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3. BOOKS ON THE SOCIAL PHASES OF EDUCATION

BETTS, GEORGE H. Social Principles of Education. Charles Scribner's Sons, 1912. 313 pages.

CABOT, ELLA L. Volunteer Help to the Schools. Houghton Mifflin Company, 1914. 141 pages.

DEWEY, JOHN. The School and Society. University of Chicago Press, 1907. 129 pages.

The Schools of Tomorrow. E. P. Dutton & Co., 1915. 316 pages.

Democracy and Education. The Macmillan Company, 1916. 434 pages.

Dewey, John, and SMALL, ALBION W. My Educational Creed. E. L. Kellogg & Co., 1897. 36 pages.

DUTTON, SAMUEL T. Social Phases of Education in the School and the Home. The Macmillan Company, 1900. 259 pages.

GILLETTE, JOHN M. Constructive Rural Sociology. Sturgis & Walton, 1913. 301 pages.

KING, IRVING. Education for Social Efficiency. D. Appleton & Co., 1913. 371 pages.

Social Aspects of Education. A Book of Sources and Original
Discussions, with Annotated Bibliographies. The Macmillan
Company, 1912.

MCDOUGALL, WILLIAM. An Introduction to Social Psychology. John
W. Luce, 1914. 355 pages.

O'Shea, M. VINCENT. Social Development and Education. Houghton Mifflin Company, 1909. 561 pages.

SCOTT, COLIN A. Social Education. Ginn and Co., 1908. 300 pages. SMITH, WALTER R. An Introduction to Educational Sociology. Houghton Mifflin Company, 1917. 412 pages.

4. BOOKS ON CHILDHOOD AND ADOLESCENCE

DRUMMOND, WILLIAM B. An Introduction to Child Study. Longmans, Green & Co., 1907. 347 pages.

GESELL, BEATRICE C. and ARNOLD. The Normal Child and Primary Education. Ginn and Co., 1912. 342 pages.

GROSZMANN, M. P. E. The Career of the Child. Richard Badger, 1911. 335 pages.

HALL, G. STANLEY. Youth, Its Education, Regimen, and Hygiene. D. Appleton & Co., 1907. 379 pages.

Aspects of Child Life and Education. Ginn and Co., 1907. 326
pages.

Adolescence: Its Psychology and Its Relations to Physiology,
Anthropology, Sociology, Sex, Crime, Religion, and Education.
D. Appleton & Co., 1904. 2 vols., 589 and 784 pages.

KING, IRVING. The High School Age. Bobbs-Merrill Company, 1914.

288 pages. KIRKPATRICK, EDWIN A. Fundamentals of Child Study. The Macmillan Company, 1903. 384 pages.

Genetic Psychology: An Introduction to an objective and genetic view of intelligence. The Macmillan Company, 1909. 373 pages. OPPENHEIM, NATHAN. The Development of the Child. The Macmillan Company, 1898. 296 pages.

SULLY, JAMES. Studies of Childhood. D. Appleton & Co., 1910. 527 pages.

SWIFT, EDGAR J. Youth and the Race. Charles Scribner's Sons, 1912. 342 pages.

TANNER, AMY E. The Child: His Thinking, Feeling, and Doing. 1904. 430 pages.

TERMAN, LEWIS M. The Hygiene of the School Child. Houghton Mifflin Company, 1914. 417 pages.

TRACY, FREDERICK, and STIMPFL, JAMES. The Psychology of Childhood. D. C. Heath & Co., 1909. 231 pages.

TYLER, JOHN MASON. Growth and Education. Houghton Mifflin Company, 1907. 294 pages.

WADDLE, CHARLES W. Introduction to Child Psychology. Houghton Mifflin Company, 1918. 307 pages.

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XVIII

THE TEACHING OF ENGLISH LITERATURE

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T should be understood at the outset that this paper is concerned with the study of literature, not in the university or graduate school, but in the college, by the undergraduate candidate for the bachelor's degree; and, further more, that the object of study is not the history, biography, bibliography, or criticism of literature, but the literature itself. Perhaps also the term "literature" may need definition. As commonly and correctly-used, the word literature denotes all writing which has sufficient emotional interest, whether primary or incidental, to give it permanence. As thus defined, literature would include, for example, history and much philosophical writing, and would exclude only writing of purely scientific or technical character. But in the following pages the word will be used in a narrower sense, as indicating those books that are read for their own sake, not solely or primarily for their intellectual content. This definition is elastic enough to comprise not only poetry, drama, and fiction, but the essay, oratory, and much political and satirical prose. It should be further understood that for the purpose of this paper, English literature may be considered to begin about the middle of the fourteenth century. Earlier and AngloSaxon writings are by no means without great literary value, and it may at once be granted that no college teacher of English literature is thoroughly equipped for his work who is ignorant of them; but they can be read appreciatively only after considerable study of the language, the method and motives of which are linguistic rather than literary.

Scope of study of literature in college

English

erning the teaching of

Perhaps it may be asked just here whether English litera- Aims govture, as thus defined, need be studied in college at all. Until quite recently that question seems generally to have English been answered in the negative. Fifty years ago, few if any of our American colleges gave any study to texts of English

literature

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