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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
tical examples." Preface.
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.)
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.
206 Bennett, C. E., and Bristol, G. P. The teaching of Latin and Greek
Bibliography at the beginning of each chapter.
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.
Also in Schoolmasters' assoc. Ninth annual report. p. 28-44.
(Jour, of ped. Dec. 14 : 140-60.)
For the very youngest children. Great stress is laid upon mnemonics, diagrams, and
devices for fixing facts.
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.
376 EDUCATION OF WOMEN
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 "
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
377 RELIGIOUS AND ETHICAL INSTRUCTION
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.
378 HIGHER EDUCATION: COLLEGES AND UNIVERSITIES.
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. It 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.
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. 16: 3-5.)
Followed by discussion. p. 5-54. 245 Scott, F. M. College entrance requirements in English. (School
rev. June. 9: 365–78.)
378.13 University extension 246 American society for the extension of university teaching. Ten years'
report, 1890-1900. 44 p. O. 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
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.
251 Story, D. Universities of Europe. (Munsey Oct.
26 : 54-68.)
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 become, 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.
rev. Sept. 70: 482–96.) 255 Morris, W. O. The Irish University commission and university edu
cation in Ireland. (Fortn. rev. Sept. 70 : 445-58.)