Estimate. — The  spirit  of  democracy  which  animates
the  whole  American  system  Hfts  it  immeasurably  above
the  autocracy  of  the  German  system,  and  that  without
injury  to  the  ideal  of  co-ordination  and  efficiency,  if
not  actually  to  the  advantage  of  both.     In  this  country


418  HISTORY  OF  EDUCATION

secularization  has  not  humiliated  the  church  as  it  has
in  France,  while,  on  the  other  hand,  the  church  has  not
delayed  the  coming  of  state-supported  public  schools
so  long  as  in  England.  We  look  with  justifiable  pride
upon  a  system  that  does  not  fail  in  reverence  to  God
while  it  accords  the  fullest  measure  of  freedom  to  the
individual  without  injury  to  the  claims  of  the  social
whole.
REFERENCES

1.  West's  "History  of  the  American  People."

2.  Monroe's  "Cyclopedia  of  Education."

3.  Boone's  "Education  in  the  United  States."

4.  Graves'  "History  of  Education  in  Modem  Times."

5.  Barnard's  "American  Journal  of  Education."

6.  Butler's  "Education  in  the  United  States."

7.  Draper's  "American  Education."

8.  Mrs.  Mary  T.  Mann's  "Horace  Mann."

9.  Winship's  "Horace  Mann."

10.  Dexter's  "History  of  Education  in  the  United  States."

11.  Mann's  "Annual  Reports."

12.  Annual  Reports  of  the  United  States  Commissioner  of  Ed-
ucation.
QUESTIONS

1.  State  reasons  for  the  stages  in  the  history  of  education  in
the  United  States.
2.  With  what  three  types  of  schools  did  the  colonial  history
of  education  begin,  and  why?

3.  Upon  what  educational  facilities  did  the  Southern  planter
rely?  Account  for  any  additional  facilities.  Explain  the  atti-
tude of  Sir  William  Berkeley.
4.  Describe  pretty  fully  how  William  and  Mary  College  came
into  existence.  Account  for  the  course  of  study,  and  explain
the  admirable  service  of  this  institution.
