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Excerpt from Bibliographies on Educational Subjects, Vol. 4: Experimental and General Pedagogy Bibliographies on Educational Subjects - No. 3. Edited by William H. Bumbam, The Universities and Investigation. Address delivered on Founder's Day, Feb. 1, 1915. By Ralph S. Lillie. 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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Excerpt from The History of Education as a Professional Subject As Erasmus declared, wherever Lutheranism prevailed, the schools languished. As regards the indigenous factors of the Renaissance, we must stop for a few moments to note the intel lectual and political conditions of Germany at this time. 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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Excerpt from Bibliographies on Educational Subjects Tufts, J. H. 011 the genesis of the aesthetic categories. Chicago, Univ. Of Chic. Press, 1902. 12 p. 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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William Henry Burnham was born on December 3, 1855 in Dunbarton, New Hampshire, the youngest of seven children, four boys and three girls, of Samuel and Hannah (Dane) Burnham. His father, a descendant of Deacon John Burnham of Norwich, England, who emigrated to Ipswich, Massachussets, in 1635, was a farmer and proprietor of the general store in Dunbarton.
William received his elementary education in a rural school and his secondary education at the Manchester (New Hampshire) high school, from which he graduated in 1875. To qualify for admission to Harvard, he studied independently for the next three years while teaching in rural New Hampshire schools. He entered Harvard in 1878 and received the A. B. degree in 1882.
After teaching briefly at Wittenberg College, Springfield, Ohio (1882 - 83), and the State Normal School at Potsdam, New York (1883 - 85), he began graduate study at Johns Hopkins University under the psychologist G. Stanley Hall, receiving his Ph. D. in 1888.
After two years as an instructor at Johns Hopkins, Burnham joined the original faculty of Clark University in Worcester, Massachussets, where his former mentor, Hall, was inaugurating a child-study program which was to make Clark nationally recognized as a pedagogical center. Beginning as a docent in pedagogy, Burnham became an instructor in 1892, assistant professor in 1900, and in 1906 professor of pedagogy and chairman of the department of pedagogy and school hygiene, a post he held until his retirement in 1926.
Through his teaching of graduate students in psychology and education and through his published writings, Burnham for a time ranked in influence with his two eminent colleagues, Hall and Edmund C. Sanford. Burnham wrote more than two hundred papers on various facets of child study, the mental health of the schoolchild, and the development of the science of education.
Like G. Stanley Hall, he followed extensive, rather than intensive, methods in his research, seeking to identify all significant aspects of the subject under investigation.
Like Hall, too, he did not make a sharp distinction between somatic and mental health. His lectures were read from polished manuscripts, but for one reason or another he delayed sending many of them out for publication. It was only immediately preceding and during retirement that he produced his three books: The Normal Mind (1924), Great Teachers and Mental Health (1926), and The Wholesome Personality (1932).
Though Burnham's writings are informative rather than prescriptive, leaving practical applications of theory to his reader, he himself took some part in the organized mental hygiene movement.
He died in Dunbarton and was buried there.
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(Excerpt from The History of Education as a Professional S...)
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(Excerpt from Bibliographies on Educational Subjects Tuf...)
(Excerpt from Bibliographies on Educational Subjects, Vol....)
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For generations the Burnhams had been staunch Congregationalists.
While Burnham's ideas were considerably influenced in a direct way by Hall, particularly Hall's genetic orientation and his advocacy of a scientific, evolutionary approach to the study of child development, it is apparent that Burnham was also receptive to the pervasive currents of Hegelian idealism, Darwinism, and pragmatism during his formative years. Like John Dewey, he stressed organism, environment, and adaptation. Burnham regarded the "supreme aim of education as the preservation and development of a wholesome personality in every child. "
The fundamental conditions of mental health, he stressed repeatedly, are integration and adjustment. The basic element of integration is within an infant at birth, and a normal course of personality development follows a sequence of integrations at higher and higher levels, at each stage reaching tentative solutions to problems, which reappear as problematical on a higher level. Thus for Burnham normal personality development was a continuing dialectic process.
Education should mediate between an old habit (or conditioned response) that has failed or become inadequate and a new adaptation to the conditions of life which becomes a new habit. Burnham was not a rigorous researcher, but his ideas were in the mainstream of the child development movement, and he was recognized as a leader in the fields of mental hygiene and child development. He was primarily a synthesizer whose writings were directed at teachers and school administrators rather than a mass audience. Burnham's application to educational psychology of the concept of the conditioned reflex is one of his important contributions.
William Henry Burnham was a member of the Massachusetts State Society for Mental Hygiene.
A quiet man, with a "sly, penetrating, subtle humor" that was evident in his lectures. He continued to live in Worcester during his retirement, spending his summers in his birthplace, Dunbarton. For some years before his death he suffered from arteriosclerosis; the immediate cause of his death was pneumonia.
Burnham never married.
