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4. Just what kind of schools do the Providence regulations (309) of 1820
provide for and describe?

(2) Civic efficiency, or good citizenship. It is, of course,
arbitrary to separate industrial competency from capacity in good
citizenship. But the latter term may be used to indicate a
number of qualifications which are vaguer than vocational
ability. These traits run from whatever make an individual a
more agreeable companion to citizenship in the political sense:
it denotes ability to judge men and measures wisely and to take a
determining part in making as well as obeying laws. The aim of
civic efficiency has at least the merit of protecting us from the
notion of a training of mental power at large. It calls
attention to the fact that power must be relative to doing
something, and to the fact that the things which most need to be
done are things which involve one”s relationships with others.

explains in part the small number of volumes the monasteries accumulated
The production of a single book was a task of large proportions, and
explains in part the small number of volumes the monasteries accumulated.
After the raids of the Mohammedans across Egypt, in the seventh century,
the supply of Egyptian papyrus stopped because of the interruption of
communications, and the only writing material during the Middle Ages was
the skin of sheep or goats or calves. Sheepskins were chiefly used, and a
book of size might require a hundred or more skins. These were first
soaked in limewater to loosen the hair, then scraped clean of hair and
flesh, and then carefully stretched on board frames to dry. After they had
dried they were again scraped with sharp knives to secure an even
thickness, and then rubbed smooth with pumice and chalk. When finished,
the clean, shining, cream-colored skin was known as vellum, [12] or
parchment. This was next cut into pages of the desired size and arranged
ready for writing. The larger pieces were used for large books, such as
are shown in Plate 2, and the remnants to produce small books. The inks,
too, had to be prepared, and the pages ruled.

governments and had shown the possibility of the self-government of
peoples on a large scale, and not merely in little city-states or
communities, as had previously been the case where self-government had
been tried
In the first place, the people of the Colonies had erected independent
governments and had shown the possibility of the self-government of
peoples on a large scale, and not merely in little city-states or
communities, as had previously been the case where self-government had
been tried. Democratic government was here worked out and applied to large
areas, and to peoples of diverse nationalities and embracing different
religious faiths. The possibility of States selecting their rulers and
successfully governing themselves was demonstrated.

A NEW AIM IN INSTRUCTION. Humanistic realism represents the beginning of
the reaction against form and style and in favor of ideas and content. The
humanistic realists were in agreement with the classical humanists that
the old classical literatures and the Bible contained all that was
important in the education of youth. The ancient literatures, they held,
presented ‘not only the widest product of human intelligence, but
practically all that was worthy of man”s attention.’ The two groups
differed, however, in that the classical humanists conceived the aim of
education to be the mastery of the vocabulary and style of Cicero, and the
production of a new race of Roman youths for a revived Latin scholarly
world, while the new humanistic realists wanted to use the old literatures
as a means to a new end–that of teaching knowledge that would be useful
in the world in which they lived. Monroe has so well expressed the
humanistic-realist attitude that a passage from his History is worth
quoting here. He says: