Education, therefore, owes to La Salle three important contributions,--(1) the Simultaneous Method of Instruction, whereby a number of children of the same advancement are taught together; (2) the first Normal School, established at Rheims, France, in 1684; and (3) a dignifying of the teacher"s profession by setting apart trained persons who should give all their time to the work of teaching.
=Rollin (1661-1741).=--This great teacher, connected for many years with the University of Paris, and deposed therefrom in connection with the Jansenists to whom he adhered, was not merely a university lecturer, but also an author of educational works and a student of general education.
His most important educational work is his "Treatise on Studies." Rollin antic.i.p.ated modern practice by seeking to make learning pleasant and discipline humane. He would use the rod only as a last resort--a theory quite contrary to the practice of that time. Too much freedom, he thought, would have a tendency to make children impudent; too frequent appeal to fear breaks the spirit; praise arouses and encourages the child, but too much of it makes him vain. Therefore the teacher must avoid both extremes. While he would have girls know the four ground rules of arithmetic, that is about all they should have except domestic training. Rollin had no connection with elementary schools and but little contact with children; therefore his precepts do not always have the sound basis that experience furnishes. Nevertheless, he exerted a salutary influence upon the education of his time.
=Summary of the Educational Progress of the Seventeenth Century.=--1.
School systems were established and compulsory attendance made efficient in Weimar in 1619, in Gotha in 1642, and in many other cities, showing a growing recognition of the principle of universal education and the duty of the State to a.s.sume the responsibility for its attainment.
2. A school of educators, known as the "Innovators," laid emphasis on _sense-realism_,--the study of things, the contact with nature, the education that is of practical use.
3. Bacon laid the foundation of all future scientific research by his _inductive method_. This increased the riches of the world beyond calculation, taught how investigation is to be made, laid the foundation of modern science, and gave direction to all later education.
4. Ratke, though erratic and vulgar, inst.i.tuted wholesome reforms in the teaching of languages, and promulgated theories which, under later reformers, bore rich fruitage.
5. Comenius, one of the greatest educators of all time, produced the first ill.u.s.trated text-book, planned a general organization for schools in several countries, which is the basis of present systems, and proclaimed theories which are now universally accepted as the guide of modern pedagogical practice.
6. Milton, though primarily a literary man, lent the weight of his genius and his great name to school reform. He marked out a course of study which contemplates a unity of purpose from the elementary school to the university.
7. The great English philosopher, Locke, also found time to devote to education. His principle, "_A sound mind in a sound body_," directed attention to physical education.
8. In the n.o.ble French priest, Fenelon, we find an example of theory practically applied. He gives, also, for the first time, a place in pedagogy to the education of girls.
9. In general, we find that the seventeenth century laid stress upon the principle of utility, gave great impulse to science, called attention to the care of the body, decreased the influence of cla.s.sic studies, brushed away the fabric which superst.i.tion and conservatism had woven, produced some of the greatest educators that have ever lived, and laid the foundations on which modern education is built.
FOOTNOTES:
[86] For special reference see Macaulay"s "Essays," Vols. II and III.
[87] "Essays," Vol. III, p. 354.
[88] _Ibid._, Vol. III, p. 368.
[89] For a full description of his trial consult Macaulay"s "Essays."
Also his biographer, Montagu, whose judgment of Bacon is much milder than Macaulay"s.
[90] "Essays," Vol. III, p. 459.
[91] _Ibid._, Vol. III, p. 470.
[92] Also Rateke, Radtke, and Ratich. Paulsen p.r.o.nounces the last "an abominable mutilation of Latinization."
[93] "History of Modern Education," p. 141.
[94] Quick, "Educational Reformers," p. 51.
[95] "Educational Reformers," p. 53.
[96] Especial attention is called to Laurie"s "Life of Comenius," and Monroe"s "Comenius." For other works, see Appendix of Bardeen"s edition of Laurie"s "Comenius."
[97] Laurie, "Life of Comenius," p. 14.
[98] Preface to the "Prodromus."
[99] Raumer, "Geschichte der Padagogik."
[100] "Educational Reformers," p. 73.
[101] "History of Modern Education," p. 151.
[102] "History of Pedagogy," p. 122.
[103] See "Orbis Pictus," edited and published by C. W. Bardeen, Syracuse, N.Y.
[104] Laurie"s "Life and Works of Comenius," p. 77.
[105] _Ibid._, p. 105.
[106] For full discussion of the pedagogical principles of Comenius, see Professor Laurie"s great work.
[107] "Educational Reformers," p. 59.
[108] "Tractate," p. 3.
[109] See Fowler"s "Locke." Also Quick, Compayre, and Williams.
[110] "History of Modern Education," p. 181.
[111] "History of Pedagogy," p. 165.
[112] "Schoolmaster in Comedy and Satire," pp. 73-100.
[113] Especial reference is made to Brother Azarias, "Essays Educational."
[114] "History of Pedagogy," p. 276.
[115] "Essays Educational," p. 238.
CHAPTER x.x.xIV
AUGUST HERMANN FRANCKE AND THE PIETISTS (1663-1727)
=Literature.=--_Rein_, Encyklopadisches Handbuch; _Strack_, Geschichte des Volkschulwesens; _Dyer_, Modern Europe; _Rein_, Am Ende der Schulreform? _Russell_, German Higher Schools.
PIETISM