New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1873-08-09

resume or discussion cove NJ 20 mucn anu
dealing with Incidental details rather than leading prn-
'cples All agreed that It desirable to lay more
upon the importance Of high schools In our eduea
tional system and committee with DR.. Hays as chair
man. appointed to report Mt the meeting next year
I'm the afternoon in the department OF higher instruction.
Prof Edwd S. Jaynes of Washington and Lee Univer
Ssty read a paper Classical study. He deprecated
the idea OF conflict between clerical and scientific,
any other studies but argued the special fitness OF the
classics for elementary and disciplinary training be
claimed that language humanity in its broad
est, most concise and most enduring expression and
nence the study OF language fitted for human dis
cpline under ali circumstances and at every stage OF
development. He claimed that the classical language
offered this discipline in tangible and more appre
cabe form than any other languages. partly because
their terms more plastic, and reveal more clearly
che relation between language and Thought; partly
because they ancient languages more uhhKe
OVID, and hence more objective to the rnind OF
the student Tho same advantage was claimed for the
study OF ancient history preparatory to modern his
tory and presenting the best means for discipline IN
the historical method Of study generally.
TRAINING INFLUENCE OF THE CLASSICS.
Prof Jaynes claimed that the study Of language was
peculiarly valuable training of the perception
faculties themselves, even for men Of exclusively
scientific pursuits he alluded to President Barnard's
address the Tyndan Banquet and answered that the
perception faculties needed be not merely sharpened
but ideazed-O be trained not merely to the accurate
perception OF visible things but TO the perception OF
truths. and Of the higher relations that underhe and
inform the material world. For this object visible
things alone did suffice training, and no other
training was equal to that Of language whose facts
aud principles offered the highest range TO
the inductive faculties, and at the same time
the Hottest exercise Of the Imagination and reason.
lie claimed that the study OF the classics was therefore
most valuable where it had been most strongly attacked
and should be retainer, If In the interest Of science alone
But while there essential conflict between the
classics and science there Gid arise conflict in the ad
Iustment OF their studies for individuals, or in par
ticular schools The true question then was, how a
proper place should be retained for classical and lin
gusc study excluding the just claims of other
scientific studies. To this he answered FIRST by IND
provement the methods Of classical teaching whereby
better results could be obtained less time This point
was illustrated Second. by the extension of the cleo
tive system colleges and higher schools whereby
the might be relieved from the odum Of unWl-
Ing study and time allowed for study in special direc-
lions. without overburdening the student Overcrowd
ting the curriculum Both these reforms be regarded as
inevitable with the progress Of modern education When
they were accomplished we might look for a new and
higher scholarship in both the classics and science, and
new classical study might mark new revival
Of learning in our country.
The paper was received with hearty commentator,
both as 70 II style and its matter. President Eliot leo
the discussion in entire accord with the views of Prof
Jaynes especially with reference 10 the elective system
the valuable effects Of which at Harvard he explained
and illustrated. An interesting discussion followed
chiefly on the elective system, and on the question Of
what constituted liberal education. Prof Youmans Of
New-YOrk and Prof Atkinson OF Boston. made interest
ing speeches support of their weIknown views The
Department adjourned at late hour.
ELEMENTARY AND NORMAL SCHOOLS.
In the Normal Department, the first paper was read
by j. W. Dickinson. Principal OF Westfeld Normal |
echOol Mass. Elementary aud Scientific Instruction
He began with brief statement of the principles OF
psychology which underlie all correct teaching
and passed consideration Of the laws OF mental
development acquisition statement Of the diff
ference between elementary and scientific knowledge
and the resulting methods Of instruction. AS the
cepye faculties the first called into exercise, the
first work OF education is the acquisition OF facts
Serial through the perceptions, and the knOwi-
edge OF laws and Of systems, or scientific
knowledge. is possible only at later stage |
The paper discussed by J. c. Greenough' Prine- /
pal OF the state Normal School, Providence, R. L. |
Prof Dwight OF the State Normal School, New Britain
Conn., and L. Richards Of Washington, d. c. The next
paper by Miss D. A. LathrOp. Principal Of Training
School Cincinnati Ohio, upon Training Schools
their place Normal School work The existing !
Agencies for the training OF teachers considered
under the OF Normal Schools, County Inst
tutes City Training schools and the essayist very
eeyeriy stated ner views OF distinctive character
aud OF the relative value or THESE, ana OF changes
order 70 secure results The State Normal Schools
should be raised TO higher grade or Work, that
they might better prepare teachers Tor the
training schools Of lower grade and for the higher posi-
n schools. The normal schools should also
exert deeper influence than they now DO upon the
general educational development OF the country The
work OF the county institutes must be manly 70 inspire
not much OF training can DC gwen VIII ther present
organization. The city training schools nave arlseu
from the mpOssbty OF otherwise securing teachers
sufficient for the city schools The necessity II
training by such practice IN teaching as these school
afford strongly enforced. Sucn practice should b
81 nm main postjons Of the essayist ther.
was dissent, but the discussion developed some ill
sarences of opinion as 70 minor points The subject
sscussed by e. c. Rounds, Principal OF State Norma
School, Pennington, Wis. John Hancock snPerln-
tendent Of Schools, Cincinnati, Ohio; d. b. Hagar.
Principal OF State Normal School, Sa4em, Mass T. q
sheldon, Principal of OswegO Normal school; Presiden
Tappan OF KENYON College, and L. Richards, OF Wash
we're discussed by Prof. Tappan Iae discussion uRo.
framing schools closed by Miss Lathrop. Tn.
Department adjourned 20 meet at the same place 10
morrow afternoon al p O'Clock
TIE GOVERNMENT AND EDUCATION
In the evening, paper on the Relations OF the Gen
sral Government to Education, read by Prof Ath-
erton Of NewJersey, the substance Of which fol-
lows;
Assuming that in a republic education at the public
expense necessity the subject in this country is
complicated by the existence Of two nearly Independent
political organzatOns-the State government and the
National When II is said therefore, that the Govern
must that the citizens are educated, the
tOn arises, What part OF the work should be
done by either OF these two OrganzatOnsf As rule
public education has been, with us, considered a
concern OF the State, but that not ex- |
from foundation given aid 10 the States of
public land grants, though n never administered them
by its own agents. The States expend about sTO-
Annually of which about Ia raised
people directly taxing themselves in Cber
ships aud districts Every State has constitutional
provisions recognizing the duty OF education The total
school population Is about lS,0O00OO; the number
rolled IN school last year over 100000 The number
teachers 225,0OO. Some Of State city
undoubtedly the best types yet reached in
the world purely popular and voluntary educational
plOIe ANUS lot t' ~, O oOA me ior N rst
~ IL rho six fh ~ Ne k