The History Of Education | Page 6

the following works, not cited in
the chapter bibliographies, will be found in most libraries and may be
consulted, on all points to which they are likely to apply, for additional
material:
I. GENERAL HISTORIES OF EDUCATION
1. Davidson, Thomas. History of Education. 292 pp. New York, 1900.
Good on the interpretation of the larger movements of history.
*2. Monroe, Paul. Text Book in the History of Education. 772 pp. New
York, 1905. Our most complete and scholarly history of education.
This volume should be consulted freely. See analytical table of
contents.
3. Munroe, Jas. P. The Educational Ideal. 262 pp. Boston, 1895.
Contains very good short chapters on the educational reformers.
*4. Graves, F. P. A History of Education. 3 vols. New York, 1909- 13.
Vol. I. Before the Middle Ages. 304 pp. Vol. II. During the Middle
Ages. 314 pp. Vol. III. In Modern Times. 410 pp. These volumes
contain valuable supplementary material, and good chapter
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