Historical Foundations of Education – 1600-1865

FOED 1110

Early European Influences:

John Amos Comenius –1592 - 1670 – Czech theologian and philosopher

ü Viewed education as primary means for improving society

ü All children were to be instructed thoroughly by methodically trained teachers

ü Use of quality textbooks

ü Schools supported financially by state and city governments and clergy

ü Educational programs divided into four distinct graded:

! Nursery school – birth to age 6

! Elementary or National School – 6 – 12

! Latin School – 13 – 18

! Academy – gifted youth – 19-24

ü All children were to meet in a special school for 6 years

ü Process of education would be pleasant and easy under following conditions:

! Education began early before child’s mind was corrupted

! Child’s mind was prepared to receive instruction

! Instruction moved from general to specific

! Tasks were arranged from easy to difficult

! Number of subjects students studied was manageable

! Teachers maintained a reasonable lesson pace

! Instruction was age appropriate

! All teaching done through the senses

! Material being learned was constantly visible for the child

! One single method employed at all times

ü Universal textbooks for all

John Locke – 1632-1704 – English philosopher

ü Argued that the human mind was a “blank slate” or “tabula rasa”

ü Children should:

ü not simply read, but should interact with the environment

! use their senses to accumulate ideas

! be encouraged to pursue curiosity and questions

! be treated as rational creatures as they unlock mysteries

ü Teachers should tailor instruction to individual aptitudes and interests

ü Ideas consistent with Age of Enlightenment

ü “Essential goodness of people foreshadowed the development of a benevolent view of education

Jean Jacques Rousseau – 1712-1778 – Swiss philosopher

ü Criticized educational methods

ü Believed that:

! teachers ignored children’s ways of thinking, seeing, feeling

! schools ignored the natural conditions of a child’s growth, imposed books and abstract ideas on the minds of children

ü Wrote Emile – the “genius child” who was educated in the country away from the error of contemporary life

ü Emile’s education consisted of:

! A tutor who provided experiences in harmony and nurtured Emile’s growth

! Conditions that dispensed a “negative” education that removed all obstacles

! Explorations of environment and nature

! Learning through trial and error

ü Believed that education between the ages of 11-14 should:

! become more intellectual and should include astronomy, geography, and literature (Robinson Crusoe)

! allow students to become more abstract as they probe secrets of universe

! encourage students to develop understandings of meanings of love, justice, and duty

Johann Heinrich Pestalozzi – 1746-1827 – Swiss educator

ü Put Rousseau’s ideas into practice with male students in Germany

ü Believed that:

! All children pass through a number of stages for optimal growth

! Students master experiences and tasks of the previous stage

! Learning is facilitated by kind an loving educators who provide sensory experiences

Wrote How Gertrude Teaches Her Children – a book for mothers

Developed “object lessons” – modeled teaching to facilitate learning abstract concepts

Johann Friedrich Herbart – 1776-1841 – German philosopher, psychologist, educator

ü Believed that:

! Primary goal of education was to respect child’s individuality

! A teacher should cultivate a child’s interests and use a variety of methods

ü Proposed steps to instructional lessons that include:

! Clearness – understanding of content

! Association – link to prior knowledge

! System – analysis of new ideas

! Method – ability to apply new information

Friedrich Froebel – 1783-1852 – German philosopher of education

ü Established the first kindergarten in 1837 – Blankenburg, Germany

ü “General Institution” where children learned through games and “occupations”

ü Portion of child’s day was spent on gardening

ü Believed that:

! A person’s senses, emotions, and reasoning were essential to learning

! Quality early childhood experiences should involve music, play, and art

! Play was an important part of learning

1855 – Margaretta Schurtz – established one of the first German Kindergartens – Wisconsin

1860 – Elizabeth Peabody – established the first English Kindergarten – Boston (private)

1868 – First public school Kindergarten established in St. Louis

Adapted from Foundations of Education- McNergney & Herbert

Craig, 2000