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THE HISTORY OF EDUCATION
EDUCATIONAL PRACTICE AND PROGRESS CONSIDERED AS A PHASE OF THE DEVELOPMENT
AND SPREAD OF WESTERN CIVILIZATION
BY
ELLWOOD P. CUBBERLEY
TO MY WIFE
FOR THIRTY YEARS BEST OF COMPANIONS IN BOTH WORK AND PLAY
PREFACE
The present volume, as well as the companion volume of _Readings_, arose
out of a practical situation. Twenty-two years ago, on entering Stanford
University as a Professor of Education and being given the history of the
subject to teach, I found it necessary, almost from the first, to begin
the construction of a Syllabus of Lectures which would permit of my
teaching the subject more as a phase of the history of the rise and
progress of our Western civilization than would any existing text. Through
such a study it is possible to give, better than by any other means, that
vision of world progress which throws such a flood of light over all our
educational efforts. The Syllabus grew, was made to include detailed
citations to historical literature, and in 1902 was published in book
form. In 1905 a second and an enlarged edition was issued, [1] and these
volumes for a time formed the basis for classwork and reading in a number
of institutions, and, though now out of print, may still be found in many
libraries. At the same time I began the collection of a series of short,
illustrative sources for my students to read.
It had been my intention, after the publication of the second edition of
the Syllabus, to expand the outline into a Text Book which would embody my
ideas as to what university students should be given as to the history of
the work in which they were engaged. I felt then, and still feel, that the
history of education, properly conceived and presented, should occupy an
important place in the training of an educational leader. Two things now
happened which for some time turned me aside from my original purpose. The
first was the publication, late in 1905, of Paul Monroe's very
comprehensive and scholarly _Text Book in the History of Education_, and
the second was that, with the expansion of the work in education in the
university with which I was connected, and the addition of new men to the
department, the general history of education was for a time turned over to
another to teach. I then began, instead, the development of that
introductory course in education, dealing entirely with American
educational history and problems, out of which grew my _Public Education
in the United States_.
The second half of the academic year 1910-11 I acted as visiting Lecturer
on the History of Education at both Harvard University and Radcliffe
College, and while serving in this capacity I began work on what has
finally evolved into the present volume, together with the accompanying
book of illustrative _Readings_. Other duties, and a deep interest in
problems of school administration, largely engaged my energies and writing
time until some three years ago, when, in rearranging courses at the
university, it seemed desirable that I should again take over the
instruction in the general history of education. Since then I have pushed
through, as rapidly as conditions would permit, the organization of the
parallel book of sources and documents, and the present volume of text.
In doing so I have not tried to prepare another history of educational
theories. Of such we already have a sufficient number. Instead, I have
tried to prepare a history of the progress and practice and organization
of education itself, and to give to such a history its proper setting as a
phase of the history of the development and spread of our Western
civilization. I have especially tried to present such a picture of the
rise, struggle for existence, growth, and recent great expansion of the
idea of the improvability of the race and the elevation and emancipation
of the individual through education as would be most illuminating and
useful to students of the subject. To this end I have traced the great
forward steps in the emancipation of the intellect of man, and the efforts
to perpetuate the progress made through the organization of educational
institutions to pass on to others what had been attained. I have also
tried to give a proper setting to the great historic forces which have
shaped and moulded human progress, and have made the evolution of modern
state school systems and the world-wide spread of Western civilization
both possible and inevitable.
To this end I have tried to hold to the main lines of the story, and have
in consequence omitted reference to many theorists and reformers and
events and schools which doubtless were important in their land and time,
but the influence of which on the main current of educational progress
was, after all, but small. For such omission I have no apology to make. In
their place I have introduced a record of world events and forces, not
included in the usual history of education, which to me seem important as
having contributed materially to the shaping and directing of intellectual
and educational progress. While in the treatment major emphasis has been
given to modern times, I have nevertheless tried to show how all modern
education has been after all a development, a culmination, a flowering-out
of forces and impulses which go far back in history for their origin. In a
civilization such as we of to-day enjoy, with roots so deeply embedded in
the past as is ours, any adequate understanding of world practices and of
present-day world problems in education calls for some tracing of
development to give proper background and perspective. The rise of modern
state school systems, the variations in types found to-day in different
lands, the new conceptions of the educational purpose, the rise of science
study, the new functions which the school has recently assumed, the world-
wide sweep of modern educational ideas, the rise of many entirely new
types of schools and training within the past century--these and many
other features of modern educational practice in progressive nations are
better understood if viewed in the light of their proper historical
setting. Standing as we are to-day on the threshold of a new era, and with
a strong tendency manifest to look only to the future and to ignore the
past, the need for sound educational perspective on the part of the
leaders in both school and state is given new emphasis.
To give greater concreteness to the presentation, maps, diagrams, and
pictures, as commonly found in standard historical works, have been used
to an extent not before employed in writings on the history of education.
To give still greater concreteness to the presentation I have built up a
parallel volume of _Readings_, containing a large collection of
illustrative source material designed to back up the historical record of
educational development and progress as presented in this volume. The
selections have been fully cross-referenced (R. 129; R. 176; etc.) in the
pages of the Text. Depending, as I have, so largely on the companion
volume for the necessary supplemental readings, I have reduced the chapter
bibliographies to a very few of the most valuable and most commonly found
references. To add to the teaching value of the book there has been
appended to each chapter a series of questions for discussion, bearing on
the Text, and another series of questions bearing on the Readings to be
found in the companion volume. In this form it is hoped that the Text will
be found good in teaching organization; that the treatment may prove to be
of such practical value that it will contribute materially to relieve the
history of education from much of the criticism which the devotion in the
past to the history of educational theory has brought upon it; and that
the two volumes which have been prepared may be of real service in
restoring the subject to the position of importance it deserves to hold,
for mature students of educational practice, as the interpreter of world
progress as expressed in one of its highest creative forms.
ELLWOOD P. CUBBERLEY
_Stanford University, Cal. September_ 4, 1920
CONTENTS
INTRODUCTION: THE SOURCES OF OUR CIVILIZATION
PART I
THE ANCIENT WORLD
FOUNDATION ELEMENTS OF OUR WESTERN CIVILIZATION GREECE--ROME--CHRISTIANITY
CHAPTER I. THE OLD GREEK EDUCATION
I. GREECE AND ITS PEOPLE
II. EARLY EDUCATION IN GREECE
CHAPTER II. LATER GREEK EDUCATION
III. THE NEW GREEK EDUCATION
CHAPTER III. THE EDUCATION AND WORK OF ROME
I. THE ROMANS AND THEIR MISSION
II. THE PERIOD OF HOME EDUCATION
III. THE TRANSITION TO SCHOOL EDUCATION
IV. THE SCHOOL SYSTEM AS FINALLY ESTABLISHED
V. ROME'S CONTRIBUTION TO CIVILIZATION
CHAPTER IV. THE RISE AND CONTRIBUTION OF CHRISTIANITY
I. THE RISE AND VICTORY OF CHRISTIANITY
II. EDUCATIONAL AND GOVERNMENTAL ORGANIZATION OF THE EARLY CHURCH
III. WHAT THE MIDDLE AGES STARTED WITH
PART II
THE MEDIAEVAL WORLD
THE DELUGE OF BARBARISM; THE MEDIAEVAL STRUGGLE TO PRESERVE AND
REËSTABLISH CIVILIZATION
CHAPTER V. NEW PEOPLES IN THE EMPIRE
CHAPTER VI. EDUCATION DURING THE EARLY MIDDLE AGES
I. CONDITION AND PRESERVATION OF LEARNING
CHAPTER VII. EDUCATION DURING THE EARLY MIDDLE AGES
I. SCHOOLS ESTABLISHED AND INSTRUCTION PROVIDED
CHAPTER VIII. INFLUENCES TENDING TOWARD A REVIVAL OF LEARNING
I. MOSLEM LEARNING FROM SPAIN
II. THE RISE OF SCHOLASTIC THEOLOGY
III. LAW AND MEDICINE AS NEW STUDIES
IV. OTHER NEW INFLUENCES AND MOVEMENTS
CHAPTER IX. THE RISE OF THE UNIVERSITIES
PART III
THE TRANSITION FROM MEDIAEVAL TO MODERN ATTITUDES
THE RECOVERY OF THE ANCIENT LEARNING; THE REAWAKENING OF SCHOLARSHIP; AND
THE RISE OF RELIGIOUS AND SCIENTIFIC INQUIRY
CHAPTER X. THE REVIVAL OF LEARNING
CHAPTER XI. EDUCATIONAL RESULTS OF THE REVIVAL OF LEARNING
CHAPTER XII. THE REVOLT AGAINST AUTHORITY
CHAPTER XIII. EDUCATIONAL RESULTS OF THE PROTESTANT REVOLTS
I. AMONG LUTHERANS AND ANGLICANS
CHAPTER XIV. EDUCATIONAL RESULTS OF THE PROTESTANT REVOLTS
II. AMONG CALVINISTS AND CATHOLICS
CHAPTER XV. EDUCATIONAL RESULTS OF THE PROTESTANT REVOLTS
III. THE REFORMATION AND AMERICAN EDUCATION
CHAPTER XVI. THE RISE OF SCIENTIFIC INQUIRY
CHAPTER XVII. THE NEW SCIENTIFIC METHOD AND THE SCHOOLS
I. HUMANISTIC REALISM
II. SOCIAL REALISM
III. SENSE REALISM
IV. REALISM AND THE SCHOOLS
CHAPTER XVIII. THEORY AND PRACTICE BY THE MIDDLE OF THE EIGHTEENTH CENTURY
I. PRE-EIGHTEENTH-CENTURY EDUCATIONAL THEORIES
II. MID-EIGHTEENTH-CENTURY EDUCATIONAL CONDITIONS
PART IV
MODERN TIMES
THE ABOLITION OF PRIVILEGE; THE RISE OF DEMOCRACY; A NEW THEORY FOR
EDUCATION EVOLVED; THE STATE TAKES OVER THE SCHOOL