College Teaching Part 38

"I also feel that maybe we are not giving our boys and girls a liberal education; maybe we are too utilitarian (I was very much inclined that way myself before I took this course).

"That when we wish to try something new, let's go back and see if it has not been tried before, study the circ.u.mstances, the mistakes made, the results attained, and see whether we can't profit by the experience given us by the past.

"I was also very much surprised to learn the close connection that there is between civilization and education.

"I feel that we are laying too much stress on the thinking side of training rather than on the volitional side: not doing in the sense of utility alone, but as a means of expression."

It is easy to see the parts of the course that particularly gripped him. Another wrote as follows:

=Another reaction=

"The history of education makes me feel as follows about teaching:

(1) It shows the knowledge of method to be obtained from the experiences of others.

(2) It makes me feel the importance of the teacher.

(3) It shows a great field and encourages us to try to improve our own methods.

(4) It shows us the great responsibility of the profession in connection with the nation, for the school teacher to a marked degree determines the destiny of a nation.

(5) It shows the importance of free-thinking. (Ill.u.s.tration omitted.)

(6) It shows us the great importance of individuality along the line of teaching, for, as soon as we begin to adopt the methods of others exactly without examining them carefully, progress stops, and we are like the teachers of the Middle Ages.

(7) It shows that every teacher should have a heartfelt interest in his pupil.

(8) It makes us feel that discipline is unnecessary, if we utilize the right methods.

(9) It tells us and makes us feel above everything else that a good education is worth as much as riches and that, since we are all brothers, we ought to try to teach everybody."

An a.n.a.lysis of these two answers would show a combination of the cultural and practical values and, by implication at least, since they were able to say these things, a disciplinary value.

=History of education should be an elective course=

Should the history of education be a required or an elective course in the college curriculum? In a school of education offering a bachelor's degree, it might well be required, for both cultural and professional reasons, but in the usual department of education in a college it will be offered as an elective course. Its cultural and disciplinary values are not such as to make its pursuit a requisite for a liberal education, and its practical value for prospective teachers, as it has been commonly taught, is not such as to warrant its prescription.

Besides, the prospective teacher is animated by the vocational motive and will elect the history of education anyway, unless there are more practical courses to be had. Students in all the college courses should have the privilege of electing the history of education in view of their future citizenship.

=A forty-five-hour course=

A three-hour-per-week elective course for a half year, about forty-five cla.s.sroom hours, will meet the needs of the average undergraduate in this subject. This amount of time is adequate for a bird's eye view of the general field, affording a unit of accomplishment in itself preparing the way for more specialized study later, though it is only about half the time requisite for presenting the details of the subject.

=First term senior year=

In my judgment the study of the history of education would best fall between principles and methods. The study of the principles of education should come first, as it is closely related to preceding work in the natural and mental sciences, especially biology, physiology, sociology, and psychology; it also gives a point of view from which to continue the study of education, some standard of judgment. The study of educational methods, such as general method in teaching, special method for different subjects, the technique of instruction, cla.s.s management, organization and administration of schools, should come last in the course, because it will be soonest used. These practical matters should be fresh in the mind of any young college graduate beginning to teach. The history of education is a good transition in study from the theory of the first principles to the practice of school matters, affording a panorama of facts to be judged by principles and racial experiments in educational practice.

This means that the choice time for the course in the history of education is the first semester of the senior year in college. There is something to be said for making this course the introductory one in the study of education, connecting with preceding courses in history and being objective in character. There is also something to be said for giving only a practical course dealing with the history of educational problems to college undergraduates and reserving the general history of education as a complex social study for the graduate school. There is no unanimity of opinion or practice concerning the history of education.[58]

=Texts and contents=

What should be the content of the one-semester general course? Three modern available texts are Monroe, _A Brief Course in the History of Education_ (The Macmillan Company); Graves, _A Student's History of Education_ (The Macmillan Company); and Duggan, _A Student's Textbook in the History of Education_ (D. Appleton & Co.). Of these Monroe's book is the first (1907), and it has greatly influenced every later text in the field. There is a general agreement in these three texts as to the content of such a course; viz., a general survey of education in the successive periods of history, including primitive, oriental, Greek, Roman, Early Christian and medieval, renaissance, reformation, realism, Locke and the disciplinary tendency, Rousseau, the psychologists, and the scientific, sociological, and eclectic tendencies. All are written from the standpoint of the conflict between the interests of society and the individual. The pages of the three books number respectively 409, 453, and 397. Graves pays most attention to the development of American education. Duggan omits the treatment of primitive and oriental education (except Jewish), "which did not contribute _directly_ to Western culture and education." All are ill.u.s.trated. All have good summaries, which Graves and Duggan, following S. C. Parker, who derived the suggestion from Herbart, place at the beginning of the chapter. All have bibliographical references, and Duggan adds lists of questions also. Perhaps in order of ease for students the books would be Duggan, Graves, and Monroe, though teachers would not all agree in this. Users of Monroe have a valuable aid in his epoch-making _Textbook in the History of Education_ (The Macmillan Company), 772 pages, 1905, and users of Graves likewise have his three volumes as supplementary material (The Macmillan Company).

The same general ground is covered by P. J. McCormick, _History of Education_ (The Catholic Educational Press), 1915, 401 pages, with especial attention given to the Middle Ages and the religious organizations of the seventeenth century. This work contains references and summaries also.

Duggan is right in omitting the treatment of primitive and oriental education on the principle of strict historical continuity, but for purposes of comparison the chapters on primitive and oriental education in the other texts serve a useful purpose.

=Educational cla.s.sics=

A more intensive elective course in the history of education intended especially for those expecting to teach might well be offered in a college with sufficient instructors. These courses might be in educational cla.s.sics, the history of modern elementary education, or the history of the high school. Texts are now available in these fields. Monroe's _Source Book for the History of Education_ (The Macmillan Company), 1901, is a most useful book in studying the ancient educational cla.s.sics, in which, however, the Anacharsis of Lucian does not appear, though it can be found in the Report of the United States Commissioner of Education, 1897-1898, Vol. I, pages 571-589. The renaissance cla.s.sics may be studied in the works of Woodward and Laurie. The realists may be studied in the various editions of Comenius, Locke, Spencer, and Huxley. Likewise the modern naturalistic movement may be followed in the writings of Rousseau, Pestalozzi, Herbart, and Froebel. These four courses are available in educational cla.s.sics: the ancient, the renaissance or humanistic, the realistic and the naturalistic.

=History of elementary and high schools=

_The History of Modern Elementary Education_ (Ginn and Co.) by S. C.

Parker and _The High School_ (The Macmillan Company) by F. W. Smith may be profitably used as texts in the courses on these topics.

Parker's has but little on the organization of the elementary school, is weak on the philosophical side of the theorists treated, has nothing on Montessori, draws no lessons from history, is very brief on the present tendencies, and is somewhat heavy, prosaic, and unimaginative in style; but it is painstaking, covers all the main points well and has uncovered some valuable new material, and on the whole is the best history in English on its problem. Dr. Smith's book is really a history of education written around the origin and tendencies of the high school as central. It is a scholarly work, based on access to original Latin and other sources, though diffuse.

=American education=

An elective course in the history of American education is highly desirable. Chancellor E. E. Brown's scholarly book on _The Making of Our Middle Schools_, or E. G. Dexter's encyclopedic book on _History of Education in the United States_, may profitably serve as texts.

This course should show the European influences on American schools, the development of the American system, and the role of education in a democratic society. There is great opportunity for research in this field.

=History of educational problems=

There is room for yet another course for college undergraduates expecting to teach,--a history of educational problems. The idea is to trace the intimate history of a dozen or more of the present most urgent educational questions, with a view to understanding them better and solving them more wisely, thus enabling the study of the history of education to function more in the practice of teachers. Such a text has not yet been written. The point of view is expressed by Professor Joseph K. Hart as follows: "The large problem of education is the making of new educational history. The real reason for studying the history of education is that one may learn how to become a maker of history. For this purpose, history must awaken the mind of the student to the problems, forces, and conditions of the present; and its outlook must be toward the future."[59]

=Methods Of teaching=

What should be the method of teaching the history of education in college? One of the texts will be used as a basis for a.s.signments and study. Not less than two hours of preparation on each a.s.signment will be expected. The general account in the text will be supplemented by the reading of source and parallel material, concerning which very definite directions will have to be given by the teacher. Each student will keep a notebook as one of the requirements of the course, which is examined by the instructor at the end. A profitable way to make a notebook is for each student to select a different modern problem and trace its origin and growth as he goes through the general history of education and its source material. In this way each student becomes a crude historian of a problem. The examination will test judgment and reason as well as memory. In the cla.s.sroom the instructor will at times question the cla.s.s, will at times be questioned by the cla.s.s, will lecture on supplementary material, will use some half-dozen stereopticon lectures in close conjunction with the text, will have debates between chosen students, seeking variety in method without loss of unity in result. Some questions for debate might be, the superiority of the Athenian to the modern school product, the necessity of Latin and Greek for a liberal education, religious instruction in the public schools, formal discipline, whether the aim of education is cultural or vocational, whether private philanthropy is a benefit to public education, etc. It is very important in teaching so remote a subject as the history of education that the teacher have imagination, be constantly pointing modern parallels, communicate the sense that the past has made a difference in the present, and be himself kindled and quickened by man's aspirations for self-improvement. Unless our subject first inspires us, it cannot inspire our pupils. Whoever teaches the history of education because he has to instead of because he wants to must expect thin results.

=Testing results=

In addition to the formal indication of the results of the course in the examination paper, teachers can test their results by asking for frank unsigned statements as to what the course has meant to each student, by securing suggestions from the cla.s.s for the future conduct of the course, by noting whether education as a means of social evolution has been appreciated, by observing whether the att.i.tude of individual students toward education as a life-work or as a human enterprise deserving adequate support from all intelligent citizens has developed. As future citizens, has the motive to improve schools been awakened? Particularly do more men want to teach, despite small pay and slight male companionship? The history of education does not really grip the cla.s.s until its members want to rise up and do something by educational means to help set the world right.

The limits of this paper exclude the treatment of the subject in the professional training of teachers in normal schools, high schools, and graduate schools, as well as in extension courses for teachers or in their private reading.

HERMAN H. HORNE _New York University_

BIBLIOGRAPHY

BUISSON, F. _Dictionnaire de la Pedagogie_, Histoire de l'Education.

BURNHAM, W. H. Education as a University Subject. _Educational Review_, Vol. 26, pages 236-245.

BURNHAM and SUZZALO, _The History of Education as a Professional Subject_, Teachers College, New York, 1908.

COOK, H. M. _History of the History of Education as a Professional Study in the United States._ Unpublished thesis.

HINSDALE, B. A. The Study of Education in American Colleges and Universities, _Educational Review_, Vol. 19, pages 105-120.