Bibliography.—For the study of education as an aspect of religious, social, moral and intellectual development, the material is practically inexhaustible, and much of the most valuable does not treat specifically of the education given in schools and colleges. The most useful guide is E.P. Cubberley’s Syllabus of Lectures on the History of Education (1902), which consists of an analytic outline of topics with copious and detailed references to authorities. See also W.S. Monroe’s Bibliography of Education (1897). The best general history in English is P. Monroe’s Text-Book in the History of Education (1905), which, like Davidson’s much briefer History of Education, treats the subject broadly and in relation to other aspects of life. Williams’s History of Ancient, Medieval, and Modern Education is a useful statement of the main facts of educational progress taken somewhat by itself. In German the standard work is K.A. Schmid’s Geschichte der Erziehung, a comprehensive and detailed treatment in which each period is dealt with by a specialist. Ziegler’s Geschichte der Pädagogik is a good short history. In French, Letourneau’s L’Évolution de l’éducation is especially good on ancient and non-European education. Draper’s Intellectual Development of Europe is vigorous and interesting, but marred by its depreciation of the work of the Church. Guizot’s History of Civilization is still of value, as are parts of Hallam’s Literary History. Lecky’s History of the Rise and Influence of the Spirit of Rationalism in Europe, and Buckle’s History of Civilization in England, contain much that is of value. The best encyclopaedias are W. Rein’s Encyklopädisches Handbuch der Pädagogik, and F. Buisson’s Dictionnaire de pédagogie, première partie. Sir Henry Craik’s The State and Education (1883) is an excellent text-book on national education.

Of books dealing with special periods and topics, S. Laurie’s Historical Sketch of Pre-Christian Education, Freeman’s Schools of Hellas, Girard’s L’Éducation athénienne au Ve et au IVe siècle avant J.-C., Davidson’s Education of the Greek People, Mahaffy’s Old Greek Education and Greek Life and Thought, Nettleship’s article on “Education in Plato’s Republic” in Hellenica, Capes’s University Life in Athens, Hobhouse’s Theory and Practice of Ancient Education, Grasberger’s Erziehung und Unterricht im classischen Alterthum, Wilkin’s Roman Education, and Clarke’s Education of Children at Rome, are valuable for classical times.

For the somewhat obscure transition centuries there is much of value in Taylor’s Classical Heritage of the Middle Ages, Dill’s Roman Society in the Last Century of the Western Empire, especially the chapter on “Culture in the 4th and 5th centuries,” Boissier’s La Fin du paganisme, and Hatch’s Influence of Greek Thought upon the Christian Church.

The best general account of medieval education is in Drane’s Christian Schools and Scholars; and J.B. Mullinger’s Schools of Charles the Great treats well of the Carolingian Revival. G.B. Adams’s Civilization during the Middle Ages is excellent; and Sandys’s History of Classical Scholarship is a valuable book of reference. On the scholastic philosophy Turner’s History of Philosophy, and Hauréau’s Histoire de la philosophie scolastique, are useful. Medieval schools are described in Furnivall’s preface to The Babees Book, which deals with “Education in Early England,” and in Leach’s Old Yorkshire Schools and History of Winchester College. The most important books on the universities are Rashdall’s Universities of Europe in the Middle Ages, Jourdain’s Histoire de l’université de Paris aux XVIIe et XVIIIe siècles, Lyte’s History of the University of Oxford to 1530, and Mullinger’s History of the University of Cambridge to the Accession of Charles I. Paulsen’s Geschichte des gelehrten Unterrichts auf den deutschen Schulen und Universitäten is the best history of education in Germany.

On the Renaissance in Italy, Villari’s Introduction to his Life and Times of Machiavelli, and Burckhardt’s Die Kultur der Renaissance in Italien (translated into English), are of the first importance. Other valuable books are the first volume of the Cambridge Modern History and Symonds’s great work on The Renaissance in Italy, especially the volume on The Revival of Learning. Dealing more specifically with education are Woodward’s excellent monographs on Education during the Renaissance, Vittorino da Feltre and Erasmus. Janssen’s Geschichte des deutschen Volkes (translated into English) gives a good account of the social and intellectual condition of Germany in the 14th, 15th and 16th centuries. Christie’s Life of Étienne Dolet is of value for the Renaissance in France. For the movement in England Seebohm’s Oxford Reformers, Gasquet’s Eve of the Reformation in England, Einstein’s The Italian Renaissance in England, and Leach’s English Schools at the Reformation, 1546-1548, are particularly important.

For later times the material is chiefly in the form of monographs, of which the following, among others, are of value: Adamson’s Pioneers of Modern Education, Laas’s Die Pädagogik des Johannes Sturm, Beard’s Port Royal, vol. ii., Kuno Fischer’s Fr. Bacon und seine Nachfolger, Laurie’s John Amos Comenius, Morley’s Rousseau, Pinloche’s La Réforme de l’éducation en Allemagne au dix-huitième siècle, Biedermann’s Deutschlands geistige, sittliche, und gesellige Zustände im XVIII. Jahrhundert.

For the 19th century and after, the best sources of information are the official Reports, such as those of the Royal Commissions on the English Universities, the Public Schools, and the other English secondary schools; the “Special Reports,” issued by the English Board of Education; the encyclopaedic annual Reports of the American Commissioner of Education (dealing not only with the United States, but with progress in other countries); monographs in the French Musée pédagogique, and various German Reports.

For education in the United States, see also Boone’s History of Education in U.S.A. (1889); N.M. Butler (editor), Education in the U.S.A. (1900), a series of monographs prepared for the Paris Exposition; E.G. Dexter’s History of Education in the United States (1904); and the Proceedings of the National Educational Association.

On the leading writers on education the monographs in the Great Educator Series are useful, and editions and translations of the best known of these writers are available. The greatest systematic collection is the Monumenta Germaniae paedagogica. On the development of the means of education, Montmorency’s two books on State Intervention in English Education from the Earliest Times to 1833, and The Progress of Education in England, Balfour’s Educational Systems of Great Britain and Ireland, Allain’s L’Instruction primaire en France avant la Révolution, Lantoine’s Histoire de l’enseignement secondaire en France au XVIIIe et au début du XVIIIe siècle, and Konrad Fischer’s Geschichte des deutschen Volkschullehrerstands, may be mentioned.

(J. Wn.)