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
CHANGED ATTITUDE TOWARD THE OLD PROBLEMS. The Peace of Westphalia (1648),
which ended the bloody Thirty Years' War, itself the culmination of a
century of bitter and vindictive religious strife, has often been regarded
as both an end and a beginning. Though the persecution of minorities for a
time continued, especially in France, this treaty marked the end of the
attempt of the Church and the Catholic States to stamp out Protestantism
on the continent of Europe. The religious independence of the Protestant
States was now acknowledged, and the beginnings of religious freedom were
established by treaty. This new freedom of conscience, once definitely
begun for the ruling princes, was certain in time to be extended further.
Ultimately the day must come, though it might be centuries away, when
individual as well as national freedom in religious matters must be
granted as a right, and one of the greatest blessings of mankind finally
be firmly established by law. [17]
The end of the period of bitter religious warfare, too, was followed by a
reaction against religious intolerance which contained within itself the
germs of much future liberty and human progress. Paulsen has well
expressed the change, in the following words: [18]
The long and terrible wars to which the ecclesiastical schism had
everywhere given rise--the wars of the Huguenots in France, the Thirty
Years War, and the Civil War in England--had, in the end, created a
feeling of indifference toward religious and theological problems. Did
it really pay, people asked themselves, to kill each other and
devastate each other's countries for the sake of such questions? Could
these problems ever be decided at all? If not, was it not much more
reasonable to let everyone believe what he could, and, instead of
wasting breath and arguments, convincing to nobody, on
transubstantiation, predestination, and real presence, to cultivate
sciences which really placed lasting and verifiable truths within the
reach of the understanding, such as mathematics and natural
philosophy, geography and astronomy? Here were sciences which offered
knowledge to the mind that could be turned to account in this earthly
life, whereas those transcendental speculations were of no use at
all.... Toward the end of the seventeenth century this spirit of
indifference and scepticism toward theology, and sometimes even toward
religion in general and the future world, formed a most important
factor in the changing intellectual attitude of the times. [19]
Public-domain text, read in full here on John Shaqi.
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