Part 44 (1/2)

7 Thatand writing at least should be the coiven equal opportunity with boys

9 That training colleges for teachers should be established and maintained

The modern nature of many of Mulcaster's proposals may be seen from the table of contents of his voluht far in advance of his age, and in consequence his book was soon and for long forgotten Yet what Quick [1] says of hiain to all Europe if Mulcaster had been followed instead of Sturm He was one of the earliest advocates of the use of the vernacular instead of Latin, and good reading and writing in English were to be secured before Latin was begun His elelish writing, drawing, singing, playing a musical instrument If this were made to occupy the school time up to twelve, Mulcaster held that more would be done between twelve and sixteen than between seven and seventeen in the ordinary (Latin graain in that the children would not be set against learning

John Locke, and the disciplinary theory of education Another coht was the English scholar, philosopher, teacher, physician, and political writer, John Locke (1632- 1704) In the preceding chapter we pointed out the place of Locke as a writer on the education of the sons of the English gentry, and illustrated by an extract frohts_ (R 216) the importance he placed on such a practical type of education as would prepare a gentleman's son for the social and political de h, is of much more importance than was there (p 402) indicated Locke was essentially the founder of y, based on the application of the ation to a study of the mind, [2] and he is also of i set forth, at soth and with much detail, the disciplinary conception of the educational process

Locke had served as a tutor in an English nobleman's family, had worked out his educational theories in practice and thought thehly convinced that it was the process of learning that was i learned Education to hiood habits, training the youth in h ith studies selected because of their disciplinary value This conception of education he sets forth well in the following paragraph, taken froreat Work of the Governor is to fashi+on the Carriage and forood Habits and the Principles of Virtue and Wisdoive him by little and little a View of Mankind, and work him into a Love and Imitation of what is excellent and praiseworthy; and in the Prosecution of it, to give hior, Activity, and Industry The Studies which he sets him upon, are but as it were the Exercise of his Faculties, and E and Idleness, to teach hiive him some little Taste of what his own Industry hts_ Locke first sets forth at length the necessity for disciplining the body byprocess ”A sound mind in a sound body” he conceives to be ”a short but full description of a happy state in this world,” and a fundaood habits and , and the proper adjustment of punishments and rewards next occupies his attention, and he then explains his theory as toall punishments the natural consequences of acts Similarly thethe child to deny, subordinate desires, and apply reason to acts The for of the desires Locke regards as the foundations of virtue On this point he says:

As the Strength of the Body lies chiefly in being able to endure Hardshi+p, so also does that of the Mind And the great Principle and Foundation of all Virtue and Worth is plac'd in this:--That a Man is able to _deny himself_ his own Desires, cross his own Inclinations, and purely follohat Reason directs as best, tho' the Appetite lean the other Way (-- 33)

Si and the employment of reason is the aih the proper discipline of the mind Good intellectual education does not consist , he contends, as was the corammar schools of his ti of the powers of the h the use of selected studies

The purpose of education, he holds, is above all else to ment, trains to reason closely so well as the study of h Locke would have his boy ”look into all sorts of knowledge,” and train his understanding with a wide variety of exercises In the education given in the grammar schools of his time he found hly bad in principle, and he used much space to point out defects and describe betterin some detail reasons therefor His ideas as to needed refor of Latin (R 227) are illustrative

LOCKE ON ELEMENTARY EDUCATION For the beginnings of education, and for eleeneral, Locke sticks close to the prevailing religious conception of his time As for the education of the coe of the Bible and the business of his own calling is enough for the ordinary arding the beginnings of education and the studies and textbooks of his day, he says:

The Lord's Prayer, the Creeds, and the Ten Commandments, 't is necessary he should learn perfectly by heart What other Books there are in _English_ of the Kind of those above- of Children, and te that I know has been considered of this Kind out of the ordinary Road of the Horn Book, Primer, Psalter, Testaive so of the Bible (R 228), the iious ideas to children, and the desirability of transforreeable, with plenty of natural playful activity [3] On this point he writes:

He that has found a Way how to keep up a Child's Spirit easy, active, and free, and yet at the sas he has a Mind to, and to draw his that are uneasy to hi Contradictions, has, in ot the true Secret of Education (-- 46)

INFLUENCE OF LOCKE'S _THOUGHTS_ The volume by Locke containsa boy The e, physical activities and play, the individuality of children, and a reforhly modern character of the book, in most respects, is one of its marked characteristics The volume seelishmen, and copies of it have been found in so many old colonial collections that it was probably well known ahteenth-century American colonists That the book had an iher social classes of England toward the education of their sons and, consciously or unconsciously, in ti in that lish educational institutions, the English Public (Latin Graious and charity-school education it had practically no influence

Locke's great influence on educational thought did not coh, for nearly three quarters of a century afterward, and it cah the popularization of his best ideas by Rousseau Karl Schlish his education is the principle according to which the English people have developed

Hence his theory of education has in the history of pedagogy the salish nation has in the history of the world He stood in strong opposition to the scholastic and forainst the prevailing pedantry; in the universal developrounds education upon sound psychological principles, and lays stress upon breeding and the for ideas of Locke in his _E them into far more attractive literary form, Rousseau scattered Locke's ideas as to educational reform over Europe In particular Rousseau popularized Locke's ideas as to the replaceation, his emphasis on physical activity and health, his contention that the education of children should be along lines that were natural and normal for children, and above all Locke's plea for education through the senses rather than theLocke's ideas, and at a time when all the political tendencies of the period were in the direction of the rejection of authority and the emphasis of the individual, those educational refors of Rousseau created and applied, largely on the foundations laid down by John Locke, a new theory as to educational aims and procedure which dominated all early nineteenth-century instruction This we shall trace further in a subsequent chapter (chapter XXI)

It was at this point that the educational problem stood, in so far as a theory as to educational aims and the educational process was concerned, when Rousseau took it up (1762) Before passing to a consideration of his work, though, and the work of those inspired by him and by the French revolutionary writers and statesmen, let us close this third part of our history by a brief survey of the development so far attained, the purpose, character, aims, and nature of instruction in the schools, and their means of support and control at about the middle of the century in which Rousseau wrote, and before the philosophical and political revolutions of the latter half of the eighteenth century had begun to influence educational aims and procedure and control

II MID-EIGHTEENTH-CENTURY EDUCATIONAL CONDITIONS

THE PURPOSE The purpose ofthe elementary vernacular school, in all European lands, rehteenth century h in the German States and in the A of eious purpose toward a newer conception of education as preparation for life in the world here Still, one learned to read chiefly ”to learn some orthodox Catechism,” ”to read fluently in the New Testament,” and to know the will of God, or, as stated in the law of the Connecticut Colony (R 193), ”in sorounds and principles of Christian religion necessary to salvation”

The teacher was still carefully looked after as to his ”soundness in the faith” (R 238 a); he was required ”to catechise his scholars in the principles of the Christian religion,” and ”to co and evening, [5] taking care that his scholars do reverently attend during the same” The minister in practically all lands exae of the Catechism and the Bible, and on his visits quizzed them as to the Sunday sermon In Boston (1710) the ministers were required, on their school visits, to pray with the pupils, and ”to entertain thee” In Church-of-England schools ”the End and Chief Design” of the schools established continued to be instruction in ”the Knowledge and Practice of the Christian Religion as Professed and Taught in the Church of England” (R 238 b) In Gerarded as ”the portico of the Temple,” ”Christianity its principal work,” and not as ”mere establishious spirit” [6] The uniform system of public schools ordered established for Prussia by Frederick the Great, in 1763, were after all little ious schools (R 274), conducted for purposes of both Church and State As Frederick expressed it, ”we find it necessary and wholesoood foundation laid in the schools by a rational and a Christian education of the young for the fear of God, and other useful ends” In the schools of La Salle's organization, which was most prominent in elementary vernacular education in Catholic France, the aim continued to be (R 182) ”to teach the the them Christian precepts”

WEAKENING OF THE OLD RELIGIOUS THEORY By the hteenth century, however, there is a noticeable weakening of the hold of the old religious theory on the schools in land there was a ious intolerance in educationalbut little of the old glooan to be used By a series of decisions, between 1670 and 1701 (chapter XXIV), the English courts broke the hold of the bishops in theof elementary schoolmasters, and by the Acts of 1713 and 1714 the Dissenters were once more allowed to conduct schools of their own Coincident with this growth of religious tolerance a its efforts to hold the children of its adherents, by the organization of parish schools and the creation of a vast systeious schools In Ger of eious ends and toward the needs of the governhteenth century, to be evident

In Wurtehteenth-century action by other German States, a Circular of the General Synod, of November 1787, declares the Gerht the true and genuine idea of the duties of overnment, their fellow-men, and themselves, and also at least the first rudie”

It was in the Aious interest was most notable Due to rude frontier conditions, the decline in force of the old religious-town governments, the diversity of sects, the rise of new trade and civil interests, and the breakdown of old-hoious doctrines eakened there earlier than in the old world By 1750 the change in religious thinking in America had become quite marked As a consequence many of the earlier parochial schools had died out, while in the New England Colonies the colonial governht of the ele out there as well