A Brief History of the English Language and Literature, Vol. 2

by J. M. D. Meiklejohn

The Disciplinary Value of the Study of English.
By F. C. Woodward, Professor of English and Latin, Wofford College, Spartanburg, S.C.

The author restricts himself to the examination of the arguments for the study of English as a means of discipline, and shows that such study, both in schools and in colleges, can be made the medium of as sound training as the ancient languages or the other

modern languages would give; and that the study of English forms, idioms, historical grammar, etc., is the only linguistic discipline possible to the great masses of our pupils, and that it is entirely adequate to the results required of it as such. He dwells especially on the disciplinary value of the analytical method as applied to the elucidation of English syntax, and the striking adaptation of English constructions to the exact methods of logical analysis. This Monograph discusses English teaching in the entire range of its disciplinary uses from primary school to high collegiate work. [Ready in August.

English in the Preparatory Schools.
By Ernest W. Huffcut, Instructor in Rhetoric in the Cornell University.

The aim of this Monograph is to present as simply and practically as possible some of the advanced methods of teaching English grammar and English composition in the secondary schools. The author has kept constantly in mind the needs of those teachers who, while not giving undivided attention to the teaching of English, are required to take charge of that subject in the common schools. The defects in existing methods and the advantages of fresher methods are pointed out, and the plainest directions given for arousing and maintaining an interest in the work and raising it to its true place in the school curriculum. [Ready in August.

The Study of Rhetoric in the College Course.
By J. F. Genung, Professor of Rhetoric in Amherst College.

This book is the outcome of the author’s close and continued inquiry into the scope and limits of rhetorical study as pursued by undergraduates, and of his application of his ideas to the organization of a progressive rhetorical course. The first part defines the place of rhetoric among the college studies, and the more liberal estimate of its scope required by the present state of learning and literature. This is followed by a discussion of what may and should be done, as the most effective practical discipline of students toward the making of literature. Finally, a systematized and progressive course in rhetoric is sketched, being mainly the course already tried and approved in the author’s own classes. [Ready.

Methods of Teaching and Studying History.
Edited by G. Stanley Hall, Professor of Psychology and Pedagogy in Johns Hopkins University. 12mo. 400 pages. Mailing price, $1.40; Introduction price, $1.30.

This book gathers together, in the form most likely to be of direct practical utility to teachers, and especially students and readers of history, generally, the opinions and modes of instruction, actual or ideal, of eminent and representative specialists in each department. The following Table of Contents will give a good idea of the plan and scope of this valuable book:—

Introduction. By the Editor. Methods of Teaching American History. By Dr. A. B. Hart, Harvard University. The Practical Method in Higher Historical Instruction. By Professor Ephraim Emerton, of Harvard University. On Methods of Teaching Political Economy. By Dr. Richard T. Ely, Johns Hopkins University. Historical Instruction in the Course of History and Political Science at Cornell University. By President Andrew D. White, Cornell University. Advice to an Inexperienced Teacher of History. By W. C. Collar, A.M., Head Master of Roxbury Latin School. A Plea for Archæological Instruction. By Joseph Thacher Clarke, Director of the Assos Expedition. The Use of a Public Library in the Study of History. By William E. Foster, Librarian of the Providence Public Library. Special Methods of Historical Study. By Professor Herbert B. Adams, Johns Hopkins University.

The Philosophy of the State and of History. By Professor George S. Morris, Michigan and Johns Hopkins Universities. The Courses of Study in History, Roman Law, and Political Economy at Harvard University. By Dr. Henry E. Scott, Harvard University. The Teaching of History. By Professor J. R. Seeley, Cambridge University, England. On Methods of Teaching History. By Professor C. K. Adams, Michigan University. On Methods of Historical Study and Research in Columbia University. By Professor John W. Burgess, Columbia University. Physical Geography and History. Why do Children Dislike History? By Thomas Wentworth Higginson. Gradation and the Topical Method of Historical Study; Historical Literature and Authorities; Books for Collateral Reading. By Professor W. F. Allen, Wisconsin University. Bibliography of Church History. By Rev. John Alonzo Fisher, Johns Hopkins University.