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Robert Hebert Quick

Essays on Educational Reformers

Published by Good Press, 2021

goodpress@okpublishing.info

EAN 4066338069504

Table of Contents

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PAGE Chapter I.—Effects of the Renascence ssss1 No escape from the Past ssss1 “Discovery” of the Classics ssss1 Mark Pattison’s account of Renascence ssss1 Revival of taste for beauty in Literature ssss1 What is Literature? ssss1 Renascence loved beauty of expression ssss1 No translations. The “educated” ssss1 Spread of literature by printing ssss1 School course settled before Bacon ssss1 First defect: Learner above Doer ssss1 Second: Over-estimate of literature ssss1 Literary taste not common ssss1 Third: Literature banished from school ssss1 Translations would be literature ssss1 The classics not written for children ssss1 Language versus Literature ssss1 Fourth: “Miss as good as a mile” ssss1 Fifth: Neglect of children ssss1 Child’s study of his surroundings ssss1 Aut Cæsar aut nihil ssss1 Chapter II.—Renascence Tendencies ssss1 Reviving the Past. The Scholars ssss1 The Scholars: things for words ssss1 Verbal Realists: things through words ssss1 Stylists: words for themselves ssss1 Chapter III.—Sturmius. (1507-1589) ssss1 His early life. Settles in Strassburg ssss1 His course of Latin. Dismissed ssss1 The Schoolmaster taught Latin mainly ssss1 Resulting verbalism ssss1 Some books about Sturm ssss1 Chapter IV.—Schools of the Jesuits ssss1 Importance of the Jesuit Schools ssss1 The Society in part educational ssss1 “Ratio atque Institutio.” Societas Professa ssss1 The Jesuit teacher: his preparation, &c. ssss1 Supervision. Maintenance. Lower Schools ssss1 Free instruction. Equality. Boarders ssss1 Classes. Curriculum. Latin only used ssss1 Teacher Lectured. Exercises. Saying by heart ssss1 Emulation. “Æmuli.” Concertations ssss1 “Academies.” Expedients. School-hours ssss1 Method of teaching. An example ssss1 Attention. Extra work. “Repetitio” ssss1 Repetition. Thoroughness ssss1 Yearly examinations. Moral training ssss1 Care of health. Punishments ssss1 English want of system ssss1 Jesuit limitations ssss1 Gains from memorizing ssss1 Popularity. Kindness ssss1 Sympathy with each pupil ssss1 Work moderate in amount and difficulty ssss1 The Society the Army of the Church ssss1 Their pedagogy not disinterested ssss1 Practical ssss1 The forces: 1. Master’s influence. 2. Emulation ssss1 A pupil’s summing-up ssss1 Some books ssss1 Barbier’s advice to new master ssss1 Loyola and Montaigne. Port-Royal ssss1 Chapter V.—Rabelais. (1483-1553.) ssss1 Rabelais’ ideal. A new start ssss1 Religion. Study of Things ssss1 “Anschauung.” Hand-work. Books and Life ssss1 Training the body ssss1 Rabelais’ Curriculum ssss1 Study of Scripture. Piety ssss1 Chapter VI.—Montaigne. (1533-1592.) ssss1 Writers and doers. Montaigne versus Renascence ssss1 Character before knowledge. True knowledge ssss1 Athens and Sparta. Wisdom before knowledge ssss1 Knowing, and knowing by heart ssss1 Learning necessary as employment ssss1 Montaigne and our Public Schools ssss1 Pressure from Science and Examinations ssss1 Danger from knowledge ssss1 Montaigne and Lord Armstrong ssss1 Chapter VII.—Ascham. (1515-1568.) ssss1 Wolsey on teaching ssss1 History of Methods useful ssss1 Our three celebrities ssss1 Ascham’s method for Latin: first stage ssss1 Second stage. The six points ssss1 Value of double translating and writing ssss1 Study of a model book. Queen Elizabeth ssss1 “A dozen times at the least” 88 “Impressionists” and “Retainers” ssss1 Chapter VIII.—Mulcaster. (1531(?)-1611.) ssss1 Old books in English on education ssss1 Mulcaster’s wisdom hidden by his style ssss1 Education and “learning” ssss1 1. Development 2. Child-study ssss1 3. Groundwork by best workman ssss1 4. No forcing of young plants ssss1 5. The elementary course. English ssss1 6. Girls as well as Boys ssss1 7. Training of Teachers ssss1 Training college at the Universities ssss1 Mulcaster’s reasons for training teachers ssss1 Mulcaster’s Life and Writings ssss1 Chapter IX.—Ratichius. (1571-1635.) ssss1 Principles of the Innovators ssss1 Ratke’s Address to the Diet ssss1 At Augsburg. At Koethen ssss1 Failure at Koethen ssss1 German in the school. Ratichius’s services ssss1 1. Follow Nature. 2. One thing at a time ssss1 3. Over and over again ssss1 4. Everything through the mother-tongue ssss1 5. Nothing on compulsion ssss1 6. Nothing to be learnt by heart ssss1 7. Uniformity. 8. Ne modus rei ante rem ssss1 9. Per inductionem omnia ssss1 Ratke’s method for language ssss1 Ratke’s method and Ascham’s ssss1 Slow progress in methods ssss1 Chapter X.—Comenius. (1592-1671.) ssss1 Early years. His first book ssss1 Troubles. Exile ssss1 Pedagogic studies at Leszna ssss1 Didactic written. Janua published. Pansophy ssss1 Samuel Hartlib ssss1 The Prodromus and Dilucidatio ssss1 Comenius in London. Parliamentary schemes ssss1 Comenius driven away by Civil War ssss1 In Sweden. Interviews with Oxenstiern ssss1 Oxenstiern criticises ssss1 Comenius at Elbing ssss1 At Leszna again ssss1 Saros-Patak. Flight from Leszna 132 Last years at Amsterdam 133 Comenius sought true foundation 134 Threefold life. Seeds of learning, virtue, piety 135 Omnia sponte fluant. Analogies 136 Analogies of growth 137 Senses. Foster desire of knowledge 138 No punishments. Words and Things together 139 Languages. System of schools 140 Mother-tongue School. Girls 141 School teaching. Mother’s teaching 142 Comenius and the Kindergarten 143 Starting-points of the sciences 144 Beginnings in Geography, History, &c. 145 Drawing. Education for all 146 Scientific and Religious Agreement 147 Bishop Butler on Educating the Poor 148 Comenius and Bacon 149 “Everything Through the Senses” 150 Error of Neglecting the Senses 151 Insufficiency of the Senses 152 Comenius undervalued the Past 153 Literature and Science 154 Comenius’s use of Analogies 155 Thought-studies and Label-studies 156 Unity of Knowledges 157 Theory and the Practical Man 158 Mother-tongue. Words and Things together 159 Janua Linguarum 160 The Jesuits’ Janua 161 Comenius adapts Jesuits’ Janua 162 Anchoran’s edition of Comenius’s Janua 163 Change to be made by Janua 164 Popularity of Janua shortlived 165 Lubinus projector of Orbis Pictus 166 Orbis Pictus described 167 Why Comenius’s schoolbooks failed 168 “Compendia Dispendia” 169 Comenius and Science of Education 170 Books on Comenius 171 Chapter XI.—The Gentlemen of Port-Royal ssss1 The Jesuits and the Arnaulds 173 Saint-Cyran and Port-Royal 174 Saint-Cyran an “Evangelical” 175 Short career of the Little Schools 176 Saint-Cyran and Locke on Public Schools 177 Shadow-side of Public Schools 178 The Little Schools for the few only 179 Advantages of great schools 180 Choice of masters and servants. Watch and pray 181 No rivalry or pressure. Freedom from routine 182 Study a delight. Reading French first 183 Literature. Mother-tongue first 184 Beginners’ difficulties lightened 185 Begin with Latin into Mother-tongue 186 Sense before sound. Reason must rule 187 Not Baconian. The body despised 188 Pedagogic writings of Port-Royalists 189 Arnauld. Nicole 190 Light from within. Teach by the Senses 191 Best teaching escapes common tests 192 Studying impossible without a will 193 Against making beginnings bitter 194 Port-Royal advance. Books on Port-Royal 195 Rollin, Compayré, &c. 196 Chapter XII.—Some English Writers before Locke ssss1 Birth of Realism 198 Realist Leaders not schoolmasters 199 John Brinsley. Charles Hoole 200 Hoole’s Realism 201 Art of teaching. Abraham Cowley 202 Authors and schoolmasters. J. Dury 203 Disorderly use of our natural faculties 204 Dury’s watch simile 205 Senses, 1st; imagination, 2nd; memory, 3rd 206 Petty’s battlefield simile 207 Petty’s realism 208 Cultivate observation 209 Petty on children’s activities 210 Hand-work. Education for all. Bellers 211 Milton and School-Reform 212 Milton as spokesman of Christian Realists 213 Language an instrument. Object of education 214 Milton for barrack life and Verbal Realism 215 Milton succeeded as man not master 216 He did not advance Science of Education 217 Milton an educator of mankind 218 Chapter XIII.—Locke. (1632-1704.) ssss1 Locke’s two main characteristics 220 1st, Truth for itself. 2nd, Reason for Truth 221 Locke’s definition of knowledge 222 Knowing without seeing 223 “Discentem credere oportet” 224 Locke’s “Knowledge” and the schoolmaster’s 225 “Knowledge” in Geography 226 For children, health and habits 227 Everything educative forms habits 228 Confusion about special cases. Wax 229 Locke behind Comenius 230 Humanists, Realists, and Trainers 231 Caution against classifiers 232 Locke and development 233 Was Locke a utilitarian? 234 Utilitarianism defined 235 Locke not utilitarian in education 236 Locke’s Pisgah Vision 237 Science and education. Names of books 238 Chapter XIV.—Jean-Jacques Rousseau. (1712-1778.) ssss1 Middle Age system fell in 18th century 240 Do the opposite to the usual 241 Family life. No education before reason 242 Rousseau “neglects” essentials. Lose time 243 Early education negative 244 Childhood the sleep of reason 245 Start from study of the child 246 Rousseau’s paradoxes un-English 247 Man the corrupter. The three educations 248 The aim, living thoroughly 249 Children not small men 250 Schoolmasters’ contempt for childhood 251 Schoolroom rubbish 252 Ideas before symbols 253 Right ideas for children 254 Child-gardening. Child’s activity 255 No sitting still or reading 256 Memory without books 257 Use of the senses in childhood 258 Intellect based on the senses 259 Cultivation of the senses 260 Music and drawing 261 Drawing from objects. Morals 262 Contradictory statements on morals 263 The material world and the moral 264 Shun over-directing 265 Lessons out of school. Questioning. At 12 266 No book-learning. Study of nature 267 Against didactic teaching 268 Rousseau exaggerates about self-teaching 269 Learn with effort 270 Hand-work. The “New Education” 271 The Teacher’s business 272 Chapter XV.—Basedow and the Philanthropinum ssss1 Basedow tries to mend religion and teaching 274 Reform needed. Subscription for “Elementary” 275 A journey with Goethe 276 Goethe on Basedow 277 The Philanthropinum opened 278 Basedow’s “Elementary” and “Book of Method” 279 Subjects to be taught 280 French and Latin. Religion 281 “Fred’s Journey to Dessau” 282 At the Philanthropinum 283 Methods in the Philanthropinum 284 The Philanthropinum criticised 285 Basedow’s improvements in teaching children 286 Basedow’s successors 287 Kant on the Philanthropinum 288 Influence of Philanthropinists 289 Chapter XVI.—Pestalozzi. (1746-1827.) ssss1 His childhood and student-life 291 A Radical Student 292 Turns farmer. Bluntschli’s warning 293 New ideas in farming. A love letter 294 Resolutions. Buys land and marries 295 Pestalozzi turns to education 296 Neuhof filled with children 297 Appeal for the new Institution 298 Bankruptcy. The children sent away 299 Eighteen years of poverty and distress 300 “Gertrude” to the rescue. Pestalozzi’s religion 301 He turns author. “E. H. of Hermit” 302 Pestalozzi’s belief 303 The “Hermit” a Christian 304 Success of “Leonard and Gertrude” 305 Gertrude’s patience tried 306 Being and doing before knowing 307 Pestalozzi’s severity. Women Commissioners 308 Pestalozzi’s seven years of authorship 309 “Citizen of French Republic.” Doubts 310 Waiting. Pestalozzi’s “Inquiry” 311 Pestalozzi’s “Fables” 312 Pestalozzi’s own principles 313 Pestalozzi’s return to action 314 The French at Stanz 315 Pestalozzi at Stanz 316 Success and expulsion 317 At Stanz: Pestalozzi’s own account 318-332 Value of the five months’ experience 333 Pestalozzi a strange Schoolmaster 334 At Burgdorf. First official approval 335 A child’s notion of Pestalozzi’s teaching 336 Pestalozzi engineering a new road 337 Psychologizing instruction 338 School course. Singing; and the beautiful 339 Pestalozzi’s poverty. Kruesi joins him 340 Pestalozzi’s assistants. The Burgdorf Institute 341 Success of the Burgdorf Institute 342 Reaction. Pestalozzi and Napoleon I 343 Fellenberg, Pestalozzi goes to Yverdun 344 A portrait of Pestalozzi 345 Prussia adopts Pestalozzianism 346 Ritter and others at Yverdun 347 Causes of failure at Yverdun 348 Report made by Father Girard 349 Girard’s mistake. Schmid in flight 350 Schmid’s return. Pestalozzi’s fame found useful 351 Dr. Bell’s visit. Death of Mrs. Pestalozzi 352 Works republished. Clindy. Yverdun left. Death 353, 354 New aim: develop organism 354 True dignity of man ssss1 Education for all. Mothers’ part. Jacob’s Ladder 356 Educator only superintends 357 First, moral development 358 Moral and religious the same 359 Second, intellectual development 360 Learning by “intuition” 361 Buisson and Jullien on intuition 362 Pestalozzi and Locke 363 Subjects for, and art of, teaching 364 “Mastery” 365 The body’s part in education 366 Learning must not be play 367 Singing and drawing 368 Morf’s summing-up 369 Joseph Payne’s summing-up 370 The “two nations.” Mother’s lessons 371 Mistakes in teaching children 372 Children and their teachers 373 “Preparatory” Schools 374 Young boys ill taught at school 375 English folk-schools not Pestalozzian 376 Schools judged by results 377 Pupil-teachers. Teaching not educating 378 Lowe or Pestalozzi? 379 Chief force, personality of the teacher 380 English care for unessentials 381 Aim at the ideal 382 Use of theorists. Books 383 Chapter XVII.—Friedrich Froebel. (1783-1852.) ssss1 Difficulty in understanding Froebel 385 A lad’s quest of unity 386 Froebel wandering without rest 387 Finds his vocation. With Pestalozzi 388 Froebel at the Universities 389 Through the Freiheits-krieg. Mineralogy 390 The “New Education” started 391 At Keilhau. “Education of Man” published 392 Froebel fails in Switzerland 393 The first Kindergarten 394 Froebel’s last years. Prussian edict against him. His end 395 Author’s attitude towards Reformers 396 Difficulties with Froebel 397 “Cui omnia unum sunt” 398 Froebel’s ideal 399 Theory of development 400 Development through self-activity 401 True idea found in Nature 402 God acts and man acts 403 The formative and creative instinct 404 Rendering the inner outer 405 Care for “young plants.” Kindergarten 406 Child’s restlessness: how to use it 407 Employments in Kindergarten 408 No schoolwork in Kindergarten 409 Without the idea the “gifts” fail 410 The New Education and the old 411 The old still vigorous 412 Science the thought of God. Some Froebelians 413 Chapter XVIII.—Jacotot, a Methodizer. (1770-1840.) ssss1 Self-teaching 415 1. All can learn 416 2. Everyone can teach 417 Can he teach facts he does not know? 418 Languages? Sciences? 419 Arts such as drawing and music? 420 True teacher within the learner 421 Training rather than teaching 422 3. “Tout est dans tout.” Quidlibet ex quolibet 423 Connexion of knowledges 424 Connect with model book. Memorizing 425 Ways of studying the model book 426 Should the book be made or chosen? 427 Robertsonian plan 428 Hints for exercises 429 The good of having learnt 430 The old Cambridge “mathematical man” 431 Waste of memory at school 432 How to stop this waste 433 Multum, non multa. De Morgan. Helps. Stephen 434 Jacotot’s plan for reading and writing 435 For the mother-tongue 436 Method of investigation 437 Jacotot’s last days 438 Chapter XIX.—Herbert Spencer ssss1 Same knowledge for discipline and use? 440 Different stages, different knowledges 441 Relative value of knowledges 442 Knowledge for self-preservation 443 Useful knowledge versus the classics 444 Special instruction versus education 445 Scientific knowledge and money-making 446 Knowledge about rearing offspring 447 Knowledge of history: its nature and use 448 Use of history 449 Employment of leisure hours 450 Poetry and the Arts 451 More than science needed for complete living 452 Objections to Spencer’s curriculum 453 Citizen’s duties. Things not to teach 454 Need of a science of education 455 Hope of a science 456 From simple to complex: known to unknown 457 Connecting schoolwork with life outside 458 Books and life 459 Mistakes in grammar teaching 460 From indefinite to definite: concrete to abstract 461 The Individual and the Race. Empirical beginning 462 Against “telling.” Effect of bad teaching 463 Learning should be pleasurable 464 Can learning be made interesting? 465 Apathy from bad teaching 466 Should learning be made interesting? 467 Difference between theory and practice 468 Importance of Herbert Spencer’s work 469 Chapter XX.—Thoughts and Suggestions ssss1 Want of an ideal 471 Get pupils to work hard 472 For this arouse interest. Wordsworth 473 Interest needed for activity 474 Teaching young children 475 Value of pictures 476 Dr. Vater at Leipzig 477 Dr. Vogel and Dr. Vater 478 First knowledge of numbers. Grubé 479 Measuring and weighing. Reading-books 480 Respect for books. Grammar. Reading 481 Silent and Vocal Reading 482 Memorising poetry. Composition 483 Correcting exercises. Three kinds of books 484 No epitomes 485 Ascham, Bacon, Goldsmith, against them 486 Arouse interest. Dr. Arnold’s historical primer 487 A Macaulay, not Mangnall, wanted 488 Beginnings in history and geography 489 Tales of Travelers 490 Results positive and negative 491 Chapter XXI.—The Schoolmaster’s Moral and Religious Influence ssss1 Master’s power, how gained and lost 493 Masters, the open and the reserved 494 Danger of excess either way 495 High ideal. Danger of low practice 496 Harm from overworking teachers 497 Refuge in routine work. Small schools 498 Influence through the Sixth. Day schools wanted 499 Teaching religion in England and Germany 500 Religious teaching connected with worship 501 Education to goodness and piety 502 How to avoid narrowmindedness 503 Chapter XXII.—Conclusion ssss1 A growing science of education 505 Jesuits the first Reformers 506 The Jesuits cared for more than classics 507 Rabelais for “intuition” 508 Montaigne for educating mind and body 509 17th century reaction against books 510 Reaction not felt in schools and the Universities 511 Comenius begins science of education 512 Locke’s teacher a disposer of influence 513 Locke and public schools. Escape from “idols” 514 Rousseau’s clean sweep 515 Benevolence of Nature. Man disturbs 516 We arrange sequences, capitalise ideas 517 Loss and gain from tradition 518 Rousseau for observing and following 519 Rousseau exposed “school-learning” 520 Function of “things” in education 521 “New Education” started by Rousseau 522 Drawing out. Man and the other animals 523 Intuition. Man an organism, a doer and creator 524 Antithesis of Old and New Education 525 Drill needed. What the Thinkers do for us 526 Appendix. ssss1

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