movement cal in stress rather than moting tech form, in pro nical and and in fur mocracy. mon with the sociological. In its opposition to the dis- The scientific ciplinarians and its stress upon the content of education coincides with rather than the method, the scientific tendency coincides the sociologi with the sociological, although the former looks rather to ing content the natural sciences as a means of individual welfare, and the latter to the social and political sciences to equip the individual for life in social institutions and to secure commercial the progress of society. But while the scientist usually institutions, states his argument in individual terms, because of his thering deconnection in time and sympathy with the individualism of the eighteenth and nineteenth centuries, the same writer usually, as in the case of Rousseau, Combe, Spencer, and Huxley, advocates the social, moral, and political sciences as a means of complete living. Similarly, the sociological movement has especial kinship with the economic and utilitarian aspects of the study of the sciences, for professional, technical, and commercial institutions have been evolved because of sociological as well as scientific demands. Again, the use of the sciences in education as a means of preparing for life and the needs of society overlaps the modern sociological principle of furthering democracy, the best development of all classes, and the abandonment of artificial strata in society. As Hughes says in The Making of Citizens: "Until this tyranny of classicalism has been abolished, and the claims of science recognised, it will be impossible to realise the democratic ideal. Time again will, however, see the ideal realised. The first phase in this realisation will probably be the organisation of a system of schools avowedly independent of the classical spirit and keenly responsive to modern needs. Let us hope that they will not lack the true humanistic spirit. The Berlin Conference of 1890-1891 concluded that two types of secondary school were alone needed-the classical or Gymnasium and the modern or Realschule. Intermediate types are unnecessary and pedagogically unsound. The adoption of modern sides in both England and France has been condemned in theory and found inefficient in practice. Such a double system, however, cannot be considered as a permanent realising of this ideal. Socially such a separation of the future citizens of the State is unfortunate, and therefore it is with interest and sympathy that all true democrats will watch the efforts of American educators to solve this problem." SUPPLEMENTARY READING ARMSTRONG, H. E. (Editor). The Teaching of Scientific Method. Chaps. I and 18. BOONE, R. G. History of Education in the United States. Pp. 158-169. BUCKLEY, ARABELLA B. A Short History of Natural Science. CARPENTER, W. L. Science-Teaching (In Elementary Schools by William Bousfield). CLARK, F. W. The Teaching of Chemistry and Physics (United States Bureau of Education, Circular of Information, 1880, No. 6). COMBE, G. Education. COMPAYRÉ, G. Herbert Spencer and Scientific Education. COULTER, J. M. The Mission of Science in Education (Science, II, 12, pp. 281-293). DEXTER, E. G. VI, XVII, DRYER, C. R. ELIOT, C. W. FARRAR, F. W. History of Education in the United States. Chaps. and XIX. Science in Secondary Schools. Educational Reform. Essays on a Liberal Education. VI, FISKE, J. A Century of Science. I. GRAVES, F. P. HARRIS, W. T. Review, Vol. Education, Scientific and Technical. Great Educators of Three Centuries. Chap. XIV. JORDAN, D. S. Nature Study and Moral Culture (Proceedings of LLOYD, F. E., and BIGELOW, M. A. The Teaching of Biology. PEARSON, K. Grammar of Science. Chap. I. QUICK, R. H. Essays on Educational Reformers. Chap. XIX. THWING, C. F. A History of Higher Education in America. WHITE, A. D. Scientific and Industrial Education in the United WILLIAMS, H. S. History of Science. WILLIAMS, H. S. Story of Nineteenth Century Science. YOUMANS, E. L. (Editor). Culture Demanded by Modern Life. CHAPTER XI PRESENT DAY TENDENCIES IN EDUCATION Recent Attempts at a Reconstruction of Educational Practice. Because of the remarkable development of science and invention, the nineteenth century has often been referred to as the 'wonderful' century. Such a term affords no better description of material achievement than of the remarkable progress that has taken place in education. The last chapter showed how the growth of the sciences during this period has been reflected in the educational institutions of all countries; and previous chapters have indicated the extent to which, through various movements, education has been broadened and improved in conception and advancement. At the pres- There has been a continuous gain in the centralization and democratization of schools, in the content of the course of study, in the methods of teaching and the construction professional training of teachers, and in the liberality with which education has been established and maintained. But momentous as have been these changes and expansion of view, the near future of education will probably witness a much greater development in vision and concrete achievements. At the present time there are constant efforts at a modification and a reconstruction of education in the interest of a better adjustment of the individual to his social environment and of greatly improved conditions in society itself. Educational ent day some remarkable movements toward a re of education are going on. experimentation and discussion are being conducted along a great variety of lines, and are of a richer and more scientific nature than ever before. It is, of course, impossible to describe all of these movements even in the briefest manner, and it is difficult to select for consideration those most characteristic and promising. Yet some of the present day tendencies that appear most significant must at this point engage our passing attention. development the want of The Growth of Industrial Training.-The movement that is perhaps most emphasized to-day is the introduction of vocational training into the curriculum of education. There is now an especial need for this type of training in industrial lines. Since the industrial revolution and the development of the factory system, the master no longer works by the side of his apprentice and instructs him, and the ambition of the youth can no longer with the be spurred by the hope that he may himself some day of the factory become a master. His experience is no longer broad, system, and but is generally confined to some single process, and only high-grade a few of the operatives require anything more than low- skill, it has grade skill, when productive efficiency becomes the main sary for the goal of the system. Nor, as a rule, will the employer sider indusundertake any systematic education of his workmen, trial training. since the present mobility of labor permits of no guarantee that he will reap the benefit of such efforts, and the modern industrial plant is poorly adapted to supplying the necessary theoretical training for experts. Hence an outside agency, the school, has been called upon to assist in the solution of these new industrial problems. Industrial Schools in Germany. To meet the demand for industrial education, all the principal states of become neces school to con |