s.
4. Support of schools. 5. The teachers.

CHAPTER XLIV

THE SCHOOL SYSTEM OF ENGLAND 304

1. Administration. 2. School attendance. 3. The schools.
4. Support of schools. 5. The teachers.

CHAPTER XLV

THE SCHOOL SYSTEM OF THE UNITED STATES 309

1. No national system. 2. State systems--Administration.
3. School attendance. 4. The schools. 5. Support of schools.
6. The teachers.

APPENDIX

RECENT EDUCATIONAL MOVEMENTS 315

1. The National Educational Association. 2. The National Bureau of
Education. 3. The Quincy Movement. 4. The Herbartian Movement.
5. Child Study. 6. Parents' Meetings. 7. Manual and Industrial Training.
8. Material Improvements.

HISTORY OF EDUCATION

CHAPTER I

INTRODUCTION

The history of education begins with the childhood of the race, and
traces its intellectual development step by step to the present time. As
such history is academic in character, and furnishes information
concerning the educational systems, methods, theories, and practices of
the past, it should be placed early in the professional pedagogical
course, to serve as the foundation for an improved educational science
which profits by the experience of mankind. The history of education
presents many of the great problems that have interested thoughtful men,
shows how some of these have been solved, and points the way to the
solution of others. It studies educational systems, selecting the good,
and rejecting the bad, and introducing the student directly to the
pedagogical questions that have influenced the world. For these reasons,
the study of education should begin with its history.

Karl Schmidt says: "The history of the world is the history of the
development of the human soul. The manner of this development is the
same in the race as in the individual; the same law, because the same
divine thought, rules in the individual, in a people, and in humanity.
Humanity has, as the individual, its stages of progress, and it unfolds
itself in them. The individual as a child is not a rational being; he
becomes rational. The child has not yet the mastery over himself, but
his environment is his master; he belongs not to himself, but to his
surroundings. _The oriental peoples are the child of humanity....
Classical antiquity represents the period of youth in the history of the