DEPARTMENT XXIII EDUCATION 



(Hall 2, September 20, 4.15 p.m.) 



SPEAKERS: PRESIDENT ARTHUR T. HADLEY, Yale University. 



THE RIGHT REV. JOHN L. SPALDING, Bishop of Peoria. 



EDUCATIONAL METHODS AND PRINCIPLES OF THE 

 NINETEENTH CENTURY 



BY ARTHUR TWINING HADLEY 



[Arthur Twining Hadley, President of Yale University, b. New Haven, Con- 

 necticut, April 23, 1856. B.A.Yale, 1876j LL.D. Harvard, Johns Hopkins, 

 Columbia, et al.; Post-graduate, Berlin, 1878-79. Commissioner of Labor 

 Statistics of Connecticut, 1885-87; Professor of Political Science, Yale, 

 1886-99; one of the original members of the International Institute of Sta- 

 tistics; lately President of the American Economic Association. Author of 

 Railroad Transportation; Economics; Education of the American Ciiizen; 

 Freedom and Responsibility. American Editor-in-chief of Encyclopaedia 

 Britannica. 



THIS is hardly the time or the place for a discussion of the general 

 theory of education. The subject is too broad to be handled in 

 forty minutes, too abstruse to be made the theme of a popular ad- 

 dress. It will, I think, serve our purpose better if in place of any 

 such general discussion of educational principles and methods we 

 content ourselves with seeing what has been most distinctively 

 characteristic in the principles and methods of the nineteenth cen- 

 tury as contrasted with those of the ages which have preceded. 



A feature that has distinguished that century, in almost every 

 department of human affairs, has been its emphasis on the rights 

 and powers of the individual. We have seen a growth of individual 

 liberty in politics and economics. We have witnessed a develop- 

 ment of individual methods in science and in art. In all the varying 

 fields of human activity we have tried to give each man the chance 

 to form his own conceptions of happiness and success and pursue 

 them in his own way. It was inevitable that the same tendency 

 should have shown itself in our educational ideals and methods. 

 Where earlier centuries strove to establish types of character or of 

 thought or of conduct, and make individual boys and girls conform 

 to these preconceived types, we have tried rather to take actual 

 boys and girls, actual men and women, and make the most of 

 their several capacities. Psychologists, with methods as diverse as 

 Froebel on the one hand and Spencer on the other hand, had agreed 

 in this cardinal principle of educational theory. Practical organizers 



