HUDSON, J. W. Hegel's Conception of an Introduction to Philosophy.
_Journal of Philosophy, Psychology, and Scientific Methods_, Vol. VI,
13, page 337.

---- An Introduction to Philosophy through the Philosophy of History.
_Journal of Philosophy, Psychology, and Scientific Methods._ Vol. VII,
21, page 569.

---- The Aims and Methods of Introduction Courses: A Questionnaire.
_Journal of Philosophy, Psychology, and Scientific Methods_, Vol. IX,
2, page 29.

LEHMANN, R. _Der deutsche Unterricht_, pages 389-437.

LEUCHTENBERGER, G. _Die philosophische Propaedeutik auf den hoeheren
Schulen._

OVERSTREET, H. A. Professor Coxe's "Case Method" in Ethics. _Journal
of Philosophy, Psychology, and Scientific Methods_, Vol. X, 17, page
464.

PAULSEN, F. _German Universities and University Studies._ English
translation by Frank Thilly and W. W. Elwang, Book III and Book IV.

---- _Ueber Vergangenheit und Zukunft der Philosophie im gelehrten
Unterricht, Central-Organ fuer die Interessen des Realschulwesens_,
Vol. XIV, 1, page 4.

---- _Geschichte des gelehrten Unterrichts_, Conclusion.

Report of the Committee on the Academic Status of Psychology,
published by the American Psychological Association, December, 1914.

TUFTS, J. H. Garman as a Teacher. _Journal of Philosophy, Psychology,
and Scientific Methods_, Vol. IV, 10, page 263.

WEISSENFELS, O. Die Philosophie auf dem Gymnasium. _Zeitschrift fuer
das Gymnasialwesen_, Vol. LIII, 1, page 1.

WENDT, G. _Didaktik und Methodik des deutschen Unterrichts, Handbuch
der Erziehungs- und Unterrichtslehre fuer hoehere Schulen._

Footnotes:

[45] The sentences quoted are taken from the Report of this committee,
which was published in December, 1914.

[46] See the articles of J. W. Hudson and others in the Bibliography.

[47] See Bibliography.

[48] See Professor Overstreet's Discussion mentioned in the Bibliography.

XV

THE TEACHING OF ETHICS

=Interest in the study of ethics determined by the aim of instruction=

Nowhere does academic tediousness work a more dire mischief than in
the teaching of ethics. It is bad to have students forever shun the
best books because of poor instruction in literature; the damage is
worse when it is the subject of moral obligation which they associate
with only the duller hours of their college life. Not that the aim of
a course in ethics is to afford a number of entertaining periods. The
object rather is to help our studen