Let me begin with a quotation: "The history of the universities was terra incognita until the early 1950s, inhabited only by pious hagiographers, myopic chroniclers, and that most dangerous of pre-historic animals, the historian of education. This latter creature . . . only seems to be concerned with gathering historical justifications for contemporary educational nostrums, or identifying the earliest instance of a pedagogic practice that meets with modern approbation" (Morgan, 142).