Philosophy of education

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Preface

The Philosophy of fklucation furnishes a common meeting ground for all who are interested in any phase of educational work. The correct solution of the problems which it discusses concerns the pastor and his people no less than it does the teacher and his pupils.

The Catholics of this country are justly proud of their schools. The magnitude attained by the Catholic school system, diu*ing the last few decades, in spite of the double taxation of our people which is involved, bears eloquent testimony to the faith, generosity and loyalty of our Catholic people. The excellence of the work accomplished by the schools for our Catholic children along intellectual, moral and religious lines is abundant compensation for all the sacrifices made.

The time is now at hand for earnest consideration of the great fundamental principles which make for the integration and standardization of our schools. They have all spnmg from Catholic impulse and they all share in the common aim of the preservation of the Catholic faith of our children and the salvation of their souls. But there is urgent need of more uniformity in curricula and methods among the several hundred teaching communities which are at present conducting the schools. There is need also of clear vision to save our schools from being injiu*iously affected by the educational philosophy which is reducing itself to practice in our state schools and which is finding persuasive expression in educational manuals and in current Uterature.

Both in the problems selected for discussion in this book and in the method of their treatment, the needs of

PHIL080PHY or BDOCATIOH the pastor and of our intelligent Catholic laity have been kept in mind as well as the needs of the teachers actually engaged in the work of our schools. It is a matter of grave importance that our Catholic laity should have a thorough understanding of the meaning of Catholic education, of the needs of our schools, and of the relationship which should exist between their work and that of the state schools. It is not to be expected, of course, that the reader will in every instance agree with the author in the solutions arrived at. The important thing is to arouse interest and center attention on the chief problems that are calling for a fresh study and a new formulation in the light of the present social and economic changes and of the present trend of state education. The pastor can accomplish much in the promotion of Catholic interest in educational matters by the discussion of many of these topics from the pulpit and the platform.

It is hoped that the book may serve as a convenient text for use in novitiate normal courses and as a means of stimulating the professional studies of the teachers who are in actual service.

The book is divided into three parts, in the first of which the nature of the educative process is examined from various points of view. In Chapter II, physical and social heredity are contrasted. The meaning of infancy, together with the possibility and the need of education, is studied. In Chapter III, attention is called to a fundamental change of far-reaching importance in the center of human interest, both in the world at large and in the educative process. In the following chapter, education is studied in one of its eSects, namely, that of adjusting the individual to his environment. The fundamental and pernicious errors involved in the Culture

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PBKFACE

Epoch Theory are next pointed out. A study is then made of the child-mind under the aspects of growth and development. In Chapter VIII, the various steps are pointed out through which man, from a recognition of the controlling power of law in physical phenomena, has come to recognize the fact that, in spite of intelligence and free will, mental life in its growth and development b subject to similar laws. This phase of the work closes with a discussion of the function of experience, which has recently come into the foreground in educational literature as the key to methods.

After this study of the nature of the educative process, attention b called in the second part of the book to the various ends towards which the process should be directed by educational agencies. An attempt b made, in the first place, to determine the ultimate aim of Christian education. Once the direction is fixed, attention is then called in succession to other aims in the general order of their importance. The third part of the book is devoted to a consideration of the chief educational agencies, such as the home, the church, the school, state school systems, and the Catholic school system. The concluding chapters are devoted to a brief consideration of the curriculum and of the selecting and training of teachers in the state eystems and in the Catholic system.

In the study of educational agencies, the historical point of view is dominant. This is in accordance with the theory developed in Chapter III. The nature of these institutions cannot be rightly understood by a study of their present condition or through a study of a crosssection of any one period of the past. The relation of the school to the church, the home and the state is best seen in an historical survey of the relations which the institutions

PHILOSOPHY OP EDUCATION

bore to each other ia different countries and of the effect produced.

No attempt haa been made to cover the entire field of the philosophy of education. Such a procedure would either swell the volume unduly or reduce the treatment of each topic to a mere synopsis which would lack vitality and power. The present plan was adopted in the belief that more would be accomplished by treating a few topics with sufficient fullness to awaken interest than by giving a mere outline of the whole field, however balanced might be its proportions.

Much of the matter contained in this volume has been used by the author in lectures given in various parts of the country at diocesan institutes and at the motherhouses of teaching communities of men and women between the years 1895 and 1910. Portions of it were also used as a text in courses given at the Sisters College and in the Department of Education at the Catholic University. Several chapters have appeared in their entirety in the Catholic Educaiional Review during 1016.

It is believed that sufficient reference to the bibliography is supplied in the footnotes in which acknowledgment to the sources drawn upon is made. A fuller bibhography may readily be obtained today in any educational library and need not, therefore, cumber our pages.

The author takes this occasion to make grateful acknowledgment to Dr. Pace for many valuable suggestions received in the preparation of several of the chapters of the book and to Dr. McCormick and Father McVay for suggestions and criticisms. Thanks are also due to Miss Frances Askew for assistance in preparing the manuscript and for reading the proof. T. E. S.

Feast of the Purification. 1917.

TABLE OF CONTEXTS

Chafteb I Ifiindueiion

The Plulo9ophy of Educmtion in the Corriculuin . . .21

Pure and Applied FhikMophy i4

The Eugenic Viewpoint i8

Physical and Social Heredity 27

Genetic Philosophy of Education 28

The Conversion Motive 28

Psychological Aspect of Religion 29

The Catholic Standpoint 31

PART I THE NATURE OF THE EDUCATn^E PROCESS Chapteb II

Pkysieal and Social Heredity

Human and Animal Instinct 35

Education and Social Heredity 37

The Five-fold l^iritual Inheritances 38

Individual and Social Welfare 39

From Didactic to Organic Methods 41

Social Heredity as Mental Food 41

The Church and Secular Education 42

Four-fold Source of Mental Food 43

Absence of God Causes Fragmented Curriculum 45

Chaftoi m

From the Static to the Dynamic

Shifting the Center of Interest 48

Didactic and Organic Methods 48

Jack and the Beau-stalk as Parable 49

Meaning of the Doctrine of Evolution 50

Rise of the Doctrine of Evolution 52

New Interest in History 53

Fran Facts to Laws 53

Pig.

RegeDer&tion by Christianity 5i

Conquest of Nature's Forces S6

Society Controls the School 57

EducntioDal Aims AS

Ckapteh IV

Education aa Adjustmenf

Fomud and Informal Education 61

Rigidity of Instinct 612

Plasticity 8S

Three Ideab of Education 64

Meanicig of Adjustment 66

Christianity and Progress 68

Development of Plasticity 70

Modification of Environment 7*

Self-Conquest 78

Value of Individual Plasticity 74

Ideal of Chinese Education 75

Education and Plasticity 77

Habits and Instincts 78

Chaptbh V CuUure Epoch Theory

The Influence of Biology on Education 80

The Recapitulation Theory 81

Suppressed Function of Ol>solete Structures 88

Recapitulation and the Culture Epoch Theory 66

History of the Culture Epoch Theory 87

Mistaken Applications 89

Industrial and Social History Series 91

The Eskimo Stories M

Dangers of the Culture Epoch Theory 97

Chaptek VI

Mental Orowtk

Meaning of the Terms, "Growth" and "Development" . . QS

Four Types of Growth 100

Growth Modified by Environment 104

TABLB OF CONTENTB IS

Pigs

Types Are Detennined from Within 106

Memory Loads Injurious 108

The Catechetical Method 109

The Ratios of Growth Ill

Growth of the Micrococci 118

Demands of Science on Education 115

Mental Assimilation 116

chafteb vn

Mental Development

Meaning of Development 117

Ontogeny and Phylogeny 120

The Dependence of the Embryo 122

Physical and Mental Development 122

Meaning of Infancy 128

Education and Mental Development 120

Growth and Development ISO

Chapter Vm

Recognition of the Reign of Law

Early Tendencies towards Monotheism 182

Beginnings of Inductive Science 184

The Miracle and Natural Law 185

The Meaning of Creation 187

Breaks in Nature 141

Unity in Nature 144

Education and the Becognition of Mental Law 145

Cbaptxb IX

The Function of Experience

The Postulates of Modem Education 146

Habit as Modification of Instinct 148

Necessity of Education 150

jyiS&enoeB between Man and Animal 151

Nature of Social Inheritance 152

FuncUoos of Experience 158

Nature and Function of Inhibition 154

Education as Controlled Experience 156

PHILOSOPHY OF BDOCATION

Part II Educational Aims

Chapter X

Tke Ultimate Aim of Ckrulian Education

Physical Heredity as the Aim of Education 161

Biological and Ethical Aims 163

The Ascendancy of Man's Spiritual Nature 16J

Suppression of Obsolete Instincts 167

Necessity of Divine Authority 168, 174

Aim of Christian Education 160

The Natural and the Supernatural 178, 177

Intellect and Instinct 176

The Five-fold Dependence of Children on Parents .... 173

Chapter XI Phyticai Education

Necessity of Physical Education 181

Authority Necessary for Physical Life 182. 18tf. 100

Treatment of Adolescents 184

Authority and the Formation of Habits 186

Home and Physical Education 187

School and Physical Education 188

Functions of Flay 188

School Hygiene 101

Chapter XII Balances in Detelo-pmtnt

Relation between Soul and Body 104

Physical and Mental Development 105. 199

Functions oF the Drain 196

Precocity and DuUtiess 187

Dangers of Competition 190

Mental Development Should Precede Mental Growth . . . 201

Necessity of MenUl Scaffolding 805

Necessity for Adequate Preparation 806

Productive and Receptive Scholarship CU table of contents 15

Chapter XTTT Education for Economic Efficiency

Pa«e

Educating for Self-support 21S

The Bread-and-Butter Aim 214

The Embryo and the Parasite 215

Value of Effort 217

The Industrial Aim 220

Society's Motive in Educating 220

Necessity of Cooperation 221

Authority and Industrial Efficiency 233

Compulsory Apprenticeship in England 224

The State and Industrial Education 224

The State and Economic Efficiency 225

Continuation Schoob 226

U. S. Government and Industrial Education 227

Chapter XIV

Education for Sociid Efficiency

The Value of Effort 228

Laborare et Orare 229

Subordination of Lower to Higher Aims 220

Obedience to God the Foundation of Social Service .... 231

Love of God and Fellow-man the Aim of Education .... 232

The Industrial Home 234

Motivation of the Child 234

Educating for Leisure 238

Educating for Home-making 240

Cultural Education 241

Chapter XV

Education for Indioidual Culture

Claims of the Individual 242

Educating for Complete Living 243

Function of Memory 243

Culture and Specialization 244,247

Remedies for Materialism 245

Productive and Receptive Scholarship 247,248

Cognitive Elements of Culture S4S

Culture and Emotiooal Control iSO

CoDceit and Self -consciousness 251

Various Meanings of Culture S5S

The Production of Culture CS4

Culture and the Classics Sj6

The Functions of the State fUSS

Democracy and Education S5B

The Selection and Training of Leaders S6t

Reasons for Universal Education 263

Industrial Efficiency and Civic Virtue 864

Faith, Hope and Love, Fundamental Civic Virtues .... 264

Cooperation and Competition 267, 289

Necessity of a Christian Home 2SS

Dbinterestedness 270

Obedience 871

Self-control 272

Public School Morality 87S

Part III Educative Agencies

Chapter XVn

T/uHomt

Adjustment to Institutional Life . 877

Position of Pagan and Christian Family 878

Position of Woman in Pagan and Christian Times .... 270

Educatmg for Family Life 880, 297

Parental Duties in Education of ChildreD 288

The Industrial Home 888

The Home of the Future 284

Separation of Social and Economic Unita 286

Educating for Home-making 287

Education of Women 289

Home Education 292

TABLE OF CONTSNTB 17

chapteb xvm

The Church

Page

Educatioiial Charter of the Church 298

Plasticity of the Church 299

Foerster's Career 801

Trend Away from Materialism 302

Mau's Spiritual Needs 803

The Church and Adult Guidance 804

The Church's Methods 805

The Church Reaches the Whole Man 806

Educative Principles in Liturgy 307

Feeling and Mental Assimilation 809

Sacraments as Means of Education 810

Rationalizing Feeling 814

The Laws of Imitation 815

Building Ideab 316

The Lnitotion of the Saints 817

Utilization of Instincts 819

Organic Teaching of the Church 820

Chapteb XIX

Relations between Home, School, Church and State . . . 821

Origin of the School 322

College Hazing 323

Chinese Education 824

Hebrew Education 826

Religion and Progress 329

Spartan Education 329

Athenian Education 330

Roman Education 881

The School and Social Needs SSS

Origin of Christian Schoob 333

Catecumenal and Catechetical Schools 334

Secular Branches in Christian Schools 334

Christian and State Schools 335

Charlemagne and Education 336

Spread of Christian Education 336

18 PBIL080PHT OF EDUCATION

Education Checked by Protestanism SS8

Early Colonial Schools 338

SUte Control of Schools 340

Governor Seward's Message 341

Archltishop Hughes and the School Controversy 343

Development of Catholic School System 344

Religion Barred from Stale Schools 344

Catholic and State Schools Compared 846

Chafteb XX Stale School SyMtevu

The Church and School Systems 34B

Rise of the State System in Prussia 349

Frederick the Great and Education SflO

Prussian Syst«m Undemocratic 338

Volksschule, Vorschule and Gymnasium 353

State Centralization in England and France SSi

Rise of State Systems in New England ..,,.,.. 355

The State and General DiUusioD of Knowledge 357

Difficulties of Creating State Systems m New England . . 358

The Professional Training of Teachers 360

Horace Mann and Henry Barnard 361

Rise of the High School 362

Socialistic Tendencies in State Education S63

Undermining Home and Church ..... .,,... 866

Return to the Individualistic Aim 368

Rise of Vocational Schools 86S

Chapteb XXI The Catholic School Syxttm

Plasticity of Catholic School Systems 371

Church Control of Education 378

The Vernacular in Catholic Schools , . 372

Brethren of the Common Life S7S

Jesuit Schools . . . 375

Chnstian Brothers and their Work 380

Spread of the Brother's Schoob 383

Teaching Communities in U. S 383

Rise of Diocesan School Systems . . 385

Propaganda and Catholic Schools 387

TABLE OF CONTENTS 19

Page

Unification of Catholic Education 389

Functions of the Catholic University 891

The Catholic Educational Association 898

The Catholic Sisters College 893

The Affiliation of Catholic High Schools 894

The Catholic Educational Review 394

State and Catholic School Systems Compared ...... 895

Chapteb xxn

Curriculum

Changes in the Curriculum 897

Articulation of Schools 398

Curriculum of Early Massachusetts Schools 898

Art» Letters and Science among the Puritans 899

Purpose of the Curriculum 400

Curriculum of Medieval Schools 401

Religion in the Curriculum 402

Educational Value of Liturgy 403

Religion Excluded from State Schools 405

Secular Branches in Catholic Schools 405

Curriculum and Mental Development 406

Education as Experience 407

L[ifluence of the Lives of the Saints 409

Foerster's View 409

Vital and Instrumental Knowledge 411

Chapteb XXm

The Teacher and His Training

Academic and Professional Training 418

Methods in Early New England Schools 414

Selection and Training of State School Teachers 415

Education an Economic Function 418

Feminization of State Schools 419

The Teacher and Civic Education 420

Vocations to Teaching Communities 422

Catholic Schools and the Betterment of Society 424

Influence of the Ascetic Ideal 426

»us Novitiate and the Training of Teachers 480

CHAPTE^K I: ,

INTRODUCTION' :'_;;;;.., The Philosophy of Education is the basic etenlenti,-'in. the professional training of the teacher. In this scic'acrf/. the teacher seeks for the meaning of the educative process as it takes place in the mind of the pupil and for the goal towards which it should be directed. He must turn to the same source for the fundamental principles which should guide in the selection and arrangement of the materials of the curriculum in the various stages of the educative process and for the educative values of the different disciplines to be employed. In these days of rapid and deep-seated social and economic changes, the work of the school is undergoing a corresponding change in character and in aim. This makes unusual demands on the philosophy of education and places added emphasis on its necessity in the training of the teacher, nor is the necessity for this science coufiaed to the teacher. The layman, through his vote, exerts a controlling influence on the school and upon the relationship which should exist between it and other social institutions of such fundamental importance as the home, the church and the state.

The Philosophy of Education is closely related to the Psychology of Educationandto the History of Education. Through the former, light is shed upon the conscious processes of the child and intelligence is gained concerning the educative process in its relationship to the unfolding powers and faculties of the individual. The philosophy of education carries these considerations up to a wider viewpoint and studies them in their relation to life as a whole and to the attainment of its aims. Through the latter, control is exerted upon the conclusions drawn both in the psych(4q^-iif iducatioB and in the philosophy of education^Jind' further light is gained on the relations .whVh Shfeiil3 exist between the school and other social ■'-.qi&bkutions.

"' The philosophy of education, the psychology of education and the hbtory of education are linked together in their services to the teacher and interwoven with each other as the basis of his professional training- On this basis rest the other branches included in the curriculum of the normal school and the teachers college.

Philosophy, psychology and history belong to the academic rather than to the professional curriculum. They are pure sciences and, as such, are presupposed by the corresponding applied sciences, which latter belong to the professional curriculum. The aim in pure science is knowledge: the aim in applied science b action. In the former, the desire culminates in knowing; in the latter, it is not satisfied until the knowledge gained issues in action. Pure science leads to discovery, while applied science aims at invention. Applied science presupposes pure science and is limited by its development. Invention may lag behind discoverj-; it rarely, if ever, overtakes it, and, from the nature of the case, it never can transcend it. Philosophy, more perhaps than any other discipline, deserves the name of pure science, since it deals with the highest aims and ultimate causes of all things. At first sight, it seems to be far removed from the strife and turmoil of actual life in this material world, and yet the practical conclusions reached in philosophy have a more far-reaching effect upon the conduct of life tliari do the findings of any other science. A man's philosophy, by imperceptible degrees, colors the whole of his life and alTects Im attitude towards all things in heaven and on

INTBObuCtlQN 2S

earth. In like manner, the prevalent* ^ilo^ophy of a people gradually transforms all their socieIj>{]:K|!tutio];is; nevertheless, the aim of philosophy, as such, is Ictiowlejfge^- ., not conduct. This, however, does not prevent '•khi/-:'/*. content of philosophy from exerting its practical influence. ' . .•/] The conscious and deliberate aim in eating may be the gratification of the palate and the immediate satisfaction of appetite, but these aims do not, for all that, prevent the food from nourishing the body and from building up bone and muscle and nerve.

That portion of the field of pure philosophy which deals with the development of the mind, with the process and meaning of education, with the relations of the school to the church and the home, might appropriately be called educational philosophy, but, in spite of the information which it supplies to the teaching profession, it is an academic and not a professional discipline.

The philosophy of education, as a branch of applied science, is not concerned directly with the establishment of fundamental principles in any department of philosophy. Its business is to apply the truths and principles established by pure philosophy to the practical conduct of the educative process. It seeks to lift into consciousness and to make rational and deliberate, as well as more inmiediate and effective, the relation between the philosophical truth and the life and conduct of the pupil, and endeavors to guide the teacher in the manifold relations which he sustains towards his pupils in the imparting of knowledge, in the building of habits, and in the gaining of power and insight into the purposes and meanings of life.

If philosophy were an exact science, such as mathematics, the task of the writer on the philosophy of education would be lighter but, as the case stands, w%

I

PHILOBOPflV (^."BDnCATION find men,_ in" Vvetyr 3epartment of philosophy, differing ptofoijtfijlyiftrtie conclusions which they draw. A preva- • lei^ school of philosophy in our own day confines the \ine4ning of Hfe to this world, rejecting the existence of God and the continuance of personal consciousness beyond the grave as myths which have no claim to human belief. In a word, to these men human life is nothing more than a high form of animal life, and the purpose of education is to render the individual more aggressive and more efficient in the struggle for existence, either alone or in groups. They reject wholly the existence of any supernatural power which could redeem fallen man and find the highest ideal of human life laid down in the physical heredity of the child.

Over against this school of philosophy should be placed the philosophy maintained by the Catholic Church, which aims at perfecting man in the present life as a means of fitting him for a life hereafter; which seeks to suppress aggressiveness and enthrone brotherly love as the eontrolhng power in human affairs; which finds one of the chief functions of education to be the redemption of fallen man. the elimination of low instincts, and the substitution of supernatural virtues built up in the light of faith and with the assistance of Divine grace.

The philosophy of education tends to quicken and to deepen the flow of conviction into action, of doctrine into conduct, and it is achieving these ends in ever-increasing measure in our day. The current educational literature, monographs, test -books, and popular treatises arc forming all our teachers and animating their work with the current philosophy, which is, for the most part, a philosophy wholly at variance with Catholic idetts and ideals of life.

If the pure philosophy drawn upon be wbotcsome, the

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INTRODUCTION 25

philosophy of education will tend to make the transformation of society through the school an uplifting process. But, on the other hand, if the philosophy used as the source be false and its ideals low, the philosophy of education will have equal effectiveness in debasing life and in corrupting social institutions. It is, therefore, a matter of the utmost importance to Catholics that the philosophy of education employed in the training of Catholic teachers be not only technically eflBcient, but that it be such as draws from the pure fountains of Catholic philosophy wholesome principles of life.

The philosophy that leaves no room for God, for a spiritual soul, nor for a life hereafter, fixes a totally different goal for the educative process from that aimed at by the Catholic who not only believes in the spiritual side of human nature, but holds among his most firm convictions the belief in a supernatural destiny and in a redemption wrought through the merits of Jesus Christ. The educator who holds that man does not transcend the realm of animal life, will naturally endeavor to endow each coming generation of children with those qualities which have marked the success of the animal in the long biological struggle for existence. He will seek the ideal of human life within the narrow lines of physical heredity and will turn exclusively to physical soiux^s for the means of realizing that ideal. Nor must what is here said be regarded as an accusation brought against a prevalent school of thought by an unfriendly critic. This view is expressly set forth as the ideal of the Eugenic School by many of its votaries. We select, as a typical instance of such teaching, the following passage from an address deUvered before the Child Conference for Research and Welfare at Clark University in 1909, by Dr. John Franklin

Bobbitt, an alumnus of Clark University and a professor in the University of Chicago:'

"Since man became man, he has always looked forward to an ideal future state on earth, a Eutopia, a millennium, a City of the Sun, a Platonic Republic, where all men should be good and wise and strong. And yet, wherever man has builded a civilization in his striving to realize Ills ideal state, in Egypt, or Greece, or Carthage, or Rome, invariably he has met with defeat. Without exception, his state crumbles and falls. There has always been some invbible undermining influence, which he failed to see and to prevent.

"With the rise of the science of biology, we have discovered the secret of their decline, and have discovered the formula for counteracting it in our own case. The imdemiining influences were, at bottom, biological in their cause; and the formula for counteracting them in our case must Ukewise be biological. The formula is the simple one used by Luther Burbank in his superb creations; for all life grows on a single stem. As is the parentage so is the next generation. If the next generation is to be higher than this, its average parentage must be higher than our average. This law is fundamental, ineluctable, not to be vetoed or evaded. We may prefer to shut our eyes to the law because of its difficulty of application; we may prefer to trust to an assumed plasticity because it appears more docile to our wish; we may find it more comfortable to fall back upon tlie faith that good intentions cannot go wrong. These things are more pleasant, if pleasantness is our aim. But if improvement of the human stock is our aim, biological law must be followed regardless of personal wish," ,^u ' Proceeding*. N«w York, 19IH); p. TS.

INTRODUCTION 27

The author of thb passage leaves little room to doubt the nature of his philosophy or his views concerning human nature. His methods for improving the human race are explicitly stated to be the methods employed by the stock-breeder or the horticulturist. He explicitly denies a plasticity on the part of the individual which would permit of the effective operation of redeeming grace or the effective performance of a redeeming function by our educative agencies. The philosophy here stated, however, is extreme; it not only excludes the supernatural and the life beyond the grave, but it runs counter to sound biological doctrine as well. Dr. Bobbitt's concentrated attention on the processes of physical heredity seems to have blinded him to the fact that man's chief privilege lies in social heredity and that it is to this source he owes his place of supreme control and headship in the world of physical life. This phase of the subject is brought out more explicitly in the following passage in the same paper:

"At present our doctrines of heredity are not as they were. We are coming to see that heredity is dominant in the characters of men. Human plasticity is not so great as has been assumed. A child cannot be moulded to our will. The design laid in heredity is the only one that can be worked out in actuality. The actual is only a v\ realized copy of the potential. It is true the potential is drawn in rather broad lines thus permitting the necessary degree of adaptation; to this extent the individual is plastic. But recent statistics of heredity show that the possible deviation is not great, except downward in the direction of breaking and marring."^

Such a philosophy leaves no room for redeeming grace.

S8 i

It denies to man the privilege of being "born again of water and the Holy Ghost," and seeks to develop him along merely animal lines. If this philosophy be followed out consistently, it must interpret the whole content of the child's social heredity in such a manner that it may fit into the narrow limits of animal nature.

A more systematic presentation of the philosophy which lends its support to the eugenic view will be found in Genetic Philosophy of Education, an Epitome of the Published Writings of President G. Stanley Hall, of Clark University, by G. E. Partridge, Ph.D.