Graves, _History of Education in Modern Times_ (Macmillan, 1913), chap, iv; Clews, Elsie W., affords primary source material in _Educational Legislation and Administration of the Colonial Governments_ (Columbia University, Department of Philosophy and Psychology, No. 6). The interpretation of educational organization in _Colonial Schools_ used in this chapter is furnished by Monroe and Kilpatrick in the Monroe _Cyclopædia of Education_ (Macmillan, 1910-14). For conditions in the various colonies, consult Dexter, E. G., _History of Education in the United States_ (Macmillan, 1904), chaps. I-VI; Jackson, G. L., _The Development of School Support in Colonial Massachusetts_ (Columbia University, Teachers College Contributions, No. 25, 1909); Kilpatrick, W. H., _The Dutch Schools of New Netherland_ (Bulletin, U. S. Bureau of Education, 1912); McCrady, E., _Education in South Carolina_ (Collections of the Historical Society of South Carolina, vol. IV); Smith, C. L., _History of Education in North Carolina_ (U. S. Bureau of Education, Circular of Information, no. 2, 1894); Steiner, B. C., _History of Education in Connecticut_ (U. S. Bureau of Education, Circular of Information, no. 2, 1893) and _History of Education in Maryland_ (U. S. Bureau of Education, Circular of Information, no. 2, 1894), chaps. I-IV; Stockwell, T. B., _History of Public Education in Rhode Island_ (Providence Press Co., Providence, 1876), pp. 281-404; and Wickersham, J. P., _History of Education in Pennsylvania_ (Lancaster, Pennsylvania, 1886), chaps. I-XII. PART IV MODERN TIMES CHAPTER XVIII GROWTH OF THE DEMOCRATIC IDEAL IN EDUCATION OUTLINE During the eighteenth century, there appeared the climax to the revolt against absolutism. This movement was directed against repression of intellect in the first half of the century, and against repression of political rights in the second half. The former phase, through Voltaire, made reason the basis of society and education, but introduced the tyranny of an intellectual few; the latter, through Rousseau, promoted an emotionalism and ‘naturalism’ that were in keeping with the sentiments of the times. The early treatises of Rousseau advocated a complete return to nature, but his later works somewhat modified this attitude. [Sidenote: The eighteenth century marked the climax of the rebellion against the enslavement of the individual.]