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Child's study of his surroundings.

nature seems much closer in our early years than ever afterwards. The child's mind seems drawn out to its surroundings. He is intensely interested in the new world in which he finds himself, and whilst so many of us grown people need a flapper, like the sages of Laputa, to call our attention from our own thoughts to anything that meets the eye or ear, the child sees and hears everything, and everything seen or heard becomes associated in his mind not so much with thought as with feeling. Hence it is that we most of us look back wistfully to our early days, and confess sorrowfully that though years may have brought "the philosophic mind,"

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Nothing can bring back the hour

Of splendour in the grass, of glory in the flower."

The material world then seems to supply just those objects, whether birds, beasts, or flowers, by which the child is attracted, and on which his faculties will therefore be most naturally and healthily employed. But the Renascence schoolmasters had little notion of this. If you think that the greatest scholar is the greatest man, you will, as a matter of course, place at the other end of the scale those who are not scholars at all. An English inspector, who seems to have thought children had been created with due regard to the Revised Code of the Privy Council, spoke of the infants who could not be classed by their performances in "the three R's" as "the fag end of the school;" and no doubt the Renascence schoolmasters considered the children the fag end of humanity. The great scholars were indeed far above the race of pedants; but the schoolmasters who adopted their ideal were not. And what is a pedant? "A man who has got rid of his

brains to make room for his

Aut Cæsar aut nihil.

learning."* The pedantic schoolmasters of the Renascence wished the mind of the pupil to be cleared of everything else, that it might have room for the languages of Greece und Rome. But what if the mind failed to take in its destined freight? In that case the schoolmasters had nothing else for it, and were content that it should go empty.

Miss J. D. Potter, in "Journal of Education." London, June, 1879.

22

II.

RENASCENCE TENDENCIES.

§ 1. In considering and comparing the two great epochs of intellectual activity and change in modern times, viz., the sixteenth century and the nineteenth, we cannot but be struck with one fundamental difference between them.

§ 2. It will affect all our thoughts, as Sir Henry Maine has said, whether we place the Golden Age in the Past or in the Future. In the nineteenth century the "good time" is supposed to be "coming," but in the sixteenth century all thinkers looked backwards. The great Italian scholars gazed with admiration and envy on the works of ancient Greece and Rome, and longed to restore the old languages, and as much as possible the old world, so that such works might be produced again. Many were suspected, not altogether perhaps without reason, of wishing to uproot Christianity itself,* that they might bring back the Golden Age of Pericles.

§3. At the same time another movement was going on, principally in Germany. Here too, men were endeavouring to throw off the immediate past in order to revive the remote

* See Erasmus's Ciceronianus, or account of it, in Henry Barnard's German Teachers.

Reviving the Past. The Scholars.

past. The religious reformers, like the scholars, wished to restore a golden age, only a different age, not the age of the Antigone, but the age of the Apostles' Creed. Thus it happened that the scholars and the reformers joined in attaching the very highest importance to the ancient languages. Through these languages, and, as they thought, through them alone, was it possible to get a glimpse into the bygone world in which their soul delighted.

§ 4. But though all joined in extolling the ancient writings, we find at the Renascence great differences in the way of regarding these writings and in the objects for which they were employed. A consideration of these differences will help us to understand the course of education when the Renascence was a force no longer.

§ 5. Very powerful in education were the great scholars, of whom Erasmus was perhaps the greatest, certainly the most celebrated. In devoting their lives to the study of the ancients their object was not merely to appreciate literary style, though this was a source of boundless delight to them, but also to understand the classical writings and the ancient world through them. These men, whom we may call par excellence the Scholars, cared indeed before all things for literature; but with all their delight in the form they never lost sight of the substance. They knew the truth that Milton afterwards expressed in these memorable words: "Though a linguist should pride himself to have all the tongues that Babel cleft the world into, yet if he have not studied the solid things in them as well as the words and lexicons, he were nothing so much to be esteemed a learned man as any yeoman or tradesman competently wise in his mother dialect only." (Tractate to Hartlib, § 4).

So Erasmus and the scholars would have all the educated

The Scholars: things for words.

understand the classical authors. But to understand words you must know the things to which the words refer. Thus the Scholars were led to advocate a partial study of things kind of realism. But we must carefully observe a peculiarity of this scholastic realism which distinguished it from the realism of a later date-the realism of Bacon. The study of things was undertaken not for its own sake, but simply in order to understand books. Perhaps some of us are conscious that this kind of literary realism has not wholly passed away. We may have observed wild flowers, or the changes in tree or cloud, because we find that the best way to understand some favourite author, as Wordsworth or Tennyson. This will help us to understand the realism of the sixteenth century. The writings of great authors have been compared to the plaster globes ("celestial globes" as we call them), which assist us in understanding the configuration of the stars (Guesses at Truth, j. 47). Adopting this simile we may say that the Scholars loved to study the globe for its own sake, and when they looked at stars they did so with the object of understanding the globe. Thus we read of doctors who recommended their pupils to look at actual cases of disease as the best commentary on the works of Hippocrates and Galen. This kind of realism was good as far as it went, but it did not go far. Of course the end in view limited the study, and the Scholars took no interest in things except those which were mentioned in the classics. They had no desire to investigate the material universe and make discoveries for themselves. This is why Galileo could not induce them to look through his telescope; for the ancients had no telescopes, and the Scholars wished to see nothing that had not been seen by their favourite authors. First then we have the Scholars, headed by Erasmus.

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