Background
Alexander was born on November 24, 1879 in Middletown, Connecticut, United States. Here also was born his father, William Grey Inglis, of Scotch parents. His mother, Susan (Byers) Inglis, was of Scotch-Irish descent.
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Alexander was born on November 24, 1879 in Middletown, Connecticut, United States. Here also was born his father, William Grey Inglis, of Scotch parents. His mother, Susan (Byers) Inglis, was of Scotch-Irish descent.
He prepared for college in the Middletown 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 Wesleyan fellowship enabled him to study a year in Rome at the American School of Classical Studies.
Later he became a graduate student in Teachers College, Columbia University. Here he devoted himself to a study of the larger problems of American education, so successfully that he was granted the degrees of M. A. (1909) and Ph. D. (1911).
After American School of Classical Studies Inglis 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 Prettyman; Exercise Book in Latin Composition (1908); and High School Course in Latin Composition (1909) with C. McC. Baker.
A year in the headmastership of the Belmont School in California completed Inglis's preparation 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 College (1912 - 14), then assistant professor (1914 - 19) and finally professor of education at Harvard University until his death in 1924. 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.
As a member of the reviewing committee appointed by the National Education Association 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 secondary school curricula than any other publication of the period. He was the author of several standard tests, most of them in Latin, and numerous articles in the leading educational journals. His initial important publication in the professional field was his doctoral thesis, The Rise of the High School in Massachusetts (1911).
Alexander James 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. Chief among the surveys in which he took prominent part are the following: A Survey of the Educational Institutions of the State of Washington (1916); The Educational System of South Dakota (1918); and 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 at once took rank as a classic in survey literature.
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Inglis worked with characteristic vigor and enthusiasm, tempered, however, by calm judgment.
In 1911 Inglis married Antoinette Clark, of Cortland, New York.
