The History Of Education The Project Gutenberg EBook of THE HISTORY OF EDUCATION, by ELLWOOD P. CUBBERLEY Copyright laws are changing all over the world. Be sure to check the copyright laws for your country before downloading or redistributing this or any other Project Gutenberg eBook. This header should be the first thing seen when viewing this Project Gutenberg file. Please do not remove it. Do not change or edit the header without written permission. Please read the "legal small print," and other information about the eBook and Project Gutenberg at the bottom of this file. Included is important information about your specific rights and restrictions in how the file may be used. You can also find out about how to make a donation to Project Gutenberg, and how to get involved. **Welcome To The World of Free Plain Vanilla Electronic Texts** **eBooks Readable By Both Humans and By Computers, Since 1971** *****These eBooks Were Prepared By Thousands of Volunteers!***** Title: THE HISTORY OF EDUCATION Author: ELLWOOD P. CUBBERLEY Release Date: February, 2005 [EBook #7521] [This file was first posted on May 13, 2003] Edition: 10 Language: English Character set encoding: ISO Latin-1 *** START OF THE PROJECT GUTENBERG EBOOK, THE HISTORY OF EDUCATION *** Anne Soulard, Charles Franks and the Online Distributed Proofreading Team. THE HISTORY OF EDUCATION EDUCATIONAL PRACTICE AND PROGRESS CONSIDERED AS A PHASE OF THE DEVELOPMENT AND SPREAD OF WESTERN CIVILIZATION BY ELLWOOD P. CUBBERLEY TO MY WIFE FOR THIRTY YEARS BEST OF COMPANIONS IN BOTH WORK AND PLAY PREFACE The present volume, as well as the companion volume of Readings, arose out of a practical situation. Twenty-two years ago, on entering Stanford University as a Professor of Education and being given the The History Of Education 1 history of the subject to teach, I found it necessary, almost from the first, to begin the construction of a Syllabus of Lectures which would permit of my teaching the subject more as a phase of the history of the rise and progress of our Western civilization than would any existing text. Through such a study it is possible to give, better than by any other means, that vision of world progress which throws such a flood of light over all our educational efforts. The Syllabus grew, was made to include detailed citations to historical literature, and in 1902 was published in book form. In 1905 a second and an enlarged edition was issued, [1] and these volumes for a time formed the basis for classwork and reading in a number of institutions, and, though now out of print, may still be found in many libraries. At the same time I began the collection of a series of short, illustrative sources for my students to read. It had been my intention, after the publication of the second edition of the Syllabus, to expand the outline into a Text Book which would embody my ideas as to what university students should be given as to the history of the work in which they were engaged. I felt then, and still feel, that the history of education, properly conceived and presented, should occupy an important place in the training of an educational leader. Two things now happened which for some time turned me aside from my original purpose. The first was the publication, late in 1905, of Paul Monroe's very comprehensive and scholarly Text Book in the History of Education, and the second was that, with the expansion of the work in education in the university with which I was connected, and the addition of new men to the department, the general history of education was for a time turned over to another to teach. I then began, instead, the development of that introductory course in education, dealing entirely with American educational history and problems, out of which grew my Public Education in the United States. The second half of the academic year 1910-11 I acted as visiting Lecturer on the History of Education at both Harvard University and Radcliffe College, and while serving in this capacity I began work on what has finally evolved into the present volume, together with the accompanying book of illustrative Readings. Other duties, and a deep interest in problems of school administration, largely engaged my energies and writing time until some three years ago, when, in rearranging courses at the university, it seemed desirable that I should again take over the instruction in the general history of education. Since then I have pushed through, as rapidly as conditions would permit, the organization of the parallel book of sources and documents, and the present volume of text. In doing so I have not tried to prepare another history of educational theories. Of such we already have a sufficient number. Instead, I have tried to prepare a history of the progress and practice and organization of education itself, and to give to such a history its proper setting as a phase of the history of the development and spread of our Western civilization. I have especially tried to present such a picture of the rise, struggle for existence, growth, and recent great expansion of the idea of the improvability of the race and the elevation and emancipation of the individual through education as would be most illuminating and useful to students of the subject. To this end I have traced the great forward steps in the emancipation of the intellect of man, and the efforts to perpetuate the progress made through the organization of educational institutions to pass on to others what had been attained. I have also tried to give a proper setting to the great historic forces which have shaped and moulded human progress, and have made the evolution of modern state school systems and the world-wide spread of Western civilization both possible and inevitable. To this end I have tried to hold to the main lines of the story, and have in consequence omitted reference to many theorists and reformers and events and schools which doubtless were important in their land and time, but the influence of which on the main current of educational progress was, after all, but small. For such omission I have no apology to make. In their place I have introduced a record of world events and forces, not included in the usual history of education, which to me seem important as having contributed materially to the shaping and directing of intellectual and educational progress. While in the treatment major emphasis has been given to modern times, I have nevertheless tried to show how all modern education has been after all a development, a culmination, a flowering-out of forces and impulses which go far back in history for their origin. In a civilization such as we of to-day enjoy, with roots so deeply embedded in the past as is ours, any The History Of Education 2 adequate understanding of world practices and of present-day world problems in education calls for some tracing of development to give proper background and perspective. The rise of modern state school systems, the variations in types found to-day in different lands, the new conceptions of the educational purpose, the rise of science study, the new functions which the school has recently assumed, the world- wide sweep of modern educational ideas, the rise of many entirely new types of schools and training within the past century these and many other features of modern educational practice in progressive nations are better understood if viewed in the light of their proper historical setting. Standing as we are to-day on the threshold of a new era, and with a strong tendency manifest to look only to the future and to ignore the past, the need for sound educational perspective on the part of the leaders in both school and state is given new emphasis. To give greater concreteness to the presentation, maps, diagrams, and pictures, as commonly found in standard historical works, have been used to an extent not before employed in writings on the history of education. To give still greater concreteness to the presentation I have built up a parallel volume of Readings, containing a large collection of illustrative source material designed to back up the historical record of educational development and progress as presented in this volume. The selections have been fully cross-referenced (R. 129; R. 176; etc.) in the pages of the Text. Depending, as I have, so largely on the companion volume for the necessary supplemental readings, I have reduced the chapter bibliographies to a very few of the most valuable and most commonly found references. To add to the teaching value of the book there has been appended to each chapter a series of questions for discussion, bearing on the Text, and another series of questions bearing on the Readings to be found in the companion volume. In this form it is hoped that the Text will be found good in teaching organization; that the treatment may prove to be of such practical value that it will contribute materially to relieve the history of education from much of the criticism which the devotion in the past to the history of educational theory has brought upon it; and that the two volumes which have been prepared may be of real service in restoring the subject to the position of importance it deserves to hold, for mature students of educational practice, as the interpreter of world progress as expressed in one of its highest creative forms. ELLWOOD P. CUBBERLEY _Stanford University, Cal. September_ 4, 1920 CONTENTS INTRODUCTION: THE SOURCES OF OUR CIVILIZATION PART I THE ANCIENT WORLD FOUNDATION ELEMENTS OF OUR WESTERN CIVILIZATION GREECE ROME CHRISTIANITY CHAPTER I. THE OLD GREEK EDUCATION I. GREECE AND ITS PEOPLE II. EARLY EDUCATION IN GREECE CHAPTER II. LATER GREEK EDUCATION III. THE NEW GREEK EDUCATION PART I THE ANCIENT WORLD 3 CHAPTER III. THE EDUCATION AND WORK OF ROME I. THE ROMANS AND THEIR MISSION II. THE PERIOD OF HOME EDUCATION III. THE TRANSITION TO SCHOOL EDUCATION IV. THE SCHOOL SYSTEM AS FINALLY ESTABLISHED V. ROME'S CONTRIBUTION TO CIVILIZATION CHAPTER IV. THE RISE AND CONTRIBUTION OF CHRISTIANITY I. THE RISE AND VICTORY OF CHRISTIANITY II. EDUCATIONAL AND GOVERNMENTAL ORGANIZATION OF THE EARLY CHURCH III. WHAT THE MIDDLE AGES STARTED WITH PART II THE MEDIAEVAL WORLD THE DELUGE OF BARBARISM; THE MEDIAEVAL STRUGGLE TO PRESERVE AND REËSTABLISH CIVILIZATION CHAPTER V. NEW PEOPLES IN THE EMPIRE CHAPTER VI. EDUCATION DURING THE EARLY MIDDLE AGES I. CONDITION AND PRESERVATION OF LEARNING CHAPTER VII. EDUCATION DURING THE EARLY MIDDLE AGES I. SCHOOLS ESTABLISHED AND INSTRUCTION PROVIDED CHAPTER VIII. INFLUENCES TENDING TOWARD A REVIVAL OF LEARNING I. MOSLEM LEARNING FROM SPAIN II. THE RISE OF SCHOLASTIC THEOLOGY III. LAW AND MEDICINE AS NEW STUDIES IV. OTHER NEW INFLUENCES AND MOVEMENTS CHAPTER III. 4 CHAPTER IX. THE RISE OF THE UNIVERSITIES PART III THE TRANSITION FROM MEDIAEVAL TO MODERN ATTITUDES THE RECOVERY OF THE ANCIENT LEARNING; THE REAWAKENING OF SCHOLARSHIP; AND THE RISE OF RELIGIOUS AND SCIENTIFIC INQUIRY CHAPTER X. THE REVIVAL OF LEARNING CHAPTER XI. EDUCATIONAL RESULTS OF THE REVIVAL OF LEARNING CHAPTER XII. THE REVOLT AGAINST AUTHORITY CHAPTER XIII. EDUCATIONAL RESULTS OF THE PROTESTANT REVOLTS I. AMONG LUTHERANS AND ANGLICANS CHAPTER XIV. EDUCATIONAL RESULTS OF THE PROTESTANT REVOLTS II. AMONG CALVINISTS AND CATHOLICS CHAPTER XV. EDUCATIONAL RESULTS OF THE PROTESTANT REVOLTS III. THE REFORMATION AND CHAPTER IX. 5 AMERICAN EDUCATION CHAPTER XVI. THE RISE OF SCIENTIFIC INQUIRY CHAPTER XVII. THE NEW SCIENTIFIC METHOD AND THE SCHOOLS I. HUMANISTIC REALISM II. SOCIAL REALISM III. SENSE REALISM IV. REALISM AND THE SCHOOLS CHAPTER XVIII. THEORY AND PRACTICE BY THE MIDDLE OF THE EIGHTEENTH CENTURY I. PRE-EIGHTEENTH-CENTURY EDUCATIONAL THEORIES II. MID-EIGHTEENTH-CENTURY EDUCATIONAL CONDITIONS PART IV MODERN TIMES THE ABOLITION OF PRIVILEGE; THE RISE OF DEMOCRACY; A NEW THEORY FOR EDUCATION EVOLVED; THE STATE TAKES OVER THE SCHOOL CHAPTER XIX. THE EIGHTEENTH A TRANSITION CENTURY I. WORK OF THE BENEVOLENT DESPOTS OF CONTINENTAL EUROPE II. THE UNSATISFIED DEMAND FOR REFORM IN FRANCE III. ENGLAND THE FIRST DEMOCRATIC NATION IV. INSTITUTION OF CONSTITUTIONAL GOVERNMENT AND RELIGIOUS FREEDOM IN AMERICA V. THE FRENCH REVOLUTION SWEEPS AWAY ANCIENT ABUSES CHAPTER XX. THE BEGINNINGS OF NATIONAL EDUCATION I. NEW CONCEPTIONS OF THE EDUCATIONAL PURPOSE II. THE NEW STATE THEORY IN FRANCE III. THE NEW STATE THEORY IN AMERICA CHAPTER XV. 6 CHAPTER XXI. A NEW THEORY AND SUBJECT-MATTER FOR THE ELEMENTARY SCHOOL I. THE NEW THEORY STATED II. GERMAN ATTEMPTS TO WORK OUT A NEW THEORY III. THE WORK AND INFLUENCE OF PESTALOZZI IV. REDIRECTION OF THE ELEMENTARY SCHOOL CHAPTER XXII. NATIONAL ORGANIZATION IN PRUSSIA I. THE BEGINNINGS OF NATIONAL ORGANIZATION II. A STATE SCHOOL SYSTEM AT LAST CREATED CHAPTER XXIII. NATIONAL ORGANIZATION IN FRANCE AND ITALY I. NATIONAL ORGANIZATION IN FRANCE II. NATIONAL ORGANIZATION IN ITALY CHAPTER XXIV. THE STRUGGLE FOR NATIONAL ORGANIZATION IN ENGLAND I. THE CHARITABLE-VOLUNTARY BEGINNINGS II. THE PERIOD OF PHILANTHROPIC EFFORT (1800-33) III. THE STRUGGLE FOR NATIONAL EDUCATION IV. THE DEVELOPMENT OF A NATIONAL SYSTEM CHAPTER XXV. AWAKENING AN EDUCATIONAL CONSCIOUSNESS IN THE UNITED STATES I. EARLY NATIONAL ATTITUDES AND INTERESTS II. AWAKENING AN EDUCATIONAL CONSCIOUSNESS III. SOCIAL, POLITICAL, AND ECONOMIC INFLUENCES IV. ALIGNMENT OF INTERESTS, AND PROPAGANDA CHAPTER XXVI. THE AMERICAN BATTLE FOR FREE STATE SCHOOLS I. THE BATTLE FOR TAX SUPPORT II. THE BATTLE TO ELIMINATE THE PAUPER-SCHOOL IDEA III. THE BATTLE TO MAKE THE SCHOOLS ENTIRELY FREE IV. THE BATTLE TO ESTABLISH SCHOOL SUPERVISION V. THE BATTLE TO ELIMINATE SECTARIANISM VI. THE BATTLE TO ESTABLISH THE AMERICAN HIGH SCHOOL VII. THE STATE UNIVERSITY CROWNS THE SYSTEM CHAPTER XXI. 7 CHAPTER XXVII. EDUCATION BECOMES A GREAT NATIONAL TOOL I. SPREAD OF THE STATE-CONTROL IDEA II. NEW MODIFYING FORCES III. EFFECT OF THESE CHANGES ON EDUCATION CHAPTER XXVIII. NEW CONCEPTIONS OF THE EDUCATIONAL PROCESS I. THE PSYCHOLOGICAL ORGANIZATION OF ELEMENTARY INSTRUCTION II. NEW IDEAS FROM HERBARTIAN SOURCES III. THE KINDERGARTEN, PLAY, AND MANUAL ACTIVITIES IV. THE ADDITION OF SCIENCE STUDY V. SOCIAL MEANING OF THESE CHANGES CHAPTER XXIX. NEW TENDENCIES AND EXPANSIONS I. POLITICAL II. SCIENTIFIC III. VOCATIONAL IV. SOCIOLOGICAL V. THE SCIENTIFIC ORGANIZATION OF EDUCATION CONCLUSION: THE FUTURE LIST OF PLATES 1. THE CLOISTERS OF A MONASTERY, NEAR FLORENCE, ITALY 2. THE LIBRARY OF THE CHURCH OF SAINT WALLBERG, AT ZUTPHEN, HOLLAND 3. SAINT THOMAS AQUINAS 4. A LECTURE ON THEOLOGY BY ALBERTUS MAGNUS 5. STRATFORD-ON-AVON GRAMMAR SCHOOL 6. EDUCATIONAL LEADERS IN PROTESTANT GERMANY 7. THE FREE SCHOOL AT HARROW 8. MAP SHOWING THE SPREAD OF JESUIT SCHOOLS IN NORTHERN TERRITORY BY THE YEAR 1725 9. TWO TABLETS ON THE WEST GATEWAY AT HARVARD UNIVERSITY 10. JOHN AMOS COMENIUS (1592-1670) 11. JOHANN HEINRICH PESTALOZZI 12. FELLENBERG'S INSTITUTE AT HOFWYL 13. TWO LEADERS IN THE REGENERATION OF PRUSSIA 14. FRANCOIS PIERRE GUILLAUME GUIZOT (1787-1874) 15. JOHN POUNDS' RAGGED SCHOOL AT PORTSMOUTH 16. AN ENGLISH VILLAGE VOLUNTARY SCHOOL 17. TWO LEADERS IN THE EDUCATIONAL AWAKENING IN THE UNITED STATES 18. TWO LEADERS IN THE REORGANIZATION OF EDUCATIONAL THEORY LIST OF FIGURES 1. THE GREEK CONCEPTION OF THE WORLD 2. ANCIENT GREECE AND THE AEGEAN WORLD 3. THE CITY-STATE OF ATTICA 4. DISTRIBUTION OF THE POPULATION OF ATHENS AND ATTICA, ABOUT 430 B.C. 5. A GREEK BOY 6. AN ATHENIAN INSCRIPTION 7. GREEK WRITING-MATERIALS 8. A GREEK COUNTING-BOARD 9. AN ATHENIAN SCHOOL 10. GREEK SCHOOL LESSONS 11. GROUND-PLAN OF THE GYMNASIUM AT EPHESOS, IN ASIA MINOR 12. SOCRATES (469-399 B.C.) 13. EVOLUTION OF THE GREEK UNIVERSITY 14. THE GREEK UNIVERSITY WORLD 15. THE KNOWN WORLD ABOUT 150 A.D. 16. THE EARLY PEOPLES OF ITALY, AND THE EXTENSION OF THE ROMAN POWER 17. THE PRINCIPAL ROMAN ROADS 18. THE GREAT EXTENT OF THE ROMAN EMPIRE 19. A ROMAN FATHER INSTRUCTING HIS SON 20. CATO THE ELDER (234-148 B.C.) 21. ROMAN WRITING-MATERIALS 22. A ROMAN COUNTING-BOARD 23. A ROMAN PRIMARY SCHOOL 24. A ROMAN SCHOOL OF RHETORIC 25. CHAPTER XXVII. 8 THE ROMAN VOLUNTARY EDUCATIONAL SYSTEM, AS FINALLY EVOLVED 26. ORIGIN OF OUR ALPHABET 27. THE GROWTH OF CHRISTIANITY TO THE END OF THE FOURTH CENTURY 28. A BISHOP 29. A BENEDICTINE MONK, ABBOT, AND ABBESS 30. SHOWING THE FINAL DIVISION OF THE EMPIRE AND THE CHURCH 31. A BODYGUARD OF GERMANS 32. THE GERMAN MIGRATIONS 33. THE KNOWN WORLD IN 800 34. A GERMAN WAR CHIEF 35. ROMANS DESTROYING A GERMAN VILLAGE 36. A PAGE OF THE GOTHIC GOSPELS 37. A TYPICAL MONASTERY OF SOUTHERN EUROPE 38. BIRD'S-EYE VIEW OF A MEDIEVAL MONASTERY 39. INITIAL LETTER FROM AN OLD MANUSCRIPT 40. A MONK IN A SCRIPTORIUM 41. CHARLEMAGNE'S EMPIRE, AND THE IMPORTANT MONASTERIES OF THE TIME 42. WHERE THE DANES RAVAGED ENGLAND 43. AN OUTER MONASTIC SCHOOL 44. THE MEDIAEVAL SYSTEM OF EDUCATION SUMMARIZED 45. A SCHOOL: A LESSON IN GRAMMAR 46. AN ANGLO-SAXON MAP OF THE WORLD 47. AN EARLY CHURCH MUSICIAN 48. A SQUIRE BEING KNIGHTED 49. A KNIGHT OF THE TIME OF THE FIRST CRUSADE 50. EVOLUTION OF EDUCATION DURING THE EARLY MIDDLE AGES 51. SHOWING CENTERS OF MOSLEM LEARNING 52. ARISTOTLE 53. THE CATHEDRAL OF NOTRE DAME, AT PARIS 54. THE CITY-STATES OF NORTHERN ITALY 55. FRAGMENT FROM THE RECOVERED "DIGEST" OF JUSTINIAN 56. THE FATHER OF MEDICINE, HIPPOCRATES OF COS 57. A PILGRIM OF THE MIDDLE AGES 58. A TYPICAL MEDIAEVAL TOWN (PRUSSIAN) 59. THE EDUCATIONAL PYRAMID 60. TRADE ROUTES AND COMMERCIAL CITIES 61. SHOWING LOCATION OF THE CHIEF UNIVERSITIES FOUNDED BEFORE 1600 62. SEAL OF A DOCTOR, UNIVERSITY OF PARIS 63. NEW COLLEGE, AT OXFORD 64. A LECTURE ON CIVIL LAW BY GUILLAUME BENEDICTI 65. LIBRARY OF THE UNIVERSITY OF LEYDEN, IN HOLLAND 66. A UNIVERSITY DISPUTATION 67. A UNIVERSITY LECTURE AND LECTURE ROOM 68. PETRARCH (1304-74) 69. BOCCACCIO (1313-75) 70. DEMETRIUS CHALCONDYLES (1424-1511) 71. BOOKCASE AND DESK IN THE MEDICEAN LIBRARY AT FLORENCE 72. TWO EARLY NORTHERN HUMANISTS 73. AN EARLY SIXTEENTH-CENTURY PRESS 74. AN EARLY SPECIMEN OF CAXTON'S PRINTING 75. THE WORLD AS KNOWN TO CHRISTIAN EUROPE BEFORE COLUMBUS 76. SAINT ANTONINUS AND HIS SCHOLARS 77. TWO EARLY ITALIAN HUMANIST EDUCATORS 78. GUILLAUME BUDAEUS (1467-1540) 79. COLLÈGE DE FRANCE 80. JOHANN REUCHLIN (1455-1522) 81. JOHANN STURM (1507-89) 82. DESIDERIUS ERASMUS (1467-1536) 83. SAINT PAUL'S SCHOOL, LONDON 84. GIGGLESWICK GRAMMAR SCHOOL 85. THE EVOLUTION OF MODERN STUDIES 86. JOHN WYCLIFFE (1320?-84) 87. RELIGIOUS WARFARE IN BOHEMIA 88. SHOWING THE RESULTS OF THE PROTESTANT REVOLTS 89. HULDREICH ZWINGLI (1487-1531) 90. JOHN CALVIN (1509-64) 91. A FRENCH PROTESTANT (c. 1600) 92. TWO EARLY VERNACULAR SCHOOLS 93. THE FIRST PAGE OF WYCLIFFE'S BIBLE 94. LUTHER GIVING INSTRUCTION 95. JOHANNES BUGENHAGEN (1485-1558) 96. EVOLUTION OF GERMAN STATE SCHOOL CONTROL 97. A CHAINED BIBLE 98. A FRENCH SCHOOL OF THE SEVENTEENTH CENTURY 99. A DUTCH VILLAGE SCHOOL 100. JOHN KNOX (1505?-72) 101. IGNATIUS DE LOYOLA (1491-1556) 102. PLAN OF A JESUIT SCHOOLROOM 103. AN URSULINE 104. A SCHOOL OF LA SALLE AT PARIS, 1688 105. THE BROTHERS OF THE CHRISTIAN SCHOOLS BY 1792 106. TENDENCIES IN EDUCATIONAL DEVELOPMENT IN EUROPE, 1500 TO 1700 107. MAP SHOWING THE RELIGIOUS SETTLEMENTS IN AMERICA 108. HOMES OF THE PILGRIMS, AND THEIR ROUTE TO AMERICA 109. NEW ENGLAND SETTLEMENTS, 1660 110. THE BOSTON LATIN GRAMMAR SCHOOL 111. WHERE YALE COLLEGE WAS FOUNDED 112. AN OLD QUAKER MEETING-HOUSE AND SCHOOL AT LAMPETER, PENNSYLVANIA 113. NICHOLAS KOPERNIK (COPERNICUS) (1473-1543) 114. TYCHO BRAKE (1546-1601) 115. GALILEO GALILEI (1564-1642) 116. SIR ISAAC NEWTON (1642-1727) 117. WILLIAM HARVEY (1578-1657) 118. FRANCIS BACON (1561-1626) 119. THE LOSS AND RECOVERY OF THE SCIENCES 120. RENÉ DESCARTES (1596-1650) 121. FRANCOIS RABELAIS (1483-1553) 122. JOHN MILTON (1608-74) 123. MICHEL DE MONTAIGNE (1533-92) 124. JOHN LOCKE (1632-1704) 125. AN ACADEMIE DES ARMES 126. A SAMPLE PAGE FROM THE "ORBIS PICTUS" 127. PART OF A PAGE FROM A LATIN-ENGLISH EDITION OF THE "VESTIBULUM" 128. AUGUSTUS HERMANN FRANCKE (1663-1727) 129. A FRENCH SCHOOL BEFORE THE CHAPTER XXIX. 9 REVOLUTION 130. A HORN BOOK 131. THE WESTMINSTER CATECHISM 132. THOMAS DILWORTH (?-1780) 133. FRONTISPIECE TO NOAH WEBSTER'S "AMERICAN SPELLING BOOK" 134. TITLE-PAGE OF HODDER'S ARITHMETIC 135. A "CHRISTIAN BROTHERS" SCHOOL 136. AN ENGLISH DAME SCHOOL 137. GRAVEL LANE CHARITY-SCHOOL, SOUTHWARK 138. A CHARITY-SCHOOL GIRL IN UNIFORM 139. A CHARITY-SCHOOL BOY IN UNIFORM 140. ADVERTISEMENT FOR A TEACHER TO LET 141. A SCHOOL WHIPPING-POST 142. AN EIGHTEENTH-CENTURY GERMAN SCHOOL 143. CHILDREN AS MINIATURE ADULTS 144. A PENNSYLVANIA ACADEMY 145. FREDERICK THE GREAT 146. MARIA THERESA 147. MONTESQUIEU (1689-1755) 148. TURGOT (1727-81) 149. VOLTAIRE (1694-1778) 150. DIDEROT (1713-84) 151. JOHN WESLEY (1707-82) 152. NATIONALITY OF THE WHITE POPULATION, AS SHOWN BY THE FAMILY NAMES IN THE CENSUS OF 1790 153. THE STATES-GENERAL IN SESSION AT VERSAILLES 154. ROUSSEAU (1712-78) 155. LA CHALOTAIS (1701-83) 156. ROLLAND (1734-93) 157. COUNT DE MIRABEAU (1749-91) 158. TALLEYRAND (1758-1838) 159. CONDORCET (1743-94) 160. THE INSTITUTE OF FRANCE 161. LAKANAL (1762-1845) 162. THOMAS JEFFERSON (1743-1826) 163. THE ROUSSEAU MONUMENT AT GENEVA 164. BASEDOW (1723-90) 165. IMMANUEL KANT (1724-1804) 166. THE SCENE OF PESTALOZZI'S LABORS 167. FELLENBERG (1771-1844) 168. THE SCHOOL OF A HANDWORKER 169. THE KINGDOM OF PRUSSIA, 1740-86 170. A GERMAN LATE EIGHTEENTH-CENTURY SCHOOL 171. DINTER (1760-1831) 172. DIESTERWEG (1790-1866) 173. THE PRUSSIAN STATE SCHOOL SYSTEM CREATED 174. AN OLD FOUNDATION TRANSFORMED 175. COUNT DE FOURCROY (1755-1809) 176. VICTOR COUSIN (1792-1867) 177. OUTLINE OF THE MAIN FEATURES OF THE FRENCH STATE SCHOOL SYSTEM 178. EUROPE IN 1810 179. THE UNIFICATION OF ITALY, SINCE 1848 180. COUNT OF CAVOUR (1810-61) 181. OUTLINE OF THE MAIN FEATURES OF THE ITALIAN STATE SCHOOL SYSTEM 182. A RAGGED-SCHOOL PUPIL 183. ADAM SMITH (1723-90) 184. THE REVEREND T. R. MALTHUS (1766-1834) 185. THE CREATORS OF THE MONITORIAL SYSTEM 186. THE LANCASTRIAN MODEL SCHOOL IN BOROUGH ROAD, SOUTH-WARE, LONDON 187. MONITORS TEACHING READING AT "STATIONS" 188. PROPER MONITORIAL-SCHOOL POSITIONS 189. ROBERT OWEN (1771-1858) 190. LORD BROUGHAM (1778-1868) 191. AN ENGLISH VILLAGE SCHOOL IN 1840 192. EXPENDITURE FROM THE EDUCATION GRANTS, 1839-70 193. LORD T. B. MACAULAY (1800-59) 194. WORK OF THE SCHOOL BOARDS IN PROVIDING SCHOOL ACCOMMODATIONS 195. THE ENGLISH EDUCATIONAL SYSTEM AS FINALLY EVOLVED 196. THE FIRST SCHOOLHOUSE BUILT BY THE FREE SCHOOL SOCIETY IN NEW YORK CITY 197. "MODEL" SCHOOL BUILDING OF THE PUBLIC SCHOOL SOCIETY 198. EVOLUTION OF THE ESSENTIAL FEATURES OF THE AMERICAN PUBLIC SCHOOL SYSTEM 199. DATES OF THE GRANTING OF FULL MANHOOD SUFFRAGE 200. THE FIRST FREE PUBLIC SCHOOL IN DETROIT 201. THE PENNSYLVANIA SCHOOL ELECTIONS OF 1835 202. THE NEW YORK REFERENDUM OF 1850 203. STATUS OF SCHOOL SUPERVISION IN THE UNITED STATES BY 1861 204. A TYPICAL NEW ENGLAND ACADEMY 205. THE DEVELOPMENT OF SECONDARY SCHOOLS IN THE UNITED STATES 206. THE FIRST HIGH SCHOOL IN THE UNITED STATES 207. HIGH SCHOOLS IN THE UNITED STATES BY 1860 208. COLLEGES AND UNIVERSITIES ESTABLISHED BY 1860 209. THE AMERICAN EDUCATIONAL LADDER 210. THE SCHOOL SYSTEM OF DENMARK 211. THE PROGRESS OF LITERACY IN EUROPE BY THE CLOSE OF THE NINETEENTH CENTURY 212. THE SCHOOL SYSTEM OF THE ARGENTINE REPUBLIC 213. THE JAPANESE TWO-CLASS SCHOOL SYSTEM 214. THE CHINESE EDUCATIONAL LADDER 215. BARON JUSTUS VON LIEBIG (1803-73) 216. CHARLES DARWIN (1809-82) 217. LOUIS PASTEUR (1822-95) 218. MAN POWER BEFORE THE DAYS OF STEAM 219. THRESHING WHEAT A CENTURY AGO 220. A CITY WATER-SUPPLY, ABOUT 1830 221. THE GREAT TRADE ROUTES OF THE MODERN WORLD 222. AN EXAMPLE OF THE SHIFTING OF OCCUPATIONS 223. THE PHILIPPINE SCHOOL SYSTEM 224. THE FIRST MODERN NORMAL SCHOOL 225. TEACHER-TRAINING IN THE UNITED STATES BY 1860 226. EVOLUTION OF THE ELEMENTARY-SCHOOL CURRICULUM, AND OF METHODS OF TEACHING 227. AN "USHER" AND HIS CLASS 228. REDIRECTED MANUAL TRAINING 229. HERBERT SPENCER (1820-1903) CHAPTER XXIX. 10 [...]... Compare the Ephebic years of an Athenian youth (4) with those of a Spartan youth (1) 7 What were some of the chief defects of Athenian schools (5)? 8 What was the position of the State in the matter of the education of youth (5)? 9 What were the great merits of the Athenian educational and political system of training (6)? (For SUPPLEMENTAL REFERENCES, see following chapter.) CHAPTER II LATER GREEK EDUCATION. .. itself but poorly adapted to meet the larger needs of the new cosmopolitan State [4] The result was a material change in the old education to adapt it to the needs of the new Athens, now become the intellectual center of the civilized world CHANGES IN THE OLD EDUCATION A number of changes in the character of the old education were now gradually introduced The rigid drill of the earlier period began to be... UNIVERSITY] THE UNIVERSITY OF ATHENS Coincident with the founding of these schools and the political events we have previously recorded, certain further changes in Athenian education were taking place The character of the changes in the education before the age of sixteen we have described As a result in part of the development of the schools of the Sophists, which were in themselves only attempts to... III THE NEW GREEK EDUCATION CHAPTER II 29 POLITICAL EVENTS: THE GOLDEN AGE OF GREECE The Battle of Marathon (490 B.C.) has long been considered one of the "decisive battles of the world." Had the despotism of the East triumphed here, and in the subsequent campaign that ended in the defeat of the Persian fleet at Salamis (480 B.C.) and of the Persian army at Plataea (479 B.C.), the whole history of our... opened the way for the marked progress in all lines which characterized the nineteenth century Out of this new spirit was to come the American and the French Revolutions, the establishment of constitutional liberty and religious freedom, the beginnings of the abolition of privilege, the rise of democracy, a great extension of educational advantages, and the transfer of the control of the school from the. .. come In promulgating the doctrine that the authority of the Bible in religious matters is superior to the authority of the Church, the basis for the elementary school for the masses of the people, and in consequence the education of all, was laid This meant the creation of an entirely new type of school the elementary, for the masses, and taught in the native tongue to supplement the Latin secondary... reawakening of the spirit of scientific inquiry, the rise of the democratic spirit, and the evolution of our modern civilization By the end of the eleventh century it was clear that the long battle for the preservation of civilization had been CHAPTER XXIX 15 won, but it was not until the fourteenth century that the Revival of Learning in Italy gave clear evidence of the rise of the modern spirit By the year... most of the foreign residents of Greece were to be found in Athens, or its neighboring port city (the Piraeus), attracted there by the hospitality of the people and the intellectual or commercial advantages of these cities After Athens had become the center of world thought, many foreigners took up their residence in the city because of the importance of its intellectual life Foreigners, though, they... Greece, the most important of which were Attica, of which Athens was the central city; Laconia, of which Sparta was the central city; and Boeotia, of which Thebes was the central city Some of the States developed democracies, of which class Athens became the most notable example, while some were governed as oligarchies Of all the different States but few played any conspicuous part in the history of Greece... God, the brotherhood of man, the future life, and the need for preparation for a hereafter, Christianity introduced a new type of religion and offered a new hope to the poor and oppressed of the ancient world In so doing a new ethical force of first importance was added to the effective energies of mankind, and a basis for the education of all was laid, for the first time, in the history of the world . University as a Professor of Education and being given the The History Of Education 1 history of the subject to teach, I found it necessary, almost from the first,. 1890. A series of well-written essays on the work of the theorists in education since the time of the Renaissance. *7. Parker, S. C. The History of Modern Elementary