Part 46 (1/2)
[Illustration: FIG 143 CHILDREN AS MINIATURE ADULTS Children leaving school, fro the middle and upper social classes, particularly on the continent of Europe, a stiff artificiality everywhere prevailed Children were dressed and treated as miniature adults, the normal activities of childhood were suppressed, and the natural interests and emotions of children found little opportunity for expression Wearing powdered and braided hair, long gold-braided coats, embroidered waistcoats, cockaded hats, and swords, boys were treated more as adults than as children
Girls, too, with their long dresses, hoops, powdered hair, rouged faces, and demure manner, were trained in a, for children,ious instructor to develop in theless cereuides for the period of their childhood
SCHOOL SUPPORT No uniform plan, in any country, had as yet been evolved for even the er support which the schools of the tirammar schools were in nearly all cases supported by the income from old ”foundations” and from students' fees, with here and there soh, had had assigned to them few old foundations upon which to draw for maintenance, and in consequence support for elementary schools had to be built up froland the Act of Conformity of 1662 (R 166), it will be remembered (p 324), had laid a heavy hand on the schools by driving all Dissenters from positions in them, and the Five Mile Act of 1665 had borne even more severely on the teachers in the schools of the Dissenters Fortunately for elelish courts, in 1670, had decided in a test case that the teacher in an elementary school could not be deprived of his position by failure of the bishop to license him, if he were a nominee of the founder or the lay patron of the school The result of this decision was that, between 1660 and 1730, 905 endowed eleland, and 72 others previously founded had their endowhout the eighteenth century, and by 1842 had reached a total of 2194 These new foundations probably gave the best schooling of the time, and tended to stir the Established Church to action Accordingly we find that during the eighteenth century the vestries of the different church parishes began the creation of parish elementary schools for the children of the poor of the parish, supporting a teacher for theal authorization to do so These new parish schools also contributed somewhat to the provision of ele of the church ”voluntary schools” which were such a characteristic feature of nineteenth-century English education We thus have, in England, endowed elementary schools, parish schools, dame schools, private-adventure schools ofside by side, and drawing such support as they could from endowment funds, parish rates, church tithes, subscriptions, and tuition fees The support of schools by subscription lists (R 240) was a very coland, arded as a benevolence which the State was under no obligation to support Only workhouse schools were provided for by the general taxation of all property
In the Netherlands and in German lands church funds, town funds, and tuition fees were the chief h here and there so state support for the schools of his little principality Frederick the Great had ordered schools established generally (1763) and had decreed the compulsory attendance of children (R 274), but he had depended largely on church funds and tuition fees (--7) for maintenance, with a proviso that the tuition of poor and orphaned children should be paid from ”any funds of the church or town, that the schoolet his income” (--8) In Scotland the church parish school was the prevailing type In France the religious societies (p 345) provided nearly all the eleious education that was obtainable
In the Dutch Provinces, in the New England Colonies, and in some of the innings of state control and row rapidly and in the nineteenth century take over the school from the Church and s early rants of land and money for endowranted by Maria Theresa for Austria (R 274 a), in 1774 In the New England Colonies the separation of the school fros of state support and control of education, found perhaps their earliest and clearest exemplification In the other Colonies the lottery was much used (R 246) to raise funds for schools, while church tithes, subscription lists, and school societies after the English pattern also helped in many places to start and support a school or schools
Only by sohteenth century that the children of the poor could ever enjoy any opportunities for education The parents of the poor children, themselves uneducated, could hardly be expected to provide what they had never come to appreciate themselves On the other hand, few of the well-to-do classes felt under any obligation to provide education for children not their own There was as yet no realization that the diffusion of education contributed to the welfare of the State, or that the ignorance of the ht be in any way a public peril This attitude is well shown for England by the fact that not a single law relating to the education of the people, aside fro the whole of the eighteenth century The sa of the Revolution
It is to a few of the German States and to the Aislation directing school support This we shall describe more in detail in later chapters
THE LATIN SECONDARY SCHOOL The great progress hteenth century, nevertheless, was in ele the secondary schools and the universities there is little to add to what has previously been said During this century the secondary school, outside of Ger becoland and France crushed by religious-uniforland and the surviving colleges in France practically ceased to exert any influence on the national life The Jesuit schools, which once had afforded the best secondary education in Europe, had so declined in usefulness everywhere that they were about to be driven from all lands
The Act of Conforland a heavy blow, and the eighteenth century found them in a most wretched condition, with few scholars, and their endowments shamefully abused The Law of 1662, says Mont into the lives of schoolmasters, such a course of inquisitorial folly, that the position became intolerable Men would not beco when none but political and religious hypocrites were allowed to teach National education was destroyed” and the gra more than two centuries (1662-1870) from the national life” [26]
In Gered until near the ht as it had been for a century orof Frederick the Great to the throne (1740) the Latin schools of Prussia, and after theanized and given a new life The influence of Francke's school at Halle (p 418), and the new types of teaching developed there and by his followers elsewhere, began to be felt Gernition, and some science as here and there introduced Above all, though, Greek now attained to the place of first ianized Latin schools
It was not until after 1740 that the German people awakened to the possibility of an independent national life Then, under the new impulse toward nationality, French influence and manners were thrown off, Gere, the _Ritterakademieen_ (p 405) were discarded, and a number of the Gerulations and erected, out of the old Latin schools, a series of huymnasia_ in which the study of Greek life and culture occupied the foreht out and applied, and a new pedagogical purpose--culture and discipline--was given to the regenerated Latin schools A new Renaissance, in a way, took place in Gere of Greek was proclaiymnasial teachers as indispensable to a liberal education with an earnestness of conviction not exceeded by Battista Guarino (p 268) four centuries before To know Greek and to have some faarded as necessary to the highest culture, [28] and a pedagogical theory for such study was erected, based on the discipline of the mind, [29] which dohout the entire nineteenth century It was in the eighteenth century also that the Geran the development of the scientific secondary school (_Realschule_), see p 420, as described in a preceding chapter
[Illustration: FIG 144 A PENNSYLVANIA ACADEMY York Academy, York, Pennsylvania, founded by the Protestant Episcopal Church, in 1787]
RISE OF THE ACADEMY IN AMERICA As we have seen (p 361), the English Latin graland, and set up there and elsewhere in the Colonies, but after the close of the seventeenth century its continued le
Particularly in the central and southern colonies, where commercial demands early made themselves felt, the tendency was to teach more practical subjects This tendency led to the evolution, about the hteenth century, of the distinctively American Academy, with a more practical curriculu the older Latin graan instruction in 1751, and which later evolved into the University of Pennsylvania, was probably the first American Academy The first in Massachusetts was founded in 1761, and by 1800 there were seventeen in Massachusetts alone The great period of academy development was the first half of the nineteenth century The Phillips Academy, at Andover, Massachusetts, founded in 1788, reveals clearly the newer purpose of these Arant of this school gives the purpose to be:
to lay the foundation of a public free school or ACADEMY for the purposes of instructing Youth, not only in English and Latin Gra, Arithht; but more especially to learn theain declared that the _first_ and _principle_ object of this Institution is the promotion of TRUE PIETY and VIRTUE; the _second_, instruction in the English, Latin, and Greek Languages, together with Writing, Arith; the _third_, practical Georaphy; and the _fourth_, such other liberal Arts and Sciences or Languages, as opportunity and ability may hereafter adh still deeply religious, these new schools usually were free fro the study of Latin, they made most of new subjects of s rather than words about things, and a new elish and on science were prominent features of their work They were also usually open to girls, as well as boys,--an innovation in secondary education before alirls only These institutions were the precursors of the Ah school, itself a type of the most democratic institution for secondary education the world has ever known
THE UNIVERSITIES The condition of the universities by thechapter They had lost their earlier i, but in a few places the sciences were slowly gaining a foothold, and in German lands we noted the appearance of the first two modern universities--institutions destined deeply to influence subsequent university development, as we shall point out in a later chapter
END OF THE TRANSITION PERIOD We have now reached, in our study of the history of educational progress, the end of the transition period whichfrom mediaeval to innings of the Revival of Learning in Italy in the fourteenth century, and it hteenth
We now stand on the threshold of a new era in world history The sa spirit that anirown and become bold and self-confident, is about to be applied to affairs of politics and government, and we are soon to see absolutism and mediaeval attitudes in both Church and State questioned and overthrown New political theories are to be advanced, and the divine right of the people is to be asserted and established in England, the American Colonies, and in France, and ultimately, early in the twentieth century, we are to witness the final overthrow of the divine-right-of- kings idea and a world-wide sweep of the democratic spirit A new human and political theory as to education is to be evolved; the school is to be taken over from the Church, vastly expanded in scope, and made a constructive instrument of the State; and the wonderful nineteenth century is to witness a degree of huress not seen before in all the days fro of the nineteenth century It is to this wonderful new era in world history thatturn
QUESTIONS FOR DISCUSSION
1 Contrast a religious elementary school, with the Catechism as its chief textbook, with a modern public elementary school
2 Contrast the elementary schools of Mulcaster and Cos of the time support Locke's ideas as to the disciplinary conception of education?
4 Do we to-day place as much eood breeding?
5 State so of the hold of the old religious theory as to education, in Protestant lands, by the hteenth century
6 How do you explain the slow evolution of the elementary teacher into a position of some importance? Is the evolution still in process?
Illustrate