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science of ethics. (New York: The Macmillan Company, 1914. 414 p.)

We trust that the unfamiliar title, The Arya Samaj, of the book by Lajpat Rai, to which Mr. Sidney Webb has contributed a preface, will not prevent students of religion and philosophy and of the movement of popular opinion from reading it with care. Mr. Webb expresses the opinion that the religious movement with which this book deals may prove to be the most important one in the whole history of India. This movement is in effect an attempted Protestant reformation of long-standing abuses and legendary interpretations of orthodox Hinduism. It is almost Puritan in its simplicity and emphasis. It is only a generation old and yet it bids fair to take a permanent place in the history of the great religious movements of modern times. (London: Longmans, Green & Company. 305 p. $1.75.)

A book that is useful but not distinguished is Towards racial health, by Norah H. March. It is intended for the use of parents, teachers and social workers who have to do with the training of boys and girls. (London: George Routledge & Sons, 1915. 326 p. 38. 6d.)

Professor William Stearns Davis, the well-known teacher in the University of Minnesota, is to be congratulated particularly upon the admirable illustrations which accompany and give lise to his History of medieval and modern Europe, a textbook for secondary schools. (Boston: Houghton Mifflin Company, 1914. 560 + xxxii p.)

In the Catholic University Pedagogy series there has just now appeared a History of education, by Associate Professor Patrick J. McCormick, of the Catholic University of Americs. While not profound, the author's treatment is scholarly and accurate. Some of his judgments would be dissented from by readers and critics who might differ from his premises, but the value of his book is undoubted. (Washington, D. C.: The Catholic Education Press, 1915. 401 p.)

There is no better aụthority on practical questions affecting labor and the labor market than Miss Frances A.

Kellor, and there are few better books in its field than her Out of work, a study of unemployment. (New York: G. P. Putnam's Sons, 1915. 569 p. $1.50.)

$ An elaborate treatment of its subject is to be found in Economic geography, by John MacFarlane, lecturer in geography in the University of Manchester. An introductory chapter on the physical conditions of economic activity ought to be, and might easily have been made fuller and more interesting. (New York: The Macmillan Company.. 560 p. $2.25.)

. A book which contains a great many words but few new ideas is The feelings of man, by Nathan A. Harvey, of the Michigan State Normal College at Ypsilanti. (Baltimore: Warwick & York. 382 p. $1.80.)

A textbook of somewhat old-fashioned type is The fundamentals of psychology, by Benjamin Danville, lecturer on education in the Islington Day Training School. (Baltimore: Warwick & York, 1915. 382 p. $1.40.)

It would be interesting to know who buys, reads and uses all the books on English composition which keep pouring from the press. They are all very much alike, altho occasionally one has a touch of originality and more rarely of genius. The latest book of this kind to reach us it Principles of composition by Professor Percy H. Boynton of the University of Chicago. (Boston: Ginn & Company, 1915. 385 p. $1.00.)

Next to it stands a book which deals in part with the same field and in part is a combination of composition and grammar. This is Written English by Dr. Edwin C. Wooley. (Boston: D. C. Heath & Company, 1915. 300 p.

300 p. $1.00.) Still another volume more definitely practical in character is Writing an advertisement by S. Roland Hall. This book doubtless has its uses but we wish that it had laid more stress upon keeping vulgar and common English out of the columns of newspapers and magazines. (Boston: Houghton Mifflin Company, 1915. 218 p.

218 p. 75 c.)

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An interesting little volume containing several of exPresident Eliot's forceful and well-thought-out speeches is entitled The training for an effective life. (Boston: Houghton Miffin Company, 1915. 87 p. 350.)

The fact that more and more attention is being given to the study of dramatic literature and to dramatization is well illustrated by the appearance of a volume entitled Dramatization by Sarah E. Simons and Clem I. Orr of the Washington, D. C., schools. It is intended to instruct students in the theory and practise of dramatic composition. (New York: Scott, Foresman & Company, 1915 422 p.)

Three very well-printed and well-illustrated books for the use of young children learning to read are the Primer and the First and Second Readers in the series known as The Ideal Catholic readers. As the title suggests, the material chosen is such as will be of special interest and value to the child of Catholic parents.

(New York: The Macmillan Company, 1915 95, 112, 160 p. 30 c. each.)

A striking and naturalistic treatment of its topic is offered in the volume entitled Jesus, a passion play, by Max Ehr

(New York: The Baker Taylor Company, 1915. 282 p.)

A book of much rhetorical violence and accompanying confusion of thought is That Jew! by Richard McCartney. (Chicago: Fleming H. Revell Company, 1915. 112 p.)

For those teachers who are in search of material for storytelling to children in the elementary grades we can recommend A manual of stories by William B. Forbush. (Philadelphia: George W. Jacobs, 1915. 310 p.

310 p. $1.50.) Another book and a better one in the same field is Stories for young hearts and minds by F. J. Gould. (New York: The Macmillan Company, 1915. 302 p. 80 c.)

The same author has prepared a volume more advanced in character which seems to us a little ponderous. It is a collection of stories suitable for the moral instruction of children entitled Life and manners. (New York: The Macmillan Company, 1915.

332 p. Soc.)

mann.

XI

acted upon.

NOTES AND NEWS

M. Ferdinand Buisson, than whom no Relations between America and French educator is more widely known or France

more eminent, on returning to France from his service as official representative of his country at the Educational Congress held at the Pan Pacific Exposition, has made public a suggestion that should be promptly

M. Buisson points out that between the American common school and the French école publique there are striking similarities. The forms differ, but the spirit of the two types of institution is the same. This spirit he describes as that of a republican democracy which in its highest form always manifests a twofold character: namely, one of unceasing appeal to the individual and one of unceasing effort to promote social welfare. Despite this similarity of spirit and community of interest, M. Buisson observes that the teachers of France and America are not conscious of their close interrelationship, separated as they are not only by the Atlantic but by difference of language. They have been slow to understand and to appreciate what the public school systems of the two great republics have in common.

In order to overcome this deficiency M. Buisson brings forward this concrete proposition. He suggests that there be gathered, both in America and in France, a selection of the most typical passages taken from the writings of those who in our modern days have best represented the nation's education in its principles, its origins, its methods of organization and accomplishment, and its ideals. He would then have each of these educational anthologies translated into the language of the other country, and so effect an exchange across the Atlantic and an exposition of national aims and accomplishments in education. M. Buisson ob

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serves that the result will be as if thousands of American teachers had an opportunity to visit the schools of France and as if thousands of French teachers had an opportunity to visit the schools of the United States.

This striking and thoroly practicable suggestion should be promptly acted upon. We are glad to be able to announce that so far as the United States is concerned the preparation of such an anthology has already been begun. When completed it will doubtless be presented to the teachers of France under the auspices of the France-America Committee. We can hardly doubt that M. Buisson himself will at once undertake the preparation of a similar anthology on behalf of France.

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We know of no better illustration of the Power of type power of type and of good printing than

the satisfaction that follows a reading of the Hibbert Journal, the Yale Review and the Unpopular Review It is true, of course, that these three journals are in the very highest rank of periodical publications, and that every issue of each one of them is noteworthy. It is also true that they are the best printed of all contemporary periodicals and that they are therefore more inviting to read and are read with more pleasure. It is worthy of at least passing note that the three best quarterlies in content should also be the three best quarterlies in form and in appearance.

In his letter of transmittal of the report by Some foreign James Mahoney, that appears as Bulletin 37 educational surveys

in the current series of the United States

Bureau of Education with the title Some Foreign Educational Surveys, the Commissioner calls attention to the universal character of the principles of such surveys and the vital interest they have, or possibly should have, for those in this country who are interested in the problems of public education. The report does not attempt to give a complete account of all foreign surveys that have been made but limits itself to the consideration of

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