LANGE U18RARV or EDUCATION 
 
 UNIVERSITY OF CALIFORNIA 
 
 BERKELEY. CALIFORNIA. 
 
 UC-NRLF 
 
EDUCATtON DEPT. 
 
LANGE LIBRARY OF EDUCATION 
 UNIVERSITY OF CALIFORNIA 
 • BERKELEY. CALIFORNIA 
 
GUIDE TO READINGS IN CIVIC EDUCATIt*IlI. 
 
 By 
 
 Olive Thompson 
 ii 
 
 THESIS 
 
 Submitted in partial satisfaction of the requirements for the degree of 
 
 Master of Arts 
 
 in 
 
 Education 
 
 in the 
 
 GliADuATE DIVISION 
 
 of the 
 
 UKIVERSITY OF CALIIDRNIA 
 mX 1922 
 
 Approved 
 
 Deposited in the University Library 
 
 d'.f.'..UAy.<v^. 
 
 Instructor iji charge 
 
 Date Librarian, 
 
•. : • r •. .•' 
 
 eOUCATION DEPT. 
 
 fSO«»BFT) 
 
A GUIDE TO READINGS IN CIVIC EDUCATION. 
 
 Olive Thompson. 
 
 676626 
 
PREFACE 
 
 Since oltlsenshlp comprises meiabershlp In group life« 
 civic education is the preparation of Individuals for ef- 
 ficient participation Ir group life. Co-operation in small 
 and large groups is an Inevitable factor in modern social 
 life« ttierefore the development of knowledge ^ habits, abilities 
 and ideals for associated living is very significant for a 
 democi^atio society. Professor Sneddon makes the folloivlng 
 statement in his Sociological determination of objectives 
 in eduoatiom 
 
 "The making of good citisens in the broa!est sense, 
 that is, of adults who will contribute to the harmony and 
 co-operation needed within the social group, out of plastic 
 childhood with 'ts individualistic and 'small group* in- 
 stincts, has been a task to which societies appear to have 
 adlressed themselves since the beginnings of organized 
 human life on earth. Education for citizenship is simply 
 one phase of the complex process of social control. Prep- 
 aration for citizenship has generally taken place in ways 
 unperceived by the learner, and doubtless often, too, in 
 ways only partially understood by the teacher — as parent, 
 elder, chief, master worker, priest, or lawgiver; for It 
 is certain that the customs, dogmas, traditions, institu- 
 
11 
 
 tlons^ and Ideals evolved to perpetuate social control'^ 
 have a potency at any crlvon time far beyond that which 
 can be perceived and comprehended by any individual. 
 
 "But the old ways of fitting for oltlzonshlp are 
 not sufficient for the modem world. The citizen of a 
 t;»entleth century democracy has responsibilities that are 
 both fljreater and different from those borne by his fore- 
 fathers. It senms very probable. Indeed, that the spread 
 of aspirations for democracy, accompanied by general social 
 demands for, and approval of, freedom of thought, have 
 rendered of small service much of the old machinery of 
 social control, and have laid upon us the need of Inventing 
 and applying new means and methods. 
 
 "These are the considerations which point to the urgent 
 need, in modem societies, of new and more purposeful 
 methods of education for citizenship. On the one hand we 
 have rapidly developed a social oj?der that is more com- 
 plex and delicately adjusted than any with which our fore- 
 fathers were acquainted; and, on the other hand, we have 
 wrougjit certain fundamental changes In social Insist and 
 ideal, the effect of which Is greatly to lessen. If not 
 often to nullify, the effectiveness of the historic means 
 and methods of social o sntrol which had slowly shaped 
 through scores of centuries. Simultaneously with the 
 
ti 
 
 
 4 ■•-<:ij* 
 
 '?»« emit* 
 
 fm4 
 
Ill 
 
 developQkent of new necessities and new demands^ we find 
 ourselves obliged to * scrap' rauch of that long useful 
 machinery, the motive pownr of which was authority." 
 
 This '^Ide to readings ir civic education has been 
 prepared to assist teachers and teachers In training in 
 gaining a conception of the scope of civic education. The 
 development of social intelligence is a prime requisite 
 for teachers of civic education and a selection of booka> 
 written from a scientific viewpoint, has been made with 
 that ej|Jd in view. The divisions do not represent rigid 
 olassifications of sub.1eot matter as such, but afford an 
 
 oppor^^ity for the educator to discover some of the rep> 
 
 i 
 
 resentative works in the different fields. Social intel- 
 ligence implies a well-rounded comprehension of social 
 forces which can be gained only by a thoiightfUl integra- 
 tion of all the fundamental elements of social life. It 
 is Uils impoirtant distinction that separates the scientists 
 working in the various social fields from the educators 
 dirawing from them all for the purposes of civic education. 
 In tidlition to the references which a re listed, cur- 
 rent magazines will be found indispensable in their in- 
 terpretation of social phenomena. The Nation, the New 
 R|epubl|o« the Freeman, and the Survey are excellent lib- 
 epal weeklies. The American Journal of Sociology, the 
 
^.wfeTftwflffe nmfi fsits- •sirl-tias.^-©*!)'' ytc 
 
 iti^ftrf BAri oof imntshfK 
 
 
It 
 
 Aiseriean Political v<?elence Review, the Annals of the 
 Aneii^oim Academy of political and Social Science j the 
 American 'economic Review, and the International Journal 
 of Hthics offer some of the best research In these par- 
 ticular fields. Tne American Journal of Psychology and 
 the Journal of irducatlonal Psychology are two of -nany 
 Journals In psychology. School and Society, the School 
 Review,: and the Elementary School Journal, prepared by 
 the University of Chicago^ where scrae of the best work in 
 civic education is being done, are very helpful. 
 
 IPh^ Historical Outlook contains, among other things, 
 accounts of the ccmmilttees working on a reorganisation of 
 the social studies; the committee on the social studies 
 in the secondary school of the Katlonal "Educational As- 
 sociation; the recently fwroed National fTouncil of the 
 Teachers of the Social Studies and the committee on history 
 and citizenship of the American Historical Association. 
 
 The 8electl<m and arrangement of the books are of 
 course tentative and should be revised constantly. It is 
 hoped Aerely that a beginning has been made in stakir.g out 
 the whole field of civic education. 
 

 t ->*. *i .<*«.. 
 
 'i'i:4f^'4«i. 
 
 ■s--mmt^-^:Jmf0iit- wi^ "^ .• v^-^a 
 
 i«a t?'i»l9liS'* ■"•■•—■- " 
 
 ':»!3fl' 
 
In this connection. It is important to bear in mind 
 that the books have been selected for the education of 
 teachers and teachers in training, consequently the special- 
 ists in the different fields will find ntmerous omissions, 
 consciously made. Many of the older authorities consider- 
 ed as classic have been omitted for this reason. In con- 
 
 t 
 sideration of political inaj-tutlons, in particular, clas- 
 sical works, familiar to scholars, are of little value to 
 teachers who have need of the most modem scientific studies 
 of the nature of government. It is this more recent l»e- 
 search that throws the most light upon social phenomcfia if 
 we are making progress in understanding ourselves. The 
 scientific evolutionary viewpoint particularly as it is 
 now developing in the field of social psychology makes nej» 
 Interpretations inevitable, and this newer dynamic concep- 
 tion rather than the historical conception must result from 
 training in civic education. Thus civic education first and 
 foremost should provide for every teacher social intelli- 
 gence regarding modem society. 
 
91 si 
 
 .-■•jrfnB 
 
▼I 
 
 A GUIDE TO READINGS IN CIVIC EDUCATIOS. 
 Table of Contents . 
 
 I. Society. 
 
 1. social Institutions. 
 
 2. Social psychology. 
 
 3. Social progress. 
 
 4. Social ethics. 
 
 5. Social problems. 
 
 II. Oovemnient. 
 
 Hature of government. 
 
 Nature of democracy. 
 
 Function and stinicture of American democracy. 
 
 ITT. "^ucatlon. 
 
 ® 1. Principles of education. 
 X^ 2. Modem practice in education. 
 tT) S. Objectives of civic education. 
 
 -f -^ 
 
.1 
 
 
PART I. SOCIETY. 
 
 1. Social Inatltutlor.8 . 
 
 (jl / Ward 4 Lester Frank. Pure sociology ^ a treatise on thQ.. 
 origin and spontaneous development of aov'.eXy. Lev 
 York, t!aomlllan« 1905. 
 
 ••.i. •• •.- 
 The first part of the book In which the nature 
 and the function of sociology arc analyzed is a very 
 valtiable irxtro'i- "* * - . The book as a whole Is a 
 nonuf^ntal mast ani deserves deep study by the 
 stuliinta of t. '^ard is acknowledged to be 
 
 t p first le» . : i Tierlcan sociologist, a genuine 
 creative genius In the field of social science. 
 
 ^ ^ Olddings, Pi?anklin. Studies in the theory of human society. 
 Hew vork, >*acmillan, 1922. 
 
 i'rofosaor Oidilrgs is well-known for his contri- 
 butions to sociolofl^y. This latest volume ir some 
 rospects is a summary of his conceptions as they have 
 developed. 
 
 A^^Ross, Edward Alsworth. P'oiLndatlons of sociology. Hew 
 York, Macmlllan, 1910. 
 
 A good approach to sociology by one of the lead- 
 ing American writers in this field. ?uch chapters 
 as The scope and task of sociology, social laws. The 
 ■Ob mlrd. Properties of group-units, r^oclal forces. 
 Factors of social change. The value and x*ank of the 
 American people suggest the actual treatment of the 
 subject matter. 
 
 ^Ij- ROBS, Bdward /.Isworth. Principles of sociology. New York, 
 ^ Century, 1920. 
 
 /| ^ Cooley, Charles Horton. Social organization, a stuiy of 
 ^ the larger mind, hew York, n. Scribner's sons, 1909. 
 
 This book is of great value in unierstaniing 
 group associations as a factor in democratic life. 
 The primary aspects of organization and communication 
 
ere enelyzed in lea'ling up to a etudy of the denoore* 
 tic mlnd« which is a particularly significant study. 
 Such elements as tho ^largemont of consciousness ^ 
 The theory of public opinion « What the masses con- 
 tributor democracy and! crowd excitement and ^^emocraoy 
 and distinction aro discussed. The renaining divisions 
 of the book are devoted to social classes and institu- 
 tions. 
 
 ^ C Cooley« Charles Horton. Social Process. New York, f. 
 Soribner*s sons« 191B. 
 
 /) *? tilliams^ James Mickel. Foundations of social scienoe« an 
 analysis of their psychological aspects. Kew York^ 
 A. A. Knopfs 1920. 
 
 The first of a series of six volusies which are 
 ab>ut to be publishei. They are studies of different 
 branches of human activity unified to the essential 
 • prinoiple of the soi^ide of human nature. 
 
 A J Kacivor, Robert Morrison, "oamunity, a sociological study« 
 being an attempt to set out the nature and fundamental 
 laws of social life. Lor»ionj Macmillan« 1917. 
 
 A suggestiTe study whieh is an attempt to depart 
 from methods and formulae of both physical and biolog- 
 ical science in the observation and interpretation of 
 social phenomena. 
 
 A ^ Williams « James liickel. An American town; a sociological 
 study. Kew York« J. Kssipster Printing Co.« 1906. 
 
 This monograph is a study of a real American town 
 from personal observation and association. The author 
 treats of the social development of the town fx>om its 
 settlement up to 1375 and then froa 1875-1900. He 
 analyzes the economic and social life and shows their 
 relation to politic activity. In the second period, 
 particularly « he discusses social forces and social 
 welfare. 
 
A |5 Ooldenveiser^ Alexander A. Early clvillzationj an Intro- 
 ^ duction to anthropology. Now York, A. A. Knopf, 1922. 
 
 Announced for publication soon. 
 
 fit j] Siuaner, William Oraham, Folkways; a study of the sociolog- 
 ioal importance of usages, manners, custCMaa, mores, 
 and morals. Boston, Ginn & Co., 1907. 
 
 . i^ Fraser, James Oeorge. Psyche's task, a discourse 'joacem- 
 
 ^ Ing the influence of superstition on the growth of 
 
 institutions. London, llaoalllan, 1909. 
 
 /])3Lowle, Robert Harry. PriaitWe society. New York, Boni 
 ^ & Llveright, 1920. 
 
 An introduction to primitive social organisation, 
 designed particularly to be a general guide. The 
 author deals "with tho ^jroups into which society is 
 divided^ the functions of these groups, their ositual 
 relations, and the factors determining their growth". 
 
 a jtfBoas, Frans. tlind of primitive man. Sew York, Uacmillan, 
 **• ' 1911. 
 
 A remarkable study by one of the leading anthro- 
 pologists in the United States. Professor Boas 
 analyzes racial prejudices, shows the influence of 
 environment and of heredity upon human types with the 
 view of analyzing the mental traits of primitive man 
 and of civilized man. <!e considers race and language 
 unreliable evidences of oultux*al ievelop-nent. He 
 traces the universality of cultural traits to the 
 FAmeness of elementary ideas, and therefore <!uestions 
 the too general implications of the evolutionary view- 
 point. The book closes with a discussion of some 
 traits of primitive culture to illustrate this theory. 
 
 i]^ f ebster, Hutton. Primitive secret societies; a study in 
 early politics and religion. New York, liacmillact, 
 1901. 
 
 The author attempts to show the nature and function 
 of primitive secret societies as the means of control 
 W!ilch the primitive groups used in initiating their 
 members into adult society. They illustrate admirably 
 the extensive sMinner in which primitive people relied 
 
 d 
 
upon stlnulating the emotions as the safest and surest 
 aethoi of fixing proper standards of behavior for 
 group life. Such a study is very significant in the 
 contrast it prosenta to modem -riethods of civic educa- 
 tion ahore emotional stimuli are too often neglected 
 in training adolescents for sodem society. 
 
 Q jli, Park« Robert Exra and mrgess« Timest w. An Introduction 
 
 to the science of sociology. Chicago* Univ. of Chicago 
 press « 1921. 
 
 This book achieves a aorthy purpose in a truly 
 remarkable manner. A collection of excerpts proper- .^ 
 ly adapted from the leadirg sociological thinkers are 
 made into an organic whole through an excellent clas- 
 sification of subject matter. The first chapter is 
 a splendid original contribution entitled Sociology 
 and the social sciences. Each of the following chapters 
 falls naturally into four parts: introduction* mater- 
 ials* investigations and probleris* and bibliography. 
 J The scope of the work la therefore vast in extents 
 and Inestimable in value. 
 
 Q /</ Blaokmar* Frank Wilson and OIUIb* John Lea is. Outlines 
 ^ ( of sociology. TJew York, llaomillan* 1316. 
 
 "Pairt I defines the subjects snd points out the 
 prsctioal purpose of Its study; Part II outlines the 
 vmy in which some of the more important social ideas 
 and institutions have oome to be what they are; Part 
 III and Part IV att^spt to present an analysis of 
 society from the genetic point of view* the former 
 from the standpoint of the working of unconacloua 
 foroes* the latter with reference to the part play- 
 ed by social ideals in social development; FartV 
 deals with social pathology* a phase of social life 
 which cannot well be omitted if the student is to be 
 given an adequate conception of the natux^ of society; 
 Part VI is an attempt to vitalise the study of soo- 
 iology by givir.g the student an opportunity to make 
 a first hand study of society and to supply a few 
 simple principles to guide him in making euch a atudy; 
 Part VII rounds out the beginner's conception of the 
 subject by briefly setting forth the essential dif- 
 ferences between social philosoj^y and social science 
 
In the endeavor to give the student a clear concep- 
 tion of the nature of social science and an acquaint- 
 ance with the names of those who have had a part in 
 its creation." 
 
 The book is designed for textbook use and has ex- 
 cellent references and questions at the close of each 
 chapter. 
 
 /7,/i4 Oillette, John Morris. Sociology. Chicago, A. C. IteOlurg* 
 "^ 1316. 
 
 a/f 
 
 This little book is highly reeoomwided as perhaps 
 the best brief Introduction to tne study of sociology. 
 It is written by a laan woll-known in the field « so its 
 simplicity is not gained at the expense of authority. 
 It affords the student beginning sociology an oppor- 
 tunity to become familiar with sociological t^irms and 
 the classification of social phen(»aena. There is an 
 excellent list of references for further reading. 
 
 Bogardus^ ^^mory Stephen. A history of social thought. Los 
 Angeles^ Univ. of So. Cal. press, 1922. 
 
 The contents of this volume arc divided into 
 twenty-eight chapters beginning with two on the nature 
 of social thou;?ht and Farlieat social thought, r«T!Gly 
 that of undeveloped primitive people, ani concluding 
 with discussions of contemporary Methods of sociolog- 
 ical investigation and measures for The dissemination 
 of sociological thought. 
 
2. social Payohology . 
 
 .Si ^ Dou^ll* William. An Irtroduotlon to social psychology. 
 Boston^ John N. Luoe ac Co.« 1907. 
 
 ' Already In Its fourtoenth edition this book has 
 exerted a tremendous Influence. It is dlvldei Into 
 t»o parts > The niental characters of man of primary 
 for his life In society and The operation of the pri- 
 mary tendencies of the human mind in the life of 
 societies. ^=>BOtlon is considered the affective aspect 
 of Instinctive process. There is a full discussion 
 of the principal instincts and the primary emotions ^ 
 the nature of sentiments and the constitution of aamm 
 of the complex «^otlona« azid the manner in which they 
 operate in human society, fc r»ougall falls to recog- 
 nize a definite social motive. According to his 
 theory society is not considered an Interesting activ- 
 ity fron the standpoint of the individual. 
 
 f^ 1 Mo r^ougall, William. The group mind« a sketch of the prin- 
 ciples of collective psychology^ ^ith some attempt to 
 apply them to the interpretation of ziational life and 
 character. He* York« Putnam's sons^ 1920. 
 
 This is the latest contribution of the author who 
 is well-known in the field of social psychology. The 
 general principles of collective psychology stress 
 tae function and value of group organization and these 
 are then applied to the national mind and character. 
 The study of nationhood is essentially the work of 
 group psychology and hence the aiind of a nation is 
 exanined. The last part of the book shows the develop* 
 ment of national mind and character along the lines 
 of improved Intellectual and moral traditions and fav- 
 orable social organization from trie race -making period 
 to the present time. That the group spirit is the 
 main ag-^nt of further progress is the conclusion of 
 the author. 
 
 /?)3 Ross« Fdward Alsworth. Social control; a survey of the 
 
 foundations of order. Now York, Macraillan, 1901; 1916. 
 
 Vae purpose in the author's own words is "to 
 separate the individual's contribution to social order 
 fr<»i that of society and to bring to light everything 
 that is contained in this social contribution". The 
 
three parts are oonoemed «lth Thfi grounds of oontrol. 
 The Tieans of control and The system of control. There 
 are excellent chapters on Sympathy^ Sociability « the 
 sense of Justice^ Public opinion^ Law ani >las8 control 
 which are directly related to problems of civic eduoa- 
 tior . 
 
 f^tf Cooley^ Charles Horton. Buman nature and the social ordsr. 
 lew York, C. Sorlbner s sons, 1902. 
 
 Professor Oooley, one of our leading Awsrloan 
 sociologists, considers society and the individual 
 as aspects of the same thing, not as two things in op^ 
 position to each other. He therefore sees society as 
 as it exists in the social nature of man. He shows 
 the relation between sociability and personal ideas 
 and analyses rather fully the social Lelf. Hostility, 
 asulation, leadership are discussed as factors of the 
 social self with concluding chapters on The social 
 aspect of conscience. Personal degeneracy and Froedois. 
 
 V^xIb work has been followei by oth^^r studies by 
 t'rofessor Cooley, all of which havp a significant 
 place in the field of sooial seience* as it is taking 
 form at present. 
 
 6^ Williams, James Uiokel. Principles of social psychology. 
 lew Yoirk, A. A. Knopf, 1922. 
 
 Announced for publioation soon. 
 
 (^^ RO«s« Edward Alsworth. Social psychology; i9Ln outline and 
 source book, fiew York, Maoalllan, 1916. 
 
 This book has reached a wide circle of readers 
 throu^ its original treatT^^nt and its concrote ap- 
 plication of theory to affairs of every day life. 
 The social aspects of crowds, the nature of convention- 
 ality and of custom as they are related to sooial or- 
 ganization are th<^ main lines of dovelopment. Faoh 
 chapter Is followed by a summary and a scries of 
 practical questions. 
 
 1^7 ^Iwood, Charles Abraham. Introduction to social psychology. 
 Mew York, 0. Appleton, 1917. 
 
 It is the contention of this book that a knowledge 
 of sooial psycholoflQT and sociology lead to explanation 
 
8 
 
 of the nature of society on psychological grounds. 
 TJature of social unity. Nature of social continuity. 
 Social change. Factors in social life, Social order 
 and Social jprogress form the leading parts of the 
 book. 
 
 f^% Bogardus, ^^Mory Stephen. !i;s8ential8 of social psychology. 
 Loa Angeles, Univ. So. Cal. press, 1320. 
 
 ttols is an important textbook in a new field. 
 The treatment Is scientific and clear and lll<ewi8e 
 interesting. Professor Bogardus considers The psycho- 
 logical bases of aoclal psvcholosy; The social person- 
 ality; Suggestion-Imitation phenomena; Invention and 
 leadership; Hature of erovds; aroup confllcCs; aroup 
 loyalties; Oroup control; Social change and progress. 
 A good bibliography accompanies the text. 
 
 (^1^ Dewey, Johr.. Human nature ani conduct; an introduction to 
 social psychology, i.em York, Henry Holt Ar Co., 1922. 
 
 The place of habit in conduct. The place of im- 
 pulse in conduct. The place of intelligence in con- 
 duct and a "Conclusion form the four main divisions 
 of this new book. Pisjfessor '"^ewey states "the book 
 seriously sets forth a b'lillef that habit combines 
 in Itself biological factors and social conditions, 
 and that an understanding of habit and of different 
 types of habit is the key to social psychology. The 
 operation of impulse and Intelligence gives the key 
 to individualized mental activity. But the proposi- 
 tion set forth Is that they are seoondary to habit, 
 so that the individual mind can be understood in the 
 concrete only as a system of beliefs, desires and 
 purposes which are formed in the Interaction of 
 biological aptitudes with environment." 
 
 (b/^'Rdman, Irwin. Human traits and their social significance. 
 Boston, Houghton Mifflin, 1920. 
 
 "This book -.las written, originally and primarily, 
 for use in a course entitled "Introduction to Con- 
 temporary civilization", required of all Freshmen in 
 Columbia College. It is an attempt to give a bird's 
 eye view of the processes of huraam nature, from man's 
 simple inborn impulses and needs to tae most cMiplete 
 fulfilment of these in the deliberate activities of 
 
9 
 
 religion, art, science, and morals. It is hoped that 
 the book may give to the student and general reader a 
 knowledge of the fundamentals of human nature ani a 
 sense of the possibilities and limits these give to 
 h\^man enterprise. " 
 
 All Wallas, Graham. The great society; a psychological analysis. 
 Hew York, Macmillan, 1917. 
 
 Part I deals with the Psychological factors in 
 the great society and Part II with the Organization 
 of thought, the Organization of will and the Organiza- 
 tion of happiness on the basis of these psychological 
 factors. 
 
 i^jl Pollett, Mary Parkor. The new state; group organization 
 
 the solution of popular government. New York, Longmans 
 Oreen, 1918. 
 
 The application of the new psychology to group 
 organization. 
 
 A /^ Trotter, W. Instincts of the herd in peace and war. New 
 York, Macmillan, 1915. 
 
 This is an analysis of the gregarious instinct 
 of man, and its biological and sociological signifi- 
 cance. The author draws upon the events aroung 1915 
 to substantiate his thesis and illustrate principles 
 underlying the operation of the herd instinct. The 
 book is very stimulating and suggestive. 
 
 p/if Martin, "Everett ^effa* Behavior of crowds; a psychological 
 study. New iork. Harpers, 1920. 
 
 A very stimulating analysis of the behavior of 
 crowds from the psycho-analytic viewpoint. The author 
 has had extensive experience in studyl rg crowds, as 
 he is director of the Cooper Union Forum of the People's 
 Institute of New York. His conclusions lead him, how- 
 ever, to see only the evils of crowd associations, al- 
 though crowds sometimes manifest noble sentiments. 
 The book is exceedingly Interosting and has significance 
 for education "as a possible cure for crowd thinking". 
 
10 
 
 R jr Plll»bury* Walter Bowers. Psychology of nationality and 
 intomatlonallsm. Ken York, n. Appleton> 1919. 
 
 According to the author* a preface, "the position 
 taken appears to be a compromise between the position 
 of Mc T>ougall, with his great 1 sistence on immediate 
 instinct and that taken by Trott^^r who finds all social 
 phenomena explained by tiie fear of the individual for 
 the social whole with the consequent dominance of con- 
 vention. I have shown that the social responses are 
 in part due to each of these forces." 
 
 some of the ohai ters are entitled the Problem of 
 nationality, the Kation as a psychological unit. Hate 
 as a social force, tae Kation and aK>b oonsciousness, 
 the National mind and how it thinks, feels and acts, 
 Sationality anJ the state, and I-iationallty ani super- 
 nationality as expressed in a League of Nations. The 
 author feels there is no element in the psychology of 
 nationality that will interfere with the formation of 
 en international society. 
 
 15/^ Persons, ^isie Clews. Social freedom; a study of conflicts 
 between social classification and personality. Kew 
 York, 0. P. Putnam's sons, 1915. 
 
 This little book is very suggestive in showing 
 how social classifications such as age, sex, kin, 
 caste, peace fellowship, and friendship interfere 
 with the expression of personality. "Rie writer Is 
 well-known for her studies in sociology and anthro- 
 pology, hence her conclusions have a scientific bear- 
 ing. 
 
 ^;9 Parsons, Flsie '^lews. Social rule; a study of the will to 
 ' power. New York, 0. P. Putnam's sons, 1916. 
 
 Here the author att^spts to explain the satis- 
 faction which the personality gains from the social 
 classifications, and 11 ewise to indicate the very 
 wide range and far reaching influence of social clas- 
 sifications upon the personality. The book is very 
 significant in its study of the social rule to which 
 all persons are more or less subservient. 
 
11 
 
 A/gWoodwOFth> Robert Sesalons. riynamle psychology. fie« York^ 
 ' ColvLnbla Univ. press « 1918. 
 
 Tbis is an excellent introduction to the whole 
 field of psychology as it is boir.a; irvestlgated at 
 the present time. A chapter on ^rive and mechanisai 
 in social behavior has particular social significance. 
 Professor foodworth diff^^rs from Professor "c ^ou^ll 
 in believing that social motive is inherent in social 
 activity. 
 
12 
 
 3* Social Profflrees . 
 
 (^t ffaz^Ij Lester Frank. Dynamic sociology or applied science. 
 Ke» York:« D. Appleton« 1897. 
 
 Sugg«^8t8 in a nasterly way ho« progress in human 
 happiness can bo achievei. One of the greatest educa- 
 tional books ever written. 
 
 ^2^ lard* Lester Frank. Psychic factors of civilization. 
 Boston J Oinn & Co., 1893; 1906. 
 
 A scholarly work which deals with the nature of 
 the social forces and the mode of controlling them. 
 The feelings taken collectively are Uie social forces « 
 whereas the intollect proper constitutes the directive 
 element of society and the only means by which the 
 social forces can be controllei. Ward sees eventually 
 a sociocracy taking the place of an Individual democ- 
 racy. 
 
 (J.'S Thapin, Francis Ptuart. An introduction to the study of 
 
 social evolution. The prehistoric period. New York, 
 Century, 1913. 
 
 (^ii Hobhouse, Leonax*d Trel&vnoy- Morals in evolution. Kew 
 York, Henry Holt, 1915. 
 
 "Purpose is to approach the theory of social evolu- 
 tion through a comparative study of rules of conduct 
 and ideals of life. The author formulates the criteria 
 by a study of modem conditions and then seeks basis 
 of social relations ii: the past to show the trend of 
 development of ethics." 
 
 C ^TKPopotkin, P. Mutual aid a factor of evolution. London, 
 W. Heinemann, 1902. 
 
 In this book the author pr^^sents the Important 
 view that in the struggle for life and the px^gres- 
 sive evolution >f the species the law of Mutual Aid 
 is of far greater importance than the law of Mutual 
 Contest. He proves by a rich array of facts taken 
 from the life of aninals and the evolution of human 
 society, that progress, biological and social, is 
 boat fostered, not by brute force or cunnirg, but by 
 practice of mutual cooperation and support. 
 
13 
 
 d^ BargBBBt %mest Watson. Function of soelallxatlon Ir sooial 
 evolution. Chicago^ Univ. of Chicago press, 1916. 
 
 "Tbesls of this essay Is that socialisation « rather 
 than either geography, or heredity is the dominant fac- 
 tor in social evolution. The evidence for this position 
 Is presented In the study of the factors Involved In 
 discovery and Invention, In social pzH>gress and In per- 
 sonal dsvelopnent." 
 
 ^"7 Sldd, BenjSMln. Social evolution. He« Yorlc^ Vsenlllan, 
 1915. 
 
 The conditions of human progress are analyzed to 
 show there Is no rational sanction for the conditions 
 of progress. According to Kldi the evolution which 
 Is slowly proceeding In human society la not primarily 
 Intellectual but religious In character, with there- 
 fore a basis In emotion rather than In Intellect. 
 
 H, ^ Gooley, Charles Horton. Social process. Hew York, C. 
 Scrlbner's sons, 1918. 
 
 The organic view of the process of human life. 
 Personal asreots of social process, Regeneration, 
 Social factors In biological survival, Oroup conflict. 
 Valuation, Intelligent process Indicate the nature of 
 this analysis of the social process. 
 
   I^ij Todd, Arthur James. Theories of social progress, a critical 
 study of the attempts to formulate the conditions of 
 tauoMn advance. Mew York, ?^acmlllan, 1919. 
 
 One of the best books In this field. This Is an 
 excellent appeal to objective fact to determine the . 
 concept unl criteria of progress In human society. 
 With this as a basis the author examines the material- 
 istic, the biological, the Institutional, and Ideo- 
 logical prophftts of progress. The last part of the 
 book contains some eiuoatlonal Implications of social 
 progress. The volu-ie Is well supplied with very good 
 bibliographies which mak« UniTVOtume^ a valuable on^ / 
 
 d/o Bury, John Bagnell. Idea of progress; an inquiry Into its 
 origin and growth. London, Uaomillan, 1920. 
 
I 
 
 14 
 
 (j^H Robinson^ James Harvey. The mind In the making; the rela- 
 tion of Intelllgenoo to social reform. Bew York, 
 Harpers, 1921. 
 
 {*,/2.T>ewey, John. Recoratructlon In philosophy, lev York, 
 genry Holt, 1920. 
 
 This book la the outcome of a series of lectures 
 delivered at the Imperial University of Japan in Tokyo 
 in 1920. They aim "to exhibit the general contrasts 
 between older and newer types of philosophic px*obleflM 
 rather than to make a partisan plea In behalf of any 
 one specific solution of these problems". The Influ- 
 ence of science upon cliangin^ conceptions is stressed 
 to show '*the foz*ce8 whloh make intellectual reconstruct 
 tion inevitable and to prefigure som^-^ of the lines 
 upon which it must proceed.' In conclusion there is 
 an analysis of rooonstruotlon as affecting social phil- 
 osophy. . 
 
 ^73 Millwood, Charles Abram. rocial problem; a constructive 
 analysis. Kew York, Macmlllan, 1916. 
 
 "The purpose of this little book is to furnish 
 a brief analysis of the social problem in Western civ- 
 ilization and to outline a scientific social philoso- 
 phy »hich shall serve as a basis for a well-balanced 
 progress. The present crisis in our civilization 
 calls for a reconstruction of our social philoso{^y; 
 for we cannot buili anew the structure of Western 
 society upon the inadeouate lM8«a of eit^teenth and 
 nineteenth century thought. The alij of the book is 
 to Indicate the direction which our social thinking 
 ■ust take If we are to avoid revolution on the one 
 hani, ani reaction on the other, Tt aims, Ir other 
 words, to furnish a 8clentl''lc basis for the progres- 
 sive social movem'^nt." 
 
 d/f 
 
 k 
 
 Hobson, John Atkinson. Social problem; life and work. 
 London, J. Besbet CO., 1902. 
 
 "•nils volume is designed to be an informal intro- 
 duction to the science aiad art of social progress. 
 ....The subject matter is approaches first fro^ the 
 economic side because the most pressing aspects of the 
 problem are more clearly seen ani more definitely in- 
 dicated in their econo-nlo bearing. The social problem 
 
15 
 
 is thus first presented as an economy of social 
 forces operating upon the industrial plane. 
 
 'Rmu^ no rigid foraulae of uniTersal appli- 
 cation are protended > certainly primary lavs of 
 social growth are di8comei> which when applied 
 to the formidable issues of right economic distribu- 
 tion, population, public indu8ti*y« imperial expansion, 
 etc. yield convincing and inti!lligible tests of 
 social utility and present that unity of conception 
 which is recognized as essential by all who accept 
 the view of society as an organism or an organization." 
 
 Ij^ Fre«aan, R. Austin, social decay and regeneration. 
 Boston > Houghton Vifflin^ 1921. 
 
 (t/^ Kidd> Benjamin. Science of power. Ii«« York« 1. P. Putnam's 
 sons^ 1913. 
 
 "Mr. Kldd trusted in belief and in instinct. He 
 distrusted reason as a social force and doubted the 
 efficacy of knowleiga as a political influence- 
 Power in civilization, he insists, is found in •»>- 
 tion rather than in the intellect. ** From the prefaoe 
 by Franklin H. biddings. 
 
 Q,n Adams « Ilezxry. The degradation of the democratic do^u. 
 ' Bew York« »aomillan« 1919. 
 
 A masterly thesis which employs an extensive 
 knowledge of 8oi^'nce to show the negation of social 
 progress in present human history. In the author's 
 opinion there is no ground in history or physical 
 science for the doctrine of evolution. 
 
 i/% Dewey, John. Progress. International Journal of Ethics* 
 vol. 26; 311-22. April 1916. 
 
 dif Bryce, James. War and human progress. Atlantic Monthly, 
 Vol. 118; 301-315. Sept., 1916. 
 
 ^5.^ Steams, Harold ?:. , editor. Civilization Ir. the United 
 States. An inquiry by thirty Americans. Harcourt^ 
 Braee, 1921. 
 
 A decidedly interesting symposium covering the 
 entire range of social activity at present. A lengthy 
 review will be found in the Ration, Vol. 114; 222-27. 
 Feb. 22, 1922. 
 
X 16 
 
 4. Social ethics * 
 
 ^( Meoklin, John Moffatt. Introduction to social othios; the 
 social conscienco in a democracy. Ke« York« Harcourt« 
 Brace, 1920. 
 
 This is perhaps the best book that has been pub- 
 lished on this subject. The author considers the 
 historical and the psychological factors in the social 
 ox*der known as the American democracy. Such topics 
 as the Problem of democracy. What is Americanism, the 
 Social conscience, the H<»e, the School and the rocial 
 conscience, the Fthics of private property, the '^^hlcs 
 of business enterprise, and Political obligation in 
 Aaorican democracy give a conception of the nature of 
 the interpretation and its bearing on oivio education. 
 
 ^1 layes, F^ward Cary. Sociology and ethics. The facts of 
 
 social life as thd source of solutions for the theoret- 
 ical and practical problems of ethios. New York, 
 !?. Appleton, 1921. 
 
 Professor Hayes maintains that a system of ethics 
 shouli develop from a knowledge of society, from facts 
 rather than from beliefs controlling hiuaan welfare. 
 
 Xy5 :^«e7, John and Tufts, James Heyden. T%thlcs. New York, 
 Henry Holt & Co., 1909; 1910. 
 
 The third part of this text is devotci to the 
 operation of ethical principles in the world of action, 
 social organization an 1 the individual. Civil society 
 and the political state, the '^hlcs of the economic 
 life are titles of chapters bearing upon social ethics. 
 
 /O'tJ Tufts, James Hayden. The ethics of cooperation. Boston, 
 Houghton Mifflin, 1918. 
 
 The political, economic and religious instltutlcMis 
 throughout history appear to be orgarized first as 
 dominance, then as competition and lastly as cooperation. 
 The prevailing form at present is competition for per- 
 sonal gain ani glory, cooperation consists in making 
 the common good the deliberate object of individual 
 endeavor. A change of heart rather than a change in 
 Irstltutlons is necessary, from the viewpoint of the 
 author, to realize the ideal of cooperation. 
 
17 
 
 ^^ Van We8*^P* Hendrlkus Boere. Control of ideals; a contri- 
 bution to the study of ethlos. Ke« York. a. A. Knopf « 
 1920. 
 
 "The only way to outgrow war is through eduoatlon; 
 and the problem is one not so anioh of each rtan educat- 
 ing his neighbor J as of each mm educating himself into 
 independence of certain powerful traditions and ideals 
 that appar>ently make war inevitable. The crux of the 
 situation is the personal problea of changing our at- 
 titude toward lieals. .... 
 
 The book falls irto three parts: the first section 
 takss up the origin« nature « and function of human 
 ideals; the later chapters develop a theory of the su- 
 prMM work of the individual and of human life." 
 
 JyL Cox« Harold. !?oon<Miic liberty. London. Longomskns* Oreen« 
 1920. 
 
 "Without liberty there oan be no enterprise, and 
 without enterprise there oan be no progress. Liberty 
 can be abused; but is the business of the commurity 
 to prevent the abuse« not to destroy the liberty. The 
 real test to be applied Is whether the individual is 
 injuring others by the use he makes of his own liberty. 
 If so^ he must be restrained, ^t it does not follow 
 that in all oases the best form of restraint is the 
 employment of the State* ....The methods of the State 
 are rot« and never can be elastic enough to deal with 
 the ever-varying complexities of social life. There- 
 fore it is bettor « wherever possible « to look to the 
 persuasive power of the individual conscience rather 
 than to the coercive power of the State." 
 
 ^7 Laski« Harold Joseph. Authority in the modem state. Hew 
 Haren^ Yale Univ. press« 1919. 
 
 The point of view of Mr. Laski is very indivldual- 
 iatic« yet ethical in the broadest seas*. 
 
 ^« :Lall> 0. Stanley. Morale. The supreme standard of life 
 and conduct. Mew .York« ^. Appleton« 1920. 
 
 Morale is defined as "the maximum of vitality, 
 life abounding^ getting and keeping in tiie very center 
 of the current of creative evolution; and minimizing, 
 destroying « or avoiding all checks « arrests and in- 
 hibitions to it". The book discusses the relation of 
 
18 
 
 morale to all our modem problems « Including patriot- 
 ism and war, labor and profiteering, prohibition and 
 feminism, politics and religion. 
 
 /Q"^ Hudson, Js^ Hilliam. The college and new America. New 
 York, D. Appleton, 1920. 
 
 This is a challenge to the college as to what 
 extent it is fitting its students for civic life. 
 The author points out the defects of the acaJemic 
 mind and shows the reconstruction of purpose that is 
 necessary so that college traired students may func- 
 tion more adequately in society. 
 
 J^/0 Tufts, James Hayden. The real business of living. Kew 
 York, Henry Holt k Co., 1918. 
 
 The main underlying theme of this book, intend- 
 ed for high school pupils, is a study of ethical 
 relations in business and government today. 
 
 ^ Ij Harvard University. A !!Julde to reading in social ethics 
 and allied subjects. Lists of books an-1 articles 
 selected and described for the use of general read- 
 ers by teachers in Harvard University. Cambridge, 
 Mass. , Harvard University, 1910. 
 
 ■^cellent, but it needs to be brought up to 
 datei. 
 
19 
 
 5- Social Probleas . 
 
 ^ / Robinson^ James li&rvey. ^e mind in the -riakliig; the 
 relation of Irtelligenoe to social reform. New 
 York, Harpers « 1921. 
 
 The K'nd In the Making shouli be road by those 
 who want to be Intelligent in r^^gard to the present 
 status of society. Professor Robinson, now 'director 
 of the New School of Social Research in Hew York 
 City, makes an eloquent appeal for a critical, open- 
 minded attitude in llscovering the truth about social 
 conduct and social organization. He shows in a mas- 
 terly way how our beliefs and prejudices are out- 
 comes of past conditions — the mind in the making — 
 and how necessary a scientific spirit is for the 
 developsMnt of the social sciences if we are ever 
 to gain the truth which shall make us free. The 
 author possesses a rare combination of historical 
 scholarship and irtellectual insight into modem 
 society, and in addition writes with remarkable clear- 
 ness and simpli-^ity. The book Is hi ajily recommended. 
 
 £ 2 ■'^dle, Lionel ^., editor. Current social and industrial 
 
 foxHsea. Introduction by Jamoa Harvey Robinson. Her 
 York, 3oni Liveright, 1^20. 
 
 An excellent symposivim by many prominent writers 
 in the field of social service. The boo< is worth 
 consulting merely to make the acquaintance of men like 
 Korman Angoll, John ^owey, Felix vrankfurtor, uarold 
 J. Laski, John /. • Uobson, iraham Dallas, Bertrand 
 Russell^ and Thorstein Veblon ani others. They deal 
 with Uie fundamertal features of the social and 
 economic order in a laethod which suggests the pathways 
 of change. The book is concerned with such topics as 
 Forces of disturbances, I'otentlalities of proiuctior, 
 the Price system, the Policy of organized labor, i'ro- 
 posed plans of action, and Industrial doctrines in 
 defense of the status quo. 
 
 £ ^Zimand, Savel. Modern social movements: descriptive sum- 
 "^ maries and bibliographies. Kow York, H. t. ^filson, 
 1321. 
 
 One of the best books for studying an approach 
 to all the mode m social movements, as the title 
 
> 
 
80 
 
 indicates it is composed of brief descriptive sua- 
 maries and lists of references. It was oonpiled 
 in connection with the Bureau of Industrial Research* 
 Mew York City. 
 
 c^ Blo<Mafield« naniel« editor. Selected articles on isodem 
 industrial novenaents. hew York* H. W. vilaon* 1919. 
 
 1!he book deals with the worker's cooperative 
 vat, syndicalism^ industrial unionism* scientific 
 igement« guild socialism* and other phases of social 
 reform. 
 
 £^ ^Binder* Rudolph Michael. Major social problems. Itov York, 
 Prentice Ho 11* 1920. 
 
 Professor Binder's general standpoint is "that 
 aim of society is the development of a free-self- 
 reliant man**. The major social problems involve the 
 family* eugerics* the development of women's true 
 function in the social order* the spirituelization 
 of work* better health conditions* the social func- 
 tion of religion* the socialization of business* the 
 function of nationalism and internationalism* and the 
 reconstruction of education. 
 
 £(, '*«rd* Kerry Frederick. The Wcw social order: principles 
 and programs. New York* Maomillan* 1920. 
 
 "This book views the new order as a process of 
 growth* Kith its roots in the paBt. It therefore 
 discusses the principles x^>v.nd which it is forming* 
 and their attempts to analyze in th» light of them 
 the main progx*am8 for social change that have been 
 offered. It deals both with th^ vital forces and 
 wtth the form and structure of the new order. It 
 holds that certain principles or ideals--they will 
 be called social or moral or religious acooz*ding to 
 the point of view- -which have developed in the past 
 experience ^t man as the expression of both his 
 practical needs and his spiritual aspirations are 
 now being consciously accepted by multitudes of 
 people ais the guiding stars of life and the working 
 principles of a new social order.** 
 
21 
 
 £,y Russell^ Bertrani. Proposed roads to freedom; socialism^ 
 anarchism^ syn'ilcallam. Lew York, Henry Holt* 1319. 
 
 A praiseworthy attempt to analyse the different 
 social roforra movemonts — the best practical systen 
 to Mr. Russell's mind being guild socialls^n. 
 
 ^<g Vebb« Sidney and Webb* Beatrice, '^onsurr.or's cooperative 
 
 ■ovementi art up-to-date critical analysis. Ke« York* 
 £x>rgmans* 1921. 
 
 £^ Reanch* Paul Samuol. "iTorld politics at the enl of the 
 nineteenth century; as influenced by the oriental 
 situation. Kew York* !^ac»illan* 1900. 
 
 The author is well-known for his Aide experience 
 and his scholarly attainments. The book gives an ex- 
 cellent background for the problems of the Far Bast. 
 
 Ci-^Re««ch* Paul Samuol. Secret diplomacy: how far can It be 
 ^ '" eliminated? Kew York* Harcourt, Brace* 1922. 
 
 C . . iJ.ppman* %altur. The stakes of diplomacy, hem York* Henry 
 ^'' Holt* 1315. 
 
 A disouaaion of the relation of inperlallsm to 
 
 government. 
 
 CyZAngell* Norman. America and the new world state. A plea 
 for Anerioan leadership in international organization'. 
 Saw York* 0. P. i^utnam's sons* 1915. 
 
 ^/■^■eyl* Walter ^viward. American world policies. Kew York* 
 ■acmlllan* 1917. 
 
 This book is divided into three parts* Our ideal- 
 istic past* the Hoot of imperialism and Towards econom- 
 ic internationalism. It is suggestive in showing the 
 nature of the economic forces that are driving America 
 towards international cooperation. 
 
 £ /a Jordan* ^^avid Starr, i^eraocracy and world relations. Yonkera- 
 on-Hudson, Kew York* worli Book Co.^ 1918. 
 
 ^>r. Jordan is well-known for his work In promoting 
 the ideals of international friendship to abolish war 
 
22 
 
 and its evils. This book analyzes briefly nationallm 
 and imperialism as forces which democracy naist control 
 if international organization is to succeed. 
 
 C/^^i'epla* Leo. What is national honor' The challenge of re- 
 construction. Hew York« Macmillan« 1918. 
 
 The author maintains that the sources of militar- 
 ism are psychological rather than economic, i-ations 
 do not wage war "out of a finely calculated economio 
 heroism^ out of intellectual persuasion of the advan- 
 tages of war« but because people are moved to irrational 
 action by the sentiment of honor." 
 
 C/i linotx Jean. Race prejudice. New York« E* P^ Dutton« 1907. 
 
 £^7 Stoddard, Theodore Lothrop. The rising tide of color against 
 white world supremacy. Kew York« C. Soribner's sons, 
 1920. 
 
 P/g Hobaon« John Atkinson, ^mooiracy after the war. New York, 
 Macmillan, 1918. 
 
 £;d Millard, Thomas Franklin Fairfax. Democracy and the far 
 ^ eastern question. The problem of the Far Fast as 
 
 demonstrated by the great war and its relation to the 
 United States of America. New York, Century, 1919. 
 
 £jQ Russell, Bertrand. Why men fight, a method of abolishing 
 the international duel. New York, Century, 1917. 
 
 This book first appear-r^d unier the title Prin- 
 ciples of social reconstruction with which it deals 
 In an interesting manner. 
 
 ^Ij Srehbiel, Edward. Nationalism, war and society. A study 
 of nationalism and its concomitant, war, in their 
 relation to civilization; and of the fundamentals 
 and the progress of the opposition to war. Now York, 
 Hacmillan, 1916. 
 
 The book is organized in outline form with num- 
 erous references. 
 

89 
 
 £^^, Vebl^ii, Thorstein. Ar inquiry into the nature of peace and 
 the terras of its perpetuation. New York, Macmillan, 
 
 /{1917. 
 
 The book is a scholarly treatment of those known 
 factors of human behavior which control the conduct 
 of nations in niaking war and peace. 
 
 ^2.^ KQUleTi, Horace Meyer. Structure of lasting peace; an Inquiry 
 into. the motives of war and peace. Boston, Marshall 
 Jones, 1918. 
 
 c.?f,keyne8, John Maynard. Ticononiic conseauences of the peace. 
 New York, Harcourt, Brace & Howe, 1920. 
 
 Sis' Howe, Pl»ederic Clemson. Revolution and democracy. New 
 ^ York, B. W. Huebseh, 1921. 
 
 V The author considers that recent economic changes 
 have put the state in the hands of monopoly and priv- 
 ilege, as exemplified in the peace treaty, the climax 
 i , jof capitalistic imperialism. ?,fhat is needed is to 
 ' convert the state into an industrial democracy in whieh 
 genuine cooperation can be effective. This can be ac- 
 ' complishod by passing laws to free land, the nijaans of 
 communication, credit, industry, trade, so tS^l^can 
 cooperate. 
 
 C>4 Brallsford, Henry Noel. The league of nations. Uew York, 
 ; Macmillan, 1917. 
 
 Mr. Brailsford's review of world politics is 
 ' masterly. A broad knowledge of contemporary events 
 i combined with a deep comprehension of political prin- 
 ciples is the basis upon which he shows the necessity 
 of deciding political issues by reference to Justice 
 [ and reason rather than to force of arms. Problems 
 which need international control and the means for 
 controlling them are discussed in full. 
 
 >jn Minor, Raleigh Colston. A Republic of nations. A study 
 of the organisation of a federal league of nations. 
 New York, Oxford TIniv. press, 1918. 
 
 "There are ctrtain principles. .. .which are es- 
 sential to the foundation of ary league of nations 
 leading to an international control of causes of war. 
 
 i 
 
84 
 
 Among these are Inviolability of treaties ani the 
 domir.ancp of international good faith; the abolition 
 of militarism; the right settlement of great var-- 
 breodlng political Issues now pendlngj such as self> 
 determination of nationalities; and the substitution 
 of a spirit of justice and eouality among the nations 
 in place of the selfish and oppxHsssive polieies too 
 prevalent in the past." 
 
 ^^2 itftllen, Horace Woyer. The league of nations « today and to- 
 morrow. Boston j» Marshall Jones« 131;7. 
 
 Mr. KOllen relies upon the formation of inter- 
 national canmissions for comxerce^ finance^ armaments^ 
 education^ hygiene^ undeveloped oountriesj and labor 
 as the means whereby a league of nations may operate. 
 
 £ 2^^ Mckinson^ 0. Lowes^ editor. Handbooks on international 
 ' relations. Hew York, Harcourt, Brace, 1921. 
 
 This series thus far Includes: Causes of inter- 
 national war by the editor; Patriotism and the super- 
 state by J. L. Stocks; Hatlonalism by 0. P. Qoooh; 
 'Economic imporlallsm by L. S- Woolf ; The workers Inter- 
 national by R. K. Postgate. 
 
 C^Q Hobs<%, John Atkinson. lioz*als of economic Internationalism. 
 Boston, Houghton liifflln, 1920. 
 
 f '^1 Hobson, John Atkinson. Problems of a new world. London, 
 (3eorge Allen it Unwin, 1921. 
 
 The conditions created by the war are analysed 
 and followed by a description of a moderate socialist — 
 communism as a social order that could meet the problems 
 of a now world. 
 
 C."3^ Bowman, Isaiah. The new world, '^iroblema in political geog- 
 tv^phy, Yonker8-on-Hud8<ni. world Book Co., 1321. 
 
 Kill the new dMSOoraoios survive^ Where are the 
 problem areas'^ What arc the sones of friction" ?:here 
 are the new boundaries" what are the present econcMiio 
 difficulties? What are the most impelling causes of 
 war' Can the terrible burden of armament be lifted? 
 These are some of the questions which this book attsapts 
 
es 
 
 • thorough consideration. It Is an excellent guide 
 to the basic Influence of geography upon nodem 
 relations. 
 
 ^3% Stoddard « Theodore Lothrop. The new world of Islaa. Hew 
 York, C. Sorlbner'a sons, 1321. 
 
 C3¥ &allen« Horace keyer. Zionism and world politics. A study 
 In history and social psychology. Kew York« Doubleday 
 Page, 1921. 
 
 C ST Huntington, Ellsworth. World power and evolution. Hew 
 Haven, Yale Univ. press, 1919. 
 
 Professor Huntington, an original and brilliant 
 thinker, undertakes in this volume to show the con- 
 nection between climatic changes throughout history 
 and human control of social and eoonomlc conditions 
 in different parts of the world. 
 
 ^5^SaULth, Joseph Kussell. Commerce and industry. Kew York, 
 Henry Holt, 1916. 
 
 An exceptional book that interprets facts la a 
 significant and ir.teresting manrer. In the ooaseroe 
 and industry of the world are to be found many of the 
 problems which give rise to economic strife *»nd polit- 
 ical struggle. 
 
 637 
 
 i 
 
 smithy Joseph Russell. The world's food resources. Rev 
 York, Henry Holt, 1919. 
 
 Dr. Smith writes of the sources of our various 
 food atuffs, the distribution of food and men and the 
 far reaching effects of hunger In human affairs. This 
 Is an excellent study by a man who handles facts in 
 a truly ent'^rtaining style. 
 
 3 9 Hobson, John Atkinson. Work and wealth; a human valuation. 
 Mew York, Kaomillan, 1914. 
 
 "The purpose is to present a full and formal ex- 
 posure of the infaufluinity and vital waste of modem 
 
£3^ 
 
 26 
 
 indu8tx*7 by the close application of the best ap- 
 proved formulae of Individual and social welfare, 
 and to Indicate the most hopeful measures of remedy 
 for a society sufficiently Intelligent, courageous 
 and self-governing to apply them.** 
 
 Veblen, Ifhorsteln. Instinct of workmanship and the state 
 
 of the Industrial arts. New York, B. W. Huebsch, 1908. 
 
 workmanship Is "an object of attention and sen- 
 timent Ir Its own right. Efficient use of the means 
 at hand and adeauate management of the resources 
 available for the purposes of life Is Itself an end 
 of endeavor and accomplishment of this kind Is a 
 source of gratification". 
 
 £,^ Veblen, Thorsteln. The Theory of the leisure class; an 
 economic study of Institutions. Hew York, B. W- 
 Ruebsch, 1909. 
 
 "It Is the purpose of this Inquiry to discuss 
 the place and value of the leisure class as an 
 economic factor In modem life, but It has been 
 found l-npracti cable to confine the discussion strict- 
 ly within the 11m'. ts so marked out. Some attention 
 Is perforce given to the origin and line of deriva- 
 tion of the institution, as well as to features of 
 social life that are not commonly classed as economic." 
 
 t,tfi Veblen, Thorsteln. The Vested interests and the state 
 of the industrial arts. New York, B. ft. Huebsch, 
 1919. 
 
 A book that attempts to explain how our modem 
 theories of soc-iety have not kept pace with the 
 dwvelopment of machine Industry. 
 
 L V^ Veblen, Thorsteln. ^=iigineers and the price system. New 
 York, B. *. Huebsch, 1921. 
 
 The need of technicians to manage and control 
 industry is well brout^t out In these chapters which 
 were first published In the r)lal. 
 
 ^ti^¥MTOt, Helen, rrreatlve Impulse in Industry. »ew York, 
 ' ^. P. T^-utton, 191B. 
 
i 
 
 27 
 
 "It l8 the present duty of American educators to 
 realize these two points: that Industry is the great 
 field for adventure and growth; that as It is used 
 now the opportunities for growth are inhibited in the 
 only field where productive experience car. be a com- 
 ■on one. Shortly it vlll be the nisslon of educators 
 to show that by opening up the field for creative 
 purpose 4 fervor for industrial enterprise and good 
 workmanship aay be realised. It Is for the educator 
 to realize first of all that there can be no social 
 progress while there Is antagonism between growth In 
 wealth (which Is Industry) and growth In individuals 
 (which is education); that the fundamental antagonisms 
 which are apparent In the current arrangement are not 
 between Industry and education but between education 
 and business. ** 
 
 ji.«f Tead« Ordway. Instincts in lndustx*yi a study of working 
 class psychology, Boston, Houghton Mifflin, 1918. 
 
 A thoughtful tx*eatment that siows the necessity 
 of understanding the Insti^^ctive mainsprings of action 
 If •human conduct Is to become Intelligible and amenable 
 to control. 
 
 £i/X"5ory, Herbert Ellsworth. The Intellectuals and the wage 
 workers; a study In edueatlonal psychoanalysis. Bew 
 York* Sunwise Turn, 1919. 
 
 ^a^ Tawney, ^^ichard Flenry. The Acquisitive society. Harcourt 
 Brace, & Howe, 1920. 
 
 "Because its fimctlon is service, an industry as 
 a whole has ris^ts and duties towards the commurlty* 
 the abrogation of which Involves privilege. Bseause 
 Its method is association, the different parties witJi- 
 In it have rights ani duties towards each other; and 
 the neglect or perversion of these Involves oppres- 
 sion. The conditions of a right organization of In- 
 dustry are, therefore, pemanent ard unchanging 
 
 The first Is that it should be subordinated to the 
 eOBBSunlty In such a war as to render the best service 
 toehnleally possible, that those who render no ser- 
 vice should not be paid at all, because It is of tha 
 essence of a function that it should find its meaning 
 In the sritisfactlon, not of itself, but of the end 
 
i^l 
 
 iH% 
 
 28 
 
 which it serves. The second Is that Its dlroctlon 
 and govemmont should bo In the hands of persons who 
 are responsible to those who are directed and govern- 
 ed bf>oause It Is the condition of economic freedom 
 that men should not be ruled by an authority which 
 they cannot control." 
 
 Commons « John Rogers, and others. Industrial govermient. 
 Hew York« Macmlllan^ 1921. 
 
 A very significant book which describes different 
 attsapts in Industrial government now being tried in 
 this country. The authors visited some thirty estab- 
 lishments from July to September 1^19 and froa Wis- 
 consin to Kaine and thay describe the changes that 
 are actually taking place in the management of industry, 
 
 Colo, George Douglas Howard. Self government in industry. 
 New York« Macmillan, 19 IB. 
 
 m-' 
 
 ole> ^orge ^^ouglas Howard. The meaning of Industrial 
 freedom. London, leorge Allen & Unwin, 1918. 
 
 ^^'oCole, Oeorge Douglas Howard, fiuild socialisa. A plan 
 for economic democracy. New York, Stokes, 1921. 
 
 W 
 
 <fr: 
 
 British Labor Party. Labor and the new social order. A 
 draft report on reconstruction submitted by the '^- 
 ecutlve Cowiittee of the Prltish Labor Party at its 
 17th Annual Conference, Kottlrgha-n, Jan. 23-25, 1918. 
 Published as an appenilx to Kellogg ft Oleason, British 
 labor ani the war. New York, Bonl * Liveright, 1919. 
 
 A very significant document dealing with the 
 Universal enforcement of a national minimum, the Pem- 
 ocratic control of Industry, the Revolution in national 
 finance and the Surplus wealth for the common good. 
 
 •k Tannenbau-, Frank. The labor movement; its conservative 
 functions and social consequences. Mew vork, 0. P. 
 Putnam's sons, 1921. 
 
 "It Is novel, interesting, and brilliantly writ- 
 ten, and ^sphasises the point of view which Is in 
 great danger of being misapprehended. I have the 
 highest regard for the ability and attainments of the 
 author and I cordially recommend the book," Professor 
 Edwin R. A. Sellgman 
 
% ,y jf. 
 
 
29 
 
 £r, 
 
 "S Jc^rker^ Carleton Hubbell. The Casual I-aborer and other 
 essays, fies York« llarcourt^ Brace & Ho«e« 1320. 
 
 ^ CH Llpf«snn« Walter. Liberty and the news. Row York« 
 ^ Haroourt« Brace & Howe« 1920. 
 
 "Just as the BM>8t poisonous form of disorder is 
 the mob incited from, high places the most immoral 
 act the immorality of a c;avemment« so the most 
 destructive form of untruth is sophistry aiK) props* 
 gax^a by those whose profession it is to report the 
 news." 
 
 C,^^ Sinclair^ Upton. The Brass check: a study of /American 
 Joumallsni. t^asadena^ Cal.« The author^ 1319. 
 
 Pj^4 ^x^« Robert Exra. The immigrant press and its oontirol. 
 ^ hem York, Harpers, 1922. 
 
 L^l Towne, ^zra Thayer. Social proble'ns; a study of present- 
 day social conditions. New York, Macmillan, 1917. 
 
 "This, then, has been the aim: to brin.-^ before 
 the student of social problems these facts regard- 
 ing present-day conditions; to indicate certain 
 weaknesses in our social order; to show what has al- 
 ready been done and is being done toward the elimina- 
 tion of these weaknesses; and to impress upon these 
 students, through the pz^esentation of such facts, the 
 possibilities of wise, seme, constructive social 
 actions.** 
 
 C^t Burch, Henry Reed and Patterson, Samuel Howard. American 
 social problems; an introduction to study of society. 
 Hew '-ork, Maomillan, 1920. 
 
 "This is designed to mset the Beeds of an 
 elementary course in society — especially in American 
 society. A conscious sttempt has been made to em- 
 phasize the social aspect of American life rather 
 than the political or economic. The method of treat- 
 ment has beer evolutionary and historical, because 
 growth and development is the very essence of social 
 institutions.** 
 
50 
 
 C^ Buroh« Henry He«d. Anerloan eoononio life in its eivie 
 ' and social aapeets. tte* York, l£aoaillan« 1921. 
 
 £^0 Harvard ^^.Iveraitj* A <liiide to rMiding in social ethlos 
 ftt^ allisd subjects « lists of books ai^d artieles 
 selsoted and dasoribad for use of general rea.i«ra« 
 by teaohors in Harvar'1 TTniTorsity. (^Mtoridgo« Harvard 
 Univ., 1910. 
 
 OlTes lists of books with short critical note 
 or. social philosophy « aocial institutions « social 
 aervicsji ethics of nodem industry* social aspects 
 of relij^ion and bibliographical references on social 
 ethios. 
 
 il Wilkinson, Hazel. Social thoucrht in Awerlcan fiction. 
 
 (1910-1^17). Loa Angeles, Southern California soc- 
 iological Society, Uriv. of So. Gal. press, 1917. 
 
 A brief description of the extent, types, and 
 ▼alue of aocial thought in fiction followe:) by a 
 ▼•z*y good annotated bibliography, comprising the 
 well known novela, 1910-1917. 
 
 ^ Baraoa, Harrj ^Imer. The Social history of the western 
 world* an outline syllabus, liew York, ^. Appleton, 
 1921. 
 
 An excellent organisation of soeial history by 
 . a sociological thinker. -The book la particularly 
 helpful in the referencea which eiobody the most 
 roeent soholarship along these lines. 
 
 9 1% Bogardus, Fraory Stephen. A History of social thous^t. 
 ^ LOS Angeles, Univ. of So. Cal. press, 192P. 
 
 t 
 
 a 
 
?f 
 
 }i 
 
 53 
 
 ^'^ 
 
 ^i- 
 
 51 
 
 PART n. OOVERHinSIIT. 
 
 1* nature of government . 
 
 Wallas^ Oraham. Human nature in politics. London^ A. 
 constable & Co. t 1908. 3 ed. New York« A. A. 
 itnopf, 1921. 
 
 The moat distinguished ooritrlbutor to the nav 
 science of the study of govenxnont Is Mr. Graham 
 Wallas of the London School of Hconomlcs and Polit- 
 ical Science, In this, his first book, he sbovs tha 
 necessity of re-examining political theory in the 
 light of the newer contributions to psychology. 
 
 Wallas, Oraham. 'ifie great society; a psyohologieal 
 
 analysis. Hew York, ..:acmillan, 1914. 
 
 Mr. wallas seeks here to analyze the general 
 social organization of the modem state. 
 
 Wallas, Oraha-n. Our social heritage. London ^ Oeorge Allen 
 tc Unwin, 1921. 
 
 "The book deals with the ideas, habits, and 
 institutions ilrectly concemel in the political, 
 econoralc and social organization of those modem 
 conrnunities which constitute that which I called 
 in 1914 *The Oreat Society^." 
 
 Laski, Haroll Joseph, studies in the problem of sov- 
 ereignty. Hew Haven, Yale Univ. press, 1917. 
 
 This volume is the first of a series to be 
 devoted to various aspects of the state. Ur, 
 Laski is recognized as one of the moat brilliant 
 thinkers of the younger generation in the field 
 of political philosophy, and his writings will 
 undoubtedly be worthy of very close study. The 
 treatment in this volume is primarily critical 
 and historical. 
 
 Laski, ilarold Joseph. Authority in the modem state. 
 New liaven, ^ale Univ. pres;^ , 1919. 
 
32 
 
 Mr. Laskl maintains the thesis that the evil of 
 the unitary state is unlimited sovereignty, which under 
 modern social and economic conditions cannot represent 
 the will of the Tiajorlty; consequently he advocates a 
 pluralistic state that will be more pi^otloable and 
 more ethical. Hlsreinarkablo grasp of political phil- 
 osophy enables him to present a critical analysis that 
 should have great influence in revaluing current con- 
 ceptions of the state. 
 
 J 6 Dlgftlt, Leon. Law In the modem stat«. Translated by 
 
 Frlda and Harold Laskl. New York, B. «. Huebsoh, 1919. 
 
 5^7 Robhouse^ Leonard Trelawney. Social evolution and political 
 theory, fcew York, Columbia 'Jnlv. press, 1^11. 
 
 '^mes, Harry ^Imer. Some typical contributions of englleh 
 sociology to political theory. Part IT Leonarri T. 
 Hobhouse. American Journal of Sociology, Vol. 27; 
 442-495. Jan. 1922. 
 
 »/^ Cole, George 'Nma^las Howard. Social theory. *ew York, 
 Stokes, 1920. 
 
 "True representation Is always specific and func- 
 tional, never general and Inclusive.'* In the opinion 
 of the writer modem representative government rests 
 upon a false theory. The remedy lies in making function 
 the primary principle of social organization, so that 
 there would be established an ordered ooaplex of pro- 
 ducers' gx*oups, consumers' groups and regional groups 
 with a coordinating authority. 
 
 h 
 
 fp Mackenzie, John Stuart. Outlines of social philosophy. 
 London, Oeorge Allen Sc Unwin, 1919, 
 
 This book has girown out of a short course of 
 lectures delivered at the London School of economics 
 and political Science in the session of 1916-1917. 
 The three divisions are the Foundations of social 
 order, the National order and the World order. It 
 is a (rood presentation. 
 
 '/, Cooley, Charles Horton. Social organization; a study of 
 the larger mind. Ivew York, n. Scrl brer's sons, 1909. 
 
35 
 
 
 -1 
 
 rrcr 
 
 OiiSi; 
 
 II 1:»(^ 
 
 
 ■i *a 
 
 •TSt .V»VJ^ i.-.-f^v 
 
 
 ^9 a<i»NMi 
 
 
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 ..-.r.-. 
 
 iloq 
 
 .^^r J^li; ,.&SUItU&im 
 
 'f*hV 
 
 idA 
 
 *0 ifr 
 
 
 
 
 '^091 V 
 
3S 
 
 :f)X Wllloufl^by^ William Franklin. An Introduction to the study 
 of the government of modem states. Tiew York, Century, 
 1919. 
 
 A good study of the fundamental political prin- 
 ciples by the Director of the Institute for 3ovem- 
 ment Research. 
 
 ■^^/xBtard* nharles Austin. The Economic basis of politics. 
 '^ Hew York, A. A. Knopf, 1922. 
 
 Announced for publication soon. 
 
 ^/^ Dealey, James Ciiayle. The state and govemnont. New Yortc, 
 T). Appleton, 1921. 
 
 The volume contains in generalised form a study 
 of the development of the state. Its sovereignty, 
 and Its differentiated govenmental organization. 
 It is based upon a previous work ftiB Development of 
 the state which has been rewritten and enlarged by 
 several chapters. 
 
 hs 
 
 ^ Haines, Charles Grove and Haines, Bertha Moser.. Principles 
 and problems of government. Hew York, iiarpers, 1321. 
 
 The origin and development of government, prob- 
 of public control of govemaent, principles and 
 problems of government organization and J»dminl8tira- 
 tlon and some special problems in the operation of 
 government srive a suggestion of the nature >f this 
 exposition intende*^ for college classes in political 
 science. 
 
 j/^ Follett, Mary Parker. The new state; group organization 
 the solution of popular government. New York, 
 Longmans 'Iroen, 1913. 
 
 3'/-7 Hart, Joseph Kinmot. Conmunlty organization. New York, 
 ' Macraillan, 1920. 
 
 :J /g Lipi^Munn, ''alter. A Preface to politics. Kew York, 
 Mitchell Kennerley, 1113. 
 
 "A god wilt thou create for thyself out of seven 
 devils" is the quotation on the title page of this 
 book. That is to say, men's desires are neither good 
 
~nf.Ti r 
 
 to nt 
 
 kWHWTt «n>Wrt^ 
 
 ittOiJf i 
 
 ,ii.n~ 
 
 4JiTO': "sa^ 
 
 , », . V ' . r ^ ? 
 
 
 ?®rtlfi 
 
 
 
34 
 
 nor bad In themselveoj but the exprosslon of them 
 should be directed into useful ohannels in society. 
 Vr. LippoHuan is a shrewd critic and a clever writer 
 in thi8« as in his other works* 
 
 ;f Russell* Bertrand. Political ideals. Kew 'Vork, Century, 
 1917. 
 
 "Political ideals nust be based upon the ideals 
 of the individual lifSj" conseauontly Mr. :\u8sell 
 tries to show what is good for the individual life 
 and to what extent govexrooent promotes that good. 
 He draws a contrast between the posseesive impulses 
 which lead to the accumulation of personal property 
 and the oroatlve impulses which lead to the develop* 
 ment of art and science. It is these creative im- 
 pulses that should gradually supersede the possessivs 
 ones in the mastery of material environment. 
 
 l#«k8, Arland T>eyett. Psychology of eitisenship. Chicago, 
 A. C. McClurg, 1917. 
 
 "This book Is a study of the psycholotry of our 
 relations to civic affairs and deals with mental 
 traits affecting the quality of citizenship. The 
 voter Is a psychological study in himself, for in- 
 deed about all there is of any of uo, beyond anatomy^ 
 is psychology. In order to relate effort for public 
 welfare more fully to the laws of the mind, it is 
 profitable to view our iiontal nature as It shows up 
 against a background of civic and economic questions." 
 The book is hlcihly recomaended as presenting a 
 stimulating viewpoint upon an important problem. 
 
 h 
 
 ht 
 
 Shaler, Kathariel Bouthgate. The Cltiaen; a study of the 
 individual and government. Kew York, A. S. Barnet ft 
 CO., 1904. 
 
 The chapters on What liberty is, the Practice 
 of citizenship, and On the limits of freedom arc good. 
 
 ^;^1. Dewey, John and Tufts, James Bayden. ^^hics. Hew York, 
 Henry Holt & Co., 190B; 1910. 
 
 The third part of this well-known work is con- 
 cerned with the world of action. Social organiza- 
 tion and the individual ^ Civil society and the pol- 
 itical state, ^hics of the economic life. Some prin- 
 ciples in the economic order and Tjrsettled problems 
 in the economic order are titles to some -it the 
 
jpfi 
 
 r? ffl^. 
 
 ^tumii^ 
 
 
 
 ««« 
 
 * •f»*^^j!5 
 
 »ii' 
 
 
 . V -L «i -^ 
 
55 
 
 2. Mature of Deiaooraey - 
 
 Q-( Bryee« James, liodem demooraciea. hew York« Maooiillan* 
 ^ 1921. 
 
 In those volumes Lord Bryce has niade a note- 
 worthy study of the principles and opormtlon of 
 modem democracies. The considerations applicable 
 to democratic government in general are thoroughly 
 analyzed ani are then apilied to the working of 
 six modem democracies including the American 
 Union. The exposition shows a sharp contrast 
 between the alma of popular govemreent and their 
 effective realisation^ and the author attempts 
 aoiM reasons and conclusions for this contrast. 
 The wealth of scientific observation described 
 in a remarkably lucid style make the book both 
 enlifl^tening and en.^oyable. 
 
 irX H»ll* Arnold Bennett. Popular government. An inquiry in- 
 to the nature and methods of representative govern- 
 ment. New Vork« ^aomillan> 1321. 
 
 An excellent scientific study^ followed by a 
 very good bibliography. 
 
 Q- ^ Cooley» Charles Horton. Social ox»ganization> a study 
 
 of the larger mlDd. New York« C* Soribner's sons^ 
 1909. 
 
 A very valuable study wiiich reveals some of 
 the fundamental factora in democratic organization. 
 
 Q.U lleoklin« John Moffatt. Introduction to social ethics; 
 the social conscience in a democracy, i^'cw York, 
 iiarcourt Brace * Howe, 1^20. 
 
 Gr ^ Hart, Joseph Kinmot. Democracy in education; a social 
 intarprotation of the history of education. l*ew 
 York, Century, 1918. 
 
 "This la so interpreted that the actual gain 
 which democracy has made in the past and the luting 
 problems which still face democracy, will stsPv out 
 clearly in the consciousness of the democratic 
 citizen, the one aspect of the subject for his cheer, 
 the other to deeper, his sense of responsibility." 
 
^imiij 
 
 »i 
 
 'af 'f^'u-fx 
 
 
 &itt-!tn9l 
 
 'mmi 
 
 .xof^m 
 
 
 if a^ Hv 
 
 - uli/: 
 
 
36 
 
 To Pollett, Mary Parker. The new state; group organization 
 the solution of popular government. i»e» ^ork, 
 Longmans Oreen, 1918. 
 
 A most significant study of the function and 
 nature of government as related to the needs and 
 capacities of groups; in other vords^ It Is an 
 application of social psychology to group assoela- 
 tlon^ as a fundamental factor in denocratic life. 
 The neighborhood group In the opinion of the author 
 should be developed along constructive lines to 
 enable groups to function properly. Since the 
 book suggests the tremendous potentialities of 
 group life, as yet but dlnuly conceived > it is 
 truly inspiring J as well as valuable. 
 
 ^7 Hart, Joseph Klniaot. Coramunity organisation. i*em York, 
 Macmlllan, 1 >ao. 
 
 This studies the deeper aspect of ccnntunity 
 life and its development ^ the relation of individual 
 and community and reflects upon democratic ideal 
 of life and society. 
 
 \;j^%L/omell» Abbott Lawrence. Public opinion and popular 
 govemnent. Kew York, Longmans Green, 1913. 
 
 An excellent book by a standard authority on 
 government. The Nature of public opinion, the 
 Ftinctlon of pax^ies, Methods of expressing public 
 opinion, the Regulation of matters to which public 
 opinion cannot directly apply are the four parts to 
 the book. 
 
 Gr^ Llppmann, Walter. Public opinion. Hew vork, Haroourt 
 Brace, 1122. 
 
 / nnounc e^^ . f o r pub li^t i on so 3q . 
 
 (jfloTsirskine, Johfi. : eraooracy and Ideals; a definition. Kew 
 York, Goo. H- Doran CO., 1920. 
 
 ^ 
 
 ,> Lowell, James Russell. Democracy. In Complete works. 
 
 Fireside Edition, Vol. 6. Boston, Houghton Mifflin, 
 1910. 
 
bfi 
 
   I?. «w^ f 4jh«> r^ " Objti ^ t\ 
 
 ' i^ J-. fir- 
 
 
 
 iJ'^i •{%' 
 
 
 o^ sJ^iaq lucl •dJ ens 
 
 - a JVC 
 
 aisqqi. 
 
 «©-{ ♦at'i**- 
 
S7 
 
 \J^ il- a«all, Albion Woodbury. Some structural material for the 
 Idea ""nemocraoy". American Journal of Sociology, 
 Vol. 25, 257-297; 405-444. lov. 191«> and Jan. 1920. 
 
 C- i"^ Perry, Ralph Barton, what do «e mean by democracy? Inter- 
 national Journal of Hthloa. Vol. 2, 449-464. July, 
 1918. 
 
 An analysis of the motives of compassion, emula- 
 tion, self -respect, fraternity, and envy as related 
 to democracy. 
 
 Q- 1^1 Alexander, Hartley. Liberty and democracy. International 
 Journal of ^hlcs. Vol. 27; 151-149. Jan. 1917. 
 
 (j^llTHenke, Frederick Goodrich. The Hthlcal bases of democracy. 
 American Journal of Sociology. Vol. 25; 202-214. 
 Sept. 191^. 
 
 9:IU^^B> James Hayden. Real business of living. New York, 
 Henry Holt & Co., 1918. 
 
 The first jart of this book treats of the Begin- 
 nings of cooperation, order, and liberty and the last 
 part of Liberty, union, democracy in the new world, 
 both of which have wide significance in the anelysia 
 of democratic society. The book was written for use 
 in hish schools. 
 
 G^l7^«wey, John, democracy ani 4^ucation; an Introduction to 
 the philosophy of education. New York, Macmillan, 
 1916. 
 
 '*The following pages embody an endeavor to de- 
 tect and state the ideas implied in a democratic 
 society and to apply these ideas to the problems of 
 the enterprise of education. The discussion includes 
 an indication of the constructive ai^s and methods 
 of public education as seen from this point of view, 
 and a critical estimate of the theories of knowing 
 and moral development which were formulated in earlier 
 social conditions, but which still operate, in soci- 
 eties nominally democratic, to hamper the adeouate 
 realization of the democratic ideal. As will appear 
 from the book itself, the philosophy stated in tals 
 book connects the growth of democracy with the develop- 
 ment of the experisental method in the sciences. 
 
.b 4 jiaMVfi T i '.*« f- f ■-- 
 
 <i; .*^9fr-«»» «g 
 
 
 C f ^ f 
 
 
 
 t» '-■■.> V*-. ■» » ! »j / *%i. 
 
 
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 ■■.■ ■^r.Af fM^.p'^t 
 
 -afc O.J 
 
 ■.i\>4.-ci . 
 
 
 1 01 »n#w 
 
 -lfQO<l 
 
58 
 
 evolutionary ideas In the biological sciences, and 
 the Industrial reorganization, and Is concerned to 
 point out the changes In subject jwtter and aethod 
 Of education indicated by these developments." 
 
 #C(^<?]iif^l|^. 
 
sc 
 
59 
 
 3. Funetlon and Structure of American democracy . 
 
 Ml Steams, Hairold ^. , editor. Civilization In the United 
 States. An inquiry by thirty Americana. Haroourt, 
 Brace > 1921. 
 
 This volume Is reviewed at length in the Nation « 
 Vol. 14; 222-227. Feb. 22, 1922. 
 
 Hi Mecklln, John Moffatt. Introduction to social ethics; the 
 social conscience In a democracy. Kew York, Harcourt, 
 Bx*ace & Howe, 1920. 
 
 Although primarily a volume devoted to social 
 ethics, the Interpretations are worth while for the 
 light they throw on the nature of democracy. 
 
 ^3 Bryee, James. The American conononwealth. Hew '^ork, 
 lacmlllan, 1910. 
 
 u^ Croly, Herbert. The pronlse of American life. New York, 
 Itaomlllan, 1909. 
 
 The author, who Is a liberal wrlt«»r, surreys 
 earlier economic and political conditions In American 
 history to find to what extent the promise of 
 Anerloan life has been fulfilled. 
 
 jij^* Weyl, Walter "P/iward. The T»eif democracy; an essay on certain 
 political and economic tendencies In the United States. 
 Kew York, JIacmlllan, 1912. 
 
 An excellent book by a penetrating student of 
 social affairs. 
 
 \li Weyl, Walter "Edward, /raerlcan world policies. l*ew York, 
 Maomillan, 1917. 
 
 American world Policies Is a modem Interpreta- 
 tion of Americanism that defines our national at- 
 titude toward International problems. 
 
 M^ "niKichsler, Julius, fsemocracy and assimilation; a blend- 
 " ' Ing of Immigrant heritages In America. New '^'ork, 
 Macmlllan, 1920. 
 
f* 
 
 
 
 .i'X 
 
 fn^wiosif^- 
 
 
   ',lti :.Cr TWO «»fr|-'*#!r» 
 
 f *' 
 
 f»f l!P?«S.^ 
 
40 
 
 H*^ Daniels, John. America via the neighborhood. Hew "^ork, 
 • Harpers, 1920. 
 
 The author ostabllshes the fact that genuine 
 Americanization means the blending of cultural features 
 In both native and foreign groups. The xeans by which 
 this can be accomplished through small group organiza- 
 tions Is described adequately in the book. 
 
 |4f i|*ark, Robert '^zra and Miller, Herbert A. Old world traits 
 transplanted. New York, Harpers, 1921. 
 
 An excellent treatment of the social heritage of 
 Americans. 
 
 f^iO Zrsklne, John. T>emocracy and Idieals; a definition. New 
 York, Oeo. H. Doran, 1920. 
 
 A book of genuine In sp lira t ion and en light ezuaeni* 
 It shoul-J be read by every young American that he may 
 appreciate his democratic Inheritance and learn to do 
 his part In its enlargement and perpetuation. 
 
 /f ij ^hat la yraerlcanlsra'^ A symposium. American 
 
 journal of P.oclology. Vol. 20, 435-486, 613-628. W Wa.^'-<" 
 
 1^11. Tsllot, Charles William. American contributions to civiliza- 
 tion and other essays. New vork. Century, 1897# 
 
 The working of the American democracy and i^xjuallty 
 In a republic are other essays In this series. 
 
 f^n Mable, Hamilton bright. American ideals, character and life. 
 Kew vork, Wacmlllan, 1913. 
 
 A series of lectures on Americans and Americanism 
 delivered by the author In Japanese universities In 
 1313. 
 
 >fy«f Van nyke, Henry. The Spirit of America. Kew York, Maomll- 
 lan, 1912. 
 
 This is a report made to French students In Paris 
 of the things that senmed vital in the life and char- 
 acter of the American people. 
 
01- 
 
 ic 
 
 .?■'?' •-■I'D sr^f. 
 
 i J i i Si' • 
 
 
 ilfl*^' 
 
 .-> ».. 
 
41 
 
 ^ji^ Roosevelt, Theoiore. American Ideals and other essays 
 social and political. Kew York, 0. P. Putnam's 
 sons, 1907. 
 
 fhft essay on True Americanism is also inoludc»d 
 in the collection. 
 
 H>^ Hunsterberg, Hugo. American traits from the point of 
 view of a Germun. Boston, Houghton Mifflin, 1901. 
 
 The Anerican democracy is treated remarkably , 
 well in the last chapter. 
 
 fjl7 Frank, Waldo. Our America. Hew York, Bonl ft Liveright 
 1919. 
 
 A brilliant thous^ somewhat startlirg interpre- 
 tation of spirit of America as found in cartain 
 writers and artists. 
 
 ^Ig Monroe, Paul and Miller, Irving ■«='lgar. The American 
 * spirit; a basis for world democracy. Yonkers-on- 
 Hudson, world Book Co., 1918. 
 
 This is a compilation of speeches and writings 
 of prominent Americans in the effort to present 
 examples of genuine patriotism. 
 
 Foaester, Korman and Pierson, *. W., Jr. American ideals. 
 Boston, Houghton Mifflin, 1917. 
 
 *^/f 
 
 Lincoln, Roosevelt, Whitman, Bryce, i? 11 son 
 and others are quotei in a series of essays, ad- 
 dresses and state papers that express American 
 ideals. A final chapter is devoted to foreign 
 opinion of the United States. 
 
 ij_ Liberty, peace and Justice. Houghton 
 
 '■^;M> klfflln, 1918. 
 
 A series of essays, mostly written by woodrow 
 Wilson, on American Ideals in the World War. They 
 are well arrangoi to present an ordered conception 
 of principles of American democracy ac they have 
 developed from The rieclaration of Independence and 
 the Address at Qettysburg to the present time. 
 
1* 
 
 sK.to- ?-«■??» ^- -tcf-osTrff- , -if^irsccoyl 
 
 
 .t.-Hff 'ii-*»tT*«'A.t.?. .■tp-'im^fsn /feuor"? tT 
 
   no-; '^ *i^l »■■ 
 
 . * "^ ^ -.   f- J«W J*k F*. 
 
 3 r? ? **^ . 
 
 
 
42 
 
 /rZ/ Heumann, Henry. Teaching American Ideals through litera- 
 ture. U. S. Bureau of T^duoatlon, Bull. 1918, no. 32. 
 
 //j.t T>odd, WllllaiB Edward. Struggle for democracy In United 
 States. International Journal of Fthlca. Vol. 28; 
 465-484. July 1918. 
 
 A brief concise treatment of historical develop- 
 ■ent of denK>cracy In United States. 
 
 ^23 Smith, James Allen. The Spirit of American government; 
 a study of the Constitution: Its origin. Influence 
 and relation to democracy. Kow York, Macmillan, 1912. 
 
 jf^ McLaughlin, Andrew Cunningham. Steps In development of 
 American democracy. Hew York, Abingdon press, 1920. 
 
 The book considers a few salient factors Ir the 
 ■eking of the /^^merican democracy, and describes some 
 American doctrines and beliefs. 
 
 ^r^r Becker, Carl. The United States; an experiaent in dem- 
 ocracy. New York, Harpers, 1920. 
 
 An excellent analysis of the features of demo- 
 cratic society in United States written In a very in- 
 teresting style by an eminent historian. 
 
 i^ti Becker, Carl. The declaration of Independence, iiarcourt 
 Brace, 1922. 
 
 Announced for publication soon. 
 
 /fj"? Merrlara J Charles "^dward. American political ideas; studies 
 in the development of American political thought, 
 1865-1917. New York, J/.acralllan, 1920. 
 
 i^X% Beard, Charles Austin. American government and politics. 
 Hew York, kacmlllan, 3 ed., 1920. 
 
 Li-^q Young, James Thomas. New American government and its work. 
 ^ ' New York, Macmlllan, 1915. 
 
 An excellent complete text for the work of the 
 American government as well as for its form. The 
 
Sl^ 
 
 -it^Hiff rfnr^- :?" -rtnasrrim'' 
 
 
 
 .S2f 
 
 •of&y. 
 
 •j»   
 
 bit* ^OBsranBTOTEt aaiiif9tf< 
 
 od? .mnol 8^1 noj ea ilaw as J^ffoamevojt amoin^mA 
 
43 
 
 regulation of business^ social legislation^ judicial 
 decisions and the powers of the executive are treat- 
 ed particularly fully to Indicate the changes taking 
 place In the work of government. It Is exceedingly 
 helpful to find as much emphasis upon function as 
 upon the structure of political organization. 
 
 m»b 
 
 
 ■1 &ai. 
 

44 
 
 III. 1?DUCATT0N. 
 1« Principles of Sducatlon — 
 
 ^1 ^eweyj John, democracy and education; en Introduction 
 to the philosophy of education. Hew York« Maomll- 
 lan, 1916. 
 
 "The following pages embody an endeavor to 
 detect and state the Ideas Implied In a democratic 
 society and to apply these Ideas to the problems of 
 the enterprise of education. The discussion In- 
 cludes an Indication of the constructive sItis and 
 methods of public education as seen from this point 
 of vlew> and a critical estimate of the theories of 
 knowing and moral development which were formulated 
 In earlier social nonditloi:s, but which still op- 
 erate« in societies nominally democratic, to hamper 
 the adequate realization of the democratic Ideal.** 
 
 3*X Oaniett, James Clerk ?<'axwell. Education and world citizen- 
 ship. Cambridge, Univ. press, 1921. 
 
 A scholarly treatise that attempts "In light of 
 nodet*n knowledge of physiological psychology, to for- 
 nulate, however tentatively, a few simple and gen- 
 eral principles of education". The author states 
 great Indebtedness to William James and Dr. Wm. 
 Me Dougall. 
 
 Book I Is Introductonr and historical; Book II 
 Is concerned with aim of education; Book III treats 
 of a system of education de sloped to achieve the aim 
 set forth In Book TI. 
 
 ^^ Coursault, Jesse Harllaman. Principles of education. 
 Boston, Silver Burdett, 1920. 
 
 The method adopted here for presenting the 
 principles of education la to analyze Into Its 
 factors the process of human development which ed- 
 ucation Is to control, and to find how these factors 
 xinlte In doing their work. The work Is divided 
 Into three main divisions, the Individual process, 
 the social process and the ^ucatlonal process. 
 
>^ 
 
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4i 
 
 Xf Bode, Boyd Henry. Fundamentals of education. Mm York, 
 Macmillanj 1921. 
 
 "The purpose of this volume is to Interpret 
 present day educational problems from the stand- 
 point of pragmatic philosophy. The discussion is 
 centered chiefly on tvso main topics: the aims or 
 ideals which should be doaiinant in education and 
 the nature of the mind or Intelligence with which 
 education has to deal." «attOfc > 
 
 XS' Moore, Ernest Carroll. What is education? Boston, 3inn 
 k CO., 1915. 
 
 The book is a series of essays somewhat cIoba- 
 ly related in an effort to determine what is know- 
 ledge. 
 
 J^ Judd, Charles Hubbard. Introduction to scientific 
 study of education. Boston, Oinn k Co., 1913. 
 
 An analysis of definite educational problems 
 is presented as basis for further study. The book 
 is intended Cor use in professional schools and 
 colleges. 
 
 J'^ Miller, lining Hlgar. Education for the needs of life. 
 A textbook in the principles of education. New 
 York, i^acmlllan, 1917. 
 
 Jg Inglis, Alexander. Principles of secondary education. 
 Boston, Houghton ?.!ifflin, 1918, 
 
 This volume is divided into three parts, 
 "Part I is devoted to a consideration of the raw 
 material with which secondary education deals > 
 i.e. boys and girls approximately twelve to eighteen 
 years of age. Part TI is devoted to a consideration 
 of the secondary school as a social institution — 
 its character, place, and function. Part TIT is 
 devoted to a consideration of the means and materials 
 wherewith the aims of secondary education can be 
 achieved." The book is a good comprehensive study 
 ^y one of our leading educators. 
 
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46 
 
 J3| Monroe, Paul, editor, i'rlnclples of secondary education. 
 Kew York, Macmillan, 1914. 
 
 An excellent canpllatlon of essays on the dif- 
 ferent phases of secondary education hy leading 
 authorities. They a]*o very carefully planned, ar- 
 ranged and executed J so that genuine advantage is 
 gained even from points of view that are in conflict. 
 
 -r ___«__ Cardinal principles of secondary education* 
 
 '"'^ 'fi report of the coimnlttee on ro-organizatlon of 
 
 secondary education appointed by the National Educa- 
 tional /ssociation. D. S. Bureau of ^Jucation, Bull. 
 1918, no. 35. -^i 
 
 J/j Bonser, Frederick Gordon. Elementary school currlcuTura. 
 11«« York, Macmillan, 1921. 
 
 The Slwsentary school curriculum is a very 
 valuable discussion of the basic principles upon 
 which elementary education should be based, i'rofes- 
 sor Bonser analyzes the general aims of life In 
 terms of purposeful activities and shows how the 
 curriculum should ©merge tvom these life activities. 
 The remaining three-fourths of the book is devoted 
 to explaining how these alms of life p\*% promoted 
 by the respective kinds of subject matter used in 
 the curriculum. 
 
 5)X Dewey, John. The School and society. Chicago, Univ. of 
 Chicago press, 1915. 
 
 First published in 1899, it has exerted tre- 
 mendous influence upon educational principles and 
 practices. 
 
 ^ 1"^ Chancellor, William '^stabrook. Educational sociology. 
 Kew York, Century, 1919. 
 
 The subject matt^^r of this book falls into 
 three divisions, Pooial movements, J.-ocial institu- 
 tions and Social measurement, which are fully 
 treated to determine the scope and value of ed- 
 ucational sociology. The work Is especially help- 
 ful for civic education. 
 
^k 
 
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47 
 
 ^j»* Smith, Walter Roblrson. Introduction to educational 
 poclology. Boston, Houi^^hton Vlfflln, 1917. 
 
 The Pocloloftlcal foundations and Educational 
 Applications are the two parts of the book In which 
 the author auccpeds In relating the factors of 
 group organization In society to the function and 
 structure of education. 
 
 vjlT Clow, Frederick Hedraan. Friwslples of sociology with 
 educational applications. New York, Maomillan, 
 1920. 
 
 The Pactoirs of society. Social organization and 
 social progress are the main divisions of the book 
 which contains numerous excerpts from other writers 
 and adeouate references. 
 
 ^i'^ Sneddon, David. Educational sociology: a digest and 
 syllabus. New York, Teachers* college, Columbia 
 Univ., 1917. 
 
 >llj Klrpatrlck, ^^wln /'sbury. Fundamentals of sociology; 
 
 with special eaphasis upon com-Tiunity and education- 
 al problems. Boston, Houghton Kifflln, 1916. 
 
 '^\% Bart, Joseph Klnmot. ^^emocracy in education, a social 
 interpretation of history of education. New York, 
 Century, 1918. 
 
 Without doubt a helpfUl and stimulating inter- 
 pretation of the social forces which have produced 
 the problem of education in the modem worl^. The 
 book has no eoual as a social Interpretation of the 
 history of eduontion. 
 
 Jl^ Finney, Hoss Lee. The American public school; a genetic 
 study of principles, practices, and present problems. 
 Hew York, ttacralllan, 1921. 
 
 An excellent historical survey. 
 
 5jo Cubberley, Fllwood Patterson. Public education in the 
 
 United States, a study and interpretation of Ameri- 
 can educational history; en Introductory textbook 
 dealing with the larger problems of present day 
 education in the light of their historical develop- 
 ment. Boston, Houghton Mifflin, 1919. 
 
f» 
 
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48 
 
 H-l Jttdd, Charles Hubbard. The Evolution of a democratic 
 school system. Boston, Houghton Mifflin, 1918. 
 
 This Is a brief attempt to justify and encourage 
 a re -organization of our school system in the in- 
 terests of democracy. 
 
 ^JV Lange, Alexis Frederick. Reorganization of the school 
 
 system. Sierra Educational News. ^ol. 14; 337-43. 
 i June 1918. 
 
 This article has attracted considerable atten- 
 F tion In the emphasis which it places upon equality 
 
 of educational opportunitlei in a democratic school 
 system. 
 
 ^7'^ RobbinSj Charles Leonldas. The School as a social in- 
 stitution; an introduction to the study of social 
 education. Boston, Allyn ft Bacon, 1918. 
 
 "It is the purpose of this book to make avail- 
 able for teachers, social workers and citizens in- 
 terested in social problems such a survey of the 
 school as will present in a brief yet moderately 
 comprehensive manner the social significance of 
 its e^lucatlonal work, its relation to other ir.sti- 
 tutlons and forces, its function as a determining 
 and controlling force, its work as a protective 
 agency, and its service as a oomraunity center." 
 
 Jj^if Betts, George Herbert. Social principles of education. 
 Hew York, C. Scrlbner's sons, 1912. 
 
 "To formulate the social concept of education; 
 to offer some help, however slight, toward bringing 
 the social meaning of education more clearly to the 
 consciousness; to make a tentative statement of the 
 social principles underlying the educational aim 
 and process" la the statement of purpose in the 
 words of the author. Fa-t I is a discussion of 
 Educational elements and aim. Part II, The Social 
 process and education. Part III, Socializing the 
 individual, without doubt the author has achieved 
 a worthy purpose in a remarkable manner. 
 
 sl>Sr King, Irving. Social aspects of education; a book of 
 sources and original discussions with annotated 
 
81^ 
 
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49 
 
 bibliography. Hew ''orlc, Macralllan, 1912. 
 
 Although writter ten years ago^ this book is 
 valuable for the manner in which it analyzes factors 
 without and within the school that have a social bMrr- 
 ing upon education. 
 
 '^^(t Soott^ Colin Itlexander. Social education. Boston^ Ginn 
 & CO., 1908. 
 
 "The state and the school can avoid the evils 
 that threaten them only by a raoi?e comprehensive and 
   deeper social synthesis organically united with a 
 
 freer and more thorouj^going individual development. 
 The ai-n of this book will not be realized if it does 
 not add something, however small, to the solution 
 of this problem. •* The book is one of the earlier 
 ones to stress the social relationships of the 
 school. 
 
 JV7 Pyle, William Henry. Psycholosry of learning; an advance 
 text in educational psychology. Baltimore, NarwioH 
 & york, 1921. 
 
 ^).^ Sffwards, Austin Southwiok. Pundaiwintal principles of 
 
 learning and study. Baltimore, Warwicii it York, 1920. 
 
 "The writer thinks that the habit theory has 
 not received its due in educational practice and 
 perhaps not in educational thought. It is a prin- 
 ciple which runs throu^ the whole work of educa- 
 tion emd the adoption of it as the fundamental work- 
 ing principle of the teacher's work should help to 
 bring the deflniteness that is needed." Such is 
 t!ie main theme which the author has developed in a 
 book that deserves the serious attention of educa- 
 tors. It presents basic principles and suggests 
 their definite application to educational method. 
 
 S^^ Starch, '^anlel. JTducatlonal psychology. New York, 
 Maemlllan, 1919. 
 
 A volume that includes much experimental and 
 statistical material and emphasizes the scientifie 
 viewpoint in educational psychology. The native 
 
e» 
 
 al stood Hi 
 -ttwd la tooa b oy; 
 
 'tfMTiiDtTcffrf 
 
 a,' 
 
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r 
 
 90 
 
 equipment of marij the psychology of leam'ng In 
 general and the psychology of learning In school 
 subjects receive attention In approximately eoual 
 proportions. 
 
 5S> Thorndike, ^ward Lee. Educational psychology. Briefer 
 course. Columbia "'•nlv. press, 1918. 
 
 The Original nature of man« the Psychology of 
 learnings Individual differences and their causes, 
 are the three naln divisions of this extensive work. 
 
 ^31 Hall, Granville Stanley. Adolescence, Its psychology and 
 Its relation to physiology, anthropology, sociology, 
 sex, crime, religion and education. Kew York, n. 
 Apple ton, 1904. 
 
 A monumental work that will continue for a long 
 time to Influence our educational thinking. 
 
 '^Z'^' Hoz*ne, Herman Harrell. Psychological principles of educa- 
 tion. He» York, Macmlllan, 1906; 1920. 
 
 The third part on l<:motional education, or educat- 
 ing the mind to feel, and the fourth part on Moral 
 education, or educating the mind to wl^l, have 
 particular value for civic education. 
 
 J^^ Norsworthy, Naomi and ^"hltley, Mary T. Psychology of 
 childhood. Kew ^'ork, Macralllan, 1918. 
 
 ^^H La Rue, T>anlel Walfor*d. Psychology for teachers. Kew 
 York, American Book Coi, 1920. 
 
 This Is a remarkably successful attempt to make 
 a genuine application of psychology to the actual 
 problems of teaching. The author uses Illustrative 
 material of a very concrete type to develop specific 
 problems connected with the explanation of particular 
 principles. The book should prove very valxiable 
 for an Introductory course for teachers. 
 
 o "is* Pyl-a* William Henry. Science of human nature; a psychology 
 for beginners. Boston, Silver Burdett, 1917. 
 
 J 3(> Terman, Lewis Madison. The Measurement of Intelligence. 
 Boston, Houghton Mifflin, 1916. 
 
OS 
 
 to 
 
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 or 
 
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 51 
 
 U3'T Terman, Lewis Madison. The Intelligence of school 
 
 chlldred. How children differ In ability, the Use 
 of mental tests In school grading, and the Proper 3 
 education of exceptional children. Boston, Houghton 
 Mifflin, 1919. 
 
 43% Lo«« Barbara. The Bearing; of psychoanalysis up<m •duoa- 
 tion. New York, Harcourt Brace, 1922. i;*.:; v 
 
 Announced for publication soon. ..... 
 
 33^ Lay, Wilfrid. The Child *s unconscious mind; the relation 
 V of psychoanalysis to education. A book for teachers 
 and parents. Kew York, rvodd Head, 1917. 
 
Ic 
 
 
 ■rr'r,! 
 
 
Ki 
 
 52 
 
 2. Modem Practice In ^uoatlon . 
 
 Snedden^ Dgvld. Sociological determination of objectives 
 In education. Philadelphia, J. B. Lippincott, 1921. 
 
 "The writer has undertaken in each chapter to do 
 at least throe things, no one of which can, obviously, 
 be at all completely done in the present youthful 
 state of the social sciences. The first is to search 
 for certain sources in the social sciences or in ex- 
 perience from which to derive standards of examina- 
 tion for the * faith objectives' nol? controlling in 
 the departments dealt with; the second is to criticize 
 those faiths which have probably come to have the in* 
 Jurlous characteristics of superstitions; and the 
 third is to propose, tentatively, certain new objec- 
 tives for examination." 
 
 There are excellent chapters the Objectives of 
 history as a social science study, the Objectives of 
 social education and the Formation of moral character. 
 
 Posteri Herbert Hamilton. Principles of teaching in 
 
 secondary education, hew York, C. Sorlbner's sons, 
 1921. 
 
 "The book Is a protest against fopfnalism and 
 ■ec'nanism on the one hand and unsystematic procedure 
 on the other. The point of view is functional. In 
 that in each step ttxere is a procedure from discovery 
 of aim to adaptation of process to aim. The author 
 is also govomed by the conviction that a well -plan- 
 ned lesson is more than a mere series of topics for 
 study, but as u whole possetiaes an organic unity, 
 ^hlle at least the greater part of the content of 
 the book is applicable to all stages of instruction, 
 it is intended especially for the work of the sec- 
 ondary school, including the junior high school." 
 
 Lull, Herbert Oalen and Vlilson, Harry Bruce. Redirection 
 of high school instruction. Philadelphia. J. R. 
 Lipplnoott, 1921. 
 
 "The central problem of this book is to discover 
 and organize the functional el«siaent8 of high school 
 instruction. The view that the school is an instru- 
 ment of social interpretation, social adjustment, and 
 
. jTT f t «s, ■^irf , ■■«•♦ t^ fwiSf 
 
 
 »c^<iAil» dm 
 
 /><r 
 
 
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I^H 
 
 social control Is malrtalned throughout. The 
 problems of Instruction are approached from the 
 viewpoint of social processes end values, ^he 
 word Instruction Is used in a broader sense than 
 is usually iTtplied in t^e word method. 
 
 Within the broader meaning of instruction the 
 authors have not hesitated to discuss questions 
 Involving the administration of the curriculum, the 
 administration of student activities axui the selec- 
 tion and Rveluation of subject raattor, wh'^never they 
 are related directly to the student's learning pro- 
 cesses in the realization of educational values." 
 
 Sneddon, I>avid. i'roblems of secondary education. Boston, 
 Houghton Mifflin, 1?J19. 
 
 A series of essays directed specifically to 
 superintendents, principals, and teachers in sec- 
 ondary schools. To a teacher of hlB tory and Jto a 
 teacher of social science the social point of view 
 is especially valuable, but Professor nnedden's 
 sociological viewpoint makes all his writings of 
 great assistance in Interpreting education from 
 the starid point of specific social needs. 
 
 K'^ Johnston, Charles Hughes and others. The Modem high 
 school. Hew York, n. ^orlbner's sons, 1916. 
 
 Ji Cardinal principles of secondary educa- 
 
 tion. A report of the committee on reorganization 
 of secondary education appointed by the "atlonal 
 educational Aswiclation. U. S. Bureau of Tvducatlon, 
 Bull. 1918, no. 35. 
 
 K7 BrlgcfS, Thomas Henry. The Junior high school. Boston, 
 Houghton Mifflin, 1920. 
 
 A comprehensive work on the nature and functions 
 of the Juiilor High School. 
 
 J^ Koos, Leonard V. The Junior high school. Hew vork, Har- 
 court Brace, 1921. 
 
 A study of the organization of Junior high schools. 
 
 I^g   lenge, Alexis Frederick. The Junior college as an Integral 
 ' part of the public school system. School Review, Vol. 
 
 25; 463-479. Sept. 1917. 
 
w 
 
 • 6 :C,;»4«V 
 
 liS'i.Jtmi^ 
 
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 >8XC 
 
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 Bobbltt« Franklin. The Curriculum. 
 Mifflin, 191B. 
 
 Boston J Houston 
 
 
 Kjh- 
 
 l{n 
 
 Education for citizenship, comprising the 
 Hature of the good cltizenj the Development of 
 enlightened large group consciousness. Moral and 
 relgloua education is the title of the third 
 section of this book. The treatment Is fundamental 
 and exceedingly suggestive for civic education. 
 The other sections of the book have an equally Im- 
 portant bearing upon the other phases of education. 
 
 Bonser, Frederick ilordon. 'Elementary school curriculum. 
 Ke» York, Macmlllan, 1921. 
 
 lells, Margaret Elizabeth. A Project curriculum, dealing 
 •1th the project as a means of organizing the cur- 
 riculum of the elementary school. Philadelphia, J. 
 B. Llpplnoott, 1921. 
 
 Morlam, Junius Lathrop. Child life and the currlculrr". 
 yonkers-on-Hudson, New York, lorld Book Co., 1920. 
 
 A criticism of the traditional curriculum fol- 
 lowed by an analysis of the principles in the 
 making of curricula lead to a iescrlption of the 
 remarkably interesting work that Professor Kerlara 
 Is doing In connection with the nnivorsity of Missouri. 
 
 Freeland, Hfeorge larl. Modem elementary school pz*actlce. 
 New York, Macmillan, 1919. 
 
 Dewey, John and newey, Evelyn. Schools of tomorrow. New 
 York, H. p. Duttoi., 1915. 
 
 Dewey, Evelyn. Kew Schools for old; the regeneration of 
 the Porter school. Kew York, E. P. Dutton, 1919. 
 
 An Inspiiratlonal as well as a detailed account 
 of what a school can mean to a rural community, being 
 a description of Mrs. Marie Turner Harvey's work as 
 a teacher In the Porter Rural School in Missouri. The 
 chapters on the social life of the school and its or- 
 ganization are extremely valuable as an illustration 
 of civic education. 
 
 Cummins, Robert Alexander. A Completely socialized school. 
 School and Society, Vol. 10; 685-692. Dec. 13, 1919. 
 Also in i^merican Journal of Sociology, Vol. 26; 195-206. 
 Sept. 1920. 
 
1^ 
 
 *,SWBP©f> 
 
 
 
 ^.f^nc 
 
 Mrfc*? 
 
 
 
 
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 i^-'J ' 
 
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ii 
 
 *• Objectlvea of Civic ~4uoatlon . 
 
 ^1 Hetherlngton « Hector James Wright and Kulx^ead^ John Henry. 
 Social purpose; a contrlbutl m to a philosophy of 
 civic society. New "^ork, Macmlllan> 1918. 
 
 A book that presents the olvio point of view 
 •ad ei^jhaslzes the need of civic training for a 
 clvlc-mlnded society. 
 
 L7 Robln8<m« James Harv^ey. The Mind In the raaklng; the rela> 
 tlon of Irtelllgence to social raforra. tiew York« Har- 
 pers « 1921. 
 
 Professor Robinson makes some Important state- 
 ments regarding civic educatl )n Ir. this remarkable 
 analysis of the present status of the social sciences. 
 
 /.3 Hart« Joseph illnniot. Democracy In education. A Social 
 
 Interpretation of the history of education. Ke« York, 
 Century, 1918. 
 
 At the close of the book the author discusses 
 the democratic raovemont In education and the Fundaasn- 
 tal educational problem of the Fi*esent, both of which 
 Interpret education Iniaoclal terms that lead to civic 
 education. 
 
 L^ Hart, Joseph Klnmot. The Progress of science and the fate 
 of democracy. School and Society, Vol. 9; 249-259. 
 March 1, 1919. 
 
 /.5* cope, Henry Frederick. Education for democracy. Hew York, 
 Macmillan, 1920. 
 
 u 
 
 T»unn, Arthur William. The Trend of civic education. In 
 T). S. Rur*?au of Education Report, 1914", Vol 1, chap. 
 18; 401-416. 
 
 U7 Dunn, Arthur William. By what standard shall we Judge 
 
 the value of civic education. History Teach'^r's Mag- 
 azine, Vol 6; 99-103. April 1915. 
 
 / g- Bobbltt, Franklin. The Curriculum. Boston, Houghton 
 Mifflin, 1918. 
 

 -ai i« 
 
 y .^Oisff- 
 
 n 
 
IMucatlon for citizenship in this book comprises 
 the Nature of c^ood citizen, the development of enlight- 
 ened large-group consciousness and Moral and religious 
 education. Professor Bobbitt has made some unusually 
 good contributions in developing these conceptions. 
 
 I- J Ellwood> Charles Abram. Education for citizenship in a 
 
 democracy. American Journal Sociology, Vol. 26; 73-81. 
 July 1920. 
 
 /•/o Lange, Alexis Frederick. Preparedness. School and Society, 
 Vol. 5; 1-10. Jan. 6, 1917. 
 
 In this article Frofessor Lange stresses the 
 definite social purposes that underly all preparedness. 
 
 L/f Lange, Alexis Frederick. A Junior College department of 
 
 civic education. School and Society. Vol. 2; 443. 
 Sept. 25, 1915. 
 
 An excellent survey of the scope and need for 
 extensive training in civic education in the Junior 
 College. 
 
 ^/^ Oruenberg, Benjamin C. ^hat are the opportunities before 
 the high schools of the country in training men for 
 public service and for efficient citizenship. School 
 and Society, Vol. 3; 577-532. May 19, 1917. 
 
 / /I Koore, Harfpy Hascall. Our complex civilization and the 
 
 genius of its youth. School Review. Vol, 29; 617-627. 
 Oct. 1921. 
 
 A plea for the study of the sociology and social 
 problems In hic^ schools. 
 
 Hill, DaT^ Spence. Education for American democracy. 
 
 School and Society. Vol. 5; 691-696. June 16, 1917. 
 
 Russell, James Kdward. Education for democracy. Teachers* 
 college Hecord. Vol. 19; 219-223. »<ay, 1918. 
 
 Russell, James Edward. Education for citizenship. Teachers* 
 college Record. Vol. 17; 113-126. March 1916. 
 
 &ieddeii, PuVid. Some new problems in education fbr citlzen- 
 Ifhlpw International Journal of ethics. Vol. 30; 1-15. 
 Oct. 1919. 
 
»e 
 
 ■««r* -sfor'f y.fdS ni trltfeffrM? 
 
 18- 5V 
 
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57 
 
 /-/5 Hart, Albert Bushnell. The Lesson of the obligation of 
 
 citizenship. Sducation, Vol. 38; 740-754. June 1918. 
 
 /-/^ Cardinal Principles of secondary education. 
 
 A report of the committee on reorganization of second- 
 ary education appointed by the National Educational 
 Association, n. F. Bureau of "^ucation. Bull. 1918« 
 no. 55. 
 
 ^^ Social studies in secondary education. 
 
 Report of the committee on social studies of the com- 
 mission on the reorganization of secondary education 
 of the National Hducational Association. U. S. Bureau 
 of Education, Bull, 1916> no. 28. 
 
 1^%! Rapeor, Louis Ti*»n. A Core curriculum for high schools. 
 School and Society, Vol. 5; 541-549. May 12, 1917. 
 
 l^%% Lull, Hei?bert Oalen. The Fecial core of the hi^ school 
 
 curriculum. School Review, Vol. 26i 7-17. Jan. 1918. 
 
 L2^ 
 
 S«nith, Walter Robinson. The Fundamentals of a socialized 
 
 educational prosrram. School and Society, Vol . 8; 35-41. 
 July 13, 1918. 
 
 l^f^ Poster, Herbert Hamilton. Principles of teaching in 
 
 secondary education. Hew York, C. Scribner's sons, 1921. 
 
 In the chapter on Individual and social elements 
 In secondary instruction the autlior describes the 
 social intelligence, social disposition, social ef- 
 ficiency, and social habit as aims in education and 
 analyzes the manner in which instruction in school Si 
 related to them. 
 
 1'1'S Inglis, Alexander. Principles of secondary education* Bostan, 
 
 Houghton "ifflin, 1919. 
 
 The chapters on Social principles determining 
 secondary education and the Place of social sciences 
 in the program of studies are excellent in the sugges- 
 tions they offer for dotnrmining the goals of civic 
 education. 
 
 LXi Snedden, '^avid. SociolOi?lcftl determination of objectives 
 in education. Philadelphia, J. B. Llppincott, 1921. 
 
wa 
 
 ^e 
 
 ii&^ 
 
 *&q5rx 
 
 
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58 
 
 The Objectives of history as a social science 
 study, the Objectives of social education, and the 
 Formation of moral character are three chapters bear- 
 ing upor civic education. 
 
 LsjTl Snedden, ^avid. History ard other social sciences in the 
 education of youths twelve to eighteen years of age. 
 School and Society, Vol. 5i 271-231; 307-313. Mar. 'o+- 
 17, 1917. 
 
 /.'?-£ Snedden, ravid. Problems of secondary education. Boston, 
 Houfi^ton Mifflin, 1917. 
 
 Some unusually stimulating suggestions are made 
 in regard to a reorganizatior. of history and social 
 science in order that they may function more adeeuate- 
 ly for purposes of civic education. 
 
 ^*'i Bonser, Frederick Gorlon. The Elementary school curriculum. 
 l*ew York, Kacmlllan, 1920. 
 
 The splendid discussion of history in this volume 
 shows its great possibilities as a social study and 
 hence Its relation to the aim of civic education. 
 There is also included a chapter on Citizenship and 
 the curriculvun. 
 
 W^O Reisner, ^dward Hartman. Civic efficiency and elementary 
 studies. Teachers' College Record, Vol. 19; 259-268. 
 L4ay 1918. 
 
 L2\ Sjnedden, '^avld. ^^ucation toward formatior of moral charac- 
 
 *- ter. Tviucational Review, Vol. 57; 236-297. April, 1919. 
 
 Z..3V Dewey, John. Moral principles in education. Boston, HouffhtOB 
 Mifflin, 1909. 
 
 An excellent little monograph that indicates the 
 Horal training given by the school comraurlty, the Moral 
 training from methods of instruction and the focial 
 nature of the course of study, the last of which per- 
 tains particularly to civic education. 
 
 ^53 Neumann, Henr:^. Moral values in secondary education. A 
 report of the commission on the reorganization of 
 
 L secondary education, appointed by the Katlonal Educa- 
 tional Association. !J. ^. Bureau of Education, Bull. 
 1917, no. 51. 
 
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