A student's history of education
CHAPTER XXVIII
PAGE
RETROSPECT AND PROSPECT 441
The Development of Individualism. The Harmonization of the Individual and Society.
INDEX 447
ILLUSTRATIONS
PLATE FIG. OPPOSITE PAGE 1. 1. Elders explaining to young men of an Australian tribe at the ‘initiatory ceremonies’ 8
2. A Hindu school in the open air, with the village schoolmaster teaching boys to write on a strip of palm leaf with an iron stylus 8
2. 3. The _palæstra_ in education at Athens 14 4. The _didascaleum_ in education at Athens 14
3. 5. Roman school materials 36
6. Scene at a ludus or Roman elementary school 36
4. 7. A monk in the _scriptorium_ 56
8. A monastic school 56
5. 9. The temple of wisdom; an allegorical representation of the mediæval course of study 72
6. 10. The lecture in mediæval universities 80
11. The disputation in mediæval universities 80
7. 12 and 13. Preliminaries and termination of a combat in the education of chivalry 86
14. Boys playing tournament with a ‘quintain’ or dummy man 86
8. 15. Apprenticeship training in a gild 92
16. Gild school at Stratford, where Shakespeare learned ‘little Latin and less Greek’ 92
9. 17. Great English Public Schools: Winchester and Eton 120
10. 18. Education of the Jesuits: Jesuit College at Regensburg and diagram of a Jesuit schoolroom 136
11. 19. School of the Christian Brothers at Rouen 146
20. A Protestant school in a German village of the sixteenth century 146
12. 21. A page from the _Orbis Pictus_ of Comenius, illustrating a lesson on a trade 170
13. 22. Town school at Dedham (Massachusetts) with watch-tower, built in 1648 198
23. Boston Latin School, founded in 1635 198
24. The buildings of Harvard College, erected in 1675, 1699, and 1720 198
14. 25. The child as a miniature adult 228
26. A naturalistic school 228
15. 27. A monitorial schoolroom 242
28. Pupils reciting to monitors 242
29. Monitor inspecting slates 242
16. 30. A ‘kitchen school’ 268
31. A colonial ‘summer school’ 268
32. The first ‘academy’ founded by Benjamin Franklin at Philadelphia in 1750 268
17. 33. ‘Father’ Pestalozzi at Stanz 282
34. The ‘table of units’ of Pestalozzi 282
18. 35. Court of Fellenberg’s Agricultural Institute 298
36. General view of Fellenberg’s schools and workshops 298
19. 37. James G. Carter 312
38. Horace Mann 312
39. Henry Barnard 312
40. Francis W. Parker 312
20. 41. The first high school, established at Boston in 1821 332
42. The University of Michigan in 1855 332
21. 43. ‘The Carpenter’ from Froebel’s _Mother Play_ 360
22. 44. Jean Jacques Rousseau 368
45. Johann Heinrich Pestalozzi 368
46. Johann Friedrich Herbart 368
47. Friedrich Wilhelm August Froebel 368
In text. 48. Diagram of German education 380
In text. 49. Diagram of French education 392
In text. 50. Diagram of English education 392
23. 51. Charles Darwin 404
52. Herbert Spence 404
53. Thomas H. Huxley 404
54. Charles W. Eliot 404
In text. 55. Diagram of vocational education of boys in 424 Germany
24. 56. Indian house constructed in Dewey’s experimental school 436
57. Part of the Thorndike Writing Scale 436
FOREWORD
Each chapter in this book will be prefaced by an _Outline_, or generalized statement of the ideas to be included in it. Logically such an epitome is needed at the beginning as well as at the end of the chapter. At the beginning, it serves as a hypothetical or tentative generalization of the facts; at the end, as a conclusion whose truth has been tested in the light of these facts and accepted with conviction.
By having this outline in mind when he studies the facts, the student is enabled not only to see that the general statements are verified and made more significant by the details, but at the same time to organize the facts with reference to the generalization, and thereby secure an easier control of them, and, through the relation of each to the others, discover a fuller meaning in them all. Then, after this study of the details has established the truth of the outline and enriched its meaning, he can review the outline and fix it in mind as the conclusion of the chapter.