Part 20 (1/2)

8 They stireat men

9 They exerted a powerful influence upon the intellectual, social, and political movements of their time

THE PORT ROYALISTS

Opposed to the Jesuits was another body of Catholics, soanizer of the movement, and sometimes Port Royalists, because their chief school was at Port Royal near Paris

Their purpose was to check the progress of the Jesuits, to proreater spirituality in the Church, and to revive the pure Catholicisreat leaders may be mentioned Pascal, Nicole, and Launcelot The purpose of the Jansenists was very different from that of the Jesuits, and their uages, while the Jesuits gave chief attention to the classic tongues Their discipline, like that of the Jesuits, was hureatest contribution to education is the _phonicThey also laid stress upon the use of objects, the development of the sense perceptions, especially in early childhood One of their axio very dependent on the senses, we must, as far as possible, address our instruction to the senses, and cause it to reach the ” This appears to be the first instance in which _object teaching_ was taught as a principle, a principle which Bacon, Comenius, Pestalozzi, and Froebel worked out, and which has been one of the ress

FOOTNOTES:

[63] ”Jesuit Education,” p 77

[64] See Hughes, ”Loyola,” pp 46, 113, 156, 282 Also Schwickerath, ”Jesuit Education,” p 415

[65] ”Jesuit Education,” p 105 See also Hughes, ”Loyola,” pp 4, 14, 43, 46, 68, 72, 82, and 86 (lines 12-23)

[66] See Hughes, ”Loyola,” pp 72, 151

[67] ”Educational Reformers” p 26

[68] K Schmidt, Vol III, p 230

[69] ”Educational Reforhes, ”Loyola,” p 141, for full description of this work and outline of the course Also Schwickerath, ”Jesuit Education,” p 191

[71] See Hughes, ”Loyola,” p 511

[72] ”Educational Reformers,” p 35

CHAPTER xxxI

OTHER EDUCATORS OF THE SIXTEENTH CENTURY

=Literature=--_H M Skinner_, The Schoolmaster in Literature, The Schoolmaster in Comedy and Satire; _Gill_, Systems of Education; _Quick_, Educational Reformers; _Williams_, History of Modern Education; _Besant_, Rabelais; _Monroe_, Educational Ideal; _Collins_, Montaigne; _Eik; _Carlisle_, Two Great Teachers (Ascham and Arnold); _Azarias_, Essays Educational; _Davidson_, History of Education

We have thus far discussed educators ere directly connected with the great Protestant and Catholic movements There were others erethese we ne

ASCHAM (1515-1568)

Roger Aschalish educator of the sixteenth century He was educated at Cah knowledge of the classic languages For these reasons he was chosen tutor to Elizabeth, a position which he held for two years Upon her accession to the throne, Ascham came to read with her several hours a day, and she retained her affection for her old teacher throughout his life

His chief literary work is his ”Scholelish Dr Johnson says of this book, ”It contains, perhaps, the best advice that ever was given for the study of languages” This iven in Ascham's words: ”First, let him teach the child, cheerfully and plainly, the cause and matter of the letter (Cicero's Epistles); then, let hilish so oft as the childof it; lastly, parse it over perfectly This done, then let the child by and by both construe and parse it over again; so that itthat his ht him before

”After this, the childin some place where no lish his for it to his master, let thean hour at the least, then let the child translate his own English into Latin again in another paper book