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UNIVERSAL EXPOSITION, ST. LOUIS, 1904

Chlef of Department

HOWARD J. ROGERS, Albany, N. Y.

MONOGRAPHS

ON

EDUCATION IN THE UNITED STATES

I

2

EDITED BY

NICHOLAS MURRAY BUTLER

President of Columbia University in the City of New York

EDUCATIONAL ORGANIZATION AND ADMINISTRATION -ANDREW SLOAN DRAPER, President of the University of Illinois, Champaign, Illinois KINDERGARTEN EDUCATION-SUSAN E. BLOW, Cazenovia, New York

3 ELEMENTARY EDUCATION-WILLIAM T. HARRIS, United States Commissioner of Education, Washington, D. C.

4 SECONDARY EDUCATION-ELMER ELLSWORTH BROWN, Professor of Education in the University of California, Berkeley, California

5 THE AMERICAN COLLEGE- ANDREW FLEMING WEST, Professor of Latin in Princeton University, Princeton, New Jersey

6 THE AMERICAN UNIVERSITY - EDWARD DELAVAN PERRY, Jay Professor of Greek in Columbia University, New York

7 EDUCATION OF WOMEN - M. CAREY THOMAS, President of Bryn Mawr College, Bryn Mawr, Pennsylvania

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AINING OF TEACHERS—B. A. HINSDALE, Professor of the Science and
Art of Teaching in the University of Michigan, Ann Arbor, Michigan

9 SCHOOL ARCHITECTUR AND HYGIENE - GILBERT B. MORRISON, Principal of the Manualining High School, Kansas City, Missouri PROFESSIONAL EDUCATION — JAMES RUSSELL PARSONS, Director of the College and High School Departme niversity of the of New York, Albany, New York

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II SCIENTIFIC, TECHNICAL AND ENGINEERING EDUCATION — T. C. MENDENHALL, President of the Technological Institute, Worcester,

12

Massachusetts

AGRICULTURAL EDUCATION - CHARLES W. DABNEY, Pres of the University of Tennessee, Knoxville, Tennessee

13 COMMERCIAL EDUCATION - EDMUND J. JAMES, Professor of Public Administration in the University of Chicago, Chicago, Illinois

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ART AND INDUSTRIAL EDUCATION ISAAC EDWARDS CLARKE, Bureau of Education, Washington, D. C.

15 EDUCATION OF DEFECTIVES

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- EDWARD ELLIS ALLEN, Principal of the Pennsylvania Institution for the Instruction of the Blind, Overbrook, Pennsylvania

16 SUMMER SCHOOLS AND UNIVERSITY EXTENSION - GEORGE E. VINCENT, Associate Professor of Sociology, University of Chicago; Principal of Chautauqua

17 SCIENTIFIC SOCIETIES AND ASSOCIATIONS - JAMES MCKEEN CATTELL, Professor of Psychology in Columbia University, New York

18 EDUCATION OF THE NEGRO-BOOKER T. WASHINGTON, Principal of the Tuskegee Institute, Tuskegee, Alabama

19 EDUCATION OF THE INDIAN-WILLIAM N. HAILMANN, Superintendent of Schools, Dayton, Ohio

20 EDUCATION THROUGH THE AGENCY OF THE SEVERAL RELIGIOUS ORGANIZATIONS-DR. W. H. LARRABEE, Plainfield, N. J.

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President of Columbia University in the City of New York

1

EDUCATIONAL ORGANIZATION

AND

ADMINISTRATION

BY

ANDREW SLOAN DRAPER

President of the University of Illinois

THIS MONOGRAPH IS PRINTED FOR LIMITED DISTRIBUTION BY THE LOUISIANA PURCHASE

EXPOSITION COMPANY

1904

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EDUCATIONAL ORGANIZATION AND

ADMINISTRATION

INTRODUCTORY

Any treatment of the legal organization and the authoritative methods of administration by which the great public educational system of the United States is carried on must almost necessarily be opened by a statement of the salient points in the evolution of that system, for the form of organization and the laws governing the operations of the schools have not preceded, but followed and been determined by the educational movements of the people and the necessities of the case.

The first white settlers who came to America in the early part of the seventeenth century were from the European peoples, who were more advanced in civilization than any others in the world. Each of the nations first represented had already made some progress in the direction of popular education. Such educational ideals as these different peoples possessed had resulted from historic causes, and were very unlike. The influences more potent than any others in determining the character of American civic institutions. were English and Dutch. The English government was a constitutional monarchy, but still a monarchy, and the constitutional limitations were neither so many nor so strong as later popular revolutions have made them. English thought accepted class distinctions among the people. The advantages of education were for the favored class, the nobility. The common people expected little. Colleges and fitting schools were maintained for the training of young men of noble birth for places under the government and in the government church, but there were no common schools for all. The nobility were opposed to general education lest

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