The great political events of this period may be briefly summarized as follows:—
1. The abolition of human slavery.—Great Britain, Spain, France, Russia, and finally our own country have forever removed the shackles of the slave within their borders. Perhaps the greatest of all emancipation acts was that of Russia, which, in 1861, without bloodshed and without serious disturbance, by royal decree, set free forty million serfs. The abolition of slavery in nearly all civilized countries is the greatest political triumph of Christian civilization. Without this there could never have come that higher intellectual emancipation which is the aim sought in all education.
2. The extension of political rights.—This is another victory that must be credited to the period under discussion. At the beginning of the eighteenth century there was scarcely a nation that acknowledged the right of the individual to a part in government, or to personal freedom. Men were in vassalage to their immediate lord, who, in turn, was obliged to acknowledge the "divine right" of the king over him. With the exception of Switzerland, who for centuries had maintained her freedom, and of England, who had secured the rights of man only by much bloodshed, there was scarcely a people in the world that possessed the right of self-government. Even England had secured that right only in the latter half of the seventeenth century under the leadership of Cromwell. This right she did not concede to her colonies, however, until the American Revolution wrested her richest dependency from her, and forever established the principle of self-government for a sovereign people.
Immediately following the American Revolution came the French Revolution, which taught the Old World the ideas so heroically conceived, so bravely supported, and so successfully realized in the New World. Nor is this all. The same principle has compelled the rulers of most of the European nations to divide the responsibility of government with their subjects, and to grant their people enlarged powers but little short of absolute sovereignty.
3. Science has been recognized as a powerful instrument of civilization.—Through scientific discoveries there has been a wonderful accession to material wealth, invention has been stimulated, and progress has been made in all directions. The spirit of investigation has been fostered, old theories and superstitions have been abandoned, and truth has been established upon their ruins. In this direction more has been done by science during the eighteenth and nineteenth centuries than during the whole previous history of the world. Man has now become master of heretofore unknown forces which he may utilize as a blessing for the human race. We shall see in later pages that scientific investigation has become the greatest educational principle of modern times.
4. Religious freedom has been attained.—The sixteenth and seventeenth centuries witnessed many struggles for religious liberty, which resulted in no decided victory. It was not until the last two centuries that complete religious freedom was gained. Men are no longer bound to accept ecclesiastical decrees without question, but every one may weigh and consider, and freely decide for himself. Civil law protects, civil society sustains, and public opinion justifies men in the exercise of personal liberty in religious matters.
By the realization of these great principles educational progress has been encouraged. The greatest obstacles have been removed, and the future opens with possibilities of universal brotherhood, universal peace, and universal education.
It remains for us to study some of the men who have contributed to the educational progress of the eighteenth and nineteenth centuries, to trace the chief movements in the intellectual development of the race, and to examine the school systems of the representative nations of the world at the present time.
FOOTNOTES:
[121] It must be freely admitted that such influences are powerful in shaping the destiny of man, and that they have had much to do with education, as we have often shown in the foregoing pages. We must, however, leave the tracing of the movements to each individual student.