Imagens da página

190 Burns, J. J. How to teach reading and composition. 160 p. D.

Amer. book co., .50 191 Carpenter, G. R. Notes for teachers of English composition. 29 p. D. Macmillan, .25

"Full of practical wisdom and concentrated essence of experience. Unreservedly

commended to teachers in elementary and secondary schools.” Educ. rev. 192 Clark, M. C. Ethical and practical points in teaching English,

(Educ. rev. May. 21 : 485-96.) 193 Cook, A. S. Teaching of English. (Atlantic, May. 87:710–22.) 194 Copeland, C. T., and Rideout, H. M. Freshman, English and theme correcting. 124 p. D. Silver, Burdette, $1.

The Harvard system of daily themes is fully explained and its results set forth. 195 Hale, E. E., jr. The teaching of English in schools. (In Schoolmasters' association. Ninth annual report. p. 48–72.)

Application of logic to the study and teaching of English. 196 Hitchcock, A. M. The secondary-school teacher of English. (Educ. rev. Oct.

22 : 252-63.) 197 Laing, M. E. Reading; a manual for teachers. 167 p. D. Heath, :75 (Heath's ped. lib. v. 37.)

“This book aims to bring together, in a concise form, some of the most valuable and

suggestive contributions of later educational thought to the teaching of reading. It
discusses the psychology underlying the reading process and illustrates with prac-

tical examples." Preface.
198 Matthews, Brander. Suggestions for teachers of American literature.
(Educ. rev. Jan. 21 : 11-16.)

Prepared to accompany his Introduction to American literature. 199 Randall, A. S. Function of mythology in the teaching of elementary

English. (Educ. Nov. 22 : 166–76.) 200 Shute, K. H. Ideals in literature. (Jour. of ped. June.

13: 371-84.) One way of teaching literature to primary students. 201 Vaile, E. O., and others. Simplified spelling. (In N. E. A. Proc. p. 209–27.)

Discussion of the question : Shall a grant of $1000 per annum be made by the N. E.

A. in the interests of spelling reform? 202 Webster, W. F. English: composition and literature. 275 p. D. Houghton, $1.50.

"A new and strong treatment of English as a high-school subject. An especially

good book for teachers." Educ. rev. 203 Wilkins, A. S. The place of literature in education. (Jour. of educ.

Lond. June. P. 395-98.)

[ocr errors]

375.84 Modern languages

204 Jebb, Richard. Ancient and modern humanism. (Jour. of educ. Lond. July. p. 433–36.)!

A statement of some of the reasons for modern-language study.
205 Price, T. R. The new function of modern-language teaching. (In
Mod. lang. assoc.

Publications, 16:77-90.)
The revelation and appreciation of literary form.

375.88 Classics

206 Bennett, C. E., and Bristol, G. P. The teaching of Latin and Greek in the secondary school. 336 p. D. Longmans, $1.50.

Bibliography at the beginning of each chapter.
"Sane, scholarly, and exceedingly suggestive, tho often over dogmatic in statement."

“The most remarkable thing about this book is the plea that the chief advantage of

Latin is gained for students of average ability who do not go far enough in their study of it to read it readily enough to understand it without translation. Our own belief is the exact reverse."

Ped. sem. The book is reviewed at length by N. G. McCrea in Educ. rev. June. 207 Bentley, R. C. Latin in secondary schools. (Ped. sem. Sept. 8: 395-411.)

Judicial discussion of the present status of Latin 'in secondary schools, with a sum

mary of what the author considers the false arguments and assumptions thro which

its predominance has been attained. 208 Lodge, Gonzalez. Imagination in the study of the classics. (Educ. rev. Sept. 22 : 162–79.)

Also in Schoolmasters' assoc. Ninth annual report. p. 28-44.
Pleads for more than the teaching of construction and memorizing in teaching Latin
and Greek. Urges attention to the historical context and significance and study of
the literary art in the form.

375.9 History 209 Colvin, S. S. History teaching in the first years of the high school.

(Jour, of ped. Dec. 14 : 140-60.) 210 Elson, H. W. How to teach history. 64 p. S. Kellogg, .25

For the very youngest children. Great stress is laid upon mnemonics, diagrams, and

devices for fixing facts. 211 Essays on the teaching of history. 104 p. D. Macmillan, .75

Essays by F. W. Maitland, R. M. Gwatkin, R. L. Poole, W. E. Heitland, W. Cun

ningham, J. R. Tanner, W. H. Woodward, C. H. K. Marten, and W. J. Ashley.

"A thin but weighty book, which abounds with useful suggestions." Nation. 212 Hazard, Caroline. Value of history in the formation of character. (In

New England assoc. Official report. 16:55-67.) 213 Mace, W. H. Method of the last course in high school history. (Jour.

of ped. Jan. 13 : 181-94). 214 New England history teachers' association. Register and reports of meetings for 1900. 42 p. O. Bost.

Contains report of the Committee on college entrance requirements and a paper on

Practical ways of carrying out the new requirements. 215 New England history teachers' association. Report of the Committee

of six on practical methods and courses, submitting plan of a syllabus for a four years' course in history for secondary schools. 95 p. D. Heath.

375.91 Geography


216 Dodge, R. E., and Kirchwey, C. B. The course in geography in the Horace Mann schools. (Teachers coll, rec. Mar. 2:61-164.)

Detailed outlines, for years three to eight inclusive, in the elementary grades, and of

physical geography as an elective in the fourth year of the high school.

217 Dryer, C. R. The organization of geography. (Educ. rev. Jan.

21 : 26-38.) 218 New England association of school superintendents. Report on

geography presented by a committee at meeting, Nov. 15, 1901. 66 p. 0. Snow & Farnham, Providence.

Atteinpts to define the content of geography, its relation to other subjects of the curriculum, and the best methods of teaching it. A general syllabus of work for a

few grades is followed by a short list of reference books. 219 Redway, J. W. The new basis of geography. 225 p. 0. Macmillan, $1. (Teachers' professional library.)

Aims to set forth in a simple manner the relations between human activities and

physical environment and so to give a broad, fundamental, and rational view of the content of geography and its educational value. The book is meant as a manual for the teacher's preparation rather than for classroom instruction. It is sensible, practical, attractive in style, and written by a man who is thoroly versed in both the science of education and geography.


220 Dawson, William. The higher education of women at McGill uni

versity. (In his Fifty years of work in Canada. Ballantyne, Hanson

& Co. p. 231-63.) 221 Fallows, A. K. Working one's way through women's colleges. (Century July. 62 : 323-40.)

Entertaining and well illustrated. 222 Gadesden, F. Education of girls. (In Roberts. Educ. in the nineteenth century. Macmillan, $1. p. 82-105.)

In the public day schools of England since 1850. 223 Hersey, H. E. To girls; a budget of letters. 247 p. S. Small, Maynard, $1.

First eighty pages are about education. 224 Maddison, Isabel, compiler. Handbook of British, continental, and

Canadian universities, with special mention of the courses open to

women ; supplement for 1901. 70 p. 0. Bryn Mawr College, .75 225 Münsterberg, Hugo. The American woman. (Internat. mo. June. 3: 607-33.) Discusses the effect on our national life of the "

"higher educated

Also appears in his American traits. p. 128-72. 226 Palmer, A. F. The higher education of women. (In The nineteenth century. Putnam, $2. P. 301-11.)

Devoted chiefly to growth of American colleges. 227 Parrish, C. S. Shall the higher education of women be the same as that of men ? (Educ, rev. Nov. 22 : 383-96.)

Argument: As women are the mothers and home-makers their education may be shaped wisely for these specific ends. In short, they should, like men, specialize for

their life work. 228 Thomas, M. C. The ollege won en of the present and future. 6 p. O. Author, n. p.

Reprint of an article published by McClure's syndicate. President Thomas reasons

and prophesies, with clearness and brilliancy. 229

Should the higher education of women differ from that of men?

(Educ. rev. Jan. 21 : 1-10.) Also in Assoc. of colleges, etc., of the middle states, etc. Proceedings. p. 10-20.

Argument that it should not, by the President of Bryn Mawr college.


230 Thwing, C. F. Should woman's education differ from man's ? (Forum Feb. 30 : 728–36.)

No; except as the education of one person should differ from that of every other

person. Also in Assoc. of colleges, etc., of the middle states, etc. Proceedings.

P. 32-45 "Education of women” was a leading topic at the oth annual meeting of the

Southern educational association and several brief papers are printed in the report.


231 Hall, G. S. Some fundamental principles of Sunday-school and Bible teaching. (Ped, sem. Dec. 8: 439–68.)

Seeks especially to bring to bear on this field the known laws concerning adolescence,


See also 379.16 for national university and 379.17 for much matter on the relations be

tween secondary and higher education.

See also No. 224. 232 Babbitt, E. H. Problems of the small college in the southern states.

(In Assoc. of colleges, etc., of the southern states. Proc. p. 56–70). 233 Briggs, L. B. R. School, college, and character. 148 p. D. Houghton, $1.

Five fresh, graceful, and pointed essays, the fruit of the author's experience as dean of

Harvard college. All but one are reprinted from the Atlantic monthly and have

been separately noted under exact subject in other parts of this bibliography. 234 Hadley, A. T. Higher education and the public welfare. (In his Education of the Amer, citizen. Scribner, $1.50.

p. 150–60.) Justifying, before the Connecticut state board of agriculture, a thoro culture training. 235 Horwill, H. W. The monastic danger in higher education. (Forum

Oct. 32 : 244-54. 236 Opportunity of the small college. (Atlantic June. 87: 763-71.

: Jt should concentrate, deepen, and intensify its work, mainly along lines of the

humanities, and stop trying to expand into a little university or industrial school. 237 Jones, R. E. Is the college graduate impracticable? (Forum Jan, 30 : 583-94.)

Speaks to Mr. C. P. Huntington's charge that he is, and while admitting bad tenden

cies and influences in some phases of college life, suggests points for correction which,

if heeded, should make the charge reflect on the student and not the college. 238 Millar, A. C. Twentieth century educational problems. 227 p. D. Hinds, $1.

The president of Hendrix college treats briefly and pungently thirteen topics grouped

closely round the status, functions, and interrelations of college and university. 239 Ranck, S. H. Alumni representation in college government. (Educ.

Oct. 22 : 107-13.) 240 A shorter college course. (Jour of ped. Jan. 13: 210-26.)

Discussion opposing the three-year college course, by H. N. Fowler and G. F. Jewett. 241 Thilly, Frank. What is a university ? (Educ. rev. Dec. 22 : 498–


378.01 College entrance requirements See also No. go and No. 164. 242 Butler, N. M., Secy. First annual report of the College entrance

examination board of the middle states and Maryland. (Educ. rev. Oct. 22 : 264-96.)

243 College entrance requirements. (In Assoc. of collegiate alumnæ.
Publications Feb. p. 23–63.)

Symposium by M. C. Thomas, E. M. Perkins, and M. F. Washburn.
The papers discuss the N. E. A. report on Uniform college entrance requirements.

President Thomas argues against President Eliot's comprehensive use of electives. 244 New England association of colleges and preparatory schools.

Committee on admission examinations. Report. (In New England assoc. Official report.

Followed by discussion. p. 5-54. 245 Scott, F. M. College entrance requirements in English. (School

rev. June. 9: 365–78.)

16: 3-5.)

378.13 University extension 246 American society for the extension of university teaching. Ten years'

report, 1890–1900. 44 p. 0. Phil. 247 Powell, L. P. Ten years of university extension. (Atlantic Sept. 88 : 393-403.)

Dwells especially on the crucial difficulty of getting good lecturers and how it has been


378.2 Academic degrees

[ocr errors]

248 Hall, E. H. College work and the A. B. in three years. (Harv. grad. mag. Mar. 9:330–37.)

An argument against a three-year college course, based on a questionnaire among

ninety-three Harvard students from each of the four classes. 249 Hart, A. B. Actualities of the three-year A. B. degree. (Harv. grad.

10 : 201-07.)

How degrees are got in three years at Harvard. 250 Magie, W. F. The examination for the degree of Ph. D. (Educ. rev. June. 22 : 18-25.)

Attempts to state what the degree should stand for, what the examination should aim

at; compares such examinations in this country and in Germany.

mag. Dec.


251 Story, D. Universities of Europe. (Munsey Oct. 26 : 54-68.)

Great Britain

252 Campbell, Lewis. On the nationalization of the old English universities. 318 p. 0. Chapman, 7/6

“ His main purpose is to show how in the course of the nineteenth century, and more

particularly in the latter half of it, the old English universities have once again be-
come, in the widest and largest sense of the term, “national institutions." J. A. R.

Marriott in Fortn. rev. Sept.
253 Hibben, J. G. The Scottish university. (Scrib. June. 29 : 741-55.)
254 Marriott, J. A. R. University reform in the Victorian era. (Fortn.

Sept. 70 : 482-96.) 255 Morris, W. 0. The Irish University commission and university edu

cation in Ireland. (Fortn. rev. Sept. 70 : 445-58.)

[ocr errors]
« AnteriorContinuar »