History of Education - Levi Seeley (top novels to read .txt) 📗

While his system of education was planned for sons of gentlemen, Locke urged the establishment of "working schools" for children of the laboring classes. This was in line with his utilitarian ideas, as the intent was not so much intellectual training, as the formation of steady habits and the preparation for success in industrial pursuits. Locke's plan was for a sort of manual training school, the first appearance of such a project in history.

Locke did not believe in universal education, nor in the public school. Only gentlemen were provided for in his formal scheme, and herein he followed the path marked out by Alfred the Great eight hundred years before, which England has not completely forsaken to this day. Since he had done all his teaching as a private tutor in the family of a gentleman, one can easily understand his advocacy of that form of instruction for the favored few. Locke's teachings in this respect are gradually losing their hold even in England, the most conservative of all countries in educational matters, and the latest great nation to accept the principle of universal education. During the last quarter of a century England has been earnestly seeking to give every child, whether of gentle or of humble birth, rich or poor, what his birthright demands,—a good common school education.

The influence of Locke upon education, then, has been very great. Williams remarks that "he inspired Rousseau with nearly every valuable thought which appears in the brilliant pages of his 'Émile.' He seems himself to have derived some of his most characteristic ideas from Montaigne, and possibly also from Rabelais."[110] Although Locke differed from other educational reformers in many respects, though he was somewhat narrow in his conception of education, owing to his environment, he opposed the dry formalism that characterized the educational practice of his time, and sought to emancipate man both intellectually and physically.

FÉNELON (1651-1715)

Fénelon was born of noble parents in the province of Périgord, France. During his early years his father attended very carefully to his education, and later his uncle, the Marquis de Fénelon, became his guardian. Though delicate in health, the boy showed remarkable aptness in learning. At the age of twelve he entered the college of Cahors, and thence went to the university of Paris. He was destined by his parents for the Church, for which, by natural temperament and pious zeal, he was well fitted. He preached at fifteen with marked success, and took up a theological course at St. Sulpice. At the age of twenty-four he was ordained priest. He desired to enter the missionary field, first in Canada, and later in Greece, but had to abandon this purpose on account of ill health.

Saint-Simon, in his "Mémoires," describes Fénelon as a man of striking appearance, and says, "His manner altogether corresponded to his appearance; his perfect ease was infectious to others, and his conversation was stamped with the grace and good taste which are acquired by habitual intercourse with the best society and the great world."

For ten years Fénelon was at the head of the convent of the New Catholics, an institution which sought to reclaim Protestant young women to Catholicism. In this position, as well as in all his lifework, though himself an ardent Catholic, Fénelon's course was so temperate and just that he won the warmest admiration even of Protestants, who did not accept his faith. Among his friends were the Duke and Duchess of Beauvilliers, who had eight daughters and several sons. At their suggestion, and for the purpose of helping them in educating their daughters, he wrote his first and most important educational work, "The Education of Girls." Compayré pronounces this "the first classical work of French pedagogy." He further speaks of this book as "a work of gentleness and goodness, of a complaisant and amiable grace, which is pervaded by a spirit of progress."[111] It appeared in 1687.

In 1689, when thirty-eight years of age, Fénelon was chosen preceptor of the grandson of Louis XIV., the young Duke of Burgundy. In this position his remarkable powers as a teacher were brought to light, and he applied the theories which he had promulgated. The young duke, who was eight years of age, was of a passionate nature, hard to control, and yet, withal, of warm-hearted impulses. It is said that "he would break the clocks which summoned him to unwelcome duty, and fly into the wildest rage with the rain which hindered some pleasure." The "Telemachus"[112] of Fénelon, perhaps his greatest literary work, was composed at this time, as were also his "Dialogues of the Dead" and his "Fables." The inspiration of all these works was found in the charge committed to him—that of properly instructing his royal pupil. Fénelon thus created the material through which he interested the boy and taught him the intended lessons. The "Telemachus" was designed for the moral and political instruction of the prince; through his "Dialogues of the Dead" he taught history; and his "Fables" were composed for the purpose of teaching the moral and intellectual lessons which he wished to impart to his illustrious, but headstrong, pupil. Fénelon's success with the prince was phenomenal, as the passionate boy became affectionate, docile, and obedient.

The success of the experiment, however, was never put to the final test, as the duke died before coming to the throne. There seems to be no doubt that the cure was permanent, and it is not believed that, like Nero, he would have relapsed into his former viciousness and cruelty.

One naturally compares Fénelon with Seneca. To both were committed children, heirs apparent to thrones,—willful, cruel, disobedient, and hard to control. In Seneca's pupil the seeds of cruelty remained, to germinate into the awful tyrant; in Fénelon's the evil seemed to be permanently eradicated, and the result was a prince with generous impulses and noble intentions. And this result was largely owing to the difference in the teachers,—Fénelon, the gentle, but firm, patient, painstaking conscientious man; Seneca, the more brilliant, but vacillating and timeserving sycophant.

Fénelon's Pedagogy.—1. There must be systematic care of the body. Therefore regular meals and plain food, plenty of sleep, exercise, etc., are essential.

2. All instruction must be made pleasant and interesting. Play is to be utilized in teaching. In this he anticipated Froebel.

3. Let punishments be as light as possible. Encourage children to be open and truthful, and do not prevent confession by making punishments too frequent or too severe. Punishment should be administered privately, as a rule, and publicly only when all other means have failed.

4. Present the thing before its name,—the idea before the word. Study things, investigate. Employ curiosity. In this he was a disciple of Bacon and Comenius, and a prophet to Pestalozzi.

5. Allow nothing to be committed to memory that is not understood.

6. Girls, also, must share the benefits of education. Especial attention should be given to teaching them modesty, gentleness, piety, household economy, the duties of their station in life, and those of motherhood.

7. Morality should be taught early and by means of fables, stories, and concrete examples.

8. Proceed from the near at hand to the remote, from the known to the unknown. Thus in language, after the mother tongue, teach other living languages, and then the classics. The latter are to be learned by conversation about common objects, and by application of the rules of grammar in connection therewith. In geography and history one's own environment and country should be learned first, then other countries.

9. Example is of great importance to all periods of life, but especially to childhood. This Fénelon practically illustrated by his own life and by the concrete cases which he used. Voltaire says of Fénelon, "His wit was overflowing with beauty, his heart with goodness."

LA SALLE AND THE BROTHERS OF THE CHRISTIAN SCHOOLS[113]

In 1681, La Salle, a devoted priest of the Catholic Church, organized the Brothers of the Christian Schools.

The idea primarily was to awaken interest in elementary education. He perfected the work already done by Peter Faurier, Charles Demia, and others. The method of instruction, up to this time, had been largely individual. The pupils were called up to the teacher, one by one, or at most two by two, and, after the lesson had been heard, they were sent back to their seats to study. La Salle conceived the idea of grading together pupils of the same advancement, and teaching them simultaneously,—a practice now employed in primary schools everywhere. It is known as the Simultaneous Method. Brother Azarias says of this method, "Because we all of us have been trained according to this method, and see it practiced in nearly all of our public and many of our private schools throughout the land, and have ceased to find it a subject of wonder, we may be inclined to undervalue its importance. Not so was it regarded in the days of La Salle. Then a Brothers' School was looked upon with admiration. Strangers were shown it as a curiosity worth visiting."

La Salle laid down many explicit rules concerning punishment, methods of teaching, and school organization in a book called "The Conduct of Schools." While modern criticism would condemn many of these rules, we think, with Compayré, that "whatever the distance which separates these gloomy schools from our modern ideal,—from the pleasant, active, animated school, such as we conceive it to-day,—there is none the less obligation to do justice to La Salle, to pardon him for practices which were those of his time, and to admire him for the good qualities that were peculiarly his own."[114]

He established the first normal school in history at Rheims in 1684, thirteen years before Francke organized his teachers' class at Halle, and fifty years before Hecker founded the first Prussian normal school at Stettin. La Salle magnified the teacher's office, and urgently demanded professional training for instructors of the young. Brother Azarias forcibly sums up La Salle's great work in this respect as follows: "He is the benefactor of the modern schoolmaster. He it was who raised primary teaching out of the ruts of never ending routine, carried on in the midst of time-honored noise and confusion, and, in giving it principles and a method, made of it a science. He hedged in the dignity of the schoolmaster. He was the first to assert the exclusive right of the master to devote his whole time to his school work."[115]

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 anticipated 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