Essays on Educational ReformersQuick, Robert Hebert
History
Essays on Educational Reformers
Quick, Robert Hebert
Education -- History; Educators
§ 1. The beginning of the 17th century brought with it a change in
the main direction of thought and interest. As we have seen, the 16th
century adored literature and was thrown back on the remote past. Some
of the great scholars like Sturm had indeed visions of literary works
to be written, that would rival the old models on which they were
fashioned; but whether they hoped or not to bring back the Golden Age
all the scholars of the Renascence thought of it as _having been_. With
the change of century, however, a new conception came into men’s minds.
Might not this worship of the old writers after all be somewhat of a
superstition? The languages in which they wrote were beautiful languages,
no doubt, but they were ill adapted to express the ideas and wants of
the modern world. As for the substance of these old writings, this did
not satisfy the cravings of men’s minds. It left unsolved all the main
problems of existence, and offered for knowledge mere speculations
or poetic fancies or polished rhetoric. Man needed to understand his
position with regard to God and to Nature; but on both of these topics
the classics were either silent or misleading. Revelation had supplied
what the classics could not give concerning man’s relation to God;
but nothing had as yet thrown light on his relation to Nature. And yet
with his material body and animal life he could not but see how close
that relation was, and could not but wish that something about it might
be _known_, not simply guessed or feigned. Hence the demand for _real_
knowledge, that is, a knowledge of the facts of the universe as distinct
from the knowledge of what men have thought and said. We have heard of
the mathematician who put down Paradise Lost with the remark that it
seemed to him a poor book, for it did not prove anything; and it was just
in this spirit that the new school of thinkers, the Realists, looked upon
the classics. They wanted to know Nature’s laws: and words which did not
convey such knowledge seemed to them of little value.
§ 2. Here was a tremendous revolution from the mode of thought prevalent
in the Renascence. No longer was the Golden Age in the past. In science
the Golden Age must always be in the future. Scientific men start with
what has been discovered and add to it. Every discovery passes into the
common stock of knowledge, and becomes the property of everyone who knows
it just as much as of the discoverer. Harvey had no more property in the
circulation of the blood, Newton and Leibnitz no more property in the
Differential Calculus than Columbus in the Continent of America; indeed
not so much, for Columbus gained some exclusive rights in America, but
Harvey gained none over the blood.
Public-domain text, read in full here on John Shaqi.
Reviews
Reviews
No reviews yet
Be the first to share your thoughts on this work.
Elsewhere in the archive
Join the Discussion
Join the discussion
Sign in to leave a comment or review.
Sign InorCreate an account