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A History of Education in Modern Times Dear Reader, This book was referenced in one of the 185 issues of 'The Builder' Magazine which was published between January 1915 and May 1930. To celebrate the centennial of this publication, the Pictoumasons website presents a complete set of indexed issues of the magazine. As far as the editor was able to, books which were suggested to the reader have been searched for on the internet and included in 'The Builder' library.' This is a book that was preserved for generations on library shelves before it was carefully scanned by one of several organizations as part of a project to make the world's books discoverable online. Wherever possible, the source and original scanner identification has been retained. Only blank pages have been removed and this header- page added. The original book has survived long enough for the copyright to expire and the book to enter the public domain. A public domain book is one that was never subject to copyright or whose legal copyright term has expired. Whether a book is in the public domain may vary country to country. Public domain books belong to the public and 'pictoumasons' makes no claim of ownership to any of the books in this library; we are merely their custodians. Often, marks, notations and other marginalia present in the original volume will appear in these files – a reminder of this book's long journey from the publisher to a library and finally to you. Since you are reading this book now, you can probably also keep a copy of it on your computer, so we ask you to Keep it legal. Whatever your use, remember that you are responsible for ensuring that what you are doing is legal. Do not assume that just because we believe a book to be in the public domain for users in Canada, that the work is also in the public domain for users in other countries. Whether a book is still in copyright varies from country to country. Please do not assume that a book's appearance in 'The Builder' library means it can be used in any manner anywhere in the world. Copyright infringement liability can be quite severe. The Webmaster THE MACMILLAN COMPANY NEW YORK BOSTON CHICAGO DALLAI ATLANTA SAN FRANCISCO MACMILLAN & CO., LIMITED LONDON BOMBAY CALCUTTA MELBOURNE THE MACMILLAN CO. OF CANADA, LTD. TORONTO A HISTORY OF EDUCATION IN MODERN TIMES BY FRANK PIERREPONT GRAVES, PH.D. PROFESSOR OF THE HISTORY OF EDUCATION IN THE UNIVERSITY OF PENNSYLVANIA. FORMERLY PROFESSOR OF THE HISTORY OF EDUCATION IN THE UNIVERSITY OF MISSOURI AND IN OHIO STATE UNIVERSITY Nrro $nrk THE MACMILLAN COMPANY 1917 All righ's reserved COPYRIGHT, 1913, BY THE MACMILLAN COMPANY. Set up and electrotyped. Published December, 1913. Reprinted April, December, 1914 ; July, 1915; April, 1917. Nottooofi $rr9: Berwick & Smith Co., Norwood, Mass., U.S.A. Education / '.-. "/ / TO JAMES ROWLAND ANGELL TEACHER AND FRIEND 9SG759 PREFACE The present work is a continuation of A History of Education before the Middle Ages and A History of Educa- tion during the Middle Ages and the Transition to Modern Times. In a measure it covers the same period as the Great Educators of Three Centuries; but, as indicated in the preface to that book, the purpose and method of approach of the two works are quite different. The biographical material has here been reduced to a mini- mum; more attention is given to general educational movements than to individual reformers and an ; attempt has been made to select and interpret the facts of the successive chapters in such a way as to form a connected narrative, and to furnish a suitable historical and social perspective. To obtain such a setting, it has seemed well to interweave a certain amount of political history. Owing, however, to the extent and ramifications of modern historical movements, such ancillary matter has proved less tractable and illuminating, and has been given less prominence than in the preceding volumes. And while I have continued to view the educational process from the standpoint of the development of individualism, the greater complexity of the subject-matter and a due respect for the facts have saved me from taking this interpretation too seriously. Save for the brief initial and concluding chapters, there is little express reference to it. vii Vlli PREFACE More striking characteristics of the book will probably be found in the emphasis laid upon educational institu- tions and practices, rather than upon theoretical develop- ment; and in the larger place given to American educa- tion. The account of each educational movement has included at least an attempt to trace its influence upon the content, method, and organization of education in this country, while three chapters have been devoted exclusively to the rise of our educational system. For this somewhat special point of view, I trust that no apology is needed, as the book is intended primarily for use in the United States, and will be of service to our teachers largely as it succeeds in focusing the educational progress of this country. It will be quite possible, however, for those readers in England and other coun- tries, who have been so hospitable in their reception of my former works, to neglect or curtail these parts of the book, and still have a body of material sufficient to represent satisfactorily the history of education during the past two centuries. While this book has been written to complete a series of three volumes and render them available for use as a continuous text in courses upon the history of education, it can be used quite independently of the previous pub- lications. By itself it may serve as a reading circle adoption, a text-book, or a work of reference. In institutions where only a term or a semester can be afforded the history of education, or where the teacher holds that there is little material of significance to American education prior to the eighteenth century, it is hoped that it may fill a long-felt want. But whatever the particular purpose it may be made to serve, the PREFACE ix liberal citation of sources and the selected lists of supple- mentary reading should prove of considerable value. In preparing this volume for press, 1 have received help from several quarters. For rendering more accurate my descriptions of educational administration in Europe (Chapter IX) and of the modern scientific movement (Chapter X), I am greatly indebted to Professor F. E. Farrington of Columbia University and to Professor G. R. Twiss of the Ohio State University respectively. I owe a more extensive debt to Professor J. H. Coursault of the University of Missouri, Professor A. J. Jones of the University of Maine, and Professor W. H. Kilpatrick of Columbia University, who have read through practically my entire manuscript, and suggested a wide variety of changes. Likewise my wife, Helen Wadsworth Graves, has been ever at hand to advise and assist me. F. P. G. PHILADELPHIA, November, 1913. CONTENTS CHAPTER I PAGE THE MISSION OF THE EIGHTEENTH CENTURY . i The Eighteenth Century as a Period of Individualism. The Development of Socialization. The Two Epochs in the Eighteenth Century. CHAPTER II NATURALISM IN EDUCATION ...... 5 The Training and Times of Rousseau. Rousseau's Earlier Works. Purpose of the Emile. The Five Books of the Emilc. Merits and Defects of the Emile. The Break with Social Traditions. The Social Movements in Modern Education. The Scientific Movement in Modern Education. The Psychological Movements in Modern Education. The Spread of Rousseau's Doc- trines. Development of Basedow's Educational Re- forms. Course and Methods of the Philanthropinum. Influence of the Philanthropinum. CHAPTER III PHILANTHROPY IN EDUCATION . -35 English Social and Educational Conditions in the Eighteenth Century. The Foundation of 'Charity Schools.' The Schools of the Society for the Promotion of Christian Knowledge. Other British Charity Schools. The Schools of the Society for the Propagation of the Gospel. Charity Schools among the Pennsylvania Germans. The 'Sunday School' Movement in Great Britain and the United States. The 'Monitorial' Sys- xi xii CONTENTS PAGE tern in England and America. 'Infant Schools' in France, Great Britain, and the United States. 'Primary Schools' in Boston. 'Infant Schools' in New York and Other Cities. The Importance of Philanthropic Educa- tion. CHAPTER IV RISE OF THE COMMON SCHOOL IN AMERICA . .78 Gradual Development of Public Education in the United States. Conditions in Europe from which Amer- ican Education Developed. Early Education in the South. Virginia as the Type of Aristocratic Education. Peculiarities in the Other Southern Commonwealths. The Parochial Schools and Further Development in the Colony and State of New York. New York City. De- velopment in Pennsylvania. Early Education in New Jersey and Delaware. Decline of Education in Massa- chusetts. Similar History of Other New England States. Early Organization of Education in Rhode Island. Extension of Educational Organization to the Northwest. Common Schools Prior to the Awakening. CHAPTER V OBSERVATION AND INDUSTRIAL TRAINING IN EDUCATION . 1 20 Pestalozzi as the Successor of Rousseau. Pcstalozzi's Industrial School at Neuhof. Leonard and Gertrude. His School at Stanz and the Observational Methods. The 'Institute' at Burgdorf. II ow Gertrude Teaches Her Children. The 'Institute' at Yverdon. Pesta- lozzi's Educational Aim. His General Method. The Permanent Influence of Pestalozzi. The Spread of Pes- talozzianism through Europe. Pestalozzianism in the United States. Pestalozzi's Industrial Training Con- tinued by Fellcnberg. The Institutions at Hofwyl. Fellenberg's Educational Aim and Course. Industrial Training in the Schools of Europe. Industrial Institu- tions in the United States. CONTENTS xiii CHAPTER VI PAGE THE COMMON SCHOOL REVIVAL IN NEW ENGLAND . .165 Location, Time, and Scope of the Revival.
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