Synopsis
Educational Review by Various authors. This description covers Part 3 of 4 of the May 1915 issue of Educational Review, a collection of Progressive-Era essays and discussions on Christian education, university governance, administrative reform, juvenile justice, teaching methods, and school experiments. The excerpt argues for developing self-reliant, democratic citizens through curricula that balance individuality with the needs of the community and by moving beyond rote learning toward practical, morally grounded education. It surveys voices such as Darwin L. Bardwell, J. J. Marrinan, Nicholas Murray Butler, Henry Churchill King, and others, who address topics from library roles and vocational integration to governance structures and teacher conduct. Major themes include differentiating instruction for slow learners, fostering self-government and honor, linking school work to real life, expanding vocational and civic preparation, and making libraries central to modern schooling. Notable case studies include flexible curricula, semi-active learning, honor systems, and the Gary Plan, plus discussions of denominational colleges, church-related education, and juvenile justice. The overall takeaway is that public schools should nurture sane, independent individuality within a democratic, cooperative framework, supported by adaptive curricula, strong guidance, empowered libraries, and governance that separates policy from administration while centering growth and civic responsibility.
"About this title" may belong to another edition of this title.