II. PRESENT CONDITION. Since the foregoing account was prepared, under the lead of Prof. Nissen, and other practical educators, great improvements have been introduced into the legal organization and administration of public schools of every grade, and particularly into the methods of instruction and discipline of the popular schools. By the revision of the School Law of May, 1860, the obligation of parents to send their children to school regularly, from the completion of their eighth year to their confirmation, and to secure their attendance at all public examinations of the school, is clearly defined, and fines for their neglect, increasing in amount from repetition, imposed. The establishment of infant schools for children too young to attend the regular common schools, and of a higher popular school for the older children whose parents desire to have attend the classical or scientific gymnasium, is made obligatory on the local communities. Children employed in factories or workshops of any description must attend school for a portion of each year, in special schools to be provided for them by their employers. The frequent and intelligent inspection of the schools is secured, as well as the better professional training of teachers. By a law of 1867 the Higher Public Schools are brought into a more systematic organization, and into harmony with the popular schools below, and the superior instruction opened in the University at Christiania, and the higher technical institutes, which are now provided for. These schools (the Middle or Intermediate Schools, and Gymnasiums, of both the classical and the scientific grade) are now an essential part of a system of public instruction extending from the infant school to the professional schools of theology, law, medicine, engineering, and other occupations of society. The following statistics of schools, attendance, teachers and salaries, relate to the rural districts for 1861 and 1863: for building and repairing 136,906 534,123 From these statistics it appears that there is commendable progress in the essential particulars of permanent schools, buildings, attendance, and teaching. The following table gives a more complete summary of the elementary and higher schools in all the cities and large towns in 1868. City or town. TABLE I.-Primary and Secondary Education in the Cities and Towns of Norway, January 1, 1868. Income. Expenses. Upsala....... 232 51,736 314 Linköping... 188 53,578 183 .... Westeros..... 81 298 399 19 62 218 452 33,667 4,956 20,911 18,084 16,636 19,863 6,484 8,357 7,972 2,878 19,516 19,882 12,275 9,174 1,735 Lund.. Wisby Total ... 74 8 7 1,847 357 243 494 2084 643,019 2172 1161 3389 5085 391 840 1437 3898 395,205 68,113 199,410 173,293 167,622 170,860 58,620 70,085 59,161 20,778 162,524 188,578 110,739 70,657 13,936 ENGLISH PEDAGOGY-Old and New: or, Treatises and Thoughts on Education, the School, and the Teacher in English Literature. Second Series. Republished from Barnard's American Journal of Education. 628 pages. $3.00. 1873. CONTENTS. INTRODUCTION CONTENTS AND INDEX OF FIRST SERIES...... ART. I. WILLIAM OF WYKEHAM AND THE PUBLIC SCHOOLS.. 1. WILLIAM OF WYKEHAM, Bishop and Chancellor-1324-1404. 2. PUBLIC OR ENDOWED SCHOOLS........ 3. ST. MARY'S COLLEGE, Winchester-1387–1865............................. 4. REPORT OF ROYAL COMMISSIONERS ON THE GREAT PUBLIC SCHOOLS.... 81 5. ACTION OF PARLIAMENT AND COMMISSIONERS... II. DEAN COLET, AND ST. PAULS SCHOOL, London.. III. CARDINAL WOLSEY.-1471-1530.. PLAN OF STUDIES FOR IPSWICH GRAMMAR SCHOOL, 1528.. IV. SIR THOMAS ELYOT.-1497-1535..... THE GOVERNOR, or Training for the Public Weal, 1564... 118 129-160 161-164 ..... 161 165-178 167 V. RICHARD MULCASTER.-1531-1611.. 179-190 POSITIONS respecting the Training of Children, 1581. 179 VI. JOHN BRINSLY-WEBSTER-CHRISTOPHER WASE. 185-190 191-324 IX. ALEXANDER POPE-ROBERT SOUTH-SIR RICHARD STEELE... 337-346 THOMAS K. ARNOLD.-1795-1842 MEMOIR AND EDUCATIONAL LABORS.. DETACHED THOUGHTS ON STUDIES AND EDUCATION... MARTINEAU-VAUGHAN-DE MORGAN-MULLER-SMITH. 2. FARADAY-HERSCHEL-WHEWELL-HAMILTON....... AIRY-HENFREY-HOOKER-HUXLEY........ LYELL OWEN-PAGET TYNDALL-WILSON.................... ...... XIV. ART AND SCIENCE IN ENGLISH EDUCATION.. 337 347-358 347 359-364 359 365-368 365 369-455 369-410 369 417-544 417 448 449 465 481 497 529 545-592 593-628 ENGLISH PEDAGOGY IN THE NINETEENTH CENTURY. FREDERICK WILLIAM TEMPLE. FREDERICK W. TEMPLE, D. D., was born Nov. 30, 1821, and educated at the Grammar School at Tiverton, and Oxford (Balliol College), where he took his degree in 1842 as a double first class. He was elected Fellow and Tutor, and after his ordination in 1846, became Principal of the Training College for masters of Pauper Schools at Kneller Hall in 1848. This post he resigned in 1855, to become Inspector of Schools, in which he continued till 1858, when he was made Head Master of Rugby School, from which high position he was promoted to the See of Exeter, to succeed Bishop Philpotts. His evidence and opinions on the studies of secondary schools had great weight with the Public Schools Commission, which reported to Parliament in 1864. He was the author of the first of the seven "Essays and Reviews" which caused some controversy as to his orthodoxy at the time (1860), and of a volume of Sermons Preached in Rugby Chapel in 1858–60. Greek and Roman Language and Literature.* I can not suggest any change in our system of education. By degrees the present system may be much improved. But I understand the Commissioners to ask whether I wish to suggest, not such alterations as we can make for ourselves, and I trust are endeavoring to make, but such as would require superior authority to introduce: the total or partial surrender, for instance, of the classics as the staple of instruction. Such alterations I can not advise. The studies of boys at school fall under three heads,-literature, mathematics, and physical science. For every branch of each of these studies very strong arguments may be adduced. A boy ought not to be ignorant of this earth on which God has placed him, and ought therefore to be well acquainted with geography. He ought not to walk in the fields in total ignorance of what is growing under his very eyes, and he ought therefore to learn botany. There is hardly an occupation in which he can be employed where he will not find chemistry of service to him. Mathematics rule all other sciences, and contain in themselves the one perfect example of strict logic. It is absurd that an English youth should be ignorant of the history of England; equally absurd * Extract from communication to the Public Schools Commission, 1864. |