thought again arose in the western world; the continuation of this spirit of inquiry into matters of religion and world phenomena, giving rise to the religious revolts and the beginnings of modern science study; the educational consequences of the Protestant Revolts among the different religious sects, and the rise of the vernacular school; character of the schools as evolved by the middle of the eighteenth century; the rise of political inquiry, the formulation of a new individualistic and political theory for the school, and the transition of the school from the control of the Church to that of the State; the rise of modern state-school systems, and the adoption of the school as the great constructive tool of the State; the spread of western civilization and the state-school idea over the world; and some of the more important of the new expansions and conceptions of modern education.
It is hoped that the volume of Readings as organized may prove useful to teachers and students of the history of education generally, as well as to those who use the companion volume of Text. It is believed that this one volume will be found to contain sufficient supplemental reading to meet the needs of most classes studying the subject. It could be used as a library reference volume, almost to the exclusion of other collateral reading. ELLWOOD P. CUBBERLEY
Stanford University, Cal.
September 4, 1920