{"1": {"fulltext": "", "height": "3431", "width": "2035", "jp2-path": "chairsofpedagogi01jame_0001.jp2"}, "2": {"fulltext": "I\\nV.^ .C^^v. v./ V _. .C-^^v.", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0002.jp2"}, "3": {"fulltext": "V-\u00c2\u00bb B s", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0003.jp2"}, "4": {"fulltext": "", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0004.jp2"}, "5": {"fulltext": "PHILADELPHIA\\nSocial Science Association.\\nCHAIRS OF PEDAGOGICS\\nIN OUR\\nUNIVERSITIES.\\nA DISCUSSION\\nor THE\\nSCIENCE UND SRT OF EDUCATION\\nA8\\nUNIYERSITY DISCIPLINES.\\nBT\\nEDMUND J. JAMES, Ph. D.,\\nPrnfessDr in the University of Pennsylvania.\\nPublished by the\\nPHILADELPHIA SOCIAL SCIENCE ASSOCIATION,\\nJ20 Locust Street, Philadelphia.", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0005.jp2"}, "6": {"fulltext": "CONTENTS.\\nExpansion of the College and consequent change in the character of its work.\\nHarvard College as an illustration.\\nAccidental character of our educational progress and consequent unequal develop-\\nment of different subjects of instruction.\\nResult, that unimportant subjects have received undue attention, while very import-\\nant branches have been almost or entirely neglected.\\nTo the latter class belongs the subject of the Science and Art of Education.\\nThis branch should now be introduced into our Colleges and Universities for a\\nthree-fold reason\\n(i.) Specific office of the University to further the development of science as\\nsuch and consequently of the science of education,\\n(2.) Liberalizing character of this subject.\\n(3.) Practical advantages resulting from its cultivation.\\nInefficient character of our present teaching.\\nNo requirement at present of any previous professional preparation for this im-\\nportant calling.\\nNo evidence of professional study in the case of actual teachers.\\nOrigin and cause of present state of things.\\nNormal schools and their functions.\\nNeed of professional training for high school and college work as shown by charac-\\nter of educational problems involved.\\nPossible methods of furnishing this training\\n(l.) Inducements to private individuals to furnish these facilities.\\n(2.) Postgraduate seminaries for training of teachers for such work.\\n(3.) College and University Departments for the Cultivation of this Subject.\\nAdvantages of such departments\\n(I.) Would conduct the training of teachers under the best surroundings.\\n(2 Would tend to make teaching a real profession.\\n(3.) Would furnish facilities to all who care to improve their own work.\\n(4.) Would afford opportunities for the few choice spirits who are qualified by\\nnature to make contributions to the art and science of the subject to pre-\\npare themselves properly for the work.\\nWhat courses should be established.\\nCertain objections answered.\\nFacilities offered in Germany, England, Scotland and the United States.\\nSummary.\\nAPPENDIX.\\nNote I. Literature of the Subject.\\nII. Functions of the University.\\nIII. Normal Schools and Their Work.\\nIV. Argument for Training of Teachers in Regents Report.\\nV. Post-graduate Seminaries.\\nVI. Proper Place for Training Teachers.\\nVII. British Universities and Training of Teachers.\\n2\\nRoland* P. Falkner-", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0006.jp2"}, "7": {"fulltext": "Chairs of Pkoaoooics\\nIN OUR\\nUNIVKRSITIKS.\\nAmong the interesting phenomena connected with Ameri-\\ncan education of the last thirty years none are more\\nstriking than the expansion of the college and the change in\\nthe character of its work. A generation ago the college offered\\nto its students only one prescribed course of study in which\\nClassics and Mathematics formed the chief constituents.\\nThese subjects were supplemented by a little elementary\\ninstruction in natural science and a taste of moral science and\\nhistory. There was no recognition of the desirability of consulting\\ndifferent tastes among the students, or of encouraging devotion\\nto any branches of study except those which formed the staples\\nof the curriculum. So many hours each week were devoted in\\nthe Freshman year to Latin, so many to Greek, so many to\\nMathematics. The Sophomore year was a continuation of the\\nFreshman year. In the Junior year a little attention was given\\nto History, Physics and possibly Chemistry while in the\\nSenior year a few hours were given to Political Economy,\\nPhilosophy, Ethics and Constitutional Law. All the students\\ntook the same number of hours in each subject.\\nThe present curriculum is very different from the former in\\nall institutions, which have been enabled by the possession of\\npecuniary resources to advance. The great difference may be\\nmade clear by comparing the present curriculum of the institu-\\ntion, which has carried through these changes most consistently\\nwith the one in existence a generation ago. Harvard College,\\nalthough not the first to begin this reform, nor successful in her\\nfirst attempts to introduce it, has by a series of happy coinci-\\ndences taken her place at the very head of the column and stands\\nto-day by universal consent at the head of American institutions,\\n3", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0007.jp2"}, "8": {"fulltext": "so far as number of different branches taught in its curriculum\\nand the number of courses offered in each branch is concerned.\\nThis will appear more clearly by a brief comparison of one of\\nits late announcements with the typical course. The following\\nsubjects were represented in the college by different courses,\\naggregating the number of exercises per week indicated by the\\nfigures following each subject\\nHebrew, 6 Aramaic, 2 Assyrian, 6 Arabic, 4 Ethiopic,\\n2 Sanskrit, 8 Old Iranian, 2 Greek, 40 Latin, 40 English,\\n29; German, 24; French, 26; Italian, 10; Spanish, 12;\\nPhilosophy, 30; Political Economy, 17; History, 45 Roman\\nLaw, 6 Fine Arts, 17 Music, 13 Mathematics, 38 Physics,\\n21 Chemistry, 23 Natural History, 50; total, 471.\\nThe typical college has something like the following\\nGreek, 11 Latin, 11 Mathematics, 12 History, 5 Physics,\\n4 Natural History, 2 French, 3 German, 3 Political\\nEconomy, 3 Political Science, Ethics, c.. 3 Philosophy and\\nLogic, 3 total, 60. That is. Harvard College offers nearly\\neight times as many exercises per week in the various branches\\nof human science as the ordinary classical college.*\\nImportant as this change in the number of subjects of\\ninstruction has been for our college system, it is no more\\nimportant than another change intimately related to it though\\nquite different in character, and that is the revolution in the\\nkind of teaching afforded in each of the leading subjects. This\\ndifference is much greater than one would infer from a mere\\ncontemplation of the subjects announced in the catalogues.\\nEven thirty years ago, for example, the subject of Political\\nEconomy was included in nearly all the college curricula of the\\ncountry. But it was at that time taught by the president of the\\ncollege, usually a clergyman, whose time was fully occupied by\\nother duties, and whose attitude toward such topics was\\nhopelessly biased by the fact of his theological education and\\nprofession. To-day it is taught in our better institutions by men\\nwho have made a specialty of social and economic topics, and\\nOf course, this could not be done satisfactorily without an elective system of\\nsome sort either elective study, elective course, or elective group system, nnder\\nwhich each student takes no greater number of hours per week than under the old\\nplan, but has a much wider range of choice in the selection of his subjects.", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0008.jp2"}, "9": {"fulltext": "whose whole time and attention are devoted to this department\\nof investigation. More than that, where thirty years ago, one\\nshort course of perhaps forty to fifty exercises was considered\\nsufficient, to-day, no college of any size is satisfied unless\\nit can, at least, double or triple these opportunities, and several\\nof the centers offer a number of courses, each of which has\\nmore exercises than were formerly offered in the whole\\ncurriculum. The same thing is true of other subjects, so\\nthat we can fairly say, that the teaching of such subjects was\\nformerly tutorial merely, and given by men who were qualified\\nin that subject only for a tutor s work, while to-day it is pro-\\nfessional and given by experts in the various subjects. This\\ndifference is vast, and signifies a total revolution in the spirit and\\nresults of college work.\\nThis development, significant and far reaching as it is, has,\\nhowever, not been symmetrical. It has gone on in an almost\\naccidental way. The subjects which have received the most\\ncareful attention have been in many cases those far removed, rela-\\ntively speaking, from the immediate demands of our national life.\\nThus, the subject of Assyriology, than which it would be difficult\\nto find one more remote from all our practical interests, speak-\\ning in a narrow sense, has received such an impetus, that an\\nAmerican student can now find as good opportunities for its\\nstudy at home as abroad, and very much better advantages than\\nin most other countries. On the other hand, the subject of\\nPolitical and Social Science has received only inadequate recog-\\nnition, considering their vital importance to our political and\\nsocial development. The reason for this is not far to seek.\\nOur higher educational institutions are, to a large extent, in the\\nhands of private parties, who are bound in their management of\\nthe institution by many an old provision of a will, or by strong\\ncorporate or individual interests. They are dependent for their\\nresources upon private beneficence for the means of carrying on\\ntheir work at all. Every individual, therefore, who imagines\\nthat he knows what the educational interests of the time demand\\nand who has a sum of money at his command, may practically\\ndetermine the whole course of an institution by giving the money,\\non condition that it be used in a definite manner to promote a", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0009.jp2"}, "10": {"fulltext": "definite subject or subjects. The universities are, therefore,\\nrarely in a position to pay much attention to symmetrical\\ndevelopment, with a due regard to the wider interests of the\\ncommunity. It is rather a wonder, under the circumstances, that\\ntheir curricula are as symmetrical as they are.\\nThis circumstance makes it necessary, that from time to time\\nwe should canvass our institutions and our national needs, and\\nascertain whether the former are answering the latter to as full\\nan extent as possible. If it appears that in this accidental pro-\\ncess of development we are leaving great gaps, then it is our\\nduty to call attention to this fact, and urge upon the directors of\\nour institutions and upon the benefactors of the public, the\\nnecessity of remedying such defects by timely action.\\nProminent among the subjects which are fundamentally\\nimportant to our national welfare, and yet, which are almost\\nentirely neglected by our higher institutions, is Education in its\\nhistorical, scientific, and practical aspects. It is the purpose of\\nthe present paper to investigate the relation of this branch of\\ninquiry to the country at large, to the teaching profession, and\\nto the higher institutions of learning themselves.*\\nIf we examine our national institutions and arrange them in\\norder of their importance to national welfare, we shall certainly\\nput high in the list those pertaining to the training and\\neducation of the people. The work of education itself is, of\\ncourse, of fundamental importance to national welfare, since it\\nis one of the most important means of transmitting to the next\\ngeneration the heritage of culture, which we have received\\nfrom our predecessors. It is the means by which the con-\\ntinuity of progress is preserved. Accordingly as it is well or\\nill done is the basis of all future progress maintained. It is\\nmoreover, the means by which each successive generation is\\nmade more worthy than the preceding, to take up and carry on\\nthe work of furthering civilization in every department.!\\nThe work of education determines whether the individuals\\nupon whom will shortly rest the burden of managing the world s\\nSee note I, Appendix.\\n\u00e2\u0080\u00a2j-Cp. Spencer on Education.", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0010.jp2"}, "11": {"fulltext": "affairs shall be properly prepared for their task, and con-\\nsequently, whether the sacrifices which all preceding generations\\nhave made for this end shall be crowned with legitimate fruit.\\nSurely a subject of this importance can not receive too much\\nattention from those who are interested in the progress of the\\nrace.\\nBut the subject is of special importance to the welfare and\\nexistence of the institutions of education themselves. It is\\nsurely proper that a set of institutions which exist solely for the\\npurpose of promoting education should encourage and develope\\nthe science of education itself and the art which rests upon it.\\nIt is surely fitting that they should devote time and effort to\\ncollecting all the information on this subject which is obtain-\\nable that they should investigate everything which pertains to\\nthe proper ends and means of this very work in which they are\\nengaged. One would suppose that they would, as a matter, of\\ncourse, take care that this department of human learning so\\nimmediately relating to themselves should be adequately\\nprotected and fostered.\\nThe subject is important in a special sense to a large and\\ngrowing class in the community, viz., the individuals who carry\\non the actual work of instruction in our educational institutions\\nof all grades from the lowest to the highest. It is surely to\\ntheir interest that everything should be done to promote the\\nadvance of human science in a field where their whole interest\\nis concentrated; that they should favor every plan which\\npromises to increase Dur knowledge of the human mind in its\\nrelations to training, of the methods of reaching desired results\\nand of the proper kind of results to reach.\\nWhen, however, we actually examine the existing institu-\\ntions, we shall find that little or nothing has been done to foster\\nand promote this branch of human learning, in spite of its\\nimportance in these various respects. In spite of the fact, that\\nwe have some 300,000 teachers in this country whose success,\\ntested by any proper standard, depends on the fullest and\\ncompletest knowledge of principles and practice in this field; in\\nspite of the fact, that we have nearly four hundred higher\\ninstitutions of various kinds engraved in turning: out such", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0011.jp2"}, "12": {"fulltext": "8\\nteachers for this work in spite of the fact, that the public is\\npaying hundreds of millions of dollars in order to have this work\\nof education carried on by these teachers, and that it is therefore\\nvitally interested in their knowing everything possible about\\nthis subject, the truth remains, that in this whole country\\nthere is no centre adequately equipped for the purpose of\\nfostering and promoting this great department of human science\\nand art. In the case of most of our large institutions the subject\\nis not even mentioned in any part of their announcements. This\\nis exceedingly noticeable in regard to Harvard College,where they\\nseem to have thought of almost everything else, but pass over\\nthis branch of learning entirely.\\nThis state of things which may be explained, though it can\\nhardly be justified, will he touched upon again in another part of\\nthe paper.\\nIn our opinion, the time has fully come, when the subject\\nof education in its historical, scientific and practical aspects,\\nshould find a place in the curricula of our higher institutions of\\nlearning. This claim is made on a three-fold basis. It is, in the\\nfirst place, one of the prime functions of the University as such,\\nto contribute as far as possible to the advance of human science\\nin every department of life.* The study of this subject affords,\\nmoreover, a liberal training, as surely as the study of many of\\nthe recognized constitutents of our present curricula, and as\\nsuch, deserves a place by the side of other elements of a liberal\\neducation. And, finally, the practical results which would flow\\nfrom such incorporation are many and great.\\nWe are coming more and more in this country to recognize\\nwhat is a commonplace in all other civilized lands, that the\\nhigher institutions of learning do not exist, merely in order to\\ntransmit hereditary intellectual possessions of one generation\\nto the next not merely to train the rising generation in existing\\nscience and art, but also, and quite as much for the purpose of\\nfurthering science itself. Experience has shown, that in order\\nto secure adequate attention to any great branch of science, even\\nin the best of these institutions, it is necessary to recognize it as\\na proper subject of university work, by establishing professor-\\nSee Note II., Appendix.", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0012.jp2"}, "13": {"fulltext": "ships, whose incumbents have the duty of promoting by\\noriginal investigations in every direction the subjects which\\nthey represent. It is in this way, that that mangificent system\\nof higher institutions, the German Universities, have gained\\nthe leading place in the education of the world. It is, in a\\nword, the wise endowment of research in connection with\\na practical recognition of the value of such studies which has\\nproduced this remarkable result. Other universities are follow-\\ning this feature, which, although it did not originate in Germany,\\nhas found there its best modern exemplification. We recognize\\nnow, that if a number of professorships are established in any\\ndepartment of learning and properly filled by suitable men, the\\nresult can not fail to be a great widening of our range of\\nknowledge along such lines of investigation. When we can\\ncount thirty or forty professors of the Science and Art of Educa-\\ntion in our American Universities, we may be sure that these\\ndisciplines will be greatly advanced, and that the professors\\nwill discover and elaborate much which will be of great value\\nfrom a scientific, as well as a practical point of view. It is\\nbelieved, moreover, that in such a country as ours, where the\\ndivision of labor is carried through so thoroughly, this is the\\nonly method which will ensure the regular and rapid advance\\nof human science in this department.\\nBut as it is, we have already a number of contributions to\\nthe science of education, the study of which can not but result\\nin the same sort of liberal training, which is produced by the\\npursuit of any other branch of speculative thought or institutional\\nhistory. In such Colleges as Harvard, Michigan, Cornell, Johns\\nHopkins, Pennsylvania, Yale and many others, it is recognized\\nby the adoption of a partial or complete elective system for the\\ndegree of A.B., that the value of any study so accepted is about\\nequal to that of any other in the course of liberal training.\\nNow, the subject which is called the science of education,\\nthough still very limited, and made up for the most part of\\ndisputed propositions, is of the same character as any other\\nbranch of the philosophic or moral sciences, and if pursued,\\neven in its present form, would give the same kind of discipline.\\nThe study of educational theories is a branch of the history of", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0013.jp2"}, "14": {"fulltext": "lO\\nphilosophy, while the history of educational institutions and\\nprocesses and methods is also a branch, and a very important\\none, of institutional history. Education can lay claim to the\\nsame sort of treatment accorded to these subjects on its own\\nintrinsic merits as a branch of liberal training. It should be in-\\ncluded, therefore, as a branch of study in every college which\\nhas adopted the elective system of studies leading to a liberal\\ndegree.\\nIt is, moreover, fitting, that the college and university\\nshould afford opportunities for this kind of work, since they are\\nthe great trainers of our teachers. Even in the State of New\\nYork, which has, perhaps, provided on the whole, the best\\nopportunities for such education as may be gained outside of a\\ncollege, three-fourths of the principals of academies are\\ngraduates of college. Fully one-third, if not one half of all the\\ngraduates of the colleges of this country teach for a longer or\\nshorter period after graduating.* The colleges and universities\\nrecruit their teaching force almost exclusively from the ranks of\\ncollege men, and they should furnish facilities for these men to\\nprepare themselves for their work.f\\nFinally, the subject of education should be included as a con-\\nstituent part of the curriculum of our higher institutions of\\nlearning, on account of the great practical advantages which\\nwould flow from such a step. It would contribute more than\\nany other one thing to an improvement of our educational system.\\nIt would do this in several ways. As already noted, it would tend\\nto increase our knowledge of educational science and art, so that\\nall teachers who cared to do so could improve their work by\\napplying this increased knowledge. To those teachers who\\ndesired to prepare themselves professionally for their work, it\\nwould afford opportunities which do not exist at present. By\\naffording these opportunities, it would tend to beget a desire for\\nthis sort of professional training, which could not but result in a\\ngreat increase in the number of those teachers who would thus\\nseek to prepare themselves better for their work and in this\\nCp. Normal Instruction in Colleges, Edward North, University of New\\nYork. Regent s Report, 1869, p. 701.\\nf Cp. Note II Appendix.", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0014.jp2"}, "15": {"fulltext": "II\\nway a professional spirit would grow up, which would produce the\\nmost beneficial effect in raising the character of the average\\nteacher. In other words, the universities would contribute a\\nvery important service in offering to the teachers of the country\\na professional training for their future careers.\\nThe possibility of establishing in the universities a course\\nof study in the science and art of education, which would be of\\naid to future teachers in preparing themselves for their work\\nhas been much discussed of late both at home and abroad.\\nIt is my firm conviction, after carefully following this discussion\\nas far as I have been able to inform myself from actual observa-\\ntion and from the literature concerning it, that those who have\\nmaintained that such a course could and should be established\\nhave made out their case clearly and conclusively.\\nThe need of improvement in our teaching is, I think,\\napparent, and is generally conceded. If we confine our attention\\nin the first instance, to the domain of so-called secondary educa-\\ntion, we shall have to admit, I think, that most of the teaching\\ndone in this field is of a very low grade. Certainly, no one\\nwho has passed through the different forms of one of our\\npreparatory schools, high schools, or academies, and who is\\nendowed with a reflective turn of mind can resist the conviction\\nthat the great majority of the men and women who were en-\\ntrusted with the task of training him were unskilled laborers\\nin this most important of fields.\\nThe explanation of this fact in the case of many of the\\nteachers is easy. They are too young and too inexperienced to\\nbe very successful in their work. But even in the case of those\\nwho have been engaged in teaching for years, the majority of\\nthem would be classed under the rubric of very moderate or very\\npoor teachers. The case is in nowise different in the colleges.\\nA very large percentage of the men engaged in the work of\\ncollege instruction are inefficient. Surely there is great need\\nof trying everything which promises to assist in remedying\\nthis great evil.\\nThe most striking fact relating to this condition of things\\nis the circumstance that in this whole department there is al-\\nmost absolutely no trace of requiring any previous special", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0015.jp2"}, "16": {"fulltext": "12\\ntraining for the work of education. In the case of a physician\\nthe community demands that he shall have attended some\\nspecial school organized for the particular purpose of training\\nthose who wish to practice medicine. We insist that he shall\\nhave the certificate of a body of specialists that he has given\\nsome study and attention to the bodies of the patients upon\\nwhich he practices, that be shall have studied the nature and\\nqualities of the drugs which he proposes to give, and that he shall\\nhave begun his practice under the eye of a trained specialist,\\nand thus acquire some skill before he may go out and set him-\\nself up as a physician. The same thing is true of the dentists\\nand apothecaries. We refuse to entrust even our teeth to the\\ncare of any one who has not taken a course of special training\\nunder competent authorities. Nay even the men who wish to\\npractice upon animals, even our cat and dog doctors, must first\\nprove that they have spent two or three years in studying all\\nthat is known of cat and dog treatment before we give them carte\\nblanche in treating our useful or ornamental animals. It is only\\nin the case of those who are to undertake the treatment of the\\nminds of our children of whom we demand absolutely no evi-\\ndence of skill. Socrates accused the Athenians justly of exer-\\ncising more discrimination in the selection of the trainers for\\ntheir horses and cows than of the trainers for their children.\\nSince Socrates time we have made great improvements in the\\nselection of the trainers of our animals, but we are still on the\\nlevel of the Athenians so far as selecting teachers for our\\nown children is concerned.\\nIt is not only true that we have no special institutions whose\\nchief object is the preparation of teachers for this grade of in-\\nstruction, but there are few courses in connection with existing\\ninstitutions which have for their purpose this peculiar training\\nsuitable for the future teacher. Nor is this by any means a full\\nstatement of the case. When we come to examine the system\\nof appointing teachers we shall find that no requirement is\\nmade in such schools that the candidates seeking appointment\\nshall know anything about the subject of education in general or\\nthe teaching of the particular branches he will take up, beyond\\nthat minimum which he must necessarily have absorbed in com-", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0016.jp2"}, "17": {"fulltext": "13\\nmon with every educated man in connection with his own edu-\\ncational course or, possibly, that practical and empirical ac-\\nquaintance which it is presumed he must have obtained if he\\nhas actually taught for a longer or shorter period. Nor is this\\nall. If we go into the schools themselves and inquire of the\\nactual teachers who are conducting the work how much time\\nand attention they may have given to the study and investiga-\\ntion, we will not say, of educational problems in general, but of\\nthe special and particular problems connected with the branches\\nthey are teaching, we shall be amazed at the ignorance dis-\\nplayed by the average teacher in such schools in regard to many\\nof the fundamental questions relating to his work. He knows\\nlittle or nothing of what his colleagues are doing in the same\\nline in other places, what experiments they are trying, what\\nresults they are attaining, what ideals they have before them\\nand by what methods they are working towards them. He\\nknows, if possible, still less about what his predecessors did in\\nthe same field before he entered it. He has never given any\\ntime or attention to the history of teaching in his branch. He\\nknows nothing of the experience of the race in that department\\nthough it may be a recorded one dating back 2,500 years. In\\nother words, he is going it alone without any reference to the\\nsuccess or failure of the thousands who may have traveled the\\nsame road before.\\nNot only is he ignora.nt of the thought and experience of the\\nrace in the field in which he is at work, but he has never even\\ngiven any considerable reflection on his own account to the\\nwork he is doing. He has no well defined idea as to the edu-\\ncational purposes and objects of the branch which he is teach-\\ning, or as to the wisdom or unwisdom of the methods which he\\nadopts. In a word, nearly every element which is a distinc-\\ntively characteristic result of professional training is lacking,\\nnot only in the candidates for such positions, but in large num-\\nbers of the present incumbents.\\nA striking confirmation of this view is to be found in the\\nclass of considerations which determine the appomtment ta\\npositions in our secondary schools and colleges. Leaving out\\nthe cases, which are unfortunately too numerous, where personal", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0017.jp2"}, "18": {"fulltext": "14\\nconsiderations are the decisive element, let us take an instance\\nwhere the determination exists to select the best men who can\\nbe obtained. What are the questions asked in regard to the\\ncandidate Suppose it is a position to teach mathematics in\\na high school, preparatory school or college. Is he a gradu-\\nate of a college Has he taught Did he succeed in his teach-\\ning Has he had a special course in mathematics Can he\\nmanage the boys If you can answer these questions in the\\naffirmative you are perfectly content greatly rejoiced, in fact,\\nsince a man who can fill this bill and will take the remuneration\\noffered is a avis vara. And yet, even in this case, there is no\\ntrace of a requirement that the candidate shall have had in any\\npeculiar sense a professional education. Scholarship and a\\nknack of getting along with the boys are the two things sought.\\nNo question as to whether the candidate knows anything of the\\nmost improved existing methods of teaching his subject no\\nquestion as to whether he knows anything of the experience of\\nthe great army of mathematical teachers who have preceded\\nhim no question as to whether he has studied the opinions of\\nthe great thinkers as to the peculiar educational function of his\\nspecial branches, or as to their relation to other branches, and\\ntheir consequent position in a liberal or technical curriculum\\nin a word, no question which would indicate that this man is\\ngoing into the department of teaching this subject rather than\\ninto any one of numerous occupations where a knowledge of\\nmathematics might be useful to him. The very most that is\\nrequired is successful experience in teaching, which means\\nsimply, under ordinary conditions, ability to manage a class of\\nboys or young men so that they will observe reasonable order\\nduring the class room hour. Ordinarily we are content, as we\\nmust be, with the assurance of a very moderate amount of\\nscholarship.\\nIn other words, we do not recognize in this department of\\neducation the desirability of a professional training as distinct\\nfrom a mere knowledge of the subject-matter of teaching, or\\nfrom empirical experience in the class room. It is as if we\\nwere to be content in the case of the civil engineer with a\\nknowledge of mathematics, or in the case of a physician with a\\nknowledge of materia medica.", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0018.jp2"}, "19": {"fulltext": "15\\nThis is not true of all departments of education. There\\nis in the field of so-called elementary education a growing rec-\\nognition of the desirability of some sort of professional train-\\ning, as is demonstrated by the rapidly increasing number of\\nnormal schools. We would not maintain that these schools\\nhave done all that was expected of them by the enthusiastic\\nmen who labored for their introduction into this country, nor\\ncan we admit all their advocates claim for them as they actually\\nexist in this country to-day nor can we allow that even under\\nmore favorable circumstances they could achieve what certain\\neducators claim for them. But we must admit that they have\\ncontributed powerfully to improve the condition of elementary\\nschools in all countries where they have been properly organ-\\nized and managed, and that this advantage has come chiefly\\nfrom the circumstance that they recognize the necessity and\\npossibility of some kind of professional training for those who\\nexpect to teach in our elementary schools.*\\nThe field of the normal schools, however, at the best is\\nextremely limited, and it is simply impossible that they should\\never furnish the kind of training in education which must be\\ngiven if we are to improve our educational system rapidly and\\ncontinuously. They do not make m,any or valuable contribu-\\ntions to the science of education, and we cannot expect it of\\nthem under present conditions, or indeed, under any conditions\\nwhich are likely to be realized for generations to come. They\\ndo serve as valuable distributing reservoirs of the science and\\nart, which are evolved elsewhere, and we can not now do with-\\nout them any more than we can allow ourselves to remain de-\\npendent upon them for the training in educational art and\\nscience which teachers in other fields require.\\nIt is a curious circumstance that the recognition of the\\nnecessity of some sort of professional training is characteristic\\nof Elementary education, while in the domain of secondary and\\nhigher education there is scarcely a trace of it.\\nIt seems to me that the explanation is to be found in three\\nfacts. The great advance in this respect in elementary educa-\\ntion is due chiefly to a historical accident. When the work of\\nSee Note IV., Appendix.", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0019.jp2"}, "20": {"fulltext": "i6\\ndeveloping elementary schools was finally taken up in earnest\\nthe demand for teachers immediately outran the supply. It\\nwas simply impossible to get a sufficient number of persons who\\npossessed the requisite scholarship to teach even the three R s.\\nThe recognition of this fact was followed by the establishment\\nof schools for the education of teachers. The work, in the first\\ninstance, was nearly entirely academic in character, i. e., it was\\nconfined to the teaching of the subject-matter alone, and a large\\nmajority of our so-called normal schools in this country are still\\nin this stage, i. e., they are nothing but academies, even where\\nthey pretend to be something more. But the possibility and\\ndesirability of developing a professional training in conneetion\\nwith such schools soon became evident. As a result, there\\nwas a thorough going and in some cases a rapid\\nrevolution and evolution, and the professional school\\nemerged from the academy. Our best normal schools can now\\nfairly be called professional schools, for even where they keep\\nthe academic work and instruct in all the branches taught in\\nour common schools, as most of them do, the whole instruction\\nhas a professional character and is given with reference to the\\nfact that the pupil is to become a teacher in these and similar\\nbranches.\\nThe history of higher and secondary education has been, en\\nthe contrary, a very different one. Our colleges and universities\\nhave always sent out more men with a moderate degree of\\nscholarship and a willingness to teach than could find places in\\nour schools and colleges. As a consequence, the public has\\nnever felt the necessity of special institutions to impart the re-\\nquired degree of scholarship, and as the teachers acquired\\ntheir education in an institution which existed as much for the\\nfuture lawyer, doctor, clergyman and merchant as for the\\nteacher, it was undesirable and impossible to shape the instruc-\\ntion for the special benefit of the last class.\\nIn these two facts then lie, I believe, the explanation of the\\norigin of the present condition in regard to this question. Its\\ncontinuance is owing to conservatism and to the general preva-\\nlence of what must be regarded as a perniciously false idea that\\na thorough knowledge of the subject-matter of teaching is a\\nsufificient preparation for a teacher s work.", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0020.jp2"}, "21": {"fulltext": "While, therefore, the present state of things can be easily\\nexplained, it can not be so easily justified. There is the same\\ninefficiency in our secondary and higher work which formerly\\nexisted in every branch of elementary education. It is due in\\npart to the same cause, viz.: lack of acquaintance with educa-\\ntional literature and educational experience. It may be largely\\nremedied by similar means, viz.: the professional training of the\\ncandidate in the science and art of education before he may\\nenter the work. We suffer at present on the one hand from\\nthe inexperience of the beginner, the evil effects of which may\\nbe greatly reduced by calling his attention, before he begins his\\nwork, to the pitfalls which lie on every side of him, by present-\\ning to him the results of educational experience and thought,\\nas to the significance from a general and a special point of view\\nof the branches he is going to teach and the methods with\\nwhich the great and small educators of the world have tried to\\naccomplish what they considered desirable ends. We suffer on\\nthe other hand from the experience of the routinist, who, hav-\\ning begun his work with no acquaintance with the problems or\\nhistory of education has continued it, one might almost say, as\\na handicraft, with no desire to know what others are doing or\\nhave done, are thinking or have thought on the work in which\\nhe is engaged. He would have been a very different teacher\\nhad he begun his career with an appreciation of the importance\\nand success of his work, with the knowledge of its relation to\\nthe past and the present, and under the influence of the\\nesprit de corps which ever springs from a consciousness of\\nbeing a part of a learned professional body.\\nThe professional training of teachers for our higher schools\\nand colleges is as necessary as the professional training of ele-\\nmentary teachers.* This will appear, think, from the follow-\\ning consideration\\nThe problems of secondary education, i. e., of education in\\nour secondary schools are, for a part of the course, exactly the\\nsame as those of the so-called elementary education. The\\nterm secondary school we apply to those which fit for colleges\\nand universities. Now very many such schools take the boys\\nSee Note V., Appendix.", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0021.jp2"}, "22": {"fulltext": "i8\\nand girls at an early age, usually at ten years and often younger.\\nOf course, in the case of such pupils the pedagogical problems\\nare exactly the same, somewhat modified, it is true, in some in-\\nstances by the studies pursued. If one set of teachers profit\\nby a professional training in work of this grade, it is reasonable\\nto suppose that the other must do so, too.\\nAgain, the problem of secondary education in those grades\\nabove the lowest say in the three years immediately preced-\\ning the college although not exactly the same, are quite as\\nbroad, complicated aud difficult as those in the lower grades.\\nIn some respects, indeed, from a practical point of view they\\nare more difficult, since in the case of the latter, one knotty\\nquestion, viz.: what branches should be studied is in a large\\npart decisively determined by the practical demands of our mod-\\nern life and the subsequent course of study. Reading, writing,\\nand arithmetic must be largely studied in the early years.\\nIn the third place the pedagogical questions of the college\\nare in many respects similar to those in the upper grades of\\nthe preparatory schools. In the average college, indeed, with a\\nprescribed course and text-book study, there is but little differ-\\nence in the problems of instruction except those growing out\\nof the age of the pupil. A foreigner in passing from the high-\\nest form of a preparatory school to the freshman class of an\\nordinary college would notice but little if any difference either in\\nsubject or method in the instruction of good teachers.\\nFinally, the larger pedagogical problems which are decided\\nin our college and university faculties relating to subjects of\\nadmission, methods of examination, system of electives, are\\nsuch as imperatively demand for their proper decision that\\nthorough acquaintance with the problems of education, their\\ngenesis, development and solution which if general, can only be\\nthe accompaniment of a course of professional instruction\\nwhich shall embrace all who wish to teach.\\nSo much for the importance of the problems involved.\\nThe necessity of some preparation on the part of those who\\nare to settle these problems, either theoretically or practically,\\nfollows almost as a matter of course.\\nLogically speaking, there are several ways in which this\\nmight be done. The State might demand, as Adam Smith", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0022.jp2"}, "23": {"fulltext": "19\\nproposed in speaking of a similar topic, that all candidates for\\npositions in our higher schools and colleges should pass a State\\nexamination in the science of education, educational history,\\nbiographical, institutional and methodical, leaving the individuals\\nto get the necessary instruction where they can, trusting to\\nindividual energy to organize schools for this work as a business\\nenterprise. All educational history, however, shows that such\\na scheme is unsatisfactory. No high degree of acquirement can\\nbe demanded as a matter of fact. The State might, however,\\nestablish in addition, special post-graduate schools, whither\\ngraduates of college might go and get this special training prior\\nto beginning the work of teaching. The Government of\\nPrussia has done this to some extent, and although the experi-\\nment seems moderately successful, yet, it has never been tried on\\na sufficiently large scale to decide its practicability.* The State\\nmight also establish courses in the science and art of education,\\nin connection with the existing schools for higher instruction,\\nand require all candidates for such positions to pass an examina-\\ntion in such courses. This is what Germany has done on a large\\nscale, and the result is, that Germany leads the world in educa-\\ntional matters, the German literature on educational topics being\\nequal in value to that of all other countries. Scotland has also\\ndone something in this line. These plans in their entirety we\\ncan certainly not adopt here at present. It would be, politically\\nspeaking, impossible to require our private colleges to limit\\ntheir appointments to those who had passed such a State exami-\\nnation. Some of our State institutions in the West, have began\\nthe work by establishing courses of this kind, though they have\\nfew or no special privileges for students who have completed\\nthem.\\nAnother method, and one which is practicable here and in\\nthorough sympathy with our American way of doing things, is\\nfor our existing colleges and universities to establish such\\ncourses, make them thoroughly efficient, and then trust to the\\ngrowing insight of the public and of teachers themselves to\\nbeget a public sentiment which would make their completion a\\nnecessary part of every teacher s equipment.\\nSee Appendix. Note VI.", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0023.jp2"}, "24": {"fulltext": "20\\nA great advantage of this last method lies in the fact, that\\nthe teachers in acquiring their professional training would be\\nsubject to the liberalizing influences of a great centre of culture,\\nand would thus avoid that narrowness which too often\\ncharacterizes those who are trained to a specific calling in\\nspecial schools which have no connection with liberal depart-\\nments.*\\nOne of the chief practical advantages of such a develop-\\nment, as noted above, would be its tendency to make the calling\\nof teacher a profession. Our schools are to-day, speaking\\ngenerally, taught by men and women who have no idea of re-\\nmaining in the work any longer than they can help. The\\nmajority of teachers in all grades from the ungraded country\\nschools to the college are teachers, so to speak from necessity.\\nThey are women waiting to get married, young men waiting until\\nthey can get money enough to go to the Law or Medical School, or\\nfinish their theological course or become dentists or veterinary\\nsurgeons anything, in fact, except teachers. The average life\\nof the teacher in the United States, taking in all classes, is not\\nover four years at the outside. An examination into the educa-\\ntional condition of the great State of Illinois, showed that the\\naverage public school teacher did not continue in the work\\nabove three years. Even the superintendents of city school\\nsystems, presidents and professors of high schools and princi-\\npals of ward schools, were only teaching until they could find\\nsomething else to do.\\nThe reason for this state of things is, of course, a very\\ncomplex one. It can not be sought in one circumstance. A\\nvery important ground is to be found in the fact, that the\\npecuniary inducements are so low, compared with those offered\\nin other professions. But after making all allowances, one of\\nthe most important reasons is to be sought in the fact, that the\\ngreat majority of teachers, especially in our secondary schools\\nand colleges have really never become interested in the\\nscientific aspects of their work. It is simple, bald handicraft,\\nwith no touch of the ideal or scientific in any of its aspects.\\nThey have no notion of the great and increasing literature on\\nSee Appendix. Note VII.", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0024.jp2"}, "25": {"fulltext": "21\\nthe subjects they are teaching. They have never been called\\nto look at the relations of their field of work to other important\\n\u00e2\u0096\u00a0departments of human science and art. They are ignorant of\\nthe grand opportunity for scientific work of the highest type.\\nNow, the establishment of such courses of instruction would do\\nthis very service. Men, whose attention were attracted to the\\nsubject, would spend longer time in preparing themselves for\\nthe work, and having prepared themselves, specially they would\\nbe much slower in grasping at some other calling at the first\\nopportunity. The recognition of the better class of work would\\nlead to an increase in the salaries of the teachers themselves,\\nand thus in a double way would the tendency to develope a pro-\\nfession be strengthened. The common contempt which attaches\\nto the idea of the teacher, it must be confessed, is justified by\\nthe work of the teachers themselves. An intelligent community\\ncan but attach a stigma to work of any sort which is\\nabsolutely unskilled. And of this character, is much, if not\\nmost of the teaching done in our country.\\nIt is not merely the acquirement of a professional training\\nwhich improves the character of the rank and file of the follow-\\ners of a calling but the persistence in the calling, which the\\nacquirement of such training favors, tends to raise the general\\nlevel of skill. It is from this point of view that such courses\\nof training in the universities promise much benefit to the\\nteaching calling.\\nEven if this result should not appear in its full extent, yet\\nmarked advantages would flow from such courses. We have\\nalready in this country scores and hundreds of teachers who,\\nsince they are in the work, earnestly desire to improve it in\\nevery way possible. Many have followed the calling for a long\\nterm of years. They are thoroughly alive and energetic and\\nwish to keep abreast of what is doing in other places and\\ncountries. Few of them have such a knowledge of foreign\\nlanguages as would enable them to profit very much by trying\\nto read publications in those languages on such topics. Now\\nhow can they get this information They wish to study the\\nscience and history of education. They would like to know\\nthe educational problems of other times and the methods which", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0025.jp2"}, "26": {"fulltext": "22\\nwere adopted to solve them, since, by a comparative study only\\ncan they hope to get clear ideas as to real essentials of educa-\\ntion and be brought to distinguish between the necessary and\\nthe accidental. They wish assistance and encouragement from\\nmen who are thoroughly familiar with this field and have made it\\nthe study of their lives. Now, where shall they go to get this\\nsort of aid To our sorrow be it said that there is no place\\nthis side of the Allegheny mountains where anything valuable\\nof any considerable extent is offered to them. Nor is there,\\neast or west, any place where facilities for the study of the art\\nand science of education are provided to anything like the same\\nextent as for the study of physics or history or chemistry in\\nvery many centers.\\nEven if no others were reached it would be ample return\\nfor such an outlay of money if only this class could be aided in\\ntheir efforts for improvement. There are, moreover, in every\\ncommunity, and fortunately for us their numbers are large in\\nthis country, some persons who choose this department of work\\nbecause they would rather teach than do anything else in the\\nworld. These are the people from whose conscientious devotion\\nto duty we have to promise ourselves most in the way of actual\\nimprovement of the science and art of education. They should\\nhave every facility for properly preparing themselves for this\\ngreat work. In no other way can adequate facilities be offered\\nthem.\\nConsider for a moment the magnitude of the mere money\\ninterests involved. The cities of this country, for example, are\\nexpending millions and millions of dollars in schemes of public\\neducation. Where do they get the men to guide and direct the\\nwork of organizing this magnificent machinery They are at\\npresent men who amidst many difficulties of work and limited\\nmeans have done their best to learn something of the problems\\nand methods of education. Usually they are men who have\\nhad no opportunities to learn anything of the subject except\\nwhat they could snatch up in the midst of a busy life. Is it\\nany wonder that many mistakes are made That the same\\nmistakes are made again and again which have been made in\\ncountless numbers of cases before them, and which might have", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0026.jp2"}, "27": {"fulltext": "23\\nbeen avoided by the possession of a little knowledge of the ex-\\nperience of the world in other places and times\\nWhat courses then relating to this subject could and ought\\nto be given in connection with the universities\\nIt is possible in all our larger colleges to give such courses\\nas one professor could conduct. They would include lectures\\nupon the science of education, upon the history of speculative\\nthought in this department, and upon the classical writers and\\nthinkers in this field. The history of educational institutions\\nshould also receive attention. The practical aspects of the sub-\\nject should not be neglected. The description, history and dis-\\ncussion of methods of teaching, the plans of organizing and\\nconducting schools and school systems, and other matters re-\\nlating to practical aspects of the subject should be fully treated.\\nIn a few centers pedagogical seminaries should also be estab-\\nlished for the purpose of exciting an interest in original inves-\\ntigation and of training these few and choice spirits from whose\\nwork we could promise ourselves some substantial contributions to\\nthe science and art of this subject. It would not be necessary,\\nof course, for all who were looking forward to be teachers to\\ntake this whole course. The lectures should be so arranged\\nthat a student by attending four or five hours for a year might\\nget some notion of the importance and relation of the work to\\nhis special department.\\nMany objections will be advanced to this general idea. It\\nwill be said, for example, the teacher is born, not made. A man\\nwho has the making of a teacher in him will be a good teacher\\nwithout special preparation, and a poor teacher will remain a\\npoor teacher, do what you can for him. This is the same old\\nargument which is made to do duty on all similar occasions\\nwhen it is proposed to organize any special professional in-\\nstruction. It was made against the medical school, against the\\ndental, law, veterinary, and technical school. The idea is almost\\nabsurd on the face of it, and it is with considerable difificulty\\nthat one restrains one s self sufificiently to speak in conventional\\nlanguage of such an argument. Of course you cannot make a\\ngood teacher out of a man who lacks all the qualities of a\\nteacher.* Nor can you make a good preacher out of a man who\\nSee Appendix. Note VIII.", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0027.jp2"}, "28": {"fulltext": "24\\nlacks all the elements of a preacher, nor a good lawyer or phy-\\nsician out of a man who is naturally fitted for neither profes-\\nsion nor, to take a more striking example, a good painter or\\nmusician out of a man who has not natural talents for such\\ncallings. And yet no one would think, now-a;days, of making\\nthat any objection to theological, medical, law, painting or music\\nschools.\\nCicero answered this question in that delightful oration for\\nthe poet Archias in the passage beginning: Quae ret quispiam\\nQuid.\\nAfter all this eulogy of learning and culture, some one may\\nask me: How would you answer this objection, viz.: that those\\nillustrious men whose glorious deeds are recorded in literature\\nwere not trained by this culture. Well, that is true of some,\\nand yet I am sure of this at any rate I will grant that there\\nhave been many men of excellent mind and great ability who\\nwithout this training have been eminent and cultured by virtue\\nof a certain native, I might almost say, divine gift and power of\\ntheir own. Nay more, I will add this, that natural ability with-\\nout culture is of far more importance in all weighty matters\\nthan culture without natural ability. And yet, after all, I\\nmaintain that when to excellent natural ability is superadded\\nthat sort of modification which is effected by culture, then\\nsomething remarkable and altogether unique is bound to ap-\\npear.\\nCicero might also have added that as very few men ever\\npossess this high order of natural ability, the problem of actual\\nlife is how to make the average man better fitted for the duties\\nwhich come to him, and that such training is especially adapted\\nto improve this medium sort, which, after all is said and done^\\nconstitutes the great majority of mankind.\\nThis special training in the history and methods of educa-\\ntion increases the power of the very best, who alas are too few\\nin number makes the average man, who forms the great ma-\\njority of all, better qualified for his work, and keeps the worst\\nfrom making the grossest sort of mistakes. Just as a course in\\na medical school certainly improves the best man who has all\\nthe natural qualities of a good physician, improves even more the", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0028.jp2"}, "29": {"fulltext": "25\\nmedium man and keeps the poorest talent from actually butch-\\nering his patients from mere ignorance.\\nThe college or university which is the first to provide\\nreally good facilities in this department, not merely nominal\\nfacilities, such as exist at one or two of our institutions already,\\nwill certainly reap a harvest which it will richly deserve.\\nIt is a curious phenomenon of this movement that mem-\\nbers of a college faculty have often expressed their contempt\\nfor such a plan as this in the very same meeting where in a dis-\\ncussion of some important topic of college pedagogics they\\nhave displayed the most astounding ignorance not only of ped-\\nagogical principles, but also of all history, even of the college\\nsystem of our own country. I remember talking with one of\\nthe most prominent members of the faculty of Michigan Uni-\\nversity in regard to the establishment of such a chair in that\\ninstitution. He remarked that there was no use of such a de-\\npartment. There was no need of such instruction in colleges.\\nAll such work should be relegated to the normal school. The\\nvery same week the college policy in regard to some of the most\\nfundamental questions of education, was altered after a long\\ndiscussion, every aspect of which was an almost purely peda-\\ngogical one. The professor showed in its course that he had\\nnever studied such topics and insisted that he did not need to\\ndo so, although he took a prominent part in the debate and\\nthought his opinion was entited to much weight.\\nBefore closing this paper, it is desirable to present briefly\\nwhat is done in other countries in this field. As is generally\\nknown, the appointment of teachers in Prussia, is regulated by\\ngeneral law of the state, whether the teachers are to be\\nappointed in private schools or public. It is also known that\\ntheir system of schools is so arranged, that much of the work\\ndone in this country by our preparatory school and college is\\nthere done by one institution, viz.: the gymnasium or real school.\\nNow, no master may be appointed to a position in any of these\\nschools until he has passed a state examination in certain set\\nsubjects. This examination must furnish proof that the candi-\\ndate has graduated from a real school or gymnasium, has pursued\\nat the university special studies in the subjects which he pro-", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0029.jp2"}, "30": {"fulltext": "26\\nposes to teach. Thus, a man who wishes to teach Greek or\\nLatin in a gymnasium, must show that he has graduated at a\\ngymnasium, and then studied Greek and Latin for three years\\nat a university after graduation. All candidates are examined\\nin Philosophy and Pedagogics. The instructions to examiners\\ndirect them to assure themselves that the candidate possesses a\\ngeneral knowledge of the history of Modern Pedagogics, and a\\nfamiliarity with the essential elements of methods of teaching.\\nTo give those who expect to be teachers an opportunity to\\nprepare themselves in this subject, lectures on Pedagogics are\\ndelivered in all the universities. The Government is not con-\\ntent with leaving the subject here. So much is demanded of\\nall who expect to become teachers. Special opportunities are\\nprovided for those who desire to pursue the subject further.\\nThis is done by two classes of institutions\\nL The seminaries in connection with the universities and,\\nII. Post-graduate seminaries on an independent basis.\\nIt is evident, however, that the Germans are not at all\\nsatisfied even with their present opportunities. There is an\\nactive movement in favor of providing more extensive facilities\\nshowing two things; (i) that they are well satisfied with\\npresent results as a beginning, and since the new plans involve\\nworking along the old lines, and (2) that present facilities are\\ninsufficient.\\nIn a paper by Dr. R. H. Hofmann, Professor of Pedagogics\\nin the University of Leipzig, published in i88r, the author\\ntakes the ground that much has been accomplished, but also\\nthat much remains to be done. According to his statement,\\nfive professors lecture regularly in Pedagogics in this university,\\nand the lectures are well attended by those who expect to\\nbecome teachers in the various branches of study.\\nThe facilities for this sort of work in England are very\\ninadequate, being even inferior to those in our own country. In\\ntwo Scotch Universities, however, Aberdeen and Edinburgh,\\nchairs of Pedagogics have been established, and men who wish\\ncertain public positions in the school system must be examined\\nin this branch.*\\nSee Appendix. N. IX, British Universities and the Training of Teachers.", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0030.jp2"}, "31": {"fulltext": "27\\nIn our own country, a start has already been made, which\\nis worthy of a brief mention.\\nChairs of Pedagogics, either in form or reality have been\\nestablished in the Universities of Iowa, Wisconsin, Michigan,\\nCornell and Johns Hopkins. The work at Michigan is worthy\\nof special notice on several accounts.\\nIt is under the charge of an accurate scholar of long,\\npractical experience. It extends at present over two years and\\nembraces seven courses\\n1. Practical course, discussing the art of teaching and\\ngoverning, four hours per week, for one half year.\\n2. Theoretical and critical, four hours per week, for one\\nhalf year.\\n3. School supervision, three hours per week, for one half\\nyear.\\n4. Seminary, three hours per week, for one half year.\\n5. History of education, three hours per week, for one half\\nyear.\\n6. History of education, three hours per week, for one half\\nyear.\\n7. Comparative study of educational systems, two hours per\\nweek, making the equivalent of ten hours per week, for one\\n^N^ year.\\nThe system in Michigan University, is the elective under\\nwhich one subject counts for as much as another, and the extent\\nto which those courses supplied a want, may be judged by the\\nnumber of students taking courses. The growth of this\\nattendance will also indicate the part which the offering of\\nsuch facilities have in developing a want for them.\\nThe number of students choosing the practical courses\\ngrew from 32 in 1879 to 74 in 1886, more than double.\\nThe number in the historical courses rose from 4 in 1883,\\nthe first year in which the course was offered, to 36 in 1886.\\nThe number in the theoretical course remained nearly stationary,\\nrising from 65 in 1879, to 70 in 1886. Of the two hundred\\nstudents graduating from the college department in 1885 and\\n1886, eighty-three had taken one or more of these courses. The\\ntotal number of different students attending all these courses\\nrose from ^2 in 1879 to 117 in i!", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0031.jp2"}, "32": {"fulltext": "28\\nIn closing this paper, let me briefly summarize and present\\nin a slightly different form, the considerations which I have tried\\nto emphasize.\\nThe cause for which I plead is the establishment in connec-\\ntion with our colleges and universities, of ample opportunities\\nfor the professional training of teachers for our higher schools\\nand college.\\nThe grounds on which this is urged, are in brief, the\\nfollowing\\nI. There is great need of such training, as is evidenced by\\nthe fact, that the average teaching in such schools is far below\\nwhat it might, and should be in point of efficiency. As a class,\\nthe actual teachers in our schools are, to a large extent, men\\nand women who are looking forward to entering some other\\noccupation as soon as practicable, and are devoting their whole\\ntime to preparation for such work. Having given little or no\\nattention to the study of professional questions before they begin\\ntheir work, they are not compelled to do so after entering it\\nby the example or precept of their colleagues. Looking forward\\nto some other calling, oftentimes out of mere lack of interest\\nin their present work, they rarely ever begin the serious study\\nof professional questions, even where for lack of opportunity\\nthey never leave the business. It is evident that the work of\\nsuch a class as this, can not be of a very high character when\\ntried by any fair test of efficiency. It is also evident from any\\nclose examination of the work actually done. Any director or\\nhead master will tell you in close confidence, that it is very easy\\nto get teachers, but very difficult to get good teachers. Every\\nparent knows quite well that the really good teachers of their\\nchildren are the exceptions, and they can only judge, of course,\\nby the most superficial considerations, such as the order the\\nteacher keeps, the hold he may succeed in getting of the boys\\nin certain external directions, etc. There is a vastly greater\\nnumber, who without giving any such signs of incompetency as\\nwould strike a parent, are doing the children untold damage by\\nfalse methods and through ignorance of the simplest pedagogical\\nprinciples. There are other evidences also but it is not neces-", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0032.jp2"}, "33": {"fulltext": "29\\nsary to take more time to prove what almost all will agree is the\\ncase, that much of our teaching is of a comparatively low\\ngrade.\\nII. It is possible to remedy this inefficiency to a con-\\nsiderable extent, by such a course of special training and study\\nas can be established in connection with our colleges and\\nuniversities. This is proved by the experience of Germany, of\\nScotland, and of certain States in our own country. Of course^\\nwe do not maintain that the completion of such course will of\\nitself make a teacher. The study of a science will never of it-\\nself make a man capable to practice the art. But it will be of\\nuntold value, in that it makes the work intelligent, and raises it\\nfrom the rank of a mere calling or handicraft to that of a fine\\nart. It puts scientific work in the place of mere empiricism,,\\nand thus makes the possibilities of the case in the direction of\\ngood work, enormously greater. It makes the natural born\\nteacher a much better man for the work, by really filling him\\nwith the true professional spirit, and equipping him with the\\nlatest and most approved means of doing his work. It im-\\nproves the mediocre teacher, relatively speaking, to a still\\ngreater extent, and makes a passable teacher out of the most\\nunpromising stuff. It circumscribes very much the damage\\nwhich the hopelessly unfit man would otherwise do, in this\\nmost precious of all vineyards. It will tend to improve the great\\nrank and file of teachers, just as the establishment of medical\\nschools and dental schools, have raised the rank of the great\\nmass of medical and dental practitioners. Indeed, I know no\\nbetter comparison for the purposes of illustration than this\\nvery class of dentists. The practice of dentistry was for a long\\ntime, the merest empirical, unskilled handicraft. The dentist,\\nwas the village barber or blacksmith. So long as the business\\nwas carried on as a secondary matter by men who followed other\\ncallings as well, and who had had no other preparation for their\\nwork than what they could pick up empirically from their own\\nexperience, it was evident that there was no hope of any con-\\nsiderable improvement. The establishment of special schools\\nfor instruction in this art has raised it from one of the lowest\\nof trades, to the rank of a profession. Teaching in our", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0033.jp2"}, "34": {"fulltext": "30\\nhigher schools and colleges has long been, at least, respectable,\\nowing to the necessary scholarship, which even the pretense of\\nsuch work requires, but it is not now and never will be a true\\nprofession, until it is fully acknowledged that to the highest\\nform of such work, a special preparation is necessary.\\nIII. In accordance with these views, it should now be our\\nendeavor to secure the establishment of such professional\\ncourses in connection with our colleges and universities. Such\\ninstruction if it consisted only of courses of lectures on the\\nhistory of educational doctrine and educational institutions\\nwould be exceedingly valuable, in that they would, at least, in-\\ntroduce the student to the general direction of educational\\ndevelopment and progress. But in addition to these, there\\nshould be practical courses which should deal with the methods\\nappropriate to different subjects in the different stages of school-\\nwork, and a seminary which should have for its object the\\nencouragement of original work on the part of the members in\\nthe sphere of pedagogics, theoretical, practical and historical.\\nIV. The establishment of such courses would bring with\\nthem the following advantages\\n1. As said before, it would offer an opportunity for the\\nteacher to secure such preparation for his future calling, as could\\nnot but result in much more efficient work in the school-room\\nin every direction.\\n2. The existence of such opportunities could not but result\\nin attracting to the line of teaching, those who have a\\nnatural taste for such work, and who would expect to follow it\\nas a permanent calling.\\n3. The natural result of this would be, that more men and\\nwomen would take up this occupation as their life-work, which\\nwould mean that a long step had been taken toward making a\\nprofession of what is now only a trade.\\n4. The reflex action of all this would be an enormous im-\\nprovement of our schools a great change in the social position\\nof the school-master as such, and a corresponding change in\\nthe public estimate of the importance of good education.\\n5. The advantages thus far enumerated, would all accrue,\\neven if as a result of all this work there should be no positive", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0034.jp2"}, "35": {"fulltext": "31\\nadditions to our knowledge of the science and art of education.\\nBut one of the chief advantages of this line of development,\\nwould be the increase in our knowledge of pedagogics, which\\ncould not but follow the establishment of such opportunities at\\n\\\\the great centers of learning in this country. We may say now,\\nthat a very small fraction of the teachers of this country in our\\nhigher schools and colleges are giving any attention or thought\\nto the development of the science, or to improvements in the\\nart of education. The causes of this are various, but the most\\nimportant one of all, is the utter ignorance of what is within\\nthe easy reach of any society in regard to the history of the\\nscience and art of pedagogics. Their attention has never been\\ndirected to the fact, there is here a great and largely neglected\\nfield of investigation which is peculiarly theirs, and which holds\\nout large promises of great results if it be properly worked.\\nThe probable additions to our knowledge of the theory and art\\nof education which would follow a successful attempt to turn\\nthe attention of great numbers of teachers to their careful\\nsnd systematic study are simply incalculable. It can only be\\ncompared to the progress in the science of medicine, of juris-\\nprudence, of dentistry, of physics, of chemistry, which has been\\nthe outcome of making the universities the nurseries of these\\nsciences, and to some extent, the arts belonging to them. To\\nthe higher schools of a country, the colleges and universities is\\nentrusted the nurture of science par excellence. Theirs, the\\nduty to receive, preserve, and increase the stock of knowledge,\\nwhich is the outcome of all previous civihzation and progress.\\nIn a word, the establishment and proper equipment of these\\ndepartments will contribute to the advantage of our children\\ndirectly and indirectly by giving them better teachers it will\\nsecure a better application of the money spent on education it\\nwill give teachers a better opportunity to prepare themselves\\nfor their high calling it will dignify their occupation and tend\\nto raise it to the rank of a learned profession it will further the\\nvery purpose for which our educational institutions exist and\\nlast, but by no means least, will result in a wide extension of\\nhuman science which is itself one of the chief ends of\\nhumanity.", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0035.jp2"}, "36": {"fulltext": "APPEN DIX.\\nNOTE I.\\nThe literature on this subject is not large, although, it is in\\nsome respects important and significant. The addresses pre-\\npared by eminent specialists for particular occasions form the\\nmost valuable portion of it. The following list contains refer-\\nences to the most accessible portion of the literature.\\n1. Prof. S. S. Laurie, of Edinburgh University. Inaugural\\nAddress before the University on the Training of Teachers.\\nLondon, 1882.\\n2. J. G. Fitch, M. A. One of Her Majesty s Inspectors of\\nSchools. Relation of the University to the Teaching Pro-\\nfession, in Lectures on Teaching. Cambridge, 1882.\\n3. Prof. W. H. Payne, of Michigan University. Education\\nas a University Study in Contributions to the Science of\\nEducation. New York, 1886.\\n4. Prof. Edward North, of Hamilton College. Normal In-\\nstruciiou in Colleges. University of New York Regents\\nReports. 1868. p. 701.\\n5. Dr. Thomas Hill, President of Harvard College. The\\nStudy of Didactics in Colleges. Barnard s American Jour-\\nnal of Education. Vol. 15, p. 179.\\n6. Report of Committee on the felt need of stipplying pedagogi-\\ncal training to the studettts of the Colleges in the State, made\\nto the Convocation of the University of New York. Re-\\ngents Reports. 1882. P. 39.\\n7. Prof. C. V. Stoy, of the University of Jena. Educational\\npapers in various German periodicals.\\n8. Dr. Fricke, of the Waisenhaus, in Halle. Das padago-\\ngische Seminar. Halle, 1883.\\n9. Prof. E. J. James, of the University of Pennsylvania. The\\n32", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0036.jp2"}, "37": {"fulltext": "33\\nHigher Education of Teachers at the University of yena.\\nNew England Journal of Education. Vol. XVIII., p. 356\\nand p. 372.\\n10. Weilingen. Das PddagogiscJie Seminar in Jena. Jena.\\nGustav Fischer. 1880\\n11. Karl Schmidt. Geschichte der Pddagogik. Vol. IV.,\\np. 782 and foil.\\n12. Mathew Arnold. The Prussian Schoolmasters their\\nTraining, etc., in Higher Schools and Universities in Ger-\\nmany. Macmillan Co. 1874. Pp. 6 and especially 82\\nand foil,\\n13. Other references to the subject in the Standard German\\nHistories of Education. Reports of Discussions in School-\\nmasters Associations and Conventions given in the Edu-\\ncational periodicals, particularly the Londojt Jonrnal of\\nEducation, Die AUgemeine Schulzeitung, etc.\\n14. WiESE. Verordnungen und Gesetze fiir die Hoheren\\nSchulen in Preussen. 1864-74.\\n15. Illinois School Journal. Normal. Illinois. Vols. I II.\\n16. Herbert Spencer. Essays on Education. New York, 188 1.\\nNOTE II.\\nThe great function of a University is to teach and to sup-\\nply the world with its teachers. The very title of Doctor which\\nmarks the highest academic distinction in each of the faculties\\nimplies that the holder is qualified to teach the art he knows.\\nAnd if the experience of these later times has brought home to\\nus the conviction that the art of communicating knowledge, of ren-\\ndering it attractive to a learner, is an art which has its own laws\\nand special philosphy it is surely fitting that a great Uni-\\nversity, the bountiful mother whose special ofifice it is to care\\nalike for all the bases of human culture and to assign to all arts\\nand sciences their true place and relation, should fill an honored\\nplace for the master science, a science which is so closely allied\\nto all else which she teaches the science of teaching itself.\\nJ. G. Fitchs Lectures on Teaching Chapter I.", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0037.jp2"}, "38": {"fulltext": "34\\nNOTE III.\\nWhatever objections may be made to Normal Schools there\\nis no use of shutting our eyes to the fact that their graduates\\nhave succeeded in getting hold of many of the most prominent\\nsituations in our educational system in competition with college\\ngraduates. No one would think of maintaining that the curric-\\nulum of the average normal school is to be compared with that\\nof a college so far as its scholarship or culture value is con-\\ncerned. The only ground, then, on which we can account for\\nthe growing preponderance of normal school graduates in posi-\\ntions for which their curriculum scarcely fits them, is that the\\nadvantage which they enjoy from their technical training gives\\nthem a start which the college man in the time which he de-\\nvotes to teaching as a rule, can not overtake.\\nAn eminent educator in the State of New York said more\\nthan twenty years ago\\nThe great deficiency of college graduates is ignorance of\\nthe methods of instruction now adopted in our better schools\\nand ignorance of school discipline and management. The work\\nthese graduates are called upon to perform is entirely different\\nfrom that of the professors who have made the last and perhaps\\nstrongest impression upon them, and whose methods they are\\nunsconsciously inclined to imitate. College work is far from\\nfitting students for acadamic teaching. Often it unfits them by\\nsubstituting the more recent impression of college class work\\nfor those of the preparatory school from which they came.\\nCollege graduates are superior in culture and general knowledge\\nbut deficient in technical skill. Unless our colleges do some-\\nthing toward preparing teachers, a large part of the work of\\nacademic teaching must go into the hands of females.\\nWhat was foretold has come to pass. The proportion of\\nfemales in the teaching body of these schools has steadily in-\\ncreased and they are almost without exception normal school\\npupils. Of course this is not the only cause of this substitution,\\nbut it has been undoubtedly a contributing cause. The super-\\nintendent of a system of city schools, in conversing with the\\nwriter about the choice of assistant teachers in the city high", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0038.jp2"}, "39": {"fulltext": "35\\nschool, said that for all positions which they could at all fill he\\npreferred normal school graduates to college graduates.\\nNeither class remain very long with us if they are really able,\\nand the normal school men have the great advantage that they\\ncan begin from the very first hour and attain a fair degree of\\nsuccess, while the college men, if fresh from college, flounder\\naround in the most helpless way, and require two to three years\\nto become as efficient as the normal school men are when they\\nbegin. Of course if they were to remain for a long series of\\nyears this difference would disappear and the culture of the\\ncollege would tell in the long run, but as it is, the men for us are\\nthe normal school ijien wherever they can teach the subjects\\nat all.\\nA similar though by no means so marked difference is\\nobserved in Germany in favor of the technical training of the\\nnormal school graduate as compared with the average teacher in\\nthe gymnasium for although the latter has had a training in\\nthis respect much superior to our college men, yet it is still very\\ninferior to that of the Normal School graduate.\\nNo one can doubt, who has taken any pains whatever to\\ninstitute extended comparisons, that the teaching in our elemen-\\ntary schools is much better on the average than that in the\\nsecondary school and college, and that the teachers in the former\\ncome much nearer realizing the ends which they set before\\nthem than those in the latter. Those ends are oftentimes not\\nthe highest, as we should expect from the culture of the teachers,\\nbut they are kept clearly in view and pursued with a system and\\ndetermination which results in as high a degree of success as is\\npossible under the circumstances.\\nThere is no doubt that so-called secondary and higher edu-\\ncation have much to learn in this respect from elementary work.\\nNOTE IV.\\nYoung men who intend to engage in the work of higher\\ninstruction need careful training before entering thereon, both in\\nthe fundamental principles of the profession and also in its\\ntechnique because first good teaching and successful school", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0039.jp2"}, "40": {"fulltext": "36\\nmanagement is an art which must be learned either by careful\\nand definite previous instruction or by school room experiments\\nof which pupils are the subjects and too often the victims\\nbecause, second, the teachers in academies and high schools\\nare teachers of teachers and become the models after which\\nmany teachers of common schools shape their methods third,\\na large percentage of the teachers in our higher schools con-\\ntinue in the employment but a few years at best, and have no\\ntime therefore to waste in a school room apprenticeship, too\\noften disastrous because, fourth, the chances for a permanent\\ncontinuance in the profession of desirable young men would be\\nlargely increased if the first steps in it could be made pleasant\\nand successful by careful previous instruction and because,\\nfifth, in the language of President Hill, there is a sense in\\nwhich Didactics may be called a liberal study it is that every\\nstudent may be considered prospectively as the head of a\\nfamily, and that therefore the art of teaching is of universal\\nutility a view which has been urged with great force and\\ncogency by Herbert Spencer, who adds in conclusion the sub-\\nject which involves all other subjects and therefore the subject\\nin which the education of every one should culminate is the\\ntheory and practice of teaching.\\nReport of Committee of Convocation of University of New\\nYork. Regent s Report, \\\\^^l.\\nIf there is a philosophy of education and an art of teaching,\\nthey are as applicable to the advanced departments of instruc-\\ntion as to the elementary. The teachers of academies as much\\nneed systematic education into the best methods of their duties\\nas do the teachers of the common schools into those peculiar to\\nthem. Many a lad after he has completed his elementary edu-\\ncation has had his taste for study absolutely destroyed and his\\nscholarship ruined by an unskillful teacher.\\nRegent s Report for 1^6 p. xx.\\nNOTE V.\\nThe proposition has often been made that this training\\nshould be given in special post-graduate schools. Thus Presi-\\ndent Hill of Harvard College, in the address referred to in Note", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0040.jp2"}, "41": {"fulltext": "37\\nI, said that Normal Schools should be attached to our Univer-\\nsities, and bachelors of art who intend to teach should be urged\\nfirst to take one or two year s special instruction in the art of\\nteaching. The committee which reported on this subject to the\\nConvocation of the University of New York in 1881, (Regent s\\nReport for 1882, p. 346,) remarked that such a school would in\\nthe present state of our education be too likely to repeat the expe-\\nrience of the French Ecole Normal, which after being twice\\nclosed on account of insufficient patronage, did not secure\\na firm foothold until after thirty-six years of vicissitudes. We\\nmay add that it does not even now correspond to such an insti-\\ntution as President Hill proposed. The various philogical\\nseminaries in the German Universities are in so far pedagogical\\nseminaries as that they are intended for the special benefit of\\nthose who expect to become teachers, but their attention is\\nalmost entirely confined to developing a sound scholarship in\\nphilology, and but little effort is devoted to studying padagogy\\nin any but this indirect form. The post-graduate pedagogical\\nseminaries in Prussia, although they have done a good work, do\\nnot at all answer the purposes which can be attained by the\\nsystem proposed in this paper. As a matter of fact, only the\\nmerest fraction of those who hold the higher positions in\\nthe gymnasia or real schools have ever been in these seminaries\\nat all. The reasons why such institutions are not likely to suc-\\nceed are numerous and of force in all countries alike.\\nNOTE VI.\\nIt is not good that this science, or indeed that any other\\nscience should be mainly pursued per se, in separate training\\ninstitutions or professional colleges where the horizon is neces-\\nsarily bounded, and where everything is learned with a special\\nview to the future necessities of the class-room scholar. It is\\nto the Universities that the power is given in the highest degree\\nof co-ordinating the various forms of preparation for the busi-\\nness of life of seeing in due proportion the study and the prac-\\ntice the art and science, the intellectual efforts which make\\nthe man as well as those which make the lawyer or divine. It", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0041.jp2"}, "42": {"fulltext": "38\\nis to the Universities that the public should look for these in-\\nfluences which will prevent the nobler professions from degen-\\nerating into crafts and trades. And if the schoolmaster is to\\nbecome something more than a mere pedant, to know the rules\\nand formulae of his art and at the same time estimate them at\\ntheir true value, it is to the University that he must look for his\\nguidance, and it is from the University that he should seek in\\ndue time the attestation of his qualifications as a teacher, be-\\ncause that is the authority which can testify that he is not\\nmerely a teacher, but a teacher and something else.\\nJ. G. Fitchs Lectures oji Teaching. Chap. I.\\nNOTE VII.\\nBRITISH UNIVERSITIES AND THE TRAINING OF\\nTEACHERS.\\nThere is no professorship of education at any University\\nof England, Wales, or Ireland. At the Universities of Cambridge\\nand London there are special examinations for teachers, on the\\nresults of which certificates or diplomas are granted but there\\nare no educational degrees. Technically speaking, therefore,\\neducation is not a university subject in these countries. At\\nCambridge, under the auspices of a teachers training syndicate\\nappointed by the university early in 1879, lectures on teaching\\nhave been given for eight years past but they are not per-\\nmanently established, and may come to an end at any time.\\nThey are, as a rule, fitfully and poorly attended, and cannot as\\nyet be pronounced a decided success. Except in the training\\ncolleges and at the College of Preceptors, there is no other sys-\\ntematic course of lectures for teachers outside Scotland.\\nIn Scotland there are two chairs of education, established\\nin 1876 out of funds left by the well-known Dr. Bell,\\none at Edinburgh, and the other at St. Andrew s. Both these\\nchairs are very ill endowed. In 1886 a school-masters diploma\\nwas established at the University of Edinburgh.\\nI shall endeavor in the space at my disposal to describe\\nwhat is actually being done for the training of teachers by these\\nvarious agencies.", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0042.jp2"}, "43": {"fulltext": "39\\nI will begin with Cambridge, and first as to its courses of\\nlectures. They usually consist of one set on psychology in its\\nbearing on teaching, delivered as a rule by Mr. James Ward of\\nTrinity College; another set on the histor} of education and a\\nseries of disconnected lectures on practice delivered by promi-\\nnent head masters and other teachers. Amongst these last may\\nbe mentioned as specially valuable the lectures on stimulus and\\non discipline, by Mr. Arthur Sidgwick, formerly an assistant\\nmaster at Rugby and one on A Day in a Class-Room, by Dr.\\nAbbott, head master of the City of London School. As far as\\nI know, only one connected course of lectures on the practice\\nof education has ever been delivered before the university viz.,\\nthat by Mr. Fitch, which has since appeared as his well-known\\nLectures on Teaching. It may well be doubted whether the\\nsporadic lectures by eminent school-masters above referred to\\ncan be properly said to form a part of training in any real sense;\\nbut they are certainly more attractive than a prolonged course,\\nand are in many ways suggestive and stimulative. The reasons\\nwhy these lectures as a whole are not more satisfactorily\\nattended are mainly two, first, because under-graduates, while\\nreading for their degrees, have very little time to devote to other\\nsubjects and, second, because it is the habit at our universities\\nto look upon lectures as merely preparation for examinations,\\nand to value examinations solely by the prizes attached to them.\\nNow, there are no prizes attached to the teacher s examina-\\ntions and the head masters of our public schools practically ignore\\nthem altogether, while the University Agency for the supply of\\nmasters does not even mention the certificates on its form of\\nquahfications. It is no wonder, therefore, that undergraduates\\ndo not crowd the lecture room. It is only fair, however, to\\nstate that the lectures on education suffer no more than others\\nunder similar drawbacks. The writer of this paper, when lec-\\nturing at Cambridge a short while ago, on the history of edu-\\ncation, can remember on one occasion to have counted as many\\nas seventeen undergraduates present. At the time there were\\nabout nineteen hundred undergraduates at the university, of\\nwhom perhaps one-quarter were destined to become school\\nmasters, at least for a time.", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0043.jp2"}, "44": {"fulltext": "40\\nBefore a candidate can enter for the examination of the\\nCambridge Teachers Training Syndicate, he or she must have\\ngiven evidence of something of the nature of a sound general\\neducation. The test is not, as at London and Edinburgh, that\\nthe candidate must be a graduate of the university. Some nine\\nfairly simple examinations are named, one of which must have\\nbeen passed or, to make the condition still more elastic, the\\ncandidate must have been presented for examination by a\\ntraining-college approved by the syndicate. This lowering of\\nthe initial test, no doubt, still further removes education from\\nthe status of a university subject but it renders the examina-\\ntion far more widely available, especially for women, who form\\nabout nine-tenths of the candidates as a rule. In the ex-\\namination of June, 1886, held at the three centres, Cam-\\nbridge, London, and Cheltenham, fifty-one candidates passed, of\\nwhom only three were men (students of the Finsbury Training-\\nCollege). There are two certificates granted, one for the\\ntheory, history, and practice of teaching and, where this has\\nbeen won, another may be obtained for practical efficiency in\\nteaching. The subjects for the former are: (i) The theory of\\neducation {a) the scientific basis of the art of education, or pure\\npsychology (b) the elements of the art of education, or the ap-\\nplication of psychology to school-work in the training of the\\nfaculties (the senses, memory, conception, etc). (2) The history\\nof education in Europe since the revival of learning, a general\\nknowledge being required of systems of education which have\\nactually existed, of the work of eminent teachers, and of the\\ntheories of leading writers on education up to the present time.\\nA more detailed knowledge is required of special subjects set\\nfrom year to year. For example, the special subjects for 1887\\nare, John Amos Comenius, his Life and Educational Works,\\nby Professor Laurie, and The Life and Work of Arnold those\\nfor 1888 will be Locke s Thoughts concerning Education, and\\nThe Teaching of the Jansenists at Port Royal. (3) The prac-\\ntice of education (a) method, which deals with actual teaching\\nand examination {b) school management, which deals with hy-\\ngiene, furniture, apparatus, time-tables, etc. One paper is set\\non each of three groups of subjects; and a fourth paper is", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0044.jp2"}, "45": {"fulltext": "41\\nadded, containing a small number of questions of an advanced\\ncharacter on each of the three groups. It is into this paper\\nthat questions on physiology and physical training are usually\\nintroduced but, notwithstanding this, I cannot but think that\\nthese last-named subjects are not sufficiently represented.\\nCandidates must be twenty years old before entering for the ex-\\namination, and must pay a fee of fifty shillings to the syndicate.\\nThe certificate for practical efficiency, as I have pointed\\nout, can only be obtained by those who already hold the certifi-\\ncate which I have just described. Candidates must have been\\nengaged in school-work for a year in some school or schools re-\\ncognized for the purpose by the syndicate. Training-colleges\\nof course come under this designation, if the syndicate is sat-\\nisfied with the duration and character of the training in practical\\nwork received by the candidates. The bases for the certificate\\nare, {a) examination of the class taught by the candidate {b)\\nan inspection of the class while being taught {c) questions put\\nto the teacher in private after the inspection and [d) a report\\nmade by the head master or mistress. I do not think there have\\nbeen many candidates for this certificate other than the stu-\\ndents of those few training-colleges which are established for\\nteachers of middle and higher schools. But then they are\\nalmost the only people who use the examination at all.\\nIt may be as well to mention here that the syndicate does\\nnot prescribe the use of any particular books for its examination,\\nexcept those mentioned under the head of special subjects.\\nMr. Ward has, however, from time to time put forth a list of\\nsome of those books which may be safely recommended to stu-\\ndents, and from which they can make their own choice. I need\\nscarcely say that Dr. Barnard s admirable compilations play a\\nprominent part in this list.\\nI have given a very full description of the Cambridge\\nscheme, both because I consider it, on the whole, the best un-\\nconnected with a training-college in Great Britain, and because\\nby so doing I shall be saved the trouble of entering into such\\nminute detail again. Let me mention here, for the information\\nof the curious in such matters, that in the charter of Cavendish\\nCollege, founded at Cambridge in 1876, the objects mentioned", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0045.jp2"}, "46": {"fulltext": "42\\nare, (i) To enable students somewhat younger than ordinary\\nundergraduates to pass through a university course, and obtain\\na university degree (2) To train in the art of teaching those\\nstudents who intend to become schoolmasters (3) To secure\\nthe greatest possible economy in cost as well as time. I can\\nnot ascertain that any steps have ever been taken to realize the\\nsecond object. Probably all that was meant was that the college\\nwas intended to provide pupil-teachers in the elementary\\nschools, with an opportunity for finishing their general educa-\\ntion. Who knows but that some day we may get it to mean\\nboth that and something more\\nFor the present, the only part the University of London\\ncan play in the higher training of teachers is that of an ex-\\naminer. As I have already said, it possesses an examination\\nin the art, theory, and history of teaching. Unlike the Uni-\\nversity of Cambridge, it restricts its examination to its own\\ngraduates, and it grants a teacher s diploma on the result.\\nThere is no restriction as to age, and the fee is five pounds.\\nFour papers are set, one on mental and moral science in their\\nrelation to the work of teaching two on methods of teaching\\nand school management and one on the history of educa-\\ntion. The science and the methods are very much the same as\\nat Cambridge but the history consists solely of set books. It\\nis described as the lives and work of eminent teachers, and the\\nsystems of instruction adopted in foreign countries. The set\\nbooks for 1887 are as follows History of the University of\\nCambridge from the Earliest Times to 1535 A. D. by Bass\\nMullinger; Education and School, Theory and Practice of\\nTeaching, by E. Thring On the Action of Examinations, by\\nLatham Quelqes mots sur I lnstruction publique en France,\\nby Michael Break\\nThere are no doubt great advantages in the direction of\\ndefiniteness and thoroughness to be derived from the use of set\\nbooks but, on the other hand, it leads to this unsatisfactory\\nposition, that in 1887 teachers will gain their diploma without\\nhaving shown any particular knowledge of the public instruction\\nof England, Germany, and Switzerland, and what is worse, with-\\nout having shown any particular knowledge of the theories and", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0046.jp2"}, "47": {"fulltext": "43\\nmethods of Froebel and Pestalozzi. As a matter of fact, one or\\ntwo questions on these last are generally introduced into the\\nother papers. It may be well to note that among the many\\nthings coming under the head of methods of teaching and\\nschool management we find mentioned physical exercises, drill^\\nand recreation. But there is another point of still greater im-\\nportance. The University of London grants but one certificate,\\nnot two, as does Cambridge, and includes in that one, as a\\nsine qna noii, practical skill in teaching and in the management\\nof a class. No directions are given as to how this last and most\\ndifficult test is to be applied. But hitherto the plan adopted has\\nbeen to require the candidates to send in sketches of lessons on\\nfour different subjects chosen by themselves, and to give one or\\ntwo of these lessons to a class in the presence of the examiners\\nBut inasmuch as, in the necessity of things, such classes as can\\nbe got near at hand have to be chosen, the teachers know noth-\\ning personally of the children, and are quite in the dark as to\\nthe actual knowledge which the class possesses. The conse-\\nquence is, that the test is far from satisfactory, and merely\\nserves to show what a teacher will do under very distressing\\ncircumstances. At the best, it can only reveal whether a teacher\\nis altogether incompetent all the higher qualities must remain\\nunassessed. A large part of those who take degrees at the Uni-\\nversity of London are the teachers of elementary and middle\\nschools and these, by the time they have graduated, have\\nalready had many years of school experience hence the insist-\\nence on the practical test as an integral part of the London ex-\\namination for teachers. The Cambridge examination is rather\\ndesigned for those who intend to become school-masters and\\nschool-mistresses. The London examination has only been in\\nexistence some three or four years, and so far has been but very\\nlittle made use of.\\nAs I said at the commencement, there are two chairs of\\npedagogy in Scotland, one at the University of Edinburgh,\\nand the other at the University of St. Andrew s. Their work\\nis sufficiently alike to allow one description to do for both. I\\nwill choose the chair of Edinburgh, held by Prof. S. S. Laurie.*\\n*The chair at St. Andrew s is held by Prof. J. M. D. Meiklejohn, whose name\\nand work must be well known in the United States.", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0047.jp2"}, "48": {"fulltext": "44\\nThis chair was founded in 1876, and commenced work with\\nfourteen students, a number which has steadily been added to,\\nuntil the total has now reached fifty-one. Of these students,\\nabout three-fifths are senior students of the denominational\\ntraining-colleges, who, having passed a qualifying examination\\nin Latin and mathematics, and stood in the first division of the\\ngovernment list of successful candidates for Queen s scholar-\\nships (i.e., entrance scholarships at the training-colleges), are\\nallowed to attend the university. The remainder are students\\nwho have graduated or are about to graduate. This latter class\\nwill not be likely to attend in larger numbers until either the\\nsubject of education is included in the studies qualifying for an\\nM. A. degree, or an act is passed requiring all school-masters\\nin Scotland above the elementary grade to hold a diploma in\\neducation. A long course of eighty-five lectures is delivered\\nbetween the first of November and the first of April, Of these\\nlectures, about a dozen are purely psychological, dealing with the\\nintelligence and moral nature fifty are on method, dealing with\\nprinciples of teaching and the detailed application of these the\\nrect on the history of education. These last naturally vary\\nconsiderably from year to year but every year a careful\\nanalysis of Quintilian and Locke is given. I must confess\\nthat the choice of these two last as staple subjects seems to me\\npeculiar. All the students attend three examinations, and write\\nthree essays. These form the subject of professorial criticism.\\nThose students who have not been, or who are not, training-\\ncollege students practice the art of teaching in the normal\\nschools (by permission), and are examined by the head masters\\nof those schools on practical matters of school management.\\nThe head masters report to the professor. Last year the uni-\\nversity instituted a school-masters diploma specially for\\nsecondary sehool-masters, which, however, is to be conferred\\nonly on graduates in arts of Edinburgh. Candidates, moreover,\\nmust have attended the class of the theory, art, and history of\\neducation in the university, and must pass an examination in\\nthese subjects conducted by the professor and an examiner ap-\\npointed by the university court. The subjects of examination\\nin April, 1887, were, (a) the professor s lectures {b) Locke,\\nLofC.", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0048.jp2"}, "49": {"fulltext": "45\\nOn the Conduct of the Human Understanding (c) Milton,\\nTractate on Education; (d) Comenius, Great Didactic\\nEach candidate must further give evidence either that he has\\nattended a course of practical instruction in a training-college\\nor that he possesses the government qualification in the prac-\\ntice of teaching required of graduates and provided in the\\nScottish Code or that he has taught publicly for at least one\\nyear in a school, and holds such a certificate of practical skill\\nfrom the head master as may be considered satisfactory by\\nthe university. Lastly, each candidate must satisfy the univer-\\nsity of his practical aptitude as a teacher in some special sub-\\nject or subjects in which he has received instruction in the\\nuniversity or in any institution recognized by the university as\\nqualifying for degrees. I may note in conclusion that the fee\\nfor the diploma is two guineas. I have not yet been able to\\nascertain whether St. Andrew s is likely to follow the lead of\\nEdinburgh in instituting a school-masters diploma.\\nIt only remains for me to speak of the College of Preceptors\\nin London. This institution provides three courses of evening\\nlectures for teachers, and confers diplomas of three grades,\\nassociateship, licentiateship, and fellowship. The lectures are\\non {a) psychology and its relation to teaching {d) practical\\nteaching and (c) the history of education. The courses used\\nto consist of ten lectures each but in future the number of\\nlectures on the first two subjects will be doubled. They are\\nopen free to all members of the college (annual subscription one\\nguinea), or to any one else on payment of half a guinea for each\\ncourse.\\nThe examination for the three kinds of diploma all include\\ntests of a general education of gradually increasing severity\\nbut these tests may be omitted in the cases of persons possess-\\ning a university degree, or who have passed some examination\\nequally satisfactory to the college. What most concerns us\\nhere are the strictly pedagogic subjects. To begin, then, with\\nthe associateship. Candidates must give evidence of having\\nbeen at least one year engaged in teaching, or of having attended\\na year s course of the lectures for teachers at the college. The\\nsubjects are, (i) the elements of mental and moral science (2)", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0049.jp2"}, "50": {"fulltext": "46\\nphysiology, with special reference to its application to the laws\\nof health and to physical and mental education and (3) lesson-\\ngiving and criticism of methods, including the sketching of a\\nlesson on some assigned subject, the suggesting and discussing\\nof cases of difficulty in teaching and discipline, and the propos-\\ning and criticising of methods. For the licentiateship the can-\\ndidates must give evidence of having been at least two years\\nengaged in teaching. The subjects are the same as for the\\nassociateship, with the addition of logic in its application to\\neducation while the third section now includes a thesis on\\nthe life, character, methods, and influence of some distinguished\\neducator to be selected by the candidate, or a description of the\\norganization and methods of some school of repute derived from\\npersonal inspection and examination. The candidates for the\\nfellowship must give evidence of having been not less than five\\nyears engaged in teaching. Sections No. i and No. 2 are the\\nsame as before, but of a more advanced character. Section 3\\nbecomes government of a school, including lesson-giving and\\nschool organization in all its departments. Section 4 is the\\nhistory of education and educational methods, with studies of\\ndistinguished educators, English and foreign and a description\\nand discussion of the methods and organization of schools and\\ncolleges of note at home and abroad. The fees, in the first\\ncase, for examination and diploma together, are two guineas\\nin the second, three guineas and in the third, six guineas.\\nExaminations are held twice a year, at midsummer and Christ-\\nmas. During 1886, for the three diplomas together, 136 candi-\\ndates entered, 70 men and 66 women. Of these, 45 obtained\\nassociateship, 4 the licentiateship, and i the fellowship. This\\nwill serve to show both how much the examinations are used,\\nand the severity observed in awarding the diplomas.\\nH. COURTHOPE BOWEN.\\nScience, Vol. X., No. 247.", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0050.jp2"}, "51": {"fulltext": "THE FOLLOWING IS A LIST OP THE PAPERS READ\\nBEFORE THE ASSOCIATION.\\nThose Marked out of Print, f Not Printed.\\n1871. Compulsory Education. By Lorin Blodget.\\nArbitration as a Remedy for Strikes. By Eckley B. Coxe.\\nThe Revised Statutes of Pennsylvania. By R. C. McMurtrie.\\nLocal Taxation. By Thomas Cochran.\\nInfant Mortality. By Dr. J. S. Parry.\\n1872. Statute Law and Common Law, and the Proposed Revision in Pennsyl-\\nvania. By E. Spencer Miller, f\\nApprenticeship. By James S. Whitney.\\nThe Proposed Amendments to the Constitution of Pennsylvania. By Francis\\nJordan.\\nVaccination. By Dr. J. S. Parry.\\nThe Census. By Lorin Blodget.\\ni8 J3. The Tax System of Pennsylvania, By Cyrus Elder.\\nThe Work of the Constitutional Convention. By A. Sydney Biddle.\\nWhat shall Philadelphia do with its Paupers By Dr. Isaac Ray.\\nProportional Representation. By S. Dana Horton.\\nStatistics Relating to the Births, Deaths, Marriages, etc., in Philadelphia.\\nBy John Stockton-Hough, M. D.\\nOn the Value of Real Scientific Research. By Dr. Ruschenberger.\\nOn the Relative Influence of City and Country Life, on Morality, Health,\\nFecundity, Longevity and Mortality. By John Stockton -Hough, M. D.\\n1874. The Public School System of Philadelphia. By James S. Whitney.\\nThe Utility of Government Geological Surveys. Professor J. P. Lesley.\\nThe Law of Partnership. By J. G. Rosengarten.\\nMethods of Valuation of Real Estate for Taxation. By Thomas Cochran.\\nThe Merits of Cremation. By Persifor Frazer, Jr.\\nOutlines of Penology. By Joseph R, Chandler.\\ni8 jS Brain Disease and Modern Living. By Dr. Isaac Ray. f\\nHygiene of the Eye, Considered with Reference to the Children in our\\nSchools. By Dr. F. D. Castle.\\nThe Relative Morals of City and Country. By William S. Pierce.\\nSilk Culture and Home Industry. By Dr. Samuel Chamberlaine.\\nMind Reading, etc. By Persifor Frazer, Jr.\\nLegal Status of Married Women in Pennsylvajtia. By N. D, Miller.\\nThe Revised Status of the United States. By Lorin Blodget.\\ni8 ^6. Training Nurses for the Sick. By John H. Packard, M. D.\\nThe Advantages of the Co-operative Feature of Building Associations.\\nBy Edmund Wrigley.\\nThe Operations of our Building Associations. By Joseph I. Doran.\\nWisdom in Charity. By Rev. Charles G. Ames.\\niSyy. Free Coinage and a Self -Adjusting Ratio. By Thomas Balch.\\nBuilding Systems for Great Cities. By Lorin Blodget.\\nMetric System. By Persifor Frazer, Jr.\\ni8 f8. Cause and Cure of Hard Times. By R. J. Wright.\\nHouse-Drainage and Sewerage. By George E. Waring, Jr.\\nA Plea for a State Board of Health. By Benjamin Lee, M. D.\\nThe Germ Theory of Disease, and its Present Bearing upon Public and\\nPersonal Hygiene. By Joseph G. Richardson, M. D.\\niSyg. Delusive Methods of Municipal Financiering. By William F. Ford, f\\nTechnical Education. By A. C. Rembaugh, M. D.\\nThe English Methods of Legislation Compared with the American,\\nBy S. Sterne.", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0051.jp2"}, "52": {"fulltext": "iSjg. Thoughts on the Labor Question. By Rev. D, O. Kellogg.\\nOn the Isolation of Persons in Hospitals for the Insane. By Dr. Isaac Ray.\\nNotes on Reform Schools. By J. G. Rosengarten.\\njSSo. Philadelphia Charity Organization. By Rev. Wm. H. Hodge.\\nPublic Schools in their Relations to the Community. By James S. Whitney.\\nIndustrial and Decorative Art in Public Schools. By Charles G. Leland.\\nPenal and Reformatory Institutions. By J. G. Rosengarten.\\ni88i. Nominations for Ptcblic Office. By Mayer Sulzberger.\\nModelling for the Study of Human Character. By Edward A. Spring, f\\n1882. Municipal Government. By John C. Bullitt.\\nResult of Art Education in Schools. By Chas. G. Leland.\\nApprenticeship at it IVas and Is. By Addison B. Burk.\\ni88j. The American Aristocf-acy. By Lincoln L. Eyre.\\nA Plea for a New City Hospital. By Thomas W. Barlow.\\nSome Practical Aims on School Hygiene. By Dr. Lincoln, f\\nThe Pending School Problems. By Professor M. B. Snyder.\\nMunicipal Government. By Wm. Righter Fisher.\\nSocial Condition of the Industrial Classes. By Lorin Blodget.\\n1884. Progress of Industrial Education. By Phillip C. Garrett.\\nA Plea for Better Distribution. By Charles M. DuPuy.\\nFormation of Public Libraries in Philadelphia. By Lloyd P. Smith, f\\nBest Means of Regaining Health. By Dr. Walters, f\\nMilk Supplies of our Large Cities, etc., etc. By J. Cheston Morris, M. D.\\ni88s- Alcoholism. By A. C. Rembaugh, M. D.\\nSanitary Reforms in Large Cities. By Dr. Leflfmann. f\\nSanitary Influence of Forest Growth. Dr. J. M. Anders.\\nOutline of a Proposed School of Political and Social Science. By Edmund\\nJ. James, Ph. D.\\n1S86. The Organization of Local Boards of Health in Pennsylvania. By Benj.\\nLee, A. M., M. D., Ph. D.\\nManual Training a Valuable Feature in General Education. By C. M.\\nWoodward, Ph. D.\\nThe Gas Question in Philadelphia. By Edmund J. James, Ph. D.\\nTrade Dollars The President s Power, etc., etc. By Dr. James C. Plallock.\\nThe Balance of Power between Industrial and Intellecttial Work. By Miss\\nM. M. Cohen.\\nWife Beating as a Crime, and its Relation to Taxation. By Hon. Robert\\nAdams, Jr.\\nDefeat of Party Despotism. By Rev. Dr. Leonard W. Bacon, f\\nLand and Individualism. By Kemper Bocock. f\\n1887. Chairs of Pedagogics in our Universities. By Edmund J. James, Ph. D.\\nH^8^ 83", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0052.jp2"}, "53": {"fulltext": "", "height": "3327", "width": "1991", "jp2-path": "chairsofpedagogi01jame_0053.jp2"}, "54": {"fulltext": "", "height": "3381", "width": "2001", "jp2-path": "chairsofpedagogi01jame_0054.jp2"}}