primitive,
oriental, Greek, Roman, Early Christian and medieval, renaissance,
reformation, realism, Locke and the disciplinary tendency, Rousseau,
the psychologists, and the scientific, sociological, and eclectic
tendencies. All are written from the standpoint of the conflict
between the interests of society and the individual. The pages of the
three books number respectively 409, 453, and 397. Graves pays most
attention to the development of American education. Duggan omits the
treatment of primitive and oriental education (except Jewish), "which
did not contribute _directly_ to Western culture and education." All
are illustrated. All have good summaries, which Graves and Duggan,
following S. C. Parker, who derived the suggestion from Herbart, place
at the beginning of the chapter. All have bibliographical references,
and Duggan adds lists of questions also. Perhaps in order of ease for
students the books would be Duggan, Graves, and Monroe, though
teachers would not all agree in this. Users of Monroe have a valuable
aid in his epoch-making _Textbook in the History of Education_ (The
Macmillan Company), 772 pages, 1905, and users of Graves likewise have
his three volumes as supplementary material (The Macmillan Company).

The same general ground is covered by P. J. McCormick, _History of
Education_ (The Catholic Educational Press), 1915, 401 pages, with
especial attention given to the Middle Ages and the religious
organizations of the seventeenth century. This work contains
references and summaries also.

Duggan is right in omitting the treatment of primitive and oriental
education on the principle of strict historical continuity, but for
purposes of comparison the chapters on primitive and oriental
education in the other texts serve a useful purpose.

=Educational classics=

A more intensive elective course in the history of education intended
especially for those expecting to teach might well be offered in a
college with sufficient instructors. These courses might be in
educational classics, the history of modern elementary education, or
the history of the high school. Texts are now available in these
fields. Monroe's _Source Book for the History of Education_ (The
Macmillan Company), 1901, is a most useful book in studying the
ancient educational classics, in which, however, the Anacharsis of
Lucian does not appear, though it can be found in the Report of the
United States Commissioner of Education, 1897-1898,