The History Of Education by Ellwood P. Cubberley (epub e reader .txt) đź“–
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QUESTIONS FOR DISCUSSION
1. Contrast a religious elementary school, with the Catechism as its chief textbook, with a modern public elementary school.
2. Contrast the elementary schools of Mulcaster and Comenius.
3. To what extent did the religious teachings of the time support Locke’s ideas as to the disciplinary conception of education?
4. Do we to-day place as much emphasis on habit formation as did Locke? On character? On good breeding?
5. State some of the reasons for the noticeable weakening of the hold of the old religious theory as to education, in Protestant lands, by the middle of the eighteenth century.
6. How do you explain the slow evolution of the elementary teacher into a position of some importance? Is the evolution still in process?
Illustrate.
7. What were the motives behind the organization of the religious charity-schools?
8. Show how tax-supported workhouse schools represented, for England, the first step in public-school maintenance.
9. Show that teaching under the individual method of instruction was school keeping, rather than school teaching.
10. How do you explain the general prevalence of harsh discipline well into the nineteenth century?
11. Did any other country have, in the eighteenth century, so mixed a type of elementary education as did England? Why was it so badly mixed there?
12. Show how the English Act of Conformity, of 1662, stifled the English Latin grammar schools.
13. What reasons were there for the development of the more practical Academy in America, rather than in England?
14. Compare the American Academy with the German Realschule.
SELECTED READINGS
In the accompanying Book of Readings the following selections, illustrative of the contents of this chapter, are reproduced: 226. Mulcaster: Table of Contents of his Positions.
227. Locke: On the Teaching of Latin.
228. Locke: On the Bible as a Reading Book.
229. Coote-Dilworth: Two early “Spelling Books.”
230. Webster: Description of Pre-Revolutionary Schools.
231. Raumer: Teachers in Gotha in 1741.
232. Raumer: An 18th Century Swedish People’s School.
233. Raumer: Schools of Frankfurt-am-Main during the Eighteenth Century.
234. Kr�si: A Swiss Teacher’s Examination in 1793.
235. Crabbe; White; Shenstone: The English Dame School described.
236. Newburgh: A Parochial-School Teacher’s Agreement.
237. Saint Anne: Beginnings of an English Charity School.
238. Regulations: Charity-School Organization and Instruction.
(a) Qualifications for the Master.
(b) Purpose and Instruction.
239. Allen and McClure: Textbooks used in English Charity-Schools.
240. England: A Charity-School Subscription Form.
241. Southwark: The Charity-School of Saint John’s Parish.
242. Gorsham: An Eighteenth-Century Indenture of Apprenticeship.
243. Indenture: Learning the Trade of a Schoolmaster.
244. Diesterweg: The Schools of Germany before Pestalozzi.
245. England: Free School Rules, 1734.
246. Murray: A New Jersey School Lottery.
QUESTIONS ON THE READINGS
1. State the main points in Mulcaster’s scheme (226) for education.
2. Characterize Locke’s criticism (227) on the teaching of Latin.
3. State Locke’s ideas as to the use of the Bible (228).
4. Characterize the nature and contents of the so-called “Spellers” by Coote and Dilworth (229).
5. Compare the Connecticut common school, as described by Webster (230), with an English charity-school (238 b), or a Swedish popular school (232) of the time.
6. Just what state of vernacular education in Teutonic lands is indicated by the three selections (231, 232, 233)?
7. Compare the proprietary right of the teachers at Frankfort (233) with the right of control claimed over song schools by the Precentor of a mediaeval cathedral (83).
8. Do such conditions as Kr�si describes (234) exist anywhere to day?
9. Characterize the Dame School of England, as to instruction and control, from the descriptions given in the selections (235) reproduced.
10. State the relationship of teacher and minister at Newburgh (236), and indicate the nature and probable extent of his income.
11. State the purpose of the founders of Saint Anne of Soho (237), and characterize the type of school they created.
12. What does the qualification for a charity-school teacher (238 a) indicate as to the nature of the teacher’s calling in such schools?
Outline the instruction (238 b) in such a school.
13. What instruction did the textbooks as printed (239) provide for?
14. Show the voluntary and benevolent character of the charity-school by comparing the subscription form (240) with some voluntary subscription form used to day.
15. How did the school in Saint John’s parish (241) differ from apprenticeship training?
16. What changes do you note between the mediaeval Indenture of Apprenticeship (99) and the eighteenth-century English form (242)?
17. Compare Readings 201 and 242 on apprenticeship.
18. Compare conditions described in 244 with 231-233.
19. What do the Free School Rules of 1734 (245) indicate as to duties and discipline?
20. What does the use of the lottery for school support (246) indicate as to the conception and scope of education at the time?
SUPPLEMENTARY REFERENCES
Allen, W. O. B., and McClure, E. Two Hundred Years; History of the S.P.C.K., 1698-1808.
Barnard, Henry. English Pedagogy, Part II, The Teacher in English Literature.
* Birchenough, C. History of Elementary Education in England and Wales.
Brown, E. E. The Making of our Middle Schools.
Cardwell, J. F. The Story of a Charity School.
Davidson, Thos. Rousseau.
* Earle, Alice M. Child Life in Colonial Days.
Field, Mrs. E. M. The Child and his Book.
Ford, Paul L. The New England Primer.
Godfrey, Elizabeth. English Children in the Olden Time.
* Johnson, Clifton. Old Time Schools and School Books.
* Kemp, W. W. The Support of Schools in Colonial New York by the Society for the Propagation of the Gospel in Foreign Parts.
Kilpatrick, Wm. H. Dutch Schools of New Netherlands and Colonial New York.
Locke, John. Some Thoughts Concerning Education (1693).
* Montmorency, J. E. G. de. Progress of Education in England.
Montmorency, J. E. G. de. State Intervention in English Education.
Mulcaster, Richard. Positions. (London, 1581.) * Paulsen, Friedrich. German Education, Past and Present.
* Salmon, David. “The Education of the Poor in the Eighteenth Century”; reprinted from the Educational Record. (London, 1908.) * Scott, J. F. Historic Essays on Apprenticeship and Vocational Education. (Ann Arbor, 1914.)
MODERN TIMES
THE ABOLITION OF PRIVILEGE
THE RISE OF DEMOCRACY
A NEW THEORY FOR EDUCATION EVOLVED
THE STATE TAKES OVER THE SCHOOL
THE EIGHTEENTH A TRANSITION CENTURY
THE EIGHTEENTH CENTURY A TURNING-POINT. The eighteenth century, in human thinking and progress, marks for most western nations the end of mediaevalism and the ushering-in of modern forms of intellectual liberty.
The indifference to the old religious problems, which was clearly manifest in all countries at the beginning of the century, steadily grew and culminated in a revolt against ecclesiastical control over human affairs.
This change in attitude toward the old problems permitted the rise of new types of intellectual inquiry, a rapid development of scientific thinking and discovery, the growth of a consciousness of national problems and national welfare, and the bringing to the front of secular interests to a degree practically unknown since the days of ancient Rome. In a sense the general rise of these new interests in the eighteenth century was but a culmination of a long series of movements looking toward greater intellectual freedom and needed human progress which had been under way since the days when studia generalia and guilds first arose in western Europe. The rise of the universities in the thirteenth and fourteenth centuries, the Revival of Learning in the fourteenth and fifteenth centuries, the Protestant Revolts in the sixteenth, the rise of modern scientific inquiry in the sixteenth and seventeenth, and Puritanism in England and Pietism in Germany in the seventeenth, had all been in the nature of protests against the mediaeval tendency to confine and limit and enslave the intellect. In the eighteenth century the culmination of this rising tide of protest came in a general and determined revolt against despotism in either Church or State, which, at the close of the century, swept away ancient privileges, abuses, and barriers, and prepared the way for the marked intellectual and human and political progress which characterized the nineteenth century.
SIGNIFICANCE OF THE CHANGE IN ATTITUDE. The new spirit and interests and attitudes which came to characterize the eighteenth century in the more progressive western nations meant the ultimate overthrow of the tyranny of mediaeval supernatural theology, the evolution of a new theory as to moral action which should be independent of theology, the freeing of the new scientific spirit from the fetters of church control, the substituting of new philosophical and scientific and economic interests for the old theological problems which had for so long dominated human thinking, the substitution of natural political organization for the older ecclesiastical foundations of the State, the destruction of what remained of the old feudal political system, the freeing of the serf and the evolution of the citizen, and the rise of a modern society interested in problems of national welfare—government in the interest of the governed, commerce, industry, science, economics, education, and social welfare. The evolution of such modern-type governments inevitably meant the creation of entirely new demands for the education of the people and for far-reaching political and social reforms.
This new eighteenth-century spirit, which so characterized the mid-eighteenth century that it is often spoken of as the “Period of the Enlightenment,” [1] expressed itself in many new directions, a few of the more important of which will be considered here as of fundamental concern for the student of the history of educational progress. In a very real sense the development of state educational systems, in both European and American States, has been an outgrowth of the great liberalizing forces which first made themselves felt in a really determined way during this important transition century. In this chapter we shall consider briefly five important phases of this new eighteenth-century liberalism, as follows:
1. The work of the benevolent despots of continental Europe in trying to shape their governments to harmonize them with the new spirit of the century.
2. The unsatisfied demand for reform in France.
3. The rise of democratic government and liberalism in England.
4. The institution of constitutional government and religious freedom in America.
5. The sweeping away of mediaeval abuses in the great Revolution in France.
I. WORK OF THE BENEVOLENT DESPOTS OF CONTINENTAL EUROPE
THE NEW NATIONALISM LEADS TO INTERESTED GOVERNMENT. In England, as we shall trace a little further on, a democratic form of government had for long been developing, but this democratic life had made but little headway on the continent of Europe. There, instead, the democratic tendencies which showed some slight signs of development during the sixteenth century had been stamped out in the period of warfare and the ensuing hatreds of the seventeenth, and in the eighteenth century we find autocratic government at its height. National governments to succeed the
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