Background
Arnold was the son of Henry and Delilah (Williams) Tompkins. He was born on September 10, 1849 on a farm eight miles south of Paris, Ill.
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The Philosophy of School Management (Classic Reprint)
(Excerpt from The Philosophy of School Management The nuc...)
Excerpt from The Philosophy of School Management The nucleus of the following discussion appeared as a chap ter in the first edition of The Philosophy of Teaching.' It is now expanded into a companion olume, with a more fundamental setting than at first given and thus with a scope extended to include management from the kindergarten to the university. Those who wish the easier and the more practical discussion will find it beginning on page 67. It is thought, however, that a patient development from the first will be most satisfactory in the end. The spirit of the book is clearly traceable to contact with W. A. Jones, first president of the Indiana State Normal School. Had it not been for the influence of his class work and his daily practice in management, this book would, per haps, not have been written; and I can but wish it were a more worthy monument to the memory of the man whose potent ideas stimulated so many to earnest effort in planting fundamental educational doctrines. For wise counsel in the general treatment Of the subject I am ever grateful to L. H. Jones, Superintendent of Schools, Cleveland, Ohio. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
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The Science of Discourse: A Rhetoric for High Schools and Colleges (Classic Reprint)
(Excerpt from The Science of Discourse: A Rhetoric for Hig...)
Excerpt from The Science of Discourse: A Rhetoric for High Schools and Colleges Practical life demands the art of discourse in every phase of its process, and the interest of logic as well as life is sub served by the discussion in unity of all phases of the proc ess. Guiding truth in any one can be found only in the unity of all. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
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Literary Interpretations: Or a Guide to the Teaching and Reading of Literature (Classic Reprint)
(Excerpt from Literary Interpretations: Or a Guide to the ...)
Excerpt from Literary Interpretations: Or a Guide to the Teaching and Reading of Literature Furthermore, primary reading, which has for its immediate purpose skill in the interpretation of the printed symbols of discourse, consists also in literary interpretation. Symbols cannot be learned directly, but must be approached under the impulse of their informing ideas. To the child the motive is not the symbols, but the life contained therein. Hence it approaches a piece of discourse with the same motive as does the advanced student. Since the child's chief interest is in literary discourse, he should secure his skill in language interpretation under the literary pulse. It may be observed that the child constructs discourse under the impulse of ideal sentiment; it is inevitably a poet. It naturally speaks in figures of speech and poetic imagery. The first reader should be to the child what Dickens is to the more advanced student. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
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The Philosophy of Teaching (Classic Reprint)
(Excerpt from The Philosophy of Teaching The term philoso...)
Excerpt from The Philosophy of Teaching The term philosophy of teaching places the accent on the process of teaching, while the term philosophy Oft education emphasizes the system of principles as such. The philosophy of education will not be attempted; the theme being restricted to the application of philosophic principles to the teaching process. Not that the applica tion of principles is a more worthy object of attention than the system of principles themselves, but because I feel moved to show how helpful in practice, daily and hourly, are the universal principles which 'philosophy announces. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
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Arnold Tompkins
Edit ProfileEducation
He received his early instruction in nearby schools, worked on his father's farm, and taught school winters. In September 1868 he matriculated at Indiana University, but overwork forced him to withdraw the following spring. Entering Butler University in 1870 he was again obliged to abandon his studies on account of illness.
To prepare for larger opportunities he and his wife alternated in attending the Indiana State Normal School at Terre Haute, one of them teaching while the other was in attendance. He graduated in 1880.
In 1889 Indiana University conferred upon him the degree of A. B.
Career
For two years he taught near Paris and in 1872 became principal of a two-room school at Grand View, Ill.
He went to Worthington, Ind. , where Tompkins had been appointed superintendent of schools. Two years later he was elected superintendent in Franklin, Ind.
He had definite theories as to what a school should be, introduced a system of instruction conforming to them, and in 1883 published A Graded Course of Study for the Franklin Public School. This brought him to the attention of schoolmen elsewhere, and in 1885 he was called to take charge of the English department in the normal school of De Pauw University; four years later he became dean of the school.
Resigning his position at De Pauw in 1890, he became head of the department of English in the Indiana State Normal School. Here his insistence on greater freedom in the institution brought him into conflict with the officials, and in 1893 he withdrew and entered the University of Chicago, where he remained as a student until 1895. He spent the years 1895-99 at the University of Illinois as professor of pedagogy. In 1899 he was chosen president of the Illinois State Normal University, but remained there only a year, during which time, however, he instituted a complete reorganization of the course of study, making it more flexible and adaptable to students of different degrees of preparation.
Called to the presidency of the Chicago Normal School in 1900, he held the position until his death, which occurred at his country home, in Menlo, Ga.
His philosophy is embodied in his publications, which include The Science of Discourse (1889), The Philosophy of Teaching (1893), and The Philosophy of School Management (1895). These works were widely read by teachers and used in training schools. He also published Literary Interpretations; or a Guide to the Teaching and Reading of Literature (1896). He was metaphysical in his thinking, but had abilities in presentation that made him a popular lecturer.
Tompkins died on August 14, 1905 while in Menlo, Georgia with his family. Arnold Tompkins was buried at Alpine Community Church Cemetery in Menlo, Georgia.
Achievements
Works
book
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The Science of Discourse: A Rhetoric for High Schools and Colleges (Classic Reprint)
(Excerpt from The Science of Discourse: A Rhetoric for Hig...)
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Literary Interpretations: Or a Guide to the Teaching and Reading of Literature (Classic Reprint)
(Excerpt from Literary Interpretations: Or a Guide to the ...)
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The Philosophy of Teaching (Classic Reprint)
(Excerpt from The Philosophy of Teaching The term philoso...)
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The Philosophy of School Management (Classic Reprint)
(Excerpt from The Philosophy of School Management The nuc...)
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The Science of Discourse: A Rhetoric for High Schools and Colleges (Classic Reprint)
Views
Tompkins believed that the ideal school as he conceived of it was the objective of all educational practice and while he advocated freedom in the employment of method, he considered any method that failed to contribute to the realization of his ideal was thereby discredited.
Personality
His theories, together with his inflexible attitude in advocating them, brought him much criticism and made it difficult for him to get along well with his associates.
Connections
At Grand View, Ill. , on December 23, 1875, he married his associate teacher, Jennie, daughter of John and Martha (Butler) Snyder.
References
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Born
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Died
August 12, 1905 (aged 55) -
Resting place
Alpine Community Church Cemetery, Menlo, Georgia, United States -
Nationality
American