During the last fifteen years a modest revolution took place in the historiography of education. Historians rejected both the metaphor and the method which had characterized the record of the educational past. The method had divorced inquiry into the development of educational practices and institutions from the mainstream of historical scholarship and left it narrow, antiquated, and uninteresting. The metaphor portrayed education as a flower of democracy planted in a rich and liberating loam which its seeds continually replenished.
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Michael B. Katz (1976) studied this question.