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The History of Pedagogy

Chapter 50: APPENDIX.
By Gabriel Compayré
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About This Book

A chronological survey of educational thought and practice from antiquity to the nineteenth century, examining how societies organized instruction and the aims assigned to education. The work traces Greek and Roman foundations, medieval and religious schooling, Renaissance and Reformation debates, and Enlightenment and modern pedagogical theories, discussing contributions of prominent thinkers and movements, the rise of national and lay schooling, methods such as child-centered and scientific approaches, and the role of women and teaching congregations. It combines doctrinal analysis with institutional history to show shifting aims, methods, and reforms that shaped modern education.

APPENDIX.

A.

Suggestions to Teachers of the History of Pedagogy.

The two aims to be kept in view in the teaching of this subject are culture and guidance. The purpose should be to extend the intellectual horizon of the teacher, or, to use Plato’s phrase, to make him “the spectator of all time and all existence”; and, in the second place, to furnish the teacher with a clew which will safely conduct him through the mazes of systems, methods, and doctrines. There is no other profession that has derived so little profit from capitalized experiences; and there is no profession in which culture and breadth are more necessary.

For securing the ends here proposed, it is recommended that a plan somewhat like the following be pursued in the use of this volume:—

1. If there are three recitations a week, assign one chapter for each of the first two recitations, to be carefully and thoughtfully read, and require each pupil to select one special topic to present and discuss when he is called upon in the recitation; and for the third recitation in each week, require each pupil to select a topic from any part of the book which has thus far been studied. The purpose of this plan is to bring before the class, in sharp outline, the salient points of the subject; and, at the same time, to create a sense of the organic unity of the theme as a comprehensive whole. When there are more than three recitations a week, only a part of a chapter need be assigned for an advance lesson.

2. When the first survey of the subject has been made in the way just suggested, a review may be conducted as follows:—

(1.) Biographical. Following a chronological order, divide the whole treatise into as many sections as there are recitations to be devoted to this purpose, and require each pupil to make a careful study of some educator, as Socrates, Montaigne, or Pestalozzi, and to present this theme when called upon in recitation. When there is opportunity, encourage pupils to amplify their themes with information derived from other sources.

(2.) Topical. Require each pupil to select some doctrine, system, or method, and to show, in a systematic way, its origin, progress, and termination. In this review, encourage the critical spirit, and make the recitation to consist, in part, of a free discussion of principles and doctrines. The value of this subject for guidance will appear in this part of the study.

(3.) By Chapters. Require each pupil to prepare a summary of some chapter in the book, emphasizing the more important truths that are taught in it, and showing the tendency or drift of educational thought. The culture value of the subject will appear in this part of the study. By this mode of treatment, the subject can be compassed, with good results, in twenty weeks.

3. Where no more than twelve or fourteen weeks can be given to this subject, it is recommended that the following chapters be selected: I., II., III., IV., V., VI., VII., X., XII., XIII., XVIII., XIX., XX., XXI., XXII.

For use in Teachers’ Meetings held by superintendents, the following chapters are suggested: II., III., V., VI., VII., X., XIII., XVIII., XX., XXII.

For use in Teachers’ Reading Circles, either of the above selections will serve a good purpose.

B.

A Select List of Works Supplementary to “Compayré’s History of Pedagogy.”

  1. The Cyclopædia of Education. New York.
  2. Buisson. Dictionnaire de Pédagogie. Parts 1-156. Paris.
  3. Lindner. Handbuch der Erziehungskunde. Wien and Leipzig.
  4. K. Schmidt. Die Geschichte der Pädagogik. Cöthen.
  5. G. Compayré. Histoire Critique des Doctrines de l’Éducation en France. Paris.
  6. Barnard. German Teachers and Educational Reformers.
  7. Barnard. French Teachers, Schools, and Pedagogy.
  8. Barnard. English Teachers, Educators, and Promoters of Education.
  9. Barnard. American Teachers, Educators, and Benefactors of Education.
10. Barnard. Pestalozzi and Swiss Pedagogy.
11. Biber. Pestalozzi and his Plan of Education. London.
12. Donaldson. Lectures on the History of Education. Edinburgh.
13. Krüsi. Pestalozzi: his Life, Work, and Influence. Cincinnati.
14. Lorenz. Life of Alcuin. London.
15. Mrs. Mann. Life of Horace Mann. Boston.
16. Meiklejohn. Dr. Andrew Bell. London.
17. Morley, J. Rousseau. London.
18. Mullinger. The Schools of Charles the Great. London.
19. Quick. Essays on Educational Reformers. Cincinnati.
 20. Shuttleworth. Four Periods of Public Education. London.
21. Arnold. Higher Schools and Universities of Germany. London.
22. Hart. German Universities. New York.
23. De Guimps. Histoire de Pestalozzi. Lausanne.
24. De Guimps. La Philosophie et la Pratique de l’Éducation. Paris.
25. Meunier. Lutte du Principe Clérical et du Principe Laïque dans l’Enseignement. Paris.
26. Gaufrés. Claude Baduel et la Réforme des Études au XVI^e Siècle. Paris.
27. Bentham. Chrestomathia. London.
28. Drane. Christian Schools and Scholars. London.
29. Ascham. The Scholemaster. Notes by Mayor. London.
30. Locke. Thoughts concerning Education. Notes by Quick. Cambridge.
31. Laurie. John Amos Comenius. Boston.
32. Lancelot. Narrative of a Tour to La Grande Chartreuse. London.
33. Schimmelpenninck. Narrative of the Demolition of Port Royal. London.
34. Hamilton, Elizabeth. Letters on the Elementary Principles of Education. London.
35. Spencer. Education: Intellectual, Moral, and Physical. N. Y.
36. Rousseau, Émile. Extracts. Boston.
37. Blackie. Four Phases of Morals. N. Y.
38. Aristotle. The Politics and Economics. London.
39. Craik. The State in its Relation to Education. London.
40. Cousin. Report on the State of Public Instruction in Prussia.
41. Gill. Systems of Education. Boston.
42. Souquet. Les Ecrivains Pédagogues du XVI^e Siècle. Paris.
43. Mann. Lectures on Education. Boston.
44. Quintilian. Institutes of Oratory. London.
45. Plato. The Republic and the Laws. London.
46. Xenophon. The Memorabilia of Socrates. N. Y.
47. Plutarch. Morals. Boston.
48. MacAlister. Montaigne on Education. Boston.
 49. Pestalozzi. Leonard and Gertrude. Boston.
50. Necker de Saussure. Éducation Progressive. Paris.
51. Cochin. Pestalozzi: sa Vie, ses Œuvres, ses Méthodes. Paris.
52. Compayré. Cours de Pédagogie. Paris.
53. Milton. Tractate on Education. Cambridge.
54. Fénelon. Fables. Paris.
55. Fénelon. The Education of a Daughter. Dublin.
56. Martin. Les Doctrines Pédagogiques des Grecs. Paris.
57. Jacotot. Enseignement Universel. Paris.
58. Adams. The Free School System of the United States. London.
59. Conrad. The German Universities for the last Fifty Years. Glasgow.
60. Capes. University Life in Ancient Athens. N. Y.
61. Mahaffy. Old Greek Education.
62. Chassiotis. L’Instruction Publique chez les Grecs. Paris.
63. Spiers. School System of the Talmud. London.
64. Simon. L’Éducation et l’Instruction des Enfants chez les Anciens Juifs. Paris.
65. Edgeworth. Practical Education. N. Y.

Note.—For other supplementary works, and for a more complete description of the books in the above list, consult the Bibliography of G. Stanley Hall (Boston: D. C. Heath & Co.).