The Science of Education, Its General Principles Deduced, from Its Aim and the Aesthetic Revelation of the World (Classic Reprint)

Mr. and Mrs. Felkin to write a preface to their translation of Herbartâs Science of Education and The Esthetic Revelation of the World, not because I think that any words of mine can add to the value of the book, but because I hope that by advocating the scientific training of teachers generally, I may do something to create a public ready to welcome this and similar enterprises. The training of teachers in schools other than elementary, stands in this country in a very peculiar position. Nearly fifteen years ago the Committee of the Head-M astersâ Conference took the matter in hand and requested the Universities of Oxford and Cambridge to prepare a scheme of lectures and examinations for the purpose. Oxford declined to take any steps, but Cambridge established lectures and examinations which have continued ever since. The result has been different from what the projectors of the scheme intended. Very few public schoolmasters have submitted themselves to training. On the other hand, women have fully availed themselves of these opportunities, and there are at present five training colleges for women in direct connection with the examinations of the Teachersâ Training Syndicate. It is difficult indeed to see by what argument the absence of training for teachers can be defended.
(Typographical errors above are due to OCR software and don't occur in the book.)

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