ili; 
 
 m 
 
 History of Education 
 
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LIBRARY OF CONGRESS, 
 
 Chap. Copyright No...._.._ 
 
 Shelf_..LA..l 3 
 — :3s 8 3 
 
 UNITED STATES OF AMERICA. 
 
A SHORT 
 
 HISTORY OF EDUCATION 
 
 BEINU A KKPiaNT OF THE AI!TI( LK BY OSCAi; i;i;OAVXIN(r ON 
 
 >t 
 
 EDUCATION 
 
 IN THI-: NINTIL BUITION OF THE 
 
 ENCYLOP/EDIA BRITANNICA 
 
 Edited, Nvitli au lutvod action, Notes and References, and some account of 
 Comenins and liis Writings, 
 
 BY 
 
 W^ . H . t^ ^ V N H: , J. Iv. L) . 
 
 HANCKLLOIt OF THK UNIVEItSlTY OF NASHVILLE. AUTHOR OF '' CHAPTERS 
 
 ON SCHOOL SUrERVrSION ■'. '■ CONTRnUTIONS T(^ THE SCIENCE 
 
 OF EOrCATION ■", ETC. 
 
 SYRACUSE, N. Y. ^a W^ 
 
 C. W. BARDEEN, PUBLISHER 
 
 1897 
 
 Copyright, 1881, bj- AV. H. Payne; 189T. by C. ^V. Bakdeen 
 
3^ 
 
 «^ 
 
 PUBLISHER'S NOTE 
 
 New plates being required for this little book, it 
 has been thought best with the approval of the au- 
 thor to add illustrations, and accordingly thirty-six 
 portraits and eleven other pictures have been in- 
 serted, with a few additional notes, mostly biblio- 
 graphical. 
 
 Syracuse, J/>r/7 16, 1S97. 
 
A SHORT 
 
 HISTORY OF EDUCATION 
 
INTRODUCTION 
 
 In this country the purpose of normal instruction 
 seems to be to prepare young men and women in the 
 shortest and most direct way for doing school-room 
 work. The equipment needed for this work is a 
 knowledge of subjects and an empirical knowledge 
 of methods; and so the normal schools furnish 
 sound academic training, and pupils are taught 
 methods of instruction by actual practice in experi- 
 mental schools. In all this, the mechanical, or em- 
 pirical, element seems to be held uppermost in 
 thought. Pupils must be trained for practical ends; 
 they must, so to speak, be converted into instru- 
 ments for doing prescribed work by prescribed 
 methods; and anything that promises to detract from 
 their value as machines, must be studiously avoided. 
 The artisan thus appears to be the ideal product of 
 the normal school. 
 
 I do not presume to say that this conception of 
 the purpose of normal instruction is wrong. I claim 
 only the right to think and to say that I hold an es- 
 sentially different view, and that I am attempting to 
 give professional instruction to teachers on a totally 
 different hypothesis. I believe that the great bar to 
 educational progress is the mechanical teaching that 
 is so prevalent, and that is so fostered and encour- 
 
 (ix) 
 
V 
 
 X SHORT HISTORY OF EDUCATIOX 
 
 aged by normal schools. I believe that an intelli- 
 gent scholar, furnished with a few clearly defined 
 principles, and free to throw his own personality 
 into his methods, is far more likely to grow into an 
 accomplished teacher than one who goes to his work 
 with the conviction that he must follow prescribed 
 patterns, and has not that versatility that comes from 
 an extension of his intellectual horizon. The value 
 of a teacher depends upon his worth as a man, rather 
 than upon his value as an instrument. Man becomes 
 an instrument only by losing worth as a man. In 
 normal instruction there is need of greater faith in 
 the potency of ideas, and less faith in the value of 
 drill, imitation, and routine. 
 
 It is possible that in some grades of school work a 
 purely mechanical teaching is best; that he is the 
 best teacher who is most of an artisan, — with whom 
 teaching is most of a handicraft. But I do not be- 
 lieve this. The rules that are best for working on 
 wood and stone are not the best when applied to 
 mind and character. Undoubtedly, there is a me- 
 chanical element in the teaching art ; but this is sub- 
 ordinate to that other element that wholly escapes 
 mechanical measurements, because it has to do with 
 the manifestations of free spirit. In other words, I 
 am persuaded that a teacher is poor to the degree in 
 which he is an artisan, and good to the degree in 
 which he is an artist ; and that nothing is so much 
 needed by teachers of every class as an infusion of 
 that freedom and versatility that are possible only 
 through an extension of the mental vision by means 
 of a more liberal culture. 
 
INTRODUCTION XI 
 
 While I may be wrong in the general hypothesis, 
 I feel that I am right in the following particulars : 
 There must be some teachers who are more than 
 mere instruments, more than operatives, more than 
 .artisans; there must be some who can see processes 
 .as they are related to law, — who, while obedient to 
 law, can throw their own personality into their 
 methods and can make such adaptations of them as 
 A^arying circumstances may demand. If most teach- 
 ers are doomed to be the slaves of routine, there 
 must be some who have the ability to create and to 
 control. In a word, along with the great multitude 
 of mere teachers, there must be a growing body of 
 educators. I cannot but think that in every normal 
 school there are men and women who would love to 
 walk upon these heights, to breathe this freer air, 
 ;and who would thus see in teaching a fair field for 
 the exercise of their best gifts. The attention of 
 such should be drawn somewhat away from the 
 merely mechanical aspects of teaching, and fixed on 
 those professional studies that will broaden the 
 •teacher's vision and give him the consciousness of 
 some degree of creative power. The studies I mean 
 .are Educational Science and Educational His- 
 tory. 
 
 It has been said that a teacher who is wholly ignor- 
 ;ant of the history of education may still do excellent 
 work in the school-room. This does not admit of 
 ■the least doubt. . It is also true that men attain 
 .long lives in complete ignorance of the laws of 
 ■digestion, and that they become voters and office- 
 -holders while knowing nothing of their country's 
 
XU SHORT HISTORY OF EDUCATION 
 
 history; but it does not follow that physiology and 
 history are needless studies. A fair knowledge of 
 the history of one's own country is now thought to 
 be an essential element in good citizenship; and I 
 see no reason why a fair knowledge of the history of 
 educational systems and doctrines should not form 
 a very desirable element in a teacher's education.. 
 /He may teach well without this knowledge ; but hav- 
 / ing it, he will feel an inspiring sense of the nobility 
 \ of his calling, will teach more intelligently, and wilL 
 ^give a richer quality to his work. Intelligent patri- 
 otism is evoked by a vivid knowledge of Plymouth' 
 Rock, of the American Revolution, and of Mount 
 Vernon; and no teacher can think meanly of his- 
 calling who has learned to trace his professional an- 
 cestry through Plato, Comenius, Locke, Cousin, and 
 Arnold. 
 
 As exhibiting the general grounds on which the 
 history of education should be made a topic of in- 
 struction for at least a part of the teaching class, !• 
 repeat some observations made on another occasion. 
 " General history is a liberal study in the sense 
 that it greatly extends the horizon of our sympa- 
 thies, widens our field of intellectual vision, and 
 thus makes us cosmopolitan and catholic,— true citi- 
 zens of the w^orld. Historical study has also a very 
 great practical value. It gives us the benefit of col- 
 lective human experience as exhibited under every 
 variety of circumstances and conditions. It relates 
 the origin, succession, and termination of all the 
 marked events in human progress. It thus saves us 
 from repeating experiments already tried, forewarns- 
 
INTRODUCTION Xlll 
 
 "US against dangers that ever beset the path of the 
 inexperienced, and assures to each generation the 
 results of the real additions made to the stock of 
 human progress. 
 
 " For the most part, the events recorded in history 
 are the results of the unpremeditated actions of man 
 Humanity at large seems to be impelled onward by 
 an irresistible but unconscious impulse, just as a 
 glacier moves over mountains and through valleys, 
 with a silent yet irresistible might. This life of 
 mere impulse is the lower life of nations and peoples, 
 just as the period of impulse marks the lower and 
 imperfect life of the individual. But in nations as 
 well as in individuals, the period of reflection at last 
 •comes, and this is the period when histories begin to 
 be written and read. The effect of historical study 
 is thus to check mere impulse, and to convert uncon- 
 scious progress into self-conscious and reflective 
 efforts towards determinate ends. 
 
 " In all nations that have passed beyond the period 
 of mere barbarism, there has been some degree of con- 
 scious and intended effort after progress, some pre- 
 paration for the duties of citizenship, some attempt 
 to make the future better than the past has been. 
 This conscious effort to place each generation on a 
 vantage-ground, through some deliberate training or 
 preparation, is, in its widest sense, education. 
 
 " Now if history in general, as it records the uncou::^ 
 •scious phases of human progress, is a study of supreme 
 value, that part of general history which records the 
 reflective efl"orts of men to rise superior to their 
 actual present, must teach lessons of even higher 
 value. This is emphatically an educating age. The 
 
XIV SHORT HISTORY OF EDUCATION 
 
 minds of the wisest and the best are intent on devis- 
 ing means whereby progress may be hastened through 
 the resources of human art. In the world of educa- 
 tional thought, all is ferment and discussion. Wc 
 are passing beyond the period of reckless experiment 
 and are seekinganchorage in doctrines deduced from 
 the permanent principles of human nature. Educa- 
 tional Science is giving us a glimmer of light ahead, 
 and we do well to shape our course by it. What 
 f?//^/// /6' Z*^ should indeed be our pole-star; but until 
 this has been defined with more precision, we should 
 also shape our course by looking back on what has 
 been. We should think of ourselves as moving 
 through the darkness or over an unknown region, 
 with a light before us and a light behind us. Our 
 two inquiries should be. Whence have we come ? 
 Whither are we going? Historical progress is tor- 
 tuous, but its general direction is right. The history 
 of what has been must therefore contain some 
 elements of truth. The past at least foreshadows the 
 future, and we may infer the direction of progress 
 by comparing 7f///^/ //^^ (^^(f// with what is. In educa- 
 tion, therefore, we need to know the past, both as a 
 means^of taking stock of progress, and also of fore- 
 shadowing the future. We should give a large place 
 to the ideal elements in our courses of normal in- 
 struction'; but, we should also make a large use of 
 the results of experience. All true progress is a 
 transition. The past has insensibly led up to the 
 present; let the present merge into the future. Let 
 history foreshadow philosophy; and let philosophy 
 introduce its corrections and ameliorations into the 
 lessons of historv." 
 
INTRODUCTION XV 
 
 An obstacle to the study of the history of educa- 
 tion in this country, has been the lack of suitable 
 books on this subject. In English we have only 
 Schmidt's History of Education, and the History and 
 Progress of Education by Philobiblius (L. P. Brock- 
 ett). At best, these are mere outlines, and consid- 
 ered as outlines, they are very imperfect and unsatis- 
 factory. In seeking for a text that i might make the 
 basis of a short course of instruction for students in 
 this university, I have found the article Education 
 in the ninth edition of the Encyclopaedia Britannica 
 admirably adapted to my purpose ; and I have thought 
 that a reprint of it, under the title of A Short History of 
 Education might be acceptable to the general reader, 
 to intelligent and progressive teachers, and to the 
 members of the profession who are engaged in the 
 education of teachers. To make this outline more 
 useful to teachers and students, I have added a select 
 list of educational works, and have arranged a list of 
 more important topics suggested by this outline, 
 with references to these authorities. By this means 
 the course of study may be extended almost at will. 
 It may be embraced merely this admirable outline, 
 and thus occupy but a few days, or it may be pursued 
 on the seminary plan, and thus indefinitely extended. 
 I have considerably multiplied my notes and refer- 
 ences on Comenius, in the hope of exciting an inter- 
 est in the study of one of the greatest of the educa- 
 tional reformers. 
 
 W. H. Payne 
 
 University of Michigan, January 22, 188 1. 
 
A Short History of Education 
 
 This article is mainly concerned with the history 
 of educational theories in the chref crises of their 
 development. It has not been the object of the 
 writer to give a history of the practical working of 
 these theories, and still less to sketch the outlines 
 of the science of teaching, which may be more con- 
 veniently dealt with under another head. 
 
 The earliest education is that of the family. The 
 child must be trained not to interfere with its par- 
 ents' convenience, and to acquire those little arts 
 which will help in maintaining the economy of the 
 household. It was long before any attempt was 
 made to improve generatiojis as they succeeded each 
 other. 
 
 The earliest schools were those of the priests. As 
 soon as an educated priesthood had taken the place 
 of the diviners and jugglers who abused the credulity 
 of the earliest races, schools of the prophets became 
 a necessity. The training required for ceremonials, 
 the common life apart from the family, the accomp- 
 lishments of reading and singing, afforded a nucleus 
 for the organization of culture and an opportunity 
 for the efforts of a philosopher in advance of his age. 
 Convenience and gratitude confirmed the^monopoly 
 of the clergy. 
 
 The schools of Judea and Egypt were ecclesiasti- 
 (17) 
 
ANCIENT EDUCATION 
 
 cal. The Jews had but little effect on the progress 
 of science, but our obligations to the priests of the 
 Nile valley are great indeed. Much of their learn- 
 ing is obscure to us, but we have reason to conclude 
 that there is no branch of science in which they did 
 not progress at least so far as observation and care- 
 ful registration of facts could carry them. They 
 were a source of enlightenment to surrounding 
 nations. Not only the great lawgiver of the Jews, 
 but those who were most active in stimulating the 
 nascent energies of Hellas were careful to train 
 themselves in the wisdom of the Egyptians. 
 
 Greece, in giving an undying name to the liter- 
 ature of Alexander, was 
 only repaying the debt 
 which she had incurred 
 centuries before. Educa- 
 tion became secular in 
 countries where the priest- 
 hood did not exist as a 
 separate body. At Rome, 
 until Greece took her con- 
 queror captive, a child was 
 ARISTOTLE, 384-33^, B. c. trained for the duties of 
 life in the forum and the senate house. 
 
 The Greeks were the first to develop a science of 
 education distinct from ecclesiastical training. 
 They divided their subjects of study into music and 
 gymnastics, the one comprising all mental, the other 
 all physical training. Music was at first little more 
 than the study of the art of expression. 
 
JUDEA, EGYPT, GREECE 
 
 19 
 
 SOCRATES, 470-899, B. C. 
 
 But the range of intellectual education which had 
 been developed by distin- 
 guished musical teachers 
 was further widened by the 
 Sophists, until it received 
 a new stimulus and direc- 
 tion from the work of Soc- 
 rates. Who can forget the 
 picture left us by Plato of 
 the Athenian palaestra, in 
 which Socrates was sure to 
 find his most ready listeners and his most ardent 
 disciples ? In the intervals of running, wrestling, 
 or the bath, the young Phaedrus or Theaetetus dis- 
 coursed with the philosophers who had come to watch 
 them on the good, the beautiful, and the true. The 
 lowest efforts of their teachers were to fit them to 
 maintain any view they might adopt with acuteness, 
 elegance, readiness, and good taste. Their highest 
 efforts were to stimulate a craving for the knowledge 
 of the unknowable, to rouse a dissatisfaction with 
 received opinions, and to excite a curiosity which 
 grew stronger with the revelation of each successive 
 mystery. 
 
 Plato is the author of the first systematic treatise 
 on education. He deals with the subject in his earlier 
 dialogues, he enters into it with great fulness of 
 detail in the Republic, and it occupies an important 
 position in the Laws. The views thus expressed dif- 
 fer considerably in particulars, and it is therefore 
 difficult to give concisely the precepts drawn up by 
 him for our obedience. But the same spirit under 
 
20 
 
 ANCIENT EDUCATION 
 
 lies his whole teaching. He never forgets that the 
 beautiful is undistinguishable from the true, and that 
 the mind is best fitted to solve difficult problems 
 which has been trained by the enthusiastic contem- 
 plation of art. 
 
 Plato proposes to intrust education to the state. 
 He lays great stress on the 
 influence of race and blood. 
 Strong and worthy children 
 
 «y "^ ^^^^^M \ ^^^ likely to spring from 
 ^^S^ "^^^-lIB ^ strong and worthy parents. 
 "Vv Ijf M Music and gymnastics are 
 
 ^ ^ Jk ^U m ^*^ develop the emotions of 
 
 young men during their 
 earliest years — the one to 
 strengthen their character 
 for the contest of life, the 
 other to excite in them varying feelings of resent- 
 ment or tenderness. Reverence, the ornament of 
 youth, is to be called forth by well-chosen fictions; 
 a long and rigid training in science is to precede dis- 
 cussion on more important subjects. At length the 
 goal is reached, and the ripest wisdom is ready to be 
 applied to the most important practice. 
 
 The great work of Quintilian, although mainly a 
 treatise on oratory, also contains incidentally a com- 
 plete sketch of a theoretical education. His object 
 is to show us how to form the man of practice. But 
 what a high conception of practice is his ! He wrote 
 for a race of rulers. He inculcates much which has 
 been attributed to the wisdom of a later age. He 
 urges the importance of studying individual dispo- 
 
 PLATO, 429-347, B. C. 
 
ROME 21 
 
 sitions, and of tenderness in discipline and punish- 
 ment. 
 
 The Romans understood no systematic training 
 except in oratory. In their eyes every citizen was a 
 born commander, and they knew of no science of 
 government and political economy. Cicero speaks 
 slightingly even of jurisprudence. Any one, he says, 
 can make himself a jurisconsult in a week, but an 
 orator is the production of a lifetime. No statement 
 can be less true than that a perfect orator is a perfect 
 man. But wisdom and philanthrophy broke even 
 through that barrier, and the training which Quin- 
 tilian expounds to us as intended only for the public 
 speaker would, in the language of Milton, fit a man 
 to perform justly, wisely, and magnanimously all the 
 offices, both public and private, of peace and war. 
 
 Such are the ideas which the old world has left us. 
 On one side man, beautiful, active, clever, receptive, 
 emotional, quick to feel, to show his feeling, to ar- 
 gue, to refine; greedy of the pleasures of the world, 
 perhaps a little neglectful of its duties, fearing re- 
 straint as an unjust stinting of the bounty of nature, 
 inquiring eagerly into every secret, strongly attached 
 to the things of this life, but elevated by an unabated 
 striving after the highest ideal ; setting no value but 
 upon faultless abstractions, and seeing reality only 
 in heaven, on earth mere shadows, phantoms, and 
 copies of the unseen. On the other side, man, prac- 
 tical, energetic, eloquent, tinged but not imbued with 
 philosophy, trained to spare neither himself nor 
 others, reading and thinking only with an apology ; 
 best engaged in defending a political principle, in 
 
22 CHRISTIAN EDUCATION 
 
 maintaining with gravity and solemnity the conser- 
 vation of ancient freedom, in leading armies through 
 unexplored deserts, establishing roads, fortresses, 
 settlements, the results of conquest, or in ordering 
 and superintending the slow, certain, and utter anni- 
 hilation of some enemy of Rome. Has the modern 
 world ever surpassed their type? Can we in the 
 present day produce anything by education except 
 by combining, blending, and modifying the self- 
 culture of the Greek or the self-sacrifice of the 
 Roman ? 
 
 The literary education of the earliest generation 
 of Christians was obtained in the pagan schools, in 
 those great imperial academies which existed even 
 down to the fifth century, which flourished in Europe, 
 Asia, and Africa, and attained perhaps their highest 
 development and efficiency in Gaul. 
 
 The first attempt to provide a special education for 
 Christians was made at Alexandria, and is illustrated 
 by the names of Clement and Origen. The later 
 Latin fathers took a bolder stand, and rejected the 
 suspicious aid of heathenism. TertuUian, Cyprian, 
 and Jerome wished the antagonism between Christi- 
 anity and Paganism to be recognized from the earli- 
 est years, and even Augustine condemned with 
 harshness the culture to which he owed so much of 
 his influence. 
 
 The education of the Middle Ages was either that 
 of the cloister or the castle. They stood in sharp 
 contrast to each other. The object of the one was 
 to form the young monk, of the other the young 
 knight. We should indeed be ungrateful if we for- 
 
THE MIDDLE AGES 23 
 
 got the services of those illustrious monasteries, 
 Monte Cassino, Fulda, or Tours, which kept alive 
 the torch of learning throughout the dark ages, but 
 it would be equally mistaken to attach an exagger- 
 ated importance to the teachings which they pro- 
 vided. Long hours were spent in the duties of the 
 church and in learning to take a part in elaborate 
 and useless ceremonies. A most important part of 
 the monastery was the writing-room, where missals, 
 psalters, and breviaries were copied and illuminated, 
 and too often a masterpiece of classic literature was 
 effaced to make room for a treatise of one of the 
 fathers or the sermon of an abbot. 
 
 The discipline was hard ; the rod ruled all with 
 indiscriminating and impartial severity. How many 
 generations have had to suffer for the floggings of 
 those times ! Hatred of learning, antagonism between 
 the teacher and the taught, the belief that no training 
 can be effectual which is not repulsive and distaste- 
 ful, that no subject is proper for instruction which 
 is acquired with ease and pleasure — all these idols of 
 false education have their root and origin in monk- 
 ish cruelty. The joy of human life would have been 
 in danger of being stamped out if it had not been 
 for the v/armth and color of a young knight's boy- 
 hood. He was equally well broken in to obedience 
 and hardship ; but the obedience was the willing ser- 
 vice of a mistress whom he loved, and the hardship 
 the permission to share the dangers of a leader whom 
 he emulated. 
 
 The seven arts of monkish training were Gram- 
 mar, Dialectics, Rhetoric, Music, Arithmetic, Geom- 
 
24 THE MIDDLE AGES 
 
 etry, Astronomy, which together formed the trivium 
 and quadriviujH, the seven years' course, the divisions 
 of which have profoundly affected our modern 
 training. 
 
 One of the earliest treatises based on this method 
 was that of Martianus Capella, who in 470 published 
 his Satyra, in nine books. The first two were devoted 
 to the marriage between Philology and Mercury ; the 
 last seven were each devoted to the consideration of 
 one of these liberal arts. Cassiodorus, who wrote 
 De Septem Disciplinis about 500, was also largely used 
 as a text-book in the schools. Astronomy was 
 taught by the Cisio-Janus, a collection of doggrel 
 hexameters like the Propria quce maribus, which con- 
 tained the chief festivals in each month, with a 
 memoria technica for recollecting when they occurred. 
 
 The seven knightly accomplishments, as historians 
 tell us, were to ride, to swim, to shoot with the bow, 
 to box, to hawk, to play chess, and to make verses. 
 The verses thus made were not in Latin, bald imita- 
 tions of Ovid or Horace, whose pagan beauties were 
 wrested into the service of religion, but sonnets, 
 ballads, and canzonets in soft Proven9al or melodious 
 Italian. 
 
 In nothing, perhaps, is the difference between these 
 two forms of education more clearly shown than in 
 their relations to women. A young monk was 
 brought up to regard a woman as the worst among 
 the many temptations of St. Anthony. His life knew 
 no domestic tenderness or affection. He was sur- 
 rounded and cared for by celibates, to be himself 
 a celibate. A page was trained to receive his best 
 reward and worst punishment from the smile or 
 
CONTRAST BETWEEN MONKS AND KNIGHTS 25 
 
 frown of the lady of the castle, and as he grew to 
 manhood to cherish an absorbing passion as the 
 strongest stimulus to a noble life, and the contem- 
 plation of female virtue, as embodied in an Isolde or 
 a Beatrice, as the truest earnest of future immor- 
 tality. 
 
 Both these forms of education disappeared before 
 the Renaissance and the Reformation. But we must 
 not suppose that no efforts were made to improve 
 upon the narrowness of the schoolmen or the idle- 
 ness of chivalry. The schools of Charles the Great 
 have lately been investigated by Mr. Mullinger, but 
 we do not find that they materially advanced the 
 science of education. Vincent of Beauvais has left 
 us a very complete treatise on education, written 
 about the year 1245. He was the friend and coun- 
 sellor of St. Louis, and we may discern his influence 
 in the instructions which were left by that sainted 
 kingfor theguidance of his son and daughter through 
 life. 
 
 The end of this period was marked by the rise of 
 universities. Bologna devoted itself to law, and num- 
 bered 12,000 students at the end of the 12th century. 
 Salerno adopted as its special province the study of 
 medicine, and Paris was thronged with students from 
 all parts of Europe, who were anxious to devote 
 themselves to a theology which passed by indefinite 
 gradations into philosophy. The 14th and 15th cen- 
 turies witnessed the rise of universities and acade- 
 mies in almost every portion of Europe. 
 
 Perhaps the most interesting among these precur- 
 sors of a higher culture were the Brethren of the 
 Common Life, who were domiciled in the rich 
 
26 THE MIDDLE AGES 
 
 meadows of the Yssel, in the Northern Netherlands. 
 The metropolis of their organization was Deventer, 
 the best known name among them that of Gerhard 
 Groote. They devoted themselves with all humility 
 and self-sacrifice to the education of children. Their 
 schools were crowded. Bois-Ie-Duc numbered 1200 
 pupils, Zwolle 1500. For a hundred years no part 
 of Europe shone with a brighter lustre. 
 
 As the divine comedy of Dante represents for us 
 the learning and piety of the Middle Ages in Italy, 
 so the Imitation of Thomas a Kempis keeps alive for 
 us the memory of the purity and sweetness of the 
 Dutch community. But they had not sufficient 
 strength to preserve their supremacy among the 
 necessary developments of the age. They could 
 not support the glare of the new Italian learning; 
 they obtained, and it may be feared deserved, the 
 title of obscurantists. The Epistola: Obscurorum Vir- 
 vrum, the wittiest squib of the Middle Ages, which 
 was so true and so subtle in its satire that it was 
 hailed as a blow struck in defence of the ancient 
 learning, consists in great part of the lamentations 
 of the brethren of Deventer over the new age, which 
 they could not either comprehend or withstand. 
 
 The education of the Renaissance is best repre- 
 sented by the name of Erasmus, that of the Reforma- 
 tion by the names of Luther and Melanchthon. We 
 have no space to give an account of that marvellous 
 resurrection of the mind and spirit of Europe when 
 touched by the dead hand of an extinct civilization. 
 The history of the revival of letters belongs rather 
 to the general history of literature than to that of 
 education. But there are two names whom we ought 
 not to pass over. 
 
THE RENAISSANCE 27 
 
 Vittorino da Feltre was summoned by the Gon- 
 zagas to Mantua in 1424 ; he was lodged in a spacious 
 palace, with galleries, halls, and colonnades decorated 
 with frescoes of playing children. In person he was 
 small, quick, and lively — a born schoolmaster, whose 
 whole time was spent in devotion to his pupils. We 
 are told of the children of his patron, how Prince 
 Gonzaga recited 200 verses of his own composition 
 at the age of fourteen, and how Prince Cecilia wrote 
 elegant Greek at the age of ten. Vittorino died in 
 1477. He seems to have reached the highest point 
 of excellence as a practical schoolmaster of the 
 Italian Renaissance. 
 
 Castiglione, on the other hand has left us in his 
 Cortigiano the sketch of a cultivated nobleman in 
 those most cultivated days. He shows by what pre- 
 cepts and practice the golden youths of Verona and 
 Venice were formed, who live for us in the plays of 
 Shakespeare as models of knightly excellence. 
 
 For our instruction, it is better to have recourse 
 to the pages of Erasmus. 
 He has written the most 
 minute account of his 
 method of teaching. The 
 child is to be formed into a 
 good Greek and Latin 
 scholar and a pious man. 
 He fully grasps the truth 
 that improvement must be 
 natural and gradual. Let- 
 ERASMUS, 1467-1536 j-grs are to be taught play- 
 
 ing. The rules of grammar are ^to be few and 
 
28 THE REFORMATION 
 
 short. Every means of arousing: interest in the 
 work is to be fully employed. Erasmus is no 
 Ciceronian. Latin is to be taught so as to be of 
 use — a living language adapted to modern wants. 
 Children should learn an art — painting, sculpture, 
 or architecture. Idleness is above all things to be 
 avoided. The education of girls is as necessary 
 and important as that of boys. Much depends upon 
 home influence; obedience must be strict, but not 
 too severe. We must take account of individual 
 peculiarities, and not force children into cloisters 
 against their will. We shall obtain the best result 
 by following nature. 
 
 It is easy to see what a contrast this scheme pre- 
 sented to the monkish training, — to the routine of 
 useless technicalities enforced amidst the shouts of 
 teachers and the lamentations of the taught. 
 
 Still this culture was but for the few. Luther 
 brought ' the schoolmaster 
 into the cottage, and laid the 
 foundations of the system 
 which is the chief honor and 
 strength of modern Ger- 
 many, a system by which 
 the child of the humblest 
 peasant, by slow but certain 
 gradations, receives the best 
 education which the country 
 MARTIN LUTHER, 1483-15^6 ^an afford. The precepts of 
 Luther found their way into the hearts of his 
 countrymen in short, pithy sentences, like the say- 
 ings of Poor Richard. The purification and widen- 
 
ERASMUS, LUTHER, MELANCHTHON 
 
 29 
 
 PHILIPP MELANCHTHON, 
 
 1497-1560 
 
 ing of education went hand in hand with the puri- 
 fication of religion, and these claims to affection are 
 indissolubly united in the minds of his countrymen. 
 Melanchthon, from his editions of school books 
 and his practical labors in 
 education, earned the title 
 of Praeceptor Germanae. 
 Aristotle had been de- 
 throned from his pre-emin- 
 ence in the schools, and 
 Melanchthon attempted to 
 supply his place. He ap- 
 preciated the importance of 
 Greek, the terror of the ob- 
 scurantists, and is the au- 
 thor of a Greek grammar. 
 He wrote elementary books on each department of 
 the trivium — grammar, dialect, and rhetoric. He 
 made some way with the studies of the quadrivium^ 
 and wrote Initia doctrince Fhysicce, a primer of physi- 
 cal science. He lectured at the university of Witten- 
 berg, and for ten years, from 1519 to 1529, kept a 
 schola privata in his own house. 
 
 Horace was his favorite classic. His pupils were 
 taught to learn the whole of it by heart, ten lines at 
 a time. The tender refined lines of his well-known 
 portraits show clearly the character of the painful, 
 accurate scholar, and contrast with the burly power- 
 ful form of the genial Luther He died in 1560, 
 racked with anxiety for the church which he had 
 helped to found. If he did not carry Protestantism 
 
JOHN STURM 
 
 into the heart of the peasant, he at least made it 
 acceptable to the intellect of the man of letters. 
 
 We now come to the names of three theoretical and 
 practical teachers who have exercised and are still 
 exercising a profound effect over education. The 
 so-called Latin school, the parent of the gymnasium 
 and the lycee, had spread all over Europe, and 
 was especially flourishing in Germany. The pro- 
 grammes and time tables in use in these establish- 
 ments have come down to us, and we possess notices 
 of the lives and labors of many of the earliest teach- 
 ers. It is not difficult to trace a picture of the edu- 
 cation which the Reformation offered to the middle 
 classes of Europe. Ample material exists in Ger- 
 man histories of education. We must confine our- 
 selves to those moments which were of vital influence 
 in the development of the science. 
 
 One school stands pre-eminently before the rest, 
 situated in that border city on the debatable land 
 between France and Germany, which has known 
 
 how to combine and recon- 
 cile the peculiarities of 
 French and German cul- 
 ture. Strasburg, besides a 
 school of theology which 
 unites the depth of Ger- 
 many to the clearness and 
 vivacity of France, educated 
 the gilded youth of the 1 6th 
 century under Sturm, as it 
 JOHN STURM, 1507-1589 trained the statesmen and 
 dipliomatists of the i8th under Koch. John Sturm 
 
ROGER ASCHAM AND LADY JANE GREY 
 
32 
 
 JOHN STURM 
 
 of Strasburg was the friend of Ascham, the author of 
 the SchoUmaster, and the tutor of Queen Elizabeth. 
 It was Ascham who found Lady Jane Grey alone in 
 her room at Bradgate bending her neck over the page 
 of Plato when all the rest of her family were follow- 
 ing the chase. 
 
 Sturm was the first great head-master, the pro- 
 genitor of Busbys if not of 
 Arnolds. He lived and 
 worked till the age of 
 eighty-two. He was a friend 
 of all the most distinguished 
 men of his age, the chosen 
 representative of the Prot- 
 estant cause in Europe, 
 the ambassador to foreign 
 THOMAS ARNOLD, 1795-1842 powers. He was believed 
 to be better informed than any man of his time of the 
 complications of foreign politics. Rarely did an 
 envoy pass from France to Germany without turning 
 aside to profit by his experience. 
 
 But the chief energies of his life were devoted to 
 teaching. He drew his scholars from the whole of 
 Europe; Portugal, Poland, England sent their con- 
 tingent to his halls. In 1578, his school numbered 
 several thousand students; he supplied at once the 
 place of the cloister and the castle. What he most 
 insisted upon was the teaching of Latin, not the 
 conversational lingua franca of Erasmus, but pure, 
 elegant Ciceronian Latinity. He may be called the 
 introducer of scholarship into the schools, a scholar- 
 ship which as yet took little account of Greek. His 
 
JOHN STURM ^^ 
 
 pupils would write elegant letters, deliver elegant 
 Latin speeches, be familiar, if not with the thoughts, 
 at least with the language of the ancients, would be 
 scholars in order that they might be gentlemen. 
 
 Our space will not permit us to trace the whole 
 course of his influence, but he is in all probability 
 as much answerable as any one for the euphuistic 
 refinement which overspread Enrope in the i6th 
 century, and which went far to ruin and corrupt its 
 literatures. Nowhere perhaps had he more effect 
 than in England. Our older public schools, on 
 breaking with the ancient faith, looked to Sturm as 
 their model of Protestant education. His name and 
 example became familiar to us by the exertions of 
 his friend Ascham. Westminster, under the long 
 reign of Busby, received a form which was gener- 
 ally accepted as the type of a gentleman's education. 
 The Public School Commission of 1862 found that 
 the lines laid down by the great citizen of Stras- 
 burg, and copied by his admirers, had remained 
 unchanged until within the memory of the present 
 generation, 
 
 Wolfgang Ratke or Ratichius was born in Hol- 
 stein in 1571. He anticipated some of the best im- 
 provements in the method of teaching which have 
 been made in modern times. He was like many of 
 those who have tried to improve existing methods 
 in advance of his age, and he was rewarded for his 
 labors at Augsburg, Weimar, and Kothen by perse- 
 cution and imprisonment. Can we wonder that 
 education has improved so slowly when so much 
 pains has been taken to silence and extinguish those 
 who have devoted themselves to its improvement? 
 
34 WOLFGANG RATKE 
 
 His chief rules were as follows : 
 
 1. Begin everything with prayer. 
 
 2. Do everything in order, following the course of 
 nature. 
 
 3. One thing at a time. 
 
 4. Often repeat the same thing. 
 
 5. Teach everything first in the mother tongue. 
 
 6. Proceed from the mother tongue to other lan- 
 guages. 
 
 7. Teach without compulsion. Do not beat chil- 
 dren to make them learn. Pupils must love their 
 masters, not hate them. Nothing should be learnt 
 by heart. Sufficient time should be given to play 
 and recreation. Learn one thing before going on to 
 another. Do not teach for two hours consecutively. 
 
 8. Uniformity in teaching, also in school-books, 
 especially grammars, which may with advantage be 
 made comparative. 
 
 9. Teach a thing first, and then the reason of it. 
 Give no rules before you have given the examples. 
 Teach no language out of the grammar, but out of 
 authors. 
 
 10. Let everything be taught by induction and 
 experiment. 
 
 Most of these precepts are accepted by all good 
 teachers in the present day; all of them are full of 
 wisdom. Unfortunately their author saw the faults 
 of the teaching of his time more clearly than the 
 means to remove them, and he was more successful 
 in forming precepts than in carrying them out. 
 Notwithstanding these drawbacks, he deserves an 
 honorable place among the forerunners of a rational 
 education. 
 
TOHN AMOS COMENIUS 
 
 35 
 
 John Amos Comenius was the antithesis to Sturm^ 
 and a greater man than 
 Ratke. Born a Moravian^ 
 he passed a wandering life^ 
 among the troubles of the 
 Thirty Years' War, in pov- 
 erty and obscurity. But 
 his ideas were accepted by 
 the most advanced thinkers 
 of the age, notably in many 
 respects by our own Mil- 
 JOHN AMOS COMENIUS, 1593-1671 ton, and by Oxenstiern, the 
 chancellor of Sweden. His school books were spread 
 throughout Europe. The Jaima Lingiiartwi Reser- 
 vata was translated into twelve European and several 
 Asiatic languages. His works, especially the Dida- 
 scalia magna, an encyclopaedia of the science of 
 education, are constantly reprinted at the present 
 day ; and the system which he sketched will be found 
 to foreshadow the education of the future. 
 
 He was repelled and disgusted by the long delays 
 and pedantries of the schools. His ardent mind 
 conceived that if teachers would but follow nature 
 instead of forcing it against its bent, take full advan- 
 tage of the innate desire for activity and growth, all 
 men might be able to learn all things. Languages 
 should be taught as the mother tongue is taught, by 
 conversations on ordinary topics; pictures, object 
 lessons should be freely used; teaching should go 
 hand in hand with a cheerful elegant, and happy life. 
 Comenius included in his course the teaching of the 
 mother tongue, singing, economy, and politics, the 
 history of the world, physical geography, and a 
 knowledge of arts and handicrafts. 
 
f A N U A 
 
 LINGU ARUM 
 
 RESERATA.- 
 
 S 1 V E, 
 Omnium Scientiarum & Lingaarum 
 
 SeminAkiuM: 
 
 ID EST, 
 
 ■Coaipendiofa Latinam 8c Anglicam , aliafque 
 
 Linguas & Artiom edani fuiicl nKnta addifcend' me- 
 
 thodu i una cum ]anuar Lacinuatis Veliil^ulo. 
 
 Afitore CL Viro J. A. C o M E N I o. 
 
 The Gate of Languages 
 
 UNLOCKED: 
 
 Or^ a S bed-Plot of all Arts and Tongues i 
 containing a ready way to learn the Latine 
 and EngliQi Tongue. 
 
 Formerly tranflated by T h o. Horn: afterwards much 
 cxDrrefted and amended by J o h. Pv o B o T h a M : 
 now carefully reviewecf hv /^. D. to ^^'hich is 
 prcmifeda PORTAL. 
 
 As alfo 3 there is now newly added the Foundation to the 
 Janua^ containing all or the chiefe Prlmkives ov the 
 Latine Tonguejdrawn inro Senrcnccs, in an Alphsbj* 
 -l^tirall order by G. f . 
 
 „_ & 0^ _^ 
 
 L O N D ^7, Q 
 
 Printed by Edvp. Griffin, and Hit. Hunt, for Thonnu Slater, and art to bs 
 fold by the Company of Stationers, i 6 $ x. 
 
The Portal to the Gate oFToBgueis. 
 
 Qiiatucr Evaflgeliftajjtjuinque 
 reafu5,fcx profefti dies- 
 
 5epfem petitioncsifl Oratlone 
 Dominica. 
 
 Ofto dies /unc feptimana. 
 
 Tcr eria funt novcsi}. 
 
 Decern prcccpta Dei. 
 
 Undccim Apoftoli, dempio 
 
 juda. 
 
 Diiodecim fidci articulj. 
 Triginci dies funr mcnfif. 
 Centum annifunt fccuiam. 
 Saranas eft mille frandusn ar- 
 tifcx. 
 
 CAP. 4. 
 7)erebMitifchoU 
 
 SChoIafticus freqcnrar 
 fcliolam. 
 Qy6 in arcibus erudiatur. 
 
 Initiumcft^litcris. 
 E (yllabis voces componuntur 
 E diftionibus fermo: 
 Ex libro Icgimus tacit^. 
 Autrecicamus claret 
 Involvjmus cum membrana 
 Et ponimus in pulpito. 
 Atramentum eft in acramenra 
 rio,in quo tingimus calamum 
 Scribimui eo in charra, in 
 
 utraque pagina. 
 Si perperam, delemus. 
 Et fignamus dcnuo redo , vel 
 
 in margine. 
 Doftor docer. 
 Difcipulus difcic non ottinia 
 
 fimul, kd per partes. 
 Prajceptor prxcipic facienda. 
 
 1^ f^or tegii Acadcnwam r. 
 
 F<7«r Evangdifts^ fivgfenfeSffix 
 
 " Sizen p'^titions in the Lorci'j !f^^4: , . 
 
 ■n «>^ t"* i* 
 
 l^ight cUyss X(€ a »»«4. tandaff iri 
 
 Thrici th' ft are nine. hi« Tr c^rif 
 
 Tm Commmdcmemi ofGffd, ^^ '^'^ ^*" * 
 e?/ A at t J L ■ crsracntoi 
 
 n.Uvm Apffjttis^ud^ btmgex^ ^v^^ 2,ord» 
 
 dp ted. Supper 
 
 rmlvt Ankles of the Fahb. dWJ-^« 
 Thiny dajh tire & monab. ''•''^^ * 
 
 A hundnd }£srs are &n igf' 
 Set an is, the forger cf « thonf&nU 
 
 dscsits, ' 
 
 GHAP. 4. 
 Ofthingsinafchool. 
 
 A SchoUr fnqumzth ik 
 
 ^^ fchooie. 
 
 That ht mtq bt inptfuSledin ihi 
 ens. 
 
 The beginingk fom Utters. 
 
 mrds are competed of ()Udb'M» 
 
 4 (peech of words. 
 
 ff ? Ytdd/iisntly out ofd booli. 
 
 Or recite it ^sud. 
 
 ^e wrap it up in parchment, 
 
 i/^ndUfitiitAdtiif, 
 
 Jn^isinthe'inli-bjrrt, inwh.ch 
 wediptheqmtl, 
 
 m write with it in paper , on ei- 
 ther page, 
 
 JfhddJy^ we blot it out. 
 
 And then m^/li it in thi Uns^cr iri 
 thi mtt/jent, 
 
 *A teacher le HQhitb, 
 
 AfchoUr leirmih not ahogfthi^, 
 buthyp&nu *' " 
 
 The Mafter (oKmead'i thing's (^ 
 be dont* (rn'.f, 
 
 Thi Om'enm rkfet^'tht AcAde- 
 
38 JOHN AMOS COMENIUS 
 
 But the principle on which he most insisted, which 
 forms the special point of his teaching, and in which 
 he is followed by Milton, is that the teaching of 
 words and things must go together hand in hand. 
 When we consider how much time is spent over new 
 languages, what waste of energy is lavished on mere 
 preparation, how it takes so long to lay a foundation 
 that there is no time to rear a building upon it, we 
 must conclude that it is in theacceptanceand develop- 
 ment of this principle that the improvement of edu- 
 cation will in the future consist. Any one who 
 attempts to inculcate this great reform will find that 
 its first principles are contained in the writings of 
 Comenius. 
 
 But this is not the whole of his claim upon our 
 gratitude. He was one of the first advocates of the 
 teaching of science in schools. His kindness, gentle- 
 ness, and sympathy make him the forerunner of 
 Pestalozzi. His general principles of education 
 would not sound strange in the treatise of Herbert 
 Spencer. 
 
 The Protestant schools were now the best in 
 Europe, and the monkish 
 institutions were left to de- 
 cay. Catholics would have 
 remained behind in the race 
 if it had not been for the 
 Jesuits. Ignatius Loyola 
 gave this direction to the 
 order which he founded, and 
 the programme of studies, 
 which dates from the end of 
 IGNATIUS DE LOYOLA, 1491-1556 the sixteenth century, is in 
 
THE JESUITS 39 
 
 use, with certain modifications, in English Jesuit 
 schools at the present day. In 1550 the first Jesuit 
 school was opened in Germany; in 1700 the order 
 possessed 612 colleges, 157 normal schools, 59 novi- 
 ciates, 340 residences, 200 missions, 29 professed 
 homes, and 24 universities. The college of Clermont 
 had 3000 students in 1695. 
 
 Every Jesuit college was divi'ded into two parts, 
 the one for higher, the other for lower education, 
 — the studia siiperiora and the studia inferiora. The 
 studia ififei'iora, answering to the modern gymnasium, 
 was divided into five classes. The first three were 
 classes of grammar (rudiments), grammar (acci- 
 dence), and syntax ; the last two humanity and 
 rhetoric. 
 
 The motto of the schools was lege, scribe, loquere, — 
 you must learn not only to read and write a dead 
 language, but to talk. Purism was even more 
 exaggerated that by Sturm. No word might be used 
 which did not rest upon a special authority. The 
 composition of Latin verses was strongly encouraged, 
 and the performance of Latin plays. Greek was 
 studied to some extent; mathematics, geography, 
 music, and the mother tongues were neglected. 
 
 The studia siiperiora began with a philosophical 
 course of two or three years. In the first year logic 
 was taught, in the second the books of Aristotle, de 
 ccs/Oythe first book de generatione, and the Meteorologica. 
 In the third year the second book de generatiofie, the 
 books de ani?na, and the Metaphysics. After the com- 
 pletion of the philosophical course the pupil studied 
 theology for four years. 
 
40 
 
 THE JESUITS 
 
 The Jesuits used to the full the great engine of 
 emulation. Their classes were divided into two 
 parts, Romans and Carthaginians; swords, shields, 
 and lances hung on the walls, and were carried off 
 in triumph as either party claimed the victory by a 
 fortunate answer. 
 
 It would be unfair to deny the merits of the educa- 
 ^^^^^^^ tion of the Jesuits. Bacon 
 
 ^^^^^H^^^^^ speaks of them in more than 
 ^^BHiB^^^^^^^ one passage as the revivers 
 ^^M. J^^^^^^ ^^ ^^^^ most important art. 
 
 ^^K^JM ^^^^^^^^ Qmim talis sis utinam Piaster 
 BB^^ ^^^^ ess£S. Descartes approved 
 
 \ )f their system; Chateau- 
 
 briand regarded their sup- 
 
 PRANCIS BACON, 1561 1626 
 
 pression as a calamity to 
 civilization and enlighten- 
 ment. They were probably 
 the first to bring the teacher 
 into close connection with 
 the taught. According to 
 their ideal the teacher was 
 neither inclosed in a clois- 
 ter, secluded from hispupils, 
 nor did he keep order by 
 stamping, raving, and flog- 
 ging. He was encouraged 
 to apply his mind and soul 
 to the mind and soul of his 
 pupil ; to study the nature, the disposition, the par- 
 ents of his scholars; to follow nature as far as pos- 
 sible, or rather to lie in wait for it and discover 
 its weak points, and where it could be most easily 
 
 RENE DESCARTES, 1596-1650 
 
THEIR FAULTS 4! 
 
 attacked. Doubtless the Jesuits have shown a love^ 
 devotion, and self-sacrifice in education, which is 
 worthy of the highest praise; no teacher who would 
 compete with them can dare do less. 
 
 On the other hand, they are open to grave accusa- 
 tion. Their watchful care degenerated into surveil- 
 lance, which lay-schools have borrowed from them ; 
 their study of nature has led them'to confession and 
 direction. They have tracked out the soul to its 
 recesses, that they might slay it there, and generate 
 another in its place ; they educated each mind accord- 
 ing to its powers, that it might be a more subservient 
 tool to their own purposes. They taught the ac- 
 complishments which the world loves, but their chief 
 object was to amuse the mind and stifle inquiry; 
 they engaged Latin verses, because they were a con- 
 venient plaything on which powers might be exer- 
 cised which could have been better employed in 
 understanding and discussing higher subjects; they 
 were the patrons of school plays, of public prizes^ 
 declamations, examinations, and other exhibitions, 
 in which the parents were more considered than the 
 boys; they regarded the claims of education, not as 
 a desire to be encouraged, but as a demand to be 
 played with and propitiated; they gave the best 
 education of their time in order to acquire confidence,, 
 but they became the chief obstacle to the improve- 
 ment, of education; they did not care for enlighten- 
 ment, but only for the influence which they could 
 derive from a supposed regard for enlightenment. 
 
 What may have been the service of Jesuits in past 
 times, we have little to hope for them in the improve- 
 ment of education at present. Governments have. 
 
42 MONTAIGNE 
 
 on the whole, acted wisely by checking and sup- 
 pressing their colleges. The i-atio studiorum is an- 
 tiquated and difficult to reform. In 1831 it was 
 brought more into accordance with modern ideas by 
 Roothaan, the general of the order. Beckx, his suc- 
 cessor, has, if anything, pursued a policy of retro- 
 gression. The Italian Government, in taking pos- 
 session of Rome, found that the pupils of the Col- 
 legio Romano were far below the level of modern 
 requirements. 
 
 It may be imagined that, by this organization both 
 Catholic and Protestant were apt to degenerate into 
 pedantry, both in name and purpose. The school- 
 master had a great deal too much the best of it. The 
 Latin school was tabulated and organized until every 
 half hour of a boy's time was occupied; the Jesuit 
 school took possession of the pupil body and soul. 
 It was, therefore, to be expected that a stand should 
 be made for common sense in the direction of prac- 
 tice rather than theory, of wisdom instead of learning. 
 Montaigne has left us the most delightful utter- 
 
 .^ ances about education. He 
 
 says that the faults of the 
 education of his day con- 
 sist in overestimating the 
 intellect and rejecting mor- 
 ality, in exaggerating mem- 
 H^ ory and depreciating use- 
 
 ful knowledge. He recom- 
 mends a tutor who should 
 --^i-^-. draw out the pupil's own 
 
 MICHEL EQUEM DE MON- power and originality, to 
 TAIGNE, 153:3-1593 teach how to live well and 
 
 to die well, to enforce a lesson by practice, to put 
 
LOCKE 43 
 
 the mother tongue before foreign tongues, to teach 
 all manly exercises, to educate the perfect man. 
 Away with force and compulsion, with severity and 
 the rod. 
 
 John Locke, more than a hundred years afterwards, 
 made a more powerful and 
 systematic attack upon use- 
 less knowledge. His theory 
 of the origin of ideas led 
 him to assign great import- 
 ance to education, while his 
 knowledge of the operations 
 of the human mind lends a 
 special value to his advice. 
 His treatise has received in 
 JOHN LOCKE, 1632-1704 England more attention 
 than it deserves, partly because we have so few books 
 written upon the subject on which he treats Part 
 of his advice is useless at the present day ; part it 
 would be well to follow, or at any rate to consider 
 seriously, especially his condemnation of repetition 
 by heart as a means of strengthening the memory, 
 and of Latin verses and themes. 
 
 He sets before himself the production of the man, 
 a sound mind in a sound body. His knowledge of 
 medicine gives great value to his advice on the earl- 
 iest education, although he probably exaggerates the 
 benefits of enforced hardships. He recommends 
 home education without harshness or severity of 
 discipline. Emulation is to be the chief spring of 
 action; knowledge is far less valuable than a well- 
 trained mind. He prizes that knowledge most which 
 
44 MILTON 
 
 fits a man for the duties of the world, speaking lan- 
 guages, accounts, history, law, logic, rhetoric, natural 
 philosophy. He inculcates the importance of draw- 
 ing, dancing, riding, fencing, and trades. 
 
 The part of his advice which made the most im- 
 pression upon his contemporaries was the teaching 
 of reading and arithmetic by well-considered games, 
 the discouragement of an undue compulsion and 
 punishment, and the teaching of language without 
 the drudgery of grammar. In these respects he has 
 undoubtedly anticipated modern discoveries. He is 
 a strong advocate for home education under a private 
 tutor, and his bitterness against public schools is as 
 vehement as that of Cowper. 
 
 Far more important in the literature of this sub- 
 ject than the treatise of 
 Locke is the Tractate of 
 EducatioTi^ by Milton, "the 
 few observations," as he 
 tells us, "which flowered 
 off, and are, as it were, the 
 burnishings of many studi- 
 ous and contemplative 
 years spent in search for 
 civil and religious knowl- 
 JOHX MILTON, 1608-1674 edge." This essay is ad- 
 dressed to Samuel Hartlib, a great friend of Come- 
 nius, and probably refers to a project of establishing 
 a university in London. 
 
 " I will point you out," Milton says, " the right path 
 of a virtuous and noble education, — laborious, indeed, 
 
 * School Room Classics, vi. A Small Tractate of Education, by John 
 Milton, 16:26, 15 cts. Syracuse, N. Y., C. W. Bardeen. 
 
MILTON 45 
 
 at first ascent, but else so smooth and green and full 
 of goodly prospects and melodious sounds on every 
 side, that the harp of Orpheus is not more charming." 
 This is to be done between twelve and one-and-twenty, 
 in an academy containing about a hundred and thirty 
 scholars, which shall be at once school and univer- 
 sity, — not needing a remove to any other house of 
 scholarship except it be some peculiar college of 
 law and physics, where they mean to be practitioners. 
 
 The important truth enunciated is quite in the 
 spirit of Comenius that the learning of things and 
 words is to go hand in hand. The curriculum is 
 very large. Latin, Greek, arithmetic, geometry, 
 agriculture, geography, physiology, physics, trigo- 
 nometry, fortification, architecture, engineering, 
 navigation, anatomy, medicine, poetry, Italian, law, 
 both Roman and English, Hebrew, with Chaldee and 
 Syriac, history, oratory, poetics. 
 
 But the scholars are not to be book-worms. They 
 are to be trained for war, both on foot and on horse- 
 back, to be practised "in all the locks and gripes of 
 wrestling," they are to "recreate and compose their 
 travailed spirits with the divine harmonies of music 
 heard or learnt." " In those vernal seasons of the 
 year when the air is calm and pleasant, it were an 
 injury and a sullenness against Nature not to go out 
 and see her riches, and partake in her rejoicing with 
 heaven and earth. I should not then be a persuader 
 to them of studying much then, after two or three 
 years that they have well laid their grounds, but to 
 ride out in companies with prudent and staid guides 
 to all the quarters of the land." 
 
46 PORT ROYAL 
 
 The whole treatise is full of wisdom, and deserves 
 to be studied again and again. Visionary as it may 
 appear to some at first sight, if translated into the 
 language of our own day, it will be found to abound 
 with sound, practical advice. " Only," Milton says in 
 conclusion, " I believe that this is not a bow for every 
 man to shoot who counts himself a teacher, but will 
 require sinews almost equal to those which Homer 
 gave Ulysses; yet I am persuaded that it may prove 
 much more easy in the essay than it now seems at- a 
 distance, and much more illustrious if God have so 
 decided and this age have spirit and capacity enough 
 to apprehend." 
 
 Almost while Milton was writing this treatise, he 
 might have seen an attempt to realize something of 
 his ideal in Port Royal. What a charm does this 
 name awaken ! Yet how few of us have made a pil- 
 grimage to that secluded valley ! Here we find for 
 the first time in the modern world the highest gifts 
 of the greatest men of a country applied to the busi- 
 ness of education. Arnauld, Lancelot, Nicole did 
 not commence by being educational philosophers 
 They began with a small school, and developed their 
 method as they proceeded. Their success has seldom 
 been surpassed. 
 
 But a more lasting memorial than their pupils are 
 the books which they sent out, which bear the name 
 of their cloister. The Port Royal Logic, General 
 Grammar, Greek, Latin, Italian, and Spanish Gram- 
 mars, the Garden of Greek Roots which taught Greek 
 to Gibbon, the Port Royal Geometry, and their trans- 
 lations of the classics held the first place among 
 school books for more than a century. 
 
FRANCKE 
 
 47 
 
 The success of the Jansenists was too much for the 
 jealousy of the Jesuits. Neither piety, nor wit, nor 
 virtue could save them. A light was quenched which 
 would have given an entirely different direction to 
 the education of France and of Europe. No one can 
 visit without emotion that retired nook which lies 
 hidden among the forests of Versailles, where the 
 old brick dove-cot, the pillars of thjs church, the trees 
 of the desert alone remain to speak to us of Pascal, 
 Racine, and the Mere Angelique. 
 
 The principles of Port Royal found some sup- 
 porters in a later time, in 
 the better days of French 
 education before monarch- 
 ism and militarism had 
 crushed the life out of the 
 nation. Rollin is never 
 mentioned without the epi- 
 thet don, a testimony to his 
 wisdom, virtue and sim- 
 plicity. Fenelon may be 
 reckoned as belonging to 
 the same school, but he was 
 more fitted to mix and grap- 
 ple with mankind. 
 
 No history of education 
 would be complete without 
 the name of August Her- 
 mann Francke, the founder 
 of the school of Pietists, 
 and of a number of institu- 
 tions which now form al- 
 ABP. FENELON, 1651-1715 niost a suburb in the town 
 
 CHARLES ROLLIN, 1G61-1741 
 
48 
 
 THE PIETISTS 
 
 AUGUST HERMANN FRANCKE 
 1663-1727 
 
 of Halle to vvhich his labors were devoted. The 
 
 first scenes of his activity 
 v/ere Leipzig and Dresden ; 
 but in 1692, at the age of 29, 
 he was made pastor of 
 Glaucha, near Halle, and 
 professor in the 'newly es- 
 tablished university. 
 
 Three years later he com- 
 menced liis poor school 
 with a capital of seven 
 guelders which he found in 
 the poor box of his house. At his death in 1727 he 
 left behind him the following institutions: — a paeda- 
 gogium, or training college, with eighty-two scholars 
 and seventy teachers receiving education, and attend- 
 ants; the Latin school of the orphan asylum, with 
 three inspectors, thirty-two teachers, four hundred 
 scholars, and ten servants ; the German town schools, 
 with four inspectors, ninety-eight teachers, eight 
 female teachers, and one thousand seven hundred 
 and twenty-five boys and girls. The establishment 
 for orphan children contained one hundred boys, 
 thirty-four girls, and ten attendants. A cheap public 
 dining-table was attended by two hundred and fifty- 
 five students and three hundred and sixty poor 
 scholars, and besides this there was an apothecary's 
 and a bookseller's shop. 
 
 Francke's principles of education were strictly 
 religious. Hebrew was included in his curriculum, 
 but the heathen classics were treated with slight re- 
 spect. The Homilies of Macarius were read in the 
 
ROUSSEAU 
 
 49 
 
 place of Thucydides. As might be expected, the 
 rules laid down for discipline and moral training 
 breathed a spirit of deep affection and sympathy. 
 
 Francke's great merit, however, is to have left us 
 a model of institutions by which children of all 
 ranks may receive an education to fit them for any 
 position in life. The Franckesche Stiftungen are 
 still, next to the university, the centre of the intel- 
 lectual life of Halle, and the different schools which 
 they contain give instruction to 3,500 children. 
 
 We now come to the book which has had more in- 
 fluence than any other on the education of later 
 times. The Ejnile of Rousseau was published in 
 
 1762. It produced an as- 
 tounding effect throughout 
 Europe. Those were days 
 when the whole cultivated 
 world vibrated to any 
 touch of new philosophy. 
 French had superseded 
 Latin as the general medi- 
 um of thought. French 
 learning stood in the same 
 relation to the rest of Eu- 
 rope as German learning does now : and any dis- 
 covery of D'Alembert, Rousseau, or Maupertuis 
 travelled with inconceivable speed from Versailles 
 to Schonbrunn, from the Spree to the Neva. Kant 
 in his distant home of Konigsberg broke for one day 
 through his habits, more regular than tlie town clock, 
 .and staid at home to study the new revelation. 
 
 JEAN JACQUES ROUSSEAl- 
 
 1713-1778 
 
50 ROUSSEAU 
 
 The burthen of Rousseau's message was nalure, 
 such a nature as never did and never will exist, but 
 still a name for an ideal worthy of our struggles. 
 He revolted against the false civilization which he 
 saw around him ; he was penetrated with sorrow at 
 the shams of government and society, at the misery 
 of the poor existing side by side with the heartless- 
 ness of the rich. The child should be the pupil of 
 nature. 
 
 He lays great stress on the earliest education. The 
 first year of life is in every respect the most impor- 
 tant. Nature must be closely followed. The child's 
 tears are petitions which should be granted. The 
 naughtiness of children comes from weakness ; make 
 the child strong and he will be good. Children's 
 destructiveness is a form of activity. Do not be too 
 anxious to make children talk ; be satisfied with a 
 small vocabulary. Lay aside all padded caps and 
 baby jumpers. Let children learn to walk by learn- 
 ing that it hurts them to fall. Do not insist so much 
 on the duty of obedience as on the necessity of sub- 
 mission to natural laws. Do not argue too much 
 with children; educate the heart to wish for right 
 actions ; before all things study nature. The chief 
 moral principle is do no one harm. 
 
 Emile is to be taught by the real things of life, by 
 observation and experience. At twelve years old he 
 is scarcely to know what a book is; to be able to 
 read and write at fifteen is quite enough. We must 
 first make him a man, and that chiefly by athletic 
 exercises. Educate his sight to measure, count, and 
 
THE EMILE 
 
 51 
 
 weight accurately ; teach him to draw; tune his ear 
 to time and harmony; give him simple food, but let 
 him eat as much as he likes. Thus at twelve years 
 old Emile is a real child of nature. His carriage and 
 bearing are fair and confident^ his nature open and 
 candid, his speech simple and to the point ; his ideas 
 are few but clear; he knows nothing by learning, 
 much by experience. He has read deeply in the 
 book of nature. His mind is not on his tongue but 
 in his head. He speaks only one language, but 
 knows what he is saying, and can do what he cannot 
 describe. Routine and custom are unknown to him ; 
 authority and example affect him not : he does what 
 he thinks right. He understands nothing of duty 
 and obedience, but he will do what you ask him, and 
 will expect a similar service of you in return. His 
 strength and body are fully developed ; he is first- 
 rate at running, jumping, and judging distances. 
 Should he die at this age he will so far have lived 
 his life. 
 
 From twelve to fifteen Emile's practical education 
 is to continue. He is still to avoid books which 
 teach not learning itself but to appear learned. He 
 is to be taught and to practise some handicraft. Half 
 the value of education is to waste time wisely, to 
 tide over dangerous years with safety, until the 
 character is better able to stand temptation. 
 
 At fifteen a new epoch commences. The passions 
 are awakened; the care of the teacher should now 
 redouble; he should never leave the helm. Emile 
 liaving gradually acquired the love of himself and of 
 
52 ROUSSEAU 
 
 those immediately about him, will begin to love his 
 kind. Now is the time to teach him history, and the 
 machinery of society, the world as it is and as it 
 might be. Still an encumbrance of useless and bur- 
 densome knowledge is to be avoided. Between this 
 age and manhood Emile learns all that it is necessary 
 for him to know. 
 
 It is, perhaps, strange that a book in many respects 
 so wild and fantastic should have produced so great 
 a practical effect. In pursuance of its precepts, 
 children went about naked, were not allowed to read, 
 and when they grew up wore the simplest clothes, 
 and cared for little learning except the study of 
 nature and Plutarch. 
 
 The catastrophe of the French Revolution has 
 made the importance of Emile less apparent to us. 
 Much of the heroism of that time is doubtless due to 
 the exaltation produced by the sweeping away of 
 abuses, and the approach of a brighter age. But we 
 must not forget that the first generation of Emile 
 was just thirty years old in 1792 ; that many of the 
 Girondins, the Marseillais, the soldiers and generals 
 of Carnot and Napoleon had been bred in that hardy 
 school. There is no more interesting chapter in the 
 history of education than the tracing back of epochs 
 of special activity to the obscure source from which 
 they arose. Thus the Whigs of the Reform Bill 
 sprang from the wits of Edinburgh, the heroes of the 
 Rebellion from the divines who translated the Bible, 
 the martyrs of the Revolution from the philosophers 
 of the Encyclopaedia. 
 
BASEDOW 
 
 =;: 
 
 f johann;bernaiid Basedow 
 
 1723-1790 
 
 The teaching of Rousseau found its practical 
 expression in the philan- 
 thropin of Dessau, a school 
 founded by Basedow, the 
 friend of Goethe and La- 
 vater, one of the two 
 prophets between whom 
 the wOrld-child sat bodkin 
 in that memorable post- 
 chaise journey of which 
 Goethe has left us an ac- 
 count. The principles of 
 the teaching given in this establishment were very 
 much those of Comenius, the combination of w^ords 
 and things. 
 
 An amusing account of the instruction given in 
 this school, which at this time consisted of only 
 thirteen pupils, has come down to us, a translation 
 of which is given in the excellent work of Mr. Quick 
 on educational reformers*. The little ones have 
 gone through the oddest performances. They play 
 at "word of command ". Eight or ten stand in line 
 like soldiers, and Herr Wolke is officer. He gives 
 the word in Latin, and they must do whatever he 
 says. For instance when he says *' Claudite oculos ", 
 they all shut their eyes; when he says '^ Circum- 
 j/)iV/V^ ", they look about them; '' Iiuitamini sutorem'\ 
 they draw their vyaxed thread like cobblers. Herr 
 Wolke gives a thousand different commands in the 
 drollest fashion. 
 
 Another game, " the hiding game ", may also be 
 described. Some one writes a name and hides it 
 
 Pp. 193-197 of the Reading Circle edition, Syracuse, N. Y 
 
54 
 
 BASEDOW S PHILAXTHROPIX 
 
 from the children, the name of some part of the body, 
 or of a plant or animal, or metal, and the children 
 guess what it is. Whoever guesses right gets an 
 apple or a piece of cake; one of the visitors wrote 
 " intestina ", and told the children it was part of the 
 body. Then the guessing began ; one guessed caput, 
 another nasus^ another os^ another manus, pes, digiti, 
 pectus, and so forth for a long time, but one of them 
 hits it at last. 
 
 Next Herr Wolke wrote the name of a beast or 
 quadruped, then came the guesses, leo, ursus, camelus, 
 elephas, and so on, till one guessed right it was mus. 
 Then a town was written, and they guessed Lisbon, 
 Madrid, Paris, London, till a child won with St. 
 Petersburg. 
 
 They had another game which was this. Herr 
 Wolke gave the command in Latin, and they imitated 
 the noises of different animals, and made the visitors 
 laugh till they were tired. They roared like lions, 
 crowed like cocks, mewed like cats, just as they 
 were bid. 
 
 Yet Kant found a great deal to praise in this school, 
 and spoke of its influence 
 as one of the best hopes of 
 the future, and as " the only 
 school where the teachers 
 had liberty to act according 
 to their own methods and 
 schemes, and where they 
 were in free communication 
 both among themselves and 
 iMMA^UEL KANT, 175^4-1804 With all' learned men 
 throughout Germany." 
 
PESTALOZZl 55 
 
 A more successful laborer in the same school was 
 Salzmann, who bought the property of Schnepfenthal, 
 near Gotha, in 1784, and established a school there, 
 which still exists as a flourishing institution. He 
 gave full scope to the doctrines of the philanthropists ; 
 the limits of learning were enlarged; study became 
 a pleasure instead of a pain ; scope was given for 
 healthy exercise ; the school beGame light, airy, and 
 cheerful. A charge of superficiality and weakness 
 was brought against this method of instruction ; but 
 the gratitude which our generation of teachers owes 
 to the unbounded love and faith of these devoted 
 men cannot be denied or refused. 
 
 The end of the 18th century saw a great develop- 
 ment given to classical studies. The names of Cel- 
 larius, Gesner, Ernesti, and Heyne are perhaps more 
 celebrated as scholars than as schoolmasters. To 
 them we owe the great importance attached to the 
 study of the classics, both on the Continent and in 
 England. They brought into the schools the phil- 
 ology which F. A. Wolfe had organized for the uni- 
 versities. 
 
 Pestalozzi, on the other hand, was completely and 
 entirely devoted to education. His greatest merit 
 is that he set an example of absolute self-abnegation ; 
 that he lived with his pupils, played, starved, and 
 suffered with them ; and clung to their minds and 
 hearts with an affectionate sympathy which revealed 
 to him every minute difference of character and dis- 
 position. 
 
 Pestalozzi was born at Zurich in 1746. His father 
 
JOHANN HEI>;KICH PESTALoZZI, 1:40 ]fc-^l 
 
PESTALOZZI 
 
 Rudenplatz, Zurich. The middle house was Pestalozzi's birthplace. 
 
 died when he was young, and he was brought up by 
 his mother. His earliest years were spent in schemes 
 for improving the condition of the people. The 
 death of his friend Bluntschli turned him from politi-^ 
 cal schemes, and induced him to devote himself to 
 education. He married at 23, and bought a piece of 
 waste land in Aargau, where he attempted the culti- 
 vation of madder. Pestalozzi knew nothing of bus- 
 iness, and the plan failed. Before this he had opened 
 his farm-house as a school; but in 1780 he had to 
 give this up also. 
 
 His first book published at this time was The Even- 
 ing Hours of a Hermit^ a series of aphorisms and 
 reflections. This was followed by his masterpiece, 
 Leonard and Gertrude, an account of the gradual 
 
i8 
 
 PESTALOZZl S SCHOOL AT STANZ 
 
 reformation, first of a household, and then of a whole 
 village, by the efforts of a good and devoted woman. 
 It was read with avidity in Germany, and the name 
 of Pestalozzi was rescued from obscurity. His 
 attempts to follow up his first literary success were 
 failures. 
 
 The French invasion of Switzerland in 1798 brought 
 into relief his truly heroic character. A number of 
 children were left in Canton Unterwalden on the 
 shores of the Lake of Luzerne without parents, home, 
 
 STANZ 
 
 food, or shelter. Pestalozzi collected a number of 
 them into a deserted convent, and spent his energies 
 in reclaiming them. 
 
 ''I was," he says, "from morning till evening, 
 almost alone in their midst. Everything which was 
 
6o PESTALOZZI'S SCHOOL AT STANZ 
 
 done for their body or soul proceeded from my 
 hand. Every assistance, every help in time of need, 
 every teaching which they received came immediatly 
 from me. My hand lay in their hand, my eye rested 
 on their eye, my tears flowed with theirs, and my 
 laughter accompanied theirs. They were out of the 
 world, they were out of Stanz ; they were with me, 
 and I was with them. Tlieir soup was mine; their 
 drink was mine. I had nothing; I had no house- 
 keeper, no friend, no servants around me; I had 
 them alone. Were they well I stood in their midst ; 
 were they ill, I was at their side. I slept in the 
 middle of them. I was the last who went to bed at 
 night, the first who rose in the morning. Even in 
 bed I prayed and taught with them until they were 
 asleep, — they wished it to be so." Thus he passed 
 the w^inter; but in June, 1799, the building was 
 required by the Frencii for a hospital, and the chil- 
 dren were dispersed. 
 
 We have dwelt especially on this episode of Pesta- 
 lozzi's life, because in this devotion lay his strength. 
 In 1801 he gave an exposition of his ideas on educa- 
 tion in the book How Gertrude teaches her Children^. 
 His method is to proceed from the easier to the more 
 difficult — to begin with observation, to pass from 
 observation to consciousness, from consciousness to 
 speech. Then come measuring, drawing, writing, 
 numbers, and so reckoning. 
 
 •How Gertrude teaches her Children An attempt to help mothers to 
 teach their own cliildren. and an account of the method. A report to the 
 Society of the Friends of Education, Burffdorf. by Johann Heinrich Pesta- 
 lozzi. Translated by Lucy E. Holland and Frances E. Turner, and edited, 
 with introduction and notes, by Ebenezer Cooke. l-i:308, $L50. Syracuse, 
 N. Y., C. W. Bardeen. 1894. 
 
AT BURGDORF AND V VERDUN 6l 
 
 In 1799 he had been enabled to establish a school 
 
 BURGDORF 
 
 at Burgdorf, where he remained till 1804. In 1802, 
 he went as deputy to Paris, and did his best to inter- 
 est Napoleon in a scheme of national education ; but 
 the great conqueror said that he could not trouble 
 himself about the alphabet. 
 
 In 1805 ^"^^ removed to Yverdun on the Lake of 
 Neufchatel, and for twenty years worked steadily at 
 his task. He was visited by all who took interest 
 in education — Talleyrand, Capo d'Istria, and Madame 
 de Stael. He was praised by Wilhelm von Hum- 
 boldt and by Fichte. His pupils included Ramsauer, 
 Delbruck, Blochmann, Carl Ritter, Froebel, and 
 Zeller. 
 
62 
 
 PESTALOZZl S SCHOOL AT YVERDUN 
 
 ^Sff^7:::^?^'V.: 
 
 ■i^%-'0i-- 
 
 riBfe^fltftfc 
 
 1^ 
 
 ^w«'3;- 
 
 
 
 ^^^P^P 
 
 nil 
 
 ^g 
 
 i 
 
 ^^^ 
 
 V VERDI' N 
 
 About 1815 dissensensions broke out among the 
 teachers of the school, and 
 Pestalozzi's last ten years 
 were chequered by weari- 
 ness and sorrow. In 1825 
 he retired to Neuhof, the 
 home of his youth; and 
 after writing the adventures 
 of his life, and his last work, 
 the Swan's Song^ he died in 
 1827. 
 
 As he said himself, the 
 real work of his life did not 
 lie in Burgdorf or in Yverdun, the products rather 
 
 JOHANN GOTTLIEB FICHTE 
 
 1762-1814 
 
I" 
 
64 
 
 PESTALOZZI S WORK 
 
 of his weakness than of his strength. It lay in the 
 principles of education which he practised, the devel- 
 opment of his observation, the training of the whole 
 man, the sympathetic application of the teacher 
 to the taught, of which he left an example in his six 
 months' labors at Stanz. He showed what truth 
 tliere was in the principles of Comenius and Rous- 
 seau, in the union of training with information, and 
 the submissive following of nature; he has had the 
 
 The Sclioolhouse at Birr, with Pestalozzi's Memorial 
 
 deepest effect on all branches of education since 
 his time, and his influence is far from being ex- 
 hausted. 
 

 r. 
 
 statue In Pestalozzi Square, Yverdun. Inscription : '' To Pesta- 
 
 lozzl, 1746-18;:J7. Tills monument was erected by 
 
 popular subscription in 1890." 
 
66 
 
 GERMAN WRITERS 
 
 ARTHUK SCFI0P£>;HAUER, 
 
 1788-1860 
 
 The Einile of Rousseau was the point of departure 
 for an awakened interest in 
 educational theories which 
 has continued unto the 
 present day. Few thinkers 
 of eminence during the 
 last hundred years have 
 failed to offer their contri- 
 butions more or less direct- 
 ly on this subject. Poets 
 like Richter, Herder and 
 Goethe, philosophers such 
 as Kant^ Fichte, Hegel, Schleiermacher and Schopen- 
 hauer, psychologists such as Herbart and Beneke, 
 have left directions fgr our guidance. 
 
 Indeed, during this time the science of education, 
 or paedagogics, as the Ger- 
 mans call it, may have been 
 said to have come into ex- 
 istence. It has attracted 
 but little attention in Eng- 
 land ; but it is an impor- 
 tant subject of study at all 
 German universities, and 
 we may hope that the ex- 
 
 JOHANNFRIEDRICH HERBART ^"^Pl^ ^^^'^^ ^^ ^^e estab- 
 
 i776-i&ii lishment of chairs of educa- 
 
 tion in the Scotch universities may soon be followed 
 by the other great centres of instruction in Great 
 Britain. 
 
JEAN PAUL, AND GOETHE 
 
 ^r 
 
 ^' 
 
 \ 
 
 JOHANN PAUL FRIEDRICH 
 RICHTER, 1763-1825 
 
 Jean Paul called his book Levana after the Roman 
 goddess to whom the father 
 dedicated his new-born 
 child, in token that he in- 
 tended to rear it to man- 
 hood. He lays great stress 
 on the preservation of indi- 
 viduality of character, a 
 merit which he possessed 
 himself in so high a degree. 
 The second part of Wil- 
 helm Meister is in the main 
 a treatise upon education. The essays of Carlyle 
 have made us familiar with the mysteries of the 
 paedagogic province, the solemn gestures of the 
 three reverences, the^long cloisters which contain 
 the history of God's dealings with the human race. 
 The most characteristic passage is that which de- 
 scribes the father's return 
 to the country of educa- 
 tion after a year's absence. 
 As he is riding alone, 
 wondering in what guise 
 he will meet his son, a 
 multitude of horses rush 
 by at full gallop. "The 
 monstrous hurly-burly 
 whirls past the wanderer; 
 
 JOHANN WOLFGANG von GOETHE ^ ^^^^ ^^^ among the keep- 
 1749-1832 ers looks at him in sur- 
 
 prise, pulls in, leaps down, and embraces his father." 
 He then learns that an agricultural life had not suited 
 his son, that the superiors had discovered that he 
 
68 
 
 JACOTOT 
 
 was fond of animals, and had set him to that occupa- 
 tion for which nature had destined him. 
 
 The system of Jacotot has aroused 'great interest 
 in this country. Its author 
 was born at Dijon in 1770. 
 In 1815 he retired to Lou- 
 vain and became professor 
 there, and director of the 
 Belgian military school. 
 He died in 1840. H i s 
 method of teaching is based 
 on three principles: 
 
 I. All men have an equal 
 JOSEPH JACOTOT, 1770-1840 intelligence. 
 
 2. Every man has received from God the faculty 
 of being able to instruct himself. 
 
 3. Every thing is in every thing. 
 
 The first of these principles is certainly wrong, 
 although Jacotot tried to explain it by asserting that, 
 although men had the same intelligence, they differed 
 widely in the will to make use of it. Still it is im- 
 portant to assert that nearly all men are capable of 
 receiving some intellectual education, provided the 
 studies to which they are directed are wide enough 
 to engage their faculties, and the means taken to 
 interest them are sufficiently ingenious. The second 
 principle lays down that it is more necessary to stim- 
 ulate the pupil to learn for himself, than to teach 
 him didactically. 
 
 The third principle explains the process which 
 Jacotot adopted. To one learning a language for 
 the first time he would give a short passage of a few 
 lines, and encourage the pupil to study first the 
 words, then the letters, then the grammar, then the 
 
THE MONITORIAL SYSTEM 
 
 69 
 
 full meaning of the expressions, until by iteration 
 and accretion a single paragraph took the place of 
 an entire literature. Much may be effected by this 
 method in the hands of a skilful teacher, but a char- 
 latan might make it an excuse for ignorance and 
 neglect. 
 
 Among those who have improved the methods of 
 
 teaching, we must mention 
 Bell and Lancaster, the 
 joint discoverers of the 
 method of mutual instruc- 
 tion, which, if it has not 
 effected everything which 
 its founders expected of it, 
 has produced the system of 
 pupil-teachers which is 
 common in our schools. 
 Froebel also deserves an 
 honorable place as the founder of the Kindergarten, a 
 
 means of teaching young 
 
 ^j ^^ ^SK^Hkk •• children by playing and 
 
 .# Hi w ,^ amusement. His plans, 
 
 \ which have a far wider sig- 
 I nificance than this limited 
 f development of them, are 
 ^ likely to be fruitful of re- 
 sults to future workers. 
 
 The last English writers 
 on education are Mr. Her- 
 TJOSEPH LANCASTER, 1778-1838 ^ert Spencer and Mr. Alex- 
 
 ander Bain, the study of whose writings will land us 
 in those regions of pedagogics|which have been most 
 recently explored. 
 
 ANDREW ^ELL, 1753-1833 
 
70 
 
 HERBERT SPENCER 
 
 HERBERT SPENCER, 1820- 
 
 We need not follow Mr. Spencer into his defence 
 of science as the worthiest 
 object of study, or in his 
 rules for moral and physi- 
 cal training, except to say 
 they are sound and practi- 
 cal. In writing of intel- 
 lectual education, he insists 
 that we shall attain the best 
 results by closely studying 
 the development of the 
 mind, and availing our- 
 selves of the whole amount of force which nature 
 puts at our disposal. The mind of every being is 
 naturally active and vigorous, indeed it is never at 
 rest. But for its healthy growth it must have some- 
 thing to work upon, and, therefore, the teacher must 
 watch its movements with the most sympathetic 
 care, in order to supply exactly that food which it 
 requires at any particular time. In this way a much 
 larger cycle of attainments can be compassed than 
 by the adoption of any programme or curriculum, 
 however carefully drawn up. 
 
 It is no good to teach what is not remembered; 
 the strength of memory depends on attention, and 
 attention depends upon interest. To teach without 
 interest is to work like Sisyphus and the Danaides. 
 Arouse interest if you can, rather by high means 
 than by low means. But it is a saving of power to 
 make use of interest which you have already exist- 
 ing, and which, unless dried up or distorted by inju- 
 dicious violence, will naturally lead the mind into 
 all the knowledge which it is capable of receiving. 
 
ALEXANDER BAIN '] \ 
 
 Therefore, never from the first force a child's atten- 
 tion ; leave off a study the moment it becomes weari- 
 some, never let a child do what it does not like, only 
 take care that when its liking is in activity a choice 
 of good as well as evil shall be given to it. 
 
 Mr. Bain's writings on education, which are con- 
 tained in some articles in the Fo7-t?iightly Revieiv^ and 
 in two articles in Mind{Nos. v. atid vii.) are extremely 
 valuable. Perhaps the most interesting part of them 
 consists in his showing how what may be called the 
 "correlation of forces in man " helps us to a right 
 education. From this we learn that emotion may be 
 transformed into intellect, that sensation may exhaust 
 the brain as much as thought, and we may infer that 
 the chief duty of the schoolmaster is to stimulate the 
 powers of each brain under his charge to the fullest 
 activity, and to apportion them in that ratio which 
 will best conduce to the most complete and harmon- 
 ious development of the individual. 
 
 It seems to follow from this sketch of the history 
 of education that, in spite of the great advances which 
 have been made of late years, the science of educa- 
 tion is still far in advance of the art. Schoolmasters 
 are still spending their best energies in teaching sub- 
 jects which have been universally condemned by 
 educational reformers for the last two hundred years. 
 The education of every public school is a farrago of 
 rules, principles, and customs derived from every age 
 of teaching, from the most modern to the most re- 
 mote. It is plain that the science and art of teach- 
 ing will never be established on a firm basis until it 
 is organized on the model of the sister art of medi- 
 cine. We must pursue the patient methods of 
 induction by which other sciences have reached the 
 
72 
 
 HISTORIES OK EDUCATION 
 
 Stature of maturity ; we must discover some means 
 of registering and tabulating results ; we must invent 
 a phraseology and nomenclature which will enable 
 results to be accurately recorded; we must place 
 education in its proper position among the sciences 
 of observation. A philosopher who should succeed 
 in doing this would be venerated by future ages as 
 the creator of the art of teaching. 
 
 It only remains now to give some account of the 
 very large literature of the subject. 
 
 The history of education was not investigated till 
 the beginning of the present century, and since then 
 little original research has been made except by 
 Germans. Whilst acknowledging our great obliga- 
 tions to the German historians, we cannot but regret 
 that all the investigations have belonged to the same 
 nation. For instance, one of the best treatises on 
 education written in the T6th century is Mulcaster's 
 Positions, which has never been reprinted, and is now 
 a literary curiosity. 
 
 Mangelsdorf and Ruhkopf attempted histories of 
 
 education at the end of the 
 
 last century, but the first 
 
 work of note was F. H. Ch. 
 
 Schwarz's Geschichte d. Ei- 
 
 ziehung (1813). A. H. Nie- 
 
 meyer, a very influential 
 
 writer, was one of the first 
 
 to insist on the importance 
 
 of making use of all that 
 
 has been handed down to 
 
 AUGUST HERMANN NiEMEYER, US, and with this practical 
 
 1754-1828 object in view he has given 
 
 us an Ueberblick der allgemeinen Geschichte der Erziehung, 
 
VON RAUMER AND SCHMIDT 
 
 7? 
 
 KARL GEORG yon RAUMER 
 1783-1865 
 
 Other writers followed ; but from the time of its 
 appearance till within the 
 last few years, by far the 
 most readable and the most 
 read work on the history of 
 education was that of Karl 
 von Raumer. Raumer, how- 
 ever, is'too chatty and too 
 religious to pass for ^^ wis- 
 se7ischaftlich ", and the stand- 
 ard history is now that of 
 Karl Schmidt. The Roman 
 Catholics have not been content to adopt the works 
 of Protestants, but have histories of their own. 
 These are the very pleasing sketches of L. Kellner 
 and the somewhat larger history by Stoeckl. 
 
 When we come to writers who have produced 
 sketches or shorter histories, we find the list in Ger- 
 many a very long one. Among the best books of 
 this kind are Fried. Dittes's Geschichte and Drose's 
 Pddagogische Characterbilder. An account of this lit- 
 erature will be found in J. Chr. G. Schurmann's 
 paper among the Pddagogische Studien, edited by Dr. 
 Reiss. 
 
 For biographies the psedagogic cyclopaedias may be 
 consulted, of which the first is the Encyclopadie des: 
 gisammten Erzuhungswesens of K. A. Schmid, a great 
 work in II or 12 vols, not yet completed, although 
 the second edition of the early vols, is already an- 
 nounced. The Roman Catholics have also begun a 
 
74 HISTORIES OF EDUCATION 
 
 large encyclopaedia edited by Rolfus and Pfister. 
 No similar work has been published in France, but 
 a Cyclopcedia of Education in one volume has lately 
 been issued in New York (Steiger, — the editors are 
 Kiddle and Schem), and in this there are articles by 
 English as well as American writers*. In French the 
 Esquisse d'lm systeine complet d' Educatio?i^ by Th. Fritz 
 {Strasburg, 1841), has a sketch of the history, which 
 as a sketch is worth notice. Jules Paroz has written 
 a useful little Histoire which would have been more 
 valuable if it had been longer. 
 
 In English, though we have no investigators of the 
 history of education, we have a fairly large literature 
 on the subject, but it belongs almost exclusively to 
 the United States. The great work of Henry Bar- 
 nard, the Avierica7i Journal 
 of Education^ in 25 vols., has 
 valuable papers on almost 
 every part of our subject, 
 many of them translated 
 from the German, but there 
 are also original papers on 
 our old English educational 
 writers and extracts from 
 their works. This is by far 
 HENRY BARNARD, 1811- the most Valuable work in 
 our language on the history of education. 
 
 * A more recent publication is *' Sonnenschein's Cyclopaedia of Educa- 
 tion: a handbook on all subjects connected with education (its history, 
 theory, and practice) comprising articles by eminent educational specialists. 
 The whole arranged and edited by Alfred Ewen Fletcher." 8:560, $3.75. 
 Syracuse, N. Y., C. W. Bardeen, 1889. 
 
EGBERT HEBEKT QUICK, 
 1831-1891 
 
 BARNARD, QUICK, PAYNE 75 
 
 The small volumes published in America with the 
 title of "History of Educa- 
 tion " do not deserve notice. 
 In England may be men- 
 tioned the article on educa- 
 tion by Mr. James Mill, pub- 
 lished in the early editions of 
 the Encfdopcedia Britannica^ 
 and R. H. Quick's most ex- 
 cellent Essays on Educational 
 -^^y^ rw<? ri", published in 
 1868*. Since then Mr. 
 Leitch of Glasgow has issued a volume called F^-ac- 
 tical Educationists^ which deals with English and 
 Scotch reformers, as well as with Comenius and 
 Pestalozzi. Now that professorships of education 
 have been established we may hope for some original 
 research. The first professor appointed was the late 
 Joseph Payne, a name well-known to those among 
 us who have studied the theory of education. The 
 professorship was started by the College of Precep- 
 tors. At Edinburgh and at St. Andrews professors 
 have since been elected by the Bell Trustees. 
 
 Valuable reports as to the state of education in 
 the various countries that possess a national system 
 were presented to the English schools Inquiry Com- 
 mission in 1867 and 1868, by inspectors specially 
 
 •Essays on Educational Reformers by Robert Hebert Quick. Reading 
 Circle Edition, with Notes and Illustrations. 16:420, $1.00. Syracuse, N. Y., 
 1896. C. W. Bardeen. 
 
76 
 
 REPORTS ON EDUCATION 
 
 appointed to investigate the subject. The reports 
 
 on the Common School 
 System of the United States 
 and Canada, by the Rev. 
 James Fraser, on the Burgh 
 Schools in Scotland by D. 
 R. Fearon, and on Second- 
 ary Education in France, 
 Germany, Switzerland and 
 Italy, by Matthew Arnold, 
 are included in Parliament- 
 MATTHEw ARNOLD, 1822-1895 ary Papers [3857], 1867, 
 
 and [3966 v.], 1868. (o. b.) 
 
NOTES AND REFERENCES 
 
 General Sources of Information 
 Schmidt and Raumer are the great authorities on 
 the history of education. Copious translations from 
 Raumer are contained in Barnard's America?i yoiir- 
 nal of Education, and the portions relating to Ger- 
 man education are collected in Barnard's Germa?i 
 Teachers and Educators. 
 
 Paroz's Histoire Universelle is elegantly written, 
 and contains, within a moderate compass, an admir- 
 able summary of educational history. 
 
 For the study of special topics, Mr. Quick's Edu- 
 cational Reformers Q,2LViViO\. be too highly recommended. 
 Mr. Leitch writes with much less critical discern- 
 ment, and some of his subjects are of minor impor- 
 tance, but his work may be read with great profit. 
 
 As a critical history of educational doctrines, the 
 work of Compayre is of incomparable value. Though 
 he is occupied chiefly with French pedagogy, he dis- 
 cusses almost every aspect of the educational prob- 
 lem, and always with great penetration and clear- 
 ness. 
 
 Williams's History of Modern Education is the most 
 recent work, and particularly adapted to American 
 schools. 
 
 (77) 
 
78 appendix 
 
 The Reform in Education 
 
 The Reformation marks the further limit of the 
 modern period of educational history ; and these be- 
 ginnings of educational reform deserve very careful 
 stitdy. The compilation of Souquet, and particular- 
 ly his introduction, will be found very helpful. 
 Schmidt, Raumer, Compayre, and Paroz will supply 
 an abundance of material bearing on this topic. For 
 a study of the recognized educational reformers, the 
 works of Mr. Quick and Mr. Barnard are invaluable. 
 
 Rousseau and his Emile 
 With the progress of educational science, the in- 
 fluence of Rousseau is perceptibly and steadily 
 growing, and a careful study of the Emile is becom- 
 ing imperative. This study may now be conven- 
 iently prosecuted at first hand through the compila- 
 tion just made by Souquet. The fairest estimate of 
 Rousseau that I have yet seen, is contained in the 
 second volume of Compayre. 
 
 Joseph Payne 
 By far the most valuable of recent contributions 
 to educational literature from English sources, is 
 Joseph Payne's Lectures^ edited by his son, and con- 
 taining an introduction by Mr. Quick. Mr. Payne 
 was a disciple of Jacotot, and in this volume he 
 gives an admirable exposition of his master's sys- 
 tem. Outside of England, the doctrines of Jacotot 
 enjoy but little consideration; but there are very 
 few modern writers on education who are more 
 worthy of serious study. Each of his paradoxes em- 
 bodies a doctrine worth the knowing. 
 
notes and references 79 
 
 The Old Education and the New 
 In studying the later developments of educational 
 thought, it is essential to keep in mind the fact that 
 they embody a reaction against antagonistic doc- 
 trines; and the further fact that '^the suppression of 
 an error is commonly followed by the temporary as- 
 cendancy of a contrary one ". There are sharp 
 points of contrast between the old education and the 
 new. Each has a measure of truth and a measure of 
 error; each is right in what it admits and wrong in 
 what it denies ; and so each is in a great degree the 
 complement of the other. The truth will be found 
 to lie somewhere between the two extremes. 
 
 Pestalozzi 
 No just and adequate estimate of Pestalozzi's in- 
 fluence can be formed unless his doctrines are con- 
 trasted with those that he sought to supplant. We 
 are living in the midst of transformations that have 
 been wrought through the influence of Pestalozzian- 
 ism; and so the present does not furnish the criteria 
 by which to estimate the importance of this innova- 
 tion in educational thought. 
 
 Every new Phase in Education embodies 
 an Idea. 
 
 No new movement in education can be adequately 
 interpreted without taking into account the cognate 
 phases of thought, social, political, philosophical, 
 and religious, with which it co-existed. Some dom- 
 inant idea will be found to underlie every system of 
 educational doctrine. When the principle of au- 
 thority was dominant in church and state, it was 
 
8o APPENDIX 
 
 also dominant in the schools, and prescribed its 
 methods of discipline and of instruction; and the 
 decline of authority in church and state has induced 
 a corresponding change in the methods of the school. 
 The philosophical idea that is dominant in the new- 
 education is that of development; and in this 
 country when the professional teacher must count 
 with his constituents, there is the concurrent and 
 modifying idea of utility. 
 
 Need of a General History of Educational 
 Doctrines 
 
 The construction of a general history of education, 
 for the express purpose of tracing the rise and prog- 
 ress of all the marked phases of educational thought, 
 and characterized by the critical discernment that 
 gives such charm and value to the work of Com- 
 payre, is a thing greatly to be desired at this time 
 when questions of school policy are beginning to be 
 discussed on a scientific basis. 
 
 Buisson's Dictionnaire de la Pedagogic 
 
 Buisson's Dictioniiare de la Pedagogic is on all ac- 
 counts the most valuable book of reference that can 
 be commended to the professional teacher. Scarcely 
 any other book will be required to supplement this 
 short history of education, so complete is its treat- 
 ment of historical and biographical subjects. 
 
 In English, the latest general compilation is Son- 
 nenschein's Cyclopaedia of Education, the American 
 edition of which is published by C. W. Bardeen, 
 Syracuse, N. Y. 
 
COMENIUS 
 
COMENIUS 
 
 COMPARATIVE TABLE OF DATES 
 
 Erasmus .1467-1536 Rousseau 1712-1778 
 
 Luther 1483-1546 Diderot 1713-1784 
 
 Sturm 1507-1589 Condillac 1715-1780 
 
 Ascbain 1515-1568 Basedow 1723-1790 
 
 Ramus 1515-15T2 Kant 1724-1804 
 
 Montaigne ..1533-1592 Pestalozzi 1746-1827 
 
 Bacon 1561-1626 Jacotot 1770-1840 
 
 Ratke 1571-1635 Fellenberg 1771-1844 
 
 CoMENius 1592-1671 Froebel 1782-1852 
 
 Descartef 1596-1650 Diesterweg 1790-1866 
 
 Mil ton 1608-1674 Cousin 1792-1867 
 
 Locke 1632-1704 Beneke 1798-1856 
 
 Francke 1663-1727 Spencer 1820 
 
 OUTLINE BIOGRAPHY 
 
 1592. Born at Nivnitz, a village of Moravia, on the 
 confines of Hungary ; early an orphan ; began 
 his education at the age of 16. 
 
 1610. Went to the Universities of Herborn and Hei- 
 delberg; then travelled for ten years in Hol- 
 land and perhaps in England. 
 
 1614. Returned to Bohemia and became director off 
 the school in Prerau, where he published his> 
 first work, Grainmaticae Facilioris Fraecepia. 
 
 (83) 
 
84 APPENDIX 
 
 1618. Became pastor of the Bohemian Brethren in 
 Fulneck. 
 
 1621. By the sack of Fulneck, lost his property, 
 books, and MS.; and for several years was a 
 refugee from religious persecution. 
 
 1627. By the Edict of July 31, followed the Mora- 
 vians into permanent banishment and took 
 refuge in Lissa Poland, where he wrote his 
 yanua Li/tgnarum Reserata. 
 
 1641. Went to London by the invitation of Parlia- 
 ment, at the instance of Samuel Hartlib (the 
 friend of Milton), who, in 1631, had published 
 at Oxford a part of the Didactic a Magna. 
 
 1642. Went on an educational mission into Sweden, 
 and thence to Elbing, Prussia. 
 
 1648. Made Bishop of the Moravians and took up 
 his residence again in Lissa. 
 
 1650. Went to Patak, Hungary, to establish a model 
 school on the principles of his Pansophia. 
 While in Patak he wrote the most popular of 
 his works, the Orbis Sensualiufii Pictus. On 
 leaving Patak he returned to Lissa. 
 
 1656. On the burning of Lissa by the Polish Catho- 
 lics, took refuge in Amsterdam. 
 167 [. November 15, died at Amsterdam. 
 
 APPRECIATION 
 
 "The system which he sketched will be found to 
 foreshadow the education of the future." 
 
COMENIUS 85 
 
 "He was one of the first advocates of the teaching 
 of science in schools." 
 
 '' His kindness, gentleness, and sympathy, make 
 him the forerunner of Pestalozzi." — EncycL Brit. 
 
 "Comenius founded nothing durable and distinc- 
 tive ; he was but an admirable precursor. His work 
 had to be again taken up, continued and perfected, 
 by the educators of the following century, the most 
 of whom did not know him — so soon was he forgot- 
 ten — and who followed in his foot-steps, like Rous- 
 seau and Pestalozzi, without suspecting it." — Buis- 
 
 SON. 
 
 ''A Protestant grammarian and theologian; was 
 a mad-man, but from this mad man we have a book 
 entitled 'yanua LinguaniDi Reseiata, which was trans- 
 lated not only into twelve European languages, but 
 also into the principal languages of Asia." — Enc, 
 Methodique. 
 
 "Of boundless generosity and intelligence, he 
 embraced all knowledge and every nationality. 
 Through every country — Poland, Hungary, Sweden, 
 England, Holland — he went teaching, first Peace, 
 and then the means of peace — Universal Fraternity. 
 He wrote a hundred works, taught in a hundred 
 cities. Sooner or later, the scattered members of 
 this great man, that he left upon every route, will be 
 reunited. " — MicJielet. 
 
 " As a school reformer he was the forerunner of 
 Rousseau, Basedow, and Pestalozzi, suggested a 
 mode of instruction which renders learning attract- 
 ive to children by pictures and illustrations, and 
 
86 APPENDIX 
 
 wrote the first pictorial school-book." — New Amer, 
 Cycl. 
 
 '• Comenius is a grand and venerable figure of 
 sorrow. Wandering, persecuted, and homeless, 
 during the terrible and desolating thirty years' war, 
 he never despaired ; but with enduring and faithful 
 truth, labored unweariedly to prepare youth, by a 
 better education, for a better future. His uhdes- 
 pairing aspirations seem to have lifted up, in a large 
 part of Europe, many good men, prostrated by the 
 terrors of the times, and to have inspired them with 
 the hope that by a pious and wise system of educa- 
 tion, there would be reared up a race of men more 
 pleasing to God." — Rauiiier. 
 
BIBLIOGRAPHY 
 
 I 
 
 SOURCES OF INFORMATION 
 
 1. Cyclopaedia of Education". C. W. Bardeen, 
 Syracuse, 1889. 
 
 2. Buisson's Dictioiinaire de Pedagogic et d'ln- 
 struction Primaire. ire Partie. Paris, 1887. 
 
 3. Quick's Essays on Educational Reformers, 
 Chapter VII. Syracuse, 1896. 
 
 4. Histoire Critique des Doctrines de L'Education 
 en France. Par G. Compayre. Paris, 1879. Tome 
 Premier, pp. 256-263. 
 
 q. Michelet. Nos Fils. Paris, 1877. 
 
 6. Jules Paroz. Histoire Universelle de la Peda- 
 gogic. Paris, pp. 203-216. 
 
 7. Karl Schmidt, Geschichte der Padagogik. Co- 
 then. 1873-1876. pp. 366-398, Dritter Band. 
 
 8. Karl von Raumer, Geschichte der Padagogik, 
 Stuttgart. 1857. pp. 48-100, Zweiter Theil. 
 
 9. Barnard's American Journal of Education. Vol. 
 v., pp. 257-298. [A translation of No. 8.] Also 
 Vol. VI, p. 585. [On the Orbis Fictus,] 
 
 10. Bayle's Historical and Critical Dictionary. 
 London, 1735. 
 
 (87) 
 
88 APPENDIX 
 
 11. Carpzov. Religionsuntersuchiing der Boli- 
 mischen und Mahrischen Brlider. 
 
 12. Gindely. Ueber des J. A. Comenius' Leben 
 und Wirksamkeit in der Fremde. (In the proceed- 
 ings of the Vienna Academy of Science. Vienna, 
 
 '855) 
 
 13. Leutbecher. Johann Amos Comenius, Lehr- 
 kunst. Leipzig, 1853. 
 
 14. Dr. Eugen Pappenheim. Amos Comenius, 
 der Begriinder der neuen Padagogik. Berlin, 187 1. 
 
 15. K. A. Schmid. Piidagogisches Handbuch fur 
 Schule und Haus. Gotha, 1877. 
 
 16. Seyffarth, L. W. J. A. Comenius, nach seinem 
 Leben und seiner piidagogischen Bedeutung. Leip- 
 zig, 1871. 
 
 17. Beitriige zur Padagogik. Ueber die historische 
 Darstellung der piidagogischen Jdeen mit beson- 
 derer Beziehungauf Rousseau und Comenius. Low- 
 enberg, 1875. 
 
 18. Comenius, Amos, Die Mutterschule. Aufs 
 Neue hrsg. v. Herm. Schroter. VVeissenfels, 1864. 
 
 19. Hoffmeister, Herm. Comenius und Pestalozzi 
 als Begriinder der Volksschule, wissenschaftlich 
 dargestellt, 8vo. Berlin, 1877. 
 
 20. Laurie, S. S John Amos Comenius, his Life 
 and Work, i6mo. Syracuse, 1892. 
 
 21. Butler, Nicholas Murray. The Place of Com- 
 enius in the History of Education, i6mo. Syra- 
 cuse, 1892. 
 
 22. Maxwell, W. H. The Text-Books of Comen- 
 ius, 8vo. Syracuse, 1892. 
 
COMENIUS 89 
 
 Note. — " We are assured that France will soon 
 have two works upon Comenius, which, we hope, will 
 be only a prelude 10 important "studies relating to 
 this eminent educator; one by M. Rieder and the 
 other by M. Diog. Bertrand." — Die. de Fedag, 
 
 II 
 
 WORKS 
 
 1. Didactica Opera Omnia ab anno 1627 ad 1657 
 continuata. Amstelodamus, Chr. Conradus et Gabr. 
 a Roy, 1657. 4 part, in-fol., avec port., 482, 462, 
 1064 et 1 10 col. — Brunei. 
 
 This edition contains the collected works of Co- 
 menius, edited by himself, and published by the 
 munificence of his Patron, Lorenzo de Geer. 
 
 2. Comenius, Johann Amos. Ausgewahlte Schrif- 
 ten, Mutterschule, Pansophia, Pangnosie, etc. Ue- 
 bersetzt und mit Erliluterungen versehen von Ju. 
 Beeger und Johann Leutbecher, 8vo. Leipzig. 
 
 3. Comenius's (John Amos) Visible World ; or a 
 Nomenclature and Pictures, of all the chief things 
 that are in the World, etc., illustrated with 150 curi- 
 ous rude woodcuts, i2mo. 1777. 
 
 4. The Orbis Pictus of John Amos Comenius, 8vo. 
 Syracuse, 1887. 
 
 5. Karl Richter. Piidagogische Bibliothek. Eine 
 Sammlung der wichtigsten padagogischen Schriften 
 alter und neuerer Zeit. Leipzig. 
 
 Volume third contains the Didactica Magna^ an 
 
-go APPENDIX 
 
 appreciation of it, a Life of Comenius, and notes. 
 Edited by Julius Beeger and Franz Zoubek. 
 
 6. Dr. Th. Lion. Bibliothek piidagogischer Clas- 
 siker. Langensalza, 1875. — Contains German tran- 
 slations of the pedagogical works of Comenius. 
 
 7. Jobann Amos Comenius. Grosse Unterichts- 
 lehre {Didactica Mag/ia), mit einer Einleitung von 
 Gustav Adolf Linder. Wien, 1877. 
 
 The Three Great Pedagogical Works of 
 Comenius 
 
 Comenius was a very prolific writer, being the 
 author of more than eighty publications, written in 
 Slavic (Czechic), Latin, and German ; but he owes 
 his fame to the three following works. 
 
 L Didactica Magna, seu Omnes omnia docendi 
 Artificium. 
 
 This great work was begun in 1627, while Come- 
 nius was living in exile at Sloupna. It was finished 
 in 1632, but remained in manuscript till 1849, when 
 it was published in the original language (Czechic). 
 
 A translation of a part of the Didactica Magna, un- 
 der the title of Prodronius Pausophiae^ was published 
 in London in 1639, through the mediation of Samuel 
 Hartlib, by whose influence Parliament invited Co- 
 menius to England to organize a reform in public 
 education. Buisson, in his Dictionjiairc de Pedagogic. 
 pronounces the Didactica Magna ''^ one. of the most 
 remarkable treatises that have been written on the 
 science of education ". 
 
COMENIUS 
 
 91 
 
 r 
 
 II. Janua Linguarum Reserata 
 This work, published at Lissa in 1631, was sug- 
 gested by a book bearing the same title, written by 
 an Irish Jesuit named Batty, who was connected with 
 the Jesuit College ut Salamanca. It was translated, 
 as Comenius himself tells us, into Greek, Bohemian, 
 Polish, Swedish, Belgian, English,^Frehch, Spanish, 
 Italian, Hungarian, Turkish, Arabic, Persian, and 
 even Mongolic. The general plan of the Janua may 
 be seen from the following quotation : " Comenius 
 believed that the knowledge of words should serve 
 at the same time to acquire a knowledge of things. 
 He therefore resolved to classify in methodical order 
 all created tilings, with their Latin names, and a 
 translation, in parallel columns ; and to make of this 
 general vocabulary a universal repertory of informa- 
 tion, where the pupil might at the same time learn 
 Latin and general science. He collected eight 
 thousand words, with which he constructed one 
 thousand sentences, and these he distributed into one 
 hundred chapters." 
 
 III. Orbis Sensualiu^e Pictus, hoc est, omiiiuui fu?ida- 
 mentalium in jnundo nruni, et in I'ita actionuni, 
 pictura et nometulatiira. 
 The first edition of this famous book was published 
 at Nuremberg in 1657; and soon after a translation 
 was made into English by Charles Hoole. The last 
 English edition appeared in 1777, and this was re- 
 printed in America in 1812. A fine reprint of the 
 English edition of 1727. with reproduction of the 151 
 copper-cut illustrations of the original edition of 
 
92 APPENDIX 
 
 1658, was published by C. W. Bardeen, Syracuse, in 
 1887. 
 
 This was the first illustrated school-book, and was 
 the first attempt at what now passes under the name 
 of '* object lessons". 
 
 " The * Orbis ' was, in substance, the same as the 
 ' Janua', though abbreviated, but it had this distinc- 
 tive feature, that each subject was illustrated by a 
 small engraving, in which everything named in the 
 letter press below was marked with a number, and 
 its name was found connected with the same num- 
 ber in the text." — Quick. 
 
 Educational Principles of Comenius 
 
 (Arranged from Paroz's Historic Universelie de ]a Pedagogie.) 
 
 1. Instruction is easy in proportion as it follows 
 the course of nature. 
 
 2. Instruction ought to be progressive and adapted 
 to the growing vigor of the intellectual faculties. 
 
 3. It is a fundamental error to begin instruction 
 with languages and terminate it with things — math- 
 ematics, natural history, etc.; for things are the sub- 
 stance, the body, while words are the accident, the 
 dress. These two portions of knowledge should be 
 united, but we should begin with things, which are 
 the objects of thought and of speech. 
 
 4. It is also an error to begin the study of language 
 with grammar. We should first present the subject 
 matter in an author or a well-arranged vocabulary. 
 The form, /. e. the grammar, does not come till after- 
 wards. 
 
COMENIUS 9^ 
 
 5. We should first exercise the senses (perception), 
 then the memory, then the intelligence, and lastly 
 the judgment (reasoning). For science begins with 
 the observation; the impressions received are then 
 imprinted upon the memory and the imagination; 
 the intelligence next seizes upon the notions held in 
 store in the memory and from them deduces general 
 ideas; finally the reason draws con£;lusions from the 
 things sufficiently known and co-ordinated in the 
 intelligence. 
 
 6. It is not sufficient, merely to make the pupil 
 comprehend; he should also learn to express and to 
 apply what he has comprehended. 
 
 7. It is not the shadow of things which impresses 
 the senses and the imagination, but the things them- 
 selves. It is then by a real intuition that instruction 
 should begin, and not by a verbal description of 
 things. 
 
 8. By observation, the pupil should first gain a 
 general notion of an object, and should then observe 
 each part by itself and in its relation to the whole. 
 
 9. Talent is developed by exercise. We learn to 
 write by writing, to sing by singing, etc. 
 
 10. The study of languages ought to commence 
 with the mother tongue. A language is learned bet- 
 ter by use, by the ear, by writing, etc., than by rules, 
 which should follow use in order to give it greater 
 exactness. 
 
THE SCHOOL BULLETIN PUBLIC ATIONIS. 
 
 llistoiy of Modern Ediieation. 
 
 The Hisforii of Modern Education. An account of Educational Opinion 
 and Practice from the Revival of Learn- 
 ing to the Present Decade. By 8amuei. 
 G. Williams, Ph.D., Professor of the 
 Science and Art of Teaching in Cornell 
 University. Cloth, 16mo, pp. 459. With 
 37 Portraits. $1.50. 
 
 This is a revised and enlarged edition 
 of what was upon its first appearance 
 altogether the' fullest and most coin- 
 plete history of modern education now 
 available. It is the only adequate prep- 
 aration for examinations, and a neces- 
 sary part of every teacher's working 
 library. 
 
 The titles of the chapters will give some idea of its comprehensiveness. 
 Those in italics appear for the first time in this revised edition. 
 
 Ldroductory. Valuable contributions to pedagogy from ancient day-9. I. 
 Preliminaries of modern education. II. The Renaissance, and some inter- 
 esting phases of education in the 16th century. III. Educational opinions 
 of the 16th century. IV. Distinguished teachers of the 16th century. 
 Melanchthon, Sturm, Trotzendorf, Neander, Ascham, Mulcaster, the Jesu- 
 its. V. Some characteristics of education in the ITth century. \I. Princi- 
 ples of the educational reformers. VII. The ITth century reformers. VIII. 
 Female education and Fenelon. IX. The Oratory of Jesus. Beginnings of 
 American education. X. Characteristics of education in the 18th century. 
 XI. Important educational treatises of the 18th century: Rollin, Rousseau. 
 Kant. XII. Basedow and the Philanthropinic experiment. XIII. Pesta- 
 lozzi and his work. XIV. General review of education in the 18th century. 
 XV. Educational characteri.stics of the 19th century. XVI. Extension of 
 ftopidar education. XVII. Froebel and the Vmdergarten. XVIII. Professional 
 training of teachers, and school supervision. XIX. Manual and industnal 
 training. XX. Improvements in methodx of instruction. XXI. Discussion of 
 relative value of studies. 
 
 There are also added an Analytic Appendix, for review ; the Syllabus 
 on the History of Education prepared by the Department of Public Instruc- 
 tion for the training classes ^^i the State of New York, with references by 
 page to this volume ; and an Index of 13 double column pages, much fuller 
 than in the first edition. 
 
 The Critic calls it, " sensible in its views, and correct and clear in style." 
 Tlie American Journal of Education says: "It is not too much to say that 
 for all ordinary purposes Prof. Williams's book is in itself a much more val- 
 uable pedagogical library than could be formed with it omitted." 
 
 C. AV. BARDEEX, Piibli.shor, Syracuse, N. Y. 
 
TUK SCHOOL BVLLKTIX PVIihlC ATlOXs. 
 
 Helps ill the History of Ediieation 
 
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 s adniirabh' book." The Americiin 
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 Kducation ol' books that every i)ub- 
 lic library should own. Au entirely new i7/'/«//'«/^(Z edition has now been 
 issued, with autobio'j:raphy. chapter on Froebel, ::i jxn-traits. and l.S illus-- 
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 2. Lectures on the Ilistonj of Education in Pnisfiia and England. 
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 IHnio, pp. 105. 50cts. 
 
 This is ii reprint of Oscar Browning's article in th 
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 Paper, 8vo. pp. 39. 20cts. 
 
 This treats particularly of Luther, Ba(;on, Pest:ilo//i. Girard, Diester- 
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 11. History of Educational Journalism in the Stalf of Xew York. By 
 C W. Bardeen. Paper, 8vo, pp. 45. 40 cts. 
 
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 C. W. BARDEEN, Publisher, Syracuse, N. Y. 
 
 Kncyclopaedia Bri- 
 
 By A\'. X. Hailmann. 
 
 Bv Prof. C. W. Bkn- 
 
 Lank. Leatherette, 
 
•THE SCHOOL BULLETIN PUBLICATIONS.- 
 
 Meiklejolin's Life of Andrew Bell. 
 
 An old Educational Reformer, Dr. 
 Andreio Bell. By J. M. D. Meiki,e- 
 JOHN, professor of the theory, history, 
 and practice of education in the uni- 
 versity of St. Andrews. Cloth, 16mo, 
 pp. 182. $1.00. 
 
 Teachers of this generation can 
 hardly realize what a power the naoni- 
 torial systgm was in the history of the 
 first third of this century. It was the 
 subject most debated wlien teachers 
 met together and in the educational 
 journals of the time. It was supposed 
 to have revolutionized teaching, and 
 in this country as well as in England and elsewhere its influence was enor- 
 mous. Dr. Andrew Bell, its founder is buried in Westminster Abbey, his 
 tablet being one of the first that meets the eye of the visitor. He left a 
 fortune of a million dollars to educational uses, and founded the chairs of 
 education in the universities of Edinburgh and St. Andrews. 
 
 Hitherto his biography could be obtained only in the three enormous 
 volumes of 2,000 pages by Robert Southey; but Dr. Meiklejohn, who occu- 
 pies at St. Andrews the chair Dr. Bell founded, has written this memoir, 
 which is as sprightly and interesting as the big compilation of Southey's is 
 dreary and dull. He tells of Dr. Bell's college life, of his going to Virginia 
 to be a tutor; of his shipwreck on his return voyage; of the duel he fought, 
 when, being short-sighted and excitable, he fired at the seconds instead of 
 his opponent; of his being offered $2,500 to vote for one candidate and im- 
 mediately voting for the other; of his journey to India, where he was put 
 in charge of an orphan school for boys; of his difficulty in finding teach- 
 ei:3, and his discovery of the plan of mutual instruction; of the enormous 
 success that this plan met with, first in India, and afterwai-d in Great 
 Britain and throughout the world. 
 
 Incidentally Prof. Meiklejohn tells much of the state of education at 
 the time Dr. Bell began to introduce his system, when in Ireland for in- 
 stance, the boy who had written the best copy was ordered by tlie master to 
 pull the hair of the boy who had written the worst, and so to do until they 
 arrived at their seat's in the school again. It was one of Dr. Bell's corre- 
 spondents who speaks of the death of a schoolmaster in Swabia who had 
 superintended a seminary 51 years with severity; had given 911,500 cauiugs, 
 124,000 floggings, 209,000 custodies, 136,000 tips with the ruler, 10,200 boxes on 
 the ear, 22,700 tasks by heart, 700 stands upon peas, 600 kneels on a sharp 
 edge, 500 foolscaps, 1,700 holds of rods. 
 
 In short the volume is a vivacious and interesting history of the time, 
 as well as the best biography of one of England's most eminent teachers. 
 
 C. W. BARDEEN, Publisher, Syracuse, N. Y. 
 
THE SCHOOL BULLETTN PrRLKATIOXS. 
 
 THOMAS ARNOLD. 
 
 Biograpliies of Great Teachers. 
 
 1. A Memoir of Roger Ascham, by Samuel Johnson, LL.D. ; and selec- 
 tions from the Life of Thmiuis Arnold, 
 by Dean Stanley. Edited, with In- 
 trodnctions and Notes by James S. Car- 
 lisle. 16rao* pp. 352. Manilla, 50 cts. ; 
 Cloth, $1.00. 
 
 Besides the biography of Aschani iu 
 full this volume contains selections 
 fiom '"The Schoolmaster", with fac- 
 simile of the ancient title-pa^re. We 
 also i)ublish Ascham's Complete Works 
 in four liandsome volumes at $5.00. 
 
 From Stanley's "Life of Arnold "" 
 those chapters have been taken which 
 refer to his work as a teacher, and ar« 
 published without change. Thus th« 
 book gives in full compass and at a low price all that is most important iu 
 the lives of these two great teachers. 
 
 "No better reading could be selected for the teacher, none more stimu- 
 lating none more softening, than the lives of these two men, so conspicuous, 
 for their achievement as teachers."— 77ie Evanrjeliiit. 
 
 ^. John Amos C'onieni us. Bishop of the Moravians; his Life and Edxica- 
 tioiud Works. By S. S. Laurie. 16mo, pp. 232. Manilla. 50 cts.; Cloth, $1. 
 3. An Old Educational Reformer. Dr. Andrew Bell. By J. M. D. Meiklb- 
 .TOHN. Cloth, 16mo, pp. 182. $1.00. 
 
 Dr. Bell was the founder of the Monitorial System that swept over Eng- 
 land and America in the early part of this century, and was at that time the 
 most famous teacher in tlie world. Prof. Meiklejohn has made his biographr 
 as entertaijiing as it is important in the history of educati(m. 
 
 i. Pextulozzi : his Alia and Work. By Banm DeGiimps. Translated by 
 MaroaretCutubertson Crombie. Cloth, 12mc), pp. 336. $1.50. 
 
 5. Avtobiography of Frederich Fntbel. Translated and annotated by 
 Emilie Michaelis and H. Keatley Moore. Cloth, 12mo, pp. 183. $1.50. 
 
 ''He writes so simply and confidentially that no one can fail to under- 
 stand everything in this new translation. It would be of great benefit ti> 
 American youth for fathers and mothers to read this book for themselves. 
 Instead of leaving it entirely to prof essional teachers. "—iVew York Herald. 
 
 6. The Educational Labo?'s of Henry Barnard. By Will S. Monrob. 
 Leatherette, 16mo, pp. 35. 50 cts. 
 
 1. Essays on Educational Reformers. By R. H. Quick. Cloth, 16mo, pp. 
 aai. $1.50. 
 
 t Its vivacious style makes it the most interesting of educational histories. 
 We publish separately at 15 cts. each these chapters : I. The Jesuits, II. Co 
 menius, III. Locke, IV. Rousseau, V. Basedow, VI. Jacotot, VII. restah)zzi- 
 
 C. W. BARDEEX, Publislier, Syracuse, X. Y. 
 
THE SCirOOL m'LLV/nX PJ'HLICATIOXS. 
 
 John ^mos Comenius. 
 
 2. John Amos CG77iem>'y\ Bishop of the Jforanans, his Life and Educatiwial 
 
 Works. By kS. S. Laurie. Beading 
 Circle Edition. Cloth, 16mo, pp. 272. 
 $1.00. 
 
 This edition differs from those 
 hitherto publislied (1) in being in- 
 dexed by head-lines, (:Z) in the inser- 
 tion of five portraits, and (3) in the 
 addition of a bibliography, with fif- 
 teen photographic reproductions of 
 pages from early editions of his 
 works. The core of the book is the 
 account of The Great Didactic, pages 
 73-153, the best treatise on Method 
 ever published, at once broad, sound, 
 suggestive, and practically helpful. As a contribution both to the history of 
 education and to its theories this book occupies a unique place, and is indis- 
 j-ensable in even a small library of teachers' books. 
 
 2. The Orbis PictKS of John Amos Comenius. Cloth, 8vo, pp. 232. $3.00. 
 This beautiful volume is a reprint of the English edition of 1727, Wt xiith 
 ■/^production of the Wl cojiper-iilate illvstrations of the original edition of 1658. 
 A copy of the rare original commands a hundred dollars, and this reprint 
 must be considered a most important contribution to pedagogical literature. 
 J'he Orbis Pietus was not only the first book of object lessons, but the fii-sf; 
 lext-book in general use, and indeed, as the Encyclopcedia BHtannica states, 
 '■ the first children's picture-book." 
 
 The book is a beautiful piece of work, and in every way superior to 
 most of the fac-similes we have so far been presented with.— iS"^. Y. Wo?'ld. 
 
 We welcome this resurrection of the Orbis Pictifs, which has lain too 
 • nng in suspended animation. The master-piece of Comenius, the prince of 
 European educators of the 17th century, was the greatest boon confen-ed 
 •n the little ones in primary schools.— yation. 
 
 The old wood illustrations are reproduced with absolute fidelity by a 
 v.hotographic process, and as the text follows closely letter by letter the old 
 v'xt, the book is substantially a copy of the rare original.— i?^(5?'a/7/ World. 
 
 S. Tlie Place, of Cmneni us in the History of Education . By Nicholas MxrR- 
 jiiAY Butler. Paper, 16mo. pp. 20. 15 cts. 
 
 U. The Ti-H- Books of Comenivs. By Wm. H. Maxwell. Paper, 8vo, pp. 
 21. 29 Illustrations. 25 cts. 
 
 Everyone who feels that he cannot afford that beautiful volume, the 
 Orbis Picttis, should invest a quarter in this, and find out what Comenius 
 ^Jjd. — Educational Covrant. 
 
 C. W. BARDEEN, Publisher, Syracuse, N. Y. 
 
THE SCHOOL BULLETIN ^ UBLICATIONS. 
 
 The OrWs Pictus of Comenius. 
 
 This beautiful volume, (Cloth, 
 8vo, large paper, top-edge gilt, 
 others uncut, pp. 197, $3.00) is a 
 reprint of the English edition of 
 1727, but ivitk reproduction of the 
 151 copi)er-cut illustrations of tlie 
 original edition of 1&58. A copj- 
 of the rare original commands 
 a hundred dollars, and tliis re- 
 print must be considered the 
 aost important contribution to 
 pedagogical literature yet made. 
 It was not only the first book 
 of object lessons, but the first 
 text-book in general use, and in- 
 deed, as the Encyclopeedia Bn- 
 tannica states, "the first chil- 
 dren's picture-book." 
 
 EXTRACTS FIIOM CRITICISMS. 
 
 Tlie book is a beautiful piece of work, and in every way superior tc? 
 most of the fac similes we have so far been presented with.— -V. Y. Worlds 
 
 C. W. Bardeen, of Syracuse, has placed lovers of quaint <>Id books un- 
 der obligation to him.— iV. Y. Sun. 
 
 We welcome this resurrection of the Orbis Pictus Sensualam Pict^is^ 
 which has lain too long in suspended amination. This master-piece of Com- 
 enius, the prince of European educators in the 17th century, was the 
 p-eatest boon ever conferred on the little ones in primary schools.— iVaft'on. 
 
 Comenius's latest editor and publisher has therefore given us both a 
 curiosity and a wholesome bit of ancient instruction in his handsome re- 
 print of this pioneer ^'ork.— Critic. 
 
 The old wood iUustrations are reproduced with absolute fidelity by a. 
 photographic process, and as the text follows closely letter by letter the ol't 
 text, the book is substantially a copy of the rare original.— Xi<f?07'i/ Worhl. 
 
 It would be impossible to find an educational work which would exer- 
 cise a stronger fascination upon the minds of the young.— .4/;/. Book-maker. 
 
 The reproduction gives an excellent idea of the work and makes a most 
 interesting volume for reference, especially as an illustration of the customs,, 
 manners, beliefs, and arts of the 17th century.— Independent. 
 
 Every educational library invM have a copy of the book, if it wishes to 
 lay any claim whatever to completeness, and as the edition is limited, order» 
 should be sent early. We say right here that twenty-five dollars will not 
 take our copy unless we are sure we can replace it.~-Edticational Courant. 
 
 • C. W. BARDEET^ ^"Misher, Syracuse, N. Y * 
 
— THE SCHOOL BULLETIN PUBLICATIONS.^—- 
 
 John Henry Pestalozzi. 
 
 Pestcdozzi ; his Aim and Work. By Baron De Guimps. Translated 
 by Margaret Cuthbertsou Crombie. 
 Cloth, 12mo, pp. 336. $1-50. 
 
 Among the best books that could 
 be added to the teacher's library.— 
 The Chautauqvan. 
 
 It is sufficient to say that the book 
 affords the fullest material for a knowl 
 edge of the life of the great educationaL 
 veioYiwev.— Literary Vt'orkl. 
 
 The most satisfactory biography of 
 Pestalozzi accessible to English readers. 
 — Wigconsln -Journal of Education. 
 
 2. Pestalozzi and Pestalozzianism. By 
 
 R. H. Quick. Paper, 16mo, pp. 40. 15cts.. 
 
 8. How Gertrude Teaches her Children ; an attempt to help mothers to- 
 
 teach their own children. By John Henky Pestalozzi. Cloth, 12mo, pp. 
 
 308. $1.50. 
 
 This greatest of Pestalozzi's educational works is now for the first time 
 published in English translation. 
 
 ^ Pestalozzi's Leonard and Gertrude has appeared in several editions, and is 
 considered an essential part of every teachers' library. But there is very 
 little in it pertaining to teaching. It is mostly a story of German peasant 
 life, interesting because it made Pestalozzi famous. But for some reason 
 the sequel, Hoxv Gertrude Teaches her Children^ has been neglected. A 
 translation of some parts of it appeared in Biber's " Life of Pestalozzi " and 
 some of it appeared in Barnard's American Journal of Education. But a 
 complete translation now appears for the first time, and for the first time 
 makes English readers thoroughly familiar with Pestalozzi's ideas of ele- 
 mentary instruction. The volume contains also " The Method ; a Report by 
 Pestalozzi to the Society of the Friends of Education, Burgdorf " ; and an 
 introduction of 51 pages by Ebenezer Cooke, and abundant notes. No more 
 entertaining and instructive pedagogical work than this has ever appeared. 
 L Lessons in Numbers, as r/iven in a Pestalozzian School, Cheam, Surrey, 
 The Master's Manual. By C. Reiner, Cloth, 16mo, pp. 224. $1.50. 
 
 5. Lessons in Form, or, an Introduction to Geometry as given in a Pesta- 
 lozzian School, Cheam, Surrey. By C. Reiner. Cloth, 16mo, pp. 215. $1.50. 
 
 6. Object Lessons ; or Words and Things. By T. G. Rooper. Leatherette., 
 16mo, pp. 56. 50 cts. 
 
 1. The Pestalozzian Series of Arithmetics. Based upon Pestalozzi's 
 method of teaching Elementary Number. By James H. Hoose. Boards, 
 16mo, First Year, PupiVs Edition, pp. 156, 35 cts. Teacher's Edition, contain- 
 ing the foi-mer, with additional matter, pp. 217. 50 cts. Second Year. 
 PupiTs Edition, 50 cts. n 
 
 C. W. BARDEEN, Publisher, Syracuse, N, Y. 
 
THE SCHOOL BULLETIX PCBLICAriONS. 
 
 Ffiediicli Froebel. 
 
 1. Antobiograi)hii of FnedHch Froebel. Translated aud annotated by 
 Emilie Micuaelis and H. Keatley 
 Moore. Cloth, 12mo, pp. 183. fl.50. 
 
 Useful and interesting * * * 
 among the best that could be added to 
 the teacher's library.— r^,« Chautan- 
 fjiian. 
 
 There is no better introduction to the 
 Kindergarten.— HY.sYO««rt Journal of 
 Education, Sept, 1889. 
 
 v. Froebel' X Letter i< on the Kinder gar- 
 ten. Translated from the German edition 
 of 1887 by Emilie ^Iichaelis & H. Keat- 
 ley MoouE. Cloth. 12mo, pp. 331. $1.5(1 
 
 It would be an everlasting loss if th<' 
 treasures which lie in Friedrich Froebel were allowed to perish. He is a 
 jewel, a pearl of price.— .U/o^M BieMeriveg. 
 
 3. Child and Child- Xature. Contributions to the understanding of 
 Froebel's Educational Theories. f?y theRaroness Marenholtz von Wvk 
 LOW. Cloth. 12m(). pp. 20r. *l.a(). 
 
 It is a fit companion to the Aut<)bio<;rapliy and the two are publishisd in 
 the same style— a cai)iial idea— an<l a royal pair of volumes they make.— 
 Educational Covrant. 
 
 Its design is to illustrate the theory and philosophy of Froebel's system. 
 It does this so clearly aud pleasingly as to give no excuse for criticism. * * 
 * * The volume is one profitable for every mother, as well as for every 
 teacher of children.— C/^vror/o Jnterocean. 
 
 4. The New Education. By Prof. .T. ^I. I). Meiklejohn. Leatherette, 
 16nio, pp. 47. 50 cts. Contains an account of Froebel's life, work, and 
 principles. 
 
 .5. The Kindergarten System. Principles of Froebel's System, and their, 
 bearing on the Education of VVt)men. Also remarks on the higher educa- 
 tion of women. By Emilt Shirreff. Cloth, 13mo. pp. 200. $1.00. 
 
 H. E^tsayn on the Kindergarten. Being a selection of Lectures read l>e- 
 fore the London Froebel Society, Cloth, 12mo, pp. 17,5. $1.00. 
 
 7. Primorii Ht-ljis. By W. N. Hailmann. A Kindergarten Manual for 
 Public School T.'achers. Boards. 8vo. pp. .58. with 15 full page plate.s. 
 75 cts. 
 
 5. The New Education. Edited by W. N. Hailmann. \'oI. VI.. the last 
 published. Cloth, 8vo, pp. 146. $2.00. 
 
 .9. The First Three Years of Childhood. By B. Pkkez. with an intro- 
 duction by Prof. Sully. Cloth. 12mo. pp. 294. $1.50. 
 
 C. W. BAROEEX, Publisher, Syracuse, N. Y. 
 
STAXDARD TEACHERS' LIBRARY. No. 5.5- 
 
 Quick's Ediieatioual Eeformers. 
 
 s the most entertaining of books f(jr 
 teaehers. Dr. W in. T. Harris says : •■ 1 
 have called this book of Mr. Quick the 
 most valuable history of education in 
 our niotlier-tonjrue." We are glad to 
 present it in new dress, worthy of its 
 merits. 
 
 This new edition is a careful reprint 
 of the original London edition with the 
 following additions: 
 
 (1) Mr. Quick's Pedagogical Auto- 
 biography, written for the Educational 
 Revien\ and used here by permission. 
 
 (2) The chapter on Froebel, written 
 by Mr. Quick for the Encyclopa?dia Britannica. 
 
 (3) Portraits, including the following: 
 
 Arnold Goethe Montaigne 
 
 Ascham Jacotot Pestalozzi 
 
 Basedow Kant Quick 
 
 Colet Lavater Rousseau 
 
 Comenius Locke Spencer 
 
 Fellenburg Loyola Sturm 
 
 Froebel Milton Tobler 
 
 (4) Illustrations, including the following: 
 
 Facsimile page from one of Mr. Quick's letters. Facsimile page from 
 one of Pestalozzi"s manuscripts, with notes in the handwriting of Ramsauer. 
 Niederer, Tobler, and Krusi. Janua Linguarum, 3 facsimile pages. Orbis 
 Pictus, 2 facsimile pages. Pestalozzi's birth-place at Zurich. Views of 
 Stanz, Burgdor^ Yverdun, and the schoolhouse at Birr, with Pestalozzis 
 Memorial. The well-known picture of Ascham and Lady Jane Grey. 
 
 (.5) Translations of all the passages in French. German, Latin, and 
 Greek, with which the book abounds. 
 
 These added translations are put at the bottom of the page and an- 
 indicated by numbers. In the chapter on Rousseau, the quotations in 
 French make nearly as much matter as the English, so that the chapter 
 might well serve for an exercise in learning French by parallel translation, 
 after the methods of Ratich, Locke, or Jacotot. 
 
 (6) Side-heads, giving the substance of the paragraph. 
 
 (7) Additional notes, always in brackets. 
 
 (8) An index much extended. 
 
 IGmo, pp. 420, Price postpaid in Manilla 50 cts. ; in €lotli, ^1.00. 
 
 C. W. BARDEEN, Publisher, Syracuse, N. V. 
 
THE SCHOOL BULLETIN PUBLICATIONS. 
 
 The Five Great English Books. 
 
 \ 
 
 1. Lectures on Teacli'inru delivered in the University of Cambridge dur- 
 ing the Lent term, 1880. By J. G. 
 Fitch, late one of her Majesty's In- 
 spectors of Schools. Cloth, 12mo, pp. 
 303. SI. 25, 
 
 ^ ^^^ \ ^'^i'- Quu'k said : "All the essentials 
 
 ^t,/^ '^^m. \ of popularity are combined in Fitch's 
 
 - ^^ I i (ctures on Teaching .,2i\\^\\\\% \% xio^ 
 
 )SBi \ (.and long maj' it continue !) one of our 
 
 A.^Wj|j ' y nio.st read educational works." We 
 
 jk j^^ / publish also at 15 cts, each Mr. Fitch's 
 
 1^, J^L jH^^ " ^^^^ '^^^ ®^ Questioning ", and " The 
 
 ^^^I^^^^L ^^^'- ^^^ -A-rt of Securing Attention "—two iu- 
 
 ^^B^^^~^t'^j^^^ teresting monographs that have had 
 
 ^^^i^**-^^ wide circulation and Influence. 
 
 2. Education, biteUectual, Moral, and Physical. By Herbert Spencer. 
 16mo, pp. 331. Cloth, $1.00 ; Manilla, 50 cts. 
 
 This is incomparably the best edition of this great classic, of which Mr. 
 Quick says, classing it with Ascham's " Scholemaster " and Locke's 
 " Thoughts " : " If a teacher does not know these, he is not likely to know 
 or care anything about the literature of education ; " and of which Com- 
 payresays: " There is scarcely a book in which a keen scent for details 
 comes more agreeably to animate a fund of solid arguments. " In this edi- 
 tion there are a sketch and portrait of the author, 28 pages of Notes with 
 the principal Criticisms, and a complete Topical Analysis for Reviews. 
 
 S. lectures on the Science and Art of Teaching. By Joseph Payne. 
 Cloth, 16mo, pp. 384. Pilce $1.25. 
 
 These lectures are singularly fascinating, and full analyses and indexes 
 in this edition make it easy to collate and compare all that the author has 
 uttered upon any topic suggested. • 
 
 A. The PhilosopJiy of Education , or the Principles and Practice of Teaching. 
 By Thomas Tate. 16mo, pp. 440. Cloth, $150 ; Manilla, 50 cts. 
 
 This gives the application of the Science to the Art of Teaching, and is 
 without a rival in its clear presentation and abundant illustrations. The 
 author is not content with giving directions. He shows by specimens of 
 class-work just what may be done and should be done. 
 
 5. Introductory\Text-Book to School Education, Method, and School Man- 
 agement. By John Gill. Cloth, 16mo, pp. 276. Price $1.00. 
 
 This supplements the work of all the rest by practical directions as to 
 School Management. The teacher's greatest diflBculty, his surest discomfiture 
 if he fails, is in the discipline and management of his school. That this 
 manual has proved of inestimable help to English teachers is proved by the 
 fact that the present edition is the 44th thousand printed. 
 
 C. W. BARDEEN, Publisher, Syracuse. N. Y. 
 
LIST OF PUBLICATIONS 
 
School Bulletin Publications 
 
 NOTE.— Binding is indicated as follows : B hoards, C cloth, L leatherette, 
 M manilla, P paper. Size as follows : 8:416 indicates 8vo,pp. U16; 12:393 in- 
 dicates 12mo, p)p. 393 ; 16:389 indicates 16mo, pp. 389. Numbers preceding the 
 binding and size give the pages in the Trade Sale catalogue on which the 
 books are described. 
 
 Books starred may be had also in the Standard Teachers' Library, 
 manilla binding, at 50 cts. each. Unless expressly ordered to be sent in this 
 binding, such volumes are always sent in cloth. 
 
 A DAY of My Life, or Everyday Experiences at Eton. 22 C 16:184. ... $1 00 
 Ackerman (Mrs. M. B.) Revieio Questions to accompany Hendrick's His- 
 tory of the Empire State. 45 P 12:15 05 
 
 Adams. Wall Map of the State of New York, 68x74 inches, 41 C 5 00 
 
 Ahn (F.) Method of Learning tlie Dutch Language. 38 C 12:135 1 25 
 
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 Key 25 
 
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 Teaching as a Business for 3Ien. 25 P 8:20 25 
 
 The Teacher's Commercicd Value. 25 P 8:20 25 
 
 The Teacher as He Should Be. 25 P 8:24 25 
 
 Effect of tlie College-Preparatory High School. 24 P 8:5 15 
 
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 The Song Century. 29 P small 4:87 15 
 
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Barnard (Henry). Amei'ican Journal of Education. Vols. I-V, ^111, 
 
 IX, XVI, XVII, XXIII. XXIX. Each, Half-turkey, 8: about 800. . .85 50 
 
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 Military Systems of Education. C 8:960 5 50 
 
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