common good. Youth may be, with reference to their future life, divided into three classes. 1. Those who are to learn trades, arts, or to be merchants; 2. Those who are to seek their fortune at court or in war; and, 3. Those who are to remain students, and to go to the university. 224. A Cambridge Scheme of Study of 1707 (Wordsworth, Chr., Schola Academica, Appendix IV. Cambridge, 1877) In 1707, one Robert Green, a fellow of Clare College (B.A., 1699; M.A., 1703), printed A Scheme of Study, which contained advice as to what and when and how to study. In addition to the study of Latin, Greek, Ancient History, the Gospels, Sermons, Religious History, and Christian Evidences, with practice in writing and disputing in Latin, he also advised a very liberal program of mathematics and scientific study, which is given below. The program is very interesting as revealing the hold the new scientific learning had obtained at Cambridge by 1707. In few universities at that time could so liberal an offering be found. The mathematical and scientific studies recommended were as follows: Second half. FIRST YEAR 1. Chronology and Geography, with study of maps. 3. Corpuscular Philosophy - Cartes, Varenius, Boyle. First half. THIRD YEAR 1. Experimental Philosophy, and Chemistry of Minerals, Plants, and Philosophical Transactions, Boyle. Animals 2. Anatomy of (a) Animals Keil, Gibson, Harvey, etc. (b) Plants and Vegetables - Grew, Philosophical Transactions. (c) Minerals - Hook's Micrograph, Lowenhock. Second half. 1. Opticks, Dioptricks, Caloptricks, Colours, Iris - Newton, Caries, Kepler, etc. 2. Conick Sections, and the Nature of Curves - Newton, Wallis, etc. First half. FOURTH YEAR 1. Mechanical Philosophy, Staticks, Hydrostaticks, Flux and Reflux, Percussion, Gravitation, etc. - Marriot, Hugens, Boyle, Newton, Wallis, etc. 2. Fluxions (Calculus), Infinite Series, Arithmetick of Infinites Wallis, Newton, etc. Second half. 1. Astronomy, Spherical, Hypothetical, Practical, and Physical -Mercator, Flamstead, Newton, Kepler, etc. 2. Logarithms and Trigonometry - Sturmius, Briggs, Newton, etc. 225. How the New Scientific Studies were begun at Cambridge (A handbill, reproduced from Chr. Wordsworth's Schola Academicæ, pp. 254-55 Cambridge, 1877) The handbill reproduced on the opposite page is illustrative of the way in which the new scientific and mathematical studies first found their way into the universities. Vince was an instructor at the time, and offered the courses as extras. Three years later he was made a professor, and continued to lecture on the same subjects. On Monday, Nov. 18, at four o'Clock in the Afternoon, The Rev. S. Vince, A.M., F.R.S., Proposes to begin his Philosophical Course of Public Lectures in the Principles of the Four Branches of Natural Philosophy, with the Application to a great Variety of Problems, and on the Principia of Sr. I. Newton, with the most useful deductions. To be continued every Monday, Wednesday, and Friday. That Part of the Course which contains the Lectures on the Principia, will for the Conveniency of those who shall then have commenced Sophs, be given at the End of the present and Beginning of the next Term. And on Tuesday, Nov. 19, at the same Hour, he proposes to begin his Mathematical Course of Public Lectures on the Principles of Arithmetic, Algebra, Fluxions, Trigonometry, plain and spherical, Logarithms, Ratios, &c., &c. To be continued every Tuesday, Thursday, and Saturday. Each Course to be attended a second Time gratis. Terms of attendance are 5 Guineas for each Course. They who purpose to attend are requested to send in their names. CHAPTER XVIII THEORY AND PRACTICE BY THE MIDDLE OF THE EIGHTEENTH CENTURY THE Readings of this chapter have been selected first to illustrate the development of educational theory up to the time of Rousseau, and second to illustrate the conditions and practices in the vernacular schools as they had developed up to about 1750. In the preceding chapters Readings have been given to illustrate ancient and mediæval educational theories; the theories of the Reformation leaders have also been set forth at some length; and in the chapter just before this one the development of educational theory in the sixteenth and seventeenth centuries was illustrated. In this chapter the work of Mulcaster is illustrated by reproducing the table of contents of his Positions (226), to show what he attempted to set forth; and the ideas as to education of John Locke are further illustrated by two additional selections, one on the method of teaching Latin (227) and one on the use of the Bible as a reading book (228). All the remaining Readings of the chapter are given to illustrate the status of elementary education by about the middle of the eighteenth century. The first (229) reproduces the titlepages of two of the earliest spellers, as these show quite well the nature of the volumes and the rather broad purpose they were designed to serve. The next five selections are contemporary penpictures of schools and school work, R. 230 describing a common type of American school of about 1760; R. 231 the teachers in the famous Duchy of Gotha (R. 163), as they were in 1741; R. 232 gives a picture of popular education in Sweden during the eighteenth century; R. 233 is an interesting comment on school conditions and the proprietary rights of teachers in the city of Frankfurt-am-Main; R. 234 gives an interesting description of an examination for a teacher's position, in 1793, in Switzerland; and R. 235 reproduces a number of literary descriptions of that famous English institution - the Dame School. Reading 236 is an agreement with a parochial-school teacher, and indicates the nature of his duties and the sources of his emoluments. The five Readings which follow relate to the establishment of the English religious charity-schools. The first (237) gives the Minutes relating to the establishment of one of the earliest of these schools. The second reproduces first (238 a) the qualifications for a master in such a school and the next (238 b) describes the purpose and nature of the instruction. The third Reading (239) gives a list of the textbooks used in the S.P.C.K. schools, and reproduces the title-pages of two of these books. The fourth (240) is a subscription form for maintaining a charity-school. This subscription form also is illustrative of the means of support for many semi-public schools, in the latter part of the eighteenth century and the early nineteenth as well. The fifth selection (241) is typical of many charity-schools for girls established by the church parishes in England during the eighteenth century. The Indenture of Apprenticeship (242) is an eighteenth-century document, and shows the form these had taken by 1708. Compare this with Readings 99, 200 a-b, and 201. Reading 243, which follows, shows that the apprenticeship idea was followed even in the training of schoolmasters. The next Reading (244) is an interesting description of the instruction and discipline in the schools of Germany in the eighteenth century, while the one which follows (245) is illustrative of English discipline in the same century, and shows its impartial nature in the careful classification of offenses and punishments. Reading 246, together with 236, describes early methods of school support. 226. Table of Contents of Mulcaster's Positions (Mulcaster, Richard, Positions. London, 1581. Reprint, edited by R. H. Quick. London, 1887) In 1581 there appeared in London a book of more than ordinary importance, "Written by Richard Mulcaster, Master of the Schools erected in London Anno. 1561, in the parish of Sainct Laurence Povvntneie, by the vvorshipfull Companie of the Merchaunt Tailers of the said Citie." It was entitled: POSITIONS WHERIN THOSE PRIMITIVE CIRCUMSTANCES |