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Copyright 1921 New York Education Co.
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The Examination Book in American History and Civics contains five hundred Regents' Questions with answers in American History and Civics and the biographies of one hundred leading Americans and other valuable material. such as important dates and associated events. The questions. with answers are arranged chronologically and cover the entire history of the United States from the period of discovery to the present time. Every period is fully treated. The answers are authentic and complete.
This volume will be found of great help to teachers for review purposes and to pupils who are preparing for examinations.
Cloth Bound, Price Postpaid, 6o Cents
New York Education Co., Albany, N. Y. .
Issued the tenth day of every month except July and August Owned and Published by THE NEW YORK EDUCATION CO., 50 State St., Albany, N. Y.
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PRESIDENT A. R. BRUBACHER, PH. D., NEw York STATE College For TEACHERs
WOL. XXV NOVEMBER No. 3 CONTENTS FOR NOVEMBER 105 Editorials 108. The Teaching Personality Quotient A. R. Brubacher 113 Education and Individual Liberty Nicholas Murray Butler 116 The Convocation of the University of the State of New York 119 Successful Educators: Jesse II. Newlon 120 Program Annual Meeting of the New York State Teachers’ Association 122 Educational News and Comment: General News, College Notes. New York State Section 134 Regents' Questions and Answers: Physiology and Hygiene 136 Book Notices
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FROM KINDERGARTEN TO COLLEGE
attendance this year surpasses the
record of all previous years. On account of lack of room, not a
Better few colleges have had to Teaching refuse admission to hunin Colleges dreds of students. With
out trying to analyze the causes of this increased attendance at our higher institutions, it may be said that the larger number of young people seeking the benefit of college training means that the colleges and universities of the nation are in a position to exercise an ever-widening circle of influence upon the ideals of the nation. While this magazine does not wish to minimize the incalcuable good that our colleges and universities have brought to the American people, there is ample justification for saying that the contribution these institutions might make to the national life would be greatly increased if more attention were given to the question of how to secure better teaching in our college classrooms. A good deal is being written and spoken these days about the relation that popular education has to the realization of a complete vision of democratic education, but the colleges and universitics have a much larger share in helping the nation to reach this goal of democratic education than they seem to realize. The first essential toward the educational betterment of the American nation is better teaching in college classrooms. Educational progress is from the
top downward. Our secondary schools can never carry out their highest purpose until our college classrooms become centers of inspirational as well as scholarly teaching. The quality of the teaching in the high schools is shaped in a large measure by the spirit and methods of teaching found in the colleges. In turn the atmosphere of the high school classrooms determines the quality of the teaching in the elementary schools. It becomes, therefore, that better teaching in college classrooms is the first condition of progress toward universal education of a kind that will raise the whole population of the nation to a higher level of intelligence, conduct, and happiness. Our college officials may talk in glowing terms of the need of popula: education as a means of realizing the hopes of democracy, but this zeal for education could be most usefully shown in seeing to it that effective, stimulating teaching is found in the classrooms of our colleges and universities. College teaching which does not sel students on fire intellectually fails to reach the first goal of higher education. To make college students intellectually keen about something worth while must always remain the chief obligation of the college. This obligation can be mes only by having inspiring teaching in the classroom. College authorities charged with the responsibility of selecting in structors should place the value of teach. ers who have the knowledge-loving spirit in combination with the power to inspire