The Revival of the Humanities in American Education 9780231897051

Table of contents :
Editor’s Foreword by Lennox Grey
Preface
Contents
Introduction
I. First Facts
II. Ideas Old and New
III. Administrative and Curricular Aspects
Conclusion
Notes
Bibliography
Index

Citation preview

T h e R e v i v a l of the HUMANITIES In American Education

T h e R e v i v a l of t h e ^ H U M A N I T I E S ^c In American Education By P A T R I C I A

BEESLEY

New York : Morningside Heights COLUMBIA UNIVERSITY 1940

PRESS

COPYRIGHT

1940

C O L U M B I A U N I V E R S I T Y PRESS, N E W FOREIGN

AGENTS:

OXFORD

UNIVERSITY

PRESS,

YORK

Humphrey

Mil-

ford, A m e n House, London, E.C. 4, E n g l a n d , AND Β. I. Building, Nicol Road, Bombay, I n d i a ; MARUZEN COMPANY, LTD. 6 Nibonbaehi, Tori-Nichome, Toyko, J a p a n MANUFACTURED

IN

THE

UNITED

S T A T E S OF

AMERICA

To HELEN MORSE

BEESLEY

EDITOR'S

FOREWORD

ON EVERY HAND today—in the press, the radio, the school—we are called upon to defend "the Humanities," the more human arts and human values, against war abroad and against socio-economic and scientific-naturalistic fatalism at home. Social scientists like Beard and Lynd and natural scientists like Hogben have been no less concerned about such perils and such fatalism than spokesmen from within the modern "Humanities." This book is an account primarily of what the colleges are doing in the name of the Humanities, showing in certain practical ways what these fears and challenges are leading to in action. It is neither an evangelical nor a classical call to revival, however worthy either of these might be. As impartially as possible, in the midst of many and violent challenges, Miss Beesley seeks to show the reach of the forces or ideas that have been responsible for the sudden dramatic revival of an almost forgotten word of the Renaissance, commonly extended now from the litterae humaniores or "more human letters" to embrace and emphasize the "more human values" in all the arts, philosophy, religion, and history. To students of the Humanities, it seems no accident that this critical problem of the Humanities should have found explicit dramatization in the sick world which Thomas Mann portrayed in 1924 in The Magic Mountain. One of the axioms of the Humanities is that great books and all great works of creative imagination record

viii

EDITOR'S

FOREWORD

t h e d e e p e s t a n d w i d e s t currents o f t h o u g h t a n d f e e l i n g of a t i m e . B o l d l y , as a h u m a n i s t h i m s e l f , M a n n

dramatizes

a n d o f t e n parodies, t h r o u g h t h e g a r r u l o u s , m o c k i n g s e l f c o n f e s s e d "satanic h u m a n i s t " S e t t e m b r i n i , t h e various and o f t e n conflicting i m p u l s e s that g o u n d e r t h e n a m e of h u manism. As f o r myself [Settembrini says to H a n s Castorp, the E n g i n e e r ] , I am a humanist, a homo humanus. I have no mechanical ingenuity, however sincere my respect f o r it. But I can well understand that the theory of your c r a f t requires a clear and keen mind, and its practice not less than the entire m a n . . . . A mocker? . . . malicious? W e l l , yes, perhaps I am, a little. . . . M y great complaint is that it is my fate to spend my malice upon such insignificant objects. I hope, Engineer, you have nothing against malice? In my eyes, it is reason's keenest dart against the powers of darkness and u g l i n e s s . . . the animating spirit of criticism; and criticism is the beginning of progress and enlightenment. . . . You f e l t that I spoke maliciously, just now. I f I did, perhaps it was not without intent to teach. W e humanists have all of us a pedagogic itch. Humanism and schoolmasters—there is a historical connexion between them, and it rests upon psychological f a c t : the office of schoolmaster should n o t — c a n n o t — b e taken f r o m the humanist, f o r the tradition of the beauty and dignity of man rests in his hands. T h e priest, who in troubled and inhuman times arrogated to himself the office of guide to youth, has been dismissed; since when, my dear sirs, no special type of teacher has arisen. T h e humanistic grammar-school—you may call me reactionary, Engineer, but in abstracto, generally speaking, you understand, I remain an a d h e r e n t — * M a n n has s y m p a t h y f o r , but can h a r d l y l i k e , his Settern brini, w h o s e chief claim to f a m e is that h e w r o t e t h e o f * T h o m a s M a n n , The Magic Mountain \Der Zauberberg] (translated f r o m the G e r m a n by A. T . L o w e - P o r t e r ; N e w York, K n o p f , 1 9 3 4 ) , PP· 7 8 ' 8 4 ·

EDITOR'S FOREWORD

IX

ficial obituary of an Italian poet for the German press. Mann knows that Settembrini had a good deal in common with himself, if indeed Settembrini is not a following shadow whom Mann sets up as a warning to himself and other humanists, lest they forget the spirit in the word or the thought within the artistic pattern. Settembrini wrote of a dead man; Mann writes of a sick world. Both know the significance of words for human survival and advancement, suspect as words may be in an age of propaganda and propaganda analysis. Both seek the preservation of human dignity and freedom in the face of those forces and fatalisms—whether scientific, social, economic, political, religious, psychoanalytical, or humanistic—which may invite tyranny, visible or invisible. Ironically in picturing Settembrini's exile on the Magic Mountain, Mann might have been prophesying his own exile. But there are vast differences between the militant humanist Mann and the sick Settembrini saying "the humanistic grammar-school . . . in abstracto, generally speaking, you understand, I remain an adherent—" So Mann marks out the first critical problem here—to see the many shadings which the Humanities may take on as we attend to Mann or Settembrini or to the BabbittMore-Foerster-Elliott group of "New Humanists," to their more theologically minded French cousins, to spokesmen for the classical humanities, to the more or less "Scholastic Humanists" associated with Hutchins and St. John's College, to "Scientific Humanists" like Hogben, to spokesmen for "humanistic democracy" like Beard, to "viewers-of-the-Humanities-with-alarm" like Lynd, or many others, as an index to possibilities. The other critical problem is to discover why, either because of or in spite of these many schools of thought, some thirty American colleges in the past dozen years have boldly revived the

χ

EDITOR'S

FOREWORD

name Humanities for new comprehensive courses in literature, language, art, philosophy, religion, and history, to complement or balance the broad courses in Social Sciences and Natural Sciences which sprang up immediately after the first World War as outgrowths of "War Aims" courses. One of the impressive facts about these Humanities programs is that they have appeared almost simultaneously in colleges of all types—within large universities, in liberal arts colleges of many kinds and denominations, in teachers colleges and normal schools. This swift crossing of the gulf that has often separated academic colleges and professional schools of education in America points to new and vigorous forces at work. From Miss Beesley it has called for a kind of preparation not readily gained in higher education in America, a substantial combination of advanced academic and professional training which would enable her to maintain a critical balance between the two points of view. Thanks to the cordial relations and understanding long maintained by Professors Ashley H . Thorndike, Charles Sears Baldwin, Ernest Hunter Wright, Oscar James Campbell, and others in the Graduate Faculty of English and Comparative Literature in Columbia University and by Professors Franklin T . Baker and Allan Abbott in the Department of English in Teachers College, her task has been free from many unnecessary obstacles which might commonly attend such a study. In token of this common interest in the modern Humanities, Professors Ε . H . Wright and O. J . Campbell of Columbia University and Professors Allan Abbott of the Department of English and Merle Curti of the Department of History of Teachers College have generously agreed to serve as editorial advisers in this study and other studies in the Humanities now under way.

EDITOR'S

FOREWORD

xi

These further studies may warrant a closing paragraph, as they too testify to the spontaneous growth of concern with the modern Humanities. When Miss Beesley's study was started two years ago, we foresaw that the publication of her exploratory fact-finding book might lead to other inquiries at various points—on implicit as well as explicit ideas that are giving unity and focus and frame to the new broad field, on methods that give critical integrity, on criteria for profitable discussion of human values. Her study had been in progress only a year when it was providing a useful base of operations for several college teachers of more than ordinary academic and professional background who were intent on problems of "general education" in college and high school. The number has now grown spontaneously to eight,* working cooperatively on such contributing elements to the study of literature in the Humanities as: modern interpretations of aesthetic experience, ideas of cultural evolution in the study of great books, contributions of Comparative Literature to the Humanities, current proposals for a "revival" of grammar* The members include Francis Shoemaker, Division of Languages and Literatures, Colorado State College of Education; Elbert Lenrow, lecturer on world literature in the N e w School for Social Research and head of the Department of English in the Fieldston School, N e w York; William A. S. Dollard, Department of English, Hunter College; Dr. Edna Hays, Department of English, Teachers College; Irvin Ehrenpreis, Advanced School scholar in Teachers College; Evelyn Rezek, Department of English, Illinois State Normal University, Normal, Illinois; Emma C. Nih, formerly professor of English in Chekiang University and lecturer in English at Peiping University; and Waters Turpin, formerly Department of English, Storer College, author of two recent novels on Negro life in America, These Low Grounds and Ο Canaan. Their studies may take various forms, as articles, dissertations, and books.

xii

EDITOR'S

FOREWORD

rhetoric-logic as internal method (comparing the new psychological-semantic approach of I. A . Richards with the traditional methods advocated by R . M . Hutchins), and comprehensive studies of values through a "comparativeculture" method (e.g., values commonly stressed in the comparisons of American and British literature, values stressed in the modern Chinese Renaissance—social literary, educational—compared with the values commonly associated with the European Renaissance from which it explicitly takes its name, and values stressed in novels of N e g r o life in America compared with those values commonly stressed in studies of the American novel). M a n y h e l p f u l suggestions, verifications, and critical checks have come to the present study from the members of the cooperating group. Together their inquiries in the literary Humanities should provide a comprehensive view of many implicit factors, ranging from broad social and intellectual trends to the personal influence of specific leaders, to which M i s s Beesley's study of m a j o r explicit factors opens the way. Joined with comparable work in the other arts, they should lead to the whole view of the modern Humanities that we seek. LENNOX

Teachers College Columbia University February 12, 1940

GREY

PREFACE T H E R E IS but little room for the personal and subjective within the confines of a factual and historical study, and no form of footnote which can adequately indicate the extent of an author's indebtedness to the advice, criticism, and assistance of others. The acknowledgments possible in a preface are alike imperfect by reason of their brevity and must be interpreted here as a reference to, rather than a full statement of, the aid which has made this study possible. T o Professor Lennox Grey of Teachers College of Columbia University, for invaluable training in research, received as his assistant, for advice and suggestions on every phase of this study since its inception, for patient reading and criticism of the manuscript, and for five years of friendly academic guidance in undergraduate and graduate work, the author wishes to express her sincere gratitude and appreciation. Professor Merle Curti, of Teachers College, has devoted valuable time to discussion of the subject and to criticism of the manuscript and has contributed liberally from his wide knowledge of education and history. Thanks are also due to Professor Allan Abbott, chairman of the Department of English of Teachers College, to Professor Ernest H u n t e r Wright, executive officer of the Department of English and Comparative Literature of Columbia University, and to Professor Oscar James Campbell of Columbia University, for excellent suggestions and advice. A large amount of material on the Humanities courses and programs discussed in Parts I and I I I was supplied

xiv

PREFACE

by teachers and administrators, whose valuable contributions of data to this study are appreciated far more than a footnote listing of their names would suggest. T h e unfailing personal generosity and assistance of Peter H . McCarthy, William Robert Irwin, and Joan Howell Morrow have been indispensable, and to each of them the author is deeply and gratefully indebted. Finally, acknowledgments are due to the following for permission to quote copyrighted material as specifically indicated in the Notes and Bibliography: American Library Association; The American Review; D. Appleton-Century Companyj Association of American Colleges; Association of American Universities; T h e Atlantic Monthly; Clarendon Press, Oxford; Columbia University Press; The English Journal; Harcourt, Brace and Company; Harper & Brothers; Harper's Magazine; Harvard Alumni Bulletin; Harvard University Press; Henry Holt and Company; The Journal of Higher Education; Alfred A. Knopf; Liveright Publishing Corporation; The Macmillan Company; The Nation; The National Catholic Welfare Conference; The National Council of Teachers of English; The National Society for the Study of Education; Oxford University Press; Princeton University Press; T h e Saturday Review of Literature; Science Magazine; Charles Scribner's Sons; Simon and Schuster; The Society for the Advancement of Education; Teachers College Record (the Bureau of Publications of Teachers College) ; T h e University of Chicago Press; The University of North Carolina Press; Yale University Press. P . B. New York City February 12, 1940

C O N T E N T S

EDITOR'S FOREWORD, BY L E N N O X G R E Y

vii

xiii

PREFACE INTRODUCTION

3

I

7

FIRST FACTS A chart of Humanities General Courses, C o m p r e hensive Courses, and Humanities Programs will be f o u n d on pages

10-23.

II

IDEAS O L D AND N E W

III

ADMINISTRATIVE

AND

29 CURRICULAR

ASPECTS

72

CONCLUSION

129

NOTES

135

BIBLIOGRAPHY

169

INDEX

191

T h e R e v i v a l of t h e HUMANITIES In American Education

I N T R O D U C T I O N

THIS ACCOUNT OF the "revival of the Humanities" is

intentionally short. It might easily, more easily, have been long. It intends to establish a useful range of primary facts about the appearance, in the last dozen years, of Humanities courses, programs, and divisions in more than a score of American colleges. It cannot profess to be exhaustive, nor does it try to be. Attempt at exhaustiveness would delay a much-needed preliminary guide to students of literature and to students of the teaching of literature in America. If extended, it would be less likely to improve perspective than to add to the mass of detail that will have been rendered obsolete when these courses complete their second decade. It does seek to be as complete as an intensive two-year inquiry can make it, and on this score it has been checked against various related, but not closely similar, inquiries going forward elsewhere. It seeks further to provide a basic bibliography, hitherto unavailable in this field. It seeks to mark out the common and variant elements in the wide range of Humanities courses, in a manner more extensive and more critical than in any analyses now available. It seeks, finally, to identify the forces and factors that must be closely observed and investigated further. The revival of the term Humanities to denote a field comparable in breadth to the Social Sciences and the Natural Sciences and the establishment of comprehensive Humanities courses and Humanities divisions in American colleges and universities during the last twelve years are,

4

INTRODUCTION

as suggested, the first facts of this fact-finding study. A summary analysis of these facts is presented in Part I by means of a basic chart showing the current status of Humanities courses, so arranged that a brief description of each course may be read from it. For the understanding of these facts, however, some knowledge of the long history of humanism and the Humanities, of the varying meanings of these terms as they reflect changes in educational and philosophical ideas, and of the forces which have contributed to the revival of the Humanities in American education is essential. The litterae humaniores of the Renaissance, the liberal arts and liberal education, the tradition of classical education in England and America, the various modern schools of humanism (scientific, religious, French, Catholic, the "New Humanism"), and Comparative Literature—such terms as these must pass in review before the modern inquirer into the Humanities. This critical review brings together and relates materials on the history of the H u manities which are now widely scattered. As such, it seeks to be representative and selective rather than exhaustive. Part II is devoted to a discussion of these topics, preliminary to a detailed consideration of the administrative and curricular aspects of the revival of the Humanities in Part III. Among these aspects is the quest for unity; this, finding one of its expressions in the revival of the term Humanities, appears to be a prime motivating factor in the programs of "general education," in which Humanities courses commonly play a large and vital part. The devices adopted to facilitate the administration of such programs include divisional organization and the survey course, and the position of the Humanities has been affected in no small measure by the attendant reconstruction of the

INTRODUCTION

5

patterns of higher education. Significant also in its administrative and curricular implications is the fact that Humanities courses, organized in a variety of ways, are confined to no one type of institution. A number of educational proposals bearing directly on the Humanities, which have claimed attention in recent discussions of the problems of curricular reorganization, are also considered in Part I I I , together with the contributions of the individual instructional fields which comprise the Humanities. Following upon this discussion of the educational aspects of the revival of the Humanities is a more detailed review of the courses charted in Part I, in the chronological order of their appearance. The juxtaposition in this discussion of courses which vary widely in content and method of organization serves, incidentally, to illustrate both the diversity and the experimental character of current curricular offerings in the Humanities. The range of variations may be partially explained in terms of the requirements of particular types of institutions, of differing student needs, of the available facilities of teaching personnel and equipment, and of the purposes of the courses themselves (which, it must be noted, have an underlying unity in their emphasis on human values). T o analyze the minutiae of these variations is not the purpose of this review. It is designed rather to point the outstanding features of individual Humanities courses and programs, as a supplement to the chart in Part I, and thus to indicate in a comprehensive manner the current status of the H u manities in the curricula of American colleges and universities. So the wheel comes full circle. Starting with the fact of the revival of the term Humanities as a designation for comprehensive courses in literature, the fine arts, music, philosophy, and history, one comes again, after a review of

6

INTRODUCTION

the factors which have contributed to this revival, to the courses themselves. By specific intent, this study leads neither to a series of curricular recommendations nor to conclusions that pretend to be definitive. It is intended rather as a historical and analytical guide for further studies of one of the most striking developments in American education in our time.

I

FIRST

FACTS

in the revival of the Humanities is the appearance of at least thirty Humanities courses, by name, in American colleges during the past twelve years. 1 More are announced. Twenty years ago there were none. T o be sure, the term Humanities was used now and again for the classical studies, but the broader meanings given the term today were then so unfamiliar that the "modern language" members of a "Humanities Club" in one American university felt called upon to give account of themselves whenever the club name was mentioned.2 T h e two sides of this initial fact are arresting. T h e mere numbers, coupled with the further fact that the thirty institutions are of all types ranging from the most conservative to the most experimental, point to one of the most noteworthy of recent educational developments. And the need for question and definition twenty years ago, coupled with the manifest variety of aim and substance in courses now called Humanities, may suggest that the need for question, definition, and description is even more imperative now than it was then. THE

FIRST

FACT

IMPULSES

BEHIND

TERM

REDEFINITION

OF

HUMANITIES

Some twenty years ago, according to Professor John J . Coss of Columbia University, "many leaders in education . . . fearful that too great emphasis might f a l l on the study

8

FIRST

F A C T S

of man as an active and controlling creature, began a new emphasis on the importance of increasing his abilities to appreciate and to enjoy the fruits of the spirit. From this emphasis and the old humanistic tradition greater attention came to be paid to the study of the fine arts, music, and literature, taught with less emphasis on technique and more stress upon its enriching of the mind than previously had been usual." 3 In response to this impulse, and often with more emphasis on practical significance than Professor Coss gives, the fine arts, music, literature, philosophy, and history have come to be known as the Humanities, a field of knowledge comparable to the broad fields of the Natural Sciences and the Social Sciences. W h a t are the various stages in these developments, and how much is known about them? Perhaps the best approach to this problem is by way of a brief analysis of the current status of Humanities courses, which suggests many points on the general range of patterns and emphasis. Such an analysis will be the burden of Part I of this study. TOTAL

NUMBER COURSES

OF

HUMANITIES

ANALYZED

In 1937, B. Lamar Johnson, dean of instruction of Stephens College at Columbia, Missouri, reporting Cowley's study of survey courses at ninety-nine institutions, listed only seven Humanities courses among one hundred and twenty-four survey courses. Following Havighurst's method in estimating the number of science surveys, he estimated that there were nineteen Humanities courses in 1935-36. Considering these figures, Johnson raised a question "as to whether the humanities are receiving adequate recognition in those curricula which include a pat-

FIRST

FACTS

9

tern of survey courses," while pointing out the fact that "in some institutions the humanities are cared for in separate condensed surveys in literature, in music appreciation, and in art appreciation." 4 In keeping with Johnson's analysis, the thirty current Humanities courses appear for the most part in colleges having patterns or groups of survey courses. This fact is related, in turn, to the current trend toward experimental reorganization of the first and second years of the college curriculum, now commonly designated as a period of general education and often involving orientation in the major fields of knowledge. That the subject matter of the Humanities may be similarly organized and directed, but variously labeled, is indicated in the accompanying chart by the inclusion of two other groups of courses in addition to the thirty Humanities courses covered in this study: ( 1 ) seven courses similar in subject matter, method, and purpose to the Humanities courses proper, but not so called} ( 2 ) ten programs of individual courses directed toward the same educational end as the Humanities general courses—"the separate condensed surveys" to which Dean Johnson refers." Descriptive data on these courses and programs are arranged as follows: name of institution offering course, alphabetically arranged within each section (the type of institution—liberal arts college, junior college, etc.—is indicated in each case by the use of an identifying letter); type of administrative organization (if divisional, the number of subject-matter divisions is g i v e n ) ; name of course according to latest catalogue listing; date begun, ascertained as accurately as possible from the literature on the course and from letters of inquiry; content, given by subjects—literature, fine arts (painting, architecture, sculpture), history, music, philosophy (often including religion); course plan—"chronological" (if arranged in the

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Β .0 F « a PP· 37 ff· 34. On comprehensive examinations in the Humanities, see Robert Ashburn, " A n Experiment in the Essay-Type Question," Journal of Exfcrimental Education, V I I (September, 1 9 3 8 ) , 1 - 3 , and R . L . Campbell, "Examinations in the Humanities," Educational Record, X V I I I (October, 1 9 3 7 ) , 565-73. In the

152

NOTES

FOR

PAGES

82-83

opinion of John Μ . Stalnaker, consultant examiner of the College Entrance Examination Board, " T h e type of question used [in Humanities comprehensives], be it essay or objective, is not a matter of much significance. . . . What the questions are attempting to measure is the important matter. Present objective methods are somewhat restricted, but the usual essay tests . . . leave much to be desired. Techniques are available, however, for evaluating in a highly reliable way answers to certain types of essay questions. It is my feeling that the Humanities will benefit from a wider knowledge and use of these methods. A fruitful line of attack . . . is to have the competent teachers in the field state, in whatever terms they can, the ends which they are seeking in their teaching. With the aid of technicians, tests could then be devised which seek to measure the attainment of these ends. In the light of the results obtained by giving these tests, both the teaching and the evaluation might be altered. For this method to operate successfully, the teachers must be keenly interested in the problem and the technicians must be both competent and open minded" (from a statement in answer to a letter of inquiry). Mr. Stalnaker further states that he does "not believe that a detailed study of the existing instruments of evaluation in the Humanities would be a suitable method of determining either the nature or the aims of these courses." 35. C. T . Fitts and F . H. Swift, of. cit., p. 1 6 3 . See W . S. Gray, editor, The Junior College Curriculum, for descriptions of the courses on the "Nature of the World and of M a n , " a science survey, and on the "History of Civilization." 36. O. G . Jones, "Modern Scholasticism," School and Society, X X X I (March 8, 1 9 3 0 ) , 337-39. Rebuttal was offered by C. W . Chenoweth in "Orientation and Scholasticism," School and Society, X X X I (April, 1 9 3 0 ) , 5 6 9 - 7 1 . 37. " T h e Survey Course: a Problem in Integration," The Social Studies, X X V (March, 1 9 3 4 ) , 1 3 7 . 38. "Orientation Courses," School and Society, X L (September 22, 1 9 3 4 ) , 376. 39. " A Challenge to Survey Courses," Bulletin of the Association of American Colleges, X X I I (December, 1 9 3 6 ) , 572-80.

NOTES

FOR

PAGES

83-85

153

40. Schiller Scroggs, "Generality in the General Course," Bulletin of the Association of American Colleges, X X I V (December, 1 9 3 8 ) , 485. 4 1 . " T h e Evolution of the Arts College: Recent Changes at Columbia," Columbia University Quarterly, X X I X (March, 1937)» 3 3 - 3 8 · 42. "General Education in Experimental Liberal Arts Colleges," General Education in the American College, edited by G. M . Whipple, p. 1 9 5 ; an excellent discussion of the programs of the experimental colleges follows. For earlier statements, see Robert D . Leigh, "Plans for the Reorganization of the Curriculum of Bennington College," Recent Trends in American College Education, edited by W . S. Gray, and Donald Tewksbury, An Educational Program for Bard College. 43. Quoted from the catalogue of Bard College, 1938-39. See also Donald Tewksbury, of. cit., p. 4. 44. "Youth and the High School," General Education in the American College, edited by G . M. Whipple, p. 49. 45. Ibid., p. 59. For a list of the schools in the Progressive Education Association experiment, see the Thirty Schools Bulletin for April, 1 9 3 7 . An earlier summary of "Twenty Seven Senior High School Plans," by Robert D. Leigh, appears in Progressive Education, X , 372-80. For examples of these plans, see the detailed description of " T h e Ohio State University High School" curriculum in the Ohio State University Educational Research Bulletin, XXV (February 1 2 , 1 9 3 6 ) , 29-65, and the description of the "Cultural Backgrounds" course at John Burroughs High School, by Mark A . Neville, in "English as a Positive Factor in Correlation," The English Journal, X X V I I (January, 1 9 3 8 ) , 44-49. T h e State of California Department of Education Bulletin No. 6, October I, 1936, entitled Recent Developments in Secondary Education in California, contains a description of this experiment, a chart of the courses given appearing on p. 1 7 . The volume by L . Thomas Hopkins and others, entitled Integration: Its Meaning and Application (New York, Appleton-Century, 1 9 3 7 ) , contains descriptions of a number of core and integrated curricula.

154

NOTES

FOR

PAGES

86-90

46. "Trends in Secondary-School Programs of Studies," School Review, X L I (September, 1 9 3 3 ) , 497-507. 47. See catalogue of the State University of Iowa ( 1 9 3 7 - 3 8 ) , p. 1 3 0 . 48. "What Is a Liberal Education?" School and Society, X L V (June 1 2 , 1 9 3 7 ) , 806. 49. From a statement by Professor E . C. Hassold of the University of Louisville. 50. State universities: University System of Georgia, Montana State University; liberal arts colleges: Antioch College, College of St. Scholastica; junior colleges: Pasadena Junior College, George Williams College. 5 1 . State university: Oklahoma Agricultural and Mechanical College; endowed universities: American University, University of Chicago, University of Chicago Four Year College, University of Kansas City, Stanford University; liberal arts colleges: Florida State College for Women, Talladega College; junior colleges: Chicago City Junior Colleges ( 3 ) . 52. T h e Introductory General Course in the Humanities, a one-year course, is taken by freshmen and sophomores in the two-year College of the University of Chicago. A recently instituted three-year Humanities course is offered in the Four Year General College of the University of Chicago, which includes grades eleven to fourteen. 5 3 . Syllabus for the course in Creative Aesthetics, 1937-38, p. ι (mimeographed). 54. State universities: University of Arizona, University of Florida, West Virginia University; endowed universities: University of Akron, Illinois Wesleyan University, the Johns Hopkins University, Johnson C. Smith University, University of Omaha; liberal arts colleges: Alabama College, Dominican College of San Rafael, Duchesne College, Eureka College, Hendrix College, Macalester College, Rollins College, Scripps College; teachers college: Northwest Missouri State Teachers College. 55. Syllabus for the Comprehensive Course in the Humanities, University of Florida, 1 9 3 7 , prefatory statement (photolithographed).

NOTES

FOR

PAGES

90-96

155

56. Syllabus for Humanities 1 0 1 , Municipal University of Omaha, 1 9 3 6 - 3 7 , introductory statement (mimeographed). 57. Endowed universities: Bucknell University, University of Houston; liberal arts colleges: Allegheny College, Judson College, Missouri Valley College, Reed College, Queens College; teachers colleges: Colorado State College of Education, New Jersey State Teachers College, St. Cloud State Teachers College; junior college: Menlo Junior College. 58. W . S. Gray, editor, Preparation and In-Service Training of College Teachers, pp. 39-46. T h e quotation will be found on p. 40. 59. Growing in part out of the Columbia College Colloquium, in which Adler was a member of the instructional staff. 60. Leonard Carmichael, "Pragmatic Humanism and American Higher Education," School and Society, X L V I I I (November 19» I 9 3 8 ) > 6 4 0 . 6 1 . R . M . Hutchins, No Friendly Voice, pp. 3 0 - 3 1 , 32. For a more extensive presentation of President Hutchins's views, see his Higher Learning in America. 62. A . C. Eurich, " A Renewed Emphasis upon General Education," General Education in the American College, edited by G . M . Whipple, p. 6. 63. First set up as a special committee under Dean McKeon of the Division of the Humanities, but subsequently made a president's committee to avoid the supposition that the special committee should be regarded as a policy-making committee for the Humanities division. 64. All this material is a quotation, considerably condensed, from the exposition of the St. John's program contained in the catalogue for the year 1 9 3 7 - 3 8 and in the announcements for the academic year 1938-39, the first year in which this program was required of all students. T h e catalogue for the year 1938-39 contains an official statement on the program, together with a bibliography of articles on the course. 65. I. A. Richards, Interpretation in Teaching, pp. v, 12, 16. See pp. 395 ff. for an analysis of the interaction of these three arts; see also the excellent summary table of contents.

156

NOTES

FOR

PAGES

96-99

66. Norman Foerster, The Future of the Liberal College, pp. 72 ff. 67. Robert Shafer, "University and College," The Bookman, L X X I I I (May, June, July, 1 9 3 1 ) , 225-40, 387-400, 5 0 3 - 2 1 . T h e quotations are taken from the last of these three articles, subtitled " A New College in the Modern University," pp. 5 1 4 - 1 5 . 68. G . R. Elliott, "President Hyde and the American College," The American Review, I I (November, 1 9 3 3 ; March, 1 9 3 4 ) , 1-26, 143-69. Elliott's plan is designed as a remedy for the situation in which a student "is free to become a Bachelor of Arts by missing the chief works of human art, of human making, from the Odyssey, let's say, down to Faust; and by acquiring only a faint acquaintance with a baker's dozen (if his luck runs thus high) of the noblest persons in human history, from Confucius to Lincoln" (ibid., Vol. I I , March, 1 9 3 4 , p. 1 5 9 ) . 69. Norman Foerster, The Future of the Liberal College, p. 83. Foerster singles out for special dispraise the Humanities course at the University of Chicago as the "sketchiest of the f o u r " surveys offered (p. 5 7 ) . John S. P. Tatlock ably discusses the New Humanists' criticisms of American college and graduate teaching of literature as designed for historical and linguistic scholars, in "Twentieth Century 'Humanism' in Relation to Graduate Study and Research," Journal of Proceedings and Addresses of the Association of American Universities, X X X I I ( 1 9 3 0 ) , 150-60. See, in this connection, Foerster's American Scholar: a Study in Litterae Inhumaniores, cited in Part I I . 70. " T h e Future Place of the Humanities in Education," Journal of Proceedings and Addresses of the Association of American Universities, X X ( 1 9 1 8 ) , 86. 7 1 . "Scientific Humanism," School and Society, X L V I I I (November 1 2 , 1 9 3 8 ) , 6 1 3 - 1 4 . Burdell specifically rejects the humanism of Babbitt and More in favor of the Scientific Humanism of George Sarton and Lancelot Hogben. 72. Of. cit., pp. 640, 645. 73. W . H. Kilpatrick and others, The Educational Frontier, p. 292.

NOTES

FOR

PAGES

74. P . A . Schilpp, editor, Higher

100-103

Education

157

Faces the

Future,

p. 45. Alexander was referring more specifically to the philosophy behind the Humanities program at Scripps College, which

was

founded in 1928. For an excellent and condensed discussion o f the general historical background o f Alexander's topic, see R . F . Butts, " A Liberal Education and the Prescribed Curriculum in the American C o l l e g e , " Educational 1 9 3 7 ) , 548-64, and his The torical Conceptions

Record,

College

and Current

XVIII

Charts

(October,

Its Course:

His-

Proposals.

75. Page 20. 76. " R e c e n t LXXIX

Trends

in

the

Humanities,"

Science,

N.S.,

(March, 1934), 281.

7 7 . H o w a r d M u m f o r d Jones, " T h e American Scholar O n c e M o r e , " Harvard

Alumni

Bulletin,

XXXIX

( M a r c h 26, 1 9 3 7 ) ,

7 3 2 - 3 9 . T h e quotations are on pp. 7 3 8 and 7 3 7 . 78. Bulletin

of the Association

of American

Colleges,

XXIII

1937),

460-70.

( M a r c h , 1 9 3 7 ) , 63. 79. The

American

Scholar,

VI

(Autumn,

Several interesting suggestions on methodology are included in this article. 80. Proceedings

. . . of the Middle

leges and Secondary 81.

The

Saturday

1939), 3-4, Human

Schools,

States Association

of

Col-

1 9 3 7 - 3 8 , pp. 70-74.

Review

of Literature,

XX

(September 2,

16. See also, on this topic, Jacques Barzun,

Freedom,

Of

pp. 2 1 6 ff.

82. A . N . Whitehead,

The

Aims

of

Education

and

Other

Essays, p. 1. T h e volume includes an interesting discussion o f the "Classics and Education." 83. C f . Elementary

Percival Chubb, and Secondary

The

Teaching

School,

" T h e English Situation," School

of

English

in

the

p. 6, and Samuel T h u r b e r , Review,

XI

(March,

1903),

169-86. 84. Paul Shorey, " T h e Unity o f the Human Spirit," sentative Phi Beta Kappa Orations

Repre-

(edited by C l a r k S. Northrup,

William C . L a n e , and John C . S c h w a b ) , particularly pp. 482 and 500. 85. Frank Aydelotte, The

Oxford

Stamp, pp. 82-83.

i58

NOTES

FOR

PAGES

103-4

86. The Teaching of English in England, p. 11 8. 87. Page 65. 88. Journal of Higher Education, X (June, 1 9 3 9 ) , 3 3 0 - 3 3 . The quotations are on pp. 3 3 0 and 3 3 2 . 89. " A n examination of the current catalogues of 5 1 8 representative institutions of higher learning reveals the fact that of this number 1 1 5 are now offering a course in world-literature or its equivalent" ( W . H. Coleman, " T h e Background of the Humanities," The English Journal, College Edition, Vol. X X V , May, 1936, pp. 399-400). Coleman's article includes a detailed description of the World Literature course at Bucknell University, which is intended as a "background for the Humanities." Among the institutions offering World Literature courses as part o f , or in addition to, Humanities courses are Antioch College, Colgate University, the University of Florida, Missouri Valley College, Pasadena Junior College, and Stephens College. 90. A Correlated Curriculum, a report of the Committee on Correlation of the National Council of the Teachers of English, p. 1 3 3 . Examples of functional units of world literature in English courses, together with the outline and reading list of the course in "World Literature by Races and Periods" at the Swarthmore High School, Pennsylvania, are given in the succeeding pages. See also Ν. M . Cross, "World Literature for High Schools," Secondary Education, V (January, 1 9 3 6 ) , 7 - 1 0 ; J . R . Barnes, "World-Literature," The English Journal, X X V I (November, 1 9 3 7 ) , 7 3 4 - 3 9 ; B. J . R . Stolper, "World Literature in the High School," The English Journal, X X I V (June, 1 9 3 5 ) , 480-84; and F . G . Sweeney, E . F . Barry, and A. E . Schoelkopf, Western Youth Meets Eastern Culture, (New York, Lincoln School, 1 9 3 2 ) , a description of an integration of Social Studies, English, and Art in the junior high school. The program discussed in this last volume is an example of the unified study of a foreign culture, a type of course similar to that advocated by W . V. Kaulfers in "Orientation Courses in National Cultures," Progressive Education, X I V (March, 1 9 3 7 ) , 195-98. See, in this connection, Harden, Marshall, and Arm-

NOTES

FOR

PAGES

104-6

159

strong, "Introducing High School Students to Cultures other than Their O w n , " Teachers College Record, X X X V I ( M a y , 1 9 3 5 ) , 675-87. This is a description of courses given at Horace Mann High School, N e w York. 91. Teachers College Record, X X X I X (October, 1 9 3 7 ) , 31-50. For other types of programs, see An Experience Curriculum in English, edited by W . Wilber Hatfield ( N e w York, Appleton-Century, 1 9 3 5 ) , and The Development of a Modern Program in English, Ninth Yearbook of the Department of Supervisors and Directors o f Instruction of the National Education Association, edited by M . W . Shattuck. 92. " A Renewed Emphasis upon General Education," Gen~ eral Education in the American College, edited by G . M . Whipple, p. 7. 93. A . M . Palmer and G . Holten, "College Instruction in A r t , " Bulletin of the Association of American Colleges, X I X (December, 1 9 3 3 ) , 3 6 1 - 4 1 8 . 94. See Rolla M . T r y o n , " T h e Social Studies as School Subjects," Part X I , Report of the Commission on the Social Studies ( N e w Y o r k , Scribner, 1 9 3 5 ) ; Edgar Bruce Wesley, Teaching the Social Studies: Theory and Practice, (Boston, Heath, 1 9 3 7 ) , •passim; and also the section devoted to Social Science surveys in B. L . Johnson, What about Survey Courses? 95. A section of Johnson's What about Survey Courses? is given to these courses. See also Adventures in Liberal and Cultural Education, State University of Iowa, N . S., Bulletin No. 992; Addison Hibbard, " A Correlation Program at Northwestern," Journal of Higher Education, I V (January, 1 9 3 3 ) , 24-26; and Η. H . Ryan, "Integration and the Education of Teachers," Curriculum Journal, I X ( M a y , 1938), 222-25. 96. T h e order is as follows: 1921: Reed College; 7922-27: no new courses; 1 9 2 8 : N e w Jersey State Teachers College, Scripps College, Stephens College; / 9 2 p : Allegheny College (Introduction to Literature; Introduction to Music added in 1932, Introduction to A r t in 1 9 3 7 ) ; 1930: Antioch College, Colgate University, the Johns Hopkins University; 1931: University of Chicago, Colorado State College of Education, Missouri

l6o

NOTES

FOR

PAGES

106-7

Valley College; 1 9 3 2 : Bucknell University, Illinois Wesleyan University, University of Louisville; 1933: University of Arizona, Montana State University, Municipal University of Omaha, Talladega College; 1934: Alabama College, Chicago City Junior Colleges, Hendrix College, University of Houston, Northwest Missouri State Teachers College, Pasadena Junior College, St. Cloud State Teachers College; 1935: University of Akron, Eureka College, George Williams College, University System of Georgia ( 1 5 units), Stanford University; 1936: University of Florida, Florida State College for Women, Menlo Junior College (Western Civilization; World Literature added in 1 9 3 7 ) ; 1 9 3 7 · University of Chicago Four Year College, Columbia College of Columbia University, Dominican College of San Rafael, Duchesne College, University of Kansas City, Oklahoma Agricultural and Mechanical College, Queens College, College of St. Scholastica, West Virginia University; 1938: Johnson C . Smith University, Judson College; 1939: American University, Macalester College, Rollins College. 97. The notes for this section, in which individual Humanities courses are discussed in detail, give references to articles on these courses and to the syllabi, course outlines, and reading lists which were consulted for the purposes of this study. The latter materials, as well as additional information on these courses, were very kindly supplied by persons engaged in the administration of Humanities courses at different institutions, in answer to letters of inquiry. A list of these individuals is appended in Note 1 4 1 , and a list of the materials supplied will be found in the Bibliography. T h e latest catalogues of all of these institutions have been consulted, and if no further reference is given in a note, the catalogue description is the source of the data in the text. 98. See R . F . Scholz, " T h e Curriculum at Reed College," Educational Record, IV (April, 1 9 2 3 ) , 48-58, and E . O . Sisson, " A n Experimental College in Its Twentieth Y e a r , " School and Society, X X X I I I (February 28, 1 9 3 1 ) , 289-94, and also Assignments, Reading Lists, and Syllabi for General Literature 1 1 and History of Civilization I I , Reed College, 1936-37 (mimeographed).

NOTES

FOR

PAGES

108-11

161

99. Alexander Meiklejohn, The Experimental College, p. xvi. 100. Ibid., p. 68. 1 0 1 . Ibid., pp. 72-75. 102. See W . W . Charters, The Stephens College Program for the Education of Women, passim, and also The Study of the Humanities (Stephens College), 1 9 3 7 , by Louise Dudley and Austin Faricy. 103. See W . S. Ament, "Literature in Its Humane Setting," The English Journal, College Edition, X X I I I (November, 1 9 3 4 ) , 758-62, and also Scripps College Course in First Year Humanities, 1938-39, and Sophomore Humanities Syllabus, 193839 (mimeographed). 104. See B. L . Johnson, What about Survey Courses? pp. 337-45, and Η. H. Ryan, "Integration and the Education of Teachers," Curriculum Journal, I X (May, 1 9 3 8 ) , 222-25. 105. See J . L . Ross, "What Should the Freshmen R e a d ? " The English Journal, College Edition, X X V (November, 1 9 3 6 ) , 749-52, and W . P. Tolley, " T h e New Allegheny Curriculum," Bulletin of the Association of American Colleges, X X (December, 1 9 3 4 ) , 583-85. 106. See R . S. Stites, "Can Appreciation be Taught?" Bulletin of the Association of American Colleges, X X I I (December, 1 9 3 6 ) , 559-67, and A. E . Morgan, " T h e Antioch Program," Journal of Higher Education, I (December, 1 9 3 0 ) , 497-502, and also the Syllabus for Creative Aesthetics, Antioch College, 1 9 3 7 - 3 8 (mimeographed). 107. See George Boas, " A New Collegiate Curriculum at the Johns Hopkins University," School and Society, X X X I I I (May 30, 1 9 3 1 ) , 7 3 1 - 3 4 , and F . C. Lane, "Why Begin at the Beginning?" Proceedings of the Middle States Association of History and Social Science Teachers, X X X V (1937)> 73-77, and also the Syllabus for the History of Occidental Civilization, College of Arts and Sciences of the Johns Hopkins University (photolithographed). 108. See E . G . Bewkes discussion in B. L . Johnson, What about Survey Courses? pp. 78-90; J . F . Fitchen I I I , " A Challenge," Journal of Higher Education, V I I I (March, April,

IÖ2

NOTES

FOR

PAGES

112-13

1 9 3 7 ) , 1 1 7 - 2 2 , 194-200; C. H. Thurber, " T h e Colgate Plan," Journal of Higher Education, I V (February, 1 9 3 3 ) , 59-66. 109. On the program of the Colorado State Teachers College, see Ε . E . Mohr's remarks in B. L . Johnson, What about Survey Courses? pp. 3 0 1 - 1 0 , and see G . M . Whipple, editor, General Education in the American College, pp. 262 ff. On Missouri Valley College, see C . L . Miller, " T h e Missouri Valley Plan," Journal of Higher Education. V (May, 1 9 3 4 ) , 259-63. 1 1 0 . See W . S. Gray, editor, "Prospects and Difficulties of a general course in the Humanities at the University of Chicago," Recent Trends in American College Education, pp. 68 ff., and J . L . Cate, " A n Introductory General Course in the Humanities," The Social Studies, X X V I I (March, 1 9 3 6 ) , 157-64, and also the Syllabus for the Introductory General Course in the Humanities (University of Chicago), Seventh Edition, 1 9 3 7 , edited by Keniston, Schevill, and Scott (photolithographed). i n . See Ε . T . Newland's notes in B. L . Johnson, What about Survey Courses? pp. 4 5 - 5 7 ; W . E . Uphaus, "Bucknell's Question," Journal of Higher Education, V (December, 1 9 3 4 ) , 485-89; W . H. Coleman, " T h e Background of the Humanities," The English Journal, College Edition, X X V (May, 1 9 3 6 ) , 399410. 1 1 2 . See the discussion in B. L . Johnson, What about Survey Courses? pp. 1 3 0 - 5 0 ; E . C. Hassold, "From Sophomore English to the Humanities," The English Journal, College Edition, X X V (January, 1 9 3 6 ) , 47-56; E . W . McDowell, " A General Humanities Course," Journal of Higher Education, V I I (January, 1 9 3 6 ) , 1 6 - 2 2 ; and also the Outline for Humanities 2 0 1 - 2 0 2 , University of Louisville, 1 9 3 8 - 3 9 (mimeographed). 1 1 3 . See the announcement of this course in the Bulletin of the Association of American Colleges, XX (December, 1 9 3 4 ) , 586, and also the Syllabus for the General Course in the Humanities (University of Arizona), Fifth Edition, 1 9 3 7 , edited by Fowler, Solve, and Schneck (photolithographed). 1 1 4 . Wilfred Payne, " T h e Rational Construction of a College Curriculum" (typewritten manuscript), and see the Syllabus

NOTES

FOR

PAGES

115-17

163

for Humanides 1 0 1 , University of Omaha, 1936-37 (mimeographed). 1 1 5 . See W . W . Kemmerer, "Progress of the General College of the University of Houston," in Role of Research trt Educational Progress (Official Report of the American Educational Research Association), pp. 1 1 3 - 2 0 . The materials of both these courses are combined in a course called " T h e Cultural Arts." 1 1 6 . On the Hendrix College program, see T . S. Staples in B. L . Johnson, What about Survey Courses? pp. 122-29. 1 1 7 . See Max D . Englehart's discussion in Johnson, What about Survey Courses? pp. 70-77, and see H. J . Coppock, "Student Attitude toward Survey Courses," Junior College Journal, V I I (March, 1 9 3 7 ) , 3 0 8 - 1 1 , and also the Syllabus for Humanities Survey 2 0 1 - 2 0 2 (Chicago City Junior Colleges), 1938, edited by Dorothy Weil and others. 1 1 8 . See J . W . Harbeson, " T h e Pasadena Junior College Experiment," Junior College Journal, I I (October, 1 9 3 1 ) , 4 - 1 0 , and " T h e Experimental Program at Pasadena Junior College," Junior College Journal, V I I I (April, 1 9 3 8 ) , 3 5 2 - 5 5 , and B. L . Johnson, What about Survey Courses? pp. 184-99. 1 1 9 . Lorraine Peter, "Another Orientation Course," The Social Studies, X X I X (January, 1 9 3 8 ) , 27-29. See also M . L . Orr, "Curriculum Revision at Alabama College," Journal of Higher Education, V I (April, 1 9 3 5 ) , 179-84, and the Syllabus and Reading Lists for History of Civilization, Alabama College, 1938-39 (mimeographed). 120. See the Outline for Humanities, University of Akron ( mimeographed ). 1 2 1 . See F . S. Beers' remarks in B. L . Johnson, What about Survey Courses? pp. 1 0 9 - 2 1 , and also the Art Book for the Course in Humanities, University System of Georgia, 1 9 3 5 . T h e first volume of this syllabus is no longer in use. The University System of Georgia is composed of the following institutions: senior institutions: University of Georgia, Georgia School of Technology, University of Georgia School of Medicine, Georgia State College for Women, Georgia State Women's Col-

164

NOTES

FOR

PAGES

118-22

lege, South Georgia Teachers College; junior colleges: North Georgia College, Abraham Baldwin Agricultural College, Georgia Southwestern College, Middle Georgia College, South Georgia College, West Georgia College; institutions for Negroes: Georgia State Industrial College, Georgia State Normal and Agricultural College, Georgia State Teachers and Agricultural College. 1 2 2 . See the Outline for Humanities 107, Eureka College, X 939-40. 1 2 3 . See the Syllabus for History of Western Civilization, Stanford University, 1 9 3 5 - 3 6 and 1938-39 (photolithographed). 124. This information was kindly supplied by Professor A . A . Friedrich in a personal interview. 1 2 5 . See above, Note 22, and also the Syllabus for the Comprehensive Course in the Humanities, University of Florida, 1937 ( photolithographed ). 126. Matthew Evans, "History of Civilization," typewritten manuscript describing this course at the Menlo School and Junior College. 1 2 7 . See G . M . Whipple, editor, General Education in the American College, pp. 1 2 1 if. 1 2 8 . A Report on the General Humanities by the Committee on the Humanities of Duchesne College (mimeographed statement). 129. See Η. E . Hawkes, "Curriculum Revision at Columbia College," Educational Record, X (January, 1 9 2 9 ) , 29-39, and " T h e Evolution of the Arts College: Recent Changes at Columbia," Columbia University Quarterly, X X I X (March, 1 9 3 7 ) , 3 3 - 3 8 ; Jacques Barzun, " T h e Humanities: Proper Study of Mankind," The English Journal, College Edition, X X V I I (October, 1 9 3 8 ) , 6 3 7 - 4 8 ; James Gutmann, " T h e Columbia College Colloquium," Columbia University Quarterly, XXIX (March, 1 9 3 7 ) , 47-54. 1 3 0 . J . B. Brebner and others, editors, Classics οf the Western World (with forewords by John Erskine and Everett Dean Martin), p. I I . 1 3 1 . Ibid., pp. 1 3 - 1 4 . 1 3 2 . Ibid., p. 24. This is a revised version of the 1927 edition

NOTES

FOR

PAGES

123-28

165

of the reading list, which was preceded by an Outline of Readings tn Imfortant Books, prepared for the General Honors Course (New York, Columbia University Press, 1 9 2 4 ) . 1 3 3 . President Boucher, formerly dean of the College at the University of Chicago and author of The Chicago College Plan, appointed this committee. Mr. Boucher is now chancellor of the University of Nebraska. 1 3 4 . See An Abridged Outline of the Humanities General Course, West Virginia University, 1937 (mimeographed), and also Syllabus for the Humanities General Course, College of Arts and Sciences, West Virginia University, 1 9 3 7 - 3 8 (mimeographed), and Second Edition, 1938-39. 1 3 5 . From a statement by Hans H. Andersen, chairman of the course. 1 3 6 . See The Curriculum for the Liberal Arts College, Rollins College, 1 9 3 1 . 1 3 7 . See Ε. H. Wilkins, " T h e Revision at Oberlin College," Journal of Higher Education, I I (February, 1 9 3 1 ) , 66-68. 138. See "College of Arts and Sciences at the University of Illinois," School and Society, L (July 1 , 1 9 3 9 ) , 1 2 . 1 3 9 . From a typewritten manuscript by William S. Lynch (head of the Department of Humanities of Cooper Union), p. 1 . 140. From a statement by Dean Robert G . Caldwell. 1 4 1 . Information for this discussion of Humanities courses and programs has also been supplied by letters from the following persons: Donald A . Keister, director of the Humanities survey, University of Akron; Mary E . McWilliams, associate professor of history, Alabama College; Beatrice B. Cotton, assistant registrar, Allegheny College; Raymond S. Stites, professor of aesthetics, Antioch College; E. R . Riesen, dean of the College of Liberal Arts, University of Arizona; John F . Fitchen I I I , acting head, Department of Fine Arts, Colgate University; Τ . E . Wiggins, registrar, Eureka College; W . W . Little, head of the General College, University of Florida; Frazier Moore, director of the University of Georgia Press, University of Georgia; Edwin M . Everett, professor of English, University of Georgia; Benjamin F . Shambaugh, professor of political science, the State Uni-

166

NOTES

FOR

PAGES

129-30

versity o f I o w a ; Frederic C . Lane, professor of history, the Johns Hopkins University; Mary McMillan, registrar, Judson College; Ernest C . Hassold, head of the Division of the Humanities, University of Louisville; Robert G . Caldwell, dean of the Humanities, Massachusetts Institute of Technology; C . P. Spruill, Jr., dean of the General College, University o f North Carolina; Louis E . Lord, professor of classics, Oberlin College; Hans H. Andersen, chairman of the General Courses in Humanities, Oklahoma Agricultural and Mechanical College; W i l f r e d Payne, professor of philosophy and chairman of the Humanities, Municipal University of Omaha; Glenn L . Lembke, secondary-curricular coordinator, Pasadena Junior College; Administration Office, Reed College; John W . Darr, professor of religion, Scripps College; Edgar E . Robinson, executive head of the Department of History, Stanford University; Mary Lilleskov, registrar, St. Cloud State Teachers College; Louise Dudley, head of the Division of the Humanities, Stephens College; S. F . Crocker, chairman o f the Humanities General Course, West Virginia University; R . Franklin Thompson, professor of the classics, Willamette University; Dorothy Weil, director of Humanities, Woodrow Wilson Junior College; Curtis G . Benjamin, director, College Department, M c Graw-Hill Book Company; Mother H. Casey, dean, Duchesne College, Omaha, Nebraska; Mary Q . Lewis, assistant to the director, Cooperative Study in General Education, Chicago, Illinois; Nicholas Moseley, consultant in the Humanities, the General Education Board; John M . Stalnaker, consultant examiner of the College Entrance Examination Board.

CONCLUSION

1. These conclusions are the product not only of this study, but also of the other cooperative "Studies in the Humanities" under way at Teachers College of Columbia University. This statement accordingly represents the combined judgment of several workers. 2. Notwithstanding the examples of President Wriston of Brown University and President Hutchins of the University of Chicago.

NOTES

FOR

PAGES

130-32

167

3. Louise Μ . Rosenblatt's Literature as Exploration points in this direction without so explicitly invoking Comparative Literature, etc. 4. See Note 34 in Part I I I . 5. This is true also of such examinations in Social Sciences and Natural Sciences. T h e general-education emphasis as a whole faces this problem of common and differentiating techniques. 6. From an address by Lennox Grey in Cleveland, March, 1939 (mimeographed).

B I B L I O G R A P H Y HISTORICAL HUMANISM

AND AND

CRITICAL THE

WORKS

ON

HUMANITIES

Adam, Adela. Need for a Course of Study in Classical and Later Literature Combined. Cambridge, Bowes, 1912. American Classical League. Reprints o f "Study of Latin and Greek and the Democracy," by A . Croiset; "Greek in E n g lish," by F . P. Donnelly; " O u r Need of the Classics," by J. H. Finley; " A n Engineer's View of Classical Study," by J . N . Vedder; "High Schools and Classics," by F . Ireland. Princeton, American Classical League, 1919. American College, T h e . A Series of Papers Setting Forth the Program, Achievements, Present Status, and Probable Future of the American College. N e w Y o r k , Henry Holt, 1915. Ames, Edward S. Humanism. Chicago, Chicago Literary Club, 1931. Angela, Sister. " A Progressive College Curriculum," The Catholic Educational Review, X X X I V (April, 1 9 3 6 ) , 216-19. Arbousse-Bastide, Paul, editor. Pour un humanisme nouveau. Cahiers de Foi et Vie. Paris, 1930. Arnold, Matthew. Discourses in America. London, Macmillan, 1885. Culture and Anarchy: an Essay in Political and Social Criticism. London, Smith, 1909. Ashmore, Sidney G . T h e Classics and Modern Training: a Series of Addresses Suggestive of the Value of Classical Studies to Education. N e w York, Putnam, 1905. Atkinson, William P. Liberal Education of the Nineteenth Century. N e w York, Appleton, 1873.

170

BIBLIOGRAPHY

Auer, J . A. C. F . Humanism States Its Case. Lowell Institute Lectures for 1932. Boston, Beacon Press, 1933. Babbitt, Irving. Humanist and Specialist. Brown University Papers, No. 3. Providence, Brown University Press, 1926. Literature and the American College: Essays in Defense of the Humanities. Boston, Houghton Mifflin, 1908. "The Humanities," The Atlantic Monthly, L X X X I X (June, 1902), 770-79. Beach, Joseph Warren. The Concept of Nature in Nineteenth Century English Poetry. New York, Macmillan, 1936. Benda, Julien. " L a Civilization et les humanites," Nouvelle Revue de Hongrie, L I I (May, 1 9 3 5 ) , 476-84. Benson, A. C. "The Place of the Classics in Secondary Education," The Nineteenth Century and After, L X V I I I (November, 1 9 1 0 ) , 868-76. Bernbaum, Ernest. "The Practical Results of the Humanistic Theories," The English Journal, College Edition, X X (February, 1 9 3 1 ) , 103-9. Bernes, Henri. "Une Enquete sur l'education humaniste," Revue Universitaire, X L (February, 1 9 3 1 ) , 1 1 3 - 2 5 . Blum, Leon. "Quarante Ans de guerre aux etudes classiques," Revue des Deux Mondes, X V I I I (November, 1 9 3 3 ) , 102-17. Boll, Marcel. "Les Humanites modernes," Mercure de France, C C L X X X I I I (April 15, 1938), 430-35. Boynton, Percy H. The Challenge of Modern Criticism. Chicago, Rockwell, 1 9 3 1 . Bougie, Celestin. "Humanism," the Julius and Rosa Sachs Lecture of April 20, 1938, Teachers College Record, X X X I X (May, 1938), 685-700. Bradley, A. C. A Commentary on Tennyson's "In Memoriam." London, Macmillan, 1907. Bremond, Henri. Autour de l'humanisme d'Erasme a Pascal. Paris, Editions Bernhard Grasset [ 1 9 3 7 ] . Browne, Henry. Our Renaissance: Essays on the Reform arid Revival of the Classical Studies. London, Longmans, Green, 1 9 1 7 .

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Schilpp, Paul Arthur, editor. Higher Education Faces the Future. New York, Horace Liveright, 1930. Scholz, R. F. " T h e Curriculum at Reed College," Educational Record, I V (April, 1 9 2 3 ) , 48-58. Schütze, Martin. Academic Illusions in the Field of Letters and the Arts. Chicago, University of Chicago Press, 1 9 3 3 . Scroggs, Schiller. "Generality in the General Course," Bulletin of the Association of American Colleges, X X I V (December, 1 9 3 8 ) , 482-86. Shafer, Robert. "University and College," The Bookman, L X X I I I (May, June, July, 1 9 3 1 ) , 225-40, 387-400, 503-21. Shattuck, M. W . , editor. The Development of a Modern Program in English. Department of Supervisors and Directors of Instruction of the National Education Association, Ninth Yearbook. Washington, 1936. Sibley, R . P. "Orientation Courses," School and Society, X L (September 22, 1 9 3 4 ) , 3 7 3 - 7 7 . Sisson, Edward O. " A n Experimental College in Its Twentieth Y e a r , " School and Society, X X X I I I (February 28, 1 9 3 1 ) , 289-94. Stites, Raymond S. "Can Appreciation Be Taught?" Bulletin of the Association of American Colleges, X X I I (December, 1 9 3 6 ) , 559-68. Stolper, B. J . R . "World Literature in the High School," The English Journal, X X I V (June, 1 9 3 5 ) , 480-84. Sullens, Zay Rusk. "Individualized Procedure in the Sophomore Survey," The English Journal, College Edition, X X I V (November, 1 9 3 5 ) , 746-56. Tatlock, John S. P. "Twentieth Century 'Humanism' in Relation to Graduate Study and Research," Journal of Proceedings and Addresses of the Association of American Universities, X X X I I ( 1 9 3 0 ) , 150-60. Teaching of English in England, The. Report of the Departmental Committee appointed by the President of the Board of Education. London, His Majesty's Stationer's Office, 1921.

188

BIBLIOGRAPHY

Tewksbury, Donald. An Educational Program for Bard College. New York, Columbia University [ 1934J. Thurber, Clarence Howe. " T h e Colgate Plan," Journal of Higher Education, IV (February, 1933), 59-66. "New Educational Program at the University of Redlands," School and Society, X L I (February 23, 1936), 250. Thurber, Samuel. " T h e English Situation," School Review, X I (March, 1903), 169-86. Tolley, William P. " T h e New Allegheny Curriculum," Bulletin of the Association of American Colleges, X X (December, 1934), 583-85· Uphaus, William E. "Bucknell's Question," Journal of Higher Education, V (December, 1934), 485-89. Warnock, Robert. " T h e World Literature Survey," The English Journal, College Edition, X X V I I (January, 1938), 50-56. Whipple, Guy Montrose, editor. General Education in the American College. National Society for the Study of Education, Thirty-eighth Yearbook, Part II. Bloomington, 111., Public School Publishing Co., 1939. Whitehead, Alfred North. The Aims of Education and Other Essays. New York, Macmillan, 1929. Whitney, F. L. The Junior College in America. Colorado State Teachers College Education Series, No. 5. Greeley, Colorado State Teachers College, 1928. Wükins, Ernest H. " T h e Revision at Oberlin College," Journal of Higher Education, II (February, 1931), 66-68. Wilson, George D. "Broadening the Junior College Curriculum," Junior College Journal, IV (March, 1934), 290-96. Wooster, Harvey A. " T o Unify the Liberal-Arts Curriculum," Journal of Higher Education, I I I (October, 1 9 3 2 ) , 373-80. Zinsser, Hans. "What Is a Liberal Education?" School and Society, X L V (June 12, 1937), 801-7.

BIBLIOGRAPHY S Y L L A B I , C O U R S E O U T L I N E S , AND R E A D I N G

189 LISTS

Akron, University of. Humanities: Outline. Mimeographed. Alabama College. History of Civilization: Syllabus and Reading Lists, 1938-39. Mimeographed. Antioch College. Aesthetics 1 0 3 - 1 0 4 and Creative Aesthetics: Syllabus, 1 9 3 7 - 3 8 . Mimeographed. Arizona, University o f . General Course in the Humanities: Syllabus, edited by F . H. Fowler, Μ . T . Solve, and Μ . M . R . Schneck. Fifth Edition. Ann Arbor, Mich., Edwards Brothers, 1 9 3 7 . Photolithographed. Chicago, University of. Introductory General Course in the Humanities: Syllabus, edited by Hay ward Keniston, Ferdinand Schevill, and Arthur P. Scott. Seventh Edition. 1937. Photolithographed. Chicago City Junior Colleges. Humanities Survey 2 0 1 - 2 0 2 : Syllabus, edited by Dorothy Weil and others. Chicago, 1938· Eureka College. Humanities 107 : Outline, 1939-40. Mimeographed. Florida, University o f . Comprehensive Course in the Humanities: Syllabus, 1 9 3 7 . Photolithographed. Georgia, University System of. Course in the Humanities: Art Book. Athens, Ga., Division of Publications, University of Georgia, 1 9 3 5 . Johns Hopkins University, The, College of Arts and Sciences. History of Occidental Civilization: Syllabus. Ann Arbor, Mich., Edwards Brothers, 1 9 3 8 . Photolithographed. Louisville, University o f . Humanities 2 0 1 - 2 0 2 : Outline, 1938-39. Mimeographed. Menlo School and Junior College. History of Western Civilization: Syllabus and Reading Lists. Mimeographed. Oklahoma Agricultural and Mechanical College. Humanities 214—Western Culture: Outline, 1939-40. Mimeographed. Omaha, University of. Humanities 1 0 1 : Syllabus, 1 9 3 6 - 3 7 . Mimeographed.

190

BIBLIOGRAPHY

Reed College. General Literature 1 1 and History of Civilization i i : Assignments, Reading Lists and Syllabi, 1 9 3 6 - 3 7 . Mimeographed. Scripps College. Scripps College Course in First Year Humanities, 1938-39, and Sophomore Humanities Syllabus, 1938-39. Mimeographed. Stanford University. History of Western Civilization: Syllabus, 1938-39. Photolithographed. Stephens College. The Study of the Humanities, by Louise Dudley and Austin Fancy. 1937. West Virginia University, College of Arts and Sciences. Humanities General Course: Syllabus. Second Edition, 1938-39. Morgantown, W . Va., 1938.

INDEX Academies in eighteenth-century

Amer-

ica. 43 Adler, Mortimer,

"great book·"

plan,

93 Administrative organization, see Curricular and administrative organization Aesthetic experience as hypothetical core of Humanities, 1 3 1 " A g e of Erudition," 36 Agricola, 32 Akron, University of, Humanities course, 10, 27, 1 1 6 , 160 Alabama College, Humanities course, 18, 1 1 4 , 1 1 6 , 160 Aldus Manutius, printer, 31 Alexander, Hartley Burr, attitude toward Humanities, 100, 1 5 7 Allegheny College, Humanities program, 19, 9 1 , 109, I J 9 American Association of University Professors, study of survey and orientation courses, 81 American Classical League, classical investigation, 43, 48 f.i pamphlets on classics in education, 47 American Council on Education, Commission on Teacher Education, 87 American University, Humanities course, 10, 1 2 s , 160 Ames, Edward Scribner, on religious humanism, 63, 1 4 $ Anderson, Ruth E., and Robert L. Kelly, study of curriculum organization, 7 7 f. Angela, Sister, on relation of present needs to preservation of classic heritage. 139 Anglo-Saxony and Its Tradition (Catlin), excerpt, 70

Antioch College, Humanities course, 18, 26, 89, 1 1 0 , i ; 8 , 159 Arbousse-Bastide, Paul, inquiry into French humanism, 60 Arizona, University of, Humanities course, 10, 24, 1 1 3 , 160 Arnold, Matthew, share in literature versus science controversy, 38 f., 40 Arnold, Thomas, revision of curriculum at Rugby, 39 "Artistic principles," type of survey course, 8 8 ; study of fundamental aesthetic principles, 36 Arts, controversy with science, 381 see also Literature, controversy with science Ascham, Roger, The Scholemaster, 35 Ashmore, Sidney, defense of classical education, 46 Auer, J . A. C. F., on religious humanism, 64 Aydelotte, Frank, English as humane letters, 103 Babbitt, Irving, principles of New Humanism, 56-J9, 62, 63, 64, 66 Bard College, experimental program, 84 Barker, Lewellys F., stand in science versus literature controversy, 47 Barnard College, Columbia University, three-year program of teacher education, 87 Barr, Stringfellow, "great books" plan, 93 Bennington College, experimental program, 84 Bentley, Richard, contributions to classical scholarship and education, 36 Bibliographic Monograph on the Value of the Classics, Δ (Hadzsits and Harley), 47

INDEX

1 9 2 Birmingham-Southern manities Blum,

division,

Leon,

University, 79,

Hu-

135

attitude

toward

classics,

60 Bobbitt,

Franklin,

aims, Boll,

on

general-education

course,

24,

89,

154,

156,

lege

Humanities

119,

120,

III,

159;

112,

113,

Four Y e a r

Col-

course,

147,

154,

experimentation,

11,

i6o;

25,

27,

86,

curricular

73;

junior-col-

lege and senior-college divisions,

148

Marcel,

attitude

toward

classics,

New

Plan,

78,

82,

83 \

78;

divisional

plan, 94

60 Boston

Latin

School,

43

Chicago

B o u g i e , C e l e s t i n , v i e w of h u m a n i s m ,

61

Bremond, Browne,

Henri,

63

literature controversy, William

with N e w

versus

association

57, 59

B r y c e , J a m e s , V i s c o u n t , share in science vertut

literature Scott,

controversy, "great

Harold,

plan,

University, Edwin

Humanities 158,

Sharp,

Scientific Humanism,

pro-

Chrysoloras,

Manuel,

Civilization,

H u m a n t i e s courses

involve

survey

definition

of

69

Oscar James,

51,

67 }

93}

of

English

discussion

of

revival

Count,

a n d t h e classics,

C a t h o l i c h u m a n i s m , 62 f., ism,

and

course, Challenge cier),

to

59.

Western

Humanism,

American

The

queried,

Catholic

humanism to

not

study

scholarship

fate

60 i

Their

Status

in

Colgate

History

ricular

riculum

ability

and

139,

see

Present

49

of

St.

Paul's

Humanities

course,

in,

158,

159»

7 ff. 24,

cur-

25

universities, in,

colleges, and

102,

and

experimentation, and

as

71,

Thet

founder

no,

Humanities

lit·

136

University, 87,

junior Humanities

33,

68,

teacher,

Education,

John,

School,

with

displaced

on

ex-

education

concerned

depends

140}

confined

of,

individual

and

49-$ 1 ,

Humanism

63

de-

48 f.;

education,

French and

4$}

investigation,

also

humanism

43-49 >

American

value

of

(Mer-

361.\ position

ary

Colleges

of,

education,

skill

Civilization"

Ren-

scholarship

42 f.;

49«

"In-

Italian

England,

study,

human-

College,

in

investigation,

humanistic

61

University

by

disciplin-

18,

to e d u c a t i o n ,

41

viewed

51 i

chief

105 of

science

v e l o p m e n t s since 1900, 4 $ ;

Colet, Teachers

C h a r m o t , F . , applies C a t h o l i c Chicago,

education

Classics:

of

in

30-32,

The

143

conception

State

troduction

learning

29,

66}

70

Central

in

Humanities

of

103 \

George,

stand

controversy,

humaniores,

34 education

26

terae

140

Catlin,

the,

clusively

103

98

Baldassare,

Courtier,

purpose

subjects,

Humanism,

Castiglloni, Catholic

on

Literature, to o t h e r

Leonard,

Pragmatic

32

Association,

classical

p e r i m e n t , 8$

Carmichael,

69

literature

English

C a l i f o r n i a , eleven-school coöperative ex-

relation

discussion

76

of h i s t o r y o f ,

versus

in

Comparative

115,

culture

aissance,

160

98

Calhoun, Robert Lowry,

Campbell,

114,

s o m e as i n c i p i e n t r e v i v a l o f , 2 9 , 1 2 8 }

6$

g r a m , 20, 9 1 , 1 1 2 , Burdell,

Humani-

89,

of

in education,

Classics,

Bucknell

25,

160

Classical

42

books"

93 Buck, P h i l o Μ.,

11,

Chinard, Gilbert,

42

Cary,

Humanism,

Buchanan,

City Junior Colleges, course,

Chidsey,

H e n r y , share i n science

Brownell,

ties 135,

B o y n t o n , P e r c y H . , 58

in

10,

115,

revival

(chart, 78,

administrative

of

10-23)1 79}

cur-

organiza-

INDEX t i o n , 25, 7 2 - 1 2 8 , 1 4 9 i N e w m a n ' s attitude toward, 3 7 ; land-grant institution·, 44, 1 5 0 ; effect of tremendous increase in attendance, 45'47> status of Latin and Greek studies, 4 8 ; function of, $ 7 ; general type, 78 f.; experimental type, 84 f. Colloquium at Columbia College, 27, 1 2 1 f. Colorado State College of Education, H u m a n t i e s program, 2 1 , 9 1 , i l l , 159 Columbia University, Columbia College H u m a n i t i e s course, n , 24, 27, 88, 1 1 9 , 1 2 0 - 2 2 , 1 6 0 j statement by committee of faculty of Teachers College, 75 i Columbia College survey courses, 821 Teachers College seminars in Humanities, 8 6 ) program of teacher education, 87 Committee on the Neglect of Science, stand in science versus literature controversy, 4 1 , 42 Comparative Literature, relation to humanism and Humanities, 65-68, 1 2 9 , 1 3 1 ; shift of emphasis from method to material, 67 Comprehensive examinations, role in Humanities, 1 3 0 , 1 5 1 f. C o n k l i n , E d w i n G., advocacy of a liberal education, 47 Constantinople, effect of fall upon Renaissance, 1 3 6 Cook, T h o m a s I., criticism of survey course, 82 Cooper U n i o n Schools of Engineering, initiation of Department of Humanities, 1 2 7 " C o r e curriculum" emphasis in high schools, 25, 73 Correlated Curriculum, A, position of English, 1 0 4 Coss, J o h n J . , on growth of modern Humanities, 7 Cottrell, D o n a l d P., on experimental colleges, 84 Council for Humanistic Studies, stand in science versus literature controversy, 4 1 Courtier, development of ideal of, 34

193

Cultural heritage, need for enlightened rediscovery of, 7 2 Culture and Anarchy ( A r n o l d ) , 38 Cunningham, W . F., criticism of survey course, 82 Curricular and administrative organization, 25, 7 2 - 1 2 8 , 1 4 9 ; experimentation, 2 j , 8 5 ; core curricula, 25, 7 3 ; current discussion of general education, 25, 7 2 - 7 7 , 8 7 ; literature versus science controversy, 37-43, 685 E n g lish classical investigation, 4 2 f . ; position of classics in American education, 4 3 - 4 9 1 acceptance of flexible curriculum, 4 $ ; of Catholic schools, 5 0 ; divisional organization, 7 7 f.) general colleges, 78 t . ; j u n i o r colleges, 7 9 ; survey course, 8 0 - 8 4 ; distribution and content of H u m a n i ties courses, 87-92; educational theories and proposals bearing on the Humanities, 9 2 - 9 9 ; comments on functions of Humanities in education, 9 9 - 1 0 2 ; contributions of individual instructional fields, particularly literature, 1 0 2 - 6 ; outline of development of Humanities courses, 1 0 6 ; brief discussion of each course in chronological order, 107-28 Curtis, W i n t e r t o n C., on the relation between Humanities and science, 54 Dartmouth College, Humanities division, 79 Darwin, Erasmus, 40 Deffarari, Roy J . , on classics and Catholic education, 50 Dewey, J o h n , on humanism, 64; identification of philosophy with Scientific Humanism, 9 8 ; social aesthetics of, '3* Discussion-group method in Humanities courses, 27 Dominican College of San Rafael, Humanities course, 12, 90, 1 1 9 , 120, 160 Ducasse, C. J . , attitude toward H u m a n i ties, 1 0 1

194 Duchesne College, Humanities 1 2 , 90, 1 1 9 , ι ζ ο , 160

INDEX course,

ficole Normale Superieure, L ' , center of classical and general culture, 61 Edman, Irwin, attitude toward Humanities, 1 0 1 Education, revival of Humanities, 7 ft-; current discussion of general education, 2 j , 72-77, 8 7 ; curricular and administrative organization, 25, 7 2 - 1 2 8 , 149} litterae humaniores and revival of learning in Italian Renaissance, z 9> 3°"3 2 > 5 1 , 66; humanism in England, 32 ff.; of middle class in Renaissance England, 3 5 ; classical scholarship in England, 36 f.; literature versus science controversy, 37-43, 68} English classical investigation, 42 f.; position of classics in America, 43-49 i influence of technical, 44, 1 2 7 f . ; developments since 1900, 4 5 ; A m e r i c a n classical i n v e s t i g a t i · · , 48 f. i classics and Catholic schooling, 4 9 - 5 1 , 1 4 0 ; twentieth-century humanism, 5 ι ff.| New Humanism, 56-59, 64, 67, 96 f., 99, 1 2 9 ; demands for mass, 7 8 ; distribution and content of Humanities courses, 8 7 - 9 2 t h e o r i e s and proposals bearing on Humanities, 92-99, functions of Humanities in, 99-102 i see also Colleges and universities; High schools Educational Frontier, The, excerpt, 98 Eleven-school cooperative experiment, «5 Eliot, Charles William, elective system introduced by, 44 Elliott, G . R-, advocacy of New Humanism, 96 f., 1 4 2 , 1 5 6 Elyot, Sir Thomas, Boke of the Governour, 35 Endowed institutions, Humanities courses or programs, 2 4 ; organization of general colleges, 78 England, humanism in, 32, 33-36; classical scholarship and education in, 36 f.; classical investigation, 42 f.

English literature, contribution to Humanities, 102-6 Erasmus, Desiderius, 32, 33 Erskine, John, originates Columbia College General Honors Course, 1 2 1 "Erudition, A g e o f , " 36 Eureka College, Humanities course, 1 2 , 1 1 7 , 1 1 8 , 160 Eurich, Alvin C., on general education, 72, 74, 104, 147 Experimental colleges, 84 f. Experimentalists, proposals of the, 98 f. Faculty psychology, 44, 1 3 8 Farrar, F. W . , share in science versus literature controversy, 39, 4 2 Fausset, Hugh I ' Anson, 64 Ferrara, Guarino da Verona's school at, 3 1 , 32 Fine arts and Humanities, 26, 1 0 4 Fisher, John, 34 Fitts, C. T . , and F. H. Swift, The Construction of Orientation Courses for College Freshmen, 81, 151 Fitxhugh, Thomas, share in science versus literature controversy, 46 Fletcher, Jefferson B., 67 Flexner, Abraham, attitude toward Humanities, 52, 1 0 0 Florida, University of, Humanities course, 1 3 , 26, 90, 1 1 9 , 1 5 8 , l 6 o ; general-college plan, 78 Florida State College for Women, Humanities survey, 1 3 , 1 1 9 , 1 6 0 Foerster, Norman, 6 5 ; advocate of New Humanism, $9, 66, 86, 96 f. France, humanism compared with that of America, 59-62; attitude toward classics, 6 0 ; New Humanists' preference for tradition of, 67 Franklin, Benjamin, Academy at Philadelphia, 44 Gayley, Charles Mills, application of scientific methods to literature, 67 General colleges, 78 f.; see also Colleges and universities General education, current discussion

INDEX of, 2 5 , 72-77, 8 7 ;

persona] develop-

ment at primary objective, 74 f . ; visional

organization,

general

colleges,

leges, 79}

77 f.,

78 f . ;

di-

149 i

junior

the survey course,

col-

80-84}

experimental colleges, 84 t . ; problems and aims of, 1 4 7 , 148 General

Education Literature,

American of

Williams

course, 13, 1 1 7 ,

Humanities

160

course,

13,

24,

1 6 0 ; members o f , German

tradition

27,

117,

13;,

163

Meta,

ties,

in Comparative

Lit-

toward

Humani-

analysis

of

hu-

40 books"

plan

of

President 131

G r e e k scholars migrate to Italy,

136

studies, in Renaissance, 29, in

48 f . ; see also humanist, respect

69;

toward

College,

Humanities

course,

education,

toward,

37;

160 Newman's

status

of

attitude

Latin

see also

and

Colleges

and universities High

schools,

Humanities

courses

or

develop-

ment of public, 4 4 ; effect of tremen45-

4 7 ; teaching of classics in, 48 History, role in Humanities courses, 26 Lancelot,

advocates

Scientific

Humanism, $6, 141 Course" at Columbia

Univer-

Horizontal division of curriculum, 77 erature controversy, 40

32,

Houston,

University

of,

General

Col-

lege Humanities program, 2 1 , 9 1 , 1 1 4 ,

on central concern

H o w e l l s , W i l l i a m Dean, on application

education,

160

on recognition human

diversity

of in

146

Lennox,

related

attitude

£.,

Housman, A . £., on science versus lit-

Classics

for

Humanities, Grey,

Herbert

4.3 fT.,

American

Greene, Τ . M . , 9 9 i and

toward

sity, 27, 121 f

Hutchins, 6$, 92-95, 96, 99,

33;

attitude

13, 90, 1 1 4 , 1 1 5 ,

"Honors

Grattan, C. Hartley, 59

Greek

Swain, 101

survey course, 83

Hogben,

Grabo, C a r l , on Shelley's use of science,

"Great

social 54

" H i s t o r i c a l " survey course, 8 i , 88 Willystine,

manism, { I , 52

of

Paul

Humanities,

includes

Humanities,

dous increase in attendance, 4 1 ,

attiude

101

Goodsell,

divisions,

programs, 25, 73, 86, 1 4 7 ;

erature, 65, 66 Glass,

Havens,

H.,

among

G r e e k studies, 4 8 ;

G e o r g i a , University System of, Humanities

Charles

sciences

Higher

College,

senior-college

78 Haskins,

Hendrix

development

courses in, 65, 68 George

and

Hawkes,

Board,

classical investigation, 48 f. General

195

college

of scientific method to criticism, 66 Humanism

and America

( F o e r s t e r ) , 58

Humanism and the Humanities, scope of

discussion

Curriculum,

of

A

Cor·

courses, 3, 8, 2 9 f t · ; first facts, 7-281 use of term, 7 f., 29, $1, 60, 6 8 - 7 1 ,

104

G r o c y n , W i l l i a m , 32, 33

72, 1 2 7 , 143,

G u a r i n o da Verona, school at Ferrara,

courses analyzed, 8 ff., 73, 86, 87 ff., of courses,

Hadzsits,

G.

monograph

D.,

and

L.

on value

R.

Harley,

of classics,

47

Haldane, Viscount, definition of humanHarley,

total number of

107 ff., 130, ι $9 f., 16$; current status

3«. 3*

ism,

144;

(chart,

10-

ucation, 25, 72-77, 875 administrative and

curricular

aspects,

2$,

72-128,

1 4 9 ; dating of courses, 25, 1 5 9 ; high

52 L.

10 ff., 24-28

2 3 ) ; current discussion of general ed-

R.,

and

G.

D.

Hadzsits,

school courses or programs,

25,

73,

47

86, 1 4 7 ; content and plan of courses,

Harper, W i l l i a m Rainey, sets up j u n i o r -

2 6 ; method of presentation, 2 7 ; pur-

monograph

on

value

of classics,

INDEX

1 9 6

Humanism and the Humanitie« ( C e o / . )

106;

brief discussion of each

ρ ο κ , 28 i idea· old and new, 2 9 - 7 1 ;

in

litterat

ministrative

humaniores

learning in 30-32,

and

Italian

51,

66 i

revival

of

Renaissance,

viewed by

29,

order,

hensive

examinations,

varying

emphasis

New

67,

problem

of

96 f., 99, 129, 1 5 6 ; in E n g l a n d , 32,

aesthetic

experience

33-36)

core of, 1 3 · ;

literature versus science con-

troversy, 37-43, 6 8 j educational ideal

in

130,

151 f.;

courses,

discipline, as

recognition of and re-

spect for human diversity, 146 Humanists, educational ideal, 30 Humanities

tions made by institutions of technical training, since

44,

1900,

127 f.; 45;

investigation,

developments

American

48 f.;

classical

Catholic

educa-

tion, 4 9 - J i , 1401 early definitions of twentieth century, j i - 5 31 relation to naturalism, 51, 98; 9 7 f.,

51,

Social

main o f , 5 4 ;

pragmatism,

Sciences

$3-56, in

do-

role in social reform,

comparison

French

to

Scientific Humanism,

129 j

55 j

61;

types,

of

American

$9-62)

and

American

re-

131;

hypothetical

loses vital force, 3 7 ; English classical varia-

130;

130,

investigation, 4 2 f . ; position of classics in American education, 43-491

ad-

revision

and experiment, 1 2 9 ; role of compre-

incipient " C l a s s i c a l R e v i v a l , " 29, 1 2 8 ; 29, 56-59, 64,

course

107-28;

impulse toward

as

Humanism,

some

chronological

ture,

in the Education

The

of the

Fu-

( O w e n ) , excerpt, 4 6

Hurd, A . W . , emphasis on functional development of curricula, 149 Hutchins, Robert M a y n a r d , 5 8 ; books"

plan,

65,

92-95,

"great

96,

99,

«3« Huxley, A l d o u s , ideal of perfected

hu-

manity, 63 H u x l e y , T h o m a s H e n r y , share in literature versus science controversy, 38 f.,

44 Hyde,

Lawrence,

interest

in

religious

humanism, 64

ligious type, 63 f.i many contributing elements, 651

contributions of

Com-

parative Literature, 65-68, 129, "great

books"

Hutchins, the

65,

survey

mental

plan

of

92-95,

course,

colleges,

President

96,

99,

80-841

84-871

131; 131;

experi-

distribution

and content of courses, 87-92; courses combining 87;

literature, art, and

music,

combining literature, art, music,

and philosophy, 88; combining litera-

Illinois, University of, C o l l e g e of

Lib-

eral A r t s and Sciences, prospective introduction of general courses, 1 2 6 Illinois

Wesleyan

University,

ties course, 14, 1 1 2 , In Memoriam

Humani-

160

( T e n n y s o n ) , scientific al-

lusions in, 40 Institutions, see C o l l e g e s and universities " I n t e g r a t e d " survey course, 81 Iowa, University o f , School of

Letters,

ture, art, history, and music or philos-

approach to Humanities, 8 6 ; compos-

ophy,

89;

combining

history, music,

and

literature,

art,

ite

philosophy,

90;

Humanities and Social Sciences,

programs of separate surveys, 9 1 ; ed-

course

utilizing

materials

Italian Renaissance, litterae

from 105

humaniores

ucational theories and proposals bear-

and revival of learning in, 29, 30-32,

i n g on, 9 2 - 9 9 ; w o r k of I - A . Richards,

5 1 , 66

9J f., 1 3 1 ;

proposals of

mentalists, 98 f . ;

the

experi-

functions in educa-

tion, 9 9 - 1 0 2 ; anti-absolutistic

temper

in modern developments, 9 9 ;

contri-

butions fields, outline

of

individual

particularly of

instructional

literature,

development

of

102-6; courses,

Jacob,

reorientation

of

James, W i l l i a m , pragmatism called

hu-

Arts

Peyton, College,

urges 77

manism, 51 Jebb, Sir Richard, stand in science versus literature controversy, 40, 4 1 , 51

INDEX Jefferson, Thomas, views on the classics, .38 Jesuit system of classical education, 49, SO, 63, 95 John of Speyer, printer, 31 Johns Hopkins, College of Arts and Sciences, Humanities course, 18, 90, n o , i n , ι$9 Johnson, B. Lamar, survey-course study, 8 f., 81 ; view of general education, 74 Johnson, William Hallock, attitude toward religious humanism, 63, 14$ Johnson C. Smith University, Humanities course, 14, 124, 160 Jones, Howard Mumford, on function of the Humanities, 28, 30, 100 Jones, Sir William, 36 Journal of Comparative Literature, 67 Judd, Charles H., attitude toward survey course, 80 Judson College, Humanities course, 14, 91, 124, 160 Junior colleges, and Humanities, 24, 78, 79; the survey course, 80-84; analysis of trends, 149 Kansas City, University of, Humanities course, 15, 120, 123, 160 Kelly, Robert L., and Ruth E. Anderson, study of curriculum organization, 77fKelsey, Francis W., edits Latin and Greek in American Education, 46; comments on elective system, 140 Keniston, Hayward, analysis of Humanities at college level, 92 Keyser, Cassius Jackson, plan for humanistic education, 55 Killeen, Mary Vincent, review of American humanist movement, 63 Kilpatrick, W . H., advocates "experimental naturalism," 98 King, William P., attitude toward religious humanism, 64, 14$ Klein, Arthur J., tendencies of landgrant institutions toward junior-college developments, 149 Knapp, Charles, on fate of the classics, «39

197

Koos, Leonard V., 86; analysis of trends at junior-college level, 149 Krey, August Charles, 69, 70 Land-grant institutions institutions, influence, 44; junior-college developments, ι j o Language Arts, use of term in high schools, 2 ; , 86, 147 Latin and Greek in American Education (Kelsey), 46 Latin grammar schools in American colonies, 43 Latin studies, in Italian Renaissance, 29, 32; in American education, 438., 48f.; see also Classics Learning, revival of, and litterae humaniores in Italian Renaissance, 29, 30-32, 5> Lecture method, characteristic of Humanities courses, 27 Leland, Waldo G-, task of Humanities, 100 Liberal arts, in Renaissance, 3 1 ; original meaning, 136 Liberal arts colleges, Humanities courses or programs, 24; implications of junior-college plan, 79 Linacrc, Thomas, 32, 33 Literature, contributions to Humanities program, 26, 65-68, 102-6, 129, 1 3 1 ; controversy with science, 37-43, 68 Literature and the American College (Babbitt), contains principles of New Humanism, 56 Litterae humaniores, and revival of learning in Italian Renaissance, 29, 30-32, 51, 66; term opposed to litterae divinaet 136 Livingstone, Sir Richard W . , share in science versus literature 4?

controversy,

Louisville, University of, Humanities course, 1 ; , 24, 88, 113, 160 Lowell, James Russell, attitude toward classics, 71 Macalester College, Humanities course, 15, 125, 160

198

INDEX

Mackail, J . W., on science versus literature controversy, 43 MacKenzie, Gordon N., analysis of general education, 8 j Maclean, Malcolm S., on current trend in experimental education of progressive kind, 76 McNeely, John H., on changes in traditional methods of collegiate instruction, 149

Morrill Act of 1862, 44 "Mosaic" survey course, 8 i , 88 Mulcaster, Richard, concerned with education of middle class, 3$ Munson, Gorham B., 59 Music, place in Humanities courses, 26 Myres, John L., advocates rapprochement between scientific method and humanism, 5$

Mantua, Vittorino da Feltre's school at,

National Council of the Teachers of English, A Correlated Curriculum, 104 Naturalism and humanism, J i , 61 Natural Science«, tee Science New Humanism, 29, 1 5 6 ) the 1930-32 controversy, 56-59, 64; program, 57, 90f., 99, 129} preference for French tradition, 67 New Jersey State Teachers College, Humanities program, 22, 9 1 , 109, 1 5 9 ; "Social Studies" course, 1 0 5 , 109 Newman, John Henry, Cardinal, attitude toward university education, 37, 40 New Plan at University of Chicago, 78, 82, 83 New York University, Washington Square College general-education program, 1 1 8 North Carolina, University of, generalcollege plan, 78, 79; no Humanities survey, 79 Northwestern University, Correlation Courses, 10$ Northwest Missouri State Teachers College, Humanities course, 1 5 , 24, 1 1 4 , 1 1 5 , 160

3« Manutius, Aldus, printer, 31 Maritain, Jacques, interpretation of Catholic humanism, 62 f., 144 Maryland, University of, Humanities division, 79 Massachusetts Institute of Technology, Division of Humanities, I 2 7 f . Mass education, demands for, 78 Meaning of the Humanities, The, analysis of, 69 Meiklejohn, Alexander, directs Experimental College of University of Wisconsin, 108 Menlo Junior College, Humanities program, 2 1 , 9 1 , 1 1 9 . Mercier, Louis J . Α., analysis of humani»m, 57, 59, 61 Middle class, education of, in Renaissance England, 3 ; Milton, John, "Of Education" analyzed, 3S Minnesota, University of, General College program, 73, 78 Missouri, University of, program in Humanities, 1 5 0 Missouri State Teachers College, Northwest, Humanities course, 15, 24, 1 1 4 , 1 1 ; , 160 Missouri Valley College, Humanities program, 22, 24, 9 1 , i n , 1 1 2 , 158, •59 Montana State University, Humanities course, 15, 1 1 3 , 1 1 4 , 160 More, Paul Elmer, association with New Humanism, $6-59, 63 More, Sir Thomas, link between universities and court, 34

Oberlin College, probable Humanities course, 126 Oklahoma Agricultural and Mechanical College, Humanities course, 19, 120, 123, 160 Omaha, Municipal University of, Humanities course, 16, 90, 1 1 3 , 160 Oregon, University of, program in Humanities, ι j o Orientation courses, aims, 1 5 1

INDEX O d e r , Sir W i l l i a m , emphasizes need for

Queens

both science and Humanities, 5) O w e n , W i l l i a m Baxter, d e f e n d · study of classics, 46; predict· development

of

199

Quadrivium in Renaissance, 31 College,

Humanities

program,

22, 91, 120, 123, 160 Quintilian, educational theories, 3$

Scientific Humanitm, S3 Rainey, Homer P., view of general eduPanofsky,

Erwin,

distinction

between

•cience and Humanities, 69, 70 Pasadena

Junior

courie,

Co liefe,

16, 24, 86,

Humanitie·

114,

lij,

147,

158, 160 P e n n s y l v a n i a , University o f , origin

of,

44 Perry,

Ralph

Barton,

on

function

of

H u m a n i t i e · , 69

Pittsburgh,

in

Humanities courses, 26

University

of,

experimental

H u m a n i t i e · program, 125 Pius X I ,

Pope, encyclical on

Education

of Youth,

Christian

49

P o r s o n , Richard, contributions to classical scholarship and education, 36 Positivism, definition of, 143 Posnett, Η . M . , statement of principles of Comparative Literature, 66 religious

humanism, 63, 14$ P r a g m a t i s m , relation to humanism,

51,

98 Prescott, Henry W . , definition of gen-

on growth

of

general

Reiser, O l i v e r L . , on role of H u m a n i t i e · and icience in social reform, 5$ R e l i g i o n versus science, 41 Religious humanism, American, 63f., 145

humaniores

and re-

v i v a l of learning in Italian, 29, 3032, $ 1 , 661

seven

in E n g l a n d ,

33S. i courtier

liberal arts,

311

ideal

in

theory of education, 341 effect of fall of Constantinople, 136 Rensselaer

Polytechnic

Institute,

estab-

lishment of, 44 Reuchlin, Johann von, 32 Richard, Christian, study of

humanism,

62 Richards, I. Α . , work of, 95t., 1 3 1

eral education, 7$ Princeton University, divisional program

R o l l i n s College, Humanities course, 16, 12$, 160

in Humanities, 150

Rosenblatt, Louise, 8$

" P r i n c i p l e s " survey course, 81, 88 P r i v a t e institutions, junior-college

plan,

R o y a l Society, Joint Board of Scientific Studies, 41

79

Russell, John Dale, on divisional organ-

" P r o b l e m " eurvey course, 81 Progressive

F. W . ,

survey courses, 80

Renaissance, litterae

Plutarch, educational theories, 35

Potter, C · Francis, interest in

humanism, 63, 14$ Reeves,

" P h i l o s o p h i c a l " survey course, 81 Philosophy,

cation, 74 Ratio Studiorum, 49, 63 Redlands, University o f , Humanities division, 79, 13s Reed College, Humanities program, 23, 24, 91, 107, ι591 curricular experimentation, 2$ Reese, Curtis W . , interest in religious

Education

Association,

ex-

ization of subject matter, 149

periments and publications on secondary-school curriculum, 8$ Prometheus Unbound ( S h e l l e y ) , scientific allusions, 40 Psychology, effect of g r o w t h upon traditional classical courae, 44t. Public institutions, organization of general colleges, 78 Public schools founded in E n g l a n d , 34

St. Cloud State Teachers C o l l e g e ,

Hu-

manities program, 23, 91, 116, 160 St. John's College, "great b o o k s " plan, 93. 94*· St. Scholastica, C o l l e g e of,

Humanities

course, 19, 120, 123, 160 Sandys, Sir John E d w i n , 32 Santayana, G e o r g e , on humanism, 64

INDEX

200 Sarah

Lawrence

College,

experimental

p r o g r a m , 84, 85

u n i o n b e t w e e n science and h u m a n i s m ,

S a r t o n , G e o r g e , a d v o c a t e · Scientific H u manism, 56

Herbert,

share

literature c o n t r o v e r t ? , 4 6 human-

Urn, 51 tion, 4 9

role of

field

comparable to

controvert/ with

erature,

68 i

vertut

lit-

religion,

4 1 1 r o l e in tocial r e f o r m , 5 5 ; method applied to C o m p a r a t i v e L i t e r a t u r e , 67 Scientific H u m a n i s m , $3-56, 9 7 t . ,

129

Scrippt C o l l e g e , H u m a n i t i e s course, 24, 90, 1 0 9 , I J 7 , Schiller,

ιJ9

1 9 , 89, 1 1 8 , 1 6 0 programs, 2 4 ;

criticism

of

survey

i$9i

109,

no,

experimentation

147,

158,

the

cur-

with

2$

S u b j e c t - m a t t e r fieldt, in g e n e r a l - e d u c a t i o n divisional

organization

of, 77f., 1 4 9

Seilliere, Ernest, 62

S u r v e y courses, 8 0 - 8 4 ; i n f l u e n c e on H u -

S e i d e n , J o h n , 36

m a n i t i e s , 2$, 9 7 1 in g e n e r a l - e d u c a t i o n

S e n i o r - c o l l e g e d i v i s i o n , 78

program,

S c h a c k f o r d , C . C · , statement of

princi-

ples o f C o m p a r a t i v e L i t e r a t u r e , 6 6 advocacy

of

New

73;

types, 8 1 ;

definition,

8i,

1511

criticism o f , 8 2 f . ( date

of

first appearance, 1 3 $

Hu-

m a n i s m , 96t. Shelley, Percy

junior-

Stephens C o l l e g e , H u m a n i t i e t courte, 1 7 ,

program, 7 3 ;

S e c o n d a r y achoola, see H i g h schools

Robert,

influence, 4 4 ;

college plan, 79

riculum,

courae, 83

152

H u m a n i t i e s course,

State universities, H u m a n i t i e s courtet or

2$, 26, 86, 8 7 ,

16,

comprehensive

examination in Humanities, 130, Stanford University,

•cope o f , 3, 8 ;

69

Spingarn, J. E., 67 Stalnaker, John,

S c h o o l m e n , influence on C a t h o l i c educa-

37-43,

literature

Spencer T r a t k L e c t u r e s , nature o f broad Humanitiet concept,

S c h i l l e r , F . C . S., definition of

Science, H u m a n i t i e ·

in

v e r t u t tcience c o n t r o v e r t ? , 38, 4 4

S c h i l l i n g , F e l i x , share in science v e r t u ·

Shafer,

54 Spencer,

S a v i l e , Sir H e n r y , 36

Scroggs,

Spaeth, J o h n D . E . , emphasize* need f o r

S w i f t , F . H . , see F i t t s , C . T . S y m o n d t , J o h n A d d i n g t o n , share in sci-

Bysshe, impact of

scien-

ence versus l i t e r a t u r e c o n t r o v e r s y ,

39

tific discoveries o n , 4 0 S h e r m a n , Stuart P . , association w i t h N e w

Talladega

College,

17, 113, 114,

H u m a n i s m , 5 7 , 58 S h o r e y , P a u l , share in science versus literature controversy, 4 6 }

definition of

Teachers College,

Humanitie*

course,

160 Columbia

University,

c o m m i t t e e ' s s t a t e m e n t o f a i m s of g e n -

humanism, 5 2 ; advocates ute of great

e r a l e d u c a t i o n , 7 5 · s e m i n a r s on

books, 102

manities, 86

Sibley,

R.

P.,

criticism

of

orientation

course, 82

r e f o r m , role of

Humanities

and

Sciences,

manities

scope field

domain,

of

Humanities

of, 3, 8 j in 54}

influence

science upon, 6 6 ; surveys, Some

Reflections

( M a r i t a i n ) , 62

education,

influence

of,

44,

Temple,

Sir W i l l i a m ,

controversy

with

B e n t l e y , 36

science in, 55 comparable to

Technical I27f.

Renaissance courtier, 35

Social

T e a c h e r s c o l l e g e s , H u m a n i t i e s courses or programs, 24

S i d n e y , Sir P h i l i p , E n g l i s h prototype of Social

Hu-

on Culture

Huof

10$ and

T e n n y s o n , A l f r e d L o r d , impact o f t c i e n tific discoveries o n , 4 0 Thomas gica,

Liberty

Aquinas,

St.,

Summa

Theolo·

62

Thorndike, Edward Lee, 44 Tracy,

H e n r y C h e s t e r , emphasizes

need

INDEX f o r union between science and human-

erature controversy, 4 2

uni, 54 "Transfer

201

W e l l s , H . G . , share in science versus lit-

of

training"

concept

ques-

tioned, 4 5 T r i v i u m , in R e n a i i i a n c e ,

31

" T y p e s " approach to literature, 6 5 ,

145

Unitarianism,

hu-

W e l s h , Sister M a r y G o n z a g a , need for practical application of Catholic

phi-

losophy in society and education,

140

Wessel, J o h a n n , 3 2 W e s t , A n d r e w F . , on relation of H u m a n i -

American

religious

ties to science, 9 7 West

m a n i s m springs f r o m , 63 U n i t e d States, r e v i v a l of Humanities in

Virginia

University,

Humanities

course, 1 7 , 2 4 , 1 1 9 , 1 2 2 ,

160

colleges, 7 β. , position of the classics

Whitehead, A l f r e d North, 1 0 2

in

W i l l a m e t t e University, probable H u m a n -

education,

43-49)

developments

since 1 9 0 0 , 4 5 ; classical investigation, 4 8 t . i Catholic education in, 5 0 ;

hu-

m a n i s m compared with that of France, 5 9 - 6 2 ; religious humanism, Universities, see Colleges and

ities course,

126

W i r t h , Louis, on purpose of g e n e r a l education, 7 5 Wisconsin, University o f ,

universi-

ties

Experimental

C o l l e g e curricular e i p e r i m e n t a t i o n , 2 5 , 108 Woodberry, G - E - , on shift of emphasis

V a n n , G e r a l d , conception of humanism, V e r g e r i o , on role of trivium in Renais-

Comparative

Literature

W o o d b r i d g e , Frederick J . E . , definition World

V e r t i c a l division of curriculum, 7 7 Victorian literature, science versus

reli-

g i o n in, 4 1 V i t t o r i n o da Feltre, school at

from

67

of humanism, 5 1

sance education, 3 1

Mantua,

3«

Literature,

growing

importance

o f , 66, 6 7 , 68, 1 0 4 , 1 5 8 Wriston, H e n r y M . , definition of

gen-

eral education, 7 5 Zinsser, H a n s , on need f o r integration,

W a s h i n g t o n , University of, program in Humanities,

in

method to material,

62

150

7 6 ; choice of method in Humanities, «7