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The American Herbartian: A Portrait from His Yearbooks: Part II

Published online by Cambridge University Press:  24 February 2017

Gerald L. Moulton
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Extract

The prevailing general aim of American education in 1895 was the accumulation of knowledge. When the Herbartian appeared on the scene, he demanded something more. He called this something more “morality.” To the Herbartian, morality was not a strictly religious concept, and he argued that the achievement of right conduct or the development of an ethical view was within the province of educational aims. He viewed morality in two interrelated perspectives. From one angle he stated the goal of education in terms of individual character because he believed firmly in the importance and the uniqueness of the individual child. From another perspective, the one which received the most emphasis in Herbartian circles, he couched the ultimate purpose of education in terms of social morality. Regarding this latter the Herbartian believed that the historical tendency in America to exalt the individual had created certain repugnant “non-social” types of character. This belief, together with his view that the social and economic forces of the then rapidly expanding industrial and urban society had created a new cultural environment, an environment in which the school had yet to recognize its crucial role, caused the Herbartian to urge strongly in his Yearbooks that education promote a “new type of citizenship,” in short, social morality.

Type
Research Article
Information
History of Education Quarterly , Volume 3 , Issue 4 , December 1963 , pp. 187 - 197
Copyright
Copyright © 1963, University of Pittsburgh Press 

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References

Notes

1. McMurry, Frank, “Concentration,” First Yearbook of the National Herbart Society, 1895, 35.Google Scholar

2. Ibid., 28.Google Scholar

3. Adams, John, “Relations of the Social Studies to Moral Training,” Third Yearbook of the National Herbart Society, 1897, 87.Google Scholar

4. DeGarmo, Charles, “Most Pressing Problems,” First Yearbook of the Herbart Society, 1895, 8.Google Scholar

5. Ibid. Google Scholar

6. Van Liew, C. C., “The Educational Theory of the Cultural Epochs,” First Yearbook of the National Herbart Society, 1895, 116.Google Scholar

7. Harris, William T., “Discussion at Jacksonville,” First Yearbook of the National Herbart Society, Second Supplement, 1895, 36.Google Scholar

8. DeGarmo, Charles, “Most Pressing Problems,” op. cit., 8.Google Scholar

9. Frick, Otto and Fridel, Dr., “The Value of the Didactic Principles of Herbart-Ziller-Stoy in View of Their Serviceableness for the Instruction in Secondary Schools,” Third Yearbook of the National Herbart Society, 1897, 157.Google Scholar

10. McMurry, Frank, “Concentration,” op. cit., 27.Google Scholar

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12. McMurry, Frank, “Concentration,” op. cit., 35.Google Scholar

13. DeGarmo, Charles, “Most Pressing Problems,” op. cit., 23.Google Scholar

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15. Ibid. Google Scholar

16. Ibid., 15.Google Scholar

17. McMurry, Charles, “A Reply to Dr. White's Paper,” op. cit., 35.Google Scholar

18. Ibid., 49.Google Scholar

19. DeGarmo, Charles, “Most Pressing Problems,” op. cit., 24.Google Scholar

20. McMurry, Frank, “Concentration,” op. cit., 62.Google Scholar

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22. Ibid., 156.Google Scholar

23. Van Liew, C. C., “The Educational Theory of the Cultural Epochs,” op. cit., 78–79.Google Scholar

24. Ibid., 79.Google Scholar

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26. Ibid., 116.Google Scholar

27. DeGarmo, Charles, “Most Pressing Problems,” op. cit., 14.Google Scholar

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32. Parker, Francis, “Discussion,” op. cit., 153.Google Scholar