THE OUTLINE OF LITERATURE. Edited by John Drinkwater. To be completed in three volumes. Volume I now ready. G. P. Putnam's Sons. Uniform with the Outline of Science (4 vols.), previously reviewed in EDUCATION; and to be followed by the Outline of Art, complete in two more volumes. Price of the Literature volumes, $4.50 each. These monumental works must be seen to be appreciated. The Outline of Science has been a wonderful success from any and every point of view. No real library, whether public, institutional, or private, is complete without them. They are an inspiration and delight to old and young, and as informing as they are striking and delightsome. They are pictorial records or histories of man's marvelous achievements in the great fields of Science, Literature and Art. The facts are facts, and the pictures are largely reproductions of the great paintings and other artistic creations of the world's geniuses. The possession of these volumes is almost in itself a passport to culture. They leave little excuse to any one for ignorance, or for lack of good taste. ETIQUETTE FOR EVERYBODY. By Laura Thornborough. Barse & Hopkins. $1.25. A valuable guide for social usage for all ages. Such a book should be in every home and school library. HIGH SCHOOL MATHEMATICS. A First Course. By John A. Swenson. The Macmillan Company. Follows the recommendation of the National Committee on Mathematical Requirements. The author and his associate teachers have taught all the topics in this book, to pupils who had never before had algebra or geometry, in 180 forty-two minute periods. SOLID GEOMETRY. By Walter Burton Ford and Charles Ammerman. Edited by Earl Raymond Hedrick. Second revised edition. The Macmillan Company. This edition also has a Syllabus of Plane Geometry. It is a standard book that is well known to mathematics teachers. It is one of a series of mathematical texts edited by Mr. Hedrick, and published by the Macmillan Company. DEVOTED TO THE SCIENCE, ART, PHILOSOPHY AND LITERATURE OF EDUCATION PERIODICAL ROOM GENERAL LIBRARY, FRANK HERBERT PALMER, A. M., EDITOR CONTENTS PAGE Matthew Arnold, the Educator. Florence L. Ingram. 197 Stuart Grayson Noble. Dramatics as a Factor in Education. Joseph Henry Benner. A Word on Formal Grammar. Leon Mones, Ph. D. Atmosphere (Poem). Minnie E. Hays. First Aid in Americanization. J. W. Howerth. 228 234 236 237 Vocational Guidance. Lyrra Harriet Kennedy. . 250 Cheer Up (Poem). Martha Shepard Lippincott. 252 American Notes-Editorial. 253 Book Reviews. 258 BOSTON Published by THE PALMER COMPANY, 120 Boylston Street LONDON B. C.: WM. DAWSON & SONS, Ltd., CANNON HOUSE, BREAMS BUILDINGS Price 40 Cents $4.00 a Year AMERICAN PEOPLE REVISED EDITION by CHARLES A. BEARD and WILLIAM C. BAGLEY The entire text has been reset in new type of a different style and greater legibility. The new page is very attractive, slightly higher than the old, and carries wider margins. Three-fourths of the illustrations are new. Photographs rather than line cuts now predominate. Historical statements, dates and all details on maps and otherwise have been checked for accuracy. The entire text has been brought down to August, 1918. It is the only history to mention the Coolidge administration. The text throughout has been brought into closer harmony with the accompanying volumes with a view to making a carefully graded series. 708 Pages Price $1.60 The other volumes are A First Book in American History and Our Old World Background. THE MACMILLAN COMPANY NEW YORK DALLAS SAN FRANCISCO EDUCATION Devoted to the Science, Art, Philosophy and Literature VOL. XLIV. M of Education DECEMBER, 1923 Matthew Arnold, The Educator No. 4 FLORENCE L. INGRAM, ENGLISH DEPARTMENT, CITY NORMAL SCHOOL, RICHMOND, VA. ATTHEW ARNOLD, great as a poet, greater still as a critic, was primarily neither poet nor critic, but an educator. At least, he spent thirty-five of the best years of his life as inspector of the elementary schools in England; and though his fame does not rest chiefly upon his accomplishments while in this office, nevertheless most of his time and thought were given to his professional duties. His poems and criticisms were incidental to his official work; not that Arnold was so much engrossed in the inspection of schools as willingly to devote his time to the task. Indeed, he found it irksome and frequently complained. He loathed examination papers,--so much so that he tried to gain other employment; and the tedium of hearing specimen lessons in training schools and of seeing whether the children could spell and read must have been great for a man of his scholarship. "There is so little reality in it and a great deal of claptrap," he said. But he always remembered that his inspectorship was the source of his financial support and that it was foolish to quarrel with his living. He rebuked himself after a rebellious remark against his work by saying, "We are not here to have facilities found us for doing the work we like, but to make them." That Matthew Arnold should have become associated with educational work in England seems natural and inevitable. It was a sort of bequest from his father, Thomas Arnold, headmaster at Rugby, whose life was bound up in the public schools. In a letter to a friend, Thomas Arnold said: "I have long since looked upon education as my business in life. . . . If I find myself in time unable to mend what I consider faulty in them (public schools), it will at any rate be a practical lesson to teach me to judge charitably of others who do not reform public institutions as much as is desirable." Though it was given neither to the father nor to the son to work out any great reformation in the English school system, at least their ideas were valuable in paving the way for many changes. Of his own work as inspector, Matthew Arnold stated that he had two qualifications for the office: "One is that having a serious sense of the nature and function of criticism, I from the first sought to see the schools as they really were; thus it was felt that I was fair, and that the teachers had not to apprehend from me crotchets, pedantries, humours, favoritism, and prejudices." The other was that he had learned to sympathize with the teachers. "I met daily in the schools men and women discharging duties akin to mine, duties as irksome as mine, duties less well paid than mine; and I asked myself: 'Are they on roses?' Gradually it grew into a habit with me to put myself into their places, to try and enter into their feelings, to represent to myself their lives." Too seldom is it given to a man of genius to be able to put himself in the place of others of inferior ability. But the combination of qualities made Arnold the greatest inspector England ever had. This "aptitude for vicariousness," as G. H. Palmer so designates it, made it possible for one whose |