Engelmann, 1901]
[Footnote 6: Latin in the High School. By Edward Conradi. Pedagogical
Seminary, March, 1905, vol. 12, pp. 1-26.]
[Footnote 7: The Psychological and Pedagogical Aspect of Language.
Pedagogical Seminary, December, 1903, vol. 10, pp. 438-458.]
[Footnote 8: Children's Interest in Words. Pedagogical Seminary,
September, 1902, vol. 9, pp. 274-295.]
[Footnote 9: Children's Interests in Words, Slang, Stories, etc.
Pedagogical Seminary, October, 1903, vol. 10, pp. 359-404.]
[Footnote 10: American Journal of Psychology, April, 1900, vol. 11, p. 345 et
seq.]
[Footnote 11: American Journal of Psychology, January, 1895, vol. 6, pp. 585-
- See also vol. 10, p. 517 et seq.]
[Footnote 12: North American Review, November, 1885, vol. 141, pp. 431-435.]
[Footnote 13: Introduction to the Biglow Papers, series ii.]
[Footnote 14: Some Observations on Children's Reading. Proceedings of the
National Educational Association, 1897, pp. 1015-102l.]
[Footnote 15: Report on Child Reading. New York Report of State
Superintendent, 1897, vol. 2, p. 979.]
[Footnote 16: Children's reading. North-Western Monthly, December, 1898, vol.
9, pp. 188-191, and January, 1899, vol. 9, pp. 229-233.]
[Footnote 17: A study of Children's Reading Tastes. Pedagogical
Seminary, December, 1899, vol. 6, pp. 523-535.]
[Footnote 18: Perhaps the best and most notable school reader is Das Deutsche
Lesebuch, begun nearly fifty years ago by Hopf and Paulsiek, and lately
supplemented by a corps of writers headed by Döbeln, all in ten volumes of over
3,500 pages and containing nearly six times as much matter as the largest