PREFACE IN undertaking to write this book it was my desire to make some small contribution to the history of American civilization. The outcome of the effort I have not ventured to dignify with the high title of History. But, whatever its shortcomings, I am hopeful that it may, at least provisionally, fill a gap in the literature of American education. While the need of such a work was first suggested to me by experience with university classes, it was not specifically a text-book that I set out to write. It seemed desirable, rather, to prepare a book for two classes of readers: First, for such as are making or are disposed to make a serious study of American education in its process of development; and, secondly, for such "general readers" as may seek an acquaintance with our educational annals, for any of the thousand reasons which guide general readers in their choice of books. A work prepared for readers of these two groups seemed likely to make a better text-book than one intended to serve as a text-book and nothing else. In the time at my disposal it would have been possible to present a more adequate " intensive" study of some single stage of our educational development. This rather extensive work has been undertaken instead, with deliberate purpose. We seem to have reached a point, in our studies of American educational history, where a comprehensive view is needed, for the betterment of our special monographs, if for no other reason. Probably such a point is reached, sooner or later, in every branch of historical research. But such a work as this aims to be is needed, too, for the betterment of schools. Our secondary education is expanding wonderfully, and is making and meeting new problems; and a knowledge of the past, while it cannot answer new questions, can prompt wise men to answer them prudently and great-heartedly. The setting of limits, which has been found necessary all along, has brought up repeatedly the question of selection among the materials available, and the closely related question of proportions among the materials used. It will doubtless be found that many things have been omitted which were worthy in every way of a place with those which have been mentioned. I must crave indulgence for any mistakes of this kind which may appear. It would be well-nigh impossible to avoid them altogether. One difficulty of an exceptional sort has been that of keeping New England, and especially Massachusetts, from occupying more than its share of the book. Whenever an illustration of some good educational movement is needed, Massachusetts appears with a conspicuous example. At almost every call her hand goes up among the first. I cannot wonder at President Draper's remark that other states need "the help of Massachusetts men to tell the story." But this prominence, it appears, is due not only to the telling, but to the story as well. When one has seen how widely the educational ideas of New England have been spread abroad, west and south, all through our history, and how many men of both the South and the West and the lands that lie between have been directly influenced by New England education, there appears less objection to the frequent recurrence of New England names in such a record as this. That section of our land has had indeed a notable educational history. I have tried to do it proportionate justice without obscuring the greatness of the educational influence which has gone forth from other centres. In the preparation of this volume I have received help. from many sources, for which I desire to express the hearti est thanks. My indebtedness extends to so many that I refrain, though very reluctantly, from attempting individual acknowledgment. The Regents of the University of California granted me leave of absence with a view particularly. to the writing of the book. I had already made a number of preliminary studies, extending over several years, in which members of my graduate seminar had given me valuable assistance. At twenty libraries, east and west, I have received numberless courtesies, which have aroused in me the highest admiration for the New American Librarian — both type and individual. Like every one else who has written on American schools, I have received much valuable information from the Bureau of Education at Washington, together with some part of that finer help which for many years has been going forth from our Commissioner's office. Many other school men, and women, have helped me, some of them members of the universities, and many of them principals and teachers of our secondary schools. I am deeply grateful to them all. NEW YORK, May 31, 1902. ELMER ELLSWORTH BROWN. Our secondary education is expanding wonderfully, and is making and meeting new problems; and a knowledge of the past, while it cannot answer new questions, can prompt wise men to answer them prudently and great-heartedly. The setting of limits, which has been found necessary all along, has brought up repeatedly the question of selection: among the materials available, and the closely related ques tion of proportions among the materials used. It will dou less be found that many things have been omitted whi were worthy in every way of a place with those which h been mentioned. I must crave indulgence for any mist. of this kind which may appear. It would be well-nig possible to avoid them altogether. One difficulty of an exceptional sort has been t keeping New England, and especially Massachuset occupying more than its share of the book. Whe illustration of some good educational movement Massachusetts appears with a conspicuous exa almost every call her hand goes up among the fi not wonder at President Draper's remark that need "the help of Massachusetts men to tell But this prominence, it appears, is due no telling, but to the story as well. When on widely the educational ideas of New En spread abroad, west and south, all throug how many men of both the South and lands that lie between have been direc England education, there a CB les |