REFERENCE TO BOOKS

An important feature of every well-equipped institution of education is the library. The maintenance of an adequate library is one of the responses to the vast increases in knowledge that have occurred in recent decades. Even with the multiplication of courses in the curriculum it has not been possible to teach more than a small fraction of the total knowledge available concerning the universe. In order that this knowledge may not be lost and in order that is may be available to the occasional student who wishes to refer to it, institutions have developed libraries in which are stored thousand, or in some cases even millions of books and other documents.

The library has served not only as a storehouse of knowledge but also as an increasingly important adjunct to the instructional program. In an earlier period the method of instruction was largely of the question-and-answer type, with dependence on a single authoritative source of information by the student in the preparation of his lessons. Later the lecture method came into prominence in the college, although the students were still expected to use textbooks in their study. The recent tendencies have been in the direction of expanding the amount of source material with which the student in expected to be familiar. Instead of or in addition to a single text, the student now is usually asked to red from a wide variety of sources on the topic covered in the course.
This change in instructional method has thrown stress on the library services of colleges an universities. Readings required of students in large classes must be available in many copies, and a system of reserved books with limited circulation has been evolved to assist in caring for these demands. Students are expected, to be able to look up the answers to their questions in the library, and to assist in this process it has been necessary to develop a reference service within the library.
The growth of human knowledge has complicated tremendously the storing and classification of books. The typical experience in almost every college that has constructed a new library building in recent decades in to find that the capacity of the building is exhausted within a short time after its construction is completed. Extensive systems of classification have been devised in order that the books on a given subject may be shelved together. In a large library the process of ordering, cataloguing, and making a book ready for use by regards is both slow and costly.
The complications of the task of managing a library have led to the development of specialized library services. Originally when the college libraries began to develop is was the custom to appoint some member of the faculty as the custodian of the books. The responsibilities of the librarianship soon outgrew this simple procedure and today in every well-managed college the library is in charge of a professionally trained, highly skilled expert. In a large library there is a corp of staff, members, each of whom is an expert in one of the various specialized line of library service. The cost of maintaining library service is no small item in the budget of institutions.
Today education is characteristically said to be library-minded. The adoption of the library method of instruction has marked a significant development in the instructional methods for educations. Perhaps the end has not yet been reached, for some have suggested that ultimately all the instructional services of a nonlaboratory type may be carried on in the library. Instead of professors lecturing to classes, the staff of the college may consist of specialized reference librarians who spend their time guiding the reading of students along the lines prescribed by the curriculum or dictated by the student's special interests.

THE NURSERY SCHOOL

The institutionalized form of educational service serving the youngest age group is the nursery school, which usually accepts children between the ages of two and four. The nursery school is a relatively new organization an facilities of this type are by no means widespread throughout the country.
There are two justification for an institution to serve the needs of very young children. In the first places, industrial organization is employing the services of an increasing number of women. Many of these women workers are mothers of young children of preschool age, and some custodial arrangement for the care of such children is necessary if the mothers are to carry on their employment outside the home. In the second place, psychological studies have shown that many mental disorders which appear in adults have their origins in unfortunate environmental conditions or experiences during the first few years of childhood. By means of an institutional organization such as the nursery school undesirable tendencies can often be discovered early and plans worked out for their correction.
It is important to note, therefore, that the nursery school is a product of two different force: the demands of modern social and economic organization, and the knowledge produced by scientific study of children development. In the program of the nursery school the emphasis, so far as the child is concerned, is chiefly on the development of good health habits and on social training. No attempt is usually made to lay any groundwork of intellectual instruction, but great care is taken to teach the young child to work and play amicably with the other children in the school. The physical and mental health of the child is carefully watched, and the daily schedule requires periods of rest and gives attention to the development of other health habits.

Almost equally important with the care and training given the child in the nursery school is the instruction given the parents whose children are in attendance. The school at best can influence the lives of children for only a small part of the day and the responsibility for making effective much of the training that is given lies with at home. Many of the nursery schools are organized on a co-operative basis: under this plan the mother is required each week to spend some time int the school, ostensibly for the purpose of helping with the work, but also the the usually unexpressed purpose of providing an opportunity for parent education. Other more direct methods are frequently used by the nursery schools to instruct parents regarding the proper care of their young children, such as individual conference and group meetings at which child problems are discussed. A plan some times followed involves the keeping of a complete record of everything said by each child during given period: the parents may then be informed of psychological significance of the child's reactions.
The nursery school has developed principally outside the regular school system. The public-school organization has not generally accepted this new institution; educational authorities have been loath to take on the added burden of providing nursery-school services for young children. The statement is commonly made that the funds provided for maintaining the regular school system are not sufficient and that to take some of these funds for the provision of new service, the value of which has not been proved by years experience. The personnel of the public-school system, is not well equipped by training or experience to conduct the kinds of service demanded in the nursery school. For these, relatively few nursery schools have thus far been incorporated as regular of the public-school system.

THE YOUNG CHILD SCHOOL

The institution for children of the ages immediately preceding entrance to the elementary school is known as the kindergarten. For the most part the program of the kindergarten is one year in length, admitting children at the age of five years and sending them to the first grade of the elementary school at six years. In same cases a kindergarten program of two years is maintained, admitting children at age four.

A German philosopher, Frederick Froebel, was the originator of the kindergarten. He developed the idea about 1837, and devoted the remainder of his life to the founding of kindergartens in Germany. The idea of new type of institution was not widely accepted in Germany, although a few of the leading thinker favored the organization of such an addition to the educational system. Kindergartens were first established in the United States shortly before the Civil War by German-Americans who had became acquainted with the institutions in Europe. In Wisconsin an in several American cities where considerable numbers of German-speaking people lived, kindergarten were established on a private basis.

As originally developed by Froebel, the kindergarten procedure was filled with symbolism. For example, the children sat or stood in a circle in order that they might absorb the mystic sense of unity; an elaborate series of what Froebel called "gifts" was a part of the procedure. Under modern conditions most of this formality and mystic symbolism has been dropped and the procedure have been based on scientific analysis of child psychology.

Studies of the effect of kindergarten experience on individual children are somewhat disappointing, for measurable outcomes in terms of beneficial effect on later scholastic attainment are not found. When children of equal ability are paired with reference to having attended or not attended a kindergarten, little or no difference is found in scholastic attainments of two groups in their later school years. It is entirely probable that the correct conclusion to be drawn from such investigations is that the kindergarten provides an enriched experience for the child rather than preparation for the studies of the later school years.

The kindergarten has undoubtedly had a notable effect on the elementary school through the insistence on beauty as a desirable feature of the school environment. The kindergarten, has insisted from the outset that the schoolroom and its surroundings and equipment are to be as beautiful as possible. Green plants are arranged where they may receive sunlight. Decorative curtains are hung at the windows. Blocks and the others equipment are painted in bright colors. A fireplace is often provided, and the furniture is designed to interest and attract the young child. Elementary school have not taken over this entire scheme of decoration, but dreary dungeonlike classrooms have been transformed into inviting and attracting places for work and study. Perhaps the kindergarten has not been the sole factor that has affected the transformation in the elementary school, but the influence has undoubtedly been effective one.

In another respect also the kindergarten has had a marked effect on the program of the later school years. The program of the kindergarten has been free from the usual academic traditions and has been able to develop around the concept of the educative value of motor activity. The activity movement, at present widely discussed as desirable feature of a progressive school organization, probably traces its origin to the kindergarten. Thus, the kindergarten may be considered to have affected to a notable extent the entire program of the elementary school.

SEVEN FEATURE THE DALTON PLAN

THE DALTON PLAN, is based on three fundamental principles. The first is freedom, which should perhaps be designated as individualized responsibility. The second principle is co-operation, or interaction between members of a group. The third is economy of energy through budgeting the pupil's time. That considers the plan as more of a sociological than an academic venture, and the objectives of education under this system emphasize the social aspect of the schools fully as much as the intellectual.
One of important feature of the plan is the organization of the school into 'houses,' each house consisting of pupils of all grades included in the school. This plan contrasts sharply with the usual practice, by which pupils are grouped homogeneousely into classes graded according to the level of their advancement.
A second salient feature of the Dalton Plan is the transformation of traditional classroom into subject-matter laboratories. In fact, the plan was originally known as the Dalton Laboratory Plan because of the basic ides that all instruction should be on a laboratory basis. This principle requires appropriate furniture for classroom, tables and chairs being provided rather than ordered rows of desks.
A third feature of the plan is abandonment of the daily schedule of classes. Instead of following a fixed routine each pupil budgets his own time and plans his own activities to accomplish the work laid out in the curriculum.
A fourth feature is the manner in which the curriculum is presented to the pupil. Instead of being laid out as a series of courses of study the curriculum is presented in term of "job". Each job represents one month's work in all subjects. Integration is carefully provided for in the planning of the job, and correlated progress is required so that the pupil does not advance more rapidly in some phases of his work than in others. The jobs are broken up into "units," each of which is a day's work in a single subject.
A fifth feature is the bulletin board. In effect the bulletin board takes the place of the daily schedule of classes. The pupil's first task upon reaching school in the morning is to consult the bulletin board and to note the scheduling for that day of group activities in which he will participate. The first fifteen minutes of the day are set aside as a period which the pupil may spend in planning his day's program.
A sixth feature is the independent work by the pupil. Class exercises of the recitation type are not held but instead the pupils work independently on their units and jobs, and consult teachers only for advice and assistance. Some group activities are maintained, for example, where the presence of the group is essential, but most of the academic work is carried on individually and independently by the pupils.
A seventh feature of the plan is the careful check that is continually made on the progress of pupils. Test a are given frequently in order to measure pupil achievements. Each pupil keep a job-book, in which the work he has accomplished is field, and this job-books are inspected occasionally to see that the pupils are doing the required work. Elaborate graphs are drawn showing the progress being made by each pupil.

THE PROFESSIONALIZATION OF TEACHING

Throughout the discussion emphasis has been laid on the importance of raising teaching to level of profession. Some would question whether teaching can yet claim to be a true profession, and certainly it will be admitted that teaching lacks some of the characteristics of the older professions such as law and medicine.
Factors tending toward the improved recognition of the professional status of the teacher are the increased amounts of preparation now being required for certification and the improved salary status. Both within and without the ranks of teachers there seems to be a growing desire and willingness to consider teaching as one of the important and recognized professions. On the other side of the question may be cited the tendency of some teachers to engage in undignified and unworthy methods of obtaining positions and the failure to follow an acceptable code of ethics. The lack of cohesion within the group of teachers is also evidence of lack of professional status.
The question of preparation of the teachers has been the center of lively interest in recent years. It is confidently expected and hoped that from these extensive studies of the problem there will emerge effective plans for improving and professionalizing the personal of the teaching and administrative staffs of the 'world' educational system.

THE SEVEN COMPONENT CTL

CTL, in the "world-educational" knows as Contextual Teaching Learning , is one of teaching learning approach which can theoretically teaching guidance. This approach is a holistic education process to help student understanding the mean of learning matter by relate the daily contextual, and than, student having knowledge, skill and attitude who can be transferred into the other problems. There is seven component teaching process by CTL approach.

1. Constructivisme.
The term is 'find and build strategic' more than first 'how much student reach knowledge'.
In this component for path can do is develop that children can be learn more meaningful than alone doing, find and constructivisme him knowledge and new skill.

2. Questioning.
Questioning viewed as fasilitator activity to guidance, to intelegence, and to give a stimulus to education. Develop the student currioscety by ask.

3. Inquiry.
In the teaching process must doing observation, questioning, hypothesis, sampling or data collected, and conclude. Do more inquiry activity for all topic.

4. Learning Community.
The concept to lay stress on learning achievement which cooperate the others. In the teaching learning, can do through build groups, cooperate with parallel class with other community or be asks to professional source. Create study-community by learn in groups.

5. Modeling.
The professional source, student or fasilitator became 'model' in the teaching learning. For coming model as teaching-learning sample.

6. Reflection.
The reflection is respond for case activity or the new receive knowledge. The reality is a testimony about what can reachable this day, note, or view of the teaching learning the day. Do reflection in the end teaching-learning.

7. Authentic Assessment.
The assessment is data collection who give ilustration student progress. Stressing in teaching learning to hope to help student learning how to learn, just not to the lesson. Do authentic assessment by all ways.