History of Education Part 9

4. Teachers should be men of ability and of spotless character.

5. Children should begin early with a foreign tongue, as their own language will come to them naturally in their intercourse with those about them.

6. Education should begin with the earliest childhood.

7. The forms and names of the letters should be learned simultaneously, playthings being utilized to a.s.sist in this.

8. Care should be taken that children do not acquire a distaste for learning.

9. In learning to read, advance very slowly.

10. Writing should begin with tracing, and the copies should consist of moral precepts.

11. The individuality of the child should be studied.

12. Public schools are preferable to other means of education, because they do not subject the child to greater moral danger, while they stimulate him by a.s.sociation, friends.h.i.+p, and example, to n.o.bler endeavor.

13. Under the _literatus_, grammar, composition, music, geometry, astronomy, and literature are to be studied.

14. The climax of education should be _rhetoric_.

=Other Roman Educators.=--Among the other Roman educators may be mentioned Plutarch (50-138 A.D.) and the Emperor Marcus Aurelius. Plutarch in his "Parallel Lives" gives particular attention to morals. He offers valuable suggestions as to the training of children, laying great stress upon family life, an admonition particularly needed in Rome at that period. He also urges that women should be educated in order properly to train their children, being one of the first to consider this question.

Marcus Aurelius, called "the philosopher on the throne," in his "Meditations" gave expression to most lofty thoughts, showing keenest self-examination and obedience to conscience. His moral teachings are among the n.o.blest of all the writers of antiquity.

FOOTNOTES:

[22] Forsyth, "Life of Cicero." This is a very complete, just, and discriminating treatment of Cicero and his relation to the times in which he lived.

[23] "Life of Cicero," Vol. I, p. 30.

[24] Vol. II, p. 213.

[25] Vol. II, p. 317.

[26] Authorities differ as to the dates of Quintilian's birth and death, placing his birth at from A.D. 35 to 42, and his death from A.D. 95 to 120. Drieser, who is perhaps the best authority, places his birth at A.D. 35, but does not fix the date of his death, which, however, was probably much later than A.D. 95 as he lived to a ripe old age.

[27] _Inst.i.tutio Oratoria._

CHAPTER XIII

CHRISTIAN EDUCATION

=Literature.=--_Bryce_, Holy Roman Empire; _Guizot_, History of Civilization; _Lord_, Beacon Lights; _Sheppard_, Fall of Rome; _Draper_, Conflict between Religion and Science; _Clarke_, Ten Great Religions; _Gibbon_, Decline and Fall of Roman Empire; _Laurie_, Rise of Universities; _Stille_, Studies in Mediaeval History; _Arnold_, Essays in Criticism; _Lecky_, History of European Morals; _Hegel_, Philosophy of History; _Allies_, The Formation of Christendom; _Chateaubriand_, The Genius of Christianity; _Azarias_, Essays Philosophical.

INTRODUCTION

Oriental civilization was based on the theory that the individual belonged to the State, and could have no interest except that which was bound up in the interests of the State. Christianity, on the other hand, taught that while the individual has duties which he owes to the State, and while he must look to the State for his protection, and for the preservation of his material interests, he owes a higher allegiance elsewhere, and no fetters can be placed on the aspirations or wants of his own soul. In a word, Christianity taught the importance and worth of the individual.

The great teachers, Confucius, Buddha, Socrates, Plato, had many glimpses of truth, but Christ is truth itself. He discovered to the world the final principle of the value of the human soul, and brought to fruition the truth that "all men are equal before G.o.d." This thought made human development possible; a new principle was introduced upon which civilization could build and advance, and improve to the end of time. Perhaps the highest test of civilization is found in the respect shown to women. Measured by this test, the oriental nations have made but little progress, as the position of woman with them is much the same to-day as it was centuries ago. While this is true of each individual nation, we have found among the nations themselves, as we have traced the growth of civilization, steady improvement in the condition of woman. Thus, in Athens and Rome, where we find the highest types of ancient civilization, there was also the greatest respect for woman. In no country of the East was it equaled. If the Jews are mentioned as an exception, it must be admitted that the Jewish women held the highest place among those of antiquity; but this eminence was given by the Jews only to the women of their own race, and was by no means universally accorded to womankind, as it is by the spirit of Christianity. If we discover a greater respect for woman in Rome or Athens than in China or India, it only shows the movement of civilization toward the west.

The coming of Christ marked a new era both in religion and education.

Let us look at some of the lessons which Christianity teaches.

1. _G.o.d is the common Father of all men._--This does not limit the blessings of the world to the Jew and exclude the Gentile. All men of whatever race or color may approach G.o.d as their Father, and all are equal in his sight. This gives hope to all, and makes possible an exercise of faith in the present and in the future life. It proclaims a higher citizens.h.i.+p than that of the State, and demands allegiance first of all to G.o.d.

2. _The universal brotherhood of man._--This principle sweeps away castes, abolishes slavery, destroys cla.s.s distinctions, and gives equal rights to all men. It stimulates love for fellow-men, checks selfishness, promulgates peace and good will, and implants the spirit of the Golden Rule in the hearts of men.

3. _Marriage is a divine rite and husband and wife are equal._--Nothing like this teaching had been practiced in the pagan world. Woman was simply the servant, the creature, of man. She was to do his bidding, and might be divorced for trivial cause, or for none. Man was supreme and his will was law. The home in the Christian sense did not exist, because the husband and wife were not one.

4. _Children are the gift of G.o.d._--This was a Jewish as well as a Christian teaching. If children are the gift of G.o.d, the power of life and death over them cannot rest with the father, as in China, Persia, or Rome. It is the duty of the father to preserve them, teach them, train them for this life, and prepare them for the life to come. Since the children come from G.o.d, the pious parent must consider them as a sacred trust which he does not neglect. Hence he must see to it that they are properly educated.

5. _The central pedagogic truth of Christ's teaching is this: All education is for the individual._ Oriental education had for its end the interests of the State. Christian education has for its end the interests of the individual. The State is the creature of man, and not man the creature of the State. Man will create, and support, and preserve the State for his self-protection and for his own good. The highest ideal of the State is that in which the people rule, that which furnishes the greatest liberty. This is the logic of Christianity, and the logical conclusion of education. It is really for the individual.

The world has been slow to learn this lesson taught by Christ; but now it is mastering it more thoroughly every day, as shown by the more liberal forms of government, the broader interpretation of courses of study, and the greater attention to the needs of the individual child.

All these teachings of Christianity have a direct educational meaning, and suggest lessons for all humanity. For the school is not the only contributor to the education of a people. Every truth that affects mankind, every principle that touches the home or the State, has its influence upon the life and character of the individual, and is, therefore, an element in his education.

The natural consequence of these principles is that education must be universal. Every child must be fitted for the duties of life, both for his own sake and for the sake of the State of which he is a part. As an individual, he must work out his destiny, and to make this possible in the broadest and best sense from the Christian standpoint both mind and heart must be developed. As a member of the State he must a.s.sume duties in public affairs which require the possession of superior intelligence.

This is particularly true in free governments which are the logical product of the spirit of Christianity. While the idea of universal education had its beginning with the Christian era, we shall see that many centuries elapsed before it reached its fulfillment. There were many serious and almost insurmountable obstacles against which the early Christians had to contend, and these made progress necessarily slow. Let us look at some of these obstacles.

=Their Poverty.=--The early Christians were almost without exception poor. Christ appealed to the poor and lowly, and chose his disciples from among them. The acknowledged followers of the Nazarene had to face confiscation of property, persecution, death. Homeless and without protection they wandered about, and had neither the opportunity nor the right to acquire property. They, therefore, had little means to apply to the education of their children. They could neither establish schools nor employ teachers; they could give only such instruction as the limitations of their poverty, their misery, and their fear permitted.

Consequently, only the most meager training could be secured, and that almost wholly in religious matters.

=Their Own Ignorance.=--Chosen as they were from the lowly ranks of life, many of the early Christians were ignorant. Most of them were servants and slaves, who had been converted from paganism, and who did not possess even the rudiments of education. They had to be instructed in the rites and ceremonies of the Church, and in the practices and requirements of their new belief. Unlettered as they were themselves, they could scarcely undertake to educate their children. It is marvelous that under these conditions any attempt was made to do it; yet we find that great pains were taken even in the early centuries of the Christian era to perform this duty toward those who were regarded as gifts of G.o.d and heirs of salvation.

=Their Small Number.=--Even when free from persecution and under comparatively happy conditions, they were so scattered and so few in number, as well as so poor, that to maintain schools was almost an impossibility. They would not permit their children to attend the pagan schools, as they feared moral and intellectual contamination. The only safety, especially for the converts from paganism, was in being "separate from the world" about them. So where their numbers were sufficient they established schools of their own. But in many communities they could not do this; hence they could only teach their children at home.

=Opposition of the Rulers.=--Rome ruled the world, and her highways, her commerce, her military expeditions, and her mighty enterprises furnished excellent means for the spread of Christianity. But while Rome had many religions, adopted from her conquered peoples, Christianity was so different from these that the rulers were readily brought to regard the Christians with suspicion. Humility, returning good for evil, refusal to avenge, were contrary to the Roman spirit. Therefore many persecutions followed, which disturbed the life of the Christians so as to make impossible the work of educating their children.

=Lack of Christian Literature.=--The early Christian Fathers fully realized the dangers that surrounded their children. To come in contact with pagan schools, or even with pagan literature, they felt to be dangerous. How easy it would be for pagan converts to fall away, or even for others not pagan, attracted by popular influences. For Christianity was not yet popular. Hence the only safety of the converts lay in totally abstaining from the use of pagan literature. Here was introduced a discussion that affected the Church and educational progress for centuries, and caused learned men when converted to abjure their favorite authors who had furnished the material for their education in their early years. Having no literature of their own, and condemning the use of pagan literature, the Christians found it hard to overcome the obstacles which stood in the way of Christian education. As a result, almost the only things taught to children were certain parts of the Bible, and the rites and duties of the Church.

=Other Difficulties.=--New ideas do not readily take hold of the world.

Men naturally cling to the old and tried, and are not easily turned to new thoughts and practices. The teachings of Christ were so radically new that men were slow to adopt them. Their acceptance involved a change of habit, the abandonment of customs not before regarded as evil, the yielding up of social caste, the humbling of the individual. Herein existed a most serious obstacle to the establishment of Christian education.

These are a few of the great difficulties that had to be met, many of which were not overcome for centuries. We shall see, as we trace the development of education, how the new ideas which had their birth with the Christian era struggled for recognition, how they have become established, how they have brought great blessings to mankind, how they have aroused ambition and awakened hope, and how they give promise of still greater advancement in times to come. The boundless field thus opened to mankind, and the knowledge of how to enter and possess it, const.i.tute the world's great inheritance from Christ. But to know how to appreciate and use this inheritance, we must study the slow and painful growth of these new educational ideals from the Christian era till the present time.

CHAPTER XIV

THE GREAT TEACHER

=Literature.=--The Bible; _Beecher_, Life of Christ; _Hanna_, Our Lord's Life on Earth; _Geikie_, Life of Christ; _Azarias_, Philosophy of Literature; _Fouard_, Life of Christ.