HAWLEY, HATTIE L. Teaching English in junior high schools; a study of methods and devices. Boston, New York [etc.]. Houghton Mifflin company [1924] viii, 142 p. 12°. (Riverside educational monographs, ed. by H. Suzzallo.)

An attempt to combine in a unified and useful form some of the devices for effective teaching of junior high school English, which the writer has learned from experience, from the practices of successful teachers, and from reading. Recognizing that courses of study necessarily vary, she does not attempt to tell what to teach.

HINES, HARLAN CAMERON. Junior high school curricula. New York, The Macmillan company, 1924. xii, 188 p. 12°. teachers' (American college series. J. A. H. Keith and W. C. Bagley, editors.)

What subjects shall be taught in the junior high school, and what preparation is required for the teachers giving these courses? The author undertakes to solve these problems by collecting, evaluating, and classifying the most important investigations and proposals bearing on them. After presenting general preliminary considerations, the book takes up the particular groups of studies individually, and then closes with a summary and conclusions.

PECHSTEIN, L. A. and McGregor, A.

LAURA. Psychology of the junior high school pupil. Boston, New York [etc.] Houghton Mifflin company [1924] xxi, 280 p. tables, diagrs. 12°. (Riverside textbooks in education, ed. by E. P. Cubberley.)

The procedure of the junior high school should be based on a correct understanding of the psychology of its pupils, who are in general of the early adolescent age. From the experience and experimentation of the authors in the Washington junior high school, of Rochester, N. Y., and related institutions, this volume has been produced, which applies the behavioristic psychology to the junior high school pupil. Taking up first the different phases of growth, response, mental development, and personality of the pupil of junior high school age, the writers have presented the fundamental elements needed for an understanding of early adolescent physical, mental, and social development. They have then applied the principles laid down to the organization and conduct of a junior high school,

as it finds expression in the work of instruction, socialization, and educational, moral, social, and physical guidance. The use of guidance in handling adolescent pupils is especially stressed. THOMAS-TINDAL, EMMA V. and MYERS, JESSIE DUVAL. Junior high school life. New York, The Macmillan company, 1924. xix, 287 p. front., plates. 12°.

This book discusses fully and authoritatively the junior high school in action, since it is a record of growth in both thought and experience in a particular school-the Holmes junior high school inPhiladelphia, written by its principal and one of its instructors. The junior high school in this work is conceived as an institution especially characteristic of democracy and equal opportunity in education, with unique opportunities for imbuing its pupils with the democratic ideals inherent in the phrases: life more abundant, freedom within law, and joy in attainment and in service. Special consideration is given to guidance, which is called the fundamental idea on which all junior high school theory and practice is based. The operation of guidance is described, according as it is physical, curricular, social, vocational, civic, avocational, and ethical, respectively. Other features are an account of the school clubs, which are very active in the Holmes school, and a list of intracurricular activities in various departments.

Books on Miscellaneous Subjects

ALEXANDER, CARTER. Bibliography on educational finance; reviewed and presented by the educational finance inquiry commission, under the auspices of the American council on education, Washington, D. C. New York, The Macmillan company, 1924. vi, 257 p. 8°. (The Educational finance inquiry, volume IV.)

This bibliography, which is classified and indexed, undertakes to include only usable materials and aims to stimulate progress in financing education by affording ready access to the necessary discussions and data.

BEVIER, ISABEL. Home economics in ed

ucation. Philadelphia, London, Chicago, J. B. Lippincott company [1924] 226 p. 12°. (Books on the home, ed. by B. R. Andrews.)

The three parts into which this book is divided deal with the evolution of educational ideals, the development of the education of women, and the development of home economics. The first two divisions of the text are designed to secure background and perspective by general sketches of the history of educational ideals and of the education of women. The book as a whole is largely concerned with home economics in relation to the higher education of women.

Koos, LEONARD VINCENT. The junior college. Minneapolis, University of Minnesota, 1924. 2 v. tables (partly fold.) diagrs. 4°. (Research publications of the University of Minnesota. Education series, no. 5.)

This is a comprehensive study of the junior college movement in all its phases, including an evaluation of the movement as a whole and of its several forms of manifestation, and a forecast of appropriate lines of future development. A mass of data is presented descriptive of present-day junior colleges, as well as of institutions bearing some important relationship to them, and an effort is made to give an adequate understanding of current junior college practices and conditions.

LINCOLN, LILLIAN I. Practical projects for elementary schools. Boston, New York [etc.]. Ginn and company [1924] vii, 312 p.

12°.

A series of projects are here given suitable for teaching lessons in health and behavior to children. A number of other projects of more general scope are also outlined.

PAYNE, ARTHUR F. Administration of vocational education, with special emphasis on the administration of vocational industrial education under the Federal vocational education law. New York, McGraw-Hill book company, inc., 1924. xiii, 354 p. tables, diagrs.

8°.

The tasks which the author sets before him to accomplish in these pages are as follows: (1) the justification of vocational education in our public school system; (2) the placing-for the present-of the major responsibility for vocational education on our secondary schools; (3) methods of organizing and conducting the various forms of vocational industrial education in our schools; (4) an intensive study of the methods and results of the Federal Board for Vocational Education in regard to vocational industrial education; (5) the formulation of the results of this study and practical administrative experience in a form designed to assist educational administrators. Considerable space is devoted to discussing and clarifying the terminology currently employed to designate the various forms of practical work in education.

SUZZALLO, Henry. Our faith in education. Philadelphia and London, J. B. Lippincott company [1924] 108 p. 12°.

An expansion of an address delivered by the author at the University of California, July 4, 1923, at a patriotic meeting arranged by the American council on education and the National education association. The design especially is to reassure teachers in their confidence that schools and education are essential to democracy and freedom, notwithstanding the hostile criticism arising from various quarters.

WILSON, HARRY B.; KYTE, GEORGE C. and LULL, HERBERT G. Modern methods in teaching; a concrete consideration of the teacher's classroom problems. New York, Newark [etc.] Silver, Bur

dett and company [1924] v, 286 p.

tables. 12°.

The three parts into which this treatise is divided give respectively the philosophical background of modern classroom procedure, the nature of the work in a modern socialized school, showing how it may be motivated, and the organization of teaching procedure so as effectively to promote the education and socialization of children. In order to help the teacher to an enlarged grasp and solution of her daily detailed task, the emphasis in this book is placed upon fundamental principles, with less attention to routine matters and the details of teaching procedure, which are left to be worked out in the classroom on the basis here given.

V. Health and Education

The provision for national cooperation with the States in providing for physical education and the proposed investigation of "diploma mills' are important meas

ures.

1. S. 1409, Fess.-To provide for the promotion of physical education in the United States through cooperation with the States in the preparation and payment of supervisors and teachers of physical education, including health supervisors and school nurses, to appropriate money and regulate its expenditure, and for other purposes.

(a) Provides for Federal cooperation with the States in the promotion of physical education.

(b) Authorizes an appropriation of $10,000,000 for the fiscal year ending June 30, 1922, and for each succeeding year, $1 for each person of school age in the several States. (School age defined as 6 to 18.)

(c) Provides for the purpose of administration, for a division of physical education in the Bureau of Education, and authorizes an appropriation of $300,000 to said bureau.

(d) Provides that the Public Health Service shall cooperate in making studies, investigations, and demonstrations, and authorizes an appropriation of $200,000 to the Public Health Service.

(e) Provides for acceptance of the provisions of this act by the several States.

2. H. R. 4800, Bacon.-Is similar to S. 1409, but provides for a smaller annual appropriation ($5,000,000) for the use of the States, and also for a smaller sum ($200,000) for administration in the Bureau of Education.

3. H. R. 463, Clark, of Florida.-To extend the franking privilege to literature published by boards of health of States and Territories in the United States.

4. S. Res. 61, Copeland. Authorizing the Senate Committee on Education and Labor to investigate self-styled medical institutions and organizations popularly known as "diploma mills."

VI. Amendments of Existing Laws

Two proposed measures here are of more than ordinary importance. One of these enlarges the scope of the home economics work under the "SmithHughes Act" and increases the Federal appropriations for this work. The other is the bill to continue for four years the appropriation for industrial rehabilitation.

1. S. 1408, Fess.-To amend an act entitled "An act to provide for the promotion of vocational education, * * approved February 23, 1917.

(a) Adds new sections 19 and 20 to the Vocational Education Act known as the "Smith-Hughes act."

(b) Provides for cooperation with the States in paying the salaries of teachers, supervisors, or directors of home economics subjects appropriation, $500,000 for fiscal year ending June 30, 1921. Subsequent appropriations for nine years, an amount each year equal to the amount for the preceding year increased by $250,000. Annual appropriation after June 30, 1930, $3,000,000. This is intended to be in lieu of appropriation for home economics in section 3 of the original act.

(c) Provides that the appropriation in section 3 of the original act for "paying the salaries of teachers of trade, home economics, and industrial subjects" shall hereafter be available for teachers of trade and industrial subjects.

2. S. 1836, Jones of Washington. To the several States and Territories which amend "An act donating public lands to may provide colleges for the benefit of proved July 2, 1862, as amended by act agriculture and the mechanic arts." apapproved March 3, 1883.

(a) Relates to investment of funds accruing under Morrill Act of 1862. Substitutes word "bonds" for word "stocks" in reference to bonds of the United States and the several States. Eliminates requirement that the investment yield 5 per cent or more.

3. H.R. 4165, Dallinger (by request).To amend sections 1, 3, and 6 of an act entitled "An act to provide for the promotion of vocational rehabilitation of persons disabled in industry or otherwise and their return to civil employment."

(a) Continues for the fiscal year ending June 30, 1925, and for three years thereafter the annual appropriation of $1,000,000.

(b) Provides that any State having prior to June 30, 1924, accepted and

complied with the provisions of the amended Act shall be deemed to have accepted this amendment.

(c) Continues annual appropriation of $75,000 for studies and investigations and for administration of the act. Strikes out limitations placed on salaries.

VII. Miscellaneous Educational Measures

1. S. 430, McKellar.-Regarding the education and naturalization of aliens and the children of aliens, and for other purposes.

(a) Provides that no alien shall reside in the United States longer than five years without becoming naturalized; that no alien shall be admitted to citizenship without being able to speak enough English to make his desire to become a citizen intelligible.

(b) Requires that every employer of 30 or more aliens provide therefor instruction in the English language, unless the public authorities are providing such instruction. All aliens and children of aliens must be taught in English-speaking schools and in the English language.

2. S. 694, Keyes (by request).-To provide for the world-wide extension of education by the cooperation of national governments.

3. H. R. 119, Raker.-To amend "An act to establish postal savings depositories for depositing savings at interest with security of the Government for the repayment thereof, and for other purposes,' approved June 25, 1910.

postal savings fund in school district bonds. (a) Authorizes the investment of the

4. H. R. 129, Raker.-To authorize entry of the public lands by school districts for schoolhouse sites and grounds.

5. H. R. 3248, McLeod. Declaring November 11 a legal public holiday, to be known as Armistice Day.

6. H.R. 6537, Stephens.-Authorizing the continuance of schools on certain naval reservations.

(a) Authorizes the Secretary of the Navy to continue the schools on the naval reservations at Indianhead, Md.; Dahlgren, Va., and South Charleston, W. Va., and to maintain the same from funds arising from the rental and operation of naval housing projects.