St. Paul daily globe. [volume] (Saint Paul, Minn.) 1884-1896, 1890-07-05
give definition of educational litera-
ture He gave ii as follows.

First-It may be assumed that educational
literature is not to include all educational
writings; but that some principle must be
found by which TO determine a line of eXclu-
sion and inclusion.
notwithstanding that such principle
may be found, its use is still subject to hui
man opinion, SO that the dividing line can
never be drawn with rigorous exactpess.
The question will always be an open one.
and consequently one in which men of equal
knowledge, Intelligence and honesty NAV
differ in opinion.
Thlrd-1t may be assumed that educa-
t1onal writings and writings in general. are
diVlslble on cognate principles; that educa-
tlonal literature will have the same general
marks as literature proper.
FOurth-The principle proposed by De
Quincy for determining the field of litera-
ture proper is here commended for the divis-
ion OF educational literature. Its statement
is as follows:
Q) Liter8 Humaniores; The Literature OF
Power; Literature Proper.
(2) Lltcre Didactec8; The Literature of
knowledge; Anti-literature.
Extreme types best illustrate this principle.
cookbook, a city directory, q gazetteer or
a railway guide is 10 be included in the liter
ature of knowledge, while 'Thanatopsis, -
1.-THE Excursion" "Emerson's Essays and
"Hard Times belong to the literature OF
power.
Fifth-This principle of division cannot
OO dPpAAO0 oo liSOlouoly W COuCdtlOAd1 iilOi
ature as to general literature. for by its very
name and nature educational literature is
professional, and, therefore, implies. to a
much greater degree than i'll the other case,
the idea of practical utility.
SiXth-1n both cases there will be i'll
stances of mixed types which can be classi-
fed only with difficulty. In such instances,
and they are numerous, the classification
must be determined by the prevailing spirit.
Seventh-lf definition of educational lit
srk y IL KAr
guidance, it is better to make this definition
too narrow than too wide; it is wiser to in
clude too little than too much.
Eighth-As a general thing. books on
method will fall outside the pale of educa-
tional literature. If, however, the practical
treatment is relieved by background OF
luminous philosophy or illustrative history,
so that the whole treatment is inspiring and
suggestive, then such books become mem
bers of the Liter8 Humaniores.
Ninth-Educational magazines and jour-
nails Will follow the general rule indicated.
If the treatment in the main is empirical or
matter-of-fact the magazine or journal will
fall into the lower class along with the ordl-
nary newspaper.
Tenth-The term educational classics
may serve to illustrate De Quincey's distinc-
ton and thus to facilitate the classification
of educational writings. 1t deals with prin-
ciples rather than with facts; it is intensely
persuasive; it is epoch-maklng and repro
ductive.
Eleventh-It facilitates classification to in
clude under the term minor classic books
which have the qualities above named in a
somewhat lower degree.
In illustration of the distinctions now
made, the following list Of authors is pre-
sented whose writings may be included under
educational literature proper.
Major Classics-Xenophon, Memorabilia;
Plato, Republic and Laws; Aristotle, Ethics
and Politics; Quintillian, Institutes of Ora
tory; Plntarch, Moralia; Ascham, School School
ton; Rabelais, Gargantua; Montaigne,
Essays; Rousseau. Emile; Madame Necker.
Progressive Education; Comenius, Orbis
Pictus Didactica Magma and Janua; Pesta-
lozzi, How GertruGe Teaches Her Children,
and Letters: Richter Lavarra; Rosenkrantz,
Science of Education; Froebel, Education Of
Man; Mann, Lectures; Page, Theory and
Practice.
Minor English Classics-Mulcaster, Posi-
tions: Balm. Education as a Science; Hamil-
ton, Discussions: Edgworth, Practical Edu-
cation; Taylor Home Education; Martineau,
Household Education; Quick, Essays; Whe
well, University Education.