Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

This is a reproduction of a book published before 1923. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book. ++++ The below data was compiled from various identification fields in the bibliographic record of this title. This data is provided as an additional tool in helping to ensure edition identification: ++++ The City School As A Community Center, Volume 10; Part 1 Of Yearbook Of The National Society For The Study Of Education; The City School As A Community Center National Society for the Study of Education, Henry C. Leipziger, Samuel Chester Parker Public School Pub. Co., 1917 Social Science; Sociology; Urban; Community centers; School facilities; Social Science / Sociology / Urban

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This is an EXACT reproduction of a book published before 1923. This IS NOT an OCR'd book with strange characters, introduced typographical errors, and jumbled words. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book.

This is a reproduction of a book published before 1923. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book.

Includes Problems Involved In Standardizing State Normal Schools, State Pension Systems For Public School Teachers, Reorganizing A County System Of Rural Schools, And More. Also Includes An Index From February, 1915 To January, 1916.

This is an EXACT reproduction of a book published before 1923. This IS NOT an OCR'd book with strange characters, introduced typographical errors, and jumbled words. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book.

Includes Problems Involved In Standardizing State Normal Schools, State Pension Systems For Public School Teachers, Reorganizing A County System Of Rural Schools, And More. Also Includes An Index From February, 1915 To January, 1916.

A TEXTSQQK IN THE HISTORY OE MODERN ELEMENTARY EDUCATION WITH EMPHASIS ON SCHOOL PRACTICE IN RELATION TO SOCIAL CONDITIONS BY SAMUEL CHESTER PARKER ASSOCIATE PROFESSOR OF EDUCATION AND DEAN OF THE COLLEGE OF EDUCATION OF THE UNIVERSITY OF CHICAGO GINN AND COMPANY UOSTON NEW YORK CHICAGO - LONDON ATLANTA DALLAS - COLUMBUS SAN FRANCISCO DEDICATED TO MY MOTHER PREFACE This book is constructed on the principles that have been applied in the making of some recent textbooks in history, such as Robinsons History of Western Europe. These principles involve i the intensive treatment of a limited field 2 emphasis on a relatively few selected movements, institu tions, or individuals in this field as typical 3 the discussion of the chosen topics in such a concrete way as to help the student to appreciate the reality of the historical development. These three principles are opposed to the sketchy encyclo pedism that formerly prevailed in the construction of historical textbooks. By confining the discussion to the history of modern ele mentary education it is possible to present a relatively con tinuous, connected narrative of institutional development that will contribute directly to the students understanding of the problem of the elementary school. In carrying out this plan the author has endeavored to trace the development from the first city elementary vernacular schools of the Middle Ages down to the present time. A definite attempt has been made to maintain a proper ratio between the three following elements i descriptions of social conditions 2 statements of educational theory and 3 descriptions of school practice. The relations which have existed between these factors in the historicaldevelop ment have been demonstrated as far as possible. In describing changes in social conditions, those have been selected concerning which the ordinary normal-school vi MODERN ELEMENTARY EDUCATION or college student may be expected to have an elementary knowledge. Hence such concrete matters are presented as the growth of English cities and of town life in New England, the development of natural science, of religious toleration, of national governments, and of democracy, which the students high-school courses in general history and in science prepare him to understand. Changes in educational theories are traced in connection with social changes and with those educational movements and educational reformers that have directly modified elementary school practice. Consequently many theoretical writers who have exerted little or no direct influence on practice are omitted from the discussion. The developments in actual school practice that is, the changes in the curricula and methods of school systems are especially emphasized. These are not presented in an isolated way, however, but as definitely related to changes in social conditions and fundamental theory. Whenever a given move ment can be typified by describing English or American conditions, this has been done. In some cases, however, such as the Rousseau movement or the secularizing of the Prussian school system, the importance of the continental European situation necessitates a lengthy description of it without special reference to its relation to the American development. About two thirds of the book is devoted to changes in elementary education since the publication of Rousseaus fimile in 1762. This emphasis on laterdevelopments is justified by the fact that relatively little change occurred in elementary education from 1500 to 1800, as compared with the revolu tionary developments of the nineteenth century. The emphasis on the secularizing of elementary education which occurs in the middle part of the book is intended sim ply as a statement of historical fact, not as discrediting the PREFACE vil importance of religion in public education...

A TEXTSQQK IN THE HISTORY OE MODERN ELEMENTARY EDUCATION WITH EMPHASIS ON SCHOOL PRACTICE IN RELATION TO SOCIAL CONDITIONS BY SAMUEL CHESTER PARKER ASSOCIATE PROFESSOR OF EDUCATION AND DEAN OF THE COLLEGE OF EDUCATION OF THE UNIVERSITY OF CHICAGO GINN AND COMPANY UOSTON NEW YORK CHICAGO - LONDON ATLANTA DALLAS - COLUMBUS SAN FRANCISCO DEDICATED TO MY MOTHER PREFACE This book is constructed on the principles that have been applied in the making of some recent textbooks in history, such as Robinsons History of Western Europe. These principles involve i the intensive treatment of a limited field 2 emphasis on a relatively few selected movements, institu tions, or individuals in this field as typical 3 the discussion of the chosen topics in such a concrete way as to help the student to appreciate the reality of the historical development. These three principles are opposed to the sketchy encyclo pedism that formerly prevailed in the construction of historical textbooks. By confining the discussion to the history of modern ele mentary education it is possible to present a relatively con tinuous, connected narrative of institutional development that will contribute directly to the students understanding of the problem of the elementary school. In carrying out this plan the author has endeavored to trace the development from the first city elementary vernacular schools of the Middle Ages down to the present time. A definite attempt has been made to maintain a proper ratio between the three following elements i descriptions of social conditions 2 statements of educational theory and 3 descriptions of school practice. The relations which have existed between these factors in the historicaldevelop ment have been demonstrated as far as possible. In describing changes in social conditions, those have been selected concerning which the ordinary normal-school vi MODERN ELEMENTARY EDUCATION or college student may be expected to have an elementary knowledge. Hence such concrete matters are presented as the growth of English cities and of town life in New England, the development of natural science, of religious toleration, of national governments, and of democracy, which the students high-school courses in general history and in science prepare him to understand. Changes in educational theories are traced in connection with social changes and with those educational movements and educational reformers that have directly modified elementary school practice. Consequently many theoretical writers who have exerted little or no direct influence on practice are omitted from the discussion. The developments in actual school practice that is, the changes in the curricula and methods of school systems are especially emphasized. These are not presented in an isolated way, however, but as definitely related to changes in social conditions and fundamental theory. Whenever a given move ment can be typified by describing English or American conditions, this has been done. In some cases, however, such as the Rousseau movement or the secularizing of the Prussian school system, the importance of the continental European situation necessitates a lengthy description of it without special reference to its relation to the American development. About two thirds of the book is devoted to changes in elementary education since the publication of Rousseaus fimile in 1762. This emphasis on laterdevelopments is justified by the fact that relatively little change occurred in elementary education from 1500 to 1800, as compared with the revolu tionary developments of the nineteenth century. The emphasis on the secularizing of elementary education which occurs in the middle part of the book is intended sim ply as a statement of historical fact, not as discrediting the PREFACE vil importance of religion in public education...