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ED542227.Pdf UNITED STATESDEPARTMENTOFTHEINTERIOR . , RAYLYMANWILBUR,Secretary OFFICEOFEDUCATION WILLIAMJOHNCOOPER,Conimiaskmer THEAMERICANLYCEUM ITS HISTORY ANDCONTRIBUTIONTOEDUCATION By CECILB. HAYES ,11.-144t e ). 461 - -"- 1. I .4FffiA b" e .4/1110 . BULLETINNo.12 o 1932 t UNITEDSTATES b GOVERNMENTPRINTINGOFFICE WASHINGTON: 1932 Foe saeby the SuperintendentalDocuments,Washington. D. C. - PriceIScents a* Contents Page .... Letter of transmittal 4 V Introduction VII PART I. HISTORYOP 1tiEAMERICAN LYCEUM Chapter I. The American Lyceumfrom 1826to 1831 1 II. The period of thenational lyceum,1831to 1839 7 III. The lyceumafter 1839 OOO 22 PART II. CONTRIBUTIONOP THEAMERICAN LTCEUMTO THE ADVANCEMENTOPPUBLIC EDUCATION Chapter I. The lyceum an opportune organization 25 5 II. The lyceum raised thegeneral educationalstatus where organized.. 31 III. The lyceum'sservicetopublic schools 36 Appendix: I. Source material 55 II. Congtitution and by-laws ofthe AmericanLyceum 58 *III.Resolutions of theAmerican Lycium 59 IV. Organizations represented at American Lyceumconventions... .. 66 V. Lilt of lecturesandessays(with authors) 66 VI. Men whoaided the lyceummovement OOOOOO . 68 VII.Circular,ninth annualmeeting and resolutions ofNational Education Convention 70 VIII. Resolutions, National EducationConvention, November,1839 .... s. 71 in e4 J. a C. LetterofTransmittal DEPARTMENTOF THE INTERIOR, OFFICEOPEDUCATION, e Washington,D. C.,September25, 1931. SIR: Themanuscript àttachedwasfirgt broughttomy attention by the faculty ofthe School ofEducation ofStanfordUniversity.I readit o with muchinteregt and decidedthat it oughttobe printedfor three reasons,all ofwhichappear to : mevalid a First, itrepresentsacontributiontothewriting of thehigtory of AmericaneduLation. 01 Second, it willfurnishavaluablebackgroundfordiscussionof the , life and workof HoraceMann when theCentennialCelebrationof the egtablishment of theMassachusettsBoard ofEducationis heldin 1937, Third, it providesanexcellentillugtration ofthe pldAmericanhabit of 'gettingtogethervoluntarilytodoa pieceofcommunitywork. Especiallyin these dayswhenmany areinclinedtolookto Govern- ment toperform junctionsformerlyregardedasnon-Governmentaland to attemptthe solutionof problemsbypassinggtatutes,a short higtory 4. of theAmerican Lyceummayserve tocallourattentiontoa"good old American pgtom"in attackingcpmmunity problems. Respectfully submitted. s Wu. JOHNCOOPER, COMMissioner. r TheSECRETARYOP THE INtERIOR: a -.44, V ., a a ; 0411 , i )T. .*$ Introduftion During an invegtigationmadeto determinetovThatextent teachers in theUnitedStates had orgánized teachersassociationsprevioustothe forming of the NationalEducationAssociation,theAmericanLyceum wasfoundtobe the firsteducationalingtitution, ofwhichteachers.were a part,having a program cakulatedto improve theeducationalgtatus of theNation. Here andtherestatementswerefoundindicatingthat theAmerican Lyceum haddoneagreátdealtowardtheaccomplish-. mentofits purpose. Since itwasimpossibletofindacompleterecord of thelyceum's adtivities,arecordwhichsatisfadorilyansweredthe quegtionHowand whatdid theAmericanLyceumaccomplish? the writer thoughttheAmericanLyceumwouldmakea very inter- eking andprofitablesubjed forfurtherinvegtigation. .Theimportance of theAmericanLyceumas an educationalingtitu- tionwasindicatedby HenryBarnardin his brief higtoricalsummaryof theassodation.Barnard said The firtitquarter of thepresent century was marked byacongtantlyincreasingenergy in the workingof theleaven of educational.improvement.Towardtheend ofthat period andduring thesucceeding decade thefermentwroughtsoactivelyas togener- ratea numerous, heterogeneousbrood'of sygtems, plans, andingtitutions-Tmanycrude and rudelyorganized;manythat never reachedan organization;manythat didtheir work quicklyand well;few thathave survivedto thepresent time. Ofallthese, whetherunder thenamesof schools sygtems (infant,free,monitorial,manuallabor, agricultural, etc.),orof mechanics' ingtitutions,lyceums,societies forthe diffusionof useful knowledge,mercantileassociations, teAchers'seminaries, schoolagents'societies, libraryassociations, bookclubs,reading associatiops,educationaljournals,etc.,none createdsoimmediaieand generalinteregt,or excite43foratimeaninfluenceix:, greator beneficent,asthe AmericanLyceum. Dexter also said Amereglanceat thisilia (activities approved bytheAmericanLyceum)is enoughto show thaeitehave inthis movementaforerunnerandparent ofmanyofour mogt valuableingtitutions to-day.The United StatesWeatherBureau,libraryextension, themuseumof natural,hilory, the scientificlaboratory,freetextbooks,thevillage improvement societyallarethere foreshadowed; and therecanbe littledoubtthatthe NationalEducationAssociation and theAmericanAssociation fortheAdvancement of Sciencewereboth d'ore torless &redlytheoutgrowth ofthe lyceummovement 1. I Henry Barnard,ed. The American Lyceum.American Journal1Educative,14: 535, IEdwin Grant Dexter. 1864. A History ofEducation inthe UnitedStates,p. 570. VD 4 VIII Introduction The fad that these higtorians and others made such enthusiagtic gtatements,and the digturbing fad that littlewassaidtojugtify their declarations, arousedadesiretodetermine whether the American Lyceum deserved unlimited praise. A hastysurveyof thesource material indicated that the praisewasjugtified; that the American Lyceum had beenapotentforce in thq development of common-school education and the generaldiffusion of useful information. Tge studywasmade in ordertodetermine the details of the lyceum's development, andtodiscover, if possible, what it had donetomake it atelling influence toward the extension and improvement ofcommon schools in the United States. The lyceum activitywasprompted bya twofoldpurpose:(1) The "diffusion of useful information" through its mutual educationprogram,and (2) the confident adoption of the-- causeofcommonschools.It is assumed that the firgt object tendedto be' supplementarytothe second; that is, the information diffu5zd cohsigted inpartof knowledge aboutcommonschools and their value tothe community, whichbrought people generallyto akeen realiza- don of theneed of such schools, thereby enlaing their activesupport in the movement.Inasentence,the problemwas to tracethe lyceum's origin andgrowth, andtodiscover what it contributedtothe advance, mentof publiceducatiOn. Theterm"lyceum" originated in Athens, bring thenamegivento the buildingor grovemearthe temple of Apollo Lyceus where Aristotle taught andassuch became famous. Henry Barnard made the following comment: The wordwasadopted in modern times and madeageneric termor commonnoun todesignate schools where thephilosophy of Arigtotlewastaught, and subsequentlyin Prance to ingtitutionsfor givingahigher grade of innet-iontoadults,upon aplan sometimes inwhole.or inpartmutualorconversational, and thus somewhat similarto the lectures inwhich Arigtotlegavehis initrudionsatthe original lyceum....The Conservatory(Conservatoire) of Arts and Trades, in Paris, which originated with Vaucanson, in the reignof Louis XVI, but didn'ottake spegific shape andaction tmtil 1776, embodies, in asygtematic form,manyof the ideas of the lyceum,asproOtised *and , labored for by JosiahHolbrook, for all classes of persons and intsifis, from1826to 1840. In thereport onthe "Origin and Higtory of Lyceums" madetothe Massachusetts State Lyceum inFebruary, 1831, the followingstate- menta occur:4 3 Henry Bastard. ei LyceumOn& of the Name. American Journal of Education, V. VIII (1860), p.249. d WeanF. Thayer. Originand History of Lyceums. American Annals of Education, VoL 1, 1131.p. 224. 01116 Introduction ix Literary and scientific associationsunder the title of lyceumshave been knownin thiscountry,especially in theState of New York, formany years. These ingtitutions were,however, perfedly insulatedin their character;no connection and but little cooperation exigting between them; and theirattentionwasctinfined, almostexclusively tonatural higtory. It isnotknown exactly whyMr. Holbrookgavethename"lyceum tothe organization he founded.The followingeditorialcomment, which appearedin the American Journal ofEducation (Baton)in 1829, isprobablyasgoodanexplanationas any:6 Of the propriety of this designationbeing attachedto a popular ingtitution, different oons areentertained. Thename,.however, hasnowbecomecurrent, andachange would be impracticable. It would be butjugtice, however,tothe individualwho orig, inally applied thename, to *atethat,atthe time whenitwasadopted, the only ingtitutions which resembled these for which theterm isnowused,werethe lycea, suchaskillarefound in variouspartsof thecountry,but vtabliabedchiefly for objeets anneded with natural higtory. Proc these thename wuborrowed, inantici, pation of what inseveralingtances has actually happened;societies formed for the limitedpurposesjust mentioned, having identified withwhatare nowgenerally called lyceums, by extending their planso u toadmit the naturalsciences generally, and along with these several other branches of useful knowledge.Itwas not, then, it will be obeerved, the ambition ofmimingalearnedname,that ledtothe choice which wasmade, but the naturalconairrenceofcircumgtances. On the whole,thereseems tobenosolidargumemt again* the denomination seleded, anditwascertainlya matterofconsequenceto adoptonewhich shouldnottendtolimit theoperation and the advantagesof this ingtitution, by apparentlyregtriding its membersto one clam of ecciety arone departmentof business. NooneEnglish wordcanbe found which would suit thepurposeof distinct tion; and ifnoevilmarefriousshould ensuethen the formation
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