Part 1 (1/2)
History of Education
by Levi Seeley
PREFACE
The ie of the history of education was never so fully recognized as at the present tiive this subject a prominent place in their professional courses, superintendents require candidates for certificates to pass examination in it, and familiarity with it is an essential part of the equipment of every well-informed teacher The history of education portrays the theories and methods of the past, warns of error and indicates established truth, shows difficulties sures the teacher of to-day by examples of heroism and consecration on the part of educators whose labors for their fellow-men we discuss
To the teacher this study is a constant help in the schoolrooth and inspiration froreat teachers of the past
No text-book can be said to contain the last word upon any subject
Least of all can such a claim be made for a history of education, which aims to trace the intellectual development of the human race and to indicate the means and processes of that evolution Any individuals or factorsthereto deserve a place in educational history As to which of these factors is the most important, that is a question of choice, upon which, doubtless, many will differ with the author Some educators, whose claims to consideration are unquestioned, have been reluctantly omitted on account of the limitations of this work
On the other hand, many teachers lack tined to furnish all the material that can be reasonably demanded for any state, county, or city teacher's certificate It also provides sufficient subject-es and for reading circles The material offered can bethe references, a full year can be well employed For those who desire to ives such authorities as years of careful research have shown to be ator knows the labor involved in finding suitableof that labor, the literature is given at the beginning of each chapter By following the collateral readings thus suggested, this book will be found suitable for the most advanced classes
The plan of references e of each chapter; (2) foot references to special citations; and (3) a general bibliography in the Appendix In the first two, titles are sometimes abbreviated because of their frequent repetition In case of doubt the reader should refer to the general bibliography, in which all the authorities cited are arranged alphabetically, with full titles
To get the greatest value from this study, classes should be required to keep a notebook which should follow so as such outline: (1) historical and geographical; (2) hoious, and aesthetic education; (4) eleht; (6) educators: (_a_) life, (_b_) writings, (_c_) pedagogical teachings Of course each teacher will modify this outline to suit his own ideals Such notebook will be found to be of value not only in review, but also in fixing the subject-enerally conceded that the plan of an historical work should be based upon the evolution of civilization In common with other recent writers on educational history, the author accepts the general plan of Karl Schik,” the most comprehensive work on this subject that has yet appeared But the specific plan, which involves the most important and vital characteristics of this book, is the author's own The details of this specific plan embrace a study of the _history_ and _environious_ conditions of the people, without which there can be no accurate conception of their education
Our civilization had its inception in that of ancient Egypt, and thence its logical development must be traced If desirable the teacher can omit the chapters on China, India, Persia, and Israel It will be found, however, that the lessons taught by these countries, though negative in character, are intensely interesting to students, and most instructive and impressive These countries are also admirably illustrative of the plan employed in the book, and thereby prepare the way for later work
That plan is more fully set forth in the Introduction, a careful study of which is recommended to both teacher and student
The author wishes to acknowledge his appreciation of the valuable assistance in the preparation of this volume rendered by Dr Elias F
Carr of the New Jersey Normal School, and Professor W J Morrison of the Brooklyn Training School for Teachers
LEVI SEELEY
REVISED EDITION
I have taken advantage of the necessary reprinting of the book to es and additions, and to correct a few errors which were found to exist An attees that have taken place, especially in the French and English school systems
L S
SECOND REVISION
The continued and hearty reception which teachers are giving this book has led me to desire to ly, I have added brief sketches of the Sophists, Plutarch, Marcus Aurelius, Rollin, and Jacotot The space available is all too limited to warrant such treatment as the subjects deserve All that can be expected is that the reader may become interested and seek further information from special sources An appendix is added in which the National Educational association, the National Bureau of Education, the Quincy Movement, the Herbartian Move, and Material Iiven a brief consideration
L S
HISTORY OF EDUCATION