The child the center normally, and (2) to furnish a kind of training which will enable him to serve society to the utmost advantage. In the courses on educational sociology, there should be an attempt to help the student feel that the highest aim of education is not individualistic, but social. The purpose is to fit the individual for coöperation, developing agencies of life that shall be mutually advantageous, for democratic society seeks the highest welfare of all its members through the coöperation and contribution of each of its members. It teaches us not only the rights and privileges of society but also its duties and obligations. The best individual development also comes only through the social interaction of minds, and consequently various phases of social psychology must receive consideration. Various forms of coöperative effort which enlist the interest of children at various stages of development should be studied. Inasmuch as educators should link school and home, typical illustrations of the manifold means of relating the school and society should be studied, so that the teacher will not be without knowledge of their possibilities. Throughout the country there is evidence that the curricula in education departments have for their central object a scientific knowledge of the child and the better adaptation of educational means to the development of the potentialities possessed by the child. This idea is evidenced by the fact that the foundation courses are psychology, principles of education, child study, educational psychology. The fact that the history of education is still so largely given as a relatively beginning course shows that the new idea has not gained complete acceptance. Many specialized courses in child study are offered, among them being such courses as the "Psychology of Childhood," "Childhood and Adolescence," "Psychopathic, Retarded, and Mentally Deficient Children," "Genetic Psychology," "The Anthropological Study of Children," "The Physical Nature of the Child." At the University of Pittsburgh a school of childhood has been established which will combine in theory and practice the best ideals in the kinder garten, the modern primary school, and the Montessori system. Clark University has had for some years its Children's Institute, which attempts to assemble the best literature on childhood and the best materials of instruction in childhood. Many of the courses in educational tests and measurements center around the study of the child. Naturally, methods of teaching the subject vary exceed- Methods of ingly in the different institutions. Each instructor to a large extent follows his own individual inclinations. Probably the great majority pursue the lecture method to a considerable extent. The lectures are generally accompanied by readings either from some textbook or from collateral readings. The writer has personally pursued the combination method. For years before his own book on Principles of Education was completed the subject was presented in lecture form, and accompanied by library readings. Even now, with a textbook at hand, each new topic is outlined in an informal development lecture. Definite assignments are made from the text, and from collateral readings, which include additional texts, periodical literature, and selected chapters from various educational books. After students have had an opportunity to read copiously and to think out special problems, an attempt is made to discuss the entire topic orally. That is possible and very fruitful in classes of the right size,― not over thirty. In large classes numbering from sixty to one hundred or more, the oral discussion is not profitable unless the instructor is very skilled in conducting the discussion. The questions should never be for the purpose of merely securing answers perfectly obvious to all in the class. The questions should seek to unfold new phases of the subject. Difficult points should be considered, new contributions should be made by the students and the instructor, and all should feel that it is really an enlargement, a broadening, and a deepening of ideas gained through the lectures and the assigned readings. Very frequently individual students should be assigned special topics for report. A good deal of care must be teaching the subject exercised in this connection, for unless the material is a real contribution and is presented effectively, the rest of the students become wearied. If possible, the instructor should know exactly what points are to be brought out, and the approximate amount of time to be occupied. Throughout, an attempt is made to make the work as concrete as possible, and to show its relation to matters pertaining to the schoolroom, the home, and the everyday conduct of the students themselves. Each topic is treated with considerable thoroughness and detail. No endeavor is made to secure an absolutely systematic and ultra-logical system. The charge of being logically unsystematic and incomplete would not be resented. There is no desire for a system. As in the elementary stages of any subject, the first requisite is a body of fundamental facts. There is time enough later to evolve an all-inclusive and all-exclusive system. I am not aware that even the "doctors have yet fully settled this question. The psychological order is the one sought. What is intelligible, full of living interest, and of largest probable importance in the life and work of the student teacher are the criteria applied in the selection of materials. The student verdict is given much weight in deciding. A rather successful plan of providing an adequate number of duplicates of books much used has been developed by the writer at the State University of Iowa and at the University of Washington. In all courses in which no single suitable text is found the students are asked to contribute a small sum, from twenty-five to fifty cents, for the purpose of purchasing duplicates. These books are placed on the reserve shelf, and this makes it possible for large classes to be accommodated with a relatively small number of books. Ordinarily there should be one book for every four or five students, if all are expected to read the same assignment. If options are allowed, the proportion of books may be reduced. The books become the property of the institution, and a fine library of duplicate sets rapidly accumulates. In about five years about fifteen hundred vol umes have been secured in this way at the University of Washington. Valuable pamphlet material and reprints of important articles also are collected and kept in filing boxes. FREDERICK E. BOLTON University of Washington BIBLIOGRAPHY 1. ARTICLES ON TEACHING OF EDUCATIONAL THEORY BOLTON, FREDERICK E. The Relation of the Department of Education to Other Departments in Colleges and Universities. Journal of Pedagogy, Vol. XIX, Nos. 2, 3, December, 1906, March, 1907. Curricula in University Departments of Education. School and Society, December 11, 1915, pages 829-841. JUDD, CHARLES H. The Department of Education in American Universities. School Review, Vol. 17, November, 1909. HOLLISTER, HORACE A. Courses in Education Best Adapted to the Needs of High School Teachers and High School Principals. School and Home Education, April, 1917. 2. BOOKS ON THE GENERAL, BIOLOGICAL, AND PSYCHOLOGICAL PHASES OF EDUCATION BAGLEY, WILLIAM C. The Educative Process. The Macmillan Company, 1907. 358 pages. Educational Values. The Macmillan Company, 1911. 267 pages. Bolton, FREDERICK E. Principles of Education. Charles Scribner's Sons, 1910. 790 pages. BUTLER, NICHOLAS MURRAY. The Meaning of Education, and Other Essays. The Macmillan Company, 1915. 386 pages. Revised Edition. CUBBERLEY, ELLWOOD P. Changing Conceptions of Education. Houghton Mifflin Company, 1909. 70 pages. DAVENPORT, EUGENE. Education for Efficiency. D. C. Heath & Company, 1909. 184 pages. Dewey, JOHN. Democracy and Education: An Introduction to the Philosophy of Education. Macmillan, 1916. 434 pages. FREEMAN, FRANK N. Experimental Education. Houghton Mifflin Company, 1916. 220 pages. Psychology of the Common Branches. Houghton Mifflin Company, 1916. 275 pages. How Children Learn. Houghton Mifflin Company, 1917. 322 pages. GORDON, KATE. Educational Psychology. Henry Holt & Co., 1917. 294 pages. GROSZMANN, M. P. E. Some Fundamental Verities in Education. Richard Badger, 1916. 118 pages. GUYER, MICHAEL. Being Well-Born. Bobbs-Merrill Company, 1916. 374 pages. HALL, G. S. Educational Problems. D. Appleton & Co., 1911. 2 volumes, 710 pages and 714 pages. HECK, W. H. Mental Discipline and Educational Values. John Lane & Co., 1911. 208 pages. HENDERSON, CHARLES H. Education and the Larger Life. Houghton Mifflin Company, 1912. 386 pages. What Is It to be Educated? Houghton Mifflin Company, 1914. 462 pages. Henderson, ERNEST N. A Textbook on the Principles of Education. The Macmillan Company, 1910. 593 pages. HORNE, HERMAN H. The Philosophy of Education. The Macmillan The Psychological Principles of Education. The Macmillan KLAPPER, PAUL. Principles of Educational Practice. D. Appleton & MOORE, ERNEST C. What Is Education? Ginn and Co., 1915. 357 pages. O'SHEA, M. VINCENT. Dynamic Factors in Education. The Macmillan Company, 1906. 321 pages. Education as Adjustment. Longmans, Green & Co., 1903. 348 pages. Linguistic Development and Education. The Macmillan Company, 1907. 347 pages. PYLE, WILLIAM H. The Science of Human Nature. Silver, Burdett & Co., 1917. 229 pages. The Outlines of Educational Psychology. Warwick & York, 1911. 276 pages. RUEDIGER, WILLIAM C. Principles of Education. Houghton Mifflin Company, 1910. 305 pages. Spencer, HERBERT. Education, Intellectual, Moral, and Physical. D. Appleton & Co., 1900. 301 pages. THORNDIKE, EDWARD L. Principles of Teaching. A. G. Seiler, 1906. 293 pages. Education: A First Book. The Macmillan Company, 1912. 292 pages. Individuality. Houghton Mifflin Company, 1911. 56 pages. Educational Psychology. Teachers College, 1913. Vol. I. The |