P 14 L3 1 ^^^^^^^ opy 1 Matery of 6ducation Compendiuni f^ ^ 6xpaiiding and Hnswering 1 X:ht New Xorh State dniform 6xanitiiatton Syllabus in the Ristory of education ^ ^ J0' 1 Bacon & Vtiic«Tit, publishers, ! 435 Nooncy BuUdiiig, Buffalo, ^f. Y* | j By X Onbo Laneing, H- M., 1 Bistory of education CompcTidium ^ ^ expanding and Hnswering Cbc JVcw XoYk State Unifortn Gxaminatioti Syllabus in the Ristory of Bducation ^ ^ JSP" By 7. Onbo Lansing, H. M.^ principal Greenwood Onion School, Cruxton, JVcw "York. LIBRARY of CONGRESS Two Copies Received MAY 7 1904 Copyrlfirht Entry CLkSS^ CL XXo. No. COPY B Copyright 1904 by J. ORTHO LANSING. All Rights Reserved, PREFACE. This compendium contains all the information on the history of education that can be reasonably de- manded for any state, county, training class, or city teacher's certificate. Candidates who intend to take the uniform examination in the history of edu- cation for teacher's certificates in New York State will find the "Syllabus of the History of Education" issued by the State Superintendent followed very closely and every point answered in full. This book also provides sufficient material for bistoury of edu- cation classes in Normal Schools, Coheg-es and Reiading- Circles. The author conserves the teacher's energy. He has a purpose in view and chooses only those points that are interesting and important, and that he wishes his readers to see and feel. Noibhing for- eign to the subject is discussed. There is a certain oneness or unity throughout the entire work. Nothing necessary or important is omitted. The writer states what he has to say in a certain ordet or arraingement of parts that has been thought out beforehand. These four qualities have been before the writer: careful selection, unity, completeness and plan. The teacher who is to pass an examination must learn how to group the minor points under head- ings. He can grasp and carry in mind a small number of main topics with the same ease that he can carry ten or twenty small packages in twO' or three baske^ts. Henry Ward Beecher could preach a sermon from three sentences, but these sentences were three baskets, each of which contained many smaller packages. The baskets which the reader of this book has are numbered and labeled. No. I. Speaks of Ancient Education. No. H. Tells of Medieval Education. No. HI. Discusses Modern Education. The plan of the work is to give a I. Glance view touching the keynote of the subject. n. Detailed view of the subject. HI. Summary. IV. Life and Vitality Questions or charming; invironments facinating- the reader and lead- ing him to discussions and original investi- • gation. V. Plan or outline of what has been discussed. The coaitinuity, connectiveness, and correlation will, it is hoped, commend themselves to all who use this book. J. ORTHO LANSING. Tuxton High School, Tuxton, New York. CONTENTS. Chapter I. Introductioii. I. Pedag-og-ics. 2. Correlated Subjects. 3. Divisions of the History of Education. 4. Life and VitaHty Questions. 5. OutHne Plan. Chapter IT. China. I. Confucius. 2. The Home. 3. Elemen- tary Education. 4. Higher Education. 5. Pur- pose. 6. Effect. 7. Criticism. 8. Life and Vi- tality Questions. 9. Outline Plan of Chinese Education. Chapter HL India. I. Buddha. 2. The Caste System. 3. Pur- pose of Indian Educatioii. 4. The Home. 5. Elementary Education. 6. Hig-her Education. 7. Effect of Indian Education. 8. Criticisms. 9. Life and Vitality Questions. 10. Outline of Per- sian Education. Chapter IV. Persia. I. Zoroaster. 2. The Plome. 3. State Edu- caitioin. 4. Purpose of Persian Educatiorn. 5. Effect. 6. Criticisms. 2 Chapter V. Egypt. I. The Caste System. 2. The Home. 3. Edu- caition. 4. Criticisms. 5. General Truth Regard- ing All Oriental Systems. 6. Life and Vitality Questionis. 7. Outline of Egyptian Education. Chapter VI. Jews. I. The Rabbis. 2. The Talmud. 3. The Home. 4. The Jewish School. 5. The Schools of the Rab- bis. 6. Purpoise of Jewish Education. 7. Life and Vitality Questions. 8. Outline of Jewish Educa- tion. Chapter VH. Athens. I. Socrates. 2. Aristotle. 3. Plato. 4. The Home. 5. Athenian Education. 6. Criticisms. 7. Life and Vitality Questions. Chapter VHI. Sparta. I. Lycurgus. 2. Pythagoras. 3. The Home. 4. Spartan Educaition. 5. Criticisms. 6. Life and Vitality Questions. 7. Outline of Athenian and Spartan E ducat i on . Chapter IX. Rome. I. Cicero. 2. Seneca. 3. Quintilian. 4. Plu- tarch. 5. The Home. 6. Elementary Education. 3 7. Secondary Educatioii. 8. Higher Education. 9. Criticisms. 10. Life and Vitality Questions. 11. Outline of Roman Education. Chapter X. Early Chirisitiiajn), Monastic Eduidajtion, Scholasti'c- ism. I. Life and Vitality Questions. 2. Outline of Early Christian, Monastic Education and Schol- asticism. Chapter XI. Cbarlem'aigne, Alfred the Great. I. Life and Vitality Questions. 2. Outline Charlemagne and Alfred the Great. Chapter XII. Feudal Educatioii, The Crusades, Rise of the Uni- versities. Mohammedan Education. I. Life and Vitality Questions. 2. Outline Feu- dal Education, The Crusades. The Rise of the Universities. Mohammedan Education. Chapter XIII. The Renaissance. The Jesuits, The Port Royalist. Other Sixteenth-Century Educators. I. Life and Vitality Quesitions. 2. Outline of the Renaissance. The Jesuits, The Port Royal- ists and other Sixteenth-Century Educators. Chapter XIV. SeventeeiDth-Ceiitury Educators. I. The Commonwealth in England and The Thirty Years' War. 2. Bacon. 3. Ratke. 4. Com^ enius. 5. Milton. 6. Locke. 7. Feiielon. 8. La Salle. 9. The Pietists. 10. Francke. 11. Out- line oif the Seventeenth-Century Education. Chapter XV. Modern EducaJtoirs. I. Roiusseau. 2. Basedow. 3. Pestalozzi. 4. Froieibel. 5. Heti*'bart. 6. Horace Mann. 7. Life' and Vitality Questions. 8. Oujtline of Modern Educators. Ristory of education Compendium, Chapter I. INTRODUCTION. The history of educaition tells us about the edu- caitiioiial systems, methods, the^ories and practices of the humian race and traces its growth and in- tellectual evoluftiom step by step until as a resultant we have the improved educational systems, meth- ods, theories and practices of to-day. A logical and complete statement setting forth all the truths of education as now understood is Pedagogics or the 'Science of Education. Literature and bio'graphy are correlated with the history of education, especially that part of the lives which has to do with their educational work and tlhe theories which they originated. History and social science are also correlated with the history of education. This is seen when we note the bearng on educa- tion of such events as the crusades, the thirty years' war, the reformation, the condition of wo- men as civilization advances, the increasing power and freedom of the individual; also the changing and varying character of the home life, and the 6 dominating idea in the education of various na- tioins. In this work we shall divide education into three great divisions : I. Ancient Education, Medieval Education, Modern Educaition. SUMMARY. The history of education tells us aboiut the edu- catioaial systems, methods, theories and practices of the human race and traces its growth and in- tellectual evolution step by step to^ the present time. Pedagogics is a logical and complete statement setting forth all the truths of educatioin as now understood. Literature, biography, history and social science are correlated with the history of Education. Education is divided into three great divisions : I. Ancient Education. II. Medieval Education. III. Modern Education. Life and Vitality Questions. 1. Hoiw did we acquire our present systems and miethods of education? 2. The history oi education includes what four things? 7 3- Wherein does the history of education differ from pedagogics? 4. With what would a treaties on methods of in- structiom deal? 5. What is the aim of the history of education? 6. Wliat great educator esitabhshed pedagogy as a science? 7. What is the unity which binds to^gether the details of the history of education? 8. What are the three great divisions of the his- tory of education ? 9. In which of the three divisions is the power and freedom of the individual most clearly seen? ID. Show how (a) literature (b) biography (c) history (d) social science are correlated with the history of education. Plan hy Outline. History of Education. 1. Pedagogics. 2. Correlated subjects. I. Literature and Biography, (a) Educational work. ' (b) Theories which they originated. 2. History and Social Science. 1. Crusades. 2. Thirty years' war. 3. The reformation. 4. Condition of wornien with advancing* civilization. 5. Mutual relations of the church, state and individual. 6. Increasing power and freedom of the individual. 7. Changing and varying character of the home. 8. Dominating idea in the education of the various nations. 3. Divisions O'f the History of Education. 1. Ancient education 2. Medieval education. 3. Modern education. Chapter H. Ancient Education. Ancient educatiom may be divided into eight di- visions : I. China). 2. India. 3. Persia. 4. Egypt. 5. The Jews. 6. Athens. 7. Sparta. 8. Roime. I. China, (a) Confucius, B. C. 550-478 is the great type. He and his disciples founded 9 the native religion, lang-uag'e and litera- ture of China, (b) The home. (i) The wife exists only for the comfort oif her husband. (2) Boys only instructed at home and school. (3) Boys clo'thed in finest material; girls in rags. (4) Parents may distroy their children. (5) Mother teaches politeness and obedi- ence. (6) The first and holiest of all duties is to ven- erate the parents. (7) There are no illustrated children's books and the like. (c) Elementary Education. (i) At six or seven years the child enters school. (2) No license to teach ; no state inspection ;■ no public school houses; school room not attrac- tive. (3) The child is admitted the first time with much ceremony and receives a new name. (4) At first he studies readino\ writing, ele- mjentary arithmetic ; he must memorize ; no in- terest, rigid discipline; no new methods. (5) The second stage consists of translations from text books and lessons in composition. 10 (6) Third stage is devoted to belles letters and essay writing. (d) Higher Education. (i) No high schools, but state examinations for degrees. Prepare for degrees by giving at- tention only to Chinese classics. (2) Degrees — (i) Budding Intellect. (2) De- serving of promotiom. (3) Fit for office. (4) For- est of pencils. Holders of the second and third degree may be appointed to office and holders of the fourth degree may hold the highest offices in the country. (e) Purpose of Chinese Education. Ancestral. To preserve fixed institluitions. (f) Effect. Cultivates the memory; places emphasis on acquired knowledge; non-progressive; produces dishonest, untruthful, cov/ardly people. (g) Criticisms. (i) Chinese Education does not extend to other countries nor incluide the literature of other people. (2) Cultivates memory too much. (3) Women are not educated. (4) The motive is debasing to character. Life and Vitality Questions. (i) What was the dominating idea in Chinese education ? 11 (2) Give a criticism of the Chinese education. (3) What was the effect of the Chinese educa- tion ? ■ (4) Give the four degrees granted by the Chin- ese goveirnment. (5) Give the purpose of the Chinese education. (6) Discuss higher educait'ion in China. (7) Why was the motive of the education in China debasing to character? (8) OutHne in brief the three stages of Chinese elementary education. (9) In what three things was Confucius a leader in China ? (10) The school room was not made attractive in China. What principle in education did this violate ? Outline plan of Educatioii in China. (a) Confucius, the type B. C. 550-478. (b) The home. (c) Elementiary Education. (d) Higher Education. (e) Purpose. (f) Effect. (g) Criticism. Chapter III. 2. India, (a) Buddha, 500 (?) B. C. He is the author of Buddhaism, which is a religiothe renaissance. (i) RecO'gnition of individual worth. 2. Use of the mother tongue as a written lan- guage. (3) Growth of modern science. (4) Greater attention given to the education of women. (5) Change in the cource of study and methods of teaching. 2. The Jesuits. (a) Jesuit education. (i) Taught the necessity of trained teachers. (2) Neglected primary education. (3) Taught youths who were entering man- hood. (b) Loyola, 1491-1556. Originator of the Jesuits. (c) Educational work of the Jesuits. (i) In higher education, the educational work of the Jesuits was by far the most efficient and successful of any during the sixteenth. 45 seventeenth and eighteenth centuries. (2) The chief means used to secure results was emulation. 3. The Po^rt Royalists or Jansennists. (a) Their purpose. (i) To check the progress of the Jesuits. (2) To proimoite greater spirituality in the Cathoilic church. (b) Their comtributions to education, (i) Phoiiic method of spelling. (2) The first instance in which object teaching was taught as a principle. 4. Other Sixteenth Century Educators. (i) Ascham:, 151 5-1568. English educator, (a) His woirk and theories. (i) Author of Shoolmaster, the first edu- cational classic in English (2) Rabelais, 1483-1553. (a) His work and theories. (i) Author of (i) "Gargantua," (2) 'Tan- tagruel." He introduced realism in- to education. (3) He advocated the study of letters, of nature, of science of morals and re- ligion, of physical well-being. (3) Montague, 1 533-1592. (a) His experience. i His experience at school and college 46 caused him to oppose corporal punish- ment. (b) Work— ''Essays." (c) Theories. (i) Training and .use of the senses. (2) Study of the sciences. (3) Learn mother tongue first then the lang-uages of our neighbors. (d) Convictions. (i) Abohtion of corporal punishment. (2) The beautifying of the school room. (3) Makes no provision for the education of women and expresses great con- tempt for their abilities. Life and Vitality Questions. 1. What do'cs renaissance mean? 2. Give the causes of the Renaissance. 3. What is humanism? 4. Give the names of five Humanists? 5. Give two leading educational ideas of Eras- mus. 6. Name two great things that Luther did for education. 7. Name five leading educational reformers? 8. What system of goivernment did Trotzen- dorf introduce into the schools? 9. Give itJhe characteristics of the Renaissance. 10. Give two favorable and two unfavorable criticisms of the Jesuits. 47 11. Give two purposes of the Port Royalists. 12. Give two leading conitributions of the Port Royahsts to education. 13. Who was the author of the "Double Trans- lation Method"? 14. Name 'the author of " Gargantua " and ''Paulagruel." 15. Who introduced realism into education? 16. Who originated the order of the Jesuits? 17. For what was Sturm noted? 18. What other name was given to the Port Royalists ? Why ? 19. Why was Montague oppo-sed to corporal punishment ? 20. Give one unfavourable criticism on the con- victions of Montaigne. 21. Compare the work oif teaching before and after the invention of printing. Outline III. Modern Education. 1. The Renaissance. (a) Causes. (b) The Humanists. I. Dante. 2. Petrarch. 3. Boccaccio. 4. Agrico'la. 5. Reuchlin. 6. Erasmus. (c) The Reformers. I. Luther. 2. Melancthon. 3. Sturm. 4. Trotzendorf. 5. Neander. (d) Characteristics of the Renaissance. 2. The Jesuits. 48 (a) Jesuit educaition. (b) Loyola. (c) Educational Work of the Jesuits. 3 The Port Royalists or Jansennists. (a) Their purpose. (b) Their contributions to education. 4. Other Sixteenth Century Educatoirs. 1. Aschaiii — His work and Theories. 2. Rabelais — His work and Theories. 3. Montaigne: — His experience, work, theories convictions. Chapter XIV. 5. Seventeenth Century Educators. I. The Commonwealth in England. The civil war resulted in the death of Charles I, and the establishment of the Common- wealth under Cromwell. (a) The Thirty Years'War in Germany. (i) Fro-m 1618 till 1648. The Peace of West- phalia secured religious liberty to all men. (2) Northern Germany, Austria, France, Hol- land, Denmark and Sweden as well as minor coiuntries, were involved in this war. (b) The Educational Situation at that Time. (i) In characfier, in intelligence, and in moral- ity, the German people were set back two hun- dred years. 49 (2) Schools were abandoned, colleges gave up their charters ; people were content to let their children grrw up in ignorance. Bacon, 1 561-1626. (a) His writings and teach- ings. Author Oif Noivum Organum. In this we find his Inductive method, which laid the foundation of all future scientific re- search. It teaches how investigation- is to be made and gives direction to all later education. 3. Raitke. (a) His pedagogical teachings. (i) Everything after the order and course of nature. (2) One thing at a time. (3) One thing again and again repeated. (4) Nothing shall be learned by heart. (5) Knowledge O'f the thing itself must be given before that which refers to the thing. (6) Uniformity in all things. 4. Comeniu. (a) His pedagoigical work. (i) Author oif ''Gat'es of Tomgues Unlock- ed," ''Great Didactic," Orbis Pictus," the first illustralted text book. (2) He was the originator of the principles and methods of the Innovators. (3) He was a great educational systeatist. 50 (b) His scheme for a school system. This scheme divides the firs't twenty-four years which it coivers into four equal periods of six years as follows : (i) Infancy,or the mother school, from birth (2)) Boyhood, the venacular or National School, from six to twelve. (3) Adolescence, the gymnasium or Latin school, from twelve to eighteen. (4) Yo'Ultlh, the University (including travel) from eighteen to twenty-four. This scheme, wnth variation of details, forms the basis of the school system. (c) His educational principles. (i) If we would teach and learn surely, we must follow the order of nature. • (2) Proceed from the easy to the difficult, from the near to the remote, from the general to the special, from the known to the unknown. (3) Make learning pleasant by the choice of suitable material. (4) Fix firmly by frequent repetitions and drills. (5) Let all things advance by solid steps, . so that everything taught today may give firmness and stability to what was taught yesterday and point the way to the work of tomorrow. (6) Let everything that is useless be taken from teaching. 51 (7) Learn to do by doing. (8) Each languiage should be learned seperate- ly and by use with familiar things. (9) The well ordered life of parents, nurses, teachers and school fellows is impoirtant for child- ren; but precepts and rules must be added to ex- amples. (10) The Bible is very important in Christian schools. 5. Milton, 1608-1674. (a) His scheme of education. This has a unity of purpose from the elementary schoo'l to 'the university and seeks to make the school more practical. (b) Outline school premises should consist O'f a spacious house with large school grounds intend- ed for 130 students from twelve to twenty-one years O'f ag'e, who are to finish their secondary and university education in the same school. (2) Course of study to be finished at sixteen, (i) Latin grammar," arithmetic, geometry, in translation. (2) Latin authors, geography, natural phil- osophy. (3) Greek, trigonometry, architecture, en- gineering, navigation, anatomy, medi- cine. (3) Course from sixteen to twenty-three. 52 Ethics, politics, poetry, law, Hebrew Phys- ical exercises daily practiced. (4) When twenty-three. The young man should travel abroad and become acquainted wdth geography, his- tory, politics of other countries. 6. Locke, 1 632- 1 704. (a) His idea regarding public education. (i) Locke did not believe in universal edu- cation nor in public schools. (2) He would establish working schools a sort of material training school for the w^orking classes (First in history.) (3) Only gentleman were provided for in his sys'tem of education, which emphasized in physical education the hardening process ; in intellectual education, prac- tical" utility; in moral education, the principal of honor. 7. Fen el on, 1 651 -17 15. (a) His pedagogy. (i) Systematic care of the body. (2) All instruction must be made pleasant and interesting. (3) Let punishment be as light as possible and given privately as a rule. (4) Present the thing before its name. In- vestigate, use curiosity. In the use of , curiosity Fenelon was a disciple of 53 Bacon and Comenins and a prophet to Pestalozzi. (5) Allow nothing to be committed to mem- ory that is not understood. (6) Girls also must share the benefits of ed- ucation. Special attention should be given to teaching them m'odesty, gentle- ness, piety, household economy, the ddties of their station in life and mother- hoiod. (7) Morality should be taught early and by means of fables, stories and coaicrete examples. (8) Proceed from the near at hand to the re- mote. Mother tongue first, living lan- guages and then the classics by conver- sation. (9) Example is of great importance to motherhood. (b) His writings of Girls. (i) Education of girls. ''Talemachus," this was for the moral and political instruc- tions of the prince. ''Dialogues of the Dead," these gave in- structio'U in history. "Fables," these are to teach the prince moral an intellectual lessons. (c) His Noted Pupil. 54 This was the grandson of Louis XIV, the young Duke of Be r gundy. The boy was eight years of age, passionate, hard to control, yet warm hearted. The prince became affectionate, docile and obedient, but died before coming to the throne so the test was not final-. 8. La Salle, 1651-1719. (a) The chie'f features of his work. (i) We owe to La Salle ''The Simultaneous Method of Instruction." (2) The first Normal 'School established at Rheinis, France, ih 1684. (3) A dignifying of the teacher's profession by setting apart trained persons who should give all their time to^ the work of teaching. 9. The Pietists, 1663-1724. Pietismas, a moivement in Germany which sought to revive spiritual life in the Lutheran ' church. The originator was Spaneer. (a) Their work. Founded the University of Halle. Their Vork began during the latter part of the seven- teenth century and extended to the first half of the eighteenth century. The greatest Pietists w^as Francke. The Pietists did great work, revived Biblical study in Germany; im- proved the character of teachers. 55 lo. Francke, 1663-1727. (a) His work. (i) Founded the institutions at Halle. (2) Celebrated as theologian, philanthropist and teacher. (b) The Institutions at Halle, (i) Training of teachers. (2) Estalblished a pedago^gical class which is the inception of the Normal School. (3) AccoTding to some he founded the Real school of Germany, but the best authorities give this credit to Prof. Weigel of Jena. Life and Vitality Questions. 1. What w-as the educational situation at the time of the ''Thirty years' war"? 2. What system of education did Bacon intro- duce? 3. Most oi the principles of Ratke were peda- gog-icaUv sannH. Why was not he a success? 4. Give 'the title and author of the first illus- trated textbook. 5. Give two pedagogical works by Comenius. %. 'State Comenius's scheme for a school sys- tem. 7. Give four leading educational principles stated by Coimenius. 8. Give a criticism of Milton's scheme of edu- cation. 9. What was Locke's idea of public schools? 56 10. Wherein did Fenelon anticipate Froebel? 11. In the use of what was Fenelon a disciple O'f Baco'n and Comenius aind a prophet to Pestal- ozzi ? 12. Give an unfavorable criticism of Lockes system of education. 13. Compare Montague with Fenelon in re- gard to the education of womien. 14. What use did Fenelon make of (a) "Rale- machus" (b) ''Dialogues of the Dead" (c) "Fa- bles" — in the Education of his noted pupil? 15. Give three chief features of La Salle's work. 16. What was Pietism and who originated it? 17. Francke founded what institutio'ns? 18. Why has the study of history been so much neglected? 19. What was Plato's esttimate of the value of the study of history? 20. What idea of Locke anticipates the pres- ent manual training schools? 21. Give Locke's idea of learning a foreign lan- guage and itell wherein it differs from Ascham's method. 22. What development has taken place in the education of women? 23. The humanism of the sixteenth century was fo'llowed bv what movement? 57 24- How is Comenius indebted tO' (a) Bacon (b) to Ratke? 25. Locke is indebted to what French writer? 26. Name two prominent advocates of the study of the mother tongue before Latin and Greek, and two of the study of Latin and Greek before the mother tongue. Outline Seventeenth ■Century Educators. (1) The Comimonwealth in England. (a) The thirty years' war in England. (b) The educational situation at that time. (2) Bacoin. (a) His writings and teachings. (3) Ratke. (a) His pedagogical teachings. (4) Comenius. (a) His pedagogical teachings. (b) His scheme for a school system. (c) His educational principles. (5) Milton. (a) His scheme of education. (b) Outline scheme. (6) Locke. (a) His idea of regarding public schools. (7) Fenelon. (a) His pedagogy. (b) His writings. (c) His noted pupils. 58 (8) La Salle. (a) The chief features of his work. (9) The Pietists, (a) Their work. (10) Francke. (a) His work. (b) The institutions at Halle. Chapter XV. 6. Modern Educators. (1) Ro'usseau. (a) His literary works. Author of "Confes- sions," "Social Contract," "Emile." Outline of "Emile" : (i) Physical education beg-ins at birth, speech, gesture and expressions should be carefully watched and studied. (2) The second period begins with the childs ability to speak and lasts until the twelfth year; the important work of this period is the training of the senses, little moral and absolutely no re- ligioius training. The only habit that a child shoiuld form is to contract nO' habit. (3) The next period extends from twelve to fifteen. Emile must get all necessary culture in this oerioid. (4) Period of adolesence at fifteen. Now mor- al and religions education begin. Rousseau pre- 59 fers that no religious instruction should be given before the eighteenth year. (5) Rousseau noAv created in Sohpie the ideal wife for Emile. (i) Woman is to be educated not for her- self but that she may help man. (b) His (Roiusseau's) Pedagogy. (i) He made the child the center of pedagog- ical study. He may be called the originator of child study. (2) Study is to be on a psychological basis. (3) The develoipment of the child is to be along the line O'f natural growth and in contact with nature. (4) Rousseau gave a new direction to the the- ory and practice oi teaching, which more practi- cal educators have worked out into the general' reform of educational practice. (c) Criticisms — Weak Points. (i) Woman's own happiness or development do-es not enter into his scheme. (2) The second period of Emile's education from the time he can speak until the twelfth year, Rousseau savs during this time the only habit that Emile should form is to contract no habit. The first twelve years of a child life are the best years to form right habits, here Rousseau is peda- gogically wrong. (3) Rousseau prefers that no religious in- 60 structioii should be given before the eighteenth year, this is wrong. (4) Roiusseau says : ''Everything is good as it comes from the Author of Nature. Everything degenerates in the hands of man." In fact, from birth man is neither good nor bad. Basedow, 1723- 1790. (a) His Writings. ''Elementary" contains his coiiiplete scheme of education. "Book of Methoda" is the greatest educational writing. (b) Basedow's Philanthropin. This experiment at Dessan toward the solu- tion of the problem of education gives Basedow a place among the great educators of the world. This experiment was crude but it has borne fruit in modern schools and their methods. The tra- ditional methods were set aside and everything was done according to nature. Vivacity, loveli- ness, coiisitant appeal to the senses and great skill in arousing interest marked the Philan- throipin. Pestialozzi, 1 746-1827. (a) His Schooling. (i) As a school boy he was not brilliant but by no means dull ; he could grasp content better than form.. (2) Received but a limited education at school. (b) His life purpose. 61 (i) Love for humanity and desire to amelio- rate suffering. (c) His writings. (i) "Evening Hours of a Hermit," 1780. (2) "Leonard and Gertrude," his best book, 1781. (3) "How Gertrude Teaches Her Children." (d) His work at Stanz. When fifty-three, he opened a school in an empty convent. He took into this school out- cast children. On account of the French soldiers the school was made houseless and had to be abandoned after less than five months existence. (e) His w^ork at Burgdorf. He was chosen assistant at Burgdorf. Dis- missed from this school he united with Krusia in founding a private school. He was now on the road to success and fame. In 1804 he was oblig- ed to vacate his quarters at Burgdorf. (f) His work at Yeardon. Next he moved to Yeardon, into an old fort- ress. During the first five years there was great prosperity, bu^t after a time private ambitions and personal jealousies crept in and destroyed harmony. (g) His work. (i) He showed how the theories of Comenius and Rousseau could be applied. 62 (2) Education consists in the harmonious de- -^-elop-ment of all the human powers. (3) The greatest lesson that Pestalozzi taught is emibodied in the word 'love." (h) His system of Education. (i) Harmonious development of all the pow- ers. (2) Deivelopmeint should follow the order of nature which requires that the child should be taught with other children. (3) Instruction based on observation. (4) Moiral instruction is to be secured in the home. The Mother is the early educator of the child. All exercises should tend to promote good conduct. (5) Practice in the matter of reproof. Kind. Showed sympathy, interest and love for the child. (6) Practice in the matter of punishment and dliscipline. Work made interesting. Discipline established and regulated by love. (7) Ideas oil Home Education. There should be thorough home education. The mother is the first natural teacher of the child in its early life. Mothers should be educated. 4. Froebel, 1 782-1 852. (a) His Philosophy. (i) Education is a progressive evolution, each stage preparing for its subsequent one and grow- ing gradually into it. 63 (2) The faculties should be developed by arous- ing voJumtary activity, hence the play work of .the kindergarten. Knowledge and activity are close- ly related. Preception included in the use of eye and hand. Physical and mental activity should combine. (3) Social action. The child belongs to the family, state and society. (4) Religion is the culminatioii oif the educa- tion. To moral training belongs the direction of conduct and conduct is occupied with the larger part of life. (5) Education is founded on the study of the child's mind. The teacher shoiild adapt all his work to the child's needs. (b) His Relation to> the kindergart'en. Child nature requires an entrance school, that stands between the family and the primary school. This is the kindergarten which is the invention oif Froebel. The kindergarten repre- sents adapting the teachers work to the pupils mind. (c) His writings. "Education of Man." ''Songs for Mother and Nursery." (d) Purpose of the Kindergarten, according to Froebel. To take the oversight of children before they are ready for school life; to exert an influence 64 over their whole being in correspondence with its nature; to strengthen their bodily powers; to exercise their senses; to employ the. mind, :to make them thoughtfully acquainted with the world of nature and man ; to guide their heart and soul in the right direction and to lead them to the Origin of all "Life and to unison wth Hmi. (e) Kindergarten Demands. (i) Physical growth and well being must be cared for by training of every muscle in the body and the special training of the hand. (2) Gradual development of the mental facul- ties in the order pointed out by Pestalozzi. (3) Moiral culture reached by all possible in- centives to well doing. (4) Aesthetic culture must develope taste and lead to an appreciation and creation of the beau- tiful. (5) As a result the child must possess full physical health and strength and be able to rec- ognize the true, the good and the beautiful. (f) Practical Kindergarten Outlined. (i) Instruction begins from three to five years. (2) Place. The children are brought together in a pleasant room where are found all the things necessary for all their plays. (3) The kind of play that each child is sug- gested by 'the teacher and it is so conducted that the play teaches an important lesson. 65 (4) The teacher tells but little and leaves the child to discoA'er for himself. (5) Singing is one of the leading agencies used to cultivate the aesthetic nature. (6) Playing in the sand is turned to good ac- count in the teaching of form of quantity, and of clay modeling. (7) The laws of nature Froebel makes the childs' laws and rules of play. .5 Herbert, 1 776-1 841. (a) Teacher. For three years he was tutor in a family. This was his only experience in teaching children. The children were aged eight, twelve and fourteen. (b) Pro'fessor. (i) In 1802 he was "Private Docent" at the University oi Gottingen. (2) In 1809 he was called to the chair of phil- osophy at Konigsberg, once occupied by Kaut. (c) Writer. (i) Author oi "A. B. C. oi Observation.'^ (2) General Pedagogy. (d) His Practice school. He had the first practice school in connection with the chair of pedagogy in a university. (e) His pedagogical work. He was the first to elevate pedagogy to the dignity of a science. (f) Analysis of his didactics. 66 (i) The pupil's circle of thought should be so formed that right judgment and right willing may be the outcome. (2) Its specific object is to stimulate and de- velope many sided, harmonious, direct interest. (3) The sides oi interest must be considered. 1. Interest of knowledge. a. Emperical. b. Speculative. c. Aesthetic. 2. Interest of association with others. d. Sympaithe'tic. e. 'Soicial. f. Religious. (4) The matter of instruction is contained in the sciences. (5) Instruction demands of the pupil attention, absorption and reflection. ^ (6) The matter of instruction is brought to the child by things themselves or models and pictures or by language. (7) To bring connection and unity, all instruc- tion must be concentric. (8) Instruction is analytic or synthetic. 6. Horace Mann, 1796-1859. (a) As Statesman. He w^as in the State Legislature of Massachu- setts and also represented that State in Congress (b) As Educator. 67 He was made Secretary of the Massachusetts State Board of Education; he visited all parts of the State lecturing to parents and stimulating the teachers. He continued this work for twelve years and presented its results in his (c) Annual Reports. He visited Europe, studied the schools. (d) What he did for humanity. (i) Improvement of the common school sys- tem of the United States. (2) Establishment of free schools. (3) Founding Normal Schools where teachers might be trained. (4) Having milder means of discipline adopted. (5) Impro'vement of common school houses. (6) Better support of schools. (7) Better methods of instruction. (8) Inspiration to teachers. Life and Vitality Questions. 1. Give the purpose of the Kindergarten ac- cording to Froebel. 2. What does a Kindergarten demand? 3. Describe in outline a Kindergarten and show how it differs from an ideal Primary school. 4. Give a brief account of the origin of the Kindergarten. 5. What did Pestalozzi consider his greatest discovery? 6. Illustrate Pestalozzi's use of this discovery.. 68 y. Mention one way in which Pestalozzi's ideas regarding home education were given to the world. 8. How did Pestalozzi deal with (a) moral in- struction, (b) reproof, (c) punishment? 9. Define and illustrate apperception, correla- tion, instinct, habit. 10. Wherein does Pestalozzi differ from Rous- seau on '^nature"? 11. The student sho'uld construct his own ap- paratus in physics. Give a reason for or against this. 12. Which takes the higher ground touching the influence of home life, Rousseau or Pestal- ozzi? Why? 13. Give an outline of the Didactics of Her- bart. 14. Horace Mann's Seventh Annual Report contained the results of what investigation? 15. Give five ways in which Horace Mann help- ed humia nifty. 16. Give the title of tw^o works of Herbart. 17. What was Rousseau's most celebrated work? 18. Give three criticisms on Rousseau's most celebrated Emile. 19. Name three leading countries of Europe in which attendance is now co-mpulso-ry. 20. Give two prominent features of the educa- 69 tional system of (a) Locke, (b) Pestalozzi, (c) Froebel, (d) Herbart, (e) Rousseau. 21. Tell wherein Froebel differed in theory with Pestalozzi. 2.2. Pestalozzi's ''Leonard and Gertrude" dealt with what class of persons? 2-^. Which was the " stronger private character, Rousseau or Pestallozzi? Why? 24. What was the educational value of Base- dow's philanthropin? Outline Compleited on Modern Education. 1. Rosseau. (a) His literary works. (b) His pedagogy. (c) Critcismsj — weak points. 2. Basedow. (a) His writings. (b) Basedow's Philanthropin. 3. Pestalozzi. (a) His schooling. (b) His life purpose. (c) His writings. (d) His w^ork at Stanz. (e) His work at Burgdorf. (f) His work at Yuerdon. (g) His work. (h) His system of education. I. Development, a. Harmonious. 70 b. Follow nature. 2. Instruction based on observation. 3. Practice on (a) Moral instruction. (b) Matter oi reproof. (c) Matter of punishment. 4. Ideas on home education. 4. Froebel. (a) His philosophy. (b) His relation to the Kindergarten. (c) His writings. (d) Purpose of the Kindergarten, according to Froebel. (t) Kindergarten demands. (f) Practical Kindergarten outlined. 5. Herbart. (a) Teacher. (b) Professor. (c) Writer. (d)) His practice school. (e) His pedagogical work. (f) Analysis of his didactics. 6. Horace Mann. (a) As statesman. (b) As educator. (c) Annual reports. (d) What he did for humanity. 71 Special Helps. 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