The History Of Education by Ellwood P. Cubberley (little red riding hood read aloud .txt) 📕

Accordingly, under the influence of the King and against the desires of the liberal leaders, Prussia now changed direction and embarked on a policy of reaction which checked normal educational progress; led to the unsuccessful revolution of 1848 and the subsequent almost fanatical governmental opposition to reforms; and was in large part responsible for the disaster of 1918. It is an interesting speculation as to how different the future German and world history might have been had Prussia and the German States held to the liberal ideas of the earlier period, and drawn their political conceptions from England and the new American nation, rather than from Austria and Russia.

Accordingly, in November, 1817, the Department of Public Instruction was replaced by a Ministry for Spiritual, Educational, and Medical Affairs, and Karl, Baron von Altenstein, was made Minister. He continued in office until his death, [23] in 1840, and his administration was marked by an increasing state centralization and limitation of the earlier plans. In 1819 he codified all previous practices into a general school law for the kingdom. While the King never really approved and issued it, it nevertheless became a basis for future work and is the law so enthusiastically described by Cousin, in 1830 (R. 280). Under his administration the earlier creative enthusiasm and the energy for the execution of great ideas disappeared, and the earlier “stimulating and encouraging attitude on the part of the authorities was now replaced by the timid policy of the drag and the brake.” The earlier preparatory work in the development of Teachers’ Seminaries and the establishment of elementary schools was allowed to continue; Pestalozzian ideas were for a time not seriously restricted; compulsory attendance was more definitely ordered enforced, in 1825; the abolition of tuition fees for Volksschule

education was begun in 1833, but not completed until 1888; and a more careful supervision of schools was instituted, in 1834. The great change was rather in the spirit and direction of the instruction. The early tendency to emphasize nationalism and religious instruction (p. 571) was now stressed, and the liberal aspects of Pestalozzianism were increasingly subordinated to the more formal instruction and to nationalistic ends. The soldier and the priest joined hands in diverting the schools to the creation of intelligent, devout, patriotic, and, above all else, obedient Germans, while the universal military idea, brought in by the successful work of Scharnhorst (p. 567), and retained after the War of Liberation as a survival of the old dynastic and predatory conception of the State, was more and more emphasized in the work of the schools and the life of the citizen. When Horace Mann reported on his visit to the schools of the German States, in 1843, he called attention to this element of weakness (R. 281), as well as to their many elements of strength.

FURTHER INTOLERANCE AND REACTION. The reactionary tendencies which set in after the settlement of Vienna had, by 1840, produced stagnation in the life of the Governments of Europe, and the revolutions of 1848, which broke out in France, Italy, Switzerland, and the different German and Austrian States, were revolts against the reactionary governmental rule and an expression of disappointment at the failure to secure constitutional government. The revolutions were both successful and unsuccessful—successful in that the greater liberty they sought came later on, but unsuccessful at the time. In consequence, immediately following 1848, an even more reactionary educational policy was instituted. University freedom was markedly restricted; the institutions lost their earlier vigor; and the number of students suffered a marked decline in consequence. The secondary schools also felt the new influences. Latin and Greek were made compulsory; uniform programs for work were insisted upon; and Latin in particular was reduced to a grammatical drill that destroyed the spirit of the earlier instruction and put gymnasial teaching back almost to the type made so popular by Sturm.

The few Realschulen, which had continued to exist and were tolerated before, were now treated with positive dislike. In 1859 they were able to force their first official recognition, but only when changed from practical schools for the middle classes to secondary schools, on the same basis as the Gymnasien, and for parallel ends.

It was upon the elementary schools (_Volksschulen_) and the Teachers’

Seminaries that the most severe official displeasure now fell. A number of Volksschule teachers had been connected with the revolutions of 1848, and “over-education” was regarded as responsible. The Teachers’ Seminary at Preslau, which had for long given a high grade of training, was closed, and the head of the Seminary at Berlin, Diesterweg, was dismissed because of his strong advocacy of Pestalozzian ideas. Anything savoring of individualism was especially under the ban. Bitter reproaches were heaped upon the elementary-school teachers, and the new King, Frederick William IV (1840-61) considered their work as the very root of the political evils of the State. To a conference of Seminary teachers, held in 1849 in Berlin, he said: [24]

You and you alone are to blame for all the misery which the last year has brought upon Prussia! The irreligious pseudo-education of the masses is to be blamed for it, which you have been spreading under the name of true wisdom, and by which you have eradicated religious belief and loyalty from the hearts of my subjects and alienated their affections from my person. This sham education, strutting about like a peacock, has always been odious to me. I hated it already from the bottom of my soul before I came to the throne, and, since my accession, I have done everything I could to suppress it. I mean to proceed on this path, without taking heed of any one, and, indeed, no power on earth shall divert me from it.

Thus easily did an autocratic Hohenzollern cast upon the shoulders of others the burden of his own failure to grasp the evolution in political thinking [25] which had taken place in Europe, since 1789. Unfortunately for the future of the German people he was able to force his will upon them.

PROGRESS OF ELEMENTARY EDUCATION AS SHOWN

BY THE DECREASE IN ILLITERACY IN PRUSSIA, BY PROVINCES

(From Rep. U.S. Com. Educ., 1890-1900, I, p. 781) Provinces 1841 1864-65 1881 1894-95

Per cent. Per cent. Per cent. Per cent.

East Prussia / 7.05 .99

15.33 16.54

West Prussia / 8.79 1.23

Brandenburg 2.47 .96 .32 .06

Pomerania 1.23 1.47 .43 .12

Posen 41.00 16.90 9.97 .98

Silesia 9.22 3.78 2.33 .43

Saxony 1.19 .49 .28 .09

Westphalia 2.14 1.03 .60 .02

Rhenish Prussia 7.06 1.13 .23 .05

Hohenzollern .00 .00 .00 .00

===== ===== ===== =====

The State 9.30 5.52 2.38 .33

In 1854 new “Regulations” were issued which put the course of instruction for elementary schools back to the days of Frederick the Great. The one-class rural elementary school was made the standard. Everything beyond reading, writing, a little arithmetic, and religious instruction in strict accordance with the creeds of the Church, was considered as superfluous, and was to be allowed only by special permit. The elimination of illiteracy, the creation of obedient citizens, and the nationalizing of new elements became the aim of the schools.

The instruction in the Teachers’ Seminaries was reduced to the merest necessities, and they were given clearly to understand that they were to train teachers, and not to prepare educated men. All theory of education, all didactics, all psychology were eliminated. A return was made to the subject-matter theory of education, and a limited subject-matter at that, and it once more became the business of the teacher to see that this was carefully learned. Religious instruction naturally once more came to hold a place of first importance. Similar reactionary movements took place in other German States, all being sensitive to the reactionary spirit of the time and the leadership of Austria and Prussia.

THE MODERN GERMAN EDUCATIONAL PURPOSE. After about 1860, largely in response to modern scientific and industrial forces among a people turning from agriculture toward industrialism, a slight relaxation of the reactionary legislation began to be evident. This expressed itself chiefly in a diminution of the time given to memoriter work in religion, and the introduction in its place of work in German history and geography, with some work in natural science. In the Teachers’ Seminaries instruction in German literature, formerly rigidly excluded, was now added. It was not, however, until after the unification of Germany, following the Franco-Prussian War, and the creation of Imperial Germany under the directive guidance of Bismarck, that any real change took place. Then the changes were due to new political, religious, social, industrial, and economic forces which belong to the later period of German history.

In 1872 a new law gave to the Prussian elementary schools a new course of study; reasserted the authority of the State in education; extended the control of the public authorities; and made the State instead of the Church the authority even for their religious instruction. [26] The schools were now to be used as of old to build up and strengthen the nation, but particularly to support the new Prussian idea as to the work and function of the State. Realien were given a new prominence, because of new industrial needs, and the instruction in religion was revamped. The old memoriter work was greatly reduced, and in its place an emotional and political emphasis was given to the religious instruction. To make the school of the people an instrument for fighting the growth of social democracy, and a support for the throne and government, instruction in religion was “placed in the center of the teacher’s work,” and teachers were given to understand that they were “members of an educational army and expected loyally to follow the flag.” The secondary schools also were redirected. A new emphasis on scientific subjects and modern languages replaced the earlier emphasis on Greek. The Emperor interfered (R. 368) to force a revision of the gymnasial programs better to adapt them to modern needs. In particular were the universities of all the States unified and nationalized, and great technical universities created. Science, commerce, technical work, modern languages, and government were stressed in the instruction of the leaders.

Deciding clearly where the nation was to go and the route it was to follow, and that education for national ends was one of the important means to be employed, the different parts of the educational systems in the States—elementary schools, secondary schools, universities, normal schools, professional schools, technical schools, continuation schools—

were carefully integrated into a unified state system, thoroughly national in spirit, and given a definite function to perform in the work which the Nation set itself to carry through. Nowhere have teachers been so well trained to play their part in a national plan, and nowhere have teachers acquitted themselves more worthily, from the point of view of the Government. As Alexander [27] has well said: During the nineteenth century the leaders of Germany decided that Germany should assume leadership in the world in every line of endeavor, particularly in commerce and world power. They set this as the very definite goal of their national ambition. The next question was how that aim could be accomplished. It was to be done through education. Accordingly school systems were organized with this aim in view. In a State such as the Germans proposed building there were be