The History of Education Part 44

7. That music and drawing should be taught.

8. That reading and writing at least should be the common right of all, and that girls should be given equal opportunity with boys.

9. That training colleges for teachers should be established and maintained.

The modern nature of many of Mulcaster's proposals may be seen from the table of contents of his volume (R. 226). Mulcaster, like Comenius, thought far in advance of his age, and in consequence his book was soon and for long forgotten. Yet what Quick [1] says of him is very true:

It would have been a vast gain to all Europe if Mulcaster had been followed instead of Sturm. He was one of the earliest advocates of the use of the vernacular instead of Latin, and good reading and writing in English were to be secured before Latin was begun. His elementary course included five things: English reading, English writing, drawing, singing, playing a musical instrument. If this were made to occupy the school time up to twelve, Mulcaster held that more would be done between twelve and sixteen than between seven and seventeen in the ordinary (Latin grammar school) way. There would be a further gain in that the children would not be set against learning.

John Locke, and the disciplinary theory of education. Another commanding figure in seventeenth-century pedagogical thought was the English scholar, philosopher, teacher, physician, and political writer, John Locke (1632- 1704). In the preceding chapter we pointed out the place of Locke as a writer on the education of the sons of the English gentry, and ill.u.s.trated by an extract from his _Thoughts_ (R. 216) the importance he placed on such a practical type of education as would prepare a gentleman's son for the social and political demands of a world fast becoming modern. Locke's place in the history of education, though, is of much more importance than was there (p. 402) indicated. Locke was essentially the founder of modern psychology, based on the application of the methods of modern scientific investigation to a study of the mind, [2] and he is also of importance in the history of educational thought as having set forth, at some length and with much detail, the disciplinary conception of the educational process.

Locke had served as a tutor in an English n.o.bleman's family, had worked out his educational theories in practice and thought them through as mind processes, and had become thoroughly convinced that it was the process of learning that was important, rather than the thing learned. Education to him was a process of disciplining the body, fixing good habits, training the youth in moral situations, and training the mind through work with studies selected because of their disciplinary value. This conception of education he sets forth well in the following paragraph, taken from his _Thoughts:_

The great Work of the Governor is to fas.h.i.+on the Carriage and form the Mind; to settle in his Pupils good Habits and the Principles of Virtue and Wisdom; to give him by little and little a View of Mankind, and work him into a Love and Imitation of what is excellent and praiseworthy; and in the Prosecution of it, to give him Vigor, Activity, and Industry. The Studies which he sets him upon, are but as it were the Exercise of his Faculties, and Employment of his Time, to keep him from Sauntering and Idleness, to teach him Application, and accustom him to take Pains, and to give him some little Taste of what his own Industry must perfect (--94).

In his _Thoughts_ Locke first sets forth at length the necessity for disciplining the body by means of diet, exercise, and the hardening process. "A sound mind in a sound body" he conceives to be "a short but full description of a happy state in this world," and a fundamental basis for morality and learning. The formation of good habits and manners through proper training, and the proper adjustment of punishments and rewards next occupies his attention, and he then explains his theory as to making all punishments the natural consequences of acts. Similarly the mind, as the body, must be disciplined to virtue by training the child to deny, subordinate desires, and apply reason to acts. The formation of good habits and the disciplining of the desires Locke regards as the foundations of virtue. On this point he says:

As the Strength of the Body lies chiefly in being able to endure Hards.h.i.+p, so also does that of the Mind. And the great Principle and Foundation of all Virtue and Worth is plac'd in this:--That a Man is able to _deny himself_ his own Desires, cross his own Inclinations, and purely follow what Reason directs as best, tho' the Appet.i.te lean the other Way (-- 33).

Similarly, in intellectual education, good thinking and the employment of reason is the aim, and these, too, must be attained through the proper discipline of the mind. Good intellectual education does not consist merely in studying and learning, he contends, as was the common practice in the grammar schools of his time, but must be achieved by a proper drilling of the powers of the mind through the use of selected studies.

The purpose of education, he holds, is above all else to make man a reasoning creature. Nothing, in his judgment, trains to reason closely so well as the study of mathematics, though Locke would have his boy "look into all sorts of knowledge," and train his understanding with a wide variety of exercises. In the education given in the grammar schools of his time he found much that seemed to him wasteful of time and thoroughly bad in principle, and he used much s.p.a.ce to point out defects and describe better methods of teaching and management, giving in some detail reasons therefor. His ideas as to needed reforms in the teaching of Latin (R. 227) are ill.u.s.trative.

LOCKE ON ELEMENTARY EDUCATION. For the beginnings of education, and for elementary education in general, Locke sticks close to the prevailing religious conception of his time. As for the education of the common people, he writes:

The knowledge of the Bible and the business of his own calling is enough for the ordinary man; a Gentleman ought to go further.

Continuing regarding the beginnings of education and the studies and textbooks of his day, he says:

The Lord's Prayer, the Creeds, and the Ten Commandments, 't is necessary he should learn perfectly by heart.... What other Books there are in _English_ of the Kind of those above-mentioned (besides the Primer) fit to engage the Liking of Children, and tempt them to _read_, I do not know;... and nothing that I know has been considered of this Kind out of the ordinary Road of the Horn Book, Primer, Psalter, Testament, and Bible (-- 157).

Locke does, however, give some very sensible suggestions as to the reading of the Bible (R. 228), the imparting of religious ideas to children, and the desirability of transforming instruction so as to make it pleasant and agreeable, with plenty of natural playful activity. [3] On this point he writes:

He that has found a Way how to keep up a Child's Spirit easy, active, and free, and yet at the same time to restrain him from many Things he has a Mind to, and to draw him to Things that are uneasy to him; he, I say, that knows how to reconcile these seeming Contradictions, has, in my Opinion, got the true Secret of Education (-- 46).

INFLUENCE OF LOCKE'S _THOUGHTS_. The volume by Locke contains much that is sensible in the matter of educating a boy. The emphasis on habit formation, reasoning, physical activities and play, the individuality of children, and a reformed method in teaching are its strong points. The thoroughly modern character of the book, in most respects, is one of its marked characteristics. The volume seems to have been much read by middle and upper-cla.s.s Englishmen, and copies of it have been found in so many old colonial collections that it was probably well known among early eighteenth-century American colonists. That the book had an important influence on the att.i.tude of the higher social cla.s.ses of England toward the education of their sons and, consciously or unconsciously, in time helped to redirect the teaching in that most characteristic of English educational inst.i.tutions, the English Public (Latin Grammar) School, seems to be fairly clear. On elementary religious and charity-school education it had practically no influence.

Locke's great influence on educational thought did not come, though, for nearly three quarters of a century afterward, and it came then through the popularization of his best ideas by Rousseau. Karl Schmidt [4] well says of his work:

Locke is a thorough Englishman, and the principle underlying his education is the principle according to which the English people have developed.

Hence his theory of education has in the history of pedagogy the same value that the English nation has in the history of the world. He stood in strong opposition to the scholastic and formalized education current in his time, a living protest against the prevailing pedantry; in the universal development of pedagogy he gives impulse to the movement which grounds education upon sound psychological principles, and lays stress upon breeding and the formation of character.

Restating and expanding the leading ideas of Locke in his _Emile_ (chapter XXI), and putting them into far more attractive literary form, Rousseau scattered Locke's ideas as to educational reform over Europe. In particular Rousseau popularized Locke's ideas as to the replacement of authority by reason and investigation, his emphasis on physical activity and health, his contention that the education of children should be along lines that were natural and normal for children, and above all Locke's plea for education through the senses rather than the memory. In so popularizing Locke's ideas, and at a time when all the political tendencies of the period were in the direction of the rejection of authority and the emphasis of the individual, those educational reformers who were inspired by the writings of Rousseau created and applied, largely on the foundations laid down by John Locke, a new theory as to educational aims and procedure which dominated all early nineteenth-century instruction. This we shall trace further in a subsequent chapter (chapter XXI).

It was at this point that the educational problem stood, in so far as a theory as to educational aims and the educational process was concerned, when Rousseau took it up (1762). Before pa.s.sing to a consideration of his work, though, and the work of those inspired by him and by the French revolutionary writers and statesmen, let us close this third part of our history by a brief survey of the development so far attained, the purpose, character, aims, and nature of instruction in the schools, and their means of support and control at about the middle of the century in which Rousseau wrote, and before the philosophical and political revolutions of the latter half of the eighteenth century had begun to influence educational aims and procedure and control.

II. MID-EIGHTEENTH-CENTURY EDUCATIONAL CONDITIONS

THE PURPOSE. The purpose of maintaining the elementary vernacular school, in all European lands, remained at the middle of the eighteenth century much as it was a century before, though in the German States and in the American Colonies there was a noticeable s.h.i.+fting of emphasis from the older exclusively religious purpose toward a newer conception of education as preparation for life in the world here. Still, one learned to read chiefly "to learn some orthodox Catechism," "to read fluently in the New Testament," and to know the will of G.o.d, or, as stated in the law of the Connecticut Colony (R. 193), "in some competent measure to understand the main grounds and principles of Christian religion necessary to salvation."

The teacher was still carefully looked after as to his "soundness in the faith" (R. 238 a); he was required "to catechise his scholars in the principles of the Christian religion," and "to commend his labors amongst them unto G.o.d by prayer morning and evening, [5] taking care that his scholars do reverently attend during the same." The minister in practically all lands examined the children as to their knowledge of the Catechism and the Bible, and on his visits quizzed them as to the Sunday sermon. In Boston (1710) the ministers were required, on their school visits, to pray with the pupils, and "to entertain them with some instructions of piety adapted to their age." In Church-of-England schools "the End and Chief Design" of the schools established continued to be instruction in "the Knowledge and Practice of the Christian Religion as Professed and Taught in the Church of England" (R. 238 b). In German lands the elementary vernacular school was still regarded as "the portico of the Temple," "Christianity its princ.i.p.al work," and not as "mere establishments preparatory to public life, but be pervaded by the religious spirit." [6] The uniform system of public schools ordered established for Prussia by Frederick the Great, in 1763, were after all little more than religious schools (R. 274), conducted for purposes of both Church and State. As Frederick expressed it, "we find it necessary and wholesome to have a good foundation laid in the schools by a rational and a Christian education of the young for the fear of G.o.d, and other useful ends." In the schools of La Salle's organization, which was most prominent in elementary vernacular education in Catholic France, the aim continued to be (R. 182) "to teach them to live honestly and uprightly, by instructing them in the principles of our holy religion and by teaching them Christian precepts."

WEAKENING OF THE OLD RELIGIOUS THEORY. By the middle of the eighteenth century, however, there is a noticeable weakening of the hold of the old religious theory on the schools in most Protestant lands. In England there was a marked relaxation of the old religious intolerance in educational matters as the century proceeded, and new textbooks, embodying but little of the old gloomy religious material, appeared and began to be used. By a series of decisions, between 1670 and 1701 (chapter XXIV), the English courts broke the hold of the bishops in the matter of the licensing of elementary schoolmasters, and by the Acts of 1713 and 1714 the Dissenters were once more allowed to conduct schools of their own. Coincident with this growth of religious tolerance among the English we find the Church of England redoubling its efforts to hold the children of its adherents, by the organization of parish schools and the creation of a vast system of charitable religious schools. In German lands, too, a marked s.h.i.+fting of emphasis away from solely religious ends and toward the needs of the government began, toward the end of the eighteenth century, to be evident.

In Wurtemberg, which was somewhat typical of late eighteenth-century action by other German States, a Circular of the General Synod, of November 1787, declares the German schools to be "those nurseries in which should be taught the true and genuine idea of the duties of men--created with a reasoning soul toward G.o.d, government, their fellow-men, and themselves, and also at least the first rudiments of useful and indispensable knowledge."

It was in the American Colonies, though, that the waning of the old religious interest was most notable. Due to rude frontier conditions, the decline in force of the old religious-town governments, the diversity of sects, the rise of new trade and civil interests, and the breakdown of old-home connections, the hold on the people of the old religious doctrines was weakened there earlier than in the old world. By 1750 the change in religious thinking in America had become quite marked. As a consequence many of the earlier parochial schools had died out, while in the New England Colonies the colonial governments had been forced to exercise an increasing state oversight of the elementary school to keep it from dying out there as well.

STUDIES AND TEXTBOOKS. The studies of the elementary vernacular school remained, throughout the whole of the eighteenth century, much as before, namely, reading, a little writing and ciphering, some spelling, religion, and in Teutonic countries a little music. La Salle (R. 182) had prescribed, for the Catholic vernacular schools of France, instruction in French, some. Latin, "orthography, arithmetic, the matins and vespers, le Pater, l'Ave Maria, le Credo et le Confiteor, the Commandments, responses, Catechism, duties of a Christian, and maxims and precepts drawn from the Testament." The Catechism was to be taught one half-hour daily. The schoolbooks in England in Locke's day, as he tells us (p. 435), were "the Horn Book, Primer, Psalter, Testament, and Bible." These indicate merely a religious vernacular school. The purpose stated for the English Church charity-schools (R. 238 b), schools that attained to large importance in England and the American Colonies during the eighteenth century, shows them to have been, similarly, religious vernacular schools. The _School Regulations_ which Frederick the Great promulgated for Prussia (1763), fixed the textbooks to be used (R. 274, -- 20), and indicate that the instruction in Prussia was still restricted to reading, writing, religion, singing, and a little arithmetic. In colonial America, Noah Webster's description (R. 230) of the schools he attended in Connecticut, about 1764-70, shows that the studies and textbooks were "chiefly or wholly Dilworth's Spelling Books, the Psalter, Testament, and Bible," with a little writing and ciphering. A few words of description of these older books may prove useful here.

[Ill.u.s.tration: FIG. 130. A HORN BOOK]

THE HORN BOOK. The Horn Book goes back to the close of the fifteenth century, [7] and by the end of the sixteenth century was in common use throughout England. Somewhat similar alphabet boards, lacking the handle, were also used in Holland, France, and in German lands. This, a thin oak board on which was pasted a printed slip, covered by translucent horn, was the book from which children learned their letters and began to read, the mastery of which usually required some time. Cowper thus describes this little book:

Neatly secured from being soiled or torn Beneath a pane of thin translucent horn, A book (to please us at a tender age 'T is called a book, though but a single page) Presents the prayer the Savior designed to teach, Which children use, and parsons--when they preach.

The Horn Book was much used well into the eighteenth century, but its reading matter was in time incorporated into the school Primer, now evolved out of an earlier elementary religious manual.

THE PRIMER. Originally the child next pa.s.sed to the Catechism and the Bible, but about the middle of the seventeenth century the Primer began to be used. The Primer in its original form was a simple manual of devotion for the laity, compiled without any thought of its use in the schools. It contained the Creed, the Lord's Prayer, the Ten Commandments, and a few of the more commonly used prayers and psalms. [8] The Catechism soon was added, and with the prefixing of the alphabet and a few syllables and words it was transformed, as schools arose, into the first reading book for children. There was at first no attempt at grading, ill.u.s.tration, or the introduction of easy reading material. About the close of the seventeenth century the ill.u.s.trated Primer, with some attempt at grading and some additional subject-matter, made its appearance, both in England and America, and at once leaped into great popularity.

The idea possibly goes back to the _Orbis Pictus_ (1654) of Comenius (p.

413: R. 221), the first ill.u.s.trated schoolbook ever written. The first English Primer adapted to school use was _The Protestant Tutor_, a rather rabid anti-Catholic work which appeared in London, about 1685. A later edition of this contained the alphabet, some syllables and words, the figures and letters, the list of the books of the Bible, an alphabet of lessons, the Lord's Prayer, the Creed, the Ten Commandments, and a poem, long famous, on the death of the martyr, John Rogers. [9] It was an abridgement of this book which the same publisher brought out in Boston, about 1690, under the name of _The New England Primer_ (R. 202). This at once leaped into great popularity, and became the accepted reading book in all the schools of the American Colonies except those under the Church of England. For the next century and a quarter it was the chief school and reading book in use among the Dissenters and Lutherans in America.

Schoolmasters drilled the children on the reading matter and the Catechism it contained, and the people recited from it yearly in the churches. It was also used for such spelling as was given. It was the first great American textbook success, and was still in use in the Boston dame schools as late as 1806. It was reprinted in England, and enjoyed a great sale among Dissenters there. Its sales in America alone have been estimated at least three million copies. The sale in Europe was also large. It was followed in England by other Primers and other introductory reading books, of which _The History of Genesis_ (1708), a series of simple stories retold from the first book of the Bible, and _The Child's Weeks-Work_ (1712), containing proverbs, fables, conundrums, lessons on behavior, and a short catechism, are types. Frederick the Great, in his list of required textbooks for Prussian schools (R. 274, -- 20), does not mention a Primer.

[Ill.u.s.tration: THE WESTMINSTER CATECHISM.

(A page from _The New England Primer_, natural size)]

THE CATECHISM. In all Protestant German lands the Shorter Catechism prepared by Luther, or the later Heidelberg Catechism; in Calvinistic lands the Catechism of Calvin; and in England and the American Colonies the Westminster Catechism, [10] formed the backbone of the religious instruction. Teachers drilled their pupils in these as thoroughly as on any other subject, writing masters set as copies sentences from the book, children were required to memorize the answers, and the doctrines contained were emphasized by teacher and preacher so that the children were saturated with the religious ideas set forth. No book except the Bible did so much to form the character, and none so much to fix the religious bias of the children. Almost equal importance was given to the Catechism in Catholic lands (R. 182, ---- 21-22), though there supplemented by more religious influences derived from the ceremonial of the Church.

[Ill.u.s.tration: FIG. 132. THOMAS DILWORTH (?-1780) The most celebrated English textbook writer of his day.

(From the Frontispiece of his _Schoolmaster's a.s.sistant_, 1740)]

SPELLERS. The next step forward, in the transition from the religious Primer to secular reading matter for school children, came in the use of the so-called Spellers. Probably the first of these was _The English School-Master_ of Edmund Coote (R. 229), first issued in 1596. This gave thirty-two pages to the alphabet and spelling; eighteen to a shorter Catechism, prayers, and psalms; five to chronology; two to writing copies; two to arithmetic; and twenty to a list of hard words, alphabetically arranged and explained. As will be seen from this a.n.a.lysis of contents, this was a schoolmaster's general manual and guide. After about 1740 such books became very popular, due to the publication that year of Thomas Dilworth's _A New Guide to the English Tongue_. This book contained, as the t.i.tle-page (R. 229) declared, selected lists of words with rules for their p.r.o.nunciation, a short treatise on grammar, a collection of fables with ill.u.s.trations for reading, some moral selections, and forms of prayer for children. It became very popular in New as well as in old England, and was followed by a long line of imitators, culminating in America in the publication of Noah Webster's famous blue-backed _American Spelling Book_, in 1783. This was after the plan of the English Dilworth, but was put in better teaching form. It contained numerous graded lists of words, some ill.u.s.trations, a series of graded reading lessons, and was largely secular in character. It at once superseded the expiring _New England Primer_ in most of the American cities, and continued popular in the United States for more than a hundred years. [11] It was the second great American textbook success, and was followed by a long list of popular Spellers and Readers, leading up to the excellent secular Readers of the present day.

[Ill.u.s.tration: FIG. 133. FRONTISPIECE TO NOAH WEBSTER'S "AMERICAN SPELLING BOOK"

This is from the 1827 edition, reduced one third in size.]

ARITHMETIC AND WRITING. The first English Arithmetic, published about 1540 to 1542, has been entirely lost, and was probably read by few. The first to attain any popularity was _c.o.c.ker's Arithmetic_ (1677), this "Being a Plain and Familiar Method suitable to the meanest Capacity, for the understanding of that incomparable. Art." A still more popular book was _Arithmetick: or that Necessary Art Made Most Easie_, by J. Hodder, Writing Master, a reprint of which appeared in Boston, in 1719. The first book written by an American author was Isaac Greenwood's _Arithmetick, Vulgar and Decimal_, which appeared in Boston, in 1729. In 1743 appeared Dilworth's _The Schoolmaster's a.s.sistant_, a book which retained its popularity in both England and America until after the beginning of the nineteenth century.

No text in Arithmetic is mentioned in the School Regulations of Frederick the Great (R. 274, --20), or in scarcely any of the descriptions left us of eighteenth-century schools. The study itself was common, but not universal, and was one that many teachers were not competent to teach. To possess a reputation as an "arithmeticker" was an important recommendation for a teacher, while for a pupil to be able to do sums in arithmetic was unusual, and a matter of much pride to parents. The subject was frequently taught by the writing master, in a separate school, [12] while the reading teacher confined himself to reading, spelling, and religion. Thus, for example, following earlier English practice, the Town Meeting of Boston, in 1789, ordered "three reading schools and three writing schools established in the town" for the instruction of children between the ages of seven and fourteen, the subjects to be taught in each being:

The writing schools: Writing, Arithmetic

The reading schools: Spelling, Accentuation, Reading of prose and verse, English grammar and composition

The teacher might or might not possess an arithmetic of his own, but the instruction to the pupil was practically always dictated and copied instruction. Each pupil made up his own book of rules and solved problems, and few pupils ever saw a printed arithmetic. Many of the early arithmetics were prepared after the catechism plan. There was almost no attempt to use the subject for drill in reasoning or to give a concrete type of instruction, before about the middle of the eighteenth century, [13] and but little along such reform lines was accomplished until after the beginning of the nineteenth century.

[Ill.u.s.tration: FIG. 134. t.i.tLE-PAGE OF HODDER'S ARITHMETIC An early reprint of this famous book appeared in Boston in 1719.]

Writing, similarly, was taught by dictation and practice, and the art of the "scrivener," as the writing master was called, was one thought to be difficult to learn. The lack of practical value of the art, the high cost of paper, and the necessity usually for special lessons, all alike tended to make writing a much less commonly known art than reading. Fees also were frequently charged for instruction in writing and arithmetic; reading, spelling, and religion being the only free subjects. The scrivener and the arithmetic teacher also frequently moved about, as business warranted, and was not fixed as was the teacher of the reading school.