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. CHAPTER XVIII GROWTH OF THE DEMOCRATIC IDEAL IN EDUCATION OUTLINE During the eighteenth century, there appeared the climax to the revolt against absolutism. This movement was directed against repression of intellect in the first half of the century, and against repression of political rights in the second half. The former phase, through Voltaire, made reason the basis of society and education, but introduced the tyranny of an intellectual few; the latter, through Rousseau, promoted an emotionalism and 'naturalism' that were in keeping with the sentiments of the times. The early treatises of Rousseau advocated a complete return to nature, but his later works somewhat modified this attitude. The Revolt from Absolutism.-The ideal of universality and of state control in the education of America and other countries was greatly assisted by the climax to the general revolt against absolutism and ecclesiasticism that appeared in the eighteenth century. During this period of time most strenuous efforts were made to interpret life from a more reasonable and natural point of view and to overthrow all customs and institutions that did not square with these tests. This century marked the climax of the rebellion against au- century thority and against the enslavement of the individual climax of the that had been manifesting itself in one form or another against the from the close of the Middle Ages. One revival after the individual. The eighteenth marked the rebellion enslavement of |