Review: Das deutsche Bildungswesen in seiner geschichtlichen Entwicklung [review-book]

1910 The School Review  
Known as the Early Journal Content, this set of works include research articles, news, letters, and other writings published in more than 200 of the oldest leading academic journals. The works date from the mid--seventeenth to the early twentieth centuries. We encourage people to read and share the Early Journal Content openly and to tell others that this resource exists. People may post this content online or redistribute in any way for non--commercial purposes. Read more about Early Journal
more » ... out Early Journal Content at http://about.jstor.org/participate--jstor/individuals/early-journal--content. JSTOR is a digital library of academic journals, books, and primary source objects. JSTOR helps people discover, use, and build upon a wide range of content through a powerful research and teaching platform, and preserves this content for future generations. JSTOR is part of ITHAKA, a not--for--profit organization that also includes Ithaka S+R and Portico. For more information about JSTOR, please contact support@jstor.org. THE SCHOOL REVIEW THE SCHOOL REVIEW training. High School Administration, by Horace A. Hollister, undertakes to cover the whole ground briefly but clearly, treating every subject in a practical way and suggesting what books to read for a more intensive study of each phase. Beginning with a brief epitome of the history of secondary education, the author considers the position of the secondary school in our system of education, both legally and technically, comparing and contrasting it with foreign schools. He then treats each phase of high-school administration-grounds, buildings, equipment, textbooks and supplies, the management of the school, and the extension and projection of the school life into the life of the community. Especially noteworthy are the passages on an ideal scheme of legal enactments (p. 46), on a modified method of furnishing free textbooks and supplies (p. 8I), on the employment of "cadet" teachers (p. 96), on the training of teachers (p. Ioo), on teachers' investments (p. io8), on the purpose of instruction (p. 173), on correlation (pp. 208-9), on the definition of method (p. 218), on common fallacies (p. 223), on an ideal scheme of promotions (p. 231), on community life (p. 266), and on moral and religious training (p. 281). The appendixes seem well chosen to illustrate the corresponding portions of the text. CHARLES MARSH CLAY
fatcat:gh2ahlcsxnaxjojvl6o5hbdezq