The History of Education / Educational Practice and Progress Considered as a Phase of the Development and Spread of Western Civilization

by Ellwood Patterson Cubberley

19. What do the Free School Rules of 1734 (245) indicate as to duties and discipline?

20. What does the use of the lottery for school support (246) indicate as to the conception and scope of education at the time?

SUPPLEMENTARY REFERENCES

Allen, W. O. B., and McClure, E. Two Hundred Years; History of the
S.P.C.K., 1698-1808.
Barnard, Henry. English Pedagogy, Part II, The Teacher in English
Literature.
* Birchenough, C. History of Elementary Education in England and
Wales.
Brown, E. E. The Making of our Middle Schools.
Cardwell, J. F. The Story of a Charity School.
Davidson, Thos. Rousseau.
* Earle, Alice M. Child Life in Colonial Days.
Field, Mrs. E. M. The Child and his Book.
Ford, Paul L. The New England Primer.
Godfrey, Elizabeth. English Children in the Olden Time.
* Johnson, Clifton. Old Time Schools and School Books.
* Kemp, W. W. The Support of Schools in Colonial New York by the
Society for the Propagation of the Gospel in Foreign Parts.
Kilpatrick, Wm. H. Dutch Schools of New Netherlands and Colonial New
York.
Locke, John. Some Thoughts Concerning Education (1693).
* Montmorency, J. E. G. de. Progress of Education in England.
Montmorency, J. E. G. de. State Intervention in English
Education.
Mulcaster, Richard. Positions. (London, 1581.)
* Paulsen, Friedrich. German Education, Past and Present.
* Salmon, David. "The Education of the Poor in the Eighteenth Century";
reprinted from the Educational Record. (London, 1908.)
* Scott, J. F. Historic Essays on Apprenticeship and Vocational
Education. (Ann Arbor, 1914.)

PART IV

MODERN TIMES

THE ABOLITION OF PRIVILEGE THE RISE OF DEMOCRACY A NEW THEORY FOR EDUCATION EVOLVED THE STATE TAKES OVER THE SCHOOL

CHAPTER XIX

THE EIGHTEENTH A TRANSITION CENTURY

THE EIGHTEENTH CENTURY A TURNING-POINT. The eighteenth century, in human thinking and progress, marks for most western nations the end of mediaevalism and the ushering-in of modern forms of intellectual liberty. The indifference to the old religious problems, which was clearly manifest in all countries at the beginning of the century, steadily grew and culminated in a revolt against ecclesiastical control over human affairs. This change in attitude toward the old problems permitted the rise of new types of intellectual inquiry, a rapid development of scientific thinking and discovery, the growth of a consciousness of national problems and national welfare, and the bringing to the front of secular interests to a degree practically unknown since the days of ancient Rome. In a sense the general rise of these new interests in the eighteenth century was but a culmination of a long series of movements looking toward greater intellectual freedom and needed human progress which had been under way since the days when studia generalia and guilds first arose in western Europe. The rise of the universities in the thirteenth and fourteenth centuries, the Revival of Learning in the fourteenth and fifteenth centuries, the Protestant Revolts in the sixteenth, the rise of modern scientific inquiry in the sixteenth and seventeenth, and Puritanism in England and Pietism in Germany in the seventeenth, had all been in the nature of protests against the mediaeval tendency to confine and limit and enslave the intellect. In the eighteenth century the culmination of this rising tide of protest came in a general and determined revolt against despotism in either Church or State, which, at the close of the century, swept away ancient privileges, abuses, and barriers, and prepared the way for the marked intellectual and human and political progress which characterized the nineteenth century.