Publisher's Synopsis
Excerpt from The Princeton Review, Vol. 59: January-June, 1883
It was with the advantages of many suggestions and not a few warnings from this attempt that the writer undertook, soon after the opening of the Boston schools in September last, to make out a list of questions suitable for obtaining an inventory of the contents of the mind of children of average intelligence on entering the primary schools of that city. All the local and many other of the German questions were for various reasons not suitable to children here, and the task of selecting those that Should be so, tho perhaps not involving quite as many perplex ing considerations as choosing an equally long list of normal words, was by no means easy. They must not be too familiar nor too hard and remote, but must give free and easy play to reason and memory. But especially, to yield most practical results, they should lie within the range of what children are commonly supposed or at least desired, by teachers and by those who write primary text-books and prescribe courses of instruc tion, to know. Many preliminary half-days of questioning small groups of children and receiving suggestions from many sources and the use of many primers, object-lesson courses, etc., now in use in this country were necessary before the first provisional list of one hundred and thirty-four questions was printed. The problem first had in mind was strictly practical; viz., what may city children be assumed to know and have seen by their teachers when they enter school; altho other purposes more psychological shaped many other questions used later.
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