EDUCATION 93 



to our knowledge in this field came from German sources. 

 (It is interesting in passing to note that his promised 

 volume on French educators was never written). Yet the 

 first great university was founded in Paris; the most 

 powerful teaching body the world has ever seen was or- 

 ganized in Paris by Loyola; Ramus, Rollin, and Rolland 

 d'Erceville were all important men in the development 

 of education in France, yet one searches in vain through 

 the index of the most comprehensive text in the history 

 of education published in this country for even a mention 

 of their names. Rashdall in his scholarly " Universities 

 of Europe during the Middle Ages," and Benin 1 e and 

 Chatelain in their monumental " Chartularium universi- 

 tatis Parisiensis," have set the standard in their contri- 

 butions to early university history. For the ensuing 

 six hundred years, save for accounts of the more famous 

 educational theorists, the whole development of educa- 

 tion in France is well-nigh inaccessible in English. This 

 offers a great field for research. 



Paris is strikingly a city of libraries. Their number is 

 legion, and includes almost every conceivable subject. 

 Many of these libraries contain works bearing upon 

 education in some of its phases. By far the most valu- 

 able of the pedagogical libraries, and fortunately the 

 one most readily accessible to the student, is the Bi- 

 bliotheque de FEnseignement Public, at the Musee 

 Pedagogique, 41 rue Gay-Lussac. Here one finds a 

 collection of some 75,000 volumes, unfortunately not all 

 catalogued in the most approved fashion. This, however, 

 is one of the great educational libraries of the world, and 

 every facility is afforded for research work; its collection 

 of American school-texts of the mid-nineteenth century 

 is surprisingly large. Other libraries may be consulted 

 for special fields of educational study, notably the library 

 of the Ministry of Commerce and Industry for all 



