DEAN OF THE SCHOOL OF EDUCATION AND PROFESSOR OF THE HISTORY OF EDUCATION IN THE UNIVERSITY OF PENNSYLVANIA There is a growing conviction among those engaged in training teachers that the History of Education must justify itself. It is believed that, if this subject is to contribute to the professional equipment of the teacher, its material must be selected with reference to his specific needs. Antiquarian interests and encyclopædic completeness are alluring and may in their place prove praiseworthy and valuable, but they do not in themselves supply any definite demand in the training of teachers. The greatest services that the History of Education can perform for the teacher are to imp…
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