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
In 1414 a Council of the Church was called at Constance, in Switzerland,
to heal the papal schism, and this Council made a serious attempt at
church reform. After reuniting the Church under one Pope, it drew up a
list of abuses which it ordered remedied (R. 149). It also attempted to
establish a democratic form of organization for the government of the
Church, with Church Councils meeting from time to time to advise with the
Pope and formulate church policy, much like the government of a modern
parliament and king. Had this succeeded, much future history might have
been different [4] and the civilization of the world to-day much advanced.
But the attempt failed, and the absolutism of the reunited Papacy became
stronger than ever before. Protests of princes, actions of legislative
assemblies, [5] protests sometimes of bishops, [6] the failing allegiance
of men of affairs, the increasing condemnation and ridicule from laymen
and scholars--all signs of a strong undercurrent of public opinion--seemed
to have no effect on those responsible for the policy of the Church.
That the different rebellions and refusals of reform helped directly to
the ultimate break of Luther is not probable, as Luther seems to have
worked out his position by himself. Each of these earlier defiances of
authority and the later defiance of Luther were alike, though, in two
respects. Each demanded a return to the usages and beliefs and practices
of the earlier Christian Church, as derived from a study of the Bible and
of the writings of the early Christian Fathers; and each insisted that
Christians should be permitted to study the Bible for themselves, and
reach their own conclusions as to Christian duty. In this demand to be
allowed to go back to the original sources for authority, and the
assertion of the right to personal investigation and conclusions, we see
the new intellectual standards established by the Revival of Learning in
full force. After 1500 the rising demands for moral reform and the
recognition of individual judgment could not be put aside much longer.
Unless there could be evolution there would be revolution. Evolution was
refused, [7] and revolution was the result.
Public-domain text, read in full here on John Shaqi.
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