scription in France," translated in the Catholic Mind, New York, 1903, no. 2).
For the Catholic view of the educational movement in France during the last decade we refer to the Études, which contain many excellent articles not only on the religious side of the question, but also on modern school reforms, the classics, etc. See especially volumes 54 (page 100 sqq.), 57 (page 345 sqq.), 69 (page 224 sqq.), 70 (page 496 sqq.), 78 (page 21 sqq.), 79 (page 41 sqq.), 84 (page 654 sqq.), 86 (page 29 sqq. and 501 sqq.). In the volume mentioned in the last place, the article: L'Enseignement classique en Allemagne, son rôle pédagogique, contains interesting comparisons between the French and German secondary schools.
Chapters X—XII.
"Impressions of American Education."
Under the above title, the Educational Review (March, 1903) published an address delivered by Mr. Sadler, at the Annual Congress of the Educational Institute, Glasgow, Scotland, December 30, 1902. Mr. Sadler admires many features in American education: the hearty belief of Americans in the value of education, the sacrifices they make for it, etc. But he discovers also the following defects and weaknesses: 1) In some cases municipal corruption has baleful results in the sphere of educational administration. 2) There is a grave doubt whether the stricter forms of intellectual discipline have not been unduly sacrificed in many American schools. The besetting sin of some modern methods of education is that they stimulate interest without laying corresponding stress
