When in the year 2000 the historian writes his account of the period through which we are now passing, how, I often wonder, will he appraise the various educational tendencies of our generation. He will no doubt have something to say about the extraordinary extension of educational opportunity, the structural reorganization of the educational system," the almost universal concern with curriculum making, .the differentiation of the programs of higher education, the so-called progressive education movement, the development of teachers' colleges, the tremendous growth in educational expenditure, the widespread interest in the scientific study of education, and the numerous minor change's in the structure and procedure of our schools and colleges. . . . "In at least one respect the historian of the future will, I think, find our attack upon the problem of education gravely deficient. . . . He will see, as we apparently do not, that we have...