The History Of Education | Page 6

bibliographies.
5. Hart, J. K. Democracy in Education. 418 pp. New York, 1918. An interpretation of educational progress.
6. Quick, R. H. Essays on Educational Reformers. 508 pp. 2d ed., New York, 1890. A series of well-written essays on the work of the theorists in education since the time of the Renaissance.
*7. Parker, S. C. The History of Modern Elementary Education. 506 pp. Boston, 1912. An excellent treatise on the development of the theory for our modern elementary school, with some good descriptions of modern practice.
II. GENERAL BIBLIOGRAPHIES OF EDUCATION
1. Cubberley, E. P. Syllabus of Lectures on the History of Education. 358 pp. New York. First ed., 1902; 2d ed., 1905. Gives detailed and classified bibliographies for all phases of the subject. Now out of print, but may be found in most normal school and college libraries, and many public libraries.
III. CYCLOPAEDIAS
*1. Monroe, Paul, Editor. Cyclopedia of Education. 5 vols. New York, 1911-13. The most important Cyclopaedia of Education in print. Contains excellent articles on all historical points and events, with good selected bibliographies. A work that should be in all libraries, and freely consulted in using this Text. Its historical articles are too numerous to cite in the chapter bibliographies, but, due to the alphabetical arrangement and good cross-referencing, they may be found easily.
*2. Encylopaedia Britannica. 11th ed., 29 vols. Cambridge, 1910-11. Contains numerous important articles on all types of historical topics, and excellent biographical sketches. Should be consulted freely in using this Text.
IV. MAGAZINES
*1. Barnard's American Journal of Education. Edited by Henry Barnard. 31 vols. Hartford, 1855-81. Reprinted, Syracuse, 1902. Index to the 31 vols. published by the United States Bureau of Education, Washington, 1892. A wonderful mine of all kinds of historical and educational information, and should be consulted freely on all points relating to European or American educational history.
In the chapter bibliographies, as above, the most important references are indicated with an asterisk (*).

THE HISTORY OF EDUCATION

INTRODUCTION
THE SOURCES OF OUR CIVILIZATION
The Civilization which we of to-day enjoy is a very complex thing, made up of many different contributions, some large and some small, from people in many different lands and different ages. To trace all these contributions back to their sources would be a task impossible of accomplishment, and, while specific parts would be interesting, for our purposes they would not be important. Especially would it not be profitable for us to attempt to trace the development of minor features, or to go back to the rudimentary civilizations of primitive peoples. The early development of civilization among the Chinese, the Hindoos, the Persians, the Egyptians, or the American Indians all alike present features which to some form a very interesting study, but our western civilization does not go back to these as sources, and consequently they need not concern us in the study we are about to begin. While we have obtained the alphabet from the Phoenicians and some of our mathematical and scientific developments through the medium of the Mohammedans, the real sources of our present-day civilization lie elsewhere, and these minor sources will be referred to but briefly and only as they influenced the course of western progress.
The civilization which we now know and enjoy has come down to us from four main sources. The Greeks, the Romans, and the Christians laid the foundations, and in the order named, and the study of the early history of our western civilization is a study of the work and the blending of these three main forces. It is upon these three foundation stones, superimposed upon one another, that our modern European and American civilization has been developed. The Germanic tribes, overrunning the boundaries of the Roman Empire in the fourth and fifth centuries, added another new force of largest future significance, and one which profoundly modified all subsequent progress and development. To these four main sources we have made many additions in modern times, building an entirely new superstructure on the old foundations, but the groundwork of our civilization is composed of these four foundation elements. For these reasons a history of even modern education almost of necessity goes back, briefly at least, to the work and contributions of these ancient peoples.
Starting, then, with the work of the Greeks, we shall state briefly the contributions to the stream of civilization which have come down to us from each of the important historic peoples or groups or forces, and shall trace the blending and assimilating processes of the centuries. While describing briefly the educational institutions and ideas of the different peoples, we shall be far less concerned, as we progress down the centuries, with the educational and philosophical theories advanced by thinkers among them than with what was actually done, and with the lasting contributions which they made to our educational practices and to our present-day civilization.
The work of