Part 47 (2/2)

Birchenough, C _History of Eleland and Wales_

Brown, E E _The Making of our Middle Schools_

Cardwell, J F _The Story of a Charity School_

Davidson, Thos _Rousseau_

Earle, Alice M _Child Life in Colonial Days_

Field, Mrs E M _The Child and his Book_

Ford, Paul L _The New England Prilish Children in the Olden Time_

Johnson, Clifton _Old Time Schools and School Books_

Kemp, W W _The Support of Schools in Colonial New York by the Society for the Propagation of the Gospel in Foreign Parts_

Kilpatrick, Wm H _Dutch Schools of New Netherlands and Colonial New York_

Locke, John _So Education_ (1693)

Montland_

Montlish Education_

Mulcaster, Richard _Positions_ (London, 1581)Paulsen, Friedrich _German Education, Past and Present_

Salhteenth Century”; reprinted from the _Educational Record_ (London, 1908)Scott, J F _Historic Essays on Apprenticeshi+p and Vocational Education_ (Ann Arbor, 1914)

PART IV

MODERN TIMES

THE ABOLITION OF PRIVILEGE THE RISE OF DEMOCRACY A NEW THEORY FOR EDUCATION EVOLVED THE STATE TAKES OVER THE SCHOOL

CHAPTER XIX

THE EIGHTEENTH A TRANSITION CENTURY

THE EIGHTEENTH CENTURY A TURNING-POINT The eighteenth century, in huress, marks for -in of modern forms of intellectual liberty

The indifference to the old religious probleinning of the century, steadily grew and culainst ecclesiastical control over hue in attitude toward the old problems permitted the rise of new types of intellectual inquiry, a rapid developrowth of a consciousness of national proble to the front of secular interests to a degree practically unknown since the days of ancient Roeneral rise of these new interests in the eighteenth century was but a culreater intellectual freedoress which had been under way since the days when _studia generalia_ and guilds first arose in western Europe The rise of the universities in the thirteenth and fourteenth centuries, the Revival of Learning in the fourteenth and fifteenth centuries, the Protestant Revolts in the sixteenth, the rise of modern scientific inquiry in the sixteenth and seventeenth, and Puritanisland and Pietism in Germany in the seventeenth, had all been in the nature of protests against the mediaeval tendency to confine and lihteenth century the culeneral and deterainst despotism in either Church or State, which, at the close of the century, swept away ancient privileges, abuses, and barriers, and prepared the way for the ress which characterized the nineteenth century

SIGNIFICANCE OF THE CHANGE IN ATtitUDE The new spirit and interests and attitudes which caressive western nations meant the ultimate overthrow of the tyranny of y, the evolution of a new theory as to y, the freeing of the new scientific spirit fro of new philosophical and scientific and econoical proble, the substitution of natural political organization for the older ecclesiastical foundations of the State, the destruction of what re of the serf and the evolution of the citizen, and the rise of a overnoverned, commerce, industry, science, economics, education, and social welfare The evolution of such overnments inevitably meant the creation of entirely new de political and social reforhteenth-century spirit, which so characterized the hteenth century that it is often spoken of as the ”Period of the Enlightenment,” [1] expressed itself in many new directions, a few of the more important of which will be considered here as of fundamental concern for the student of the history of educational progress In a very real sense the development of state educational systerowth of the great liberalizing forces which firstthis important transition century In this chapter we shall consider briefly five ihteenth-century liberalism, as follows:

1 The work of the benevolent despots of continental Europe in trying to shape their governments to harmonize them with the new spirit of the century

2 The unsatisfied deovernland