EDITOR’S PREFACE.

 Many years ago I proposed to my friend Mr. Quick to rewrite his Educational Reformers, making some additions (Sturm and Froebel, for example), and allow me to place it in this series of educational works. I had read his essays when they first appeared, and noted¹ their great value as a contribution to the right kind of educational literature. They showed admirable tact² in the selection of the materials; the “epoch-making” writers were chosen and the things that had been said and done of permanent value were brought forward. Better than all was the running commentary on these materials by Mr. Quick himself. His style was popular, taking the reader, as it were, into confidential³ relations with him from the start, and offering now and then a word of criticism in the most judicial⁴ spirit, leaning neither to the extreme of destructive radicalism⁵, which seeks revolution rather than reform, nor, on the other hand, to the extreme of blind conservatism, which wishes to preserve the vesture of the past rather than its wisdom.

I have called this book of Mr. Quick the most valuable history of education in our mother-tongue, fit only to be compared with Karl von Raumer’s Geschichte der P?dagogik for its presentation of essentials and for the sanity⁶ of its verdicts.

[viii]

I made my proposal that he “rewrite” his book because I knew that he considered his first edition hastily written and, in many respects, not adequate to the ideal he had conceived of the book. I knew, moreover, that years of continued thinking on a theme necessarily modifies one’s views. He would wish to make some changes in matter presented, some in judgments⁸ rendered, and many more in style of presentation.

Hence it has come about that after this lapse⁹ of time Mr. Quick has produced a substantially new book, which, retaining all or nearly all of the admirable features of the first edition, has brought up to their standard of excellence¹⁰ many others.

The history of education is a vast field, and we are accustomed to demand bulky treatises¹¹ as the only adequate ones. But the obvious disadvantage of such works has led to the clearly defined ideal of a book like Mr. Quick’s, which separates the gold from the dross¹², and offers it small in bulk but precious in value.

The educational reformers are the men above all others who stimulate¹³ us to think about education. Every one of these was an extremist, and erred¹⁴ in his judgment⁷ as to the value of the methods which prevailed in his time, and also overestimated¹⁵ the effects of the new education that he proposed in the place of the old. But thought begins with negations, and originality¹⁶ shows itself first not in creating something new, but in removing the fettering¹⁷ limitations of its existing environment. The old is attacked—its good and its bad are condemned¹⁹ alike. It has been imposed on us by authority, and we have not been allowed to summon it before the bar of our reason and ask of it its credentials²⁰. It informs us that it presented these credentials ages ago to our ancestors—men[ix] older and wiser than we are. Such imposition of authority leaves us no choice but to revolt. We, too, have a right to think as well as our ancestors; we, too, must clear up the ground of our belief and substitute insight for blind faith in tradition.

These educational reformers are prophets of the clearing-up period (Aufkl?rung) of revolution against mere²¹ authority.

While we are inspired to think for ourselves, however, we must not neglect that more important matter of thinking the truth. Free-thinking, if it does not reach the truth, is not of great value. It sets itself as puny²² individual against the might of the race, which preserves its experience in the forms of institutions—the family, the social organism, the state, the Church.

Hence our wiser and more scientific method studies everything that is, or exists, in its history, and endeavors to discover how it came to be what it is. It inquires into its evolution. The essential truth is not the present fact, but the entire process by which the present fact grew to be what it is. For the living force that made the present fact made also the past facts antecedent to the present, and it will go on making subsequent facts. The revelation of the living forces which make the facts of existence is the object of science. It takes all these facts to reveal the living force that is acting²³ and producing them.

Hence the scientific attitude is superior to the attitude of these educational reformers, and we shall in our own minds weigh these men in our scales, asking first of all: What is their view of the world? How much do they value human institutions? How much do they know of the substantial good that is wrought²⁴ by those institutions? If they know nothing of these things, if they see only incumbrance[x] in these institutions, if to them the individual is the measure of all things, we can not do reverence²⁵ to their proposed remedies, but must account their value to us chiefly this, that they have stimulated²⁶ us to thinking, and helped us to discover what they have not discovered—namely, the positive value of institutions.

All education deals with the boundary between ignorance and knowledge and between bad habits and good ones. The pupil as pupil brings with him the ignorance and the bad habits, and is engaged in acquiring good habits and correct knowledge.

This situation gives us a general recipe for a frequently recurring²⁷ type of educational reformer. Any would-be reformer may take his stand on the boundary mentioned, and, casting an angry look at the realm of ignorance and bad habit not yet conquered, condemn¹⁸ in wholesale²⁸ terms the system of education that has not been efficient in removing this mental and moral darkness.

Such a reformer selects an examination paper written by a pupil whose ignorance is not yet vanquished²⁹, and parades the same as a product of the work of the school, taking great pains to avoid an accurate and just admeasurement of the actual work done by the school. The reformer critic assumes that there is one factor here, whereas there are three factors—namely, (a) the pupil’s native and acquired powers of learning, (b) his actual knowledge acquired, and (c) the instruction given by the school. The school is not responsible for the first and second of these factors, but it is responsible only for what increment³⁰ has grown under its tutelage. How much and what has the pupil increased his knowledge, and how much his power of acquiring knowledge and of doing?

The educational reformer is always telling us to leave[xi] words and take up things. He dissuades³¹ from the study of language, and also undervalues the knowledge of manners and customs and laws and usages. He dislikes the study of institutions even. He “loves Nature,” as he informs us. Herbert Spencer wants us to study the body, and to be more interested in biology than in formal logic³²; more interested in natural history than in literature. But I think he would be indignant if one were to ask him whether he thought the study of the habits and social instincts of bees and ants is less important than the study of insect anatomy³³ and physiology³⁴. Anatomy and physiology are, of course, important, but the social organism is more important than the physiological³⁵ organism, even in bees and ants.

So in man the social organism is transcendent as compared with human physiology, and social hygiene³⁶ compared with physiological hygiene is supreme³⁷.

To suppose that the habits of plants and insects are facts, and that the structure of human languages, the logical structure of the mind itself as revealed in the figures and modes of the syllogism³⁸ and the manners and customs of social life, the deep ethical³⁹ principles which govern peoples as revealed in works of literature—to suppose that these and the like of these are not real facts and worthy⁴⁰ of study is one of the strangest delusions⁴² that has ever prevailed.

But it is a worse delusion⁴¹ to suppose that the study of Nature is more practical than the study of man, though this is often enough claimed by the educational reformers.

The knowledge of most worth is first and foremost the knowledge of how to behave—a knowledge of social customs and usages. Any person totally ignorant in this regard would not escape imprisonment—perhaps I should[xii] say decapitation—for one day in any city of the world—say in London, in Pekin, in Timbuctoo, or in a pueblo⁴³ of Arizona. A knowledge of human customs and usages, next a knowledge of human views of Nature and man—these are of primordial⁴⁴ necessity to an individual, and are means of direct self-preservation.

The old trivium or threefold course of study at the university taught grammar, logic, and rhetoric—namely, (1) the structure of language, (2) the structure of mind and the art of reasoning, (3) the principles and art of persuasion⁴⁵. These may be seen at once to be lofty subjects and worthy objects of science. They will always remain such, but they are not easy for the child. In the course of mastering them he must learn to master himself and gain great intellectual stature⁴⁶. Pedagogy has wisely graded the road to these heights, and placed much easier studies at the beginning and also made the studies more various. Improvements in methods and in grading—devices for interesting the pupil—so essential to his self-activity, for these we have to thank the Educational Reformers.

W. T. Harris.

Washington, D. C., 1890.

1 noted   

adj.著名的，知名的

参考例句：

• The local hotel is noted for its good table.当地的那家酒店以餐食精美而著称。
• Jim is noted for arriving late for work.吉姆上班迟到出了名。

2 tact   

n.机敏，圆滑，得体

参考例句：

• She showed great tact in dealing with a tricky situation.她处理棘手的局面表现得十分老练。
• Tact is a valuable commodity.圆滑老练是很有用处的。

3 confidential   

adj.秘（机）密的，表示信任的，担任机密工作的

参考例句：

• He refused to allow his secretary to handle confidential letters.他不让秘书处理机密文件。
• We have a confidential exchange of views.我们推心置腹地交换意见。

4 judicial   

adj.司法的，法庭的，审判的，明断的，公正的

参考例句：

• He is a man with a judicial mind.他是个公正的人。
• Tom takes judicial proceedings against his father.汤姆对他的父亲正式提出诉讼。

5 radicalism   

n. 急进主义, 根本的改革主义

参考例句：

• His radicalism and refusal to compromise isolated him. 他的激进主义与拒绝妥协使他受到孤立。
• Education produced intellectual ferment and the temptations of radicalism. 教育带来知识界的骚动，促使激进主义具有了吸引力。

6 sanity   

n.心智健全，神智正常，判断正确

参考例句：

• I doubt the sanity of such a plan.我怀疑这个计划是否明智。
• She managed to keep her sanity throughout the ordeal.在那场磨难中她始终保持神志正常。

7 judgment   

n.审判；判断力，识别力，看法，意见

参考例句：

• The chairman flatters himself on his judgment of people.主席自认为他审视人比别人高明。
• He's a man of excellent judgment.他眼力过人。

8 judgments   

判断( judgment的名词复数 )； 鉴定； 评价； 审判

参考例句：

• A peculiar austerity marked his judgments of modern life. 他对现代生活的批评带着一种特殊的苛刻。
• He is swift with his judgments. 他判断迅速。

9 lapse   

n.过失，流逝，失效，抛弃信仰，间隔；vi.堕落，停止，失效，流逝；vt.使失效

参考例句：

• The incident was being seen as a serious security lapse.这一事故被看作是一次严重的安全疏忽。
• I had a lapse of memory.我记错了。

10 excellence   

n.优秀，杰出，(pl.)优点，美德

参考例句：

• His art has reached a high degree of excellence.他的艺术已达到炉火纯青的地步。
• My performance is far below excellence.我的表演离优秀还差得远呢。

11 treatises   

n.专题著作，专题论文，专著( treatise的名词复数 )

参考例句：

• Many treatises in different languages have been published on pigeons. 关于鸽类的著作，用各种文字写的很多。 来自辞典例句
• Many other treatises incorporated the new rigor. 许多其它的专题论文体现了新的严密性。 来自辞典例句

12 dross   

n.渣滓；无用之物

参考例句：

• Caroline felt the value of the true ore,and knew the deception of the flashy dross.卡罗琳辨别出了真金的价值，知道那种炫耀的铁渣只有迷惑人的外表。
• The best players go off to the big clubs,leaving us the dross.最好的队员都投奔大俱乐部去了，就只给我们剩下些不中用的人。

13 stimulate   

vt.刺激，使兴奋；激励，使…振奋

参考例句：

• Your encouragement will stimulate me to further efforts.你的鼓励会激发我进一步努力。
• Success will stimulate the people for fresh efforts.成功能鼓舞人们去作新的努力。

14 erred   

犯错误，做错事( err的过去式和过去分词 )

参考例句：

• He erred in his judgement. 他判断错了。
• We will work on those who have erred and help them do right. 我们将对犯了错误的人做工作，并帮助他们改正。

15 overestimated   

对（数量）估计过高，对…作过高的评价( overestimate的过去式和过去分词 )

参考例句：

• They overestimated his ability when they promoted him. 他们提拔他的时候高估了他的能力。
• The Ministry of Finance consistently overestimated its budget deficits. 财政部一贯高估预算赤字。

16 originality   

n.创造力，独创性；新颖

参考例句：

• The name of the game in pop music is originality.流行音乐的本质是独创性。
• He displayed an originality amounting almost to genius.他显示出近乎天才的创造性。

17 fettering   

v.给…上脚镣，束缚( fetter的现在分词 )

参考例句：

• Following general observations on timetable and relative emphasis may assist without fettering you freedom of action. 以下关于进度和相关侧重点的总的设想可能对你有所帮助，而不致妨碍你的行动自由。 来自辞典例句

18 condemn   

vt.谴责，指责；宣判(罪犯)，判刑

参考例句：

• Some praise him,whereas others condemn him.有些人赞扬他，而有些人谴责他。
• We mustn't condemn him on mere suppositions.我们不可全凭臆测来指责他。

19 condemned   

adj. 被责难的, 被宣告有罪的 动词condemn的过去式和过去分词

参考例句：

• He condemned the hypocrisy of those politicians who do one thing and say another. 他谴责了那些说一套做一套的政客的虚伪。
• The policy has been condemned as a regressive step. 这项政策被认为是一种倒退而受到谴责。

20 credentials   

n.证明，资格，证明书，证件

参考例句：

• He has long credentials of diplomatic service.他的外交工作资历很深。
• Both candidates for the job have excellent credentials.此项工作的两个求职者都非常符合资格。

21 mere   

adj.纯粹的；仅仅，只不过

参考例句：

• That is a mere repetition of what you said before.那不过是重复了你以前讲的话。
• It's a mere waste of time waiting any longer.再等下去纯粹是浪费时间。

22 puny   

adj.微不足道的，弱小的

参考例句：

• The resources at the central banks' disposal are simply too puny.中央银行掌握的资金实在太少了。
• Antonio was a puny lad,and not strong enough to work.安东尼奥是个瘦小的小家伙，身体还不壮，还不能干活。

23 acting   

n.演戏，行为，假装；adj.代理的，临时的，演出用的

参考例句：

• Ignore her,she's just acting.别理她，她只是假装的。
• During the seventies,her acting career was in eclipse.在七十年代，她的表演生涯黯然失色。

24 wrought   

v.引起；以…原料制作；运转；adj.制造的

参考例句：

• Events in Paris wrought a change in British opinion towards France and Germany.巴黎发生的事件改变了英国对法国和德国的看法。
• It's a walking stick with a gold head wrought in the form of a flower.那是一个金质花形包头的拐杖。

25 reverence   

n.敬畏，尊敬，尊严；Reverence:对某些基督教神职人员的尊称；v.尊敬，敬畏，崇敬

参考例句：

• He was a bishop who was held in reverence by all.他是一位被大家都尊敬的主教。
• We reverence tradition but will not be fettered by it.我们尊重传统，但不被传统所束缚。

26 stimulated   

a.刺激的

参考例句：

• The exhibition has stimulated interest in her work. 展览增进了人们对她作品的兴趣。
• The award has stimulated her into working still harder. 奖金促使她更加努力地工作。

27 recurring   

adj.往复的，再次发生的

参考例句：

• This kind of problem is recurring often. 这类问题经常发生。
• For our own country, it has been a time for recurring trial. 就我们国家而言，它经过了一个反复考验的时期。

28 wholesale   

n.批发；adv.以批发方式；vt.批发，成批出售

参考例句：

• The retail dealer buys at wholesale and sells at retail.零售商批发购进货物，以零售价卖出。
• Such shoes usually wholesale for much less.这种鞋批发出售通常要便宜得多。

29 vanquished   

v.征服( vanquish的过去式和过去分词 )；战胜；克服；抑制

参考例句：

• She had fought many battles, vanquished many foes. 她身经百战，挫败过很多对手。 来自《简明英汉词典》
• I vanquished her coldness with my assiduity. 我对她关心照顾从而消除了她的冷淡。 来自《现代英汉综合大词典》

30 increment   

n.增值，增价；提薪，增加工资

参考例句：

• Each increment of knowledge tells us more of our world.知识的点滴增长都会增进我们对世界的认知。
• She receives a salary increment each year.她每年得到加薪。

31 dissuades   

劝（某人）勿做某事，劝阻( dissuade的第三人称单数 )

参考例句：

32 logic   

n.逻辑(学)；逻辑性

参考例句：

• What sort of logic is that?这是什么逻辑？
• I don't follow the logic of your argument.我不明白你的论点逻辑性何在。

33 anatomy   

n.解剖学，解剖；功能，结构，组织

参考例句：

• He found out a great deal about the anatomy of animals.在动物解剖学方面，他有过许多发现。
• The hurricane's anatomy was powerful and complex.对飓风的剖析是一项庞大而复杂的工作。

34 physiology   

n.生理学，生理机能

参考例句：

• He bought a book about physiology.他买了一本生理学方面的书。
• He was awarded the Nobel Prize for achievements in physiology.他因生理学方面的建树而被授予诺贝尔奖。

35 physiological   

adj.生理学的，生理学上的

参考例句：

• He bought a physiological book.他买了一本生理学方面的书。
• Every individual has a physiological requirement for each nutrient.每个人对每种营养成分都有一种生理上的需要。

36 hygiene   

n.健康法，卫生学 （a.hygienic）

参考例句：

• Their course of study includes elementary hygiene and medical theory.他们的课程包括基础卫生学和医疗知识。
• He's going to give us a lecture on public hygiene.他要给我们作关于公共卫生方面的报告。

37 supreme   

adj.极度的，最重要的；至高的，最高的

参考例句：

• It was the supreme moment in his life.那是他一生中最重要的时刻。
• He handed up the indictment to the supreme court.他把起诉书送交最高法院。

38 syllogism   

n.演绎法，三段论法

参考例句：

• The ramifications or the mystery of a syllogism can become a weariness and a bore.三段论证法的分歧或者神秘会变成一种无聊、一种麻烦。
• The unexpected bursts forth from the syllogism.三段论里常出岔子。

39 ethical   

adj.伦理的，道德的，合乎道德的

参考例句：

• It is necessary to get the youth to have a high ethical concept.必须使青年具有高度的道德观念。
• It was a debate which aroused fervent ethical arguments.那是一场引发强烈的伦理道德争论的辩论。

40 worthy   

adj.(of)值得的，配得上的；有价值的

参考例句：

• I did not esteem him to be worthy of trust.我认为他不值得信赖。
• There occurred nothing that was worthy to be mentioned.没有值得一提的事发生。

41 delusion   

n.谬见，欺骗，幻觉，迷惑

参考例句：

• He is under the delusion that he is Napoleon.他患了妄想症，认为自己是拿破仑。
• I was under the delusion that he intended to marry me.我误认为他要娶我。

42 delusions   

n.欺骗( delusion的名词复数 )；谬见；错觉；妄想

参考例句：

• the delusions of the mentally ill 精神病患者的妄想
• She wants to travel first-class: she must have delusions of grandeur. 她想坐头等舱旅行，她一定自以为很了不起。 来自辞典例句

43 pueblo   

n.（美国西南部或墨西哥等）印第安人的村庄

参考例句：

• For over 2,000 years,Pueblo peoples occupied a vast region of the south-western United States.在长达2，000多年的时间里，印第安人统治着现在美国西南部的大片土地。
• The cross memorializes the Spanish victims of the 1680 revolt,when the region's Pueblo Indians rose up in violent protest against their mistreatment and burned the cit

44 primordial   

adj.原始的；最初的

参考例句：

• It is the primordial force that propels us forward.它是推动我们前进的原始动力。
• The Neanderthal Man is one of our primordial ancestors.的尼安德特人是我们的原始祖先之一.

45 persuasion   

n.劝说；说服；持有某种信仰的宗派

参考例句：

• He decided to leave only after much persuasion.经过多方劝说，他才决定离开。
• After a lot of persuasion,she agreed to go.经过多次劝说后，她同意去了。

46 stature   

n.（高度）水平，（高度）境界，身高，身材

参考例句：

• He is five feet five inches in stature.他身高5英尺5英寸。
• The dress models are tall of stature.时装模特儿的身材都较高。