By Robert R. Rusk
Excerpt from The Doctrines of the good Educators
Students of schooling are steered to learn the texts of the authors besides the chapters at the doctrines right here given. For the doctrines of educators basically inci dentally pointed out in those pages, or totally passed over from them, they're spoke of the sort of heritage of schooling as Monroe's text-book. different readers will locate the chapters designed to offer a basic concept of the doctrines of the good educators with out recourse to different works.
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Extra resources for Doctrines of the Great Educators
38 Rediscovered in 1416 by Poggio at St Gall, the book became the authoritative work on education. So true is this that Erasmus (in 1512) apologises for touching upon methods or aims in teaching, 'seeing', he says, 'that Quintilian has said in effect the last word on the matter'. Quintilian's ideal personality had been the orator, that of the Renaissance was the 'courtier', the English equivalent of which was the governor - governors including all officers paid or unpaid, involved in executive or legislative activity, royal secretaries, ambassadors, judges, etc.
The philosopher, he would admit, had become unpractical - and by philosopher, he evidently intends the sophist, 7 but the ideal orator, 8 for whose education he prescribes, cannot be regarded as unspeculative or unphilosophical. Plato's philosopher was also ruler or king; Ouintilian's orator is sage as well as statesman, for, since speech is the most characteristic human activity, perfect oratory is the paramount educational aim. 9 Both Plato and Ouintilian therefore described the perfect man, and the training which was to produce him.
All who would be magistrates in the ideal state must consequently address themselves to such studies as will enable them to use the weapons of the dialectician most scientifically. Having determined the subjects which the philosopher or ruler must study, Plato proceeds to consider the distribution of these studies. 114 For three years after the completion of the early education, that is, from seventeen to twenty years of age, the youths are to serve as cadets, being brought into the field of battle, and, 'like young hounds, have a taste of blood given them'.