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ago, the army transport Thomas took five hundred and fifty graduates of our universities, colleges, and normal schools to the Philippines to begin that education of all the people which must precede the establishment there of a government of the Philippines by the Filipinos.

It was a great day. I can never forget that I was not only a witness, but a participant in an event that had no precedent and can never be duplicated. No salute was fired; but tons of powder burned in "shameless shocks of senseless sound" could not have made more significant the "landing of the Pilgrims" in Philippine pedagogy- the layers of sure foundation principles for hosts unborn to build upon. We were Americans. Over our heads floated free the stars and stripes. The yellow flag of Spain was gone. With it should go illiteracy, intolerance, monarchy, and that ruthless disregard of the individual's welfare which goes with the unruly trinity named.

England had ruled parts of the East for more than a century, and, in the main, ruled it well. Germany, the Netherlands, Portugal, and France had each colonized parts of the vast continent of Asia and some of its islands, but no one of these nations had ever let an official dragnet down among the graduates of her institutions of higher education and seined up over five hundred young men and women, and then chartered a ship and sent them "to the uttermost parts of the earth" to lift their belated wards up to a plane upon which they could hope to stand as a self-respecting and a self-governing people. That America did, and every patriot's pulse should beat a bit more rapidly when he recalls this notable anniversary from year to year - August 23.

These teachers and their successors have wrought wonders in the decade which closes to-night. Over half a million Filipino children and youth are now in school. Five hundred thousand Filipino young men and women are now teaching English to their own people, and none of them knew English ten years ago. More Filipinos can now speak English than could ever speak Spanish, and our less than ten years of actual school work seems a very brief period when compared with three hundred years during which Spain could have taught her tongue.

Splendid new intermediate and high school buildings are being built, costing up to $50,000. each. The new building for the Manila Normal School is about completed, at a cost of $250,000. The University of the Philippines is fast taking on the proportions of a great state university. Trade schools are receiving special attention. A group of twenty new and fully-equipped buildings is being planned for this one phase of the new educational era in the Philippines.

The Report of the Superintendent of Education for the Philippine Islands, for 1918, contains information which supplements the above in an interesting manner. The following is a digest of certain portions of this Report.

The steady progress of the people of the Philippine Islands toward preparedness for unassisted self-government is reflected in the change in the character of the teaching force, and the new interest in education shown by the Filipino people themselves. In 1913 the percentage of American teachers in the intermediate schools of the Islands was 20; in 1918 but 2.7 per cent; in the secondary schools the reduction was from 97.5 to 67 per cent; and among the supervisors of education the reduction was from 64 to 22 per cent. In 1918 the Filipino legislature appropriated $1,500,000 for an educational program extending over the following ten years, with a view to placing free elementary instruction within the reach of every child of school age on the Islands. To do this twelve thousand additional teachers will need to be trained, and thousands of new school buildings will have to be erected. The six hundred thousand pupils in English-speaking schools in 1918 will be doubled by 1923, and by 1921 a majority of the Filipino legislature will be English-speaking. The Spanish language is steadily giving way to the English, and the general adoption of the latter as the official language of the Islands is only a matter of a short time.

CHAPTER XXVIII

NEW CONCEPTIONS OF THE EDUCATIONAL PROCESS THE Readings of this chapter relate largely to the rise of teachertraining and the normal school, the grading of instruction, and the new theories as to the educational purpose and process which have come in during the latter part of the nineteenth century.

The first nations to organize special institutions for the training of teachers were the German States and France, the former taking the lead. Still later came England and the United States. These four were the leading nations in the movement, up to beyond the middle of the nineteenth century, and from these four the teachertraining idea has spread over the world. Selections 344 and 345 relate to the German teachers' seminaries, as early travelers abroad found them, the first describing their work in general terms, and the second a specific institution. Selection 346 describes a French normal school of the same period. Selections 347 and 348 relate to beginnings in England, the first describing the origins of the training-college system, and the second the pupil-teacher system which was introduced later on. All these descriptions were influential in getting under way the early American development. Selection 349 reproduces the recommendation of Governor Clinton, of New York, for the inauguration of teacher-training in the academies, a recommendation which was at once adopted by the New York legislature. The next, 350 a-c, describes the real beginnings of the state normal school idea in the United States - 350 a reproducing the first Massachusetts law, 350 b the first admission regulations and course of instruction, and 350 c Horace Mann's conception of the importance of the normal school in a state system of public instruction, as expressed at the dedication of the first building erected in the United States for the specific purpose of training teachers.

The next group of selections relates to the transformation in the instruction of the school produced by the coming of professional training and the industrial and social revolutions of the nineteenth century. Selection 351 reproduces a number of extracts from popular early American school textbooks, to illustrate the

old type of subject-matter instruction. Selection 352 reproduces a typical teacher's contract of the same period, which also is illustrative of the early textbook and fact-instruction type of school. The next selection (353) is introduced to show the partly ungraded character and subjects of study of the schools of the city of Berlin, at about the same time. The next selection (354) describes the process of grading American schools which took place during the first half of the nineteenth century— the evolution at Providence, Rhode Island, being taken as a type of early American development.

The remaining selections of the chapter relate to nineteenthcentury educational theory and practice. Selections 355 and 356 give good statements as to the nature and importance of the work done by Herbart. Selection 357 is a good brief statement of scientific progress and of the changes in psychology during the century, while selection 364 compares the psychology of Pestalozzi and his followers with that of more recent educational workers. Selection 358 gives a good brief exposition of Froebel's educational ideas, by his most important interpreter and propagandist.

Selections 359 to 363 relate to the movement for the introduction of science study. Selection 359 contrasts the English and German universities of the mid-nineteenth century in the matter of scientific research. Selections 360 and 361 describe the English elementary and secondary education at the same time, revealing the dearth of modern studies. Selections 362 and 363 give the argument and the conclusions of Herbert Spencer on the question he raised as to "What Knowledge is of Most Worth?"

Selections 365 and 366 describe the recent transformation of school instruction from the older textbook type (351) to instruction which tries to relate the work of the school to life outside. The first (365) shows the difficulties experienced in transforming a school system of the old type into the new, as illustrated by China; and the second (366), illustrates, from the teaching of history, the modern attempt to socialize all school work.

344. The German Seminaries for Teachers

(Bache, Alexander D., Report on Education in Europe, pp. 325-26. Philadelphia, 1839) In 1836 the trustees of the newly founded Girard College, at Philadelphia, an institution for the education of orphans, sent

Professor A. D. Bache "to visit all establishments in Europe resembling Girard College." On his return, in 1839, his Report on Education in Europe was printed. He devoted much space to an enthusiastic description of the Pestalozzian methods, as he had seen them in the schools of Holland and the German States, and had the following to say with reference to the German system for training teachers.

When education is to be rapidly advanced, Seminaries for Teachers offer the means of securing this result. An eminent teacher is selected as Director of the Seminary; and by aid of competent assistants, and while benefiting the community by the instruction given in the schools attached to the Seminary, trains, yearly, from thirty to forty youths in the enlightened practice of his methods; these, in turn, become teachers of schools, which they are fit at once to conduct, without the failures and mistakes usual with novices; for though beginners in name, they have acquired, in the course of two or three years spent at the Seminary, an experience equivalent to many years of unguided efforts. This result has been fully realized in the success of the attempts to spread methods of Pestalozzi and others through Prussia. The plan has been adopted, and is yielding its appropriate fruits in Holland, Switzerland, France, and Saxony; while in Austria, where the method of preparing teachers by their attendance on the primary schools is still adhered to, the schools are stationary, and behind those of Northern and Middle Germany.

These Seminaries produce a strong esprit de corps among teachers, which tends powerfully to interest them in their profession, to attach them to it, to elevate it in their eyes, and to stimulate them to improve constantly upon the attainments with which they may have commenced its exercise. By their aid a standard of examination in the theory and practice of instruction is furnished, which may be fairly exacted of candidates who have chosen a different way to obtain access to the profession.

345. A German Teachers' Seminary described

(Bache, Alexander D., Report on Education in Europe, pp. 237-40. Philadelphia, 1839) The preceding selection deals with the German Teachers' Seminaries in general, and the following describes the work of one of the best of the time (1838), located at Weissenfels, in Saxony.

This seminary, for the education of teachers for the elementary schools, is one of four belonging to the province of Saxony, and was last organized in 1822. It combines within its premises, or in the neighborhood, so as to be subject to the control of the same director, the follow

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