. ■» '^i'S'MM imm OORNai. UN!V, ALBERT R. MANN LIBRARY New York State Colleges OF Agriculture and Home Economics AT Cornell University Cornell University Library Z 5814.R4S3 Religious education a"'*,J,'|"li;Sf,±^ 3 1924 014 487 312 The original of tliis book is in tlie Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/details/cu31924014487312 Nem fork At Q^ocneU llnttiecsttg Jtliata. tS. f . RELIGIOUS EDUCATION AND CHILD PSYCHOLOGY AN ANNOTATED BIBLIOGRAPHY OF THE LITERATURE SUPPLEMENTARY TO HOW TO TEACH IN SUNDAY-SCHOOL" By Theodore E. Schmauk Professor in Pedagogy, Psychology and Social Ethics at the Philadelphia Theological Seminary of the Lutheran Church THE UNITED LUTHERAN PUBLICATION HOUSE PHILADELPHIA 1920 @-t7^3Z "A CONTENTS PAGE Introduction 5 Tabular Sxjrvey of Topics of Religious Education 13 Subjects Included in Bibliography. . ..19-85 Babyhood 19 Early Childhood 21 Childhood 21 Telling a Story 28 Where to Find Good Stories 29 The Child and Religion 30 Child Training 32 Childhood and Sex 38 Kindergarten • ■ 39 Froebel 39 Play 44 The Boy 45 The Organized Boy 48 The Girl 49 Adolescence 50 Psychology of Religion 51 Religious Educai'ion 51 The Public Schools and Religious Educa- tion 53 3 4 CONTENTS Subjects Included in Bibliography (Continued) PAGE The Church and Religious Education 55 Historical and Practical Ideals of Educa- tion 56 Moral Education 60 Psychology of Education 62 Pedagogy 66 School Management 70 Sunday-school Teaching 72 Teacher Training Handbooks 74 Of Especial Interest to the Bulk of Our Readers ^^ The Sunday-school as an Organization .... 78 Graded Series of Sunday-school Lessons .... 81 Books on Various Grades 83 Index 87 INTRODUCTION THE latter pait of the Nineteenth Century was notable for its experimental study in child nature. The educational world came to see that in this field the child view-point is central. "The child's interests must rule, and the child's in- terest must determine the form of family and school life; all adult affairs must give way before the insistent demands of child-nature ; King Child is on the throne and must be obeyed." The Twentieth Century feels the overemphasis in this theory and realizes that no child liveth unto himself, but it substitutes the centrality of society for the centrality of childhood. The child lives in, through, and for its social relationships. Even the religion, and particularly the morality of the child is inter- preter from a social point of view. Not the child in the King- dom of God — "Of such is the kingdom of heaven" — but the destiny of the child in the coming social democracy, has become the interpretative key to the educational goal. This attitude penetrates all education, including the religious education offered to the Church and Sunday school by current writers. What is offered is, religion with God pretty well left out, a religion unfolding for society out of the child's natural instincts. There is little room in the inn for our Lord Jesus Christ the Son of God, in the bosom of the Father, the only One Who has declared the Father and through Whom alone we have access to the Father. The literature on Education is immense. Twenty years ago the Musee Pedagogique at Paris, which was founded in 1879 by the French Government, contained 50,000 pedagogical books; the National Pedagogical Libraries of Belgium, Switzerland and Russia each contained over 15,000 volumes. Two special libra- ries in Berlin together housed 30,000 volumes. The Central Pedagogical Library at Leipzig, founded almost a half century^ ago in honor of Comenius, contained nearly 67,000 books and pamphlets on educational subjects. In the South Kensington Museum in London there were 10,500 books on the subject of education. Our Bureau of Education at Washington at that INTRODUCTION time had over 50,000 books and 150,000 pamphlets on Education and its allied subjects. The present estimated number is 175,000. Of printed bibliographies, C. W. Bardeen of Syracuse, had issued his catalogue of "Rare Books on Pedagogy"; Elmer E. Brown his "Catalogue of the Books in the Pedagogical Section of the Library" (University of California) ; G. Stanley Hall and John M. Mansfeld, "Hints Toward a Select and Descriptive Bibliography of Education" (1893) ; W. T. Harris, "Publications of the U. S. Bureau of Education from 1867 to 1890, with Sub- ject Index" (1891); James McAllister had issued a "Catalogue of the Pedagogical Literature and Books of Reference in the OfiBce of the Superintendent of Public Schools, Board of Edu- cation. Philadelphia," in 1S37. containing 184 pages, with a sup- plement of 47 pages in 1890; W. S. Sonnenschein, an extensive Catalogue containing 1,009 pages in 1891 (with a supplement containing 775 pages in 1895), of the best books, of which pp. 270-303 are devoted to Education. Of books of titles, Julius Beeger published a Catalogue of the Central Pedagogical Library of Leipzig in 1892; Bonet- Maury a Catalogue in two volumes and a supplement of the Pedagogical Museum in Paris ; O. Hmiziker a Catalogue of the Pestalozzian Library at Zurich in 1894; and Will S. Monroe, then of the Department of Pedagogy and Psychology of the State Normal School in Westfield, Massachusetts, issued his "Bibliography of Education" in 1897 (Appleton & Co.), in which he had the co-operation, among others, of Dr. Harris, United States Commissioner of Education; Prof. Earl Barnes, of Stanford University, President G. Stanley Hall, of Clark Uni- versity, and Miss Lucy Wheelock, Kindergartner of Boston. In addition to works on the History and Theory of Education, and the Principle and Practice of Teaching, he includes works on the Philosophy of Education, on Psychology, on Moral Education, and on the Sociological Aspects of Education. In it the subject of Religious Education is studied under the viewpoint of general education and of the psychology of the child. The scope of this present educational bibliography is too lim- ited, and its purpose too practical, to refer to the great cyclopedic treasuries of education of the Nineteenth Century: Barnard INTRODUCTION (American Journal, Hartford, 18SS-1881), Buisson (Paris, 1882- 87, Dictionnaire de pedagogic, premiere partie), Butler (Great Educators, New York, 1892 sqq.), Harris (International Educa- tion Series, 40 vols.. New York, 1887 sqq.), Heath (28 vols. 1866 sqq.), Lindner (Leipsig, 1884), Mann (32 vols. Langensalza), Rein (Encyklopadisches Handbuch der Padagogik, Langensalza), and Hastings (Encyclopedia of Religion and Ethics, 1908). Nor can it deal with the all-comprehensive Schmid (Gotha, 1859- 70, Stuttgart and Berlin, 5th vol. 1902) ; nor to articles in the Educational Review and other American educational journals; nor to those in the Hall-Monroe Cyclopedia of Education. But a number of articles in the Pedagogical Seminary are in- cluded. Our modern and practical purpose also excludes any reference to the great thinkers of history: Plato (Meno, Laws, The Re- public), Aristotle (Politics, Morals), Plutarch, Augustine, Roger Bacon, Zwingli, Luther, Calvin, Erasmus and the English and Continental Humanists, Melanchthon, Sturm, Francis Bacon, Milton and Francke.* We cite Fenelon and Rousseau. There are references to Comenius, Locke, Pestalozzi, Froebel, Oberlin, and a reference to Montessori. From Rousseau came the principle that education is life, and not conventionality, that education is a crude naturalistic reac- tion of the physical world upon self, and not restraint, or moral training, or awakening to a sense of duty, that it must center in the child, and find its end in each particular stage of the individual's own life. Pestalozzi taught that we must have an actual knowledge of the child and a genuine sympathy for him ; that education is a growth from within ; that this is the result of the experiences of the child; that objects, not symbols; and sense perception, not memory must form the basis of the process of * (For a fair estimate of Hermann August Francke in his influence upon modern education, see Monroe, History of Education, p. 498. Says James Wehon, Professor of Education in the University of Leeds, "In Germany a new era opened with the foundation of the Universities of Halle C1694], and Goettingen C1737] which from the first discarded the old conception that the function of a university is to pass on knowledge already complete, and so opened the door to the new culture and philosophy. At Halle was set the example of Francke of providing for the education of the poor, and to his disciple Hecker, Germany owes the first Realschule. Simultaneous movements for the education of the poor were made by the Brothers of the Christian Schools in France, and by the Society for the Promotion of Christian Knowledge in England.") INTRODUCTION instruction. From Herbart came the idea of a scientific mental process of instruction, including a correct basis for a curriculum, which should present a cultural epitome of the race, and that character is the aim of instruction. From Froebel came the true conception of the nature of the child, and that the child's tend- ency to activity is the starting point. Monroe (History of Edu- cation, p. 748) says that Froebel has given the world "the first, and as yet most complete application of the theory of evolution to the problem of education." Modern science newly defines the culture demanded by present life, and, with sociology, in- sists that industrial, technical, and professional training be considered at every stage. The sociologist maintains that edu- cation is the process of developing society, that it must fit the individual for citizenship and for some form of productive par- ticipation in present social activities. (Compare Monroe, p. 748.) Thus the present moment finds a new aim, new ideals and standards, and a new goal, being set up. Of the older leaders of the new movement, some mention is made, in this book, of Compayre, Spencer, Payne, Harris, and Mark Baldwin; none or scarcely any of Thomas and Mathew Arnold, Maurice, Kingsley, Huxley, Seeley, Horace Mann, Jevons, Carpenter, Galloway, Bascora, Baldwin (J.), Mahaffy, Page, Mark Hopkins, Bowne, Bardeen, Foster, Hughes, Fitch, John Vincent, nor of the philosophers and physiologists, Lotze, Ribot, Wundt, Hoffding, and TolstoL But attention has been given to Herbart and his school, — Ziller, Strumpell, Waitz, Rosenkranz and Rein. (For a statement of Herbart's moral and will theories, their relation to Pestalozzianism, and their influ- ence on modern education, see "The Herbartian Movement" in Monroe's History of Education, pp. 622-639, and pp. 670-671). The more evangelical works by Schumann, Palmer, and Knoke, and the Roman Catholic works are not referred to. Nor is there reference to the many training and instruction books of the Y. M. C. A., nor to the methods and literature of such in- stitutions as White's Bible Teachers' Training School of New York or the Moody Bible Institute of Chicago. As late as 1911, Prof. Monroe, of the Teachers' College, ColunAia University, could write: "The complete secularization of schools has led to the complete exclusion of religious elements INTRODUCTION in education. . Thus the material which a few generations ago furnished the sole content of elementary education, is now en- tirely excluded and a problem of very great importance — that of religious education — is presented. Little or no attempt at solu- tion is made, and little interest aroused. The problem for the teacher comes to be quite similar to that formulated by the Greek philosophers, to produce character through an education that is dominantly rational and that excludes all recognition of the traditional religious element. It does not assist in solving the problem, to deny that as a people through "our schools we have definitely rejected revealed religion, as a basis for morality and seek to find a sufficient basis in the development of ration- ality in the child. One most important phase of education is left to the Church and the Home, neither of which' is doing much to meet the demand" (p. 750). Before Monroe wrote these words, experimental investigations of the child mind were discovering primal and religious ele- ments existing there, and within the last decade, chairs of religi- ous pedagogy in theological seminaries and universities and religious educational organizations have been seeking to restore the central importance of religion in the education of the child. Many of these efforts have been an endeavor to develop and present to scholars and to the Church a theory of simply na- tural development of religion, as founded upon the nature of the child. The present bibliography is confined to books in some way use- ful to religious education, with particular reference to the religious training of the child and to works on the teaching in- strumentality of the Church known as the Sunday-school. The standpoint of this book is evangelical, and it is supplementary, though broader in scope, to a volume just issued on "How to Teach in Sunday-school." It requires some courage in the educational world to say that the spiritual transcends the intellectual and the moral. The writer believes that culture without faith and character is not education. Personality is a unit. Intelligent physical manhood is but a fragment. Morality that is not founded on faith, on eternal righteousness and grace, is but an established mode of behavior. Religion is the center and core of all education. The Author and Finisher of all things, spiritual and physical. 10 INTRODUCTION has Himself keyed personality into rhythm and harmony with His own will. In recognizing and adopting their relationship to the Divine, our heart and will function in accord with the Divine. A spiritual regeneration, evolving into character in ac- cordance with the plan of God, is the only thing that will make man what he ought be and was intended to be. A "candidate for personality,'' as the new education terms the child, is not on the right road when he is brought up chiefly as a self-centered indi- vidual, or as a part of the social goal. Above his relations to himself, to things visible, to the men around him, and to the social structure in which he finds himself, is his relation to God. The social self, the self realized in society, does not introduce into life the ultimate prindple of ethical unity. Human or merely ethical relationships do not lift man to his highest estate. It is only religion that brings us into unity with the ultimate ground of our being. As Prof. Coe says (Education in Religion and Morals, p. 32), "It is the end that presides over the begin- ning and gives unity to all stages of the p r c e s s." "Into the constitution of every one of us God has wrought his plan for human life" (lb. p. 38). Hence the recent educational reform, which accords a new recognition to natural law in the educational process, and which defines the end of education in social terms, is partial in its outlook. How can evolution provide a basis upon which our spiritual building can be erected? The hereditary endowment of our own nature cannot blossom into a recognition and realiza- tion of the life principles of the Kingdom. We cannot of our- selves and through our own self-determination live and move and have our being in God. Every child needs a new birth. As Coe says (lb. p. 57), "every infant is an almost complete ego- tist." We agree with Coe that the new birth need not come through conscious crises. But we differ where he holds that there is determinating power in the child's self to bring about this new birth when the proper spiritual material is presented to him for assimilation. According to Christ, the new birth is a supernatural act. Christianity is not a matter of furnishing moral principles, or of ideals and rules of living, or of inspiring young people to follow the example of Jesus. The manhood we have by nature and heredity must be reborn by the Holy Spirit and this is INTRODUCTION 11 possible only in and through the redemption of Christ. A re- fined altruism, a lofty idealism will not suffice. A mere natural culture will not put us into the attitude of loving God above all, and of interpreting our own development and social obligations in the light of God's will. The light and life of an eternally advancing personality come only through Christ. The psychological investigations of G. Stanley Hall, the Old Testament work of Dr. Harper, the Kent and Sanders recon- struction of biblical literature, the constructive studies of the University of Chicago, the Completely Graded Series, recent monotheistic and humanitarian interpretations, and all social pedagogical studies should, from this standpoint, be read and used in the light of the only begotten Son of God, God of God, Light of Light, Very God of Very God, Who for us men and for our salvation came down from heaven. Who suffered, was buried and rose again according to the Scriptures, Who shall come again in glory. Whose Kingdom shall have no end; and of the Holy Ghost, the Lord and Giver of Life, Who spake by the Prophets. All works on education are to be valued and tested in their relation to the Lord of Life. If the Christ of Christianity be central, a natural development and training of the child, with all consideration of the psychological changes in its nature dur- ing the period of adolescence, on the basis of the Fatherhood of God and the Brotherhood of man, is not Christian education. The current psychology of education, based on intelligent bio- logical experience, is not an answer to the Christian problem. Christianity is not the flower of a naturally upward growth, but is a divine principle implanted from above by the Gospel. Nevertheless we have felt it to be wise and in the interests of a true scholarship to include in this catalogue a broad survey of the literature of diverse schools. And for those who need guidance, we draw attention to the following remarks : t 1. Books in the lists mentioned by title are not necessarily recommended. They usually are given to show the scope of the literature. 2. The great majority of the psychological books, in particu- lar those elucidating the adolescent period, are built upon ma- terialistic development as the basis and cause of the mental and 12 INTRODUCTION spiritual growth. Against this, however generally accepted, we must give warning. Whatever be the co-relation or connection between the spir- itual and the physical, whether it be that of concomitance, or of organic agency, Christianity cannot admit that the relation- ship is causal. To do so would be, if not actually to ignore the theistic premise, yet surely to deny the divine origin of our Lord, the preeminence and certitude of the Scripture as divine and final revelation, and would be fatal to Christianity as we understand it. The spiritual may be closely enwrapped in the physical, but its original germ is divine and is not an evolution from the material, even where the growth of the two factors in the unity of a single human nature seemed to be closely interrelated and parallel. Brain is the organ, but not the cause of the' image of God in man. Hence the literature on the psychological or genetic develop- ment of the personality now founded on biology, must be used with extreme caution by the Christian teacher. Such a book as, e. g., Baldwin's "The Story of the Mind," (although it holds that the universe is run through with Mind, yet it knows and worships that Mind as the 'Great Purpose,' with Darwin as its Prophet,) is apt to undermine the student's simple and precious faith in the salvation that is in Christ Jesus. For the scholar who believes in the reality of the good tidings from heaven, the Gospel of salvation is the foundation of the life of God in us. Jesus Christ is all and in all. RELIGIOUS EDUCATION A Survey of Its Problems Religious Education What Is Religious Education? Religion Is the Center in General Education. Jesus Christ is the Dynamic Center in Christianity. Restatements of Educational Theory in the Light of the Above. The Child Theories of the Child: Before Comenius Comenius Locke Rousseau Pestalozzi Froebel Spencer Fiske Baldwin Hall Dewey Coe The Gospel View The Teacher Faith. Ideals. Character. Mastery of Subject Matter. Comprehension of Pupil. Mastery of Method. Capability of Awakening and Sustaining Interest. Sympathetic Leadership. General Method Method Derived from the Logic of the subject Matter. — Didactic. Method of Stimulating the Pupil's Mentality to Self- Activity. — Socratic — Catechetical. 14 A SURVEY OF ITS PROBLEMS General Method (Continued) Method Derived from Contact with Nature.— Experience — Rousseau. Method Derived from the Logical Psychology of the Pupil's Mind. — Herbartian. Methsd Derived from Biological and Psychological Stages of Development. — Genetic and Graded. Elements of Method: Instruction. Direct Presentation. Awakening by Suggestion. Clarifying by Explanation. Connecting by Association. Organizing by Comprehension. Establishing through Recollection. Education. Stimulating Development. Fostering Development. Guiding Development. Furnishing Nurture. Eliciting Response Training. Inducing Action. Imitative, suggestive or original. Commanding Action. Inhibiting Action. Exercise through Repetition. Securing Quality through Testing. Accessories to Method: Experimentation. Personal Influence. Practical Training. Example. Arrangement of Environment to Bring About Ex- perience. The Curriculum Adjustment of Subject Matter and Method to Fixed time- limits with Progressive Advancement to Goal. The Individual Lesson Plan. The Uniform Lesson Plan. The Graded Lesson Plan. The Relation of the History, Morals, and Indirect Religi- A SURVEY OF ITS PROBLEMS 15 The Curriculum (Continued) ous Teaching in the Curriculum of the Public Schools to the Curriculum of the Sunday-school. The Problem of the Curriculum in view of the unitary character of education, and of the separation of church and state. Institutions The Church. The Church's Duty, Right and Function in Religious Education. The Church's Difficulties and Neglect in Religious Education. The School. The Catechetical School. A System of Church Schools Outside of the Sunday- school. The Parish or Weekday Religious School. The Church Vacation School. Weekday or Daily Church Instruction, whether on the Gary, the Wenner, or other Plans. The Organization and Administration of Sunday and Church Schools. The Effect of Religious Day-schools upon the Sunday- school. A System for the Training of Teachers for Church Schools. A System for the Supervision of Church Schools. Sunday Church Schools. The Church and High School Education. The Church College. Its Serviceableness and Sphere. The Curriculum of the Church College. The Place of Religion in the Curriculum of a Church College. Religion in Colleges under any Plan. The Bible as a Free Elective. The University and Religion. The University and the Church. Plans for Religious Home Education. A Community System of Religious Education. The Church and the Public Schools. Problems of the Church and State in Religious Edu- cation. No. 2 16 A SURVEY OF ITS PROBLEMS Institutions (Continued) Preserving a Free Church Within a Free State. Can and Should Religion Be Taught in the Public Schools? The Reading and Teaching of the Bible in the Public Schools. The Devotional Use of the Bible in the Public Schools. Bible Lessons in the Curriculum of the Public Schools. The Bible as Religious Literature. Academic Credit in the Public Schools for Religious Instruction by the Churches. Co-operation between the Church and the Public School in Religious Education. Moral Instruction and Training in the Public Schools. The New Sciences in the Public Schools and the Effect of Their Teaching on Religion. The Sunday-School The Organization and Administration of the Sunday- school. Relation to the Congregation and the Pastor. The Departments of the Sunday-school. The Grading of the Sunday-school — Graded Systems. The Aim and Goal of Education by the Sunday-school. Sunday-school Standards. Curriculum of the Sunday-schools. The Teacher. Teacher Training Schools and Courses. — Normal Work. Selecting and Training Future Teachers. Fitting the Teacher to the Grade and the Class. Supervising the Teacher's Methods. Inspiring the Teacher to Make Progress. Methods of Determining the Lesson. Methods of the Teacher's Preparation of the Lesson. Methods of the Scholar's Study of the Lesson. Methods of Quarterly Review or Examination or Test- ing, with Credits. The Psychology of the Pupil. Periods of Childhood. Home Education. Home Visitation. Weekly Teachers' Meetings. Graded Unions. Parent-Teachers' Meetings. Sunday-school Conventions. A SURVEY OF ITS PROBLEMS 17 The Sunday-School (Continued) Sunday-school Worship. Sunday-school Music. Sunday-school Buildings. Training the Scholars into Church Responsibilities. Training the Congregation into Responsibility for its Sun- day-schools. Missions in the Sunday-school. Social Service in the Sunday-school. Child Welfare Work in the Sunday-school. Organizations for Boys and Girls. The Sunday-school and Credits for Work Done. — The Diploma. The Sunday-school and the Catechetical Class. The Sunday-school and Active Church Membership. The Sunday-school and Service in the Kingdom. Reference Books and Libraries. BIBLIOGRAPHY Mann, Moore, Fitz, Abbott, Kerley, Schmauk, Holt, Rowe, BABYHOOD Moral Culture of Infancy. Guide to Kindergarten. New York. 1877. Full of detail and written in the kindergarten spirit. The Training of Infants. New York. Gives training laws. Problems of Babyhood. New York. 1906. Properly training the little one's physical and mental development. Training of Parents. Boston. 1908. In a racy style describes the infant and the parents who train him before the little one knows itself. Short Talks with Young Mothers. New York. In Mother's Arras. Philadelphia. 1910. For mothers of babes from birth to two years of age, including directions to pastors. "A perfect piece of work, ideally adapted to a field that needs cultivation more than any other in the Church — the development of the educational agency of the Christian Home. The approach to the subject is as true as it is unusual. My pleasure is more than equalled by my admiration for the simple and yet lofty and appealing way of presen- tation." — Floyd W. Tomkins, Jr. The Care and Feeding of Children. New York. The Physical Nature of the Child and How to Study It. New York. Hall (Mrs.), First Hundred Days of a Child's Life. Child Study Monthly. Vol. II, S. P. T. (126). Dressier, A Morning's Observation of a Baby. Pedagogical Seminary. Vol. VIII, pp. 469-81. Shinn, The Biography of a Baby. Boston. 19 20 BIBLIOGRAPHY Shinn, Preyer, Preyer, Peterson, Dewey, Compayre, Prior, Perez, Baldwin, Davidson, Tyler, Fiske (John), Poulsson, Notes on the Development of a Child. University of California Studies Vol. I. Mind of the Child. 2 vols. New York. Founder of the psychological study of childhood. Infant Mind. New York. 1894. An investigation by a great observer, a professor of physiology in Jena. It deals with the development of the senses, and the feelings, the rise of the first perceptions and I ideas, the origin of the will, the learning of speech, and the awakening of self-consciousness in the in- fant The Beginning of Mind in the New Born. New York. 1910. Mental Development in Early Infancy. Transactions Illinois Society for Child Study. Vol. IV. Shows that the senses are not correlated with each other at birth. The Intellectual and Moral Development of the Infant. 1896. Vol. I. Notes on the First Three Years of a Child. Pedagogical Seminary. Vol. Ill, pp. 339-41. First Three Years of Childhood. Syracuse and London. 1900. Scrappy survey with helpful suggestions. The Genetic Study of Childhood. The result of the application of the genetic method to the biological and psychic development (as Mr. Baldwin observed it) of his own children. Observations and experiments during the infancy of bis children. The Recapitulation Theory and Human Infancy. New York. 1914. This theory is not proven to sober minds. Davidson's bibliography. Growth and Education. New York. Contains Bibliography. The Meaning of Infancy. Boston. Father and Baby Plays, with Music. Note EARLY CHILDHOOD 21 EARLY CHILDHOOD Major, First Steps in Mental Growth. New York. 1906. By the Professor of Education in the Ohio State University. Du Bois, Beckonings of Little Hands. Philadelphia. 1895. A simple interpretation of childhood written with a father s sensitiveness of the tragedies and joys of little children. Pater (W.), The Child in the House. Miscellaneous Studies. New York. 189S. Shows the influence of environment, events, and memories in moulding a child's spirit. Grahatne, The Golden Age. New York. 1898. Opens to us the child's dream world. Barnes, Ideals of Children. Kindergarten Magazine. Oct., 1903, 86-100. Has been termed the only important inductive study yet made in the ideals of children under seven or eight years of age. Children's Ideals. Pedagogical Seminary. Vol. VII. McMillan, Early Childhood. Syracuse and London. 1900. Essays on impressions, movements, training, lit- erature, and mental effort in their relation to chil- dren. Compayre, Development of the Child in Later Infancy. Vol. II. Tr. by Wilson. New York. 1914. Hoare, Hints for the Improvement of Early Education and Nursery Discipline. CHILDHOOD Forbush, Guide Board to Childhood. Philadelphia. 1915. Lamoreaux, The Unfolding Life. New York. 1907. Vitally written. Deals with the stages of child- hood and youth from a truly spiritual point of view. Dr. Johnson says these teachings are "the most helpful I have ever heard." The nurture proposed and the training given to the development of the 22 BIBLIOGRAPHY child are for the growing soul, and physicalgrowth is only alluded to secondarily and in its relation to the soul. The nurture suggested is chiefly that of the Sunday-school, though there are abundant hints -for the home. The personality of the Saviour is not as central as we should desire. The ages treated are early childhood, childhood 6 to 9, juniors 9 to 12, ^ early, middle and late adolescence, but as two-thirdfl ; of the book relates to childhood, we have placed it • here. Forbush, Child Study and Child Training. New York. 1915. Thirty-six lessons and twenty-seven laboratory ex- periments. For parents and young people. Very concrete and practical. For teacher-traioing classes and classes of mothers in child study and child training. Training of the mind, character, imagination, feelings in home, at school, in woric and at play, through stories, reading and social life, with a chapter on the Church and her Children and on the Goal as being Service for the Kingdom, characterizes the book. Many of the problems of child life are touched on in a social way. The sub- stance of the book is solid, and so stated as to be helpful to parents and teachers. Religion is touched on, but is not made central in the child's life, and it concerns the religious habits of home and Church, and the child's own ideas, rather than the Christianity of the Scriptures. The chapter on Interest is unusually informing and helpful to teacher and parents. Drummond, The Child, His Nature atid Nurture. London and Toronto. 1915. An important book. McKeever, Outlines of Child Study. New York. 1915. For Mothers' Clubs and Parent-Teacher Associa- tions. Presenting plans of Child Study, Organiza- tion, together with numerous (112) Child Study pro- grams. Many good ideas, together with some very impractical things. Mangold, Problems of Child Welfare. New York. 1914. Danielson, Lessons, for Teachers of Beginners. Boston. 1914. Practical suggestions on the significance of child- hood, child s religion, the story, the school program, the play instinct, etc. The religion is the child's natural God conscious- i ness. The religion of Christ is termed the religian of service. And the Christ ideal for the child is that at self;sacrifice. The author is familiar with the pedagogical works on natural religion and tries to apply them concretely. Key (Ellen), The Century of the Child. New York and London. 1909. Twenty editions in Germany and used viridelv in other countries. ' CHILDHOOD 23 Murray, Moore, Urwick, Hallam, Hunt, Tanner, Bimey, Winterburn, Baroness Marenholtr- Bulow, Coraenius, Mayo, Yeates, From One to Tvyenty-one. London. 1909. The Mental Development of a Child. New York and London. 1896. The Child's Mind. Its Growth and Training. London. 1907. Studies in Child Development. Chicago. 1913. The Inner Life of a Child. New York. 1914. The Child : His Thinking, Feeling and Doing. Chicago. 1915. A valuable compend of information on many subjects, with bibliographies. Childhood. New York. 1905. From the Child's Standpoint : Views of Child Life and Nature. New York. 1899. A series of short essays to parents, by a literary woman. The standpoint is not the child's but that of a woman's conception of a child. The religious nature of the child is emphasized, but it is a natural religion. There is no mention of Jesus. The Child and Child-Nature. London. 1893. Contents: Child Nature, The First Utterances of the Child, The Requisites of Education in General, Early Childhood, Froebel's Method and What Is New In It, The Kindergarten, Froebel's Mutter und Koselieder, Earliest Development of the Limbs, The Child's First Relations to Nature, to Mankind, to God. The Orbis Pictus. Reprinted. Syracuse. 1891. "The first child's picture book for school use printed." — ^W. S. Monroe. Lessons on Objects: As given to Children be- tween the Ages of Six and Eight in a Pestalozzian School. London. 1874. Brushwork. Twenty-four Plates with Text. London. 1896. "Suggestive in Kindergarten and Primary Brush Work." — Monroe. 24 BIBLIOGRAPHY Currie, Dewey, Warner, The Principles and Practice of Early and Infant School Education. New York. 1887. Has many bints for primary teachers. The Child and the Curriculum. The Study of Children. New York. 1905. By a physician and lecturer in the London Hos- pital for Children. Deals with the body^ brain, and the general observation of children* with types of childhood, adolescence and the character and train- ing of children. It is a study of physiological facts. Harmon, Study of Child Nature. Barnes, Studies in Education. Vol. I, 2d ed. Philadelphia. 1903. Vol. II. Philadelphia. 1902. A good statistical study of children. Lay, Child's Unconscious Mind. Winston, Memories of a Child. Hogan, A Study of a Child. New York and London. 1898. Gilman, Concerning Children. Boston. 1901. Davids, Note-book of an Adopted Mother. New York. 1903. Wray, Glimpses of Child Nature for Teachers Parents. Bloomington, IlL 1904. Psychology of Childhood from viewpoint of the public schools. McCracken, American Child. Kent, Du Bois, Constructive Interests of Children. New York. 1907. Fireside Child Study. New York. 1903. Du Bois, Schmauk, The Culture of Justice. New York. Establishes a sympathetic attitude toward children. At Mother's Knee. (In Preparation.) Warner, The Nervous System of the Child. CHILDHOOD 25 Oppenheim, Groszmann. McMannis, Richmond, Siegert, King, Norsworthy and Whitley, The Development of the Child. New York. 1899. Discusses the relation of physical growth to moral education. The Career of the Child. 1911. The Study of the Behavior of an Individual Child. Warwick and York. Deals with method in the study of children. The Mind of a Child. London and New York. 1901. Die Periodicitat in der Entwickelung der Kin- dernatur. Leipzig. 1891. The Psychology of Child Development. Chicago. 1903. 5th impression 1917. Not Christian teaching, but often a good judgment of theory values. A statement and application of Dewey's principles to child development An ex- amination of child experiences, the child being con- sidered an immature organism. Connects child training with anthropology and social psychology; tries to show that the real interest in the material of child study lies in its relation to the general question of development, throwing light upon process and functions of growtll, and upon arrest of growth. Includes a bibliography of children's interests. "The primary fact regarding the new born infant is that it is able to respond to stimuli." Scores Prof. Baldwin for stating in his Mental Develop- ment in Child and Race "that his child cried in her fifth month when he pinched a bottle cork." King calls this "preposterous." Champions a complete relativity _ of morality in childhood and even in adults. Criticises the Dar- winian recapitulation theory, namely^ that the indi- vidual passes through certain prehistoric biologic stages, and the culture-epoch theory. Criticises studies and writings on Adolescence as being overdrawn and as based on abnormal cases. "We must be careful, then, about all generalizations as to the introspectiveness of adolescence — .its crises...." Also points out the danger of over- inHuencing religious feelings at this time. Psychology of Childhood. New York. Comprehensive. Includes the psychology of learnr ing. 26 BIBLIOGRAPHY Bryan, Compayre, Baldwin, Nascent Stages and Their Pedagogical Signifi- cance. Pedagogical Seminary. Vol. VII, pp. 357- 396. Worcester. October, 1900. Describes the periods of growth on the basis of genetic development and has good suggestions for (he treatment of childhood. Intellectual and Moral Development of the Child. 2 Vols. New York. 1896-1902. Psychological. By the Rector of the Poitiers' Academy. Deals with the movements, development of sight, hearing, taste, smell and touch, wiUi the emotions, memory, the intellectual evolution, and imagination of the new bom child. Also vtifb the rise of consciousness, attention and association of ideas. The book is a series of psychological (Aser- vations. Mental Development in the Child and the Race. New York. 2d ed. 1897. Not to be recommended because of its evolutionary position. Thomdike, Tracy, Sully, Notes on Child Study. New York. Written by a Professor in the Teachers' College of Columbia University. Deals with the problem of method in the study of children. The Psychology of Childhood. Boston. 1909. By a professor of Philosophy in the University of Toronto. Deals first with the senses, second with the feelings, third with the intellect, fourth with volition, and fifth with language. The book is well classified and compact in statement. It is a physiological analysis and cites such physiologists as Preyer and Wundt The criticism on this book is that in child life we should not try to find the adult in miniature. Studies of Childhood. New York. Anecdotal material from psychological point of view. A chapter on The Raw Material of Morality and one on Nature I,aw, which discusses the atti- tude of the child toward law and the position to be taken by the wise lawgiver. Religion plays little part, and Christianity still less, on such subjects as The Age of Imagination. i-u^ P-^IT T°? Reason. Products of Child Thought^ of Morality, Under Law, The Child as Artist, The Young Draughtsman. It also includes Extracts S"*?- * u^^^'^?:^'^^ '''?"°8 ^e first s5 yeS of his child's life, not given serviceably, and m Essay on (^orge Sand's Quldhood, with "The Fim Years," and A Self-Evolved Religion CHILDHOOD 27 Sully, Heeraart, Taylor, Allison and Perdue, Wiggin, Hall (G. S.), Burk (F. L.). Cannon, Colvin and Bagley, Hall (G. S.), Hall (G. S.), Taylor, Children's Ways. The Transition Classes, or What We May Ex- pect of Children After They Leave the Kindergarten. The Study of the Child. New York. 1898. A brief treatise on the psychology of the child with suggestions to teachers, students and parents. A "sound and wholesome book on child study." (Harris.) The Story in Primary Instruction. Chicago. Sixteen nonbiblical stories, divided into parts. Shows how to prepare and to tell each story. Children's Rights. Boston. 1892. Discusses moral government and discipline, show- ing different phases of Kindergarten work. A series of essays on the rights, plays, playthings, reading, stories, government and kindergarten of the child. For teachers and intelligent parents. A Study of Fears. American Journal of Psychology. Vol. VIII. Worcester. January, 1897. Draws conclusions as to the place of fear in education. Teasing and Bullying. Pedagogical Seminary, Vol. IV, pp. 336-371. Worcester. April, 1897. A study of the darker side of children's lives. Bodily Changes in Pain, Hunger, Fear and Rage. New York. the relations of children's Human Behavior. Chapter V expo sits feelings to behavior. Children's Lies. American Journal (Psychological) Vol. Ill, pp. 59-70. What Children Do Read, and What They Ought to Read. Journal of Pedagogy. 1905, pp. 46-51. A Preliminary Study of Children's Hopes. Report of Supt. of Public Instruction. New York. 1896. Vol. IL 28 BIBLIOGRAPHY Schoff, Lindsay (Ben), The Wayward Child. Indianapolis. 1915. Looks into the causes of crime. Mrs. Schoff is a juvenile court expert, having been President of the Philadelphia Juvenile Court and Probation Association and President of the National Congress of Mothers. She treats the types of waywardness, conditions that bring it about, and some of the methods of reform. She has gathered her causes largely from criminals and delinquents. Articles in Various Magazines Describing His Experience and His Theory of Dealing With Children. Kerr (LeGrand) The Care and Training of Children. New York. Oppenheim, The Care of the Child in Health. TELLING A STORY St. John, Stories and Story-Telling in Moral and Re- ligious Education. Boston. 1910. Shows us what a good story is and how we can learn to tell it. Also how we should use stories and where to find them. A thoughtful and useful book. Bryant, How to Tell Stories to Children. Boston. 190S. A lively and inspiring book on the purpose, selection, adaptation and manner of telling secular stories in the schoolroom. Tells over 30 stories for schoolgrades I to V. Contains a fist of Story Books. Wiltse, Place of the Story in Early Education. Boston. 1892. Largely a study of psychologic phases of child life. Schmauk, Telling Bible Stories. Cin Preparation.) Keys, Stories and Story Telling. Cowles, The Art of Story Telling. Stories to Tell. For mothers and teachers. Houghton, Telling Bible Stories. New York. 1905. ^■^„5f°^ ?1 ,V"'°8. stories of the Old Testament. It does not tell stories, but explains to parents the nature of _ the child, and the nature of Old Te^' meM stories, and how they fit together. The book IS thoughtful and notes many (Ufficulties It re gards the child as a revelation of God, and much TELLING A STORY 29 Moulton, Wiggin, Bailey, Moulton, Wiche, Forbush, Reu, of the old Testament as an enormous treasury of story lore, crude if not mythical, adopting the new historical theories, and is likely to work harm in the heart of parent and child. It does urge the parent to seek and emphasize the spiritual meaning in the story. We should not put the mind of par- ents into an attitude in which they will feel that the real Gospel of Jesus is an excrescence, and not the center of the New and the Old Testament. Bible Stories, Vol. I, Old Testament. Vol. II. New Testament. New York. 1901. The Children*s Numiber of the Modern Readers* Bible. Richard Moulton was professor of English in the University of Chicago. The stories closely follow and embody the text of the Old Testament and are of choice selection and in excellent style. The Story Hour. A suggestive introduction on story-telling, with good stories. For the Story Teller. The Art of Telling Bible Stories. 1904. ■ Some Great Stories and How to Tell Them. Child Study, Chap. XIX, "The Story"; and Chap. VII in second part of the book, "Practical Story Telling." How I Tell the Bible Stories to My Sunday- school. Chicago. 1918. Where To Find Good Stories Cragin, Kindergarten Stories for Sunday-school and Home. Davidson, Kindergarten Bible Stories. Buckland, Stories in the Kindergarten. New York. Klingensmith, Household Stories for Little Readers. Forty-two stories. Poulsson, Child Stories and Rhymes. New York. For the little people of nursery and kindergarten. Proudfoot, Child's Christ Tales. Chicago. Wiltse, Stories for Kindergarten and Primary Schools. 30 BIBLIOGRAPHY St. John, Bryant, Bailey, Lindsay, Hoxie, Evans, Olcott, Arnold, Salisbury- Beckwith, State Board of Education, Magazine, Forbush, N. B.— The Reu's Catechet; Stories and Story-Telling. Chap. XIIL ^ The stories are for young children, for boys and girls and for adolescents. How to Tell Stories to Children. Boston. 1905. See "Sources for The Story Teller,'* in this book. Firelight Stories. 3 series. Mother Stories. A Kindergarten Story Book. Worthwhile Stories for Every Day. Good stories for all occasions, and illustrating many truths. Children's Reading. Perhaps the best book on this subject. A Mother's List of Books for Children. A good bibliography for the mother. Index to Short Stories. Chicago. This index to stories on several hundred subjects gives references to the books in which they are found. Helps in Library Work with Children. Hartford, Conn. Contains lists of stories for the use of teachers. The Story Hour. 3320 19th St., N. W., Washington, D. C. A magazine furnishing stories and discussing methods of story telling. A Manual of Stories. This manual mentions over four hundred collec- tions of stories for telling to children. The stories are of all kinds. list of Bible stories is very incomplete for good reasons, ics, p. 514, can be consulted. THE CHILD AND RELIGION We have not found any English present-day examination of this subject satisfactory to our standpoint. Erziehung und BeschSftigung Kleiner Kinder. Elberfeld. 1903. Practical and Evangelical. The Child as God's Child. New York. 1904. Hodges, The Training of Children in Religion. New York. Dean Hodges is too broad in his religion. Con- fh"Bi£u^rchilten."^^^^"°"^ '" '^'"'^ -' "' Ranke, Rishell, THE CHILD AND RELIGION 31 Dix, Drutntnond, Cooke, Van Dyke, Coe, Barnes, Mumford, Koons, Chrisman (OO, Bonaer (C), Starbuck, Dawson, No. 3 Child Study with Special Application to the Teaching of Religion. London and New York. 1915. Sensible and helpful, presenting the essence of the matter in short and popular form. Written by a teacher of psycholog}r, a parish priest and a lover of children. The periods of childhood, the inner development of childhood, and the school periods of the child are treated and practical counsel is added. The religion of childhood deals merely with the feelings of natural religion. Introduction to Child Study. London. A simple text book on child study. Discusses moral characteristics and the early religious con- ceptions of young children. Christianity and Childhood. God and Little Children. 1896. The Origin and Nature of Children's Faith in God. American Journal of Theology. April. 1914. _ Dr. Coe believes that the child responds more distinctly to the God idea and to problems of duty than the genetic psychologists claim. Children's Attitude Toward Theology. Studies in Education. Vol. II, pp. 283-307. Against the extreme secularization of American education. Demands that children be taught the theology in which Christian civilization is ^ rooted. However it is from the evolutionary standpoint. The Dawn of Religion in the Mind of the Child. London. 1914. Sympathetically studies the mind of the young child for the first signs of religion and morals. The Child's Religious Life. New York. 1903. Religious Period of Child Growth. Educational Review. Vol. XVI, pp. 40-48. The Christ, the Church, and the Child. London. 1911. The Child Mind and Child Religion. Chicago. 1908. The Child and His Religion. Chicago. A study of children's interests. Describes the natural religiousness of the child in its early ideas, and has a chapter on Children's Interest in the Bible. Natural religion. 32 BIBLIOGRAPHY Dawson, Children's Interest in the Bible. Pedagogical Seminary. Vol. VII, pp. 151- 178. Worcester. 1900. The difHculty with any such investigation is that there are children from secular homes, children from nominally Christian homes and children brought up in Christ in spiritual and truly vital growth. Muraford, The Dawn of Character. London and New York. An admirable book, drawing its inspiration from Stopford Brooke, on the training of very young children. It discusses the contents and growth of a child's mind, its imagination, the law and growth of habits, the development and training of the will, the child's point of view, childish curiosity, and presents wholesome conclusions on freedom, obedi- ence and punishment. It says: *'It is often assumed that a child's happiness is in proportion to his freedom to do exactly as he likes, and that discipline and method in his up- bringing, at any rate as far as the home is con- cerned, will result in less freedom, and consequently in less joy. This I cannot believe, unless it be that the child has not been understood. Through -wholehearted obedience to a reasonable law, the child should find a truer liberty; through the strengthening of the higher, and weakening of the lower, impulses of his nature, he should find greater ; happiness. The justification of discipline is ^t by helping the child to overcome the difficulties of his nature, it not only increases his mental and moral efiiciency as he grows to manhood, but adds to the fullness and joy of his life while he is yet young." Its study of religion is good, but on a natural and not an evangelical basis. It tells of different types of children. Full of insight and practical sugges- tion. Hartshome, Childhood and Character. Boston. 1919. One of the Kent Manuals of Religious Education for parents and teachers, by Assistant Professor of Religious Education in Union Theological Seminary. It describes the various ages of childhood, with their psychology and sociological characteristics. The author's ideal of religious education and of mor- ality is sociaL To him religion develops naturally ^" the child and Jesus is an Example rather than a Redeemer. Includes a bibliography. CHILD TRAINING Bushnell, Christian Nurture. New York. 1861. The earliest great American book on chUd train- ing, based on the text "Bring them up in the nur- ture and admonition of the Lord." DifiFer as we may from Bushnell in certain doctrines, his organic CHILD TRAINING 33 Ranke, Winterburn, Cradock, St. John, Du Bois, Lamoreaux, Forbush, Read, Proudfoot, Childs, Bruce, view of Christian culture and of the family is one of the most valuable insights into the true nature of Christianity's training of the child. Die Erziehung und Beschaftigung Kleiner Kinder. Elberfeld. 1903. For Christian kindergartens and heads of families. A valuable book for the physical, mora} and Chris- tian training of little children. A thorough peda- gogical treatment of child life. Nursery Ethics. New York. 1895. The Training of Children from the Cradle to School. London. A simple book on home training, including in- fluence of example, habit and religious exercises. Child Nature and Child Nurture. Boston. 1911. A common sense training book written from a spir- itual background. For parents' classes, mothers' clubs, teachers of young children and home study; deals with the training of young children in a spir- itual and sensible way. A good training book. By a professor in the Hartford School of Religious Pedagogy. Deals with the child's appetite, restless- ness, nervousness, fears, anger, love and kindness. The Natural Way in Moral Training. New York and Chicago. 1903. Principles of child nurture. Pleads for a more natural method in moral and religious education. The Unfolding Life. New York. 1907. This book is noticed under "Childhood." Child Study and Child Training. New York. 1905. This book is noticed under "Childhood." The Mother Craft Manual. Boston. 1916. A Mother's Ideals. Chicago. 1897. The Mother's Book. Psychology and Parenthood. New York. 1915. Nontechnical, summing up the findings of modern psychology as far as they bear on mental and moral growth. Environment and physical maladjustment are especially considered. Good. Especially stresses the religious element. 34 BIBLIOGRAPHY Fisher, Mothers and Children. New York. 1915. Fisher, A Montessori Mother. New York. Tells how to use Montessori devices in the nurs- ery. Winterbum, The Mother in Education. New York. 1914. Walters, First Lessons in Child Training. Cincinnati. 1916. For mothers. Habits, Truthfulness, Teachmg simple religious truths. Grinnell, How John and I Brought Up the Child. Riddell, Child Nurture. Chenery, Carpenter, Chicago. 1902. A real parent's and teacher's training; book of great practical value, somewhat irregular m arrange- ment. Building character, will, affections and in- tellect by a course of suggestions. A practical psy- chology of child life from the training point of As the Twig is Bent. Boston and New York. 1901. A story of training two children, five and four years old, in the lively conversation of daily life, and touching such topics as truth, honor, unselfish- ness, sympathy, thrift, temper, habits, work and play, the child's happiness, thought of death and religion. For mothers and teachers. Tells of the handling of two children in the home, and discusses the child's thought of death, and the child's religion. Aflfection in Education. International Journal of Ethics, Vol. IX, No. 4, pp. 482-494. Philadelphia. July, 1899. Brings out the moral value of healthy school friendships in contrast with vicious associations. Poulsson (E.), Love and Law in Child Training. Springfield, Mass. 1899. The training of the child in the kindergarten and home. Suggestive and helpful. Trumbull, Hints on Child Training. Philadelphia. 1891. These delightful and instru«ive essays of Dr. Trumbull are most helpful to parents. They differ from the usual works on child-training in radiating a spiritual and ChnstUn atmosphere, containing §"■- t'Jf'^Sf''. ^'^^ chapters as "Training a OUld^s Farth," "Training a Child in Amusenents." ^^^ mg a Child in Companionships," "Dealing Tend»ly CHILD TRAINING 35 ■with the Child's Fears," "The Story of Children," "The Power of a Mother's liove." Oilman (C. P.), The Home, Its Work and Influence. Charlton Co. 1910. A critical study of the home atmosphere and life. The physical and social conditions predom- inate. The book while not treating of the religious value of the home is suggestive in many ways. Mosher Culture in the Home. Green, A Mother's Three Friends and Their Influence in the Nursery and Home. Spiller, The Training of the Child. London. 1912. The author discusses habit, obedience, commen- dation, etc., in home training. Sensible on Home Training. Berle, The School in the Home. New York. 1912. Hutchinson The Child's Day. (Woods), Boston.. It gives practical suggestions for the child's care of himself beginning with the beginning of every day. Hutchinson We and Our Children. (W.), New York. Lutes (D. T.), Child, Home and School. Cooperstown, New York. A book on training, written out of experience and the sense of responsibility. Gruenberg, Your Child, Today and Tomorrow. Philadelphia. A manual for mothers in bringing up their chil- dren. Deep sympathy for child life and good advice for parents. Pestalozzi, How Gertrude Teaches Her Children: An Attempt to Help Mothers to Teach Their Own Children and an Account of the Method. London. 1894. The last part of the book deals with the mother's share in the child's moral and religious education. Malleson, Early Training of Children. Boston. 1892. Abbott, Gentle Measures in the Management and Train- ing of the Young. New York. 1872. Old-fashioned, but helpful. 36 BIBLIOGRAPHY Martineau(H.), Household Education. Wood-Allen, Urwick, Hughes, Everett, Sneath, Hodges, Tweedy, Smith (T. L.), Herbart, Hilyer, Hodge (C. R), Making the Best of Our Children. Chicago. 1909. Discusses concrete cases with their practical diffi- culties and the wrong and right way of dealing with them. The Child's Mind, Its Growth and Training. London. 1907. Training the Children. New York and Chicago. 1917. A little book against negative training. Training of the children through doing. Ethics for Young People. Religious Training in the School and Home. New York. 1917. Handbook for moral and religious training in school and home. ^ Speaks of the importance, aim and method of religious training of the bodily, in- tellectual, school, social, economical and political life of the child. The book is for intelligent teachers and parents. It contains the Sneath and Hodges tables and a bibliography prevailingly biological. Its Christianity is prevailingly ethical, and not redemptive. It sets down as the aion of religious training "To secure a loving obedience to God's will on the part of the child"; and quotes Prof. James as follows: "The great thing, then, in all education, is to make our nervous system our ally instead of our enemy." It says, "Religion, in its highest form, affirms our re- lation to a personal God Who rules in righteousness, and to an immortal life in which virtue is rewarded and vice punished." The love is not the love to our Saviour, but to a loving Heavenly Father. Aspects of Child Life and Education 1907. Letters and Lectures on Education. Tr. from German. Syracuse, N. Y. 1898. Many wise observations on the control and euid- ance of children. Child Training. New York. Education of the child at home before the school period. Emphasizes habit training, manual work and ?Wrdre?^o?\in^l?l'|a'r.enTg^.°"^ ^"^ "^^^^^^ ^" Nature Study and Life. Boston. pls^ts."^' enthusiasm for the study of animals and CHILD TRAINING 37 Emery, Olcott, Harrison (E.), Gesell, Goddard, Margesson (I.) Cabot (E. L.), Adler, Hall (G. S.), Healy (W.), Barnes, Cobb, How to Enjoy Pictures. New York. Teaches a child how to appreciate good pictures. The Children's Reading. Boston. A good guide for mothers, with a list of sources. Misunderstood Children. Chicago. 1910. Seventeen pathetic and humorous sketches of children from real life. Very helpful. The Normal Child and Primary Education. Boston. A living discussion of childhood and discipline. Negative Ideals. Studies in Education. Vol. H. Seeks to discover the ethical dislikes of children. , On the Ethical Training of Children. In "Nursery and Sick-room." New York. Practical in its suggestions. Discusses the place of punishment in the young child's life. Ethics for Children. Boston. 1910. The Moral Instruction of Children. New York. 1895. A good book for ethical instruction. From Prof. Adler's well-known rationalistic standpoint. But it is very free in adapting primitive material. Moral Education and Will-training. Pedagogical Seminary. Vol. II. Worcester. 1892. Honesty : A Study of Causes and Treatment of Dishonesty Among Children. Indianapolis. 1915. Punishment as Seen by Children. Pedagogical Seminary. Vol. Ill, pp. 235- 245. Worcester. October, 1895. Children's views of just and unjust punishment. Helpful in reference to discipline. The Evil Tendencies of Corporal Punishment as a Means of Moral Discipline in Fam- ilies and Schools. New York. 1847. Exhaustive. 38 BIBLIOGRAPHY Jones, The Philosophy of Corporal Punishment London. 1859. New York City, Report on Corporal Punishment. New York. 1877. Frear, Class Punishment. Studies in Education. Vol. I. CHILDHOOD AND SEX Blackwell (E.), Chapman, Morley(M.W.), Galloway, Exner, Foster, Wood-Allen, Two Leaflets, Wile, Bigelow, Counsel to Parents on the Moral Education of Their Children, in Relation to Sex. London. 1882. A good book, soiuid in spirit. How Shall I Tell My Child? New York. A Song of Life. Chicago. 1896. Lessons from nature giving elementaiy instrne- tion in sex and parenthood. We do not favor an in- discriminate use of this method. The Biology of Sex. Boston.' A sensible book for teachers and parents. The Physician's Answer. New York. A brief book on sex instruction. The Social Emergency. Boston. Seeks to make sex education practicable. Moral Education of the Young. The National Purity Congress, Its Papers, Addresses, and Portraits, pp. 224-238. New York. 1896. The education of children, with regard to sex. Good, though somewhat overstated. For Children Six to Ten. For Boys Ten to Thirteen. Spokane, Wash. Sex Education. New York. Gives sex instruction for each of the three periods of boyhood, which the author terms the age of mythology, the age of chivalry and the age of civic awakenmg. e "» " Contains a dictionary of terms and a bibliography. Sex Education. New York. KINDERGARTEN 39 KINDERGARTEN Comenius, The School of Infancy: An Essay on the Edu- cation of Youth During the First Six Years. Notes and Introduction by W. S. Monroe. Boston. 1896. Pestalozzi, How Gertrude Teaches Her Children. London. 1894. An attempt to help mothers to teach their own children. Pestalozzi, Leonard and Gertrude. Trans, and Abridged by Channing. Boston. 1888. "A mother who follows the principles inculcated in this book can educate her children as if she were in possession of all the sciences." — Oscar Browning. Pestalozzi, Letters on Early Education. Trans. 1899. Syracuse, N. Y. "The last, , and in some respects, the fullest ex- position of Pestalozzi's views." Froebel Froebel, The Education of Man. Trans, and Annotated by Hailmann. New York. 1887. "Measures every educational activity by its in- fluence on character." — W. T. Harris. Froebel points out that there is a strict parallel between what happens in nature and in the soul. He lays the emphasis in education upon our own doing and working, which must go steadily hand in hand with our knowing. Above all he wrought out his theory into a methodical exposition of the active and formative instincts of the child before the school period begins. But his religion introduces the child to the heavenly Father through Nature, and not through Christ. Froebel, Education by Development. Trans, by Josephine Jarvis. New York. 1903. Essays of Froebel giving the philosophy of his theory of the Kindergarten with illustrations. Dr. W. T. Harris said of this book, "There is no other kindergarten literature that is quite equal in value to the contents of this volume." (Said in 1899.) Froebel, Pedagogics of the Kindergarten. Trans, by Jarvis. New York, 1899. Gives us fifteen of Froebel's essays on the de- velopment of child life, dealing with play and the 40 BIBLIOGRAPHY Froebel, Blake (H. W.) Blow (Susan), Blow (Susan), Hughes, Bowen, Kraus, Wiggin, Wiggin and Smith, Wiggin and Smith, Smith, Goldamer, educational meaning of the gifts and the plays of children. Letters on the Kindergarten. Syracuse. 1891. , Froebel's Paradise of Childhood. Springfield. 1896. Symbolic Education. New York. 1895. An interpretative philosophical commentary on Froebel's Mother Play. The Kindergarten Ideal of Nurture. Report of Commissioner of Education for 1902. Vol. I, pp. 594-602. Washington. 1903. The aims of the kindergarten well stated. Froebel's Educational Laws for All Teachers. New York. 1897. Discusses play, control, individuality, etc. Froebel and Education by Activity. New York. 1892. The Kindergarten Guide. An illustrated handbook designed for the sole instruction of kindergartners, mothers and nurses. The directions are minute, thorough and clear. Kindergarten Principles and Practice. Boston. 1896. Interpretative, explanatory, suggestive for the teacher of kindergartens. There is a good chapter on Spiritual and Moral Training and several on Kindergarten and other Play. Froebel's Gifts. Boston. 1895. Explains the meaning of the Gifts in untechnical language. Froebel's Occupations. Very good and practical in the explanation and interpretation of object work. Message of Froebel. Essays on different phases of Kindergarten work. The Kindergarten. A Handbook of Froebel's Method of Education, Gifts and Occupa- tion. Commentary. Contains i2o pages of illustrations antl costs $4.25. KINDERGARTEN 41 Mann, Moral Culture of Infancy. Guide to Kindergarten. New York. 1877. Full of detail and written in the kindergarten spirit. Proudfoot, A Mother's Ideals. Chicago. 1897. A kindergarten mother's conception of family life. Shirefif, Home Education in Relation to the Kinder- garten. ShireflF, The Kindergarten at Home. A handbook for mother and teacher. Hailman, Kindergarten Culture in the Family and Kinder- garten. Adapted to American institutions for mothers and teachers. Smith (N. A.), The Home-Made Kindergarten. Boston. Tells how a mother can give her child the good that is in kindergarten methods. Schmauk, At Mother's Knee. (In Preparation.) Beebe (K.), The First School Year; For Primary Workers. Chicago. 1895. Simple exposition based on the kindergarten. Barnes, Ideals of New York Kindergarten Children. Kindergarten Magazine. October, 1903, pp. 86-100. This article has been termed the only important inductive study yet made in the ideals of children under seven or eight years of age. Rankin, A Course for Beginners in Religious Education. New York. 1917. Miss Rankin is an instructor in Kindergarten Kdu- cation, Columbia University. A course for the five- year-old child dealing with his physical, mental, aird spiritual interests and problems. The plan of the lesson aims at continuity between the pupil's week- day experiences and his experiences in the class on Sunday. The course consists of fifty-two lessons for one year. There are three Christmas lessons, two on Jesus' Boyhood, and two on Jesus Blessing I^ittle Children. These are at the right time of the year, but the material for them is rather meager, compared with the other material. There are also two Easter lessons and two on Jesus the Good Shep- herd at the right time of the year. The living Jesus as the child's Dear Saviour is not made cen- tral. The book furnishes a detailed program for 42 BIBLIOGRAPHY every lesson containing secular stories also, such as one on "Lazy Jane," and contains useful de- tailed suggestions. The children are not really "Beginners," but belong to the next stage of child- hood. Kindergarten Lessons for Church Sunday- schools. Milwaukee. 1911. A manual for the instruction of beginners. Pre- pared for the Sunday-School Commission of the Diocese of New York. Contains twenty lessons on God the Father, the First Sin, Noah, David, and then proceeds to the Annunciation, the Nativity, the Shepherds, the Flight to Egypt, the Preparation for Christ's Ministry (Baptism), the Disciples, and the Marriage at Cana. Contains a distinct program for every lesson. The stories are well told. The writer believes in repetition and review. Hull, Bible Primer. Rock Island. Elsewhere referred to. Foster, The Kindergarten of the Church. New York. Applies kindergarten principles to Bible training. Schmauk, Wonderland. Workland. Haverstick, A Sunday-school Kindergarten. Milwaukee. Practical. Reu, Bible Lessons for Little Children. Littlefield, * Hand-work in the Sunday-school. Philadelphia. 1908. Presents various kinds of manual work. Schmauk, The Christian Kindergarten. Philadelphia. 1906. Sketches of its original development in the Eighteenth Century and practical suggestions in Its use by the Church in America. Moore (H. K.), Music in the Kindergarten. London. 1881. Bamberger, Paper-Fold Manual. Chicago. Tells how to make more than fifty figures. Goodridge, With Scissors and Paste. Chicago. iUu^lratio'T *" '"' """^ ^''"^^ '" -^'"^ Fifty KINDERGARTEN 43 Latter, Hervey, Eby, Wiggin, Vandewalker, Robinson, McVannel and Hill, Harrison, Poulsson, Wiltse, Aldrich, How to Teach Paperfolding. Chicago. Tells how to fold and cut forty-two paper figures. Illustrations. Picture-Work. Chicago. 1896. Not a practical book for the guidance of young teachers, but a literary study of illustration, with consideration of principles. Contains a chapter on stories and story-telling. The Reconstruction of the Kindergarten. Pedagogical Seminary. Vol. VII, pp. 229- 286. Worcester. July, 1900. From the standpoint of genetic psychology. The Kindergarten. New York. 1893. The Kindergarten in American Education. New York. Kindergarten Practice. Belfast. 1887. Kindergarten Problems. New York. Gives us theory, ideals, materials and practice. A Study of Child-Nature from the Kinder- garten Standpoint. Chicago. 1912. A modern expression of Froebel in harmony with the spirit of the new education. Helps us to see the child's point of view. In the Child's World: Morning Talks and Stories for Kindergartners. Springfield. 1894. Myths and Mother Plays. Springfield. 1895. Children: Their Models and Critics. New York. 1893. From the Kindergarten point of view. .Does not recognize the value of hardi strength-giving dis- cipline. Recommends too much managing of chil- dren. Harrison, Some Silent Teachers. 44 BIBLIOGRAPHY Johnson, Lee, Curtis (H. S.), Forbush, Crampton(W.), Sisson (G.), Young, Allen, Hall (G. S.), Croswell, Smith, Curtis, Mackay, PLAY Education by Plays and Games. Boston. 1907. Play in Elducation. Boston. 1915. Education Through Play. New York. 1915. A Manual of Play. American Institute of Child Life. Philadelphia. A handbook of play, as distinct from games, in the playroom, backyard and nursery. Education by Play. Educational Review. Vol. XXXVIIL PP. 488-92. Children's Plays. Barnes Studies in Education. Vol. I, pp. 171-74. Character Through Recreation. Philadelphia. 1915. Play a Universal Instinct. The New Value of Play, The Supervision of Play, The Profit of the Playground, Education by Play, The Sports of Boys, The Girl and Her Recreations, The Lure of the Outdoor Life, Amusements and the Modern Church, The Joys of Home. Home, School and Vacation. Boston. 1907. Sketches the development of a normal child, a good chapter on discipline. with The Story of, a Sand Pile. New York. June, 1888. Describes the educational value of play activities. Amusements of Worcester School Children. Pedagogical Seminary. Vol. VL Worcester. September, 1899. Studies in the adaptation of play to different periods of development. Games and Play for Children. Chicago. and out-of-door Fifty-three indoor with music. plays; some The Play Movement and Its Significance. New York. How to Produce Children's Plays. New York. THE BOY 45 Gulick (L.), Groos (K.), McDougall. Patrick, Psychological, Pedagogical and Religious As- pects of Group Games. Pedagogical Seminary. Vol. VI, pp. 135- 151. Worcester. March, 1899. The author declares that in its educational ac- tivities, religion must use the tendencies brought out in group games. The Play of Man. New York. 1901. Play described and classified. Social Psychology. Psychology of Relaxation. Forbush, Clark (K.U.), Warner, Bartow, THE BOY The Boy Problem in the Home. Boston. 1915. This valuable book is particularly strong on the government ami management of boys of all the vari- ous ages by parents. It tells how to teach religion and how to train the boy in sex discipline at these various periods. It teaches us how the child re- gards law and obedience and punishment after they have broken the law. It describes the parent's right to obedience, dis- cusses the need of fairness and firmness, value of government by suggestion and government through choice. It discusses the various kinds of punish- ments and believes that a whipping ought but rarely be given, and then for disobedience only. It takes up practical details in religious nurture, deals with the home training of school boys, describ- ing such characters as the artful dodger, the ob- stinate boy, the selfish and the social boy. It goes over the whole ground again in the case of the older boy. It discusses dancing and the theater. The book is essentially one on the government of young people. Bringing Up the Boy. New York. 1899. Bright, sensible and suggestive for bringing up boys in the home. Being a Boy. Boston and New York. 1899. Our Boy. Philadelphia. A valuable little handbook written by a father who takes up the various periods of child life. 46 BIBLIOGRAPHY Kirtley, Whitehouse, Forljush, Puffer, Mallett, White, Richmond, Yoder, Amicis, Hancock, Jenks, Welton and Blanford, Axtell, That Boy of Yours. New York. Gives the boy's view of morals, body, mind, re- ligion, failings and home associations. The book is valuable. Problems of Boy Life. London. The Boy Problem. Boston. 1901. Gives the author's practical experience in religioits work with young boys. Centers on plans for IxTS* clubs. Studies boy nature and the social instincts. De. scribes the boy in the school, the church, and the home. The Boy and His Gang. Boston. 1912. Helping Boys. New York. 1911. A brief, sketchy pamphlet. The Court of Boyville. New York. 1908. Demands freedom and sympathy for real boy life. Boyhood. A Plea for Continuity in Education. New York. 1898. A book for parents. Discusses the moral train- ing in early boyhood and aiming to bring about greater co-operation between teachers and parents. Study of the Boyhood of Great Men. Pedagogical Seminary. Vol. IIL Worcester. October, 1894. Studies the early life of fifty eminent men. Em- phasizes the need of fostering talent in &e diild. The Heart of a Boy; A Schoolboy's Journal. Chicago. 1899. Story of Italian school boy life with good, direct, moral lessons. Mental Differences of School Children. N. E. A. 1897. Life Questions of High School Boys. New York. 1908. Moral Training Through School Discipline, Baltimore. Emphasizes the importance and the way to train, especially boys, in school life. The Boy Problem THE BOY 47 Dickinson, Fiske, Hughes, Barbour, Foster. Forbush, Hoben, Howell, McKeever, Men and Religion, Aldrich, Merrill (L.), No. 4 Your Boy, His Nature and Nurture. New York and London. Written by a tremendously optimistic physician under the influence of the Ben Lindsey idea. The Preface begins, "It is a safe thing to say that in reality there are no bad boys." Speaks of Elements of Character, Environment, Prizes, Play, Schools and Morals, Diet and De- pravity, Money, and briefly of the Church, Home and School for the Boy. Boy Life and Self-Government. New York. 1910. A book describing the epochs of boy life, boys' clubs, the boy's religion and the boy's home, A Boy's Religion. New York. A plea for reality in a boy's growing religious life. Principles and Methods of Religious Work for Men and Boys. 1912. The Boy and the Church. Philadelphia. 1909. Speaks of the Boy's Home, Sunday-school, Teach- er, Church and Minister, Friends, the boy's Reading, the boy's Body, and his Vocation. This book takes up the problem as to how to prevent boys from dropping out of the Sunday- school rattks and going the path of the wayward. The Boy's Life of Christ. New York and London. 1905. Minister and Boy. Chicago. The author has had experience with city boys. He presents the social duty and obligation of the Church to the growing boy. A Boys' Town. New York. Training the Boy. New York. Takes the whole boy into practical consideration. Deals with boy's work. Boys' Work. The Story of a Bad Boy. Boston. 1892. Shows the value of the natural relations of boys to each other. Winning the Boy. 48 BIBLIOGRAPHY Phillips. Just About a Boy. Puffer, Vocational Guidance. Weaver, Profitable Vocations for Boys. The principles of selection with description of various groups of trades and occupations. Field, Classified Bibliography of Boys' Life. THE ORGANIZED BOY Alexander, The Boy and the Sunday-school. New York. 1915. A comprehensive treatment in short chapters on the Boy and the Home, the Public School, the Church, the Sunday-school, the Organized Bible Class, Through-the-Week Activities, Boys' Depart- ment, Boys' Congress, Boys' Crusade, Sex Educa- tion, Missions, Spiritual Life, Teen Age Teacher, Rural Sunday-school, and Relation of the Sunday- school to Community Movements. Extensive bibliog- raphy. On boys' movements, Alexander says (p. 66) : "The success of each depends entirely on its leadership. If a leader be steeped in the Idylls of the King, the Knights of King Arthur will be popu- lar with the boys and the church. If the superin- tendent of the brotherhood or society be human and magnetic, the church and the boy will sing its praises. If the scoutmaster is an out-of-door man and has a point of contact with the boy, the Boy Scouts will be the solution of all our difficulties. Here lies the crux of the whole matter. If boys are added to the church through any organization, it is not because of the method, but because of the worker of the method. The method counts because it is part of the worker — is in his blood." Stelzle, Boys of the Street: How to Win Them. Chicago. 1904. Deals with boys' clubs. Anderson, Successful Boys' Clubs. Bemheimer Boys' Clubs, and Cohen, New York. 1914 Practical and specific, even to the method of giv- ing cheers in the club. Does not worry us with psjrchology. Boorman, Living Together as Boys. Bible Study for Campers. Brockway, Duties and Obligations of Boys' Club Directors. (Pamphlet.) Buck. Boys' Self-Governing Clubs. New York. 1903. Excellent. THE GIRL 49 Field, Classified Bibliography of Boys' Life. Gelston, Organizations for Boys. McCormick, The Boy and His Club. McCowan, Trail of Boy Travels. Puffer, The Boy and His Gang. Boston. 1912. Richardson, The Boy Scout Movement Applied by the and Loomis, Church. New York. 1919. Contains a history of the movement in America, the Boy Scout programme, whose scope is the corre- lation of home, church, school and recreational ac- tivities, and chapters on mastery of scout require- ments, selection and developmsnt of patrol leaders, prizes, camping, the moral and religious significance of scouting, together with the following pedagogical material: boys' instincts and interests, education through recreation, the development of leadership, chivalry, and discipline, self-government, indoor and out-door activities, education through motor ac- tivity, vocational guidance, recreational and moral value of stories. "The scoutmaster sees the real boy; the Sunday- school teacher sees the boy under such circumstances that his true self is not wholly revealed." "Scouting furnishes moral and religious ideas for immediate use or sees to it that such ideas as are already on hand are used." Scout, Camp Fire, and social class movennents may work harm under unstable direction. THE GIRL Fenelon, The Education of Girls. Trans, by Kate Lupton. Boston. 1891. Old but good. "A work of gentleness and good- ness, pervaded by a spirit of progress." — Compayre. Chrisman. One Year With a Little Girl. Educational Review. Vol. IX, pp. 52-71. McKeever, Training the Girl. New York. Davidson, The Ideal Training of the American Girl. Forum. Vol. XXV. New York. June, 1898. Moxcey, Girlhood and Character. New York. 1916. Slattery, The Girl in Her Teens. Boston. 1910. Describes this period in her life on its various sides, together with her relation to Sunday-school, 50 BIBLIOGRAPHY Brackett, Clark, Lowry, Church, Bible, and Society, and the kind of -teacher she ought have. The author says, *'The girl in her teens is not trained to live." The Education of American Girls. New York. 1874. Well discusses the co-education movement. Sex in Education : or, A Fair Chance for Girls. Boston. 1874. Written by a physician in view of the dangers of co-education. Herself. Chicago. ADOLESCENCE This subject is most helpfully discussed in books on the preceding pages under Child Training and under The Boy and The Girl. Hall (G. S.), Slaughter, Kennedy, Richardson, Andrews, Van Ornier. Hall, King, Adolescence. Its Psychology and Its Relation to Physiology, Anthropology, Sociology, Sex, Crime, Religion and Education. 2 Vols. New York. 1904. A standard work from the viewpoint of genetic development. Abounding in facts and ideas. The Adolescent. London. Discusses hopefully many of the home problems of adolescence. Effect of High School Work Upon Girls Dur- ing Adolescence. Pedagogical Seminary. Vol. III. Worcester. June, 1896 Religious Education of Adolescence. An Introduction to the Study of Adolescent Education. New York. 1912. Studies in Religious Nurture. Philadelphia. 1908. _ A series of essays containing many sensible criti- cisms of present-day religious education, theory and practice. Opposes the theory of Starbuck on the age of spiritual awakening. Questions the relia- bility of the curves in which Starbuck sets forth the conversion ages. Youth, Its Education, Regimen and Hygiene New York. J's cue. The High School Age. Indianapolis. RELIGIOUS EDUCATION 51 Alexander. The Sunday-school and the Teens. New York. Tyler. Growth and Education. Boston. Explains the way a child grows and shows how they need to be guarded from overstrain, especially during grammar school and high school years. PSYCHOLOGY OF RELIGION See also Childhood, Child Training, The Boy, Psychology of Education, Pedagogy and Sunday-school Teaching. Starbuck, Psychology of Religion. An Empirical Study of the Growth of Religious Consciousness. New York. 1900. A study of a mass of personal data, some of whose results are not altogether reliable. Coe, The Psychology of Religion. Chicago. RELIGIOUS EDUCATION Heathcote, The Essentials of Religious Education. Boston. 1916. By the professor of Pedagogy in Temple College. Contains definitions of education, a history of edu- cation in past ages, essentials of modern child psychology, and insights and advice useful in a good text book. Coe Education in Religion and Morals. New York. 1904. A broad and philosophical study of the subject, with keen analysis and with synthesis; in the mod- ern American spirit; recognizing the necessity of a new birth, but otherwise rationalistic. Very sug- gestive. Expounds the philosophy of a conserva- tive ra.tionalistic Christianity. Schmauk, The Right of Religion to Educate. Lutheran Church Review. Vol. XV (1896). pp. 85-110. Q^g Articles in Hastings' Encyclopedia of Religion and Ethics on "Infancy," "Childhood," "Adolescence," "Growth," and "Morbid- ness." Butler (N. M.), Principles of Religious Education. Lectures gt al. delivered under the Auspices of the Sun- day School Commission of the Diocese of New York. New York. 1900. 52 BIBLIOGRAPHY Potter. Hall. Lambert, Cope. Meyer, Athearn, Winchester, Principles of Religious Education. New York. 1901. A series of lectures, by different men under the auspices of the Episcopal Sunday-school Commission of the Diocese of New York. The subjects and lec- turers are as follows: I. Religious Instruction and Its Relation to Edu- cation, N. M. Butler, 2. The Educational Work of the Christian Church, W. C. Doane; 3. Religious Instruction in England, France, Germany, and the United States, Chas. De Garmo; 4. The Content of Religious Instruction, G. Hodges; 5. The Sunday- School and Its Course of Study, P. Harrower; 6. The Preparation of the Sunday-School Teacher, W. L. Hervey; 7. The Religious Content of the Child Mind, G. Stanley Hall; 8. The Use of Biography in Religious Instruction, F. M. McMurry; g. The Use of Geography in Religious Instruction, C. F. Kent; 10. The Study of the Bible as I^iterature. Educational Problems. 2 Vols. New York. 1911. Especially Chapter IV, "The Religious Training of Children and the Sunday School," and Chapter V, "Moral Education." Religious Education. Boston. 1915. Religious Education in the Home. Chicago. Interprets the family and goes into the actual program and problems of religious training in the home. Treats such topics as Cures for Teasing, Lessons in Honesty, etc. Co-operation in Christian Education. New York. 1917. Religious Education and American Democracy. Boston. 1917. By the Professor of Religious Education in Bos- ton University. Attempts to correlate religious education with our public secular education, in all the grades. It "sketches the outline of a system of schools which I believe the Church must build if the intelligence of the people is to be coupled with godliness." Religious Education and Democracy. New York. 1917. A large book by the Professor of Religious Edu- cation in Yale School of Religion. It treats re- ligious education as conditioned by democracy, and suggests plans of week-day religious instruction. It claims that the "problem of providing an ade- qu^e system of religious education is a community problem. It will be solved primarily in individual communities. As oreliminary to this, the first step will be to introduce the utmost economy into the rhnr^iT a!?*"''' ^* ^''■^"'- ^'1^ Conduced in the churches. Many agencies are already available but THE PUBLIC SCHOOLS AND RELIGIOUS EDUCATION 53 are wastefully employed." Usually there is more economy in church work than in community work or interchurch movements. Brand, Aims of Religious Education. Coe, A Social Theory of Religious Education. New York. 1917. A complete readjustment of the church and of education to socialized religion. Coe, The , Spiritual Life : Studies in the Science of Religion. New York. 1900. Natural religion studies in d scientific spirit. Cooley, Human Nature and the Social Order. New York. Dewey, Democracy and Education. New York. Vincent (J. H.).A Study in Pedagogy for People Who Are Not Professional Teachers. New York. 1890. General advice on religious and moral education. THE PUBLIC SCHOOLS AND RELIGIOUS EDUCATION Schmauk. Public Schools and Religious Education. Luth- eran Church Review. Vol. XV (18%), pp. 85-108. Wenner. Religious Education and the Public School. New York. 1907. Dr. Wenner has solved his problem by estab- lishing week-day classes for all children of the congregation from live or six years upwards. At- tendance is obligatory. Classes meet at 4 P. M. from Mondays to Fridays and 9 A. M. on Satur- days. The younger grades have but one hour each week. The book describes plan and the course of study. Rugh The Essential Place of Religion in Education. Ann Arbor. 1916. Athearn. Religious Education and American Democracy. Maiden, Mass. 1916. De Garmo. Ethical Training in the Public Schools. Annals of the American Academy of Political and Social Science. Vol. II, pp. S77-S99. Philadelphia. 1892. An excellent investigation of the moral effect of history and literature studied in public institutions. 54 BIBLIOGRAPHY Rugh, Stevenson, Starbuck, Cramer, Meyers, Moral Training in the Public Schools. Boston. 1907. Thoroughly rooted in evolution. Moral training is built upon "fear, love, curiosity, imitation, emu- lation, amibition, constructiveness." It brings these native reactions to higher levels, by bringing them under control, and into right relation to each other, that is by organizing them into a moral character. AiGrms the necessity of moral education in secular schools. Repeats the pragmatic fallacy that moral sanctions come from service, not from authority. Helpful in its practical suggestions. Curtis, Dewey, Virchow. Haeckel. Button and Snedden, Mead. Spear. Harris. Vacation Schools, Playgrounds, and Settle- ments. Washington. 1904. Deals with the relations of play to moral edu- cation. Moral Principles in Education. Boston. 1909. Short and clear. Freedom of Science in the Modern State. London. 1878. A protest against the teaching of evolution in the lower grade schools. Freedom in Science and Teaching. London. 1879. Reply to Virchow. The Administration of Public Education in the United States. 1908. The Roman Catholic Church and the Public Schools. Boston. 1890. Religion and the State, or The Bible and the Public Schools. New York. 1876. The Separation of the Church from Schools Supported by Public Taxes. Proceedings of the National Education Association. 1903. Denominational Schools. Syracuse. 1889. THE CHURCH AND RELIGIOUS EDUCATION 55 Burns. The Catholic School System in the United New York. 1908. Hall, Religious Education in the Public Schools of the State and City of New York. Chicago. 1914. On the Catholic Position See : O'Connell, Christian Education. New York. 1908. McQuaid, The Public School Question. Boston. 1876. THE CHURCH AND RELIGIOUS EDUCATION Barker, The Social Gospel and the New Era. Chapter X: The Church and Religious Education. New York. 1919. Developing in good balance the new view of the relation of the Church to Society. Full of informa- tion well set together. Dangerous, but useful, to ^Evangelical Christianity. Athearn. The Church School. Boston. 1914. Describes the Church School as it should operate in every community. Attempts to give religion the advantage of the scientific research that has done so much to increase the efficiency of secular edu- cation. It discusses the Cradle Roll, Beginners', Primary, Junior, Intermediate, Senior, Adult, Home, and Teacher Training Departments. Contains de- partmental bibliographies. Hubbert. The Church and Her Children. New York. Deals with religious training from the church point of view. Paret, Place and Function of the Sunday-school in the Church. New York. 1906. Cressey, The Church and Young Men. New York. 1903. A study of the spiritual condition and_ nature of young men and modern agencies for their improve- ment. The questionnaire method was used in getting the material for this book. It includes chapters on "The Spiritual Nature of Young Men," "The Church," "The Sunday School," "Young People's Society and Brotherhood," "Institutional Church," "Young Men's Christian Association," "Salvation Army." Includes a bibliography of current books on each subject. Hoben. The Church School of Citizenship. 56 BIBLIOGRAPHY Cope. Religious Education in the Church. New York. Frayser. The Sunday-school and Citizenship. Cincinnati. 1915. Three short essays trying to connect the Sunday- school with the institutions of actual life. Diffendorfer. Missionary Education in Home and School. New York. Hutton. The Missionary Education of Juniors. Missionary Education Movement. Ward, Christianizing Community Life. New York. 1917. HISTORICAL AND PRACTICAL IDEALS OF EDUCATION Quick, Munroe, Painter, For this topic consult the Introduction. Educational Reformers. The Educational Ideal. Boston. 1896. Luther on Education. Philadelphia. 1889. Wagner (E.), A good treatment of Luther's influence on popu- lar education, on training, schools, and methods. It includes letters to the mayors of German cities and his sermon on the Duty of Sending Children to School. Luther als Paedagog. Langensalza. 1892. An arrangement of Luther's utterances on edu- cation. See preceding pages and Introduction for Comcnius, Rousseau, Pestalozzi and Froebel. Herbart, The Science of Education. Boston. 1893. Much of this book deals with the moral aspects of education. McMurry, The Elements of General Method based on The Principles of Herbart. 5th ed. 30th thou- sand. New York. 1903. A broad and incisive plea for centering all edu- cation in moral education, that is in the culture of the will. "Education means the whole bringing up of a HISTORICAL AND PRACTICAL IDEALS OF EDUCATION 57 Rosenkranz, Spencer (H.), Browning. Hergang. Schmid. Paulson. Davidson. Reinhart. child from infancy to maturity. Home, school, companions, environment, and natural endowment working through a series of years produces a char- acter which should be a unity." Attempts to solve the following problems; "How to establish the moral aim in the center of the school course, how to subordinate and realize the other educational aims while keeping this chiefly in view, how to make instruction and school dis- cipline contribute unitedly to the formation of vigorous moral character, and how to unite home, school, and other life experiences of a child in per- fecting the one great aim of education." The author maintains that "the chief use of history study_ is to form moral notions in children"; that "moral ideas spring up out of experience with persons either in real life or in the books we read"; that "little Lord Fauntlcroy is a better treatise on morals for children than any of our sermonizers have written. We must get at morals without mor- alizing and drink in moral convictions without re- sorting to moral platitudes." McMurry says bluntly that "the Herbartians have the_ hardihood, in this age of moral skeptics, to believe not only in moral example, but also in moral teaching." His chapter on interest is living and valuable. The Philosophy of Education. Trans, by Brackett. New York. 1887. "The most profound and thoughtful book on the philosophy of education. Contains an admirable commentary and complete analysis by Dr. Wm. T. Harris." — W. S. Monroe. Education, Intellectual, Moral and Physical. New York. 1878. Sane and corrective, but one-srded and lacking completeness of view. History of Educational Theories. New York. Twelve instructive historical lectures by a Cam- bridge lecturer and former Assistant Master at K^ton College. Paedagogische Real Encyklopaedie. Leipzig. 1851, Geschichte der Paedagogik. 4 Vols. 3d ed. Edited by Dr. Richard Lange. Gotha. 1873. German Education, Past and Present. New York. 1908. History of Education. History of Education. Compendious primer. 58 BIBLIOGRAPHY Monroe. Graves, Graves, Graves, Painter, Dexter, Butler, Butler, Moore, Text Book in the History of Education. New York. 1911. Presents the underlying ideas with the history from earliest times to the present sociological stage. The best non-religious text-book. History of Education. 3 vols. New York. I. Before the Middle Ages. Studies each stage with a view to progress. II. During the Middle Ages. III. In Modern Times. The larger place is given to American education. By the Professor of Education in the University of Pennsylvania, discussion. Detailed research and clear in A Student's History of Education. New York. 1915. Chiefly intended for teachers. The influence of each educational movement is traced. Great Educators of Three Centuries. New York. History of Education. 3d. ed. New York. 1911. A well-written summary of the educational his- tory of the various nations and epochs, by the Professor of Modern Languages at Roanoke College, with some full discussion of the education of the Reformation era and since the rise of Protestantism. The concluding survey of contemporary education is no longer quite recent, but it is informing. A History of Education in the United States. New York. The author is professor of Education in the University of Illinois. Education in the United States. Albany. 1900. A series of monographs prepared for the United btates Exhibit at the Paris Exposition. It is printed m quarto. 2 vols. The Meaning of Education. New York. 1904. Fifty Years of American Education. Boston. 1917. A sketch of facts, rather than a theory of progress. HISTORICAL AND PRACTICAL IDEALS OF EDUCATION 59 Dewey. Brunetiere, Du Bois. Ellerton and Pearson, Henderson, Gulick. Gulick. Hall. Richmond. Briggs. Cabot. Dewey. Galloway. Smith (W. H.), Dewey, Ethical Principles Underlying Education. Third Year Book o-f National Herbart Society. Chicago. 1897. Deals with the principles of moral education through activity. Education et Instruction. Paris. 1895. Opposes commercialism, athletics and specializa- tion in education. Urges the cultivation of social virtues and ideals. The Education of Self. New York. 1911. The Relative Strength of Nature and Nurture. London. 1915. Education and the Larger Life. Boston. 1902. A series of fresh and stimulating essays for free- dom, nature and interest in the education of child- life, vitiated by the current rationalism of American pedagogical culture. Reacts against recent tendencies in education. Mind and Work. Dynamic of Manhood. Youth to Manhood. The Mind of a Child. New York. 1901. A parents' book discussing moral education and upholding the "spiritual" as over against the sci- entific view of childhood. Some Old-fashioned Doubts About New-fash- ioned Education. Boston. October, 1900. What Men Live By. Interest and Effort in Education. Boston. 1913. The Use of Motives in the Teaching of Morals and Religion. Boston. The Evolution of "Dodd." Chicago. 1S01 A criticism of machine education. Democracy and Education. Boston. 1910. 60 BIBLIOGRAPHY Report. Coeducation of the Sexes in the United States. Report of U. S. Commissioner of Educa- tion for 1900-1901. Washington. 1902. A full study of the subject with a good bibliog- raphy. Griggs. Seeley. Shand. Sharp. Sisson. Hall. Holmes. MacCunn, MORAL EDUCATION SEE CHILD TRAINING. Moral Education. New York. 1916. A helpful and mature book. Mr. Griggs is a thoughtful lecturer on morals. His religion is nat- ural, not evangelical. His book is a study of the child world, the growth process, character, moral education through play and through work, the moral influence of environment, art, nature and social at- mosphere, the principles of government in the home, the functions of corrective discipline, personal in- fluence, example, the use of literature, and the rela- tion of moral to religious education. Contains an annotated bibliography. The Foundations of Education. New York. Simple, fatherly advice for parents and teachers. The Foundations of Character. New York. 1914. Education for Character. Indianapolis. The Essentials of Character. New York. Educational Problems. 2 Vols. New York. Treats the various problems of youth and its training and teaching at length. Principles of Character Making. Philadelphia. A good book from the viewpoint of modern psy- chology, on habits, play, etc. The Making of Character. New York. 1900. Educational theory with comment on moral de- velopment. Discusses heredity, temperament, instincts, de- sires and habits, the educative influences of life, the cultivation of sound judgment, and the nature MORAL EDUCATION 61 Meyer. Allen, Cabot. Riis, Kirkpatrick. Dewey, Harris, Mowry. French, Harris. of self-development. It impressively defends the educational value of the Church because the latter is a witness for the eternal world and places us in communion with it. The Fundamental Laws of Human Behavior. Boston. 1911. Home, School and Vacation. Boston. 1907. Sketches the development of a normal child, with a good chapter on discipline. Ethics of Children. The Battle With the Slum. New York. 1902. The problem of moral education in a great city. The Individual in the Making. New York. 1911. A subjective view o£ child development with sug- gestions for parents and teachers. Discusses the stages of the individual's development, and their relation to education. On the same foundation as the author's more technical work, but to us not quite so full of interest. Notable for a full bibli- ography. Arranged by stages of growth. Moral Principles in Education. 1909. Moral Education in the Common Schools. Journal of Social Science. New York. 1884. The public schools should train children in the three types of virtue, "mechanical, social, celestial." Moral Education in Schools. Education, Vol. IV. Boston. Septembei;, 1883. Emphasizes the training of habit as against direct instruction in ethics. Doubts whether religious in- struction should be attempted in the schools. The Problem of School Government. School Review, April 8, 1900. Chicago. 1900. Maintains that the problem of school government is one of moral education. The Relation of School Discipline to Moral Education. Third Year Book of the Na- tional Herbart Society. Chicago. 1897. Shows the phases of moral training possible through the organization and discipline of the school. 62 BIBLIOGRAPHY Rice, Public School System of the United States. New York. 1893. Touches the problems of moral education. Green, Crime : Its Nature, Causes, Treatment, and Prevention. Philadelphia. 1889. Written by a Michigan judge who believes in education as the preventative of crime and argues against retributive punishment. Palmer, Ethical and Moral Instruction in Schools. Boston. 1899. Mark (H. T.), Individuality and the Moral Aim in American Education. New York and London. 1901. Observations of technique, spirit, and practice. Not particularly helpful. Stork, The Will in Ethics. PSYCHOLOGY OF EDUCATION James, Talks to Teachers on Psychology and to Stu- dents on Some of Life's Ideals. New York. 191S. Makes psychological ai^Hcations to education and life. Delightfully clear and informal. Does not "chop the pupil into distinct processes and compartments," The teaching art, the stream of consciousness, edu- cation and behavior, laws of habit, association of ideas, interest, memory, etc, are discussed. Reduces the will to a mere motor discharge, or its inhi- bition, although he claims to think himself a "free- willist." Satirizes chautauqua inspiration and knowledge as flat mediocrity, and Chautauqua it- self as an un^eakable Sabbatic city, *'a serious and studious picnic on a gigantic scale/* We cite this criticism because it applies to many summer schools and Sunday-school affairs and conventions, into which the wisdom of the world and of all sacred things are compressed in the interval between two plates of ice cream. James, Principles of Psychology. 2 Vols. New York. 1899. Prof. James of Harvard deflnes psychology as the science of the phenomena and conditions of mental life. He summarizes his book as "mainly a mass of _ descriptive details, running out into queries which only a metaphysics alive to the weig-ht of her task can hope successfully to deal with. That will perhaps be centuries hence." PSYCHOLOGY OF EDUCATION 63 Judd, Genetic Psychology. New York. 1907. A scientific study of mental development by an instructor in psychology in Yale University, with particular reference to involuntary movement Jn reading, writing and number. The book is Darwin- ian. Stout, Analytical Psychology. London. 1896. Says: "The time is rapidly approaching when no one will think of writing a book on psychology in general. The subject may be approached from the point of view of Physiology, of Mental Pathology, of Ethnology, and of Psycho-Physical Experiment." Baldwin, Mental Development in the Child and the Race. ■ Attempts the problem of Spencer and Romanes, namely a synthesis of the current biological theory of organic adaptation with the doctrine of the gen- etic function of invitation as a clue to the origin of mental development in the child. Baldwin, The Story of the Mind. New York and London. 1915. A popular handbook setting forth the mind's evo- lution. Deals with the mind of the animal and of the child, of body and mind, of the training of the mind, and of the individual mind and society. Wundt, Lectures on Human and Animal Psychology. New York. Hoeffding, Outlines of Psychology. New York. From Hoeffding's well known standpoint. Sterrett, The Power of Thought. New York. Haas, Trends of Thought and Christian Truth. Boston. 1915. A keen examination of modern psychological views. Home, The Philosophy of Education. New York. 1906. Interprets the meaning of education from the newest points of view in biology, physiology, so- ciology, and philosophy. Home The Psychological Principles of Education. New York. 1907. Sketches intellectual, emotional, moral and re- ligious education from the psychological standpoint. Too much of science and too little of the substance of faith. Home Idealism in Education. New York. 1910. Dr. Home is Professor of the History of Phil- osophy and the History of Education in Neiw York No. 5 64 BIBLIOGRAPHY University. He makes personality, which he des- cribes as the union of ideas and purpose, the ulti- mate reality. Educating is "the purposeful pro- viding of an environment." He views personali* ties as "the indistinct but developing images of the Divine personality." He quotes Bfarris as saying that all nature is a process for originating indi- viduality and developing it into rational beings; and implies a supremacy of mind, since all its lower processes exist for tiie production of spiritual beingSL Home would combine the practical aim of Herbnt Spencer to assist in, the evolution of humanity with the idealistic philosophy of Harris (Hegel and Plato). He finds heredity, environment and will to be the forces that make men and women. He says, "the mechanism of science is itself a product of the free inquiring spirit of man. To me it is a sad spectacle to see keenly intelligent men throwing themselves as a mass of mere matter before the Juggernaut of scientific necessity which they them- selves have constructed." The finest fruit of the new education "will be the cultivation of the spir- itual sense, the sense of the divine meaning in the daily hai^enings, the vision of all things in God." Nevertheless in reading Home, especially his Psychological Principles, one feels of^ressed by the weight of law, \he absence of redemption, the slen- derness of freedom, and the lack of "the glorioua liber^ of the children of God," which is charac- teristic of the Gospels in the New Testament. Kirkpatrick, Partridge, Fundamentals of Child Study. New York. 1917. . A standard text-book on this subject spearing in 1903, third edition in 1917. The author says the details of sciences relating to development and training of children made great progress during the interval between the two editions. Deals with the nature and problems of child per- sonality, with heredity, physical development, in- stincts, individual, racial, social, adaptive, regu- lative, and expressive. Chapters on the Early De- velopment of the Human Infant, on the Develop- ment of Intellect, on Individuality and on Child Study as applied in schools. Does not touch religion except indirectly. Is a moderate and seasoned statement of the evolutionary view of human development. From a naturalistic standpoint, and does not therefore fit in with die principles of evangelical Christianity. Particularly full of bibliography. The author admits that many of the quantitative results of the tables obtained from recent psycho- logical investigations are only tentative and may be misleading. He does not discuss the ultimate bear- mg of his results nor commit himself to materialism. Genetic Philosophy of Education New York. 1912. An epitome of the educational theories of G. SJf^l^y **^- Note pp. 50-58. and Chapter XII. Religious Education." PSYCHOLOGY OF EDUCATION 65 Wundt, Gordy, Thorndike, Bagley. Colvin, Thorndike, Thorndike, Thorndike, Thorndike, Thorndike, Dewey, Harris, Miller, Grundzuege der Physiologischen Psychologie. Criticises, approves, or re-works Herbart's doc- trines. New Psychology. New York. Pedagogical in purpose. Suggestive. The Principles of Teaching. A. G. Seiler. 1906. The Educative Process. New York. 1910. Aims to prevent a waste of energy on the part of the young teacher. Discusses the biological, sociological, and psycho- logical standpoints, and also the periods of de- velopment. The Learning Process. New York. 1917. Professor of Psychology at the University of Illinois. Some chapters are suggestive, and are useful pedagogically. The book ^leaks of the educability of instincts and habits, the pedagogical significance of imagination, economy in memory and association, pedagogical applications of the doc- trine of attention. It explains phenomena in terms of purpose. The emphasis is pragmatic. The Original Nature of Man, being Vol. I of his "Educational Psychology." New York. 1913. Education. New York. Educational Psychology. Vol. III. Teachers' College. Educational Psychology. Briefer course. Individuality. Boston. How We Think. Boston. Psychologic Foundations of Education. Seeking to show the genesis of mental faculties. The Psychology of Thinking. New York. 1909. 66 BIBLIOGRAPHY Pyle. Oppenheim, Warner, Guyau, Rowe, Rowe, The Outlines of Educational Psychology. Warwick and York. 1911. Mental Growth and Control. New York and London. 1902. The Study of Children and Their School Training. New York. 1897. Medical study of abnormalities in children. Sug- gesting the relations of physical to moral problems. Education and Heredity. London and New York. 1895. A study in sociology by a French sociological writer and philosopher. Considers the use of sug- gestion in dealing with children. Discusses pun- ishment from the medico-scientific view. His point of view is the ultimate good of society and he gives the first place in order of value to moral education. He treats nervous and psychological suggestion as influences modifying the moral instinct, including the role of heredity. He considers the school and methods of intellectual education. His basis is evolutionary. The Physical Nature of the Child. Habit Formation and the Science of Teaching, New York. 1909. PEDAGOGY Hall (G. S.), Pedagogy, Its True Value in Education. Pedagogical Seminary. Vol. XV, pp. 196- 206. Bardeen, The Teacher As He Should Be. Syracuse. 1891. Strayer and How to Teach. Norsworthy, New York. Mark, The Teacher and the Child. 1911. A practical work on the principles of pedagogy. Salmon, The Art of Teaching. New York. 1898. The technique and the art, especially in the ele- mentary grades. Has been called "the best work on tie subject yet published." Roark, Psychology in Education. New York. 1895. Qear and practical. The sphere is not religious, but secular education. PEDAGOGY 67 Page, McKinney, Fitch (J. G.), Payne, Payne, Adams, Dewey, Strayer, Thring, Compayre, Herbart, Herbart, Theory and Practice of Teaching. Syracuse. 1893. "No other American book on teaching has so much claim as this to be considered a classic. .. .The one book the young teacher would most profit by." — C. W. Bardeen. Bible School Pedagogy. Lectures on Teaching. 1912. Lectures on the Science and Art of Education. Boston. 1884. The Education of Teachers. Richmond, Va. 1901. A soulful opponent of modern scientific school mechanics. Exposition and Illustration in Teaching. New York. 1910. The School and Society. Chicago. 1899. Ans^yers Harris' objection to sandboards and other apparatus in Primary education. A Brief Course in The Teaching Process. New York. 1911. Theory and Practice of Teaching. London. 1885. "Worthy to be classed with the books by Page, Johannot, Payne, Fitch and Rein." — W. S. Monroe. Lectures on Pedagogy. Theoretical and Prac- tical. Trans, by Payne. Boston. 1887. "The best book on the theory and practice of teaching." — MacAUister. Allgemeine Paedagogik. Goettingen. 1806. Herbart founded his system on ethics and culture, with the discipline of the will as central, and with the ideas of freedom, perfection, benevolence and justice as fundamental. In spite of a complicated attempt to elucidate and methodize the fundamental psychological states of mind, he did much in his analysis to secure a scientific ibasis for psychology, and in his method to bring about practical results in teaching. Lehrbuch zur Psychologic. 1816, 1819, 1886. Trans, by Margaret Smith. New York. 1891. Herbart is the father of the doctrine of apper- ception. What Pestalozzi did for sense-perception. 68 BIBLIOGRAPHY Heri}art did for the inner or recognizing s^iper- ception. In pedagogy, the knowledge of apper- ception according to Herbart affords >the clue to the order in which studies should follow each other. Herbart emphasizes the unity of the soul as over against separate mental faculties. Common Sense in Education and Teaching. An Introduction to Practice. London and New York. 1899. A good, simple, practical critique of the Herbartian method. Discusses discipline, character, curricula, warnings from history, and the making of a teacher. Apperception. A Pot of Green Feathers. Syracuse, N. Y. Allgemeine Paedagogik. 1862. 4th ed. 1898. Of the Herbartian School. Die Paedagogik der Philosophen Kant, Fichte, Herbartian. Psychologische Paedagogik. 1880. Paedagogische Pathologic. 1890. 3d ed. 1899. Introduction to General Pedagogy. Langensalza. 2d ed. 1901. An ethical, philosophical outline of psychological pedagogics on the basis of Herbart Qearly written. Handbuch der Allgemeinen Paedagogik. Erlangen und Leipzig. 5th ed. 1911. By a pupil of Struempell and Ziller. Sets forth education as the culture of the will (through dis- cipline and character-building), and as the culture of the understanding through instruction. A de- tailed and orderly discussion of ethical and psycho- logical pedagogics. Richter (J. P.), Erziehlehre. (Edition of Lange.) Educational experiences powerfully presented out of the depth of warm conviction. Rein (Wilhelm), Paedagogik in systematischer Darstellung. Vol. I. Die Lehre von Bildungswesen. Vol. II. Die Lehre von der Bildungsarbeit. Langensalza. 1902. A complete presentation of pedagogical science in two volumes embracing over 1,300 large octavo- quarto pages. Rein is the pedagogical expositor of the Herbartian school, and applies the psychological and ethical principles of that philosopher to a de- Barnett, Rooper, Waitz, Struempell, Struempell, Struempell, Ziller, Helm, PEDAGOGY 69 Rein, De Garmo, McMurry, Earhart, Parker, Baldwin, Angell, Bolton, Ruediger, Fitch, Strayer, McMurry, F. McMurry, Sidgwick, velopment of the science of education. With him therefore the ethical is supreme. The discussion applies especially to conditions in Germany. Outlines of Pedagogics. A Condensation of Rein's System. Trans, by C. C. and Ida T. Van Liew. With additional notes by the former. Syracuse. 1895. Essentials of Method. 1892. How to Study. Boston. 1909. McMurry is Professor of Elementary Education in Teachers' College, Columibia University. The book is an answer to two questions. How AduUs Should Study, and How Children Should Be Taught to Study. Opens up to us the meaning of study and the teacher's and scholar's part in it. ^It is es- sentially an analysis of the principal factors in study. — ^Herbartian. Teaching Children to Study. Boston. 1909. Talks on Pedagogics. New York. 1894. Discusses the child's central subjects of study under the leading idea of concentration. Has chap- ters on the Child, on Moral Training, and on De- mocracy in Education. Psychology Applied to the Art of Teaching. Psychology. New York. 1908. Principles of Education. New York. 1911. Principles of Education. Boston. 1910. Educational Aims and Methods. 1900. Chapters I and XI. A Short Course in the Teaching Process. New York. 1912. Elementary School Standards. Yonkers-on-Hudson. 1914. How to Conduct the Recitation. New York. 1895. Stimulus in School. New York. 1886. Some good hints in securing attention and in- terest. 70 BIBLIOGRAPHY Dexter and Garlick, Findlay, O'Connell, Young, Fitch, Stevens, Foster, Bell (S.), Hall, Psychology in the School Room. London. 1898. An excellent and suggestive secular work. Thor- oughly modem in method. Written in J^ngland. Principles of Class Teaching. New York. 1902. A secular work on teaching boys. illuminative. Useful and Class Management Number of New York Teachers' Monographs. New York. March, 1900. Treats of aspects of class management in the public schools. The Art of Putting Questions. 1895. The Art of Questioning. New York. 1897. I/Ccture to training classes. Suggestive and help- ful. The Question as a Measure of Efficiency in Instruction. Columbia University. 1912. The Seminary Method of Original Study in the Historical Sciences. New York. 1888. "One of the most excellent books on method..; especially valuable for advanced students." — Mary S. Barnes. A Study of the Teacher's Influence. Pedagogical Seminary. Vol. VII, pp. 492- 525. Worcester. 1900. Suggestive results of the personal infiuence of teachers over young people. Methods of Teaching History. Boston. 1883. Deals with history in the secondary schools. School Management Hewins, The Doctrine of Formal Discipline in the Light of Experimental Investigation. Baltimore. 1916. Orcutt, School Keeping: How To Do It. Boston. 1885. PEDAGOGY 71 Baldwin, Hale, Hughes, Hughes, Johnson, Kennedy, Dutton, The Art of School Management. New York. 1881. Infant School Management. London. 1886. How to Keep Order. 1895 Securing and Retaining Attention. New York. 1893. A handbook on attention; kinds of attention, how to secure it, how to control the class, how to induce mental activity and concentration. Education by Doing. 1895. The School and the Family: The Ethics of School Relations. New York. 1878. Social Phases of Education in the School and the Home. By the Superintendent of the Horace Mann Schools, New York. SUNDAY-SCHOOL TEACHING McKeevcr, Charters, Lester, Carmack, How to Become an Efficient Sunday-school Teacher. Cincinnati. 1915. Treats the Psychology and Pedagogy of Sunday- school Teaching. Methods of Teaching. Chicago. 1912. This book is on general pedagogy, and does not deal with Sunday-school teaching. We place it here because its value and suggestiveness can be ^plied in the Sunday-school and should not be overlooked by thoughtful Sunday-school teachers. By Professor of Theory of Teaching in University of MissourL A logical, psychological and pedagogical analysis of general teaching method, popularly described and applied. Contains a general, as well as fecial, bibliographies. Among other things, it treats of subject-matter, values, interest, motive, forms, text-books, ques- tioning, induction, deduction, review and lesson plan, in general education. Of the "Culture Spoch Theory" the writer says, "The chief trouble with the culture epoch theory is that while it is a pretty theory it will not work. It is impossible to take a class of children and find these stages standing out in any definite way. In a very general way there may be some parallelism between the development of the race and of the child^ but it is not sufiociently definite for the educator to use in building a course of study upon, Sunday-school Teaching, Its Aims and Its Methods. New York. 1912. By Diocese of London's Director of Sunday- school work. Has chapters on "How to Prepare the Lesson," "How to Make the Lesson Qear," "Variety in Methods of Teaching," and is full of practical directions. How to Teach a Sunday-school Lesson. New York. 1911. A book not on What to Teach, but How to Teach. Essentially Christian in viewpoint, utilizing psy- diology. Comforting passages of Scripture. The chapter that describes "the career of a lesson truth" is fine. So is the description of the dif- ference between facts and truths, the former being the body, and the latter the soul of the lesson. So also is the popular unfolding of the psychology of ideas. It is suggested that the teacher keep a record of the lessons taught, and ask herself. Can I use any previous lesson to lead np to this one? (cp. perception), cultivating the teacher's imagina- tion to give her visualizing power, and build out a ' story properly. The psychology of interest is made most clear. 72 SUNDAY SCHOOL TEACHING 73 Pattee, Wells, Du Bois, Brumbaugh, Haslett, Hall, Schauffler, Ellis, Hughes, Elements of Religious Pedagogy. Milwaukee. 1909. An exceedingly practical and helpful book, open- ing the child's development, the science of psycho- ology and the art of teaching to the average teacher in a plain, practical and helpful way._ The book supports our views of the age period in childhood and of a graded curriculum. Its descriptions of religion and morality and of adolescence are from the natural standpoint of G. Stanley Hall. Allow- ances for this must be made by evangelical readers. The simplicity, conciseness and concreteness with which diificult subjects are treated is remarkable. The Teacher That Teaches. Boston. 1907. A book on teaching and training the scholar in Sunday-school. Contains a chapter on *'How the Teacher Prepares to Teach," and "How He Inter- ests His Scholars." The Point of Contact in Teaching. 1907. One of the earliest and most effective applications of practical psychology to teaching. The Making of a Teacher. Philadelphia. 1905. A psychological treatment in clear and unteohni- cal style, of the pupil's mind, of the teacher's equip- ment, of courses of study, of religious training, and of the teaching of Christ. The Pedagogical Bible School. 1903. Some Fundamental Principles of Sunday- school and Bible Teaching. Pedagogical Seminary. Vol. VIII. Worcester. December, 1901. Applies psychology to the curriculum and teach- ing of the Sunday-school, with an appeal for reform. The Teacher, the Child, and the Book. 1901. In .the author's well-known style. Sunday-school Work and Bible Study in the Light of Modern Pedagogy. Pedagogical Seminary. Vol. III. Worcester. June, 1896. Outlines the child's moral and religious unfolding from the evolutionary point of view. Sketches the Sunday-school. Mistakes in Teaching. Syracuse, N. Y. 1895. A little handbook brieily and clearly describing mistakes in aim, management, discipline, method, and moral training. 74 BIBLIOGRAPHY Trumbull, Winship. Shepherd, Holson, Adams, Teaching and Teachers. Philadelphia. 1885. Dr. TrunAull was a great and inspiring teacher, with penetrative insight, high ideals, and a good heart. A notable book. Methods and Principles in Bible Study and Sunday-school Teaching. Boston. 1885. Thoughtful and suggestive. A pioneer in the ap- plication of psychological method to the study of Scripture. Religious Pedagogy in the Modern Sunday- school. St. Louis. 1911. Principles and Practice of Teaching in Their Application to Sunday-schools. Primer on Teaching. With Special Reference to Sunday-school Work. Edinburgh. 1907. Much in little. Chapter 2, Ideas and Their Re- lations; Chapter 3, Attention and Interest. TEACHER-TRAINING HANDBOOKS McConaughy Sunday-school Teaching and Management. and Philadelphia. 1916. Bartow, Contains seven chapters on effective teaching. Practical, clear and well-ordered. Musselman, The Sunday-school Teacher's Pupils. Philadelphia. 1908. A psychological setting forth of the growing pupil and his mind with pedagogical inferences. Hamill, The Sunday-school Teacher. Philadelphia. 1902. Small, but practical and valuable. McKinney, The Pastor and Teacher Training. 1915. Helpful Hatcher, The Pastor and the Sunday-school. 1905. Peabody, Lectures in Training Schools for Kindergart- ners. New York. Of value. Report of Teacher Training Conference. 1908. TEACHER TRAINING HANDBOOKS 75 Schueren, Slattery, Slattery, Slattery, Sunday School Times Co., Moninger, Beardslee, Marquis, Gregory, Axtel, Sunday School Times Co. Fitch, Young, Religions-Unterricht in der Christlichen Volks- schule. Guetersloh. 8th ed. 1900. Practical teacher-training in Biblical, catechetical, and moral instruction. An evangelical book. A Guide for Teachers of Training Classes. Boston. 1912. A book of practical lessons to teach those who have never taught how to teach. Living Teachers. Boston. 1909. Talks With the Training Class. Boston. 1906-1912. A good teacher-training book on popular peda- gogical psychology, in brief compass, and under the modern method. Training the Teacher. Philadelphia. 1908. A teacher-training book containing lessons on method and material by various authors. Training for Service. Cincinnati. 36th ed. 1916. Contains eight lessons on the Teacher and his Work, and eight lessons on the Pupil. Written ac- cording to the approved modern Teacher-Training method, with a great multiplicity of points. Teacher Training With the Master Teacher. Philadelphia. 1903. The methods of Jesus as a teacher. Learning to Teach from the Master Teacher. Philadelphia. 1913. The Seven Laws of Teaching. 1906. The Teaching Problem. 1902. Takes up the teacher's individual difficulties. Hints on Bible Study. Philadelphia. 1898. Essays by scholars on the Biblical material. The Art of Questioning. New York. 1897. The Art of Putting Questions. 1895. 76 BIBLIOGRAPHY Stevens, The Questions as a Means of Efficiency in Instruction. 1912. Taylor, The Study of the Child. "A sound and fwholesome book on Child Study." (Harris.) Pease, The Sunday-school Teacher's Normal Course. New York. 1895. A two years' course of topics and questions. Twenty-seven lessons on the Old Testament, seven lessons on Child Nature, four lessons on Teaching, two lessons on The Teacher, a*d single lessons on Lesson Study, Scholar Study, Sunday-school, etc. Oliver, Preparation for Teaching. Philadelphia. 1909. Ten lessons on the Old Testament, ten on the New, ten on Bible Institutions and the Sunday- school, ten on The Pupil, and ten on The Teacher. In topical paragraph form with test questions. Moore and Teaching Values of the Old Testament. Mack, New Standard Teacher Training Course. Philadelphia. 1918. Good, except that -we miss in it the main feature, viz., a lesson on The Promises, Covenants, and Pro- phecies of the Old Testament as prefiguring and culminating in the Cross, or on "The Old Testament in the light of The New." The last third of the book points out the teaching values for the various grades of childhood and youth. Duncan. Teaching Values of the New Testament. 1918. This book reviews and summarizes the acts, jour- neys and epistles of St. Paul. It is excellent and truly Christian in many ways, but its eye for things may be seen in the fact that it devotes one-half a page to the Epistle to the Romans, one page to the Epistle of James, and over seven pages to the book of Revelation. We pity the author in his task of finding teaching values for young diildren in the Epistles. All the teaching values taken together as given in the book would constitute a very frag- mentary and incoherent set of fringes for the faith and character of the little ones. This is not the author's fault, but lies in the nature of the task prescribed to him. Sanders, The Program of Christianity. The Pilgrim Training Course for Teachers. Chicago. 1918. We cannot endorse this book. It is a cogent and popular setting forth of the current soci^ values of Christianity found in such books as those of Rauschenbush and Coe, as the whole Christianity program. The words "Kingdom of God" and "evan- gelization" are socialized. The program of Jesus as here given is not that of His redemption on the OF ESPECIAL INTEREST TO THE BULK OF OUR READERS 77 Cross, but that of His life to set a good example. There is scarcely a page in which this perspective does not evaluate some of the living truths of the New Testament. It is not a book of Qirist, but of humanity. Man is put in the center of the Kingdom of God. This is the view of the new religion rep- resented and propagated iby its author. OF ESPECIAL INTEREST TO THE BULK OF OUR READERS Reu, Catechetics. Theory and Practice of Religious Instruction. Chicago. 1918. Sections 21 and 22 are psychological; sections 24 to 31 deal with the material, and sections 32 to 38 with method. A book of masterly insight, fine logical method and surprising in its comprehensiveness and amount of detail. Full bibliographies. Norlie, The Open Bible. Minneapolis. 1918. Deals exclusively with the Biblical material. Sheatsley, A Guide to the Study of the Bible. Columbus, Ohio. 1918. Deals with Biblical material and with doctrines. Wiles, The Challenge of the "Sunday-school, Philadelphia. 1916. Keen and clear, glowing with a ripe experience. Contains sections on "Teaching in the Bible," "Training the Spiritual I^ife," on "Instruction in the Word of God," on "The Bible and Lesson Helps," and on "The Teacher." Dr. Wiles says, "The teacher must in one hour establish and re-enforce the life of the child so that he will remain true for seven days to the ideals he has learned." He says, "Ninenty-five per cent, of the teadtiers ^re made, not born." He says, "Give us a half dozen teachers that love Christ and the Bible and the children, and we will undertake to build a school anywhere." Weigle, The Pupil and the Teacher. Philadelphia. 1911. Well organized and rich in psychological content. Probably the best psychological book for Sunday- school teachers. Hunt, A Lutheran Sunday-school Handbook. Rock Island, 111. 1911. Contains chapters on the I^utheran teacher's pre- paration, his teaching and his method. A good book, well arranged in topics. 78 BIBLIOGRAPHY Gerberding, The Lutheran Catechist. Philadelphia. 1910. Chapters 3, 9, 12, 15^ 16 et passim. Kdifying and illuminative. Klykken, Our Homes and Our Children. Trans, from Norwegian. Decorah, Iowa. 1909. A stimulative work for young people and on child-training. Sheatsley, To My Sunday-school Teachers. Columbus, Ohio. 1902. Sixteen very popular lectures on teaching. Huh, Bible Primer. Old Testament. Rock Island, 111. 1919. Fifty-two one-page stories in choice language. Told for children, with beautiful pictures, in soft colors, Lutheran Teacher Training Series for the Sun- day-school. United Lutheran Publication House. Philadelphia. This Series consists of three books, as follows: Alleman, The Bible: A General Introduction. 1914. Weigle, The Pupil and the Teacher. 19n. Smith (A. H.), The Lutheran Church and Child Nurture. 1911. The aim of these books is to furnish a working knowledge of the Bible as a book and as a message of God to men; of tihe personality of the pupils, and the principles and methods to be applied in teaching them; and of Lutheran views of the child*s relation to the Church. Schmaukand Teacher Training Quarterly of Lutheran Hunton, Graded System. ^ A practical teachers* magazine for the special aid of grade teaching. THE SUNDAY-SCHOOL AS AN ORGANIZATION Meyer, Graded Sunday-school in Principle and Prac- tice. New York. 1910. 4th ed. 1914. Discusses the Graded Sunday-school in principle. THE SUNDAY SCHOOL AS AN ORGANIZATION 79 Cope, Brown, Lawrence, Michael, Burton and Mathews, Brown, No. 6 in its historical development, and in practice. Its treatment of graded courses and curriculum is some- what incomplete, but devotes a separate chapter to the International Graded Course. The Evolution of the Sunday-school. Boston. 1911. Described by its title. By the Secretary R. E. A. Contains the history of the school and the lesson system. Assumes the higher critical views of the Bible. The City Sunday-school. Philadelphia. 1906. A useful booklet, especially for superintendents and officers of a large school, with details of an extensive follo-w-up organization, answers to ques- tions as to bofw the school is run, and a large num- ber of suggestive forms, letters and blanks used for various purposes in this school. Mr. Brown says: "Believe supremely in personal work. You cannot get behind the teacher's personal interest in the scholar. The teacher is the crux of the situation." How to Conduct a Sunday-school. New York. 1905. This well-known book contains several brief chap- ters bearing on our subject, which are practical and specific, but insignificant amid the mass of other material. The Sunday-school in the Development of the American Church. Milwaukee. 1904. A history of the American Sunday-school in the episcopal Church. The author gives much definite information and writes to bring out the priority of his Church in Sunday-school work. Among other things he tells us that religious pedagogy has not been evolutionary, and that the religious instruction at the beginning of the nineteenth century was of a much higher type than that which we find at the end. Principles and Ideals for the Sunday-school. Chicago. 1903. Discusses the purpose, influence, authority, and class methods, of the teacher; and the requirements, curriculum, examinations, organization and "ritual" of the school. The Bible is interpreted as historical literature, rather than as a definite and final reve- lation. Analyzes the school for the benefit of the superintendent and the teacher. This is one of the early books advocating a graded method and system of Bible study. Sunday-school Movements in America. New York. IPOl. Chapters on American Sunday-school Union. In- ternational lesson System, Chautauqua Movement, 80 BIBLIOGRAPHY Bible Study Union, etc. As the book was written about 1900, it does not describe the later movements. Contains a bibliography of the older material, with no reference to graded lessons. Foster, A Manual of Sunday-school Methods. Philadelphia. 1899. Trumbull, The Sunday-school : Its Origin, Mission, Methods and Auxiliaries. Yale Lectures. Philadelphia. 1888. ^ Reviews the history of the Sunday-school with a discussion of its present work and opportunities. Exhaustive on many points and a standard in its day. Cope, The Modern Sunday-school and Its Present- Day Task. New York. 1916. Pattison, The Ministry of the Sunday-school. Philadelphia. 1902. By a Professor in Baptist Theological Seminary, Rochester. Literary lectures on the history of the Sunday-school and on the relation of the minister to his young people. Cope, Efficiency in the Sunday-school. New York. ''Constructive and practical." Hartshorne, Worship in the Sunday-school. New YorK. A study of principles. Rice, Short History of the International Lesson Sys- tem, with Classified List of Lessons for Thirty-three Years. Philadelphia. 1902. Gilbert, The Lesson System. GRADED SERIES OF SUNDAY- SCHOOL LESSONS The Lutheran Graded System. United Lutheran Publication House. Philadelphia. This system, begun in 1895, is prepared for Lutheran Bible and bunday-schools. To the graded lessons there is added material from the catechism. The Completely Graded Series. Chas. Scribner's Sons. New York. The aim throughout is to teach the pupil at each age what it means to be a Christian at that age. From the viewpoint of the new the- ology and new history. The International Course, Graded Sunday-school Lessons. Pub- lished by: American Baptist Publication Society, Philadelphia. The Methodist Book Concern. New York. The Pilgrim Press. Boston. The Presbyterian Board of Publication and S. S. Work. Philadelphia. The Murray Press. Unitarian. Boston. The S. S. Board of the Reformed Church. Philadelphia. Christian Board of Publication. St. Louis. This is the graded series chosen by the International Lesson Com- mittee, and adopted by the above church conunassions. The "Keedy^' Sunday-school Lessons. Graded S. S. Publishing Co. Boston. Contain four excellent works for the Junior and Intermediate grades. (Listed by grade following.) The National Society's Graded Course of Religious Instruction. The National Society's Depository, 19 Great Peter St. Westminster, S. W. London. These lessons are intended for the use of catechists, teachers in day and Sunday-schools, and parents generally. The London Diocesan S. S. Manuals. Longmans, Green & Co. New York. Issued with the authority of the Bishop of London. The manuals are prepared by well-known experts in religious instruction. Com- piled to give definite church teaching. The Young Churchman Co., Milwaukee, Wis., and Edwin S. Gorham, New York, publish a series of graded text-books in topical courses for all grades. Of special value to Episcopal schools. They list also the text- books of the N. Y. S. S. Commission. ["he Diocesan System of Church S. S. Lessons. Geo. W. Jacobs & Co. Philadelphia. Material of this series is intended for primary, junior, and senior grades. 81 82 BIBLIOGRAPHY Sunday School Commission of the Diocese of New York, a series of texts for Episcopal schools, edited by W. W. Smith and others. Published by the Young Churchman Co. Milwaukee. The series includes biblical, catechetical, historical, doctrinal and missionary material. It is one of the most extensive series in its variety of subjects and methods of treatment. The Standard Curriculum of the Protestant Episcopal Church in the U. S., as set forth by the General Board of Religious Education of that Church. The Constructive Bible Studies. The University of Chicago Press. The series worked out under Shailer Mathews. The new theology and new history. Friends' First Day School Lessons, Graded Course. The Central Bureau, 150 N. ISth St. Philadelphia. A complete series of graded lessons by the Friends. The Teacher and Taught, Graded Lesson Course. The Friends' First Day School Association. London. The general aim of the series is to provide help in a compact form for all engaged in religious instruction, whether it be in the day or Sunday-school, or in the home. The Beacon Series : A Graded Course. Unitarian S. S. Society. Boston. A fully graded series of 12 volumes from the ages 6-17. Unitariatu Good as literature. The One-Topic, Three Graded Series. Unitarian S. S. Society. Boston. A series furnishing the same topic for all grades of the school, with material for three departments: primary, intermediate, and senior. Unitarian. Union Graded Series. Synagogue and School Extension. Cincinnati. Graded lessons for Hebrew Sunday-schools. Includes: "Stories of the Prophets," "Primary Graded Series," "Junior Bible Stories," and leaflets on religion. Separate books for teachers and pupils. Reu, Grades of the Wartburg Lesson Helps. Chicago. 1914 ■S.°''t,?^?'","xC^ Primary, Junior and Intermediate, SS? Biblical History for School and Home (1919). Bible Stories and History. From the evangelical standpoint, with teaching of doctrine and hymns and abundant provision for review. Pease, An Outline of a Bible School Curriculum Chicago. 1809. Different periods in child life with suggestions for graded course. BOOKS ON VARIOUS GRADES 83 BOOKS ON VARIOUS GRADES Athearn, Archibald, Black, Sudlow, Van Marter, Darnell, Murray, Schmauk, McKinney, Lee, Athearn, Primary The Primary Department of the Church School. Methods, principles and curriculum, with songs. The Primary Department. Philadelphia. organization, Kquipment, days. study course, special Practical Primary Plans. New York. 1898. A complete work for the Primary, including equipment, program, order, etc. All About the Primary. Milwaukee. Plans, aims, and methods of this department. The Primary Teacher. Methods and experiences of a skilled Methodist teacher of a quarter of a century ago. The Blackboard Class for Primary Sunday- school Teachers. Boston. Eleven lessons. Our Primary Department. Philadelphia. A well-known, elaborate Plainfield experiment. Wonderland. Philadelphia. 1898. "A teacher's manual containing very helpful les- sons for this department." — Religious Education Association Bibliography. Junior After the Primary, What? New York. Methods for instructing children between nine and twelve. New Methods in the Junior Sunday-school. London. Applies Froebelian. principles to Sunday-school teaching. The Junior Department of the Sunday-school. Des Moines, la. Outline of methods and of curriculum for this department. 84 BIBLIOGRAPHY Intermediate Alexander, The Sunday-school and the Teens. New York. Over a hundred articles relating to this depart- ment. Athearn, The Intermediate Department of the Church School. Department of Religious Education, Drake University. Des Moines, la. A very helpful and suggestive outline of methods, principles and curriculum for the department. Wood and Hall, Hazard, Wood, Pearce, Wells, Bryan, See, Wood, Adult Adult Bible Classes and How to Conduct Them. Boston. A statement of the ideals and principles of the adult Bible class, with suggestions as to the course of study. Adult Bible Classes. Forms of Organization. Boston. A teacher's manual showing the forms of organi- zation of several successfully organized adult Bible classes. Adult Class Study. Boston. A short statement of the place, needs, work and problems of this department. The Adult Bible Class, Its Organization and Work. Boston. Handbook telling how to organize and run an adult class. The Ideal Adult Bible Class in the Sunday- school. Boston. A concise, readable manual, containing plans for building up the class and conducting its work^ The Organized Adult Bible Class. St. Louis, Mo. A manual of methods, containing practical sug- gestions. °^ The Teaching of Bible Classes. New York. Adult Bible Classes and How to Teach Them. BOOKS ON VARIOUS GRADES 85 Stebbins, Downey, Hazard, Sampey, Rice, Brown, Wells, Smith, Vincent, Mead, Rice, Paret, Winship, Home Department The Home Department of Today. Philadelphia. Gives the steps toward the organization of a new home department. The Home Department of the Sunday-school. A helpful pamphlet. Home Classes and the Home Department. Boston. Compact information as to organization and methods. Development of the Sunday-school, 1780-1895. Report to Toronto International Sunday- school Convention. 1905. International Lesson System. Important Epochs in the History of the Sun- day-school. How to Plan a Lesson. 1904. Sunday-school Problems. 1905. The Sunday-school of Today. 1911. Modern Sunday-school. Modern Methods in the Sunday-school. The Sunday-school, Its History and Problems (Especially the Lutheran Sunday-school). Lutheran Church Review, Vol. XV (1896), pp. 392-558. Religious Education, Vol. IV, p. 228; Vol. V, pp. 251-487. Origin and Expansion of the Sunday-school. Philadelphia. 1906. Religious Education, Vol. II, p. 170; Vol. Ill, p. 306 ; Vol. IV, p. 431 ; Vol. V, pp. 267-487. Place and Function of the Sunday-school in the Church. New York. 1906. Organizing and Building Up the Sunday-school. New York. 1910. Names of Publishers Have Been Omitted to Gain Simplicity in Tabulation and to Save Space. Books Not Out of Print May Be ObUined Through The United l^utheran Publication House, Ninth and Sansom Streets, Philadelphia. INDEX PAGE Abbott 19, 35 Adams 67, 74 Adler 37 Aldrich 43, 47 Alexander ..48, 51, 84 AUeman 78 Allen 44, 61 Allison 27 Amicis 46 Anderson 48 Ar.drews 50 Angell 69 Archibald 83 Aristotle 7 Arnold 8, 30 Athearn 52, 53, 55, 83, 84 Au^stine 7 Axtel 75 Axtell 46 Bacon, F 7 Bacon, R 7 Bagley 27, 65 Bailey 29 Baldwin 8, 12, 13, 20, 25, 26, 63, 69, 71 Bamberger 42 Barbour 47 Bardeen 6, 8, 66 Barker 55 Barnard 6 Barnes 6, 21, 24, 31, 377 41 Barnett 68 Bartow 45, 74 Bascom 8 Beardslee 7S Becfcwith 30 Beebe 41 Beeger 6 Belgium 5 Bell 70 Berle 35 Berlin 5 Bernheimer 48 Bibliography 6 Bigelow 38 Birney 23 PAGE Black 83 Blackwell 38 Blake 40 Blandford 46 Blow 40 Bonet-Maury 6 Bonner 31 Boorman 48 Boulton 69 Bowen 40 Bowne 8 Brackett 50 Brand 51 Briggs 59 Brockway 48 Brown 6, 79, 84 Browning 57 Bruce 33 Brumbaugh 7^ Brunetiere 59 Bryan 26, 84 Bryant 28, 30 Buck 48 Buckland 29 Buelow 23 Buisson 7 Bureau, U. S 6 Burk 27 Burns 55 Burton 79 Butler 51, 58 Bushnell 32 Cabot 37, 59, 61 California 6 Calvin 7 Cannon 27 Carmack 72 Carpenter 8, 34 Chapman 38 Charters 72 Chenery 34 Chicago II, 28 Childs 33 Chrisman 31, 49 Clark 45, 50 Cobb 37 Coe ... ,10, 13, 51, S3 Cohen 48 87 PAGE Colvin 27, 6s Comenius 5, 7, 13, 23, 39 Compayre 8, 20, 21, 26, 67 Cooke 31 Cooley S3 Cope . . .52, 56, 79, 80 Cowles 28 Cradock 33 Cragin 29 Cramer S4 Crampton 44 Cressey 55 Croswell 44 Currie 24 Curtis 44, 54 Danielson 22 Darnell 83 Davids 24 Davidson 20, 29, 49, 57 Dawson 31, 32 Dewey 13, 20, 24, 25, S3, 54, S9, 61, 65, 67 De Garmo 53, 69 Dexter 58, 70 Dickinson 47 Diffendorfer 56 Dix 31 Downey 85 Dressier 19 Drummond ...,21, 31 Du Bois 21, 24, 33, 59, 73 Duncan 76 Dutton 54, 71 Earhart 69 EJby 43 Ellerton 59 Ellis 73 Emery 7,7 Erasmus 7 Everett 36 Exner 38 Fenelon 7, 49 88 INDEX PAGE Field 48. 49 Findlay 70 Fisher 33 Fiske 13, zo, 47 Fitch 8, 67, 69, 70, 75 Fitz 19 Foi4>u5h 21, 22, 29, 30, 33. 44, 45. 46, 47 Foster 8, 38, 42, 47. 70. So Francke 7 Frayser S6 Frear 38 French 61 Froebel 7, 8, 13, 39, 40 Galloway ....8, 38, 59 Garlick 70 Gelston 49 Gerberding 78 Gesell 37 Gilbert 80 Gilman 24, 35 Goddard 37 Goldamer 40 Goodridge 42 Gordy 64 Grahame 21 Graves 58 Green 35, 62 Gregory 75 Griggs 60 Grinnell 34 Groos 45 Groszmann 25 Gruenberg 35 Gulick 45, 59 Guyau 66 Haas 63 Haeckel 54 Haillmann 39 Hailman 41 Hale 71 Hall 6, 7, 11, 13, 27, 37. 44. 50, 52. 55. 59. 60, 66, 70, 73, 84 Hall (Mrs.) 19 Hallam 23 Halle 7 Hamill 74 FACE Hancock 46 Harmon 24 Harper 11 Harris 6, 7. 8, 27, 39, 54. 61, 65 Harrison 37, 43 Hartshome ....32, 80 Haslett 73 Hastings 7 Hatcher 74 Haverstick 42 Hazard 84, 85 Healy 37 Heath 7 Heathcote 51 Hecker 7 Heeraart 27 Helm 68 Henderson 59 Herbart 8, 14, 36, 56, 67 Hergang 37 Hervey 43 Hewins 70 Hill 43 Hilyer 36 Hoare 21 Hoben 47, 55 Hodge 36 Hodges 30, 36 Hoeffding 8, 63 Hogan 24 Holmes 60 Holson 74 Holt 19 Hopkins 8 Horne 63 Houghton 28 Howell 47 Hubbert 55 Hughes 8, sSf 40, 47, 71. 73 Hult 42, 78 Humanists 7 Hunt 23, 77 Hutton 56 Hunziker 6 Hutchinson 35 Huxley g James 62 Jenks 46 FACE Fennings 62 Jevons 8 Johnson 44, 71 Jones 38 Judd 63 Keedy 81 Kennedy 50, 71 Kent II, 24 Kerley 19 Kerr 28 Key 22 Keys 28 King 2S» so Kingsley 8 Kirkpatrick 61, 64 Kirtley 45 Klingensmith 29 Klykken 78 Knoke 8 Koons 31 Krause 40 I^mbert 52 Lamoreaux 21, 3^ Latter 43 I^awrence 79 I/ay 24 Lee 44, 83 Lester 72 Lindner 7 Lindsay 28 Littlefield 42 Locke 7, 13 London 5 Loomis 49 Lotze 8 Lowry gc Lutes 35 Luther ..7 MacCunn 60 Mack 76 Mackay 44 MacMillan 21 Mahaffy 8 Major 21 Malleson 35 Mallett 46 Mangold 22 Mann 7, 8, 19, 41 Margesson 37 Mark 61, 65 INDEX 89 PAGE Marquis 75 Martineau 36 Mathews 79 Maurice 8 Mayo 23 McAllister 6 McConaughy 74 McCormack 49 McCowan 49 McCracken 24 McDougall 45 McKeever 22, 47, 49, 72 McKinney ..(i"?., 74, 83 McMannis 25 McMurry 56, 69 McQuaid 55 McVannel 43 Mead 54, 85 Melanclithon 7 Merrill 47 Meyer 52, 61, 78 Meyers 54 Michael 79 Miller 65 Milton 7 Moninger 75 Monroe 6, 7, 8, 9, 39, 58 Montessori 7 Moody 8 Moore 19, 23, 42, 58, Morley 38 Mosher 35 Moulton 29 Mowry 61 Moxcey 49 Mumford 31. 32 Munroe 56 Murray zz, 83 Mussellman 74 New York 38 Norlie 17 Norsworthy ....25, 66 Oberlin 7 O'Connell 55» 7o Olcott 30, Z7 Oliver 76 PAGE Oppenheim ..25, 28, 66 Orcutt 70 Page 8, 67 Painter 56, 58 Palmer 8, 62 Paret 85 Parker 69 Partridge 64 Pater 21 Pattee 73 Pattison 80 Patrick 45 Paulson 57 Payne 8, 67 Peabody 74 Pearcel 84 Pearson 59 Pease 76, 82 Pedagogical Libraries S Pedagogique Musee 5 Perdue 27 Perez 20 Pestalozzi 7, 8, 13, 35, 39 Pestalozzian 6 Peterson 20 Phillips 48 Plata 7 Plutarch 7 Potter 52 Poulsson 20, 29, 34, 43 Preyer 20, 26 Prior 20 Proudfoot ..29, 33, 41 Puffer 46, 48, 49 Pyle 66 Quick 56 Ranke 30, 33 Rankin 41 Read 33 Rein 7, 8, 68. 69 Reinhart 57 Kcu 29, 30, 42, "^T, 82 Ribot 8 Rice 62, 80, 84, 8s Richardson . . . .49, 50 Richmond ..25, 46, 59 PAGE Richter 68 Riddell 34 Riis 61 Rishell 30 Roark ^^ Robinson 43 Rooper 68 Rosenkranz 8, 57 Rousseau ....7, 13, 14 Rowe 19, d^ Ruediger 69 Rugh 53, 54 Russia 5 Salisbury 30 Salmon 66 Sampey 85 Sanders 11, 76 Schauffler 73 Schmauk 19, 24, 28, 42, 51, 53, 83 Schmid 7, 57 Schoff 28 Schueren 75 Schumann 8 See 84 Seeley 8, 60 Sharp 60 Shand 60 Sheatsley 78 Shepherd 74 Shinn ig, 20 Shireff 41 Sidgwick 69 Siegert 25 Sisson 44, 60 Slattery 49, 75 Slaughter 50 Smith z^^ 40, 4i» 44. 59. 1^, 82, 85 Sneath 36 Snedden 54 Sonnenschein 6 Spear 54 Spencer 8, 13, 57 Spiller 35 Starbuck . .31, 51, 54 Stebbins 85 Stelzle 48 Sterrett 63 Stevens 70 Stevenson 54, 75 90 INDEX PACE St. John ...28, 30, 33 Stork 62 Stout 63 Strayer ....66, 67, 69 Struempell 8, 68 Sturm 7 Sudlow 83 SuUey 26, 27 Switzerland 5 Tanner 22 Taylor 27, "j^t Thorndike 26, 65 Thring 67 Tolstoi 8 Tracy 26 Trumbull ..34, 74, 80 Tweedy z^ Tyler 20, 51 Urwick 23, z^ PAGE Vandewalker 43 Van Dyke 31 Van Marter 83 Van Ormer 50 Vincent 8, 53, 85 Virchow 54 Wagner 56 Waite 8, 68 Walters 34 Ward 56 Warner ....24, 45, 66 Washington 5 Weaver 48 Weigle 77, 78 Wells 73, 84, 85 Welton 7, 46 Wenner 53 Westfield 6 Wheelock 6 White 8, 46 Whitehouse 45 PAGE Whitley 25 Wiche 29 Wiggin 27, 28, 40, 43 Wile 38 Wiles 77 Wiltse 27, 28, 43 Winchester 52 Winship 74, 85 Winston 24 Winteitiurn 23, ^^^ 34 Wood-Allen 36, 38 Wood 84 Wundt . .8, 26, 63, 65 Wray 24 Yeates 23 Yoder 46 Young 44, 70, 75 Ziller 8, 68 Zurich 6 Z-wingli 7