reduced to a minimum. But, though most of the changes in the earlier half of the work are in the nature of shortening, or have to do with more immediate connections, some topics, notably the development of commerce and cities (Chapter XI) and the analysis of formal discipline (Chapter XVI), have seemed to be so closely connected with subsequent progress as to deserve more adequate treatment. Finally, since this book is intended chiefly for teachers in the United States, I have believed it most helpful to give considerable space to the discussion of American education. The account of each educational movement has included at least an attempt to trace its influence upon the content, method, and organization of education in the United States, while three chapters have been devoted exclusively to the rise of educational systems in this country. My indebtedness for many valuable features in this book is heavy. The idea of an Outline, which appears at the beginning of each chapter, was first suggested to me by the History of Modern Elementary Education of Dean S. C. Parker of the College of Education, University of Chicago, although I have adopted a different explanation of its value. Professor Parker also read through the manuscript and sent me a general estimate of it. Professors J. H. Coursault of the University of Missouri, A. J. Jones of the University of Maine, W. H. Kilpatrick of Columbia University, A. R. Mead of Ohio Wesleyan University, and A. L. Suhrie of the West Chester (Pennsylvania) State Normal School, have all read the manuscript through with exceeding care and furnished me with numerous corrections and criticisms, both particular and general. Professor T. H. Briggs of Columbia University suggested a number of improvements in the chapter upon Present Day Tendencies in Education (XXVII). The chapter upon the Educational Influences of the Reformation (XIII) has been relieved of several inaccuracies, and possibly of some Protestant bias, through the assistance of the Rev. Benedict Guldner, S. J., of St. Joseph's College, and of Brother Denis Edward, F. S. C., President of La Salle College, Philadelphia. I have also, as usual, been greatly aided by my wife, Helen Wadsworth Graves. F. P. G. The Value of the History of Education. Its Treat- ment in This Book. Primitive Education. Oriental Progressive Nature of Greek Education. Spartan Education: Its Aim and Early Stages. Training in Youth and Manhood: Results. Old Athenian Educa- tion: Its Aim and Early Training. Training for the Youth. Effect of the Old Athenian Education. Causes and Character of the New Athenian Education. The Sophists and Their Training. Their Extreme Individ- ualism. The Reactionaries and the Mediators. The Method of Socrates. Plato's System of Education for the Three Classes of Society. The Weakness of Plato's System. His Influence upon Educational Theory and Practice. Aristotle's Ideal State and Education. The Permanent Value of His Work. The Post-Aristotelian Roman Education Amalgamated with Greek. Early Education in Rome. The Absorption of Greek Culture. The Ludus. Grammar Schools. Rhetorical Schools. The Ideals of Early Christianity. Early Christian Life as an Education. Catechumenal Schools. Amal- gamation of Christianity with Græco-Roman Philos- ophy. Catechetical and Episcopal or Cathedral Schools. The Middle Ages as a Period of Assimilation and Re- pression. The Evolution and Nature of Monasticism. Benedict's 'Rule' and the Multiplication of Manu- scripts. Amalgamation of Roman and Irish Christian- ity. The Organization of the Monastic Schools. The 'Seven Liberal Arts' as the Curriculum. The Methods Higher Education at the Palace School. Educational Improvement in the Monastic, Cathedral, and Parish Schools. Alcuin's Educational Work at Tours. Ra- The Nature of Scholasticism. The History of Scholas- The Rise of Universities. The Foundation of Uni- versities at Salerno, Bologna, and Paris. Bologna and Paris as the Models for Other Universities. Privileges Granted to the Universities. Organization of the Uni- versities. Course in the Four Faculties. The Methods |