Billeder på siden
PDF
ePub

II. AUTHORITIES

A. Herbart

ADAMS, J. The Herbartian Psychology Applied to Education. Chap. III.

DARROCH, A. Herbart and the Herbartian Theory of Education. Lect. V.

DEGARMO, C. Essentials of Method.

DEGARMO, C. German Contributions to the Coördination of Studies (Educational Review, Vol. IV, pp. 422-437); and A Working Basis for the Correlation of Studies (Educational Review, Vol. V, pp. 451-466).

DEGARMO, C. Herbart and the Herbartians.

FELKIN, H. M., and E. An Introduction to Herbart's Science and Practice of Education.

GILBERT, C. B. Practicable Correlations of Studies (Educational Review, Vol. XI, pp. 313-322).

GRAVES, F. P. Great Educators of Three Centuries. Chap. X. HARRIS, W. T. Herbart and Pestalozzi Compared (Educational Review, Vol. V, pp. 417-423); Herbart's Doctrine of Interest (Educational Review, Vol. X, pp. 71-81).

HARRIS, W. T. The Psychological Foundations of Education. Chap. XXXVI.

HERBART SOCIETY. Year Book. Nos. I and II.

JACKMAN, W. S. The Correlation of Science and History (Educational Review, Vol. IX, pp. 464-471).

LUKENS, H. T. The Correlation of Studies (Educational Review, Vol. X, pp. 364-383).

MCMURRY, C. A. The Elements of General Method.

MCMURRY, F. M. Concentration (Educational Review, Vol. IX, pp. 27-37).

PARKER, F. W. Talks on Pedagogics. An Outline of the Theory of Concentration.

PARKER, S. C. History of Modern Elementary Education. Chap. XVII.

REIN, W. Pestalozzi and Herbart (The Forum, Vol. XXI, pp. 346

SMITH, M. K. Herbart's Life (New England Journal of Education, Vol. XXIX, pp. 139ff.).

TOMPKINS, A. Herbart's Philosophy and His Educational Theory (Educational Review, Vol. XVI, pp. 233-243).

UFER, C. Introduction to the Pedagogy of Herbart. (Translated by J. C. Zinser).

VANDEWALKER, NINA C. The Culture Epoch Theory (Educational Review, Vol. XV, pp. 374-391).

VAN LIEW, C. C. Life of Herbart and Development of his Peda gogical Doctrine.

B. Froebel

BARNARD, H. (Editor). Kindergarten and Child Culture.

BLOW, SUSAN E. Educational Issues in the Kindergarten; Kindergarten Education (Monographs on Education in the United States, edited by N. M. Butler, No. I); Letters to a Mother; and Symbolic Education.

BOWEN, H. C. Froebel and Education by Self-activity.

BUTLER, N. M. Some Criticisms of the Kindergarten (Educational Review, Vol. XVIII, pp. 285-291).

EUCKEN, R. The Philosophy of Froebel (The Forum, Vol. XXX, pp. 172ff.).

GOLDAMMER, H. The Kindergarten (Translated by Wright). GRAVES, F. P. Great Educators of Three Centuries. Chap. XI. HAILMANN, W. N. Kindergarten Culture.

HANSCHMANN, A. B. The Kindergarten System (Translated by Franks).

HARRISON, ELIZABETH A. A Study of Child Nature.

HOPKINS, LOUISA P. The Spirit of the New Education.

KRAUS-BÖLTE, MARIA, and KRAUS, J. The Kindergarten Guide. Two volumes.

MARENHOLTZ-BÜLOW, BERTHE M. von. The Child and Child Nature.

MEIKLEJOHN, J. M. D. The New Education.

MONROE, P. Textbook in the History of Education. Chap. XI. The Educational Ideal. Chap. VIII.

MUNROE, J. P.

PARKER, S. C.
XVIII.

History of Modern Elementary Education. Chap.

PAYNE, J. Froebel and the Kindergarten.

PEABODY, ELIZABETH P. Education in the Home, the Kindergarten, and the Primary School; Lectures in the Training

School for Kindergartners.

POLLOCK, LOUISE. National Kindergarten Manual.

POULSSON, EMILIE. Love and Law in Child Training.

SCHAEFFER, MARY F. A Cycle of Work in the Kindergarten. SHIRREFF, EMILY. A Short Sketch of the Life of Friedrich Froebel and The Kindergarten System.

SNIDER, D. J. Froebel's Mother Play Songs; The Life of Froebel; and The Psychology of Froebel's Play Gifts.

THORNDIKE, E. L. The Psychology of the Kindergarten (Teachers College Record, Vol. IV, pp. 377-408).

VANDEWALKER, NINA C. Kindergarten in American Education. WEAVER, EMILY A. Paper and Scissors in the Schoolroom.

WIGGIN, KATE D. Children's Rights.

WIGGIN, KATE D. (Editor). The Kindergarten.

WIGGIN, KATE D. and SMITH, NORA A. Froebel's Gifts; Froebel's Occupations; Kindergarten Principles and Practice; and The Republic of Childhood.

CHAPTER VIII

LATER DEVELOPMENT OF PUBLIC EDUCATION IN THE

UNITED STATES

The 'revival'

in New Eng

Common Schools in New England since the Revival.

land was part We may now return to our account of the

of a general awakening,

but the effects

of the movement there have been most striking.

progress in American public education. The development of common schools that took place in 1835-1860 was not confined to New England. The new ideals of democracy were coming to be felt in American education, and during this period a rapid advance was taking place in the evolution of that unique product, the American common school. The 'revival' in New England has been most emphasized by historians, but the movement was general and did not have its sole source there. The work of Horace Mann and his predecessors and associates was but part of a much wider tendency. A little study reveals the fact that the influence of the awakening was felt in the education of practically every state, and that New England is simply typical of the country at large. It is true, however, that, owing to the decadence which had taken place in the schools of Massachusetts and Connecticut since colonial days, the effects of the awakening have been most profound and striking there. In Massachusetts Horace Mann has been succeeded in the central administration by seven scholarly and experienced educators, who have believed as firmly as he that all stages of education below the college should be open at

chusetts uni

vision, nor

teachers, and

tion of the

constantly

public expense without let or hindrance to the richest and poorest child alike, and that the smallest town should possess as good opportunities as the largest. Since the revival the state has likewise seen a steady growth of sen- In Massatiment for universal education and improved schooling, versal and never again has such an upheaval of the educational education, school supstrata been necessary. The income of the state school port, buildfund and additional appropriations have been steadily ment, high ings, equipincreased, their apportionment among the towns has schools, superbeen rendered more equitable from time to time, and an mal schools, effort has constantly been made to distribute them in the training of such a way as to encourage local effort and cooperation. the organizaThe school term has been lengthened to ten months and state system the average attendance of a pupil to seven years. The have been amount of truancy and irregularity has become almost increasing negligible through strictly enforced attendance laws. and improving; and the The improvements in school buildings, sanitation, and district sysequipment begun by Mann have steadily advanced. The district system died hard. Mann's official successors all strove tactfully to abolish it, but not until 1882 was it altogether forced out of existence. Most of the academies, which proved such a hindrance to the development of public secondary education, gradually died or were merged in the public system as high schools. By means of state aid, it has been possible since 1903 for the smallest towns to afford a high school training for their children at public expense. Supervision has also become universal during the past quarter century. Springfield first introduced a superintendent of schools in 1841, Gloucester in 1850, Boston in 1851, and the other cities much later, but since 1888, through increasing state aid and the combination of smaller towns into a

tem has been

forced out

of existence.

« ForrigeFortsæt »