Books recommended:

Gilman-The Story of the Saracens.' (Story of the Nations Series.) Has an excellent bibliography. Freeman-History and Conquests of the Saracens.' Muir "The Life of Mahomet.'

R. Bosworth Smith-Mohammed and Mohammedanism.'

Syed Ameer Ali-"The Spirit of Islam.'

Sale's, Rodwell's, and Palmer's translation of the Koran.

Muir-The Caliphate: Its Rise, Decline and Fall.' Palmer-The Caliph Haroun Alraschid and Saracen Civilization.'

Cox-The Crusades.' (Epochs of History Series.)
Archer and Kingsford-The Crusades.'

the Nations Series.)

Michaud--History of the Crusades.'

(Story of

Mr. L. F. Pilcher, of the University of Pennsylvania, offers six lectures on 'Architecture':

1. The Function of Greek and Egyptian Architecture. 2. The Roman Basilica and its Influence on later Styles.

3. The Byzantine Monuments and the Development of the Pendentine Domes.

4. The Romanesque Styles in Italy and France.
5, 6. The Arc...ecture of the English Cathedrals.

Mr. Pilcher has aimed in these lectures to illustrate some distinct principles of architecture. For example, in 1 it is the Lintel, in 2 the Lintel and the Arch, in 3 the Dome, in 4 the Vault, in 5 and 6 the application of the Vault.

Professor W. F. Magie will give two lectures on 'Medieval Science':

1. Mediæval Mathematics, Astronomy, and Physics. 2. Medieval Chemistry and Natural Science.

In the second week, Professor Shanahan's course on 'Mediæval Philosophy' and Professor Munro's on 'Mediæval Education' will supplement each other, so that an intelligent conception may be had of the intellectual development of the Middle Ages as manifest in the schools and their most important department of knowledge.

In the third week, Professor Andrews's course in 'English Economic History,' Professor Cheyney's in 'English Constitutional History,' and Dr. Child's in 'English Literature,' will give an opportunity for intensive study in the social and literary development of the English people. The course on 'Monasticism' offered by Dr. Fairley, in the fourth week, as it deals mostly with the monasteries of England, will shed an interesting light on the religious status of the English; and, as the literature of this period largely emanates from the ecclesiastics, a better appreciation of it will be gained by understanding the conditions from which it sprang.

In the fourth week, Professor Fairley's course on 'Monasticism' fits in well with Mr. Pilcher's on 'Architecture,' as the first lecture will be devoted to the buildings of the Anglo-Saxon monastery. Professor Magie's course on 'Science' is related to the course on 'Monasticism,' in that the monks were the only scientists of the day; again, it will be related to the 'Influence of the Crusades,' by Professor Munro, since to the Crusades was due much of the later advance in scientific knowledge.

Professor J. Mark Baldwin, of Princeton University, will give five lectures on Mental Development, under the following heads:

1. Conceptions of Mental Development: Methods of Study.

2. Suggestion and Imitation.

3. Habit and Accommodation.

4. The Self and the Social Sense.

5. Physical and Social Heredity.

Books recommended:

'Mental Development in the Child and the Race.' By J. Mark Baldwin. (Macmillan.)

'Habit and Instinct.' Lloyd Morgan. (Ed. Arnold, N. Y.)

'Mental Evolution in Man.' Romanes. (Appleton.) "The Mind of the Child.' Preyer. (Appleton.) "The Mental Development of a Child.' Mrs. Moore. (Macmillan.)

Professor R. P. Halleck, author of the text-books noted below, will give a course of five lectures on the 'Education of the Central Nervous System,' as follows:

1. A general survey of the Central Nervous System with reference to its Education.

2. Special factors to be considered in the Education of nerve cells: (a) Age, (b) Nutrition, (c) Fatigue. 3. The Education of Sensory Brain Tracts. 4. The relation of Images to Cerebral Modification. 5. The Education of the Motor Centres.

B

EST THOUGHTS and richest experiences of educational leaders in this and other countries are given in the columns of the JOURNAL OF EDUCATION. The foremost educators and the most successful teachers are continually speaking with personal helpfulness to the readers of that paper.

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Vol. III.

WE should be constantly on our guard against accepting the idea that popular education is or may be overdone. This error may be avoided by keeping in mind two primary facts: first, that children leave the grade schools at about the age of fourteen; secondly, that 93 or 94 per cent of our people receive no other formal education. In 1894-95 the whole number of pupils in our colleges, universities, technical schools, and public and private secondary schools was 673,591, taught by 37,405 teachers. This is to say, if we now have a population of 75,000,000, of this number only about 5,000,000 have had or will have a college or high school training. It requires a good deal of optimism to expect great things of popular government in a coun

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try containing 70,000,000 of people who have been taught only to read and write imperfectly and to do simple sums in arithmetic. There were in public libraries in the United States, in 1893, 50 volumes for every 100 people, or one book for every two people. This does not look as if we were to be made mad by too much learning. According to the United States census of 1890, 13.3 per cent of the entire population of ten years of age and over were unable to read. We had, roughly, twice the percentage of illiterates found at the same date in England or France, and about thirteen times the percentage of Germany. Even the illiterates among our nativeborn white population were relatively as numerous as the illiterates of England and Wales. We have got it into our heads that in the matter of public education we are the most advanced people in the world. A comparison between education in the United States and in Great Britain and Ireland twenty years ago would have lent some color of truth to our pretensions, but the progress in the United Kingdom has been very rapid. In 1870 the number of children receiving primary instruction was 2,139,627; state grants amounted to £1,239,811. In 1890 the corresponding figures were 5,471,169 children, £5,161,471. We may mention incidentally that in 1870 there were 18,401 criminals convicted, while in 1890 there were only 12,260, notwithstanding a considerable increase in population. The City of New York proposes to spend in the near future $12,500,000 in new school buildings and sites. Its Board of Education is apparently conscious of its great responsibilities, and is endeavoring intelligently to meet them. Some attempt will be made, in arranging courses for the new high schools, to profit by German experience. Indeed, the attention of the civilized world is now drawn to Germany's educational practice. Throughout the German Empire not 1 per cent of the recruits who present themselves for enrollment are unable to read and write. Industrial progress has been marked, and has so evidently had an educational basis that even jealous rivals commend her methods. Education

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