Part 34 (1/2)

Children learned first to read, write, and spell French, and to do simple composition work in the vernacular Those who ht the Latin Psalter in addition Much pro applied to the writing of bills, notes, receipts, and the like Much free questioning was allowed in arith of as taught

Religious training was made the most prominent feature of the school, as was natural A half-hour daily was given to the Catechism, mass was said daily, the crucifix was always on the wall, and two or three pupils were always to be found kneeling, telling their beads The discipline, in contradistinction to the custoh all punishments were carefully prescribed by rule [18] The rule of silence in the school was rigidly enjoined, all speech was to be in a low tone of voice, and a code of signals replaced speech for s

[Illustration: FIG 104 A SCHOOL OF LA SALLE AT PARIS, 1688 A visit of James II and the Archbishop of Paris to the School (From a bas- relief on the statue of La Salle, at Rouen)]

Though the Order met with much opposition from both church and civil authorities, it made slow but steady headway At the time of the death of La Salle, in 1719, thirty-five years after its foundation, the Order had one general nor teachers, three practice schools, thirty-three primary schools, and one continuation school The Order reely French, and at the time of its suppression, in 1792, had schools in 121 communities in France and 6 elsewhere, about 1000 brothers, and approximately 30,000 children in its schools This was approxie of the population of France at that time While relatively small in numbers, their schools represented the best attempt to provide elementary education in any Catholic country before well into the nineteenth century The distribution of their schools throughout France, by 1792, is shown on the map above In 1803 the Order was reestablished, by 1838 it had schools in 282 communities, and in 1887, when La Salle was declared a Saint of the Church, it had 1898 communities on four continents, 109 of which were in the United States, and was teaching a total of approximately 300,000 primary children

[Illustration: FIG 105 THE BROTHERS OF THE CHRISTIAN SCHOOLS BY 1792 Map, showing the locations of their communities]

5 _General Results of the Reformation on Education_

DESTRUCTION AND CREATION OF SCHOOLS Any such general overturning of the established institutions and traditions of a thousand years as occurred at the ti bitter hatreds and religious strife, could not help but result in extensive destruction of established institutions Monasteries, churches, and schools alike suffered, and it required tilectful of their functions, inadequate in nu modern, they had nevertheless answered partially the need of the times In all the countries where revolts took place these institutions suffered land probably most of all The old schools which were not destroyed were transforrammar schools to train scholars and leaders, and the parish schools into Protestant ele and the Catechism, but the number of the latter, in all Protestant lands, was very far short of the nuious theory This, as we have seen, proposed to extend the elee and entirely new classes of people who never before in the history of the world had had such advantages Out of the Protestant religious conception that all should be educated the popular elementary school of h, was slow, and long periods of time have been required for its accomplishment

In place of the schools destroyed, or the teachers driven out if no destruction took place, the reformers made an earnest effort to create new schools and supply teachers This, though, required time, especially as there was as yet in the world no body of vernacular teachers, no institutions in which such could be trained, no theory as to education except the religious, no supply of educated men or women from which to draw, no theory of state support and control, and no source of taxation fro Middle Ages the Church had supplied gratuitous or nearly gratuitous instruction

This it could do, to the lie-old endowments and educational foundations In the process of transformation fro the ious strife which followed the rupture of the old relations, many of the old endowinal purposes As the Protestant refor princes,schools established The landed nobility though, unused to providing education for their villein tenants and serfs, were averse to supplying the deficiency by any for merchant classes in the cities any more anxious to pay taxes to provide for artisans and servants what had for ages been a gratuity or not furnished at all

NO REAL DEMAND OF ELEMENTARY SCHOOLS The creation of a largely new type of schools, and in sufficient nue classes of people who before had never shared in the advantages of education, in consequence proved to be a work of centuries The century of warfare which followed the reformation movement more or less exhausted all Europe, while the Thirty Years' War which forest early educational progress had beenlittle ious interest and church tithes had to be depended on almost entirely for the establishment and support of schools Out of the parish sextons or clerks a supply of vernacular teachers had to be evolved, a systeanization and supervision worked out and added to the duties of theof need for education awakened sufficiently toto support schools In consequence what Luther and Calvin declared at the beginning of the sixteenth century to be a necessity for the State and the coht of all, it took until well into the nineteenth century actually to create and reat demand of the time, too, was not so much for the education of the ht be froious theory, but for the training of leaders for the new religious and social order which the Revival of Learning, the rise of ht into being For this secondary schools for boys, largely Latin in type, were demanded rather than elely find the great creations of the period were secondary schools

[Illustration: FIG 106 TENDENCIES IN EDUCATIONAL DEVELOPMENT IN EUROPE, 1500 to 1700]

LINES OF FUTURE DEVELOPMENT ESTABLISHED Still more, certain lines of future developiven here will help to make this evident It will be seen from this that not only was the secondary school still the doan for the first time to be considered as important also, but that the secondary schools holly independent of the elean to be created The elementary schools were in the vernacular and for the ue and for the training of the scholarly leaders Between these two schools, so different in type and in clientele, there was little in common This difference was further emphasized with time The elementary schools later on added subjects of use to the common people, while the secondary schools added subjects of use for scholarly preparation or for university entrance The secondary schools also frequently provided preparatory schools for their particular classes of children As a result, all through Europe two school systems--an elementary-school system for the masses, and a secondary-school system for the classes--exist to-day side by side We in Ah we started that way This was because the conception of education we finally developed was a product of a new democratic spirit, as will be explained later on

QUESTIONS FOR DISCUSSION

1 Coious instruction in the secondary schools provided by the Lutherans, Calvinists, and English What analogous instruction do we provide in the Ah or as well done?

2 Compare the scope and ideals of the educational system provided by the Calvinists with the salicans

3 Couenot) education, as summarized by Foster, with present-day state educational purposes

4 Just what kind of a school system did Knox propose (1560) for Scotland?

5 Sho the educational progranatius Loyola as a man of vision

6 Viewed frolecting the education of the masses?

7 Does the success of the Order show the i the future leader? Can all men be trained for leadershi+p?

8 What does the statees,” but had ”a keen eye for as best” in the work of others, indicate as to the nature of school adress?

9 Indicate the advantages which the Jesuits had in their teachers and teaching-aim over us of to-day How could we develop an aim as clearly defined and potent as theirs? Could we select teachers with such care?

How?

10 Coanda of the Jesuits with the recent political propaganda of the Germans

11 What ismethod, like that of theand not a questioning method?