Vol. I, pages
571-589. The renaissance classics may be studied in the works of
Woodward and Laurie. The realists may be studied in the various
editions of Comenius, Locke, Spencer, and Huxley. Likewise the modern
naturalistic movement may be followed in the writings of Rousseau,
Pestalozzi, Herbart, and Froebel. These four courses are available in
educational classics: the ancient, the renaissance or humanistic, the
realistic and the naturalistic.

=History of elementary and high schools=

_The History of Modern Elementary Education_ (Ginn and Co.) by S. C.
Parker and _The High School_ (The Macmillan Company) by F. W. Smith
may be profitably used as texts in the courses on these topics.
Parker's has but little on the organization of the elementary school,
is weak on the philosophical side of the theorists treated, has
nothing on Montessori, draws no lessons from history, is very brief on
the present tendencies, and is somewhat heavy, prosaic, and
unimaginative in style; but it is painstaking, covers all the main
points well and has uncovered some valuable new material, and on the
whole is the best history in English on its problem. Dr. Smith's book
is really a history of education written around the origin and
tendencies of the high school as central. It is a scholarly work,
based on access to original Latin and other sources, though diffuse.

=American education=

An elective course in the history of American education is highly
desirable. Chancellor E. E. Brown's scholarly book on _The Making of
Our Middle Schools_, or E. G. Dexter's encyclopedic book on _History
of Education in the United States_, may profitably serve as texts.
This course should show the European influences on American schools,
the development of the American system, and the role of education in a
democratic society. There is great opportunity for research in this
field.

=History of educational problems=

There is room for yet another course for college undergraduates
expecting to teach,--a history of educational problems. The idea is to
trace the intimate history of a dozen or more of the present most
urgent educational questions, with a view to understanding them better
and solving them more wisely, thus enabling the study of the history
of education to function more in the practice of teachers. Such a text
has not yet been written. The point of view is expressed by Professor
Joseph K. Hart as follows: "The large problem of education is