DEPARTMENT OF EDUCATION OUTLINES OF THE BY GEORGE WASHINGTON ANDREW LUCKEY, Ph. D. DEAN OF THE GRADUATE SCHOOL OF EDUCATION AND HEAD PROFESSOR OF EDUCATION OUTLINES OF THE HISTORY OF EDUCATION PART I PRE-CHRISTIAN EDUCATION PREFACE As shown in a former publication,* college departments of Education in America are scarcely forty years old. But from the first one of the subjects relied on most in the training of teachers of advanced grade has been the history of education, and faith in the value of this subject is increasing with the years. Today it is the evolutionary conception of life that is shaping our thought and directing our education. Before we can truly teach we must know the individual whom we are to direct-both ontogenetically and phylogenetically. To know what the individual is one needs to know what he has been. We can gain valuable knowledge of children through a study of the parents; knowledge of the present generation through a study of its past. Hence the two professional subjects most vital in the training of the teacher are child study (individual development) and the history of education (the highest product of racial development). In harmony with the above thought the present Outlines of the History of Education were conceived and brought forth. They were presented first to the students of the History of Education, University of Nebraska, 1895; published in book form in 1903; revised in 1912; and now, after twenty years of class-use, are again revised and published. At first the treatment of the subject was new, the outlines had few or no competitors. In 1895 the text-books of the history of education were few and, for the most part, poorly adapted to the needs of college students. The intervening years added materially to the number of good books on the subject, but the writer is still of the opinion that the best results, from the study of the history of education, are gained through following a good set of outlines rather than a text-book. The former conserves better individual plasticity and development, creates more independent thinking, and develops originality. A text-book on the history of education, however good, unless supplemented by much outside reading, gives the student a narrow view of civilization, and what is still more discouraging, it stores his mind *The Professional Training of Secondary Teachers in the United States by G. W. A. Luckey. The Macmillan Co. 1903. with generalizations of others without giving to him the power of construction and independent thinking. The Outlines of the History of Education herein presented are the result of twenty years' experience in teaching the subject in the University of Nebraska. They represent the nucleus of a three-hour college course for one year (thirty-six weeks) consisting of one hundred four lectures and recitations of fifty-two minutes each. The course as outlined is intended primarily for college students of junior and senior rank, and covers with a fair degree of completeness most of the important topics of the history of education. More time than is allotted to the history of education in the University of Nebraska might be given to the subject with profit. This is especially true if the students are less thoroughly prepared for the work. If less time is to be given to the subject it will be well to omit some of the topics, devoting more time to others. The History of Education is outlined under three divisions: part one, Pre-Christian Education; part two, Education of Christian Countries; part three, Education in America. Where the school-year is divided into three terms, the division of the Outlines may be found convenient. If the students are sufficiently mature and advanced each part of the Outlines can be covered with profit in a two-hour-university course. The Outlines are published in this form for the convenience of students who make such constant use of them in the study of the history of education, and also for the benefit of colleagues in other institutions who may prefer to use the Outlines with their students in the history of education rather than a text. They will also be of value to the teacher and individual student who have intelligence and persistence sufficient to supplement their early education with a thorough course in the history of education. The bibliography arranged for the present edition by my daughter, Bertha Musson Luckey, has been prepared with special reference to the Library of the University of Nebraska. It is confined almost wholly to references in English, and while fairly complete, it does not aim to be exhaustive. On most topics the bibliography is sufficiently complete to furnish a good working basis and most of the references will be found in any good library. The Outlines are published in the hope that they will be found of service in the study of the history of education and will find a welcome place in many a student's library. February 1, 1916. G. W. A. LUCKEY, 1439 R Street, Lincoln, Nebr. |