Education in the United States, Its History from the Earliest Settlement

tions. These are all more or less critical estimates of American schools as seen through foreign eyes; were all made for special purposes; are chiefly descriptive, and rarely historical. Valuable as they are in themselves, they are imperfect as setting forth American schools to American teachers. Profit comes always from a close and comparative study of current systems, their general aims, conditions, and accompanying agencies; and the books named can render an incalculable service to American teachers. But so vitally is every present related to its past, that the study of contemporary institutions can be made intelligent only in the light of their origin. To know along what lines in educational experience have been the great changes, and why, and so what is new and what old, in current doctrine and practice, serves to temper undue enthusiasm over real or supposed new departures, and saves from condemning the worthy only because it chances to be old.

While it can not be claimed that education is more seriously regarded now than by the thinkers of every past generation, it certainly is more widely studied. More is demanded of the body of teachers-more professionally and socially. The inferior teacher has an increasingly smaller hope of public confidence; the well-informed one, more of leadership. This is the meaning of normal schools, institutes, reading-circles, teachers' classes, and professional libraries. It is believed that this history may help along this impulse-make it possible to study intelligently, and as a whole, the particular but complex institution called the American School.

The book lays no claim to completeness. It is meant to be a text-book, suggestive of lines of thought for the teacher, and sources of information. One constant aim

has been, avoiding mere description on the one side, and personal criticism on the other, to exhibit faithfully the development of contemporary institutions and educational forces with something of their national setting.

To bring the sketch into a small compass, within reach of the leisure and conditions of the body of teachers, and yet omit no fundamental factor in the educational movement of two centuries and a half, have compelled a frequent readjustment of materials. But it seemed better, all things considered, to cover the whole field of elementary, higher, and special educations, and so give a basis for special studies by individuals. Besides, so

interwoven are the interests of the one with those of the others, that no treatment of the common-school system would be complete that ignored the academies and colleges, and vice versa.

The

The author has been placed under repeated obligations to the librarian, assistants, and other officials of Johns Hopkins University, during some months' residence at which most of the present work took shape; and particularly his indebtedness to Dr. G. Stanley Hall, whose long and varied educational experience, and wide reading, through much counsel and suggestion, have contributed to whatever of value the book may have. Peabody Library, of ninety thousand volumes, including much valuable literature upon special phases of education and educational institutions, and the Maryland Historical Library, both of Baltimore; the Library of Congress, and the Pedagogical Library of the United States Bureau of Education, at Washington-thanks to Librarian A. R. Spofford and Commissioner Dawson-were both freely and frequently used.

The great task, of course, was in the gathering and

sifting of materials. These were found in abundance, but widely scattered; not generally to be had in cyclopædias or compilations, but in journals, both general and educational, often in broken sets; in monographs and addresses; in reports and manuals; in histories; and in the proceedings of educational bodies and learned academies, and in the annual statements of special institutions.

Barnard's "American Journal of Education" (1855'80), and the " Official Reports of the United States Bureau of Education" (1868-'87), have been the sources of the most, and most valuable, information for the periods they cover. In addition to the frequent mention of them throughout the volume, the author's formal acknowledgment of their services is here gratefully given. Care has been taken to verify facts, where it has been possible, by reference to first and official records. But, as has already been suggested, much has had to be taken at second-hand. Of any errors of statement, either statistical or other, the correction will be gratefully received and cheerfully used.

The bibliography following each chapter is meant to cover, not so much the accepted and standard literature, which may be found in any general catalogue, as in a limited way to call attention to some of the best recent literature, whether of books, pamphlets, or magazine articles. Never was the general press more given to an allsided discussion of educational interests than now; and the professionally inclined teacher finds it necessary to be acquainted with its contents. As suggesting lines of collateral and special reading, these brief reference-lists are given a place.

BLOOMINGTON, Indiana, April, 1889.

R. G. BOONE.