Lectures on the science and art of education

Front matter

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Preface

Joseph Payne's writings possess a high value on account of the scientific form which his statements pertaining to education take on. The crystallizing process seems to have set in ; truths no longer stand separate, but tend to organize. During the latter part of this century the question — Has Education a scientific foundation ? began to be asked, doubtfully by most. The Art of Teaching had been learned by imitation ; the teacher sought no principles, because he never heard they existed. But great men from time to time became teachers. Rabelais, Montaigne, Locke, the Jesuits Rosseau, Pestalozzi, Froebel, and many others, rolled up a rich mass of teaching-facts, and partially arranged them in order. It needed next a philosophic mind to deal with these discoveries, to state their value and explain them. Joseph Payne seemed raised up for this purpose ; his cast of mind, education and experience, fitted him to investigate this field of thought.

Remember that thousands of teachers had read what Pestalozzi and Froebel had done. Joseph Payne saw their work was founded on the growth-

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laws of the human mind, and that it was eminent for that very reason. His writings cannot conceal his joy at thus finding a solid ground for methods of teaching. His circle of readers has been steadily widening since his death ; like other men of genius, he was appreciated by a small circle while living.

A growing desire is apparent in this country for a better comprehension of education ; even teachers in obscure places, on low salaries, are reading educational books, so that the publishers felt encouraged to put forth this volume. It contains the most valuable of all Mr. Payne's published works. The English edition contains :

*i. Theory of Education ; *2. Practice of Education ; *3. Educational Methods ; *4. Principles of the Science of Education; 5. Training and Equipment of the Teacher ; *6. Importance of the Training of the Teacher ; *y. Science and Art of Education ; *8. True Foundation of Science Teaching; 9. Preface, etc., to Miss Youmans' Essay on the Culture of the Observing Powers of Children; 10. Curriculum of Modern Education; 11. Importance of Improving our ' Ordinary Methods of School Instruction; 12. The Past, Present, etc., of the College of Preceptors; 13. Proposal for Endowment of Professorship of the Science and Art of Education in College of Preceptors; 14. A Compendious Exposition of Jacotot's System of Education.

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This volume contains all of the above that are marked with a star, and besides a lecture on Pestalozzi and a lecture on Froebel — lectures which did much to make him famous. These lectures are not in the English edition ; so that in this small volume the American reader has all of Mr. Payne's writings that will be of practical value to him. Mr. Payne was Professor of the Art and Science of Education in the College of Preceptors in London, and lectures 12 and 13 relate to matters of no importance to us. Lecture 5 discusses men and matters that are only interesting to English teachers. Lecture 9 is a preface to an American book republished in England. Lecture 10 discusses the claims of classics and science. Lecture 1 1 discusses education reports and results, and was interesting, perhaps, at the time to English readers. Lecture 14 is the republication of a little pamphlet published by Mr. Payne in 1830, and discusses the teaching of a foreign language.

It will be seen, therefore, that this volume contains those writings of Mr. Payne that have value to every teacher who seeks the foundation principles of the noble Art of Teaching. And these principles are very clearly stated by him :

1. Nature is planned for mans education — strictly educational, page 31; how she teaches, 107; not to be implicitly followed, 112; good method in accordance, 146 ; teaches those who have no other teacher, 207 ; develops all the faculties, 287 ; must go in conformity with nature, 323.

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HIS CENTRAL PRINCIPLE.

2. Learning is self-teaching, 106 ; the pupil teaches himself, 106 ; pupil teaching himself, 108 ; process of self-education, 114 ; Burke cited, 122 ; note, 133; note, 135; Rousseau, 136; Jacotot's method, 172; learner educates himself, 190; central principles, 195; the child's method, 210; learning the work of the pupil, 220 ; the pupils teach themselves, 262 ; Prof. Huxley, 263 ; Mr. Wilson, 264 ; child's own method, 298.

3. The teacher superintends the operations by which the pupil teaches himself- — the teacher a guide, 106, 119; Prof. Tyndall cited, 124; guidance and superintendence, 135 ; teacher directed and guided, 169; supplies materials, 189; to teach means, 203.

Contents

PAGE

Preface , 3

Introduction by Rev. R. H. Quick 7