Harley's (Lewis R.) Francis Lieber, HARPER, WILLIAM R.-Project for a HARRIS, JAMES H.-Natural limita- Hilbert's (D.) Grundlagen der Geo- HINSDALE, B. A.-Study of educa- History in schools, The study of, 257 Individuality in college, 269 Joint college admission examination Journals of France, Educational, 121 KEYES, CHARLES H.-College ad- Limitations of the elective system, Literature of education, 490 LUKENS, HERMAN T.-Kotelmann's MACVANNEL, JOHN A. Dexter National university, The project for a, Natorp's Socialpaedagogik, 290 New Haven, The high-school ques- NICHOLS, EDGAR H.-Influence of Notes and news, 101, 206, 309, 415, 520 Notes on new books, 94, 201, 304, 400, Note-taking and note-books, 99 Objections to the use of some modern Parker's (Col. F. W.) work at Payment by results, Abolition of, 515 Project for a national university, The, Promotion of bright and slow chil- Pupils, Judicious aid to, 437 Public school politician, The, 187 Quarter system, The, 309 Quick, R. H.: An interpretation, I Railway geography, 394 ROBINSON, CHARLES MULFORD.- Rowe's (Stuart H.) Physical nature SALMON, DAVID.-Impressions of School and the library, The, 279 School hygiene, Prize essays on, 574 Secondary schools and universities in Seeley's (Levi) History of education, 200 SMITH, DAVID EUGENE.-Hilbert's Some modern language text-books, Study of education in American col- Study of history in schools, The, 257 TAYLOR, JAMES BRANCH.-College THAYER, WILLIAM G.-Judicious THWING, CHARLES F.-R. H. Time needed for elementary school Training individuality in college, 269 Two-years' college course, A, 411 United States, Education in, 481 Universities in Germany, Secondary University, Project for a national, 325 Washington (D. C.), Schools of, 408, WILSON, W. E.-Spencer's (F. C.) EDUCATIONAL REVIEW JANUARY, 1900 I R. H. QUICK: AN INTERPRETATION' However great the masters of the great public schools of England have been, they have usually been greater as ecclesiastics than as masters. Who recall Bradley's mastership of Marlborough College, or Temple's mastership of Rugby? Arnold and Thring still remain the most conspicuous members of the profession which has contributed some of its most eminent personalities to the making of bishops and archbishops. The gown of the scholar and the gown of the churchman are woven of the same stuff, altho it is still believed that the churchman's gown is a bit more splendid. Robert Hebert Quick was neither a great ecclesiastic nor a great schoolmaster. Yet his work as an educator deserves a place in that class in which the achievements of Arnold and of Thring have a place. Quick says of himself that he gave more than twenty years to the study of the art of the teacher, and he established what he thought to be a model school. He knew that most preparatory schools were bad and he knew also that by comparison his was good. Yet he could not get enough boys to pay for his house and for his servants. And yet Quick lives as a most vigorous force in the educational interests of the closing decades of the dying century and will live in the first decades of the twentieth century. He apparently 1 Life and remains of the Rev. R. H. Quick. Edited by F. Storr. New York: The Macmillan Company, 1899. 543 P. $3. [In the EDUCATIONAL REVIEW for May, 1891, is published "My pedagogic autobiography by Quick, to which attention is called. It is a fragment. Upon it Quick was at work at the time of his sudden death, March 9, 1891.] had little, if any, of that sternness and severity in which Arnold is clothed in the brief references which are made in Quick's Life. He also had none of that tremendous force which made Thring a master indeed at Uppingham. But as one reads the pages of the biography and the autobiography, and as one reads Quick's own writings and also as one looks at the face which appears in a photogravure at the opening of Life and remains, he is impressed with the assurance that here is a man whose name is to be "writ large," a large and interpretative mind, well stored in the riches of the past, disciplined to think with accuracy, thoroness, and justice; a heart in which warmth is the rival of purity; whose warmth is not emotionalism, or whose purity coldness; a conscience alert, sensitive, inquisitive eager to decide for righteousness in truthful judgment; a will that is as easily turned as the needle of the compass, but which is as fixed in its right decisions as the needle is to the pole; a whole temperament which is self-centered without being selfish, just without any possible intimation of harshness; a modesty which is in inverse proportion to merit; and a whole constitution which has kept the warmth, tenderness, and supreme affections of youth while it has passed on into the maturities and the wider visions and richer fulfillments of age. In thinking of Quick one is first led to ask the question, What was Quick's idea of education? The answer is not a difficult one to make. Quick places himself with those who believe that the center of education is not the teacher, the agent, or the content of instruction-but it is the student himself. He believes that the purpose of education is to improve our faculties to the uttermost in order that one may do as much good as possible to other people and also that one may enjoy himself. The old education had for its primary purpose learning. Man was the cognizing subject. Education was the process by which man learned. The new education has for its primary purpose not so much learning as doing, creating, serving. If the old education made knowledge its primary purpose, the new education makes culture, or better, thinking, or better yet, doing or achieving, its desired |