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EDUCATIONAL REFORMERS

BY

ROBERT HEBERT QUICK

M. A. TRIN. COLL., CAMBRIDGE

FORMERLY ASSISTANT MASTER AT HARROW, AND LECTURER ON
THE HISTORY OF EDUCATION AT CAMBRIDGE

LATE VICAR OF SEDBERGH

ONLY AUTHORIZED EDITION OF THE WORK

AS REWRITTEN IN 1890

NEW YORK

D. APPLETON AND COMPANY

1896

515238

COPYRIGHT, 1890,

By D. APPLETON AND COMPANY.

To

DR. HENRY BARNARD,

The first United States Commissioner of Education,

WHO IN A LONG LIFE OF

SELF-SACRIFICING LABOUR HAS GIVEN TO THE ENGLISH

LANGUAGE AN EDUCATIONAL LITERATURE,

THIS VOLUME IS DEDICATED,

WITH THE ESTEEM AND ADMIRATION OF

THE AUTHOR.

Οὐ γὰρ ἔστι περὶ ὅτου θειοτέρου ἄνθρωπος ἂν βουλεύσαιτο, ἢ περὶ παιδείας καὶ τῶν αὑτοῦ και τῶν οἰκείων. Plato in initio Theagis (p. 122 B).

Socrates saith plainlie, that "no man goeth about a more godlie purpose, than he that is mindfull of the good bringing up both of hys owne and other men's children."—Ascham's Scholemaster. Preface.

Fundamentum totius reipublicæ est recta juventutis educatio.

The very foundation of the whole commonwealth is the proper bringing up of the young.-Cic.

EDITOR'S PREFACE.

MANY years ago I proposed to my friend Mr. Quick to rewrite his Educational Reformers, making some additions (Sturm and Froebel, for example), and allow me to place it in this series of educational works. I had read his essays when they first appeared, and noted their great value as a contribution to the right kind of educational literature. They showed admirable tact in the selection of the materials; the " epoch-making" writers were chosen and the things that had been said and done of permanent value were brought forward. Better than all was the running commentary on these materials by Mr. Quick himself. His style was popular, taking the reader, as it were, into confidential relations with him from the start, and offering now and then a word of criticism in the most judicial spirit, leaning neither to the extreme of destructive radicalism, which seeks revolution rather than reform, nor, on the other hand, to the extreme of blind conservatism, which wishes to preserve the vesture of the past rather than its wisdom.

I have called this book of Mr. Quick the most valuable history of education in our mother-tongue, fit only to be compared with Karl von Raumer's Geschichte der Pädagogik for its presentation of essentials and for the sanity of its verdicts.

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