Part 79 (2/2)

10 State the essentials of Herbart's educational ideas (355,356), and the nature of the advances made over his predecessors

11 State the essentials of Froebel's educational ideas, as explained by the Baroness von Marenholtz-Bulow (358)

12 Explain the difference between the universities of the two nations (359)

13 Contrast eleland (360) with that in the United States at the sa else to Spencer's require? What? Why?

15 How do you explain science being ”written against in our theologies and frowned upon from our pulpits” (363) when it is of such importance as Spencer concludes?

16 Contrast the old and the new psychology (357, 364)

17 Have the difficulties experienced in the transformation of instruction in China (365) been essentially different than with us? How?

18 Apply Dewey's idea as to the socialization of history (366) to instruction in geography

SUPPLEMENTARY REFERENCES

Barnard, Henry _National Education in Europe_

Bowen, H C _Froebel and Education through Self-Activity_

Compayre, G _Herbart and Education by Instruction_

De Garmo, Chas _Herbart and the Herbartians_

Dewey, John _The School and Social Progress_ (Nine numbers)Dewey, John _The School and Society_

Gordy, J P _Rise and Growth of the Normal School Idea in the United States_ Circular of Information, United States Bureau of Education, No 8, 1891

Hollis, A P _The Oswego Movement_

Jordan, D S ”Spencer's Essay on Education”; in _Cosazine_, vol xxix, pp 135-49 (Sept 1902) Judd, C H _The Training of Teachers in England, Scotland, and Germany_ (Bulletin 35, 1914, United States Bureau of Education) Monroe, Will S _History of the Pestalozzian Movement in the United States_

Parker, S C _History of Modern Ele Wen Kuo _The Chinese System of Public Education_

Spencer, Herbert _Education: Intellectual, Moral, and Physical_

Vanderwalker, N C _The Kindergarten in American Education_

CHAPTER XXIX

NEW TENDENCIES AND EXPANSIONS

I POLITICAL

THE ENLARGED CONCEPTION OF PUBLIC EDUCATION The new ideas as to the purpose and functions of the State prohteenth-century thinkers, and given concrete expression in the American and French revolutions near the close of the century, i to the school and a new purpose to the education of a people In the theoretical discussion of education by Rousseau and the empirical work of Pestalozzi a new individualistic theory for a secular school was created, and this Prussia, for longin that direction, first adopted as a basis for the state school systeanized to serve national ends The new Aanization and control, early created state schools to replace the earlier religious schools; while the French Revolution enthusiasts abolished the religious school and ordered the substitution of a general system of state schools to serve their national ends

Fros, as we have seen, the state-school idea has in course of time spread to all continents, and nations everywhere to-day have come to feel that the maintenance of a more or less comprehensive system of state schools is so closely connected with national welfare and progress as to be a necessity for the State (R 367) In consequence, state ministries for education have been created in all the important world nations; state and local school officials have been provided generally to see that the state purpose in creating schools is carried out; state normal schools for the preparation of teachers have been established; comprehensive state school codes have been enacted or educational decrees for expenditures for education are to-day derived by taxing the wealth of the State to educate the children of the State

CHANGE FROM THE ORIGINAL PURPOSE The original purpose in the establishment of schools by the State was everywhere to promote literacy and citizenshi+p Under all deovernment it was also to insure to the people the eleht be prepared for participation in the functions of governiven (p 525) from early American statesmen as to the need for the education of public opinion and the diffusion of knowledge a the people The same ideas were expressed by French writers and statese of the Reforradual extension of the franchise to larger and larger nues naturally had to follow The education of new citizens for ”their political and civil duties as members of society and freemen” becaht to vote In all de coed these early duties of the school To-day, in e has come to be the rule, and still e as well, the continually increasing complexity of the political, economic, and social probleed period of citizenshi+p education is necessary if voters are to exercise, in any intelligent manner, their functions of citizenshi+p In nations where the initiative, referendum, and recall have been added, the need for special education along political, economic, and social lines has been still further emphasized

At first instruction in the coion added, was regarded as sufficient In States, such as the Gerious instruction was retained in the schools, this has beenthe citizenshi+p and upholding the established order The history of the different nations has also been used by each as adesired conceptions of citizenshi+p, and soovernment has usually been added To-day all these means have been proven inadequate for deoverned and broadened into institutional and co socialized, along the lines advocated by Dewey; and instruction in econo introduced into the secondary schools Instead of beingliteracy and diffusing the rudi the electorate, schools are to- day being called upon to grasp the significance of their political and social relationshi+ps, and to transfor the welfare of the State (R 368)

THE PROMOTION OF NATIONALITY In Prussia the promotion of national solidarity was early made an important aim of the school This has in time become a coenerally the idea that a national spirit or culture is ”an artificial product which transcends social, religious, and economic distinctions,”

and that it ”could be manufactured by education” (R 340) In consequence of this discovery the school has been raised to a new position of importance in the national life, and has beco in the citizenshi+p that national unity and national strength so desirable under present-day world conditions In the German States, where this function of the school has in recent times been perverted to carry forward imperialistic national ends (R 342); in France, where it has been intelligently used to proth (R