E-text prepared by Michael Gray (Lost_Gamer@comcast.net)
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PUBLIC SCHOOLS FOR GIRLS. A Series of Papers by Nineteen
Headmistresses dealing with the History, Curricula, and
Aims of Public Secondary Schools for Girls. Edited by
SARA A. BURSTALL, Headmistress of the Manchester High
School, and M. A. DOUGLAS, Headmistress of the Godolphin
School, Salisbury. Crown 8vo, 4_s_. 6_d_.
THE DAWN OF CHARACTER. A Study of Child Life. By EDITH E.
READ MUMFORD, M.A., Cloth-workers' Scholar, Girton
College, Cambridge, Lecturer on 'Child Training' at the
Princess Christian Training College for Nurses,
Manchester. Crown 8vo, 3_s_. 6_d_,
NOTES OF LESSONS ON THE HERBARTIAN METHOD (based on
Herbart's Plan). By M. FENNELL and Members of a Teaching
Staff. With a Preface by M. FENNELL, Lecturer on
Education. Crown 8vo, 3_s_. 6_d_.
SCIENCE OF EDUCATION. By T. P. KEATING, B.A., L.C.P. With
an Introduction by Rev. T. A. FINLAY, M.A., National
University, Dublin. Crown 8vo, 2_s_. 6_d_. net.
TALKS TO TEACHERS ON PSYCHOLOGY AND TO STUDENTS ON SOME OF
LIFE'S IDEALS. By WILLIAM JAMES, formerly Professor of
Philosophy at Harvard University. Crown 8vo, 4_s_. 6_d_.
EDUCATION AND THE NEW UTILITARIANISM, and other Educational
Addresses. By ALEXANDER DARROCH, M.A., Professor of
Education in the University of Edinburgh. Crown 8vo,
3_s_. 6_d_. net.
EDUCATION AND PSYCHOLOGY. By MICHAEL WEST, Indian
Education Service. Crown 8vo, 5_s_. net.
Longmans, Green and Co.,
London, New York, Bombay, Calcutta, and Madras.
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by
With a Preface by Cardinal Bourne
Archbishop of Westminster
Longmans, Green and Co.
39 Paternoster Row, London
Fourth Avenue & 30th Street, New York
Bombay, Calcutta, and Madras
Fourth Impression1914
Nihil Obstat:
F. THOS. BERGH, O.S.B.
Imprimatur:
FRANOISOUS CARD. BOURNE
ABCHIEPOS WESIMONAST,
die 1 Januarii, 1912.
We have had many treatises on education in recent years; manyregulations have been issued by Government Departments; enormous sumsof money are contributed annually from private and public sources forthe improvement and development of education. Are the results in anydegree proportioned to all these repeated and accumulated efforts? Itwould not be easy to find one, with practical experience of education,ready to give an unhesitatingly affirmative answer. And theexplanation of the disappointing result obtained is very largely to befound in the neglect of the training of the will and character, whichis the foundation of all true education. The programmes of Government,the grants made if certain conditions are fulfilled, the recognitionaccorded to a school if it conforms to a certain type, these thingsmay have raised the standard of teaching, and forced attention tosubjects of learning which were neglected; they have done little topromote education in the real sense of the term. Nay, more than this,the insistence on certain types