File:History of New York City - embracing an outline sketch of events from 1609 to 1830, and a full account of its development from 1830 to 1884 (1884) (14768328162).jpg

Identifier: historyofnewyork01loss (find matches)
Title: History of New York City : embracing an outline sketch of events from 1609 to 1830, and a full account of its development from 1830 to 1884
Year: 1884 (1880s)
Authors: Lossing, Benson John, 1813-1891
Subjects:
Publisher: New York : Perine Engraving and Pub. Co.
Contributing Library: Columbia University Libraries
Digitizing Sponsor: The Durst Organization

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ht by rote under his instruction. This system was intended to secure the public teaching of children inthe most economical way. and so well effected its purpose for yearsthat its power and usefulness were much praised. Ordinarily ateacher could not well manage over seventy or eighty pupils in well-organized classes ; by the monitorial system one teacher could managea school of three or four hundred children. AVhile the Free School Society in New York was preparing to beginoperations, one of its members being in England visited a school nearLondon, which Lancaster had opened in 1801. He was deeply im-pressed with the great value of the new system, and on his return hesucceeded in persuading the society to adopt the system. Lancasterwas a Friend or Quaker, and when he came to Xew York in 1S20 themembers of the Society who were Friends, and many others, receivedhim most cordially. But he had nothing new to offer. The systembearing his name had been tested for years. It had many adherents
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FIRST DECADE, 1830-1840. 307 and as many opponents. It had not borne the anticipated fruit. lieacknowledged that he had only trodden in the footsteps of Dr. Bell,and was not the originator of the system. Personally he was not veryagreeable, and his residence in this country did not advance the spreadof his system. It gradually declined in favor, and was finally aban-doned. Meanwhile an innovation in education had begun to develop itself inXew York. It was a practical testing of the system of Pestalozzi,who sought to educate infants by a combination of industrial, enter-taining, intellectual, and moral instruction, without the use of books,and b)r oral and object teaching entirely—the fundamental ideas ofthe kindergarten system of Froebel. This system was put in practice in New York by an association ofladies called the Infant School Society, of which Mrs. Joanna Bethunewas the chief manager. The ages of the children instructed rangedfrom two to six years. At that time the public sch

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