hing:

(1) It shows the knowledge of method to be obtained from the
experiences of others.

(2) It makes me feel the importance of the teacher.

(3) It shows a great field and encourages us to try to improve our own
methods.

(4) It shows us the great responsibility of the profession in
connection with the nation, for the school teacher to a marked degree
determines the destiny of a nation.

(5) It shows the importance of free-thinking. (Illustration omitted.)

(6) It shows us the great importance of individuality along the line
of teaching, for, as soon as we begin to adopt the methods of others
exactly without examining them carefully, progress stops, and we are
like the teachers of the Middle Ages.

(7) It shows that every teacher should have a heartfelt interest in
his pupil.

(8) It makes us feel that discipline is unnecessary, if we utilize the
right methods.

(9) It tells us and makes us feel above everything else that a good
education is worth as much as riches and that, since we are all
brothers, we ought to try to teach everybody."

An analysis of these two answers would show a combination of the
cultural and practical values and, by implication at least, since they
were able to say these things, a disciplinary value.

=History of education should be an elective course=

Should the history of education be a required or an elective course in
the college curriculum? In a school of education offering a bachelor's
degree, it might well be required, for both cultural and professional
reasons, but in the usual department of education in a college it
will be offered as an elective course. Its cultural and disciplinary
values are not such as to make its pursuit a requisite for a liberal
education, and its practical value for prospective teachers, as it has
been commonly taught, is not such as to warrant its prescription.
Besides, the prospective teacher is animated by the vocational motive
and will elect the history of education anyway, unless there are more
practical courses to be had. Students in all the college courses
should have the privilege of electing the history of education in view
of their future citizenship.

=A forty-five-hour course=

A three-hour-per-week elective course for a half year, about
forty-five classroom hours, will meet the needs of the average
undergraduate in this subject. This amount of time is adequate for a
bird's eye view of the general field, affording a unit of
acc