History of Education

by Levi Seeley

Montaigne's father was a French nobleman, who fully appreciated the responsibility laid upon him in the education of his son. Doubtless his training had much to do in shaping the pedagogy of the illustrious son. It was wise, mild but firm, natural, and thorough. The tutors and servants who surrounded him were allowed to speak only in Latin. That tongue thus became as familiar as his native tongue. Indeed, it is said, that at the age of six he was so proficient in the language of Cicero, that the best Latinists of the time feared to address him. Nor was his knowledge confined to Latin alone. He was instructed in modern lore as well. At the age of six he was placed in the college of Guienne, where he remained seven years. His experience there, so contrary to that under which he had been brought up, led him to be utterly opposed to corporal punishment. Of the methods of discipline employed in the school, he says, "The discipline of most of our colleges has always displeased me. They are veritable jails in which youth is held prisoner. The pupils are made vicious by being punished before they become so. Pay a visit there when they are at their work; you will hear nothing but cries,—children under execution, and masters drunk with fury. What a mode of creating in these tender and timid souls an appetite for their lessons, to conduct them to their tasks with a furious countenance, rod in hand!—it is an iniquitous and pernicious fashion. How much more becoming it would be to see the classroom strewed with leaves and flowers than with blood-stained stumps of birch rods! I would have painted up there scenes of joy and merriment, Flora and the Graces, as Speusippus had his school of philosophy: where they are to gain profit, there let them find happiness too. One ought to sweeten all food that is wholesome, and put bitter into what is dangerous."[82]

Here we find a strong plea for humane forms of punishment and a severe criticism of the prevailing practice of flogging, a practice which did not cease until long after Montaigne's time. It is an equally forcible plea for beautiful and pleasant schoolrooms, decorated with works of art intended to awaken and cultivate the aesthetic sense of the children, while contributing to their happiness. It has been left to the educators of the end of the nineteenth century to take up and seriously act upon this suggestion made over three hundred years ago. "The purpose of education," said Montaigne, "is the training, not of a grammarian, or a logician, but of a complete gentleman." Education should be of a practical nature. The child must become familiar with the things about him. He must learn his own language first and then that of his neighbors, and languages should all be learned by conversation.

A decided weakness in his system is found in his ideas concerning women. He made no provision for their education, and, indeed, expressed great contempt for their abilities of either mind or heart.

Montaigne's chief literary work is his "Essays." Compayré pronounces Montaigne's pedagogy, "a pedagogy of good sense," and further adds that he has "remained, after three centuries, a sure guide in the matter of intellectual education."

Observation and experience were to be abundantly employed, and visits to other lands, together with intercourse with intelligent men everywhere, were to "sharpen our wits by rubbing them upon those of others."

To sum up, we may say that the pedagogy of Montaigne teaches the training and use of the senses; the study of science; the learning of the mother tongue first by conversation, and then the language of our neighbors with whom we come in contact; the abolition of corporal punishment, and the beautifying of schoolrooms. This surely is no small contribution to education. His definition of education is worthy of note. He says, "It is not the mind only, nor the body, but the whole man that is to be educated."[83]

Summary of Educational Progress during the Sixteenth Century.—1. Humanism had reached its climax and begun to decline. It stimulated invention and discovery; it revived classic literature and put it in such form that it could be used; it emancipated the mind; it prepared the way for later reforms; it produced great educators such as Petrarch, Erasmus, and Reuchlin.

2. The Reformation took up the educational work of humanism, and carried it forward. It instituted primary education, the education of the masses, compulsory education and parental responsibility therefor; it asserted the right and duty of the State to demand and secure universal education; it elevated and gave dignity to the office of teacher; it formulated several school systems, and laid the foundation of the present German school system. Among its great educators were Luther, Melanchthon, Sturm, and Neander.

3. The Jesuits established a remarkable system of schools, noted for their thoroughness, for their singleness of purpose, for their rapid growth, and for their trained teachers. They gave little attention to primary education, but sought to reach the higher classes. Emulation was the principal incentive employed.

4. Opposed to the Jesuit education was that of the Port Royalists. They appealed to the intelligence of the children and cultivated the sense-perceptions. They invented the phonic method of spelling.