PREFATORY NOTE EVERY period is transitional, and every age represents a crisis; but the generation and more which has passed since the close of the Civil War becomes, as seen in lengthening perspective, peculiarly transitional, critical, and formative. In no part of our manifold human endeavor do the great movements and elements of the last forty years emerge more significantly than in the educational. It has, therefore, seemed worth while, under the persuasiveness of literary editors and leaders in education, to write this history. The book represents a wider field than most of my writing. It is concerned with other parts of the educational system than the college and university, although the college and university are not passed over. I therefore give the volume to all fellow laborers, of whatever name or environment, who have to do with that most creative force in human affairs, which we call education. WESTERN RESERVE UNIVERSITY, C. F. T. EDUCATION IN THE UNITED STATES CHAPTER I INTRODUCTION I PROPOSE to write a history of education in the American democracy for the forty years and more which have passed since the close of the Civil War. Education in a democracy is more important than education in either a theocracy or a political monarchy. In a government controlled by a church, the forces which the priest represents may be sufficient to preserve good order among the people and to promote their advancement. In a political monarchy, the ruler may by arms or other force control his subjects, although, of course, he cannot cause his people to progress without the use of those conditions and motives which are called educational. But in a democracy the people represent a power at once so mobile, so unresponsible, and so strong that its very continuance depends upon the enlightenment and |