The National Bureau of Education, Its History, Work, and Limitations (Classic Reprint)
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| Stand: | 2015-08-04 03:50:33 |
Produktbeschreibung
Excerpt from The National Bureau of Education, Its History, Work, and Limitations The Bureau of Education, an Office iii the Department of the Interior, publishes the following statement of its origin, purposes, xractical working, and publications, the numerous inquiries addressed to it on these points making it expedient to have some such method of answering correspondents. I. As To Its History. This Office had its rise in the need long felt bjleading educators of some central agency by which the general educational statistics of the country could be collected, preserved, condensed, and properly arranged for distribution. The sense of this need found expression finally in the action taken at a convention of thfe superintendence-department of the National Educational Association, held at Washington, February, 1866, when it was resolved to memoralize Congress in favor of a National Bureau of Education. The following memorial was accordingly prepared, containing substantially the arguments for the establishment of such an Office by the Government, which had been submitted to the convention in a j)aper by Hon.E. E.White, of Ohio: Memorial. Memorial to the honorable the Senate and House of Bepreaentatives of the United States: At a meeting of the National Association of State and City School-Superiutendeuts, recently held in the city of Washington, D.C, the undersigned were appointed a committee to memorialize Congress for the establishment of a National Bureau of Education. It was the unanimous opinion of the association that the interests of education would be greatly promoted by the organization of such a Bureau at the present time; that it would render needed assistance in the establishment of school-systems where they do not now exist, and that it would also prove a potent means for improving aud vitalizing existing systems. This it could accomplish: 1. By securing greater uniformity and accuracy in school-statistics, and so interpreting them that they may be more widely available and reliable as educational tests and measures. 2. By bringing together the results of school-systems in different communities, States, and countries, and determining their comparative value. 3. By collecting the results of all important experiments in new and special methods of school-instruction and management, and making them the common property of school-officers and teachers throughout the country. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
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