The herald., 1897-09-02
and was graduated from the high school

and was graduated from the high school
there.
Then he went across the water and took
a university course at Leipsic and an
other at Jena, where he specialized along
the lines of pedagogy and received the
degree of Doctor Of Philosophy. While
he was abroad DR.. Van Lew translated
two works into English, one by Ziehen
on Physiological Psychology, another on
Pedagogy by Rein. He was also corre-
spondent for a German educational and
philosophical journal.
After his return to America Dn'.
Van Lew taught term at the
state normal school at St. CCloud, Mimi. !;
from there he went to take charge of the
pedagogical department of the Illinois
State Normal university at Normal, ILL.,,
and he has remained there until he ac-
cepted the call from President Pierce to
come to California.
When seen at his hotel yesterday DR..
Van Liew kindly explained somewhat OF
the lines along which he has been work.
ing, and the methods by which he and
other educators have already attained
encouraging results.
"I received my greatest impetus from
the Herbertian system of pedagogy, and
I believe in it, so far as it represents
movement in education-and please
draw a line under that word movement"
said the doctor, smiling, because want
that word emphasized.
"Herbert's idea was to bring all ped
agogical knowledge and experience into
a Systematically arranged science; ne
was the first pedagogue to do that, and
what it stands for is the organization OF
knowledge, so that we can see the rela-
ton of one pedagogical thought to an
other, til the subject claims the dig
nifty of a science. The movement is one
division of a real science that began with
Herbert, in the first decade of this cen
tury. but has been steadily developing
ever since.
THE possibility Of developing the eel
ence of pedagogy rests very largely upon
a new line of thought which is now COM
ing into notice under the popular term.
Of child study. The first problem OF
child study is to get at the laws OF the
child's growth, both physiological and
psychological. Formerly he dwelt with
functions as they are found in the adult
and the child was treated in his develop
ment on the basis of what the adult Is.
Now the scientist wishes to know
what a child Is in its process Of growth
from one stage Of development to an
other-that on the one hand. and on thf
other the practical educator is concerned
with an application Of the laws OF the
physical and mental growth OF the chile
so far as they are known at present
Concerning the second problem. the ed
ucator is realizing as never before tina
not only the method of instruction, but
the selection of subject matter Of in
struction changes from year to year, ane
ultimately it will be very materially at
fected by that knowledge which is now
being developed concerning the child.
"These two lines of work, the study
of Systematic pedagogy as based on psy-
chology and physiology, especially the
psychology and physiology Of the grow
ing child, constitute the chief elements
in the professional training of the teach
er, and hence enter very essen TALLY into
the work Of the pedagogical department
| in normal school. OF course these lines
are reinforced very largely by study
Of the history Of the educational idea
and practice in the past.
Another important phase Of norma