Reclassification may add to the shortage of teachers of students with visual impair ments, especially in rural areas.• Reclassification may limit the scope and practice of specially designed instruction for students with visual impairments.
The Latin grammar schools had inherited certain aristocratic characteristics that existed in England at the time the American colonies were settled; these characteristics exhibited themselves in the practice of selecting pupils according to the rank and social status of their parents. From the conditions incident to frontier life they had acquired certain other characteristics such as limited means, limited facilities, limited purposes, and limited opportunities, all of which were manifested in the narrow curriculum of the period. As the population of these early colonies increased through immigration and birth, old communities broke up and migration westward began. The new settlements established in the wilderness were founded by people who had not known the religious zeal and oppression of the old country. With this shifting of population new interests in shipping and commerce began to replace the old interests in religion and agriculture. Such social and commerical expansion gradually led to a demand for a more liberal and democratic form of education, which demand was met by the organization of the academy. This new institution, to a certain extent an offspring of Philistinism, “came in to serve the broader need represented by those who would enter occupational pursuits without going to college, as well as those planning to continue their education. It was, in effect, an expression of expanding democracy.”1
Prior to the latter part of the nineteenth century the energies of those interested in public education had been primarily directed toward the completion of the educational ladder. Elementary, secondary, and higher education had been placed under public control and to a large extent was financed by public taxation. In 1893 the Committee of Ten reported to the National Educational Association in favor of enriching the course of study in grades below the high school through the introduction of various subjects such as algebra, geometry, foreign languages, and natural sciences but their recommendations made no provisions for adapting these subjects to the abilities and needs of the children of the lower grades. During the early stages this movement for reorganization centered around the approximate equal division of time devoted to elementary and secondary education. The idea of dividing the six-year secondary school into junior and senior departments did not become a prominent one until the latter part of the first decade of the twentieth century.
Mathematics during the high school period*
The early settlers of the American colonies were influenced by the educational principles and practices of the countries from which they had come, and these educational policies had, in turn, evolved under the influence of the Renaissance and Reformation. These two movements had co-operated in fostering a new liberal education which “implied the intellectual, moral, esthetic, and physical development of the individual for true fulfillment of complete life as a citizen.”1 This, under the influence of the times, meant a linguistic type of education, the language being Latin. The curricula of the schools were thus organized to conform to the objectives which this ideal fostered. Various formulations of these objectives may be found in the literature of the time.
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