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Teaching Through the Use of Projects or Purposeful Acts:

by Stuart A. Courtis — 1920

The topic assigned me in this morning's discussion is an important one because it deals with a question which, more frequently than any other, rises in a teacher's or a superintendent's mind when he is “on the fence” and has not yet decided on which side to get down. He may be conscious of the mechanical and deadening character of the drill work in his own school system, he may admit the essential value of "interest" and "purpose" in children's activities, he may even earnestly desire a greater freedom and a more democratic spirit in his class rooms; but the thought which is potent to inhibit these, and many other influences which make for the adoption of the project method, is precisely the fear that the new type of work will not provide for the adequate development of reading, writing, and arithmetic, and of those other fundamental skills so cherished by the American public—spelling, geography, and English composition.

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Cite This Article as: Teachers College Record Volume 21 Number 2, 1920, p. 139-149
http://www.tcrecord.org ID Number: 3857, Date Accessed: 7/18/2018 9:50:00 PM

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