Εικόνες σελίδας
PDF
Ηλεκτρ. έκδοση

good and that the results are satisfactory, especially when a large proportion of these students go out as teachers. Without training in the subjects known as the intellectual studies they will be intelligent in a way, but they can hardly appreciate the ordinary writing of Dr. Harris or Dr. Taylor or any of our theologians or great writers who contribute so freely to magazines and educational periodicals. Certainly ethics and psychology should bo taught to the senior class in the high school, and political economy also, for in all these some things are settled, and these as first principles may be taught. In spite of the blundering way in which they are often learned and taught, they are valuable.

But the committee says: “Then teach these things, but do not do it when anybody is looking. Toach them as something else. Let your ethics como in as part of your algebra, and your psychology as part of your geography, and your political economy as part of your history.” Cicero long ago said that all the studies which pertain to culture have between themselves a certain relationship, but it does not follow from that that you can teach psychology from history very well or ethics from geography. It reminds one of tho modern furnishing of our houses, where everything is, as it were, something else. Your ottoman is a coal-hod and your divan may be an ice-chest. A piano tuner said the other day he was afraid to sit down to tune a piano for fear a folding bed wonld fly out on him. So they would have these subjects taught under a different namo when scholars are not aware that they are learning them. If you aro to teach these studies, teach them by their true name; and though we can not do university work, yet I believe it is better to teach something of these than to send our scholars out with an idea that there is nothing in this universo except that which can bo weighed and measured. The committee says let them go to the college and university and they will make a better beginning. There they will begin with the discussion as to whether there is a soul. I do not object, but I stand on the proposition that I have a soul and a body. Following that, I believe we can teach in the high school a great deal that is valuable in these subjects.

BIBLIOGRAPHY.

ADANS, CHARLES KENDALL. Impressions of the report. University of the State of

New York-Regents’ Bulletin, No. 28, July, 1894, p. 313. Albany, 1894. 12o. BAKER, JAMES H. Report of the committee of ten. University of the State of

New York-Regents’ Bulletin, No. 28, July, 1891, p. 307. Albany, 1894. 12o.
Review of the work of the committee of ten. Journal of Education (New

Eng. and Nat.), July 19, 1894, vol. 40, p. 76.
BAXCROFT, CECIL F. P. Report of the committee of ten from the point of view

of the college preparatory school. Educational Review, March, 1894, vol. 7,

p. 280.

BRADLEY, John E. Report of the committee of ten from the point of view of the

smaller colleges. Educational Review, April, 1894, vol. 7, p. 330. BRISTOL, GEORGE P. Can sufficient Greek to satisfy reasonablo requirements for

entrance to college be taught in two years in the secondary schools? Uni-
versity of the State of New York-Regents’ Bulletin, No. 28, July, 1894,
p. 312. (Paper discussed by N. L. Andrews, D. C. Farr, and Marcellus
Oakoy, pp. 311, 316, 317.) Albany, 1894. 12°.
College entrance examinations on the plan laid down by the several confer-

University of the State of New York-Regents’ Bulletin, No. 28,
July, 1894, p. 324. Albany, 1894. 12o.
BUCIIANAN, Jonn N. Teaching of Latin and Greek. School Journal (New York

and Chicago), August 11, 1894, vol. 49, p. 81. BUTLER, NicholAS MURRAY. An important educational conference. Harper's Weekly, November 18, 1893, vol. 37, p.

1109.

ences,

BUTLER, NICHOLAS MURRAY. The reform of high school education. Harper's

Weekly, Jannary 13, 1894, vol. 38, p. 42. (Also contained in Indiana School
Journ:l, March, 1894, vol. 39, p. 131.)
The reform of secondary education in the United States. Atlantic Monthly,

Marclı, 1894, vol. 73, p. 372.
BUTTS, WILLIAM II. An experiment in schedule making. School Review, Septem-

ber, 1894, vol. 2, p. 412. (Also contained in Regents’ Bulletin, University of

the State of New York, No. 28, July, 1894, p. 336.) CLARK, Joun S. Art in secondary education: An omission by the committee of

ten. Educational Review, April, 1894, vol. 7, p. 374. (Also in Regents' Bulletin, No. 28, July, 1891, University of the State of New York, p. 295.

Albany, 1891. 120.) COHN, ADOLPH. Which modern language should laro preference in the secondary

school, when only one can be taught and when educational considerations alo:10 govern the choice! University of the State of New York-Regents'

Bulletin, No. 28, July, 1894, p. 329. Albany, 1891. 120. Committee often, Report of. (Editorials.) Education, vol. 14, pp. 431-433, 497-498;

The Dial, Jan. 16, 1894, vol. 14, p. 35; Intelligence, Feb. 5, 1894, vol. 14, p. 49; Ohio Educational Mo., March. 1894, vol. 43, p. 133, and April, 1894, vol.

43, p. 170; The Outlook, Jan. 13, 1894, vol. 49, pp. 58, 129. De Garmo, CHARLES. Report of the comittee of ten from the point of view of

eilucational theory. Educational Review, Marchi, 1894, vol. 7, p. 275.
Report of the committee of ten. Pennsylvania School Journal, September,
1894, vol. 13, p. 128. Journal of Education (New Eng. and Nat.), March 8,
1894, vol. 39,

130. Discussion of report of the committee of ten, by Harvard Teachers' Association.

P.

Jounal of Education (New Eng. anıl Nat.), Mirch 15, 1894, vol. 39, p. 164. DOANE, WULIAN C. Religions teaching in public schools. University of the State

of New York-Regents’ Bulletin, No. 28, July, 1891, p. 311. Albany, 1894. 12o. DYER, F. B. ct al. Committee of ten. (Discussion.) Ohio Educational Monthly,

vol. 43, 1894, pp. 170, 247, 370. ELIOT, CHARLES W. Report of the committee of ten. Educational Review, Feb

ruary, 1891, vol. 7, p. 105. Journal of Education (New Eng. and Nat.), July
26, 1891, vol. 40, p. 91.
Unity of educational reform. Educational Review, October, 1894, vol. 8, p.

209. EMERSON, HENRY P. Bearing of the report on elementary education. University

of the State of New York-Regents’ Bulletin, No. 28, July, 1894, p. 283.

Albany, 1994. 12. GUEN, E. W. Mathematical section of the report of the committee of ten.

Schoolmasters' Association of New York and vicinity, 1893–94, p. 98. GREENWOOD, J. M. Committee of ten. Journal of Education (New Eng. and Nat.),

March 8, 1894, vol. 39, p. 150.
Conference report on mathematics. Education, October, 1894, vol. 15, p. 65.
Criticism of report of committee of ten. Intelligence, May 15, 1894, vol. 14,

p. 115,

Guin., R. J. Committee of ten. Southern Educational Journal (Ga.), Feb., 1894,

P. 9.

Hall, G. STANLEY. Report of committee of ten. University of the State of New

York-Regents’ Bulletin, No. 28, July, 1891, p. 303. Albany, 1891. 120 Harris, W'ILLIAN T. Report of the committee of ten. Educational Review, Janu

ary, 1894, vol. 7, p. 1.
The committee of ten. Journal of Education (New Eng. and Nat.), March
8, 1891, vol. 39, p. 150.

HARRISON, CASKIE. Secondary school studies. Journal of Education (New Eng.

and Nat.), March 22, 1894, vol. 39, p. 179. Hill, FRANK A. The report of the committee of ten. Journal of Education (New

Eng. and Nat.), July 26, 1891, vol. 40, p. 92.
HINSDALE, B. A. Report of the committee of ten. University of Michigan Record,

February, 1894.
Remarks as general introduction to discussion of the report of the com-

mittee of ten. University of Michigan Record, April, 1894. HULING, RAY GREENE. The report on secondary school studies. School Review,

May, 1894, vol. 2, p. 268. JETTERS, E. T. Report of the committee of ten. Pennsylvania School Journal,

September, 1894, vol. 43, p. 126. Journal of Education (New Eng. and Nat.). The couimittee of ten. January 18,

1894, vol. 39, p. 36. (Reprint from The Boston Journal.)

The reception of the report. March 22, 1894, vol. 39, p. 185. KENNEDY, JOHN. Report of the committee of ten. University of the State of New

York-Regents’ Bulletin, No. 28, July, 1891, p. 273. Albany, 1894. 12o. MACKENZIE, JAMES C. Report of the committee of ten. School Review, March,

1891, vol. 2, p. 146.
Report of the committee of ten. School Journal (N. Y. and Chicago), August

11, 1894, vol. 49, p. 81.
The feasibility of modifying the programmes of the elementary anıl secondary
schools to meet the suggestions in the report. Journal of Education (New

Eng. and Nat ), Angust 16, 1894, vol. 40, p. 109.
MAXWELL, W. II. Tho committee of ten. Journal of Education (New Eng. and

Nat.), March 8, 1894, vol. 39, p. 150.
NIGHTINGALE, A. F. The committee of ten. Journal of Education, March 8, 1894,

vol. 39, p. 150.
The teaching of English. School Journal (N. Y. and Chi.), August 11, 1894,

vol. 49, p. 81. PALMER, CHARLES S. Some observations on the report of the committeo of ton.

Colorado School Journal, May, 1894, p. 8. PARKER, Francis W. The uso of the report of the committee of ten for the

improvement of teachers now at work in the schools. Educational Review,

May, 1891, vol. 7, p. 479. Recommendations of the committee of ten. (Editorial.) Intelligence, February 5,

1894, vol. 14, p. 49. Regulation of secondary education. (Editorial.) The Nation, January 18, 1894,

vol. 58, p. 41. ROBINSON, 0. D. Report of the committee of ten. School Review, June, 1894,

vol. 2, p. 366.
The report from the point of view of the large mixed high schools. Univer-

sity of the State of New York-Regents' Bulletin, No. 28, July, 1894, p. 287.

Albany, 1894. 12o. Rogers, RoviLLUS R. Should not the colleges be adjustel to the existing high

schools, rather than the high schools adjusted to the existing colleges ? University of the State of New York-Regents’ Bulletin, No. 28, July, 1894,

p. 326. Albany, 1891. 12o. SACHS, JULIUS. Report of the committee of ten from the point of view of the col

lege preparatory school. Educational Review, June, 1894, vol. 8, p. 75. SARVER, Join M. Report of the committee of ten. Ohio Educational Monthly,

June, 1894, vol. 43, p. 245. SCHURMAN, J. G. Report on secondary school studies. School Review, February,

1894, vol. 2, p. 83.

SCOTT, CIIARLES B. Nature study in elementary schools. University of the State

of New York-Regents’ Bulletin, No. 28, July, 1894, p. 291. Albany, 1894. 12.o SEAVER, EDWIN P. Secondary school studies, in fourteenth annual report of the

superintendent of public schools of the city of Boston, March, 1894. (School

Doc. No. 4, 1894.) TAYLOR, JAMES M. Report of the committee of ten. School Review, April, 1894,

vol. 2, p. 193. TYLER, HENRY M. The crowding of preparatory courses. University of the State

of New York-Regents’ Bulletin, No. 28, July, 1894, p. 321. Albany, 1894. 120. Uniform entrance examinations in English language and literature. School Review,

Nov. 1891, vol. 2, p. 562. WARNER, CHARLES DUDLEY. Secondary education. Harper's Magazine, May, 1894,

vol. 88, p. 963. WELLS, WILLIAM. Modern language work. University of the State of New York

Regents’ Bulletin, No. 28, July, 1894, p. 332. Albany, 1894. 12o. WIELER, Bexd. I. Bearings of the committee's report on the future significance of

the baccalaureate degreo. University of the State of New York-Regents'

Bulletin, No. 28, July, 1894, p. 319. Albany, 1894. 12o. Wilcox, M. A. The programmes of the committee of ten. Education, January,

1895, vol. 15, p. 257. WINSHIP, A. E. The report of the committee of ten. Journal of Education (New

Eng. and Nat.), July 26, 1894, vol. 10, p. 93,

CHAPTER III.

THE NATIONAL EDUCATIONAL ASSOCIATION,

CONTENTS: 1.- Historical sketch, by Zalmon Richards, of Washington, D. C. II.

Organization and functions of the Association, by William T. Harris, LL. D. III.Constitution of the Association. 11.-Constitution of the National Council of Education. V.-List of meetings, officers, and annual membership from each State. VI.-Catalogue of papers and addresses since first organization, subject classification. TII.-Same, author classification.

HISTORICAL SKETCH OF THE NATIONAL EDUCATIONAL ASSOCIATION.!

By ZALMON RICHARDS, Washington, D. C. The present name of this association was assumed in 1870, at the annual meeting held in the city of Cleveland, Ohio. Previous to that date it bore the name of “The National Teachers' Association.” This latter name was assumed aj its first organization in Philadelphia, August 26, 1857.

This association has a legitimato origin. It is not the result of any faction, accident, or antagonism. Neither ambition nor rivalry furnished any incentives for its formation, for it was the natural outgrowth from the spirit of the times and the demands of the period.

It is true that at the time of its origin there were not less than twenty-three State educational associations in this country, the first of which was organized in the State of New York in 1845. With pleasure we also speak of the "American Institute of Instruction," organized in 1830, wbich is still doin officient and highly commendablo work in its New England field. The next year aster, 1831, “The Western College of Teachers” was organized in Ohio. This western association should be specially commended and honored for the evolutionary influence which it exerted not only upon the teaching fraternity of Ohio, but upon the teachers of many other States.

So far as we know now, the first educational association in this country was organized in Middletown, Conn., under the name of “The Middlesex County Association for the Improvement of Common Schools." (See note, “ Barnarii's Journal of Education," Vol. II, p. 19.)

We would also especially refer to “The American Association for the Advancement of Education,” which was the result of a “ Convention of the Friends of Common Schools and of Universal Education," held in Philadelphia in December, 1819, and which completed its organization in 1850. Its prominent original movers and officers for 1819 were Hon. Horace liann, president; Joseph Henry, John Griscom, Samuel Lewis, Dr. Alonzo Potter, Greer B. Duncan, vice-presidents; Charles Northend, P. Pemberton Morris, Solomon Jenner, secretaries.

The business committeo were Henry Barnard, John S. Ilart, Nathan Bishop, II. H. Barney, and Thomas H. Benton, jr. These are all venerable names of noble men, whose influence in the cause of education, public and private, will never cease to be felt both in our own and in other countries.

The influence of all these associations was felt more or less by the first movers in the organization of the National Teachers' Association, but the most direct influence came from the American Institute of Instruction, the New York Teachers' Association, and the American Association for the Advancement of Education. Of the eleven original founders of the National Teachers' Association, six of whom are now living, three, viz, T. W. Valentine, the first to suggest its organization, and at the "Read before the National Exlucational Association at the meeting held in Toronto, Canada, 1891.

« ΠροηγούμενηΣυνέχεια »