Part 40 (2/2)

Neither deals specifically with elementary education, but rather hat, in Europe, would be called the secondary-school period in the education of a boy Locke was extensively read by the gentry of England, as expressive of the best current practice of their class, and his ideas as to education were also of so the instruction of the non-conformist teachers in the academies there His place in the history of education is also of some importance, as we shall point out later, for the disciplinary theory of education which he set forth Still s of Rousseau (chapter XXI), and hence helped materially to shape modern educational theory

[Illustration: FIG 124 JOHN LOCKE (1631-1704)]

THE NEW SCHOOLS FOR THE SONS OF THE GENTRY Both Montaigne and Locke, in their emphasis on the importance of a practical education for the social and political deentleman concerned with the affairs of the ainst the humanistic schools of the time than did the humanistic realists e have just considered Still more, both are expressive of the attitude of the nobility and gentry of the time, who had almost deserted the schools as pedantic institutions of little value France was then the great country of Europe, and French language, French political ideas, French hboring lands A new social and political ideal was erected--that of the polished man of the world, who could speak French, had traveled, knew history and politics, law and geography, heraldry and genealogy, some mathematics and physics with their applications, could use the sword and ride, was adept in ga, and was skilled in the practical affairs of life

[Illustration: FIG 125 AN ACADEMIE DES ARMES Fro an Acade the French created numerous Academies in their cities A writer of 1649 states that there were twelve such institutions at that time in Paris alone Not infrequently some nobleman was at the head Boys were first educated at home by tutors, and then sent to the Acade, the es, and the lishman, John Evelyn, as in France in 1644, thus describes the French Academies:

At the Palais Cardinal in Paris I frequently went to see them ride and exercise the Greate Horse, especially at the Academy of Monsieur du Plessis, and de Veau, whose scholes of that art are frequented by the nobility; and here also young gentle in fortifications and s an Acade, etc, all the sciences are taught in the vulgar French by Professors stipendiated by the great Cardinal The Academy of Juilly included soraphy, heraldry, French history, Italian, and Spanish, besides the riding and gentleland the tutor in the hoentle sent abroad to complete their education In German lands, which in the seventeenth century were in close sy a center for the dissemination of French ideas, the French academy idea was copied, and ere called _Ritterakadehtly academies) were founded in the nu such lines, of the sons of the rades of the German nobility Between 1620 and 1780, before the rise of the Gerht to replace French ideas by native Gerreat period of these Ger this period they bestowed on the sons of the German nobility the courtly and military education of the French acaderegated from the intellectual life of other classes ”Gallants” and ”pedants” were the respective outputs of the two types of schools

III SENSE REALISM

THE NEW EDUCATIONAL AIMS OF THIS GROUP This represented a still further andIn a very direct way sense realis work of Francis Bacon Its aim was:

(1) To apply the same inductive method formulated by Bacon for the sciences to the work of education, with a view to organizing a general reatly simplify the instructional process, reduce educational work to an organized syste of time; and

(2) To replace the instruction in Latin by instruction in the vernacular, [3] and to substitute new scientific and social studies, deereater value for a uistic studies

The sixteenth century had been essentially a period of criticis thinkers on education, as in other lines of intellectual activity, were not in the schools In the seventeenth century we coroup of men who attempted to think out and work out in practice the ideas advanced by the critics of the preceding period In the seventeenth century we have, in consequence, the first serious attempt to formulate an educational method since the days of the Athenian Greeks and the treatise of Quintilian

The possibility of for an educational method that would simplify the educational process and save time in instruction, appealed to a nuroup of thinkers, due to their new ht, the German historian of education, Karl von Rauical ideas of the Innovators were:

1 That education should proceed from the simple to the cos should coht to analyze, rather than to construct

4 That each student should be taught to investigate for himself, rather than to accept or depend upon authority

5 That only that should be memorized which is clearly understood and of real value

6 That restraint and coercion should be replaced by interest in the studies taught

7 That the vernacular should be used as the medius should precede the study of words about things

9 That the order and course of Nature be discovered, and that abased on this then be worked out

10 That physical education should be introduced for the sake of health, and not entlemanly sports

11 That all should be provided with the opportunity for an education in the elee This to be in the vernacular

12 That Latin and Greek be taught only to those likely to coh the ue