Chapter II: =Concerning Schools=

338. The school system and its relations to local authorities, on the one hand, and to the general government, on the other, form a vast and difficult subject involving not merely pedagogical principles, but also such aims as the maintenance of higher learning, the dissemination of useful information, and the practice of indispensable arts. In university lectures a few words on such topics suffice, since young men who accept a school position assume, at the same time, obligations which for a long time to come prescribe for them the path they must follow.

339. They must, in the first place, consider the character of the school in which they are to instruct. The school programme provides them with information concerning the scope of the curriculum, the established relations of the branches of instruction to one another, and the various stages in each subject. The teachers’ conference affords them an insight into multiplex relations to authorities, parents, and guardians, and to the pupils, also relations leading to coöperation, more or less perfect, on the part of the teachers. The whole of the educational effort directed upon younger, intermediate, and older pupils is presented in one view; it is known also where the pupils come from, with what kind of preparation, and where as a rule they go upon leaving the school.

340. It must obviously make a vast difference whether pupils look forward to the university, or whether the gymnasium is filled with boys who do not intend to pursue higher studies; whether a burgher school sets a final examination to mark the stage of general culture to which the school is expected to advance the pupils, or whether the pupils enter and leave without well-defined reasons according to what seems best to their respective families; whether an elementary school is conducted merely as an institution preparing for gymnasia or burgher schools, or whether its course provides for the suitable education, during his whole boyhood, of the future artisan, etc.

The American school system possesses this great advantage over that of Germany,--it has an educational ladder planted in every elementary school upon which any child from any social class may mount as high as his ambition incites, or his means and ability permit. It is the only suitable system in a democracy, where opportunity should be open to all. Even to obtain greater perfection than the German school system has ever attained, a democratic nation cannot afford to impair its present organization, in so far as it makes advancement possible to every aspiring soul.

341. In each case the official activity entered upon must adjust itself properly to the whole, the outlines of which are given. These determine the proportion and the subdivision of the store of learning to be kept ready for use, the degree of confidence to be shown to pupils as to knowledge already acquired, and the manner in which they are to be addressed. It is important that the teacher should appear before his class adequately prepared and with confident self-possession, that he should look about attentively at every one and make each pupil feel at once that it would not be easy for him to undertake anything without being noticed.

342. The questions to be put to the pupils need to be formulated clearly and concisely, and they must follow each other in easy sequence. The answers must be corrected and, when necessary, repeated, in order that all may hear them. No pause should be unduly prolonged; no explanation to the weaker pupil should be allowed to become oppressively tedious to the more advanced. Those who are at work at the moment must be assisted, but ought not to be disturbed by much interrupting talk. The current of thought is to be invited and accelerated in all, but not hurried, etc.

Such requirements instruction will meet with greater or less difficulty, according as classes are small or large and the inequality of pupils great or slight.

343. In the assigning of work the capacity of each pupil must be taken into account as much as possible, in order that no one may surrender to ill-humor and discouragement on account of excessive demands, nor any one permit himself carelessly to abuse a task too easy for him.

344. Inequalities of division resulting from rearrangements of classes, or other changes, must be pointed out to the authorities as clearly as possible, for the purpose of urging a more even distribution and a reduction of excessive numbers.

345. In the course of the gradual extension of such efforts many a defect will come to light. It may be found, for instance, that the school is not a whole, because of the lack of a competent teacher for an important subject, or because of marked inequalities of knowledge and culture due to the preparatory schools, or because the school (such as those in small towns) follows the curriculum of a gymnasium while its real aim is supposed to be that of a burgher school, etc.

346. Reports of such single defects will as a rule lead only to correspondingly partial improvements in the system and to relief from the most onerous perplexities, since it is seldom found possible to organize the system of a whole province at once in such a way as to make one harmonious whole.

347. But in case comprehensive reforms of the school system were undertaken, it would be necessary not merely to tolerate great multiformity, but even to create it purposely. For division of labor is in all human performance the right path to better things; and the preceding discussion must have shown with sufficient clearness how much depends on a more discriminating segregation of pupils.

INDEX

A, B, C, of Perception, 253.
Absorption and Reflection, 66.
Action, clandestine, 315.
Action and Rest, 156.
Administrative System, 15.
Adolescence, and obedience, 161;
bibliography for, 231.
Æsthetics, 93.
Affection, 24.
Algebra, history of, 255.
Alertness of mind, superficial, 301.
American History _vs._ that of Greece and Rome, 241.
Analytic instruction, definition, 106;
first stages of, 111;
other forms of, 117;
with children, 214.
Ancient Languages, their use as employment, 98;
labor of mastering, 103.
Apperceiving attention, capacity for, 129.
Application, 67;
a stage of method, 70.
Approbation, 151.
Arguing with children, evils of, 164.
Arithmetic, with boys, 223–224.
Arranging of objects, 215.
Arrested development, 171.
Art of narration, 76.
Arts, 251.
Assistance, gradual withdrawal, 204.
Association, 67;
promoted by conversation, 69.
Athletics, over-valuation of, 169.
Attention, divided, 63;
forced and spontaneous, 73;
primitive and apperceiving, 74.
Authority, 53–163;
delegated, 319.
Aversion, 24.

Bad conduct of adults, 187.
Baldwin, quoted, 168, 195.
Barrenness of text-book method, 243.
Barriers to education, 5.
Bennett and Bristol, “The teaching of Latin and Greek,” 279.
Bible stories, 234.
Biblical stories _vs._ Mythology, 237.
Boundary between boyhood and adolescence, 217.
Boyhood, boundary between, and adolescence, 217.
Brown, George P., 271.

Capacity for education in children, 33.
Caprice of will, 1, 3.
Categorical imperative, not the true source of maxims, 313.
Censure, 151.
Character, development of, 64;
objective side of, 143;
subjective side of, 143;
strength of, 147.
Cheerfulness, social, 211.
Children, government of, 45–55.
Childhood, 203–216.
Child study, 33, 34.
Choice, content of, 167;
of subject-matter, 95.
Choosing, 167.
Chronology in history, 240.
Clandestine action, 315.
Classical _vs._ scientific education, 85.
Classification of interests, 83;
how to provide for, 135.
Clearness, 67.
Combats between teacher and pupils, 163.
Commands, sweeping, 48.
Committing to memory, 81.
Communion, 232.
Comparative study, 89.
Complication of ideas, 30.
Composition, true nature of, 123;
in Latin and Greek, 285.
Concealed offences, severity for, 316.
Concert work, 69.
Conduct, becoming, 137.
Conferences, teachers’, 339.
Confirmation, 232.
Conjunctions, children’s use of, 31.
Consequences, discipline of, 157.
Consistency of action, 174.
Contempt of moral judgment, 312.
Contention, why it pleases children, 183.
Continuity of education, 7.
Contrasts in pupils, 28.
Control, restlessness under, 305.
Conversation, 67.
Corporal punishment, 51.
Correlation of studies, 65;
limits of, 219.
Courage, 296.
Culture, Dogma of Formal, Hinsdale, 279.
Cynics, 83.
Cyrenaics, 83.

Dates, 247.
Delegated authority, 319.
Demonstrations, 256.
Depression and elevation, 156.
Desire and passion, 176;
bodily, 177;
gratification of, 155.
Determining influence of training, 167.
Dewey, Dr. John, 38, 63, 73, 150;
and McLellan, 253.
Differences, individual and sex, 219.
Discipline, social basis of, 55;
of consequence, 157.
Diffusion of thought, 35.
Disorder as index of failure, 55.
Disposition, cheerful, 137.
Divided attention, 63.
“Dogma of Formal Culture,” Hinsdale, 279.
Dörpfeld, 70.
Drudgery _vs._ work, 63.
Duel, 13.
Dulness, 299.

Ease of government, 54.
Easy before the difficult, 127.
Eckoff, Wm. J., 254.
Educability of pupils, 1.
Education according to age, 195–231;
first three years, 195–202;
from four to eight, 203–216;
boyhood, 217–226;
youth, 227–231.
Education as home task, 333.
Educational bookkeeping, 50.
Educative instruction, 59, 100;
value in fixing curriculum, 100.
Election, basis of, 65.
Electives, 89.
Elevation and depression, 156.
Employment, the foundation of government, 46;
for children, 56.
Endurance, 154.
English schools, effect on character of boys, 183.
Environment, influence of, 5, 55;
of pupils, 94.
Equilibrium of ideas, 75.
Equity, definition, 13.
Erratic mental movements, 302.
Estrangement and its removal, 66.
Ethical Basis of Pedagogics, 8–19.
Ethical judgment, 25.
Ethical life, range of, 292.
Ethics, the goal of education, 2.
Examination _vs._ review, 117.
Experience, limits of, 110.
Explication, 67.
Expulsion, 52.
Evil, exclusion of, 149.

Faculties, 20, 21, 22, 23;
names for, 27.
Family, its interest in the individual, 288;
its lack of vigor, 333.
Fatalism, 1, 3.
Fatigue, produced by instruction, 70.
Favoritism, 184.
Faults of children and their treatment, 294–329;
general differentiation, 294–303;
sources of moral weakness, 304–313;
effects of training upon, 314–319;
special faults, 320–329;
habitual, 326;
minor, 321;
committed _vs._ faults possessed, 320.
Faust, 83.
First offences, treatment of, 323.
Fiske, method of using text-books of history, 247.
“Five windows of the Soul,” 37.
Fixation of ideas, premature, 218.
Formal Culture, Dogma of, Hinsdale, 279.
Formal steps, 67.
Frankness, lack of, 26;
need of, 322.
Freedom and restraint, 156.
Friendliness, with children, 211.

Games, the supervision of, 178;
coöperative, 178.
General notions, definition, 30.
Generalizations, 92.
Gentle measures, 43.
Geography, 263–268;
home geography, 263;
an associating science, 264;
narration in, 265;
the old _vs._ the new, 266;
reviews in, 267.
Geographical aspects of history, 245.
Geographical _vs._ historical studies, 293.
Geometry, advantages of association, 102.
Good will, definition, 11;
in children, 206;
two aspects of, 185.
Golden rule, 148.
Goldsmith on the moody teacher, 166.
Government of children, 45–55.
Grading, 344–345.
Grammar, amount to be given, 130.
Greek and Latin, 277–285;
time for beginning, 277–278;
manner of teaching, 279.
Greek and Roman history, priority of, 246;
_vs._ American history, 246.
Greek, authors to be used, 283;
relation of, to religious impressions, 233.
Groups of ideas, 29.
Gumplowicz, 5.
Gymnastic exercises, excessive, 132.

Harris, Dr. Wm. T., 37, 143.
Harmony of insight and volition, 9.
Heavenly bodies, observation of, 259.
Herbert Spencer, 85, 157.
Herodotus, stories of, 243.
Higher education, the comparative study of branches, 89.
Higher _vs._ lower schools, 340.
High school, six-year course in, 103.
Hinsdale, “Dogma of Formal Culture,” 279.
History, 239–251;
prevailing error of young teachers of, 239;
American _vs._ Greek and Roman, 241;
mediæval, 249;
modern, 250.
Historical instruction, a branch of education, 37.
Home education, 330–337.
Home work, not a saving of labor, 123.
Homogeneity of pupils, 112.
Honor, standards of, 169;
a feeling of, 223.
_Humaniora_ _vs._ _realia_, 99.

Ideas, groups of, 29;
their source, 36;
equilibrium of, 75;
degree of strength, 102.
“Iliad” and “Odyssey,” 283.
Imaginary and complex numbers, 256.
Imagination, 22.
Incapacity, feeling of, in children, 216.
Inclinations _vs._ principles, 193.
Individuality, modification of, 41;
differences of, 54.
Individual traits, permanency of, 295.
Indolence of youth, 227.
Inequalities, correction of, 60.
Infancy, 195–202.
Inherent faults, 294.
Inner freedom, aspects of, 187.
Instability of ideas, 301.
Instruction, 56–135;
relation to government and training, 56–61;
aim of, 62–65;
conditions of many-sidedness in, 66–70;
conditions determining interest in, 71–82;
as information giving, 35;
and rudeness, 35;
in relation to pupils’ ideas and disposition, 36;
branches of, 36;
its good beginning, 105.
Insertion _vs._ continuation, 129.
Insight, definition, 8;
harmony of with volition, 9.
Intercourse, social, 78.
Interest, conditions of, 71–82;
main kinds of, 83–94;
many-sidedness of, 62;
direct and indirect, 63;
_vs._ effort, 63;
bearing of on virtue, 64;
classification of, 83;
not sole guide to selection of studies, 135;
compared with skill, 289.
Inventions, 251.
Irritability, 297.

James, quoted, 175.
Judgment, 23;
of moral quality of actions, 9;
ethical, 25.
Justice and equality with boys, 221.

Kant, 3;
his views on moral obedience, 173.

Lange’s “Apperception,” 74.
Language lessons _vs._ grammar, 271.
Languages, difficulties of, 129.
Larned, method of using text-books, 247.
Latin and Greek, 277–285;
time for beginning, 103;
composition in, 285.
Latin, increase in study of, 278;
reasons for teaching, 279;
authors to be read, 282.
Letter writing, 276.
Listlessness, 158.
Literary masterpieces, study of, 76.
Logarithms, 254.
Love, 53.

Magnitudes in mathematics, 252.
Main kinds of interest, 83–94;
materials of, 95–104;
process of, 105–130;
plan of, 131–135.
Manly games, effects of on boys, 183.
Manual training, 259;
effect of on discipline, 56.
Many-sidedness, 66–70;
of interest, 62.
Materials of instruction, 95–104.
Mathematics, 252–257;
linked to nature, 39;
correlation of, 39;
aptitude for, 252.
Mathematical teaching, order of, 255.
Maxims, origin of, 310.
McLellan and Dewey, 253.
McMurray, 74.
Measuring, 253.
Mediæval history, 249.
Memorizing, 81, 108.
Memory of will, 161.
Mental faculties, names for, 27.
Mental instability, 301.
Mephistopheles, 83.
Method, 67.
Mob spirit, the, 168.
Mobility of ideas, 35.
Modern history, 250.
Modern languages, arguments for their study, 98.
Modern methods of using text-books in history, 247.
Money, teaching the use of, 170.
Moodiness in the teacher, 166.
Moods and whims, 147.
Moral eccentricity, 307.
Moral freedom, possibility of, 173.
Moral education in strict sense, 188.
Moral judgment, contempt of, 312.
Moral revelation of the world, 167.
Morality, demand of upon youth, 231.
Mother-tongue, the, 269.
Motives of youth, 229.
Musical instruments, study of, 179.

Narration, art of, 76;
historical, 239–243.
Natorp, 143.
Natural science, 258–262.
Nature study, 258–262;
apperceptive basis for, 258;
and history, 258.
Niemeyer, 112, 113.

Obedience, 48;
to authority, 173;
promptness of, 309.
Object lessons, how to teach, 114–116.
Observation, of children, 33, 34;
exercises, 215;
which does not observe, 111.
Occupations, 47, 98;
self-chosen, 134.
“Odyssey,” 283.
Offences, concealed, 316.
One-sidedness, 86.
Order, restoration of, 324.
Organization of pupil’s ideas, 31, 32;
of education, 330–347.
Outlines of general pedagogics, 45–231.
Outside occupations, 134.
Overburdening of pupils, 97, 226.

Pampering, 45.
Passions, 180, 181;
prevention of by training, 314;
what they lead to, 308.
Paulsen, 3, 73.
“Pedagogical Seminary,” 178.
Pedagogics, ethical basis of, 8–19;
psychological basis of, 20–44;
outlines of general, 45–231.
Perez, 195.
Perfection, idea of, definition, 10;
importance of, 17;
false idea of, 18;
in children, 207–210.
_Perfice te_, 17.
Pestalozzi, 112, 114.
Physical activity, need of, 46.
Physical weakness, consideration for, 159.
Physics, elementary, 261.
Plan of instruction, 131–135.
Play, love of, 295.
Playground, need for, 132.
Plasticity, limited, 4.
Pleasure and pain, sources of, 168.
Praise and censure, 189–190.
Premature fixation of ideas, 218.
Preparation, 70.
Presentation, 70, 119.
Presentative instruction, its present function, 109.
Presentative method, meaning of, 106.
Preyer, 195.
Primacy of ideas, 73, 143;
of will, 73, 143.
Principles _vs._ inclinations, 193.
Private _vs._ public schools, 334.
Process of instruction, 105–130.
Proficiency in knowledge a late acquirement, 127.
Prudence, 145.
Psychological basis of pedagogics, 8–19.
Psychology as instrument, 2.
“Psychology of Number,” 253.
Public opinion, respect for, 306.
Public _vs._ private schools, 334.
Punishment, 51–53.
Pupil’s interest, how to measure and secure it, 101.

Quality _vs._ quantity, in securing interest, 101.
Questions, childish, 213;
character of, 342.
Quietude of mind, 176.

Rationality, growth of, 296.
Reading, 273–275.
_Realia_, advantage of, 101.
Recitations, number per week, 133.
Records, of conduct, 50.
Recreations, 132.
Reflection and absorption, 66.
Reform, school, 103.
Regulative principles, establishment of, 173.
Regulative training, 172.
Religion, 232–238.
Religious culture with boys, 222.
Religious feeling, beginnings of, 236.
Religious instruction, 94;
in England, Germany, and the United States, 181.
Religious training, need of, 19.
Reminders, 192.
Repetition, what it accomplishes, 118.
Reproduction, 109.
Rest and action, 156.
Restlessness, 297;
under control, 305.
Restraint, 55;
and freedom, 186.
Revelation of the world, moral, 167.
Reviews, conduct of, 117.
Rigidity of mind, 300.
Rosenkranz, 66.
“Rousing word,” the, 175.
Rudeness _vs._ instruction, 35.
Russell, “German Higher Schools,” 279.

Savings banks, 170.
“School and Society,” Dr. John Dewey, 38.
School hygiene, literature of, 132.
Schoolrooms, need for spacious, 132.
Schools, organization of, 338–347.
School system, 338.
Scientific instruction, a branch of education, 37.
Scientific _vs._ classical education, 85.
Seclusion _vs._ society, 168.
Secondary education in United States, its brevity, 103.
Self-activity, 71.
Self-defence, 183.
Self-determination, 26.
Sensibility, kindness of, 152.
Sensual impulses, 298.
Sequence, common view, 96;
of studies, 128.
Series of ideas, 121.
Severity for concealed offences, 316.
Simulation of ethical judgments, 317.
Sin, 338.
Six-year high school course, 103.
Skill _vs._ interest, 289.
Sluggishness of pupils, 165.
Smith, David Eugene, 255, 256.
Social cheerfulness, 211.
Social circle, relation of child to, 208.
Social ends of training, 160.
Social environment of pupils, 94.
Social faults, correction for, 327.
Social intercourse, 78.
Social pressure in government, 161.
Social relations the source of will, 318.
Social, the, in conduct, 62.
Society _vs._ seclusion, 168.
Source of ideas, 36.
Special applications of pedagogics, 232–293;
religion, 232–238;
history, 239–251;
mathematics and natural science, 252–262;
geography, 263–268;
the mother-tongue, 269–275.
Speer, 253.
Spencer, Herbert, 85, 157.
Spinoza, 3.
Spy, the teacher as, 317.
Standards of honor, 169.
State, its attitude toward the individual, 331.
Strife, 182.
Structure of groups of ideas, 31.
Studies, social function of, 62;
as social instruments, 64;
for boys, 225.
Study of literary masterpieces, 76.
Style of speaking, 108.
Subjects to be taught, 100.
Supervision, 48;
strictness of, 49, 50.
Sweetmeats, educational, 99.
Syntax, Latin, 284.
Synthetic instruction, definition, 106;
nature and course of, 125–126.
System, 67;
promoted by connected discourse, 69;
of laws and rewards, 14;
of civilization, 16.

Tardiness, 161.
Teacher as spy, 317.
Teachers’ conferences, 339.
Temperaments, 295.
Temper, violent, 298.
Tests by the state, 332.
Text-book methods, barrenness of, 243.
Text-book _vs._ oral presentation of history, 239.
Themes for composition, 124.
The mob spirit, 168.
The mother-tongue, 269–276.
Thoughtlessness of pupils, 164.
Time, amount to be given to instruction, 132.
Training, 136–194;
definition, 136, 141;
relation to government and instruction, 136–140;
aim of, 141–142;
differentiation of character, 143–147;
differentiation in morality, 148–150;
helps in, 151–159;
general method, 160–194;
blended with government, 140;
function of, 151.
Transfer of pupils, 52.
Translation, difficulty of, for German children, 103.
Trigonometry, 254.
Tutors, place of, 335.

Unification, 65, 66.
Use of things, how taught, 114.

Vendettas, 13.
Violin, value of use of, 179.
Virility in the school, 183.
Virtue, definition, 8, 62;
unevenness of development, 8;
its relation to interest, 64.
_Viva vox docet_, 107.
Volition, harmony with insight, 9;
of the moment, 311.

Wiget, 70.
Will, memory of, 161.
Women teachers and fighting pupils, 183.
Work _vs._ drudgery, 63.
Written exercises in the mother-tongue, 276.
Written work, tediousness of, 59;
correction of, 123.
Wundt, 74.

LECTURES ON TEACHING

DELIVERED IN THE UNIVERSITY OF CAMBRIDGE

By J. G. FITCH, M.A.

WITH AN INTRODUCTORY PREFACE BY
THOMAS HUNTER, Ph.D., President of the Normal College, New York

16mo. Cloth. $1.00

“This is eminently the work of a man of wisdom and experience. He takes a broad and comprehensive view of the work of the teacher, and his suggestions on all topics are worthy of the most careful consideration.”--_New England Journal of Education_.

“The lectures will be found most interesting, and deserve to be carefully studied, not only by persons directly concerned with instruction, but by parents who wish to be able to exercise an intelligent judgment in the choice of schools and teachers for their children. For ourselves, we could almost wish to be of school age again, to learn history and geography from some one who could teach them after the pattern set by Mr. Fitch to his audience. But perhaps Mr. Fitch’s observations on the general conditions of school work are even more important than what he says on this or that branch of study.”--_Saturday Review_.

NOTES ON AMERICAN SCHOOLS AND TRAINING COLLEGES

BY THE SAME AUTHOR

16mo. Cloth. 60 cents

“Mr. Fitch is a wise and enthusiastic student of pedagogy, the author of some specially excellent Lectures on Teaching delivered in the University of Cambridge, and a rarely good observer of new facts.... The book is a treasure of clever description, shrewd comment, and instructive comparison of the English system and our own.”--_The Churchman_.

THE MACMILLAN COMPANY
66 FIFTH AVENUE, NEW YORK

RECENT BOOKS ON EDUCATION

The Meaning of Education

=And Other Essays and Addresses=. By =Nicholas Murray Butler=,
Columbia University. Cloth. 12mo. $1.00.

Social Phases of Education in the School and the Home

By =Samuel T. Dutton=, Superintendent of Schools, Brookline, Mass.
Cloth. 12mo. $1.25.

Education of the Central Nervous System

=A Study of Foundations, especially of Sensory and Motor Training=.
By =Reuben Post Halleck=, Author of “Psychology and Psychic Culture.”
12mo. Cloth. $1.00.

“He has succeeded admirably in presenting the subject in a simple, clear, logical way. It is just the book, it seems to me, for the reading of all persons interested in ‘Child Study.’”--=Francis W. Parker=, Chicago Normal School.

Educational Aims and Educational Values

By =Paul H. Hanus=, of Harvard University. Cloth. 12mo. $1.25.

“A very readable book.... His insight into educational problems is good, his experience wide, and his power of expression admirable.”--=Myron T. S. Scudder= in _The Educational Review_.

The Development of the Child

By =Nathan Oppenheim=, M.D., Attending Physician to the Children’s
Department, Mt. Sinai Hospital Dispensary. Cloth. $1.25.

“Interesting and suggestive.”--_The Tribune_, New York.

The Physical Nature of the Child and How to Study It

By =Stuart H. Rowe=, Ph.D., New Haven, formerly Professor of Pedagogy
and Director of Practice in the State Normal School, Mankato, Minn.
Cloth. 12mo. $1.00.

“The average school-teacher could read no better work on school hygiene.”--=C. H. Thurber= in _The School Review_.

The Teaching and Study of Elementary Mathematics

By =David Eugene Smith=, Ph.D., Principal of the State Normal School
at Brockport, New York. Cloth. 12mo. $1.00.

The first issue in a series to be known as The Teacher’s Professional Library, edited by Nicholas Murray Butler, Professor of Philosophy and Education in Columbia University.

The Study of Children and Their School Training

By =Dr. Francis Warner=, Author of “The Growth and Means for Training
of the Mental Faculty.” Cloth. 16mo. $1.00.

The Nervous System of the Child

=Its Growth and Health in Education=. A handbook for teachers. By the
same author.

THE MACMILLAN COMPANY
66 FIFTH AVENUE, NEW YORK

Recent Books on Philosophy, Etc.

The Making of Character

Some Educational Aspects of Ethics. By =John MacCunn=, of University
College, Liverpool. _Cambridge Series_. Cloth. 12mo. $1.25.

The subject is divided into four general parts: Congenital Endowment, Educative Influences, Sound Judgment, and Self-development and Self-control. Each of these parts contains several chapters dealing with the various phases of character-building and its influence upon education. Teachers will find much that is new and stimulating in these pages.

The World and the Individual

Gifford Lectures delivered before the University of Aberdeen. First
Series. The Four Historical Conceptions of Being. By =Josiah Royce=,
Ph.D., of Harvard University. Cloth. 8vo. $3.00.

A Brief Introduction to Modern Philosophy

By =Arthur Kenyon Rogers=, Ph.D. Cloth. 12mo. $1.25.

Methods of Knowledge

An Essay in Epistemology. By =Walter Smith=, of Lake Forest
University. Cloth. 12mo. $1.25.

A definition of knowledge and theory of the method by which knowledge may be attained.

An Outline of Philosophy

With Notes Historical and Critical. By =John Watson=, of Queen’s
University, Kingston, Canada. Second Edition. Cloth. 8vo. $2.25.

THE MACMILLAN COMPANY
66 FIFTH AVENUE, NEW YORK

[Transcriber’s Notes:

Descriptions of the illustrations were added by the transcriber.
All punctuation errors were corrected.
Inconsistent hyphenation was retained.
In Contents, the following changes were done to match chapter titles
in the text:
“of” after “Conditions” was deleted (The Conditions Determining
Interest).
“Material” was changed from “Materials” (The Material of
Instruction).
“The” was inserted before “Relation” (The Relation of Training).
In paragraph 36, “one-sidedness” was changed from “one-sideness”
(one-sidedness of instruction).
In paragraph 38, “counteracting” was changed from “counter: acting”
(counteracting selfishness).
In paragraph 70, alternate spelling of annotator’s surname as
“DeGarmo” was retained.
In the Index,
“as” was changed from “an” (Disorder as index of failure).
“Humaniora” was changed from “Humanoria” (_Humaniora_ _vs._
_realia_).]