle list Tor several years past. 7 — Monroe (ed.) : Principles of Secondary Edu- cation, c. 1914. The Macmillan Co., New York, $1.90. Professor Monroe has combined in this volume a large group of different studies on Secondary Education. The book is especially strong on the side of foreign systems of Secondary Education and also covers most of the administrative prob- lems connected with high schools. There are many useful chapters dealing with the high school course of study; but each chapter represents a different point of view. This book will be espe- cially useful to high school principals and super- intendents. It contains an excellent bibliography. 8 — Morgan: The Backward Child, c. 1914. G. P. Putnam's Sons, New York, $1.25. This work supplies methods for discovering the causes of mental deficiency in children, and gives correct methods to be used in removing or modifying the backwardness. It is based on two years' work in the New York experimental clinic. It is semi-popular and suggestive to student and teacher. 9 — Parker: Methods of Teaching in High School Subjects, c. 1915. Ginn & Go. Boston, $1.50. This work combines the results of several years' experience in the University High School at Chi- cago with the results of the latest psychological investigations. It is scientific and at the same time a practical book. As the subject indicates, it discusses the teaching of the different subjects in the high school course, and presents In addition much valuable material on. class management. It is by all odds the best written book now before 8 READING CIRCLE COURSE the public, dealing with high school problems. The entire work is written by the author, so there is no oscillation of standpoint. This work can be unreservedly recommended to all high school teachers who have not read it. 10 — Strayer: A Brief Course in the Teaching Process, c. 1911. The Macmillan Co., New- York, $1.25. This book was on the reading circle list in 1914, and those teachers who have read it should choose another this year. The teachers' examination questions in Theory and Practice for 1915 are based on this book. 11 — Swift: Learning and Doing, c. 1914. Bobbs- Merrlll Co., Indianapolis, $0.80. This is a book of the inspirational type. The teacher will not find it hard to read, and will gain from it many general suggestions. Concrete helps in pedagogy are not to be found in this book. 12 — Terman: The Hygiene of the School Child. c. 1914. Houghton, Mifflin Co., Boston, $1.65. Here is a good book for any teacher to read. As It touches only one phase of school work, the teacher must expect assistance in no other depart- ment. If a teacher feels that hygienic condi- tions in the district are not all that they should be, this might be an especially good book for the year's professional reading. This is not an easy book to read. 13 — Strayer and Thorndike: Educational Admin- istration, c. 1913. The Macmillan Co., New York, $2.00. This volume contains the results of a consider- able number of statistical studies. It goes into the technique of statistics with great care. Many of the problems discussed, treating of the cost of education, of the different types of efficiency of FOR OREGON TEACHERS 9 teachers, of the gradation of schools and other questions capable of being subjected to mathemat- ical methods, are very well done. This is pri- marily a book for school superintendents and for principals in the larger towns, as it deals funda- mentally with the mechanics of education. 14 — Cooiey: Domestic Art in Woman's Education. c. 1911. Charles Scribner's Sons, New York, $1.25. A book of 274 pages by a professor of Domes- tic Art in Teachers College, Columbia University. It shows that Domestic Art includes far more than sewing, and discusses its ethical, social and aesthetic as well as its utilitarian values. Meth- ods of presentation of subjects and of planning courses of study for various types of elementary, secondary and higher schools are given in detail. There is also an excellent bibliography, classified under seven heads. 15 — Crashaw: Manual Arts for Vocational Ends. c. 1912. The Manual Arts Press, Peoria, 111., $0.85. The author is professor of Manual Arts in the University of Wisconsin. The book contains 100 pages of carefully organized material that is of inestimable value to those who are interested in any phase of industrial education and is of excep- tional worth to all who are interested in general education. The topics considered are a general discussion of the relation between manual train- ing and industrial education; possibilities and opportunities in the organization of the manual arts; organization and teaching of the manual arts in the primary grades, in the grammar grades, in the high school; the teacher and supervisor of the manual arts. 16 — Cromwell: Agriculture and Life. c. 1915. J. B. Lippincott Co., Philadelphia, $1.50. This book was prepared fbr teachers in graded and rural schools and is written largely in 10 READING CIRCLE COURSE terms or the psychological and educational philos- ophy with which teachers are familiar. The author has taught agriculture for many years to pupils of all grades and ages, and thoroughly believes in teaching from things, as well as hav- nig the pupils do things worth while at home. The book is one of the best that has appeared in recent years, and since it deals with the content or agriculture as well as with the method of pre- sentation to students below high school age, it should be on the desk of every teacher who has to deal with this subject. 17 — Munroe: New Demands In Education, c. 1912. Doubleday, Page & Co., Garden City, N. Y., $1.25. The author is former president or the Society Tor the Promotion or Industrial Education. The new demands are Tor closer relation between teacher and pupil; better care on the part or the public school Tor the physical weirare or the pupil; interesting, stimulating exercises for the mind of the pupil; training all the faculties or the pupil; training toward seir-reliance, seir-control, self- respect, and seir- denial; development or the social side ror elective living; provision Tor the education or the pupil rrom the age or 14 to manhood. These dirferent demands are discussed in a clear, rorcerul manner under twenty chapters, covering 300 pages. Many or our traditional ideas are given severe jolts, but in the end the author leads us to agree that it is all ror the best. 18 — Sherman: Food Products, c. 1914. The Macmillan Co., New York, $2.25. The author or this book or 477 pages, with another 100 pages or appendices, is proressor or Food Chemistry in Columbia University. A chap- ter is devoted to each important type or rood, covering (1) an account or its production and preparation Tor market, (2) the proximate com- position and general rood value, (3) questions of FOR OREGON TEACHERS 11 sanitation, inspection and standards of purity, and (4) special characteristics of composition, digesti- bility, nutritive value and place in the diet. The appendices include rules and regulations for the enforcement of the food and drugs act; food inspection decisions; methods and standards for the production and distribution of certified milk; meat inspection law and regulations; table of 100- calorie portions. 19 — Thompson: Commercial Education in Public and Secondary Schools, c. 1915. World Book Co., Yonkers, N. Y., $1.50. Under the general editorship of Professor Hanus of Harvard, a series of school efficiency volumes has been issued, based somewhat on the New York City school survey. The author of this volume is assistant superintendent of the Boston schools, in charge of industrial and commercial education. Commercial education is more than the training of office clerks. The data or materials of com- merce include business organization, activities, problems, and opportunities. The aims, scope, and methods of the training should be those actually required for business careers as seen by business men who have seriously brought their minds to bear on this problem. The treatment is concrete in that it is based on a number of recent important investigations. HOW TO ENROLL FOR READING Upon making application to the Correspondence Study Department of the Extension Division of the University of Oregon, or to the Department of Industrial Education of the Oregon Agricul- tural College, study helps, questions and sugges- tions upon any book in this list, will be sent free of charge. After the book has been read, the answers to the questions should be written out and the manuscript sent to the University or to 12 READING CIRCLE COURSE the College, as the case may be. There It will be read by a member or the raculty, and If the paper is found to be satisfactory, a statement will be given, showing that the reading circle work has been completed. This statement should be sent with the certificate, when the latter is filed with the county superintendent for registration. IMPORTANT SUGGESTIONS Write en one side of the paper only, unless legal cap is used. Be sure to state on your application blank the name of the county in which you wish to register your certificate. Teachers will get much more value from the reading circle work, if they do it during the time school is in session. Be sure to sign your name to your manuscript before sending it to the College or University to be graded; otherwise, there may be no way to determine from whom the work has come. It is not sufficient that the name and address be on the envelope. If possible, get your reading circle work done as early as you conveniently can. If you wait until the week before you wish to register your certificate, you may be disappointed. Papers are read as rapidly as possible, but at rush times the readers may be unable to keep up. Sometimes several teachers read a book together, and in a few instances have sent in identical papers. In such cases, certificates of reading can not be granted. While it is all right for teachers to read a book together, each teacher should work out the questions alone. The College and University are ready and anxious to be of assistance to teachers in solving all problems concerned with their work, which properly come within the scope of their activity. Any questions which can better be answered by FOR OREGON TEACHERS 13 the State Department of Education, the State Normal School, or the State Library, will be referred to them. All of the questions sent out on reading circle books are in the nature of "open book questions." This means that they are not strictly examina- tions, and you need not close all books when writing on these questions. It is preferred that you use not only the book upon which the ques- tions are based, but any other books which you may have, in working out full suggestions. Remember that the questions are worked out for the teachers of Oregon, and that each set of questions is based upon the reading of a single book. You will, therefore, be disappointed if you expect to find the questions as difficult and as inclusive as would be the questions in a college course for credit toward graduation. to a a 6c •d a eS 0> 3 C5 o bo 03 e O o o o ! C 83 O | ft i ft s O o ■3 ft a . Q -3 ♦* - ■* ? »>>o > > 3 o O c o a> M © © O »°£ a> o at* ;♦» 2 £ C 60 : en M £ .5 © IfilSsS a> o =8 t- 60 cS rt C G o 2 60co •S 3 a> o-cj ecu o a> o es5 6o o *££~ ftg~ ft a rt 03CO SJsfSa mm Mm __HH '•-■"■. Hhi" i V I ■ ■ 9^