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Bernardo Gallegos
Page 02 - Part C
Since the middle of the nineteenth century a great world movement for the
realization of these new aims, through the taking-over of education from
religious bodies and the establishment of state-controlled school systems,
has taken place. This movement is still going on. Beginning in the nations
which were earliest in the front of the struggle to preserve and extend
what was so well begun by little Greece and Imperial Rome, the state-
control conception of education has, in the past three quarters of a
century, spread to every continent on the globe. For ages a Church and
private affair, of no particular concern to government and of importance
to but a relatively small number of the people, education has to-day
become, with the rise and spread of modern ideas as to human freedom,
political equality, and industrial progress, a prime essential to the
maintenance of good government and the promotion of national welfare, and
it is now so recognized by progressive nations everywhere. With the spread
of the state-control idea as to education have also gone western ideas as
to government, human rights, social obligations, political equality, pure
and applied science, trade, industry, transportation, intellectual and
moral improvement, and humanitarian influences which are rapidly
transforming and modernizing not only less progressive western nations,
but ancient civilizations as well, and along the lines so slowly and so
painfully worked out by the inheritors of the conceptions of human freedom
first thought out in little Greece, and those of political equality and
government under law so well worked out by ancient Rome, Western
civilization thus promises to become the dominant force in world
civilization and human progress, with general education as its agent and
greatest constructive force.
Such is a brief outline sketch of the history of the rise and spread and
progress of our western civilization, as expressed in the history of the
progress of education, and as we shall trace it in much more detail in the
chapters which are to follow. The road that man has traveled from the days
when might made right, and when children had no claims which the State or
parents were bound to respect, to a time when the child is regarded as of
first importance, and adults represented in the State declare by law that
the child shall be protected and shall have abundant educational
advantages, is a long road and at times a very crooked one. Its ups and
downs and forward movements have been those of the progress of the race,
and in consequence a history of educational progress must be in part a
history of the progress of civilization itself. Human civilization,
though, represents a more or less orderly evolution, and the education of
man stands as one of the highest expressions of a belief in the
improvability of the race of which mankind is capable.
Source: THE HISTORY OF EDUCATION, by ELLWOOD P. CUBBERLEY
[ Part A ]
[ Part B ]
[ Part C ]
[ Part D ]
[ Part E ]
[ Part F ]
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