Triumphs and wonders of the 19th century, the true mirror of a phenomenal era, a volume of original, entertaining and instructive historic and descriptive writings, showing the many and marvellous achievements which distinguish an hundred years of material, intellectual, social and moral progress .. . ity in school ideas. As the Associationgrew larger, and its work became more complicated, its organization becameinvolved. To-day it consists of seventeen departments, each of which de-votes itself to one phase of education, usually reporting at the annual meet-ing. Since 1892 the National Educat
Triumphs and wonders of the 19th century, the true mirror of a phenomenal era, a volume of original, entertaining and instructive historic and descriptive writings, showing the many and marvellous achievements which distinguish an hundred years of material, intellectual, social and moral progress .. . ity in school ideas. As the Associationgrew larger, and its work became more complicated, its organization becameinvolved. To-day it consists of seventeen departments, each of which de-votes itself to one phase of education, usually reporting at the annual meet-ing. Since 1892 the National Educational Association (N. E. A., as it is popu-larly called) has appointed three committees to investigate special lines ofwork in separate departments of the school system. The Committee of Ten,whose chairman, Charles W. Eliot, was the distinguished President of Har-vard University, submitted a most useful report in 1893 on Secondary SchoolStudies. In 1895 the Committee of Fifteen, of which Superintendent Maxwell was chairman, then of Brooklyn but since chosen to be the firstSuperintendent of Schools of Greater New York, made a valuable reporton elementary education, including reports of sub-committees on the Train-ing of Teachers, Correlation of Studies, and the Organization of City School. DK. CHARLES WILLIAM ELTOT,PRESIDENT OP HARVARD UNIVERSITY. iCourtesy of The School Journal, New York.) 532 TRIUMPHS AND WONDERS OF THE XIXth CENTURY Systems. In 1897 came the report of the Committee of Twelve on RuralSchools, Superintendent Henry Sabin, of Iowa, as chairman. These docu-ments have been epoch-making ; they have accumulated a mass of trust-worthy information; they have procured opinion upon a wide variety oftopics, and their influence upon the general systematization of the schoolsystem has been enormous. Their additional value lies in the fact thatthey have been prepared by teachers who thoroughly understood the topicswhich were being considered, and they have furnished to
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