CHAPTER PAGE I.--+Introduction+ 1 II.--+John Amos Comenius+ (1592-1670) 18 III.--+John Locke+ (1632-1704) 35 IV.--+Jean Jacques Rousseau+ (1712-1778) 59 V.--+Basedow and Kant+ Johann Bernard Basedow (1723-1790) 93 Immanuel Kant (1724-1804) 98 VI.--+Heinrich Pestalozzi+ (1746-1826) 116 VII.--+Johann Gottlieb Fichte+ (1762-1814) 143 VIII.--+Friedrich Froebel+ (1782-1852) 166 IX.--+Johann Friedrich Herbart+ (1776-1841) 199 X.--+Herbert Spencer+ (1820-1903) 223 XI.--+Georg Wilhelm Friedrich Hegel+ (1770-1831) 245 XII.--+W. T. Harris and G. Stanley Hall+ William Torrey Harris (1835-1909) 267 Granville Stanley Hall (1844-1924) 276 +Index+ 295 MODERN EDUCATORS AND THEIR IDEALS CHAPTER I. INTRODUCTION The Ægean peninsula was the great reservoir of ancient civilization into which the cultural stream of every nation around the Mediterranean had its outlet and from which all subsequent ages of Europe have drawn. Therefore without an understanding of the Greek ideas and ideals of education we shall not be able to understand the European ideas and ideals of education. As Compayré says, “in respect to education, as in respect to everything else, the higher spiritual life of modern nations has been developed under the influence of Grecian antiquity” (5: p. 18). And we can safely say that, with the exception of the ancient Chinese--so misunderstood and misrepresented in the West, but the Greek of the Orient in my opinion--no nation in antiquity represents modern conceptions so nearly as the Greek, especially the Athenian. The complete and harmonious development of the human body and soul in their strength and beauty; the perfect and full, yet regulated enjoyment of earthly life in its social as well as individual form; the attainment of virtue and happiness in and through the state--these were the fundamental ideals which governed the ancient Greeks. The state not only took nearly the sole charge of the education of its citizens, but it was in itself the educational and educative institution. People were educated through their social and communal life. The part played by the school was very small; it had a later and private origin, beginning with the rhetoricians and philosophers, and meeting the need of the few.