author's own. The details of this specific plan embrace a study of
the _history_ and _environment_, of the _internal_, _social_, _political_,
and _religious_ conditions of the people, without which there can
be no accurate conception of their education.

Our civilization had its inception in that of ancient Egypt, and thence
its logical development must be traced. If desirable the teacher can
omit the chapters on China, India, Persia, and Israel. It will be found,
however, that the lessons taught by these countries, though negative in
character, are intensely interesting to students, and most instructive
and impressive. These countries are also admirably illustrative of the
plan employed in the book, and thereby prepare the way for later work.
That plan is more fully set forth in the Introduction, a careful study
of which is recommended to both teacher and student.

The author wishes to acknowledge his appreciation of the valuable
assistance in the preparation of this volume rendered by Dr. Elias F.
Carr of the New Jersey Normal School, and Professor W. J. Morrison of
the Brooklyn Training School for Teachers.

LEVI SEELEY.

REVISED EDITION

I have taken advantage of the necessary reprinting of the book to make
certain changes and additions, and to correct a few errors which were
found to exist. An attempt has been made to note the recent changes that
have taken place, especially in the French and English school systems.

L. S.

SECOND REVISION

The continued and hearty reception which teachers are giving this book
has led me to desire to make still further improvements in it.
Accordingly, I have added brief sketches of the Sophists, Plutarch,
Marcus Aurelius, Rollin, and Jacotot. The space available is all too
limited to warrant such treatment as the subjects deserve. All that can
be expected is that the reader may become interested and seek further
information from special sources. An appendix is added in which the
National Educational Association, the National Bureau of Education, the
Quincy Movement, the Herbartian Movement, Child Study, Parents'
Meetings, Manual Training, and Material Improvements in Schools are each
given a brief consideration.

L. S.

TABLE OF CONTENTS

CHAPTER I PAGE

INTRODUCTION 15

1. Purpose of the history of education. 2. Plan of study. 3.
The