beautify the school campus; and to purchase three acres of land for a playground. Its efforts have not ceased with this. There is a movement on foot to

build a community house in Henderson, and the parent-teacher association has

pledged half of the cost. It raises its funds principally by charging admissions to local entertainments and by serving lunches.

Work

Gradual reduction of the number of semester hours required for graduation and at the same time a consistent elevation of the standard of scholarship was announced recently by Bucknell University, Lewisburg, Pa. Under the new plan the number of semester hours will be steadily diminished from 128 to 120 for A. B. students, and for biology and engineering students to 144.

Sixty (D) will continue the passing grade, but will not be sufficient to earn a diploma. To win a quality credit a student must earn 70 (C). Two quality credits will be given for 80 (B), and three

CCORDING to the regulations for the examination of students of agriculture at the agricultural high schools and the universities provided with agricultural institutes in Germany, the only students admitted to the examinations are those who, besides meeting the other conditions, have been engaged in agricultural pursuits for at least two years. This provision also applies to students from abroad.

Only those will be considered as having been engaged in agricultural activities who have done so after completing their school studies. Activities in agricultural pursuits during the time spent at school

From an official letter to the Secretary of State.

or in studies or during the holidays can not be regarded as actual pursuit in the sense of the examination order. The evidence of actual activities is to be produced through witnesses whose statement must be confirmed or certified by authorities.

The agricultural high schools and the universities provided with agricultural institutions have been instructed immediately to advise all foreigners who wish hereafter to have themselves enrolled that they can not be admitted to the examination unless they produce the evidence of the required two-years' practice in the sense of the foregoing

remarks.

a system of equalization, high marks made in some subjects may offset low marks in others. The graduating class of 1926 is not affected by the change, but members of the class of 1927 will be required to earn 30 quality credits and to complete

126 semester hours of work. Installation of the system will be completed in four years, and students in the A. B. course graduating in 1930 must make a total of 120 quality credits, and complete successfully 120 semester hours of work.

Practical Life

A course in "the art of living," open to juniors and seniors, has been inaugurated at Connecticut College, New London, Conn., in connection with the department of home economics. The purpose is to enlarge the student's knowledge of present-day conditions and affairs in order that, as a cultured woman, she may correlate her book knowledge and the skills acquired in college with the world

The completion of her college career. method employed is lecture and conference, and 12 instructors representing the major departments of the college curriculum cooperate in the course, in association with the president of the college, and a physician and a lawyer from the outside.

As introductory to the course, the philosophy of the essential unity of life is emphasized, followed by presentation of the principles of the sciences of geology, biology, chemistry, and physics. The social sciences, as embraced in the scope of home economics, including music, literature, and the fine arts, are then considered, and the course is rounded out by a resurveying of the bearing of the entire course upon the whole problem of morals, ethics, and religion. Much reading, with critical reports and essays on the topics covered, is required for the successful completion of the course. It carries six points credit.

Sixty students, most of them teachers, are taking a course in library methods in Portland, Oreg. This course is given under the auspices of the University of Oregon, and is one of the activities of "Portland Center." Its origin was in the recognized need of a trained librarian in every large school, not only to have charge of the school library but also to teach the care of books, how to read, and how to find and use references and supplementary material.

C

By MAUD E. HAYES

OURSES OF STUDY in home economics have widened their outlook, and home making embraces vastly more than "cooking" and "sewing"; correspondingly, types of equipment and housing of home economics work are changing to meet the new ideals in teaching.

It is the purpose of this paper to present a few of these changes which have been made in such equipment and housing plans during the past two or three years in a Pacific coast city public-school system. Thanks to a liberal board of education, a farseeing superintendent of schools, and helpful principals and teachers, the idea of home economics was well "sold" some years ago, so that no pioneer work was required when new conceptions of home making demanded financial support in a school building program.

The junior high or intermediate school has securely bridged the gap between the elementary and the senior high school, but courses in home economics must change their content to provide for this new arrival into the city school family. A change of content means other changes as well, and includes a different view point and a different goal. Perhaps the guiding principles in the teaching of home economics in the three divisions of the school system may be summed up in the three terms, "habituation," "exploration," "specialization."

Home-Making Room Larger than Classroom

In the new elementary school whether the administration is of the platoon type or not, where the work is required in fifth and sixth grades, the classes in home making usually take half of one teacher's time, so that the rooms may be used also by the special teacher of subnormal children who, in this school system, is a trained home economics teacher. The type of room which has been found to be most successful is that equipped for both cooking and sewing and simple housework. Although the dimensions of rooms so equipped differ from the "room unit" of the average-sized classroom by having floor space of 25 by 48 feet, the equipment provides for the three phases of

work mentioned. Such a room has been recently planned and equipped for fifth and sixth grade classes in Whittier Elementary School at Long Beach, and may be described as a satisfactory type of equipment.

All the storage facilities are "built in" with no extra partitions for closets or pantries, which reduces the initial building cost and facilitates the routine of storing and distributing supplies. On the long inside wall of the room are a lavatory, two sinks with tiled drain boards, and a laundry tray at the end of each sink, cupboards over the drain boards, and ventilated apron and workbox lockers. At one end of the room is a "built in" for the storage of sewing supplies, occupying a space of 15 feet. This provides storage for hangers, shelves, cupboards, drawers, place for paper roll, and for a mirror in the door panel.

Equipment of Built-In Type

At the opposite end of the room are the kitchen built ins which include a towel-drying closet, a cooler, cupboards, and drawer space for food supplies and utensils, and a broom closet. This toweldrying closet seems to solve the dishtowel problem very satisfactorily. It is ventilated above and below and was included in the architect's plan and building speci

fications. There are 15 movable rods supported by slanted cleats allowing easy arrangement of towels, and double doors for convenience of access. For 45 towels folded lengthwise, the space of 25 by 36 inches is sufficient, with 18 inches between the cleats. The rods must be at least an inch in diameter and finished, to prevent mildew or warping from damp towels. The floor is covered with linoleum and it will not be affected by the dripping from towels. In California the ventilated cooler is part of every home kitchen equipment, and it may be placed in the school kitchen next to the towel dryer.

Tables Were Made in School Shops

The tables were built in the city school carpenter shop. After several years of trial a cooking table has been standardized to fit the needs of elementary, junior and senior high-school classes, varying only in height and finish. Three types of top surfacing are being tested-namely, enameled iron, a composition of magnesite, and a linoleum composition. These tops are about the same in price, and the complete table, size 24 by 48 inches for the use of two pupils, can be built for $28. These tables are high enough from the floor for sweeping under them. There is space for stools, and if desired a rack for notebooks, vanity cases, etc., may

be attached at the sides. Molding and cutting boards are provided and the tables when placed back to back form a square 4 by 8 feet. They are portable, and may be arranged to suit any size or shape of room, and the arrangement may be easily modified. Small gas ranges about which the tables may be grouped are used instead of gas plates set on the tables.

Sewing tables, also built in the school shop, are either 7 by 3 feet by 2 feet 6 inches or 5 by 3 feet by 2 feet 6 inches, and have a slatted shelf underneath to hold workboxes and books, but not to hold the odds and ends which accumulate when the shelf has a solid bottom. Chairs and stools were purchased unfinished, and are finished to harmonize with the woodwork of the room. The cost of equipping such a home-making room for 24 pupils was approximately $1,300, including sewing machines, $225; gas

Dish towel drying closet and cooler ranges, $280; chairs, $100; stools, $50; cooking tables, $280; sewing tables, $80; utensils, dishes, silverware, etc., $275.

In planning home-economics rooms for junior high schools, the exploratory nature of the work is kept in mind. Short-unit courses which provide experience in many phases of home making must have a varied type of equipment to allow for such experiences and for the interpretation of the rich satisfactions of "worthy home membership" so much needed in our day when the broken home is becoming a serious social problem.

The "unit kitchen" laboratory which has four home kitchens 8 by 11 feet, where three or four girls work together as "mothers and daughters," seems to be a satisfactory arrangement, plus table and range accommodation for as many more girls to work in the center of the room, with sinks and laundry trays near at hand. Such an arrangement of the room means less expense and gives

the younger and less experienced of the pupils an opportunity to work toward the occupation of the little kitchens, in which a different sense of responsibility and teamwork must be developed. In each unit kitchen is a lavatory, sink, laundry tray, cupboard, range, table, stools, and bulletin board; and the utensils are chosen to allow family-size recipes to be used.

In planning such a room sufficient floor space should be provided for recitations, with small tables (which may also be used for serving meals) and chairs grouped before the blackboard for the lesson discussion before food preparation commences. Care should be taken to plan for low cupboards between kitchens so that the teacher may supervise the work more easily. Cupboards 4 feet high give ample room for utensils and dry groceries kept in each unit kitchen, and the top may be used for plants, reference books, etc. Besides the unitkitchen laboratory, a second laboratory with unit-desk arrangement is useful for classes of seventh-grade girls. A small dining room between the two kitchens, with a separate entrance from the main corridor, and a pantry for china may be used for the more formal service of meals and for practice in housework, household decoration and furnishing.

Bathrooms Arranged for Class Demonstrations

In the large junior high schools, two serving rooms are provided, and an extra room for varied uses which is called the "child care and home nursing room,' but it will accommodate also classes in household management, millinery, etc. It has a large storage closet to store portable beds, furniture, etc., when the room is used for recitations, and a goodsized bathroom adjoins it. The bathtub is placed next to the wall of the room and a sliding panel is arranged in the wall so that the nurse or teacher may demonstrate the bathing of a child or the care of the bathroom in view of the class seated beyond the sliding door.

In one corner of the room a nursery may be arranged with screens for walls, the equipment consisting of crib, small furniture, Chase hospital doll, etc. Two single beds for use in bed making and in teaching care of the sick will also be provided so that the room will have sufficient equipment for its varied uses. In the new senior high school a room used for the same purposes contains a recessed closet large enough to hold two beds in up right position, in order that they may be quickly disposed of when not in use.

Disadvantages of Model-Apartment Plan

Such class rooms provide for most of the household problems of the family as they are included in the junior high school course of study; they take the place of the "model apartment" which, notwithstanding its more unified plan, has the disadvantage that the rooms are too small to use except with small groups of girls. Because of this disadvantage it often falls into disuse. In one junior high school practice house, which is of the bungalow type, the living room is large enough to use for classes of average size, and has enough storage space to take care of sewing machines, folding tables, extra chairs, etc., when it is used for a dining

room.

In another junior high school, the practice apartment is in one end of a new wing of the school and on one side of the inner hall are the quarters for the school nurse. The living room has a beamed ceiling and panelled walls, and in the walls are closets deep enough to stow away folding tables when not needed for class use. The chairs are of the Windsor type and harmonize with the rest of the furniture which includes a gate-leg table, two overstuffed fireside chairs, and two Windsor arm chairs. The home-size kitchen has three gas ranges placed side by side, and has working space for 12 or 15 girls; by dividing the class into two groups for preparing and serving meals the average class may be kept at work with little confusion even though they are not working under laboratory conditions.

BORAAS, JULIUS, and SELKE, George A. Rural school administration and supervision. With introduction by Lotus D. Coffman. Boston, New York [etc.]; D. C. Heath and company 12°. [1926]. xii, 260 p. tables.

President Coffman says that in order to bring the rural schools up to the required standard of efficiency, an improvement of their administration and supervision is required. The best schools are the best supervised schools. The authors of this text on the administration and supervision of rural schools have consequently treated a problem which is a matter of interest and concern to every one. They have brought to bear upon the situation a wide experience, the knowledge and technique of the science of education, and a social point of view. MANUEL L. Philippine With studies in mental measurement. an introduction by Arthur S. Otis. Yonkers-on-Hudson, N. Y., World book company; Manila, Philippine book company, 1926. xiv, 175 p. tables, forms, diagrs. 12°.

CARREON,

After briefly sketching the history and development of the testing movement, and discussing the application of tests and measurements to American educational practice, the author takes up the application of standard tests to Philippine public-school problems. In examining the applicability of these tests to the Filipino, the book presents comparative and diagnostic studies of the Haggerty tests, with summary and conclusions. An appendix gives reproductions of the tests mentioned.

DREW, LILLIAN CURTIS. Individual gymnastics; a handbook of corrective and remedial gymnastics. 3d ed., thoroughly revised. Philadelphia and New York, Lea & Febiger, 1926. 276 p. front., illus. 8°.

In view of the important service to the hygiene of modern life, particularly modern urban life, which is rendered by properly applied corrective and developmental gymnastic work, this book now embodying the latest material on the subject by a specialist of much experience meets a need in the field of physical education.

EMME, EARLE EDWARD and STEVICK, PAUL RAYMOND. An introduction to the principles of religious education. New York, The Macmillan company, 1926. 285 p. 12°.

This work applies the most important findings of scientific study to the religious educative process, and undertakes to form a correlated system of fundamental ideas by which particular theories and efforts in religious education may be guided and tested. The material here offered has been tried out by actual use in various educational institutions. GOOD, ALVIN. Sociology and education; sociology from the viewpoint of education. New York and London, Harper & brothers, 1926. xxvii, 589 p. 8°.

The thesis of this book is that social life is possible only through social contacts of individuals, and that social contacts are made more efficient through education, which in turn is obtained largely through social contacts. The author's primary plan is to

select principles of social life obtained from the pure science of sociology that have any bearing upon education, and to interpret them in such a way that they may become a part of educational sociol

ogy.

The psycholNew York,

JUDD, CHARLES HUBBARD. ogy of social institutions. The Macmillan company, 1926. ix, 346 p. illus. 12°.

Present-day psychology is in the main a psychology of the individual. This volume undertakes to develop a system of psychology which will show that social consciousness, instead of being something vague and intangible, is one of the most active and potent facts in the world, expressing itself in certain institutions which are quite as real as the individual's habits and organs of sense. A somewhat specialized treatment of a few of the social institutions is here given, in order to exhibit the methods of this branch of psychology, and more especially for the purpose of indicating certain practical applications which grow directly out of the discussion of social institutions.

MORRISON, HENRY C. The practice of teaching in the secondary school. Chicago, Ill., The University of Chicago press [1926] viii, 661 p. tables, diagrs. 8°.

Professor Morrison defines the secondary school as that region in the process of education within which the pupil is capable of study, but incapable of systematic intellectual growth without the constant guidance of the teacher-that is, the period from about the beginning of the fourth grade to about the end of the junior college. His analysis of teaching procedure in this volume therefore covers a very large part of the entire course of formal education. Everywhere prevalent in modern schools the author finds mere lesson learning and performance requirements, without development in the pupils of adaptation ability or the power of independent thought. The true function of the secondary school is to train pupils how to study, developing in them the inclination to attack their world through study, and finally enabling them to formulate their own problems and study at the level of self-dependence. In this connection, emphasis is laid upon the importance of forming right habits of reading. Believing that secondary education must be organized to teach directly the true learning products, the author develops a control technique, an operative technique, and an administrative technique which subordinate performance and the learning of lessons to the attainment of genuine adaptations in the pupil.

NEWCOMB, RALPH S. Modern methods of teaching arithmetic. Boston, New York [etc.] Houghton Mifflin company [1926] xv, 353 p. tables, diagrs. 12°. (Riverside textbooks in education, ed. by E. P. Cubberley.)

The conclusions of many scientific studies as to arithmetical instruction, which psychologists and students of education have in recent years been making, are applied in this volume to the teaching of arithmetic in our schools. Significant modern conceptions concerning the principles and methods of teaching arithmetic are embodied in the chapters dealing with "Socialization and correlation of arithmetic," "The psychology of arithmetic," "Drill in arithmetic," "Problem-solving," "Application of percentage," "Measuring the ability of

pupils in the fundamentals and their application," the use of tables and statistics, and the construction and interpretation of graphs.

PAYNE, ARTHUR F. Methods of teaching industrial subjects. New York, McGraw-Hill book company, inc., 1926. XX, 293 p. illus., tables, forms, diagrs. 8°.

This is a companion volume to the author's Administration of vocational education, and organization of vocational guidance. Dr. David Snedden contributes an introduction. The text in the first place states the commonly accepted principles of method analytically and extensively, and applies them to teaching in industrial schools of various types. In the second place, a large variety of tested devices are arrayed. In the third place, the possibilities of job analysis as the most promising means of improving upon teaching method for the future are opened up. Attention is also given to the rating and observation of teachers, and reading lists are supplied.

Problems in educational administration; by George D. Strayer-N. L. Engelhardt, and J. R. McGaughy, Carter Alexander, Paul R. Mort, of the staff of Teachers College, and Frank W. Hart, Fletcher Harper Swift, visiting professors in Teachers College, 1924– 1925; with the cooperation of many graduate students and superintendents of schools. New York city, Bureau of publications, Teachers College, Columbia University, 1925. xvii, 755 p. tables, diagrs., maps, plans. 8°.

Students who are preparing to become school superintendents especially require practical training in the solution of actual problems arising in administrative work, so that they may acquire the necessary techniques. This fact is receiving increasing attention from teachers colleges in general, and in particular from Teachers College, Columbia University, which has issued the volume under consideration, containing statements of 116 problems covering various aspects of school administration. About half of the problems presented have been tried out in teachers college courses, and the entire collection is now submitted for criticism to the profession. Each problem is provided with suitable documentary material and with a bibliography of scientific studies bearing on it. In attacking the problem, the student is expected to use and organize the scientific material available. Practice in field work is held to be the logical next step after the student has gained considerable command of the field through the solution of problems in the classroom.

ROBINSON, JAMES HARVEY. An intro

duction to the history of western Europe. II. The emergence of existing conditions and ways of thinking. Completely revised and enlarged ed. Boston, New York [etc.] Ginn and company [1926] x, 586, xxviii p. maps. 8°.

Recognizing that the increase of scientific knowledge is the chief distinguishing characteristic of the age in which we live, this volume, which relates mainly to the development and spread of European civilization during the past two centuries, presents a rather broader conception of history than that hitherto current in our colleges. It includes a concise survey of the growth of knowledge, as well as the political and economic changes. Among the subjects handled are the new methods of studying the mind, importance of childhood, and the problems of education.

WASHINGTON GOVERNMENT PRINTING OFFICE: 1926