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and permanent place in modern civilization, and in the final readjustment will occupy no less dignified position than they do to-day, for they will have definitely allied themselves with modern life and modern needs.

322. Page, T. E.

Classical studies. (Educ. rev. Sept., 34: 144-50.) Considers the change in the position of classical studies in the English public schools during the last fifty years. Shows that the danger of sacrificing and difficulty of retaining are equally clear, and that means for avoiding both is the chief problem of the public school of to-day. Reprinted from the London Times.

323. Paulsen, Friedrich.

Jan., 33:36-45.)

Humanistic vs. realistic education. (Educ. rev.

Translation of a chapter in Lexis: Die Reform des höhern Schulwesens in Preussen. Contrasts the value of classical and that of scientific education, with special reference to the schools of Germany.

324. Rouse, W. H. D., ed. (The) year's work in classical studies, 1906. 140 p. O. Murray, 2s. 6d.

The first number of a new annual under the auspices of the Classical Association, designed to inform teachers of classical subjects of important progress throughout the world.

325. Symposium on the value of humanistic, particularly classical, studies as a preparation for the study of law, from the point of view of the profession. (School rev. June, 15: 409-35.)

375.9. HISTORY IN THE CURRICULUM.

326. Cauchie, Alfred. The teaching of history at Louvain. (Catholic univ. bulletin, Oct., 13: 515-61.)

Descriptive sketch of the practical and theoretical courses in the historical department of Louvain University.

327. Larned, J. N. The peace-teaching of history. (Jour. of social science, no. 45: 175-88.)

The staple of history has always been war. That should be less emphasized and different social lessons drawn from it.

375.91. GEOGRAPHY IN THE CURRICULUM.

The Journal of Geography, New York, and the Geographical Teacher, London, are especially devoted to the interests of teachers of geography.

328. Gibbs, David. The pedagogy of geography. (Ped. sem. Mar., 14: 39–100.) Includes an historical review of text-books and methods of teaching the subject in elementary and higher schools in Europe and the United States. Outlines an elementary course.

376. EDUCATION OF WOMEN.

See also Nos. 27, 295.

329. Beale, Dorothea.

past fifty years.

Secondary education of girls in England during the (N. E. A. 50th anniv. vol. p. 377-86.)

330. Burstall, S. A. English high schools for girls: their aims, organization and management. 243 p. D. Longmans, $1.25.

Author is head mistress of the Manchester high school for girls. The book sketches the characteristic aims, organization, and methods of the English high school for girls as it exists to-day.

331. Creighton, Louise. Some modern ideas about women's education. (Nineteenth cent. Oct., 62:578-86.)

Discusses the proper scope for the teaching of domestic economy in the schools of England. Believes "there is ground for fear that the higher side of women's education will not be sufficiently taken into account by the education authorities and that utilitarian considerations will be allowed too much scope." Also in Littell's Living Age, 255: 408-16.

332. Girls' school year book; public schools, 1907. 515 p. D. Sonnenschein, 2s. 6d.

Second year. A concise, comprehensive record of all matters of interest to parents, school mistresses, and girls in connection with English secondary education.

333. Howe, E. M. The southern girl: a neglected asset. (Educ. rev. Mar., 33:288-97.)

States that the supreme need of the South is the better education of the southern girl, and suggests its accomplishment by: (1) Good secondary schools, adequately endowed; (2) establishment of scholarships in northern colleges for southern girls; (3) generous increase in the endowment of their best home colleges.

334. Marshall, F. M.

Industrial training for women. 59 p. O. (Nat. soc. for

the promotion of industrial education. Bulletin 4.)

Discusses the changed position of women in industry, their opportunities for effective work, and some practical schemes for their training in particular trades. See also Nos. 256, 260, 295, above.

335. Paine, H. E. The life of Eliza Baylies Wheaton: a chapter in the history of the higher education of women, prepared for the alumnæ of Wheaton Seminary. 286 p. O. $1.25.

336. Paulsen, Friedrich. The modern system of higher education for women in Prussia. (N. E. A. 50th anniv. vol. p. 395–408.)

337. Sée, Camille. The secondary education of girls in France. (N. E. A. 50th anniv. vol. p. 386-95.)

338. Shields, T. E. The education of our girls. 299 p. D. Benziger, $1.

The pronoun in the title means Roman Catholic. Under a slender thread of story and dialogue the author brings forward typical views on both sides of the question of coeducation. The conclusion reached is plainly in favor of the higher education of women, but not under coeducational conditions.

339. Sachs, Julius.

33:298-305.)

376.7. COEDUCATION.

Co-education in the United States.

(Educ. rev. Mar.,

Claims that its disadvantages outweigh its advantages. While thoroughly in place in elementary schools, it is of doubtful value in secondary schools and colleges. Predicts a change in the general attitude toward the question. Translated by the author from the German in Die Wissenschaften, June, 1906.

340. Van Hise, C: R. Educational tendencies in state universities. (Educ. rev. 34:504–20.)

This paper is devoted especially to the problem of coeducation, showing that the natural segregation of the sexes is an educational tendency which must be provided for, otherwise coeducation will be weakened.

377. RELIGIOUS AND MORAL EDUCATION.

341. Archibald, E. J. (The) primary department. 91 p. D. Sunday school times, 50c.

342. Cabot, E. L. An experiment in the teaching of ethics.

34: 433-47.)

(Educ. rev. Dec.,

Author is a teacher of twelve years' experience in a girls' school, who believes the study of ethics can be made as outgoing, enlarging, and free from false self-reference as the study of history or literature.

343. Coe, G. A. The reason and the functions of general religious education. (Congress of arts and sciences. Houghton. v. 8, p. 271-81.)

344. Cope, H. F. The modern Sunday school in principle and practice. 206 p. D. Revell, $1.

Historical and administrative rather than pedagogical. Twenty short chapters on different phases of Sunday-school work. Brief, but full of suggestions. The author is general secretary of the Religious Education Association.

345. Du Bois, Patterson.

The culture of justice; a mode of moral education
282 p. S. Dodd, Mead, 75c.

and of social reform.
An argument that neither love nor justice alone, but love and justice are
the fundamental moral and social principles. The book elaborates this theory
in its first half; in the concluding chapters it treats of specific applications to
the training of children, and considers obedience, punishment, and money as
means of moral training. Parents and teachers will find here a restatement
of some old ideals.

346. Ellis,

Havelock.

61: 764-75.)

Religion and the child.

(Nineteenth cent. May,

Characteristics of the child mind have not been taken into account in dealing with the religious instruction problem. "In the wrangle over teaching of religion in schools we have failed to realize that fundamental notions of morality are a far more essential part of school training."

347. Hart, M. A. The normal training of the child. 55 p. S. Christian pub. Co., 25c.

Earnest paragraphs on preparation for, method and content of, religious

instruction.

348. Hervey, W. L. How may the teaching of religion be made potent for morality. (Congress of arts and sciences. Houghton. v. 8, p. 282-93.) 349. Lodge, Oliver. Religious education of children. (No. Amer. rev. Aug., 185: 699-710.)

Discusses proper scope of, and materials for, imparting religious instruction to the young. Also in Contemp. Review, Aug., 92: 153–64.

350. Moral training in the public schools; the California prize essays. D. Ginn, $1.50.

203 p.

Essays by C. E. Rugh, T. P. Stevenson, E. D. Starbuck, Frank Cramer, G. E. Myers. The traditional American policy of a secular school system and present American conditions are assumed by each writer as a basis. Mr. Stevenson's essay describes several of the strongest plans which have been urged for grafting formal religious or moral instruction on our public school system.

351. Religious education association. The materials of religious education; being the principal papers presented at, and the proceedings of the fourth general convention, Rochester, N. Y., Feb. 5-7, 1907. 379 p. O. Rel. educ. assoc., 153 La Salle st., Chicago, $2.

Over 40 brief papers, most of them by writers whose names challenge attention. The most important are on the large social phases of moral and religious ideals and the efforts to attain them through formal education.

(Church quar.

352. Rogers, C. F. The education question: foreign parallels. rev. Oct., 65: 1-17.)

How the religious question is handled in other European countries.

353. Sisson, E. O. The spirit and value of Prussian religious instruction. (Amer. jour. of theol. Apr., 11:250-68.)

Religious instruction is regarded in Prussia as an indispensable element in any complete school course, but in its present form it stands in need of radical and extensive reform.

354. Stebbins, F. V. (The) home department of to-day. 128 p. D. Sunday school times, 25c.

Full of practical suggestions for the conduct of this rather new phase of Sunday-school work.

355. Wenner, G. U. Religious education and the public school; an American problem. 163 p. D. Bonnell, Silver, 75c.

Urging the public school authorities of the country to unite in giving up Wednesday afternoon to permit children to attend formal religious instruction in their own churches. This plan is discussed by S. P. Delany in Education for May, 1907, 28: 97-112.

356. Wilde, Norman. The psychology of religion and education. Sept., 34: 180-95.)

(Educ. rev.

The problem of religious education is not how to add religion to a nature devoid of it, but how to develop religion in a life already disposed to it. Formal instruction in religion in advance of the child's need and interests is useless.

378. HIGHER EDUCATION: COLLEGES AND UNIVERSITIES. 357. Eliot, C. W. Academic freedom. An address delivered before the Phi beta kappa society at Cornell university, May 29, 1907. 24 p. 0. Andrus & Church, Ithaca, N. Y.

Also in Science, 5 July, 1907, n. s. 26: 1-12, and in Journal of Pedagogy, Sept.-Dec. 1907, 20:9-28.

358. Jordan, D. S. College and the man. 78 p. D. Amer. Unitarian Ass'n, Soc. Paragraphs addressed to high school students or those in college, presenting the advantages of a college education.

359. Person, H. S. The college graduate in trade and industry. (Educ. June, 27:589-600.)

Shows that the changes in the business world have created a demand for new qualifications in young men entering it. While acknowledging that the success of a college man relative to a noncollege man will depend upon the nature of the business undertaken, the conclusion is that of young men endowed with a natural capacity for business, the college trained advance more rapidly to positions of responsibility than those who enter business from the high school. Cites as proof, the development of schools for higher commercial education. 360. Sadler, S. H. The higher education of the young; its social, domestic and religious aspects. Ed. 2. 276 p. D. Dutton, 3s. 6d.

Co-ordination of higher education.

361. Vanderlip, F. A.
and education. Duffield, $1.50. p. 1-19.)

(In his Business

Founder's day address, Girard College, May 20, 1905. Argues that the men who make great educational gifts might with much profit be more consulted as to using the money, because the qualities which enable a man to get a million dollars and which move him to give it make him a good adviser,

Canada.

362. Lord, W. F. Degree-granting institutions in Canada. (Nineteenth cent. Aug., 62:262–71.)

Laval, McGill, Queens, University of Toronto.

France.

363. Calvet, J. Catholic university education in France. (Catholic univ. bulletin, Apr., 13: 191-210.)

Describes the distinctive features of the free Catholic universities at Paris, Lille, Angers, Lyon, and Toulouse, with a résumé of the results accomplished during the thirty years of their existence.

364. Du Pouey, Robert. Americans in French universities. (University of California chronicle, Oct., 9:335–53.)

Gives the American contemplating study at French universities the practical information which will save him time and money.

365. Wendell, Barrett. Impressions of contemporary France.

(Scrib. mag. Mar., 41: 314-26.)

Great Britain.

Universities.

366. Headlam, A. C. Universities and the empire. A paper read at the Imperial conference on education, May, 1907. 24 p. D. Spottiswoode, 6d.

The part they may play and how it may be done.

367. Irish university question. (Quarterly rev. Apr., 206: 536–46.)

Comments on the Report of the Royal Commission on Trinity College, Dublin, and the University of Dublin, 1906.

368. Jackson, W: W. Some problems of university reform. (Fortn. rev. Oct., 88:562-74.)

A partial review of some recent expressions of opinion which appeared as a series of letters in the London Times under the title "Oxford and the nation," and comments upon the speech of the Bishop of Birmingham, addressed to the House of Lords, in favor of the appointment of a commission to deal with the universities. A. E. Zimmern replies on several points in same review for November, 1907, 88: 744-53.

369. Aberdeen. Aberdeen university. Record of quarter-centenary, Sept. 25-28, 1906. 656 p. Q. press. (Aberdeen univ. studies, no. 29.)

the celebration of the The Univ. of Aberdeen

370. Cambridge. Fay, C. R. King's College, Cambridge. 128 p. D. Dutton, 75c. (College monographs, 3.)

371.

Much more space is given to the architecture and grounds than in other volumes of this series.

Scott, R. F. St. John's College, Cambridge. 111 p. D. Dutton, 75c. (College monographs, 2.)

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Two chapters of "guide-book matter are followed by a brief history of the college, with a final chapter on its social life.

372. Durham. The future of the university of Durham. rev. July, 64: 257-76.)

(Church quar.

373. London. Record of the visit of the University of Paris to the University of London, Whitsuntide, 1906. Murray, 5s,

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