C. EDUCATIONAL REPORTS.

Of the reports of school officers and educators it may be said briefly that they include by far the largest part of America's contribution to the literature of education. They are valuable as furnishing statistical and other data,* for comparative studies of school systems; and as a medium of information between institutions and the public. But as supervision in city and State has developed toward a profession, employing a trained and special class, the annual statement frequently takes the form of a monographic treatise on some one or more phases of education or schooling.

Among State reports those of Horace Mann easily stand first. They grew out of the system and, in an interesting way, reflect his own labors. After a general view of the administration, they were usually didactic, discussing vital questions in educational philosophy, with a vigorous mind. Of the twelve reports some have become historical. The fourth and ninth gave a comparative exhibit of the Massachusetts system. The seventh discussed European schools, and especially the Prussian seminaries for teachers. (It was this report which called out the celebrated "Common-School Controversy" between Mr. Mann and the "Thirty-one Boston Schoolmasters.") In the tenth is traced the origin and growth of the free-school system, in which he formulates the now familiar sentiment that "the property of a commonwealth is pledged to the education of all its youth."

"To be appreciated," says Mr. Barnard "these reports must be read." No abstract can exibit the fullness of thought, or the familiarity with which the questions are handled. "We know of no series of educational reports,"

* It is of the first importance that something of uniformity be secured in the taking and manipulation of census items; the records of attendance, including continuance, the school period and age; and the relation of the two classes; those entitled to school privileges, and those attending.

he continues, "by one mind, in any language, so readable or so instructive." The Massachusetts Board (1887) made its fiftieth report, and with it published both a sketch of the legislation of the State on leading matters, and an indexvery complete-to the entire set. It compasses the educational history of a large part of New England. The Connecticut reports are almost equally valuable, and those of Rhode Island, especially under Stockwell. The New York, Illinois, and Michigan reports are authorities outside their respective States. The interchange of such literature among the States promises to unify the systems, and to equalize the opportunities as no legislation can do.

Of city reports, those of Boston being among the oldest, Vare are also among the most valuable, particularly those under Dr. Philbrick. Excellent features are to be found in those of Chicago, San Francisco, Cincinnati, Providence, etc., as doubtless in others. But the most complete and systematic presentation of educational philosophy is to found in the yannual reports of Dr. W. T. Harris, as Superintendent of the St. Louis Schools (1867-'79). The following analysis* of the discussion is appended, both as illustrating their scope, and as a somewhat connected outline of educational philosophy:

1867-'68. Discussion of Pestolozzianism and object-lessons.

1868-'69. Discussion of Leigh's phonetic system of teaching reading. English orthography and how to teach it with the least loss of time. Defects of the graded school system. What a pupil gains by a mastery of the three R's.

Industrial

1869-'70. Discussion of the co-education of the sexes. education. German-English instruction. Library classification, a scheme for it. How the branches of the course of study give the pupil a mastery of the world. How to conduct recitations. A plan for local supervision of principals.

1870-'71. Moral education as involved in the school discipline. Education and crime. Eulogy on Ira Divoll, Superintendent of Schools,

*Taken from Hall's "Bibliography of Education," p. 242.

St. Louis. Syllabus of oral lessons in natural science, and directions for teaching it. Music instruction.

1871-79. A classification of occupations in the United States proposed, and a discussion of the occupations represented in the St. Louis schools. The injury to the district schools caused by a too strict examination for admission to the high school. Corporal punishment. German-English instruction. Arithmetic versus Grammar as a culture study. The psychological significance of the several studies.

1872-'73. Method of promotion and classification adopted in the St. Louis schools. Discussion of the psychological effect of Latin and Greek in education, their containing the embryology of our civilization. Elaborate discussion of the branches necessary in a course of study in district schools, high schools, and colleges; what each branch adds to the mental structure in the way of discipline and knowledge. Identical co-education of the sexes discussed in the light of the history of the three epochs of industrial civilization. The library and its significance in modern civilization. Outline of educational psychology.

1873-74. Discussion of school hygiene and the lessons furnished by statistics taken in the St. Louis schools. Grading, classification, class intervals, and promotions. Suspension of pupils versus corporal punishment.

1874-75. History of the public school system of St. Louis.

1875-76. The school architecture best adapted for good hygiene. The philosophy of the kindergarten. The Centennial Exposition educationally considered.

1876-277. German-English instruction, its uses for towns and cities where there is a mixed population of English and Germans. What the common schools teach to fit pupils for their future vocations. Halftime schools for primary pupils, its economy and hygienic effect. The proper school age. The results of the kindergarten in St. Louis.

1877-'78. Teaching United States history.

1878-79. The age of withdrawal from school. Industrial education. The educational influence of works of fiction drawn from the library. History of the St. Louis kindergarten system, the philosophy of its methods, and the practical devices necessary to make it a part of the public school system. Oral lessons in history, syllabus of lessons for all the grades of the common school. Bird's-eye view of the entire organization of a system of city schools, with remarks and commentary on the practical working of different devices in vogue.

In this day of growing interest in higher education, its distribution and means, it is encouraging to note the adjustment of college reports also to the public demand for a better acquaintance with these agencies of culture. The Harvard publications, especially the official annual statements of President Eliot, have left in large measure the formal exposition of the early days, and have shown a disposition to study the practical questions which concern the university and not less the community. The report of 1883-'84 gives in a terse, plain statement the history of elections and the evolution of the curriculum in that ancient institution. The annual statements of Cornell also, as a representative of the "open system" of studies, of Columbia and Johns Hopkins and Michigan, and the Universities of Pennsylvania and California, have contributed much in ten years to a better public understanding of the relations of higher education.

Bibliography.

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"Normal Training in Colleges," 'Proceedings of New York University Convocation" (1883), p. 342; "Collegiate Instruction in Pedagogics," "Report of Superintendent of Public Instruction of New York" (1862); "Chairs of Pedagogics in Colleges," Harris, "Proceedings of the National Council of Education" (1882); "Psychology as a Branch of Education," "American Journal of Education," vol. iii, p. 125; "Education as a University Study," chapter xv of "Contributions to the Science of Education," by W. H. Payne (1886); “Philosophy in Education," "Mind," vol. iii, p. 225. "Educational Psychology," by Dr. W. T. Harris, in "Journal of Speculative Philosophy," vol. xiv, p. 225 (1880). See also "Educational Reports," by J. D. Philbrick, in the "United States Commissioner's Report" (1884-'85), pp. xiv-xxiv; and on Educational Literature," "Popular Science Monthly," vol. ii, p. 713, and especially Poole's "Index to Periodical Literature." No other knowledge can excuse ignorance of the uses and suggestions of this last source of information.

CHAPTER X.

RECENT COLLEGES.

A. THE CURRICULUM.

IN no respect has the modern college changed more than in its academic constitution. Between the average curriculum of 1800, and that of the most conservative institution of to-day, there is a great disparity. Practically speaking, it is the difference between the sums of knowledge then and The Harvard of 1700 was rich in contemporary learning. The statement would apply to the same and other institutions at the beginning of this century. But how has the world of fact enlarged! Then the "organization of knowledge" was comparatively simple. That it is less so now is one mark of progress.

now.

Biology belongs to the present century. Chemistry in the same time has been much developed along the old, and worked out in new lines. Geography in its comparative study is very recent-from Ritter, indeed-and in its descriptive aspect has been enriched by vast territories within half a century. Ethnological investigation, the natural systems of botany, together with its numerous economic bearings, and the indefinite multiplication of our knowledge of physical forces and their phenomena, come within the ages of men yet living. Whole fields of science have been discovered and inclosed, and others reclaimed from the dominance and uses of medieval dogmatism. Both geology and astronomy have been reconstructed and enlarged. College programmes have been made over by the claims of such new and comprehensive interests.

Further, the current and recent magnifying of the humanities, the growing recognition of an altruistic and co-operative spirit in civil and social and political life, the increasing complexity of social forces, new aspects of government,