Great Educators of Three Centuries

GREAT EDUCATORS OF THREE CENTURIES - THEIR WORK AND ITS INFLUENCE ON MODERN EDUCATION BY FRANK PIERREPONT GRAVES, PH.D. PROFESSOR OF THE HISTORY OF EDUCATION IN THE OHIO STATE UNIVERSITY AUTHOR OF A HISTORY OF EDUCATION IN THREE VOLUMES ETC. PREFACE IT has now come to be understood that a series of essays upon the educational reformers cannot by any stretch of the imagination be termed a history of education The biographical and personal details must be subordinated and brought into perspective, and a suitable his torical and philosophical connection given a work, before it can be so dignified. The present volume, therefore, is not intended to be a continuation of my History of Education before the Middle Ages and my treatment of the Middle Ages and the Transition to Modern Times. To a certain extent it duplicates material toward the end of the latter volume, and it largely anticipates my History of Education in Modern Times, but the nature and purpose of the present work are quite different. I have felt that an account of the life and work of the men who, during the past three centuries, have introduced various innovations and reforms into modern education might contain interest and value for many who would never read a more comprehensive and unified production. I have, however, made some attempt as well to present the social setting of each reformer. Moreover, although the facts of biography are narrated somewhat at length, an effort has been made to eliminate everything that does not seem to have some bear ing upon the contributions of the educator under consideration or upon the spread and permanence of his work. Such a treatment, I venture to hope, will prove of service to the general reader and to the student of educational origins whose time is limited. The volume may be used as a reference work, a reading circle book, or even as a text for classes that are not in condition to cope with the complexities of modern educational history. The worth of the book for any of these purposes has probably been heightened by a liberal quotation from the sources in the body of the text and the addition of supplementary readings at the end of each chapter. This work is largely an outgrowth of my lectures before extension classes, teachers institutes, and other informal gatherings in the states of Missouri and Ohio. I have, no doubt, unconsciously received much help from those who have listened to me upon these occasions, and have made bold to dedicate the book to them. More direct assistance, however, has been received from my friends, Professors Jesse H. Coursault of the University of Missouri, Arthur J. Jones of the University of Maine, and Edward O. Sisson of the University of Washington, and from my wife, Helen Wadsworth Graves. F. P. G. December 30, 1911. CONTENTS CHAPTER PAGE JOHN MILTON AND HIS ACADEMY FRANCIS BACON AND THE INDUCTIVE METHOD RATICH AND HIS EDUCATIONAL CLAIMS COMENIUS AND HIS GREAT DIDACTIC JOHN LOCKE AND EDUCATION AS DISCIPLINE FRANCKE AND HIS INSTITUTIONS ROUSSEAU AND NATURALISM IN EDUCATION BASEDOW AND THE PHILANTHROPINUM PESTALOZZI AND EDUCATION AS DEVELOPMENT HERBART AND EDUCATION AS A SCIENCE FROEBEL AND THR KINDERGARTEN LANCASTER AND BELL, AND THE MONITORIAL SYSTEM HORACE MANN AND THE AMERICAN EDUCATIONAL REVIVAL HERBERT SPENCER .AND THE RELATIVE VALUE OF STUDIES