Part 2

C. A. Schmid’s _Encyclopädie des Erziehungs-und-Unterrichtswesens_ is a vast mine of information on everything connected with education. The work is still in progress. The part containing _Rousseau_ has only just reached me. I should have been glad of it when I was giving an account of the Emile, as Raumer was of little use to me.

Those for whom Schmid is too diffuse and expensive will find Carl Gottlob Hergang’s _Pädagogische Realencyclopädie_ useful. This is in two thick volumes, and costs, to the best of my memory, about eighteen shillings. It was finished in 1847.

The best sketch I have met with of the general history of education is in the article on _Pädagogik_ in _Meyers Conversations-Lexicon_.[2] I wish someone would translate this article; and I should be glad to draw the attention of the editor of an educational periodical, say the _Museum_ or the _Quarterly Journal of Education_, to it.

I have come upon references to many other works on the history of Education, but of these the only ones I have seen are Theodore Fritz’s _Esquisse d’un Système complet d’instruction et d’éducation et de leur histoire_ (3 vols., Strasburg, 1843), and Carl Schmidt’s _Geschichte der Pädagogik_ (4 vols.). The first of these gives only the outline of the subject. The second is, I believe, considered a standard work. It does not seem to me so readable as Raumer’s history, but it is much more complete, and comes down to quite recent times.

For my account of the Jesuit schools and of Pestalozzi, the authorities will be found elsewhere (pp. 34 and 383). In writing about Comenius I have had much assistance from a life of him prefixed to an English translation of his _School of Infancy_, by Daniel Benham (London, 1858). For almost all the information given about Jacotot, I am indebted to Mr. Payne’s papers, which I should not have ventured to extract from so freely if they had been before the public in a more permanent form.

I am sorry I cannot refer to any English works on the history of Education, except the essays of Mr. Parker and Mr. Furnivall, and _Christian Schools and Scholars_, which are mentioned above, but we have a very good treatise on the principles of education in Marcel’s _Language as a Means of Mental Culture_ (2 vols., London, 1853). Edgeworth’s _Practical Education_ seems falling into undeserved neglect, and Mr. Spencer’s recent work is not universally known even by schoolmasters.

If the following pages attract but few readers, it will be some consolation, though rather a melancholy one, that I share the fate of my betters.

R. H. Q.

INGATESTONE, ESSEX, _May, 1868_.

PREFACE TO EDITION OF 1890.

When I was a young man (_i.e._, nearly forty years ago), I once did what those who know the ground would declare a very risky, indeed, a fool-hardy thing. I was at the highest point of the Gemmi Pass in Switzerland, above the Rhone Valley; and being in a hurry to get down and overtake my party I ran from the top to the bottom. The path in those days was not so good as it is now, and it is so near the precipice that a few years afterwards a lady in descending lost her head and fell over. No doubt I was in great danger of a drop of a thousand feet or so. But of this I was totally unconscious. I was in a thick mist, and saw the path for a few yards in front of me _and nothing more_. When I think of the way in which this book was written three and twenty years ago I can compare it to nothing but my first descent of the Gemmi. I did a very risky thing without knowing it. My path came into view little by little as I went on. All else was hid from me by a thick mist of ignorance. When I began the book I knew next to nothing of the Reformers, but I studied hard and wrote hard, and I turned out the essays within the year. This feat I now regard with amazement, almost with horror. Since that time I have given more years of work to the subject than I had then given months, and the consequence is I find I can write fast no longer. The mist has in a measure cleared off, and I cannot jog along in comfort as I did when I saw less. At the same time I have no reason to repent of the adventure. Being fortunate in my plan and thoroughly interested by my subject, I succeeded beyond my wildest expectations in getting others to take an interest in it also. The small English edition of 500 copies was, as soon as I reduced the price, sold off immediately, and the book has been, in England, for twenty years “out of print.” But no less than three publishing firms in the United States have reprinted it (one quite recently) without my consent, and, except in the edition of Messrs. R. Clarke & Co., Cincinnati, with omissions and additions made without my knowledge. It seems then that the book will live for some years yet, whether I like it or not; and while it lives I wish it to be in a form somewhat less defective than at its first appearance. I have therefore in a great measure re-written it, beside filling in a gap here and there with an additional essay. Perhaps some critics will call it a new book with an old title. If they do, they will I trust allow that the new book has at least two merits which went far to secure the success of the old, 1st, a good title, and 2nd, a good plan. My plan in both editions has been to select a few people who seemed specially worth knowing about, and to tell concerning them in some detail just that which seemed to me specially worth knowing. So I have given what I thought very valuable or very interesting, and everything I thought not particularly valuable or interesting I have ruthlessly omitted. I have not attempted a _complete_ account of anybody or anything; and as for what the examiner may “set,” I have not once given his questions a thought.

As the book is likely to have more readers in the country of its adoption than in the country of its birth, I have persuaded my friend Dr. William T. Harris, the United States Commissioner of Education, to put it into “The International Education Series” which he edits. So the only authorized editions of the book are the English edition, and the American edition published by Messrs. D. Appleton & Co.

R. H. Q.

EARLSWOOD COTTAGE, REDHILL, SURREY, ENGLAND, _28th July, 1890_.

TABLE OF CONTENTS.

PAGE

=Chapter I.—Effects of the Renascence= 1-21

No escape from the Past 2

“Discovery” of the Classics 3

Mark Pattison’s account of Renascence 4

Revival of taste for beauty in Literature 5

What is Literature? 6

Renascence loved beauty of expression 7

No translations. The “educated” 8

Spread of literature by printing 9

School course settled before Bacon 10

First defect: Learner above Doer 11

Second: Over-estimate of literature 12

Literary taste not common 13

Third: Literature banished from school 14

Translations would be literature 15

The classics not written for children 16

Language _versus_ Literature 17

Fourth: “Miss as good as a mile” 18

Fifth: Neglect of children 19

Child’s study of his surroundings 20

Aut Cæsar aut nihil 21

=Chapter II.—Renascence Tendencies= 22-26

Reviving the Past. The Scholars 23

The _Scholars_: things for words 24

_Verbal Realists_: things through words 25

_Stylists_: words for themselves 26

=Chapter III.—Sturmius. (1507-1589)= 27-32

His early life. Settles in Strassburg 28

His course of Latin. Dismissed 29

The Schoolmaster taught Latin mainly 30

Resulting verbalism 31

Some books about Sturm 32

=Chapter IV.—Schools of the Jesuits= 33-62

Importance of the Jesuit Schools 34

The Society in part educational 35

“Ratio atque Institutio.” Societas Professa 36

The Jesuit teacher: his preparation, &c. 37

Supervision. Maintenance. Lower Schools 38

Free instruction. Equality. Boarders 39

Classes. Curriculum. Latin only used 40

Teacher Lectured. Exercises. Saying by heart 41

Emulation. “Æmuli.” Concertations 42

“Academies.” Expedients. School-hours 43

Method of teaching. An example 44

Attention. Extra work. “Repetitio” 45

Repetition. Thoroughness 46

Yearly examinations. Moral training 47

Care of health. Punishments 48

English want of system 49

Jesuit limitations 50

Gains from memorizing 51

Popularity. Kindness 52

Sympathy with each pupil 53

Work moderate in amount and difficulty 54

The Society the Army of the Church 55

Their pedagogy not disinterested 56

Practical 57

The forces: 1. Master’s influence. 2. Emulation 57-58

A pupil’s summing-up 59

Some books 60

Barbier’s advice to new master 61

Loyola and Montaigne. Port-Royal 62

=Chapter V.—Rabelais. (1483-1553.)= 63-69

Rabelais’ ideal. A new start 64

Religion. Study of Things 65

“Anschauung.” Hand-work. Books and Life 66

Training the body 67

Rabelais’ Curriculum 68

Study of Scripture. Piety 69

=Chapter VI.—Montaigne. (1533-1592.)= 70-79

Writers and doers. Montaigne _versus_ Renascence 71

Character before knowledge. True knowledge 72

Athens and Sparta. Wisdom before knowledge 73

Knowing, and knowing by heart 74

Learning necessary as employment 75

Montaigne and our Public Schools 76

Pressure from Science and Examinations 77

Danger from knowledge 78

Montaigne and Lord Armstrong 79

=Chapter VII.—Ascham. (1515-1568.)= 80-89

Wolsey on teaching 81

History of Methods useful 82

Our three celebrities 83

Ascham’s method for Latin: first stage 84

Second stage. The six points 85

Value of double translating and writing 86

Study of a model book. Queen Elizabeth 87, 88

“A dozen times at the least” 88

“Impressionists” and “Retainers” 89

=Chapter VIII.—Mulcaster. (1531(?)-1611.)= 90-102

Old books in English on education 91

Mulcaster’s wisdom hidden by his style 92

Education and “learning” 93

1. Development 2. Child-study 94

3. Groundwork by best workman 95

4. No forcing of young plants 96

5. The elementary course. English 97

6. Girls as well as Boys 98

7. Training of Teachers 99

Training college at the Universities 100

Mulcaster’s reasons for training teachers 101

Mulcaster’s Life and Writings 102

=Chapter IX.—Ratichius. (1571-1635.)= 103-118

Principles of the Innovators 104

Ratke’s Address to the Diet 105

At Augsburg. At Koethen 106

Failure at Koethen 107

German in the school. Ratichius’s services 108

1. Follow Nature. 2. One thing at a time 109

3. Over and over again 110

4. Everything through the mother-tongue 111

5. Nothing on compulsion 112

6. Nothing to be learnt by heart 113

7. Uniformity. 8. Ne modus rei ante rem 114

9. Per inductionem omnia 115

Ratke’s method for language 116

Ratke’s method and Ascham’s 117

Slow progress in methods 118

=Chapter X.—Comenius. (1592-1671.)= 119-171

Early years. His first book 120

Troubles. Exile 121

Pedagogic studies at Leszna 122

Didactic written. _Janua_ published. Pansophy 123

Samuel Hartlib 124

The _Prodromus_ and _Dilucidatio_ 125

Comenius in London. Parliamentary schemes 126

Comenius driven away by Civil War 127

In Sweden. Interviews with Oxenstiern 128

Oxenstiern criticises 129

Comenius at Elbing 130

At Leszna again 131

Saros-Patak. Flight from Leszna 132

Last years at Amsterdam 133

Comenius sought true foundation 134

Threefold life. Seeds of learning, virtue, piety 135

Omnia sponte fluant. Analogies 136

Analogies of growth 137

Senses. Foster desire of knowledge 138

No punishments. Words and Things together 139

Languages. System of schools 140

Mother-tongue School. Girls 141

School teaching. Mother’s teaching 142

Comenius and the Kindergarten 143

Starting-points of the sciences 144

Beginnings in Geography, History, &c. 145

Drawing. Education for all 146

Scientific and Religious Agreement 147

Bishop Butler on Educating the Poor 148

Comenius and Bacon 149

“Everything Through the Senses” 150

Error of Neglecting the Senses 151

Insufficiency of the Senses 152

Comenius undervalued the Past 153

Literature and Science 154

Comenius’s use of Analogies 155

Thought-studies and Label-studies 156

Unity of Knowledges 157

Theory and the Practical Man 158

Mother-tongue. Words and Things together 159

Janua Linguarum 160

The Jesuits’ Janua 161

Comenius adapts Jesuits’ Janua 162

Anchoran’s edition of Comenius’s Janua 163

Change to be made by Janua 164

Popularity of Janua shortlived 165

Lubinus projector of Orbis Pictus 166

Orbis Pictus described 167

Why Comenius’s schoolbooks failed 168

“Compendia Dispendia” 169

Comenius and Science of Education 170

Books on Comenius 171

=Chapter XI.—The Gentlemen of Port-Royal= 172-196

The Jesuits and the Arnaulds 173

Saint-Cyran and Port-Royal 174

Saint-Cyran an “Evangelical” 175

Short career of the Little Schools 176

Saint-Cyran and Locke on Public Schools 177

Shadow-side of Public Schools 178

The Little Schools for the few only 179

Advantages of great schools 180

Choice of masters and servants. Watch and pray 181

No rivalry or pressure. Freedom from routine 182

Study a delight. Reading French first 183

Literature. Mother-tongue first 184

Beginners’ difficulties lightened 185

Begin with Latin into Mother-tongue 186

Sense before sound. Reason must rule 187

Not Baconian. The body despised 188

Pedagogic writings of Port-Royalists 189

Arnauld. Nicole 190

Light from within. Teach by the Senses 191

Best teaching escapes common tests 192

Studying impossible without a will 193

Against making beginnings bitter 194

Port-Royal advance. Books on Port-Royal 195

Rollin, Compayré, &c. 196

=Chapter XII.—Some English Writers before Locke= 197-218

Birth of Realism 198

Realist Leaders not schoolmasters 199

John Brinsley. Charles Hoole 200

Hoole’s Realism 201

Art of teaching. Abraham Cowley 202

Authors and schoolmasters. J. Dury 203

Disorderly use of our natural faculties 204

Dury’s watch simile 205

Senses, 1st; imagination, 2nd; memory, 3rd 206

Petty’s battlefield simile 207

Petty’s realism 208

Cultivate observation 209

Petty on children’s activities 210

Hand-work. Education for all. Bellers 211

Milton and School-Reform 212

Milton as spokesman of Christian Realists 213

Language an instrument. Object of education 214

Milton for barrack life and Verbal Realism 215

Milton succeeded as man not master 216

He did not advance Science of Education 217

Milton an educator of mankind 218

=Chapter XIII.—Locke. (1632-1704.)= 219-238

Locke’s two main characteristics 220

1st, Truth for itself. 2nd, Reason for Truth 221

Locke’s definition of knowledge 222

Knowing without seeing 223

“Discentem credere oportet” 224

Locke’s “Knowledge” and the schoolmaster’s 225

“Knowledge” in Geography 226

For children, health and habits 227

Everything educative forms habits 228

Confusion about special cases. Wax 229

Locke behind Comenius 230

Humanists, Realists, and Trainers 231

Caution against classifiers 232

Locke and development 233

Was Locke a utilitarian? 234

Utilitarianism defined 235

Locke not utilitarian in education 236

Locke’s Pisgah Vision 237

Science and education. Names of books 238

=Chapter XIV.—Jean-Jacques Rousseau. (1712-1778.)= 239-272