BRANOM, MENDEL E. The measurement of achievement in geography. New York, The Macmillan company, 1925. xi, 188 p. tables, forms. 12°.

According to this book, the teacher of geography should place suitable emphasis on (1) the selection of content, (2) methods through which content is taught, and (3) tests to discover whether educational outcomes are being realized. Substantial progress has been made in evaluating geographic content and in discovering appealing methods of presenting the material. Slight emphasis, however, has been placed on geography tests and scales, which should measure achievement both on a memoriter and a problem level. Practice tests for the daily work should be provided, and also completion tests for the larger units of work. The author aims to assist other teachers to realize the many advantages that come from the use of properly devised tests, by his exposition of them in this volume. CLEMENT, JOHN ADDISON.

Principles and practices of secondary education. New York, The Century co. [1925] xxi, 503 p. diagrs. 8°. (The Century education series.)

The seven major unit topics of secondary education taken up in the discussions of this volume are: (1) The training of high-school instructors, including the technique of teaching; (2) the learning process of the high-school pupil, together with provision for individual differences; (3) the general historical development of European and American secondary education during the nineteenth century; (4) the reorganization of secondary education in terms of the junior high school, senior high school, and junior college; (5) the broadening purposes of reorganized secondary education and their application to curriculum building; (6) the organization and administration of the program of studies, as a whole, and of the separate high-school subjects; (7) the organization and administration of the nonacademic aspects or the correlated activities of the high school.

COURTIS, STUART APPLETON. Why children succeed; a study of the factors conditioning the progress of children in school, and of the problems that must be solved before the relationships between the factors and school success can be reliably determined. Detroit, Mich., Courtis standard tests [1925] 271 p. tables, diagrs. 8°.

This study goes to prove that boys within the age range and school conditions studied succeed in their school work to different degrees primarily because of differences in the maturity or development factor best represented by age. Scores in intelligence tests as measures of a general hereditary factor, serve as an important additional base of prediction, while training and other factors also have some small distinctive influences apart from the general developmental process.

DODD, EUGENE E. Fiber and finish;

studies for the developing of personality. Boston, New York [etc.] Ginn and company [1925] viii, 196 p. illus. 12°.

Right manners and conduct for high-school pupils are taught by a series of lessons in this text. The projects and other exercises provided in the ap

pendixes give a distinctive field-work trend to the subject, calling on the pupil to do, not merely to recite.

EVANS, FLORENCE. Guidance in the selection of a college; a pamphlet designed to assist parents, teachers, and students in the selection of a college. Philadelphia, Public education and child labor association of Pennsylvania [1925] 121 p. 8°. (Publication no. 106 of the Public education and child labor association of Pennsylvania, 311 South Juniper street, Philadelphia.)

From material obtained by a questionnaire, this study seeks to determine qualifications necessary to a student for success in college, and the information needed for the selection of a college. Part II of the pamphlet gives descriptive data for 60 prominent colleges located in the Middle States and Maryland, the District of Columbia, and New England.

KLAPPER, PAUL. Teaching children to read; a manual of method for elementary and junior high schools. 4th ed., rev. and enl. New York, London, D. Appleton and company [1926] xxii, 304 p. tables, diagrs. 12°.

The author here presents more than a formal revision of his earlier work. It is, rather, he says, a thoroughly reorganized text that is more advanced and that applies to classroom practice the lessons gleaned from the new psychology of reading. The distinguishing characteristics that commended the earlier book to teachers and supervisors are retained, but significant changes are made in the interests of ampler content that seek to meet more adequately the needs of teachers of reading through the ninth year.

SMITH, WILLIAM A. The junior high school. New York, The Macmillan company, 1925. xiv, 478 p. tables.

12°.

The junior high-school movement is handled in this book not as an isolated phenomenon, but as an integral part of a much larger movement for the complete reorganization of the American public-school system. In order to facilitate an adequate understanding of the junior high-school movement, the historical and comparative background of the new institution is depicted with considerable care, but in a selective way.

This is done by tracing the evolution of the American school system, and by describing the organization of school systems in various European countries. The general discussion centers about certain major aspects of the subject--the historical and comparative background, the pupils, the major purposes, the program of studies, extracurricular activities, and problems in organization and administration. The book coincides with the practice of progressive educational administrators and writers in giving a prominent place to the library as a part of the junior high-school organization and equipment.

SWIFT, FLETCHER HARPER. Studies in public school finance. The Middle West: Illinois, Minnesota, South Dakota, with a supplement on Alaska.

The South: Arkansas, Oklahoma, Alabama, Tennessee. Minneapolis, University of Minnesota, 1925. 2v. tables (partly fold.) diagrs. 8°. (Research publications of the University of Minnesota. Education series, nos. 3, 4.)

Professor Swift was assisted in the preparation of the volume on the Middle West by Frances Kelley del Plaine and Oliver Leonard Troxel, and in the preparation of the volume on the South by John Harold Goldthorpe. These volumes are nos. 3 and 4, concluding a series of which volume 1 is entitled The West: School finance in California and Colorado, and volume 2, The East; School finance in Massachusetts, New York, and New Jersey. The object of this survey is to present complete and detailed information of the systems. of school support in a considerable number of individual States, carefully selected to afford a basis for the formulation of scientific principles of school finance, to replace the antiquated systems which now too often prevail.

TERMAN, LEWIS and LIMA, MARGARET. Children's reading; a guide for parents and teachers. New York, London, D. Appleton and company, 1926. xi, 363 p. 8°.

The complicated problems of children's reading are investigated in this volume on the basis of an experimental study of the qualitative and quantitative aspects of juvenile reading with special reference to individual differences caused by age, sex, intelligence, and special interests. In the study of approximately 2,000 children, data were obtained from three sources, namely, the home, the school, and the children themselves. The results from all these sources were statistically treated, and largely on the basis of the findings, which are reviewed in Part I of this book, an extensive list of books suitable for children was drawn up, which is given in Part II, classified according to types. Much data from other sources is also presented regarding suitable and unsuitable books for children's reading and the distinguishing marks of each of these types.

YEAXLEE, BASIL, A. Spiritual values in adult education; a study of a neglected aspect. Oxford University press; London, Humphrey Milford, 1925. 2v. 8°.

Adult education is at present receiving much attention in England as well as in the United States, but Doctor Yeaxlee approaches the subject from a particular point of view which has not previously been emphasized. He regards all education as essentially the expression and enrichment of a spirit, the development of personality in relation to society, and his book brings out this feature in adult education. The first volume discusses the philosophy of adult as distinguished from other stages of education, relates adult education to religion, and gives a historical review of adult education in England during the nineteenth century. Referring to the current situation, the present demand for adult education appears to be fundamentally idealistic and constructive, and accordingly the movement to promote it ought to receive a powerful support from those who are concerned with the religious aspect of human life. The second volume takes up the story of adult education in our own times, makes some constructive suggestions, and contains also a survey of the adult educational activities of the churches and kindred bodies. While this survey of educational activities relates exclusively to England, lessons may be drawn from it to apply to similar conditions in America. The author pleads for the cooperation of all agencies engaged in adult education, especially of bodies organized on a religious basis, and considers the possibility of an integrated movement giving free play to all its members.

WASHINGTON GOVERNMENT PRINTING OFFICE: 1923