Inglis

A long series of suits and counter-suits be-
tween Cornwallis and Ingle were settled after
several years when Ingle transferred certain
bills to Cornwallis and empowered him to collect
them. Meanwhile Ingle had carried on a long
struggle to deprive Lord Baltimore of legal tide
to Maryland, and various petitions in regard to
the matter were presented to Parliament. At
length, in December 1649, he sent a long petition
to the Council of State, but after many post-
ponements he was found "unprovided to prove
his charges" and his petition was dismissed.
In February 1649/50 he informed the Council
that enemies of the Commonwealth were about
to sail to Virginia. In April the Council awarded
him £30 for his services in the keeping of Cap-
tain Gardner, arrested for treason. The last
record of him is in November 1653, when he
several times wrote Edward Marston for a settle-
ment of prize money due him, since, "having
been sick, my need of money is great."

[Edward Ingle, Capt. Richard Ingle . . . 1642-1653
(1884); B. C. Steiner, Maryland During the English
Civil Wars (1906-07) ; being Johns Hopkins Univ.
Studies in Hist, and Pol. Sci.t ser. XXIV, XXV (1906-
07) J Calendar of State Papers, Domestic Ser. 1653-54
(1879); Archives of Maryland: vols. IV (1887), X
(1891) ; H. F. Thompson, in Md. Hist. Mag.t June
1906; L. C. Wroth, Ibid., Mar. 1916.] jr^__n<

INGLIS, ALEXANDER JAMES (Nov. 24,
i879~Apr. 12, 1924), teacher, educational sur-
veyor, and author, was born in Middletown,
Conn. Here also was born his father, William
Grey Inglis, of Scotch parents. His mother,
Susan (Byers) Inglis, was of Scotch-Irish de-
scent. He prepared for college in the Middle-
town High School and largely earned his way
through Wesleyan University, where he won
distinction both on the athletic field and in the
classroom. After his graduation in 1902, a Wes-
leyan fellowship enabled him to study a year in
Rome at the American School of Classical Stud-
ies. The following eight years he taught private
secondary schools, chiefly in the Horace Mann
School in New York City. Here he soon achieved
a reputation as a teacher of Latin. Teaching
alone, however, failed to exhaust his energy; he
prepared three Latin textbooks, two jointly with
other authors, which came quickly into wide use:
First Book in Latin (1906) with Virgil Pretty-
man; Exercise Book in Latin Composition
(1908); and High School Course in Latin Com-
position (1909) with C. McC. Baker. Even the
combination of teaching and textbook writing
left unused such an abundance of energy that
he became a graduate student in Teachers Col-
lege, Columbia University. Here he devoted him-
self to a study of the larger problems of Ameri-
can education, so successfully that he was granted

Inglis

the degrees of M.A. (1909) and Ph.D. (1911).
In this latter year he married Antoinette Clark,
of Cortland, N. Y.

A year in the headmastership of the Belmont
School in California completed Inglis's prepara-
tion for the work which was to give him lasting
distinction. His interests now took him from
secondary school teaching to the university field.
He was professor of education at Rutgers Col-
lege (1912-14), then assistant professor (1914-
19) and finally professor of education at Harvard
University until his death in 1924. As an in-
structor, dealing especially with the new prob-
lems of educational reorganization in the sec-
ondary field, he speedily took front rank. The
survey movement, which was destined in the
next few years to spare no type of school, school
system, or educational activity, was beginning
in 1912. Into this movement Inglis threw him-
self at once with characteristic vigor and en-
thusiasm, tempered, however, by calm judgment.
Chief among the surveys in which he took promi-
nent part, indicated by titles and dates of pub-
lished reports, are the following: A Survey of
the Educational Institutions of the State of
Washington (1916); The Educational System
of South Dakota (1918); Public Education in
Indiana (1923), He himself directed the survey
of Virginia, and was wholly responsible for the
report published by the state in 1919 under the
title Virginia Public Schools, which was almost
entirely his own production. This report at once
took rank as a classic in survey literature.

Inglis was an active, influential member of the
leading educational organizations of his time.
Most noteworthy was his service as a member
of the reviewing committee appointed by the
National Education Association to pass upon the
work of the association's commission on the
reorganization of secondary education. As a
member of this committee he contributed largely
to its chief publication, Cardinal Principles of
Secondary Education, issued by the United
States Bureau of Education in 1918, a pamphlet
which probably exerted more definite and far-
reaching influence on the reconstruction of sec-
ondary school curricula than any other publica-
tion of the period. He was the author of several
standard tests, most of them in Latin, and nu-
merous articles in the leading educational jour-
nals. His initial important publication in the
professional field was his doctoral thesis, The
Rise of the High School in Massachusetts
(1911). Chief of all his publications was his
book, Principles of Secondary Education (1918),
a comprehensive, scholarly, and constructive
treatise.

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