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suffice to state that this school has been subjected to the same examination as other schools in the city of like grade, and that it has never made less than eighty-five per cent. in the semi-annual examinations of primary schools held by the City Board of Education. This fact reveals a degree of proficiency on the part of the Training School not surpassed by any other primary school in the Department. Deprived of this experimental school, the Normal School would be wanting in one important requisite of success, and without its aid but few Normal graduates could ever aspire to any distinction as skillful instructors. To the Normal School the State even now looks for its regular supply of teach

Should these instructors fail in any essential part of their professional duty, the children of our citizens inust suffer the consequences of such failure. Upon the success of these teachers the Normal School rests its claims for public favor, whilst to the Training School, supported by the enlightened liberality of our Board of Education, must ever attach a large share of whatever honor the Normal School graduates may reflect upon their alma mater.

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In 1867, the City Board of Education established a Training School for teachers in connection with the Girls' High School, under the special charge of a Principal, (Mrs. A. E. DuBois,) and an assistant. Originally there was but one model class, with forty pupils; at the close of the first three months, there was an attendance of two hundred and four primary pupils, distributed in six class-rooms, taught by members of the Normal Class of the Girls' High School, who are drafted for this purpose every week, under the direction of the Normal Principal and her assistant.

The members of the Normal Class will now pass as teachers into the public schools of the city, or elsewhere, with some experience in the instruction and management of children, and with some test of their ability to govern a school.

CIRCULAR RESPECTING INSTITUTIONS OF NATURAL SCIENCE,

U. S. DEPARTMENT OF EDUCATION,

WASHINGTON, D. C., February, 1868. Schools, Societies, Museums, Academies, and other Institutions, wholly or in part devoted to the advancement of the NATURAL SCIENCES, are requested to communicate information respecting their organization, publications, collections, and other items included under the headings below, as soon as convenient.

Colleges, Scientific Schools, and similar institutions, receiving this Circular, will confer a favor by sending an account of their Natural History Department; its Collections, Library, etc.; the general course of instruction adopted; the names of the Professors, and other officers in the department; and such other matters as come under the general headings below. Historical societies will please give an account of any collection of an Archäological or Ethnological character they may possess.

HENRY BARNARD,

Commissioner of Education. 1. The name of the Institution in full. 2. Its location (street, city, county, and state). 3. Date of its organization. 4. A short account of its history. 5. The amount of property held for the benefit of the Institution. 6. The average expenses in the several departments. 7. The number of members of each class (as Resident or Active, Corresponding,

Honorary, Patrons, etc.). 8. The amount of entrance fee and assessment of members. 9. The conditions for membership. 10. Meetings (their character, time and place of holding, etc.) 11. Lectures. 12. Library (its general character, number of volumes, etc.). 13. Museum (its general character and arrangement). 14. Estimated number of species in the Museum under the following general

heads, if convenient :-Geology, Mineralogy, Botany, Protozoa, Radiates, Mollusks, Articulates, Vertebrates, Anatomy, Palæontology, Archæology, Ethnology. (If possible, the estimated number of species in each class of the Animal Kingdom, and notice of any special or large collection that

may be in the Museum would be acceptable.) 15. The conditions under which the Museum, Library, and Meetings are open to

members and others. 16. The titles of the present publications and the time of their issue. 17. A complete list of the works published, with their size, number of volumes,

date of publication, present prices, and the manner in which they can be

obtained. 18. How often and in what manner are the officers elected ? 19. When is the regular election of officers ? 20. A complete list of the present Officers and Committees. 21. What offices are paid, and what honorary?

Replica to this Circular, endorsed

Oficial, pass free by mall,

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{SPECIA
SPECIAL CIBCULAR,

No. 13.

CIRCULAR RESPECTING ACADEMIES OF DESIGN,

GALLERIES OF ART, AND ART CULTURE

U. S. DEPARTMENT OF EDUCATION,

WASHINGTON, D. C., January, 1868. The undersigned desires to obtain for this Department printed documents respecting Academies of Design, and Schools and Galleries of Art, and such other information as you may please to communicate respecting efforts which have been made in your city, or State, to promote the study of Art and its applications to Painting, Sculpture, Engraving, Architecture, Landscape Gardening, Music, &c., in any of the forms and particulars specified below.

HENRY BARNARD,

Commissioner, 1. Academies of Design-when and how established; how supported; present condition as to funds and members.

2. Schools of Art—when and by whom founded; how supported; tuition free or otherwise; number of pupils, male and female; trustees, how many and how paid.

3. Schools of Art for Women—when and by whom established ; how supe ported; number of pupils.

4. Public Museums or Galleries for Exhibition of Works of Art-when established; how supported; character and value of the works exhibited; number of visitors, (estimated, or known by sale of tickets.)

5. Private Collections of Works of Art—their character and value; whether the productions are of foreign or native artists.

6. The study and practice of Drawing in Colleges and Schools of any grade with you, (not included above)—when first introduced-how taught-number of pupils, male or female.

7. Academies or Schools of Music—when established-how supported-present condition as to proceedings, funds, and members.

8. Music in Colleges, Academies, and Public Schools—when introduced as a regular exercise-how taught, special teacher, &c.

9. Public Parks-extent and original cost of grounds-plan and cost of improvements, and by whom designed-annual cost of improvements and superintendence-historical monuments and statues, &c.

10. Private grounds—extent, and by whom planned-on what conditions open to visitors.

11. Rural cemeteries_extent and cost of grounds-when and by whom planned—annual cost of improvements and superintendence-number of proprietors.

12. Number and character of Books on Art accessible through public libraries.

13. Native artists—living or dead, whose reputation and productions are associated with your city-any details as to special training and encouragement received by them there.

14. Any special action by the State or City, or by any institution or individual, for the advancement of Art in design, construction, or decoration of buildings and grounds, in portraits, statues, paintings, or monuments.

15. Schools or Classes (day or evening) for artizans, in any branch of decorative Art, modeling, &c.

16. Art and Æsthetic Culture generally—any suggestions as to its condition and improvement in this country.

CIRCULAR

CIRCULAR RESPECTING PUBLIC GROUNDS

AND OTHER ARRANGEMENTS FOR POPULAR RECREATION.

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U. S. DEPARTMENT OF EDUCATION,

Washington, D. C., 1868. In the progress of the Science of Education, attention is more and more called to the fact that a refined development of the mental powers, unattended by a corresponding development of the physical system, necessarily results in morbid conditions which are subversive of the objects of education.

It follows that the science of education includes the science of recreation, and that elaborate arrangements for the education of a community must be regarded not only as incomplete, but as radically unsound, in which suitable provisions for physical training and recreation are not included.

A thorough consideration of the educational system of the United States can not therefore be had without an examination not only of the special methods of physical training adopted in schools, but of the usages which obtain, especially in our more important towns, with regard to public, open-air recreation.

Few communities yet possess grounds so designed as to provide, with any approach to completeness, for this purpose, but there are certain localities in and about all towns which are more or less resorted to, because of such limited advantages as they offer.

The object of the present circular is to elicit such information as may aid to establish a correct understanding of the general stage of advancement which has been reached by American towns in this particular.

HENRY BARNARD, Commissioner of Education.

SUGGESTIONS IN MAKING RETURNS. The following suggestions and questions are not intended to indicate the limits to which the returns should be confined, but to facilitate the adoption of a short method of supplying the more important facts desired. It is not designed that the several inquiries and suggestions shall be followed seriatim in all cases, but it is requested that the several divisions indicated by capital letters may each be taken up by itself, though a single sentence is only given in reply; for instance, the division “E.” may be sufficiently answered in many cases as follows: E. We have no scientific gardens, and nothing has been done for public education

in the direction indicated by these inquiries; our teachers and those chiefly concerned in the management of the public schools confining their interest and labors almost exclusively wilhin the walls of the school-houses.

A. (a) When your citizens wish to take the air, without engaging in vigorous ex.

ercise; to meet their fellow town's-people, without ceremony or the necessity of engaging in conversation; or to entertain guests with a pleasant drive or walk, to what localities do they more commonly resort ? (Note. If a cemetery seems to be made use of as a place for pleasure prom

enades, the fact should not be omitted. See Note (a) at close. It should be mentioned also if the public is indebted to private enterprise

and generosity for opportunities of recreation.) (6) Is the custom established among your citizens of a promenade, that is to

say, of a general gathering in a certain locality for the above purposes, at

certain hours of the day? (C) If so, what is the number of people who ordinarily engage in it under fa

vorable conditions of weather? and (d) What the extreme number under special circumstances ? (e) Has it been customary to provide music in the locality of the promenade

on certain days? (f) If so, bow frequently? (g) What is the expense ? and (h) By what arrangement defrayed ? (0) What are the special attractions and advantages of the localities named in answer to question A (a)? Under this include attractions supplied by water views, landscapes, shade,

fountains, and works of art, parades, spectacles and displays. See

Note A (i) at close. (') State if the carriage-way used is especially adapted to pleasure driving. (k) If so, what is its constructive character ? See Note A (k) at close. (1) Is it reserved exclusively for pleasure vehicles ? (m) What is the width and length of such carriage road ? (n) What is the limit of speed allowed, if any? (0) What are the provisions for watering the road ? (p) State if there is a special way for saddle horses. (a) If so, what is its constructive character ? (r) What is the width and length of such bridle-road?

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