The Indianapolis journal. [volume] (Indianapolis [Ind.]) 1867-1904, 1895-09-23

To the Editor of the Indianapolis Journal:
In your brief editorial concerning the de-
partment Of pedagogy in the University of
Buffalo you have expressed such an i'm
portant truth that I would beg further to
emphasize 1t. A chair of pedagogy in
university should in no way come into
competition with the work of normal
school. The pedagogy of the university
should be based upon or given in connec-
ton with the work of the university The
need of such work has been recognized by
several universities in this country. and is
sure to gain larger recognition. Indiana
University Is the only institution in the
State which has given special attention to
this field. Doctors Bryan, Bergstrom and
Drew, of the departments of philosophy
and pedagogy. received their training at
Clark and in Europe, and are doing work
in advanced pedagogy the equal of any in
the Mississippi valley. In view of the
great importance of this work to the teach
ers Of the State / quote from DIR. Berg
strom's report TO our board of trustees
at its last meeting: "A description of the
courses offered in the department of peda-
gogy will not be needed here. since 1t is
TO be found in the catalogue. 1t will be
seen that they include such fundamental
sciences as ethics, logic and psychology:
that two years are devoted to compre-
nensive study of the history of education;
ana mat an opportunity IS given tor adj
vanced study and research IN the sciepce
OF education The student VINO completes
the historical course will have read the
chief educational classics of the world. he
will have become familiar with the chief
culture movements and the development of
educational institutions within historic
times. he win have studied the educaIlon-
al history of his own country. foreign and
domestic school systems, and the eGuca-
ticnal problems OF the present, both of
lower and higher education. The course
consequently includes what is elsewhere
distributed into several courses named re-
spectively, history of education. 'educa-
tional ideals, school systems etc. While
much. Of this material has been properly
concentrated. some of these speciaI phases
OF educational history can be studied sep
selecting the proper terms work. The
advanced course takes up some of the most
recent topics of the science of education,
such as child study. physiological pedag-
oggies and school hygiene, and gives an
opportunity for research. The investiga-
ton of five special problems by members
progress Excellent courses in philosophy,
psychology and sociology are, of course,
accessible as supplements of this direct
study of educational questions. 1t is be-
cugh and fairly comprehensive scientific
and historical training for the following
and principals courses l. ii. III and Iv);
second. teachers in secondary schools
courses /, III and lid; third. teachers I'm
elementary schools who would be especially
benefited by courses and IL; and fourth
students who take the course for its Gull
ture value. The advantages for the first
two and the last classes are, however, bet
ter than those of the third, which is the
special charge of the normal schools and
need not be given particular attention by
US" JOSEPH SWAIN.
Bloomington Ind, Sept. 10.