DOCSLIB.ORG

University Microfilms International 300 North Zeeb Road Ann Arbor, Michigan 48106 USA St

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
University Microfilms International 300 North Zeeb Road Ann Arbor, Michigan 48106 USA St EDUCATION IN EIGHTEENTH-CENTURY FRENCH AND ENGLISH PERIODICALS (1700-1789) Item Type text; Dissertation-Reproduction (electronic) Authors Varney, Marsha Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 05/10/2021 17:11:32 Link to Item http://hdl.handle.net/10150/298873 INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upcn the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1.The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation. Silver prints of "photographs" may be ordered at additional charge by writing the Order Department, giving the catalog number, title, author and specific pages you wish reproduced, 5. PLEASE NOTE: Some pages may have indistinct print. Filmed as received. University Microfilms International 300 North Zeeb Road Ann Arbor, Michigan 48106 USA St. John's Road, Tyler's Green Hrflh Wycombo, Bucks, England HP10 8HR 7324363 VARNEY# MARSHA EDUCATION IN EIGHTEENTH-CENTURY FRENCH AND ENGLISH PERIODICALS (1700-1789), THE UNIVERSITY OF ARIZONA, PH.D., 1978 University. Micrdfilms International 300 n. zeeu moad, amn arboh, mmhiog © 1978 MARSHA VARNEY ALL RIGHTS RESERVED EDUCATION IN EIGHTEENTH-CENTURY FRENCH AND ENGLISH PERIODICALS (1700-1789) by Marsha Varney A Dissertation Submitted to the Faculty of the DEPARTMENT OF ROMANCE LANGUAGES In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY WITH A MAJOR IN FRENCH In the Graduate College THE UNIVERSITY OF ARIZONA 19 7 8 Copyright 1978 Marsha Varney THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE I hereby reconanend that this dissertation prepared under my direction by Marsha Varney entitled Education in Eighteenth-Century French and English Periodicals (1700-1789) be accepted as fulfilling the dissertation requirement for the degree of Doctor of Philosophy . Af«/f7: /'!7^ Dissertation Director U Date / As members of the Final Examination Committeet we certify that we have read this dissertation and agree that it may be presented for final defense. P _j V-—o—i\ | v<\ *7 & 7 /W i <ihk- rMd/faiMd A/ Mjjid Final approval and acceptance of this dissertation is contingent on the candidate's adequate performance and defense thereof at the final oral examination. STATEMENT BY AUTHOR This dissertation has been submitted in partial fulfillment of requirements for an advanced degree at The University of Arizona and is deposited in the University Library to be made available to borrowers under rules of the Library. Brief quotations from this dissertation are allowable without special permission, provided that accurate acknowledgment of source is made. Requests for permission for extended quotation from or reproduction of this manuscript in whole or in part may be granted by the copyright holder. SIGNED: vCLh^Y TABLE OF CONTENTS Page LIST OF TABLES ' vi LIST OF ILLUSTRATIONS vii ABSTRftCT viii CHAPTER I. INTRODUCTION 1 II. LE CRI DE LA NATURE, LA VOIX DE LA RAISON; EDUCATIONAL THEORY 8 England 8 Book Learning and Right Thinking 9 Moral Aims 14 Practicality 16 The Creative Imagination 22 France 24 Learning Theories 1 26 Definitions 31 Class Distinctions 35 The Monarch's Role 39 Prizes 40 Aims 41 III. A MIXED HERD OF BOYS; THE SCHOOLS 45 - School or Tutor? 49 New Schools and Reforms 55 Discipline 61 School Life 73 IV. BIRCHEN-SCEPTER'D MONARCH; THE SCHOOLMASTER 97 Salaries and Status 97 Education and Training 102 Finding Work 105 The Teacher's Role 107 The Faults of a Poor Teacher 112 The Character of a Good Teacher 126 iii iv TABLE OF CONTENTS—Continued Page V. TEACH BY NATURE; CURRICULA AND METHODS 135 Curricula and Methods in the Schools 136 Prizes 150 Books Offering General Courses of Study 150 Criticisms of Educational Systems and Methods 158 Proposed Reforms 167 VI. DIGNITY AND REFINEMENT; THE BELLES LETTRES 177 Eloquence, Rhetoric, Logic 180 Penmanship 182 Languages 183 Latin and Greek, Hebrew 185 English . 197 French 199 Italian, German 205 VII. UTILITY AND BEAUTY; SCIENCE AND THE ARTS 208 Agriculture and Botany ' 216 Medicine 218 Geography 219 Mathematics 226 Drawing, Painting, Sculpture 228 Architecture 231 Music 233 VIII. CULTIVATING VIRTUE; MORAL ASPECTS OF EDUCATION 236 Religious Academies, Sunday Schools, Moral Societies 237 Methodology 239 Books for Children 246 Monsieur Berquin 249 Learning to Read and Write 253 The Theater 259 History' 263 Textbooks: Aims and Methods 263 Course Content and Method 267 The Citizen in Society 270 The Parents' Role 275 Censorship 278 Satire of the Corruption of Society 280 V TABLE OF CONTENTS—Continued Page IX. SPECIAL EDUCATION, PART I: GOD BLESS YOU, GENTLEMEN, • GOD BLESS YOU; CHARITY EDUCATION, MILITARY EDUCATION, EDUCATION FOR THE HANDICAPPED 285 Charity Education 285 Military Education 300 Education for the Handicapped 311 X. SPECIAL EDUCATION, PART II; MY MIND FAILED IN PERFORMING THE PROMISES OF MY FACE; EDUCATION FOR WOMEN 323 Suggestions for Improving Women's Education 325 Boarding Schools 329 Role Distinctions 332 Books and Study Courses for Women 337 Women as Educators 344 Madame d'Epinay 347 Madame de Genlis 349 XI. SPECIAL EDUCATION, PART III; THE ENCYCLOPEDIST SPIRIT; ADULT EDUCATION 358 The Periodicals as Educators 358 Chemistry, Anatomy, Surgery, Physiology 362 Physics 367 Mathematics 369 History and Geography 373 Law, Trade, and Business 375 Modern Languages 377 Music 386 XII. CONCLUSION - 388 APPENDIX A. EIGHTEENTH-CENTURY FRENCH AND ENGLISH PERIODICALS IN THE UNIVERSITY OF ARIZONA LIBRARY {IN PUBLICATION BETWEEN 1700 AND 1789) 398 APPENDIX B. BOOKS AND ARTICLES ABOUT EDUCATION PUBLISHED IN FRANCE AND ENGLAND (1700-1789) 405 LIST OF REFERENCES 452 LIST OF TABLES Table Page 1. Schoolmaster 113 2. Curricula of the Boarding Schools 145 vi LIST OP ILLUSTRATIONS Figure Page 1. A Table of London Charity Schools 290 vii ABSTRACT Editors, educators, reviewers, men of letters, and readers all contribute to the special perspective of education we receive from eighteenth-century periodicals published between 1700 and 1789. The information they furnish is largely in the form either of articles and letters in the essay sections or reviews of new books on education, with some comment from the news departments and a fair representation from aspiring poets. They tell us about everything from general theories of education and general methodology and curriculum to plans for teaching specific subject matter in the belles lettres and the arts and sciences. Articles and advertisements describe life in the'schools disciplinary and administrative problems, and countless ways to instill morality into the young. Contributors praise or castigate school­ masters, criticize practices of the time, often propose reforms, and generally reveal themselves possessors of the increasing middle class concern for practicality. An examination of the material tends to encourage support for the position of those historians who take an optimistic view of eighteenth-century education, especially given the high proportion of articles about types of special education. What was said about charity military, and adult education, as well as education for women and the handicapped is presented in considerable detail in this study. The two magazines which receive the most attention are the Mercure de France and the Gentleman's Magazine, due to their very long viii ix runs, but others are represented also, such as the Present State of Europe, The Spectator, The London Magazine, and the Nouvelles de la Republique des Lettres. Two appendices may be useful for others working in eighteenth-century education or with the early periodicals. Appendix A is a list of French and English periodicals published between 1700 and 1789 which are in The University of Arizona Library; the holdings for the English periodicals are much more extensive. Appendix B (46 pages) lists categorically
Load more

Recommended publications
  • Stichwortdatei
    Stichwortdatei 7.1 Universität und einzelne Wissenschaftsdisziplinen, Studienvorbereitung, Studierfähig- keit, wissenschaftliche Grundbildung, Akademien 1506‒1650 1506 Wallner Julius: Geschichte des Convictes zu Olmütz von der Gründung bis zur Vereinigung mit der k.k.There- sianischen Akademie in Wien (1506–1782), Brünn 1902 1543 Flathe, Theodor: St.Afra, Geschichte der Fürstenschule zu Meißen (1543), Leipzig 1879 1550 Tönnies, Paul: Die Fakultätsstudien zu Düsseldorf von der Mitte des XVI. bis zum Anfang des XIX,Jahrhun- derts (1550). Ein Beitrag zur Geschichte des Unterrichtswesens in Jülich–Berg (2 Teile), Düsseldorf 1884/1887 *Die Fakultätsstudien waren Aufgabe des akademischen Gymnasiums, das selbständig war und Fakultätscharak- ter hatte im Blick auf die Studienfächer Philosophie, Jura, Medizin* 1580 Hümmer, Friedrich Carl: Das von Erzbischof Julius gestiftete Seminarium Nobilium zu Würzburg (1580), Würz- burg 1905 1620 Dornavi, Caspar: Ulysses scholasticos S. de erroribus qui in scholis trivialibus admittuntur, Hannovae 1620 bei Negelein, J. Ulisses .... litterata, Norimbergae 1726 beygedruckt S.61ff. *Über die Fehler, die bei der Unterrich- ung der Fächer des Triviums gemacht werden* [W.H. Das Trivium: Grammatik, Rhetorik und Dialektik waren zunächst Gegenstand des Unterrichts in den Kloster– und Lateinschulen, wurden später Aufgabe der Artistenfakul- tät in den Universitäten] 1622 Clapmari, Arnoldi: Nobile Triennium. Quomodo Studiosus humaniorum litterarum triennio Animam juste ac Sermonem feliciter excolere possit, Giessae 1622
    [Show full text]
  • Prussian Education System
    Prussian education system The Prussian education system refers to the system of education established in Prussia as a result of educational reforms in the late 18th and early 19th century, which has had widespread influence since. It is predominantly used as an American political slogan in educational reform debates, since it was adopted by all American K–12 public schools and major universities as early as the late 18th century, and is often used as a derogatory term for education in the service of nation-building, teaching children and young adults blind obedience to authority, and reinforcing class and race prejudice.[1] The actual Prussian education system was introduced as a basic concept in the late 18th century and was significantly enhanced after Prussia's defeat in the early stages of the Napoleonic Wars. The Prussian educational reforms inspired other countries and remains important as a biopower in the Foucaultian sense for nation-building.[2] Compulsory education on the Prussian example was soon mirrored in Scandinavia, and United States started to adopt the Prussian example. Early American adopters include Daniel Coit Gilman, who set up The General Education Board, later renamed The Rockefeller Foundation, and first president of Johns Hopkins, John Dewey at the University of Chicago, James McKeen Cattell at The University of Pennsylvania and Columbia University, Henry Philip Tappan at The University of Michigan, James Earl Russell at the New York College for the Training of Teachers, and many more. France and the UK failed to introduce similar systems until the 1880s. Johann Julius Hecker memorial in The term itself is not used in German literature, which refers to the primary aspects Berlin honors him founding the first prussian teachers seminary in 1748, of the Humboldtian education ideal respectively as the Prussian reforms; however, Heckers bust thrones over a future the basic concept remains fruitful and has led to various debates and controversies.
    [Show full text]
  • Mass Vocational Education and Training in Europe
    04 05 16 TI-68-05-769-EN-C This investigation forms part of the project entitled ‘A European History of Vocational Education and Training’ launched by the European Centre for the Development of Vocational Training, which has so far consisted of a conference held in 2002 and an exhibition. The book contains an overview of the historical development of mass vocational training in Europe during the 19th century — as distinct from academic education. The second half comprises a historical analysis of the three ‘classic’ training systems in England, France and Germany in the first half of the 20th century. Mass vocational education and training in Europe Classical models of the 19th century and training in England, France and Germany during the first half of the 20th Mass vocational education and training in Europe Classical models of the 19th century and training in England, France and Germany during the first half of the 20th European Centre for the Development of Vocational Training Europe 123, GR-570 01 Thessaloniki (Pylea) Postal address: PO Box 22427, GR-551 02 Thessaloniki Tel. (30) 23 10 49 01 11, Fax (30) 23 10 49 00 20 E-mail: [email protected] Homepage: www.cedefop.eu.int Interactive website: www.trainingvillage.gr Free of charge – On request from Cedefop 5157 EN ISBN 92-896-0417-4 EN Mass vocational education and training in Europe Classical models of the 19th century and training in England, France and Germany during the first half of the 20th Wolf-Dietrich Greinert Cedefop Panorama series; 118 Luxembourg: Office for Official Publications of the European Communities, 2005 A great deal of additional information on the European Union is available on the Internet.
    [Show full text]
  • 445 Copyright © 2019 by Academic Publishing House Researcher S.R.O
    European Journal of Contemporary Education, 2019, 8(2) Copyright © 2019 by Academic Publishing House Researcher s.r.o. All rights reserved. Published in the Slovak Republic European Journal of Contemporary Education E-ISSN 2305-6746 2019, 8(2): 445-453 DOI: 10.13187/ejced.2019.2.445 www.ejournal1.com WARNING! Article copyright. Copying, reproduction, distribution, republication (in whole or in part), or otherwise commercial use of the violation of the author(s) rights will be pursued on the basis of international legislation. Using the hyperlinks to the article is not considered a violation of copyright. The German System of Public Education in the Period between the 15th and early 20th centuries. Part 1 Anvar M. Mamadaliev a , b , *, Sergey D. Ludwig c, Natal'ya V. Miku d, Aude Médico e a International Network Center for Fundamental and Applied Research, Washington, USA b Volgograd State University, Volgograd, Russian Federation c Plekhanov Russian University of Economics, Russian Federation d Penza State University of Architecture and Construction, Penza, Russian Federation e University of Geneva, Geneva, Switzerland Abstract This paper explores the origins of the German public education system. This part of the work provides an analysis of the formation process of the German primary education system between the 15th and 18th centuries. Also, this paper explores the use of philosophical approaches in German education, and examines the impact of Protestantism on the process of creation of the German primary education system. The study is grounded on a body of related research and special literature. In effect, its methodological basis is based on the principles of historicism, research objectivity, and systemicity, which are traditional in historiography.
    [Show full text]
  • Scholars, Travelers, and Religious People: the Reach of the Curiosity Cabinet at the Pietist Francke Foundations in Halle
    H-Ideas Scholars, Travelers, and Religious People: The Reach of the Curiosity Cabinet at the Pietist Francke Foundations in Halle Blog Post published by Anja-Silvia Goeing on Wednesday, August 29, 2018 Blog Post Author: Anja-Silvia Goeing Image 1: Gottfried August Gründler: Die Franckeschen Stiftungen zu Halle, 1749 Copper engraving, physical location unknown. Licence: Public Domain https://de.wikipedia.org/wiki/Datei:Franckesche_Stiftungen_1749.jpg (accessed August 29, 2018) In the wake of the revival of the Francke Foundations in Halle on the Saale in 1992, a town close to Berlin in the former East Germany, the curiosity cabinet of the pietist school and orphanage was restored. In the 18th century, the Francke Citation: Anja-Silvia Goeing. Scholars, Travelers, and Religious People: The Reach of the Curiosity Cabinet at the Pietist Francke Foundations in Halle. H-Ideas. 08-29-2018. https://networks.h-net.org/node/6873/blog/2282946/scholars-travelers-and-religious-people-reach-curiosity-cabinet-pietist Licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. 1 H-Ideas Foundations comprised a conglomerate of schools for students of all abilities and social backgrounds. Image 2: Gottfried August Gründler: The Historic Orphanage of the Franckeschen Stiftungen zu Halle, 1749 Copper engraving, physical location unknown. Licence: Public Domain https://en.wikipedia.org/wiki/File:FranckescheStiftungen_3.jpg (accessed August 29, 2018) The room that contains the collection, in fact, the attic of the Orphanage, is now in a state similar to that of about 1741, when it was set up with beautifully decorated display cabinets (Müller-Bahlke, 1997, 1998, 2012).
    [Show full text]
  • “Das Schulwesen Aber Ist Und Bleibet Allezeit Ein Politicum”: the Felbiger General School Ordinance and School Reform in the Eighteenth-Century Habsburg Monarchy
    2 “Das Schulwesen aber ist und bleibet allezeit ein politicum”: The Felbiger General School Ordinance and School Reform in the Eighteenth-Century Habsburg Monarchy Martin Viehhauser On December 6, 1774, Austrian Empress Maria Teresa signed a school act that made elementary schooling compulsory for all children from age six to twelve in the hereditary lands of the Habsburg Empire. Te school act, consisting of 24 paragraphs, became known as Allgemeine Schulordnung (General School Ordinance) and was mainly formulated by Johann Ignaz Felbiger (1724–1788), a Catholic abbot from Silesia, a region of mixed Catholic and Protestant creeds that was conquered by Prussia in the mid-eighteenth century.1 Te ordinance’s core con- cern was frst and foremost the literacy of the people. Reading, writ- ing, arithmetic, and, of course, religious education were among the main subjects to be taught, with additional subjects for city schools. However, at the same time—and when observed within the contempo- rary historical context—the school act was a tool to integrate the diverse dominions of the empire into one political sphere. From the perspec- tive of state-building, which in this chapter will be the main framework for my interpretation of the ordinance, the school act helped to limit M. Viehhauser (*) Fribourg University of Teacher Education, Fribourg, Switzerland e-mail: [email protected] © Te Author(s) 2019 17 J. Westberg et al. (eds.), School Acts and the Rise of Mass Schooling, https://doi.org/10.1007/978-3-030-13570-6_2 18 M. Viehhauser the political infuence of the Catholic Church and to install a political system via the institutionalization of public elementary schooling.
    [Show full text]
  • Thesis-1958R-H595f.Pdf (5.883Mb)
    Name:. Geral d B. Heusel Date of Degree: August 2, 195G Institution: Oklahoma State University Location: Stillwater, Oklahoma Title of Study : A FORM OF PERSONNEL ORGANIZATION I N A WOODWORKING SHOP Pages in Study: 40 Candidate for Degree of Master of Science Wajor Field : Industrial Arts Purpose of the Report: This report has been developed by the writer in order to facilitate a better organization and to present thls as a guide for others to follow in organizing the personnel in a wood­ working shop so as to reduce the many administrative duties and reports that does not allow the instructor sufficient time to teach successfully. Conclusions: This organizational plan contributes directly to increased educational values in Industrial Arts subjects. This type of plan develops cooperation in working together for the common good of all and it familiarizes the student with the type of or~anization t hat is commonly used in industrial plant management. The student learns to respect authority and to understand the problems that the employer and employee face in real life situations. It should eliminate most disciplinary problems, waste of time, waste of materials, loss of tools, and help to develop in the student, a habit of order, system, neatness, and responsibility. This report contains a list of de­ tailed duties of each officer, Superintendent, Assistant Superin­ tendent, Tool Cabinet Foreman, Safety Engineer, Material Foreman, Finishing Room Foreme.n ., in t he organization with an explanation a s to how each fits into the pl an. It tends to be democratic i n f unc­ t i on and principle a.s well a.s developi ng l eader shi p and furnishing good charact er traini ne; .
    [Show full text]
  • A History of Education for Nevada Homeschools
    School, Education, Homeschooling and Nevada Frank Schnorbus Nevada Homeschool Network, Chair March 25, 2010 1 Ecclesiastes 1:9 – 11 What has been will be again, what has been done will be done again; there is nothing new under the sun. Is there anything of which one can say, “Look! This is something new”? It was here already, long ago; it was here before our Fme. There is no remembrance of men of old, and even those who are yet to come will not be remembered by those who follow. Proverbs 4:1 – 5 Listen, my sons, to a father’s instruction; pay attention and gain understanding. I give you sound learning, so do not forsake my teaching. When I was a boy in my father’s house, still tender, and an only child of my mother, he taught me and said, Lay hold of my words with all your heart; keep my commands and you will live. Get wisdom, get understanding; do not forget my words or swerve from them. 2 Pinky: “Gee, Brain, what do you want to do tonight?” The Brain: “The same thing we do every night, Pinky – try to take over the world!” ARE YOU PONDERING WHAT I’M PONDERING? Why do YOU educate your child? Who knows your child best? Where do parental rights fit in? Why can’t homeschoolers be leI alone? What does the word “educate” mean to you? Whose business is your child’s educaLon? Why should educaLng a child take a “professional”? What is the difference between educaLon and school? Why wouldn’t “professionals” appreciate homeschooling? What is the state’s interest in seeing that children are educated? When will homeschooling be “safe” from restricLve laws? Why do homeschoolers do beOer than other types of schools? What does the word “beOer” mean? Would it maOer if homeschoolers didn’t do beOer? What about parents who don’t educate their children? What did previous American generaLons do? Wasn’t school always the way it is today? Who is ulLmately responsible for your child’s educaLon? Will educaLon as we know it today ever change? Why is it important for homeschoolers to be vigilant? 3 (Courtesy of Dr.
    [Show full text]