be
discussed everywhere, and Quincy became the educational Mecca for
teachers from every part of the land. Some of the reforms inaugurated
were the following: Text-books were abolished, the learning of the
alphabet discontinued, mere memorizing of facts discountenanced, nature
work was emphasized, concrete methods employed, and all school work made
natural and interesting. The results in comparison with those of other
schools were phenomenal, and it was recognized that a great reform
movement had been started.

Doubtless, like reformers generally, Colonel Parker was too extreme.
Some of his innovations were later modified, even by the originator
himself. Nevertheless, the Quincy Movement did incalculable good by
breaking up the formalism that prevailed, by making the work practical
and interesting, by offering suitable material, by improving the methods
of instruction, and by awakening great interest in educational problems
among both the teachers and the public at large. For this great work at
Quincy, for his many years' service as the head of the Chicago Normal
School, and for his stimulating influence upon elementary education
throughout the country, Colonel Parker deserves a place among the
foremost educators of recent times. The example of the Quincy School
Board in placing an educational expert over their schools has been
followed by many cities. The office of city superintendent has been
created, and to him is now committed duties that formerly were
undertaken by members of the School Board who were without professional
training. This change marks a decided step forward in the educational
progress of our country.

THE HERBARTIAN MOVEMENT

One of the most important educational movements of recent years, is that
inaugurated by the disciples of Herbart[184] in this country. At the
meeting of the New England Association in Denver in 1895 a number of
men, most of whom had studied under Stoy and Rein in Germany, formed the
National Herbart Society, whose purpose was declared to be "the
aggressive discussion and spread of educational doctrines." This society
was the outgrowth of the Herbart Club, formed three years before at
Saratoga. It is now known as the National Society for the Scientific
Study of Education. It holds semiannual meetings in connection with the
National Association, but is not a department of said Association. It
issues "Yearbooks" which contain the results of the investigations of
its members