The History of Education: Educational Practice and Progress Considered as a Phase of the Development and Spread of Western CivilizationCubberley, Ellwood Patterson
History
The History of Education: Educational Practice and Progress Considered as a Phase of the Development and Spread of Western Civilization
Cubberley, Ellwood Patterson
Education -- History
The Italian cities, particularly Genoa and Venice, had become rich from
their commerce, as had many cities in northern lands. Everywhere the
cities were centers for the new life in western Christendom. England was
rapidly changing from an agricultural to a manufacturing nation. The serf
was evolving into a free man all over western Europe. Italian navigators
had discovered new sea routes and lands, and robbed the ocean of its
terrors. Columbus had discovered a new world, soon to be peopled and to
become the home of a new civilization. Magellan had shown that the world
was round and poised in space, instead of flat and surrounded by a
circumfluent ocean. The printing-press had been perfected and scattered
over Europe, and was rapidly multiplying books and creating a new desire
to read (R. 134). The Church was more tolerant of new ideas than it had
been in the past, or soon was to be for centuries to come. All of these
new influences and conditions combined to awaken thought as had not
happened before since the days of ancient Rome. The world seemed about
ready for rapid advances in many new directions, and great progress in
learning, education, government, art, commerce, and invention seemed
almost within grasp. Unfortunately the promise was not to be fulfilled,
and the progress that seemed possible in 1500 was soon lost amid the
bitterness and hatreds engendered by a great religious conflict, then
about to break, and which was destined to leave, for centuries to come, a
legacy of intolerance and suspicion in all lands.
QUESTIONS FOR DISCUSSION
1. In what way was the fact that Dante wrote his _Divine Comedy_ in
Italian instead of Latin an evidence of large independence?
2. Was it a good thing for peace and civilization that the modern
languages arose, instead of all speaking and writing Latin? Why?
3. Of what value to one is a "sense of the past behind him, and a
conception of the possibilities of the future before him," by way of
giving perspective and self-confidence? Do we have many mediaeval-type
people to-day?
4. Show how the work of Petrarch required a man with a strong historic
sense.
5. Show the awakening of the modern scientific spirit in the critical and
reconstructive work of the scholars of the Revival.
6. Of what was the exposure of the forgery of the "Donation of
Constantine" a precursor?
7. Contrast the modern and the mediaeval spirit as related to learning.
8. Suppose that we should unexpectedly unearth in Mexico a vast literature
of a very learned and scholarly people who once inhabited the United
States, and should discover a key by which to read it. Would the interest
awakened be comparable with that awakened by the revival of Greek in
Italy? Why?
9. What does the fact that no copy of Quintilian's _Institutes_, a very
famous Roman book, was known in Europe before 1416 indicate as to the
destruction of books during the early Christian period?
Public-domain text, read in full here on John Shaqi.
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