History of Education Part 33

Colonel Parker, who had just returned from a careful study of European schools, accepted this responsibility and at once began reforms in primary education not second in importance to those of Horace Mann a generation earlier. The "New Education" and "Quincy Methods" began to be discussed everywhere, and Quincy became the educational Mecca for teachers from every part of the land. Some of the reforms inaugurated were the following: Text-books were abolished, the learning of the alphabet discontinued, mere memorizing of facts discountenanced, nature work was emphasized, concrete methods employed, and all school work made natural and interesting. The results in comparison with those of other schools were phenomenal, and it was recognized that a great reform movement had been started.

Doubtless, like reformers generally, Colonel Parker was too extreme.

Some of his innovations were later modified, even by the originator himself. Nevertheless, the Quincy Movement did incalculable good by breaking up the formalism that prevailed, by making the work practical and interesting, by offering suitable material, by improving the methods of instruction, and by awakening great interest in educational problems among both the teachers and the public at large. For this great work at Quincy, for his many years' service as the head of the Chicago Normal School, and for his stimulating influence upon elementary education throughout the country, Colonel Parker deserves a place among the foremost educators of recent times. The example of the Quincy School Board in placing an educational expert over their schools has been followed by many cities. The office of city superintendent has been created, and to him is now committed duties that formerly were undertaken by members of the School Board who were without professional training. This change marks a decided step forward in the educational progress of our country.

THE HERBARTIAN MOVEMENT

One of the most important educational movements of recent years, is that inaugurated by the disciples of Herbart[184] in this country. At the meeting of the New England a.s.sociation in Denver in 1895 a number of men, most of whom had studied under Stoy and Rein in Germany, formed the National Herbart Society, whose purpose was declared to be "the aggressive discussion and spread of educational doctrines." This society was the outgrowth of the Herbart Club, formed three years before at Saratoga. It is now known as the National Society for the Scientific Study of Education. It holds semiannual meetings in connection with the National a.s.sociation, but is not a department of said a.s.sociation. It issues "Yearbooks" which contain the results of the investigations of its members and which are valuable contributions to current educational literature.

Among the most important educational theories brought forward by this school may be mentioned that of Apperception, the Doctrine of Interest, the Correlation of Studies, Concentration, the Culture Epoch Theory, and Character Building as an end of education. The practical application of these theories to school problems has not been neglected. There is no doubt that the Herbartian teachings have served to bring education in this country to a scientific basis. The members of this society have been among the foremost contributors to the pedagogical literature of the last decade.

VARIOUS TENDENCIES

=Child Study.=--The old psychologists based their theories and deductions upon a study of the activities of the adult mind. Modern educators have turned their attention to the being whom they are to educate--the child. Questionnaires have been issued and syllabi formulated concerning many characteristics of children, such as their fears, their imaginations, their lies, their views of G.o.d, etc., for the purpose of discovering laws governing the same. While as yet the movement cannot claim to have added much to educational theory, it has stimulated careful study and observation of children, brought teachers into more genuine sympathy with them, suggested suitable material for instruction, and fostered rational discipline. It offers an unlimited and fruitful field for further investigation.

=Parents' Meetings.=--In the early history of the race parents a.s.sumed the entire education of their offspring. When schools became numerous and teachers efficient, parents largely absolved themselves from direct responsibility in the matter of education. To arouse proper interest and to unite all the agencies of the community in this work, parents'

meetings have been organized in many places. Thus the patrons of the school have not only been led to cooperate with their teachers, but also to study educational problems. Such organizations have strengthened the hands of the teachers, stimulated educational interest, and aroused a genuine and intelligent pride in the work of the school.

=Manual and Industrial Training.=--The marvelous industrial development of recent years, together with the att.i.tude of labor unions towards apprentices.h.i.+ps, creates a demand for a reconstruction of courses of study. Much of education that was secured in the shop and field must now be furnished in the school. "Educate the whole child" is the watchword.

The motor activities must be trained as well as the mental activities.

Indeed, the latter cannot attain their proper development without the former. Hence, manual training has been adopted as a part of the curriculum.

=Material Improvements.=--A careful study of the ventilation, lighting, seating, and other hygienic conditions, as well as construction of school buildings, has characterized recent times. In many places not only school materials, but also text-books, are furnished free of cost to the pupil. Physicians are also employed periodically to visit the schools and examine the children as to the condition of eyes and ears, as to the prevalence of disease, and as to their general health.

Safeguards are inaugurated to prevent the spread of contagious diseases.

All of these material measures are founded upon the theory that only under best conditions can the best results be obtained in education, and therefore it is true economy for the community to furnish these conditions.

FOOTNOTES:

[183] The members.h.i.+p at the Boston meeting in 1903 was 34,984. This, however, is far in excess of the average attendance.

[184] See p. 278.

BIBLIOGRAPHY

The following works have a bearing upon some phase of the many topics considered in this book. Most of them have been mentioned in abbreviated form either in the literature at the beginning of each chapter or in the footnotes. They are here given with their full t.i.tles.

A

ADAMS, FRANCIS. The Free School System of the United States.

ALLEN, W. F. A Short History of the Roman People.

ALLIES. The Monastic Life.

The Formation of Christendom.

ANDREWS, E. B. Brief Inst.i.tutes of General History.

ARCHER, T. A., and Kingsford, C. L. Crusaders.

ARNOLD, EDWIN. The Light of Asia.

ARNOLD, MATTHEW. Essays in Criticism.

ARNSTaDT, F. A. Rabelais und sein Traite d'Education.

Fenelon.

ASCHAM, ROGER. The Scholemaster (edited by E. Arber).

AZARIAS, BROTHER. Essays Educational.

Essays Philosophical.

Philosophy of Literature.

B

BALFOUR, GRAHAM. Educational Systems of Great Britain and Ireland

BALLANTINE, H. Midnight Marches through Persia.

BALLOU, M. M. Due West; or, Round the World in Ten Months.

Footprints of Travel.

BARDEEN, C. W. The Orbis Pictus of John Comenius.

BARNARD, HENRY. English Pedagogy.

Pestalozzi and Pestalozzianism.

American Journal of Education.

BARNES, EARL. Studies in Education.

BARROWS, JOHN HENRY. World's Parliament of Religions.

BEECHER, H. W. Life of Jesus the Christ.

BEEGER UND LEUTBECHER. Comenius Ausgewahlte Schriften.

BENJAMIN, S. G. W. The Story of Persia.

Persia and the Persians.

BESANT, WALTER. Rabelais.

BOONE, RICHARD G. Education in the United States: Its History from the Earliest Settlements.