(Originally published in 1902. This volume from the Cornel...)
Originally published in 1902. This volume from the Cornell University Library's print collections was scanned on an APT BookScan and converted to JPG 2000 format by Kirtas Technologies. All titles scanned cover to cover and pages may include marks notations and other marginalia present in the original volume.
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(This book was originally published prior to 1923, and rep...)
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(Excerpt from The Gary Public Schools: Science Teaching I...)
Excerpt from The Gary Public Schools: Science Teaching In the last few years both laymen and professional educators have engaged in a lively controversy as to the merits and defects, advantages and disadvantages of what has come to be called the Gary idea or the Gary plan. The rapidly increasing literature bearing on the subject is, however, deficient in details and too often partisan in tone. The present study was undertaken by the General Education Board at the request of the Gary school authorities for the purpose of presenting an accurate and comprehensive account Of the Gary schools in their significant aspects. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
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Otis William Caldwell was born on December 18, 1869 in Lebanon, Boone County, Indiana, United States; the third of four children and second of three sons of Theodore Robert Caldwell, a farmer, and Isabella (Brenton) Caldwell. Both parents had firm family roots in the county: his mother's forebears had settled there in the 1820's; his father, of Scottish ancestry, was descended from Pennsylvanians who had come to Indiana by way of Kentucky.
Otis Caldwell attended local district schools and nearby Franklin College, graduating with the B. S. degree in 1894. After a year as high school principal at Nineveh, Indiana, near Franklin, he began graduate study in botany at the University of Chicago, receiving the Ph. D. in 1898.
In 1899 Caldwell became head of the biology department at Eastern Illinois State Normal School in Charleston, where he remained until 1907. He then moved to the University of Chicago as associate professor of botany, becoming professor in 1913. He served also as head of the department of natural sciences in the School of Education and as dean of the University College (1913 - 1917). Caldwell was a firm proponent of the educational value of science and campaigned to upgrade its position in public school curricula. While studying the science program in the Gary, Indiana, public schools as part of a survey conducted by the General Education Board, he became acquainted with Abraham Flexner, co-director of the project. When in 1917 the Board, at Flexner's urging, provided funds to establish the Lincoln School, an experimental elementary and secondary school affiliated with Teachers College at Columbia University, Flexner hired Caldwell as director and then presented him to the dean at Teachers College, where he was made professor a month later. Historians of the progressive education movement agree that under Caldwell's ten-year administration the Lincoln School may well have been the finest progressive school in the country. It exemplified and perhaps even established that movement's curricular tenets. Caldwell hired the ablest faculty available, told them that each teacher must be an experimenter, and assessed their various proposals at first skeptically and then approvingly. He attracted to Lincoln such outstanding teachers as Hughes Mearns in English, Laura Zirbes in reading, and Harold Rugg (a former colleague at Chicago) in social studies. The influence of Lincoln's curriculum reforms on the nation can be seen in the immediate and widespread acceptance of the social studies materials assembled by Rugg. The twelve-volume text sold more than 100, 000 copies the first year, and by 1929 more than 600, 000 were in use in forty states.
Course material, Caldwell believed, should be based on the most important principles in the field, and should be related, if possible, to practical and familiar experiences of the students. Thus general science courses, for example, would include material on diet, hygiene, and home economics. At the Lincoln School there was much use of the "unit approach, " involving the combining in one course of the concepts and techniques of several traditional disciplines. Unlike many of his colleagues on the Teachers College faculty, Caldwell did not have strong views on such major theoretical themes of the progressive education movement as the childcentered school, the testing movement, and the reformist goal of using the schools to expand the social consciousness of students. Rather, he eschewed theory and opted for teaching youngsters as clearly and dynamically as possible. Caldwell's relations with Dean James Earl Russell and the Teachers College administration were generally cordial. By the mid-1920's, however, certain tensions developed as it became apparent that Caldwell was suffering from overwork and exhaustion. In 1927, therefore, control of the Lincoln School was divided; Jesse H. Newlon was hired to take over administrative duties, and Caldwell was made director of the newly formed Lincoln Institute of School Experimentation. Unable to adjust to this new arrangement, he was given an extended leave of absence in 1928, during which the institute was severed from the Lincoln School. He retired from the Teachers College faculty in 1935. Throughout his career, Caldwell was active in professional organizations. A longtime member of the American Association for the Advancement of Science, he served as its general secretary (with offices at the Boyce Thompson Institute for Plant Research in Yonkers, N. Y. ) from 1935 until his death. He was also president of the National Association for Research in Science Teaching (1940).
His other principal interest, on which he wrote several books, was the disproof of superstitions through science.
In 1931 he moved from New York City to New Milford, Connecticut. He died there in 1947 of a cerebral hemorrhage and was buried in the town's Center Cemetery.
(Excerpt from The Gary Public Schools: Science Teaching I...)
(This book was originally published prior to 1923, and rep...)
(Leopold is delighted to publish this classic book as part...)
(Originally published in 1902. This volume from the Cornel...)
Originally a Baptist, Caldwell became a Presbyterian and later a Congregationalist.
He was a longtime member of the American Association for the Advancement of Science.
Caldwell's lifetime commitment was to science and to practicality.
He was uninterested in either educational or scientific theories. His childhood experiences on an Indiana farm taught him early to appreciate the useful applications of science. He was reared in an environment as free of economic and racial divisions as it was of literary or cultural traditions. In such an environment, science, with its astonishing new discoveries, could indeed seem, as he believed to the end of his life, more important than any other aspect of human learning.
On August 25, 1897, he married Cora Burke of Portland, Ind. They had two children: Helen (who died in childhood) and Esther.
