Each chapter in this book will be prefaced by an _Outline_, or generalized statement of the ideas to be included in it. Logically such an epitome is needed at the beginning as well as at the end of the chapter. At the beginning, it serves as a hypothetical or tentative generalization of the facts; at the end, as a conclusion whose truth has been tested in the light of these facts and accepted with conviction. By having this outline in mind when he studies the facts, the student is enabled not only to see that the general statements are verified and made more significant by the details, but at the same time to organize the facts with reference to the generalization, and thereby secure an easier control of them, and, through the relation of each to the others, discover a fuller meaning in them all. Then, after this study of the details has established the truth of the outline and enriched its meaning, he can review the outline and fix it in mind as the conclusion of the chapter. PART I ANCIENT TIMES A STUDENTS HISTORY OF EDUCATION CHAPTER I THE EARLIEST EDUCATION OUTLINE Even a brief survey of the history of education may greatly broaden one’s view. Starting with primitive man, we find that his training aims only at the necessities of life, and is acquired informally through the elders and the medicine-men. In Oriental education, the next stage in progress, illustrated by India, a traditional knowledge is acquired through _memoriter_ and imitative methods. While Oriental, Jewish education afforded greater development of individuality, but it was late in organizing schools, _memoriter_ in methods, and restricted in content. Thus all education before the day of the Greeks was largely _non-progressive_. [Sidenote: Breadth of view obtained] =The Value of the History of Education.=--The History of Education from the earliest times should contribute largely to one’s breadth of view and prove a study of the greatest liberal culture. A record of typical instances of the moral, æsthetic, and intellectual development of man in all lands and at all periods should certainly enlarge one’s vision and enable him to appreciate more fully the part that education has played in the progress of civilization. Such cultural values may be found even in a limited survey of the world’s educational development. [Sidenote: Space and perspective here given to subject matter.]