TABLE OF CONTENTS

CHAPTER I

INTRODUCTION

Increased production during the nineteenth

century made possible modern democracy and uni-

versal education. Modern economic and educa-

tional thought have developed along parallel lines.

-Early education laid stress upon those elements

which were not important to the masses.-
.-Mod-

ern education should benefit all classes,-should

be democratic. The relation between education

and industry.-The significance of educational

"fads."-The true value of classical and purely

cultural studies.-The problem of the twentieth

century is to make education an engine for social

betterment.

3

PART I

THE MODERN EDUCATIONAL Problem

CHAPTER II

EDUCATIONAL EPOCHS IN THE UNITED STATES

Educational progress is secondary to industrial

and social advance, and lags somewhat behind the

latter. First period in the educational history of

America. Second period.-Third period.-Fourth

period.-How the new science of education may

become truly scientific.

21

CHAPTER III

THE RELATION BETWEEN EDUCATIONAL ADVANCE AND
INDUSTRIAL PROGRESS

Criticism of the "great man" theory of edu-
cation.-Education is the combined work of many
different institutions.-The paradox of modern
industrial life.-The school must furnish a clew to
the intricate industrial labyrinth.-The order fol-
lowed in the enrichment of the curriculum.—
The influence of the frontier.-The effect of its
disappearance. The importance of characteristic
traits of immigrants.-The modern city is a mere
industrial establishment.-The city and educational
programs.-Division of workers into distinct
classes. The growing rigidity of class demarka-
tion. The effect of consolidation of industry and
the "machine process.”—The problem of leisure.—
The economic limit of subdivision of labor.-
The persistence of inherited traits.—Imperialism
and education.

45

CHAPTER IV

NEW AIMS, IDEALS AND METHODS IN EDUCATION

The conflict between old and new educational
ideals. The demand for uniformity in spite of
individual variations.-The coexistence of many
types in the moral, physical and intellectual
world. The directive function of the school.-
Value of personal experience in the educative
process. The lesson taught by sociology.-The
proper sphere of the text-book.-The prejudice
against manual labor.-Educational ideals of to-day
do not tend to soften this prejudice.-Undue
emphasis is laid upon personal success.-
-Useful
work is the true aim of human activities.

73

CHAPTER V

WOMAN AND INDUSTRY

• 96

The problem is complicated by deep-seated

prejudices. Modifications in the industrial func-
tions of the home.-The old ideal of home life is
not adapted to the present.-The multiplication of
women wage-earners.-Woman is at the parting
of the ways.-The economic effect of the entrance
of women into industry.-Its effect upon the race.

Division of educational functions between the

home and the school.-The increasing importance
of the school.-The home is not always the best
place for children.-The parental school teaches
certain valuable lessons to educators.-The home
will continue to be the most fundamental of
American institutions.-The education of women
presents a double task.-The importance of wo-
man's position in charge of the home.-The con-
ception of wide differences in the abilities of the
two sexes is being removed.-Conclusion.

CHAPTER VII

THE INDUSTRIAL AND EDUCATIONAL VALUE OF MANUAL

TRAINING AND LABORATORY WORK

The significance of the introduction of manual

training and laboratory work into the curriculum.

-The distinction between trade, manual-training

and technical schools.-Functions of each.-The

training of the technical and the shop man.-The

manual-training school should relieve the technical

school of preparatory work.-The necessity of

training for American workmen.-Manual training

and labor unions.

109

127

CHAPTER VIII

THE EDUCATIONAL AND INDUSTRIAL SIGNIFICANCE OF

THE ARTS AND CRAFTS MOVEMENT

The arts and crafts movement is a part of the

democratic movement in education.-The relation

between art and industry.-Art in the crafts

emphasizes services.-Indications of a revival of

skilled hand work.-Arts and crafts societies.-

Civic improvement.

140

CHAPTER IX

ORGANIZED LABOR AND EDUCATIONAL PROGRESS

Industrial freedom and equality is a dominant

issue of to-day.-The ethics of organized labor.-

The significance of the labor movement.-The

ideals of organized labor.-Labor unions and child

labor. The significance of the opposition to child-

labor legislation.-Progress toward race soli-

darity.-Unions are entering upon a period of

constructive work.-Past services of organized

labor to the cause of education.-Educational

demands of organized labor.

PART II

150

The kindergarten movement.-Manual train-

ing. Domestic science or household economics.—

The trade school.-Self-supporting or half-time

schools. Correspondence instruction. The negro

industrial school.-Apprenticeship in the United

States.

Technical education.—Agricultural education.—

(a) The agricultural college.—(b) Agriculture in

the public schools.-(c) The farmers' institute.—

(d) The United States Department of Agricul-

ture.-Schools of forestry.-Commercial education.

Needed to provide educational opportunities for

young workers.-Objections to the establishment
of continuation schools.-Curriculum.-Need of an
object lesson.

CHAPTER XIII

THE TREATMENT OF THE TRUANT AND THE JUVENILE

DELINQUENT

A city problem.-A pen picture of the juvenile

delinquent.-Conditions which produce the juvenile
delinquent. Children are never wholly bad.-The
school should be directive.-Classes of schools for
truants and juvenile delinquents.-The Chicago
Parental School.-Treatment of juvenile crimi-
nals.-The cumulative evils of poverty.

CHAPTER XIV

NEW EDUCATIONAL PROJECTS

The school as a social center and a playground.—

The utilization of the summer vacation.-The

school city.-School savings banks.-University

extension and traveling libraries.-Transportation

226

239

254