GINN AND COM PANY A LATIN GRAMMAR By H. E. BURTON, Professor of Latin 337 Pages Ninety Cents This is a unique text because it is the only book on the market today which is sufficiently clear and simple for the beginner and also sufficiently complete and scholarly for the college student. Experienced teachers and professors are unanimous in their praises of this book. SPECIAL POINTS OF EXCELLENCE Its treatment of the formation of words Its clear arrangement, uniform number- Its effective method of showing the SILVER, BURDETT & COMPANY YOUR ELEMENTARY HISTORY COURSE To simplify it, organize it, and reduce its cost, use the Elson-MacMullan FOUNDATION HISTORY SERIES This is the only series that 1. Offers a complete course in history reading and study for elementary grades a. Based on recommendations of the Committee of Eight. Covering American History to the close of the Revolutionary War (Grade 4). b. c. And from the formation of the Union to the present administration (Grade 5). d. Also giving the European background to American History (Grade 6). e. All in story form and biography. 2. Simplifies selection of supplementary history material for elementary grades in a series suited to the following arrangements— a. STORY OF OUR COUNTRY: BOOK I.-basal (Grade 4). STORY OF OUR COUNTRY: BOCK II.-basal (Grade 5). STORY OF THE OLD WORLD- basal (Grade 6). b. STORY OF OUR COUNTRY: BOOKS I. AND II.-supplementary (Grades 4 and 5) STORY OF THE OLD WORLD-basal (Grade 6). 3. Gives as results a. Three years' excellent preparation for study of advanced textbook. b. Complete, consecutive course in American History for those who never get to the upper grades. Write to the publishers for further information. WORLD BOOK COMPANY YONKERS-ON-HUDSON, NEW YORK NEW YORK GINN AND COMPANY NEWS FOR SHAKESPEARE STUDENTS The well-known Hudson Shakespeare is now being published in a New Edition. Schools and colleges everywhere are using the Hudson Shakespeare. Have you yet examined the New Edition in its latest binding? Manila GINN AND COMPANY A meeting in honor of Edith Cavell was held at Steinert Hall on December 11. "In honor?" questioned Professor George H. Palmer, who presided. "It is difficult to find a suitable word to express our feeling. We cannot honor her. She gives us honor. But in this meeting tonight held simultaneously with one in Canada there is thanksgiving for her going up from two great countries at once." In the courageous, self-forgetful, truth-loving life of Edith Cavell we meet, with an extraordinary sense of intimacy, a woman so beautiful of soul that I want every teacher in the land and every child in school to hear the story of her sacrifice. The outline of her life everyone knows. The daughter of an English clergyman in a small town in Norfolkshire, she was trained as a nurse. Nine years ago she went to Brussels and established a training school. Up to the time the war broke out hundreds of Belgian and German nurses had come to it. It was characteristic of Miss Cavell that fearing the indignation of the Belgians might make it difficult for the German nurses to get home, she herself escorted them safely across the frontier. Then came the care of the wounded,-Germans and Belgians alike were nursed by her during the long, breathless year from August, 1914, to August, 1915. Suddenly she was arrested; held for ten weeks in prison; then summarily shot. Of the eager zeal of the American embassy to save her life we may feel proud. Brand Whitlock, the American minister, was ill, but sent by his secretary, Hugh Gibson, an ardent note begging for mercy. Mr. Gibson and Maitre de Leval, Counsellor of the Legation, with the Spanish minister, pressed, with words that went even beyond their authority, the plea for fairness and chivalry to a woman. "Mr. de Leval and I presented," wrote Hugh Gibson, "every argument we could think of. I reminded them of our untiring efforts on behalf of German subjects at the outbreak of the war and during the siege of Antwerp. I pointed out that while our services had been rendered gladly and without any thought of future favors, they should certainly entitle the American minister to some consideration for the only request of this sort he had made since the beginning of the war. even went so far as to point out the fearful effect of a summary execution of this sort upon public opinion both here and abroad. . . . Unfortunately, our efforts were unavailing. We persevered until it was only too clear that there was no hope of securing any consideration for the case." I A. E. WINSHIP, Editor And why did Miss Cavell receive a sentence of death after a trial of two days? She had harbored and helped across the frontier some English and French soldiers and some young Belgians. When asked why she did this, she said that she thought that had she not done so they would have been shot by the Germans, and that she only did her duty to her country in saving their lives. "Treason" the German military penal code called this act. Long ago in New England, Ralph Waldo Emerson wrote that no house was complete that did not have a room in which to hide a fugitive slave. Treason, did we call it? At five in the afternoon of October 12 Edith Cavell was condemned to death. Next morning at 2 o'clock, the darkest hour of night, with no dawn lighting the sky, she was shot. Late the evening before an English chaplain, Mr. Gahan, was admitted to her cell to give her the Holy Communion. The words of that interview are precious, shining, miraculous. She said, smiling: "I am not afraid to die. I have seen death so often that it is not terrible to me." Then of her imprisonment, "I am so thankful for these ten weeks of quiet. Life has always been so hurried. They have been very good to me." And finally, "But I realize that patriotism is not enough; one must have no hatred, no bitterness." With her friend she recited the words of "Abide With Me," and when he said a last farewell, answered clear-eyed: "We shall meet again." Gathered together at the memorial service for Miss Cavell we found, I think, pearls of great price. The qualities of courage and of truth have often been thought of as belonging to men rather than to women. Miss Cavell had courage to face both life and death, and in loyalty to truth calmly to give evidence that made her condemnation certain. That death she met for her country and even more for God. Her last words fall like words from the Gospel: "One must have no hatred or bitterness." Neutrality is a colorless and often a craven attitude, forgiveness of enemies is the dawn of a renewed Christianity. "If thine enemy hunger, feed him." She had fed the wounded German soldiers. "Bless them that curse you." "They have been very good to me," she said. "I am thankful for the peace of these ten weeks." Surely to find peace through days when one's life is at stake passeth understanding and brings the spirit of heaven upon earth. At the memorial meeting of which I spoke, it was voted that:a fund be raised in honor of Miss Cavell to send a nurse to England who should specially nurse the sick and wounded Germans. This use of her fund would, I think, satisfy Miss Cavell. "Her execution," said Samuel M. Crothers, "is a deed that strikes at the heart of Christianity and of chivalry." True, and for that reason only the spirit of Christianity itself and of womanhood such as that of Edith Cavell are strong enough to rise unharmed from the agony of this war, irresistible because forever returning blessings for curses. THE MARIA HOSMER PENNIMAN MEMORIAL LIBRARY OF EDUCATION BY FRANK P. GRAVES Dean of the School of Education, University of Pennsylvania [Presented to the School of Education of the University of Pennsylvania by Dr. James Hosmer Penniman.] Although established but a year ago, the School of Education of the University of Pennsylvania is only a more fully organized means adopted by the university to carry out its policy of a century and three-quarters to supply the state and nation with well-trained teachers. Young as the School of Education is, it already possesses a library that places it in this respect in the forefront of teacher-training institutions. Thanks to a generous endowment, this magnificent collection of books and documents, the most important equipment, after a strong corps of instructors, that can be possessed by a school of this sort, has ensured full opportunities for enlightenment and research. When the establishment of the school was announced, Dr. James Hosmer Penniman made known his intention to present to the university a large library of rare and valuable works upon education that he had been gathering for many years. This library has now been given to the School of Education as a memorial to the donor's mother, the late Mrs. James Lanman Penniman. The books will be kept permanently in a separate room, which, with its contents, will bear the name, The Maria Hosmer Penniman Memorial Library of Education. It constitutes the department library of the School of Education, and additions to it are constantly being made by the donor. Other works on Education now owned, or to be acquired, by the university will be kept with this special collection, and in this way a constantly growing professional library of great value, already numbering some six thousand volumes, will exist for the uses of the School of Education. The gift of this library is a fitting tribute to the memory of a remarkable woman. Both the late Mrs. Penniman and her husband were wellknown for their devotion to all humane attainments. The elder of their two sons, who has presented the institution with this splendid gift, for years found his profession and enjoyment in life as a teacher in building the minds and character of boys during the secondary stage of edu. cation. All who knew Mrs. Penniman recognize the peculiar appropriateness of this memorial. Born in Concord, Massachusetts, where her her family have lived since the founding of the town. in 1635, she was descended from several of the little group of brave-hearted and high-minded men and women who sought a new home in what was then the wilderness. Hosmer, Davis, and Heywood, honored as patriots, who gave their lives in the cause of liberty on April 19, 1775, were among her near kinsmen. Mrs. Penniman possessed the strength and virtues of her ancestry with extraordinary intellectual and spiritual power. Her outlook was broad and her deep interest in and knowledge of religion, art, science and literature were evident at all' times. To know her was to respect and admire her, and her influence and helpfulness were extended to thousands who never knew her personally. At her death the flag of the university was by special order of the Provost placed at half-mast. The number of rare and valuable books in this special library will give the University of Pennsylvania a distinct advantage in the scientific study of Education. Harvard and Columbia alone have collections that will compare with the Penniman Memorial Library. The patient labors, study of book catalogs, and generous expenditures of Dr. Penniman have furnished Pennsylvania and its School of Education with material that it would, in the natural course of affairs, have taken several. decades to accumulate, and have enriched the university with a large number of rare works that could be obtained, if at all, only at great expense and after careful watching of library sales. Both types of books will be of great importance not only in the ordinary lectures and classes in Education, but in the pursuance of educational research, which is so essential to real university work in the subject. In addition to the very rare and therefore expensive works, the collection includes also such books as should be selected by any careful librarian or teacher if he were endeavoring to build a good working library of five or six thousand books on Education. While some sides of Education are better represented than others, no important field has been neglected, and in practically all lines the standard books appear. Possibly the History of Education, School Hygiene and Educational Methods are a little richer than other branches, but the best works on Educational Theory, Educational Psychology, Elementary, Secondary and Higher Education, Educational Administration, Religious and Moral Education, the Education of Women, Educational Legislation, City and State Reports, and Comparative School Administration, are likewise found. Most of the standard texts upon History of Education, early and in many cases original editions of works of the great education list of all times: Plato, Quintilian, Petrarch, Erasmus, Melanchthon, Luther, the Jesuits, Comenius, the Jansenists, Fenelon, Locke, Montaigne, Francis Bacon, Rousseau, Lancaster, Pestalozzi, Herbart, Froebel, Spencer, together with the leading commentaries and monographs of every period upon these works, appear in this library. A collection has also been made of books describing various phases and periods of history of many of the great American and English schools, colleges and universities (such as Oxford, Cambridge, Eton, Harvard, Yale, Princeton, Pennsylvania, Columbia, Cornell, Amherst and Brown). To describe these books accurately would be like giving a select bibliography of the leading works on the various phases of education in English, French, German, Italian and Latin. There are also files, not quite complete in some cases, but which the donor hopes in time to render complete, of a great variety of periodi-cals from the beginning of American educational journalism to the present day, including the American Quarterly Review, Barnard's American Journal of Education, the Annual Reports of the American Institute of Instruction, and the Educational Review. A great variety of books indirectly bearing upon Education have also been included. Likewise, there appear reports of American, English and French literary, scientific and historical associations. A splendid beginning has also been made toward a textbook library. Dr. Penniman has long been interested especially in spellers, having written a spellingbook that has been widely used for fifteen years, and he has collected every important book on the subject that has ever been issued in this country. Attention has also been given to collecting grammars, rhetorics, geographies and. texts. other Among the books of the Penniman Memorial Library are a number that have become of special interest and importance in educational history, and may here be worthy of special note. Such are the educational journals that sprang up early in the nineteenth century, which have preserved information concerning the methods of Lancaster, Pestalozzi, Neef, Fellenberg, the infant and Sunday Schools, physical education, European school systems, and a variety of other topics and reforms of the day. About the same time the latest European ideas were also reported from first hand observation by a number of scholars and educators who had gone abroad to investigate. Several of these reports, including John Griscom's A Year in Europe (1819) and Alexander D. Bache's Report on Education in Europe to the Trustees of Girard College (1839), appear in this library. Books relating to the history of the establishment of the "Log College," the institutional ancestor of the American academies, and of its founder, the Rev. William Tennent, and its principal alumni, add a different interest to the collection. Another work of some importance to the "making of our middle schools," which also appears in the library, is an account of the work of the rector of the Edinburgh High School, who must have preceded the official seen by John Griscom during his famous visit of 1818, which was probably indirectly responsible for the adoption of the name "high school" for the latest type of American secondary school. There are likewise in the new library a number of books connected with the early history of Pestalozzianism. Among them are the works of William Maclure, the retired Scotch-American merchant and man of science, who visited the Pestalozzian schools in Europe and brought back Joseph Neef to become his "master's apostle in the new world." One book containing Maclure's Opinions on Various Subjects was printed at New Harmony, where Maclure and Neef made. the unhappy attempt to join forces with Robert Owen and unite Pestalozzianism with the principles of the "infant school." The Plan and Method of Education by Joseph Neef, "formerly a Coadjutor of Pestalozzi at his school near Berne, Switzerland," Philadelphia, 1808, has also been included. The Report on the State of the Public Instruction in Prussia, written in 1835 by the great French minister of public instruction, Victor Cousin, in order to popularize the movement in France, also appears, both in the original French edition and in translation. The Pestalozzian movement in the United States was also stimulated by this work. A book connected with the industrial phase of the Pestalozzian reforms, likewise in the library, the library, is Mary Carpenter's Reformatory Schools for Children, published in London in 1851. Miss Carpenter afterward came to America and was instrumental in having the contract labor of reformatories replaced with farming, gardening and kindred domestic industries. Among the works on English education, the library possesses both in the original and in translation, Demolins' epochal work, AngloSaxon Superiority: to What Is It Due, and also a copy of Matthew Arnold's account of the French Eton, which was established to overcome the supposed superior advantages of English education. We are also reminded by a group of books and educational reports by Matthew Arnold that the great English essayist was for many years Her Majesty's Inspector of Schools and a member of educational commissions, and was wellknown as protagonist in the struggle for universal education in England. Various books produced by his father, Thomas Arnold, England's greatest schoolmaster, such as his Lectures on Modern History, including the inaugural lecture at Oxford, and Sermons Preached in Rugby Chapel, likewise appear in this library, and give some insight into the aims. and theories of that great educator. The library also affords some of the works of Dorothea Beale, founder of the first real college for women and the first woman in England to receive the doctorate in laws. The writer of the article can remember her, when well along in the seventies, kindly, open-minded, keen, and witty, and still a vigorous champion of the higher education of women. The hundred or more rare editions and treatises of various writers upon educational themes form a most interesting part of the Penniman memorial library. For years Dr. Penniman has spent his vacations in roaming about the old book stores on the quais of Paris, in London, and the Italian and German cities, picking up all works that might enrich his collection. Among the rare books that have already been placed in the library are several Aldines and many Elzevirs; and a large number of educational encyclopaedias, anthologies, treatises and books on method, written in Latin, German, French or English during the sixteenth, seventeenth and early eighteenth centuries have been included. A collection of rare textbooks, especially on geography, also appears. Among these geographies are several very old ones, large and small, some being bound in vellum, written in Latin, and even going back to 1500. Many amusing articles might be written upon these books, by merely indicating the limited geographical ideas. of the times, especially the grotesque conceptions of America. The library likewise contains Marcel's original work on Language as a Means of Mental Culture, now valued at a high figure by bibliophiles, together with two English translations and later French editions. A number of the rare books in the library are connected with the educational movement generally known as "social realism." The adherents of this tendency strove to adapt education to actual living in a real world, and to afford direct practical preparation for the opportunities and duties of life. It was generally recommended as the means of education for all members of the upper social class. It sought to combine with the literary elements taught the clergy in the Middle Ages and the scholar in the Renaissance, certain remnants of the old chivalric education as the proper training for gentlemen. It held schools to be of less value as an agency for educating the young aristocrats than training through a tutor and travel. A good illustration of this educational tendency is found in Elyot's The Governour (1531), Montaigne's Essays, especially The Education of Children (1580), Peacham's The Compleat Gentleman (1622), or Locke's Some Thoughts concerning Education (1693), all of which form a part of the library. Locke is represented moreover by copies of several of the editions issued in the earliest years of the eighteenth century, and by a French translation published at Amsterdam about the same time. In this collection are also a number of social realistic works written originally in French, such as "De l'éducation d'un prince" and "L'école du monde ou instruction d'un père à un fil." An even more interesting work of this sort is Sir Matthew Hale's Contemplation, according to which George Washington's mother undertook to form the character of her famous son and upon which that son founded his Rules of Conduct. Another book belonging to this group and of considerable value is The Gentleman's Calling, written by the author of the Whole Duty of Man, London, 1677. The copy belonging to the library was once the property of Mrs. Piozzi, the friend of Dr. Samuel Johnson, and her initials appear upon the inside cover and upon the title page. One of the striking features of this memorial library is the number of books containing the autographs of famous authors. Among these are Mentor's Letters, of which the library possesses two copies, including the first edition and a French translation; the "Enseignement universel musique" of Jacotot (whose "Langue étrangère" and "Mathematique" are also in the library); Jeremy Bentham's Chrestomathia; and The British System of Education by Joseph Lancaster. The new library has in it a number of other rare books that are interesting and worthy of mention for various reasons. A variety of accounts of the life of Fénelon and the first edition (1652) of the life of Sir Philip Sidney by Grevil are among these. The Works of Mr. Abraham Cowley, published at London in 1674, presents this rather modern Princetonian Suggestion on page 43 of the Essay on Education: "That all the Professors shall sup together in the Parlor within the Hall every night, and shall dine there twice a week at two round Tables for the con-. venience of discourse, which shall be for the most part of such matters as may improve their Studies and Professions." A book in the library that comes rather closer to Americans is Garnett's Lectures on Female Education, which is prefaced by commendatory letters from the pen of Chief Justice John Marshall, of Governor DeWitt Clinton, founder of the New York Public School Society and propagator of the Lancasterian monitorial system, of Rev. Frederic Beasley, Provost of the University of Pennsylvania, and other distinguished men. The bestowal of this specia! library is both gracious and appropriate, gracious and appropriate, and the library will from the first play an important part in the work of the new school. The endowment does honor to the finest and noblest sentiments of man,— the recognition of the claims of scholarship and culture, and of the part that has been played in these attainments by the unselfish devotion of mothers. What the pupils know is what the teacher must find out by questicnirg. To attempt to discover what they do not know is too large a task for finite minds, for what we krow is brought within very circumscribed limits, while what we do not know is boundless. Why attempt the impossible?-Levi Seeley, Trenton, N. J. |