Part 1 (1/2)
THE HISTORY OF EDUCATION
by ELLWOOD P CUBBERLEY
PREFACE
The present volus_, arose out of a practical situation Twenty-two years ago, on entering Stanford University as a Professor of Education and being given the history of the subject to teach, I found it necessary, alin the construction of a Syllabus of Lectures which would per the subject ress of our Western civilization than would any existing text Through such a study it is possible to give, better than by any other ress which throws such a flood of light over all our educational efforts The Syllabus greas made to include detailed citations to historical literature, and in 1902 was published in book fored edition was issued, [1] and these volu in a nuh now out of print, an the collection of a series of short, illustrative sources for my students to read
It had been my intention, after the publication of the second edition of the Syllabus, to expand the outline into a Text Book which would eiven as to the history of the work in which they were engaged I felt then, and still feel, that the history of education, properly conceived and presented, should occupy an i of an educational leader Two things now happened which for soinal purpose The first was the publication, late in 1905, of Paul Monroe's very comprehensive and scholarly _Text Book in the History of Education_, and the second was that, with the expansion of the work in education in the university hich I was connected, and the addition of new eneral history of education was for a tian, instead, the develop entirely with Arew my _Public Education in the United States_
The second half of the acade Lecturer on the History of Education at both Harvard University and Radcliffe College, and while serving in this capacity I began work on what has finally evolved into the present volu book of illustrative _Readings_ Other duties, and a deep interest in probleies and writing ti courses at the university, it seeain take over the instruction in the general history of education Since then I have pushed through, as rapidly as conditions would peranization of the parallel book of sources and docu so I have not tried to prepare another history of educational theories Of such we already have a sufficient nuress and practice and organization of education itself, and to give to such a history its proper setting as a phase of the history of the development and spread of our Western civilization I have especially tried to present such a picture of the rise, struggle for existence, growth, and recent great expansion of the idea of the improvability of the race and the elevation and eh education as would beand useful to students of the subject To this end I have traced the great forward steps in the emancipation of the intellect of h the organization of educational institutions to pass on to others what had been attained I have also tried to give a proper setting to the great historic forces which have shaped and ress, and have made the evolution of modern state school systems and the world-wide spread of Western civilization both possible and inevitable
To this end I have tried to hold to the main lines of the story, and have in consequence omitted reference to many theorists and reformers and events and schools which doubtless were important in their land and time, but the influence of which on the ress was, after all, but sy to make In their place I have introduced a record of world events and forces, not included in the usual history of education, which tocontributedof intellectual and educational progress While in the treativen to modern times, I have nevertheless tried to sho all modern education has been after all a develop-out of forces and iin In a civilization such as we of to-day enjoy, with roots so deeply e of world practices and of present-day world probleive proper background and perspective The rise of modern state school systems, the variations in types found to-day in different lands, the new conceptions of the educational purpose, the rise of science study, the new functions which the school has recently assumed, the world- wide sweep of modern educational ideas, the rise ofwithin the past century--these and ressive nations are better understood if viewed in the light of their proper historical setting Standing as we are to-day on the threshold of a new era, and with a strong tendency nore the past, the need for sound educational perspective on the part of the leaders in both school and state is given new ereater concreteness to the presentation, rams, and pictures, as commonly found in standard historical works, have been used to an extent not before eive still greater concreteness to the presentation I have built up a parallel volue collection of illustrative source ned to back up the historical record of educational developress as presented in this volume The selections have been fully cross-referenced (R 129; R 176; etc) in the pages of the Text Depending, as I have, so largely on the cos, I have reduced the chapter bibliographies to a very few of the most valuable andvalue of the book there has been appended to each chapter a series of questions for discussion, bearing on the Text, and another series of questions bearing on the Readings to be found in the companion voluood in teaching organization; that the treatment may prove to be of such practical value that it will contribute materially to relieve the history of education from much of the criticism which the devotion in the past to the history of educational theory has brought upon it; and that the two volumes which have been preparedthe subject to the position of importance it deserves to hold, for mature students of educational practice, as the interpreter of world progress as expressed in one of its highest creative forms
ELLWOOD P CUBBERLEY _Stanford University, Cal September_ 4, 1920
INTRODUCTION
THE SOURCES OF OUR CIVILIZATION
The Civilization which we of to-day enjoy is a very co, e and soes To trace all these contributions back to their sources would be a task impossible of acco, for our purposes they would not be important Especially would it not be profitable for us to atteo back to the rudimentary civilizations of pri the Chinese, the Hindoos, the Persians, the Egyptians, or the American Indians all alike present features which to so study, but our western civilization does not go back to these as sources, and consequently they need not concern us in the study we are about to begin While we have obtained the alphabet from the Phoenicians and soh the medium of the Mohammedans, the real sources of our present-day civilization lie elsewhere, and these minor sources will be referred to but briefly and only as they influenced the course of western progress
The civilization whichand enjoy has come down to us from four main sources The Greeks, the Romans, and the Christians laid the foundations, and in the order named, and the study of the early history of our western civilization is a study of the work and the blending of these three main forces It is upon these three foundation stones, superimposed upon one another, that our modern European and American civilization has been developed The Ger the boundaries of the Roman Empire in the fourth and fifth centuries, added another new force of largest future significance, and one which profoundly ress and development To these four main sources we havean entirely new superstructure on the old foundations, but the groundwork of our civilization is composed of these four foundation elements For these reasons a history of even oes back, briefly at least, to the work and contributions of these ancient peoples
Starting, then, with the work of the Greeks, we shall state briefly the contributions to the stream of civilization which have coroups or forces, and shall trace the blending and assi briefly the educational institutions and ideas of the different peoples, we shall be far less concerned, as we progress down the centuries, with the educational and philosophical theories advanced by thinkers a the contributions which they made to our educational practices and to our present-day civilization
The work of Greece lies at the bottom and, in a sense, was the most important of all the earlier contributions to our education and civilization These people, known as hellenes, were the pioneers of western civilization Their position in the ancient world is well shown on the map reproduced opposite To the East lay the older political despotisanization of society, and to the North and West a little-known region inhabited by barbarian tribes It was in such a world that our western civilization had its birth These Greeks, and especially the Athenian Greeks, represented an entirely new spirit in the world In place of the repression of all individuality, and the stagnant conditions of society that had characterized the civilizations before them, they developed a civilization characterized by individual freedom and opportunity, and for the first time in world history a premium was placed on personal and political initiative In tied by the older eastern type of civilization Long foreseeing the danger, and in fear of what ht happen, the little Greek States had developed educational systeht come
Finally, in a series of memorable battles, the Greeks, led by Athens, broke the dread power of the Persian name and made the future of this new type of civilization secure At Marathon, Salamis, and Plataea the fate of our western civilization trereat creative period in Greek life, during which the Athenian Greeks matured and developed a literature, philosophy, and art which were to be enjoyed not only by themselves, but by all western peoples since their time In these lines of culture the world will forever remain debtor to this small but active and creative people
[Illustration: FIG I THE EARLY GREEK CONCEPTION OF THE WORLD The World according to Hecataeus, a geographer of Miletus, Asia Minor
Hecataeus was the first Greek traveler and geographer The reat source of our western civilization was the work of Rome
Like the Greeks, the Ro southward into the Mediterranean, but in most respects they were far different in type Unlike the active, iinative, artistic, and creative Greeks, the Roinative, and executive people
Energy, personality, and executive poere in greatest deovernal--not artistic or intellectual Ro where Greece eak, and here Greece was strong As a result the two peoples supple the foundations for our western civilization The conquests of Greece were intellectual; those of Roaave a coion, literature, and political and legal institutions Adopting Greek learning and educational practices as her own, she spread theanization she so fixed Rohout the Empire that Christianity built firmly on the Roman foundations, and the German barbarians, who later swept over the Empire, could neither destroy nor obliterate them The Roman conquest of the world thus decisively influenced the whole course of western history, spread and perpetuated Greek ideas, and ultireat disaster
To Roovernment, and for the introduction of law and order into an unruly world In all the intervening centuries between ancient Rome and ourselves, and in spite of overnuides our conduct, and this influence is even yet extending to other lands and other peoples We are also indebted to Ro knowledge, which was saved and passed on to Western Europe through the medium of the reat World War, with all its awful destruction of life and property, and injury to the orderly progress of civilization, may be traced directly to the Roovern its rule and its culture on the rest of mankind
Into this Roovernment, came the first of the modern forces in the ancient world--that of Christianity--the third great foundation ele in its early develop securely on the Roe for a decaying world, Christianity for link between the ancient andthe conception of one God which the Jewish tribes of the East had developed, Christianity changed and expanded this in such a way as to s of the fatherhood of God, the brotherhood of man, the future life, and the need for preparation for a hereafter, Christianity introduced a new type of religion and offered a new hope to the poor and oppressed of the ancient world In so doing a new ethical force of first iies of mankind, and a basis for the education of all was laid, for the first time, in the history of the world