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The History of Education; educational practice and progress considered as a phase of the development and spread of western civilization by Ellwood Patterson Cubberley
page 258 of 1184 (21%)
fact did this apprentice system of training and education meet the needs
of the time that it persisted, as was said above, well into the nineteenth
century (Rs. 200, 201, 242, 243), being displaced only by modern power
machinery and systematized factory methods. During the later Middle Ages
and in modern times it rendered an important educational service; in the
later nineteenth century it became such an obstacle to educational and
industrial progress that it has had to be supplemented or replaced by
systematic vocational education.

INFLUENCE OF THESE NEW MOVEMENTS. We thus see, by the end of the twelfth
century, a number of new influences in western Europe which point to an
intellectual awakening and to the rise of a new educated class, separate
from the monks and clergy on the one hand or the nobility on the other,
and to the awakening of Europe to a new attitude toward life. Saracen
learning, filtering across from Spain, had added materially to the
knowledge Europe previously had, and had stimulated new intellectual
interests. Scholasticism had begun its great work of reorganizing and
systematizing theology, which was destined to free philosophy, hitherto
regarded as a dangerous foe or a suspected ally, from theology and to
remake entirely the teaching of the subject. Civil and canon law had been
created as wholly new professional subjects, and the beginnings of the
teaching of medicine had been made. Instead of the old Seven Liberal Arts
and a very limited course of professional study for the clerical office
being the entire curriculum, and Theology the one professional subject, we
now find, by the beginning of the thirteenth century, a number of new and
important professional subjects of large future significance--subjects
destined to break the monopoly of theological study and put an end to
logistic hair-splitting. The next step in the history of education came in
the development of institutions where thinking and teaching could be
carried on free from civil or ecclesiastical control, with the consequent
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