The San Francisco call., 1898-01-16
HIGH SCHOOL
 EDUCATION Professor Brown Speaks of It's History and
 Problems.
The First of a Series of Studies in Secondary Educa-
 ton.
Win Be the Field Of Great Ed ucauOnal ReOrgani-
 ration.

BERKELEY, Jan. 15.-Professor El- mer E. Brown of the department of pedagogy of the State University be- gan to-day a series of Studies in Sec ondary Education," which will be given on Saturday mornings during the com ing term. Two regular recitation pe- riods, from 10:20 to 11:15, and from H. to 12:10 will be devoted to the course. Professor Brown proposes to devote the first hour to the history of secondary education and the closing hour to the study of practical problems. In his opening remarks this morning Profes- Sor Brown said:
 Secondary education occupies a some
 what critical position in education In
 general The difficulties that are seen
 in California are difficulties which have
 appeared before and elsewhere, but we
 have in California a comparatively
 plastic educational system--a respOn-
 Sive body of teachers and a public
 which is perfectly willing to give edu-
 cauonal experiments a fair trial.
 There are narrow views on secondary
 education and there are broad views
 there are narrow views which are
 broad and there are broad views which
 are superficial. A reorganization is
 coming in secondary education. and in
 this reorganization the university must
 take a prominent part.
 When we have in California a truly
 perfected form of secondary education
 We Will nave, l think. a perfected form
 of education in general, so closely does
 secondary education come in contact
 with primary education on the one hand
 and university education on the other.
 A study of the subject of secondary
 education should include. broadly, two
 subJectS-a history of secondary educa-
 uOn in America and a study of high
 school curricula and discussion of
 the more important questions suggest
 ed; As a basis of study of the latter
 subject the famous Report of the Com
 mittee of Ten" made in 1893, will be
 examined with some care.
 The history of secondary education
 divides naturally into three periods: The grammar school period. begin
 ming with the early days of coloniza ton
 and coming down to the Revolutionary
 War; the academy period, lasting from the time of the Revolution down to
 about 1S4O; in this period come the pio- neer educational reformers. Horace Mann, Edward Barnard and their con- temporaries; and lastly the high school
 period, which extends from 1S40 down to the present time. The names applied to these periods are based upon the
 three types of secondary. schools which then hourished-the old grammar
 high schools
 The States of the Atlantic seaboard
 alone witnessed the rise and develop
 ment of the grammar" school: the
 academy flourished in that part of
 the United States east of the Missis- sippi River; west of the Mississippi the high school has been the prevailing type. The grammar schooT' is now forever gone. The academy, while nc longer the prevailing type holds a place and will hold a permanent place in education; the high school. however at present occupies by far the most i'm
 portant place.
 The grammar schools" of England were the legitimate successors of the
 medieval schools of the monasteries and cathedrals. The grammar schools oi the Tudor period had the medieval monastic characteristics plus the i'm portant influence of the Renaissance St. Pauls School in London estab- hshed by Collet, is of especial interest as type of the early English gram mar school. Charge the maisters that they teach always that is best ' was COllet's instruction in regard tc the. curriculum of the school. and if ir the grand plan for the new University of California provision is made for the | department of pedagogy, I would have these words of Coilet graven above the entrance.
 l Passing to a consideration of modern questions of secondary education, Pro- i lessor Brown dwelt upon the various views taken of the subject of educa- | tion. 'The modern educational or ped. agogical view" he said, lis coming tc i be. in addition to a psychological view a social view as well. It adapts edu- cation not to the mere requirements ot the various branches of study, but tc the needs of the student of many anC various subjects"