EDUCATION

EDUCATION.

DIPLOÀ,ÍA

IN

EDUCATION

Each of the lecfu¡e cotlrses consists of one lecture a week.

4D04.

^Theory

of

Education

I.

The following books, o¡ chapters

in

books, should be read:

PlaTo,

The rcpublic, particularly

sections

I

^-

14 and

18 -

28 in F.

^lvl.

Cornford's edition.

Rousseau,

I,

1., ^ErnìIe.

Arnolcl, M,, Culture and anarchy.

Nfi[,

J. ^5., On liberta.

O'Connor,

D.

1.,

An

introductian

to the

philosophA

of

^educøtínn

(Rott-

ledge).

G¡ibble,

!.,

Introductìnn to the phìIosopha of educatìon

(Allyn

and Bacon).

Peters, R. 5., Ethìcs and educatían (Allen and Unwin).

Archambault,

R. D. ^(ed.),

PhíIosophícal anah¡sß

and

ed.ucatíon (F.ot:t- ledge ).

Hirst, P,

H,,

and Peters, R. 5,, The logí,c

ol

educatÍon (Routledge)' Nash, P,, Models of man

(Wilev)'

ADl4' Iüstory of

Education

f.

The course compríses three topics: Education

in AntiquiÇ

and

in

the Middle

Aséi,

Secondarv Eìlucation

in

England from the Renaissánce

to

lhe present day;

th'e Foundationi

of

Public Educaiion

in

Australia'

Amonq

t¡e

books recommended

for

reading

in

con¡ection

with

the course, the following are

of

special importance:

Childe,

Y,

G., What happened

ín

historg (Penguin,/Pelican)'

Koestler,.A.,

^(Penguin).

Marrou,

H, L

^ducation

ⁱⁿ

^antiquitg (Sheed and Ward).

Knowles,

D.,

^{medíeoal thought} (Longmans).

Augustine

of Hippo,

Confessions, Books

I-X

(Dent/Everyrnan, Penguin, vãrious other PB editions ),

Newsome,

D,,

Godliness and good learning (John Murray).

Cruickshank,

M.,

Church

anil

state í'n English educøtion, 1870

to

the present dag (Macmlllan).

F.ÀCULTY O¡'ARTS

615

FACULTY OF AT.TS SYLLASUSES_

EDIJCATION

Banks, O., Paritg

pnd

ptest¿ge

ín

English second,arg education (Routledge and Kegan Paul).

Ausli¡, A.

G., Arqtralian ed.ucgtion, 1788-1900: Church, state

anil

publìc education

ìn

colonial Austrøka,2nd edition (Pitman).

Austin, 4,. G,,

Select documents

ín

Atætrølian educøtion, 1788-1900 (Pitman).

Grund¡ D.,

Secular, compulsorg and,

free

^(M.U.P.).

Hansen,

I.

V,, Nor free nor

secalr

^(O.U.P.),

Barcan, A,,

A

short hßtorg

of

ed,ucøtion

in

N.S,W, (Martindale).

Turney,

C.

(ed.), Pioneers of Arntrølian educatíon (Sydney U.P,).

AD24.

Sociology

of

Education

I.

Bottomore,

T,8,,

Sociologg: a guide

to

problc,ms and, literature (Unwin), Berger, P, L,, Irusítatíon to socinlogg: a humanßtíc perspectíoe (Penguin).

Elvin,

H, L.,

Ed,ucation and. contemporarg soci,etg (Watts).

Bantock, G,

H,,

Culture, índ,ustrializatìon and, educøtion (Routledge).

Tunrín,

M. M,

Socíal stratíflcat¡on (Prentice-Hall).

Davis, A,,, Socinl cl.ass ìnfluences on learníng (Harvard),

Hend_erson,

R, F., and

others, People

ín

^pooertg:

a

^{Melbowne suroet¡}

(Cheshire).

Riessman,

F.,

The culturallu deprìneil child, (Haryet).

Hoggart, R., The u.ses

of

literøtu¡e (Penguin).

Jackson, 8., and Marsden, D,, Education and the @orkìng clz.ss (Penguin ₎ .

Halsey,,{..

H.,

and olhers, Eilucøtìon, economA anil socìetg (Free Press).

Davies, A, F., and Encel, S., Australìnn socìetg: a socíologícal íntrod,uctian

( Cheshire).

Stretton, H., Icleas for Australian ciúrøs (Stretton).

Davies,.A.

F.,

lmages

of

class;

an

Australían

studg

(Sydney University Press ),

Katz,

F. M.,

and Brown,

R,K,,

Socíologg

ol

education (Macmillan).

Partridge, P,

H.,

Socíetg, schools and progress

in

Australia (Pergamon).

Mclea& D,, lts

people

that

mattert ed,ucatíon

for

socíal change (Arrg"s and Robertson).

Horng D.,

The educatíon

ol

Voung

Donalil

(PenguÍn).

Pedle¡

R., The comprehensíoe school (Penguin).

Foril, J,, Socíal ^class and the comprehensíoe school (Routledge).

Rubinstein,

D.,

and Stoneman, C., Ed,ucatíon

for

d.emacracg (penguin).

Cox,

C, 8.,

and Dyson,

4.. 8., Fíeht for

educatían and

The

crßís in edtrcatìon (Black _Paper

I

^and

II.

-The'Critical

Quarterþ ^Society).

Jackson,

8.,

Streamíng: øn educatíon sAsten

ín

rnínìatu¡e (Routledge).

Zweig, F,, The student

in

the age of anrieta (Heinemann).

Hqdgì<insoU

H. L.,

EìIucation ín socíal and cultural perspectioes (prentice-

Hall).

Ho_4glinson,

H. L,,

Educatíon, ínteractãon,

and

socíal change (prentice-

Hall).

SYLLÄBUSES_

EDUCÀTION

Martin,

I.,

Refugee settlers

(A.N.U,

Press),

FACULTY OI' ^ARTS

Melboume studàes

in

educatìan 1968-1969 (M.U.P.).

Etzioni, A., Modern organízatíons (Prentice-Hall).

Banks, O., The sociologg

of

educatíon (Batsford), Swift,

D.

F., The sociolngg

of

educøtíon (Routledge).

Shipman,

M.

D,, The sociolngg of the school ⁽ Longmans ).

Corwin, R. G.,

A

sociologg

of

educatíon (Appleton C. Crofts).

Josephson, E., and M,, Man alone

(Dell),

Havighurst, R, J, and Neugarten, B,

L.,

Socíeta anil ed.ucation (A.llyn and Bacon).

4D34.

Educational Psychology

I.

The following boola

should

be read as early

as possible

in the

course to provide useful background material:

Stones,

8., An

introduction

to

educatìonal psgchologg (À{ethuen).

Bradley,

J, I.,

and McClelland,

J. ^N.,

Pøs,c støtßtical concepts:

a

self- instiuctional

tert

(Scott, Foresman and

Co')'

T)rrrinø the course students

will

be required also

to

read a number

of

articles fro-mlãu-rnals

of

^pschology and educatioial psychology and the following books or selected portions of ürem:

Hudson,

L,

^C ontrarg ímagina'tiorw ^{( Peng:uin} ).

Eysenck,

H., Fad

anil _fictôon

ìn

psgcholagg (Penguin).

Hill.

^{rr^/.} F.. Learninp (Methuen),

Ã"ìitr¿,

D'. P., Eduóaiional psgóhologg: a cognitirse

oieø (Holt,

Rinehart, Winston).

De

Cecco,

!, ^{P., The}

psgchol'ogg

of

learning and ¿nstuuct¡on (Prentice

Hall).

Butcher,

H, !,,

^Human ì,ntellàgence, íts na.ture and, assessmenú (Methuen)' Wiseman, S.

(ed.),

Intell;ígence anå

abìlitg

^(Penguin).

\Mason,

P. C.,

and Johnson-Lairil,

P. N. ^(eds.),

Thinking and, rcasonin4, ( Penguín),

Reichmann,

W.

J., Use anil abuse

of

statìstícs (Penguin).

Kay, H., a¡d

others, Teaching machines

and

programmed ínsttuction

( Penguin ).

Bloom,

B. S. (ed.),

Taxonomg

of

eilucotinnal obiectìoes: Handbook

l,

cognitioe dom¿in ⁽ Longmans ).

Cla¡izio,

H. F., and

others

(eds.),

Contømporarg ßsues

in

educatíanal psacholngu

(Allyn

and Bacon).

Boyle,

D,

G.,

A

students' guide

to

Pìøget (Pergamon Press)' Stenhouse,

L. ^(ed,),

Dßcipline

ín

schools (Pergamon Press).

Furth,

H.

^G., Piaget

for

teøchers (Prentice-Hall).

Heim,

,{.,

Intelligence and personalitu (Pelican).

Holt,

_J.,

Hoo

children

leam

(Pehcan)

ArD44. Practical Teaching and Methodology.

The prescribed perioil of supervised teaching practice extends over an aggregate

of at

least ten weeks.

There

will be

classes and seminars on

the

methods

of

presenting

the

several school subjects,

617

FÄCULTY OF ARTS SYLLABUSES_

EDUCATION

THE

ADVANCED DIPLON{A

IN

BDUCATION AND

THE

DEGREE OF'MASTER

OF

EDUCATION

-Each

of

the four courses- necessary

for

the diproma and,/or the degree consists

of

one seminar class a rveek lasting.

ioi-ã" ho*ã;,i; Ëri ;;,ï,"";ñ";;ii"r,

"nd practical work as may be presclibeä,

ÁD00.

Theory

of

Education

If.

The following books should be ¡eacì:

ï\{ontaigne, À1.

E.

de, Ess¿ls,

Bruner,

I,

^5,, The process

of

ed.ucation

(Ilarvard

_U.p.).

Locke,

].,

^Some thoughts concerning ed.ucation.

Arnold, l'"1., Culture and anarch.g.

Dewey, 1,, The school and societg (Chncago U,p.).

Rousseau, J,

!.,

^Emile.

l4cCallister,

W,

J., The

grouth

of _freedom

in

ed,ucation (Constable).

Whitehead,

A, N.,

?l¡ø aims

of

education (Benn).

Judges,

A. V. ^(ed,),

Edtrcation and

the

philosophic mínd,

(Harap).

1'he following books should be consultecl;

Plato, Laws.

Lodge, R. C., Plato's

theorg

(Routledge)

Nettleship, R.

L.,

The

theorg

ìn plato,l Repubtic (O.U.p.).

Elyot, Sir Thomas, The

boke

ulernoln..

Ascham, Roger, The scholemaster.

\,Vooclrvard, W.

H.,Vinoríno

dø Feltre and other humanist educatore.

Barnard,

H.

C., The

little

schools

of

port_Rogal (C,U.p.).

Hughes, T., Logola and the educational sgsteri of

the

Jestiits.

C-orneniu_s, J. A., The great didac-tic, ed. ñt.

W,

Keatinge (BlacÌ<).

Nfilton, J., T'ractote

ol

education.

Pestalozzi,

I, ^{H., How}

^Gertrude teaches her chìld,ren

(Allen

_{and Unrvin).}

Silber, Kate, Pestalozzi: the man and his ri,ork (Routleàge), Fichte, J. G., Ad.c)resses to the Cen¡un nutiorl.

Herbart,

J. F.,

T'he science

of

education.

F¡oebel, F. W.

4.,

Education of man.

À{iì1, J, and

J.

^{S., On} education, ed.

F. A.

Cavenagh (C.U.p.).

Spencer,

H.,

Eclucøtfun, intellectual, moral and phgsícal.

Neu'rnan, J.

H,,

_{ldea of a uúoersitg}

Huxley,

T'

H.,

4

\iberal education; and uhere to find

it in

his Lectures and lag sermons (Dent),

De*,ey,

J.,

^AÍg pedagogical _creed.

trlontessori, ltl,., The Alontessori method.

Whitehead,

A,

N., Adoentures

of

ideas (penguin).

Wordsworth,

W.,

The prelude.

Leavis,

F.

R., Education and the unìaersities (Chatto and Windus).

Leavis,

F, R.,

Retsaluation (Chafto and Windus), Lawrence,

D, H,,

Letters.

L"y_..91"",,P.

.H.,

^Education

of the

people,

in his phoenix:

posthumous papers \ tletnemann ),

Collingwood,

R.

G., Essay on phílosophícøI method. (O.U.p.).

Coleridge,

S.'1.,

philosophical lectures, edited

by K,

Coburn.

Suttie,

I. D., Tlrc

orígins

ol

looe and l-tate.

SYLLAÌUSES-

EDUCÄTION F,A,CULTY OF á.RTS

.u.P.).

worth).

es

(Allen

and Unwin).

and, enoirontnent (ChaTto Judges,

A. V. ^(ed.),

^pioneers

of

Engllsh eilucation (Faber),

ADIO.

History

of

Education

II.

.

The course cornprises fwo topics: The

ing

_It

k,,owredleìi"ËiåïËr, _{is. assumed that}

r. *ãï1"ï"Ëä iltä^ffit*.

candidates en¡olled

p'èi"¡¡ãã o.-;;;;ää:ä-¡; h'i"#î

^{read the books}

The follorving books a¡e also ¡ecommended;

619

FÄCULTY OF' ARTS SYLLABUSES_

EDUCATION

Lawry, J' ^{R. (eds'),}

Atnttøliøn educatinn

in

the Longmans ).

firrt"gnnurátion: ^school and' socìetg i'n earlg Australìø

AD20'

^SociologY

^of

^Education

II'

(WileY)'

SYLLABUSES- EDUCATION

F,A.CULTY OF' ÄRTS

Bell, G.

D,,

Organizatians and h,uman behat:inur (Prentice-Hall).

Musgrave, P.

W,

The school as an orgonízation (Macmillan).

Merton, R. K., and others, Reader ín bu¡eaucracg (The Free Press).

Herriott, R. E., anil

St. John,

N. H.,

Socí¿l class

anil the urban

school

(witéY¡' H".$.P.5.,

"ld

^{Reíss, A.} 1., Citíes and sociefu: a

¡eailq

ín urban socìnlngg

( The Free Press ).

Fromm,

8.,

The sane societg (Routledge).

Merton, R.

K,,

Soci.al theorg and, socíal stntcture

(The

Free press).

Cockburn,

4.,

and Blackburn, R., Student

poøer

(pengatn), (Nodon).

and, the urbøn crísîs

(Holt).

Man in

contemporarg societg Zttbrzycki, 1., ^SeUIers

of

the Løtrobe

yalleg (A.N.U.

^press).

Price. C, A., Southern Europeans ín Australia (Oxford).

Sennett,

.R,,

^{Cknsíc essa7s}

on the

culture

of

cìtíes

(Appleton

_Century Crofts ).

-students

will

also

be

relerred

to

monographs and articles

in

sociological and educational journaìs.

rþçy y4t

also be efreôted

to reféi tr

go"ã.t*rã"i-reports

of

educational and sociological importance.

4D30.

Educational Psychology

II.

Thiq

course

of

lectures, tuto¡ials,

written and

^practical exercises

will

^have

special reference

to

educátional resóarch and the ãppri"âuo"

-óiî

to iã""-tì¡ã in

^schools.

students must be familiar

with

the following publicatiors devoted

to

^educa-

tional research:

Iournals:

Educational ¡esearch.

Reoieu

ol

educational ¡esearch,

J ournal of educational psgchologg.

Britísh iournal of educational psgchologg.

Reference book:

Har¡is, C.--W.

(ed.),

Encgclopædia

of

educatínnal research,4th _edition

( Macmillan).

For

many pieces

of

research

it is

^necessary also

to

consult several other joumals

of

psychology and eclucation

The following list _of recommended books

is not

intended

to

be prescriptive;

nor can

it

be comprehensive

in

view of the flexibility of the course. -

Ausubel,

D,

P.,.Educational pu¡cholaggt

a

cognitíoe oíeus

(Holt,

Rinehart and Winston),

De__Çggco,

l. ^P.,

^The psgcholagg

of

learning

anil

inst¡uctìan (prentice.

Hall).

Baldwin, A,

L.,

Theories

of

chíld deoelopment (tWiley¡.

Flavell, _J. H., The deoelnpmental p sg choln gg of I ^{ean p} inget

(y

an Nostrand ₎ .

621

FÄCULTY OF ARTS SYLLABUSES_

EDUCÂ.TION

Sarason,

L,

Personalitgr an'obiecthse approach

(Wiley).

Eysenck,

4.

J:, and Eysenck, S.

8,,

personalit| structure an^d, measurement

( Routledge),

Gagae,

R, (Holt,

Rinehart and Winston),

Maccoby,

_of ser differencøs (Tavistock).

RosentÌral, behaoíouialur"oròh

(Appleion- Centu¡y

Vygotsþ, L.

5., Thought anà languagø

(M.I.T.

press).

Dienes,

2,,

and Jeeves,

M,,

Thinkinþ

ín

structu¡es

(Hrrt"hi*on

Educa_

tionál ).

Hudson, Hudson,

wg-Ig"¡,

(Holt, thìnkìng

ín

^goung chíldren

Statistical Work.

All

students must work through the following programme:

Elzey,

F.

F.,

A

programmed. int¡oiluctìan io- stit¿stícs (Wadsworth), Books which _{may be} found helpful are:

Gu,ilf-ord, (McGraw-Hill).

I, !.r.

Fundamentøl stotßtics

ín

psgcholog7

and

^eilucatíon

McNemar, Q., ^{P stt cholo}

gical

statístícs ( Wiley ).

Fergu-son, G, A,, Statistical analgsß ín psgcholngg and, edttcatían (McGraw_

Hill).

Cattell, R,

8,,

Factor ønalgsís (Harper and Brothers).

Siegel, S., Nonparametric statístics

lMcGraw_Hill),

^'

4D40.

Comparative Education.

The following books should be read:

Hans,

N. A,,

Comparatioe educatinn (Routledge).

Kandel,

I. L.,

Comparatíoe ed,ucatíon (Harrap).

Dancy,

I. ^C.,

^The

^publìc

^{schools and the}

future

^(Faber).

King

E. _1., Other schools anil orøs

(Holt).

SYLLABUSES_

EDUCATION T'ACULTY OF ARTS

The following books should aiso be consulted:

Hans,

N.

A., Hìstorg

of

Russian educational polícq

(King).

Mo.1roe, P_.,

.The founding ol the American publiò school

sgstem (Macmillan).

Myrdal, G., An

American

dilemma: the

negro

problem

and, modern dernocracg (Harper).

U.N.E.S.C.O.,

World

suroeg

of

edtrcation,

ool. I:

^Handbook

oî

eiluca- tìonal or ganization and. statßtics,

Du¡kheim,

8.,

L'éoolution pédagogique en France (Atcan).

Edwards,_ N,, and Richey,

H, G,

The school ín the Anterican social oriler

( Houghton ).

The

uorld

t¡-ear book_of education,

1938.

Hans,

N,

A,, Educational tradi- tions

ín

the Englßh-speaking countriøs (Evans).

Hans,

N,

,{.., and Hessen, 5., Educatíonal policg

in

Sooíet Russdø (King), U.N.E.S.C.O,, Education

in

the modetn uorld.

WoHenden, J. F., The

public

schools of todag (London U.p.).

Ma.llinson,

Y.,.An

íntroduction

to the stidg of

comparaiioe educatíon (Heinemann),

Lieberman,

M,,

Tlre

future of

^publìc education (Chicago U.p.).

Butts, R. F., and

(Hott).

cremin,

L.

A.,

A

hístorg of educai¡on in"A¡nerican culture 60 (Evans).

ín

education (C.U.p.).

(eds.),

^polí,tics

of

Sooìet educatíon

Pul*uy,

^G. Z, F.,,and otters, The changing Sooiet school (Houghton).

Robbins,

L. c,

The uníoersitl.s

in

the m'odãrn

*ortà

_lst.-

ùãì-ui3r'Þr"r.l.

4D50. Ilistory

and Sociology

of

Science.

623

FACULTY OF A,RTS SYLLÄ.BUSES_

EDUCATION

possible.

The

cou¡se

is

intended primarily

for

^graduates

in

science

but, with

the ap- proval of the Head of the Department of Education, in special cases other qualiffèil graduates may be permitted

to

take

tìe

course,

Recommended books:

Kuhn,

T,

5., The stluctute

of

scienffic ¡eoolutions (Chicago U.P.).

Gillispie, C., Edge of obiectíoítE (Oxford _U.P.),

Hesse,

M. 8.,

Models and, analogies

in

science (Sheed and Ward).

Beveridge,

W. L B.,

The

art of

scíentìfic irwestigatíon (Heinemann).

Sambursky, 5., Phgsícal

øorld of

the Greeks (Routledge).

Clagett,

M.,

Greek scíence

in

antíquitA (Abelard-Schuman).

Crombie,

A,

C,, Augustìne

to

GaLíIeo (Mercury _books).

Hall,

M, 8,,

The scíentifrc renaßsance (Collíns),

Kearney,

H,

F., Origins

of

the scìentific reuolution (Longmans).

Kuhn,

T,

5,, Copernican reoolution (Harvard).

Hall, A. R., From GalíLeo

to Neuton

^(Collins).

Santillana,

C.

de, Crime

of

Galileo (Heinemann).

Dijksterhuis, E. 1,, The mecha.nization of the

uorld pictwe

(Clarendon).

Cohen,

I. 8.,

The

birth of

neø phgsícs (Doubleday),

Hall,

M.

8.,

Robert Bogle and seoenteenth century chemßtrg (C.U.P.), Guerlac,

H.,

Laooisier, the crucial _Aea¡ (Cornell).

Lovejoy,

A.,

The great chøín

of

beìng (Harper).

Adams, F.

D.,

Börth anil derselopment

of

the geological sciences (Dover).

Singer, C., From magíc

to

scíence (Dover).

Price,

D. I.

^{de S., Scìence} sínce Babglon (Yale).

Eiseley,

L.

C.,

Daruírís

centurg (Doubleday).

Olson,

E.

C., The eDolution

of lile

^(New American Library).

Leicester,

H. M.,

The hßtorìcal background,

of

chemßtra (Wiley), Ihde, A. 1., The deoelopment of modern chemistrg (Harper).

Polanyi,

M.,

The studg

of

zrøn (Routledge).

Polanyi,

M.,

Scìence,

faith

and socìetg

(Ofrord),

Oppenheimer,

J.

^R., The flgíng trapeze: three crises

for

^phgsicßts.

Read, J., Humour

anil

humanism

ín

chemistrg

(Bell),

Klemm,

F.,

Hßtorg

of

uestern technolngg

(Allen

and Unwin).

White,

L. T,,

Medieoal technologg and social change (Clarendon).

Derry, T. K.,

and Williams,

T. L, A

short historg

ol

technologg

( Clarendon ).

Roubiczek, P., Ethícal Values

in

the age

of

science (Cambridge U,P.).

Von Weizsäcker, C. F,, The reletsance of scìence (Collins).

Rose,

H.,

and Rose 5., Science and societg (Allen _Lane).

Vavoulis,

4.,

and Colver,

A. W.,

Scíence and socìetg (Holden-Day).

Price, D. J. de S., Litrfle science, big science (Columbia).

Marsak,

L, M,,

The rise

of

science

ín

relation

to

socíetA (Macmillan), Buchanan, R, A., Technol.ogy and, socìnl progress (Pergamon).

Spicer, E. H., Human problems

in

technologícal change (Wiley).

Tricker,

R. A. R., The

confiibutìon

of

science

to

educatinn ⁽

Mills

and Bacon ₎ .

SYLLABUSES- EDUCATION

FACULTY OF /A.RTS

Yudkin, M., General education (Allen _Lane),

Jevons,

F,

R,, The teachíng

of

science

(,{llen

and Unwin).

Ross, A. S, C., ,4,øs o. science (Methuen).

Brierley, 1., Science

in

its contert (Heinemann).

Useful background reading

will

be found

in

ttre following paper-backed books:

Hu¡d, D. L.,

qnd

Kipling, J. J. ^(eds.),

^Origins

^anil

^growth

ol

^phgsícal

science, 2 vols. (Penguin).

Rook,

A.

(eð..), Orígin and grouth

ol

biologg (Penguin).

Toulmin, S., and Goodffeld, J., Fabric

of

the \rcaoens (Penguin).

Toulmin, S., and Goodûeld, J,, Architecture

of

matter (Penguin).

Toulmin, S,, and Goodffeld,

!,,

^Discooery

of

tinxe (Penguin).

Fo¡bes,- R. J., and Dijksterhuis, E. _J.,

A

hßtorg

ol

science and, technolngg,

2

vols. (Penguin).

Moonman,

8.,

Science and technol.ogg

in

Europe (Penguin), Reference books:

Taton, R.,

A genedhistorg

of the sciences,4 vols. (Thames and Hudson).

Sarton, G,

A,

L., An introd,uction to the hßtorg of science ⁽ Carnegie Inst. ).

Partington, J. R,,

A

historg

of

chen'ListrA,

vols,2,3

and

4

(Macmillan).

Needham, J., ^Science and cioilizaiion

in China,4

vols.

to

date (C.U.P.).

Daumas, M., Histoàre générale iles techniques (P.U.F.).

Singer, C.

f.,

^Holmyard,

8.J., ^{Hgll, A.}

R., and Williams,

T.I., A

historg

of

technologg, S vols. (Clãiendoá press).

Collections

of

source materials, journals and collected essays:

ned

in

^the articles in science, Isæ, Osiris, ionales d'histoire d.es

íentìa, Journal

of

the journals have

to

¡efer also

::':*.f*';

type are:

Clagett,

M. (ed.),

Cràtícal problenT

ín the

hístor7

of

science (Wisconsin

u.P.).

Crombíe,

A. C. (ed.),

Scíentífic change (Heinemann).

Sin_ger,

C. (ed.),

Studies

ín the

hístorg

anil

method.

of

science (Claren- don).

Underwood,

E, A, (ed.),

Science, medìcíne a.nd histor7t essa.gs ínhonaur

of

Charles Sì,nger (O.U.P.),

Wiener,

P.

P., and Noland,

A. ^(eds.),

Roots

of

scientific thought (Basic booké ).

Goldsmith, M., and McKay,

,{. L.

^(eds.), The science of science (Souvenir pr. ).

625

T'ÄCULTY OT'AÌ'TS SYLLA.BUSES- EDUCA,TION

Glass,

H. 8,,

ancl

otlers (eils.),

Forerunners

of Daruín:

1745-1859

(loht

Hopkirx pr.).

BelI,

P. R. (ed,), Darøí¡fs

biolngical

øork:

some aspects recotæídered

(c.u.P.).

Barnett, S.

A. ^(ed,), A

centurg

of

Dantsín (Heinemann),

Conant, J.

Þ, (ed,),

^{Haroard case histoúes}

in

experimental scíence,2 vols, (Harvard _U.P.).

For more recent âspects of the development of science the appropriate scientiûc journals

will

be consulted.

Thesis

for

the degree

of

Master

of

Education.

A

candidate is required

to

consult the P¡ofessor of Education about the subject and course

of

reading

for

his thesis.

SyLLASUSES-

ENGLISII LÄNGUAGE AND LITER.A,TT'RE

AEOf.

^Enelish

I.

I.

Ervcr,rsrr

Lr¡¡cuec¡.

The history and structure

of

the English language.

Bolton, W. F.,

A

short historg of literarg English (Arnold).

II.

Exc¡-rsn Lrrnn¡,runn.

FACULTY OF ARTS