My indebtedness for many valuable features in this book is heavy. The idea of an _Outline_, which appears at the beginning of each chapter, was first suggested to me by the _History of Modern Elementary Education_ of Dean S. C. Parker of the College of Education, University of Chicago, although I have adopted a different explanation of its value. Professor Parker also read through the manuscript and sent me a general estimate of it. Professors J. H. Coursault of the University of Missouri, A. J. Jones of the University of Maine, W. H. Kilpatrick of Columbia University, A. R. Mead of Ohio Wesleyan University, and A. L. Suhrie of the West Chester (Pennsylvania) State Normal School, have all read the manuscript through with exceeding care and furnished me with numerous corrections and criticisms, both particular and general. Professor T. H. Briggs of Columbia University suggested a number of improvements in the chapter upon Present Day Tendencies in Education (XXVII). The chapter upon the Educational Influences of the Reformation (XIII) has been relieved of several inaccuracies, and possibly of some Protestant bias, through the assistance of the Rev. Benedict Guldner, S. J., of St. Joseph’s College, and of Brother Denis Edward, F. S. C., President of La Salle College, Philadelphia. I have also, as usual, been greatly aided by my wife, Helen Wadsworth Graves. F. P. G. CONTENTS _PART I_ ANCIENT TIMES CHAPTER I PAGE THE EARLIEST EDUCATION 3 The Value of the History of Education. Its Treatment in This Book. Primitive Education. Oriental Education. India: Its Religion and Castes. The Hindu Education. Effect of the Hindu Education. India as Typical of the Orient. Jewish Education. CHAPTER II THE EDUCATION OF THE GREEKS 11 Progressive Nature of Greek Education. Spartan Education: Its Aim and Early Stages. Training in Youth and Manhood: Results. Old Athenian Education: Its Aim and Early Training. Training for the Youth. Effect of the Old Athenian Education. Causes and Character of the New Athenian Education. The Sophists and Their Training. Their Extreme Individualism. The Reactionaries and the Mediators. The Method of Socrates. Plato’s System of Education for the Three Classes of Society. The Weakness of Plato’s System. His Influence upon Educational Theory and Practice. Aristotle’s Ideal State and Education. The Permanent Value of His Work. The Post-Aristotelian Schools of Philosophy. The Schools of Rhetoric. The Hellenic Universities. Extension of Hellenic Culture. CHAPTER III THE EDUCATION OF THE ROMANS 32