Further Reading on Education (Education Bibliography)

It only remains now to give some account of the very large literature of the subject.

The history of education was not investigated till the beginning of the present century, and since then little original research has been made except by Germans. Whilst acknowledging our great obligations to the German historians, we cannot but regret that all the investigations have belonged to the same nation. For instance, one of the best treatises on education written in the 16th century is Mulcaster’s Positions, which has never been reprinted, and is now a literary curiosity.

Mangelsdorf and Ruhkopf attempted histories of education at the end of the last century, but the first work of note was F. H. Ch. Schwarz’s Geschichte d. Erziehung (1813). A. H. Niemeyer, a very influential writer, was one of the first to insist on the importance of making use of all that has been handed down to us, and with this practical object in view he has given us an Ueberblick der allgemeinen Geschichte der Erziehung. Other writers followed; but from the time of its appearance till within the last few years, by far the most readable and the most read work on the history of education was that of Karl von Raumer. Raumer, however, is too chatty and too religious to pass for, "wissenschaftlich," and the standard history is now that of Karl Schmidt. The Roman Catholics have not been content to adopt the works of Protestants, but have histories of their own. These are the very pleasing sketches of L. Kellner and the somewhat larger history by Stoeckl. When we come to writers who have produced sketches or shorter histories, we find the list in Germany a very long one. Among the best books of this kind are Fried. Dittes’s Geschichte and Dröse’s Pädagogische Characterbilder. An account of this literature will be found in J. Chr. G. Schumann’s paper among the Pädagogische Studien, edited by Dr Reiss. For biographies the paedagogic cyclopaedias may be consulted, of which the first is the Encyklopädie des gesammten Erziehungswesens of K. A. Schmid, a great work in 11 or 12 vols. not yet completed, although the second edition of the early vols. is already announced. The Roman Catholics have also begun a large encyclopaedia edited by Rolfus and Pfister. No similar work has been published in France, but a Cyclopoedia of Education in one volume has lately been issued at New York (Steiger,—the editors are Kiddle and Scherr), and in this there are articles by English as well as American writers. In French the Esquisse d’un système complet d’ Education, by Th. Fritz (Strasburg, 1841), has a sketch of the history, which as a sketch is worth notice. Jules Paroz has written a useful little Histoire which would have been more valuable if it had been longer.

In English, though we have no investigators of the history of education we have a fairly large literature on the subject, but it belongs almost exclusively to the United States. The great work of Henry Barnard, the American Journal of Education, in 25 vols., has valuable papers on almost every part of our subject, many of them translated from the German, but there are also original papers on our old English educational writers and extracts from their works. This is by far the most valuable work in our languages on the history of education. The small volumes published in America with the title of "History of Education" do not deserve notice. In England may be mentioned the article on education by Mr James Mill, published in the early editions of the Encyclopaedia Britannica, and Mr R. H. Quick’s most excellent Essays on Educational Reformers, published in 1868. Since then Mr Leitch of Glasgow has issued a volume called Practical Educationists, which deals with English and Scotch reformers, as well as with Comenius and Pestalozzi. Now that professorships of education have been established we may hope for some original research. The first professor appointed was the late Joseph Payne, a name well known to those among us who have studied the theory of education. The professorship was started by the College of Preceptors. At Edinburgh and at St Andrews professors have since been elected by the Bell Trustees.

Valuable reports as to the state of education in the various countries that possess a national system were presented to the English Schools Inquiry Commission in 1867 and 1868, by inspectors specially appointed to investigate the subject. The reports on the Common School System of the United States and Canada by the Rev. James Fraser, on the Burgh Schools in Scotland by D. R. Fearon, and on Secondary Education in France Germany, Switzerland and Italy, by Matthew Arnold: are included in Parliamentary Papers [3857], 1867, and [3966 v.], 1868.

The following is a list of some useful books on education generally :—

Herbart, Allgemeine Pädogogik, Göttingen, 1806; Schwarz, Erziehungslehre, 2 Auf. 1829; Diesterweg, Wegweise für Deutsch Lehrer, 1873; Niemeyer, Grundsätze der Erziehung und des Unterrichts, Halle, 1836; Beneke, Erziehungs und Unterrichtslehre, 1832; Graefe, Allgemeine Pädagogik, 1845; Waitz, Allgem. Paedagogik, 1852; Herbert Spencer, Education—Intellectual, Moral, and Physical. On special points on the history of education :—Grasberger, Erziehung und Unterricht in Classischen Alterthum; A. Kapp, Platon’s Erziehungslehre, Minden and Leipsic, 1833; Die Bruderschaft des gemeinsamen Lebens, by Delprat, translated into German, Leipsic, 1840; Heppe, Das Schulwesen des Mittelalters, Marburg, 1860; The Schools of Charles the Great, by Mullinger, 1877 ; Rosmini, Vittorino da Feltre, 1801; Weicker, Das Schulwesen der Jesuiten, Halle, 1863. The works of Comenius and other educationists are most easily accessible in the Paedagogische Bibliothek, edited by Karl Richter, Leipsic (now in course of publication) ; J. Ramsauer, Kurze Skizze meines Pädagogischen Lebens, Oldenburg, 1838; H. Blockmann., Heinrich Pestalozzi, Leipsic, 1846 Krieger, Jacocot’s Lehrmethode, Zweibrüeken, 1830.

To these may be added:— M. Bréal, Quelques mots sur l’instruction publique, 1874; Dr James Donaldson’s Lectures on Education, 1874; A. Dröze’s Charakterbilder, 4th ed., 1872; Dittes, Gesch. de Erziehung, 3rd ed., 1873; M. and R. L. Edgeworth’s Practical Educator, 1st ed., 1778; Marenholz-Bülow’s Erinnerungen an F. Fröbel, translated by Mrs Horace Mann, Boston, U.S.; R. do Guimp’s Histoire de Pestalozzi, 1874; Isaac Taylor Honm Education; F. H. Kohle’s Grundzüge der evangelischen Volksschulerziehung, Breslau, 1873; L. Kellner’s Erziehungsgeschichte; H. Lantoine, Histoire de l’Enseignement secondaire en France, 1874; J. S. Mill, Inaugural Address at St Andrews; Pillans’s Contributions to Education; J. Paroz, Histoire universelle de la pédagogie; Rollin, Traité des Études; Krüsi, Life of Pestalozzi; Dr Arnold, Miscellaneous Works; Dr Stow, Training System, 11th ed., 1859; A. Stökl’s Lehrbuch der Geschichte der Pädagogik, Mainz, 1876; T. Tate, Philosophy of Education; Abbot’s Teacher; F. A. Wolf, Ueber Erziehung, edited by Körte, 1835 ; L. Wiese, German Letters on English Education, 1877; Bohn, Kurzgefasste Geschichte der Pädagogik.





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