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CHAPTER II
RETARDED DEVELOPMENT OF ELEMENTARY VERNACULAR
SCHOOLS IN THE MIDDLE AGES
Review of Middle Ages necessary
Early Christian education significant for later development
Change from Christ's simple creed to elaborate Nicæan creed
Development of Christian schools among German barbarians
Native vernacular schools the last to develop
Latin schools very numerous; five types
Specialized professional and general education provided in the
universities
Tardy development of vernacular literature: dominance of Latin
Commercial demands developed vernacular schools
1Ο
14
25
26
31
Conflicts occurred between town and ecclesiastical authorities
German cities developed Latin schools under municipal authorities
Vernacular schools in cities, but rarely in villages, at end of Middle
Ages
Bibliographical notes
Place of vernacular education in Catholic and Protestant theory
Catholic and Protestant Reformations
Luther and Calvin leaders of sixteenth-century Protestant Reforma-
tion
Early English Reformation largely political
34
36
38
40
Puritans represent real spiritual element in English Reformation
The vernacular Bible fundamental for Protestants, accessory for
Catholics
41
42
The invention of printing and the Reformation developed a new read-
ing public.
46
Effect of Reformation on actual establishment of elementary schools
in Germany
49
Classical schools to train leaders overshadowed elementary schools in
Germany
Elementary schools in England after the Reformation
Puritan elementary schools in Massachusetts.
52
55
Calvinistic ascetic ideals prominent in Puritan literature
Narrow intellectual life a factor in narrow curriculum
665
67
71
Two thirds of time wasted through poor equipment and methods
91
93
CHAPTER V
IMPROVED CLASSROOM MANAGEMENT. BRETHREN OF
CHRISTIAN SCHOOLS. MONITORIAL SYSTEMS
Two exceptional examples of improved class management
Christian Brethren organized to maintain free schools for the poor
Teachers' manuals established definite standards and methods.
La Salle's practical innovation of simultaneous class instruction
Lancasterian monitorial system. Pedagogical talent of Bell and
Lancaster
Monitors managed all routine matters, including recitations
Summary of improvements in Lancasterian system
Routine drill superior to habituation to shiftlessness
95
96
99
ΠΟΙ
103
104
107
PART III. TRANSITION TO SECULAR BASIS
FOR ELEMENTARY EDUCATION
Modern scientific method. The inductive verification of hypotheses 114
English science popularized in France by Voltaire
Religious toleration opposed to ecclesiastical despotism
121
124
Development of strong centralized governments to rival ecclesiastical
control: Prussia
125
Democracy furnished a nonreligious basis for universal education
CHAPTER VII
TRANSITION TO SECULAR POINT OF VIEW IN EDUCATIONAL
THEORY: COMENIUS AND LOCKE
Main points of the chapter
PAGE
135
Secular view of elementary education occasional in the seventeenth
century.
Comenius- theory of universal, encyclopedic, vernacular education 136
Occasional instances of reforms of vernacular schools on Comenian
principles.
148
Notable reforms in duchy of Gotha
149
John Locke; preeminent as a thinker in four lines, including education 150
Calvinistic repression of children's activities and emotions
Religion an empty formula for educated Frenchmen in eighteenth
Aristocratic formalism. Drawing-room life and the "dancing-master
Rousseau's emotionalism the antithesis of Puritan repression
Rousseau substituted faith and inward worship for religious cere-
monialism . . .
Rousseau popularized enjoyment of natural scenery
Idealized romantic love and simple domestic life
161
175
176
177
178
Rousseau's influence greatest in Germany; Goethe and Schiller
EDUCATION BASED ON THE CHILD'S INSTINCTS AND
CAPACITIES-ROUSSEAU'S "ÉMILE"
Main points of the chapter..
Rousseau's "Émile" the inspiring source of nineteenth-century edu-
cational reforms
181
182
Influence of the "Émile" on subsequent practice to be emphasized 185
Periods in the maturing of children; not miniature adults
Physical activity essential in the maturing of children
Sense perception fundamental in elementary education.
Maturing of children's capacities for reasoning and memorizing
Present interest, curiosity, and utility furnish motives for study
Revolutionary character and validity of Rousseau's proposals
188
191
193
195
201
205
207
CHAPTER X
SECULARIZING AND NATIONALIZING TENDENCIES IN PRUSSIAN
SCHOOLS IN THE EIGHTEENTH CENTURY
Secular interests focused on educational reform by Rousseau's "Émile"
Agitation for nonsectarian, national education: Basedow
A model secular school for children of means: Salzmann
Secular schools for peasant children: Rochow
Official steps for secularizing Prussian schools
Four important official enactments
Fundamental Prussian legal code (1794) defined schools as state in-
stitutions
CHAPTER XI
SECULARIZING TENDENCIES IN ENGLISH ELEMENTARY
EDUCATION
208
209
212
215
217
218
223
224
Development of secular schools in England greatly retarded.
Education considered a matter of family and Church monopoly
Voluntary agencies depended on for elementary schools for poor
Social changes of eighteenth century prepared for educational reform
Parliamentary acts in the direction of secular schools, 1833, 1839, 1870