HE History of Education is, at last, recognised tenta tively as a subject, ' though, in some high quarters. Even this distinction is allowed to it with misgiving and half hearted dubiety. And yet it is, really and quite obviously, a chapter in the History of Human Thought, though it is still too unworked a chapter to have been otherwise than inadequately appreciated. Scraps of it lurk in unsuspected remote comers some details are covered over by the deep-lying dust of the ages, or are lost beneath the recorded trivialities of social life. In the few years which have elapsed since the idea of its possrble utility to intending teachers dawned, a considerable number of forgotten educational writers have been unearthed; but so far, unavoidably, their work has been rather described than appraised. An apparently unending panorama of thinkers, differing sometimes considerably, and sometimes-as if to make confusion worse confounded - only very slightly, has been unrolled before the surprised eyes of that com placent world, which had decided long ago, a priori, off hand, that education, at any rate, might be left safely to the time-honoured process of muddling through.

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