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

Neither had any sympathy with the colleges and grammar schools of the time (R. 214), and both rejected the school for the private tutor. This tutor must be selected with great care, and first of all must be a well-bred gentleman—a man, as Montaigne says, “who has rather a well-made than a well-filled head” (R. 215). Locke cautions that “one fit to educate and form the Mind of a young Gentleman is not every where to be found,” and of the common type of teacher he asks, “When such an one has empty’d out into his Pupil all the Latin and Logick he has brought from the University, will that Furniture make him a fine Gentleman?” (R. 216).

Both condemn the school training of their time, and both urge that the tutor train the judgment and the understanding rather than the memory. To impart good manners rather than mere information, and to train for life in the world rather than for the life of a scholar, seem to both of fundamental importance in the education of a boy. “The great world,” says Montaigne, “is the mirror wherein we are to behold ourselves. In short, I would have this to be the book my young gentleman should study with the most attention.” “Latin and Learning,” says Locke, “make all the Noise; and the main Stress is laid upon Proficiency in Things a great Part whereof belong not to a Gentleman’s Calling; which is to have the Knowledge of a Man of Business, a Carriage suitable to his Rank, and to be eminent and useful to his Country, according to his Station” (R. 216).

Both emphasized the importance of travel abroad as an important factor in the education of a gentleman.

THEIR PLACE IN THE HISTORY OF EDUCATION. Both Montaigne and Locke were concerned alone with the education of the sons of gentlemen, individuals now coming rapidly into prominence to dispute place in the world of affairs with the higher nobility on the one hand and the clergy on the other. With the education of any other class Montaigne never concerned himself. As for Locke, he was later appointed a King’s Commissioner, with certain oversight of the poor, and for the education of the children of such he drew up a careful report which, in true English fashion, provided for their training in workhouses and their apprenticeship to a trade (R.

217). He wrote nothing with regard to the education of the children of middle-class workers and tradesmen. Both authors also deal entirely with the work of a tutor, and not with the work of a teacher in a school.

Neither deals specifically with elementary education, but rather with what, in Europe, would be called the secondary-school period in the education of a boy. Locke was extensively read by the gentry of England, as expressive of the best current practice of their class, and his ideas as to education were also of some influence in shaping the instruction of the nonconformist teachers in the academies there. His place in the history of education is also of some importance, as we shall point out later, for the disciplinary theory of education which he set forth. Still more, Locke later exerted a deep influence on the writings of Rousseau (chapter XXI), and hence helped materially to shape modern educational theory.

[Illustration: FIG. 124. JOHN LOCKE (1631-1704)]

THE NEW SCHOOLS FOR THE SONS OF THE GENTRY. Both Montaigne and Locke, in their emphasis on the importance of a practical education for the social and political demands of a gentleman concerned with the affairs of the modern world, represent a still further reaction against the humanistic schools of the time than did the humanistic realists whom we have just considered. Still more, both are expressive of the attitude of the nobility and gentry of the time, who had almost deserted the schools as pedantic institutions of little value. France was then the great country of Europe, and French language, French political ideas, French manners, and French tutors found their way into all neighboring lands. A new social and political ideal was erected—that of the polished man of the world, who could speak French, had traveled, knew history and politics, law and geography, heraldry and genealogy, some mathematics and physics with their applications, could use the sword and ride, was adept in games and dancing, and was skilled in the practical affairs of life.

[Illustration: FIG. 125. AN ACADEMIE DES ARMES

From an early eighteenth-century Parisian poster, advertising an Academy.]

To give such training the French created numerous Academies in their cities. A writer of 1649 states that there were twelve such institutions at that time in Paris alone. Not infrequently some nobleman was at the head. Boys were first educated at home by tutors, and then sent to the Academy to be trained in riding, the military arts, fortification, mathematics, the modern languages, and the many graces of a gentleman. The Englishman, John Evelyn, who was in France in 1644, thus describes the French Academies:

At the Palais Cardinal in Paris I frequently went to see them ride and exercise the Greate Horse, especially at the Academy of Monsieur du Plessis, and de Veau, whose scholes of that art are frequented by the Nobility; and here also young gentlemen are taught to fence, daunce, play on musiq, and something in fortifications and mathematics.

At Richelieu, near Tours, belongs an Academy where besides the exercise of the horse, armes, dauncing, etc., all the sciences are taught in the vulgar French by Professors stipendiated by the great Cardinal. The Academy of Juilly included some study of physical science, mathematics, geography, heraldry, French history, Italian, and Spanish, besides the riding and gentlemanly arts.

In England the tutor in the home became the type form for the education of the sons of a gentleman, the boys frequently being sent abroad to complete their education. In German lands, which in the seventeenth century were in close sympathy with French life and thought, Heidelberg being a center for the dissemination of French ideas, the French academy idea was copied, and what were called Ritterakademieen (knightly academies) were founded in the numerous court cities [2] for the education, along such lines, of the sons of the many grades of the German nobility. Between 1620 and 1780, before the rise of the German nationalistic movement which sought to replace French ideas by native German culture, was the great period of these German court schools, and during this period they bestowed on the sons of the German nobility the courtly and military education of the French academies. The education of the nobility was in consequence segregated from the intellectual life of other classes. “Gallants” and “pedants” were the respective outputs of the two types of schools.

III. SENSE REALISM

THE NEW EDUCATIONAL AIMS OF THIS GROUP. This represented a still further and more important step in advance than either of the preceding. In a very direct way sense realism in education was an outgrowth of the organizing work of Francis Bacon. Its aim was:

(1) To apply the same inductive method formulated by Bacon for the sciences to the work of education, with a view to organizing a general method which would greatly simplify the instructional process, reduce educational work to an organized system, and in consequence effect a great saving of time; and

(2) To replace the instruction in Latin by instruction in the vernacular, [3] and to substitute new scientific and social studies, deemed of greater value for a modern world, for the excessive devotion to linguistic studies.

The sixteenth century had been essentially a period of criticism in education, and the leading thinkers on education, as in other lines of intellectual activity, were not in the schools. In the seventeenth century we come to a new group of men who attempted to think out and work out in practice the ideas advanced by the critics of the preceding period. In the seventeenth century we have, in consequence, the first serious attempt to formulate an educational method since the days of the Athenian Greeks and the treatise of Quintilian.

The possibility of formulating an educational method that would simplify the educational process and save time in instruction, appealed to a number of thinkers, in different lands. This group of thinkers, due to their new methods of attack and thought, the German historian of education, Karl von Raumer, has called Innovators. The chief pedagogical ideas of the Innovators were:

1. That education should proceed from the simple to the complex, and the concrete to the abstract.

2. That things should come before rules.

3. That students should be taught to analyze, rather than to construct.

4. That each student should be taught to investigate for himself, rather than to accept or depend upon authority.

5. That only that should be memorized which is clearly understood and of real value.

6. That restraint and coercion should be replaced by interest in the studies taught.

7. That the vernacular should be used as the medium for all instruction.

8. That the study of real things should precede the study of words about things.

9. That the order and course of Nature be discovered, and that a method of teaching based on this then be worked out.

10. That physical education should be introduced for the sake of health, and not merely to teach gentlemanly sports.

11. That all should be provided with the opportunity for an education in the elements of knowledge. This to be in the vernacular.

12. That Latin and Greek be taught only to those likely to complete an education, and then through the medium of the mother tongue.

13. That a uniform and scientific method of instruction could be worked out, which would reduce education to a science and serve as a guide for teachers everywhere.

The Englishman, Francis Bacon, whom we have previously considered; the German, Wolfgang Ratichius (or Ratke); and the Moravian bishop and teacher, Johann Amos Comenius, stand as perhaps the clearest examples of this organizing tendency in education. Ratke and Comenius will be considered here as types.

WOLFGANG RATKE. Bacon had believed that the new scientific knowledge should be incorporated into the instruction of the schools, and had suggested, in his Advancement of Learning (1603-05), a broader course of study for them, and better facilities for scientific investigation and teaching. While Bacon was not a teacher and did not write specifically on school instruction, his writings nevertheless deeply influenced many of those who followed his thinking.

The first writer to apply Bacon’s ideas to education and to attempt to evolve a new method and a new course of instruction was a German, by the name of Wolfgang Ratke (1571-1635). While studying in England he had read Bacon’s Advancement of Learning, and from Bacon’s suggestions Ratke tried to work out a new method of instruction. This he offered, and with much secrecy, unsuccessfully for sale at various German courts. Finally he issued an “Address” to the princes of Germany, assembled at an Electoral Diet at Frankfurt-am-Main, in 1612. In this he told them of his new method, which followed Nature, and declared that it was “fraught with momentous consequences” for mankind. He claimed that he could: 1. By using the German language in the earlier years: (a) Bring about the use of one common language among the German people, and thus lay the basis for unity in government and religion;

(b) Impart to children a knowledge of the useful arts and sciences.

2. Teach Latin. Greek, and Hebrew better, and in far less time, than had previously been required for one language only.

This method he offered to sell to the princes, and he would impart it only on the promise