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ON THE

HISTORY OF PEDAGOGY,

DELIVERED BEFORE THE CINCINNATI

TEACHERS' ASSOCIATION.

BY

W. N. HAILMAN, A. M.,

Author of "Kindergarten Culture" and "Object Teaching."

VAN ANTWERP, BRAGG & CO.,

137 WALNUT STREET,

CINCINNATI.

28 BOND STREET,

NEW YORK.

GRADUATE SCHOOL OF EDUCATION

MONROE C. GUTMAN LIBRARY

4413 ·424

SEF 23 1906

LIBRARY.

Entered according to Act of Congress, in the year 1874, by
WILSON, HINKLE & CO.,

In the Office of the Librarian of Congress, at Washington, D. C.

ELECTROTYPED AT THE FRANKLIN TYPE FOUNDRY, CINCINNATI.

RCLECTIC PRESS:

VAN ANTWERP, BRAGG & CO.,

CINCINNATI.

PREFACE.

THE twelve lectures on the History of Pedagogy, offered to the profession in this little volume, were delivered before the Cincinnati Teachers' Institute, in the summer of 1873. At the instance of Superintendent Hancock and many of the teachers who listened to the lectures, I have concluded to publish them in the present form.

It is needless to say that I do not claim to present even an abbreviated history of pedagogy. My aim was to sketch, in a concise form, the gradual growth of the leading principles of modern education, singling out for this purpose a few of the most prominent thinkers and workers in the field of pedagogy.

The great majority of teachers, on entering the pro

fession, have had little opportunity of becoming acquainted with principles and methods of teaching, and confine themselves mainly to the imitation of their teachers. This is apt to make their teaching mechanical, soulless, devoid of high aims, so that they exercise very little if any influence upon the development of intelligence and character in the pupils; it prevents them from asserting their own individuality in their work, and thus keeps them from developing individuality in their pupils. At the same time, they are unable, for want of a firm basis, to contribute to the growth of correct principles in the profession, and are thus rather an impediment to progress.

It is true that, in the course of years, a number of them, by dint of experience and some study, become valuable, "live" members of the profession; but this entails a serious loss of time. Besides, the number of those who leave the profession without having done it any good, or who become petrified in certain fixed practices, is much greater.

To contribute to the abrogation of these evils is the object of this little volume. It is believed, too, that

a sketch like this, laying almost exclusive stress upon the most important principles that should underlie all education, and not encumbered with less important or even useless details and facts, will do more good in this direction than a complete, exhaustive history of pedagogy; nay, that the perusal of such a sketch, while it invites to the careful study of the history of pedagogy, is in most cases almost indispensable for a correct appreciation and application of historical facts subsequently acquired.

On this account, too, this little volume will be found more suitable, more fruitful of good results, as a textbook in normal and training schools, than more elaborate treatises on the same subject, which, while they pay great attention to dates and minor details, neglect the drift, the essential spirit of the subjects under consideration.

In the preparation of the lectures - not originally designed for publication I made use, in some cases rather freely, of previous publications from my pen, without, however, impairing the value of the sketch, whatever that may be. The principal sources from

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