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Herbartianism Comes to America

Published online by Cambridge University Press:  24 February 2017

Harold B. Dunkel
Harold B. Dunkel*
Affiliation:
University of Chicago
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Extract

The American Herbartian movement was, of course, more than merely the activities of the people connected with it. It was a body of ideas and practices. Obviously the Herbartians would not have borrowed and promulgated the doctrine with such success as they achieved had not these ideas appeared useful to the educators of the time. Necessarily the success of the movement was in large part a function of the virtue of the ideas as well as the skill and devotion with which they were expounded.

Type
The Transit of Educational Theory
Information
History of Education Quarterly , Volume 9 , Issue 3 , Fall 1969 , pp. 376 - 390
Copyright
Copyright © 1969 by New York University 

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References

Notes

99. Gordy, J. P., Rise and Growth of the Normal School Idea (Bureau of Education Circular of Information No. 8, 1891), (Washington, D.C.: U.S. Government Printing Office, 1891), 61–75. Hollis, A. P., The Contribution of Oswego Normal School to Educational Progress in the United States (Boston: D. C. Heath & Co., 1898). Dearborn, N. H., The Oswego Movement in American Education (New York: Teachers College, Columbia University, 1925). Harper, Charles A., A Century of Public Teacher Education (Washington, D.C.: American Association of Teachers Colleges of the NEA, 1939). Rogers, Dorothy, Oswego: Fountainhead of Teacher Education, A Century in the Sheldon Tradition (New York: Appleton-Century-Crofts, 1961).Google Scholar

100. Public-School Journal, XI (October 1891), 83–84; Rogers, D., Oswego, pp. 12-13.Google Scholar

101. Sheldon Barnes, Mary, “Biographical Sketch of E. A. Sheldon” Historical Sketches Relating to the First Quarter Century of the State Normal and Training School at Oswego (Oswego: R. J. Oliphant, 1888), p. 144.Google Scholar

102. Educational Review, I (1891), 33–45, 244-52, 453-62.Google Scholar

103. Illinois School Journal, VI (December 1886), 80–82; (January 1887), 121-23; (February 1887), 166-68; (March 1887), 210-13; (April 1887), 261-63; (May 1887), 312-14; (July 1887), 405-7.Google Scholar

104. DeGarmo, Charles, The Essentials of Method (Boston: D. C. Heath & Co., 1889).Google Scholar

105. Ibid., p. 5.Google Scholar

106. Ibid., p. 28.Google Scholar

107. These were Parts IX, X and XI of that long series noted earlier, “Thoughts on Educational Psychology.” These three parts appear in Illinois School Journal, IX (1888-1889), 162-66, 213-17, 262-67.Google Scholar

108. McMurry, Charles A., The Elements of General Method Cased on the Principles of Herbart (Bloomington, Ill.: Public School Publishing Co., 1892).Google Scholar

109. McMurry, Charles A., How To Conduct the Recitation (Chicago: A. Flanagan Co., 1890).Google Scholar

110. McMurry, Charles A., Course of Study in the Eight Grades 2 vols. (New York: The Macmillan Company, 1906).Google Scholar

111. Charles, A. and McMurry, Frank M., The Method of the Recitation (Bloomington, Ill.: Public School Publishing Co., 1897).Google Scholar

112. Cf. Dunkel, Harold B., “System Trouble in Herbart and the Herbartians,” Philosophy of Education 1967: Proceedings of the Twenty-Third Annual Meeting of the Philosophy of Education Society (Edwardsville, Ill.: Studies in Philosophy and Education, 1967), pp. 19–31.Google Scholar