244. Diesterweg: The Schools of Germany before Pestalozzi.

245. England: Free School Rules, 1734.

246. Murray: A New Jersey School Lottery.

QUESTIONS ON THE READINGS

1. State the main points in Mulcaster's scheme (226) for education.

2. Characterize Locke's criticism (227) on the teaching of Latin.

3. State Locke's ideas as to the use of the Bible (228).

4. Characterize the nature and contents of the so-called "Spellers" by Coote and Dilworth (229).

5. Compare the Connecticut common school, as described by Webster (230), with an English charity-school (238 b), or a Swedish popular school (232) of the time.

6. Just what state of vernacular education in Teutonic lands is indicated by the three selections (231, 232, 233)?

7. Compare the proprietary right of the teachers at Frankfort (233) with the right of control claimed over song schools by the Precentor of a mediaeval cathedral (83).

8. Do such conditions as Krusi describes (234) exist anywhere to day?

9. Characterize the Dame School of England, as to instruction and control, from the descriptions given in the selections (235) reproduced.

10. State the relationship of teacher and minister at Newburgh (236), and indicate the nature and probable extent of his income.

11. State the purpose of the founders of Saint Anne of Soho (237), and characterize the type of school they created.

12. What does the qualification for a charity-school teacher (238 a) indicate as to the nature of the teacher's calling in such schools?

Outline the instruction (238 b) in such a school.

13. What instruction did the textbooks as printed (239) provide for?

14. Show the voluntary and benevolent character of the charity-school by comparing the subscription form (240) with some voluntary subscription form used to day.

15. How did the school in Saint John's parish (241) differ from apprenticeship training?

16. What changes do you note between the mediaeval Indenture of Apprenticeship (99) and the eighteenth-century English form (242)?

17. Compare Readings 201 and 242 on apprenticeship.

18. Compare conditions described in 244 with 231-233.

19. What do the Free School Rules of 1734 (245) indicate as to duties and discipline?

20. What does the use of the lottery for school support (246) indicate as to the conception and scope of education at the time?

SUPPLEMENTARY REFERENCES

Allen, W. O. B., and McClure, E. _Two Hundred Years; History of the S.P.C.K., 1698-1808_.

Barnard, Henry. _English Pedagogy_, Part II, The Teacher in English Literature.

* Birchenough, C. _History of Elementary Education in England and Wales_.

Brown, E. E. _The Making of our Middle Schools_.

Cardwell, J. F. _The Story of a Charity School_.

Davidson, Thos. _Rousseau_.

* Earle, Alice M. _Child Life in Colonial Days_.

Field, Mrs. E. M. _The Child and his Book_.

Ford, Paul L. _The New England Primer_.

G.o.dfrey, Elizabeth. _English Children in the Olden Time_.

* Johnson, Clifton. _Old Time Schools and School Books_.

* Kemp, W. W. _The Support of Schools in Colonial New York by the Society for the Propagation of the Gospel in Foreign Parts_.

Kilpatrick, Wm. H. _Dutch Schools of New Netherlands and Colonial New York_.

Locke, John. _Some Thoughts Concerning Education_ (1693).

* Montmorency, J. E. G. de. _Progress of Education in England_.

Montmorency, J. E. G. de. _State Intervention in English Education_.

Mulcaster, Richard. _Positions_. (London, 1581.) * Paulsen, Friedrich. _German Education, Past and Present_.

* Salmon, David. "The Education of the Poor in the Eighteenth Century"; reprinted from the _Educational Record_. (London, 1908.) * Scott, J. F. _Historic Essays on Apprenticeship and Vocational Education_. (Ann Arbor, 1914.)

PART IV

MODERN TIMES

THE ABOLITION OF PRIVILEGE THE RISE OF DEMOCRACY A NEW THEORY FOR EDUCATION EVOLVED THE STATE TAKES OVER THE SCHOOL

CHAPTER XIX

THE EIGHTEENTH A TRANSITION CENTURY

THE EIGHTEENTH CENTURY A TURNING-POINT. The eighteenth century, in human thinking and progress, marks for most western nations the end of mediaevalism and the ushering-in of modern forms of intellectual liberty.

The indifference to the old religious problems, which was clearly manifest in all countries at the beginning of the century, steadily grew and culminated in a revolt against ecclesiastical control over human affairs.

This change in att.i.tude toward the old problems permitted the rise of new types of intellectual inquiry, a rapid development of scientific thinking and discovery, the growth of a consciousness of national problems and national welfare, and the bringing to the front of secular interests to a degree practically unknown since the days of ancient Rome. In a sense the general rise of these new interests in the eighteenth century was but a culmination of a long series of movements looking toward greater intellectual freedom and needed human progress which had been under way since the days when _studia generalia_ and guilds first arose in western Europe. The rise of the universities in the thirteenth and fourteenth centuries, the Revival of Learning in the fourteenth and fifteenth centuries, the Protestant Revolts in the sixteenth, the rise of modern scientific inquiry in the sixteenth and seventeenth, and Puritanism in England and Pietism in Germany in the seventeenth, had all been in the nature of protests against the mediaeval tendency to confine and limit and enslave the intellect. In the eighteenth century the culmination of this rising tide of protest came in a general and determined revolt against despotism in either Church or State, which, at the close of the century, swept away ancient privileges, abuses, and barriers, and prepared the way for the marked intellectual and human and political progress which characterized the nineteenth century.

SIGNIFICANCE OF THE CHANGE IN ATt.i.tUDE. The new spirit and interests and att.i.tudes which came to characterize the eighteenth century in the more progressive western nations meant the ultimate overthrow of the tyranny of mediaeval supernatural theology, the evolution of a new theory as to moral action which should be independent of theology, the freeing of the new scientific spirit from the fetters of church control, the subst.i.tuting of new philosophical and scientific and economic interests for the old theological problems which had for so long dominated human thinking, the subst.i.tution of natural political organization for the older ecclesiastical foundations of the State, the destruction of what remained of the old feudal political system, the freeing of the serf and the evolution of the citizen, and the rise of a modern society interested in problems of national welfare--government in the interest of the governed, commerce, industry, science, economics, education, and social welfare. The evolution of such modern-type governments inevitably meant the creation of entirely new demands for the education of the people and for far-reaching political and social reforms.

This new eighteenth-century spirit, which so characterized the mid- eighteenth century that it is often spoken of as the "Period of the Enlightenment," [1] expressed itself in many new directions, a few of the more important of which will be considered here as of fundamental concern for the student of the history of educational progress. In a very real sense the development of state educational systems, in both European and American States, has been an outgrowth of the great liberalizing forces which first made themselves felt in a really determined way during this important transition century. In this chapter we shall consider briefly five important phases of this new eighteenth-century liberalism, as follows:

1. The work of the benevolent despots of continental Europe in trying to shape their governments to harmonize them with the new spirit of the century.

2. The unsatisfied demand for reform in France.

3. The rise of democratic government and liberalism in England.