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