A new discovery of the old art of teaching school

Front matter

Umversitu College-^

Oxford

THE LIBRARY

Introduction

Masson says in his Life of Milton, "Hartlib was the most enterprising man of his age; Dury the most conciUatory and Comenius, the most keen-sighted educationist in Europe." If we desired to find a superlative which would fitly describe Hoole, we should have to speak of him as the most painstaking of the English educational writers of his time. He was a practical schoolmaster, and scarcely any phase of school life escapes his notice. His most elaborate sections are upon the teaching of Latin; the third brief dedicatory epistle being addressed "to all favorers of good learning, but most especially to the teachers of grammar." Historically interesting as the language sections are, they are for the most part printed in smaller type for

(xi)

xii THE OLD ART OF TEACHING SCHOOL

the simple reason that they are not likely to be read excepting by a comparatively small number of readers; and they contribute but little to our views upon language teaching,, valuable as they doubtless were in their day. They are significant, however, of one fact, namely, that upon the foundation for scholarship which had been laid by grammarians and lexicographers a superstructure of school-method was being raised and one which was all-important to educational progress. Hoole writes as one who is intensely conscious of the teacher's part in education. Whether or not the present day teacher has sym pathy with all his suggestions, it is impossible not to sympathize with his manifest pride in his craft, and with the earnest fidelity with which he unfolds its manner and method.

INTRODUCTION xiii

Education in its successive stages of recovery from the dark ages, which followed upon the overthrow of the Roman Empire, has shown an interesting development from the education of the adult to that of the little child. Of the three revivals of learning by means of which modern Europe has emerged from the intellectual darkness of the early Middle Ages, the first two were of the nature of adult learning, and the third led to a secondary rather than to a primary education. Under Charlemagne and Alfred the necessity was felt of having bishops who could read and write intelligently; Charlemagne himself is said to have attended Alcuin's teaching, partly, doubtless to set an example to his ignorant bishops. The scholastic revival, which had Abelard for its most striking figure, and which xiv THE OLD ART OF TEACHING SCHOOL

at once spent its force and immortalised itself in the founding of the first great universities, was also in the very nature of things an adult movement. Its main concern was with the logical handling of matters theological. When this pursuit of 'dialectics' (as the art of reasoning after the fashion of the schoolmen was called) no longer satisfied the men of thought who, from many causes, began to appear in increasing numbers throughout western and southern Europe, a "new learning" took its place. This "new learning" w^as the classical study now commonly spoken of as the "old education " , to know which in itself amply testifies to its widespread influence. Italy, France, Holland, Germany became in turn its centres; and the secondary school practice of Europe was modelled according to its demands.

INTRODUCTION xv

But, in Spite of the willingness of Sturm to admit as exhibitioners into his school at Strasburg children of ability whose parents could not afford to pay the school fees, and of the Wurtemberg Code of 1559, demanding universal education, this learning was almost exclusively secondary in aim and spirit. To Comenius falls the honor of having drawn up the first elementary school programme. And in little more than two years after the appearance of his Didactica Magna (1657) Hoole's book on A New Discovery of the Old Art of Teaching School was published in London — having been first written, as the author tells us on the title-page — twenty-three years previously. (Comenius also had commenced his work about thirty years before its final publication.) The New Discovery contains not only a lower grammar school xvi THE OLD ART OF TEACHING SCHOOL

course, but a description of the working of a "Petty school" for children bewteen the ages of four and eight. Hoole's book bears upon it the most convincing traces of originality. It is the outcome of his experience as headmaster of the Rotherham grammar school (Yorkshire) and as principal of a private school in London. On the other hand, Hoole's most interesting preface to his translation of the Orbis Pictus^ gives proof of his readiness to learn the best that others had to teach. As a result his New Discovery is a very complete piece of work, combining the fruits of a long practical experience with the best educational science of the period. It is in some respects a companion treatise to the more elaborate or specific treatises of Comenius. Comenius an-

* See Bardeen's reprint.

INTRODUCTION xvii

nounced principles, Hoole shows how they may be apphed. Comenius was an educational philosopher, Hoole a practical teacher. The use to which Hoole put his practical experience, as well as the intelligent insight which dictated his practice will appear from, a brief statement of his views.

In the preface to his translation of

Hoole's

the Orbis Pictus, which appeared about educational

ideas

two years before the New Discovery, Hoole makes some admirable suggestions. His first principle is that a right perception of objects is the foundation of knowledge. He quotes the words which had become a sort of fashion with writers on education, "there is nothing in the understanding, which has not come through the senses". Therefore, he says, to exercise the senses well about the right perceiving of things will be to lay xviii THE OLD ART OF TEACHING SCHOOL

the foundation for all wisdom and ail wise discourse. The common neglect of this exercise of the senses in the schools, and the practice of appealing neither to the senses nor to the understanding but to sheer unreasoning memory caused the work of teaching and learning to go "heavily onward", and to afford but little benefit. He advocates object-lessons, school museums, and the use of the blackboard. The blackboard we find as a prominent feature of the section in Orbis Pictus on the school. "Quaedam praescribuntur illis Creta in Tabella'\ (6) which Hoole translates, "Some things are writ down before them with Chalk on a Table (6)" (Bardeen's reprint, p. 119). Hoole was particularly anxious that masters should make allowance for the capacities of their pupils. The careful way in which he grades the Latin

INTRODUCTION

XIX

THE SCHOOL, FROM "ORBIS PIOTUS studies, and unfolds a progressive teaching method, is the best testimony to the earnestness of his wish that learning should be less wearisome and at the same time more profitable. It is not surprising that such a teacher should speak of the uselessness of bare rules of grammar. Yet such has been the sway of the methods of Sturm and the fathers of the secondary education in the grammar schools and gymnasia of Europe that it was no anachronism for Herbert

XX THE OLD ART OF TEACHING SCHOOL

Spencer to repeat Hoole's protest. Hoole believes with many who had gone before him, "Tully of old and Erasmus", as well as Quint ilian, Ascham, Comenius, that children were capable of taking the same delight in mental activity as in play, if rightly taught and encouraged. Bacon, too, had said, "Knowledge (and wonder, which is the seed of knowledge) is an impression of pleasure in itself." Another phase of educational progress which Hoole represents is the reaction which was taking place against universal and unceasing Latin in the schools. He even sketches a plan showing how children, for whom Latin was thought to be unnecessary, may be employed after having learnt English well. Yet with well-balanced judgment, Hoole speaks of it as a "fond conceit" of those who either have never learnt Latin, or

INTRODUCTION xxi

have forgotten what httle they knew, to say that Latin is altogether unnecessary for those intended for trade or agriculture. Under the circumstances of the school and college education of his time, Latin stood for secondary and higher college education; and the argument which Hoole combats is the same in spirit with that which has had to be met in our own time, that a college education is of no use to a man who is going into business*. He says that, in any case, enough Latin could be acquired to help them in understanding English authors, who "abound nowadays with borrowed words", and those who "delight to flaunt" their Latin in conversation.

There is the right ring about Hoole 's references to the playing field. Another

*See Edtt-cati onal Review, N. Y., xix. 232.

xxii THE OLD ART OF TEACHING SCHOOL

extremely interesting point, showing the soundness of Hoole's judgment with regard to collective teaching is found in chapter vii of the Petty School. In the sixth section of this chapter he says : "Let their lessons be the same to each boy in every form." He does not fear that the clever pupils will be held back by such collective work; but says, "let the master proportion them to the meanest capacities, thus those that are abler may profit themselves by helping their weaker fellows, and those that are weaker be encouraged to see that they can keep company with the stronger."

The It is an interesting commentary upon

movement ^^^' Speaking of the seventeeth reformers of education as V^a/^'5/5'- -whom we regard not unjustly as the spiritual fathers of our rcal-schulen, modem (as opposed to classical) departments, and

INTRODUCTION xxiii

objective teaching methods, (concrete, heuristic, and so forth) to note what the actual school-progranames were which they proposed. The reform at first and quite necessarily was more in spirit than in substance. It might with some show of reason be argued that Hoole, Dury, and Ratichius (Comenius certainly does more) do not carry us any further with regard to the infusion of real studies into education than Rabelais and Montaigne or even Mulcaster had done. The reason, doubtless, was that real learning was not yet sufficiently advanced to be systematised for school use. School use largely depends, as both Hoole and Comenius continually say, upon the existence of suitable text-books. Happily certain recent methods, which for a time almost crowded out the hook were not thought of, at least were not deemxxiv THE OLD ART OF TEACHING SCHOOL

ed the sufficient or even the most important instruments of education.

Exact and progressive knowledge, as Dr. W. T. Harris would tell us, is always rather a matter of eye-mindedness than of ear-mindedness. The large share of attention which Hoole devotes to the teaching of ancient languages is at first sight disappointing to such as import modem meanings into the terms which denote the phase of reform for which these fathers of educational progress stood. Ratichius, also, had spoken of "all the arts and sciences"; he taught only classics and mathematics. Comenius certainly did more than this, for in addition to framing the first elementary (public or vernacular) school curriculum, he actually applied the Partitiones Scientiarum (or survey of the sciences) of Lord Bacon to the infant

INTRODUCTION xxv

school, i. e., to the home or "Mother School". At this early stage, he says, the child learns the elements of natureknowledge (Physics), in his observations of water, earth, snow, stone, grass, birds, etc; the beginnings of optics in light, darkness, colour; of geography, in learning to name the physical features, hill, river, etc., by which he is surrounded; of geometry, by such ideas as large, small, straight; of history, by noting events and the parts which individuals play in them; of economics, through the family affairs and relationships ; of politics, through observation of town or city hall, officials, etc.; and, not to mention all the subjects touched upon in the mother school, which mount up to something like twenty in number, even metaphysics, in the distinction of something from nothing, like from unlike, here xxvi THE OLD ART OF TEACHING SCHOOL

from there (place), now from then (time) ,

MoraUty and reUgion, of course, have their place in the thought of Comenius. With regard to the three R's he comes very near Froebel's point of view: grammar consists merely in correct articulation, rhetoric in the right inflection of the voice by imitation of others ; arithmetic by counting up to ten, and the simplest forms of addition and subtraction (probably intended to be mainly concrete as it rests upon the primary distinction of much and little), to which are to be added the picture book and occupations especially of a constructive kind. In what, then, did the "realism" of the realists of the seventeeth century consist? Professor Laurie s* summary

* John Amos Comenius — 4th Section. "On the gen eral organization of a School System."

INTRODUCTION xxvii

statement will suffice to indicate what we owe to Comenius. **In the Mother School the external senses chiefly will be exercised in relation to objects and the distinguishing of these. In the Vernacular School the inner senses, imagination, and memory, will be exercised along with their executory organs, the tongue and hand, by means of reading, writing, drawing, singing, counting, measuring, weighing, and learning by heart.* In the Gymnasium the intellect and judgment will be formed by means of dialectic, grammar, rhetoric, and the 'what' and 'why' of the real sciences

* In view of the discussion as to what should be taught in the seventh and eighth grades of the elementary schools, it is worthy of note that Comenius ends his elementary school coxirse when the child is twelve years of age, i. e.. in his thirteenth year; the Latin school, a gymnasium, covers the next six years, from twelve to eighteen. Pre-imiversity education, therefore, according to Comenius, includes three periods of six years each.

xxviii THE OLD ART OF TEACHING SCHOOL

and arts. In the University those things will be taught which depend on the Will of man and reduce the mind to harmony, e. g. Theology, Mental Philosophy, Medicine (i. e., Knowledge of the vital functions of the body), Jurisprudence." In describing Comenius as the first great and thoroughly consistent Realist, Professor Laurie quotes from his preface to a book on the teaching of Physics. "Do we," he says, "not dwell in the garden of Nature as well as the ancients ? Why should we not use our eyes, ears, and noses, as well as they? And why should we need other teachers than these our senses to learn to know the works of Nature ? Why, say I, should we not, instead of these dead books, lay open the living book of Nature, in which there is much more to contemplate than any one person can ever

INTRODUCTION xxix

relate,* and the contemplation of which brings much more of pleasure as well as profit?" What really had happened, under the influence of Lord Bacon and his followers was the effecting of a union between the world of thought and the world of things.

Hoole's contribution to the movement towards real studies is less valuable than that of Comenius. After the child leaves the Petty School, which includes the infant school classes and the lower primary grades, he proceeds at once to the lower grammar school, which is under the usher or master's assistant; and the very title of Hoole's chapters dealing with this period of education suggests an overplus of classics, — "The

* These words in themselves indicate the limited range of the sciences of the period. Now, not only each separate science, but the several departments of most sciences are felt to be more than any one person can 'relate'.

XXX THE OLD ART OF TEACHING SCHOOL

Usher's Duty or Platform of Teaching Lily's grammar," and this is followed by a book dealing with the upper grammar school (three 3'ears being the period in each case) entitled, "The Master's method or the exercising of scholars in grammars, Authors and Exercises; Greek, Latin, and Hebrew." This latter course is mapped out for children between Hooie and clcven and fourteen years of age. The

Comenius

notes upon several passages will indicate that Hoole was more under the influence of the example of the Latinists than Comenius was. In spite of his painstaking and his excellences, he is also more of the typical pedagogue than Comenius. For this very reason he is of extreme value to the historian of education; he shows the actual life and spirit of the schools, and the picture

INTRODUCTION xxxi

ne gives is as vivid and interesting as it is careful and exact.

A striking proof of the revived interest p^^^ f^j. , in English writers upon education of ^°°|^^ the sixteenth and early part of the seventeenth century is Professor Foster Watson's Bibliographical Account of Education in England, 1500-1660 which he prepared for publication by the

(Report,

U. S. Bureau. In an article published 1903, p.

319—30)

in the Educational Review (London) for June, 1899, he makes a plea for a reprint of Hoole's New Discovery, the work which is reproduced here:

**0f all the books of the seventeeth century that call for reprinting there is certainly none with a claim surpassing or indeed equalling that of Charles Hoole's

New Discovery of the Old Art of Teaching School, published in 1660. It consists

of four small treatises, entitled:

xxxii THE OLD ART OF TEACHING SCHOOL

(i) A Petty School.

(ii) The Usher's Duty,

(iii) The Master's Method,

(iv) Scholastic Discipline.

"The importance of this book may be judged from the fact that Charles Hoole had come directly under the influence of Comenius, and hence felt himself quite free to criticise and to depart from the general methods of the day, whenever he could, by so doing, adapt himself better 'to the capacities of children.' This, I take it, is one of the signal merits of Hoole, that he has a constant regard for the tender minds of children and insists that text-books should adapt themselves to children and not children to them.

"To make the grounds of this plea for a reprint of Hoole 's book as clear as

INTRODUCTION xxxiii

possible I will name certain points in the book:"

"(a) The account of the petty school is probably the earliest and fullest connected view of eleraentary school teaching in English history. In this connection, it should be noticed that Hoole suggests for school use the reading of George Herbert's Poems and Quarles' Emblems, probably the first definite suggestion for the introduction of English poetry into school work. Hoole gives directions for the founding of petty schools for qualified teachers rather than leaving the work to 'poor women,' or to those who undertake it 'as a mere shelter from beggary.' He notes the qualifications for a primary teacher. He is to have some knowledge of Latin, to write a fair hand, and possess good skill in arithmetic. And then, having xxxiv THE OLD ART OF TEACHING SCHOOL

these, 'let him move within the compass of his own orb.' Hoole advocated that ward schools should be built to which poor children from each parish should be sent gratis.

' ' (b) The complete curriculum of a grammar school is sketched, hour by hour, and minute directions given as to the method of teaching each section of each subject. The usher's work is completely marked off from the master's work.

"(c) Hoole states his views as to the financial foundation, site, buildings of grammar schools, the maintenance of discipline, school-times and holidays. Grammatical examinations and disputations, orations and declamations, religious exercises, rewards and punishments are explained and discussed. He further advocates school libraries.

INTRODUCTION xxxv

"(d) Hoole supplies a note of school authors most proper for every form of scholars in a grammar school. This includes a reference to some 260 text-books and reference-books in use in grammar schools at his time, and is distinctly the basis on which any educational bibliography of the times should be started.

"Charles Hoole, therefore, is a practical schoolmaster, who knows the best usage both past and present of the public and private schools of his time, who is in touch with the traditions of the past and with the proposed reforms of Hartlib, Dury, and Comenius. Curious as it may seem, he was in sympathy with both the conservative and the radical educationists. He was a man of great knowledge, keen judgment, and affectionate sympathy with children. Perxxxvi THE OLD ART OF TEACHING SCHOOL

haps the most impressive tribute paid to Hoole was the opposition which the general aim and tone of his book provoked. In his preface to his edition of Cato's Distichs he acknowledges that he has been blamed for attempting to make the 'way of knowledge too common a thing.' But he glories in the fact, and thus is to be ranked amongst democrats coming many generations after him. 'To make knowledge too common,' says Hoole, *in my judgment is impossible.'

"In conclusion, I plead for reprints of the old educational writers. They take us out of ourselves. They have no 'paying' end in view. They take us to a mount of contemplation away from ignorant public opinion, from governing bodies, from our own personal successes and superiority over the past, to a sym-

INTRODUCTION xxxvii

pathy with less favorable conditions, an attitude which reacts again on the presejit. Is not a collection of old masters in education as important to the teacher as the old masters in painting to the painter? I will not now further dwell on the necessity of reprints from the point of view of the student of educational history.

"I especially plead for the books of John Brinsley and Charles Hoole. The names may be but little known to the general public. Their books are necessarily still less known. Yet for an account of the best educational procedure of their times, and for educational bibliography, there are surely no superior works in English history."

In the second of his dedicatory letters Hoole invites his old schoolmaster to make free use of the treatise so far as xxxviii THE OLD ART OF TEACHING SCHOOL

it has merits, and to censure such defects as he may discover in it "with impartial mildness". No more fitting words could be found with which to introduce this reprint of his work to twentieth century readers.

Thiselton Mark.

A NEW DISCOVERY

OF THE '

OLD ART OF TEACHING SCHOOLE (In Four Small Treatises)

r

2 J "s [ The Usher's Duty j p

In a

41^

The Master's Method Scholastick Discipline rrammar School

SHEWING HOW CHILDREN IN THEIR PLAYING YEARS MAY GRAMMATICALLY ATTAIN TO A FIRM GROUNDEDNESS IN AND EXERCISE OF THE LATINE, GREEK AND HE- BREW TONGUES. WRITTEN ABOUT TWENTY- THREE YEARS AGO, FOR THE BENEFIT OP ROTH- ERHAM SCHOOL WHERE IT WAS FIRST USED) AND AFTER FOURTEEN YEARS TRIAL BY DILIGENT PRACTICE IN LONDON IN MANY PARTICULARS ENLARGED AND NOW AT LAST PUBLISHED FOR THE GENERAL PROFIT, ESPECIALLY OF YOUNG SCHOOLE-MASTERS

By CHARLES HOOLE

Master of Arts, and Teacher of a Private Grammar School in Lothbury Garden, London.

Printed by J. T., for Andrew Crook at the Green Dragon in Paul's Church Yard, 1660.

To the Right Worshipjull, his most Reverend, constant, and truly loving Friend Robert Saunderson, D. D., and Rector of Boothby-Pagnell, C. H. wisheth increase of grace, and perfection of glory.

Sir:

Now I have by God's blessing obtained (that which you can witnesse I have se- The outriously laboured after) a thrice seven come of the veares experience in this dispicable, but writers

comfortable employment ot teaching

schoole; I think it not amisse to discover to the world, what method I have hitherto used, and which I resolve to continue,* so long as God shall enable me to undergoe this profession of a schoole-master, which at first I undertook, and have ever since persisted in, by your encouragement.

How far this New Discovery is improved, since I made it at Rotherham, and afterwards writ it out at Little Humbie, whilest I lived more retiredly in the

* But see the end of the second letter, where Hoole says that he reserves the liberty of varying his method in matters of detail; and also the third letter addressed to all favourers of good learning, where Hoole reaffirms his adherence to the method herein described 'till he knows of a readier.'

house of that noble knight, Sir William Brownelwoe (whom I think myself ever bound to honor for his singular and undeserved favours to me in many particulars) I refer it to you to consider. For as you sometimes then perused it in manuscript, so I hope you will (at your leasure) look upon it now in print, and not like it much worse than formerly. For I may truly say, that besides what ^T^^ I have observed by reading sundry

reading Authours treating on this subject, or

gained by frequent and familiar converse with men of know^n abilities both in City and Country, I have profited most in this Art of teaching, by my Scholars; who have been my daily instructors, how to suit my methods to their several capacities.* And of all that ever I have taught either in publick Schoole, or in my own, or other's houses, in more private manner, I have been beholding most to my London Scholars, who as they are generally quick-spirited, and forward to learn, where the way is easy to them; so are they soon apt to flag and be discouraged, when any difficulties appeare in

* The true teacher speaks in this sentence. Childstudy and the principle of individuality in education are evidently not a thing of yesterday.

their way. For their sakes therefore, (who by reason of many Schooles were sometimes occasioned to remove from one to another) I was enforced to facilitate the most common way of teaching, according to what you see I have here endeavoured in these small Treatises.

In the publishing whereof I beseech you, that I may not offend in making use of your name, as well as my Master's; for as I was instructed by him at the School, so I was by your means sent, and provided for in the University; and though I can never be able to requite your care and pains on my behalf, yet I have long desired, even whilst you are both living, to testify to the world, that I am not forgetful altogether of your great benefits. If what I have here done be liking to yourself, I shall less need to care how others censure me for it; Forasmuch as you have known me since my first studies, and are sufficiently able to judge of a way to come by learning, as having been yourself well methodised in your youth, and attained to that perfection in all kinds of knowledge, which many do much admire, but few can hope to exceed. But I know^ to whom I write, and therefore I Vvill not adventure into an Ocean of what may be said of your dements, especially to me wards, onely I commend this little work to your acceptance, as a Testimony of that unfeigned respect which I think myself ever bound to shew towards you and yours; and I beseech God (that hath been pleased to exercise me in School-teaching, whilst you have beenput upon exercises of School-Divinity, and so ordered that something of what we have each done, is now labouring at the presse) to continue your earnest endeavours to serve him whilst we live, and when we dye, we may partake of that blessed reward which is reserved in heaven for all those that attend the coming of our Lord and Saviour Jesus Christ; to whose grace I commend you and all yours; and rest

Your humbly observant kinsman,

Charles Hoole.

London, Dec. 24, 1659.

To his most Experienced, and truly Honoured Master, Mr. Robert Doughtyy Head Schoole-Master at Wakefield, C. H. wisheth all health and happiness.

Sir:

It is yet a question amongst Schooleboyes, and not likely to be hastily by them decided, whether K. Alexander was more bound to Philip his Father, that begot ^ , . him, or his Master Aristotle that instructed gchoolhim ? for of both he received unrequitable master Benefits. Should I therefore not acknowledge that lasting good, which with many copartners I obtained by your care and industry, I should indeed be worse than ungratefull.

And what token of thankfulnesse can I tender, more welcome to yourself, than this small Manual, which most nearly concernes the profession of a Schoole-master; a calling which hath all kinds of good attending it, to make it commendable as well as others.

For 1. If we look at the benefitting of influence of

Church and Commonwealth; wherein can education

we better imploy our time and study, then "Po^

in training up the children to become ser- .f.^^^°"f" . '■ . citizensnip

viceable instruments of much good in both .?

The pleasures of teaching

General points

favorable to popular interest in education

(8) Nay, should a man but barely respect himself, he may finde it very profitable to augment his learning, and not a little advantagious to the increase of his yearely Revenues.

X. What more pleasing variety can there be, then that of childrens' dispositions and fancies ? What better Recreation, then to read and discourse of so many sundry subjects, as we meet with in ordinary authours ? Besides, the delight which is to be taken by our Scholars' ready progresse in a constant even way, will far exceed all care and toyle that can be bestowed in helping them to profit.

3. Should I goe about by those millions of arguments that concurre (as Voluntiers) to maintain the lawfulnesse of this calling, as commanded by God, continued in all ages, practised by the well-learned and truly vertuous, commended by all good men, maintained and encouraged by most noble Princes, and religiously disposed people; opposed onely by the enimies of God's truth, and most disesteemed by persons that are altogether (for want of breeding) either debauched, or ignorant, I might write a larger volume, and to lesser purpose.