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Fig. 24. The buildings of Harvard College (founded 1636) erected in 1675, 1699, and 1720.

ganization in

Rhode Island.

various sects, much of the school organization there was Random orlaissez faire. Likewise, Rhode Island, dominated by a New York and fanatical devotion to freedom in thought and speech, failed throughout colonial days to pass any general regulations on education, like those of Massachusetts, and followed more closely the random organization of schools in Virginia. But the other New England colonies, Connecticut and New Hampshire, when it separated from Massachusetts, tended to provide schools after the Massachusetts plan. The Hartford colony of Con- Governmental activity in necticut in its statutes of 1650 copied almost verbatim New England. the phraseology used by Massachusetts in the establishment of schools. It remains for later chapters to show how the practices suggested by this type of organization have eventually overcome those of the other two, for that did not come to pass until after the colonial period.

SUPPLEMENTARY READING

Graves, History of Education in Modern Times (Macmillan, 1913), chap. iv; Clews, Elsie W., affords primary source material in Educational Legislation and Administration of the Colonial Governments (Columbia University, Department of Philosophy and Psychology, No. 6). The interpretation of educational organization in Colonial Schools used in this chapter is furnished by Monroe and Kilpatrick in the Monroe Cyclopædia of Education (Macmillan, 1910-14). For conditions in the various colonies, consult Dexter, E. G., History of Education in the United States (Macmillan, 1904), chaps. I-VI; Jackson, G. L., The Development of School Support in Colonial Massachusetts (Columbia University, Teachers College Contributions, No. 25, 1909); Kilpatrick, W. H., The Dutch Schools of New Netherland (Bulletin, U. S. Bureau of Education, 1912); McCrady, E., Education in South Carolina (Collections of the Historical Society of South Carolina, vol. IV); Smith,

C. L., History of Education in North Carolina (U. S. Bureau of Education, Circular of Information, no. 2, 1894); Steiner, B. C., History of Education in Connecticut (U. S. Bureau of Education, Circular of Information, no. 2, 1893) and History of Education in Maryland (U. S. Bureau of Education, Circular of Information, no. 2, 1894), chaps. I-IV; Stockwell, T. B., History of Public Education in Rhode Island (Providence Press Co., Providence, 1876), pp. 281-404; and Wickersham, J. P., History of Education in Pennsylvania (Lancaster, Pennsylvania, 1886), chaps. I-XII.

PART IV

MODERN TIMES

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