05- ivmummmmuummi mi vuvmi t mafmmuHHSi e i - Copyright 1900-1906-1916, BY Arvin S. Olin Printed by The Journal-World Lawrence, K/nsas FEB 17 1916 CU420990 PREFACE These outline studies are the outgrowth of the classroom work that has been done in the De- partment of Education in the University of Kan- sas for the past seven years. They are now pub- lished in large part for the purpose of giving to students of that department in connected and permanent form an indication of the work pro- posed to be accomplished in a half year. If the outlines reach a somewhat larger circle, the writer hopes that they may prove to be of as great benefit elsewhere as they have been in his owm classroom. It is doubtful if any one book has been printed in English that adequately covers the history of education; and if such a book did ex- ist, the proposition that the reading of college and university students on the subject should be broader than is afforded by any one book needs no argument to prove its truth. For a large part of the work done in colleges and uni- versities the library is, or should be, the tool house and the workshop, and the instructor who does not recognize this fact fails of the highest usefulness to his classes. For these reasons, on any subject connected with the history and science of education the writer has been unwilling that the members of his classes, composed of juniors, seniors, and graduate students of the University, should be satisfied with the presentation of any one text, or any one author, but has desired rather that through the study of many who are really emi- nent and masterly in their treatment there should develop a fuller, clearer, many-sided pre- sentation of truth, such as no mere text-book work could give. OUTLINE STUDIES. The reference lists contain only titles found in the library of the University of Kansas. If the outlines are used where other valuable au- thorities are found, it is suggested that refer- ences to such works be added, in their proper places, by the students. The writer of this little volume sends it to the press in the hope that it may aid in showing the w^orth and interest and the helpfulness of the subject with which it deals. PREFACE TO SECOND EDITION. The large amount of literature on this sub- ject that has appeared since the first edition was published, has made necessary a revision of these outlines if they are to be a reliable guide to students of the history of education. The lists of reading references have been brought up to date, and a few additions have been made to the topics for reading. The number of outlines has been increased from fifty-two to fifty-nine, and the number of citations has been largely in- creased. The aim has been to make these practical, working outlines rather than to present exhaust- ive bibliographies. For this reason the refer- ences to German and French works are com- paratively few and are generally given to sup- plement a meager treatment in English. Other things being equal the student prefers the treat- ment of a subject in the vernacular to that in a foreign tongue. The author desires to make grateful ac- knowledgement of the cordial reception that has been given to these outlines and the kind words that have been spoken about them. THE THIRD EDITION. The use of topical outlines and the library method in the history of education seems to me so much superior to both the text-book and the lecture methods of pursuing the subject that I have decided to issue this third edition of the out- lines, revising them with care, and bringing the reading references down to date, including the important works bearing on the subject that have appeared since the publication of the second edi- tion. It has seemed wise also to eliminate from the reading lists some of the more elementary and less important works included in former lists. Arvin S. Olin. Lawrence, Kansas^ January 1, 1916. TO THE GOODLY FELLOWSHIP THAT FOR QUARTER OF A CENTURY I HAVE KNOWN AND LOVED — THE TEACHERS OF KANSAS. OUTLINE STUDIES. OUTLINE I. I. Nature and Scope of the Study. 1. Relation to general history. 2. Compared with history of civilization. 3. Importance of the religious basis. 4. Compayre's distinction of history of education and history of pedagogy. II. Varying Nature and Forms of Education. 1. Historical development of the idea, a. Guide-lines needed. 2. Comparison of educational ideals among present day peoples in the high- er and the lower scales of civilization. III. Value of the Study of the History of Edu- cation. 1. In general. 2. To teachers. IV. Present Recognition of the Study. 1. In culture courses. 2. In professional instruction. V. Epochs for Study. 1. Oriental Nations of Antiquity. 2. The Classical Nations. 3. Early Christian Centuries. 4. The Middle Age. 5- Revival of Learning and Sixteenth Century. 6. Seventeenth Century. 7. Eighteenth Century. 8. Nineteenth Century — and After. HISTORY OF EDUCATION. 9 OUTLINE I. — Reading References. Laurie's Pre-Christian Education: Preface and Introduction. Davidson's History of Education: Chapter 1. Compayre's History of Pedagogy : Introduc- tion. Kiehle, in School Review, Vol. 9 : pp- 310-15. Payne in report N. E. A. 1889 : pp. 218-23. Williams, ibid: pp. 223-31. Graves's History of Education before the Middle Ages : Chapter 1. Notes. — i. Other authors than Compayre generally use history of education and history of pedagogy as synony- mous terms. 2. In these reference lists, where it can be done in such a way as to avoid ambiguity and confusion, the name of the author will take the place of the full title of the book referred to. Unless otherwise stated, page refer- ences are to the latest edition before the publication of this work. 3. It is an interesting fact that at the present time geographical variation will show as wide divergence of educational standards as that shown in hundreds or thou- sands of years of development of a given race. I(> OUTMNIv STUDIKS. OUTLINE II. IMMMITIVW lODlKJATION. 1. Ucslriclcd iihc of tlu^ ln'N('iv;il ion. I). Sjiri('HMy cIjihh. I milatioii Mic chief iiicl liod. Slnj;('H i>\' i)i'(>^r('SH of I he voiilli. < -ci'cinoiiicM of ini(i:ilion into llu' circle of llic ''cr lypcH of crreH|)(HHlence of shi^^cs in cnllni'e fo |H'o<^ress from sjivji^c fo civilized life. 10. r:ir;illelism . Davidson : pp. 45-55, 75-80. Lanrie: pp. 53-100. Sell mid 1: pp. 294-333. Sayce's Babylonians and Assyrians: pp. 47- 62. The Jewish Encyclopedia: Article Educa- tion. llawlinson's Ancient Monarchies 1 : pp. 01- 104, passim. Bettany : pp. 483-99. Imber, in Report Commissioner of Educa- tion 1894-5 : pp. 1801-20. Harper's translation of the Code of Ham- murabi. Notes. — i. The theocracy is the characteristic cle- ment in Jewish education. The frequent hipses of the Jews into idolatry show the influence of surrounding peoples. 2. Imber advances an interesting theory — that the best in the intellectual and religious life of the Jews was derived from the Babylonians. 3. The Assyrians illustrate another and quite differ- ent Semitic strain. The late history of this people shows the blending of Semitic and Turanian stocks. On this point see Laurie and Davidson. 20 OUTLINE STUDIES. OUTLINE VTT. SE(M)NI> EPOCH — THE CLASSICAL NATIONS. I. (jircoco. 1. Pcriniincnt iiilliKMicc of tlu' classical na- tions. 2. Comparison with Oriental nations. 3. General Greek charactcTistics. 4. Natnre of Greek relijijion. ^ 5. Aesthetic element iin Greek character. 6. Influences of natnre on Greek character. 7. Natnre of education ainonjjj the primi- tive ( I reeks. 8. Education in S])arta. a- Classes of inhabitants. I). State control in education. c. Reasons for severity. d. Influence of Lycurjjjus. e. Physical train in j^, f. Extent of intellectual culture. g. Elements of moral culture. h. Education of women. i. General outcome of Spartan educa- tion. HISTORY OF EDUCATION. 21 OUTLINE VII.— Readinjij Keferonces. Graves: pp. 138-57. Lane's Gnn^k Education : pp. 5-38. Wilkins's National Education in Greece, pp. 1-59. Laurie: pp. 19()-248. Davidson : pp. 80-96. Davidson's Aristotle: pp. 3-51. Davidson's Education of the Greek People: pp. 29-52. Monroe : pp. 52-79. IMutarch's Life of Lycurgus, in Parallel Lives. Notes. — i. Compare the traditional Spartan meth- od of training boys and youth with the account of Persian education given by Xenophon. Some authors are skepti- cal regarding the exclusive use of common tables and the complete separation of the boys and youtli from family life. On this point compare Mahaffy and other authorities. 2. In identifying individualism and aesthetic person- ality with Greek character, one should remember that it is only in the later centuries that this identity existed. Lit- tle of either can be found in tlie Homeric period or in Spartan education. 22 OUTLINE STUDIES. OUTLINE VIII. SECOND EPOCH — THE CLASSICAL NATIONS. I. Greece (continued). 9. Education in Athens. a. The aesthetic ideal. b. Exclusiveness. c. Relation to the state. d. Care of childhood. e. Literary culture. ( 1 ) . Elementary. ( 2 ) . Advanced. f. Gymnastic training. (1). Palaestra and gymnasium. g. Importance of music. h. Defects in moral training, i. General results. 10. Spartan and Athenian education com- pared. HISTORY OF EDUCATION. 23 OUTLINE VIII.— Reading References. Graves : pp. 157-79. Davidson : pp. 97-100. Laurie : pp. 248-82. Wilkins : pp. 60-100. Monroe : pp. 79-100. Lane : pp. 39-85. Payne: pp. 17-21. Davidson (Aristotle) : pp- 60-90. Davidson (Greek People) : pp. 53-77. Maliaffy's Old Greek Education : pp. 1-68. Schmid I : pp. 178-257. Gardner and Jevons's Manual of Greek Antiquities : pp. 297-322. Lowrey in Report Commissioner of Educa- tion, 1897-8 : pp. 571-89. Notes. — i. An attempt should be made to under- stand the reasons for the wide difference between the Spar- tan and the Athenian standards of education. Could the nature of one be an evolution from the nature of the other? Later it will be of interest to compare Roman education in the earlier and later periods with Spartan and Athenian systems of education, respectively. 2. Athenian democracy was a democracy of the higher classes only. From four-fifths to nine-tenths of the inhabitants of Attica had no educational provision made for them. 24 OUTLINE STUDIES. OUTLINE IX. SECOND EPOCH — THE CLASSICAL NATIONS. I. Greece (continued). 10. Higher education. a. Ephebic training. b. Initiation into citizenship. c. Breaking down of old standards and sanctions- d. New solutions for the problems of individual and state life. e. Development of individualism and aesthetic personality. f. Teachings and influence of the sophists. g. Rise of philosophy, h. Early philosophers. i. Leading schools of philosophy, j. Character of university life, k. Important institutions. 1. Extension of Greek learning to other countries, m. Causes of its decay and extinction. HISTORY OF EDUCATION. 2$ OUTLINE IX. — Reading References- Graves: pp. 167-80, 214-28. Capes's University Life in Ancient Athens. Mahaffy : pp. 69-139. Wilkins: pp. 80-91. Davidson: pp. 98-105. Monroe : pp. 102-20, 160-72. Laurie: pp. 283-95. Davidson (Aristotle) : pp. 93-104, 205-13. Davidson (Greek People) : pp. 72-91. Walden's Universities of Ancient Greece, especially chapters V-VII. Freeman's Schools of Hellas : pp. 157-220. Notes. — i. Not all authors on Greek education use the term university in connection with the institutions for higher study, but in definiteness of aim, systematic organi- zation to accomplish this aim, and intellectual results, these agencies of the higher Greek culture were more de- serving of the title of university than the majority of the institutions bearing that name that existed between the twelfth and the eighteenth century. 2. The sophists were at once cause and result of the breaking down of the old religious and political systems. Their purpose was to train for efficiency without depend- ence on the state or the national gods. 3. Do the sophists deserve the bad light in which history has placed them? 26 OUTLINE STUDIES. OUTLINE X. SECOND EPOCH — THE CLASSICAL NATIONS. I. Greece (continued). 11. Socrates. a. Life and character. b. Teaching power. c. Fundamental doctrines. d. Socratic method. (1). Two phases. e. Relation to the sophists. f. Reasons for antagonism to Soc- rates. g. Permanent influence. 12. Xenophon. a- Leading events of his life. b. Relation to Socrates. ( 1 ) . Memorabilia. c. Educational discussion in the Cy- ropedeia. d. Views on woman^s education in the Economist. HISTORY OF EDUCATION. 27 OUTLINE X.— Reading References. Monroe : pp. 120-30. Graves: pp. 180-4. Fitch's Educational Aims and Methods : pp. 46-80. Davidson (Greek People) : pp. 103-27. Davidson (Aristotle) : pp. 107-32. Dakyns's Xenophon III : pp. 225-47. Xenophon's Cyropedeia: Book 1, Chapter 2. Diogenes Laertius : pp. 63-79. Educational RevicAV II : pp. 406-12. Notes. — i. Though constantly holding the sophists up to scorn and ridicule, Socrates has been called by some the greatest of the sophists. It is only in the form of his teachings that there could be the slightest basis for this statement. The spirit of his philosophy and his deep rev- erence for truth place Socrates far above the sophists of his day. 2. Although Xenophon was an Athenian, he seemed to prefer the Spartan ideal of education. Read the chapter on Persian education in the Cyropedeia. Why should an Athenian of Xenophon's time idealize a system so primi- tive ? 28 OUTLINE STUDIES. OUTLINE XI. SECOND EPOCH — THE CLASSICAL NATIONS. I. Greece (continued). 13. Plato and his educational doctrines. a. Early life and training. b. Relation to Socrates. c. Cliaracter as a teacher and philoso- pher. d. The academy. e. Nature of his writings. f. Educational views expressed in the Republic. (!)• Organization of society. (2). Division of powers of the soul. (3). Censorship of literature for children. (4). Methods of training chil- dren. (5). Subjects included in liberal course of study. (G). Education of w(uuen. g. Educational doctrines expressed in the Laws. (1). Why different from those of the Reiniblic. h. Later influence of Plato. HISTORY OF EDUCATION. 29 OUTLINE XI.— Reading Keferenccs. Mahaffy: pp. 99-110. Willdns: pp. 10:^3i. Mooroe: pp. 13()-4f>. Davidson (Aristotle) : pp. 133-50. Davidson (Greek People) : pp. 128-51. Nettleship's Lectures on the Republic : pp. 77-130, 259-93. Bosanquet's Plato's Education of the Young. Nettlesliip, in Abbot's Hellenica : pp. 67-180. Bryan's Plato the Teacher: especially on Book VII. Diogenes Laertius: pp. 113-51. Monroe's Source Book : pp. 129-204. Graves: pp. 184-97. Notes. — i. Compare the educational scheme pro- posed in the Republic with the systems of caste distinction in India and Egypt. Was Plato despairing of the organi- zation of society, schools, etc., then existing in the Athen- ian state ? 2. From the corruption and decadence about them, Plato proposes a withdrawal of the philosophers that is a striking prototype of monasticism as practiced by early Christians. See Republic, Bk. VI. 3. So the Republic stands as the first of the Utopias found in the literature of many nations. 30 OUTLINE STUDIES. OUTLINE XII. SECOND EPOCH — THE CLASSICAL NATIONS. I. Greece (continued). 14. Aristotle. a. Biographical summary. b. Relation to Plato and to Socrates. c. Work as a teacher. (1). In Macedonia. (2). In the Lyceum. d. Chief writings. e. Outlines of educational system. (1). How different from Plato's. f. Subjects originated or developed by Aristotle. g. Character and permanence of Ari- stotle's influence. 15. Pythagoras. a. Life and character. b. School founded by him. c. Course of study. d. Leading educational doctrines. e. Spartan character of system. HISTORY OF EDUCATION. 3 1 OUTLINE XII.— Reading References. Wilkins : pp. 135-63. Monroe: pp. 146-60. Monroe's Source Book: pp. 265-94. Mahafey : pp. 110-115- Laurie : pp. 295-300. Davidson (Aristotle) : pp. 52-9, 153-202. Davidson (Greek People) : pp. 152-68. Graves : pp. 197-214. Diogenes Laertius: pp. 181-94, 338-59. Notes. — i. If Aristotle had little influence upon education and the schools in his time, his later influence, exerted through his philosophy and treatises on many sub- jects, was almost unbounded. This will be observed later in connection with Mohammedan schools and Scholastic- ism. 2. Dante called Aristotle "master of those who know." Explain the appropriateness of this title. 3. The school of Pythagoras is widely at variance with any other system of Greek education. It seems to in- clude Spartan, Egyptian, and Hindoo elements. What present day cults hold doctrines similar to those taught by Pythagoras ? 32 OUTLINE STUDIES. OUTLINE XIII. SECOND EPOCH — THE CLASSICAL NATIONS. II. Rome. 1. Character of the early Romans. 2. National ideals. 3. Family life. 4. Regard paid to women. 5. Religious observances. 6. Nature of education in the early period. a. Concrete ends aimed at. b. Means and methods. 7. Relation of the individual to the nation. 8. First establishment of schools. 9. Training of girls. 10. Introduction of Greek education, a. Reasons for. 11. Difference in the attitude of the Greek and of the Roman mind toward culture. 12. Classes of schools established under Greek influence. 13. Qualifications and emoluments of teachers in the different kinds of schools. HISTORY OF EDUCATION. ^^ OUTLINE XIII.— Reading References. Graves: pp. 231-45. Wilkins's Roman Education : pp. 1-23. Monroe : pp. 176-97. Clarke's Education of Children at Rome: pp. 1-37. Davidson : pp. 105-11. Laurie: pp. 301-35. Rosenkranz's PMlosopliy of Education : pp 229-39. Monroe's Source Book : pp. 327-85. Bohatta's Erziehung und Unterricht bei den Greichen und Romern : pp. 49-57. Notes. — i. Compare the earlier and the later per- iods of Roman education in the relative importance given to physical, moral and intellectual development, and in re- gard to the social and intellectual status of woman. Com- pare the earlier period with Spartan ideals and practice, and the later with Athenian. 2. The attitude of the Romans toward their national gods differed widely from that of the Greeks toward their national divinities. How far does this explain differences in ethical and religious standards? 3. Do you think there is sufficient evidence to prove that there were native Roman schools before the educa- tional influence of Greece was felt? 34 OUTLINE STUDIES. OUTLINE XIV. SECOND EPOCH — T[HE CLASSICAL NATIONS, II. Rome (continued). 14. Programs of study. a. In schoois of the littecatores b. In schools of the literati. c. In schools of the rhetors. 15. Extent and character of Roman liter- ature. a. Prominent Roman authors. 16. Libraries. a. How books were made. 17. Extent of state support and control of schools. a. Growth of subsidies. b. System of privileges. 18. Methods of teaching and governing. 19. School buildings and equipment. 20. Quintilian as an educator. a. Teaching work. b. Institutes of Oratory. c. General educational principles. 21. Other writers on education. 22. Decline of the Roman schools, a. Reasons for. 23. How Rome has influenced the develop- ment of civilization. HISTORY OF EDUCATION. 35 OUTLINE XIV.— Reading References. Graves: pp. 245-70. Wilkins's Roman Education : pp. 23-98. Monroe : pp. 197-218. Clarke: pp. 38-168. Laurie : pp. 336-411. Monroe's Source Book: pp. 386-509. Cole's Later Roman Education. Quintilian's Institutes of Oratory (Bohn Edition) : pp. 9-28. Bohatta : pp. 57-71. Ussing's Erziehung und Jugendunterricht bei den Griechen und Romern. Notes. — i. Some authors distinguish two classes of grammar schools — Latin and Greek. Just what differ- ence was there in the work of these two kinds of schools? 2. Compare the present overlapping of the work of secondary schools and colleges with that of the Roman grammar and rhetorical schools. 36 OUTLINE STUDIES. OUTLINE XV. THIRD EPOCH — EARLY CHRISTIAN EDUCATION. I. The Spiritual and Intellectual Force of Christianity. 1. Compared with the systems of Greece and Rome. 2. With Judaism. 3. To what extent was Christianity influ- enced by other systems? 4. Effect on family life. 5. Reasons for the rapid spread of Chris- tianity. 6- Impulse toward education. II. Reasons for Lack of Literary Training. 1. Poverty and ignorance of many early Christians. 2. Extreme emphasis placed upon the spiritual element. 3. Wars and persecutions. 4. Lack of Christian literature. III. Attitude of Early Christians toward Pagan Learning. 1. General opposition. 2. Religious and moral basis of this op- position. 3. Some Christian defenders of the old learning. 4. Suppression of the pagan schools A. D. 529. HISTORY OF EDUCATION. 37 OUTLINE XV.— Reading References. Graves : pp. 272-94. Compayre: pp. 61-71. Davidson : pp. 127-32. Monroe : pp. 221-32, 235-43. Payne : pp. 23-31. West's Alcuin : pp. 9-18. Laurie's Rise and Constitution of UnivBr- sities: pp. 1-27. Schmid II : pp. 48-83. Notes. — i. Christianity was one of many religions in the Roman Empire. If it influenced social conditions and systems of thought, in its turn it was influenced by them. In what particulars can you see pagan influences on Christianity? 2. The early Christians placed themselves in an in- tellectual dilemma by condemning and rejecting pagan literature when Christian literature was practically nil. As this antagonism gradually lessened, many Christian youth were trained in the Romano- Hellenic schools until their final decadence. 38 OUTLINE STUDIES. OUTLINE XVI. THIRD EPOCH. — EARLY CHRISTIAN CENTURIES. IV. How the Old Learning was Preserved. 1. Greek and Roman libraries. 2. The work of copyists. 3. Losses through fanaticism and neg- lect. V. Types of Early Christian Schools. 1. Catechumenal schools, a. Function. 2. Catechetical schools. a. Purpose. b. Liberalizing tendencies. c. Studies pursued. 3. Episcopal schools. a. Character and purpose. VI. Influence of Asceticism. 1. Early antagonism to intellectual cul- ture. 2. The hermit epoch. 3. Development of monasteries. 4. Significance of the monastic life. VII. Influence of TeutQuic Invasions. 1. Immediate losses through wars and violence. 2. Intellectual promise of the Teutons. HISTORY OF EDUCATION. 39 OUTLINE XVI.— Reading References. Graves : pp. 278-86. Monroe : pp. 230-8, 262-7. Laurie's Rise of Universities : pp. 22-8. Schmid II : pp. 36-47. Liscomb, in Education I : pp. 556-68. MuUinger's Schools of Charles the Great: pp. 20-22. Drane's Christian Schools and Scholars : pp. 1-47. Hodgson's Primitive Christian Education: Chapters IV and VII. Notes. — i. It is an interesting historical paradox that the ascetic movement, which began in an almost com- plete turning away from intellectual culture, finally led to the founding of institutions that were for a thousand years the chief agencies in the conservation of learning. 2. Catechetical developed from catechumenal schools through accretions of secular influence and secular studies. Their original purpose was the same, — the appropriate training of candidates for church membership. 40 OUTLINE STUDIES. OUTLINE XVII. FOURTH EPOCH. — MIDDLE AGE EDUCATION. I. General Neglect of Learning. 1. Extinction of the Roman schools. 2. Social and political conditions. 3. Indifferent equipment of the Christian schools. II. The Seven Liberal Arts. 1. Early origin. 2. Varro's classification. 3. Gradual acceptance in Christian schools. 4. Work of Martianus Capella. 5. Writings of Cassiodorus and Isadore. 6. The Trivium and the Quadrivium. 7. Long use of the seven liberal arts as the standard of learning. III. Ecclesiastical Ideals- 1. Asceticism a virtue. 2. Monastic vows. 3. Benedictine rule. 4. Necessity for study in monasteries. 5. Demand and responsibility for educa- tion. HISTORY OF EDUCATION. 4I OUTLINE XVII.— Reading References. Graves's History of Education during the Middle Ages: pp. 4-14. Monroe : pp. 248-59, 267-74. Williams's Medieval Education: pp. 47-54. West's Alcuin : pp. 4-27- Davidson (Aristotle) : pp. 239-47. Abelson's The Seven Liberal Arts. Notes. — i. Trace the seven liberal arts back to Aristotle, if possible, and determine if the subjects that formed the school curriculum of Christendom for so many- centuries were derived from the ideal scheme of education outlined by Aristotle. 2. Varro's list of the arts included medicine and architecture. Why were they excluded from the list as finally standardized? 3. The history of the seven liberal arts shows in a fairly typical way how paganism sometimes made a per- manent lodgment in Christian literature and customs. 42 OUTLINE STUDIES. OUTLINE XVIII. FOURTH EPOCH. — MIDDLE AGE EDUCATION. IV. Types of Middle Age Schools. 1. The monastery school. a. Original aims of the monastery. b. The necessity of its educational ac- tivities. c. Program of studies. d. Distinction of interns and externs. e. Kigid discipline of the monastery schools. f. Spread of the monasteries and their schools. g. Influence of monasteries on the preservation of learning. 2. The episcopal school. a. Origin and character. b. Specific aims. c. How differentiated from the mon- astery school. d. Studies and teaching. 3. The parochial school. a. Successor to the catechumenal school. b. Character and control. c. Program of work. HISTORY OF EDUCATION. 43 OUTLINE XVIII.— Reading References. Graves (Middle Ages) : pp. 4-23. Monroe: pp. 234-6, 243-8, 253-67. Paulsen's German Education : pp. 10-19. Laurie : pp. 54-74. MuUinger : pp. 24-40. Williams: pp. 56-61. Notes. — i. Monastery schools seem to have been of a distinctly higher rank than cathedral schools. How do you account for this inequality? 2. The parochial school has steadily increased the intellectual content of its work. Brother Azarias in Es- says Educational defends these schools against what he regards as disparaging statements of other historians. 3. The monasteries began their educational work for the benefit of their own members and their successors. Do you think it fair to hold them responsible for the intel- lectual welfare of Christendom for nearly a thousand years ? 44 OUTLINE STUDIES. OUTLINE XIX. FOURTH EPOCH. — MIDDLE AGE EDUCATION. IV. Types of Middle Age Schools (continued). 4. Guild schools. a. Origin. b. Nature of earliest schools. c. Introduction of formal studies. d. Studies and teachers. 5. Burgher schools. a. Reasons for organizing. b. Studies emphasized. c. Secular or ecclesiastical control. d. To what extent forerunners of modern public schools. 6. Chantry schools. a. Origin. b. Character of work. c. Relation to other schools. V. Early Schools of Ireland and Britain. 1. How established. 2. Sources of supply of studies and teachers. 3. Character of school work. 4. Famous schools and teachers. 5. How related to educational activity on the continent. HISTORY OF EDUCATION. 45 OUTLINE XIX.— Eeading Eeferences. Graves: pp. 96-9. Monroe : pp. 259, 337-9. Leach's Schools of Medieval England : pp. 1- 13, passim. Laurie: pp. 32-8. Leach's English Schools at the Eeforma- tion: pp. 34-55. Drane's Christian Schools and Scholars : pp. 48-129, passim- Edgar's Early Scottish Education : pp. 8-22. Healy's Ireland's Ancient Schools and Scholars: pp. 9-109, passim. Gibson's Education in Scotland : pp. 1-14. Gaskoin's Alcuin : pp. 1-40. Notes. — i. In this study we see the beginnings of secular schools in the Christian era. The tendency toward the secular was manifest both in the subject-matter used, and in administration and control. 2. Try to explain the fact that from the sixth and the eighth century, Ireland and Britain held the intel- lectual primacy of Europe. Do you think the later de- velopment on the continent was derived mainly from this early movement? 46 OUTLINE STUDIES. OUTLINE XX. FOURTH EPOCH. — MIDDLE AGE EDUCATION. VI. The Revival of Learning under Charle- magne. 1. Neglect of schools in his time. 2. Political and intellectual aims of Char- lemagne. 3. Plans for improving education. a. Parish schools. b. Monastic and cathedral schools, c- The palace school. 4. The capitularies of Charlemagne. 5. Alcuin. a. Life and teaching work. b. Writings. c. Aims and methods. d. Educational influence. 6. Work of Rabanus Maurus. 7. Erigena. 8. To what extent this movement repre- sents permanent influence. HISTORY OF EDUCATION. 47 OUTLINE XX.— Reading References. Gaskoin's Alcuin : pp. 167-211, et passim. West's Alciun : pp. 28-123. Mullinger: pp. 41-193, passim. Graves: pp. 25-34. Williams : pp. 62-88. Monroe : pp. 274-9. Laurie (Universities) : pp. 39-53. RashdalFs Universities of Europe in the Middle Ages : pp. 26-30. Morley's English Writers II : pp. 158-73. Townsend's Great Schoolmen of the Middle Ages : pp. 17-61. Britannica : article Alcuin. Drane : pp. 161-265, passim. Notes. — i. The educational work of Charlemagne seems to have had quite as much a political as an intel- lectual basis. It was one of the details for building a great empire. How does it compare with the present Ger- man attitude toward education? 2. Charlemagne seems to have come very near to the idea of universal and compulsory education. 3. A French writer says that Charlemagne founded the university of Paris. In what sense is there truth in the statement? 48 OUTLINE STUDIES. OUTLINE XXI. FOURTH EPOCH. — MIDDLE AGE EDUCATION. VII. Mohaminedan Learning. 1. Early antagonism of the Arabs to study. 2. The religious motive of education. 3. From religious to secular education. 4. Source of material. a. Kelation of Mohammedan to Greek philosophy. 5. Growth of schools, east and west. 6. Attainments in various departments of learning. 7. Noted names. 9- Decadence of schools, reasons for. 9. Their influence on the learning of other countries. HISTORY OF EDUCATION. 49 OUTLINE XXI.— Reading References. Monroe: pp. 331-4. AViliiams : pp. 24-32. Graves: pp. 40-5. Schmid II : pp 570-611. Davidson : pp. 132-50, Draper's Intellectual Development of Eu- rope: Vol. I, pp. 382-412; Vol. II, pp. 30-53. Crichton's History of Arabia II : pp. 60-107. Britannica II : pp. 271-282, in article Ara- bia. Notes. — i. This subject seems to have been treat- ed very inadequately by most historians of education. The phases of most importance are the origin of Mohammedan schools and their influence upon later systems of education. 2. In the opposition of the conservative and so-call- ed orthodox Mohammedans to the constructive and scien- tific work of the Brothers of Sincerity may be seen a fore- cast of many chapters in the history of Christian educa- tion. 50 OUTLINE STUDIES. OUTLINE XXII. FOURTH EPOCH. — MIDDLE AGE EDUCATION. VIII. Mysticism. 1. Origin and nature of Cliristian mys- ticism. a. Relation to Platonic philosophy. 2. Three-fold nature of the soul. 3. Corresponding phases of develop- ment. 4. Leaders and authorities of mystic- ism. 5. Mysticism of other types and times. I X. Scholasticism. 1. Nature. 2- Development. 3. Aims and purposes. 4. Changing relations to the church. 5. Content of scholastic thought. 6. Significance of the conflict between realism and nominalism. a. The compromise view of Abe- lard. 7. The methods of scholasticism. 8. Literature of scholasticism. 9. Leading schoolmen. 10. Merits and demerits of scholastic education. HISTORY OF EDUCATION. 51 OUTLINE XXII.— Reading References. Drane : pp. 432-84. Graves: pp. 47-60. Mo^nroe : pp. 279-84, 292-313. Britannica XIX : pp. 124-6, in article Mys- ticism; XXI Y: pp. 346-56, in article Scholastic- ism. Davidson : pp. 159-65. Monroe's Encyclopedia of Education : in articles ^lysticism and Scholasticism. Notes. — i. Mysticism has little direct bearing on the development of education in the Middle Ages, belong- ing more to the history of religion. In this phase valuable discussions may be found in the writings of Harnack, Jones, and Underbill. 2. As an educational question scholasticism has to do with the content and method of education from the ninth to the fifteenth century. Under monasticism the basis of work was the seven liberal arts ; under scholastic- ism it changed to theology and logic. 52 OUTLINE STUDIES. OUTLINE XXIII. FOURTH EPOCH. — MIDDLE AGE EDUCATION. X. Rise of Universities. 1. Influence of Alcuin and his pnpils. 2. Influence of the Mohammedans. 3. Growtli of the scientiflc spirit. 4. Specialized study. 5. Abelard. a. Life and work. b. Relation to university development. 6. Distinction between the university and the scliool. a. Did loAver schools grow into univer- sities? 7. Relation of the university to church and state. a. Extent to which each was responsi- bly in the founding of universities. 8. Beginnings of the earliest universities. a. Paris. b. Bologna. c. Salerno. d. Oxford. e. Prague. f. Heidelberg. HISTORY OF EDUCATION. 53 OUTLINE XXIII.— Reading Keferences. Compayre's Abelard : pp. 3-69. Rashdall : pp. 38-127, 273-99, et passim. Laurie (Universities) : pp. 91-105. Paulsen's German Universities (Scribner) : pp. 13-28; (Maemillan) : pp. 16-38. Davidson : pp. 166-74. Monroe : pp. 313-17. Graves : pp. 76-82. Schmid II : pp. 336-425. Ruber's English Universities : pp. 1-63. Headlam's Oxford and Its Story : pp. 61-92. Stubbs's Cambridge and Its Story: pp. 49- 70. Britannica XXIII : pp. 831-6, in article University. Drane II : pp. 1-182, passim. Williams : pp. 134-161. Notes. — i. In the earliest universities authority was mainly derived from the students: in modern univer*- sities authority is granted by the state. Student univer- sities and state universities are the extremes as to univer- sity authority. 2. The origin of many universities is obscured in mythical narration. Oxford connects with its founding Alfred the Great, and Cambridge claims the Venerable Bede as an early member of its faculty. 54 OUTLINE STUDIES. OUTLINE XXIV. FOURTH EPOCH. — MIDDLE AGE EDUCATION. X. Rise of Universities (continued). 9. Privileges of Universities. a. Origin. b. Nature of. c. Importance in university develop- ment. 10. Organization of nations. a. Reasons for. b. Varying number in different univer- sities. c. Officers, — their powers and duties. 11. Faculties. a- Gradual differentiation. b. Distinction of superior and inferior faculties. 12. University government. a. Officers, — how chosen. b. Sources of uniA^ersity laws and regu- lations. c. Enforcement of rules and law\ 13. Courses of study. 14. Methods of teaching and learning. 15. Examinations and degrees. a. Compare with guild organization. 16. Manner and habits of student life. 17. Extent of the influence of early univer- sities- HISTORY OF EDUCATION. 55 OUTLINE XXIV.— Reading References. Rashdall; See under treatment of separate universities. Compayre's Abelard: pp. 73-306, passim. Laurie (Universities) : pp. 172-293, passim. Graves: pp. 82-94. Schmid II : pp. 425-548. Savigny, in Barnard's Journal of Educa- tion, Vol. 22 : pp. 273-330, passim. Denifle, passim. Monroe : pp. 317-27. Norton's Mediaeval Universities, passim. Bevan's University Life in the Olden Time: pp. 3-50. Munro's The Mediaeval Student. Notes. — i. Interesting comparisons of the medi- aeval and modern universities may be made with reference to degree requirements, faculties, and the manner of stu- dent life. 2. Note the relation of the faculty of Arts to the other faculties and the changed relation of later times. 5b OUTLINE STUDIES. OUTLINE XXV. FOURTH EPOCH. — ^[IDDLE AGE EDUCATION. XI. Educational Work of Alfred the Great. 1. Condition of English learning in Ms time. 2. Influence of Charleniagnt\ 3. Alfred's personal furthering of schol- arship. 4. Effect of this stimulus. XII. Chivalric Education. 1. Relation to feudalism. 2. Stages of advancement. 3. Content of chivalric education- 4. Influence of minnesingers and trou- badours. XIII. Education of Women. 1. General condition. 2. Among the knightly class. 3. Nature of training. XIV. Byzantine Learning. 1. Source and cliaracter. 2. Reasons for its feeble activity and in- fluence. 3. Relation to the Renaissance. HISTORY OF EDUCATION. 57 OUTLINE XXV.— Reading References. Graves : pp. 36-9, 63-70. Williams: pp. 33-8, 89-104. Mo>nroe: pp. 284-91. Schmid II : pp. 258-308. Drane : pp. 266-87. Notes. — i. In aims, stages, and methods, chivalvic offers an interesting analogy to ecclesiastical education, even to the "seven arts." 2, The extent to which educational opportunity w^as available to women depended almost entirely upon their rank. Educational achievement by women in this period was almost entirely confined to the nobility and the convent. 3. Byzantine learning yields a strange story of in- tellectual isolation and stagnation. But it was the basis for the brilliant development of the Renaissance. 58 OUTLINE STUDIES. OUTLINE XXVI. FIFTH EPOCH. — RENAISSANCE AND SIXTEENTH CEN- TURY. I. Revival of Learning. 1. Causes. a. Crusades and their influences. b. Development of national spirit. c. National literatures, d- Explorations. e. Scientific discoveries. f. Art of printing. g. Fall of Constantinople. h. Influence of Dante, Petrarch, Boc- caccio. 2. Relation of the Revival of Learning to the larger Renaissance movement. 3. Unequal progress in different countries, a. Order in which leading countries were influenced. 4. Unlike effects produced on different na- tionalities. a. Types, — Italy and Germany. 5. Changes in educational purposes and methods. HISTORY OF EDUCATION. 59 OUTLINE XXVI.— Reading References. Graves : pp. 100-123. Monroe : pp. 351-70. Williams : pp. 18-26. Drane II: pp. 183-209. Symoncls's Revival of Learning: pp. 69-157, passim. Symonds's Age of Despots : pp. 1-31, et pas- sim. Burckhardt's Renaissance in Italy : pp. 171- 216. Draper's Intellectual Development of Eu- rope II : pp. 190-207. Education, Vol. I : pp. 37-47, 177-9. Britannica: Article Renaissance, passim. Notes. — i. Contrary to the usage of some writers Renaissance and Revival of Learning are not synonymous terms. The Renaissance is the larger, more inclusive movement, embracing the intellectual, the artistic, the religious, the literary, and the political developments that have led to the conditions of modern life. 2. The fact that the Revival of Learning and the Re- formation influenced Germany and England contemper- aneously modified both movements and produced an effect different from that w^hich would have been produced by either alone. 6o OUTLINE STUDIES. OUTLINE XXVII. FIFTH EPOCH. — RENAISSANCE AND SIXTEENTH CEN- TURY. II. Ilumanism. 1. Origin and nature. 2. Relation to classical ideals. 3. Characteristics of early humanism. 4. Later narrowing. 5. Reasons for the rapid spread of human- ism. G. Antagonistic influences. 7. Typical humanists. a. Vittorino da Feltre. (1). Life and work. (2). Breadth of his educational program. (3). Modern tendencies. b. Erasmus. (1). Life and character. (2). Writings. (3). Educational doctrines. (4). Influence. 8. Survival of humanistic ideas. HISTORY OF EDUCATION. 6l OUTLINE XXVII.— Reading References. Monroe : pp. 370-82. Graves: pp. 123-38. l^arnard's (lernian P^ducators: pp. 71-84. \Villianis (Modern Education) : pp. 56-65. Woodward's Erasmus Concerning Educa- tion, passmi. .Schniid II (Part 2) : pp. 1-150. Woodward's Vittorino da Feltre : pp. 1-92- Notes. — i. Humanism is a term that needs care- ful definition. There have been many phases in the de velopment of the idea. The humanism of Erasmus is quite dififerent from the humanism of today, and there have been many intermediate stages. Humanism repre- sents the most vital single element in the history of cul- ture for five hundred years. 2. Determine to what extent the prominence of classical studies in present day curriculums is logical, and to what extent based on historical grounds. 62 OUTLINE STUDIES. OUTLINE XXVIII. FIFTH EPOCH. — RENAISSANCE AND SIXTEENTH CEN- TURY, III. Educational Results of the Reformation. 1. Relation of the Reformation to the Re- vival of Learning. 2. Other causes of the Reformation. 3. Effect of the Reformation on existing schools. 4. New types and bases. 5. Influence of the Reformation on uni- versities. 6. Basis and need of Protestant educa- tional activity. 7. New movements in education in (.'ath- olic countries. 8. Educational work and doctrines of leading reformers. a. Luther. (1). Responsibility for educa- tion (2). Compulsory and universal education. (3). Curriculum. b. Melancthon. (1). Ways in which he advanced education. (2). Relation to the gymnasium. c. Zwingii. (1). Classification of education- al activities. HISTORY OF EDUCATION. 63 OUTLINE XXVIII.— Reading References. '& Monroe : pp. 401-16. Williams; pp. 52-5, 91-6. Davidson: pp. 175-83. Barnard's German Teachers and Educa- tors: pp. 96-184. Woodward's Education During the Renais- sance: pp. 210-43. Graves : pp. 179-93. Painter's Luther on Education, passim. Schmid II (part 2) : pp. 151-275. Encyclopedia of Education: Articles Refor- mation, Luther, Melancthon, Zwingli. Notes. — i. Show the logical connections between the Revival of Learning and the Reformation and how each movement was, in some sense, at the same time the cause and the efifect of the other. 2. Luther's educational views are almost identical with the motives and plans that now guide the educational activities of all enlightened countries. 64 OUTLINE STUDIES. OUTLINE XXIX. FIFTH EPOCH. — RENAISSANCE AND SIXTEENTH (CEN- TURY. IV. Ediicalors of the Period. J. Vivcs — an early exponcnl of inodcrn doctrine. a. Ilis times an(i his works. b. Views concerning; the character of teachers. c. (^onccTiiinj*' nietliod. d. Iii(liie!ice of scliool bnildinj; and snrronndin<;s. e. lOducalion of j;irls. 2. Kainns — the revolt against scliolastic- isni. a. Life and work. I). Attitnd(^ toward scliolasticisni. c. University reform. 3. Uabehiiss — a forerniiner of realism. a. IJfe and character. b. (largantna and rantajirnel. c. Leading educational doctrines. HISTORY Or-^ KDUCATION. 65 OUTLINIO XXIX.— Kcjulino Jtofrn^ncos. Williurns (Modern l^:(ln(Jilion ) : pp. <;r»-8(). Muni'oc'H l^](lii(;i(ion;il Idcjil : ]>[). S-»>5. IU"ovviiinS-7!). Shelley's Sdenlilic Men of I^'rariee 1 : pp. 2:\- (^nick'H Ediieational Ueforrners: pp. (I'M). Laurie's lOdncalional ()])inion Iroin 1 he lie- naissaiiee: pp. 1p. 12»5-7. liahelais: Jik. J, Oli. XXIll, XXIV; IJk. I, Ch. VI 1 1. IIod<;son's Studies in French Education: pp. 11-17. Woodward's Education Durin<^ the Renais- sance : pp. 180-210. Notes. — i. While neither Rahelais nor lVIontaij2;ne was an educator in the usual sense, they discussed educa- tional conditions with such spirit that it seemed proper to study their views in connection with these outlines. 2. Compare the propositions of Ramus for univer- sity reform with u^hat has happened in the reorganization of French universities. 66 OUTLINE STUDIES. OUTLINE XXX. FIFTH EPOCH. — RENAISSANCE AND SIXTEENTH CEN- TURY. IV. Educators of the Period (continued). 4. Montaigne. a. Life. b. Writings. c. Educational views. (1). Language study. (2). Discipline. (3). Method. (4). Intellectual capacity of wo- men. ( 5 ) . Social value of education. 5. Ascliam. a. Life and work as a teacher. b. Methods of language study. c. Views regarding school discipline. 6. Mulcaster. a. Education and teaching work. b. Writings. c. Leading educational doctrines. ( 1 ) . Training of teachers. (2). Use of the vernacular. (3). Schooling for girls. (4). Physical training. HISTORY OF EDUCATION. 67 OUTLINE XXX.— Reading References. Montaigne's Education of Children. (In- ternational Education Series). Ascham's Schoolmaster (Arber's English Reprints). Mulcaster's Positions: pp. 299-309, et pas- sim. Browning: pp. 79-90. Williams : pp. 80-90, 106-13. Munroe: pp. 95-123, passim. Quick : pp. 70-102. Giles' Ascham's Works III : pp. 78-167, et passim. Carlisle's Ascham and Arnold : pp. 1-54, pas- sim. Fitch's Educational Aims and Methods: pp. 215-48. The Schoolmaster in Literature: pp. 13-24. Oliphant's Educational Writings of Rich- ard Mulcaster, passim. Johnson's Works 12: pp. 308-28. Laurie (Educational Opinio.n) : pp. 58-85, 94-116. Monroe : pp. 382-5, 455-61, 465-7. Hodgson: pp. 19-50. Graves : pp. 246-54. 68 OUTLINE STUDIES. OUTLINE XXXI. FIFTH EPOCH. — RENAISSANCE AND SFXTEENTH CEN- TURY. IV. Educators of the IN^riod (Continued). 7. Loyola and the Jesuit schools. a. Training and lead(irship of Loyola. b. development of the system. c. Humanistic; character of studies. d. Courses of study, — llniio Htudior- um. ('. lJisre<»ard of primary work. f. M(itiiods of teaching. g. Scliool discipline, h. Us(i of emulation. i. Reputation of Jesuit schools. (1). Reasons for. j. Chief dcifects of the system, k. Later influence. HISTORY OF EDUCATION. 69 OUTLINE XXXI.— Reading References. Hughes's Loyola: Chapters VI and X, ct passim. Barnard's (lerman P]ducators : i)p. 229-67. Quick : pp. 33-62. Munroe: pp. 125-37. Williams: pp. 113-17. Browning: pp. 117-25. Davidson : pp. 183-9. Draper II : pp. 214-28. Russell (German Higher Schools) : pp. 46- 52. 188. Monroe : pp. 420-9. Laurie (Educational Opinion) : pp. 86-94. Schwickerath's Jesuit Education: pp. 73- Graves : pp. 208-22. McCormick: pp. 232-44. Notes. — i. The Ratio Studiorum, the course of study for the Jesuit schools, was, in the early part of the nine- teenth century, modified to meet the greater demand for modern languages and science work ; but in detail and in spirit the plan of work in these schools remains very much the same as it was three hundred years ago. Few educa- tional instruments have shown such prolonged power and usefulness as has the Ratio Studiorum. 2. Compare the organization of work in the Jesuit schools with the system of John Sturm. Does either seem to be derived from the other? 70 OUTLINE STUDIES. OUTLINE XXXII. FIFTH EPOCH. — RENAISSANCE AND SIXTEENTH CEN- TURY. IV. Educators of the Period (Continued). 8. Sturm. a. His work as a teacher. b. Character of Sturm's graded sys- tem. c. Its influence. d. Defects in Sturm's theory and practice. 9. Trotzendorf. a. His relation to Melancthon. b. Emphasis put on preparatory work. c. Form of school government. 10. Neander. a. Elementary and higher work dis- tinguished. b. Place given to scientific studies. HISTORY OF EDUCATION. 7 I OUTLINE XXXII.— Reading References. Williams : pp. 96-106. Quick : pp. 27-32. Barnard's German Educators: pp. 185-228, passim. Monroe : pp. 391-3. Laurie (Educational Opinion) : pp. 24-30. Rein: Articles Sturm, Trotzendorf. Schmid (Encyclopadie) : Articles Neander, Strum, Trotzendorf. Monroe's Encyclopedia: Articles Sturm, Trotzendorf, Neander. Notes, — i. A system of grading and the classical ideal in studies are the two important elements that Sturm contributed to school systems. The prominence given to classical studies is still very marked in many quarters. The German gymnasium, the English public school, and the American church college illustrate the classical tendency. 2. Some recent experiments in developing self-gov- ernment among youth add interest to Trotzendorf's plan of school government. The honor system as used in some colleges and universities, the George Junior Republic, and the school city as found in some city grammar and high schools show recent applications of some of the prin- ciples set forth by Trotzendorf. 3- Neander was a pioneer in the differentiation of natural science from classical studies. 72 OUTLINE STUDIES. OUTLINE XXXIII. FIFTH EPOCH. — RENAISSANCE AND SIXTEENTH CEN- TURY. V. Universities at the End of the Sixteenth Century. 1. Progress in the founding of new insti- tutions. 2. Conflict between scholasticism and humanism. 3. Resulting changes in courses of study. 4. Lessening of international character of universities. 5. Character and customs of student life. VI. Secondary Education of the Period. 1. Differentiation of secondary schools and universities. 2. Founding of schools in England. 3. Extent of Jesuit schools and their in- fluence. 4. Protestant schools in Germany and Scandinavian countries. 5. Humanistic character of the curricul- um. VII. Elementary Education. 1. General neglect, a. Reasons for. 2. State intervention in northern Eu- ropean countries. 3. Purpose and scope of primary educa- tion. HISTORY OF EDUCATION. 73 f OUTLINE XXXIII.— Reading References. Paulsen's German Universities: pp. 29-44. Huber's English Universities I : Chapters VII and VIII, passim. Barnard's Journal 6 : pp. 11-37. Monroe: pp. 386-97. Laurie (Educational Opinion) : pp. 31-7. Russell's German Higher Schools: pp. 17- 45. Report Commissioner of Education, 1897-8: pp. 15-39. Paulsen's German Education : pp. 60-79. Leach's English Schools at the Reforma- tion : pp. 34-114, passim. Stowe's Elizabethan Grammar Schools, pas- sim. Notes. — i. It is a peculiar historical fact that the secondary schools of England had by the end of the six- teenth century very largely taken on the characteristics that they now possess. No other civilized conutry has been so conservative, educationally, as England, and in no part of her system is this conservatism shown so markedly as in her typical secondary schools. In ideals, organiza- tion, government, curriculum, and methods, the English secondary school to-day is practically what it was three centuries ago. 2. By the end of the sixteenth century the predomi- nance of humanism over scholasticism was assured. Thiis fact necessitated a fundamental reorganization of the aims, purposes, and methods of education in universities and schools. 74 OUTLINE STUDIES. OUTLINE XXXIV. SIXTH EPOCH. — EDUCATION IN THE SEVENTEENTH CENTURY. T. Work of tlie Jaiisenists. 1. Orif]^in of the sect. 2. Leiidiug teacliers and writers. 3. Important writings. 4. Their edueatioiial thi^ory and practice. 5. Anta<4()nism of the Jesuits, a. Reasons for. 6. Closing of tlieir establishments. 7. Education of girls. a. Work of Jacqueline Pascal. b. Phases of asceticism. II. Fenelou. 1. Leading events of his life. 2. His work as a teacher. a. Earlier. b. With the Duke of Burgundy. 3. Pedagogical writings. 4. Leading educational principles. 5. Limitations of Fenelon's system. HISTORY OF EDUCATION. 75 OUTLINE XXXIV.— Reading References. Monroe : pp. 134-52. Quick : pp. 172-95. Browning: pp. 127-34. Williams : pp. 186-90, 231-41. Shelley's Scientific Men of France: pp. 329- 73, passim. Fenelon's Education of Girls. Cadet's Port Royal Education: pp. 1-7, 46- 59, 200, 209, 221-42, passim. Beard's Port Royal : pp. 127-60. Educational Review 6 : pp. 485-92, and Vol. 7 : pp. 64-71. Hodgson : pp. 51-92, 110-30. Graves : pp. 223-28. Encyclopedias: Articles Fenelon, Jansen- ists. Notes. — i. In its later influence the educational work of the Jansenists was very important, but it repre- sents only one phase of their activity: and the educational differences between the Jansenists and the Jesuits is only a small part of the long, bitter conflict between them. 2. Consider the applicability to general educational work of the doctrines of Fenelon, whether found in his book of the education of girls or in his practice. Give special consideration in this regard to his ideas of indirect instruction, and of making all instruction pleasurable. 76 OUTLINE STUDIES. OUTLINE XXXV. SIXTH EPOCH. — EDUCATION IN THE SEVENTEENTH CENTURY. III. Work of La Salle and Brethren of the Christian Schools. 1. Allied events precedent. a. Efforts of Demia. b. Work of Claude Joly. c. Compilation of "Book of the Par- ish School.'' 2. La Salle and his order. a. Life and character of La Salle. b. Character and purpose of the or- der. c. Idea of normal training. d. Beginning of vocational training, d. Gratuitous and obligatory instruc- tion. f. The "Conduct of Schools." ( 1 ) . Organization. (2). Curriculum. (3). Simultaneous instruction. (4). Punishment. g. Asceticism in the thought and work of La Salle. h. Later history of the order. HISTORY OF EDUCATION. 77 OUTLINE XXXV.— Reading References. Compayre: pp. 253-77. Barnard's Journal III : pp. 437-48. Buisson's Dictionnaire de Pedagogie, Tome II : pp. 1514-23. Brother Azarias (Essays Educational) : pp. 207-54. Graves : pp. 229-32. Adamson's Pioneers in Education: pp. 212- 36. Notes. — i. The work of the Brethren of the Christian Schools represents one of the most intelligent and most successful attempts to conduct primary schools for all the people made before the advent of the nineteenth century and state education. La Salle began his work more than a century before there was anything like ade- quate organization for providing primary instruction in England. 2. La Salle should be given credit for the first per- manent establishment of the normal school. He also made a beginning in the use of Industrial training in re- form schools. But, as Brother Azarias shows, La Salle's most distinctive contribution to educational advancement was the substitution of class for individual instruction. 78 OUTLINE STUDIES. OUTLINE XXXVI. SIXTH EPOCH. — EDUCATION IN THE SEVENTEENTH CENTURY. IV. Rollin. 1. Life and character. 2. His teaching work. 3. His relation to the University of Paris. 4. His writings. 5. Important educational principles. a. Use of the vernacular. b. Importance of history. c. Value of scientific instruction. d. Preference of Latin to Greek. e. School punishments. f. Education of girls. V. Madame de Maintenon. 1. Basis of her educational w^ork. 2. Earlier school activities. 3. The establishment at St. Cyr. a. Purpose of the school. b. Two periods and changed plans. c. Courses of training. d. Educational principles illustrated. 4. Influence of reaction at St. Cyr on edu- cation of girls and women. HISTORY OF EDUCATION. 79 OUTLINE XXXVI.— Reading References. Compayre: pp. 212-52. Buisson II : pp. 1770-5, 2620-4. Forthightly Review, April, 1903 : pp. 719-38. Hodgson : pp. 93-110. Encyclopedias: Articles Rollin, Maintenon, Madame de. Notes. — i. As an index of the bitterness of theo- logical controversy it is interesting to note that the right of Rollin to hold the rectorship of the University of Paris was successfully challenged because of his adherence to Jansenist doctrines. 2. The educational influence of Madame de Main- tenon was much lessened by her complete change of plan of conducting the school at St. Cyr. If the first plans had been adhered to it is possible that France might have attained a place of leadership in the higher education of women. 8o OUTLINE STUDIES. OUTLINE XXXVII. SIXTH EPOCH. — EDUCATION IN THE SEVENTEENTH CENTURY. VI. Work and Intlueuee of Ratich. 1. The Innovators — nature of their influ- ence. 2. Chief demands made by them. 3. Ratich the earliest of the Innovators. 4. Life and character. 5. His proposals for educational reform. 6. Ratich's teachin<»' experiences. 7. Radical chanjjje in methods. 8. Reasons for his failures. 9. His writings and educational doctrines. 10. Ratich's relation to subsequent reform. HISTORY OF EDUCATION. 8 1 OUTLINE XXXVII.— Beading References. Quick : pp. 103-18. Barnard's German Teachers : pp. 31146. W. Monroe's Comenius : pp. 28-35. Browning: pp. 51-6. Williams : pp. 154-62. Payne : pp. 67-71. Laurie's Comenius : pp. 15-18. Encyclopedia of Education: article Batich. Graves : pp. 267-71. Graves's Great Educators of Three Cen- turies : pp. 20-25. Adamson: pp. 31-15. Notes. — i. Compare Ratich's educational princi- ples with the general principles of the Innovators. What views set forth by Ratich seem to lack validity? It hap- pened to Ratich as to many other historical characters that those who followed him, adopting and adapting his prin- ciples and plans, have received more credit than the origi- nator. The reasons for this are partly personal and partly in the nature of the times in which he lived. 2. The evils pointed out by Ratich in the education of his time were generally recognized, but the unsettled religious and political conditions made reform difficult, and largely impossible. The Thirty Years' War was just beginning. 82 OUTLINE STUDIES. OUTLINE XXXVIII. SIXTH EPOCH. — EDUCATION IN THE SEVENTEENTH CENTURY. VII. Comenius — The Greatest of the Innova- tors. 1. Early life and education. 2. Choice of a profession. 3. Work at Fulneck. 4. At Lissa. 5. Visit to London. 6. Work in Elbing. 7. In Patak. 8. Later years. 9. Pansophic schemes. 10. Ideal school organization. 11. Didactica Magna. 12. Janna Linguarum Reserata. 13. Orhis Pictus. 14. Other educational writings. 15. Summation of leading principles. 16. Educational influence. HISTORY OF EDUCATION. 83 OUTLINE XXXVIII.— Reading References. Laurie's Comenius : pp. 19-68, et passim. W. Monroe's Comenius: pp. 38-82, et pas- sim. Quick: pp. 110-70. Williams : pp. 163-86. Munroe: pp. 68-94. Payne : pp. 76-82. Barnard's German Teachers: pp. 347-88. Report of National Educational Associa- tion for 1892 : pp. 703-23. Hanus's Educational Aims and Educational Values : pp. 195-211. Monroe : pp. 480-98. Adamson: pp. 46-96, passim. Parker's History of Modern Elementary Education : pp. 135-49. Notes. — i. This study has to do with only the edu- cational side of the work of Comenius, but he was nearly or quite as much a theologian as he was an educator. His theological contentions and the elaboration of his religious views often interrupted or delayed the educational work that he had undertaken. Owing to the troublous times in which he lived, the immediate influence of Comenius and his educational doctrines was not so great as would be sup- posed from the reading of some authors. 2. Nineteenth Century educators rightly credited Comenius with being a pioneer in advancing the funda- mental principles that are characteristic of nineteenth cen- tury education. Much of Pestalozzi's work is a restate- ment of doctrines formulated by Comenius. 84 OUTLINE STUDIES. OUTLINE XXXrX. SIXTH EPOCH. — EDTKUTION IN rilE SEVENTEENTH (CENTURY. VIII. hillnciice of rYunciH Bacon. J. Ki\v]y lif(^ and (Mliiciiiion. 2. <)|)j)()sin^- IrjiilH of cluirncjcr. 3. VVi'i lilies. 4. (yrilicisiii of llic University. 5. OIJKT ('(hicjilioiijii viewH. (). r»acoii\s relation lo in