furnishes a good endurance-test. It is hoped that the idle fellows will fall by the wayside, and the grapes of Canaan be reserved for those who have crossed the forbidding desert. Sometimes the teacher of literature wonders whether it is worth while to keep up the stern pretense. Why not let the cat out of the bag? Reading is a recreation, rather than an enforced discipline. Why should not leisure be left for such recreation even in the strenuous days of youth? The habit will be a great solace in later life. We are beginning to see that the ideal of a liberal education is too large to be put into four years of a college course. It is the growth of a lifetime spent in contact with the actual world. But it is not too much to ask that in a university the student should be brought in contact with different types of the intellectual life, and that each type should be kept distinct. He should learn that the human mind is a marvelous instrument and that it may be used in more than one way. Variety in courses of study is less important than variety and individuality of mental action. How does a man of science use his mind? How does an artist feel? What makes a man a jurist, a man of business, a politician, a teacher? How does ethical passion manifest itself? What is the historical sense? These are not questions to be answered on examination papers. But it is a reasonable hope that a young man in the formative period of his life may learn the answers through personal contacts. PROTECTIVE COLORING IN THE EDUCATIONAL WORLD THE name of Samuel McChord Crothers is familiar to every reader of modern essays. Dr. Crothers is pastor of the First Church, Cambridge, Massachusetts. He writes interestingly on a wide range of subjects, literary and educational, with a mixture of humor, satire, and philosophy. The Gentle Reader is one of his most familiar books of literary essays. It would be unfortunate to append questions for discussion to an article such as this. We prefer to ask the reader to search his own conscience, and to condemn himself, if he finds it necessary to do so, for any effort at protective coloring in his own practice as a teacher. WHAT SHALL WE TEACH? THE books in this list deal with the general problem of choosing studies and organizing them into curricula; also with the values of history, the classics, the manual arts, and English. Further references on the making of curricula and references on other subjects of the curriculum will be found in the lists at the end of the book. References American Classical League. The Classical Investigation (Part I). Princeton, Princeton University Press, 1924. BABBITT, IRVING. Literature and the American College. Boston, Houghton Mifflin Co., 1908. BAGLEY, WILLIAM C. Educational Values. New York, The Macmillan Co., 1920. BATES, ARLO. Talks on Teaching Literature. Boston, Houghton Mifflin Co., 1906. BOBBITT, J. FRANKLIN. The Curriculum. Boston, Houghton Mifflin Co., 1918. How to Make a Curriculum. Boston, Houghton Mifflin Co., 1924. BONSER, FREDERICK G., and MOSSMAN, LOIS C. Industrial Arts for Elementary Schools. New York, The Macmillan Co., 1923. CHARTERS, WERRETT W. Curriculum Construction. New York, The Macmillan Co., 1923. CLEMENT, JOHN A. Curriculum Making in Secondary Schools. New York, H. Holt and Co., 1923. Great Britain Board of Education: Committee on the Position of English in the Educational System of England. The Teaching of English in England (A Report). London, His HANUS, PAUL H. Educational Aims and Educational Values. New York, The Macmillan Co., 1905. INGLIS, ALEXANDER J. Principles of Secondary Education. Boston, Houghton Mifflin Co., 1918 (Part III). JOHNSON, HENRY. Teaching of History in Elementary and Secondary Schools. New York, The Macmillan Co., 1920. JUDD, CHARLES H. Psychology of High School Subjects. Boston, Ginn and Co., 1915. National Education Association: Report of the Committee on Social Studies of the Commission on the Reorganization of Secondary Education. The Social Studies in Secondary Education. United States Bureau of Education, Bulletin No. 28, 1916. SNEDDEN, DAVID. Sociological Determination of Objectives in Education. Philadelphia, J. B. Lippincott Co., 1921. THOMAS, CHARLES S. The Teaching of English in the Secondary School. Boston, Houghton Mifflin Co., 1917. WEST, ANDREW F. (Editor). Value of the Classics. Princeton, Princeton University Press, 1917. |