The Encyclopaedia and Dictionary of Education, Vol. 1 of 4 (Classic Reprint)

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Excerpt from The Encyclopaedia and Dictionary of Education, Vol. 1 of 4 A Comprehensive Encyclopaedia of Education has been a desideratum for many years. The Education Act of 1902 was the culmination of a long struggle for national elementary education. In the whole period from the time of the Industrial Revolution of the latter half of the eighteenth century onwards, with constantly increasing vision, men and women came to realize the close connection of the educational with all the social movements of the times, and the multitudinous significance of education in the development of the national life. Two kinds of investigators into education gave themselves up ungrudgingly to educational problems in the latter part of the nineteenth century - those who concerned themselves with the educational problems of elementary schools for the children of the people, or, as we may call it, the quantitative side of education, and the other class of inquirers who were rather devoted to the question: What would education be at its best, in all its stages, or the qualitative side. The former class was much the more numerous, for it included statesmen and politicians, social reformers and philanthropists, ministers of religion, enthusiastic elementary teachers, and hard-headed and high-souled working men. Numerous societies had been formed, such as the Society for Bettering the Condition of the Poor, the Sunday School Union, the British and Foreign School Society, the National School Society, and later, the Birmingham League, the National Education Union, the Welsh Education Alliance. Movements like the Society for the Promotion of Christian Knowledge were strengthened. But most vital were organizations like the Moral Force Chartists, expanding into a National Union of the Working Classes, and the Christian Socialist movement of Maurice and Kingsley, with its Working Men's College. All these and many other movements consolidated the inner demand, founded upon thought-out grounds, of the underlying unity of education and social progress. The other class of educationists came from amongst the best teachers themselves. They were of the prophetic type, Joseph Payne, Thring, Quick, Widgery, Bowen, Storr, Ebenezer Cooke, C. H. Lake, F. C. Turner, and with them psychologists such as Alexander Bainmen, who believed that educational principles must be developed by intellectual concentration, and concurrently with direct and constant reference to school practice and experience. They formed Teachers' Societies, and particularly the old Education Society, which, in the latter part of the nineteenth century, pioneered or developed by encouragement all that philosophical or educational enterprise could offer for consideration. They were the precursors of what University Professors in Education might become, whose scope includes educational research, experiment, and above all, the wide outlook on all the best that has been thought and practised and suggested in education, together with the distributive task of handing on the most helpful and stimulative thought to each generation of teachers in training. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully, any imperfections that remain are intentionally left to preserve the state of such historical works.