Abstract
Alexander James Inglis's transformation from an academic traditionalist devoted to Latin pedagogy to an influential progressive-experimentalist and advocate of the comprehensive high school during the early twentieth century has received insufficient attention from educational and curriculum historians. A reconstruction of Inglis's career leads to an exploration of the explanatory power of four accepted historical interpretations when applied to his work. Recognizing the limitations of these interpretations for explaining anomalous aspects of Inglis's career, the possibility of educational biography for revealing nuances obscured by high-level generalizations is broached.
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