Organized chronologically this volume examines education in England in the early twentieth century by discussing education through the ages, from pre-history to 1919. The author'¬"s proposals were radical at the time of original education, although they embrace concepts which are now taken for granted in schools: that education of the "whole person" is vital; that the arts should enjoy equal prominence with the sciences; that schools are communities and that the educational experience will be richer for individuals if they work as and for a community.