This historic book may have numerous typos and missing text. Purchasers can usually download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1907 edition. Excerpt: ...Hoe & Co., New York City. 5. Schools for clerks of John Wanamaker, of Philadelphia, and Sears, Roebuck & Co., of Chicago. A. EVENING SCHOOLS. There is no other educational agency which to-day is reaching so large a part of the working people as the public evening schools. Their development, especially ...
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This historic book may have numerous typos and missing text. Purchasers can usually download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1907 edition. Excerpt: ...Hoe & Co., New York City. 5. Schools for clerks of John Wanamaker, of Philadelphia, and Sears, Roebuck & Co., of Chicago. A. EVENING SCHOOLS. There is no other educational agency which to-day is reaching so large a part of the working people as the public evening schools. Their development, especially during the past quarter century, has been very rapid, and they seem destined to be, for some time to come, if not permanently, the great means of education for the working people. Thej' are reflecting more nearly the needs of the people than ever before and, in doing this, are coming to have characteristics so different from those of the day schools that they are attaining a distinct place in the educational system. Historical.--The early history of the evening schools in this country is so obscure, so little that is reliable has been written in regard to it, that some of the more prominent features of their early development will be given at this place. We may roughly divide the history of these schools into three periods: I. Private schools kept in the evening for pay. These were the same in character as the day schools and were merely a development of the tutorial system. This period extends from early colonial times to about the third decade of the nineteenth century. These schools are significant because (f) they reached a certain class of people--apprentices and others not otherwise provided forj (2) they accustomed the people to the idea of schools in the evening; and (3) they drew attention to the fact that many who were at work needed and desired further education. II. Free evening schools established by benevolent societies for the benefit of the poor. The limits of this period are indefinite. There are traces of it even in...
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