foil
UC-NRLF
^B ^^-^ i4bD
UNIVERSITY OF PENNSYLVANIA
A Bibliographic Monograph
On the Value of the Classics
PHILADELPHIA, PA.
Published by the University
September, 1921
UNIVERSITY OF PENNSYLVANIA
/^
^c^e. 2)epue. //adzs/i^c
A Bibliographic Monograph
On the Value of the Classics
PHILADELPHIA, PA.
Published by theUniversity
September, 1921
■: /•.
• • « % c •
I • « • • c ■
«•••••• «.
• • •• •< •.••
«'• (,*• • • • '
,0*
I 0 ^
A BIBLIOGRAPHIC MONOGRAPH
ON THE VALUE OF THE CLASSICS
Prepared by
George Depue Hadzsits, University of Pennsylvania,
and
Lewis R. Harley, Philadelphia High School for Girls,
Assisted by
Miss Jessie E. Allen, Dr. Ethel L. Chubb, Mr. Fred. J. Doolittle, Dr.
Edward H. Heffner/Mr. Arthur W. Howes, Miss Edith F. Rice, Dr.
Ellis A. Schnabel,
on behalf of
The Philadelphia Society for the Promotion of Liberal Studies.
CONTENTS
page
Introduction (Summary of Arguments) 5
Part I. General Works on the Value of the Classics 7
Part II. On the Value of the Classics 9
Part III. On the Influence of the Classics 17
Some American Classical League Publications 23
Part IV. The Classics and Education 25
ivi234845
Arguments in favor of the Classics advanced in the literature collected
by title in Parts I and II of this bibliographic monograph, may be briefly
summarized as follows:
I. The argument of ''formal discipline/' under which it is maintained
that a study of the Classics furnishes the most effective all-around discipline
of the greatest number of our faculties. Cf., e. g., Angell, Ash]\[ore,
Bennett and Bristol, Colvin, Shorey.
II. Arguments relating to the value of the Classics in the study of
English (i. e., language or vocabulary and grammar). Cf., e. g., Cooper,
Graves, Hoffman, Irland, Sherman, Waldo.
A firm sense of grammar, it is here said, is like strong drawing, and
knowledge of the instrument of language is of the utmost importance for a
mast&ry of technique.
III. Arguments relating to the value of the Classics in the study of
modern Romance languages. Cf., e. g.. Babbitt, Comfort, Grandgent,
M. Carey Thomas.
IV. Arguments relating to the value of the Classics for a deeper under-
standing of the winsomeness of all literature, so profoundly influenced hy
the Classics. Cf., e. g., Mackail, Murray, Quiller-Couch, and the
numerous articles referred to in Part III of this monograph.
V. Political and social argument, as providing a sure foundation for a
study of democracy, citizenship and the true principles of freedom (i. e.,
politics and sociology). Cf., e. g., Giddings, Hadzsits, King, Lewis (in
Part III), Lodge, Shaw, West, and the literature of Part IV of this mono-
graph.
VI. The practical argument as it has been advanced from so many
points of view. Cf., e. g., Dennison, Perkins, Sabin, the pamphlets enti-
tled "Bobs."
(a) Of practical value to the business-man, the engineer, the journal-
ist. Cf., e. g., Cooley, Waldo, Williams.
(&) Of practical value to the student of biology, medicine, law, theol-
ogy, chemistry, botany, philosophy, etc., because Greek and Latin provide
clarification of our large scientific and technical vocabulary. Cf., e. g.,
Amram, Barker, Trotter, etc.
VII. The argument of liberal education vs. that of specialization and
of quicJc returns (vocational and utilitarian). Cf., e. g., Bruce, Kouse,
Showerman.
VIII. As an escape from absorption in the present and a means of
detachment from false idols of life. Cf ., e. g., Gayley, Schelling, Shaw,
Taylor (in Part III), and the literature of Part IV.
IX. The cultural argument. Cf., e. g., Adams, Allinson, Babbitt,
Burnet, Chapman, Lowell, Murray, Putnam, Shorey, K. F. Smith,
Wenley, and numerous essays mentioned in Parts III and IV.
By '^culture" is meant that refinement of mind and character resulting
from an acquaintance with and understanding of our own intellectual,
social, moral, aesthetic and spiritual traditions which have come to us in
such overwhelming measure from the ancient Greek and Eoman worlds.
These arguments are, we believe, in their totality, unanswerable and
are a challenge to the opponents of the Classics. The strange phenomenon
is the necessity of their repeated presentation. After an earlier struggle
with and final reconciliation with Theology, the Classics have emerged from
a more recent conflict with Science (cf., e. g., Kenyon, Livingstone, Osier,
Sarton, and the earlier controversy of Huxley vs. Matthew Arnold). At the
present time the Classics must prove to a skeptical democracy their authentic
and universal validity in all education. Some important changes in the
teaching of the Classics, which shall more fully reveal the content of the
literature, have become imperative in order to save for civilization the richer
element in education and prevent a '^^collapse of culture.'^
Part III of this monograph deals with the Influence of the Classics,
i. e., of the Greek and Roman civilizations, upon life on every hand (which
is the strongest argument of all), while Part IV is concerned with the
relation of the Classics to education in general.
CI. /.^Classical Journal; CI. lF.=Classical Weekly.
G. D. H.
I
Bennett, C. E., and
Bkistol, G. p. The Teaching of Latin and Greek in the Secondary School
New York: Longmans, Green & Co., 1901.
Pt. I, c. 1, "The Justification of Latin as an Instrument of Secondary Edu-
cation."
Farrar, Rev. F. W. (Editor), Essays on a Liberal Education. London:
Macmillan & Co., 1868.^
C. 1, "On the History of Classical Education."
C. 2, "The Theory of Classical Education," by Henry Sidgwick (critical).
C. 3, "Present Social Results of Classical Education."
Hadzsits, G. D. (Editor). Symposium on the Value of the Classics,
published by The University of Pennsylvania, Feb., 1919.
President W. W. Comfort, Haverford College; Professor D. W. Amram,
Law School, U. of Pa. ; Dean Charles R. Turner, Evans Dental Institute, U. of
Pa.; Professor S. Trotter, Biology, Swarthmore; Professor Morris Jastrow,
Jr., U. of Pa. ; L. B. Holland, American Institute of Architects ; F. L. Waldo,
The Public Ledger, Philadelphia; Eev. P. E. Osgood, The Chapel of the
Mediator, Philadelphia; Dean F. P. Graves, School of Education, U. of Pa.;
President M. Carey Thomas, Bryn Mawr.
Kelsey, F. W. Latin and Greek in American Education, with Symposia on
the Value of Humanistic Studies. New York: The Macmillan Co.,
1911.
C. 1. "The Present Position of Latin and Greek," F. W. Kelsey.
C. 2, "The Value of Latin and Greek as Educational Instruments," F. W.
Kelsey.
C. 4, "The Nature of Culture Studies," R. M. Wenley.
Sj^mposium I, "Medicine."
Symposium II, "Engineering."
Symposium III, "Law."
Symposium IV, "Theology."
Symposium V, "Practical Affairs."
Symposium VI, "The New Education":
2. "The Classics and the Elective System," R. M. Wenley.
3. "The Case for the Classics," Paul Shorey. (A brilliant summary of
the value of Greek and Latin, with bibliography; reprinted in 27ie School
Revieio. )
Symposium VII, Formal Discipline:
1. "The Doctrine of Formal Discipline," J. R. Angell.
Long, George. What Are the Advantages of a Study of Antiquity at the
Present Time? Central Society of Education. London: Taylor and
Walton, 1839.
NoRLiN", Geo. (Editor). Latin and Greek in Education. Articles written
by members of the University of Colorado Faculty. University of
Colorado Bulletin, Sept., 1914.
Articles by Professors of Greek, Psychology, Chemistry, English, Engineer-
ing, Law, Philosophy, Biology and Pathology.
Opinions on the Value of the Classics, published by the Dept. of Latin,
University of California, Berkeley, Jan., 1915.
8
Paxson, Susan. "Latin: A Live Factor in Mental Insurance/' CI. J.,
Apr., 1916.
A compilation of numerous expressions of opinion by persons in various
walks of life, testifying to the value of the Classics.
Taylor, Samuel H. Classical Study: Its Value Illustrated ly Extracts
from the Writings of Eminent Scholars. Andover : Warren F. Draper,
1870.
Among those represented in this volume are: Dr. William Whewell, John
Stuart Mill, Noah Porter, John Conington, William H. Gardiner (a Phi Beta
Kappa address), W. Y. Sellar, Pres. James McCosh, Pres. C. C. Felton, Goldwin
Smith.
West, Andrew F. Value of the Classics. Princeton: Princeton Univer-
sity Press, 1917.
The Present Outlook. Addresses at the Princeton Conference, includ-
ing those of President J. G. Hibben, President N. M. Butler, Professor
L. F. Barker, Mr. Alba B. Johnson, Senator H. C. Lodge, and others.
Statements on the value of the Classics by distinguished men in every walk
of life, including the statements of Ex-President Woodrow Wilson, Ex-President
William H. Taft, Theodore Roosevelt, Grover Cleveland, Robert Lansing, Elihu
Root, Viscount Bryce, Lord Cromer, Fairfax Harrison, William Sloane, and
many others.
Statistics: I. Enrollment of Classical Students in Secondary Schools; 11.
Record of Classical Students in College Entrance Examinations.
11
Adams, Charles Francis. "Some Present Collegiate Tendencies" (Phi
Beta Kappa Address), Ed. Rev., Sept., 1906.
"I would prescribe one of the classic tongues, Greek or Latin, as a compul-
sory study to the day of graduation, the one royal road to a knowledge of all
that is finest in letters and in art,"
A recantation by the pioneer of "practical education"; cf. A College Fetish,
1883.
Allinson, a. C. E. '^Culture." Education, Jan., 1912.
Andrews, E. Benjamin. "The Decline of Culture." Int. Jour, of Ethics,
Oct., 1912.
Arnold, Matthew. Essays in Criticism, Third Series. Essay: "On the
Modern Element in Literature" (1869). Boston: The Ball Publ. Co.,
1910.
Excellent review, in CI. W., March 18, 1911 (C. K.).
AsHMORE, S. Gr. The Classics and Modern Training. New York: G. P.
Putnam's Sons, 1905.
A Series of Addresses Suggestive of the Value of Classical Studies to Edu-
cation.
C. I. "Plea for the Classics in Our Schools."
C. II. "Our Classical Inheritance."
Anticipates many recent arguments; p. 23, "... the study of Latin
or Greek creates a greater cerebral stimulus, and in consequence induces a
higher mental development."
Quotes F. S. Hoffman: "Psychology and Common Life"; M. P. Jacobi:
"Language in Education."
Babbitt, Irving. Literature and the American College. Essays in defence
of the Humanities. Boston : Houghton, Mifflin & Co., 1908.
C. I, "What Is Humanism?"
C. IV, "Literature and the College."
C. VI, "The Rational Study of the Classics."
P. 178, quoting Lowell: "The literature [of Greece] ... is rammed
with life as perhaps no other writing, except Shakespeare's, ever was or will be.
It is as contemporary witli to-day as with the ears it first enraptured, for it
appeals not to the man of then or now, but to the entire round of human nature
itself. Men are ephemeral or evanescent, but whatever page the autlientic soul
of man has touched with her immortalizing finger, no matter how long ago, is
still young and fair as it was to the world's gray father. Oblivion looks in
the face of the Grecian Muse only to forget her errand."
"The Humanities," Atl. Mo., June, 1902.
Bennett, J. I. "Why Study Greek ?" CZ. J., Jan., 1908.
"Shall We Let High School Greek Die?" CI. W., May 17, 1913.
Bohs. A series of 8- to 12-page pamphlets. Iowa City, Iowa: Puhlicity
Committee (Univ. of Iowa).
No. 1. "Arguing With Bob." (6th ed.)
No. 2. "Bob Starts for College." (2d ed.)
No. 3. "Bob Lends a Hand." (2d ed.)
No. 4. "Robertus ad Patrem." (1st ed.)
10
Browne, Henry. Our Renaissance: Its Meaning, Aim and Method:
Essays on the Reform and Revival of Classical Studies. New York:
Longmans, Green & Co., 1919,
C. ii. "The Pursuit of Beauty."
C. iii. "Greece, the Cradle of Democracy."
Bruce, James Douglas. Recent Educational Tendencies. (Presidential
Address.) Publication of the Modern Language Association of
America, Vol. XXXII, 1, 1917.
A criticism of Flexner's A Modern ScJiool and Dewey's Democracy and Edu-
cation, as being determined by a spirit of narrow utilitarianism and involving
a complete negation of liberty in the najne of democracy.
Buck, P. M. "The Classical Tradition and the Study of English." CI. J.,
Apr., 1914.
Burnet, John. Higher Education and the War. London : Macmillan &
Co., 1918.
C. on "Humanism." A strong argument for the Humanities.
Chapman, John Jay. "Harvard's Plight." Vanity Fair, May, 1919.
Colby, F. M. "Culture and Social Bounce, Dealing with the Classics as a
High-road to Success in Business." Vanity Fair, Aug., 1919.
CoLViN, S. S. "Some Facts in Partial Justification of the So-called Dogma
of Formal Discipline." Univ. of Illinois, School of Education, Bulle-
tin, No. 2, 1910.
Cooley, Mortimer E. "The Value of Latin in Practical Life." The New
York Evening Sun, Apr. 14, 1919.
An eloquent article by the Dean of the Colleges of Engineering and Archi-
tecture, University of Michigan.
CoRBiN, John. "Harking Back to the Humanities." Atl. Mo., Apr., 1908.
Corthell, E. L. (Civil Engineer) and
Nightingale, A. F. "That 'Bad Education' Again. The Case of the
Classics — Pro and Con." The Outlook, June 20, 1914.
Corthell, E. L. "The Classics as an Engineer Sees Them." The Outlook,
June 20, 1914.
QuiLLER-CouCH, SiR ARTHUR. On the Art of Reading. New York : G. P.
Putnam's Sons, 1920.
C. on "The Value of Greek and Latin in English Literature."
CuBBERLY, E. P. "Does the Present Trend Toward Vocational Education
Threaten Liberal Culture?" School Rev., Sept., 1911.
Denney, J. V. "The Value of the Classics to Students of English." CI. J.,
Dec, 1913.
Dennison, Walter, (Editor). The Practical Value of Latin. Publ. by
the Classical Association of the Atlantic States, April, 1915 (Charles
Knapp, Barnard College).
11
D'OoGE, B. L. "The Classical Outlook." The Western Journal of Educa-
tion, Dec, 1911.
Ebeling, H. L. "Anthropology of the Classics." CI W., Nov. 15, 1920.
Fagan, James 0. The Autobiography of an Individualist. New York:
Houghton, Mifflin Co. (no date given).
"As a simple, practical equipment for life's journey, what may be called
my classical foundation seems to me to be worth all the other features of my
school education put together."
Fairclough, H. R. "The Practical Bearing of High-School Latin." CI. J.,
Dec. 1914.
Flexner, Abraham. "Education as Mental Discipline." The Atlantic
Monthly, April, 1917.
Discussion and criticism of the theory of mental discipline, as the bulwark
of traditional education; hostile to a narrow conception of the function of
the Classics.
Forbes, Charles H. The Sham Argument Against Latin. Phillips Acad-
emy, Andover, 1917.
Published by the Classical Association of New England and the New York
Latin Club. (Copies may be obtained from Prof. Charles Knapp, Barnard
College.)
Gayley, C. M. Idols of Education. New York : Doubleday, Page & Co.,
1910.
E. g., Idol of Quick Returns; Idol of Incidental Issues; Idol of Parade;
Idol of Play; Idol of Caprice.
Le Gallienne, Richard. The Humanities. East Aurora, N. Y. : Roy-
croft, Nov., 1920.
GiDDiNGS, F. H. Democracy and Empire. New York: Macmillan, Co.,
1900.
GiLDERSLEEVE, V. C. "The Purpose of College Greek." Ed. Rev., Sept.,
1916. {CI. W., Feb. 5, 1917.)
GooDELL, Th. D. "Some Present Aspects of the Question." CI. J., Jan.,
1909.
Grandgent, C. H. "Is Modern Language Teaching a Failure?" School
Rev., Sept., 1907.
"For a thousand years or so it (i. e., instruction in Latin) has been the one'
conspicuous success in the field of education."
P. 214. "The current utilitarianism, which appears to exalt the study of
the modern at the expense of the ancient languages, will, if yielded to, deprive
this very study of a large part of its seriousness and dignity. President Hadley
may, as he said in a recent address, prefer 'Wilhelm Meister' to Plato; but no
one, it should be remembered, would be more offended by the doctrine implied
in this utterance than Goethe himself. The modern languages will escape from
the suspicion of being a cheap substitute for the traditional discipline only
when taught with due reference to the classical background by men who are
themselves good classical scholars." — Irving Babbitt, Literature and the Amer-
ican College.
12
Greene, E. C. "What Is the Object of the Study of Latin in Secondary
Schools?" CL /., April, 1908.
Discipline, through syntax; contact with ancient spirit; culture tlirough
literature; help in English.
Hadzsits, G. D. "The Value of the Classics in Modern Education,"
Alumni Register, University of Pennsylvania, Feb., 1918.
"The Classics in a Democracy." CI. /., Jan., 1920.
Hale, W. G. "The Practical Value of Humanistic Studies." School Rev.,
Oct.-Dec, 1911.
Hall, G. Stanley. "The Culture-value of Modern as Contrasted with
that of Ancient Languages." New England Magazine, Oct., 1907.
Ignores the fundamental truth of the origins of the cultural values of
modern literature.
Hall, Walter Phelps. "Why I Have Had a Bad Education." The Out-
. look, Apr. 18, 1914.
Harley, Lewis R. "Humanistic Tendencies To-day." CI. W., Mch. 8,
1920.
Harrington, Karl P. Live Issues in Classical Study. Boston: Ginn &
Co., 1910.
C. on "Drv Bones and Living Spirit."
C. on "A Fair Chance."
Harris, W. T. "A Brief for Latin." Ed. Rev., Apr., 1899.
Hoffman, H. A. Every-Day Greeh; Greek Words in English. Chicago:
The University of Chicago Press, 1919.
Hofmann, a. W. Inaugural Address Delivered at Berlin University,
October 15, 1880. Boston : Ginn, Heath and Co., 1883.
The testimony of an authority on chemistry to the effect that all efforts to
find a substitute for the classical languages, whether in mathematics, in the
modern languages, or the natural sciences, have been hitherto unsuccessful;
that after a long and vain search, we must always come back finally to the
results of centuries of experience; that the surest instrument which can be
used in training the mind of youth is given us in the study of the languages,
the literature, and the works of art of classical antiquity.
Irland, Frederick. "High Schools and the Classics." Atl. Mo., July,
1919.
"A forcible and amusing demonstration by actual recent examples, of the
weakness in English of pupils who do not study the Classics."
Kayser, C. I. "May the Modern Languages Be Kegarded as a Satisfactory
Substitute for the Classics?" Ed. Rev., May, 1912.
Keller, A. G. "The Case of Greek." Atl. Mo., June, 1908 (critical).
"The Case of Latin." The Yale Rev., Oct., 1916.
Kelsey, F. W. "The New Humanism." Art and Archeology, Jan., 1918.
13
Kent, E. G. "Latin and Greek in the Newspapers." Old Penn, Univr of
Penna., Mch. 30, 1917.
King, Irving. '^The Educational Value of the Classical Languages." Ed.
Rev., May, 1907.
Urges tlie need of correlation of classical study with modern life and needs,
social and political.
Kipling, Kudyard. "Regulus" (a school story). The Metropolitan, Apr.,
1917.
Knapp, Charles (Editorial). CI. W., May 23, 1908.
Quotes the opinions of Woodrow Wilson, Pres. Schurman, John Stuart Mill,
(cf. his Inaugural Address, St. Andrew's, 1867), Prof. Palgrave (late Professor
of Poetry at Oxford), Prof. Grandgent (of Harvard).
Livingstone, R. W. A Defence of Classical Education. London: Mac-
millan & Co., 1916.
C. Ill, "Physical Science and the Humanities."
C. V. "Some Educational Advantages of the Classics:"
3. "Disadvantages of Educating a Nation on Its Own Literature."
A strong defence of the educational value of the Classics, at the same time
recognizing the urgent need of reform in methods of teaching Latin and Greek.
Lodge, G. "The Value of the Classics in the Training for Citizenship."
Teachers College Record, March, 1917.
"The Sham Argument Against Latin." The Nation, June 7, 1917.
Lodge, H. C. "A Modest Plea for the Humanities." Harvard Orad. Mag.,
Sept., 1915.
Mackail, John William. "The Study of Poetry " a discourse prepai-ed
for the inauguration of the Eice Institute. The Rice Institute Pam-
phlet, Sept., 1915.
Meyer, Frank B. "Latin and Greek in Horticulture." The Floiver
Grower, March, 1921.
Miller, Walter. "The Practical Side of the Classics." Southern Ed.
Rev., April, 1907.
Millner, H. C. "The Function of Latin in School and College." Ed.
Rev., Mch., 1910.
More, Paul E. "The Paradox of Oxford." School Rev., June, 1913.
"The Old Education and the New." The Nation, June 29, 1916.
Morgan, Morris H. Addresses and Essays. New York: American Book
Co., 1909.
1. "The Student of the Classics."
2, "The Teacher of the Classics."
14
MuKRAY, Gilbert. "Idola Linguarum: Greek." Ed. Rev., Sept., 1914.
Religio Grammatici, the Religion of a Man of Letters. Boston:
Houghton, Mifflin Co., 1918.
"What English Poetry May Still Learn from Greek.'' Atl. Mo., Nov.,
1912.
Nemiah, Koyal Case. "University Eeconstruction and the Classics."
The Dial April 19, 1919.
NiGHTiiSTGALE, A. F. "The Classics as an Educator Sees Them." The
Outlook, June 20, 1914.
NoRRis, 0. 0. "The Social Argument for the Study of the Classics." The
American Schoolmaster (Michigan State Normal), Jan., 1914.
Nutting, H. C. "The Cumulative Argument for the Study of Latin."
School and Society, Dec. 2, 1916.
"General Discipline and the Study of Latin." School and Society,
March 3, 1917.
"The Latin in English." CI. J., Dec, 1920.
Oldfather, W. a, "Latin as an International Language." CI. J., Jan.,
1921.
OsLER, Sir William. The Old Humanities and the New Science. An
Address delivered at Oxford, befoi^e the Classical Association of Great
Britain, May 16, 1919. London: John Murray, 1919.
The story of the free cities of Greece, writes Dr. Osier, shows how a h)ve of
the higher and brighter things of life may thrive in a democracy. The realiza-
tion in a democracy of so reasonable an ambition should be compatible with the
control by science of the forces of nature for the common good, and a love of
all that is best in religion, in art, and in literature.
Ov^TEN, W. B. The Humanities in the Education of the Future. Boston:
Sherman, French & Co., 1912.
Penick, D. a. "What the Classicists Think of the Classics." The Univer-
sity of Texas Record, Vol. X, 4.
Perkins, Albert S. "Latin as a Practical Study." CI. J., Apr., 1913.
"Latin as a Vocational Study in the Commercial Course." CI. J., Oct.,
1914.
"The Dorchester Experiment in Vocational Latin." CI. J., Nov., 1916.
"Latin Training for Business." CI. J., Dec, 1920.
PosTGATE, J. P. Dead Language and Dead Languages. London : John
Murray, 1910,
Puncheon, Katharine M. "Liberal Studies in the High School Curricu-
lum." CI. W., Oct. 3, 1914.
An address delivered at the organization meeting of the Philadelphia
Society for the Promotion of Liberal Studies, March 14, 1914,
15
Putnam, Emily James. "A Classical Education." Putnam's Mo., Jan.,
1908.
Pleads that the fertility of the future is jeopardized by neglect of the rela-
tions between Western society and its origins.
Roberts, W. Rhys. "The Classics in Education ; Humanism and Literary
Values." The London Times, Jan. 7, 1913.
Rouse, W. H. D. "Learning English Thru the Classics." CI. W., Oct. 19,
26, 1912 (reproduced from The Nation, Sept. 21, 1912).
"Machines or Mind?" Introduction, to the "Loeb Classical Library."
Reprinted in CI. W., Jan. 11, 1913.
Sabin, Frances E. The Relation of Latin to Practical Life. A concise
illustration in answer to "Whaf s the Use of Latin ?" Published by the
author, 405 N. Henry St., Madison, Wis., 1913.
ScHELLiNG, F. E. "Humanities, Gone and to Come," in Representative
Phi Beta Kappa Orations. Boston: Houghton Mifflin 'Co., 1915.
"New Humanities for Old." Phi Beta Kappa Address. CI. W., April
18, 1914.
Shaw, Albert. "Classic Ideals and American Life." CI. W., May 21, 1917.
Sherman, Stuart P. "English and the Latin Question." Home and
School Education, April, 1912. Reprinted in CI. W., May 11, 18, 1912.
Shorey, Paul, "Discipline vs. Dissipation in Secondary Education."
School Rev., April, 1897.
The Assault on Humanism. Boston: Atlantic Mo. Co., 1917.
Written in reply to Mr. Flexner's attack on the Humanities, and first pub-
lished in the Atlantic Monthly, June, July, 1917. It has been said of this little
volume that if not another blow be struck for the Classics in our lifetime, his-
torians will yet maintain that a good fight has been fought, and one well worthy
of the luminous chronicles which adorn the pages of humanism.
"The Bigotry of the New Education." The Nation, Sept. 6, 1917.
Showerman, Grant. "The Great Vocation." The Dial, Sept. 30, 1915.
Liberal vs. Vocational Education.
Smith, Kirby Flower. Martial the Epigrammatist, and other essays.
Baltimore: The Johns Hopkins Press, 1920.
C. on "The Classics and Our Vernacular."
C. on "The Future Place of the Humanities in Education" (also
printed in The Johns Hopkins Alumni Magazine, March, 1919).
Dwells on the importance of the Humanities for aesthetic reasons, but no
less for genetic and historical reasons.
Stearns, A. E. "Some Fallacies in the Modern Educational Scheme" (a
reply to Dr. Flexner). Atl. Mo., Nov., 1916.
16
Van Dyke, Henry. "A Classic Instance." The Outlooh, Nov. 13, 1918.
Wenley, K. M. ''The Nature of Culture Studies.'' School Rev.. June,
1905.
"Transition or What?" Ed. Rev., May, 1907.
"Can We Stem the Tide?" ii'^^. i^ei;., Oct., 1907.
West, Andrew F. The War and Education. Princeton: Princeton Uni-
versity Press, 1917.
Contains a number of war-time addresses, in defence of the native tongues
and literatures of ancient freedom, ancestral to our own.
Williams, Talcott. Abstract from a speech delivered before the Philadel-
phia Society for the Promotion of Ijiberal Studies, October 15, 1914.
CI. W., Dec. 5, 1914.
Wilson, Woodrow. "The Spirit of Learning." Harvard Graduate Maga-
zine, Sept., 1909.
Witmer, Lightner. "On the Relation of Intelligence to Efficiency." The
Psychological Clinic, Univ. of Penn., May 15, 1915.
Distinguishes between intelligence as a teleological concept, and efficiency
as a mechanical concept.
Yeames, H. H. "A Plea for Greek." CI W., Oct. 11, 1913.
"The Renaissance of Greek." CI. W., Oct. 16, 23, 1915.
(Anonymous). "The Present Conflict Between Romanticism and Clas-
sicism: a Plea for Classical Renaissance." Current Lit., Dec, 1912.
"The Passing of the Educated Man." The Unpopular Rev., Jan.-
Mch., 1915.
A defence of non-vocational training.
Ill
Adam, Ja:n[ES The Vitality of Platonism. Cambridge University Press,
1911.
Anderson, A. E. "Ibsen and the Classic World." CI J., Jan., 1916.
Appletox, W. H. Greek Poets in English Verse. Boston: Houghton,
Mifflin & Co., 1899.
Bryce, James Viscount. "The Worth of Ancient Literature to the Mod-
ern World." Fortnightly Rev., Apr., 1917. New York: The General
Education Board, 1917.
Burns, C. Delisle. Greek Ideals: A Study of Social Life. London: G.
Bell and Sons, Ltd., 1917.
A study of Greek life and thought as an inheritance belonging to every man
of intelligence.
Butcher, S. H. Some Aspects of the Greek Genius. London : Macmillan
and Co., 1891.
C. 1. "What We Owe to Greece."
A book of rare value, even for those without a knowledge of the Greek
language, showing that to Greece we owe the love of science, the love of art, the
love of freedom: not science alone, art alone, or freedom alone, but these
vitally correlated with one another and brought into organic union. In each
of these directions, Greece has given a mighty impulse to Western civilization.
From this pure source we inherited the idea of the unity of learning, the gov-
erning principle of which is the disinterested love of knowledge.
Harvard Lectures on The Originality of Greece. London : Macmillan
& Co., 1911.
C. 3. "The Greek Love of Knowledge."
"But those who care for the deeper principles of education will never cease
to go back to wliat the Greeks have said or hinted on this theme. All great
teachers have been Greek in spirit. Education, in the Greek view, is the
antithesis of any mere specialism, and that in two senses. It emancipates us
from the narrowing influence of a trade or a purely professional calling, and
lifts us into the higher air of liberal studies,"
Cauer, Paul. Das Altertum im Lelen der Gegenwart. Leipzig: B. G.
Teubner, 1915.
Chamberlain, H. S. The Foundations of the Nineteenth Century. Trans-
lated from the German, by J. Lees. New York: John Lane Co., 1911.
First Part, Division 1, "The Legacy of the Ancient World." A very brilliant
work.
Collins, John Churton. Greek Influence on English Poetry. London :
Sir Isaac Pitman and Sons, 1910.
A series of lectures prepared primarily for those students in Birmingham
University, who had to master the relation between Greek literature and
English literature. The attention of the reader is called to the first lecture,
"Greek as a factor in Modern Education," in which Mr. Collins agrees with
Sir Henry Maine: "To one small people covering in its original seat no more
than a handful of territory, it was given to create the principle of progress, of
movement onwards and not backwards or downwards, of destruction tending
to construction. That people was the Greek. Except the blind forces of
Nature, nothing moves in this world which is not Greek in its origin."
17
18
CoMPARETTi, D. Vergil in the Middle Ages. Translated by E. F. M. Ben-
ecke. London: Macmillan & Co., 1895.
Conway, E. S. New Studies of a Great Inheritance. London: Murray,
1920.
Cooper, Lane. The Greeh Genius and Its Influence. New Haven : Yale
University Press, 1917. Select Essays and Extracts.
Introduction: "The Significance, of the Classics."
C. II, J. C. Stobart, "The Legacy of Greece."
C. VIII, Maurice Croiset, "The Greek Race and Its Genius."
C. IX, A Boeckh, "The Nature of Antiquity."
C. XIV, E. K. Rand, "The Classics in European Education."
C. XV, C. G. Osgood, "Milton's Use of Classical Mythology."
C. XVI, S. L. Wolff, "The Greek Gift to Civilization."
C. XVII, T. Zielinski, "Our Debt to Antiquity."
C. XVIII, B. L. Gildersleeve, "Americanism and Hellenism."
Cunningham, W. An Essay on Western Civilization in Its Economic
Aspects: Ancient Times. New York: G. P. Putnam^s Sons, 1913.
The author endeavors in this essay to bring out the main economic features
in the growth and diffusion of the civilized life of Western Europe, to which
so many peoples and countries have contributed, not forgetting the many ele-
ments which we owe to ancient Greece.
Dearmer, Percy. The Ornaments of the Ministers. London : A. E. Mow-
bray & Co. (no date).
Dunning, W. A. Political Theories, Ancient and Modern. New York:
The Macmillan Co., 1902.
Ferrero, Guglielmo. Ancient Rome and Modern America. New York :
G. P. Putnam's Sons, 1914.
The author paints in strong colors the contrast between ancient and modern
civilization: quality and quantity are the two principles of the two civiliza-
tions.
Between the Old World and the New: A Moral and Philosophical Con-
trast. New York : G. P. Putnam's Sons, 1914.
Europe's Fateful Hour. New York : Dodd, Mead & Co., 1918.
Recalls the links of language, culture, manner and customs binding us to
the brilliant civilizations of Greece and Rome.
FiNSLER, Georg. Homer in der Neuzeit, von Dante his Goethe. Leipzig:
B. G. Teubner, 1912.
Flint, Thomas. "Carlyle as a Classicist," CI. F., Dec. 1, 1919.
Gayley, C. M. Classic Myths in English Literature. Boston: Ginn and
Co., 1903.
Gordon, G. S. (Editor). English Literature and the Classics. Oxford:
Clarendon Press, 1912. ;,
19
Grant, Arthur J. Greece in the Age of Pericles. New York: Charles
Scribner^s Sons, 1914.
Prof. Grant adapts the sentiment of Pascal in order to emphasize that
continuity and identity of the existence of the human race from which the study
of history derives the whole of its meaning and value: "The whole series of
liuman generations during the course of the ages should be regarded as one man
ever living and ever learning." In this process of living and learning, we should
not lose sight of the fact that the Athenians in the Age of Pericles were, intel-
lectually, the most highly gifted race that the world has known.
Harrison, J. S. Platonism in English Poetry. New York: Columbia
University Press, 1903.
Hasktns, C. H. "The Greek Element in the Renaissance of the Twelfth
Century." Amer. Hist. Rev., July, 1920.
Immisch, Otto. Das Erie der Alten. Leipzig: Dieterich'sche Verlags-
buchhandlung, 1920 seq.
Schriften iiber Wesen u. Wirkung der Antike. E. g., "Aristophanes und die
Nachwelt," Wilhelm Suss; "Plutarch," Kudolf Hirzel; "Euripides," Hugo
Steiger; "Das Nachleben der Antike," Otto Immisch; "Die Tragischen Gest-
alten der Griechen in der Weltliteratur," Karl Heinemann; "Die Antike in
Poetik u. Kunsttheorie vom Ausgang des Klassischen Altertums bis auf Goethe,"
Karl Borinski ; "Horaz im Urteil der Jahrhunderte," E. Stemplinger.
Jebb, Sir Richard C. Essays and Addresses. Cambridge: University
Press, 1907.
C. on "Humanism in Education" (The Romanes Lecture, 1899).
C. "On Present Tendencies in Classical Studies."
C. on "The Influence of tlie Greek Mind on Modern Life."
Keller, W. J. Goethe's Estimate of Greek and Latin Writers. Madison,
Wis. : University of Wisconsin, 1916.
Kerlin, R. T. Theocritus in English Literature. J. P. Bell Co., Lynch-
burg, Va., 1910,
Lawson, John C. Modern Greek Folklore and Ancient Greek Religion. A
Study in Survivals. Cambridge: University Press, 1910.
Leaf, Walter. Homer and History. London: Macmillan & Co., 1915.
Lewis, James Hamilton. The Two Great Republics, Rome and the
United States. Chicago: Rand, McNally & Co., 1913.
Lindsay, W. S. History of Merchant Shipping and Ancient Commerce.
London: Low, Marston Co., 1874-1883.
Livingstone, R. W. The Greek Genius and Its Meaning to Us. Oxford :
Clarendon Press, 1912.
C. I, "The Note of Beauty."
C. II, "The Note of Freedom."
C. Ill, "The Note of Directness."
C. IV, "The Note of Humanism."
C. VI, "The Notes of 'Sanity and Manysidedness."
Low, W. H. The Belt of Modern Art to Ancient Greece. New York:
Scribner's, 1920.
20
Maiiaffy, John P. What Have the Greeks Done for Modern CiviUzaiion?
'J^he Lowell Lectures for 1908-09. New York: G. P. Putnam's Sons,
1909.
These lectures attempt to cover the whole field of Greek influence, not only
in the various arts in which such influence is generally realized, but also in
those departments of thinking in which moderns arrogate to themselves an
unquestioned authority.
Bamhles and Studies in Greece. New York: The Macmillan Com-
pany, 1913.
A sentimental view of Greece, omitting the ephemeral and commonplace,
and delaying in contemplation of those things which have made Greece of para- '
mount importance to the civilized world.
Matthews, Brander. Development of the Drama. New York: Scribners,
1916.
MouLTON, R. G. The Ancient Classical Drama. A Study in Literary 'Evo-
lution. Oxford : Clarendon Press, 1890.
MtJLLER, F. Max, and Prof. Jebb. Lectures in Aspects of Modern Study.
being lectures delivered before the London Society for the Extension of
University Teaching, 1886 to 1894. London: Macmillan and Co.,
1894.
Two lectures in this volume are of particular importance to all those who
are seeking the pearl of great price in education : "Some Lessons of Antiquity,"
hv Prof. F. Max Miiller, and "The Influence of the Greek Mind on JNIodern
Life," by Prof. Jebb.
Murray, Gilbert. Hamlet and Orestes. New York: Oxford Press, 1914.
Eiiglish Literature and the Classics. Oxford : University Press, 1914.
Mustard, W. P. Classical Echoes in Tennyson. New York : The Macmil-
lan Co., 1904.
NiTCHiE, Elizabeth. "Horace and Thackeray." CI. J., Mch., 1918.
"The Classicism of Walter Savage Landor." CI. J., Dec, 1918.
Vergil and the English Poets. New York : Columbia University Press,
1919.
"Browning's Use of the Classics." CI. W., Jan. 31, 1921.
Osgood, Charles G. Classical Mythology of Milton's English Poems.
New York: Henry Holt & Co., 1900. Vol. 8, Yale Studies in English.
Powers, H. H. The Message of Greek Art. New York : The Macmillan
Co., 1913.
Reinhardstoettner, Karl von. Plautus: spatere Bearbeitungen plau-
tinischer Lustspielen. Leipzig: Friedrich, 1886.
Sandys, Sir John Edwin. A Short History of Classical Scholarship.
Cambridge : University Press, 1915.
21
SjiELLEY, Percy B. Poetical Works. London: Milner and Sowerby. (No
date. )
The introduction to Shelley's "Hellas," a lyrico-dramatic burst of exultation
on the outbreak of the Greek war for liberty, contains the following estimate
of Hellenic civilization: "We are all Greeks, Our laws, our literature, our
religion, our arts, have their roots in Greece. But for Greece, Rome, the
instructor, the conqueror, or the metropolis of our ancestors, would have
spread no illumination with her arms, and we might still have been savages
and idolators."
Staffer, P. Shakespeare and Classical Antiquity. London : Kegan, Paul,
Trench & Co., 1880.
Stemplinger, Eduard. Das Fortlelen der Horazischen Lyrik Seit der
Renaissance. Leipzig: Tenbner, 1906.
Stobart, J. C. The Glory That Was Greece: A Survey of Hellenic Culture
and Civilization. Philadelphia: J. B. Lippincott Company, 1915.
The Grandeur That Was Rome: A Survey of Roman Culture and
Civilization. Philadelphia: J. B. Lippincott Company, 1913.
A companion volume to The Glory That Was Greece, by the same author.
The point of view is that of the whole progress of civilization, in relation to
which Athens and Rome stand side by side as the parents of our Western
culture.
Symonds, John Addington. Renaissance in Italy: The Revival of Learn-
ing. New York: Henry Holt & Co., 1908.
Taylor, H. 0. Ancient Ideals. New York: The Macmillan Co., 1900.
The Classical Heritage in the Middle Ages. New York: Columbia
University Press, 1901.
Thayer, Mary K. The Influence of Horace on the Chief English Poets of
the Nineteenth Century. New York: Yale University Press, 1916.
Thomson, J. A. K. The Greek Tradition; Essays in the Reconstruction of
Ancient Thought. New York: The Macmillan Co., 1915.
Thorndike, a. H. Tragedy. Boston : Houghton, Mifflin & Co., 1908.
Tucker, T. G. Foreign Debt of English. New York: The Macmillan Co.,
1907.
Life in Ancient Athens: The Social and Public Life of a Classical
Athenian from Day to Day. New York: The Macmillan Company,
1913.
See Chapter 17 for a description of the modernity of the Athenian who,
placed in the clear atmosphere of truth, is actually nearer to us than our own
ancestors of a few centuries ago.
Tyrrell, E. Y. "Our Debt to Latin Poetry as Distinguished from Greek."
Nineteenth Century, April-May, 1911.
22
Wendell, Barrett. The Traditions of European Literature from Homer
to Dante. New York : Charles Scribner's Sons, 19^0.
Wenley, K. M. The Affinity of Plato's '" Republic' for Modern Thought
Berkeley, Cal. : The University Press, 1905.
Wharton, H. T. Sappho. London: Lane, 1896; New York: Brentano,
1920.
WooDBERRY, George. The Appreciation of Literature. New York : Baker,
Taylor Co., 1907.
Zielinski, Thaddaeus. Our Debt to Antiquity (translated by H. A.
Strong and Hugh Stewart). London: Geo. Koutledge & Sons, 1909.
In 1903, Prof. Zielinski, of St. Petersburg University, gave a course of lec-
tures on Our Debt to Antiquity to the highest classes of the secondary schools
in the capital. These lectures have been published in the Russian, German
and English languages, and they constitute an unanswerable argument as to
the value of classical education. "'Xo, gentlemen," writes Prof. Zielinski, "we
have no idea of dragging you back into the past; our gaze is directed forwards
and not backwards. When the oak sends its roots deep into the earth on which
it flourishes, it is not with the wish to grow back into the earth, but it is from
this soil that it draws the strength to rise to heaven beyond all the herbs and
trees which draw their strength merely from the surface. So antiquity should
be not a model, but a source of quickening strength for modern culture."
Cicero im Wandel der Jahrhunderte. Leipzig: B. G. Teubner, 1912.^
SOME AMERICAN CLASSICAL LEAGUE PUBLICATIONS
Order from Professor Shirley H. Weber, Princeton, New Jersey.
The prices inchide postage prepaid. Remittance must accompany
orders.
Why Study Latin ? Short papers by Willis A. Ellis, proofreader in charge
of the proof-room of the Chicago Daily News. These brief, clear and
interesting papers are written for American boys and girls, and their
parents, from the standpoint of the experience of a practical printer in
one of our leading newspapers. They are really a series of talks, given
with the utmost simplicity, directness and cogency. They should be
read by all high school pupils and by their parents. One paper is on
the study of Greek and puts the reasons clearly in the briefest way.
Single copies, 5 cents, 5 copies for 15 cents, 10 for 25 cents, 50 for
$1.00.
Our Need of the Classics. A vigorous, original and graceful short address
by John H. Finley, Commissioner of Education for the State of New
York, at the National Classical Conference in Milwaukee, July 3, 1919.
Very useful for general circulation.
Single copies 5 cents, 10 copies for 10 cents, 60 copies for 50 cents.
Greek in English. A keen and witty pamphlet by Rev. Francis P. Donnelly,
of Boston College, revealing the surprisingly important part Greek
plays in our present-day English.
Single copies 5 cents, 10 copies for 10 cents, 60 for 50 cents.
High Schools and Classics. By Frederick Irland, Reporter of Debates for
the House of Representatives, Washington, D. C. A forcible and amus-
ing demonstration by actual recent examples of the weakness in English
of pupils who do not study the Classics. It should be read by every
high school student.
Single copies 5 cents, 10 copies for 25 cents, 25 for 50 cents.
The Classics irp British Education. Official document issued in May, 1919.
by the British Ministry of Reconstruction, urging the importance of
classical education and advocating enlarged provision for teaching
Latin and Greek in the schools "so that every boy and girl who is
qualified to profit from them shall have the opportunity of receiving
adequate instruction in them." It is a complete answer to the misstate-
ments that Great Britain is "giving up'' the Classics in her school edu-
cation.
Single copies 10 cents, 5 copies for 25 cents, 15 for 50 cents.
The Old Humanities and the New Science. By Sir William Osier, late
Regius Professor of Medicine in the University of Oxford. New reprint.
It is a review of the relations of science and the Classics with special
reference to the domain of university studies, by a scientific thinker of
exceptional eminence. Its philosophical sweep, historical and scientific
knowledge, literary grace and candid spirit make it the most valuable
23
24
recent exposition of the inner harmony of the highest scientific and
classical education.
Single copies 25 cents, 5 copies for $1.00. [Another edition in book
form may be ordered from Houghton, Mifflin and Company, Boston,
Mass.]
Religio Grammatici, by Professor Gilbert Murray, of the University of
Oxford. New reprint. A lucid and admirably written sketch of the
place and meaning of language and literature in human civilization,
with special reference to the great role of the Classics.
Single copies 25 cents, 5 copies for $1.00. [Another edition in book
form may be ordered from Houghton, Mifflin and Company, Boston,
Mass.]
The Study of Latin and Greek and the Democracy, by Alfred Croiset, Dean
of the Faculty of Letters in the Sorbonne. Whoever wants to learn
quickly what the Classics mean to France should read this clear,
simple and graceful statement by a French authority of the first rank.
His statement goes to the root of the matter and is of special value for
America to-day.
Single copies 5 cents, 10 copies for 10 cents, 60 for 50 cents.
An Engineer's View of Classical Study, by John N. Vedder, Union Univer-
sity, Schenectady, New York. The extensive practical engineering
interests centered in Schenectady and his connection with our current
engineering instruction, give the author unusual opportunities for see-
ing what is the matter with engineering education and make more
convincing his strong and aggressive plea for the Classics as essential to
the best education.
Single copies 5 cents, 10 copies for 10 cents, 60 for 50 cents.
Why the Full Latin Requirement Should Be Kept. A statement from the
Latin Departments of Mt. Holyoke, Smith, Vassar and Wellesley Col-
leges; a very timely collection of facts and arguments. One fact, for
example, is that the marks of the College Entrance Board Examina-
tions for the last ten years (1910-1919) show that the highest average
records are held by the candidates in Greek, French and Latin. The
other subjects show lower averages.
Single copies 5 cents, 10 copies for 25 cents, 25 for 50 cents.
The Assault on Humanism. By Professor Paul Shorey, of the University of
Chicago.
Single copies 60 cents.
2'he Practical Value of Latin. A pamphlet of 40 pages, giving endorse-
ments of the Classics by lawyers, doctors, engineers, men of business,
etc.
Single copies 5 cents, 50 cents per dozen. Larger quantities at lower
prices.
The Classics for America. By Calvin Coolidge, Vice-President of the
United States. An address delivered at the second annual meeting of
the American Classical League at the University of Pennsylvania, Phil-
adelphia, Pa., on Thursday, July 7, 1921.
Single copies 5 cents, 25 copies for $1.00, 100 copies for $3.00, 500
copies for $10.00,
IV
Abbott. Evelyn. Hellenica: A Collection of Essays on Greek Poetry,
Philosophy, History and Religion. London: Longmans, Green & Co.,
1898.
A series of essays designed to increase the interest taken in Greek literature,
of particular value to-day when there is a tendency to put things material and
practical in the place of things intellectual.
Adams, Epheaim Douglas. The Power of Ideals in American History.
New Haven : Yale University Press, 1913.
While recognizing the influence of industries and of geography in national
growth, the author places intellectual and spiritual forces above all material
factors in determining the character and destiny of the Republic.
Alexander, Hartley Burr. Letters to Teachers and Other Papers of
the Hour. Chicago: The Open Court Publishing Company, 1919.
These papers were written during M^ar-time, and they deal with the problem
of reconstruction where it is most fundamental, and that is in tlie life of the
American citizen. The author states that the guiding principle of our public
school organization is to be found in humanistic breadth of mind, and not in
mere technical skill.
Arnold, Matthew. Thoughts on Education Chosen from the Writings of
Matthew Arnold. New York: The Macmillan Company, 1912.
Hebraism and Hellenism, the two great contributory streams from the past,
to our own civilization, defined.
Baldwin, Simeon E. The Relations of Education to Citizenship. New
Haven: Yale University Press, 1912.
All that is essential in education is included in Judge Baldwin's remark:
"The university offers to impart knowledge and cultivate the power of reason-
ing, but the great office of knowledge and reasoning is to be a means of reaching
something higher — the plane of a pure and lofty and well-ordered life." A man
thus equipped cannot fail to be a good citizen.
Benson, Arthur C. (Editor). Cambridge Essays on Education. Cam-
bridge : University Press, 1918.
A restatement and enforcement by argument of sound principles of educa-
tion, prepared by a number of distinguished English scholars, with introduction
by Viscount Bryce.
Briggs, LeBaron Kussell. School, College and Character. Boston and
New York: Houghton, Mifflin and Company, 1901.
Among the interesting essays in this volume is that on "Some Old-fashioned
Doubts about New-fashioned Education," Avhich originally appeared in the
Atlantic Monthly.
Routine and Ideals. Boston and New York: Houghton, Mifflin and
Company, 1901.
This book, like its predecessor, School, College and Character, is written
fr()!ii the point of view that the college of liberal arts is indispensable to our
civilization, because it stands for high ideals. Hence, the chief business of
teaching is the giving and receiving of ideals; indeed, the ideal is the source
of all true efficiency.
25
26
Browning, Oscar. An Introduction to the History of Educational Theo-
ries. New York : Harper and Brothers, 1885.
The author recognizes the existence of a sharp antagonism between the
individual and the world: the individual requires something for the full satis-
faction of his being, while the world requires something else and will have it.
Bryce, James. University and Historical Addresses Delivered During a
Residence in the United States as Ambassador of Great Britain. New
York: The Macmillan Company, 1913.
Viscount Bryce hopes that the stress and strain of commercial life which
leaves the American business man scarce any leisure for intellectual pleasures,
will before long abate. To the classicists, he says: "If you can keep classical
studies from further declining during the next fifty years, your battle will
have been won."
BuissoN, Ferdinand, and Farrington, Frederic E. (Editors). French
Educational Ideals of To-day: an Anthology of the Moulders of
French Educational Thought of the Present. Yonkers-on-Hndson,
New York: World Book Company, 1919.
Every American teacher should become familiar with this remarkable vol-
ume of essays and addresses by the leading publicists and educators of France.
The brilliant address by Ernest Lavisse, professor and historian, is particularly
appropriate at the present time, for it reveals the soul of France, which is
summed up in the word, "humanity." This book also contains the scholarly
lecture of Alfred Croiset, Professor of Greek at the Sorbonne, who says that the
ancients express the ideas which form the basis of French civilization.
Burr, Charles W. Adolescent Insanity and National Health. Keprinted
from the New York Medical Journal, August 21, 1915.
A protest against the kind of altruism which is being widely preached in
America at the present time, which tends to make life much easier for a great
many lazy people, but instead of improving the race is injuring it. Dr. Burr
insists that we must stop the present tendency towards the easy life if we wish
to develop a strong race and bring down the insanity rate. This is his con-
clusion of the matter: "We spend untold millions in money and effort in
trying to remove the stresses and strains of life, but we spend relatively little
in training youths to withstand stress and strain. We are acting as if it v/ere
possible to make life easy for everyone. We are doing all that we can to
weaken the race. We have lost virility and are becoming effeminized."
Butcher, S. H. Harvard Lectures on the Originality of Greece. Mac-
millan and Co., Limited : St. Martin's Street, London, 1911.
A companion volume to Some Aspects of the Greek Genius, by the same
author. Dr. Butcher shows how the love of knowledge worked on the Greeks
with a potent spell, causing them to view education as the training of a faculty
that should fit men for the exercise of thought and not merely for the knowl-
edge that is needed for a career. Hence, he is confident that those who care
for the deeper principles of education will never cease to go back to what the
Greeks have said or hinted on this theme.
Butler, Nicholas Murray. True and False Democracy. New York: The
Macmillan Company, 1907.
Dr. Butler claims that democracy needs the highest type of intellectual
training among the citizens, and, most of all, the moral education of the indi-
vidual hiiman being to the point where he realizes the squalid poverty of
selfishness and the boundless riches of service, which alone can lift civilization
to a higher plane and make true democracy secure.
27
The Meaning of Education. New York: Scribner's, 1916.
P. 104, "The superstition that the best gate to English is through Latin is
anything but dead."
C. XVIII, "Discipline and Social Aim of Education."
The American as He Is. New York: The Macmillan Company, 1908.
An optijnistic view of American intellectual life, the power and influence
of which will steadily increase; but if the classical tradition further weakens
in the colleges and universities, or perishes altogether, there will be a serious
decline in liberal culture and productive scholarsliip.
The Meaning of Education and Other Essays and Addresses. New
York: The Macmillan Company, 1909.
Briefly stated, the object of these essays and addresses is to show that edu-
cation deals primarily with the preservation of the culture and efficiency that
we have inherited and with their extension and development in a scientific
spirit and by a scientific method.
Canby, Henry Seidel. College Sons and College Fathers. Harper and
Brothers : New York, 1915.
See chapter on "Culture and Prejudice" for an intelligent discussion of the
cultural and the practical in education.
Carpenter, F. B. The Inner Life of Abraham Lincoln: Six Months at the
White House. New York: Hurd and Houghton, 1869.
No list of books on liberal education should omit this work, by the eminent
American artist who painted the picture commemorating the signing of the
Emancipation Proclamation. We are informed by Mr. Carpenter that Lincoln
had read less and thought more than any other man of his age; that he was not
acquainted with any great book written in the eighteenth or nineteenth century,
but that the Bible and Shakespeare were scarcely ever out of his mind, while
to Euclid he owed the development of his reasoning powers. Call it education
by reflection, if you will, for that is the crying need of the present day. Such
was Lincoln's path to knowledge, and it must be pursued by all the sons of
earth, whether studying in the cloistered halls of Oxford, or under the rafters
of the log cabin in Indiana, whether including the rich curriculum of the arts
and sciences, or the Bible, Shakespeare and Euclid.
Classics in British Education. London: Published by His Majesty's Sta-
tionery Office, 1919.
An official statement by the British Government as to the value of the
Humanities in education. The closing words of this tract should make a
strong appeal to the responsible authorities in charge of the American schools:
"Modern intellectual civilization owes its rise to the recovery of Greek litera-
ture at the Renaissance. It would be tragic" if, at the moment Avhen the nation
has risen to the height of its great ordeal in virtue of its maintenance of those
high spiritual ideals which ancient literature does so much to foster, it should
put out of its life the source and mainspring of its intellectual inspiration.
The Classics are a heritage to be cherished, not to the exclusion of other
worthy and necessary subjects, but as an essential element with them in the
full culture on which a nolale national life can be nurtured and maintained."
Clutton-Brock, Arthur. The Ultimate Relief. New York : E. P. But-
ton and Company, 1916.
The European War has convinced the author that we need to have a true
and coherent philosophy, if we are to withstand that false and coherent phil-
osophy which now possesses Germany. The true philosophy is of the spirit, and
it includes moral, intellectual and jesthetic activities.
Cook, Sir Theodore. "American and English Universities/' a chapter in
British Universities and the War. Boston and New York : Houghton,
Mifflin and Company, 1917.
A fitting tribute to the university men on both sides of the Atlantic, who
proved tlieniselves fit champions of high ideals upon the battlefields of Europe.
They, too, must go out through all the world, in the great future of our recon-
struction, as the best prophets of the promise of our race.
CoRBiN, John, An American at Oxford. Boston: Houghton, Mifflin and
Company, 1902.
An intimate account of higher education in England, the aim of which is to
develop the moral and social virtues, no less than the mental — to train up boys
to be men among men.
Darroch, Alexander. Education and the Neiu Utilitarianism, and Other
Educational Addresses. New York and London: Longmans, Green
and Co., 1914.
The conclusion drawn from this collection of addresses is that life is more
than knowledge, and the latter's true function is to aid in the elevation and
betterment of the former; that the life of active social usefulness is the only
life worth living, and that the really happy man is he who is efficient to per-
form his duties in the station of life for which by nature and education he is
fitted. Althougli this is the great purpose of education, the author confesses
that we are a long way from a full and exact knowledge of how the mind
develops, and consequently we are not within sight of a scientific pedagogy.
De Hovre, Franz. German and English Education. New York : Charles
Scribner's Sons, 1917.
This exiled scholar of Louvain University reminds us that German educa-
tion is based on a national principle, while that of England is founded on the
human principle: they want it in order to make men. This is his conclusion:
"Moreover, the war will have shown with effect the tragic aspect of science, of
inventions, and of theories of life so as to make it plain to the most superficial
mind, that progress in knowledge, in intellect, in science, which is not attended
by a corresponding progress in character and conscience, in heart and soul, is
bound sooner or later to end in a catastrophe not only for individuals, but for
entire nations."
Dickinson, G. Lowes. The Greek View of Life. London: Methuen and
Co., Limited.
Empliasis is given to the thought that the specific achievement of the Greek
spirit, as reflected in the works of their most enlightened poets and tliinkers,
was to humanize barbarism and put an end to superstition.
DoBBS, A. E. Education and Social Movements, 1700-1850. London:
Longmans, Green and Co., 1919. ^
The chapters contained in this volume are intended to form part of a history
of English popular education in modern times, with special reference to move-
ments of democratic origin or tendency, the significance of which has received
new emphasis through tfie rise of the Workers' Educational Association. The
English workers are demanding the opportunity for liberal education.
Drever, James. Greek Educaction: Its Practice and Principles. Cam-
bridge: University Press, 1912.
This book is not written by a classical scholar for classical scholars, but
by a student of education for students of education. The author has a lesson
of direct value in tlie constructive educational work of the twentieth century:
"Greek educational thouglit still remains of fundamental importance to the
student of to-day; education can be reformed, but it cannot be recreated; we
cannot entirely break away from our past in education, and our past is Greek."
29
Eliot, Charles W. Education for Efficiency and a New Definition of the
Educated Man. Boston : Houghton, Mifflin and Company.
Dr. Eliot insists that education for efficiency must not be materialistic,
prosaic, or utilitarian; it must be idealistic, humane, and passionate, or it
will not win its goal. He agrees with Matthew Arnold that the educated man
is governed by two passions — one the passion for pure knowledge, the other the
passion for being of service or doing good.
EucKEN, EuDOLF. The Prollem of Human Life as Viewed hy the Great
Thinkers from Plato to the Present Time. New York : Charles Scrib-
ner's Sons, 1912.
An indispensable work for the teacher and general reader in post-war times,
emphasizing the vital importance of considering the problem of life as a whole.
The philosopher at Jena warns us that we should give a new direction to our
vision; that if our powers are wholly concentrated on outward things and
there is an ever-diminishing interest in the inner life, the soul inevitably
suffers. "Inflated with success," he says, "'we yet find ourselves empty and
poor. We have become the mere tools and instruments of an impersonal civili-
zation which first uses and then forsakes us, the victims of a power as pitiless
as it is inhuman, which rides rough-shod over nations and individuals alike,
ruthless of life or death, knowing neither plan nor reason, void of all love or
care for man." Dr. Eucken assures us that our comfort and hope are to be
found in the belief that we can rise from the contemplation of that which is
merely human to the recognition of a spiritual world, and that while striving
to mould life afresh, we can still draw much that is of value from the spiritual
treasure-house of the past. For the past, rightly understood, is no mere past.
Falconer, Sir Egbert. Idealism in National Character: Essays and
Addresses. London and New York: Hodder and Stoughton, Limited,
1920.
A plea for idealism in education. Both scientist and humanist should seek
to comprehend man as he is in his present environment, whence he came and
what he hopes to become.
Fisher, H. A. L. Education Reform Speeches. Oxford : Clarendon Press,
1918.
Speeches delivered by Mr. Fisher in the House of Commons since his
assumption of office as President of the Board of Education. He believes that
the province of popular education is to equip the rising generations for all the
tasks of citizenship, and, moreover, each individual has the right to know and
enjoy all the best that life can ofi'er in the sphere of knowledge, emotion
and hope.
The Place of the University in National Life. London and New York :
Oxford University Press, 1919.
Barnett House Address delivered in the Sheldonian Theatre at Oxford on
February 22, 1919, in which Mr. Fisher points out the many fields of usefulness
that have opened to the universities as the result of the war. He urges that
more stress should be laid upon the teaching of the Humanities and upon a
diffusion of that particular type of intellectual habit which familiar conversa-
tion with the great minds of the past is apt to engender.
Fisher, Sydney George. American Education. Boston: Eichard G.
Badger, 1917.
Condemns the information -giving system of education and urges a return
to old-fashioned mental training and discipline.
30
Fitch, Sir Joshua. Thomas and Matthew Arnold and Their Influence on
English Education. New York: Charles Scribner's Sons, 1897.
An inspiring story of the influence of father and son on English education.
We have not yet attained their high ideals, for their conception of a liberal
education included not only book learning, but "whatsoever things are true,
whatsoever things are honest, whatsoever things are just, whatsoever things
are pure, whatsoever things are lovely and whatsoever things are of good
report." Those who are directing the assault on humanism might read with
profit Thomas Arnold's defence of the Greek and Latin Classics, included in the
pages of this volume.
Foster, William T. Should Students Study? New York and London:
Harper Brothers.
A plea for the old college of liberal arts which, according to the predictions
of certain educators, is in danger of being crushed out between the nether
millstone of the practical high school and the upper millstone of the practical
university. Hence we need more of the old college and less of the modern
attachments.
Freeman, Kenneth J. Schools of Hellas: An Essay on the Practice and
Theory of Ancient Greek Education from, 600 to 300 B. C. London :
Macmillan and Company, 1912.
The modest and enthusiastic young scholar of Cambridge, who wrote this
work with a view to his candidature for a fellowship at Trinity College, died
in 1906 at the age of twenty-four, and his brilliant dissertation was published
posthumously. The Schools of Hellas bears evidence on every page that its
production was a labor of love, and its lessons should be an inspiration to
students in all lands. Training for character was before all things the object
of Hellenic education; hence only the ignorant will say that the spirit of
ancient Greece no longer exercises its spell upon us. As long as character is
valued most highly among us, the Schools of Hellas will have its lessons for the
modern world.
Goschen, George Joachim. The Cultivation and Use of the Imagination.
London : Edward Arnold, Publisher to the India Office, 1893.
The author, speaking as a business man and statesman, warns the reader
of the danger involved in a too-utilitarian education, and insists on other tests
as to the value of instruction besides its direct and immediate bearing on
practical life. To this end, he makes a plea for the cultivation of the imagina-
tion, confident that this power will make us better citizens, more ardent
patriots, and happier men and women.
Griggs, Edward Howard. The Soul of Democracy. New York : The Mac-
millan Company, 1918.
Democracy, we are told, rests on the better education of its citizens, but
efficiency is too narrow a standard by which to estimate anything concerning
human conduct and character. Mr. Griggs believes that in a time like the
present we must hold high the torch of humanistic culture, because education
is for life and not merely for efficiency.
GuizoT, Francois P. G. General History of Civilization in Europe from
the Fall of the Roman Empire to the French Revolution. New York :
D. Appleton and Company, 1883.
It was Guizot wiio first popularized the term, "civilization," in his lectures
delivered at the Sorbonne, which made a profound impression at the time of
their publication in 1831. That destructive force, Teutonic Kultur, was only
dimly discerned in Guizot's generation, but we gather from his lectures that he
had no sympathy with a system of education, the chief end of which was the
31
state and not society. Clearness, sociability, sympathy and humanity, he enu-
merates as the characteristics of French civilization, which entitle that country
to march at the head of tlie European states. Books of this kind are sorely
needed to-day in order to encourage the habit of reflective study, and Guizot's
lectures possess an additional value in giving emphasis to tlie fact that, in
France, the best elements of the Graeco-Eoman culture are preserved, without
which our civilization would be robbed of its humanizing power.
Hadley, Arthur Twining. The Education of the American Citizen,
New York : Charles Scribner's Sons, 1901.
Dr. Hadley raises a voice of warning against one-sided absorption in modern
educational ideals, to the exclusion of everything else. Our teachers, he claims,
are inclined to lay too much stress on knowledge and too little on power.
Some Influences in Modern Philosophic Thought. New Haven : Yale
University Press, 1913.
Dr. Hadley points out the danger in the current teaching of the day to
urge the student to develop his special interests rather than to widen his intel-
lectual horizon.
Harley, Lewis R. "Educational Tendencies of To-day." School and
Society, Mch. 13, 1920.
HuEFFER, Ford Madox. When Blood Is Their Argument: An Analysis of
Prussian Culture. New York and London: Hodder and Stoughton,
1915.
"We have to decide," writes Mr. Hueffer, "whether the future of the race
shall be that of organized, materialist egoism, or that of what I would call the
all-round sportsmanship of altruistic culture."
Jebb, E. C. The WorJc of the Universities for the Nation, Past and Present.
Cambridge : University Press, 1893.
We are told that it belongs to the genius of the English people to value
character more than intellect, and ability more than learning. Therefore, the
English universities have done a good work for the nation by forming char-
acters in which at least some measure of liberal education has been combined
with manliness.
Kenyon, Sir Frederic George. Education, Scientific and Humane: A
Report of the Proceedings of the Council for Humanistic Studies.
London: John Murray, 1917.
A pamphlet issued at the request of the English Council for Humanistic
Studies, as a record of its efforts to promote harmony and co-operation in edu-
cational reform.
Education, Secondary and University: A Report of a Conference
Between the Council for Humanistic Studies and the Conjoint Board
of Scientific Societies. London : John Murray, 1919.
This" report recognizes the unhappy divorce between science and humanism,
a condition that is to be deplored, for these two branches of knowledge are,
after all, nourished by the same parent stem.
Lowell, James Eussell. Democracy and Other Essays. Boston and New
York: Houghton, Mifflin and Company, 1886.
Contains the famous Harvard Anniversary Address, November 8, 1886, in
which Lowell speaks for the Humanities, for the many-sided culture that the
study of the Classics gives. "Only those languages," he writes, "can properly
be called dead in which nothing living has been written. If the classic lan-
guages are dead, they yet speak to us, and with a clearer voice than that of
any living language."
32
MacLeod, Julius. The Place of Science in History. Manchester: The
Literary and Philosophical Society, 1915.
Dr. McLeod, of the University of Ghent, advances the theory that science,
pursued in the historical spirit, leads to the realm of humanism.
Mansbridge, Albert. University Tutorial Classes: A Study in the Devel-
opment of Higher Education Among Working Classes of Men and
Women. London: Longmans, Green and Company, 1913.
An inspiring account of the desire for education, as a way of life rather
than as a means of livelihood or a mere intellectual exercise, among the
English people, with the formation of the Workers' Educational Association of
England.
Marvin", F. S., The Living Past: A Sketch of Western Progress. Oxford:
Clarendon Press, 1915.
This work is based on the text, "thinking backward and living forward,"
which the author develops through a series of twelve chapters to the following
conclusion: "And with the study of the past in all its forms, our interest in
the future is immeasurably enhanced. We know that the stream which bears
us on from tlie infinite behind us will not slacken in its course, and we begin
to recognize a regular movement and a certain goal. The stream is unbroken
and the past lives on."
The Century of Hope: A Sketch of Western Progress from 1815 to the
Great War. Oxford : Clarendon Press, 1919.
A work that breathes the spirit of optimism, and places before us a high
ideal of progress, dominated by greater freedom and beauty, worthier activity,
and more vmselfish liappiness than mankind has known before.
Maurice, Frederick Denison. Learning and Working. Six Lectures
Delivered in "Willis's Eooms, London, in June and July, 1854. London :
Macmillan and Co., 1855.
These lectures were intended to announce the opening of the Workingmen's
College, London, 1854, on which occasion Dr. Maurice defended the right of
the working man to a share of the world's best culture. The truth which he so
forcibly declared, should be the motto of every school : "All experience is against
the notion that the means to produce a supply of good ordinary men is to
attempt nothing higher. I know that nine-tenths of those whom the university
turns out must be hewers of wood and drawers of water, but if I train the ten-
tenths to be so, depend upon it the wood will be badly cut and the water will
be spilt. Aim at something noble; make your system such that a great man
may be formed by it, and tliere will be a manhood in your little men of which
you did not dream."
Social Morality. Twenty-one Lectures Delivered in the University of
Cambridge. London: Macmillan and Co., 1872.
Humanism is the key-note of these lectures, in which Dr. Maurice warns us
not to despise the wisdom of the past, thinking that we may profit by the
wider experience of our own day.
Meiklejohn, Alexander. The Liberal College. Boston: Marshall Jones
Company, 1920.
A collection of papers and addresses dealing with the liberal college. It
expresses the conviction that liberal study enriches and strengthens the lives
of individual men and of groups of men. It is based upon the belief that for a
man and for his fellows it is well that he have a good mind, and if possible an
excellent or even a distinguished mind.
33
Murphy, Rev. Thomas E. Popular Errors About Classical Studies. Wor-
cester, Massachusetts: Press of Harrigan Brothers.
A warning to the small college of the danger involved in the demand for
intellectual short-cuts.
Owen, Willia:\i Baxtek. The Humanities in the Education of the Future.
Boston: Sherman, French and Company, 1912.
Dr. Owen maintains the hopeful view that the Humanities in education will
be not less, but more important in the coming century.
Porter, Noah, et al. Lectures Delivered Before the Students of Phillips
Exeter Academy, 1885-1886. Boston and New York: Houghton,
Mifflin and Company, 1887.
In his lecttire, "The Ideal Scholar," Dr. Porter claims that although we are
living in a day of divided and subdivided labor, nothing short of a broad and
liberal culture should be held up as the standard of education. The masses
have the right to share this culture; indeed, the ranks of high scholarship are
frequently recruited from that firrii-fired, virile stock, the common people.
Potter, Henry Codman. The Scholar and the State. New York: The
Century Company, 1897.
In the opinion of Bishop Potter, an important vocation is open to the
scholar in our day, to take the stand and to make a protest against the reign
of a coarse materialism and a deluge of greed and self-seeking.
Kamsay, W. M. The Making of a University : What We Have to Learn
from Educational Ideals in America. London and New York : Hodder
and Stoughton, 1915.
An estimate of the educational work of Dr. Isaac Conrad Ketler, first
president of Grove City College, Pennsylvania — a remarkable tribute paid by
the Professor of Humanity at Aberdeen, who claims that the best hopes of
American life are bound up in the college of liberal arts.
Rich:mond^ Kenneth. The Permanent Values in Education. New York:
E. P. Button and Company.
The author holds that education, of all the works of man, must be ideal
and real; it must be bound and free to keep an unclouded eye on truth; the
most bound because of its responsibility for the future, and the most free
because the uncramped mind of youth ofl'ers so open and unlimited a field for
the recognition of reality.
Roberts, R. D. (Editor). Education in the Nineteenth Century. Lectures
Delivered in the Educational Section of the Cambridge University
Extension Summer Meeting in August, 1900. Cambridge : University
Press, 1901.
These lectures, by eminent specialists, cover a wide range of subjects, the
last by Prof. W. Rein, of Jena University, on "Outlines of the Development of
Educational Ideas During the Nineteenth Century," being of particular interest
as a survey of intellectual endeavor for one hundred years. Concerning the
Humanities, Prof. Rein is of the opinion that one section of our people must
carefully preserve the great historical continuity of our culture. Another
section may be steeped in modern ideas, and gain strength and skill for the
duties of life from them. In this way the old quarjel between humanism and
realism will become a friendly rivalry, since both enjoy the same freedom, the
same light and the same air.
34
EoYCE, JosiAH. The Hope of the Oreat Community. New York: The
Macmillan Company, 1916.
Essays written by Prof. Royce during war time, and published a few
months after his death in November, 1916. It is the author's belief that polit-
ical unity is not in itself essential to the highest development of civilization;
that Greece to-day rules the world, as Germany will never rule it, though its
inventions and its efficiency should continue and grow for a thousand years.
"No modern nation that has won political power lias ever expressed its best
contribution to humanity through this political power, or has ever made a
contribution to the community of mankind which is nearly equal to the contri-
bution made by Greece, and made by a nation which proved wholly incapable
of political unity."
Sarton, George. The New Humanism. London : Williams and Norgate,
1918.
A contribution to the literature of humanism, published simultaneously at
London, Paris and Bologna. The author writes of the possibilities of the new
humanism, when all studies come to be considered in their mutual affinities:
"The new humanism draws a part of its inspiration and of its force from the
past, but it is especially toward the future that its activities are directed. A
better future must be prepared, a higher science, a closer social solidarity. It
is necessary that a scientific spirit be such that the respect for truth and the
practice of justice become in some manner integral obligations from which men
may no longer withdraw themselves."
Sedgwick, Henry Dwight. An Apology for Old Maids and Other Essays.
New York: The Macmillan Company, 1916.
Spirited essays on literary subjects. In one of them, "The Classics Again,"
the author finds all life chaotic until it has passed through the mind of an
artist.
Showerman, Grant. With the Professor. New York: Henry Holt and
Company, 1910.
A book written in a lighter vein, intended to picture the various experiences
that fill the college professor's life, and yet pervaded with the serious thought
that education sufl'ers from the lack of ideals. "How can the rising generation
in high school and college be blamed if they are not idealists?" Prof. Shower-
man asks. "Who is to set them the example? It is an endless chain. From
the professor in the graduate school to the teacher in the grades, all are
preaching, either by precept or example, the gospel of getting on in life, of
sacrificing the ideal, which is only the practical far removed and glorified, to
the practical, by which is meant only a mean and easily achieved ideal."
SoNNENSCHEiN, Edward A. Ideals of Culture. London: Swan, Sonnen-
schein and Co., 1891.
An argument designed to prove that the prime essentials of culture are the
scientific and the poetic, that the proper study of science leads to humanism,
and that science cannot get her grievances redressed by attacking the sister
realm of knowledge.
Thompson, D'Arcy W. Wayside Thoughts: Being a Series of Desultory
Essays on Education. Edinburgh: William P. Nimmo, 1868.
Delightful college memories and experiences as a teacher, by the Professor
of Greek at Queen's College, Galway, Ireland.
Day Dreams of a Si^hoolmaster. Boston : D. C. Heath and Co., 1906.
Contains an eloquent tribute to the so-called dead languages of antiquity.
35
Teevelyan^ George Macaulay. Clio, a Muse, and Other Essays, Literary
Pedestrian. London: Longmans, Green and Co., 1913.
A volume of literary, historical and classical appreciations.
Verrall, a. W. Collected Literary Essays: Classical and Modern. Cam-
bridge: at the University Press, 1913.
ViLLARi, Pasquale. Studics Historical and Critical. New York : Charles
Scribner's Sons, 1907.
The distinguished biographer of Machiavelli and Savonarola is confident
that with the history of the Greeks and Romans blotted out, our minds would
be a blank, for it is the record of a civilization, although transformed, that
still endures within us as a constituent element of our mentality.
West, Andrew F. The Graduate College of Princeton, with Some Reflec-
tions on the Humanizing of T^earning. Princeton : Princeton Univer-
sity Press, 1913.
Whitehead, A. N., The Organization of Thought: Educational and Scien-
tific. Philadelphia: J. B. Lippincott Company, 1917.
The professor of applied mathematics at the Imperial College of Science
and Technology recognizes the value of culture in education. A merely well-
informed man is the most useless bore on God's earth. What we should aim at
producing is men who possess both culture and expert knowledge in some special
direction. Their expert knowledge will give them the ground to start from,
and their culture will lead them as deep as philosophy and as high as art.
Wiese, Dr. L. German Letters on English Education. London: Long-
mans, Brown, Green, and Longmans, 1854.
Dr. Wiese writes that the public schools and universities of England repre-
sent the permanent, not the fluctuating elements of human knowledge. He
confesses that the maxim, non scholoe sed vitce, is better understood in England
than in Germany, and that all a school can teach, beyond imparting a certain
small stock of knowledge, is the way to learn. This suggestive volume closes
with a picture of the ideal school system: "Were it possible to combine tlie
German scientific method with the English power of forming character, we
should attain an idea of education not yet realized in Christian times, only once
realized perhaps in any time — in the best days of Greece."
WiLLMOTT, Egbert Arts. Pleasures of Literature, With an Introduction
by .Cranstoun Metcalfe. New York and London : G. P. Putnam^s Sons,
1907.
A beautiful appreciation of classical and modern literature by one of the
brightest minds of Victorian England.
Woodward, William Harrison. Vittorino Da Feltre and Other Humanist
Educators: Essays and Versions. Cambridge: at the University
Press, 1912.
An introduction to the study of education in the first period of the
Renaissance, containing an interesting chapter on the aims and methods of
the humanist educator.
ZiMMERN, Alfred E. Nationality and Government, With Other War-Time
Essays. New York : Eobert M. McBride and Company, 1918.
See the chapters on "Education, Social and National," and "The Universi-
ties and Public Opinion," for an account of the organized movement of the
Workers' Educational Association, England, in behalf of liberal education.
UNIVERSITY OF CALIFORNIA LIBRARY
BERKELEY
Return to desk from which borrowed.
This book is DUE on the last date stamped below.
LD 21-95w-ll,'50(2877sl6)476
THE UNIVERSITY OF CAUFORNIA UBRARY
Live Music Archive
Librivox Free Audio
Metropolitan Museum
Cleveland Museum of Art
Internet Arcade
Console Living Room
Books to Borrow
Open Library
TV News
Understanding 9/11