TABLE. Statistics of Popular Schools in Sweden-1867-68. SCHOOLS. Schools Upsala....... 232 51,736 314 81 298 399 19 62 218 452 33,667 4,956 20,911 18,084 16,636 19,863 6,484 8,357 7,972 2,878 19,516 19,882 12,275 9,174 1,735 Linköping. Skara........ Strengnas.... 134 41,281 211 Lund. 61 1 1 1,847 184 166 33 119 126 316 23,589 3,144 17,894 13,677 13,527 16,968 4,113 8,278 4,822 2,108 14,495 17,395 6,484 5,408 1,521 92 60 74 ....... Total. 14 287 256 200 140 606 728 5,253 2,260 21 10 1 18 45 105 5,366 99 4,398 3,120 3,074 4,397 809 1,342 904 328 4,370 4,386 3,154 1.617 2084 643,019 2172 1161 3389 5085 391 840 1437 3898 395,205 68,113 199,410 173.293 167,622 170.860 58,620 70,085 59.161 20,778 162,524 188,578 110,739 70,657 13,936 61 128 11,439 19,173 14,902 5,718 Wisby 07 ENGLISH PEDAGOGY-OLD AND NEW: or, Treatises and Thoughts on Education, the School, and the Teacher in English Literature. Second Series. Republished from Barnard's American Journal of Education. 628 pages. $3.00. 1873. CONTENTS. PAGE. INTRODUCTION CONTENTS AND INDEX OF FIRST SERIES. ART. I. WILLIAM OF WYKEHAM AND THE PUBLIC SCHOOLS.. 1-16 3 17-128 1. WILLIAM OF WYKEHAM, Bishop and Chancellor-1324-1404.. 2. PUBLIC OR ENDOWED SCHOOLS..... 19 23 3. ST. MARY'S COLLEGE, Winchester-1387-1865.. 4. REPORT OF ROYAL COMMISSIONERS ON THE GREAT PUBLIC SCHOOLS.... 49 ... 81 118 II. DEAN COLET, AND ST. PAULS SCHOOL, London... III. CARDINAL WOLSEY.-1471-1530..... 129-160 161-164 POSITIONS respecting the Training of Children, 1581.. 179 185-190 191-324 IX. ALEXANDER POPE-ROBERT SOUTH-SIR RICHARD STEELE... 337-346 THOUGHTS ON EDUCATION. 3. ACLAND AIRY-HENFREY-HOOKER-HUXLEY..... 4. MILL-FROUDE-CARLYLE, on University Studies........ 417 448 449 465 481 497 529 545-592 593-628 ENGLISH PEDAGOGY IN THE NINETEENTH CENTURY. FREDERICK WILLIAM TEMPLE. FREDERICK W. TEMPLE, D. D., was born Nov. 30, 1821, and educated at the Grammar School at Tiverton, and Oxford (Balliol College), where he took his degree in 1842 as a double first class. He was elected Fellow and Tutor, and after his ordination in 1846, became Principal of the Training College for masters of Pauper Schools at Kneller Hall in 1848. This post he resigned in 1855, to become Inspector of Schools, in which he continued till 1858, when he was made Head Master of Rugby School, from which high position he was promoted to the See of Exeter, to succeed Bishop Philpotts. His evidence and opinions on the studies of secondary schools had great weight with the Public Schools Commission, which reported to Parliament in 1864. He was the author of the first of the seven "Essays and Reviews" which caused some controversy as to his orthodoxy at the time (1860), and of a volume of Sermons Preached in Rugby Chapel in 1858-60. Greek and Roman Language and Literature.* I can not suggest any change in our system of education. By degrees the present system may be much improved. But I understand the Commissioners to ask whether I wish to suggest, not such alterations as we can make for ourselves, and I trust are endeavoring to.make, but such as would require superior authority to introduce: the total or partial surrender, for instance, of the classics as the staple of instruction. Such alterations I can not advise. The studies of boys at school fall under three heads,-literature, mathematics, and physical science. For every branch of each of these studies very strong arguments may be adduced. A boy ought not to be ignorant of this earth on which God has placed him, and ought therefore to be well acquainted with geography. He ought not to walk in the fields in total ignorance of what is growing under his very eyes, and he ought therefore to learn botany. There is hardly an occupation in which he can be employed where he will not find chemistry of service to him. Mathematics rule all other sciences, and contain in themselves the one perfect example of strict logic. It is absurd that an English youth should be ignorant of the history of England; equally absurd * Extract from communication to the Public Schools Commission, 1864. that he should not be well acquainted with its noble literature. So each stud in its turn can give reasons why it should be cultivated to the utmost. But all these arguments are met by an unanswerable fact that our time is limited. It is not possible to teach boys every thing. If it is attempted, the result is generally a superficial knowledge of exceedingly little value, and liable to the great moral objection that it encourages conceit and discourages hard work. A boy who knows the general principles of a study, without knowing its details, easily gets the credit of knowing much, while the test of putting his knowledge to use will quickly prove that he knows very little. Meanwhile he acquires a distaste for the drudgery of details, without which drudgery nothing worth doing ever yet was done. It is therefore necessary to make a choice among these studies, to take one as the chief and to subordinate all others to that. It is an accident, but I think a most fortunate accident, that in England the study thus chosen to take the lead in our highest education has been that of the classics. I should not be prepared to maintain that the only possible system of education for all ranks in this country is one based on the classics. But I assume that the schools commonly called public schools are to aim at the highest kind of education; and to give that education, I think the classics decidedly the best instrument. When we have to choose between literature, mathematics and physical science, the plea advanced on behalf of the latter is utility. They supply a man with tools for future work. Man's chief business, it is said, is to subdue nature to his purposes, and these two studies show him how. Those who use this plea seem to forget that the world in which we live consists quite as much of the men and women on its surface, as of the casts of its constituent materials. If any man were to analyze his own life he would find that he would have far more to do with his fellow-men than with any thing else. And if, therefore, we are to choose a study which shall preëminently fit a man for life, it will be that which shall best enable him to enter into the thoughts, the feelings, the motives of his fellows. The real defect of mathematics and physical science as instruments of education is that they have not any tendency to humanize. Such studies do not make a man more human, but simply more intelligent. Physical science, besides giving knowledge, cultivates to some degree the love of order and beauty. Mathematics give a very admirable discipline in precision of thought. But neither of them can touch the strictly human part of our nature. The fact is that all education really comes from intercourse with other minds. The desire to supply bodily needs and to get bodily comforts would prompt even a solitary human being if he lived long enough-to acquire some rude knowledge of nature. But this would not make him more of a man. That which supplies the perpetual spur to the whole human race to continue incessantly adding to our stores of knowledge that which refines and elevates and does not merely educate, the moral nor merely the intellectual faculties, but the whole man, is our communication with each other, and the highest study is that which most promotes this communion, by enlarging its sphere, by correcting and purifying its influences, by giving perfect and pure models of what ordinary experience can for the most part only show in adulterated and imperfect forms. The same thing is said in another way when we assert that that study is the chief instrument of education which makes a man in the fullest sense a Chris |