New York State Education Department TEACHERS TRAINING SCHOOLS 1905 PAGE Appointments 5 Qualifications of candidates. ... 5 Organization 6 Buildings and requirements 6 Course of study. 6 Examinations 7 Certificates 8 PAGE Minimum requirement tor an ap- proved course 9 Syllabus 13 Psychology. . . , 13 History of education. 15 School management 19 ALBANY NEW YORK STATE EDUCATION DEPARTMENT 1905 G8m-Ag5-isoo •:S^ STATE OF NEW YORK EDUCATION DEPARTMENT Regents of the University With years when termt expire 1913 Whitelaw Reid M.A. LL.D. Chancellor . . . New York 1906 St Clair McKelway M.A. L.H.D. LL.D. D.C.L. Vice Chancellor Brooklyn 1908 Daniel Beach Ph.D. LL.D Watkins 1914 Pliny T. Sexton LL.B. LL.D. Palmyra 1912 T. Guilford Smith M.A. C.E. LL.D Buffalo 1907 William Nottingham M.A. Ph.D. LL.D. . . Syracuse 1910 Charles A. Gardiner Ph.D. L.H.D. LL.D. D.C.L. New York 191 5 Charles S. Francis B.S Troy 1911 Edward Lauterbach M.A. LL.D. . . . . . New York 1909 Eugene A. Philbin LL.B. LL.D New York 1916 Lucian L. Shbdden LL.B Plattsburg Commissioner of Education Andrew S. Draper LL.D. Assistant Commissioners Howard J. Rogers M.A. LL.D. First Assistant Commissioner Edward J.Goodwin Lit.D. L.H.D. Second Assistant Commissioner Augustus S. Downing M.A. Third Assistant Commissioner Secretary to the Commissioner Harlan H. Horner B.A. Director of Libraries and Home Education Melvil Dewey LL.D. Director of Science and State Museum John M. Clarke LL.D. Chiefs of Divisions Accounts, William Mason Attendance, James D. Sullivan Examinations, Charles F. Wheelock B.S. LL.D. Inspections, Frank H. Wood M.A. Law, Thomas E. Finegan M.A. Records, Charles E. Fitch L.H.D. Statistics, Hiram C. Cask "•V •'• 28 UHmh Nezv York State Education Department Albany N. Y, The following regulations for the organization and government of teachers training schools and classes in cities, under the pro- visions of the laws of 1895, chapter 1031, are hereby prescribed. Third Assistant Commissioner Approved jfS^h — r Commissioner of Education New York State Education Department TEACHERS TRAINING SCHOOLS The following regulations governing teachers training schools and classes are prescribed in accordance with the laws of 1895, chapter 103 1, entitled "An act to encourage and promote the pro- fessional training of teachers." I Appointments The board of education or the public school authorities of any city, or of any village, employing a superintendent of schools, may establish, maintain, direct and control one or more schools or classes for the professional instruction and training of teachers in the prin- ciples of education and in the method of instruction for not less than 38 weeks in each school year. II Qualifications of candidates 1 They must be at least 17 years old at the time of entrance, unless the course is two years in length. In such instance the candi- date must be at least 1-6 years, 6 months old. 2 They must subscribe to the following declaration : " We, the subscribers, hereby declare that our object in asking admission to the training school or class is to prepare ourselves for teaching; and that it is our purpose to engage in teaching in the public schools of the State of New York, at the completion of such preparation." 3 They must hold certificates issued by the Commissioner of Education certifying to the completion of an approved course of study in a high school or in an institution of equal or higher rank as provided under the law. In addition thereto they must pass an examination conducted under the direction of the city superinten- dent of schools. This examination must include English (grammar, rhetoric, composition and literature), mathematics (arithmetic, alge- bra and plane geometry), at least one science, and any other three subjects of an approved high school course. Additional qualifications may be prescribed by boards of education. 4 Candidates from other states, in order to qualify for entrance to any training school, shall present credentials of graduation from a high school or an institution of equal or higher rank having a course of study at least equivalent to the high school course of study prescribed as a basis for entrance to training schools in this State. Such credentials shall be forwarded to the Third Assistant Commissioner of Education for approval. 6 NEW YORK STATE EDUCATION DEPARTMENT III Organization 1 The school year is divided into two terms, but no school year shall consist of more than 40 weeks. 2 At least four hours and 30 minutes every school day must be occupied in study, in instruction on the topics laid down in the course of study, in the observation of model teaching, and in practice work. 3 Two blank forms for notice of organization will be furnished to each institution. These blanks must be properly filled, and one of them be forwarded to the Department at the end of the third week after the organization of the school. The other must be kept for inspection by the proper school officers. IV Buildings, and requirements 1 Before admission the principal of the training school must require each candidate to present a certificate of qualification. 2 No person shall be admitted to the class later than the second Monday following its organization. 3 No payment can be made for any pupil not shown by reports to have been eligible to enter the class. 4 No payment will be made for any pupil who leaves the class before the expiration of the year, except by permission of the Commissioner of Education, and no such permission will be granted during the year, simply that the candidate may teach. 5 When the class is organized, the qualifications of each candidate for admission shall be entered in the place designated for such entry in the training school attendance register. 6 The daily attendance of each member upon such recitation must be recorded in the recitation register supplied for this pur- pose. 7 Training schools that organize but one class a year must not admit members at the beginning of the second term. Those that organize a class at the middle of the school year must keep a separate register for this class. V Course of study This course is designated as a minimum to meet the requirements of the laws of 1895, chapter 1031, and at least 500 hours must be devoted to its completion. The number of hours to be devoted to each subject shall be determined by the local school authorities. The number of hours placed opposite the several subjects is to be regarded as suggestiv-e only, and as indicative of their relative value. TEACHERS TRAINING SCHOOLS Minimum course of study 1 Psychology and principles of education 80 2 History of education 60 3 School management 20 4 Methods in mathematics 50 Implants .... 5 " elementary science, nature study 40 physiology and hygiene 6 ** reading, spelling and phonics and literature for children 50 7 " language, composition and grammar ' 50 8 " geography 30 9 " drawing 30 10 " history and civics 30 1 1 Physical culture, with methods 30 12 Methods in music 30 Observation and practice teaching At least 50 hours shall be spent by each member of the training school in observation and at least 50 hours in practice teaching. VI Examinations 1 At the close of each semester, the Department of Education will furnish a special examination in the several subjects prescribed in the course of study or in such of them as the State Commissioner of Education may determine, which examination is included as a part of the work required in the approved course of study. 2 These examinations will occur in January and in June, on the last three days of the week during which the Regents' examinations are held. 3 The name of every member taking the examination shall appear in the report of the examination. 4 Members must attain a standing of at least 75 % in each pre- scribed subject and complete the course within two years. Program of examination Wednesday a. m. Psychology; nature study; physiology and hygiene. a The term " hour" as used in this course means a period of 60 minutes, not a recitation period. 8. NEW YORK STATE EDUCATION DEPARTMENT Wednesday p. m. School management ; language, composition and grammar. Thursday a. m. Arithmetic. Thursday p. m. History and civics; reading, spelling and phonics. Friday a. m. Geography; history of education. Friday p. m. Drawing. VII Certificates 1 Members of training schools who attain a standing of 75 % in the several subjects of the course will receive a training school certificate if the city superintendent of schools shall certify that the candidate has shown sufficient skill in teaching to warrant his receiv- ing such certificate, that he is a person of good moral character, and is worthy to be employed in the schools of the State. 2 Training school certificates are valid for three years and are renewable thereafter for 10 year periods if the holder has had a successful experience of at least two years under the certificate. Laws of i8pj, chapter lo^i An act to encourage and promote the professional training of teachers. The people of the State of New York, represented in Senate and Assembly, do enact as follows: § I" The board of education or the public school authorities of any city or of any village employing a superintendent of schools, may establish, maintain, direct and control one or more schools or classes for the professional instruction and training of teachers in the principles of education and in the method of instruction for not less than 38 weeks in each school year. § 2^ Towards the maintenance and support of these schools and classes established pursuant to this act, or heretofore established and maintained for similar purposes, and whose requirements for admission, and whose course of studies are made with the approval of the State Superintendent of Public Instruction [Commissioner of Education], and under whose direction such classes shall be conducted, the said Superintendent [Commissioner of Education] is hereby authorized and directed in each year to set apart, to appor- tion and to pay from the free school fund one dollar for each week of instruction of each pupil, and the sum of $40,000 is hereby appro- priated to carry out the provisions of this act until the close of the school year of 1897. Such apportionment and payment shall be made upon the report of the local superintendent of schools, filed with the State Superintendent of Public Instruction [Commissioner a As amended by the laws of 1897, chapter 495. 6 As amended by the laws of 1898, chapter 616. TEACHERS TRAINING SCHOOLS 9 of Education], who shall draw warrant upon the State Treasurer for the amount apportioned. § 3 If the total sum to be apportioned and to be paid, as provided by section two of this act, shall in any one year exceed the said sum of $100,000, the said State Superintendent of Public Instruction [Commissioner of Education] shall apportion to each school and class its pro rata of said sum upon the basis described in section two of this act. § 4 After Jan. i, 1897, no person shall be employed or licensed to teach in the primary and grammar schools of any city authorized by law to employ a superintendent of schools, who has not had successful experience in teaching for at least three years, or in lieu thereof, has not completed a three years' course in and graduated from a high school or academy having a course of study of not less than three years, approved by the State Superintendent of Public Instruction [Commissioner of Education], or from some institution of learning of equal or higher rank, approved by the same authority, and who, subsequently to such graduation, has not graduated from a school or class for the professional training of teachers, having a course not less than 38 weeks, approved by the State Superintendent of Public Instruction [Commissioner of Education]. Nothing in this act shall be construed to restrict any board of education of any city from requiring such additional qualifications of teachers as said board may determine nor shall the provisions of this act pre- clude the board of- education of any city or village from accepting the diploma of any state normal and training school of the State of New York, or a state certificate obtained on examination, as an equivalent for the preparation in scholarship and professional train- ing herein required. § 5 All acts and parts of acts inconsistent with this act are hereby repealed. § 6 This act shall take effect immediately. VIII Minimum requirement for an approved course A course of study in a high school or academy to receive the approval of the State Commissioner of Education, as required by chapter 1031 of the laws of 1895, entitled "An act to encourage and promote the professional training of teachers," must include 2880 recitation periods, of which the following subjects must be a part. English. The course in English must be continuous throughout the four years, and must provide adequate instruction in Literature 1 Rhetoric and composition I 494 hours^ Grammar J a The term " hour " as used in this course means a recitation period of not less than 45 minutes. lO NEW YORK STATE EDUCATION DEPARTMENT History. The course in history must include the three following courses, each of which should be continuous throughout the year. Ancient history 114 hours English history 114 hours American history with the development of civic institutions 152 hours Mathematics. The course in mathematics must include Algebra (through quadratics) 190 hours Plane geometry 190 hours Science. The course in science must embrace biology (includ- ing human physiology) and physics. The laboratory method of teaching these subjects is prescribed. Biology 190 hours Physics 190 hours Foreign languages. The course in foreign languages must include Latin 380 hours or French 380 hours or German .380 hours Drawing. The course in drawing must be continuous throughout the four years, and must provide adequate instruction for 228 hours. Drawing 228 hours Vocal music. The course in vocal music must be continuous throughout the four years, and should provide adequate instruction in sight singing from the staff and the use of common technical terms. Vocal music 152 hours The number of hours required in each subject is based on a school year of 38 weeks as a minimum. STATEMENT REQUIRED OF GRADUATES ASKING APPROVAL OF A COURSE OF STUDY UNDER THE LAWS OF 1 895, CHAPTER IO3I This blank is to be filled out by graduates of schools having a course of study approved under the laws of 1895, chapter 1031, section 4, and should be forwarded to the State Education Depart- ment on or before the first of May. The statement should include the work of the entire current school year. If the requirements prescribed for the approval of a course of study are found to be satisfied, a certificate will be issued certifying that the holder has completed an approved course of study. Upon entering a state TEACHERS TRAINING SCHOOLS II normal school or a city training school, this certificate is to be pre- sented to the principal as a credential for admission. The candidate should state his purpose in asking approval of the course pursued by him. Statement of principal^ The student making the following declaration ^][fjg graduated at [date] H statement respecting the studies pursued and the time devoted to each is correct. [Principal] [School] Remarks Statement of candidate I hereby certify that the following is a correct record of the sub- jects pursued by me and the time devoted to each. [Name] [P. 0. address] a Not valid unless " Statement of principal " is filled out. 12 NEW YORK. STATE EDUCATION DEPARTMENT SUBJECT OF STUDY ^S to l^ -1 SCHOOL I English a Grammar r (i) subacademic. t (2) academic. 6 Rhetoric and composition, c Literature 2 History a American history ( (i) subacademic with the devel- J S!Stio°nf"' ( (^) academic b EngHsh history c Greek and Roman history. d Civics 3 Mathematics a Algebra b Plane geometry 4 Science a Physics b Biology c Chemistry d Physiography e Botany and zoology / Physiology . . . ' 5 Foreign languages a Latin b French c German 6 Drawing 7 Vocal music Training school Purpose in asking approval, whether for entrance to ■{ Training class Kindergarten Remarks t£:achers training schools 13 SYLLABUS Psychology History of education School management PREFACE Psychology and the history of education when rightly studied and applied to method of teaching necessarily develop clearly the principles of education. It is therefore thought best not to make a distinct topic of principles of education but rather to treat this topic as correlative to and involved in the study of psychology and the history of education. PSYCHOLOGY The references to texts are given simply for the convenience of the instructor and to indicate the scope of the required work. Students will be held responsible for the work as outlined but in covering it, may follow any good texts. For breadth of view, however, different authorities should be consulted on the various topics. The following abbreviations occur: A. Arnold. Waymarks for Teachers - B. P. Baldwin. Psychology, Applied to the Art of Teaching B. S. Baldwin. School Management Br. Brooks. Normal Methods of Teaching Di Dexter & Garlick. Psychology in the Schoolroom Ga. Garlick. New Manual of Method Go. Gordy. New Psychology H. Halleck. Psychology and Psychic Culture J. James. Talks to Teachers on Psychology, and to Students on some of Life's Ideals K. Kay. Memory, What is it and How to Improve it L. Landon. School Management M. McLellan. Applied Psychology O. Ostermann. Interest Ra. Raub. Methods of Teaching R. M. Roark. Method in Education R. P. Roark. Psychology in Education p. J-,. J j Psychology of Attention ■ ' Diseases of the Will W. E. White. Elements of Pedagogy W. S. White. School Management I Psychology, and its relation to physiology R. P. 7-12, 21, 22, 27-30; D. 1-6; Go. 17-24, 65-70; J. 1-12; B. P. 3-5; H. 9, 10. II The mind ; its three functions R- P. 9. 33-37. 42; D. 6, 7, 19-22; Go. 65-70, 152- 57 ; J. 22-28 ; B. P. 3-8, 35 ; H. 49-52. 14 NEW YORK STATE EDUCATION DEPARTMENT III Consciousness R. P. 37-40, 46; D. 2, 28; Go. 17, 103; J. 15-20; B. P. 31-33; H. 44-49. IV Attention: voluntary and involuntary; the nature and char- acteristics of each, and the relation of one to the other Ri. ; R. P. 46-51; D. 28-38; Go. 1 10-15, 131, 132; J. 100-15; B. P. 286-88, 293, 294; H. 52-55. V Interest : the factors on which it depends ; its relation to attention O. ; R. P. 49; D. 31-34; Go. 121, 125, 131, 132, 136, 139. 158; J. 91-99; B. P. 301. VI Habit: the law of habit; instinct; reason, character R. P. 26, 55-60, 66; D. 306-12, 331-38; Go. 183- 89; J- 65-78, 184-91; B. P. 296, 337, 349; H. 337.. 338, 348-52. VII Knowing: (i) presentation, (2) representation, (3) elabora- tion R. P. 42, 67; D. 19; Go. 163, 208; H. 51. 1 The presentative faculties a Sensation : its physical and psychical factors ; the senses and their functions R. P. 67-72 ; D. 47-51 ; Go. 163-67, 171 ; B. P. 18- 30; H. 59-65. b Perception: sense percepts, the elements of all knowl- edge R. P. 68, 156-59; D. 57-61; Go. 212-20; B. P. 38-40, 85; H. 66-76. c Observation : its relation to sensation, perception, at- tention; sense realism R. P. 68, 156; D. 82-84, 91 ; Go. 227, 228; B. P. 91. 2 The representative faculty Memory: passive, remembering; active, recollecting; the three steps — apprehension, retention, reproduction; the laws of asso- ciation : mnemonics. K. ; R. P. 79-90, no; D. 1 10-16, 118-24; Go. 234- 40; J. 116-32; B. P. 96-99, 105-11, 144; H. 101-12, 114 etc. 3 The elaborative faculties — thought processes a Imagination : reproductive and creative ; processes involved R. P. 79, 109-14; D. 140-43; Go. 255-62; B. P. 102-4, 144; H. 150-58. TEACHERS TR.\IxVING SCHOOLS 1 5 b Conception: stages in the process — presentation, com- parison, abstraction, generalization, denomination: causes of indistinct or poor concepts; apperception R. P. 159-64, 169; D. 148-50, 153, 154, 156, 183- 87; Go. 273-77, 281-85, 352; J. 155-68; B. P. 88-90, 158-62, 218; H. 84-87, 181-86. c Judgment: processes involved; intuitive and delibera- tive judgments ; causes of incorrect judgments R. P. yy, 98-101; D. 162-67; Go. 305-11, 313; B. P. 162, 163, 190-92; H. 191-94. d Reasoning : induction, deduction, analogy R. P. 192, 194-98; D. 172-75, 179; Go. 320-22, 326-32, 344; B. P. 164-70, 200-4; H. 194-200. e Percepts, images, concepts : their relation and their value in acquiring new knowledge R. P. 68, 69, 162, 163; D. 153, 186; Go. 346-52; B. P. 40, 159, 171, 172, 184, 218; H. 187. VIII Feeling : the feelings as sensations and as emotions ; egoistic, social, intellectual, esthetic and moral emotions ; cultiva- tion and repression of feelings R. P. 118 et seq. ; D. 196-206; Go. 153; J. 38-63; B. P. 221-28; H. 239, 240, 249-54. IX Willing: the will and its relation to attention, desire, the feelings, thoughts, and habits ; instinct, deliberation, choice ; diseases of the will R. P. 56, 148-51; D. 33, 34, 280-84, 288-93; Go. 122, 123, 158, 258; J. 169-81, 192-96; B. P. 285, 286, 309-14; H. 299-301, 309, 315, 320, 323, 324, 329 ; Ri. X Growth and development of the mental faculties ; the influence of heredity and environment ; order and stages of develop- ment R. P. 252-60; D. 23-26; Go. 364-71. The work on the above topics should not be exhaustive, but should insure a thorough knowledge of elementary principles. Psychology is intended as an introduction to the principles of education and to school management. These subjects should be closely correlated in their presentation. HISTORY OF EDUCATION I Nature, scope and purposes of the subject A complete history of education would include a -record of all influences, human and otherwise, which have affected' the culture l6 NEW YORK STATE EDUCATION DEPARTMENT of mankind at all times and in all places. In its narrower and usual sense it concerns itself with conscious, premeditated efforts to realize some ideal of perfection in the individual. The chief ends sought in the study of the subject are breadth of view, steadi- ness of purpose, that inspiration which comes from the study of the masters, and a somewhat connected account of the development of present educational ideals and the circumstances which have furthered or hindered this development. II Oriental education Each nation has evolved a system of education in accordance with the dominant ideas of its civilization. The variety in systems and ideals mainly due to the relation of the social and individual factors to each other. The glaring contrast, in general, between oriental and occidental education as to the importance of the individual. Discussion of Chinese, Hindoo, Persian, Hebraic, and Egyptian education under the following heads: a Social organization b Education as determined by a 1 Aim 2 Means 3 Method 4 Administration . 5 Results, social and individual III Greek education The social organization of the city-state and its influence in shap- ing education. Ideals of the ''Old Education" (B. S. 776-480). Spartan and Athenian education compared and contrasted. Cir- cumstances that led to the "New Education " (B. C. 480-338). The influence of the Sophists. The Greek theorists : Pythagoras, Socrates, Xenophon, Plato, Aristotle. The Hellenistic period (B. C. 338-A. D. IV Roman education Social organization and educational ideals as compared with the Greeks. The early national ideal to the beginning of Greek in- fluence. Under the republic to the conquest of Greece. After " Captured Greece led captive her rude conqueror." The Roman theorists : Cicero, Seneca, Quintilian, Plutarch. TEACHERS TRAINING SCHOOLS I7 V Early Christian education (To 529 A. D. — the date of the abolition of the pagan schools by Justinian as it is also the date of the establishment of the first Benedictine monastery.) The educational implications of the doctrine of the Great Teacher. His method. The first Christian schools. The church fathers. The conflict with the pagan learning. The tendency to ascetism. General results of the interaction of Greek, Roman and Christian influences on education. VI Education during the Middle Ages (From 529 A. D. to the revival of learning). The decline of schools. Monasticism and the seven liberal arts. Episcopal and parochial schools. The Carolingian revival and the work of Alcuin. Alfred the Great. Education of the knight. The Crusades as an educational factor. Saracenic education. The schoolmen and the rise of universities. The burgher schools. VII The Renaissance and education Causes of the revival. Humanism in Italy : Dante, Petrarch, and Bocaccio. Humanism beyond the Alps : Agricola, Reuchlin and Erasmus. Why Erasmus was called " the greatest of the reformers before the Reformation." Effects of the Renaissance on education. VIII The Reformation and education . Protestantism as an educational influence. Luther and Melanc- thon. Popular education and the " new school plan." Sturm, " the Cicero of Germany." Trotzendorf, the monitorial system and self- government of pupils. Neander. IX The teaching societies The Jesuits. The Oratorians. The Port Royalists. The Brethren of the Christian Schools. The Pietists. X Education in modern times I Development of the theory of education Rabelais and realen. Ascham and method in language teaching. Montaigne and the relative values of character, wisdom and knowledge. Mulcaster and education versus " learning." l8 NEW YORK STATE EDUCATION DEPARTMENT The innovators: Bacon and the Novum Organum. Ratke's visions and experiments. Milton's Tractate. Comenius and uni- versal popular education. Rollin's Trait des etudes. Locke and the education of a gentleman. Fenelon and .his theory of female education. The " New Education " : Rousseau and education according to nature. Basedow and his Philanthropinum. Pestalozzi and har- monious development. Frobel and the philosophy of education. Herbart and the science of education. Jacotot the methodizer. Spencer and education for complete living. 2 Development of school systems The principal steps in the development of the school systems of Germany.. France, England and the United States. The present administration of these systems, the school attendance, the various grades of schools, the manner in which the schools are supported, the curriculums, and the provision for the training of teachers. In the study of the development of the educational systems in the United States stress should be laid on the work of the common schools and the influence of such men as Horace Mann, Henry Barnard, Francis W. Parker, and W. T. Harris. XI Education in New York State Stages in the development of elementary, secondary and higher education. Professional, technical, commercial, industrial, and other branches of education. The present administration of education in New York State. XII Recent educational movements and tendencies The child study movement — societies for the study of education. The problem of the curriculum. Night and vacation schools — cen- tralization of schools. Parent-teacher circles. Physical education and improvements in buildings and surroundings, etc. The following books are suggested for reference in this subject: Browning. Educational Theories The works of Joseph Payne, v. 2, Lectures on the History of Edu- cation • Payne. Rousseau's £mile Fr'dhel. Education by Development Spencer. Education Bain. Education as a Science TEACHERS TRAINING SCHOOLS I9 Pestalozzi. Leonard and Gertrude How Gertrude Teaches her Children Ascham. The Scholemaster Sonnenschein. Cyclopaedia of Education Davidson. Aristotle and the Ancient Educational Ideals West. Alcuin and the Rise of the Christian Schools Compayre. Abelard and the Origin and Early History of Univer- sities Hughes. Loyola and the Educational System of the Jesuits Bozven. Frobel and Education through Self-activity Davidson. Rousseau and Education according to Nature Hinsdale. Horace Mann and Public Education in the United States DeGarmo. Herbart and the Herbartiians Pinloche. Pestalozzi and the Modern Elementary School Fitch. Thomas and Matthew Arnold and their Influence on English Education Quick. Educational Reformers Dexter. History of Education in the United States SCHOOL MANAGEMENT Subjective side — instruction I Attention a Causes of inattention: (i) physical; (2) mental h Means employed to secure attention with (i) younger pupils; (2) pupils more mature L. 31-35. 5L 52-58; D. ch. 3; M. ch. 3 ; Ga. 26-29; R. P. 46-55- II Memory a Principles in memory training h Means and their application L. 63-79; R- P- 79-97; M. 95-101; D. 130-38. III Imagination a Importance h Ways and means of cultivating D. 143-46; R. P. 111-17; L. 80-88. IV Judgment a Its development at different points of the child's life h Means of training R. P. 107, 108; D. 168-70. m^ 6 ^pm 20 NEW YORK STATE EDUCATION DEPARTMENT , V Cultivating the power to reason R. P. 191-205; L. 101-7. VI Discipline and moral training a Immediate end b Ultimate end c Means (i) Application of proper motives and incentives (2) Thorough preparation of the teacher (3) Personality of the teacher (4) Proper punishments Ga. 12-21; L. 271-360; D. 370-88; W. S. 19-47, T05-13, 137-232; A. 262-74; B. S. 129-44. VII Recitations a Purposes b Manner of conducting c Questions (i) Purposes; (2) nature of good questions; (3) forms of questions; (4) manner of questioning; (5) ( form correct answers as to -j , . , ( subject-matter Ga. 60-65; A. 255-62; B. S. 129-44; Fitch, Art of Questioning; Landon, Art of Ques- tioning VIII Examinations a Purposes b Kinds c Advantages and disadvantages B Objective side — organization I General appointments of school buildings II Care of school property III Arrangement of work a Subjects of study b Program of recitations c Program of study d Physical exercises IV Classification and promotion of pupils Ga. 38-47; B.S. 151-58.