The History Of Education by Ellwood P. Cubberley (epub e reader .txt) 📖

231. A REORGANIZED KINDERGARTEN

232. THE PEKING UNION MEDICAL COLLEGE

233. THE DESTRUCTION OF THE TRADES IN MODERN INDUSTRY

234. SCHOOL ATTENDANCE OF AMERICAN CHILDREN, FOURTEEN TO TWENTY YEARS OF

AGE

235. ABB� DE L’�P�E (1712-89)

236. THE REVEREND THOMAS H. GALLAUDET TEACHING THE DEAF AND DUMB

237. EDUCATIONAL INSTITUTIONS MAINTAINED BY THE STATE

238. KARL GEORG VON RAUMER (1783-1865)

239. THE ESTABLISHED AND EXPERIMENTAL NATIONS OF EUROPE

240. THE EDUCATIONAL PROBLEMS OF THE FUTURE

GENERAL BIBLIOGRAPHY

In addition to the List of Readings and the Supplemental References given in the chapter bibliographies, the following works, not cited in the chapter bibliographies, will be found in most libraries and may be consulted, on all points to which they are likely to apply, for additional material:

I. GENERAL HISTORIES OF EDUCATION

1. Davidson, Thomas. History of Education. 292 pp. New York, 1900.

Good on the interpretation of the larger movements of history.

*2. Monroe, Paul. Text Book in the History of Education. 772 pp.

New York, 1905.

Our most complete and scholarly history of education. This volume should be consulted freely. See analytical table of contents.

3. Munroe, Jas. P. The Educational Ideal. 262 pp. Boston, 1895.

Contains very good short chapters on the educational reformers.

*4. Graves, F. P. A History of Education. 3 vols. New York, 1909-13. Vol. I. Before the Middle Ages. 304 pp. Vol. II. During the Middle Ages. 314 pp. Vol. III. In Modern Times. 410 pp.

These volumes contain valuable supplementary material, and good chapter bibliographies.

5. Hart, J. K. Democracy in Education. 418 pp. New York, 1918.

An interpretation of educational progress.

6. Quick, R. H. Essays on Educational Reformers. 508 pp. 2d ed., New York, 1890.

A series of well-written essays on the work of the theorists in education since the time of the Renaissance.

*7. Parker, S. C. The History of Modern Elementary Education. 506

pp. Boston, 1912.

An excellent treatise on the development of the theory for our modern elementary school, with some good descriptions of modern practice.

II. GENERAL BIBLIOGRAPHIES OF EDUCATION

1. Cubberley, E. P. Syllabus of Lectures on the History of Education. 358 pp. New York. First ed., 1902; 2d ed., 1905.

Gives detailed and classified bibliographies for all phases of the subject. Now out of print, but may be found in most normal school and college libraries, and many public libraries.

III. CYCLOPAEDIAS

*1. Monroe, Paul, Editor. Cyclopedia of Education. 5 vols. New York, 1911-13.

The most important Cyclopaedia of Education in print. Contains excellent articles on all historical points and events, with good selected bibliographies. A work that should be in all libraries, and freely consulted in using this Text. Its historical articles are too numerous to cite in the chapter bibliographies, but, due to the alphabetical arrangement and good cross-referencing, they may be found easily.

*2. Encylopaedia Britannica. 11th ed., 29 vols. Cambridge, 1910-11.

Contains numerous important articles on all types of historical topics, and excellent biographical sketches. Should be consulted freely in using this Text.

IV. MAGAZINES

*1. Barnard’s American Journal of Education. Edited by Henry Barnard. 31 vols. Hartford, 1855-81. Reprinted, Syracuse, 1902.

Index to the 31 vols. published by the United States Bureau of Education, Washington, 1892.

A wonderful mine of all kinds of historical and educational information, and should be consulted freely on all points relating to European or American educational history.

In the chapter bibliographies, as above, the most important references are indicated with an asterisk (*).

THE HISTORY OF EDUCATION

THE SOURCES OF OUR CIVILIZATION

The Civilization which we of to-day enjoy is a very complex thing, made up of many different contributions, some large and some small, from people in many different lands and different ages. To trace all these contributions back to their sources would be a task impossible of accomplishment, and, while specific parts would be interesting, for our purposes they would not be important. Especially would it not be profitable for us to attempt to trace the development of minor features, or to go back to the rudimentary civilizations of primitive peoples. The early development of civilization among the Chinese, the Hindoos, the Persians, the Egyptians, or the American Indians all alike present features which to some form a very interesting study, but our western civilization does not go back to these as sources, and consequently they need not concern us in the study we are about to begin. While we have obtained the alphabet from the Phoenicians and some of our mathematical and scientific developments through the medium of the Mohammedans, the real sources of our present-day civilization lie elsewhere, and these minor sources will be referred to but briefly and only as they influenced the course of western progress.

The civilization which we now know and enjoy has come down to us from four main sources. The Greeks, the Romans, and the Christians laid the foundations, and in the order named, and the study of the early history of our western civilization is a study of the work and the blending of these three main forces. It is upon these three foundation stones, superimposed upon one another, that our modern European and American civilization has been developed. The Germanic tribes, overrunning the boundaries of the Roman Empire in the fourth and fifth centuries, added another new force of largest future significance, and one which profoundly modified all subsequent progress and development. To these four main sources we have made many additions in modern times, building an entirely new superstructure on the old foundations, but the groundwork of our civilization is composed of these four foundation elements. For these reasons a history of even modern education almost of necessity goes back, briefly at least, to the work and contributions of these ancient peoples.

Starting, then, with the work of the Greeks, we shall state briefly the contributions to the stream of civilization which have come down to us from each of the important historic peoples or groups or forces, and shall trace the blending and assimilating processes of the centuries. While describing briefly the educational institutions and ideas of the different peoples, we shall be far less concerned, as we progress down the centuries, with the educational and philosophical theories advanced by thinkers among them than with what was actually done, and with the lasting contributions which they made to our educational practices and to our present-day civilization.

The work of Greece lies at the bottom and, in a sense, was the most important of all the earlier contributions to our education and civilization. These people, known as Hellenes, were the pioneers of western civilization. Their position in the ancient world is well shown on the map reproduced opposite. To the East lay the older political despotisms, with their caste-type and intellectually stagnant organization of society, and to the North and West a little-known region inhabited by barbarian tribes. It was in such a world that our western civilization had its birth. These Greeks, and especially the Athenian Greeks, represented an entirely new spirit in the world. In place of the repression of all individuality, and the stagnant conditions of society that had characterized the civilizations before them, they developed a civilization characterized by individual freedom and opportunity, and for the first time in world history a premium was placed on personal and political initiative. In time this new western spirit was challenged by the older eastern type of civilization. Long foreseeing the danger, and in fear of what might happen, the little Greek States had developed educational systems in part designed to prepare their citizens for what might come.

Finally, in a series of memorable battles, the Greeks, led by Athens, broke the dread power of the Persian name and made the future of this new type of civilization secure. At Marathon, Salamis, and Plataea the fate of our western civilization trembled in the balance. Now followed the great creative period in Greek life, during which the Athenian Greeks matured and developed a literature, philosophy, and art which were to be enjoyed not only by themselves, but by all western peoples since their time. In these lines of culture the world will forever remain debtor to this small but active and creative people.

[Illustration: FIG. I. THE EARLY GREEK CONCEPTION OF THE WORLD

The World according to Hecataeus, a geographer of Miletus, Asia Minor.

Hecataeus was the first Greek traveler and geographer. The map dates from about 500 B.C.]

The next great source of our western civilization was the work of Rome.

Like the Greeks, the Romans also occupied a peninsula jutting southward into the Mediterranean, but in most respects they were far different in type. Unlike the active, imaginative, artistic, and creative Greeks, the Romans were a practical, concrete, unimaginative, and executive people.

Energy, personality, and executive power were in greatest demand among them.

The work of Rome was political, governmental, and legal—not artistic or intellectual. Rome was strong where Greece was weak, and weak where Greece was strong. As a result the two peoples supplemented one another well in laying the foundations for our western civilization. The conquests of Greece were intellectual; those of Rome legal and governmental. Rome absorbed and amalgamated the whole ancient world into one Empire, to which she gave a common language, dress, manners, religion, literature, and political and legal institutions. Adopting Greek learning and educational practices as her own, she spread them throughout the then-known world. By her political organization she so fixed Roman ideas as to law and government throughout the Empire that Christianity built firmly on the Roman foundations, and the German barbarians, who later swept over the Empire, could neither destroy nor obliterate them. The Roman conquest of the world thus decisively influenced the whole course of western history, spread and perpetuated Greek ideas, and ultimately saved the world from a great disaster.

To Rome, then, we are indebted most of all for ideas as to government, and for the introduction of law and order into an unruly world. In all the intervening centuries between ancient Rome and ourselves, and in spite of many wars and repeated onslaughts of barbarism, Roman governmental law still influences and guides our conduct, and this influence is even yet extending to other lands and other peoples. We are also indebted to Rome for many practical skills and for important engineering knowledge, which was saved and passed on to Western Europe through the medium of the monks.

On the other side of the picture, the recent great World War, with all its awful destruction of life and property, and injury to the orderly progress of civilization, may be traced directly to the Roman idea of world empire and the sway of one imperial government, imposing its rule and its culture on the rest of mankind.

Into this Roman Empire, united and made one by Roman arms and government, came the first of the modern forces in the ancient world—that of Christianity—the third great foundation element in our western civilization. Embracing in its early development many Greek philosophical ideas, building securely on the Roman governmental organization, and with its new message for a decaying world, Christianity forms the connecting link between the ancient and modern civilizations. Taking the conception of one God which the Jewish tribes of the East had developed, Christianity changed and expanded this in such a way as to make it a dominant idea in the world. Exalting the teachings of the fatherhood of God, the brotherhood of man, the future life, and the need for preparation for a hereafter, Christianity introduced a new type of religion and offered a new hope to the poor and oppressed of the ancient world. In so doing a new ethical force