New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1900-03-03
PROGRESS " PEDAGOGY.

The tenth anniversary OF the School of Pcda-
gogy of New-York University, which occurs to-
day, Is suggestive of one of the most promising
movements of the present age in the educa-
tional world, 1t marks the great progress that
has been and is being made in the elevation Of
the teachers calling TO the deserved rank Of
learned profession. and in the establishment of
n certain unity OF plan throughout H. Time
when almost any one who could read and
write and cipher deemed fiji to teach
common district school" Why not: All that
was necessary was TO keep order among the
girls and boys and TO compare the answers
made on their states given orally by them
with those set down In the books. OF the
study OF the child mind, of the development of
the Juvenile intellect. there was no thought.
And the notion that collegiate education
necessary. or even desirable. for giving instruc-
ton In the three RS was secuted In time
the normal school came into being, with its
markedly higher conception OF the teachers
work Then colleges here ard there added
some study of pedagogics to their courses. more
as a matter Of theory than OF practice, and to
acquaint their students with the history and
philosophy OF pedagogy rather than TO prepare
them TO teach common schools. Thus n
reserved for NewYork University just ten
years ago to make OF pedagogy a fun hedged
comparable with medicine and law. The ex-
ample set has since been widely followed, with
incalculablc advantage 10 the cause OF primary
and secondary education
1t Is recorded that among the nearly two
thousand students who have been enrolled In
this school in these ten years there have been
graduates of some sixty eight different colleges
and universities, including those OF nearly all
religious faiths and in all parts Of the world.
Thirty American States and four foreign couu-
tries have been represented In the first year
16 per cent were college graduates, who had
received the degree OF A. =. Al the present
time % per cent hold that degree. That indi-
Gates decided Increase OF the number of col
lege men and women in school teaching. Such
increase is indeed, much larger than that of
the number of those who have had normal
school training alone. though the latter are
plentiful among the students OF the school
there having been representatives from no less
than thirty eight normal schools. on the other
hand there has been steady and rapid de
crease in the number Of those without either
college or normal school training The natural
conclusion TO be drawn from the statistics of
this institution and Of the others that have
been based upon its model Is that each year
sees a higher standard of liberal culture in the
pedagogical profession n result of this iden-
tification of pedagogy with the university.
Another interesting fact cleaned from the ten
years record relates to the question Of degrees.
These seem to have been granted by the uni
versty most sparingly. or the nearly two
thousand students, only 21i have received de-
grees Nor is that 10 be wondered at when we
observe the exactlng courses of study and the
requirements for degrees. An institution which
should after a superficial course or on mere
sale might cater to the vanity of few, but its
effect upon the teaching profession would be
mischievous With well planned course of
two years of resident study in thirteen distinct
branches under the direction of faculty whose
various doctorates come from Yale and Jena
and Lepsic and Vienna, well as from New
York, the object of this school is evidently to
give instruction rather than to confer orna-
mental degrees. II is not too much 10 hope that
in time all universities will recognize this same
great principle that the art of teaching all that
has been learned. and of developing and cult
waiting the human mind in its rudi-
mentary stages. is deserving of place in the
highest curriculum. 1t may be long. too long
for present expectation. before all teachers Of
schools are university bred But at least we
may have a recognition Of the unity Of learning
from the primary school to the university, and
of the fact that. just as the best primary school
training leads 10 the best university scholar
ship so the highest attachments at the univer-
sity may proftably and without loss of dignity
be reflected back upon the work OF the primary
school With the progress that has been made
In the last ten years. that point may now be
near at hand.
We believe the only fault the Commits
sioner ne street Cleaning had to find with his