Of these courses a number are limited research courses, with provision for pro-seminar work and special emphasis on project study. This is notably true of those courses in which the numbers do not rise above thirty-five students, and in which, consequently, considerable attention may be given the individual student. The courses in the theory of education are specially designated to induce in the student sound fundamental thinking on educational problems. All the courses, in both the theoreti cal and practical aspects of education, aim at that open-mindedness which is the beginning of the scientific or research attitude. Education is nowhere presented with the dogmatic finality of a closed system.

Education 199 serves as an introduction to higher research work. An effort is made to have the students enrolled take up as their own certain educational problems which are varied and changed to suit different classes but which follow from year to year the most discussed and most vital issues of the day. As a pro-seminar course specifically so called, Education 199 leads over directly to the 200 group.

GRADUATE COURSES

Courses 200-210 are limited to less than twenty students each. Each course deals with some special phase of educational research. Those who have the opportunity to do so may elect direct field or laboratory projects; those whose limitations of scholarship or opportunity necessitate each assignment must, of course, limit themselves to what others have said and done, i.e., to library research, but even these students frequently accomplish excellent results by the critical and historical methods. In a number of the seminars the larger part of the enrollment consists of experienced teachers, who do notably splendid work in compilation, criticism and the construction of programs because of their own rich fund of experience. It is the purpose of the department to draw as many such thoroughly prepared research workers as possible into its courses.

Under Education 298 (Special Studies) there have been formed a few special research groups working with a single problem. One such group has undertaken, for instance, an extended study of the socialized recitation in the elementary schools. Another group, or rather series of groups, has taken in hand the practical workings of part-time vocational education.

The professional method courses, 300-320, are all under expert guidance and all involve participation in the actual work of instruction as far as this is practicable. In no case is the work of the sort designated by the German term rein-theoretisch. As an instance may be cited Dr. Edwards' courses in science teaching. Dr. Edwards' own preparation

and teaching experience guarantee not only the best type of scholarship but just the right practical insight and real contacts with subject matter and with growing boys and girls.

A complete statement in detail concerning courses of study will be found on pages 22-31 of the Announcement of the School of Education for 1919-20.

Work in Other Departments.-The department of education has consistently followed the policy of encouraging broad foundations. To that end it has specifically required certain prerequisites in other depart ments and has listed besides a number of courses, outside of subject method, in other departments. These courses seem adequately to meet certain special needs in education. The list is necessarily brief, since each department has its own specialized work to do. The encouragement of such courses is, however, highly desirable.

ENGLISH

Professors: C. M. GAYLEY, C. B. BRADLEY (Emeritus), W. M. HART, C. W. WELLS, B. P. KURTZ, T. F. SANFORD, H. L. BRUCE, H. E. CORY, A. G. BRODEUR, R. W. GORDON, S. J. HUME, L. BACON.

Instructors:

W. W. LYMAN, G. MONTGOMERY, C. H. RAYMOND, A. BOYD,

A. E. ANDERSON, M. L. KLEINECKE, R. H. CLARK.

Facilities.—The University Library is fairly well equipped for research in English, particularly in the drama, in the earlier periods, and in aesthetics. It is a subscriber to all the important periodicals, such as Anglia, Englische Studien, The Modern Language Review, The Journal of English and Germanic Philology, Palaestra, and is a member of such societies as the Early English Text Society, Chaucer Society, et cetera.

Publications. Together with the other modern language departments of the University, the English department publishes a series of monographs in modern philology. In this series instructors and graduate students have published: Studies in the marvellous (B. P. Kurtz); the Old English Christian epic (G. A. Smithson); The critics of Edmund Spenser; Spenser, the school of the Fletchers, and Milton; Edmund Spenser, a critical study (H. E. Cory); Voltaire on the English stage (H. L. Bruce); a neglected aspect of the English romantic revolt (G. F. Richardson); Layamon and Wace (Frances L. Gillespy).

Research. The various members of the department are actively engaged in research, in publication, and in the direction of graduate students in the following fields of study: the drama (Gayley, Hart, Hume); Victorian and Georgian literature (Gayley, Sanford); the eighteenth century (Sanford, Gordon); the romantic movement (Sanford); Elizabethan non-dramatic literature (Sanford); the essay (Bruce); the popular ballads (Gordon); philology (including early English literature) (Hart, Brodeur); comparative literature (Hart, Wells, Kurtz, Bruce); folklore (Hart, Brodeur); English satire (Montgomery).

Preliminary Requirements for Higher Degrees.-A reading knowledge of French or German is pre-requisite to all graduate courses. Other prerequisites depend upon the special subject of investigation, and vary somewhat from year to year. In general, the completion of a course of systematic study, equivalent to that outlined for undergraduates majoring in English, is usually sufficient qualification for entrance to one or more of the seminars.

Candidates for higher degrees who desire to take English as a major or minor subject are urgently advised to include in their general preparation at least twelve units of university Latin or Greek, or of both, of higher grade than beginners' courses.

High School Teacher's Recommendation.-The candidate for the teacher's recommendation must present for credit course 110A-110B (General Introduction to English Philology, 3 hours per week throughout the year; 6 units.) In addition, of the five English final examinations he must pass the second, the fifth, and any one other. English final examination I (History of the Language) may be offered in substitution for course 110A-110B. English final V is especially important: a satisfactory grade in V is pre-requisite to recommendation by the department. Candidates who offer English as a major subject must pass the course in the teaching of English before undertaking work in practice teaching; and it is expected that such candidates do their practice teaching in English.

Inasmuch as the work in practice teaching requires considerable time and energy, it is desirable that students so arrange their programmes as to do injustice neither to it nor to their courses in English. Practice teaching must not be undertaken a second term.

THE DEPARTMENT REQUIRES ALL CANDIDATES TO FILL OUT PROGRAM BLANKS AND FILE THEM WITH PROFESSOR WELLS, THE OFFICIAL REPRESENTATIVE OF THE DEPARTMENT, AT THE TIME THAT THE APPLICATION FOR CANDIDACY FOR THE RECOMMENDATION IS FILED WITH THE DEPARTMENT OF EDUCATION.

Master's Degree.-Advancement to candidacy for the master's degree is recommended by the department only after one half-year of graduate work and after the student has passed with credit three of the English final examinations:-those in subjects II (History of the Literature) and V (oral and written Expression), and that in one of subjects I, III, IV. Since the same requirement is made of candidates for the teacher's recommendation, the department will admit to candidacy for the master's degree students who have obtained the recommendation. The depart

ment will not recommend that the degree be conferred until the candidate has passed with credit all of the five English final examinations listed below. Candidates who so desire may substitute for the examination in subject III (Special Author or Movement) an oral examination in the field of the thesis.

ALL CANDIDATES SHOULD FILL OUT A BLANK PROVIDED BY THE SECRETARY OF THE DEPARTMENT AT THE TIME THAT THE APPLICATION FOR ADMISSION TO CANDIDACY IS FILED WITH THE GRADUATE OFFICE.

Doctor of Philosophy.—Candidates for the degree of Doctor of Philosophy who present English as major subject may specialize either in literature or in philology. By literature is understood the history of the literature from the beginnings to the present time, with the emphasis on the modern period, i.e., after 1400. By philology is understood the history of the language and of the earlier periods of the literature. Candidates must pass an oral examination conducted by the department in either the literature or the philology, before attempting the university examination for the degree; and they must expect to be questioned in the final public examination on the history of both language and literature. Students will be recommended for advancement to candidacy with English as a major subject only after passing with credit all five of the English final examinations. Candidates who present English as a minor subject for the doctor's degree may specialize either in literature or in philology. For advancement to such candidacy, the department of English requires that students shall first have passed with credit the final examination in subject I or in subject II.

The department requires all candidates for the degree to present themselves for a preliminary examination conducted by the sub-committees. The English Final Examinations.-The equipments required are:

1. A scholarly acquaintance with each of the three main periods of the English language and with the history of its development, to the present time.

2. Familiarity, obtained at first hand, with the chief masterpieces of English literature, with the history of its development, and with the principles and methods of historical study.

3. Satisfactory special knowledge of one of the greater authors or of one of the main literary movements.

4. Training in the principles of poetry and prose, and in the methods of criticism requisite to the advanced study of literature.

5. Skill in organizing and presenting thought, orally and in writing.

Candidates are warned against supposing that the purpose of these examinations can be attained by mere accumulation of courses in English. It will always be presupposed, however, that candidates presenting themselves for the teacher's certificate have an equivalent of 24 units of English to their credit, inclusive of at least one of the courses 111A-112B. But a proper course in Greek will be accepted as an equivalent for course 109A in English. Candidates must have a reading knowledge of French or German; and they are urgently advised to include in their general preparation at least twelve units of university Latin or Greek, of higher grade than beginners' courses.