In spite of all the hard words said about educational histories there should be no need to justify the historical study of education. The school, like the Church or the Theatre, is a social institution: if we may write the history of one, we may write the history of the others. As to the peculiar value of the enterprise, there will be differences of opinion; the distinctive values of the study of history are again in question. Suffice to say that it is the writer's suspicion that the debate on the content and method of secondary education, which has been conducted with considerable vigour in Australia in the past twenty years or so, would have been more fruitful if, to the various capacities brought to it, there had been added the capacity to see the problems of secondary education in the perspective of their development. It is surely not unimportant that the architects of educational policy should he enabled to see their problem in depth.