lege curriculum, 16, 25-26, 479, 504-508

Technique, as aim in teaching, 52

Testing results of instruction, 136;
in economics, 244;
in history, 261, 268;
in psychology, 343;
in music, 473;
in art, 493-496;
in engineering subjects, 519-522

Textbook, in geology, 158;
in mathematics, 179;
in economics, 228, 231-235;
in sociology, 253;
in history, 259;
in ethics, 330

Theology, in separate school, 16

Thoroughness, 66-72, 104

Thwing, C. F., 30

Time to be given to subjects, 345, 486.
_See_ Place in curriculum

Topical method in history, 266

Types of instruction, 396-398

Undergraduate and graduate teaching, 388

Unified courses, 59, 302

Utilitarian aim, 217;
of physics, 126;
of geology, 142;
of political science, 286;
of psychology, 337;
of history of education, 348

Values, 355. _See_ Aims

Vernacular, in teaching German, 445

Viewpoint in teaching, a new, 69

Virginia, University of, 7

West, A. F., 30

William and Mary, 4

Wolfe, A. B., 36, 42

Women, education of, 18-21.
_See_ Coeducation

World War, effect on curriculum, 183

Yale, 4

_A review of the factors and problems connected with the learning and
teaching of modern languages with an analysis of the various methods
which may be adopted in order to obtain satisfactory results._

THE SCIENTIFIC
STUDY AND TEACHING
OF LANGUAGES

By HAROLD D. PALMER
_Phonetics Department, University College, London_

"The aim of the book," the author says, "is to add to the general
store of ever increasing knowledge of the nature of language, and to
contribute a share toward ascertaining the principles which will help
to emancipate language-teaching and language-study from the domain of
empiricism and will place it once for all on a true scientific basis."

This book undertakes to analyze the language-teaching problem, to
discover the factors that enter into it, and from the data thus
acquired to formulate principles for the teaching and learning of
languages.

The constant reference to actual conditions and the wealth of
illustrations from the author's long experience furnish a store of
practical suggestions for classroom work. Nothing could be more
practically helpful and suggestive than the example of a standard
course, which is worked out in detail for three years of French, or
the dis