Part 100 (1/2)

218 fro in the Bible

277 to addition and subtraction

153 to multiplication and division

60 to the compound of the four first rules

20 to reduction

24 to the rule of three

[12] Herbart had visited Pestalozzi at Burgdorf, in 1799, just after graduating fro as a tutor for three Swiss boys, and had written a very sympathetic description of his school and his theory of instruction Herbart was one of the first of the Gerenial and noble Pestalozzi”

[13] The son of a well-educated public official, Herbart was hi and the University of Jena After spending three years as a tutor, he becae of twenty-six, an under teacher at the University of Gottingen At the age of thirty-three he was called to succeed Kant as professor of philosophy at Konigsberg, and froain a professor at Gottingen

[14] Charles De Garinning of the introduction of these ideas into this country In 1892 Charles A McMurry published his _General Method_, and in 1897, with his brother, Frank, published the _Method in the Recitation_ These three books probably have done more to popularize Herbartian ideas and introduce thees of the United States than all other influences combined Another important influence was the ”National Herbart Society,” founded in 1892 by students returning from Jena, in imitation of the similar German society

[15] The studies which have come to characterize the modern ele headings:

_Drill subjects_ _Content subjects_ _Expression subjects_ Reading Literature Kindergarten Work Writing Geography Music Spelling History Manual Arts Language Civic Studies Domestic Arts Arithmetic Manners and Conduct Plays and Gariculture Vocational Subjects

[16] Next, perhaps, would coly democratic in spirit In the cities of Holland one finds artens, but the State has not made them a part of the school systearten practically does not exist

The kindergarten will always do best a peoples, and seldom meets with favor frolish Infant Schools a profound revolution has taken place in recent years Formal lessons in the 3 Rs have disappeared, and the whole of the training of the little ones has been based on the principles of the kindergarten as enunciated by Froebel Much of the old routine still relish educational syste done in the best Infant Schools” (Hughes, R E, _The Making of Citizens_ (1902), p 40)

[18] In France, the Infant School or kindergarten is known as the Maternal School Pupils are received at two years of age, and carried along until six In the lower division the school is largely in the nature of a day nursery, but in the upper division arten are found

[19] Since Froebel's day we have learned much about children that was then unknown, especially as to the anization and develope the tendency has been to enlarge the ”gifts” and change their nature, to introduce new ”occupations,” elaborate the kindergarten prograarten more of an out-of-door character Especially has the work of Dewey (p 780) and the child-study specialists been iarten procedure

[20] By 1880 so-schools, s, had been opened in the cities of thirty of the States of the Union By 1890 philanthropic kindergarten associations to provide and support kindergartens had been organized in er cities, and after that date cities rapidly began to adopt the kindergarten as a part of the public-school syste to the American educational ladder To-day there are approxiartens in the cities of the United States, and training in kindergarten principles and practices is now given by many of the state nor to a recent Report to the Zionist Board of Education in the United States, there were over 5300 children in kindergartens in Palestine, 125 kindergarten teachers there, and a College for Kindergarten Teachers had been organized in the Holy Land to train additional teachers

[22] The Saint Louis Manual Training High School, founded in 1880 in connection with Washi+ngton University, first gave expression to this new foranization of such schools elsewhere Privately supported schools of this type were organized in Chicago, Toledo, Cincinnati, and Cleveland before 1886, and the first public h schools were established in Baltimore in 1884, Philadelphia in 1885, and O on the ”Russian syste, foundry and , dressirls was the one at Toledo, established in 1886, though private classes had been organized earlier in a number of cities

[23] A few of the earlier adaptations of the idea iven In 1882 Montclair, New Jersey, introducedinto its elementary schools, and in 1885 the State of New Jersey first offered state aid to induce the extension of the idea In 1885 Philadelphia added cooking and sewing to its eleh school five years earlier In 1888 the City of New York added drawing, sewing, cooking, and orking to its elementary-school course of study

[24] In 1802 Napoleon provided for instruction in natural history, astronoy in the scientific course of the _lycees_, and in 1814 enlarged this instruction He also established numerous technical and military schools, with instruction based on mathematics and science

[25] The Royal Commissioners which reported on the condition of the University of Oxford, in 1850, said: ”It is generally acknowledged that both Oxford and the country at large suffer greatly fro their lives to the cultivation of science, and to the direction of academical education The fact that so few books of profound research emanate from the University of Oxford , and consequently its hold on the respect of the nation”

[26] Book instruction in the new sciences goes back, in the universities of hteenth century, but laboratory instruction is a much more recent develop the mother of science instruction, and probably the first chemical laboratory in the world to be opened to students was that of Liebig at Giessen, in 1826 The first American university to provide laboratory instruction in chemistry was Harvard, in 1846 The instruction in science in most of the universities, up to at least 1850, was book instruction (See schedule of studies for University of Michigan, R 331) The first American university to be founded on the German model was Johns Hopkins, in 1876

[27] By Charles Mayo and his sister, who opened a private Pestalozzian school, about 1825 Miss Mayo published her _Lessons on Objects_, explaining the land after about 1830 Both the Mayos were prominent in the Infant-School movement, which adopted a formalized type of Pestalozzian procedure

[28] In 1871 Dr William T Harris, then Superintendent of City Schools in Saint Louis, published a well-organized course for the orderly study of the different sciences This attracted wide attention, and was in time substituted for the scattered lessons on objects which had preceded it