with the commonest special types in these three departments of poetry. The lyric as the vehicle of the poet's own emotion takes on almost as many forms as it expresses emotions, and almost defies classification. Yet the song, whether in the form of the ballad or hymn, religious or national, love song, or mere outburst of joy or grief or passion of any kind, we may recognize, as also the ode and the sonnet. In epic poetry we must distinguish between the great epic and such forms as folk tales, narrative ballads, minor epics, and novels or short stories in verse. In dramatic poetry we shall probably be unable to do more than start our pupils upon a study of regular tragedy and comedy as distinct types, though in the nineteenth century drama it will be a great temptation to try to open out to them the dramatic monologue as developed by Browning into a type distinct from narrative, from dialogue, and from soliloquy, yet accomplishing the ends of all these. It will be better to keep the study of special types down to narrow limits, narrower if necessary than I have indicated, to develop rather the general type, and by study of the structure of each poem read to bring our pupils finally to see that every true poem is a work of art and possesses unity of structure.

This point which I have put last, that every poem is a work of art and possesses artistic unity, the teacher must put first and keep most constantly in view. I do not mean that he must make it the first thing that he calls on his class to recognize, but it must be first in his own mind, and he must work toward an appreciation of it on the part of his pupil. Much that he does under the other heads that I have considered he does to further this end. He must seek truth of detail in order to see the relations of details to each other and to the idea, the feeling, the action, that is embodied in the whole work and is its unifying principle. In The Ancient Mariner, for example, we study the varying tone harmonies and metrical changes because Coleridge uses these as the subtlest and directest means of expressing the varied emotions of that soul wandering on lonely seas, and because this series of emotional experiences, this

change in the soul's attitude toward the world, is what gives unity to the poem, is the poem's soul. In Sohrab and Rustum we notice how a simile that suggests Europe or the modern civilization of the western world breaks the unity of tone, gives us a sense of unreality because it is out of harmony with the Orient and the oriental life in which alone such a story could find proper setting. We analyze the first speech of the king in Hamlet, we seek to hear the very tone in which he speaks, we mark Hamlet's silence, the bitterness in his first words to the king and underlying the courtesy of his replies to his mother, we weigh every word of his soliloquies, because from these things we learn not only the formal relations in which this woman and these men stand each to the other, but the real relations, and discover in them sources of the tragic action toward which everything in the play must tend.

Thus everywhere the detail is studied not for its own sake so much as for the sake of what it contributes to the whole. If this is really in the teacher's mind his pupils will finally come to see it, will themselves begin to look upon details in the same way, and will come at last through a recognition of the artistic structure of the work to take the work to themselves as a whole, to appropriate and make a part of themselves whatever thought or feeling or truth it embodies.

And it is in this way, whether we are dealing with poetry or prose, that we make progress toward the goal that we have always before us in teaching literature. We do indeed in some measure initiate the pupil into life, introduce him into a broader life than that of the individual, and help him to see life in its complex relations, help him -may we not hope?-to see life in its beauty. Surely if we have really succeeded in helping our pupil to read books in this way, to enter thus into the beauty and the truth of life, we shall have quickened his sensibilities to moral and physical beauty and given him new and pure sources of joy; we shall have helped him a little way toward a knowledge of himself, helped him, if ever so little, yet helped him to gain possession of himself, to be a man in the world of men.

LIST OF BOOKS.

The following is a descriptive catalogue of books on Herbartian pedagogy:

1. DE GARMO'S HERBART AND THE HERBARTIANS (published by Charles Scribner's Sons, New York. Price, $1.00)

is the best book in English as an introduction to the Herbartian movement in Germany and America. The style is simple and interesting, and the biographical, historical, and critical materials are handled in a lively, comprehensive way. This book opens up the whole field of practical and theoretical pedagogy, and will lead any spirited teacher to follow up the problems suggested in other books.

2. OUTLINES OF PEDAGOGICS, by Prof. W. Rein, translated by C. C. and Ida J. Van Lew. This book gives, in simple but comprehensive form, the standpoint of the chief living representative of the Herbart school in Germany Dr. W. Rein. Price, $1.25.

The second and larger part of the book on "Theoretical Pedagogics" will prove the more important part for American teachers, as it deals with those leading doctrines of Herbart, which are attracting wide-spread attention in this country, such as the aim of education as based upon psychology and ethics, instruction and its materials and methods; training and government. The treatment at certain points is necessarily somewhat abstract, because of its brevity. Important points are not discussed as fully as could be desired, but the statements of doctrine are reliable and of special interest as coming from a man like Dr. Rein, who has done more than any one else to apply and realize these doctrines in the practice of the common school.

The first part on "Practical Pedagogics" will be of interest to those who desire to get a German view of the great problem of school organization. Some of the chief topics are home education, kinds of schools, school admin

istration, and the training of teachers. The book may be obtained from C. W. Bardeen, Syracuse, N. Y.

3. GENERAL METHOD, by C. A. McMurry. A simple introduction to the leading ideas of Herbart, as The Aim of Education, Relative Values, Interest, Induction, Apperception, Concentration, and the Will. Public-School Publishing Co., Bloomington, Ill. Price, 75 cents.

4. UFER'S INTRODUCTION TO THE PEDAGOGY OF HERBART. Translated by J. C. Zinser, edited by Charles De Garmo. Published by D. C. Heath, Boston. Price, 75 cents. This is the best popular introduction to Herbart that has been written in German. Its two leading chapters give a clear notion of Herbart's system as based upon psychology and ethics, while the third chapter on pedagogical application shows how to select and handle the materials of instruction. Herbart based his system of pedagogy consciously upon his psychology and ethics, and both are here briefly but clearly explained.

5. LANGE'S APPERCEPTION, translated by the Herbart Club and edited by Charles DeGarmo; published by D. C. Heath & Co., Boston. Price, $1. The idea suggested by the term apperception has been generally accepted as a contribution to education. Lange's treatment of this subject is more complete and scientific than that of any other writer. The first hundred pages of this book will be found heavy reading for the majority of teachers, as it is chiefly psychological and not always simple and clear. It is not, therefore, the best book with which to begin the study of Herbart. The latter half of the book is more interesting and more directly practical. For one already interested in Herbart's ideas, this book will be found valuable for a deeper and more sustained study.

6. THE SCIENCE OF EDUCATION, by Herbart, translated by Henry and Emmie Felkin. D. C. Heath & Co.; price $1. This is a valuable book for those wishing to get a fuller knowledge of Herbart's life and work. The first fifty-six pages give a brief biography of Herbart and a description of his philosophical and pedagogical writings. These are

followed by a translation of his principal works on education. In German, Herbart's writings on education constitute a classic of rare force and excellence of style. The translators have not given us an English classic, but at least a fair rendering of Herbart's ideas. Herbart's own thought must remain the fountain from which much must be drawn in this educational movement.

7. DE GARMO'S ESSENTIALS OF METHOD, published by D. C. Heath & Co. Boston. Price, 65 cents.

This little book endeavors to reveal the leading principle of classroom method as embodied in what the Germans call the Formal Steps of instruction. The formal steps have found a wide acceptance in Germany as a well founded pedagogical method of handling important topics in any study. It seems probable that the formal steps as a combined inductive-deductive method of teaching are to have a great influence upon American methods of teaching. It is an effort to combine all the important principles of instruction into a well organized and logical (also psychological) method of procedure.

8. THE CONNECTION BETWEEN THOUGHT AND MEMORY, by Dr. Herman T. Lukens. D. C. Heath & Co., Boston.

This book is just out of press and is a liberal rendering into English of one of the most popular books of the Herbart tendency in German. The scholarly manner in which this excellent book has been rendered into simple, idiomatic English by Dr. Lukens gives promise of its becoming as popular in this country as in Germany. In his short introduction, Dr. G. Stanley Hall recognizes the value of Dr. Luken's work. In the same connection Dr. Hall gives expression to the following criticism: "Unlike too many members of this group, Dr. Lukens, although thoroughly trained in Herbartian pedagogy and in sympathy with it, does not regard it as the consummate formulation of educational theory nor attempt to apply its rubrics blindly and without change to the very different material and environment of American pedagogy, but has felt it necessary to supplement Herbart both by modern child study and by some practical acquaintance with experimental psychology."