Excerpt from The Career of the Child
The subject of pedagogy is making rapid strides. A body of scientific principles is rapidly being collected from the sciences of biology, psychology, anthropology, and sociology, all of which must be considered in the composite, applied science of education. One of the keenest, most patient and far-sighted workers in this applied science is Dr. Groszmann, author of the present volume. He has devoted many years to careful observation and experimentation in schools for both normal and abnormal children. This work has been supplemented by a careful testing of results in a practical way.
The long experience of Dr. Groszmann in the Ethical Culture School of New York City, and his more recent experience at Watchung Crest in dealing with atypical and subnormal children, added to his thorough and critical scholarship of the German type, has fitted him admirably for a discussion of the curriculum and of scientific methods in education.
In making a curriculum it is frequently assumed that the selection of subjects and the amount of time given to each subject can be determined without any reference to the children to be taught or the ultimate aim of education. Tradition has been the dominant factor determining both the matter and the method in education.
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