educational: Dictionary Information

educational: Geographic Locations

educational: Historical Excerpts

education Europe Founding of great colleges and universities, including Sorbonne, Paris, 1252; Lisbon, 1290; Balliol College, Oxford, 1268; Alcala, Portugal, 1293; Rome, 1303; Prague, 1348; Grenoble, 1339; Valladolid, 1346; Vienna, 1365; New College, Oxford, 1379; Heidelberg, 1386, and others. Medicine added to curriculum at University of Bologna, 1316, though montpellier remained foremost medical scliool. ITALY. Petrarch, Francesco. outstanding scholar; first great ‘man of letters’: with Boccaccio, spurred revival of interest in Latin and Greek classics: helped found chair in Greek at University of Florence; constructed first modern map of Italy. Salutati, Coluccio. As Chancellor of Florence, made study of classics fashionable. chrysoloras, Manuel. Greek' scholar; gave first public lectures on classics; UTote first Greek grammar; translations of Plato and Homer; introduced Greek Literature to West; teacher of many famous humanists. Planudes Maximus. Byzantine monk and scliolar; translations from Greek into Latin; edition of Greek Anthology, long a standard work; prose collection of Aesop’s Fables important. Asia CHINA. empire-wide system of schools confined to memorization of Confucian classics, letter-svriting, and composition; high examinations given orally at Peking, primarily for selection of government officials. Chu Shih-chieh. Published textbook, Suan-hsio Chi-meng (matliematical Study introduction), 1299; influential in Japan, lost in China until 1839. Wang Ling-Iing. Author of primer used for 600 years in education. ^ • JAPAN. Zen Buddhist priests dV veloped educational system.





education Europe GERMANY. Storm, Johannes. Scholar and pre-eminent educator; founded, 1537, die Strasbourg Gymnasium; system of graded readings and classes became basis of European secondary schools; influenced by humanists; taught classics, wrote texts; exceedingly influential. ENGLAND. Under Elizabeth, 1558, sdiool instruction narrotvly religious with strict conformity to established Church: fines imposed upon employers of ‘unsound’ sdioolmastcrs; protestantism not synonymous with tolerance or freedom of thought, speech, or teaching. Ascham, Roger. Humanist, sdiolar, educator; wote The scholemastcr, pub. 1570, treatise on teaching of Latin, urging use of double-translation methods. Muicaster, Richard. Scholar and headmaster at two great English sdiools. Merchant Taylor's and St. Paul’s; educational theory in The Positions, 1581, and The elerncnlaric, 1582; influential representative of Sense Realist Sdiool. Recorde, Robert, cl 5 10-58. Madicmatician; texts on arithmetic, geometry, astronomy had important influence on science education. ITALY. Aquaviva, Claudio. 15431615. Jesuit teadier; author of Ratio, basis of all Jesuit education. SPAIN. Ponce de Leon, Pedro. CI520-84. benedictine monk, first recorded teacher of the deaf. Colloquies, 1519, Latin reading book by Erasmus banned by Council of Trent. First newspaper printed in Venice, 1563. Founding of universities of Leyden, 1575: Mexico, 1551; San Marcos de Lima, 1551; St. Thomas' Aquinas of Santo Domingo, 1558; Rugby Sdiool. 1567; and Merdiant Taylor's Sdiool, 1561.





Europe ENGLAND. Bacon, Francis. contribution to education in his Novum Organum, 1620, advancement of Learning, 1605, and New Atlantis, 1627; study of nature basic to all scientific progress; gave importance to experimentation as well as observation; applied spirit of free inquiry to field of science, assuming end to be for practical rather than metaphysical purposes. Selden, John. 1584-1654. Jurist; scholar; one of most erudite men of period; origins of British Law; History of Tithes, 1618, anticlerical. Bodleian Library opened at Oxford University, 1622; has received copy of every book published in Britain; vast, valuable manuscript collection. BOHEMIA. Comenius, John. Moravian educator and theologian; leading pioneer in educational reform and ecumenical endeavor; teaching in vernacular, related to everyday e.xperiences; worked for universal system of education, offering equal opportunities to women; Didactica magna, 162832, contains his proposals; referred to as ‘father of modern educational theory and practice’; believed in worldwide uniformity of texts. GERMANY. Ratke, Wolfgang. Senserealist; innovator; conducted experimental school at Anstalt. NETHERLANDS. Erpenius, Thomas. (Van Erpe) Orientalist; one of most celebrated scholars of day. AMERICAN COLONIES. massachusetts Law of 1642 ordered all diildren be taught to read; Law of 1647 provided for public education with school and teacher; Harvard College founded, 1636; first American Latin Grammar School, Boston, 1635; first public library, Virginia.





education Europe ENGLAND. Reading instruction created a public for newspapers, pamphlets (tracts), and books, stimulated desire for knowledge; education of poor remained only form of teaching supported by taxation. Bentley, Richard. Critic and philologist; largely responsible for high standards of textual criticism; great English classical scholar; The Epistles of Phalaris, exposure of 2nd century forgery, most celebrated work. Dilworth, Thomas, d. 1780. Author of most famous textbook of period, A New Guide to English Tongue, published 1740; wrote Schoolmaster's Assistant, 1743. GERMANY. Hecker, Julius. Educator; pupil of Francke; opened first distinct Realschule in Berlin, 1747; practical courses in preparation for trades or mercantile career offered; laid foundation for Prussian advancement of scientific and technical education; first Seminary for Teachers in Prussia, founded 1738. University of Gottingen founded, 1737, center of modem scientific spirit in Germany, second only to Halle. First technical scliool. School of Mines, opened in Brunswick, 1745. NETHERLANDS. Boerhaave, Hermann. Dutch physician and chemist; important teacher, used clinical method for first time at University of Leiden. RUSSIA. Moscow University founded by Peter the Great, 1705. Asia CHINA. Chang T'ing-yu. Joint editor of Ming Chi Kang Niu, history of Ming Dynasty; author of many scholarly works, encyclopedias, etc.; important educational influence. American Colonies American philosophical Society founded by Benjamin Franklin in philadelphia, pennsylvania, 1743; Yale College, New Haven, connecticut, 1701; University of pennsylvania





The Sodety of Jesus CJesuits) ceased to exist in the Catholic world with an order for then suppression by Pope Clement XIV. 1773. Given asylum by Frederick in Prussia and Catherine in Russia, they conUnued to work and teach in those countries. Kant, though he later became the spearhead of a great German religious revival, wrote the final philosophical defense of agnoslidsm in Ws Critique of Pure Reason, 1781. The United Slates saw a break with the Anglican Church, the rise of the Methodist Church, and the success of revival meetings. The great educator of the period was Johann Peslalozzi, considered the founder of modem educational methods. Sanskrit College founded at Benares, India, 1791.





Chauncy, Charles. '1705-87. Most influential clergyman (next to Edwards, his opponent) in New England; leader of ‘Old Lights,* liberals in theological doctrinal disputes following Great Awakening: opposed establishment of Anglican bishopric in American colonies; patriot during Revolution; universalist following war. Backus, Isaac. 1725-1806. Leader of New England Baptists; champion of religious freedom; eminent religious historian. John Carroll consecrated as first Roman Catholic bishop in United States, Maryland, 1790. First Bible printed in United States, 1782. education Europe SWITZERLAND. Pestalozzi, Johann. Great educator; considered founder of modern educational methods, primarily for elementary school level; rejected religious aim and teadiing of mere words and facts; tried instead to reduce educational process to well-organized routine based on natural development of child’s capacity to learn; experimental school, ‘l^euhof,’ at Zurich; important influence on European and American education. GERMANY. Basedow, Johann. Educator: published elementarwerk, 1774, introducing nature study and physical education as well as manual training; reforms used throughout Germany; important in establishment of realistic training. Adelung, Johann. 1732-1806. Grammarian; -wrote dictionary of High German. Grimm, Jakob and Wilhelm. inaugurated great German Dictionary, first volume, 1752. FRANCE. La Chalotals, Louis. 170185. Magistrate and author of d'Education Nationale, 1763, called education essentially a civil affair; real purpose of education to prepare citizens; influenced policy of relation of education to government; praised by Voltaire.





RELIGION Europe GERMANY. schleiermacher, Friedrich. philosopher, Protestant tlieologian, Moravian Church; author, Christian Dogma According to the fundamental Principles of the evangelical Church, 1821-22, an important theological work attempting to reconcile theories of modem society with religion. Baader, Franz. 1765-1841. philosopher and mystic: famed Roman Catliolic thinker. ENGLAND. Two-thirds of Welsh protestants seceded from Anglican Church, 1811. Bourne, Hugh. 1772-1852. Founder, Primitive Methodists, 1807; outdoor revival services; within his lifetime, 110,000 members. United States Carroll, John. Roman Catholic Jesuit; cleigyman; opponent of English control of Catholic Church in America; first archbishop of Baltimore; founded Catholic educational institutions, including Georgetown University. Cheverus, Jean. 1768-1836. French Roman Catholic clergyman; outstanding first bishop of Boston, 1810-23. Ballou, Hosea. 1771-1852. Foremost universalist leader; founder and editor, universalist Magazine, 1819. Albright, Jacob. 1759-1808. Founder, evangelical association, later evangelical Church, branch of Methodist; elected bishop at first annual conference, 1807. Campbell, Alexander. 1788-1866. Founder, Disciples of Christ, offshoot o Baptists, 1809, in Pennsylvania; periodical, Christian Baptist, 1826; now over 2 million members. Asia japan, kurozumi Munefado. Founder, Kurozumi sect, first of modem popular Shinto sects; patriotism stressed; large following.





1874. Historian; creator of French primary school system through his support of Law of 1833 while Minister, Public instruction, 1832-37. Falloux law, 1850, extended Catholic influence in education through legislation. ENGLAND. Brougham, Henry Baron; 1778-1868. Proposed educational reforms: a founder. Society for Diffusion of Useful Knowledge and of University of London, 1836; wrote observations on education of the People, 1825; leader in struggle for national education; called English ’Mann.’ Arnold, Thomas. 1795-1842. Introduced monitorial system and independent thought at Rugby School; liberal thinker. Owen, Robert. 1771-1858. Social reformer; contributed to education by founding infant school for poor children of mill and factory towns. Macaulay, Thomas B., lord. 1800





1863-1902 Chang Chih-tung, viceroy, China’s Only Hope or exhortation to Learning, advocated reform of educational system University of Tokyo





Cabrini, St. Frances Xavier. 18501917. Founder, Missionary Sisters of the Sacred Heart of Jesus; order originated in Italy and flourished in the United States; called ‘Mother Cabrini.’ education United States Parker, Francis W. Originated Quincy movement emphasizing progressive educational principles, including learning by doing, social activities, and teaching of science; founded Chicago Institute, later Scliool of education, University of Chicago; influenced by German schools and Herbartian system; valuable pioneer work led to improvements in curriculums and teacher training. Eliot, Charles W. President, Harvard University, whicli grew from small college to great modern university during his tenure; introduced notable reforms; curriculum enriched, elective system extended, written examinations required; edited Harvard Classics (Five Foot Shelf) whidi increased range of adult education. Dewey, Melvil. 1851





education UNESCO (United Nations educational , Scientific and Cultural Organization). established in 1945 for purpose of furthering world peace by removing social, religious, and racial tensions: encouraging free interchange of ideas and of cultural and scientific achievements and improving and expanding education; Julian Huxley, Great Britain, served as director general, 1946-48; Jamie Torres Bodet, Mexico, 1948-52; Luther Evans, 1952-1958; Vittorino Veronese, Italy, 1958United States Following World War II, under G.I. Bill of Rights, 8,000,000 ex-service personnel received educational training; growth in population increased problems; Committee for White House Conference on education in 1956 recommended that expenditures for education be doubled within 10 years, that pay scales be doubled to attract more and better teachers; endorsed emeigency Federal aid for school construction; urged communities to seek solution to integration problems (by 1956, 250,000 Negro students had been integrated into white schools); proposed extending public health and safety services to parochial and private schools. The development of earth satellites and intercontinental missiles increased interest in science education and in the need for basic research laboratories; the growing pressure for language courses and an understanding of the lives, beliefs, and cultures of other peoples of the world extended the school curricula. Europe ENGLAND. legislation insuring fulltime compulsory education for children five to 15, passed in 1945. GERMANY. Attempted to link education with industry in a produaive union and to shape both totvard military ends; following the defeat of Hitler, a re-educating process became necessary’ with an aim toward an understanding of world responsibility and cooperation.





Asia INDIA. The main problem is one of raising tlie literacy rate of the general population; in 1941 it was estimated that about 12 per cent of the people could read: in a reorganization of the educational system, greater emphasis has been placed on primary education, svith costs shifted to private groups and local governments; at the university level, however, the central government has extended its control in order to maintain high standards: an attempt has been made to unify the language; a department of education has been established in the provinces as well as in the central government; teclinical training receiving greater emphasis. PAKISTAN. After partition, 1956, a conference tvas called to create a system of education whidi could cover the entire country and attempt to make literacy universal within 20 years; Urdu was to be the compulsory national langu.ige in tlie 6th year; othenvise, local languages could be spoken; religious education made compulsory for all Moslems in all schools. Middle East TURKEY. Law in 1928 replaced Turkish alphabet with Latin alphabet, and ■whole nation was obliged to learn it; all books, magazines were reset in new type; compulsory education instituted, 1931; metric system introduced. international or Universal Languages. Latin was used.as the international language of scholarship until the close of the Middle Ages. Frendi has been used as tlie language of diplomacy, and English has become popular as the language of trade and commerce. Attempts have been made to establish an anificial, auxiliary language for universal use; diaracterized by phonetic spelling, simplicity, and regularity of syntax and form, over 100 sudi languages have been dewed, including Volapiik, Esperanto, interlingua, Ido, nov-esperanto Occidental, Arulo, Ro, and, most successful in recent years, Basic English, developed in the 1930's, using 850 basic English words.