A STUDENT’S HISTORY OF EDUCATION

BOOKS ON THE HISTORY OFEDUCATION
By
Dean Frank P. Graves
A History of Education in ThreeVolumes
Vol. I. Before the Middle AgesVol. II. During the Middle Ages and
the Transition to Modern
TimesVol. III. In Modern Times——
Great Educators of Three Centuries
Peter Ramus and the Educational
Reformation of the Sixteenth
Century
A Student’s History of Educationiii

A STUDENT’S HISTORY
OF EDUCATION

BY
FRANK PIERREPONT GRAVES
(Ph.D., COLUMBIA)
DEAN OF THE SCHOOL OF EDUCATION AND PROFESSOR
OF THE HISTORY OF EDUCATION IN THE
UNIVERSITY OF PENNSYLVANIA

New York
THE MACMILLAN COMPANY
1922

All rights reserved
iv

Copyright, 1915,
By THE MACMILLAN COMPANY.
——
Set up and electrotyped. Published July, 1915.

Norwood Press:
Berwick & Smith Co., Norwood, Mass., U.S.A.
v

TO

WILLIAM OXLEY THOMPSON, LL.D.
PRESIDENT OF THE OHIO STATE UNIVERSITY

WITH APPRECIATIVE MEMORIES OF
SIX PLEASANT YEARS OF ASSOCIATION
vivii

PREFACE

There is a growing conviction among those engagedin training teachers that the History of Education mustjustify itself. It is believed that, if this subject is to contributeto the professional equipment of the teacher, itsmaterial must be selected with reference to his specificneeds. Antiquarian interests and encyclopædic completenessare alluring and may in their place prove praiseworthyand valuable, but they do not in themselvessupply any definite demand in the training of teachers.The greatest services that the History of Education canperform for the teacher are to impel him to analyze hisproblems more completely and to throw light upon theschool practices with which he is himself concerned. Bypresenting a series of clear-cut views of past conditions,often in marked contrast to his own, it should make himconscious that the present educational situation has toa large degree been traditionally received, and it shouldat the same time especially help him to understand theorigin and significance of current practices.

In this way a study of the History of Education willdisrupt the teacher’s complacent acceptance of the present,and will enable him to reconstruct his ideas in thelight of the peculiar conditions out of which the educationof his times has sprung. Whenever historical recordsdo not assist in such an analysis and synthesis of presentday problems, they may be frankly dismissed from discussion.This conception of the subject, I have myself,viiiwith much reluctance, come to accept. My own regardfor the classics, philoso

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A STUDENT’S HISTORY OF EDUCATION