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United States (United States) (search for this): entry education-elementary
object of this paper to indicate briefly the points that give it importance. If one were to summarize concisely the history of educational progress in the United States for the nineteenth century as regards the elementary schools, he would say that there has been a change from the ungraded school in the sparsely settled distri of some of the advocates of educational reform on the ground that it was a new departure. This happened at a time when one-half of the school children in the United States are still taught, or rather allowed to memorize their text-books, by this method. The sub-committees on training of teachers and on organization of city sch history the committee suggest that the old method of beginning with the earliest ages be discontinued and that a regressive method be adopted, proceeding from United States history back to English history, and thence to Rome, Greece, and Judea, and the other sources of our civilization. In contrast to this genuine correlation t
Cleveland (Ohio, United States) (search for this): entry education-elementary
achers, and that the increase of urban population has made it possible. In the normal school the candidate is taught the history of education, the approved methods of instruction, and the grounds of each branch of study as they are to be found in the sciences that it presupposes. The method of eliminating politics from the control of a city school system is discussed in Judge Draper's frank and persuasive style, and a plan in essential particulars similar to that adopted in the city of Cleveland is recommended for trial in all large cities. A small schoolboard of five or ten members is appointed by the mayor, which, in turn, elects a school-director (but this officer may also be appointed by the mayor), who takes charge of the business side of the management of schools. For the professional side of the work a superintendent is appointed by the school-director, with the approval of two-thirds or three-fourths of the school-board. The terms of office suggested are, respectively,
R. Byron (search for this): entry education-elementary
rlier commencement of the secondary course of study. The committee urge strongly the subordination of elocution and grammar in the reading exercises to the study of the contents of the literary work of art, holding that the best lesson learned at school is the mastery of a poetic gem or a selection from a great prose writer. It is contended that the selections found in the school readers often possess more literary unity than the whole works from which they were taken, as in the case of Byron's Battle of Waterloo from Childe Harold. The importance of studying the unity of a work of art is dwelt upon in different parts of the report, and the old method of parsing works of art censured. An example of the Herbartian correlation is found in the method recommended for teaching geography—namely, that the industrial and commercial idea should be the centre from which the pupil moves out in two directions—from the supply of his needs for food, clothing, shelter, and culture he moves
Peter Parker (search for this): entry education-elementary
will in rational forms. Make the pupil familiar with self-sacrifice, make it a second nature to follow the behest of duty and heroically stifle selfish desires —this was their motto, expressed or implied. It was an education addressed primarily to the will. The new education is addressed to the feelings and desires. Its motto is: Develop the pupil through his desires and interests. Goethe preached this doctrine in his Wilhelm Meister. Froebel founded the kindergarten system on it. Colonel Parker's Quincy school experiment was, and his Cook County Normal School is, a centre for the promulgation of this idea. Those who advocate an extension of the system of elective studies in the colleges and its introduction even into secondary and elementary schools justify it by the principle of interest. It is noteworthy that this word interest is the watchword of the disciples of the Herbartian system of pedagogy. Herbart, in his psychology, substituted desire for will. He recognizes i
Friedrich Wilhelm August Froebel (search for this): entry education-elementary
to interesting the pupil than to disciplining the will in rational forms. Make the pupil familiar with self-sacrifice, make it a second nature to follow the behest of duty and heroically stifle selfish desires —this was their motto, expressed or implied. It was an education addressed primarily to the will. The new education is addressed to the feelings and desires. Its motto is: Develop the pupil through his desires and interests. Goethe preached this doctrine in his Wilhelm Meister. Froebel founded the kindergarten system on it. Colonel Parker's Quincy school experiment was, and his Cook County Normal School is, a centre for the promulgation of this idea. Those who advocate an extension of the system of elective studies in the colleges and its introduction even into secondary and elementary schools justify it by the principle of interest. It is noteworthy that this word interest is the watchword of the disciples of the Herbartian system of pedagogy. Herbart, in his psycho
Robinson Crusoe (search for this): entry education-elementary
ons of all climes through the world commerce. Likewise in the study of general history the committee suggest that the old method of beginning with the earliest ages be discontinued and that a regressive method be adopted, proceeding from United States history back to English history, and thence to Rome, Greece, and Judea, and the other sources of our civilization. In contrast to this genuine correlation the report describes an example of what it calls artificial correlation —where Robinson Crusoe or some literary work of art is made the centre of study for a considerable period of time, and geography, arithmetic, and other branches taught incidentally in connection with it. Perhaps the most important portion of this report is its attempt to draw a line between secondary and elementary studies. The recommendation to shorten the time devoted to the strictly elementary work, and to take up the two chief secondary studies in the seventh and eighth years will, when generally adop
Goethe (search for this): entry education-elementary
through his own impulse. The older methods looked less to interesting the pupil than to disciplining the will in rational forms. Make the pupil familiar with self-sacrifice, make it a second nature to follow the behest of duty and heroically stifle selfish desires —this was their motto, expressed or implied. It was an education addressed primarily to the will. The new education is addressed to the feelings and desires. Its motto is: Develop the pupil through his desires and interests. Goethe preached this doctrine in his Wilhelm Meister. Froebel founded the kindergarten system on it. Colonel Parker's Quincy school experiment was, and his Cook County Normal School is, a centre for the promulgation of this idea. Those who advocate an extension of the system of elective studies in the colleges and its introduction even into secondary and elementary schools justify it by the principle of interest. It is noteworthy that this word interest is the watchword of the disciples of the
John Eliot (search for this): entry education-elementary
Education, elementary. William Torrey Harris (q. v.)the U. S. Commissioner of Education since 1889, one of the highest authorities on the subject of education, writes as follows: At the meeting in 1892 the National Educational Association appointed a committee of ten persons to consider and report upon the subjects of study and the methods of instruction in secondary schools, including public high schools, private academies, and schools preparing students for college. President Eliot, of Harvard, was appointed chairman, with nine associates, four of whom were presidents of colleges, one a professor in a college, two principals of public high schools, and one head master of a preparatory school. This committee of ten, as it is generally called, had authority to select the members of special conferences and to arrange meetings for the discussion of the principal subjects taught in preparatory schools. The subjects represented were Latin, Greek, English, other modern langua
William Walker (search for this): entry education-elementary
rt is made the centre of study for a considerable period of time, and geography, arithmetic, and other branches taught incidentally in connection with it. Perhaps the most important portion of this report is its attempt to draw a line between secondary and elementary studies. The recommendation to shorten the time devoted to the strictly elementary work, and to take up the two chief secondary studies in the seventh and eighth years will, when generally adopted, largely increase the number of pupils who continue their school life into secondary and higher education. This, with the subordination of grammar to literary art and the shortening of the course in arithmetic, leaving what General Walker calls the conundrums for algebraic treatment, makes a series of radical departures which ought to please the warm advocates of progressive measures, notwithstanding the fact that strongly conservative position is taken regarding the educational value of the staple branches hitherto taught.
Lyman Copeland Draper (search for this): entry education-elementary
education, the approved methods of instruction, and the grounds of each branch of study as they are to be found in the sciences that it presupposes. The method of eliminating politics from the control of a city school system is discussed in Judge Draper's frank and persuasive style, and a plan in essential particulars similar to that adopted in the city of Cleveland is recommended for trial in all large cities. A small schoolboard of five or ten members is appointed by the mayor, which, in tons are defined by the school-board. This plan of government is based on the idea of the importance of personal responsibility at all points in the administration. Only an actual trial can determine its strength or weakness. All plans, as Judge Draper well says, presuppose a public spirit and a moral sense on the part of the people; they presuppose a sincere desire for good schools and a fair knowledge of what good schools are and of the best means of creating them. Where the whole people
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