Part 94 (1/2)

[12] ”Francke had the rare ability to see clearly what needed doing, and then to do it regardless of obstacles or consequences The nitude of his work in Halle is sinificant in comparison hat he inspired others to do He showed how practical Christianity could be incorporated in the work of the common schools; his plan was ih universal in Prussia He showed how the Realien could be profitably employed in a Latin school, and even made a constituent part of a university preparatory course; as a result of his estion that schools should be founded for the exclusive purpose of fitting the youth of the citizen class for practical life, there has since grown up in Gerher Schools_, p 64)

[13] Paulsen, Fr, _The German Universities_, p 36

[14] As late as 1805, according to Paulsen, of the whole number of students in the universities of Prussia, there were but 144 in the coy, and 1036 in law

[15] Francke relates that, as a student at Erfurt (c 1675), he was able to study physics and botany, along with his theological studies Oxford records show the publication of a list of plants in the ”Physick Garden”

there as early as 1648 The garden was endowed about that time by the Earl of Danby, and in 1764 lectures on botany were begun there Lord Bacon, in his _Advance_ (1605), had written: ”We see likewise that some places instituted for physic (ardens for simples of all sorts, and do likewise command the use of dead bodies for anatoy, and Francke professor of Greek and Oriental languages Both had been expelled fro Christian Wolff, who had been banished by Frederick William I, was recalled and made professor of philosophy It was he who ”made philosophy talk German”

CHAPTER XVIII

[1] Quick, R H, _Essays on Educational Reformers_, 26 ed, p 97

[2] Locke was the first to lay the basis for y to supersede the philosophic psychology of Plato and Aristotle In his _Essay on the Conduct of the Hu_ (1690) upon which he spent many years of labor, he first applied the methods of scientific observation to the mind, analyzed experiences, and employed introspection and coy based on the analysis of experiences, and cae is derived by reflection on experience coh sensation He is consequently called the founder of ey, and the forerunner of y and child study His philosophy, and his theory of education as well, thus came to be a philosophy of experience--a rejection of uide

[3] ”Freedom and self-reliance, these are the ords of these two ne and Locke) Expansion, real education, drawing out, widening out, that is the burden of their preaching; and voices in the wilderness theirs were! Narrowness, bigotry, flippancy, inertia, these were the rule until Rousseau's tiland” (Monroe, Jas P, _Evolution of the Educational Ideal_, p 122)

[4] Schik_, translated in Barnard's _American Journal of Education_

[5] Rules for the schools of Dorchester, Massachusetts

[6] Duke Eberhard Louis's _Renewed Organization of the German School_, 1729; republished 1782

[7] One of the earliest horn books known appears in the illuure 44, which dates froland dates from 1587, while most, of the specihteenth century As improvements or variations of the horn book, cardboard sheets and wooden squares, known as battledores, appeared after 1770 On these the illustrated alphabet was printed (See Tuer, A W, _History of the Horn Book_, 2 vols, illustrated, London, 1886, for detailed descriptions)

[8] The diversity of religious prirown up by 1565 led Henry VIII to cause to be issued a unified and official Pri the Pater Noster, Ave Maria, Credo, and the Ten Coe of an edition of 1715 declares that edition to be: ”_The Protestant Tutor_, instructing Youth and Others, in the colish_: Also discovering to them the Notorious _Errors_, damnable _Doctrines_, and cruel _Massacres_ of the bloody _Papists_ which _England_ may expect from a _Popish_ Successor”

[10] This was coether by Parliaymen, 30 of the laity, and 5 special co over six years, and framed the series of 107 questions and anshich appeared in the Prireat was the sale of this book that the author was able to support his fa the twenty years (1807-27) he was at work on his _Dictionary of the English Language_, entirely froht returns were less than one cent a copy At the time of his death (1843), the sales were still approximately a million copies a year, and the book is still on sale

[12] In Nure and arithhteenth century, and even into the nineteenth, as an organization separate from that of other types of teachers

[13] Francke, in his Institutions at Halle (p 418), had tried to develop a nu-Luneburg school decree of 1737 appeared directions for beginning nu thethe eighteenth century suggested better instruction, Basedow (chapter XXII) tried to institute refor of the subject, but it was left for Pestalozzi (chapter XXI) to give the first real i of the subject

[14] Such offices were not considered in any sense as degrading, and the attaching of the new duty of instructing the young of the parish in reading and religion dignified still rew in i of e of the earlier duties Many early school contracts in America (Rs 105; 236) called for such church duties on the part of the parish teacher See also footnote, p 370

[15] In 1722 country schoolmasters in Prussia were ordered selected frohts, and carpenters, and in 1738 they were granted the tailoring es, to help them to live Later Frederick the Great ordered that his crippled and superannuated soldiers should be given teaching positions in the elementary vernacular schools of Prussia

[16] The ”Society for the Proanized in 1609 to aid the Church and provide schools at hoation of the Gospel in Foreign Parts,” organized in 1702 to supply lish colonies

[17] In 1704 the ordinary charge in London for a ”School of 50 Boys Cloathed comes to about 75 per Annu are provided, a Master paid, and to each Boy is given yearly, 3 Bands, 1 Cap, 1 Coat, 1 Pair of Stockings, and one Pair of Shooes” A girls' school of the same size cost 60 per annu and providing each girl with ”2 Coyfs, 2 Bands, 1 Gown and Petticoat, 1 Pair of knit Gloves, 1 Pair of Stockings, and 2 Pair of Shooes”

[18] McCarthy, Justin H, _Ireland since the Union_, p 13

[19] Frederick the Great, in the General School Regulations issued in 1763 (R 274, -- 15), strictly prohibited the keeping of ”hedge schools” in the towns and rural districts of Prussia