Every historian of education eventually encounters Bernard Bailyn's 1960 book, Education in the Forming of American Society: Needs and Opportunities for Study, and his challenge to the field to define education much more broadly than the generation of house historians previously had. Historians of education, Bailyn writes, should consider "education not only as formal pedagogy but as the entire process by which a culture transmits itself across the generations." 1 We wager, however, that few historians of education have come across Douglas Baynton's similar call in 2001 to consider disability as a bigger part of history. 2