TRAINING CLASS MANUALS nsTC i:y of education CONWAY THE LIBRARY OF THE UNIVERSITY OF CALIFORNIA RIVERSIDE m 1 \j 50c{Sn w^L STUDIES AND QOESTIONS -IN- HISTORY OF EDUCATION WITH BRIEF OUTLINES OF GENERAL HISTORY MARY M* CONWAY Instructor of Trailing Q^ass. Griffith Institctb. Si>RiN(iviLLE. X. Y. iixiNG (\IjAss. Griffith institctb. M>RiN(iviLi SYRACUSE, N. Y.> C. W. EEX, PU8r "SPKR, t9rl Cop iOOI. by C; \%. Ka .r « INTRODUCTORY la the professioual training of teachers the history of education nas a recognized value. Aside from the fact that it is a direct reflection of the political and social or religious life of the people, its special value to the teacher is twofold: — (1) in the inspiration and professional enthusiasm resulting from a thorough study of the development of education from its Urst rude beginnings to the present time ; and (2) in the les- sons which it teaches by disclosing the results of vari- ous systems and methods of education among different peoples and in different ages. But, incorrectly pursued, the study may fail entirely to pi oduce these two results. The student or teacher who crams into his mind a mass of facts, names, and dates, simply for the sake of passing an examination, defeats entirely the purpose of those authorities who have made this study a professional requirement; such student has memorized a mass of information of less positive value as such than would be the names of all the post-offices in the State in which he lives. In her work as instructor of training classes in the State of Xew York, the author has often found it difficult to accomplish the best results in History of Education. This has been due ])artly to the vague knowledge or appreciation of the world's history pre- viously possessed by her pupils in general, and partly (iii) IV HISTORY OF EDUCATION because no one text-book on History of Education fully covered the ground prescribed by the Xew York syllabus. The use of outline books, which she found indispens- able in the teaching of political history, suggested to her the idea that such might be equally helpful in pedagogical history and led to the production of this little manual. Among the advantages claimed for this work are: 1. It divides the whole subject of History of Edu- cation into convenient, easily-remembered periods, and as far as possible endeavors to make important facts stand out prominently, around which others may be grouped. 2. It sets fortli the subject against a background of political history, the few essential facts of which are easily obtained from any brief text on the subject. 3. It forces the pupils to connect the political, social, and educational history of nations and to discern the effects which each of these elements had on the others. 4. It presents the topics in logical relation, thus preserving their continuity and relative importance, no matter what works of reference may be used. 5. Pupils are encouraged not alone to study the in- dividual characters and work of a host of educational leaders but to grasp entire epochs, noticing the trend of ideas and the advancement in each, and grouping the important names in that period around some leader of educational thought. 6. It enables the teaclier to assign very easily a definite amount of matter, not pages, to be prepared, and to direct the supplementary reading of the class. INTRODUCTORY V 7. The questions for review, pronunciation of words, tables, etc., will, it is hoped, facilitate the work of the class. 8. In short, the book aims to present the subject so as to secure the manifold advantages of the topical method of study or recitation — a method which is most highly endorsed by all educators. Albany, N. Y., July, 1901. Note — It Avill be necessary for each pupil to be pro- vided with a good text-book on History of Education, and to have access to several others and to as many of the works mentioned under " suggested reading " as may be practicable. Sonnenschein's " Cyclopaedia of Education " will prove valuable for reference. Each pupil should also have access to some brief work on General Historv. CONTENTS PAGE Epochs in educational history . - . 9 I. Oriental - - - - - - - 11 China ------- H Egypt, India - - - - - - 12 Persia ------- 13 Jewish or Hebrew ----- 14 II. Classical - 17 Greece ------- 17 Rome - - - - - - - 24 III. Medieval ------- 28 Earliest Christian period - - - 28 Charlemagne - - - - - - 30 Feudalism - - - - - - 31 Universities and scholasticism - - - 82 IV. Modern ------- 37 Renaissance ------ 37 Tabulated list of Humanists - - 41 Study of humanistic educators - 42 The Innovators - - - - - 47 Tabulated list of Innovators - - 49 Study of the Innovators - - - 50 Revolutionary Ideas - - - - 55 Tabulated list of 18th century educators 58 Nineteenth Century period - - - 61 Tabulated list of 19th century educators 63 Education in the United States - - 69 Education in the State of New York - 72 (vii) EPOCHS IN EDUCATIONAL HISTORY I. Oriental : Egypt, China, India, Persia, the Israelites. From the dawn of history to the beginning of the Christian era, or, in some instances, to the present time, II. Classical: Greece and Rome, 1100 B. C. to 476 A. D. III. Medieval. 1. Earliest Christian period. 1st century A. D. to 800 A. D. 2. Period of Charlemagne's influence. 800 A. D. to 900 A. D. 3. Period of the supremacy of Feudalism. 900 A. D. 1200 A. D. 4. Period of the universities and scholasticism. 1200 A. D. to 1500 A. D. IV. Modern. 1. Period of the humanistic reformers or the Renaissance — 1500 to 1600. 2. Period of the Innovators or the reaction — IGOO to 1700. • 3. Period of revolutionary ideas — 1700-1800. 4. Nineteenth century period — 1800-1900. [Note. — It is possible to criticise the above divisions of the subject, but its leading purpose is to enable (9) 10 THE FOUR EPOCHS students to notice great changes and developments and to localize them as far as possible by centuries. If classical Roman and early Christian periods overlap, it is true also that these two systems were, during several centuries, contemporary. It will be well to observe that scholasticism and the universities began earlier, and that feudalism lasted later than 1200. It is clearly impossible to make any snarp dividing line between great historical periods, and particularly between periods in the development of thought.] FIRST EPOCH Oriental Education: from the dawn of History TO THE Present Time China 1. Historical background 1. antiquity of China 2. Confucius (Con-fii'- she-us) 1. his writings and influence 2. t li e C h i n es e " classics " 2. Social characteristics of the Chinese 1. political policy 2. Moral and religious conkith-^. r.oo-489, b. c. ideas 3. Education 1. importance in China 2. aim 3. early development 4. present status 1. discipline and management of schools 2. subjects of study 3. female education 5. merits and defects of Chinese education 6. relation of Chinese education to the develop- ment of the people. (11) 12 ORIENTAL EDUCATION Egypt 1. Historical background 1. ancient Egyptian kings 2. decline of Egypt 3. final conquest by Greeks and Romans 2. Egyptian civilization and religion 1. castes 1. priests, soldiers, coniHion people 2. religion 3. arts and literature 1. Egyptian progress in arts and manufactures 2. forms of writing 3. knowledge of astronomy, geometry, arith- metic, and medicine 3. Education 1. aim 2. correspondence to caste 3. subjects of study 4. merits and defects; Egypt's contribution to the world's civilization 5. relation of education to the development of the people. India 1. Historical background 1. origin of the Hindus; their kinship to Europeans 2. origin of Hindu castes 3. Brahmanism and Buddhism 4. conquest of the Hindus by other peoples 2. Civilization, etc. 1. castes in India; their character and intluence 2. Hindu forms of worship EGYPT; INDIA; PERSIA 13 3. ethical ideas of the Hindus 3. Education 1. aim 2. influence of castes 3. specific education of each caste 4. schools 1. organization and discipline 2. privileges of teachers 3. subjects of study 5. merits and defects; India's contributions to the world's civilization 6. influence on the present status of the people. Persia 1. Historical background 1. rise of Persia 2. Persia as a world power 3. downfall of Persia: causes 2. Civilization, etc. 1. Persian forms of government 2. religion 3. literature; the Zend Avesta 3. Education 1. aim 2. influence of religion on education 3. schools 1. organization 2. the Magi as teachers ' 3. subjects of study 4. discipline and moral instruction 4. merits and defects; contribution to the world's civilization 14 ORIEJs^TAL EDUCATION 5. influence of Persian education on the develop- ment of the people. Jewish, or Hebrew Education 1. Historical background 1. patriarchal age 3. the judges 0. the Hebrew kings 4. division of the kingdom 5. conquests by Greeks and Romans; by the Turks 2. Civilization, etc. 1. home life of the people 2. religion of the Jews 3. their sacred writings 3. Education 1. aim 2. influence of family life and religion 3. earlier Jewish education 1. extent and aim 2. subjects of study 3. instructors 4. later Jewish education 1. establishment of schools 2. courses of study 3. teachers 4. the "Talmud" 5. merits and defects of Jewish education; their contributions to the world's civilization G. effects of Jewish education on the develop- ment of the people. Questions for review and research 1. Compare the ideals of life in the ditferent Oriental nations; which had the highest ideal ? REVIEW AND RESEARCH 15 2. Xame six subjects of study for which we are in- debted to these nations. 3. Which of these nations, in your opinion, has had the most lasting intiuence on the civilization of the world ? 4. Was physical training a feature of education in any Oriental nation ? Give reason for this. 5. Which form of education may be called ancestral'? state f theocratic / priestly f caste f 6. Among what peoples of the East were women educated to some degree ? Xote the extent of their education in each instance. 7. Which nation of these may be said to have devoted most attention to the cultivation of memory : of reason ? 8. Describe Chinese competitive examinations. 9. Give an account of Brahmanism and Buddhism and show their inflaence on the people of India. 10. Mention four points of excellence in Jewish education as outlined in the Talmud. 11. Which of the Oriental peoples was strongest in moral training V 12. Who was Zoroaster (Zor-o-as'-ter) ? 13. What nation origi- nated geometry ? 14. Describe the educa- tion of the lowest caste Egyptians. 15. Contrast the caste system of India with that of Egypt. 16. Decribe fully the Zoroaster. lOOOy 16 OKIEXTAL EDUCATIOX school training of a Chinese boy. How were Chinese schools supported '? How were girls taught ? 17. " Education in the East was limited to privileged classes, administered by the hieratic class; was in the main ethical, religious and prudential ; and was admin- istered so as to perpetuate class disinctions." — Com- 'payrc. Prove by illustrations from the educational his- tory of each of the Oriental nations that the above facts were mainly true. 18. In what nation did the state itself greatly en- courage education '? 19. What people first made education compulsory and universal '? 20. Show how, in the East, the general purpose of education was guidance rather than discipline or cul- ture. AVhat is the result of such instruction ? ,21. Account for the present conservatism of the Chinese. 22. What people cultivated a contemplative spirit ? How did their education foster this '? 23. Which Asiatic schools were supported in part by state aid '? 24. Which nation encouraged the study of music ? 25. Xame eight characteristics of Asiatic education. Suj/fjested reading Ten Great Religions. — Clarke. The Jews under Roman Rule. — Morrison. Historical Survey of Pre-Christian Education. — Laurie. SECOND EPOCH Classical: Greece and Rome, from their Earl- iest Beginnings to the Downfall of the Western Roman Empire, 47G A. D. Greece 1. Geography I. location, surface, political divisions, chief cities 2. Historical background 1. legendary period 2. rise of Sparta and of Athens 3. Graeco-Persian wars; results 4. supremacy of Athens 5. Peloponnesian war 6. supremacy of Sparta 7. decline and fall of Greece 3. Civilization, etc. 1. Greek independence of spirit 2. development of democratic forms of government 3. patriotism of the Greeks 4. religion 5. games: effect on the people 0. slavery. 7. progress in architecture, sculpture, literature, philosophy 8. great Grecians: Homer, Solon, Lycurgus, Pericles, Socrates, Plato, Aristotle, Xeno- phon, Alexander the Great 9. Athens 1. culture and refinement of the Athenians 2. achievements in art and literature 3. their love for the beautiful (17) 18 GItEEOE 10. Sparta" 1. three classes of citizens 2. martial life of the people 3. harsh, soulless training of her citizens • Education at Athens 1. aim (education of the whole man) 2. influences which affected education (slavery, form of government, temperament of the people, artistic and esthetic ideals, etc.) 3. classes excluded from education (slaves and women) 4. Athenian schools 1. kinds a. elementary: reading, spelling', writing, arithmetic b. advanced: grammar, poetry, music, rhet- oric, mathematics, philosophy, elocu- tion, etc. c. gymnasia: supported by the state 2. Athenian school organization and methods of instruction 3. State supervision 5. great Athenian educators .1. S^c'rates (B. C, 470-399) a. sketch of his life b. teachings r. methods of in- struction: the Socratic irony and maieutics d. his contribution to education socrates, 470-399 b. c. (the develoinnenl method) SOCRATES; PLATO; ARISTOTLE 19 Plato. 429-3-17 H. C. 2. Plato (B. C, 4-29- 347) a. sketch of life h. connection with Socrates c. work as a teach- er: the Acad- emy d. as a writer. a. the " Kepub- lic " A description of the jdeal state and proper education therefor, /). the " Laws " A description of the Athenian schools of his time e. pedagogy of Plato; its merits and defects 3. Aristotle (Ar'-is- tot'l B. C.,384- 322) a. sketch of his life 6. connection with Plato c. work as teacher; the Lyceum d. as a writer a. On education (lost) h. •politics c. many works on logic, ethics, rhetoric, natural science, etc. 20 GREECE e. as a scholar Vast knowledge, researches in science,. development of logic, etc. (It is pretty definitely settled among men competent to form a judgment, that Aristotle was the best educated man that ever walked on the surface of the earth. — Davidson.) f. pedagogy of Aristotle ((. end of education (useful and contented citizens) 6. subjects recommended c. natural methods of instruction d. education of wom^n e. merits and defects; influence on the world g. greatness of Aristotle, "the intellectual Alexander " 4. Xenophon (Zen'-o-fon, B. C, 445-355) a. sketch of life b. connection with Socrates c. works on education a. Cyropadia — on ideal education h. Economics — on education of women d. _criticism of Xenophon's pedagogy 5. Euqlid (5. criticism of Athenian education 7. effects on the people of Athens 8. contributions of Athens to the world's civil- ization XEXOPHOX; EUCLID; LYOURGUS 21 Kducation at Sparta 1. Aim (to train citizens as soldiers) 2. influences affecting education (necessity of a nation of warriors, warlike nature of the Dorians, etc.) 3. rigid early training of youths 1. in gymnastics and music 2. in self-denial 3. limited intellectual culture 4. moral training 5. female education ('). control by state 4. merits and defects of Spartan education 5. results of this training on the Spartan people f). Spartan educators 1, Lycurgus (Ly-cur'-gus, ninth century, B. C.) a. laws laid down for Spartans 2. Pythagoras (Py-thag'-o-ras, 582-500 B.C. a. sketch of life b. his school at Crotona c. methods of teaching d. sul)jects e. leading char- acteristics of his pedagogy Later Greek educa- tion in the East 1, Alexandrian university I'VTIIA iS-.'-riOo I J. ('. 22 (iKEECE 2. work of Ptolemy, Euclid, Strabo, Aristophanes 7. Criticism of Greek education 8. Advancement over Asiatic education 9. AVhat the modern world owes t o , Greece kiclh)--;- u. c Questions for review and research 1. Who were the Sophists '? 2. How were Athenian teachers paid ? (Ans. — By fees.) 3. Show in how many ways the aim of Athenian education is shown to have been the beautiful. 4. What were the Olympian games ? 5. Compare the first seven years of the Athenian child's life with those of the Sptirtan child; contrast their later education. 6. Describe an Athenian school; what was the Lyceum ? the Academy ? the Gymnasium V 7. How has Socrates influenced our modern methods of instruction ? May all subjects be taught by So- cratic questioning ? 8. Name some branches in a modern scliool not pur- sued by pupils of ancient Athens. 9. Compare female education at Sparta with that at Athens. 10. Contrast Greek with Asiatic education as to aim, scope, results. REVIEW AND RESEAKCH 23 11. Xanie four noted Greek teachers and charac- terize the work of each. About how long before the Christian era did they live ? 12. Describe the tsvo chief writings of Plato and contrast them. 13. What educator used harmony as the basis of his instruction ? 14. What distinguished pupil did each of the fol- lowing instruct: Socrates? Plato? Aristotle? 15. Mention four respects in which Greek education excelled. 16. What Greek educator approached most nearly to the Asiatic ideal of class instruction ? 17. Who was the most learned Grecian ? 18. Describe the Alexandrian library and university. 19. Account for the fame of Socrates. 20. Give leading features in the pedagogy of Plato and of Aristotle and compare the work of these two philosophers. 21. Xame four educational works by Greek writers and give name of author and character of each work mentioned. 22. What educator originated the first systematized plan of education ? 23. Name four defects of Spartan education. 2-1:. What Grecian made an important contribution to geometry ? 25. What was an Athenian pedagogue f Suggested Beading Education of the Greek People. — Davidson. Old Greek Education. — Mahaffy. Aristotle and Ancient Educational Ideas. — David- son. 24 ROME Plato's Republic. — Joivett. Plutarch's " Lives". Homer's Iliad — Translation. Plato's Laws. — Jowett. Aristotle's Politics. — Jowett. Elementary Greek Education. — Lane. Rome 1. Geography of Italy: location, surface, cities 2. Historical background 1. legendary period 2. rise of the city of Eome 3. struggles between the patricians and the plebians 4. conquests of neighboring territory 5. conquests in Africa, Greece, and Asia 6. supremacy of the Roman republic 7. Rome becomes an empire 1, her greatness under the emperors. 2. invasions by barbarians from the North. 8. decline and fall of Rome 3. Civilization, etc. 1. Roman religion 2. Romans as warriors and law givers 3. Literature, art, philosophy, etc. 1. poverty in these at first 2. influence of Greece on Rome 4. importance of oratory in the Roman republic 4. Great Romans Cffisar, Cicero, Augustus, Constantine, Seneca ^y^ h. Education at Rome 1. In early times 1. aim (utility) 2. confined to the home CICERO 25 0. subjects (reading, writing, arithmetic, law) 4. military drill 5. education of women 6. results: "virtuous, stern, practical, robust, men; attractive, virtuous, strong, women " 2. In later times (modified by Greek influence) 1. aim: polished orators and forensic pleaders 2. classes educated 3. schools a. classes a. primary: 7 to 12 years; under liter aUn . Note curriculum, methods, etc. h. secondary: 12 to IG years; under litera- tus; subjects c. higher (definite preparation for his life work through practical contact with the forum, the Senate, the farm, or the military camp) b. conduct of Roman schools; how supported 3. Roman educators 1. Cicero (Ci^'-e-ro, B. C, 106-43) a. life h. distinction as statesman a n d orator c. as an educator a. discussion of education in his writings h. Cicero's ped- agogy CiCEKO. lUti-48 l>. (' 2G ROME / :; i;. c.-tw A. D. 'Z. Seneca (B. C. 3 to A. D. 65) a. life ^<- b. Seneca as philos- opher, educa- tor, and writer c. his pedagogy 3. Varro a. as a writer of education a 1 works on vari- ous subjects 4. Fliny the elder (27-79 A. D.) a. as a naturalist b. author of Natural History 5. Quintilian (35-95, A. D.) a. life b. work as teacher c. work as writer Institutes of Oratory d. pedagogy of Quintilian; criticism 4, Criticisms on Romian education 0. Influence on the people of Eome 6. What the modern world owes to Roman civiliza- tion Questions for review and researcli 1. Give a full description of one work on pedagogy produced by a Roman. 2. Compare the number of educational writers in Rome with the number in Greece; account for the difference. 3. What was the chief aim in Roman education ? sexeca; varko; pliny; quintilian 27 Prove this by reference to earlier and later periods in Roman history. 4. Xanie three ways in which Roman education was modified by that of Greece. 5. Compare the education of Grecian women with that of Roman women. 6. Who was a literatus / a Uterator f 7. AVliat was the Augustan Age ? Why is this a noted epoch in Roman history ? S. Make a careful comparison of early and later Roman education and describe the effect of each on the people. 9. Did the Roman emperors in general favor educa- tion ? Cite proofs. 10. Who was the most eminent Roman philosopher ? 11. Who was Plutarch "i Why is he noted V 12. What period of Roman education may be com- pared to Spartan ? Whac period to Athenian ? Ex- plain. , 13. Compare the training of a Roman boy of the Augustan Age with that of a modern American boy. 14. Give author and a brief account of each of the following books by Roman writers: Parallel Lives; Letters to Lucilius; Meditations; Institutes of Ora- tory; Of the Training of Children. 15. The Romans were the law-givers of the world. Show how, from earliest times, Roman education tended to produce this result. Suggested Reading Life of Cicero. — Forsyth. Education of Children at Rome. — Clarke. THIRD EPOCH Medieval /. Earliest Christian Period, 1st century A. D, to 800 A. D. 1. Historical background { 1. decline of the Eoman Empire 2. invasions of the barbarians: Goths, German tribes, Huns and Vandals 3. fall of the Western Eoman Empire, A. D., 470 4. rise of Teutonic kingdoms among the Goths, Burgundians, Franks, Lombards and Anglo- Saxons 5. conversion of these tribes to Christianity 6. rise of Eomance nations: Italy, Spain, France 7. rise oi Mohammedanism (7th century, A. D.) 1. Mohammed (or Mahomet) 2. extension of Saracenic doctrines 8, conquest of Syria, Persia, Africa, and Spain 4. battle of Tours (toor); imj)ortance 5. characteristics of Mohammedanism 2. Social and religious life of the period 1. growth of Christian ideas 1. brotlierhood of man and Fatherhood of God 2. respect toward woman 3. importance of the individual 4. necessity of a pure life 2. backward state of civilization; reas-ous (28) CHRISTIAN SCHOOLS 29 3. the spirit of asceticism 1. rise of monasteries 3. Christ, the Founder of Cliristianity 1. His great work on earth 2. Christ as a Teacher 1. Ills teachings 2. His methods of teaching ^^\. Education of the period 1. aim (to prepare for a future life) 2. influences which affected education (new re- ligion, opposition of the Pagan world to Christianity, lack of books, barbarous con- dition of European tribes) 3. Christian schools 1. catechetical schools a. purpose, subjects, etc. 6. the school at Alexandria 2. monastic schools a. purposes; subjects; methods of conduct- ing; benefits 3. cliurch or parochial schools 4. Christian educators 1. St. Jerome: life, writings, pedagogy 2. Chrysostom (347-407) 3. Basil the Great (329-379) 4. Tertullian (150-230) 5. St. Augustine: life, writings, pedagogy (354-430) 5. ancient Irish schools 1. description 2. their importance 30 MEDIEVAL PERIOD »). summary of the work of education during the first eight centuries of the Christian era II. Period of the influence of Chniemugne (800-900). 1. Historical 1. the supremacy of the Franks after the Battle of Tours 1. Pepin as King of the Franks 2. Charlemagne, suc- cessor of Pepin a. his conquests in Italy, among the Germans, etc. b. Eoman Empire in the West is restored, with Charlemagne as Charlemagne. 74i-814 Emperor; extent of this Empire c. death of Charlemague; estimate of his work and his character d. division of Charlemagne's Empire ; France, Germany, Italy 2. Conquest of Jlngland by the Danes 3. The Danes conquered by Alfred the Great. V^2. Educational 1. work of Charlemagne for education 1. founds schools, etc, 2. favors increased education of the clergy and secular instruction in monasteries 3. realizes the value of a national system of education FEUDALISM 31 4. becomes himself a student 5. Aleuiii invited from England a. founds Imperial school h. his methods of instruction c. importance of the work of Alcuin work of Alfred the Great of England 1. urges universal education among higher classes 2. founds schools; possibly the foundations of Oxford university 3. molds the institutions, manners and customs of the English people, ///. Period of the sumemacy of Feudalhm (900 ^1200.) J. Historical background, etc. 1. geography of Europe at this time 2. lack of strong centralization of power 3. rise of Feudalism 1. definition of term 2. feudal estates and castles 3.- chivalry and knighthood 4. decline of Feudalism 1. its merits and defects 2. causes of its decline 5. Norman conquest of England 6. the Crusades ^y^. Education 1. general character 1. based on authority 2. controlled by church, etc. ; no state schools 2. influences which affected 1. the Christian church 32 MEDIEVAL PERIOD 2. Feudalism 3. the Crusades 3. schools 1. church (monastic, catliedral, cloistral) a. the " seven liberal arts " a. the trivium h. the qnadrivium h. methods; text-books, etc. c. merits and defects 2. Feudal or knightly education ' a. schools (the castles) h. studies (horsemanshi]), hunting, etiquette, chess, poetry, etc.) c. three periods of a knight's education d. education of women. e. merits and defects of feudal education 3. Burgher schools 4. Mohammedan (Moslem or Saracenic) education a. extent h. schools a. location h. subjects c. kinds a. elementary 6. universities their excellence c. influence of Moliammedan education on Medieval Europe and on the world. V/^ IV. Period of the Universitiet^ and Scholasticism (1200-1500) 1. Historical background 2. decline of Feudalism ST. THOMAS AQUIXAS 33 universities 2. growth and importance of Italian and Ger- man cities 3. the Crusades and their influence 4. rise of modern languages Educational 1. beginnings of the Universities l.« description of a medieval university 2. faculties, management, etc. 3. methods of instruction ■i. location of chief medieval 0. privileges granted them 0. courses of study 2. Scholasticism 1. definition of the term 2 the syllogism 3. merits and defects 3. the " Schoolmen ''■' 1. Abelard (10 7 9- 1142), his work, etc. 2. Thomas Aquinas (1225-1274) 3. Albertus Magnus (1193-1280) 4. Duns S c t u s (12G5-1308) 4. criticism of the education of the St. TI10.M.4S .\(^ri.\As. \-22h 1274 period Questions for review and research 1. Discuss the effects of early Christianity on edu- cation. 34 MEDIEVAL PERIOD 2. Describe the relation between church and school during the Middle Ages; account for this. 3. Describe the medieval University; compare with a modern university. 4. Define scholasticism; who were the Schoolmen? Name three of them. 5. Name the " liberal arts ", classifying them in the usual manner. 6. Name and describe three well-known monastic orders pf the Middle Ages. 7. Name three distinct services of the monastic orders to education. 8. Name five prominent leaders in educational work during the Middle Ages and characterize the work of each. 9. Name two noted books produced by writers of the Middle Ages. 10. When does the historical " Middle Age " close, according to text-books on general history ? 11. Give an account of the earliest schools of Ire- land ; compare them with the contemporary schools of continental Europe and England. 12. Describe the manner of teaching Latin during medieval times. 13. What is meant by neo-Platonism ? 14. What was the first form of Christian schools '? What new ideas did they introduce ? 15. Contrast the Christian with the Pagan schools of Rome. IG. Why was Latin so long the language of the schools of Europe ? REVIEW AND RESEARCH 35 IT. Why did the early Christian educators abandon the pagan chissics ? Was tliis justifiable ? 18. What two early Christian doctors were most strongly opposed to pagan literature ? Xame two who favored it. 19. Describe two of the writings of 8t. Augustine. 20. Describe the medieval course of study; the medieval school and text-books. 21. Estimate the importance of the work of Charle- magne and Alcuin. Why is the age of Charlemagne sometimes called a renascence f 22. To what extent were women of medieval times educated ? Give instances. 23. What was the effect of the Mohammedan movement ? 24. Compare Moslem with Christian education dur- ing the Middle Ages. What is the present status of Moslem education ? 25. What is the Koran V "26. Show the extent of the Mohammedan empire at the time of the Battle of Tours; what couritries at present profess the Mohammedan faith ? 27. What was the leading form of secular education during the Middle x\ges ? Compare it with that under the control of the church. 28. Was the Renascence inaugurated by Charle- magne permanent ? 29. What was the purpose of catechetical schools V AVhere was the most important one of these located ? 30. Xame four respects in which Christ's methods >of teaching illustrate the best principles of pedagogy, 31. Defiue Dialectics. 36 MEDIEVAL PEEIOD 32. Give three reasons why the early Christians were- backward in intellectual development. 33. Who were the " Brethern of the Common Life "? 34. Xame two famous centers of Mohammedan learning. 35. Xame two noted medieval Christian universities. 36. Xame some subjects originated by the Arabs. 37. Describe knightly or feudal education and state its purpose. 38. State and explain the effects of the Crusades on education. 39. What good influence did the " Schoolmen " exert ? " The great work of the Middle ages was to Chris- tianize Europe. " — Slmnp. Suggested Reading Rise and Early Constitution of Universities. - — Laurie. History of Civilization. — G«/2oL Essays Educational. — Bro. Azarias. The Crusades. — Michand. Quintilian. — Translation by Watson. Cyclopaedia of Education. — Sonnenschein. Alcuin and the Rise of the Christian Schools. — West. Abelard and the Origin and Early History of Uni versifies. — Compayrc. Legends of Charlemagne. — Bidjinch. FOURTH EPOCH MODERN J. Period of the humanistic reformers or the Renaissance (1500-1600). Reijresentative educators, — Erasmus, Sturm, the Jesuits. 1. Historical background 1. growth of modern nations 1. Eughind a. the Magna Charta granted b. rise of the House oi Commons c. the Hundred Years' War a. chief events h. results (I. the Wars of the Roses a. results e. growth of the English language and lit- erature <:;EOyFI*:Y f'HArfER. K^Jl'-HIWI .IfHIN \\v(7.,FFK, ^lO l:iH4 &1) 38 THE REKAISSAXCE a. Chaucer and Wycliii'e <.. France - a. the French and the Crusades b. the States-general c. etfects of the Hundred Years' War d. important reigns of Louis XI and Charles VIII e. beginnings of French literature a. Troubadours and Trouveurs 3 Germany a. attempts of Otto the Great to renew the Roman Empire b. foreign conquests c. Germany broken into petty states d. formation of the Swiss Republic e. Austria gains the imperial crown /. German literature Niebulungen Lied and the Minnesingers 4. Italy a. lack of nationality b. importance and splendor of cities: Venice, Genoa, Florence c. revival of classical learning 2. The discovery of America (1402) 3. Other noted voyages and discoveries 4. The Protestant Reformation 5. The ascendancy of Spain 1. Charles V 2. Philip II 3. the expulsion of the Moors THE RENAISSANCE 39 G. The Etigish Reformation 1. Henry VIII, Mary Tudor and Elizabeth Educational 1, the Renaissance 1. causes a. resemblance of Italy to ancient Greece, — a number of wealthy independent cities. (Here the Renaissance began) b. dispersion of Greek scholars through the fall of Constan«tinopie c. recovery and study of the Greek and Latin classics d. influence of the Saracenic schools e. the Crusades /. rise of modern European nations g. rise of national languages and literatures h. invention of the art of printing i. beginning of intercourse among nations j. geographical discoveries k. decline of Feudalism l. rise of great cities as centres of wealth and refinement m. complete Christianizing of Europe 2. The beginning of the Renaissance in Italy a. Dante (1265) opens the way for Italian language and literature b. Petrarch and Bocaccio (l-itli century), students of Latin and Greek c. introduction of Greek teachers in the uni- versities >» i. 53 s X r- <^ ^ jq-~* ^O - t. — 3 '-» s R^ s= 2. 3 S 1 >n •5* = 5:3' f* 7-0 X ^ H H ? - c 3> ^^ 5; = ff = v3 -72. ? — * 1^3 3 * 5 ? c. — O »' S CO O C ?; y. -T C :/: C _ _. r-_ 2 .i- li- ;ji .i- tii .£^ ^ ^^o V >u — ^ ••£■ '-Z- M oc 03 b o 5"' p V i!' U* 3t ai in C^I S" 3 2 50 :;! 00 3S 9£ ir 2- to :j\ >u CO moj •S :,T X S: Ti d Q ^ 5' re Si"" — . ^ ■j> c. c ■=■ d re re o ="3 1 a 1 5 a ID 2 1 t 2. 5- p' 1 -■ 'J IT ^ " re 5 re o 6 re re z: ^ '^ 3 ^^ -: r. 1 ^ 2. ' "*' -5 ^ ^ >- K^ _^ t^ -i p-a -N fc^ ,-j 3 o 5 S — -*1 ? § tifl 1"^ 5 - si » 2 re 3 6 r 2 2 1^1 i 5 3. 5? cS §■ ^. j^ ^. 3 S c K ^ ^ ^ H a p z 5 -^ '~' ^'■< ^ X ^ - C -! — t J S' \\ "A ^ 3 - — ^ X.^5 ^. TT r o — *7 2 re JQ E. p' T -"'■ \ '' ^ 42 THE KENAIS3ANCE Note. — For careful study only those names in large type are to be taken. Study of the humanistic educators Study each according to the following outline 1. Sketch of his life 2. Character of his educational work 3. Theories or reforms with which he was identified 4. His system of pedagogy 5. His writings 6. His influence Group the educators of the sixteenth century around Erasmus, the best repre- sentative of humanistic thought regarding proper subjects of study, and around Sturm, who best represents humanistic ideals of school organization and discipline. kkasmus. uHv-isai Questions for review and research 1. Name five causes and five results of the great Eenaissance. 2. What is the meaning of the term " Renaissance " r 3. Describe the state of education in Europe before the Renaissance. 4. " The Renaissance was not merely progress along the old lines; it Avas a revolution." — Shoup. Prove this statement. 5. Where did the Renaissance begin ? How did it manifest itself there ? REVIEW AXI) RESEARCH 43 (). Name three leaders of the Xew Learning in Ger- many. 7. Why did the study of Greek and Latin literature give so great an impulse to European thought ? 8. Did the practice of educational methods keep pace with the th&n-i/ during the sixteenth century ? 9. Give a sketch of the work of Erasmus, noting wherein he was representative of the highest phase of sixteenth century humanism. 10. Name 'some faults in medieval education, which the Renaissance educators sought to correct. 11. Describe the effect of the revival of learning on the universities. 12. Was female education advanced to any extent during the sixteenth century V 13. What are the " Humanities " ? 14. What was the attitude of Erasmus toward female education ? RAiiELAis, 1495-1553 Luthek. 1-1S3-15-16 15. Describe the " Gargantua " of Rabelais. 16. Name three reforms in education advocated by Luther. 44 THE RENAISSANCE 17. Who is called the Preceptor of Germany (Melanchthon.) 18. Describe fully Me- lanchthon's system of school organization. 19. What other school or- ganizer belongs to this peri- od ? How does his system of grading differ from that of Melanchthon ? 20. Describe the work of Melanchthon as teacher and as writer. .\U:,,an. nnn.N. 1033-1592 21. Xame some distinguished pupils of Melanchthon. 22. Describe the work of Sturm as teacher. 23. Describe fully the course of study in Sturm's Strasburg " Gymnasium "; criticise it. Stuuji, 1507-1589 Montaigne, 1533-1592 24, What was Sturm's ideal of an educated man? 25. Wherein did Montaigne differ radically from the other humanists in his theories of education ? REVIEW AND RESEARCH 45 Loyola. 1-191-1556 26. Give a sketch of the life of Ignatius of Loyola. 27. Give an account of the founding and growth of the Jesuit order. 28. What was the "Sax- ony School Plan" ? 29. Give a description of the Jesuit course of study as outlined in the " Ratio Stu- diorum ". 30. Give a critical estimate of the work accom- plished by the Jesuit schools. 31. Describe fully As- cham's special methods of instruction. 32. Among what educa- tors was the professional training of teachers strongly advocated ? To what e x - tent were their teachers trained ? 33. What educator most strongly advocated milder discipline ? 34. What sixteenth century educator called attention most emphatically to the natural sciences ? 35. Give the author and a brief description of each of the following works: (rargantua, On the Order of Studies, The Scholemaster, Ratio Studiorum, On the First Liberal Education of Children. AsCHAM, 1515-15H8 46 THE RENAISSANCE Write an essay characterizing the educational work of the reformers, and showing the status of educa- tional thought at the end of the sixteenth century. Suggested Beading Essays on Educational Reformers. — Quick. The Scholemaster. — Ascham. Ascham and Arnold. — Carlisle. Loyola and the Educational system of the Jesuits. — Hughes. Rabelais. — Besant. Essays Educational. — Bra. Azaria-s. Montaigne on the Education of Children. Life of Erasmus. — Le Clcrc. FOURTH EPOCH 1592-1671 MODERN 11. Period of the Innovators or the Reaction (1000-1700). Representative educator, Comeiiius. 1. Historical background 1. rise of the Xether- lauds 1. wars with Spain 2. treaty of 1609 2. Catholics and Hu- guenots at war in France 3. the Thirty Years' war 1. causes 2. leading events 3. treaty of Westphalia (1648) 4. effects of this war 4. France under Louis XIV 1. leading events of the period 2. decline of France 5. England 1. reign of the Stuart kings 2. civil war in England 3. the Commonwealth (1649-1660) 4. rise of Puritanism 5. restoration of the Stuarts (1660) ' 6. Revolution of 1688 (47) 48 THE IXXOVATORS 7, reign of the Orange-Stnarts 8. literature in England during this period y C. intellectual activit}^ in all European countries /I. Education 1. chief features of the reaction against Human- ism 1. rise of philosophic thought, indirectly affect- ing education (Descartes, Lock%, Male- branche) 2. attempts to introduce real improvements in the methods and discipline of the schools 3. attempts to enrich the courses of study be- yond the limits of the classics 4. conformity to j^ature in the methods of in- struction (inductive method); a return to nature for the material for instruction 5. a study of the vernacular becomes part of the new curriculum 0. an effort to introduce real, i. e., practical, utilitarian, studies into the schools 7. cultivation of the perceptive powers of the pupils 8. study of things^ rather than of ivords (sense- realism) 9. Latin and Greek confined to higher schools 10. physical education thought of 2. The " Innovators ", leaders in the reaction against Humanism : Bacon, Milton, Co- menius, Locke, the Port Royalists, the Ora- torians, Fenelon, Ratke (or Ratich), La Salle and the Brothers of the Christian schools. — —_ -r -; ^ V ~ ?; K ; -^ ^ ^^ "' — -^ — ^^ Z" — --^0 ?5 15 '■ ~-. ~ - S ~ * C^ r" ~ — -•.= 5^ i '■ z. - ii. S'j-zi: cr ~ ?! — C - T — -S i?i' ^=1^ ^ i - ;; ^ i,| 1 .x:? j_ c; ■f-o^ ~ r!. N 1 » S= ^ 24 ^ _ ;? 3 ■ — _ ~ s C T. =' y. n = ; —. ~~ fc o 3 * • _ .-t (T> — — ■ — ~ iis- i ■< — ^ s S 3". 3: 2 cr. Si - ■- X V< -> 0-. fa 10 •{^ ^ " ^ -1 en cr- Oi 05 -> i •C IS Z. ""' — in oi c 2 C •^ _: r 2 C - ^o ? ai w ^ *' = S = - - S ?^ ^' rr'S. ^TT ilg. S ^ ^ — ~L Ei "' 3 "^2; "c Ef c^ a :___ O,"" 2 ^ X " r ? '' ^ "^ S ^^s3 <; 'Z^ ^3 -5 ? r| X • i^ i?l 1^1^ ^. — 3- - r " ~ - 3 " '"^ |£, f" « rt ^. r :< f-l — ; z Z'T :/". — l^pi' ^ s i'S l-Z_ r7 r- ■< s - _^ K 3 5; 2 s — E". = 2- ' . 2. 5 ~ ^ < '0 "^ a.^ O "< . -< — * " — 1 11 '< .. *■< to -- ^ WjO — to ^ ? tOH- WjO — to-- pis X ^ "^ k^ ^. :::::* 1, 2 o ^- •^ ^ -3 ^ |r S- l||r •^ e^. = ^ ^ ^^1 r^: 1 * tig S 5jr~ s a. ^ TT ^ S s< X a S ^ Si. 1" ^ ^ > 2 a 50 THE IXXOVATORS Study of the Innovators Study each of the names in the table according to the following outline: 1. Sketch of his life 2. Character of his educational work 3. Theories or reforms with which he was identified 4. His system of pedagogy 5. His writings 6. His influence Questions for review and research 1. Show how Montaigne and Rabelais anticipated the ideas of the Innovators. 2. Xame five reforms in education insisted upon by the Innovators. 3. What are real studies V 4. Make a careful comparison of the education ad- vocated by the Reformers and that advocated by the Innovators, showing the difference between Humanism and Realism. 5. To the cultivation of what mental power would the Innovators give special attention V 6. Xame three errors of the Innovators in matters pertaining to education. T. Show why Ratich is sometimes called the first of the Innovators. 8. Xame some useful principles enunciated by Ratich. Why did he fail as a teacher ? 9. Show how Bacon influenced Comenius; how REVIEW AND RESEARCH 51 Fi;an( IS liAiDN, I.Sri l-lfiJt^ Ratich intiuenced Comenius. 10. Give 51 sketch of the life and character of Come- nius. 11. Describe Comenius's plans for school organiza- tion. What educators before his time presented similar jilans ? 12. Give an account of each of the writings of Comenius, showing its purpose and scope. 13. State your idea of what is meant by inductive' methods. 14. Compare the pedagogy of the seventeenth cen- tury educators; note points of resemblance and of difference, and show wherein each represents the spirit -of the Innovators. 15. What educators inspired the great writings of Comenius ? 16. Show how each of the educators of this century was utilitarian in his views of education. Rkxb Dksiaktes. l.iW-lHnO John ^Iilton. Iii(tis-1T19 5,2 THE INNOVATORS 17. Give a brief account of Descartes and the Car- tesian philosophy. 18. What was Milton's idea of a well-organized school ? 19. Xame three principal contributions to pedagogy made by the Port-Royalists. 20. Describe Milton's plan of education and his chief suggestions as to proper methods of teaching. 21. Show how Locke's life and environment colored the scheme of education set forth in his pedagogical writ- ings. 22. What is Locke's idea of a complete education, and how would he secure this '? 23. Mention three points of excellence and three faults in the schools of Port-Eoyal. .Iohn Locke, 1632-1T04 24. Who organized the first normal school ? (La Salle, 1084). 25. (live an account of the work of the Fathers of the Oratory. 2«i. Who is the first mod- ern educator to treat ex- haustively of the education of women ? What was the state of female education at this time ? Describe this educator's scheme to im- prove it. .lonN Kattist I>e La Sall?;. iaTi-1719 REVIEW AND RESEARCH 53 I>'en'elon, 1651-1715 27. " Feiielou exemplifies the molding power of education.'' Describe fully how he does this. 28. Give an account of the work of La Salle, especially in his efforts for the improve- ment of teachers. 29. What schools first used phonetic speUmg ? 30. Xame four distinguish- ing points in Fenelon's pedagogy. 31. Give the author and a brief description of each •of the following: TeJemachus^ Thought-: Concerning Edu- cation, Novum Orgcmum, Dialogues of the Dead, On the Human Undcrxfanding, Tractate on Education, Gate of Tongues Unlocked, On the Education of Girls, Magna Didactica, Orb is Pictus. 32. Write an essay showing the advance in educa- tional thought between 1600 and 1700. 33. Of the following branches of study — Languages, Matliematies, History, Science, and Literature — show the relative importance in schools at the close of the seventeenth century. .Suggested Beading Ilssays on Educational Reformers. — Quick. John Amos Comenius. — Laurie. Orbis Pictus of Comenius. — Bardeen. The Place of Comenius in the History of Educa- tion. — Butler. 54 THE INNOVATORS The Text-books of Comenius. — Maxwell. Comenius and the Beginning of Educational Reform. — Monroe. Education of Girls. — Fenelon. Port- Royal Education. — ('aflet. Locke's On Education (notes by R. H. Quick). FOURTH EPOCH MODERN ///. Period of Revolatioaary ideas (1700-1800) Representative educator, Rousseau. 1. Historical background 1. England 1. Parliament gains the ascendency (Bill of Rights) 2. reign of Queen Anne 3. American and Irish Revolutions;- results 2. Prussia becomes supreme among German states 1. the " Great Elector " and his successors 2. War of the Austrian Succession and the Seven Years' War 3. France 1. the great French Revolution (1789-1799) a. the Bourbon kings and the nobles b. causes of the Revolution c. the National Assembly d. destruction of the Bastile e. flight of the king /. the Legislative Assembly — three divisions g. Xational Conven*tion ; republic established ; execution of the king h. the Reign of Terror (55) j56 revolutionary ideas /. the Directory j. Xapoleon becomes consul of France, 1799 4. results of these revolutions 2. Social conditions in Europe 1. great iinrest of the people 2. oppression of lower classes by tlie higher 3. attempts of the common people to secure their rights 4. attitude of the French revolutionists toward educational reform 3. Education 1. Chief features of education 1, influenced greatly by the social and political conditions of the Age 2. little progress made 3, great dissatisfaction; radical changes sug- gested 4. schools and school systems begin to show the results of the teachings of the reformers and the innovators 2. Educational movements 1. The Pietists a. founding by Spener b. doctrines and purpose c. Francke, 1063-1727 a. life b. services to education c. pedagogy of Francke ,d. Pedagogium and other institutions at Halle EDUCATIONAL MOVEMEXTS 57 The Keal-Sohool luovenieiit X. meaning of the term Real- School ). connection of Francke, Wei- gel and Semler with the move- ment Al'GrsT llEllMAN c. founding of other real-schools d. relation to present educational conditions in Germany The Philanthropinic movement a. meaning of Philanthropin b. fundamental ideas of the Philanthropinists c. Basedow (Ba'-zeh-do, l?2:3-17'JO) a. life 6. founding of the Philan- thropin ft. how c n - ducted b. its decline c. its fame and influence c. Basedow's pedagogy d. Basedow's pedagogical work other individual educators: Rollin, Rous- seau, Kant JoHANN Bernard Basedow, 1723-1790 58 REVOLUTIONARY IDEAS Tabulated List of 18th Century Educators Name Rollin Fraiicke (F'rank'- keh) Rousseau (Roos-s6') Basedow Birthplace France Germany Germany Date 1663-1727 1723-1790 Brief Characteriza- tions Teacher in Univer- sity of Paris: his- torian: pedagogi- cal writer. Connected with Pi- etist a n d Real School move- ments. Most renowned edu- cational writer of the 18th century. F o u n d e r of the Philanthropin. Writings 1. Ancient History. 2. Treatise on Studies. 1. Emile. 2. Confessions. 1. Treatise on Srhools and Studies. 2. Method Book: 3. Elementary book Study of eighteenth century educators Study each according to following outline: 1. Sketch of life. 2. Character of his educational work, 3. Theories or reforms with which he was identified. 4. His pedagogy. 5. His writings. 0. His influence. Questions for review and research 1. Show fully how the social and political condi- tions of Europe in the eighteenth century colored the educational thought of the time. 2. What new turn was given to the humanities dur- ing this century ? (The classics were studied for culture.) 3. What new spirit was introduced into the univer- sities ? (Freedom of investigation.) REVIEW AND KESEARCH 59 4. Show how Comeniiis paved the way for the Real- School. 0. Show how Rousseau was the precursor of the Philanthropinists. Note.- Notice the difference between Rousseau, who simply expounded theories, and the Pietists and Philanthropinists, who actually set out to carry these reforms into effect. Jkan JAC(irEs HorssEAU, 1712-1778 Cuari.es K(u.lin. l(it;i-1741 6. Make a comparison of the work of RoUin and that of Ratich. 7. Show wherein, according to the later humanists, lies the true value of a study of the Greek and Latin classics. 8. Distinguish clearly between the educational ideals of these humanists and of the Realists. 9. Give a full description of Rousseau's " Emile "; criticise it and show why it is considered so remark- able and why it has had so great influence. 10. Did Rollin give any new principles to the world ? What old principles did he emphasize ? 11. Contrast Rollin's Treatise and Rousseau's Emile. 60 REVOLUTIONARY IDEAS 12. Name three great educational principles which Kant especially emphasized. 13. Give reasons for the decline of Basedow's'school ; what evils in the education of the time had he sought to correct ? with what success ? 14. Note any efforts for the better training of teach- ers, which belong to the eighteenth century. 15. Give a full account of the Pietist and of the Real School movements. 16. Which ones of the eighteenth century educators were practical teachers ? 17. What was Rousseau's idea of the proper edu- cation of women ? Suggested Reading Rousseau's Emile. — Payne. Educational Reformers. — Quick. Rousseau and Education according to Nature. — Davidson. History of Modern Education. — WilUams. Basedow. — Lang. FOURTH EPOCH MODERN IV. Nineteenth Century peviod (1800- Representative educators: Pestalozzi and Herbart. 1. Historical 1. Attainment of political and religious freedom among the nations of Europe 1. In England a. growth of the spirit of liberalism a. reform bills of 1832, 1867, and 1884 b. growth of religious freedom r. extension of the British Empire 2. In France n. changes in form of government in early part of nineteenth century b. the Franco-Prussian war c. final establishment of the French republic 3. In Germany a. attainment of unity among the German states b. establishment of the German Empire 2. Wonderful prosperity and growth of liberty in the United States of America 2, Educational 1. Chief features of the nineteenth century edu- cational movement. (Quoted from David- son) (61) 62 NINETEENTH CEXTURV 1. Advance with reference to instructors (train- ing of teachers) 2. Advance with reference to the instructed (extension of education to all classes) 3. advance with reference to the matter of in- struction (broadening and enriching courses of study) 4. advance in methods of instruction 5. advance with reference to the end of education (For a very full discussion of nineteenth century characteristics, the student is referred to Williams's History of Education, Chapters XV-XXI.) 2. Educational leaders: Pestalozzi, Froebel, Her- bart, Mann, Spencer, Jacotot, Arnold, Bain Study of nineteenth century educators Study each of the above educators from the follow- ing outline: 1. Sketch of his life. 2. Character of his work as educator. 3. Theories or reforms with which he was identified. 4. His systeju of pedagogy. 5. His writings. G. His influence. XoTE — Group the educators of this century around Pestalozzi, who represents the emotional side of educa- tional reform, and Herbart, who represents the scientific; show how each of the nineteenth century educators represents some of the characteristics of the century, as previously given. b' ~ -,? ^^ '-, .-;? s c £ ~ || ? ^j?" re' jl 1 ?;: -2-3 0^ § ^-^ ~^ 22 ^ 1- .^ S. c c y- :q ;; ^- X ■-^ -^ —• ^ . - C/i — ^- y^ ^ ^ ~ ^ ^ • 'J. v: c. a _ „ ^ „ 00 -> ■ ^> *l *i ^> ••s oc ^ o w o; 5v i-S 05 a oc cc oc 00 X H^ ii - •" 40 O X 2 ■^ ^ ■ ^ _£. „ ^ p £ o" C. a ■3 r= — ^ — rt 5 5' — s= to Tq_ i.r 2. o o ^^ g.o -5; c^ r;^ ffl ■§ O ^ — ' cr Q CI- »■ V 6 r2 — o^ S' ?r a ci' p ^ ^ s 6 ■~- ^-^ '^ g •■t S 2. " ^ ■s i^ = 5 r' £. o 75 ti-?; re eg. a ^. ■|_ ^r =^ rr c '< £ E c "K 7= S "5 - .- r r to — jO — 10 — 1 ^, a 2? 1^ ril ;5; S' ^ a cr> ^ ?; s ~«= s 2 r. - a OS S 2.2 ^ £. ^ 1 '^ ?2 a-^ 2 K, 1 ^•^ a, 2 cr F rfe; ^ §- a' 1: p "5 -^ a 2 S "S o* ^ -V a 2 1. ft H W H W a ft !z! c1 o >■ O 64 NINETEENTH CENTURY Questions for review and research 1. Xame all the distinguishing features of educa- tional work in the nineteenth century. 2. Xame some new branches of study that have been introduced into schools within the past century. 3. Give an account of the philosopher Kant, and show his influence on 19th century pedagogy. 4. Compare the work of Pestalozzi with that of • Eousseau. 5. Show how advances have been made during this century in the professional training of teachers; name five means by which this has been secured. (I. Name three means by which the teachers of to- day are enabled to use better methods of teaching than those of twenty-five years ago (better text-books, bet- ter equij)ment in schools, etc. ; name others.) 7. Give an outline of the work of Pestalozzi as teacher. 8. Find in some atlas the map of Switzerland and lo- cate thereon the scenes of Pestalozzi 's labors, Burg- dorf, Stanz, Yverdun, etc. ^i^^^h^ ^'yn'^.SK^ / 9. Briefly summarize the peculiar traits of Pestalozzi 's character, and show h o w .,ohn henry i-estalozzi. i746 issr Ijimanual Kant. 1737-1804 REVIEW AND RESEARCH 65 these were favorable or unfavorable to his success as teacher. 10. Give a description of the two leading books by Pestalozzi; show how they were inspired by the con- ditions of the time in which he lived, and explain their influence. 11. Give an account of Pestalozzi's work at 8tanz; at Yverdun. 12. Give five leading principles of the pedagogy of Pestalozzi. 13. Account for the fame of Pestalozzi. 14. Whai is the underlying principle of Froebel's pedagogy ? 15. Give a sketch of the life of Froebel. IG. Give a descri})tion of ' Froebel's probable idea of a ; kindergarten. Show the fit- \ ness of the term, kinder- (jarten. IT. Describe a modern kindergarten. IS. Give an account of the connection of Froebel and Pestalozzi. 19. What is the purpose of a kindergarten '? 20. What other great educator was undoubtedly in- fluenced by Pestalozzi ? 21. What are the gifts of Froebel ? 22. Xame three of the " paradoxes " of Jacotot. "'REUhKU u I i.(ji,i;li., 17S2-1852 66 XINETEEXTH CENTURY 23. Xame two prominent English educators of this century and give the chief features of the pedagogy of each. 24. Briefly characterize t h e \v o r k of Alexander Bain; of Bell; of E. H. Quick; of Dr. Arnold; of Lancaster. Joseph .Tac(jtot. 1770-1840 25. Discuss the value of Mann's work for education. iioMAs Ai!\oi.i). 1795-1842 Horace Mann. 179fi-18n9 REVIEW A XI) KESEAUCll 67 Alexander Haix. 1818- R. II. i 26. Describe the practice-school of Herbart. 27. What tendencies in modern education are trace- able to Herbart ? 28. Give an account of some of the leading features of Herbart 's psychology. .lollM FliEDEUU K IlKlUlAlIT. 178(1-1841 Heriiert Spenckr. 18iu- 2i). What is Spencer's standard of a complete edu- cation ? How would he secure this ? 30. Criticise Spencer's plan of education. 31. Name two pedagogical works produced during the nineteenth century in Europe; three in America; two in Germany; two in France. Briefly describe each. 32. Xame five standard works on pedagogy published -within the past ten years. 68 XINETEENTH CEXTL'RY Write an est-ay on modern tendencies in education. Suggested Reading The Outlook, closing chapter of Davidson's Hldory of Education. The Education of Man. — Froebel. Pestalozzi — His Life and Work. — DeGuimps. Essays on Educational Reformers. — Quick. Herbart's A. B. C. of Sense-Perception. — Eckoff. An Old Educational Reformer— -Dr. x\ndrevv Bell. — MeiHejo/in. How Gertrude Teaches her Children. — Pestalozzi. Leonard and Gertrude, — Pestcdozzi. Autobiography of Friederich Froebel (translated by Michaelis and Moore). Froebel's Letters on the Kindergarten. Kindergarten System, its origin and develop- ment. — Hanschmana. The New Education. — Meiklejohn. Herbart's Letters and Lectures (published by C. W. Bardeen). Herbart and the Herbartians. — DeGarmo. The Education of Man. — Froebel. Letters on Early Education. — Pestalozzi. Systems of Education. — Gill. Education, Intellectual, Moral, and Physical. — Spencer. The Kindergarten System in a Xutshell. — Smith (reprinted from the Ladies' Home Journal). Kindergarten Principles and Practice. — Wiggins and Smit/i. Introduction to Herbartian Principles of Teach- ing. — Dodd. EDUCATION IX THE UNITED STATES 1. Colonial 2. In New England 1. establishment of Boston Latin School, 1635 2. founding of Harvard College, 1637 3. General Court of Massachusetts enacts the first school laws, 1642, 1647. 4. Yale College founded, 1701 5. general state of education in New England during colonial times 2. In the Middle^Colonies 1. Dutch schools in New York 2. English schools in New York 3. colleges — Princeton, N. J., 1746, Kings (now Columbia), N. Y., 1755 4. state of education in Pennsylvania, New Jersey and Delaware. 3. In the South 1. general lack of common education 2. founding of William and Mary's college, Virginia, 1692 4. Summary of educational conditions in America during the colonial period; comparison of education in New England, in the Mi(id]e States and in the South. ■2. National 1. general growth of education in the United States (69) 70 EDUCATION IX THE UXITEI) STATES 2. national measures favoring education 1. reservation of sections of townships on the western territory, for school purposes, 1785 2. Congress divides national surplus among the States for educational purposes, 1836 3. grant of " land scrip " for the establishment of agricnltural colleges, 1862 4. creation of the national " Bureau of Edu- cation ", 1867 3. Features of educational advancement in the different States 1. great increase in the number of colleges and universities 2. extension of common schools 3. passage of " compulsory education " laws 4. changes in courses of study 5. increase of industrial schools 6. co-educatiou of the sexes 7. philanthropic gifts to education 4. American educational leaders 1. Mann — his life and work 2. Barnara — his life and work. Questions 1. Wh;it was the yew Eivjlnnd Primer f 2. lu early Xew England what subjects were taught in the elemeaitary schools ? In the higher schools ? What was a Latin school and its purpose ? 3. What American college received aid from Eng- land ? (William and Mary.) 4. To what extent were girls educated in colonial days in America ? QUESTIONS 71 5. Account for the general apatliy of the South in matters of education. 0. What law is considered the beginning of the American common scliool system ? Oive some leading provisions of this law. 7. Give a sketch of the life of Horace Mann and an estimate of his services to American education. 8. What contribution to educational literature was made by Henry Barnard ? 9. What is the purpose of the United States Bureau of Education ? 10. Xarae some men who are prominent to-day i n American educational cir- cles. Suggested reading Education in the henky barnard. 1811-1900 United States. — Boone. Horace Mann. — Harris. Educational Work of Henry Barnard.— il/o/i/-o6. Life of Horace Mann. — Mrs. Mann. History and Science of Education.— 5/ioi. The History of the High School at Edinburgh. By William Ste- ven. Cloth, 12mo, pp. 610. $2.00. 10. Historyof the Schools of Syracuse, N. Y. By Edward Smith. Cloth, 8vo. gilt top, pp. 347. With 85 portraits and 30 pictures of buildings. $3.00. 11. Teachers" Institutes, Past and Present. By James M. :Milne. Paper, 8vo, pp. 22. 25 cts. li. History of Educational Journalisrn in the State of New York. By C. W. Bardeen. Paper, 8vo, pp. 45. 40 cts IS. Educational Publications in Italy. T5y Piero Barbera. Paper. 8vo, pp. 14. 15 cts. Written for the Columbian Exposition. - THE SCHO OL ci ULLETIN PUBLIC A TIONfs.- Histoiy of Modem Education. The Histoiy of Modern Education. An account of Educational Opinion ^^^___.,_,^__^ and Practice from the Revival of Learn- ^' ing to the Present Decade. By Samuel /'' G. Williams, Ph.D., Professor of the ' Science and Art of Teaching in Cornell , Tuiversity. Cloth, 16nio, pp. 499. With / -M Portraits. $1.50. f This is a revised and enlarged edition t c if what was upon its first appearance , altogether the fullest and most com- plete history of modern education now available. It is the only adequate prep- aration for examinations, and a neces- sary part of every teacher's working library. The titles of the chapters will give some idea of its comprehensiveness. Those in italics appear for the first time in this revised edition. Introductory. Valuable contribntions to pedagogy from ancient days. I. Preliminaries of modern education. II. The Renaissance, and some inter- esting phases of education in the 16th century. III. Educational opinions of the 16th century. IV. Distinguished teachers of the 16th century, Melanchthon, Sturm, Trotzendorf, Neander, Ascham, Mulcaster, tlie Jesu- its. V. Some characteristics of education in the 17th century. VI. Princi- ples of the educational refoi-mers. VII. The 17th century reformers. VIII. Female education and Fenelon. IX. The Oratory of Jesus. Beginnings of American education. X. Characteristics of education in the 18th century. XI. Important educational treatises of the 18th century: Rollin, Rousseau, Kant. XII. Basedow and the Philanthropinic experiment. XIII. Pesta- lozzi and his work. XIV. General review of education in the 18tli century, XV. Educational characteristics of the 19th century. XVI. Extension of 'popular education. XVII. Froebel and the kindergarten. XV'III. Pi'ofessional training of teachers, and school svpe?-vision. XIX. Manual and industrial training. XX. Improvements in methods of instruction. XXI. Discussion of relative value of studies. There are also added an Analytic Appendix, for review ; the Syllabus on the History of Education prepared by the Department of Public Instruc- tion for the training classes of the State of New York, with references by page to this volume ; and an Index of 13 double column pages, much fuller than in the first edition, )The Ci'itic calls it, " sensible in its views, and correct and clear in style. " The American Journal of Education says: "It is not too mucli to say that for all ordinary purposes Prof. Williams's book is in itself a mucli more val- uable pedagogical library than could be formed with it omitted." C. W. BARDEEN, Publisher, Syracuse, N. Y. OPINIONS OF WILLIAMS'S HISTORY Prof. Nicholas Muukay«Butler says in the Educational Be- vieic for December, 1893: "Prof. Williams's hook is the latest, and for the Atncrican reader, thehest. * * It is an interesting, accurate, and wise history of the period that it covers. " One is struck with the excellent sense of proportion that per- vades the work, as well as with the soundness of the author's judgments and his breadth of view. He is neither a partisan nor a sentimentalist. The capital sketch of Comenius — one of the best things in the book. — and the very discriminating and phil- osophical analysis of Rousseau's Emile may be cited as evidence of this. The young student will also derive no little help from Professor Williams's comments on the strength and the weak- ness of Herbert Spencer's essay on Education. In fact, the au- thor's long teaching experience has stood him in good stead, and he has made a teacher's book. ' ' It need hardly be added that Professor Williams's History ought to disj)lace all of the cheap compends noxo in use. It is also more serviceable, in this country at least, than the English translation of Compayre's History of Pedayo'jy. There is no question that this effort of Professor Williams ' to construct a narrative which should be truthful and perspicuous without being unduly bulky' has been successful. He has amply sustained his own reputa- tion, and done the cause of education a substantial service." Prof. Hugh O. Bird, of the Department of Pedagogy in the College of William and Mary (State Male Normal College of Virginia), writes, Feb. 6, 1893: " Some time since, the very flat- tering review of your History of Modern Education in the Educa- tional Review caused me to purchase the book. Suffice it to say that I was so much pleased with the spirit and scope of your work that I immediately adopted it as a text-book in my Intermediate class, and prescribed- it for parallel reading in my Senior class. For it is just the book I have been looking for. Heretofore I have been forced to satisfy myself with Compayre's History, trans- lated by my old professor. Dr. Payne, but I find your work will take its place. I have a class of twenty-two studying it, and find it very satisfactory." OPINIONS OF WILLIAMS S HISTORY It is the fullest, most complete, and most satisfactory work we have on the ■ Bnhject.— Educational (ourant, Sept., 1S92. It presents the salient features, is interesting and valuable. — Sunday School Journal, March, 1893. Believing it to be the best book of its kind, I shall use it in my classes.— Prof. W. M. 5to;/',Normal Department, Salem College, W. Va., Nov. 21,1892 This book is better adapted to our use than any other we have found.— Principal C. C. Bounds, New Hampshire State Normal School, Oct. 12, 1892. The volume is one of decided value, and is a miniature cyclopaHlia ol historical facts dating from the Eeuaissauce. — Xew York ^Vorld, Aug. 27, 1892 Sensible in its views, and correct and clear in style, Prof. Williams's book Is well worthy of a place in educational literature.— r//f Critic, Sept. 10,1892. A book Avorthy to take its place in the teacher's library alongside of Quick, Compayre, and Gill.— Weste?'n School Jmirnal, Feb , 1893. It is not too much to say that lor all ordinary purposes Prof. Williams's book is in itself a much more valuable pedagogical library than could be formed with it omitted.— American Journal of Education, Sept., 1892. Throughout the book the author shows good sense in his judgment of men and methods; and, what is no small merit in the present age, he is entirely free from hobbies. — Science, Aug. 26, 1892. The title of this book can scarcely suggest the rich and varied interest of the materials which it includes. It suras up for us the story of educa- tional methods and systems in all countries, from the middle ages down to the present time. — Beriew of Revieivs, Oct. 1892. I have received a copy of Williams's History of Modern Education, and having read three chapters I see it must be added to our library. Please Bend us two copies more. — Principal 11'. E. Wilson, R. I. State Normal School, Nov. 15, 1892. The author's style is clear and readable, his criticisms without color, * * and the impression in our mind after perusal is that the author is not only one who Aviow^, but one whose thoughts and conclusions are worthy of res^eat.—Popiilai' Educator, Nov., 1892. It is a wonderful book for conciseness — a veritable viidlum hi parro, and still the narrative style is so constantly maintained that it reads more like a story than an encyclopajdia. It is both in one.— Principal O. I). liobinson, Albany High School, March 15, 1893. The outlook over the subject is broad, the views in many instances fresh, and the interpretation penetrating. The work is especially valuable as being at once comprehensive and compact, covering the whole ground, with each movement or phase of progress given in its due proportion. — Eva7igelist, Oct. 20, 1892. His method of treating the subject is eminently happy. The salient points of the history of education in that period are clearly indicated, and tTie as- cending curve of progress is sketched through them. Dr. Williams's style is delightful. Every teacher will be at odc<» nleased and instructed by a perusal of the book. — Public Opinion. OPINIONS OF WILLIAMS S HISTORY He has shown that he is a natural historian, for his omissions are those fipeculatious and discussions which are too often found in other histories of eaucatiou, which add nothing to the value of the history, and only serve to pulf out the matter. * * * With such histories as Quick's and Com- payru's, Williams's will have an equal rank, — Edvcution , Oct., 1892. No teacher should long remain in ignorance of the growth of education and of the names and efforts of those who have through the years heen shaping our system of schools. The author has been successful, we think, in selecting from the mass of matter that which is truly representative. The book is interesting in its substance and attractive in its makeup We quote from it in another portion of the Moderator that our readers may form some idea of the style. — Mich. Moderator, Sept. 22, 1892. The iiuthor has attempted to construct a clear, truthful, interesting narrative, within moderate compass. To make a wise selection from the vast amount of materials at his disposal, and to arrange it in the best form, was no easy matter. It required a broad knowledge and comprehensive grasp of the whole subject, together with sound judgment and good taste in selecting and arranging his materials. In our judgment the author has succeeded admirably in his undertaking. We commend the book most heartily.— Prof. ,S. J. Kirkwood, in The Post Ch-adnale, Jan., 1893. Dr. Williams has chosen to write the history of education in a style inter- esting alike to the general reader and to the teacher. Hastily running through the story of the early attempts in educational affairs he gives the greater part of his work to recounting what has taken place within this century. The author takes full cognizance of all the influences which have been exerted through the ages upon the systems of education, and with a clear comprehension of the present status of education demonstrates the results which have come from the focussing of different streams of light.— Teachers' World, Feb., 1893. Dr. Williams has been throughout a close, discriminating student of edu- cational systems, both in their present form, and in their vicissitudes dur- ing the past few centuries. As a result of these two forces, he now presents the students of education with an exceedingly valuable contribution towards the history of teaching and teachers. Dr. Williams has been very success- ful in securing a proper balance between the different men and movements Few subjects give a better opportunity for the believers in this prophet or that to extol him as the one great leader. Just now it has been Comenius, while Pestalozzi, Frojbel, and Rousseau have never lacked over-ardent friends. All of these receive fair treatment in these lectures : treatment which may not entirely meet the ideas of (his student or that, yet which always ensures a clear understanding of the man and his work, and the opportunity for honest, well-founded personal opinions. It is a book which jivist be on We shelves of evei'y student of education. — New England Journal f iHlifutioiiaJ prof^ress in th(! past this (niilim' sketch of the piiriillcl dcvcloidueiit of educatiouiil theory with the. sh:ii)iii«s of the Knfilish constitution and the bosjinninfrs and progress of Enjilish literature will be most valuable."— Pn'mrtry Education. •' This interesting history is written from a broad point of view and be- gins with educational movements in England in the Middle Ages. The tendencies and ])ersonages of the Renaissance in I'^ngland constitute a sec- ond chapter: the theories of physical education a third; the uufoldment of ideas of intellectual, practical, and moral education fourth, fifth, and sixth chapters. It is not only thoroughly sensible, but it is also learned and readable as so few educational books are." — Pedagogical Seminary. "The development of educational systems and methods in England is a suljject by itself, apart from the general history of education, even though it is an integral part of the history. Mr. H. T. Mark has concisely discussed this subject in a book of less than a hundred and fifty pages. The subject matter of the book covers the early Renascence periods, together with the theoretical, physical, intellectual, technical, and moral aspects of educa- tion."— .S'M«day School Times. ■'The treatment of the subject is historical throughout. The author in his first chapter summarizes the educational efforts of the middle ages, and then passes on to the revival of learning, led by Dean Colet, Sir Thoma.s I'lyot, Ascham, and Mulcaster. He shows that importance was attached to physical training from a very early time, though in the 17th and 18th cen- turies it was sorely neglected in the grammar schools. There has been im- provement in this direction, though in this regard English schools are still behind our own, though the great public schools, patronized by the upper classes, have plenty of out-door sports. The author goes over the ground thoroughly, and has made a modest but valuable contribution to educa- tional literature."— ^priwa/fcM liepnblican. " A book that will be of large interest to teachers whether they may or may not tie familiar with the history of education is an outline of the his- tory of Educati'oual Theories in England, by H. T. Mark. The writer finds that progress in education is ([uite closely parallel with progress in litera- ture, and in support of this proposition he quotes largely from English authors. The course of development from the Middle Ages to and through the Renaissance is particularly interesting. Physical, Intellectual, Practi- cal or Technical, and Moral are the subjects under which the various phases of education are considered." — The Inland Educator. " Beginning with the educational movement in the middle ages, as seen in the schools of the Friars, the author traces this development through the Renaissance to the more complex theories of modern times. Here he divides his subject and treats it under the separate heads of physical, intel- lectual, technical, and moral education. To avoid misunderstanding the author has, in most cases, quoted the actual words of the educators whose theories he describes, like Bacon, T^ocke, and Milton. The book is emineiiMy readable :nicl a very useful addition to a teacher's library." — Popiilur Educator. ■THE SVHOOL BULLETIN PUBLIC ATlDXS Cadet's Port-Eoyal Education " Port-Royal Education, a sketch of its history, with extracts from its eading authors, edited by Felix Cadet, gives a little over a quarter of its pages to the history of the movement and sketches of the leading men con- nected with it : the rest of the volume is devoted to translations from their works. The history is discriminating, critical, and valuable, and is Illus- trated and further developed by the translations. In fact, one is brought by this book into the life and society of the Port-Royalists, enters into their aims and plans, and catches the spirit which animated them. This makes it a valuable book for the student of education who cares for more than the mere theories, for the human life and hopes which gave rise to them. There is no movement in the history of education which more de- mands this sort of study than that of the Port-Royalists, none more pa- thetic, and none offering so many brilliant as well as devoted men and women whom it is a delight to know intimately. We commend this volume to the attention of our readers." — Wis. Journal of Education. " For those who are interested in the historj' of educational move- ments, as well as in the personal biographies of men who have plaj'ed a •conspicuous part in the religious discussions of France and the Nether- lands, the book is well worth reading and owning."— 5MW(i«2/ School Times. "The book gives a full and interesting account of the men and women who founded and conducted the Port-Royal schools and of their educa- tional ideas and methods. These include Saint-Cyran, Lancelot, Pascal, Nicole, Guyot, Arnauld, Coustel and others. About two-thirds of the book is filled with extracts from the writings of these authors on educational matters. It is a work that all engaged in the teaching of youth can read with interest and profit." — Syracuse Evening Herald. "They taught children to write little stories and letters and even bits of poems in French. This was done by the class instead of requiring each member to work alone. An epithet was suggested by one, criticised by an- other, improved upon by a third. In each case a reason was required. The girls did not share these blessings. They were taught by nuns in the older way. They learned sewing, housekeeping, and singing. They learned to 'preserve rigid silence" and, apparently, to pray without ceasing. When they were very good they were allowed to copy something. One hour a week was devotod to arithmetic. The school boasts that most of their play time was devoted to work. The older girls were allowed the favor of tell- ing one of their faults aloud, once a day. Perhaps these fragments give an unfair view of the book as a whole. It deserves a place in the library of pedagogy, both for the historical view it presents and for the suggestions, not yet out of date, which may be added to our methods."— 7'Ae School Weekly. Chicago. Cloth, pp 406, illustrated, $1.50. OPINIONS OF cadet's PORT ROYAL EDUCATION '■ It adds another volume to the already Ions; list of educational works Issued from the press of C. \V. Hardeen, Syracuse, a volume of 400 pages that will interest all teachers who are not in the profession for the sake of bread and butter oti\y."— Teachers World. •■ A perusal of the entire book will well repay one for the time spent. A teacher will find in the work of these celebrated educators some things to avoid and many to admire and imitate. He will live for a time in the society of men, who, like our own Chaiiuing, deemed the office of the teacher to be the hiirhest office on earth."— T'A* Echo, Albany. N. Y. " Of the numerous remarkable experiments in education that were made during the seventeenth and eighteenth centuries in Europe one of the most i Hteresting ones was thiit at Port-Royal. The vigorous character of the men who were identified with it, the oiiposition that the movement met because of theological disputi's, and particularly the pedagogical theories ad- vanced and practised, combine to make it worthy of study to-day. The art of management, the training of mind and heart, and the proper aim of education, itself, became the care of disinterested and devoted persons. Under the editorship of Felix Cadet we have Port-Royal Education, a sketch of its history with extracts from its leading authors. Among these are Saint-Cyran, Lancelot, Fontaine, Nicole, Arnauld, Guyot, and others. In the 400 pages one finds many principles which are being emphasized as im- portant to-day. * * * 'I'he book is both interesting and valuable." — The Inland Educator. '• The Monastery of Port-Royal, about twenty miles from Paris, dates back to the time of the Crusades. In 1637 a community of recluses outside the Monastery established schools which ' brought up in the knowledge of letters and the practice of Christian piety a few children of good birth, whose parents wished to spare them the irregularities which were too gen- eral among young men attending college.' There were controversies in those times. Able mini discussed the methods of the schools with earnest- ness, sometimes with bitterness. We read these discussions and compare them with the discussions of to-day. There are some striking similarities. Mother Angelique was a remarkable woman- who managed a. school for girls. Mother Agnes writes to a teacher who has not the faculty to govern her inipils: 'God permits the children not to behave to you as they ought, that these insubordinate pupils may make you sutfer and humble yourself.' ■ Nothing weakens a reprimand more than a great many words,' is~a piece of .advice that will apply to some teachers of to-day as well as it applied then. In the girls' school there was close discipline; there was perfect system and regularity, with the kindest care and attention to the pupil's welfare. There were belter schools than we are apt to give them credit for. History repeats itself. The good ways and bad ways of four hundred years ago are with us now, the same problems to work out, some of the same inllaied theories to be punctured, the .same kind of boysand girls are in our families and schools, the same kinds of eminent educators and philosophers are delivering lectures and writing books. .\nd in this picture of the old schools the educational reformers and i)hilosophers are triven in portraits and &\i^iKhti&."— The American School Board .Journal. OPINIONS OF CADET'S PORT ROYAL EDUCATION Last, but by no meaus least, in interest among these educational his- tories we name Port Royal Education. An intensely interesting exposition of the methods in this famous school, which will not only interest teachers, but prove a wholesome corrective of some of the one-sided and ill-balanced conceptions of education which gained currency later in France. — Inde- pendent. '■ In 1637 there was a celebrated community of recluses known as Petites 'Ecolen of Port-Royal, who have a well-deserved place of honor in the his- tory of pedagogy. Their founder believed ' that the guidance of the most tender soul is a greater thing than the government of a world,' The real- ization of the dignity of the teacher and his worth to the world seems to have first found a pbice in public consideration at this period. This volume. Port-Royal Education, contains a history of the movement and sketches of the different leaders. The book will supply a valuable link for the owners of pedagogical libraries and for every student of the history of education." — Primary Education. " As the author says in his introduction, ' the Petites lEcoles of Port-Royal had but a short and troubled existence ', yet in the few years from their foundation in 1637 (real organization, 1646) to the year 1661, when they were closed by the king's command, they made for themselves an honorable place in the pedagogic world, and lighted a brilliant torch of reform in methods of teaching which is not yet quenched. The character of its masters and of the books which they produced was high, and was the outcome of an in- spiration of the abbe of Saint Cyran, who was so profoundly moved by the importance of the education of the young that he would have gladly devoted his life to it, but his arrest and detention by Richelieu (1638), whom he sur- vived but a short time, frustrated his plans. Among those who carried out his ideas in the schools, and who left many valuable contributions to the literature of pedagogy, as well as theology, are Lancelot, Nicole, Coustel, Guyot, Arnauld, and Wallou de Beaupuis. * * * I'hg influence of the •writers of Port-Royal on the language of their countrymen was lasting and powerful and was even imitated by the Jesuits, who were their bitter enemies and detractors, and to whom the closing of the school is probably due. Among the brilliant pupils (and subsequent writers) of the Port-Royal schools may be named Jerome Thierry Bignon, Racine, Le MaindeTille- mont. and Boisguilbert. To name the valuable works of an educational nature emanating from tlie hearts and brains of these devoted 'solitaires' would be too lengthy a task, but the principles they had laid down as to the teaching and management of children should be read of all who have a genuine interest in educational matters which leads them to profit by good ideas on these subjects, whatever the date may be when they were given to the world. When one considers that the founder and inspirer of the 'Petites Ecoles de Port-Poyal 'expressed himself ' that one of the greatest consolations we could have in dying was that we had contributed to the good education of some child." one cannot fail to see tliat much benefit is to he derived from an earnest perusal of this sympathetic account of the whole iaoviimiini."~Neiv England •lournal of Education. i -THE SCHOOTj BULLETIX rr/lLICATfOXS- Education of Women 1. The Education of Girlx in the United States, 15y Sara A. Uurstall, Mistress of the Nortli London Collegiate School for Girls. Cloth 12nio, pp. 216. $1.00. 2. Ediicalioii of (rirls and ]Vonienin Great Britain.. ByC. S. Hkemnku. Cloth, 12mo, i)p. 313. %l.m. These two books are based upon invi'stitjations niadi^ in 189,3 in connec- tion with the International Conference on Education. Miss Burstall was sent to America by the trustees of the Gilchrist fund, and her book is one of five published by the trustees to show the condition of education in America at that time. Miss Bremner's work was written at the same time, and for a similar purpose as rejjards Great Britain, but was considerably enlarged, and has been recently published. Both deal with primary, sec- ondary, higher, and technical education. Miss Burstall's book gives chap- ters also to physical education and to coeducation. Both are authoritative, and will be for years the standard authorities on the education of women in the Knglish-speakint; world. Hence they are important not only for school libraries but for the individual student of education, who would know both the history of schools for women and their present conditions. 3. Sex in Mind andin Education. By Henry Maudsley. I'aper. pp. 42. \h cts. " Xo false modesty should forbid the discussion of the vital questions so ably considered in this work ". — California Teacher. " .\ masterly treatment of a delicate subject. Xo paper of an equal number of psiges contains more sound sense and scientific truth blended than are found in this little classic." — N'ew England Journal of Education. 4. \Voman'.t Education and Woman's Health. By George F. and Anna M. Comfort. Cloth, 16mo, pp. 155. $1.00. This is written in opposition to the views of Mr. Maudsley, and in reply to Dr. Clark's "Sex in Education '. It defends the higher education of women from the hygienic standpoint. Dr. Comfort is widely known as long the dean of the Fine Arts College of Syracuse University, and Mrs. Comfort is an eminent physician. .5. The Woman Queation in Europe. .V series of original essays, edited by Theodore Stanton. Cloth, 8vo., pp. 496. $3..^0. This volume presents a series of chapters on the condition of women in England. Germany, Holland, Austria. Xorway, Sweden, Denmark, France. Italy, Spain, Portug;il, Belgium. Switzerland. Russia, I'oland, Bohemia, and the Orient. While the education of women occupies a foremost place, there is also much as to women in tlie industries and the professions, and woman suffrage. The papers were originally written in six different lan- guages, which shows how qualified tlie writers were In speak for tlieir own countries. -STANDARD TE AC HERS' LIBRARY. No. 35 Quick's Educational Eeformers. Its vivacious style makes this the most entertaining of books for teachers. Dr. W'm. T. Harris says : " I have called this book of Jlr. Quick the most valuable history of education in our mother-tongue." We are glad to iresent it in new dress, worthy of its merits. This new edition is a careful reprint of the original London edition with the following additions: (1) Mr. Quick's Pedagogical Auto- biography, written for the Educational Review, and used here by permission. (2) The chapter on Froebel, written by Mr. Quick for the Encyclopaedia Britannica. (3) Portraits, including the following: Arnold Goethe Montaigne Ascham Jacotot Pestalozzi Basedow Kant Quick Colet Lavater Rousseau Comenius Locke Spencer Fellenburg Loyola Sturm Froebel Milton Tobler (4) Illustrations, including the following: Facsimile page from one of Mr. Quick's letters. Facsimile page from one of Peslalozzi's manuscripts, with notes in the handwriting of Ramsauer, Niederer, Tobler, and Kriisi. Janua Linguarum, 3 facsimile pages. Orbis Pictus, 2 facsimile pages. Pestalozzi's birth-place at Zurich. Views of Stanz, Burgdorf, Yverdun, and the schoolhouse at Birr, with Pestalozzi's Memorial. The well-known picture of Ascham and Lady Jane Grey. (.5) Translations of all the passages in French, German, Latin, and Greek, with which the book abounds. These added translations are put at the bottom of the page and are indicated by numbers. In the chapter on Rousseau, the quotations in French make nearly as much matter as the English, so that the chapter might well serve for an e.xercise in learning French by parallel translation, after the methods of Ratich, Locke, or Jacotot. (6) Side-heads, giving the substance of the paragraph. (7) .Additional notes, always in brackets. (8) An index much extended. lUiiio, |)|>. 420. Price postpaid in Manilla 50 cts. ; in Clotli, $1.00. C. AV. BAKDEEN, Publisher, Syracuse, N. Y. CPIMONS OF QUICK S EDUCATIONAL HEFOiniKKS This is anotluT book of Uif- scrips whicli h:is iiukIc tliis " StaiuUird Library" a possibility for tt-achers. There is uothinir new to be said of this noted book, eNcept to eoniinend the enterprise of the publisher in send- ing out this series, anil the wholly satisfactory manner of its publication. — Primary Education. No book upon educational men or measures has had such a sale as Quick's " Educational Reformers."' No book has been so universally used in readinj,' circles. This makes it a genuine public benefit to have it repub- lished in good form at a low price. Mr. Bardeen is the American specialist in the reproduction of foreign pedagogical works. At $1.00 for the cloth edition, and 50 cts. in i)aper, this reprint must find ready and enormous sale in the reading circle fields. This has, in addition to the original Loudon, edition of 1868, Mr. Quick's pedagogical autobiography, and his chapter on Fr(»;bel. Also upwards of twenty portraits of the educational leaders of ye olden time, with many valuable fac-simile pages of letters.— iV. E. J. of E'dn. I can very warmly commend to all teachers the little book published by C. W. Uardeen of Syracuse — Quick's "JSducational Reformers." It is an excellent illustration of what may be compressed into a single volume, as well as an excellent illustration of great skill in condensation. It is one of those hand-books which contain much more than mere information. It is certainly stimulating and helpful towards all sound educational thought and activity. It ought to be on the list of every Teachers' Reading Circle in this country.— Ja?7ie« H. Canfteld, Chancellor University of Ohio. This new edition of Educational Reformers, issued by Mr. Bardeen, is a great improvement over the previous ones and is a first-class specimen of book-making in every particular. At this late day, after the profession has accepted Jlr. Quick's book as a classic, no comments upon his work are needed. This edition, we understand, has been prepared especially for the Ohio State Teachers' Reading Circle. It is a careful reprint of the original London edition, and has a great deal of new matter added, including Mr. Quick's pedagogical biography, an article on Froebel written by Mr. Quick for the Encyclopaedia Britannica, a great number of illustrations and por- traits, translations from all the c;uotations from foreign languages in the book, and other matter for the benefit of the reader. Every teacher ought to have this book in his library. — The Inland Educator. C. W. Bardeen in his 1896 publication of the Reading Circle Edition of Quick's " Educational Reformers " offers a book which has all the worth of the original London Edition, the added charm of almost a personal inter- view with the author, and a letter warm from the master's hand. The fac- simile pages of letters, manuscripts, and notes, the portraits of reformers, and pictures of places celebrated in educational history, make a most fas- cinating book. The original edition without all these arts of the skilled later day publishers, made in the 80's a winter enjoyable though spent on a prairie. To w-hat heights will not the teacher be lifted who penetrates by means of these attractive pages to the very soul of these great educators, and there learns both theory and practice. — Popxilar Educator. -THE SVILOOL AVLLETIX PUBLICATIONS^ American Schools in ForeiCT Eves 1. Methods of Edncation in the United States. By Alice Zimmern, Mistress at the High School for Girls, Tunbridse ^Vells. Cloth, 12mo, pp. 184. $1.00. 2. Graded Schools in the United States of America. By Mary H. Page. Head-mistress of the SVcinners' School, Stamford Hill. Cloth, 12mo, pp. 83, $1.00. 3. The Training of Teacher's in the United States of America. By Amy Blanche Bramwell, Lecturer at the Cambridge Training College for Women Teachers, and H. Millicent Hughes, Head of Training Depart- ment, University College„South Wales. Cloth, 12mo, pp. 210. $1.25. 4. The Education of Girls in the United States. By Sara A. Burstall, Mistress at the North Loudon Collegiate School for Girls. Cloth, 12mo, pp. 216. $1.25. The five ladies who are authors of the four books named above, were sent to the United States in 1893, by the trustees of the Gilchrist fund, and visited schools in Xew York, Philadelphia, Baltimore, New Haven, and Boston and vicinity, as well as Yale, Harvard, Vassar, Smith, Bryn Mawr, and other colleges. Their investigations were keen and are interestingly recorded. We have here the power to see ourselves as others see us, and these volumes are important in every library. 5. Teaching in Three Continents. Personal Notes on the Educational Systems of the World. By W. Catton Grasby. Cloth, 16mo, pp. 244. $1.50. The comparison is among the sj'stems of America, Europe, and Australia. In his introduction to the American edition, Dr. W. T. Harris says : "In this book we have the rare opportunity of seeing our Educational System as it appears to one of our large-minded cousins from the opposite side of the world. * * * In view of this trend of educational manage- ment, the very intelligent criticism of Mr. Grasbj' will be read with profit by all our teachers and school directors." 6. State Education for the People in A7nerica, Europe, India, and Aus- tralia. Cloth, 8vo, pp. 176. $1.25. This volume describes the school systems of the principal nations of the world. The articles are prepared by experts, and the titles are as fol- lows: 1. Ancient Civilization and Modern Education in India; 2. Elemen- tary Education in England; 3. State Education in Scotland; 4. National Education in Ireland; 5. English and Continental Systems Compared; 6. United States anji English Systems Compared: 7. Education in Canada and Australia; 8. Commercial Education: 9. Education and Status of Woman: 10. Technical Instruction and Payment by Results; 11. The English Code of 1890. The whole is followed by a biographical summary and conclusion. No other single volume that has appeared gives so much practical informa- tion as to the school systems of the world at large, and the matter is so con ■Veniently arranged as to be easy of ready reference. -THE SCHOOL BULLKTIX Pl'nf.ICATIOXS Foreign Scliool Systems Described 1. Reports on Elementary Schools, 1S53-18S2. By Matthew Arnold, one lOf her Majesty's Inspectors of Schools. Clolli, 12mo, pp. 3-^2. $3.00. TJie best description any where j;iven of the Knfilish school system, •with criticisms and susssstions useful to schools everywhere. 2. A Day in my Life ; or Kvery day Experience at Eton. Cloth, 16mo, ■pp.184. $1.00. An interesting description of English school lilV. 3. History of the Burgh Schools of Scotland. Ky James Grant. Cloth, :8vo, pp. .571. $3.00. The authoritative history of Scottish free schools. 4. The History of the High School of Edinburgh. Hy William .Steven, D.l). t'loth, 16mo, pp. 610. $2.00. A companion volume to the last. 5. Prussian Schools through American Eyes. By .Tames Russell I'ar- :80NS, .JR. Cloth, 8vo, pp. 91. $1.00. This small volume is the most complete and satisfactory account of Prussian elementary education now accessible to American teachers, and ought to be carefully studied. — Wisconsin Journal of Education. 6. French Schools through American Eyes. By James Russell ['ar- sons, jr. Cloth, 8vo, pp. 130. Illustrated. $1.00. Xo one interested in the American school system should fail to study this exposition, altogether the clearest statement in English of just what these schools are doing. — Neiv England Journal of Education. 7. Teaching in Three Continents. Personal Notes on the Educational Systems of the World. By W. Catton Grasbt. Cloth, 16mo, pp.244. $1.50. The comparison is among the systems of America, Europe, and Australia. In his introduction to the American edition, Dr. W. T. Harris says : "In this book we have the rare opportunity of seeing our Educational System as it appears to one of our large-minded cousins from the opposite side of the world. * * * fu view of this trend of educational manage- ment, the very intelligent criticism of Mr. Grasby will be read with profit by all our teachers and school directors." 8. State Education for the People in America, Europe, India, and Aus- tralia. Cloth, 8vo, pp. 176. Sl.3-^- This volume describes the school systems of the principal nations of the world. The articles are prepared by experts, and the titles ;ire as fol- lows: 1. Ancient Civilization and Modern Education in India: 2. Elemen- tary Education in England: 3. State Education in Scotland; 4. National Education in Ireland: 5. English and Continental Systems Compared: 6. United States and English Systems Compared: 7. Education in Canada and Australia: 8. Commercial Education: 0. Ivlucation and Status of Woman; 10. Technical Instruction and Payment by Results; 11. The English Code of isyo. The whole is followed by a biogra[)hical summary and conclusion. Xo other single volume tliat has appei'red gives so much pr;ictic.il informa- tion as to the school systems of the world .'it l.-irtre. .-iiid tlie matter is so con- veniently arranged as to be easy of ready referenci!. THK SCHOOL BVLLKTIN PUBLK'ATIOXS.- Matthew Arnold, 1822-1888 Arnold's Reports on Elementary Schools. >Iatthe\v Arnold is the most distinguished man of Li'tti.Ts \\ ho has ever __ been connected with the public school system. He was appointed one of Her Majesty's inspectors of schools April 14, 1851, and resigned April 30, 1886, after a service of more than 35 years, in the course of which he made three visits to the continent at the request if successive royal commission's of inquiry Into the English educational system. This volume contains his 19 general reports to the educational department on English elementary schools, omitting matters only of per- sonal or temporary interest. They cover three distinct periods of admin- istration, the original system intro- duced by the minutes of 1846-7, having been greatly modified by the code of 18.52. and entirely transformed by the act of 1870. There are also extracts from his reports on training colleges. Besides thus giving perhaps a better picture than can be found else- where of the English public school system for this period, the reports are interesting as giving the views of a cultured and trained inspector on general subjects of education. That he insists upon the teaching of Eng- lish language and literature was to be expected, but he has much to say of the culture, the certification, and the salaries of teachers, of the health of school-rooms, of what textbooks are and what they should be, of the need of simplicity, of how science may be given in elementary schools, of the prominence given to study of methods in the training colleges, of religious instruction, of domestic economy, music, calisthenics and gymnastics, etc. He opposes the system called payment by results, introduced in 1862. He thinks the grant-examination applies a stimulus of a special and valuable kind, but would not have it applied in the examination of the younger chil- dren, where it reckons as ignorance what is simply natural nervousness. He is loyal throughout to the principle of Aristotle (Pol. viii. 7) which .lowett thus translates : "' Education should be based upon three principles —the mean, the possible, the becoming, these three." The term " mean ", \ised here in the ordinary Aristotelian sense, seems, as applied to element- ary education, to be equivalent to what Mr. Forster called ''a reasonable amount of instruction " : not confined to the three R's on the one hand, nor trenching on the domain of secondary education, on the other. This dis- tinctive English idea is quite different from that whi(;h prevails in America, and these reports have a special interest as exemplifying it. Cloth, IGiTio, pp. 308. T'rice SS.OO. TlIK SCHOOL liULLETlX I'UHLIVATIOXS Pnssian Schools throih AnericaD Eyes Mr. I'lU'soiis \va,s school coininissioucr of Rmissfhier county from lH8ii to 1888, wh«u he was made United States consul at Aix-la-Chapelle. Dur- ing his residence there he enjoyed special facilities and opportunitu^s for information resardinji the Prussian school system, and his report gives a detailed description of the plan of organization and the operation of the schools, which is here presented in a more compact form than any other which is available to American readers.— iVew England Journnl. of Eiln- cation. In short this small volume is the most complete and satisfactory account of Prussian elementary education now accessible to American teachers, and ought to "be carefully studied.— Wisconsin Journal of Education. It is scant praise to say that it is the best account ever written of what Prussian schools are and what they are doing, and it is certain to be the authority for many years to come. — Educational (Jourant. Any one desiring a sufficient and clear statement of just what Prussia is doing to educate the masses of her people will find it here. Everything pertaining to the organization, classification, and instruction of Prussian schools is put forth in clear light. — Ohio Educational Monthly. The r:-port deals only with elementary education, and is of special worth because of the particularity with which it describes the system in use. The rigid and uniform practice in Prussia makes this possible, since the observer is not bothered bj' too much freedom of exercise on the part of the teacher. Seeing one school he sees all. — Atlantic Monthly. There is much that is instructive and worth the earnest consideration of our State legislatures and our teachers of youth in Mr. .Tames Russell Parsons's " Prussian Schools through American Eyes ". The Prussian ele- mentary school system is the oldest, and is generally admitted to be the best in Europe; Mr. Parsons shows pretty conclusively in his admirable report the marked inferiorities of the New York elementary system in com- parison with it. — Xew England Magazine. This book is just what it claims to be. and for that reason helps to fill a want long felt by American teachers interested in European school systems. Its perusal cannot fail to be suggestive because of the many differences that become apparent Isetween Prussian and American schools. The report itself does not undertake such a comparison, except incidentally, but it neces- sarily takes place in the mind of anyone thoroughly aciiuainted with our public school system. That the Prussian schools are superior to our own in many important respects is clear. Tlie fact that the ungraded schools of Prussia compare very favorably with the graded schools is worthy of notice. The effect of the compulsory school law is encouraging to us. The different course of study for the common schools, the more professional character of the normal schools, and the longer tenure of office on the part of teachers, are all subjects of interest and political value to us. — F. M. McMurry, in Annals of the American Academy. Cloth, ©vo, pp. Ol, $1.00. -THE SCHOOL BULLETIX PUBLICATIONS- French Sclmols tlronili Aierican Ejes Students of education should insist that >[r. Parsons should undenalv' for England, for Italy, for Austria, and for the Scandinavian couutrius what he has so admirably done for Prussia and France. His de^ription of ele- mentary education in Prussia is well-known, and the present volume is in every way its equal. — Eduatioiial Review. All students of the French system are grateful to you for your full state- ment. — Wm. T. Harris, LL.D., Commissioner of Education. Mr. Parsons s elaborate account will be full of interest to teachers, and an important addition to the library of educational works bearing Mr. Bar- deen's \m\)nnt.^Northern Christian Advocate. Xo one interested in the American school system should fail to study this exposition, altogether the clearest statement in English of just what these schools are doing. — New Englarid Journal of Education. It contains a great deal of detailed, specific information, unencumbered by idle speculation, and arranged with a clear sense of order. Mr. Parsons's observations, when he does make them, are those of a well-trained observer, and appear to be free from whims and parochial prejudice. — Atlantic Monthly. His report is surprising in the clearness and perspicuity of its state- ments, as well as in its completeness and comprehensiveness, and affords us valuable aid in determining our own procedure. * * * There is an immense amount of information about primary education, including sum- maries of laws, time-tables, courses of instruction, and statistics. — London Journal of Education. yiv. Parsons is a trained observer; he knows how to affix its value to what he sees. Taken in connection with the companion volume on the Prussian Schools and with that by Mr. Prince, named above, these three close studies make together the clearest, most thorough and accurate report we have ever had on what is doing in these schools. They may be relied on to open some eyes that are now shut, and, we hope, to break up that na- tional self-complacency which has for many years been the most serious obstacle to the improvement of our public schools and the public school system. — The Independent. Since JIatthew Arnold's classical report on French Schools to the Eng- lish Parliament, there has been nothing better done than this. It is not, indeed, like ilr. Arnold's admirable work, laid out on literary lines; in form 'it follows that of most similar works: but so comprehensive, so well classi- fied a presentation of facts, with apt apprehension of values, and such clear insight into the principles which govern the several methods, has sel- dom, if ever before, been presented to the public. These are books which will reward every teacher's study, and should be made the subject of thor- ough investigation by all legislators who have to do with the making of laws governing public education. — Evangelist. Cloth, 8vo, Illustrated, pp, ISO. $1.00 THE SCHOOL BULLETIN PVRLJUAriONS The Scliool Bulletin And New York State Educational Journal EHtablished 1S74 34 pages. 9x14 !»1.00 a year The Scliool HulU'lin is one of tin' live oUU-sl ctlui-iitional journals in America, and the only one of lliem iIimi liii.s bi'cn under the same ownership and ninnnsjement from the beu'iniiiii