Part 82 (1/2)

THE NEW INTEREST IN HEALTH Another new expansion of the educational service which has come in since the rown to be one of large significance, is work in the medical inspection of schools, the supervision of the health of pupils, and the new instruction in preventive hygiene This is a product of the scientific and social and industrial revolutions which the nineteenth century brought, rather than of humanitarian influences, and represents an application of newly discovered scientific knowledge to health work ah its results are largely physical and educational and social (R 375)

The discovery and isolation of bacteria; the vast ae which has come to us as to the transmission and possibilities for the elimination of many diseases; the spread of information as to sanitary science and preventive e in emphasis in medical practice, froether of all classes of people in cities; the change of habits for many from life in the open to life in the factory, shop, and apart realization of the economic value to the nation of its manhood and womanhood; have all alike combined with ressive nations take a new interest in child health and proper child development European nations have so far done much h a very co has been made here

MEDICAL INSPECTION AND HEALTH SUPERVISION Medical inspection of schools began in France, in 1837, though genuine un in France until 1879 The pioneer country for real eden, where health officers were assigned to each large school as early as 1868 Norway atory in 1891 Belgiuun in Dresden in 1867 Frankfort-on-Main appointed the first Gerland first e the revelations as to low physical vitality growing out of the Boer War, adopted a mandatory land and Wales, and the year following Scotland did the saentine and Chili both instituted such service in 1888, and japan made medical inspection compulsory and universal in 1898

In the United States the as begun voluntarily in Boston, in 1894, following a series of epideanized medical inspection in 1895, New York City in 1897, and Philadelphia in 1898 Froer cities the idea spread to the smaller ones, at first slowly, and then very rapidly The first school nurse in the United States was employed in New York City, in 1902, and the idea at once proved to be of great value In 1906 Massachusetts adopted the first state anized the first ”State Division of Health Supervision of Schools” in the United States, and this plan has since been followed by other States

Froious diseases, in which the an, it was next extended to tests for eyesight and hearing, to be ed to include physical examinations to detect hidden diseases and a constructive health-program for the schools The work has now coeneral physical exaiene in the schools, and to a certain extent the physical training and playground activities; and a constructive program for the development of the health and physical welfare of all children All this represents a further extension of the public-education idea

V THE SCIENTIFIC ORGANIZATION OF EDUCATION

An important recent developrowth of all the preceding recent developanization of collegiate and university instruction in the history, theory, practice, and adanization of Teachers'

Colleges and Schools of Education to give advanced training in educational research and in the solution of the practical probleanization and administration So important has this recent developress would be complete without at least a brief anization to the educational process

EARLY BEGINNERS Though the teachers' seanized in Gerhteenth century, the nor-college in England and the normal school in the United States by the close of the first third of that century, the work in these re time almost entirely academic in nature and elementary in character This was also true of the superior nor teachers for the _lycees_ of France

The reason for this is easy to find The writings of the earlier educational reformers were little known; the contributions of Herbart and Froebel had not as yet been popularized; there was no organized psychology of the educational process, and no psychology better than that of John Locke; the detailed Pestalozzian procedure had not as yet been worked out in the for technique; the history of the development of educational theory or of educational practice had not been written; and almost no philosophy of the educational purpose had been for-schools In consequence the training of teachers, both for elementary and secondary instruction, [22] was almost entirely in acade and class organization and ement added, and at times a little philosophy as to educational work, such as habit-for of the will Educational journalisin in either Europe or America until near the close of the first quarter of the nineteenth century, and it was 1850 before it attained any significance, and 1840 to 1850 before any iical literature arose [23]

[Illustration: FIG 238 KARL GEORG VON RAUMER (1783-1865)]

NEW INFLUENCE In 1843 there appeared, in Germany, the first two volumes of a very celebrated and influential History of Education, by a professor of en, by the na reat mineral collections found there, he read and was deeply stirred by Fichte's ”Address to the German Nation” (p 567) As a result he went to Yverdon, in 1809, and spent so the work in Pestalozzi's Institute This interest in education he never lost, and thereafter, as professor of ave lectures on pedagogy (_Uber Padagogik_) The outgrowth of these lectures was his four- voluy from the Revival of Classical Studies to our own Tihness, and for long served as a standard organization and text on the history of the development of educational theory and practice since the days of the Revival of Learning The work of von Raus of the earlier educational reformers, and numerous books and papers on educational history and theory soon began to appear Most important, for American students, was Henry Barnard's un in 1855, and continued for thirty-one years

This is a great treasure-house of pedagogical literature for Aanization of a technique of instruction for the elementary-school subjects took place rapidly, in the normal schools of all lands, as it had earlier in the German teachers' sey and educational theory ell under way in Gerarten, with its new theory of child life, was also beginning to make itself felt in both Europe and America Between 1850 and 1875 Weber, Lotze, Fechner, and Wundt laid the foundations for a new psychology (R

357), and in 1878 Wundt opened the first laboratory for the experi In 1890 William Jay_, a book so original and lucid in treatanization to y After about 1880, the extension of education upward and outward in the United States, and the rapid developan to al and adave rise to a new type of educational literature

After von Raule stimulative influence of the mid-nineteenth century was that exerted by the marked successes of the Prussian arainst Denmark (1864) and Austria (1866), but in particular in the Franco-Prussian War of 1870-71, the Prussian armies proved irresistible

These military operations attracted new attention to education, and ”the Prussian school This, coupled with the remarkable national development of United Gerressive nations to turn to the study of education with increased interest The English and Scottish universities now began to establish lectureshi+ps in the theory and history of education, [25] and the first university chairs in education in the United States were founded

THE UNIVERSITY STUDY OF EDUCATION In no country in the world have the universities, within the past three decades, given the attention to the study of Education--a ter lands has replaced the earlier and iven in the United States [26] After the United States the newer universities of England probably come next Up to 1890 less than a dozen chairs of education had been established in all the colleges of the United States, and their as still largely limited to historical and philosophical studies of education, and to a type of classrooement, since almost entirely passed over to the nores in the United States giving serious courses on educational history and procedure and ade and important professional Schools of Education for theof leaders for the service of the nation's schools

In the great advances which have taken place in the organization of education, during these three decades, no institution in the world has exerted a e,” Coluanized in 1887 as ”The New York College for the Training of Teachers,” but since 1890 has been affiliated with Columbia University, under its present name This institution has been a e percentage of the leaders in education in the United States; and has been particularly influential with students fro dominions, China, and South America

To-day, in all the state universities and in many non-state institutions in the United States, we find well-organized Teachers' Colleges engaged in a hich two decades ago was being attempted by but a few institutions anywhere, In the land, in Canada, in japan and China, and in other des of a similar development of the scientific study of education In these Schools or Colleges for the scientific study of education the best thinking on the probleanization and administration of education, and thedone [27]

THE PROBLEMS OF THE PRESENT Pestalozzi dreaize instruction and reduce all to an orderly procedure, which, once learned, would make one a master teacher What he was not able to acco others after him would do The problem of education has had, with time, no such simple and easy solution Instead, with the development of state school systems, the extension of education in many new directions to meet new needs, and the application to the study of education of the same scientific methods which have produced such results in other fields of hue, we have come to-day to have hundreds of problems, many of which are complex and difficult and which influence deeply the welfare of society and the State That these problems, even with time, will receive any such simple solution as that of which Pestalozzi dreamed, may well be doubted In the days of church control, ious ends, education was a simple matter; to-day it partakes of the difficulty and complexity which characterize most of the problems of e in the character of education a great nuanization, practice, and procedure now face us for solution

space can here be taken to mention only the more prominent of these present-day educational probleroup of probleanization: the proper educational relationshi+ps between the State and its subordinate units; the development of a state educational policy: the types of instruction the State must provide, and compel attendance upon; questions of taxation and support, coht of teachers for the service of the State; problems of child health and welfare; the provision of adequate and professional supervision; the provision of continuation schools, and of industrial and vocational training; the supervision of school buildings for health and sanitary control; and the relation of the State to private and parochial education The probleh education for leadershi+p with a one-class school syste-up of opportunity for youth of brains in any social class to rise and be trained for service; the selection and proper training of those of superior intelligence; the elie intellectual endowment; and what best to do with those of sroup of present-day educational proble and technical education, and the relation and the proper solution of these questions to national happiness and prosperity and huroup The e upon instruction; the elianization of instruction; proper aianization of school work; the saving of tianizations, all these fornificance for the future of public education Still e i to the scientific measurement of the results of instruction; the erection of attainable goals in teaching; and the introduction of scientific accuracy into educational work Still another iroup of probleanization and practices, the better toconditions of national life--social, industrial, political, religious, econoht about by the industrial and social and scientific and political revolutions which have taken place

These represent some of the more ie us since the school was taken over froreat constructive tool of the State Their solution will call for careful investigation, experi, and before they are solved other new problems will arise

So probably it will ever be under a dely overnanization and adjustment are not looked upon with favor, can a school syste fixed in type or uniform in character Education to-day has beco careful professional training on the part of those ould exercise intelligent control, and so intith and national welfare that it may be truthfully said to have become, inof a modern State

QUESTIONS FOR DISCUSSION

1 Show that education must be extended and increased in efficiency in proportion as the suffrage is extended, and additional political functions given to the electorate Illustrate

2 Trace the changes in the character of the instruction given in the schools, paralleling such changes