orship.

The editor begs to acknowledge his indebtedness to the many
contributors who have given generously of their time and their labor
with no hope of compensation beyond the ultimate appreciation of those
college teachers who are eager to learn from the experience of others
so that they may the better serve their students.

TENTATIVE OUTLINE FOR THE TEACHING OF ---- IN THE COLLEGE

I. Aim of Subject _X_ in the College Curriculum:

Is it taught for disciplinary values? What are they?

Is it taught for cultural reasons?

Is it taught to give necessary information?

Is it taught to prepare for professional studies?

Is the aim single or eclectic? Do the aims vary for different
groups of students? Does this apply to all the courses in your
specialty? How does the aim govern the methods of teaching?

II. Place of the Subject in the College Curriculum:

In what year or years should it be taught?

What part of the college course--in terms of time or
credits--should be allotted to it?

What is the practice in other colleges?

What course or courses in this subject should be part of the
general curriculum or be prescribed for students in art, in
science, in modern languages, or in the preprofessional or
professional groups?

III. Organization of the Subject in the College Course:

Desired sequence of courses in this subject.

What is the basis of this sequence? Gradation of successive
difficulties or logical sequence of facts?

Should these courses be elective or prescribed? All prescribed?
For all groups of students?

In what years should the elective work be offered?

IV. Discussion of Methods of Teaching this Subject:

Place and relative worth of lecture method, laboratory work,
recitations, research, case method, field work, assignment from a
single text or reference reading, etc.

Discussion of such problems as the following:

Shall the first course in chemistry be a general and extensive
course summing up the scope of chemistry, its function in organic
and inorganic nature, with no laboratory work other than the
experimentation by the instructor?

Should students in the social sciences study the subject
deductively from a book or should the book be postponed and the
instructor present a series of problems from the so