to omit all such particulars, and to confine myself exclusively to his educational efficiency. And yet this did not stand alone; but was for the most part united, with its entire influence, both to the church and the state. As with Luther, so also was it with Melancthon and others. Considerate readers will, hence, pardon me, I hope, when, in cases of this kind, they are not fully satisfied with my sketches. In another respect, too, I ought perhaps to solicit pardon, though I am reluctant to do so. We demand of historians an objective portraiture, especially such as shall reveal none of the personal sympathies or antipathies of the writer. Now it is proper to insist upon that truth and justice which will recognize the good qualities of an enemy, and acknowledge the faults of a friend. But free from likes and dislikes I neither am, nor do I desire to be, but, according to the dictates of my conscience and the best of my knowledge, I will signify my abhorrence of evil and my delight in good, nor will I ever put bitter for sweet or sweet for bitter. It may be, too, that a strict objectivity requires the historian never to come forward himself upon the stage, and never to express his own opinion in respect to the facts which he is called upon to chronicle. Herein he is not allowed so much freedom of action as the dramatist, who, by means either of the prologue and epilogue, or of the chorus between each of the acts, comes forward and converses with the public upon the merits of his play. Such an objectivity, likewise, I can not boast myself of; for I record my own sentiments freely where I deem it necessary. And surely will not the objectivity of history gain more by an unrestricted personal interview with the historian, at proper intervals, than by compelling him to a perpetual masquerade behind the facts and the narrative? Certainly it will, for in that case the reader discovers the character of the writer in his opinions, and knows what he himself is to expect from the narration. He likewise observes with the more readiness, where the writer, though conscientiously aiming at truth and impartiality, nevertheless betrays symptoms of human infirmity and party zeal. From a church historian, for instance, who should express his puritanical views without reserve, no intelligent reader would expect an impartial estimate of the middle ages.

Another motive also urges me to a free expression of my opinions, and that is, in order thereby to allure my readers to that close familiarity with many important educational subjects which the bare recital of facts seldom creates. If, in this history, the ideal and the methods of such different teachers are depicted, these diverse views can not but have the effect, especially those practically engaged in training the young, to induce a comparison of their own aims and procedure therewith. Sentiments that harmonize with our own give us joy, and inspire us with the pleasant consciousness that our course is the right one; differing or opposing opinions lead us to scrutinize our own course, even as were it another's; and from such scrutiny there results either perseverance based upon deeper conviction, or a change of course. I am happy to acknowledge, that this practical aim has been my chief motive in undertaking the present work, and has been uppermost in my thoughts during its prosecution.

As far as possible, I have depended on contemporaneous sources, and in part from exceedingly rare works, and such, as, for aught that I know to the contrary, in the present age, have fallen into almost total oblivion. And, for this reason, I was the more influenced to render a service to the reader, by bringing widely to his view the men and the manners of earlier centuries, through the medium of contemporaneous and characteristic quotations."

We give on the next page the Table of Contents of the three volumes of Raumer's great work, from which we shall, from time to time, transfer chapters to our pages, in such order as will give variety to the articles of the Journal.

KARL VON RAUMER, is also the author of the following works:

SCHOOL INSTRUCTION IN NATURAL SCIENCE. (Ueber der Unterricht in die Naturkunde auf Schulen.) Berlin: 1824.

DESCRIPTION OF THE EARTH'S SURFACE; AN INTRODUCTION TO GEOGRAPHY. (Beschreibung der Erdoberfläche; eine Vorschule der Erdkunde.) 3rd improved ed. Leipzig: 1838.

PALESTINE. (Palästina.) 2nd enlarged ed. Leipzig: 1838.

CONTRIBUTIONS TO BIBLICAL GEOGRAPHY. (Beitrage zu Biblische Geographie.) This is an addition to the Palästina.

GESCHICHTE DER PADAGOGIK vom wiederaufblühen klassischer studien bis unsere zeit. [History of Pedagogics, or of the Science and Art of Education, from the revival of classical studies down to our time.] By Karl von Raumer. 3 vols. Stuttgard, 2d edition, 1847.

PREFACE.

1. Middle Ages.

VOLUME I.

2. Italy, from birth of Dante to death of Petrarca and Boccaccio. 1. Dante. 2. Boccaccio. 3. Petrarca. Review of the period.

3. Development of classical studies in Italy, from death of Petrarca and Boccaccio until Leo X. 1. John of Ravenna and Emanuel Chrysoloras. 2. The educators, Guarino and Vittorino de Feltre. 3. Collection of MSS. Cosmo de Medici. Nicholas V. First printing. 4. Platonic Academy. Greek philologists. 5. Italians. Philadelphus. Poggius. Laurentius. 6. Lorenzo de Medici. Ficinus. Argyropulus. Landinus. Politianus. Picus de Mirandola.

4. Leo X. and his time; its lights and shadows.

5. Retrospect of Italy. Transition to Germany.

6. Germans and Dutch, from Gerhardus Magnus to Luther, 1340-1483. 1. The Hieronymians. 2. John Wessel. 3. Rudolf Agricola. 4. Alexander Flegius. 5, 6. Rudolf von Lange and Herman von den Busch 7. Erasmus. 8. School at Schlettstadt. Ludwig Dringenberg. Wimpheling. Crato. Lapidus. Platter. 9. John Reuchlin. 10. Retrospect.

Reformation. Jesuits. Realism.

From Luther to the death of Bacon, 1483-1626. 1. Luther. 2. Melancthon. 3. Valentin Friedland. Trotzendorf. 4. Michael Neander. 5. John Sturm. 6. Wurtemberg. 7. Saxony. 8. Jesuits. 9. Universities. 10. Verbal Realism. 11. Francis Bacon. 12. Montaigne.

Appendix.-I. Thomas Platter. II. Melancthon's Latin grammar. III. John Sturm. VOLUME II.

New ideas and methods of education. Struggle, mutual influence, and gradual connection and exchange between the old and the new.

From Bacon's death to that of Pestalozzi. 1. The Renovators. 2. Wolfgang Ratich. 3. The Thirty Years' War. 4. Comenius. 5. The Century after the Thirty Years' War. 6. Locke. 7. A. H. Franke. 8. Real Schools. 9. Reformatory Philologists. J. M. Gesner. J. A. Ernesti. 10. J. J. Rousseau. 11. Philanthropists. 12. Hamann. 13. Herder. 14. F. A. Wolf. 15. Pestalozzi.

Appendix.-I. Wolfgang Ratich and his literature. II. Pedagogical works of Comenius. III. Interior of the Philanthropinum. IV. Pestalozzi and his literature. V. Pestalozzi's Evening Hour of a Hermit. VI. Pestalozzi on Niederer and Schmid. VII. Strangers who remained some time at Pestalozzi's institution. VIII. Rousseau and Pestalozzi.

VOLUME III.

Early childhood. Schools for small children. School and home. Educational institutions. Tutors in families.

Instruction. 1. Religion. 2 Latin. Preface.

I. History of Latin in Christian times. Speaking Latin. Writing Latin.

II. Methods of reading Latin. 1. These methods changed within the last three centuries. 2. Adversaries of the old grammatical method. 3. New methods. A. Learning Latin like the mother tongue. B. Latin and real instruction in connection. Comenius. C. Combination of A and B. D. Ratich and similar teachers. a. Ratich. b. Locke. c. Hamilton. d. Jacotot. e. Ruthardt. f. Meierotto. g. Jacobs. Concluding remarks.

Natural history and philosophy. Preface. 1. Difficulties. 2. Objections against this instruction in gymnasia answered. 3. Grades of natural knowledge. 4. Beginnings. 5. Science and art. 6. Mathematical instruction and elementary instruction in the knowledge of nature. 7. Instruction in mineralogy. 8. Characteristics of scholars. 9. Instruction in botany. 10. Unavoidable inconsistency. 11. "Mysteriously clear," (Goethe.) 12. Law and liberty. Concluding remarks.

Geometry.

Arithmetic.

Physical training. 1. Hygiene. 2. Hardening the body to toil and want. 3. Gymnastics. 4. Cultivation of the senses. Concluding observations.

II.

Appendix.-I. Ruthardt's new Loci Memoriales. II. Teachers of mineralogy. Use of counters in the elementary instruction in arithmetic. IV. Explanation of the common abbreviated counting with cyphers.

VIII. THE SCHOOLMASTER,

OR A PLAIN AND PERFECT WAY OF TEACHING CHILDREN TO UNDERSTAND, WRITE AND SPEAK THE LATIN TONGUE.*

BY ROGER ASCHAM.

Written in 1563-4, and first printed in 1571.

PREFACE TO THE READER.

WHEN the great plague was at London, the year 1563, the Queen's Majesty, Queen Elizabeth, lay at her Castle of Windsor; where, upon the tenth day of December, it fortuned, that in Sir William Cecil's chamber, her Highness's principal Secretary, there dined together these personages, M. Secretary himself,' Sir William Peter, Sir J. Mason, D. Wotton, Sir Richard Sackville, Treasurer of the Exchequer, Sir Walter Mildmay, Chancellor of Exchequer, M. Haddon," Master of Requests, M. John Astely, Master of the Jewel House, M. Bernard Hampton, M. Nicasius, 10 and I. Of which number, the most part were of her Majesty's most honorable Privy Council, and the rest serving her in very good place. I was glad then, and do rejoice yet to remember, that my chance was so happy to be there that day, in the company of so many wise and good men together, as hardly then could have been picked out again, out of all England beside.

11

M. Secretary hath this accustomed manner; though his head be never so full of most weighty affairs of the realm, yet at dinner time he doth seem to lay them always aside; and findeth ever fit occasion to talk pleasantly of other matters, but most gladly of some matter of learning, wherein he will courteously hear the mind of the meanest at his table.

Not long after our sitting down, "I have strange news brought me, saith M. Secretary, this morning, that divers scholars of Eaton run

*The following is the original title of the work, as given by UPTON.

THE

SCHOLE MASTER;

Or plaine and perfite Way of teaching Children, to understand, writ, and speake, the LATIN TONGUE, but specially purposed for the private bringing up of Youth in Jentlemen and Noblemens Houses, and commodious also for all such as have forgot the LATIN TONGUE, and would, by themselves, without a Scholemaster, in short Tyme, and with small Paines, recover a sufficient Habilitie, to understand, write, and speake LATIN.

By ROGER ASCHAM,

Anno 1571.

AT LONDON,

Printed by JoHN DAYE, dwelling over ALDERSGATE.

Cum Gratia & Privilegio Regiæ Majestatis, per Decennium. 1. 2, &c. The Numerals refer to Annotations on pages 161-166.

away from the school for fear of a beating."12 Whereupon M. Secretary took occasion to wish, that some more discretion were in many schoolmasters, in using correction, than commonly there is; who many times punish rather the weakness of nature, than the fault of the scholar; whereby many scholars, that might else prove well, be driven to hate learning before they know what learning meaneth; and so are made willing to forsake their book, and be glad to be put to any other kind of living.

M. Peter, as one somewhat severe of nature, said plainly, that the rod only was the sword, that must keep the school in obedience, and the scholar in good order. Mr. Wotton, a man mild of nature, with soft voice and few words, inclined to M. Secretary's judgment, and said, "In mine opinion the school-house should be in deed, as it is called by name, the house of play and pleasure, and not of fear and bondage; and as I do remember, so saith* Socrates in one place of Plato. And therefore if a rod carry the fear of a sword, it is no marvel if those that be fearful of nature, choose rather to forsake the play, than to stand always within the fear of a sword in a fond (foolish) man's handling."

M. Mason, after his manner, was very merry with both parties, pleasantly playing both with the shrewd touches of many curst boys, and with the small discretion of many lewdf schoolmasters. M. Haddon was fully of M. Peter's opinion, and said, that the best schoolmaster of our time was the greatest beater, and named the person. "Though, quoth I, it was his good fortune, to send from his school into the University§ one of the best scholars indeed of all our time, yet wise men do think, that that came to pass, rather by the great towardness of the scholar, than by the great beating of the master; and whether this be true or no, you yourself are best witness." I said somewhat further in the matter, how, and why young children were sooner allured by love than driven by beating, to attain good learning; wherein I was the bolder to say my mind, because M. Secretary courteously provoked me thereunto; or else in such a company

The passage, to which the Dean of Canterbury refers, is in Plato's 7th Book of Repub, Chap. 16, and is afterward cited by Mr. Ascham. Tà μìv roívvv doyisμåv Te Kai YewpeтpiŴY, καὶ πάσης τῆς προπαιδειας, ἣν τῆς Διαλεκτικῆς δεῖ προπαιδευθῆναι, παιςὶν ἔσι χρὴ προβάλλειν ἐχ ὡς ἐπάναγκες μαθεῖν τὸ σχῆμα τῆς διδαχῆς ποιωμένες. Τί δή; “Οτι (ἤνδ' ἐγὼ δὲν μάθημα μετὰ δελείας τον ἐλεύθερον χρὴ μανθάνειν. Οἱ μὲν γὰρ τῷ σώματος πόνοι, βίᾳ πονύμενοι, χεῖρον οὐδὲν τὸ σῶμα ἀπεργάζονται, Ψυχῆ δὲ βιαιον δὲν ἔμμονον μάθημα 'Αληθῆ, ἔφη. Μη τοινυν βια (εἶπον) ὦ ἄριζε, τὰς πᾶιδας ἐν τοῖς μαθήμασιν, ἀλλὰ πάιζοντας τρέφε, ἵνα και μᾶλλον διός τ' ης καθοραν ἐφ' ὅ ἕκαςτος πέφυκεν. (17.)

↑ Curst, mischievous; lewd, savage.

This was Nicholas Udel, Master of Eaton School, whom Bale stiles, Elegantissimus omnium bonarum literarum Magister, et earum felicissimus interpres. His severity his own scholar, Mr. Tusser, has sufficiently proclaim'd.

This was Mr. Haddon, sometime Fellow of King's College in Cambridge.

and surely in his presence, my wont is to be more willing to use mine ears, than to occupy my tongue.

Sir Walter Mildmay, M. Astley, and the rest, said very little; only Sir Richard Sackville said nothing at all. After dinner, I went up to read with the Queen's Majesty. We read then together in the Greek tongue, as I well remember, that noble oration of Demosthenes against Eschines, for his false dealing in his embassage to King Philip of Macadonie. Sir Richard Sackville came up soon after, and finding me in her Majesties privy chamber, he took me by the hand, and carrying me to a window, said:

"M. Ascham, I would not for a good deal of money have been this day absent from dinner; where, though I said nothing, yet I gave as good ear, and do consider as well the talk that passed, as any one did there. M. Secretary said very wisely, and most truly, that many young wits be driven to hate learning, before they know what learning is. I can be good witness to this myself; for a fond (foolish) schoolmaster, before I was fully fourteen years old, drave me so with fear of beating from all love of learning, that now, when I know what difference it is, to have learning, and to have little, or none at all, I feel it my greatest grief, and find it my greatest hurt that ever came to me, that it was my so ill chance, to light upon so lewd a schoolmaster. But feeling it is but in vain to lament things past, and also wisdom to look to things to come, surely, God willing, if God lend me life, I will make this my mishap some occasion of good hap to little Robert Sackville my son's son. For whose bringing up, I would gladly, if it so please you, use specially your good advice. I hear say you have a son much of his age; we will deal thus together: point you out a schoolmaster, who by your order shall teach my son and yours, 13 and for all the rest, I will provide, yea though they three do cost me a couple of hundred pounds by year; and beside, you shall find me as fast a friend to you and yours, as perchance any you have." Which promise the worthy gentleman surely kept with me until his dying day.

We had then farther talk together of bringing up of children, of the nature of quick and hard wits, of the right choice of a good wit, of fear, and love in teaching children. We passed from children and came to young men, namely, gentlemen: we talked of their too much liberty to live as they lust; of their letting loose too soon to overmuch experience of ill, contrary to the good order of many good old Commonwealths of the Persians, and Greeks; of wit gathered, and good fortune gotten by some, only by experience without learning. And, lastly, he required of me very earnestly to shew what I thought of the common going of English men into Italy. "But, saith