Outline studies in the history of education
Olin, Arvin Solomon, 1855-1935
^5S{{«#SS!Ss\^< ^^ «$$js^sssm^B&m* Piilfipiff Vji i|iii1ii'iiiaippi^ \yll\irMk I ill) i].n iijiilfWl Class AA/^ Book Ll2_sZ Copyright N° COPYRIGHT DEPOSIT. -«'*•»• n / OUTLINE STUDIES IN THE History of Education BY ARVIN S. OLIN, A. M. SECOND EDITION REVISED AND ENLARGED PUBLISHED BY THE AUTHOR LAWRENCE, KANSAS 1906 LIBRARY of CONGRESS Two C»ples Received OCT 5 1906 .^ Cwyrleht Entry CLASS A XXc, No. COPY B; Copyright 1900-1906, BY ARVIN S. OLIN MONOTYPED BY" ThE GaZETTE Co. Lawrence, Kansas PREFACE These outline studies are the outgrowth of the chissroom work that has been done in the Depart- ment of Education in the University of Kansas for the past seven years. They are now pubhshed in large part for the purpose of giving to students of that department in connected and permanent form an indication of the work proposed to be accom- plished in a half year. If the outlines reach a somewhat larger circle, the writer hopes that they may prove to be of as great benefit elsewhere as they have been in his own classroom. It is doubtful if any one book has been printed in English that adequately covers the history of edu- cation; and if such a book did exist, the proposition that the reading of college and university students on the subject should be broader than is afforded by any one book needs no argument to prove its truth. For a large part of the work done in colleges and universities the library is, or should be, the tool house and the workshop, and the instructor who does not recognize this fact fails of the highest usefulness to his classes. For these reasons, on any subject connected with the history and science of education the writer has been unwilling that the members of his classes, composed of juniors, seniors, and graduate students of the University, should be satisfied with the pre- sentation of any one text, or any one author, but has desired rather that though the study of many who are really eminent and masterly in their treat- ment there should develop a fuller, clearer, many- sided presentation of truth, such as no mere text- book work could give. 4 OUTLINE STUDIES. The reference lists contain only titles found in the library of the University of Kansas. If the out- lines are used where other valuable authorities are found, it is suggested that references to such works be added, in their proper places, by the students. The writer of this little volume sends it to the press in the hope that it may aid in showing the worth and interest and the helpfulness of the sub- ject with which it deals. PREFACE TO SECOND EDITION. The large amount of literature on this subject that has appeared since the first edition was pub- lished, has made necessary a revision of these out- lines if they are to be a reliable guide to students of the history of education. The lists of reading references have been brought up to date, and a few additions have been made to the topics for reading. The number of outlines has been increased from fifty-two to fifty-nine, and the number of citations has been largely increased. The aim has been to make these practical, work- ing outlines rather than to present exhaustive biblio- graphies. For this reason the references to German and French works are comparatively few and are generally given to supplement a meager treatment in English. Other things being equal the student prefers the treatment of a subject in the vernacular to that in a foreign tongue. The author desires to make grateful acknowl- edgement of the cordial reception that has been given to these outlines and the kind words that have been spoken about them. Arvin S. Olin. Lawrence. Kansas, July 18, 1906. TO THE GOODLY FELLOWSHIP THAT FOR quarter] OF A CENTURY I HAVE KNOWN AND LOVED — THE TEACHERS OF KANSAS. b OUTLINE STUDIES. OUTLINE I. I. Nature and Scope of the Study. 1. Relation to general history. 2. Compared with history of civilization. 3. Compayre's distinction of history of educa- tion and history of pedagogy. II. \^arying Nature and Forms of Education. 1. Historical development of the idea. 2. Comparison of educational ideals in present day peoples in the higher and the lower scales of civilization. III. Value of the Study of the History of Educa- tion. 1. In general. 2. To teachers. IV. Present Recognition of the Study. 1. In culture courses. 2. In professional instruction. V. Epochs for Study. 1. Oriental Nations of Antiquity. 2. The Classical Nations. 3. Early Christian Centuries. 4. The Middle Age. 5. Revival of Learning and Sixteenth Century. 6. Seventeenth Century. 7. Eighteenth Century. 8. Nineteenth Centurv — and After. HISTORY OF EDUCATION. 7 OUTLINE I.— Reading References. Laurie's Pre Christian Education: Preface and Introduction. Davidson's History of Education: Cliapter 1. Painter's History of Education: Introduction. Compayre's History of Pedagogy: Introduction. Seele^^'s History of Education: Chapter 1. Kiehle, in School Review, Vol. 9: pp. 310-15. Payne in report N. E. A. 1889: pp. 218-23. Williams, ibid: pp. 223-31. Notes. — 1. Other authors than Compayre generally use history of education and history of pedagogy as synonymous terms. 2. In these reference h'sts, where it can be done in such a way as to avoid ambiguity and confusion, the name of the author will take the place of the full title of the book referred to. Unless otherwise stated, page references are to the latest edition before the publication of this work. OUTLINE STUDIES. OUTLINE II. PRIMITIVE EDUCATION. 1. Restricted use of the term education. 2. Simplicity of forms. 3. Bases of primitive education. a. Physical — self preservation. b. Social — arts of war, etc. c. Religious — animism, shamanism, etc. 4. Teachers drawn from the priesth' class. 5. Imitation the chief method. 6. Stages of progress of the youth. 7. Ceremonies of initiation into the circle of the "educated." 8. Transition from the primitive to higher types of education. a. Reflection on observed experiences. b. Use of permanent records. HISTORY OF EDUCATION. 9 OUTLINE II.— Reading References. Paul Monroe's Text-book in History of Edu- cation: pp. 1-15. Davidson: pp. 13-23. Shoup's History of Education: pp. 124-5. Tylor's Primitive Culture, Volume 1: pp 26-09 Chamberlain's The Child: pp. 287-353. Note. — What we call education among primitive peoples is far from the present significance of the term. But there as here it means the preparation of the individual for, and adapta- tion to, his environment. If it were physical only, as hvmting and fishing, or the construction of the igloo, it might be called training rather than education. But among the most primi- tive peoples there is more than the physical, — the child is to be rightly related to other members of the family or tribe, proper regard for age is to be inculcated and due reverence for the racial or tribal divinities accjuired. The total of these prepara- tory activities may very properly be called education. 10 OUTLINE STUDIES. OUTLINE III. FIRST EPOCH — ORIENTAL EDUCATION. I. Chinese Education. 1. General character of the people. 2. Antiquity of their learning and arts. 3. Their religions. 4. Language. 5. Work of the schools. 6. Civil service examinations. 7. Confucius. a. Life and character. b. Writings and compilations. c. Conservatism and reverence for the past. d. Influence on Chinese philosophy and education. 8. Mencius. 9. Results of Chinese education. HISTORY OF EDUCATION. 11 OUTLINE III.— Reading References. Painter: pp. 11-18. Seeley: pp. 20-8. Payne's Lectures on the History of Education: pp. 3-6. Kemp's Histor}' of Education: pp. 17-25. • Monroe: pp. 17-46. Davidson's History of Education: pp. 41-5. Laurie's Pre-Christian Education: pp. 109 61. Martin's The Chinese:especially pp. 1-96. Legg's Life of Confucius, especially pp. 1-11. Legg's Mencius. Van Phou Lee's When I Was a Boy in China: pp. 50-62. Schmid's Geschichte der Erziehung: pp. 59-87. Williams's The Middle Kingdom: pp. 421-57, et passim. Lewis's Educational Conquest of the Far East: pp. 95-156. Eudo in Report of W^orld's Fair Congress of Education, 1893. Notes. — 1. It will be of interest to compare the social and moral standards of China with those of modern Christian nations. 2. 'Any adequate study of Chinese education must make Confucius the central figure. 3. Compare the relation of Mencias to Confucius with that of Plato to Socrates. 12 OUTLINE STUDIES. OUTLINE IV. FIRST EPOCH — ORIENTAL EDUCATION. II. Hindoo Education. 1. Relationship of Hindoos to Europeans. , 2. Origin and nature of caste organization. a. Principal castes. b. How caste affects education. 3. Religions. 4. Language. 5. Hindoo literature. 6. Ideals, management, and methods of the elementary schools. 7. Higher courses of study — exoteric and esoteric. 8. Education of women. 9. Intellectual and professional pre-eminence of the Brahmans. HISTORY OF EDUCATION. 13 OUTLINE IV.— Reading References. Painter: pp. 18-23. Compayr^: pp. 2-6. ShoupTpp. 137-40. Seeley: pp. 29-35. Payne: pp. 6-8. Kemp: pp. 26-33. Davidson: pp. 58-66. Laurie: pp. 165-88. Schmid 1: pp. 87-115. Bettany: pp. 176-292, passim.. Sonnenschein's Cyclopedia of Education: pp 379- 85 in article Schools of Antiquity. Kiddle and Scheiii's Cyclopedia of Education: Article India. Note. — The outline, and the references given above, have to do with education among the ancient Hindoo.s. Since Eng- land has established her power in India, great steps have been taken in modernizing and transforming conditions of intel- lectual culture. There is considerable literature bearing on recent educational work in India, and the subject is an inter- esting one. but outside the scope of this outline. 14 OUTLINE STUDIES. OUTLINE V. FIRST EPOCH — ORIENTAL EDUCATION. III. The Persians. 1. Character and intellectual culture. . 2. Emphasis placed on moral and physical education. 3. Influence of religion, a. Zoroaster. 4. Division of the population into classes. 5. Relation of women to education. 6. Character and influence of the Magi. 7. General outcome of Persian education. IV. The Egyptians. 1. Character of the Ancient Egyptians. 2. Early arts. 3. Classes of the people, a. Were there castes? 4. Influence of religion. 5. Schools, courses of study, teachers. {]. Forms of writing. 7. Education of women. HISTORY OF EDUCATION. 15 OUTLINE V.^Readiiig References. Painter: pp. 23-7. 33-8. Seeley: pp. 36-9. 46-51. Shoiip: pp. 133-7. Kemp: pp. 35-44. Davidson: pp. 37-47, 66-74. Laurie: pp. 13-51, 189-207. Schmid: pp. 153-77. Xenophon's Cyropedeia: Book 1, Chapter 2. Rawlinson's Ancient Monarchies II L pp. 347- 63. Bettany: pp. 343-64, 462-82. Larned's History for Ready Reference: pp. 673-4, 676-7, in article Education. Kiddle and Schem: Articles Peroia, Egypt. Sonnenschein: pp. 376-9, 393-5, in article Scliools of Antiquity. Note. — Nearly all accounts of old Persian education depend largely on Nenophon's description given in the Cyropedeia as referred to above; that his account is accurately historical is not believed. On the details of old Persian education we can be sure of very little. Ifj OUTLINE STUDIES. OUTLINE VI. FIRST EPOCH — ORIENTAL EDUCATION. V. The Jews. 1. Racial characteristics. 2. Nature and influence of the Jewish theocracy. 3. Influence of the national festivals. 4. Domestic education of the early period. 5. Public education of later time. 6. Schools of the prophets. 7. The rabbinical schools. 8. Cliaracter and educational use of Jewish literature. VI. Education in Mesopotamia. 1. Succession of alhed nationalities. 2. National characteristics and difl'erences. 3. Schools and teachers. 4. Writing and literature. 5. Astronomy and mathematics. 6. Other sciences and arts. HISTORY OF EDUCATION. 17 OUTLINE VI.— Reading References. Seeley: pp. 40-5. Compayre: pp. 6-11. Painter: pp. 27-33. Shoup: pp. 126-31. Kemp: pp. 45-52. Davidson: pp. 45-55, 75-86. Laurie: pp. 55-105. Schmid 1: pp. 294-333. Sayce's Babylonians and Assyrians: pp. 47-62. The Jewish Encyclopedia: Article Education. Rawlinson's Ancient Monarchies 1: pp. 61-104, passnn. Bettany: pp. 483-99. Ellis, in Pedagogical Seminary: pp. 375-7. Imber, in Report Commissioner of Education 1894-5: pp. 1801-20. Britannica III: pp. 190-1, in article Babylonia. Larned 1 : pp. 674-5, 677-8, in article Education. Kiddle and Schem: article Hebrews. Sonnenschein: pp. 370-3, in article Schools of Antiquity. Note. — The theocracy is the characteristic element in Jewish education. The frequent lapse of the Jews into idol- atry show the influence of surroiuiding peoples. The Assyrians illustrate another and ([uite different Semitic strain. The late history of this people shows the blending of Semitic and Turan- ian stocks. On this point see Laurie and Davidson. 18 OUTLIXE STUDIES. OUTLINE VII. SECOND EPOCH — THE CLASSICAL NATIONS. l! Greece. 1. Permanent influence of the classical nations. 2. Comparison with Oriental nations. 3. General Greek characteristics. 4. Nature of education among the primitive Greeks. 5. Education in Sparta. a. Classes of inhabitants. b. State control in education. c. Reasons for severity. d. Influence of Lycurgus. e. Physical training. f. Extent of intellectual culture. g. Elements of moral culture, h. Education of women. HISTORY OF EDUCATION. 19 OUTLINE VII.— Reading References. Seeley: pp. 53-5, 68-73. Painter: pp. 39-46. Shoup: pp. 145-8. Kemp: pp. 55-63. Payne: pp. 12-16. Lane's Greek Education: pp. 5-38. Wilkin's National Education in Greece: pp. 1-59 Laurie: pp. 208-63. Davidson: pp. 86-96. Davidson's Artistotle: pp. 3-51. Davidson's Education of the Greek People: pp. 29-52. Monroe: pp. 52-79. Plutarch's Life of Lycurgus, in Parallel Lives. Earned 1: pp. 681-2, in article Education. Note. — Compare the traditional Spartan method of train- ing boys and youth with the account of Persian education given by Xenophon. Some authors are skeptical regarding the ex- clusive use of common tables and the complete separation of the boys and youth from family life. On this point compare Mahaffy and other authorities. 20 OUTLIXE STUDIES. OUTLINE VIII. SECOND EPOCH — THE CLASSICAL NATIONS. I. Greece (continued.) 6. Education in Athens. a. The aesthetic ideal. b. Exclusiveness. C. Relation to the state. d. Literary culture. (1). Elementary. (2). Advanced. e. G\mnastic trainin^^. f. Importance of music. g- Defective moral training, h. General results. 7. Spartan and Athenian education compared. HISTORY OF EDUCATION. 21 OUTLINE VIII.— Reading References. Painter: pp. 55-63. Compayre: pp. 17-22. Seeley: pp. 56-60. Kemp: pp. 62-9. Davidson: pp. 97-100. Laurie: pp. 263-300. Wilkins: pp. 60-100. Browning's Educational Theories: pp. 4-10. Monroe: pp. 79-110. Lane: pp. 39-85. Payne: pp. 17-21. Davidson (Aristotle): pp. 60-90. Davidson ((Ireek People) pp. 53-77. Larned: pp. 678-81, in article Education. Mahaft'y's Old Greek PMucation: pp. 1-68. Schniid I: pp. 178-257. Gardner and Jevon's Manual of Greek Antiqui- ties: pp. 297-322. Lowrey in Report Commissioner of Education, 1897-8: pp. 571-39. Note. — An attempt should be made to understand the reasons for the wide difference between the Spartan and the Athenian standards of education. Could the nature of one be an evolution from the nature of the other? Later it will be of interest to compare Roman education in the earlier and later periods with Spartan and Athenian systems of education, respectively. 22 OUTLINE STUDIES. OUTLINE IX. 'second epoch — THE CLASSICAL NATIONS. 8. Higher education. a. Ephebic training. b. Initiation into citizenship. c. Teachings and influence of the Sophists. d. Rise of philosophy. e. Early philosophers. f. Leading schools of philosophy. g. Character of university Hfe. h. Important institutions. i. Extension of Greek learning to other countries. i. Causes of its decay and extinction. HISTORY OF EDUCATION. 23 OUTLINE IX.— Reading References. Capes's University Life in Ancient Atliens. Mahafly: pp. 69-139. Wilkins: pp. 80-9L Davidson: pp. 98-105. Kemp: pp. 72-83. Monroe: pp. 102-20, 160-72. Laurie: pp. 300-13. Davidson (Artistotle) : pp. 93-104, 205-13. Davidson (Greek People): pp. 72-91. Britannica: article Sophists. Lamed I: pp. 682-5, in article Education. Note. — Not all authors on Greek education use the term university in connection with the institutions for higher study, but in definiteness of aim, systematic organization to accomplish this aim, and intellectual results, these agencies of the higher Greek culture were more deserving of the title of university than the majority of the institutions bearing that name that existed between the twelfth, [and the eighteenth century. 24 OUTLINE STUDIES. OUTLINE X. SECOND EPOCH — THE CLASSICAL NATIONS. I. Greece (Continued.) ^ 9. Socjates. a. Life and character. b. Teaching power. c. Socratic method. d. Relation to the Sopiiist. e. Reasons for antagonism to Socrates. f. Permanent influence. 10. Xenophon. a. Leading events of his life. b. Relation to Socrates. c. Educational discussion in the Cyro- pedeia. d. Views on woman's education in the Economist. HISTORY OF EDUCATIOX. 25 OUTLINE X.— Reading References. Monroe: pp. 120-30. Kemp: pp. 93-7. Compayre': pp. 22-7; 34-(). Painter: pp. 63-7. Wilkins: pp. 101-3. Fitch's Educational Aims and Methods: pp. 46-80. Davidson ((ireeix Peoph-): pp. 103-27. Davidson (Aristotle): pp. 107-32. Dakyns's Xenophon III: pp. 225-47. Xenophon's Cyropedeia: Book 1, Chapter 2. Diogenes Laertius: pp. 63-79. Kiddle and Schem: article Socrates. Britannica: article Socrates. Edu^"itional Review II: pp. 406-12. NoTF.s. — 1. Though constantly holding the Sophists up to scorn and ridicule. Socrates has been called by some the greatest of the Sophists. It is only in the form of his teach- ings that there could be the slightest basis for this statement. The spirit of his philosophy and his deep reverence for truth places Socrates far above the Sophists of his day. 2. Although Xenophon was an Athenian he seemed to prefer the Spartan ideal of education. Compare the chapter on Persian education in the Cyropedeia. Why should an Athenian of Xenophon's time idealize a system so primitive? 26 OUTLINE STUDIES. OUTLINE XI. SECOND EPOCH — ^THE CLASSICAL NATIONS. I. Greece (Continued.) 11. Plato and his educational doctrines. a. Early life and training. '* b. Relation to Socrates. c. Character as a teacher and philosopher. d. The academy. e. Nature of liis writings. f. Educational views expressed in the Repubhc. (1). Organization of society. (2). Division of powers of the soul. (3). Methods of training children. (4). Subjects included in liberal course of study. (5). Education of women. g. Educational doctrines expressed in the Laws. HISTORY OF EDUCATIOX. 27 OUTLINE XL— Reading References. Mahaily: pp. 99-110. Wilkins: pp. 103-34. Painter: pp. 67-73. Compayr^: pp. 27-34. Seeley: pp. 63-5. Browning: pp. 9-14. Kemp: pp. 77-9. Monroe: pp. 130-46. Davidson (Aristotle): pp. 133-50. Davidson (Greek People): pp. 128-51. Nettleship's Lectnres on the Republic: pp.77- 130, 259-93. Bosanquet's Plato's Education of the Young. Nettleship, in Abbot's Hellenica: pp. 67-180. Bryan's Plato the Teacher: especially on Book VII. Kiddle and Schem: article Plato. Sonnenschein: article Plato. Note. — Compare the educational .scheme proposed in the Repubhc with the systems of caste distinction in India and Egypt. Was Plato despairing of the organization of society, schools, etc., then existing in the Athenian state? 28 OUTLINE STUDIES. OUTLINE XII. SECOND EPOCH — ^THE CLASSICAL NATIONS. I. Greece. (Continued.) 12. Aristotle. a. Biograpliical sunniiar\. b. Relation to Plato and to Socrates. c. Writings. d. Outlines of educational system. e. Work as a teacher. (1). In Macedonia. (2.) In the Lyceum. f. Permanent influence. 13. P3"thagoras. a. Life and character. b. School founded by him. c. Course of study. d. Leading educational doctrines. e. Spartan character of system. HISTORY OF EDUCATION. OUTLINE XII.— Reading References. Wilkins: pp. 135-67. Browning: pp. 14-17. Painter: pp. 46-50, 73-7. Compayre: pp. 36-40. Seeley: pp. 65-7, 73. Monroe: pp. 146-60. Monroe's Source Book: pp. 265-94. MahafTy: pp. 110-15. Laurie: pp. 313-18. Davidson (Aristotle) pp: 52-9, 153-202. Davidson ((Jreek People): pp. 152-68. Kiddle and Schem: article Aristotle. Sonnenschein: article Aristotle. Notes. — 1. If Aristotle had little influence upon edu- cation and the schools in his time, his later influence, exerted through his philosophy and treatises on many subjects was almost unbounded. This will be observed later in connection with Mohammedan schools and Scholasticism. 2. The school of Pythageras is widely at variance with any other system of Greek education. It seems to include Spartan, Egyptian, and Hindoo elements. What present day cults hold doctrines similiar to those taught by Pythagoras? 30 OUTLINE STUDIES. OUTLINE XIII. SECOND EPOCH — THE CLASSICAL NATIONS. 11. Rome. 1. Character of the early Romans. 2. National ideals. ^ 3. Family life. 4. Regard paid to women. 5. Nature of education in the early period, a. Concrete ends aimed at. 6. Relation of the individual to the nation. 7. First establishment of schools. 8. Training of girls. 9. Introduction of Greek education. 10. Difference in the attitude of the Greek and the Roman mind toward culture. 11. Classes of schools established under Greek influence. 12. Qualifications and emoluments of teachers. HISTORY OF EDUCATION. 31 OUTLINE XIIL— Reading References. "Wilkins's Roman Education: pp. 1-23. Monroe: pp. 176-97. Clarke's Education of Children at Rome: pp. 1-27 Painter: pp. 77-83. Compayre: pp. 43-7. Davidson: pp. 105-11. Laurie: pp. 319-49. Rosenkranz's Pliik)sophy of Education: pp. 229-39. Monroe's Source Book: pp. 327-35. Bohatta's Erziehung und Unterricht bei den Greichen und Romern: pp. 49-57. Note. — Compare the earlier and the later periods of Roman education in the relative importance given to physical, moral and intellectual development, and in regard to the social and intellectual status of woman. Compare the earlier period with SjDartan ideals and practice, and the later with Athenian. 32 OUTLINE STUDIES. OUTLINE XIV. SECOND EPOCH — THE CLASSICAL NATIONS. II. Rome (Continued.) 13. Programs of study. a. In schools of the Utteratores. b. In schools of the literati. c. In schools of the rhetors. 14. Extent and character of Roman hterature. 15. Libraries. 16. Extent of state support and control of schools. 17. Methods of teaching and governing. 18. School buildings and equipment. 19. QuintiHan as an educator. a. Teaching work. b. Institutes of Oratory. c. General educational principles. 20. Other writers on education. 21. Decline of the Roman schools, a. Reasons for. HISTORY OF EDUCATION. 33 OUTLINE XIV.— Reading References. Wilkins's Roman Education: pp. 23-98. Monroe: pp. 197-218. Painter: pp. 83-101. Compayre: pp. 47-60. Kemp: pp. 86-93. Browning: pp. 18-34. Seeley: pp. 74-88. Clarke: pp. 38-168. Laurie: pp. 349-436. Monroe's Source Book: pp. 386-509. Quintilian's Institutes of Oratory (Bohn Edi- tion): pp. 9-28. Bohatta: pp. 57-81. Ussing's Erziehung und Jugendunterricht bei den Grieclien und Rbmern. Kiddle and Schcm: article Rome. Sonnenscliein: article Roman Education. 34 OUTLINE STUDIES. OUTLINE XV. THIRD EPOCH. — EARLY CHRISTIAN'EDUCATION. I. The Spiritual and Intellectual Force of Chris- tianity. 1. Compared with the religions of Greece and Rome. 2. With Judaism. 3. In family life. 4. Rapid spread of Christianity. 5. Impulse toward education. II. Reasons for Lack of Literary Training. 1. Poverty and ignorance of many early Christians. 2. Extreme emphasis placed upon the spiritual element. 3. Wars and persecutions. " 4. Lack of Christian Hterature. III. Attitude of Early Christians toward Pagan Learning. 1. General opposition. 2. Religious and moral basis of this opposition. 3. Some Clu-istian defenders of the old learning. 4. Suppression of the pagan schools A. D. 529. HISTORY OF EDUCATION. 35 OUTLINE XV.— Reading References. Compayre: pp. 01-71. Davidson: pp. 127-32. Seeley: pp. 89-100. Painter: pp. 102-12. Monroe: pp. 221-30, 238-43. Shoup: pp. 165-9. Payne: pp. 23-31. West's Alcuin: pp. 9-18. Schmid: pp. 48-83. Note. — The early Christians placed them8elves in an in- tellectual dilemma by condemning and rejecting pagan litera- ture when Christian literature was practically nil. As this antagonism . gradually lessened many Christian youth were trained in the Romano-Hellenic schools up to the time of their suppression. 36 OUTLINE STUDIES. OUTLINE XVI. THIRD EPOCH. — EARLY CHRISTIAN CENTURIES. IV. How the Old Learning was Preserved. 1. Greek and Roman libraries. 2. The work of copyists. 3. Losses through fanaticism and neglect. V. Catachetical schools. 1. Reasons for founding. 2. Course of study. 3. Liberalizing tendencies. VI. Influence of asceticism. 1. Early antagonism to intellectual culture. 2. The hermit epoch. 3. Development of monasteries. 4. Significance of the monastic life. VII. Influence of Teutonic Invasions. 1. Immediate losses through wars and violence. 2. Intellectual promise of the Teutons. HISTORY OF EDUCATIOX. 37 OUTLINE XVI.— Reading References. Monroe:pp. 230-8, 262-7. Laurie's Rise of Universities: pp. 22-8. Seeley: pp. 101-15. Shoup: pp. 162-9. Painter: pp. 112 14. Kemp: pp. 106-8. Schmid II: pp. 36-47. Education I: pp. 556-68. Ellis, in Pedagogical Seminarj- 3: pp. 377-9! Mullinger's Schools of Charles the Great : pp. 20-22 Drane's Christian Schools and Scholars: pp. 1-47. Note. — It is an interesting historical paradox that the ascetic movement, which began in an ahnost complete turning away from intellectual culture, finally led to the founding of institutions that were for a thousand years the chief agencies in the conservation of learning. 38 OUTLINE STUDIES. OUTLINE XVII. FOURTH EPOCH. — MIDDLE AGE EDUCATION. I. General Neglect of Learning. 1. Extinction of the Roman schools. 2. Social and poMtical conditions. 3. Indifferent equipment of the Christian.schools. II. The Seven Liberal Arts. 1. Early origin. 2. Varro's classification. 3. Gradual acceptance in Christian schools. 4. Work of Martianus Capella. 5. Writings of Cassiodorus and Isadore. 6. The Trivium and the Quadrivium. 7. Long use of the seven hberal arts as the standard of learning. III. Continued Influence of Asceticism. 1. Fear of intellectual development. 2. Meagerness of school programs. 3. ^^arying forms of asceticism. HISTORY OF EDUCATION. 39 OUTLINE XVIL— Reading References. Monroe: pp. 248-53, 267-74. Williams's .Medieval Education: pp. 47-54, West's AlcLiin: pp. 4-27. Davidson (Aristotle): pp. 239-47. Painter: pp. 114-18. Compajrt^: pp. 67-71. Shoup: pp. 178-81. Seeley: pp 118-20. Note — ^Trace the seven liberal arts back to Aristotle, if possible, and determine if the subjects that formed the school cmTiculiim of Christendom for so many centuries were derived from the ideal scheme of education outlined bv Aristotle. 40 OUTLINE STUDIES. OUTLINE XVIII. FOURTH EPOCH— MIDDLE AGE EDUCATION. IV. Types of Middle Age Schools. 1. The monastery school. a. Original idea of the monastery. b. The necessity of its educational activi ties. c. Program of studies. d. Distinction of interns and externs. e. Rigid discipline of the monastery schools. 2. The episcopal school. a. Purpose and character. b. How differentiated from the monastery school. 3. The parochial school. a. Character and control. b. Program of work. 7. The Early schools of Ireland and Britain. 1. How established. 2. Character of their work. 3. Recognition of women. 4. Spread of influence. HISTORY OF EDUCATION'. 41 OUTLLNE XVIII.— Reading References. Gaskoin's Alcuin: pp. 1-40. Monroe: pp. 243-74. Kemp: pp. 109-21. Painter: pp. 118-22. Browning: pp. 37-40. Williams: pp. 56-61. Seeley: pp. 116-18. Davidson: pp. 153-5. Edgar's Early Scottish Education: pp. 8-19. Healy's Ireland's Ancient Schools and Scholars, 91-109, passim. Drane Christian Schools and Scholars I: pp. 48- 129, passim. Note. — ^Try to explain the fact that from the sixth to the eighth century Ireland and Britain held the intellectual primacy of Europe. Do you think the later development on the conti- nent was derived mainlv from this earlv mo^'ement? 42 OUTLINE STUDIES. OUTLINE XIX. FOURTH EPOCH — MIDDLE AGE EDUCATION. VI. The work of Charlemagne and Alcuin. 1. Neglect of schools in their time. 2. Political and intellectual ambitions of Char- lemagne. 3. His plans for national education. 4. The Palace School. 5. Alcuin. * a. Life and teaching work. b. Writings. c. Educational influence. 6. Reasons for failure of the renaissance of Charlemagne. HISTORY OF EDUCATIOX. 43 OUTLINE XIX.— Reading References. Gaskoin's Alcuin: pp. 167-201, et passim. West's Alcuin: pp. 28-123. Mullinger: pp. 41-127, et passim. Williams: -pp. 146-232. Davidson: pp. 155-7. Monroe: pp. 274-9. Keaip: pp. 122-5. Seeley: pp. 125-9. Ccnipayre: pp. 71-3. Painter: pp. 122-4. Laurie (Universities): j^p. 39-53. Rashdall's Universities of Europe in the Middle Ages: pp. 26-30. Morley's English writers II: pp. 158-73. Townsend's (ireat Sclioohnen of the Middle Ages: pp. 17-32. Britannica: article Alcuin. Kiddle and Schem: article Charlemagne. Drane: pp. 161-265, passim. Note. — The educational work of Charlemagne seems to have had quite as much a political, as an intellectual basis. It was one of the details for building a great empire. How does it compare with the present German attitude toward educa- tion? 44 OUTLINE STUDIES. OUTLINE XX. FOURTH EPOCH. — MIDDLE AGE EDUCATION. VI I. Mohammedan Learning. 1. Early antagonism of the Arabs to study. 2. The rehgious motive of education. 3. From religious to secular education. 4. Source of material. 5. Growth of schools, east and west. 6. Attainments in various departments of learning. 7. Noted names. 8. Decadence of schools, reasons for. 9. Their influence on the learning of other countries. HISTORY OF EDUCATION. 45 OUILINE XX.— Reading References. Monroe: pp. 331-4. Williams: pp. 24-32. Kemp: pp. 130-2. Painter: pp. 132-3. Seeley: pp. 43-7. Shoiip: pp. 170-2. Schmid II: pp. 570-611. Davidson: pp. 132-50. Draper's Intellectual Development of Europe: pp. 383-90, 402-12. Crichton's History of Arabia II: pp. 60-107. Kiddle and Schem: article Arabian Schools. Britannica II: pp. 262-5, in article Arabia. Note. — This subject seems to have been treated very in- adequately by most historians of education. The phases of most importance are the origin of Mohammedan schools and their influence upon later systems of education. 4(i OUTLINE STUDIES. OUTLINE XXI. FOURTH EPOCH. — MIDDLE AGE EDUCATION. VIII. Rise of Universities. 1. Influence of Alcuin and his pupils. 2. Influence of the Mohammedans. 3. Aberlard. a. Life and work. b. Relation to imiversities. 4. Growth of the scientific spirit. 5. Necessity for oral teaching. 6. Development of the university from the lower schools. 7. Distinction between the university and the school. 8. Relation of the universit}- to church and state. 9. Beginnings of the University of Paris. 10. The University of Bologna. 11. The University of Salerno. 12. Other earlv universities. HISTORY OF EDUCATION. 47 OUTLINE XXL— Reading References. Compayre's Abelard: pp. 3-69. Rashdall: pp. 38-72, et passiw. Laurie (Universities): pp. 91-170, 236-67. Paulsen's German Universities: pp. 16-38. Same matter in report Commissioner of Education for 1891-2: pp. 253-60. Compayre: pp. 75-7. Davidson: pp. 166-74. Kemp: pp. 138-43. Monroe: pp. 313-17. Kirkpatrick, in Barnard's Journal of Education 24: pp. 495-510. Schmid II: pp. 336-425 Ruber's English Universities: pp. 1-63. Headlam's Oxford and Its Story: pp. 61-92. Stubbs's Cambridge and Its Story: pp. 49-70. Denifle's Universataten des Mittelalters: pp. 1- 39, et passim. Britannica XXIII: pp 831-6, in article Uni- versity. Drane II: pp. 1-182, passim. Note. — In the earliest universities authority was mainly derived from the students: in modern universities authority is granted by the state. Student universities and state uni- versities are the extreines as to university authority. 48 OUTLINE STUDIES. OUTLINE XXII. FOURTH EPOCH. — ^MIDDLE AGE EDUCATION. VIII. Rise of Universities (Continued.) 13. Privileges of universities. 14. Organization of nations and faculties. a. Reason for. b. Officers. c. Relations of the faculties. 15. University government. a. Election of university authorities. b. Enforcement of rules and law. 16. Courses of study. 17. Methods of teaching and learning. 18. Examinations and degrees. 19. Manner and habits of student life. 20. Extent of the influence of early universities HISTORY OF EDUCATION. 49 OUTLINE XXII.— Reading References. Rashdall I: pp 4-22, 178-232, 393-420, et passim Compayr^$^ Abelard: pp. 75-306, passim. Laurie (Universities): pp. 172-235,268-93. Schmid II: pp. 425-548. Savigny, in Barnard's Journal of Education: pp. 273-95, 309-16. et passim. Denifle: pp. 40-218. Monroe: pp. 317-27. Painter: pp. 134-8. Kemp: pp. 143-5. Pick's Auf Deutschlands Hoiien Schulen: pp. 2-3 Notes. — 1. Interesting comparisons of the medieval and modern universities may be made with reference to de- gree requirements, faculties, and the manner of student life. 2. Note the relation of the faculty of Arts to the other faculties and the changed relation of later times. 50 OUTLINE STUDIES. OUTLINE XXIII. FOURTH EPOCH. — MIDDLE AGE EDUCATION. IX. Byzantine Learning. 1. Source and character. 2. Reasons for its feeble activitj* and influence. 3. Relation to the Renaissance. \ X. Scholasticism. 1. General character. 2. Famous schoolmen. 3. Leading doctrines. 4. Scholastic methods. 5. Causes of dechne. 6. Influence on medieval culture. XI. Influence of the Crusades. 1. In intellectual interests. 2. In social and political life. 3. On the development of commerce. HISTORY OF EDUCATION. 51 OUTLINE XXIII.— Reading References. Williams: pp. 33-8, 108-10. Davidson: pp. 159-65. Monroe: pp. 292-312. Sclimid II: pp. 258-308. Kemp: pp. 126-9. Compayre: pp. 74-5. Seeley: pp. 120-4; 136-8. Laurie (Universities): pp. 88-90. Townsend: pp. 313-61, passim. Painter: pp. 126. Kiddle and Schem: article Scholasticism. Sonnenschein: article Scholasticism. Drane 7: pp. 432-84, passim. Note. — In the history of education, the chief significance of scholasticism is the change that it produced in the subject matter and method of study. Scholasticism later yielded to humanism, just as humanism has more recently yielded some- what to realism. 52 OUTLINE STUDIES. OUTLINE XXIV. FOURTH EPOCH. — MIDDLE AGE EDUCATION. XII. Educational Work of Alfred the Great. 1. Influence of Charlemagne. 2. His personal furthering of scholarship. 3. Effect of his stimulus. XIII. Burgher and Town Schools. 1. Origin. 2. Languages used. 3. Subject matter taught. 4. Attitude of the church toward these schools. XIV. The Education of Chivalry. 1. Stages of advancement. 2. Content of chivalric education. 3. Minnesingers and troubadours. XV. Education of Women. 1. General condition. 2. Among the knightly class. 3. Nature of training. HISTORY OF EDUCATION. 53 OUTLINE XXIV.— Reading References Monroe: pp. 284-91, 337-9. Williams: pp. 89-90, 95-105. Seeley: pp. 130-5. Painter: pp. 125-30. Browning: pp. 40-1. Laurie (Universities): pp. 36-7. Kemp: pp. 132. Schmid II: pp. 232-58. Drane: pp. 226-87. Note. — The formerly undisputed claim of the church to control education receives its first cheek in the foundation of the burgher school. Thereafter until the present the church more ancl more yields its authority over the school to the state. 54 OUTLINE STUDIES. OUTLINE XXV. FIFTH EPOCH. — RENAISSANCE AND SIXTEENTH CEN- TURY. I. Revival of Learning. L Causes. a. Crusades and tlieir iniluences. b. Explorations. c. Scientific discoveries. d. Art of printing. e. Fall of Constantinople. f. Influence of Dante, Petrath and Boccaccio 2. Unequal progress in different countries. a. Order in which leading countries were influenced. 3. Unlike effects produced on different nation- alities, a. Types — Italy and Germany. 4. Changes in educational purposes and methods HISTORY OF EDUCATION. 55 OUTLINE XXV.— Reading References. Kemp: pp. 149-54. Williams (Modern Education): pp. 23-48. Monroe: pp. 351-70. Symonds's Revival of Learning: pp. 51-113. et passim _ Symonds's Age of Despots: Chapters I and II, passim , Burckliardt's Renaissance in Italy: pp. 171-G, 187-216, passim. Draper's Intellectual Development of Europe II: pp. 190-207. Painter: pp. 139-42. Compayre! pp. 83-6. Seeley: pp. 148-57. Browning: pp. 43-6. Shoup: pp. 190-208. Education, Volume 1: pp. 37-47, 177-9. Britannica: article Renaissance, passim. Drane.II: pp. 183-209. 56 OUTLINE STUDIES. OUTLINE XXVI. FIFTH EPOCH. — ^RENAISSANCE AND SIXTEENTH CEN- TURY. II. Humanism. 1. Origin and growth of its influence. 2. Characteristics of early humanism. 3. Reasons for its rapid development. 4. Antagonistic influences. 5. Typical humanists. a. Agricola. i (1). Life and work. (2). Educational views. b. Erasmus. (1). Life and character. (2). Writings. (3). Educational views. (4). Influence. 6. Survival of humanistic ideas. HISTORY OF EDUCATION. 57 OUTLINE XXVI.— Reading References. Monroe: pp. 370-82. Browning's Aspects of Education: Chapter 1. Barnard's German Educators: pp. 59-65, 71-84. Seeley: pp. 157-63. Compayre: pp. 85-91. Williams (Modern Education) : pp. 20-22, 56- 65. Painter: pp. 142-53. Kemp: pp. 155-61. Woodward's Erasmus Concerning Education, passim , Schmidll: pp. 1-150. Notes. — 1. Humanism is a term that needs careful defin- ition. There have been many phases in the development of the idea. The humanism of Erasmus is quite different from the humanism of today, and there have been many intermediate stages. Humanism represents the most vital single element in the history of culture for five hundred years. 2. Determine to what extent the prominence of classi- cal studies in present day curriculums is logical, and to what extent based on historical grounds. 58 OUTLINE STUDIES. OUTLINE XXVII. FIFTH EPOCH. — RENAISSANCE AND SIXTEENTH CEN- TURY. III. Educational results of the Reformation. 1. Relation of the Revival of Learning to the Reformation. 2. Condition of schools prior to the Reforma tion. 3. Attitude of church authorities toward greater intellectual freedom. 4. Protestant principles that enforced educa tional efforts. 5. Educational principles and practices of the reformers. a. Luther. b. Melancthon. c. Calvin. d. Zwingli. HISTORY OF EDUCATION. 59 OUTLINE XXVII.— Reading References. Kemp: pp. 162-75. Monroe: pp. 401-16. Painter: pp. 153-73. Seeley: pp. 164-73. Williams (Modern Education): pp. 52-5, 91-6. Compayre: pp. 113-20. Davidson: pp. 175-89, pass/m. Sclimid lib: pp. 151-275. Barnard's German Teachers and Educators: pp. 97-184. Cyclopedias of Education: articles Luther, Mel- ancthon. Painter's Lutlier on Education, passim. Note. — Show the logical connection between the Revival of Learning and the Reformation, and how each was, in some sense, at the same time the cause and the effect of the other. 60 OUTLINE STUDIES. OUTLINE XXVIII. FIFTH EPOCH. — RENAISSANCE AND SIXTEENTH CEN- TURY. IV. Educators of the Period. 1. Vives — an early exponent of modern doc- trines. a. His times and his works. b. Views regarding the character of teach- ers. c. Concerning method. d. Influence of school buildings and sur- roundings. 2. Ramus — ^the revolt Against scholasticism, a. Life and work. ' ' b. i\ttitude toward scholasticism, c. University reform. 3. Rabelais — Si forerunner of realism. a. Life and character. b. Gargantua and Pantagruel. c. Leading educational doctrines. 4. Vittorino da Feltre. a. Modern tendencies. b. Relation to revival of learning. c. Work and influence as a teacher. HISTORY OF EDUCATION, 61 OUTLINE XXVIII.— Reading References. Williams (Modern Education): pp. 65-80. Compayre: pp. 91-100, 132. Munroe's Educational Ideals: pp. 8-35. Browning: pp. 68-79. Shelley's Scientific Men of France I: pp. 23-39. Monroe's Comenius: pp. 16-22. Quick's Educational Reformers: pp. 63-9. Monroe: pp. 446-8. Laurie's Educational Opinions from the Renais- sance: pp. 18-23. Symonds's Age of Despots: pp. 176-8. Burckhardt's Renaissance in Ital.v: pp. 213-4. Schmid's Encyclopadie Erziehungs und Unter- richts IX: pp. 760-851. Rein's Encyclopadisches Handbuch der Pada- gogik: articles Ramus, Vives. Note. — While neither Rabelais nor Montaigne was an edu- cator in the usual sense, they discussed educational conditions with such spirit that it seemed proper to study their views in connection with these outlines. 6Z OUTLINE STUDIES. OUTLINE XXIX. FIFTH EPOCH. — RENAISSANCE AND SIXTEENTH CEN- TURY. IV. Educators of the Period (Continued). 4. Montaigne. a. Life. v b. Writings. c. Educational views. (1). Language study. (2). Discipline. (3). Method. 5. Ascham. a. Life and work as a teacher. b. Methods of language study. c. Views regarding school discipline. 6. Mulcaster. a. Education and teaching work. b. Writings. c. Leading educational doctrines. HISTORY OF EDUCATION. (i3 OUTLINE XXIX.— Reading References. Montaigne's Education of Caildren (International Education Series). Aschani's Schoolmaster (Arber's English Re- prints.) Mulcaster's Positions: pp. 299-309, ef />ass/m. Compayre' pp. 100-110. Browning: pp. 79-90. Williams: pp. 80-90, 106-13. Munroe: pp. 95-123, passim. Gill's Sj^stem of Education: pp. 4-13. Quick: pp. 70-102. Giles' Ascham's Works III: pp. 78-167, c/ passim. Adams's Famous Books: pp. 86-113. Carlisle's Two Great Educators: pp. 1-54, passim. Fitch's Educational Aims and Methods: pp. 215- 48. The Schoolmaster in Literature: pp. 13-24. OKphant's Educational Writings of Richard Miil- caster, passim. Johnson's Works 12: pp. 308-28. Laurie (Educational Opinion): pp. 58-85, 94-116. Monroe: pp. 382-5, 455-61, 465-7. Note. — The page refereiice.s to Quick's Educational Re- formers are to the edition in the International Education Ser- ies. The same matter may be found in the Clark and the Bar- deen editions. The references to Williams are to the third edition of his History of Modern Education. Generally the same matter may be found in the earlier editions. 64 OUTLINE STUDIES. OUTLINE XXX. FIFTH EPOCH. — RENAISSANCE AND SIXTEENTH CEN- TURY. lY. Educators of the Period (Continued). 7. Loyola and the Jesuit Schools. a. Origin of the S3'stem, b. Rapid development. c. Courses of study — /(:a//o Studii'iuw. d. Methods of teaching. e. Discipline. f. Use of emulation. g. Reputation of the Jesuit schools, h. Chief defects of the system. i. Later influence. HISTORY OF EDUCATION. 65 OUTLINE XXX.— Reading References. Hughes' Loyola: chapters VI and X, et passim. Barnard's (iernian Edn^tors: pp. 229-67. Compayre: pp. 138-5(1^^ Painter: pp. 187-94. Quick: pp. 33-62. Mimroe: pp. 125-37. Shoup: pp. 210-14. Williams: pp. 113-17. Seeley: pp. 182-9. Browning: pp. 118-27. Davidson: pp. 183-8. Draper II: pp. 214-28. Russell (German Higher Schools): pp. 46-52. Monroe: pp. 420-9. Laurie (Educational Opinion): pp. 86-94. Note. — The Ratio Studiorum, the course of study for the Jesuit schools, was, in the early part of the nineteenth cen- tury, modified to meet the greater demand for modern languages and science work; but in detail and in spirit the plan of work in these schools remains very much the same as it was three hundred years ago. Few educational instruments have shown such prolonged power and usefulness as has the Ratio Stu- diorum. 66 OUTLINE STUDIES. OUTLINE XXXI. FIFTH EPOCH. — REXAISSANCE AXD SIXTEENTH CEN- TURY. IV. Educators of the Period (Continued). 8. Sturm. a. His woiiv as a teacher. b. Character of Sturm's graded system. c. Its influence. d. Defects in Sturm's theory and practice. 9. Trotzendorf. a. His relation to Melancthon. b. Emphasis put on preparatoiy work. c. Form of school government. 10. \eander. a. Elementary and higher work distinguish ed. b. Place given to scientific studies. HISTORY OF EDUCATIOX. (i7 OUTLINE XXXI.— Reading References. Williams: pp. 96-10(1. Seeley: pp. 174-181. Painter: pp. 179-84. Quick: pp. 27-32. Barnard's German Educators: pp. 185-223, pas- sim. Monroe: pp. 391-3. Laurie (Educational Opinion): pp. 18-30. Rein: articles Sturm, Trotzendorf. Schmid (Encyclopadie) articles Xeander, Sturm, Trotzendorf. Kiddie and Scliem: articles Sturm, Trotzendorf, German\-. Notes. — 1. A system of grading and the classical ideal in studies are the two important elements that Sturm contributed to school systems. The prominence given to classical studies is still very marked in many quarters. The German gymnasium, the English public school, and the American church college il- lustrate the classical tendency. 2. Some recent experiments in developing self-govern- ment among youth add interest to Trotzendorf's plan of school government. The honor system as used in some colleges and universities, the George Junior Republic, and the school city as found in some city grammar and high schools show recent applications of some of the principles set forth by Trotzen. dorf. 68 OUTLINE STUDIES. OUTLINE XXXII. FIFTH EPOCH. — RENAISSANCE AND SIXTEENTH CEN- TURY. \'. Universities at the end of the Sixteenth Century. 1. Progress in the founding of new institutions. 2. Conflict between scholasticism and human- ism. 3. Resulting changes in courses of study 4. Influence of printing on universit\^ work. 5. Lessening of international character of uni- versities. 6. Character and customs of student life. VI. Secondary Education of the Period. 1. Diff"erentiation of secondary schools and uni- versities 2. Founding of schools in England. 3. Extent of Jesuit schools and their influence. 4. Protestant schools in Germany and Scandi- navian countries 5. Humanistic character of the curriculum. VII. General Neglect of Elementary Education. 1. Reasons for. HISTORY OF EDUCATION. 69 OUTLINE XXXII. ^Reading References. Paulsen's German Universities: pp. 38-56. Huber's English Universities: chapters VII and Mil, passim. Barnard's Journal 6: pp. 11-37. Monroe: pp. 386-97. Laurie (Educational Opinion): pp. 31-7. Russell's German Higher Schools: pp. 17-45. Report of Commissioner of Education, 1897-8: pp. 15-23, 26-34. Note. It is a peculiar historical fact that the secondary schools of England by the end of the sixteenth century had very largely taken on the characteristics that they now possess. No other civilized country has been so conservative, educa- tionally, as England, and in no part of her system is this con- servatism shown so markedly as in the secondary schools. In ideals, organization, government, curriculum, and methods, the English secondary school at the end of the nineteenth was practically what it was at the end of the sixteenth century. 70 OUTLINE STUDIES. OUTLINE XXXIII. SIXTH EPOCH. — EDUCATION IN THE SEVENTEENTH CENTURY. '^ I. Work of the Jansenists. 1. Origin of the sect. 2. Leading teachers and writers. 3. Their educational theory and practice. 4. Antagonism of the Jesuits. 5. Permanence of Jensenist influence. 6. Work of Jaquehne Pascal. II. Fenelon. ^ 1. Leading events of life. 2. Work as a teacher. 3. Pedagogical writings. 4. Leading educational principles. HISTORY OF EDUCATION. 71 OUTLINE XXXIII.— Reading References. Munroe: pp. 134-52. Compayre: pp. 153-86. Quick: "pp. 172-95. Painter: pp. 238-50. Browning: pp. 127-34. Williams: pp. 186-90, 231-41. Seeley: pp. 138-9, 223-7. Monroe: pp. 533-4. Kemp: pp. 221-4, 229-31. Shelley's Scientific Men of France: pp. 329-73. Fenelon's Education of (jirls. Cadet's Port Ro}al Education: pp. 1-7, 46-59, 200-9, 221-42, passim. Beard's Port Royal: pp. 127-60. Educational Review 6: pp. 485-92, and Vol. 7: pp. 64-71. ^ Kiddle and Schem: article Fenelon. Sonnenschein : article Jansenists. Note. — In its later influence the educational work of the Jansenists was very important, but it represents only one phase of their life and work; and the educational differences between the Jansenists and the Jesuits is only a small part of the long, bitter conflict between them. 72 OUTLINE STUDIES. OUTLINE XXXIV. SIXTH EPOCH. — EDUCATION IN THE SEVENTEENTH CENTURY. III. Work of La Salle and Brethren of the Chris- tian Schools. 1. Allied events precedent. a. Efforts of Demia. b. Work of Claude Joh'. c. "Book of the Parish School." 2. La Salle and his- order. a. Life and character of La Salle. b. Brethren of the Christian Schools. c. Idea of normal training. d. Gratuitous and obligatory instruction. e. The "Conduct of Schools. " (1). Organization. (2). Curriculum. (3). Simultaneous instruction. (4). Punishment. HISTORY OF EDUCATION. 73 OUTLINE XXXI v.— Reading References. Compayre; pp. 252-77. Kemp: pp. 231-4. Barnard's Journal III: pp. 437-48. Monroe: pp. 437-9. Seeley: pp. 227-9. Kiddle and Schem: article La Salle. La Grande Encyclopedia, X^': pp. 475-6. Buisson's Dictionnaire de Pedagogic, Tome II: pp. 1514-23. Note. — The work of the Brethren of the Christian Schools represents one of the most intelligent and most successful at- tempts to conduct primary schools for all the people made be- fore the advent of the nineteenth century and state education. La Salle began his work more than a century befoi-e there was anything like adequate organization for providing primary in- struction in England. 74 OUTLINE STUDIES. OUTLINE XXXV. ' SIXTH EPOCH. — EDUCATION IN THE SEVENTEENTH CENTURY. IV. Rollin. 1. Life and character. 2. His teaching work. 3. Connection with the University of Paris. 4. His writings. 5. Educational doctrines. V. Madame de Maintenon and the School of St. C>r. 1. Founding and pin'pose of the school. 2. Two periods and changed plans. 3. Course of training. 4. Writings and educational views of Madame de Maintenon. VI. Progress of, and general attitude toward, the education of women in France. HISTORY OF EDUCATION. JO OUTLINE XXXV.— Reading References. Compayre: pp. 212-52. Williams: pp. 224-31. Kemp: pp. 242-9. Painter: pp. 234-9. Buisson II: pp. 1770-5, 2620-4. Britannica and other general works. Fortnightly Review, April 1903: pp. 719-38. Notes. — 1. As an index of the bitterness of theological controversy it is interesting to note that the right of Rollin to hold the rectorship of the University of Paris was successfully challenged because of his adherence to Jansenist doctrines. 2. The educational influence of Madame de Maintenon was much lessened by her complete change of plan of conduct- ing the school of St. Cyr. If the firet plans had been adhered to it is possible that France might have attained a place of leadership in the higher education of women. 76 OUTLINE STUDIES. OUTLINE XXXVI. SIXTH EPOCH. — EDUCATION IN THE SEVENTEENTH CENTURY. "VJ. Work and influence of Ratich. 1. The Innovators — nature of their influence. 2. Chief demands made b.v them. 3. Ratich the first of the Innovators. 4. Life and character. 5. His proposals for educational reform. 6. Ratich's teaching experiences. 7. Reasons for his failures. S. His writings and educational doctrines, f). Ratich's relation to subsequent reform. HISTORY OF EDUCATION. I i OUTLINE XXXVI.— Reading References. Quick: pp. 130-18 Barnard's German Teachers: pp. 319-46. W. Monroe's Comenius: pp. 28-35. Browning: pp. 51-6. Seeley: pp. 204-209-11. Shoiip: pp. 217-8. Williams: pp. 154-62. Painter: pp. 213-19. Compayre': pp. 121-2. Payne: pp. 67-71. Laurie's Comenius: pp. 15-18. Monroe: pp. 478-9. Kemp: pp. 200-6. Cyclopedias of Education: article Ratich. Note. — Compare Ratich's educational principles Avith the general principles of the Innovators. What views set forth by Ratich seem to lack validity? It happened to Ratich as to many other historical characters that those who followed him, adopting and adapting his principles and plans, have re- ceived more credit than the originator. The reasons for this are partly personal and partly in the nature of the times in which he lived. 78 OUTLINE STUDIES. OUTLINE XXXVII. SIXTH EPOCH — EDUCATION . IX THE SEVENTEENTH CENTURY. VII. Comeiiius — The Greatest of the Innovators. 1. Early life and education. 2. ^^'ork at Fulneck. 3. At Lissa. 4. Msit to London. 5. Work in Elbing. 6. In Patak. 7. Later years. 8. Pansophic schemes. 9. Ideal school orj^anization. 10. Didactica Magna. \\. J anna Linguariim Rescrata. 12. Orb is Pictus- 13. Other educational writings. 14. Summation of leading principles. 15. Educational influence. HISTORY OF EDUCATION. 79 OUTLINE XXXVII.— Reading References. Laurie's Comenius: pp. 19-68, et passim. W. Monroe's Comenius: pp. 38-82, et passim. Quick: pp. 119-70. Painter: pp. 219-30. Browning: pp. 56-68. Williams: pp. 163-86. Compayre: pp. 122-37. Munroe: pp. 68-94. Seeley: pp. 211-17. Payne: pp. 76-82. Barnard's German Teachers: pp. 347-88. Report of National Educational Association for 1892: pp. 703-23. Educational Review 111: pp. 209-36. Hanus's Educational Aims and Educational Values: pp. 195-211. Kemp: pp. 206-17. Monroe: pp. 480-93. Translations of Orbis Pictus, The Great Didac- tic, the School of Infancy, passim. Note. — This study has to do with only the edticational side of the work of Comenius, but he was nearly or quite as much a theologian as he was an educator. His theological con- tentions and the elaboration of his religious views often inter- rupted or delayed the educational work that he had under- taken. Owing to the troublous times in which he lived, the immediate influence of Comenius and his educational doctrines was not so great as would be supposed from the reading of some authors. (SO OUTLINE STUDIES. OUTLINE XXXVIII. SIXTH EPOCH. — EDUCATION IN TAE SEVENTEENTH CENTURY. VIII. Influence of Francis Bacon. 1. Life. 2. Writings. 3. Bacon and the universitj. 4. Other educational views. 5. Influence of the Baconian philosoph}-. IX. Educational Views of Milton. 1. Life and character. 2. Views regarding university life. 3. Tractate on Education. HISTORY OF EDUCATION. 81 OUTLINE XXXVIII.— Reading References. Munroe: pp. 36-67. Seeley: pp. 205-9: 217-20. Painter: pp. 200-13. Monroe: pp. 443-51, 468-78. Browning: pp. 90-112. Williams: pp. 191-202. Quick: pp. 212-18. Laurie's Educational Opinion Since tlie Renais- sance: pp. 119-37, 159-80. Barnard's Journal 2: pp. 76-85. Barnard's English Pedagogy: pp. 77-94, 151-90. Sclnnid (Geschichte 3 a) : pp. 382-439. Kiddle and Scheni: articles Bacon, Milton. Sonnenschein: article Milton. The "Tractate" may be found in full in Mil- ton's prose works and in Barnard's English Peda- gogy. 