omplishment in itself preparing the way for more specialized study
later, though it is only about half the time requisite for presenting
the details of the subject.

=First term senior year=

In my judgment the study of the history of education would best fall
between principles and methods. The study of the principles of
education should come first, as it is closely related to preceding
work in the natural and mental sciences, especially biology,
physiology, sociology, and psychology; it also gives a point of view
from which to continue the study of education, some standard of
judgment. The study of educational methods, such as general method in
teaching, special method for different subjects, the technique of
instruction, class management, organization and administration of
schools, should come last in the course, because it will be soonest
used. These practical matters should be fresh in the mind of any young
college graduate beginning to teach. The history of education is a
good transition in study from the theory of the first principles to
the practice of school matters, affording a panorama of facts to be
judged by principles and racial experiments in educational practice.
This means that the choice time for the course in the history of
education is the first semester of the senior year in college. There
is something to be said for making this course the introductory one
in the study of education, connecting with preceding courses in
history and being objective in character. There is also something to
be said for giving only a practical course dealing with the history of
educational problems to college undergraduates and reserving the
general history of education as a complex social study for the
graduate school. There is no unanimity of opinion or practice
concerning the history of education.[58]

=Texts and contents=

What should be the content of the one-semester general course? Three
modern available texts are Monroe, _A Brief Course in the History of
Education_ (The Macmillan Company); Graves, _A Student's History of
Education_ (The Macmillan Company); and Duggan, _A Student's Textbook
in the History of Education_ (D. Appleton & Co.). Of these Monroe's
book is the first (1907), and it has greatly influenced every later
text in the field. There is a general agreement in these three texts
as to the content of such a course; viz., a general survey of
education in the successive periods of history, including