I -s •

^

fe.ilnlu

THE LIBRARY

OF

THE UNIVERSITY

OF CALIFORNIA

LOS ANGELES

THE

HISTORY OF PEDAGOGY.

BY

GABRIEL COMPAYRE,

Deputy, Doctor op Letters, and Professor in the Normal School

of fontenay-aux-roses.

TRANSLATED, WITH AN INTRODUCTION,

NOTES. AND AN INDEX,

BY

W. H. PAYNE, A.M.,

Chancellor of the University of Nashville, and President of the

State Normal College; late Professor of the Science and the

Art of Teaching in the University of Michigan.

BOSTON:

D. C. HEATH & COMPANY.

1891.

Coptbight, Sept. 30, 1885,

By W. H PAYNE.

J. S, Cushinq & Co,. Printers, Boston.

:

ВЈ73AВЈ

TABLE OF CONTENTS.

PAGE

Translator's Preface v-vii

Introduction ix-xxii

Chapter I. — Education in Antiquity 1-16

Chapter II. — Education among the Greeks 17-42

Chapter III. — Education at Rome 43-60

Chapter IV. — The Early Christians and the Middle Age. . . 61-82

Chapter V. — The Renaissance and the Theories of Educa-

tion in the Sixteenth Century. — Erasmus,

Rabelais, and Montaigne 83-111

Chapter VI. — Protestantism and Primary Instruction. —

Luther and Comenius 112-137

Chapter VII. — The Teaching Congregations. — Jesuits and

Jansenists 138-163

Chapter VIII. — Fcnelon 164-186

Chapter IX. — The Philosophers of the Seventeenth Century.

— Descartes, Malebranche, and Locke 187-211

Chapter X. — The Education of Women in the Seventeenth

Century. — Jacqueline Pascal and Ma-

dame de Maintenon 212-231

Chaptek XI. — Rollin 232-252

Chapter XII. — Catholicism and Primary Instruction. — La

Salle and the Brethren of the Christian

Schools 263-278

1816228

iv TABLE OF CONTENTS.

PAGE

Chapter XIII. — Rousseau and the Emile 278-310

Chapter XIV. — The Philosophers of the Eighteenth Cen-

tury. — Condillac, Diderot, Helvetius,

and Kant 311-339

Chapter XV. — The Origin of Lay and National Education.

— La Chalotais and Rolland 340-361

Chapter XVI. — The Revolution. — Mirabeau, Talleyrand,

and Condorcet 362-389

Chapter XVII. — The Convention. — Lepelletier Saint-Far-

geau, Lakanal, and Daunou 390-412

Chapter XVIII. — Pestalozzi 413-445

Chapter XIX. — The Successors of Pestalozzi. — Froebel

and the Pere Girard 446-477

Chapter XX. — Women as Educators 478-507

Chapter XXI. — The Theory and Practice of Education in

the Nineteenth Century 508-534

Chapter XXII. — The Science of Education. — Herbert Spen-

cer, Alexander Bain, Channing, and

Horace Mann 535-570

Appendix 571-575

Index 577-598

TRANSLATORS PREFACE.

rj^HE two considerations that have chiefly influenced me in

making this translation are the following : —

1. Of the three phases of educational study, the prac-

tical, the theoretical, and the historical, the last, as proved

by the number of works written on the subject, has received

but very little attention from English and American teach-

ers ; and yet, if we allow that a teacher should first of all

be a man of culture, and that an invaluable factor in his

professional education is a knowledge of what has hitherto

been done within his field of activity, there are the best of

reasons why the claims of this study should be urged upon

the teaching profession. For giving breadth of view,

judicial candor, and steadiness of purpose, nothing more

helpful can be commended to the teacher than a critical

survey of the manifold experiments and experiences in

educational practice. The acutest thinkers of all the ages

have worked at the solution of the educational problem, and

the educating art has been practised under every variety of

conditions, civil, social, religious, philosophic, and ethnic.

Is it not time for us to review these experiments, as the

very best condition for advancing surely and steadily?

2. The almost complete neglect of this study among us

has been due, in great measure, to the fact that there have

vi translator's preface.

been no books on the subject at all adapted to the ends to

be attained. A dry, scrappy, and incomplete narration of

facts can end only in bewilderment and in blunting the taste

for this species of inquiry. The desirable thing has been

a book that is comprehensive without being tedious, whose

treatment is articulate and clear, and that is pervaded by a

critical insight at once catholic and accurate. Some years

ago I read with the keenest admiration, the Histoire Critique

des Doctrines de V Education en France depuis le Seizieme

/Sie'cle, by Gabriel Compayre' (Paris, 1879) ; and it seemed

to me a model, in matter and method, for a general history

of education. Within a recent period Monsieur Compayre

has transformed this Histoire Critique into such a general

history of education, under the title Histoire de la Pedagogic.

In this book all the characteristics of the earlier work have

been preserved, and it represents to my own mind very

nearly the ideal of the treatise that is needed by the teach-

ing profession of this country.

The reader will observe the distinction made by Monsieur

Compayre' between Pedagogy and Education. Though our

nomenclature does not sanction this distinction, and though

I prefer to give to the term Pedagogy a different connota-

tion, I have felt bound on moral grounds to preserve Mon-

sieur Compayr6's use of these terms wherever the context

would sanction it.

It seems mere squeamishness to object to the use of the

word Pedagogy on account of historical associations. The

fact that this term is in reputable use in German, French,

translator's preface. vii

and Italian educational literature, is a sufficient guaranty

that we may use it without danger. With us, the term

Pedagogics seems to be employed as a synonym for Peda-

gogy. It would seem to me better to follow continental

usage, and restrict the term Pedagogy to the art or practice

of education, and Pedagogics to the correlative science.

I feel under special obligations to Monsieur CompayrВЈ,

aud to his publisher, Monsieur Paul Delaplane, for their

courteous permission to publish this translation. I am also

greatly indebted to nry friend, Mr. C. E. Lowrey, Ph.D., for

material aid in important details of my work.

W. H. PAYNE.

University of Michigan,

Jan. 4. 1880.

The issue of a second edition has permitted a careful

revision of the translation and the correction of several

verbal errors. In subsequent editions, no effort will be

spared by the translator and his publishers to make this

volume worthy of the favor with which it has been received

by the educational public.

W. II. P.

Aug. 1, 1886.

INTRODUCTION.

"What a Complete History op Education would be. —

In writing an elementary history of pedagogy, I do not

pretend to write a history of education. Pedagogy and

education, like logic and science, or like rhetoric and

eloquence, are different though analogous things.

What would a complete history of education not

include? It would embrace, in its vast developments,

the entire record of the intellectual and moral culture

of mankind at all periods and in all countries. It would

be a resumt of the life of humanity in its diverse man-

ifestations, literary iind scientific, religious and political.

It would determine the causes, so numerous and so diverse,

which act upon the characters of men, and which, modi-

fying a common endowment, produce beings as different

as are a contemporary of Pericles and a modern Euro-

pean, a Frenchman of the middle ages and a Frenchman

subsequent to the Revolution.

In fact, there is not only an education, properly so called,

that which is given in schools and which proceeds from

the direct action of teachers, but there is a natural educa-

tion, which we receive without our knowledge or will,

X INTRODUCTION.

through the influence of the social environment in which

we live. There are what a philosopher of the day has

ingeniously called the occult coadjutors of education, —

climate, race, manners, social condition, political institu-

tions, religious beliefs. If a man of the nineteenth cen-

tury is very unlike a man of the seventeenth century, it

is not merely because the first was educated in a Lycee

of the University and the other in a college of the

Jesuits ; it is also because in the atmosphere in which

they have been enveloped they have contracted differ-

ent habits of mind and heart ; it is because they have

grown up under different laws, under a different social

and political regime; because they have been nurtured

by a different philosophy and a different religion. Upon

that delicate and variable composition known as the human

soul, how many forces which we do not suspect have left

their imprint ! How many unobserved and latent causes

are involved in our virtues and in our faults ! The con-

scious and determined influence of the teacher is not,

perhaps, the most potent. In conjunction with him are

at work, obscurely but effectively, innumerable agents,

besides personal effort and what is produced by the original

energy of the individual.

We see what a history of education would be : a sort

of philosophy of history, to which nothing would be for-

eign, and which would scrutinize in its most varied and

most trifling causes, as well as in its most profound sources,

the moral life of humanity.

Introduction. XI

What an Elementary History of Pedagogy should

be. — Wholly different is the limited and modest purpose

of history of pedagogy, -which proposes merely to set

forth the doctrines and the methods of educators properly

so called. In this more limited sense, education is reduced

to the premeditated action which the will of one man

exercises over other men in order to instruct them and

train them. It is the reflective auxiliary of the natural

development of the human soul. To what can be done

by nature and by the blind and fatal influences which

sport with human destiny, education adds the concurrence

of art, that is, of the reason, attentive and self-possessed,

which voluntarily and consciously applies to the training

of the soul principles whose truth has been recognized,

and methods whose efficiency has been tested by expe-

rience.

Even thus limited, the history of pedagogy still presents

to our inquiry a vast field to be explored. There is scarcely

vi subject that has provoked to the same degree as educa-

tion the best efforts of human thinking. Note the cata-

logue of educational works published in French, which

Buisson has recently prepared. 1 Though incomplete, this

list contains not less than two thousand titles ; and prob-

ably educational activity has been more fruitful, and has

been given a still greater extension in Germany than in

France. This activity is due to the fact, first of all, that

1 See the Dictionnaire de P( : tla<i<>!/ic, by F. Buisson, Article Bibliogra-

phic.

xii INTRODUCTION.

educational questions, brought into fresh notice with each

generation, exercise over the minds of men an irresistible

and perennial attraction ; and also to the fact that parent-

hood inspires a taste for such inquiries, and, a thing thai

is not always fortunate, leads to the assumption of some

competence in such matters ; and finally to the very nature

of educational problems, which are not to be solved by

abstract and independent reasoning, after the fashion of

mathematical problems, but which, vitally related to the

nature and the destiny of man, change and vary with the

fluctuations of the psychological and the moral doctrines

of which they are but the consequences. To different

systems of psychology correspond different systems of

education. An idealist, like Malebranche, will not reason

upon education after the manner of a sensationalist like

Locke. In the same way there is in every system of morals

the germ of a characteristic and original system of educa-

tion. A mystic, like Gersou, will not assign to education

the same end as a practical and positive writer like Herbert

Spencer. Hence a very great diversity in systems, or at

least an infinite variet}- in the shades of educational opinion.

Still farther, educational activity may manifest itself in

different ways, either in doctrines and theories or in

methods and practical applications. The historian of ped-

agogy has not merely to make known the general concep-

tions which the philosophers of education have in turn

submitted to the approbation of men. If he wishes to

make his work complete, he must give a detailed account