The History Of Education, Ellwood P. Cubberley [motivational novels .TXT] 📗

to work to construct a series of introductory Latin readers which would form a graded introduction to the study of Latin, and which would also introduce the pupil to the type of world knowledge and scientific information he felt should be taught.

 

His plan eventually embraced a graded series of five books, as follows: 1. The Orbis Sensualium Pictus, or the World of Sense Objects Pictured. This was an illustrated primer and first reader, which appeared in 1658, and was the first illustrated book ever written for children (R. 221).

 

2. The Vestibulum (Vestibule, or gate). An easy first reader, consisting of but a few hundred of the most commonly used Latin words and sentences, with a translation into the vernacular in parallel columns. This book required about a half-year for its completion.

 

3. The Janua Linguarum Reserata, or Gate of Languages Unlocked.

This was the first of the series printed (1631), the Vestibulum

being an easy introduction to it, and the Orbis Pictus being the Janua simplified and illustrated. The Janua

contained some eight thousand Latin words, arranged in simple sentences, with the vernacular equivalent in parallel columns; included information on a variety of subjects; [7] and was a regular Noah’s Ark for vocabulary purposes. It embraced sufficient reading material and grammar for a year.

 

4. The Atrium. This was an expansion of the Janua, and treated the same topics more in detail. It was intended to be an advanced reader, based, as was the Janua, on studies about the real things of life. The vocabulary now was Latin-Latin, instead of Latin-vernacular.

 

5. The Thesaurus, which was never completed, but was planned to be a collection of graded extracts from easy Latin authors—Cornelius Nepos, Caesar, Cicero, Sallust, Vergil, Horace, Pliny—to furnish the needed reading material for the three upper years of the Latin School.

 

THE TEXTBOOKS ILLUSTRATED. Beginning in the Janua, and afterwards in the Vestibulum and Orbis Pictus as well, Comenius not only simplified the teaching of Latin by producing the best textbooks for instruction in the subject the world had ever known, but he also shifted the whole emphasis in instruction from words to things, and made the teaching of scientific knowledge and useful world information the keynote of his work. The hundred different chapters of the Janua, and the hundred and fifty-one chapters of the Orbis Pictus, were devoted to imparting information as to all kinds of useful subjects. The following selections from the chapter titles of the Orbis Pictus illustrate how large a place the new scientific studies occupied in his conception of the school: The World Birds Weaving Philosophy The Heavens Cattle Tailor Prudence Fire Fish Barber Diligence Wind Parts of Man Schoolmaster Temperance Water Flesh and Bowels Shoemaker Fortitude Clouds Chanels and Bones Carpenter Humanity Earth Senses Potter Justice Fruits Deformities Printing Consanguinity Metals Husbandry Geometry A City Trees Bees and Honey The Planets Merchandizing Herbs Butchery Eclipses A Burial Flowers Cookery Europe Religious Forms The accompanying illustrations (Figs. 126, 127) reveal the nature of the textbooks he prepared. (See also R. 221 for four additional pages of illustrations from the Orbis Pictus.) [Illustration: FIG. 126. A SAMPLE PAGE FROM THE “ORBIS PICTUS”

The illustration and Latin text is from the first edition of 1658; the English translation from the English edition of 1727.]

 

The success of these textbooks was immediate and very great. Within a short time after the publication of the Janua it had been translated into Flemish, Bohemian, English, French, German, Greek, Hungarian, Italian, Latin, Polish, Spanish, and Swedish, as well as into Arabic, Mongolian, Russian, and Turkish. The Orbis Pictus was an even greater success. [8] It went through many editions, in many languages; stood without a competitor in Europe for a hundred and fifteen years; and was used as an introductory textbook for nearly two hundred years. An American edition was brought out in New York City, as late as 1810.

 

[Illustration: FIG. 127. PART OF A PAGE FROM A LATIN-ENGLISH EDITION OF

THE “VESTIBULUM”]

 

Thousands of parents, who knew nothing of Comenius and cared nothing for his educational ideas, bought the book for their children because they found that they liked the pictures and learned the language easily from it. [9]

 

PLACE AND INFLUENCE OF COMENIUS. Comenius stands in the history of education in a position of commanding importance. He introduces the whole modern conception of the educational process, and outlines many of the modern movements for the improvement of educational procedure. What Petrarch was to the revival of learning, what Wycliffe was to religious thought, what Copernicus was to modern science, and what Bacon and Descartes were to modern philosophy, Comenius was to educational practice and thinking (R. 222). The germ of almost all eighteenth-and nineteenth-century educational theory is to be found in his work, and he, more than any one before him and for at least two centuries after him, made an earnest effort to introduce the new science studies into the school. Far more liberal than his Lutheran or Calvinistic or Anglican or Catholic contemporaries, he planned his school for the education of youth in religion and learning and to fit them for the needs of a modern world.

Unlike the textbooks of his time, and for more than a century afterward, his were free from either sectarian bigotry or the intense and gloomy atmosphere of the age.

 

Yet Comenius lived at an unfortunate period in the history of human progress. The early part of the seventeenth century was not a time when an enthusiastic and aggressive and liberal-minded reformer could expect much of a hearing anywhere in western Europe. The shock of the contest into which western Christendom had been plunged by the challenge of Luther had been felt in every corner of Europe, and the culmination of a century of warfare was then raging, with all the bitterness and brutality that a religious motive develops. Christian Europe was too filled with an atmosphere of suspicion and distrust and hatred to be in any mood to consider reforms for the improvement of the education of mankind. As a result the far-reaching changes in method formulated by Comenius made but slight impression on his contemporaries; his attempt to introduce scientific studies awakened suspicion, rather than interest; and the new method which he formulated in his Great Didactic was ignored and the book itself was forgotten for centuries. His great influence on educational progress was through the reform his textbooks worked in the teaching of Latin, and the slow infiltration into the schools of the scientific ideas they contained. As a result, many of the fundamentally sound reforms for which he stood had to be worked out anew in the nineteenth century. It is sad to contemplate how far our western world might have been advanced in its educational organization and scientific progress, by the close of the eighteenth century, had it been in a mood to receive and utilize the reforms in aims and methods, and to accept the new scientific subject-matter, proposed and worked out by this far-sighted Moravian teacher. Religious bigotry has, in all lands and ages, proved itself one of the most serious of all obstacles in the path of human progress.

 

IV. REALISM AND THE SCHOOLS

 

THE VERNACULAR SCHOOLS. The ideas for which the realists just described had stood were adopted in the people’s schools but slowly, and came only after long waiting. The final incorporation of science instruction into elementary education did not come until the nineteenth century, and then was an outgrowth of the reform work of Pestalozzi on the one hand, and the new social, political, economic, and industrial forces of a modern world on the other.

 

The Peace of Westphalia (1648), which closed a century of bitter and vindictive religious warfare, was followed by another century of hatred, suspicion, and narrow religious intolerance and reaction. All parties now adopted an extremely conservative attitude in matters of religion and education, and the protection of orthodoxy became the chief purpose of the school. Reading, religion, a little counting and writing, and, in Teutonic lands, music, came to constitute the curriculum of such elementary vernacular schools as had come to exist, and the religious Primer and the Bible became the great school textbooks. The people were poor, much of Europe was impoverished and depopulated as a result of long-continued religious strife, the common people still occupied a very low social position, there were as yet no qualified teachers, and no need for general education aside from religion. Still more, during more than a thousand years the Church had established the tradition of providing free education, and when the governing authorities of the States which turned to Protestantism had taken from the Church both the opportunity to continue the schools and the wealth with which to maintain them, they were seldom willing to tax themselves to set up institutions to continue the work formerly done gratis by the Church. In consequence, regardless of Protestant educational theory as to the need for general education, but little progress in providing vernacular schools was made during the whole of the seventeenth and eighteenth centuries.

 

Here and there in Teutonic lands, however, the new studies found an occasional patron. In 1619 schools were organized for the little Duchy of Weimar (p. 317) by a pupil of Ratke, and sense realism was given a place in them. The schoolmaster, Andreas Reyher, who in 1642 drew up the Schule Methodus “the actual title of that book was ‘Schulmethodus” for Duke Ernest of Saxe-Gotha and Altenburg, was familiar with the work of both Ratke and Comenius, and made provision for instruction in “the natural and useful sciences” (R. 163) for Duke Ernest’s children. Here and there a few other attempts to provide schools and add instruction in the new Realien

were made. The number of such attempts was not large, but their work was influential, and as a result vernacular schools and science instruction finally became established among German-speaking peoples before they did in any other land.

 

THE SECONDARY SCHOOLS. The influence of Milton’s Tractate on the nonconformist Academies of England has been traced, and the transfer of the idea of instruction in the new mathematical, scientific, literary, historical, and political subjects to the new American Academies has been mentioned. That these new studies also entered into the education of a gentleman in England and France, under the private-tutor and the courtly-academy system, and were copied from the French and constituted a large part of the instruction organized for the Ritterakademieen of the numerous court cities in German lands, has also been mentioned. In both England and France such private instruction exerted but little influence on the existing Latin grammar schools, and in consequence the schools of both countries remained largely unchanged in direction and purpose until the second half of the nineteenth century. In German lands the Ritterakademieen idea experienced a further development, which proved to be of large importance for the future of German education.

 

FRANCKE’S “INSTITUTIONS.” With the introduction of French ideas and training into the German courts, French skepticism in matters of religion developed in the court circles. Under the influence of a pious Lutheran clergyman, Philip Spener (1635-1705), who tried to emphasize religion as an affair of the heart rather than the head; and especially as a result of the work of his spiritual successor, Augustus Hermann Francke, a movement arose in German lands, during the closing years of the seventeenth century, which became known as Pietism. [10] Disgusted with the lifeless and insincere religion of the time, these two strove to substitute a religion of both head and heart. In 1695, moved by pity for the poor, Francke established at Halle the first of his famous “Institutions,”—a