AS A SCIENCE. Not to be clearly distinguished from this sociological tendency is a more comprehensive view of the past decade, which has aimed to combine the essential truths of the above tendencies. and hence may be called the eclectic or scientific view. It recognizes the coordinate value of method and subject matter, of the process of the development of the mind, and of the relation of educational activities to society It avoids the controversial character of the parent tendencies, and aims rather at scien tific exposition. It is based upon the results of both psychological and sociological sciences, and has influenced education rather through the more scientific formulation of the principles of method and curriculum in their mutual relations. The following definitions set forth this conception: Education is organization of acquired habits of action and tendencies to behavior, which shall fit Min [the •hildl to his social and physical world": it is the "making over of experience and giving it a more sociological value through in creased individual efficiency, or better control over one's own powers"; it is "the adjustment of the child to the spiritual inheritance. of the race." These three definitions, given severally by Prof. William .Tames of Harvard, Prof. John Dewey of the Vniversity of Chicago. and President Butler of Columbia University, give the idea of the fore most leaders in educational thought in the United States at the present time. The study of education is now recognized as a science, in that it has a body of data quite as definite as that of many of the applied sciences, and as well-de fined methods of dealing with such data. It is not a science in the sense of having any univer sally avoided group of principle,: as a basis of study. and in this it is in the same status as history. sociology, and most of the social sciences. Its recognition as a science has led to the estab lishment in most of the leading universities of departments of education of a character wholly different from that of the professional training normal schools (q.v.). Of the last importance is the influence exerted by the Government Com missioner through the Bureau of Education at Washington. Dr. W. T. Harris has by his official publications, private editorial work, and public addresses. assumed the leadership originally con templated in the establishment of the depart ment. As a result of this and scientific study of the subject the character of the teaching profession has been greatly proved, and more intelligent consideration has been given by the public to the problems of local school organization, supervision. text-books, methods, and the relations' of teachers, as well as to the broader subject of education as a matter of public policy.
IttnuoGnAPII v. There is no more conclusive evidence of the importance and the scientific char acter that the study of education has assumed (hiring the nineteenth century than the very ex tensive literature of the subject. A very few titles selected from this extensive list may be here mentioned: llall ( Boston. 1893), Sonnen sehein (New York, 1891 and 1 SOS ) onroe York, 1897), Cubberly (New York, l 902 ), have each published a Bibliography of Education.
The Bulletin of the Books on Education in thc Libraries of Columbia Unirersity (New York, 1901) also furnishes an extensive bibliography. There is no good eneyelopa•lia of education in English to compare with Ilnisson's tionnaire de pedagogic (Paris. 1887) : or Rein, Eneyldopodisehrg Handbuch der Padnyoyik, 11011* in process of publication; or Schmid, Encyk/o piidi• des gcsamten Erzichungs- and l'nterrichts icesens (10 cols., Gotha. 1880.87). Sonnem. schein has published a brief Cyclomrdia of Educa tion (London. 1889). The nearest approach in the United States, save one or two wholly insuf ficient encyclopaalias, is Barnard, .1merican Jour nal of Education. (Hartford, : Appleton, International Education Series (45 vols., New York. 1885 et seq.) : Death, Pedagogical Library (28 vols., Boston, 1880 et seq.) ; Scribner, Great Educator Series (10 vols.. 'New York. 3892 et seq.) ; and the Reports of the rnited States Com missioner of Education (Washington, 1307 et seq.). For the very numerous French and Ger man works on the history of education. the reader is referred to the bibliographies given above. Among the best are those by Schmid, Schmidt, Balmier, Paulsen. and Grasberger. Raumer, Gcsehiehte der Padagogik, has been translated for the most part in Barnard, German Teachers and Education (Hartford. 1878). Compayri•./listay of Pedayogy, is published in translation by Payne (Boston, 1880). On ancient education the best English works are Laurie, Historical Surrey of Pre-Christian Education (London, 1895) ; _Mon roe, Source Book in the History of Education for the Greek and Roman Period (New York. 1901) ; TATahaffy, Old Greek Education (New York, 1882 ) ; Davidson, Education of the Greek People New York, 1894). On modern education a few of the best historical and descriptive works arc the Reports, by Matthew Arnold (1.1)11(1011. 1801 et seq.) ; the publications of Henry Barnard on National Education (New York. 1857-73) ; the volumes in the general series referred to above; Russell, German Higher Schools (New York, 1899 ) ; Bal four, Educational Systems of Great Britain and Ireland (London. and Quiek. Educational Reformers (New York, 1890). In addition to the treatment given in the above references, the works of the following authors relate wholly or in part to theory of education: namely, Plato, Aristotle, Quintilian. Plu tarch (the diseussions on education by these writers are given in selections in :\lonroe's Sourre Book, mentioned above), Com•nius, Rabelais, 'Montaigne. Milton, Locke. Rousseau, Pestalozzi, Froebel, Richter, Rosmini, and Spencer. For statement of present formulation of theory, con suit: Pain, Education as a Seirner (New York, 1879) ; Harris. Psychoionic Vomit/alio/is of Educa tion (ib., 1898) ; Butler, The .ticaning of Educa tion (ib., 18f1S) : James. Talks to Teachers (lb., H99): Dewey, 7'hc School and Society (Chicago, 1:199), and Ethical Principles Underlying Educa tion (Ann Arbor, 1S9-1). See ACADEMY ; AGRI