SPER Sa Eo toe ge tal) Pe GE ye atte ee Sep Lede ea aa Ld a Re Nery g 5 OK BY * $e BY #1534, 28545 Shaver, Erwin Leander, The project principle religious education ’ 4 J Sih tall fh AAT Pe, We Mis eA AKU RAM 9 The Project Principle in Religious Education A Manual of Theory and Practice for Church-School Leaders By) Erwin L. SHAVER Author of 4 Survey of Week-Day Religious Education, Teaching Adolescents in the Church School, etc. THE UNIVERSITY OF CHICAGO PRESS CHICAGO + ILLINOIS COPYRIGHT 1924 By Tue UNIVERSITY OF CHICAGO All Rights Reserved Published November 1924 Composed and Printed By The University of Chicago Press Chicago, Illinois, U.S.A. TO MY MOTHER Digitized by the Internet Archive in 2022 with funding from Princeton Theological Seminary Library httos://archive.org/details/projectprinciple0Oshav GENERAL PREFACE The progress in religious education in the last few years has been highly encouraging. The subject has attained something of a status as a scientific study, and significant investigative and experimental work has been done. More than that, trained men and women in increasing numbers have been devoting themselves to the endeavor to work out in churches and Sunday schools the practical problems of organization and method. It would seem that the time has come to present to the large body of workers in the field of religious education some of the results of the studies and practice of those who have attained a measure of educational success. With this end in view the present series of books on “Principles and Methods of Religious Educa- tion”’ has been undertaken. It is intended that these books, while thoroughly scientific in character, shall be at the same time popular in presentation, so that they may be available to Sunday-school and church workers everywhere. The endeavor is definitely made to take into account the small school with meager equipment, as well as to hold before the larger schools the ideals of equipment and training. The series is planned to meet as far as possible all the problems that arise in the conduct of the educational 1x x GENERAL PREFACE work of the church. While the Sunday school, there- fore, is considered as the basal organization for this purpose, the wider educational work of the pastor him- self and that of the various other church organizations receive due consideration as parts of a unified system of education in morals and religion. THE EDITORS AUTHOR’S PREFACE The most recent term with which to conjure in educational circles is the term project. While this is particularly true in the world of public education, it is likewise significant that those engaged in the task of religious education, for whom this book is intended, are not far behind. Since we are continually warned to avoid seizing upon new methods because they are new and popular, it is well to examine carefully the new idea. Much that is worthless is already passing for project- teaching in our church schools. On the other hand, if there is value in the new concept, we should know how to obtain it without repeating the mistakes to which religious education has too often been susceptible. The writer believes that there are great possibilities for project-teaching in the field of religious education. This volume of theory and practice is an attempt to set forth such possibilities. It is quite impossible to answer the question, “‘ What is the project principle?’ in one chapter. The first few pages can serve only to stimulate thinking upon the theme; the remainder of the book should carry that thinking farther; actual experience on the part of the church-school worker in the use of the project principle ° must be the final answer with regard to its effectiveness. Hence there can be no lengthy discussion of the theory of project-teaching in these pages. Disputes as to the xl a xii AUTHOR’S PREFACE value of the name, the antiquity or recency of the idea, and the inclusiveness of the concept will receive but incidental treatment. It is proposed simply to give a sufficient background of educational theory and illus- trations of practical use so that earnest and progressive teachers may venture forth upon relatively uncharted seas, but possessed of a compass. An outstanding characteristic of the project idea is that it refuses to be reduced to a formula. It has no “formal steps.” One cannot tell a teacher just what to do next. Only in a very general way can one teacher assume to make project plans for another. The new idea places the responsibility to a greater degree than ever before upon the teacher rather than upon the textbook or manual. Hence, the perusal or even earnest study of this volume will not equip our church-school workers for teaching through projects. At best it can serve only as a medium through which the experience of others is gathered together. Using this experience as a guide, the teacher must then project for himself and learn by carrying his purpose through to completion and by evaluating the outcomes. - In the preparation of this volume the author has been greatly helped in many ways. His dependence upon former teachers and progressive thinkers, who are blazing the trail for the new religious education, finds a partial expression in the footnote and bibliography references. ‘The kindness of publishers in granting the privilege of quotation is greatly appreciated. Specific acknowledgment is given in connection with the material quoted., The host of friends who have AUTHOR’S PREFACE Xili co-operated by furnishing the descriptions of project- teaching found in Part II have given the book the greater portion of any value it may have, and the author gratefully acknowledges their contribution. ERWIN L. SHAVER Boston, MASSACHUSETTS April, 1924 4 ie 1 ; 4 Vee. Pals fii Oe A Be ne vi Bp a, Phag' qe iat se te M halroe TABLE OF CONTENTS PART I. THEORY AND TECHNIQUE ‘-: CHAPTER If II. TTT; IV. WuatT Is THE PROJECT PRINCIPLE? . THE PROJECT PRINCIPLE IN PUBLIC EDUCATION EDUCATION FOR CHARACTER . THE PRojEcT PRINCIPLE APPLIED TO CHRISTIAN EDUCATION . . DISCOVERING PROJECTS FOR CHRISTIAN EDUCA- TION . . CARRYING THROUGH A PROJECT . . DISCOVERING PUPILS’ INTERESTS . THE PRojECT PRINCIPLE AND THE CURRICULUM . USING THE TECHNIQUES OF TEACHING . . THE PLACE OF THE TEACHER . THE PROJECT PRINCIPLE AND CHURCH-SCHOOL ORGANIZATION . . INTRODUCING PROJECT-TEACHING PART II. DESCRIPTIONS OF CHURCH- SCHOOL PROJECTS INTRODUCTORY NOTE . SECTION I PROJECTS OF BEGINNERS . 1. A Friendship Party 2. A Play Approach to Siricine Gunes XV 113 140 167 181 183 183 185 Xvi SECTION a 4. Sy TABLE OF CONTENTS Learning to Say ‘‘Thank You” A Christmas Party Kindness to Animals . II. PRoyects oF PRIMARY CHILDREN 6. vie . Making a Scrapbook for a Tao Missioll Leading a Primary Worship Service How a Course Grew . School . A Valentine . A Project in Self- Controls . A Good-Health Project . Discovering a Neighbor . IIT. PROJECTS OF JUNIOR Boys AND GIRLS . nets 14. Rae 16. 17. 18. IQ. 20. Our Friends, the American Indians . Building an Indian Village Our Parish Church Class Worship Projects A Project on India ; A Motivated Study Project . “A Book of Missionary Heroes A Thanksgiving Service for Old Beam IV. Projects oF INTERMEDIATES . aI. 22. 23. 24. a5, 26. 27; 28. A Project in Mission Study . Choosing a Profession When “The Rockabilts” Put It tee: The Working of a Trail Rangers’ Group Marbles for the Mission Field 2 A Project Approach to the Life of Christ . A Project of Church Membership Enlisting Other Departments in a Mission- ary Project. PAGE 187 189 IQI 193 193 194 197 198 199 202 203 205 205 207 208 210 212 215 217 219 223 223 225 22% 230 232 234 236 239 SECTION VI. 20. 30. ae a2. 33: 34. 35: 39: TABLE OF CONTENTS Christian Citizenship in the Everyday Life of Boys and Girls . Letters from Paul. Following Jesus Christ Dramatizing Missionary Stories for Others Brothers under the Skin . A Church-School Boys’ Band Developing Skill for Service . . PROJECTS OF SENIORS . 36. 37- Chole Our Every-Member Canvass A Church-School Press Club Writing Original Programs as a Be vice Project . ‘ Developing Initiative aa espe rinsten in a High-School Department . A Project in Biblical Dramatics . . Selecting Topics for Young People’s Meet- Inge, es Crit a Hyena ; ; . A Co-operative Study of Church Hictney , . A Book of Prayers : . How Six High-School Boys Wrote Guana Citizenship in High School . The Budget of Our Church . . Organizing a District Association . A World-Service Project . . A Home-Service Project . . Our Church’s Work around the world PROJECTS OF YOUNG PEOPLE . SI. 52 A Christian Citizenship-Training Project : Our Young People’s Institutes . XVil PAGE 240 244 245 247 240 251 253 255 255 257 260 263 265 269 271 273 274 276 279 281 283 285 289 292 292 294 XViii SECTION VII. VET 53. 54. 55: 56. 57: 58. 59. 60. 61. 62. 63. TABLE OF CONTENTS Correlating the Religious Agencies of a College . A Department of Retioiods tHducaien Serving the Community . Christian Vocational Guidance . The Young People’s Summer Conference as a Project : Discovering a Plan e {peal SERBOI Orcutt ization . 2 Improving Chapel Sarvice An Enterprise in Play-Writing aya Ble Production. . The Comrades of me ae Our Council Yearbook A Study-Worship-Service eee Young People Remaking Their Program PROJECTS OF ADULTS . 64. 65. 66. GW: 68. 69. Neighbors . : How One Brother yoode Met ete “Boy Problem”’ A Church-School lecrernent Proedl The Peach Street Mission Providing a Playground for Parish Children Two Studies in Practical Churchmanship . PROJECTS CARRIED ON BY MoRE THAN ONE DEPARTMENT 70. a, 72, 73: D.V.B.S. at Work for the Church Thanking the Traffic Policeman Our Parish in India . , The Church School and the ‘Community A Christmas Project . PAGE TABLE OF CONTENTS X1x SECTION PAGE 74. A Self-Denial Week for the Near East. . 343 45. ,Wotld-Friendship Projects’) 30.0) Vee 345 yoOneuminating the Cliquespirit ye ire. 10347 77, Our Mountaineer Friends :. |. ... «349 REFERENCE List oF ADDITIONAL DESCRIPTIONS . . 353 PAR Lali APPENDIX I. Source List oF PuBLIC-SCHOOL PROJECTS . . 357 II. A PLAN FOR SECURING CO-OPERATION OF PARENTS 360 III. FINDINGS OF THE FOREST HILLS CONFERENCE . 364 OE MMe SU Moy es VO Ue ORC li UU amen athe eal SOC) NO AREAS a « a; Ves - A y Dae Wee i . ‘haga Almere ae 74 LN set Wee y ty Mia Wh! ‘; 1 ’ Rr PART I THEORY AND TECHNIQUE 9 p ' - r. ne ae ve i ee ae f CHAPTER I WHAT IS THE PROJECT PRINCIPLE? The idea that one learns by practical experience is! * by no means a new thought. ~ The great teachers of all ages have agreed that the changes wrought in one’s ways of living come about as a result of experience. All the philosophies of education mankind has known rest upon this fundamental principle. The costliness, but withal the implied effectiveness, of experience is one of our time-honored axioms. The history and literature of the race are replete with illustrative material. One might quote at length from the writings of educationists if it were necessary to drive home this point. The comparatively recent branch of knowledge which we call psychology has undertaken to analyze the learning process and has stated this ancient truth in scientific terms. We are told that when a human being is brought face to face with a new situation in his search for satisfaction of his desires, he finds his old ways of acting insufficient and is forced to make new adjustments. The making of these new adjustments, which means new physical habits, new ideas, and new attitudes, we call learning. The individual is not the same as he was before he had the new experience. We are often tempted to think of learning as limited to the acquisition of certain new ideas, but closer inspection 3 4 THE Project PRINCIPLE reveals the effect which experiences have upon the entire living organism. That education, learning, or growth is constantly going on is likewise no new idea. ‘That is, experiences may be taking place which have not been consciously planned. Whenever defects appear in our more deliberately outlined educational scheme, we are con- fronted with the suggestion that experience in the larger sense may help us out of the difficulty. Thus more and more there has come the tendency to enlarge the scope of education in the sense of controlled experience and add new material to the curriculum. Controlled experience, or education in its stricter aspect, may be looked at from two angles. It is con- cerned, on the one hand, with the amount of change which takes place in the individual, or on the other hand, with the desirability of the change. Education may thus be quantitative or qualitative, though such an artificial distinction is hard to maintain. From one standpoint we ask: “Is the individual being educated, that is, is he growing, is he becoming more capable of adjusting himself to larger and more complex situa- tions?” From the other angle we ask: “Is the change taking place in him in the direction which society agrees is proper ?” CRITERIA OF EDUCATIVE EXPERIENCE Turning our attention to the effectiveness of the educative process we may select from among a number of possible statements four criteria upon the basis of which we may judge as to the extent to which a given WHAT Is THE PRojECT PRINCIPLE? 5 experience changes or educates the experiencer. While these are not new, they are nevertheless emphases which are receiving most attention in the educational world today. 1. Experience is educative in proportion to the degree to which it 1s entered into pur posefully.— Other things being equal, the fact that the individual closely identifies himself with or loses himself in the activity- experience insures permanence of change in him. If he feels that he desires the experience, that it will be of real value to him, so that he actively pays attention to what he is experiencing, he will get the more from it. This wholeheartedness, or purposefulness, is not limited to intellectual interest but engages his entire being. The nature of the experience may determine which aspect of life may apparently be most affected, but the thoroughness of interest will find expression in mental alertness, outward activity, and a satisfaction- attitude. Psychologists are agreed that passive experi- ence does not educate, but that the value of the process is dependent upon the amount of energy intelligently put forth to discover and use data in such a way as to guarantee that the learner successfully meets the new situation. At every stage of the experience he attends to what is going on in order to get the most out of it. He keeps his goal ever present before him. The experi- ence is real and lasting because it is so thoroughly his. 2. Experience is educative only to the extent to which it is psychologically complete-— An analysis of the process by which changes are made in the individual shows it divided into two elements. On the one hand, 6 Tue Project PRINCIPLE the learner or experiencer, met by a new situation, senses its stimulus or stimuli. On the other hand, if he is to meet it successfully he must make some response. Thus he is changed and equipped to live satisfactorily in the new world about him only as new neurone connections are actually made. Merely know- ing that they ought to be made or how they should be made, or simply desiring to make them, is not enough. The neurone circuit is incomplete. The experience unit in which activity is limited to receiving impressions is after all a very unsatisfactory experience. The impressions lose their force quickly; their meaning is never really discovered. But when the new situation demands brain activity, or thinking, and when think- ing continues until complete adjustment is made to the new situation, the unity of the experience gives assurance that a lasting change has taken place in the learner. There is thus a difference between learning about and learning by doing. 3. That experience is most educative which 1s true to life-—If experience is to help the learner face a new world of life and meet a changed environment more effectively, it is evident that the value must lie in the similarity of the experience which he is having to other experiences which he must subsequently meet. That is, the number of elements in the experience which can be carried over to new situations is an important measure of its effectiveness. One of the most frequent criticisms of our educational system is that it is not practical; it is so unlike life. Of recent years many of our school subjects have undergone great transforma- ® * Wuat Is THE PROJECT PRINCIPLE ? 7 tion from this angle, for example, spelling. The child is led to give his energy to conquering the few hundred spelling “demons” which are needed and used by the rank and file of folk rather than long lists of unused, obsolete, and technical terms. The move to make education more practical recurs again and again as crystallization of curriculum material begins. This means that the educative experience must be like life; indeed, it must be taken from life itself. Therefore we ° 7 find country children learning arithmetic by figuring * farm accounts and city children studying geography by seeing at first hand the features of their own sur- roundings. All this precludes wasted energy and assures transfer approximating completeness because all the elements are actually usable in everyday life. 4. Experience 1s valuable in proportion as it is social * or shared.—The world we live in is becoming more and more interdependent. We are to live not as isolated individuals but as social groups, even world-wide social groups. That experience, therefore, which can be of use to the largest number, and in which the largest num- ber can participate and contribute, is most educative. We are all aware of the fact that only as the experience of others, especially of those who have gone before us, is like ours and communicable to us, can it be utilized. Unless we have some basis of interpreting it, little value attaches to it. To be socially effective the experience of each must be at the disposal of all. Instead of the members of a class each striving to learn and to with- hold discoveries from others, we find classes becoming co-operative social groups organized for specialized 8 Tue Project PRINCIPLE attack upon parts of the problem, but united in the attempt to produce results which shall prove beneficial to all. Society as a whole is utilizing this method of co-operative experiencing to obtain new ways of living for the entire group. what their names are?”’? When asked why she wanted to know their names, she remarked rather shyly, “I thought it would seem more Christmasy if we could put a name on each package and paste a Christmas seal on it.” It was decided to appoint a committee to write to the principal of the school and ask for the information required. This was done and the principal’s reply was read to the department. From the information given therein a list of gifts was made up. ‘Then came the question “How much will they cost?” A committee was appointed to price these articles at the stores and get an estimate. Then they asked, ‘‘How shall we raise the money?” It was suggested that each member of the department might save considerable out of their spending money during the sum- mer vacation. One of the boys suggested that inasmuch as they were to pack a Christmas barrel, each member should be furnished with one of the little wooden barrels that are used for collection boxes. These barrels were bought and each one marked with an appropriate inscription, They were given out and the pupils were instructed to keep | Projects OF More THAN ONE DEPARTMENT 351 them in sight and to put into them whatever they could save for this purpose during the summer. Rally Day came and one of the features was the loading of a train for Tennessee. Across the front of the platform stage was a toy train. It had been made by the boys in the-department. Each car consisted of a flat piece of wood about ten or twelve inches long and four or five inches wide, with cardboard sides after the manner of a coal car. The wheels were made of tin disks such as are used for fasten- ing roofing paper. At the head of the train stood a toy loco- motive loaned by one of the members of the department. There was a car for each class, the number of the class being on the side. At the proper time in the program the superin- tendent of the school explained this project which the junior-intermediate department had under way. Then the members of that department came forward, each one bringing his barrel and loading it upon his class car. When the barrels were opened and the contents counted it was found that the total amounted to a little over $40, which was subsequently increased. Savings continued to be brought in during the fall months and meanwhile interest was doing its work. Nota week passed without some added piece of information being contributed by members of the department. These were reported in the classes and when the item was deemed to be of particular interest, the teacher would notify the superintendent, and the one who brought in the item would be asked to report to the department and to the general secretary. Subsidiary projects grew out of the larger one. Several of the classes prepared posters illustrat- ing life and conditions in the southern mountains. Two original programs were prepared for the devotional service. Both were dramatized, one presenting a scene in a southern mountain school, the other a home scene in a mountaineer’s cabin. A bulletin board was established and the classes took Bing THE PROJECT PRINCIPLE charge of it in turn, keeping it supplied with fresh pictures and bits of information, clippings from papers and magazines, etc. After a time, when sufficient money had been secured, two committees were appointed, one of boys and one of girls, to purchase the gifts. These were sent to the church and on a Saturday afternoon a wrapping and packing bee was held, participated in by a large percentage of the pupils. Each package was wrapped, stamped with a Christmas seal, and marked with the name of its recipient. Another com- mittee attended to shipping the barrel and the job was done. The results were these: a large amount of interest and useful information about our southern mountain people had been acquired; a kindly bit of service had been rendered in a truly friendly spirit; the members of the department had come to look upon these boys and girls in the South as neighbors; and best of all, everyone agreed that the project had been great fun. As soon as it was over the question came from many, ‘“‘ Now what can we do ?”’ In this particular case an entirely unforeseen result heightened the effect and made the whole affair a thing of true Christian fellowship and sharing. Just a little before Christmas a box came addressed to the members of this church-school department. When opened it was found to contain a mass of fresh holly, ‘‘ Picked for our friends in the North by boys and girls of school.” The effect was inspiring. When the cover of that box came off and one boy caught sight of the contents and the inscription on the card, he said, ‘“‘Gee, but those kids are all right!” When the members of this department went in to take their places for the general Christmas exercise, each of them wore a spray of holly and one of them was overheard answering the question of his older brother as to where he got the holly, ‘‘That was picked for us by our friends down south and you cannot buy any like it in this town.” REFERENCE LIST OF ADDITIONAL DESCRIPTIONS A number of articles, descriptive of religious education in accordance with the project principle, are to be found in the magazines, Religious Education and the Church School as follows: Religious Education ACHESON, E.L., “‘ Discussion of the (Week-Day) Conference,” XVII (June, 1922), 246. ARMSTRONG, R. O., ‘‘Older Boys’ Parliament,” XVIII (April, 1923), 127-30. Barpour, Dorotuy D., “The Case against Standardi- zation,’ XVIII (June, 1923), 210. Butter, F. E., “A Project in Mission Study,” XVIII (April, 1923), 102-3. CHASSELL, J. O., ‘‘Contrasting Views of the Educative Process,”’? XVIII (February, 1923), 50-51. Cog, G. A., ‘Discussion of the (Week-Day) Conference,” XVII (June, 1922), 262-63. HartsHorneE, Hucu, “An Experiment in Adolescent Wor- shin ves tle june 1027), 223-30: Hunter, M. C., “A Self-directing High School Depart- ment,” XIV (August, 1919), 267-70. Lotz, Exsa, ‘Discussion of the (Week-Day) Conference,” XVII (June, 1922), 257-58. Maver, Otto, ‘Developing Initiative in Young People’s Work,” XVIII (April, 1923), 97-99. Newron, Mary, “Discussion of the (Week-Day) Confer- ence,” XVII (June, 1922), 263-64. 353 354 THE PROJECT PRINCIPLE REICHARD, L. F., ‘‘The School as a Project,’’ XVII (Decem- ber, 1922), 447-51. SHAVER, E. Ix, ““A Survey of Week-Day Religious Educa- tion,’’ XVII (April, 1922), 141-42. TALLMAN, Lavinta, ‘‘New Types of Class Teaching,” XII (August, 1917), 271-80. Church School Corr, H. F., ““A Teacher Tries a New Method,” IV (April, 1923), 296, 297, 335- CRAWFORD, J. D., ‘Old and New Gifts,’”’ III (June, 1922), 420-31. Crum, Mason, “A Project in Church History,” V (August, 1924), 508, 500, 528. GATES, HERBERT W., “‘The Man Who Wouldn’t Give Up— How Six Boys Wrote the Story of Joseph Hardy Neesima,’”’ V (March, 1924), 256-60. HARTSHORNE, Hucu, “‘A School of the Christian Life— Projects,” IV (June, 1923), 421, 422, 420. ““A School of the Christian Life—Festivals,”’ V (November, 1923), 73-74. HAywarp, P. R., “Shall Our Pupils Receive or Participate ?”’ IT (January, 1921), 166. Moore, JEssIE E., ‘Respectfully Submitted,” V (March, 1924), 280-81. OweEN, G. W., “College Young People, the Home Church and Watch Night,” II (December, 1920), 25. ScHiIttinc, Arma N., ‘Under Our Flag,” II (November, 1920), 39-41. , ‘Christmas Helpers,” II (December, 1920), 39, 40, 48. , “Under Our Flag,” II (January, 1921), 182-84. Watson, Goopwin B., ‘“‘Do Projects Work?” V (August, 1924) ) 506-7 Bak aie APPENDIX i ue ‘ . oe erie y 0) ci Aa eV s op ubeoners ; sot J » vial ary ni} ee Pais esha th ; a Abs A of! } SECTION I SOURCE LIST OF PUBLIC-SCHOOL PRO- JECTS HAVING SUGGESTIVE VALUE FOR RELIGIOUS EDUCATION Note.—The student may wish to make a further study of projects as carried out in the public school with special reference to those which might furnish fruitful suggestions for planning church-school projects. If so, his attention is called to those listed below. In studying such descriptions as these, it is, of course, necessary to keep clearly in mind the distinctive task of Christian education,‘ in order that any plans made will result in an experience for the group which places a Christian interpretation upon life and culminates in a Christian attitude and character. A. Descriptions in Sample Projects, First Series, edited and published (1920) by James F. Hosic, Teachers College, New York City. “Safety First,” p. 4. “Thrift Dramatization,” p. 6. “February’s Historic Holidays,” p. 6. AoLudyOL Ltaly<,the future,722 f. Democracy, see ‘Social ele- ment,” ‘‘Co-operation,” etc. Denomination, literature of, as source of projects, 64f.; 68 THE PROJECT PRINCIPLE Descriptions of projects, Part II; see ‘Table of Contents” Development, religious, of child as factor in determining teacher’s réle, 144 Dewey, John, 50 Diagnosis principle, 110 Direct-learning projects, 13 f., ieee “Direct”? methods of char- acter development, 42 ff. Discussion, used in projects, 79, 82 Drama, 133, 137 Drill, 79, 82, 133 f., 173 Dunn, Arthur W., 45 Education: through experi- ence, 3; as controlled expe- rience, 4; both qualitative and quantitative, 4; see also ‘“‘Christian education,” “‘Public education,” etc. Educative experience, _ see “Education,” ‘‘ Experience,” SL eStsye Clee Equipment, influence of pro- ject principle on, 162 f. Evaluation, see “ Judging” Examination, 135 f. Executing as a step in a project, 1S 1,78 dh gor Experience: the basis of edu- cation, 3; educative, criteria of, 4 ff.; purposeful, 5; psychologically | complete, 51.3 lifelike, 6 £.; soctaliv ie the curriculum as _ selected units of, gf.; personal, as aid in carrying out projects, 83; rich Christian, for a teacher, 141 f. INDEX Experimentation, 82, 168. “‘Expressional” activities, 5o f. Finance, 163 f. Fisher, Dorothy Canfield, 103 Forest Hills Conference, 123, 364 f. Formal steps, project principle distinct from, 81, 138 Gary schools, 44 Gates, Herbert W., 118 German relief, project plan for, 96-98 Girl Reserves, 120 Grading of pupils, 152 ff. Habits: as outcomes of a pro- ject, 84f., 114; learning development of, by observa- tion, 111 f.; as subject for drill, 135; art of forming, 138; see also ‘Completeness, psychological.” Hall, A. Neeley, 68 Harris, Hannah M., 45, 52 Hartshorne, Hugh, 57, 114 Hatch, R. W., 174 Holt, Arthur E., 76 Home, 83, 164f.; “Parents” Hosic, James F., ro, 15 f., 147 Humility as a quality of leader- ship, 143 Hunting, Harold B., 124 Hutchins, William N., 68 Hymns, in project-teaching, 134 Illustration, 79, 82, 132 f. Imagination as a quality of leadership, 142 see also 371 “Indirect”? methods of char- acter development, 42 ff. Industrial life, 83 Information: as outcome of a project, 84, 114; giving of, in project-teaching, 130f.; vs. thinking, 135 f.; giving of, as usual aim of church school, 154 f. Initiative: in public education, 48; makes for new curricu- lum material, 114; in drill, 134 f. Instruction, 156 Interest and attention, 5 Interests, pupils’: as source of PIojects; LOSia oon sidered in launching pro- jects, 79 f.; how to discover, chap. vi; sympathy with, as a quality of leadership, 142; as basis of grading and pro- motion, 151 ff. Intermediate department: sug- gested projects for, 71 ff.; descriptions of projects in, 223-54 Introduction of project-teach- ing, chap. xii Jesus as a teacher, 51 f. Judging: as a step in a project, TSH? COieevr 7s Mothers: projects, 169 Judgment, good, as a quality of leadership, 143 Junior church members, 64, 154 Junior department: suggested projects for, 71; descriptions of projects in, 205-22 Junior Red Cross, 45 372 Kilpatrick });Wi) Hi)’ 1248.) 120, 143 £., 174 Kingdom of God, the, contribu- tion to, as a testeof Christian education projects, 52 ff. Launching the project, 79 f. Leadership qualities for project teacher, 142f.; professional leadership, 162 Learning: through experience, 3f.; by doing vs. learning about, 5f., 49f.; laws of, teacher to know, 143f.; see also ‘Completeness, psy- chological,’ ‘‘Lifelikeness,”’ ‘“‘Purposefulness,” ‘‘Social element” Lecturing, 130f.; see also “Information” Library, reference, 163 Lifelikeness: a test of educa- tive’ “experience, '6'f): "of Christian education projects, 52 ff.; of curriculum materi- als, 118; of church-school organization, 157 f. Littlefield, M. S., 68 Lobingier, J. L., 124 Magazines: as source of pro- jects, 63; as reference ma- terial, 83; helpful in dis- covering pupils’ interests, 104 Majority, views of, 38 Materials, see ‘Source material,” ‘ Curriculum,” “Textbooks” McGiffert, A: C., 175 Measurements of educative experience, see “‘ Tests” Meetings, types of, 156 f. THE PrRojECT PRINCIPLE Memory work, 40, 133 f. Methods of character-develop- ment, 42 ff. Minority, views of, 38 Missionary education, 45, 57, 64, 118, 159; descriptions of projects, Part II, Numbers, I, 8, I3, 14, 17, IQ, 21, 23) 255 28, 32, 33, 36, 38, 48, 49, 50, 72) 74, 75) 77 Moving-pictures, 105 Nationalism and public educa- tion, 37 Newspapers: a source of pro- jects, 63; as reference materi- al, 83; helpful in discovering pupils’ interests, 104 Observation: a means of dis- covering educative projects, 63; trips for, 79, 132; place of, in carrying out a project, 82; value of, in discovering pupils’ interests, 106; art of directing, 137; of others’ teaching, 168 ‘“‘Opportunist”’ teaching, 66 Organization, church-school, chap. x1; tests¥of, 151 ff: Organized classes and depart- ments, 157 ‘+: Owen, W. B., 12 Pageants, 133, 137 Parents, co-operation of, 164 f.; plans for, 109 f., 360-63 Perkins, Jeanette E., 124 Personal contact with pupil, 106 f. Personal element in Christian education projects, 57 Philanthropy, remedial, vs. constructive projects, 56 INDEX Pictures: 7132 Plan for carrying through a project, chap. vi; tentative, 79 {.; group, 80f.; examples of, 85-08. Planning as a step in a project, Ge ie7o thas 71 f: Play 62,0371 55 fe Practical element in educative process, see “‘Lifelikeness.”’ Primary department: sug- gested projects for, 70; de- scriptions of projects in, 193- 204 Professional leadership, 162 Program of church as source of projects, 63 ff. Project principle: distinct from method, 10; an outgrowth of other educational doctrines, tof.; found in primitive education, 11; answers de- mands of modern life, 12; as a test of curricula, 120 ff.; acquiring the viewpoint, 147 ff.; a basis of com- munity co-operation, 165 f.; cautious use of term, 173 f.;’ see also ‘Table of Contents” as units of experi- defined, 10; types public — school, Projects: ence, 9 {.; Oleent 3 i1:; chap. ii; cation, Ao i... Chaps: 1V..-V,; constructive, 56; thought- provoking, 56; complex, s6f.;\ longer, 56f.; | with personal touch, 57; with spiritual values, 57; starting- points for discovering, 60 ff.; special sources of, 67 f.; one hundred suggestions for, 69 ff.; making a plan for, for Christian edu-_ 373 chap. vi; types of, deter- mine teacher’s rdéle, 145 f.; descriptions of, see ‘‘ Table of Contents: Part IL” Promotion, 152 f. Psychological completeness as test of educative experience, see ‘“‘Completeness, psycho- logical”’ Psychology, child, 102 ff. Public education: function of, 36; relation of religious education to, 37 ff.; litera- ture of, as source of projects, 69 Public-school projects, chap. ii Pupils: teacher must know, 65f., 79 f., 142f.; discover- ing interests of, chap. vii; use of techniques by, 138; sharing in equipment and finance, 163 f. Purposefulness: a test of edu- cative experience, 5f.; of Christian education projects, 47 ff.; of curriculum ma- terial, 117; of church-school organization, 151 ff. Purposing as a step in a project, 15 foo Questioning, 79, 129 f. Records, 164 Recreation, 82, 137, 155 Reference books, 79, 82 Religious education: defined, 35; the distinctive task of, ay see “Education,” “Christian education” Reports, parents’: helpful in discovering pupils’ interests, 109 f.; a plan for, 360-63 374 Resourcefulness required of project) teacher, 81j;/(140 .; 170 Satisfaction determines value of experience, 5 f., 16 Scouts, Boy and Girl, 69, 120 Senior department: suggested projects for, 73 f.; descrip- tions of projects in, 255~91 Service: organizations for, as source of projects, 68; meet- ings for, 156; descriptions of projects, Part II, Numbers, I, 2, 4, 12, 20, 35; 38, 42, 51, 54, 62, 64, 65, 67, 70, 7713 Sharing as a test of educative experience, see ‘‘Social ele- ment” Social and civic life, 61 f., 83 Social element: a test of educa- tive experience, 7f.; | of Christian education projects, 54f.; of curriculum materi- als, 118 f.; of church-school organization, 159 f.; see also ‘“‘Co-operation”’ Social service, see ‘‘Service”’ b] Source material, 70, 82{., Len To 7a Sources of projects, chap. v Specialization, value of, for teacher, 137, 141 f. Spiritual values, need for pro- jects involving, 57 Stage, 105 ‘“‘Statements of Purpose,” 47 f. State schools: function of, 36; relation of religious educa- tion to, 37 ff. THE PROJECT PRINCIPLE Steps in a project, 15 f., chap. vi; determining teacher’s role, 146 Stories as helps in discovering pupils’ interests, 104 f. Story-telling, 79, 82, 128 f. Study, technique of directing, 137 Subjects as units of experi- ence, 9 Supervision, 162 Teacher: place of, in directing experience, 8, 16; in relation to curriculum, 124f.; in project-teaching, chap. x; qualifications of, 140 ff.; varied réle of, 144 ff.; new method of training, 147 ff.; see also “Training of teach- ers”’ Techniques of teaching, 79, chap. ix Temperance, 45 Testing, see “‘Judging”’ Tests of educative experience, 4ff.; applied to Christian education projects, 47 ff.; to the curriculum, 117 ff.; to church-school organiza- tion, 151 ff. Textbooks as source material, 83, I19 Thinking, 56, 115 Training of teachers, non- technical helps for, 103 ff.; need for new method of, 147 ff. Transfer value of experience, 6f. Type experiences, 115 ff. Union School of Religion, 136, 164 INDEX Units of educative experience: subjects as, 9; projects as, 10 Unity of educative experience, epee sus (I 54 fh. Usefulness as test of educative experience, see “‘Lifelikeness”’ Vacation church schools, 122 f., 166; descriptions of projects in, Part II, Numbers 35, 45, 47, 56, 70 Wardle, Addie G., 68 Week-day religious education, AtmiOG. 122) f..53r, 150, 166; descriptions of projects, Part Live Un bers 1-7, 110,015,'17, 19, 20, 24, 26, 20, 32, 33, 37; 40, 45, 51, 52, 55 Whipple, Guy M., 18 375 Wholeheartedness, as test of educative experience, see “‘Purposefulness”’ Winchester, B. S., 96 World-friendship, plan for course in, g1 ff. Worship: in project-teaching, WO. els 7s) 173i Curr school organization, 155 f. Yaple, George S., o1 Young Men’s Christian Asso- ciation, 69, 120, 136 Young people’s department: suggested projects for, 74 ff.; descriptions of projects in, 292-319 Young Women’s Association, 120 Christian PRINTED IN THE U.S.A. Hey te ta Nha ak iv NEES wy ape ' ities eng ys eet a SKE Uw Ht wer ; " i a hn de Bi a wi “e SoBe! RY Ce UFR w tharot eee spate a aa F ee et) od. , H Adee ot an f POL ines aote ei rd lah a's Mics: ; ) + bes * " , Li ate if \ ; : Voa | 1s I ' ‘ (Pay) 4" an ya : 4 ‘ 2 : ‘ ; wis as, ; ins { wes ; ee Ps ' 4 aly j Pi i ghys a i Ui) ‘i ij * ie ; U bel Ln ty is f : GA wey (hoe ee Ley at' ; he 4 a ) 7-4 A | en Ky aes +S 7" lr rat te ! iy i ra) ne" ee en ‘ve: 4 i » iW Alte mt x } : bet 1 h ‘ At ; k ’ j J ¥ ie 7 ) f weil ah \ . i iy \ $ 4 y f P ' Oe WS re 2 } 27h ie “A ¥ ‘1. a : me Lh oe nae ? | f A i ‘ : ¢ ~ , of 4 ; i Re cake 6) a Fi ‘ t eo OND Vi tae " i by Ta 2 t Lian P b's iv RAY ; A Ati & } , ALt if at ”) j * ward a eine PASE) oF P e ae egy ab? 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