R. H. Q.

Earlswood Cottage, Redhill, Surrey, England, 28th July, 1890.

TABLE OF CONTENTS.

PAGE
Chapter I.—Effects of the Renascence[1-21]
No escape from the Past[2]
“Discovery” of the Classics[3]
Mark Pattison’s account of Renascence[4]
Revival of taste for beauty in Literature[5]
What is Literature?[6]
Renascence loved beauty of expression[7]
No translations. The “educated”[8]
Spread of literature by printing[9]
School course settled before Bacon[10]
First defect: Learner above Doer[11]
Second: Over-estimate of literature[12]
Literary taste not common[13]
Third: Literature banished from school[14]
Translations would be literature[15]
The classics not written for children[16]
Language versus Literature[17]
Fourth: “Miss as good as a mile”[18]
Fifth: Neglect of children[19]
Child’s study of his surroundings[20]
Aut Cæsar aut nihil[21]
Chapter II.—Renascence Tendencies[22-26]
Reviving the Past. The Scholars[23]
The Scholars: things for words[24]
Verbal Realists: things through words[25]
Stylists: words for themselves[26]
Chapter III.—Sturmius. (1507-1589)[27-32]
His early life. Settles in Strassburg[28]
His course of Latin. Dismissed[29]
The Schoolmaster taught Latin mainly[30]
Resulting verbalism[31]
Some books about Sturm[32]
Chapter IV.—Schools of the Jesuits[33-62]
Importance of the Jesuit Schools[34]
The Society in part educational[35]
“Ratio atque Institutio.” Societas Professa[36]
The Jesuit teacher: his preparation, &c.[37]
Supervision. Maintenance. Lower Schools[38]
Free instruction. Equality. Boarders[39]
Classes. Curriculum. Latin only used[40]
Teacher Lectured. Exercises. Saying by heart[41]
Emulation. “Æmuli.” Concertations[42]
“Academies.” Expedients. School-hours[43]
Method of teaching. An example[44]
Attention. Extra work. “Repetitio”[45]
Repetition. Thoroughness[46]
Yearly examinations. Moral training[47]
Care of health. Punishments[48]
English want of system[49]
Jesuit limitations[50]
Gains from memorizing[51]
Popularity. Kindness[52]
Sympathy with each pupil[53]
Work moderate in amount and difficulty[54]
The Society the Army of the Church[55]
Their pedagogy not disinterested[56]
Practical[57]
The forces: 1. Master’s influence. 2. Emulation[57-58]
A pupil’s summing-up[59]
Some books[60]
Barbier’s advice to new master[61]
Loyola and Montaigne. Port-Royal[62]
Chapter V.—Rabelais. (1483-1553.)[63-69]
Rabelais’ ideal. A new start[64]
Religion. Study of Things[65]
“Anschauung.” Hand-work. Books and Life[66]
Training the body[67]
Rabelais’ Curriculum[68]
Study of Scripture. Piety[69]
Chapter VI.—Montaigne. (1533-1592.)[70-79]
Writers and doers. Montaigne versus Renascence[71]
Character before knowledge. True knowledge[72]
Athens and Sparta. Wisdom before knowledge[73]
Knowing, and knowing by heart[74]
Learning necessary as employment[75]
Montaigne and our Public Schools[76]
Pressure from Science and Examinations[77]
Danger from knowledge[78]
Montaigne and Lord Armstrong[79]
Chapter VII.—Ascham. (1515-1568.)[80-89]
Wolsey on teaching[81]
History of Methods useful[82]
Our three celebrities[83]
Ascham’s method for Latin: first stage[84]
Second stage. The six points[85]
Value of double translating and writing[86]
Study of a model book. Queen Elizabeth[87, 88]
“A dozen times at the least”[88]
“Impressionists” and “Retainers”[89]
Chapter VIII.—Mulcaster. (1531(?)-1611.)[90-102]
Old books in English on education[91]
Mulcaster’s wisdom hidden by his style[92]
Education and “learning”[93]
1. Development 2. Child-study[94]
3. Groundwork by best workman[95]
4. No forcing of young plants[96]
5. The elementary course. English[97]
6. Girls as well as Boys[98]
7. Training of Teachers[99]
Training college at the Universities[100]
Mulcaster’s reasons for training teachers[101]
Mulcaster’s Life and Writings[102]
Chapter IX.—Ratichius. (1571-1635.)[103-118]
Principles of the Innovators[104]
Ratke’s Address to the Diet[105]
At Augsburg. At Koethen[106]
Failure at Koethen[107]
German in the school. Ratichius’s services[108]
1. Follow Nature. 2. One thing at a time[109]
3. Over and over again[110]
4. Everything through the mother-tongue[111]
5. Nothing on compulsion[112]
6. Nothing to be learnt by heart[113]
7. Uniformity. 8. Ne modus rei ante rem[114]
9. Per inductionem omnia[115]
Ratke’s method for language[116]
Ratke’s method and Ascham’s[117]
Slow progress in methods[118]
Chapter X.—Comenius. (1592-1671.)[119-171]
Early years. His first book[120]
Troubles. Exile[121]
Pedagogic studies at Leszna[122]
Didactic written. Janua published. Pansophy[123]
Samuel Hartlib[124]
The Prodromus and Dilucidatio[125]
Comenius in London. Parliamentary schemes[126]
Comenius driven away by Civil War[127]
In Sweden. Interviews with Oxenstiern[128]
Oxenstiern criticises[129]
Comenius at Elbing[130]
At Leszna again[131]
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[172-196]
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[197-218]
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.)[219-238]
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.)[239-272]
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[273-289]
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.)[290-383]
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[355]
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.)[384-413]
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.)[414-438]
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[439-469]
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[470-491]
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[492-503]
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[504-526]
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. Class Matches. Words and Things. Books for Teachers, &c.[527-547]

I
EFFECTS OF THE RENASCENCE.

§ 1. The history of education, much as it has been hitherto neglected, especially in England, must have a great future before it. If we ignore the Past we cannot understand the Present, or forecast the Future. In this book I am going to speak of Reformers or Innovators who aimed at changing what was handed down to them; but the Radical can no more escape from the Past, than the Conservative can stereotype it. It acts not by attraction only, but no less by repulsion. There have been thinkers in latter times who have announced themselves as the executioners of the Past and laboured to destroy all it has bequeathed to us. They have raised the ferocious cry, “Vive la destruction! Vive la mort! Place à l’avenir! Hurrah for destruction! Hurrah for death! Make room for the world that is to be!” But their very hatred of the Past has brought them under the influence of it. “Do just the opposite of what has been done and you will do right,” said Rousseau; and this rule of negation would make the Past regulate the Present and the Future no less than its opposite, “Do always what is usual.”