423. Guyer, Michael F. Being well-born; an introduction to eugenics. Indianapolis, The Bobbs-Merrill company [1916] 374 p. illus. 12°. (Childhood and youth series, ed. by M. V. O'Shea)

424. Haines, Thomas H. Relative values of point-scale and year-scale measurements of one thousand minor delinquents. Journal of experimental psychology, 1:51-82, February 1916.

Contributed from the Bureau of juvenile research, Columbus, Ohio, to vol. 1, no. 1, of Journal of experimental psychology, Princeton, N. J.

425. Judd, Charles Hubbard. Measuring the work of the public schools. Cleveland, O., The Survey Committee of the Cleveland foundation, 1916. 290 p. diagrs. 12°. ([Cleveland foundation. Publications] 10)

One of the 25 sections of the report of the educational survey of Cleveland conducted by the Survey committee of the Cleveland foundation in 1915.

426. Messer, August. Die apperzeption als grundbegriff der pädagogischen psychologie. Berlin, Reuther & Reichard, 1915. 144 p. 8°.

427. Otis, Arthur S. Some logical aspects of the Binet scale. Psychological review, 23: 129-52, March 1916.

To be continued.

428. Payne, George Henry. The children in human progress. New York and London, G. P. Putnam's sons, 1916. xix, 400 p. illus. 8°.

This special historical monograph undertakes to present the position of the child in his social, political, and humanitarian existence in all nations and in all eras.

SPECIAL METHODS OF INSTRUCTION.

429. Darcie, Marvin L. How may moving pictures be made really educative? Sierra educational news, 12 : 77-80, February 1916.

Portion of an address delivered before the Southern section of the California teachers' association. In conclusion, the writer says that the educational value of the motion pictures available at the present time has been considerably over-rated. "If the films can be produced primarily for the schools, with the educative aspect foremost in the minds of the producer, and if they can be s illfully presented by sympathetic teachers, it would be difficult to over-estimate their possibilities."

SPECIAL SUBJECTS OF CURRICULUM.

430. Barrows, Sarah T. Experimental phonetics as an aid to the study of language. Pedagogical seminary, 23: 63-75, March 1916.

431. Bjornson, J. S. The modern language problem. American schoolmaster, 9:63-71, February 1916.

Ta ing German as an example, the writer discusses the aim of modern language teaching and the materials to be used in teaching it.

432. Brewer, John M. Oral English. Directions and exercises for planning and delivering the common kinds of talks, together with guidance for debating and parliamentary practice. Boston, New York [etc.] Ginn and company [1916] 396 p. 12°.

433. Chickering, Edward C. The direct method in Latin: results. Classical journal, 11:348-56, March 1916.

Experiment tried in Jamaica high school, New York city.

434. Deem, Eleanora F. The teaching of versification in the high school. English journal, 5: 119-30, February 1916.

A paper read before the National council of teachers of English, Chicago, Ill., November 26, 1915. In conclusion the writer says that in her opinion "there is no other one thing that a teacher of English may present to her pupils that repays more abundantly any personal effort she may put into it than does the teaching of versification; nothing that has more satisfactory results, and nothing farther-reaching or more lasting in its influence."

33237-16-2

435. Dodge, Richard E. Some problems in geographic education with special reference to secondary schools. School and society, 3 : 253-65, February 19, 1916.

Presidential address delivered before the Association of American geographers, Washington, December 1915.

436. Dungan, Margaret E. The importance of the study of literature in the high school. Education, 36: 437-42, March 1916.

Says that the study of English literature offers "unique opportunities for intensifying the mental and emotional life of the student." We need to stem the current moving in the direction of purely scientific and material progress.

437. Epstein, Izhac. La pensée et la polyglossie. Essai psychologique et didactique. Lausanne, Payot et cie. [1916] 216, iv p. 12°.

The author, who is laureat of the University of Lausanne, concludes that the study of foreign languages is a waste of time from the standpoint of reason and education. For practical purposes it is enough to read several languages, but to speak only one.

438. Gosse, Edmund. The modern languages after the war. Modern language teaching (London) 12:1-10, February 1916.

Believes in a great recrudescence of the French language in English schools. Says it is rather rare to find an English officer who spea s or even reads French with ease. Discusses at some length the German attitude towards English education.

439. Haight, Elizabeth H. The attitude of the college toward the work in Latin in the secondary school. Classical journal, 11: 357-64, March 1916.

A comprehensive examination in Latin should consist "of sight translation from Latin into English and from English into Latin; and of such questions on the prepared text as will test knowledge of forms and syntax, but most of all, acquired background and intelligent interpretations."

440. Kirkpatrick, Edwin A. The use of money; how to save and how to spend. Indianapolis, The Bobbs-Merrill company [1915] 10 p. 1., 226 p. 12°. (Childhood and youth series, ed. by M. V. O'Shea)

441. Krause, Carl A. Why the direct method for a modern language? Educational review, 51: 254-67, March 1916.

Says that the teacher must be master of his subject, and must teach German and French as living languages. Advocates the direct method of teaching. Outlines a curriculum of studies.

442. Lawson, Mary F. The socialization of language study in the junior high school. Pedagogical seminary, 23: 76-85, March 1916.

443. Mackie, Ransom A. What to teach in history. Education, 36: 456-58, March 1916.

Advocates teaching of social life of nations, with less stress on military and political history. 444. Millikan, Robert A. The elimination of waste in the teaching of high school science. School science and mathematics, 16: 194–202, March 1916.

Discussion, p. 203-9.

Read before the Physics section of the Central association of science and mathematics teachers, Chicago, December 26, 1915.

445. Moritz, Robert E. Mathematics and efficiency in secondary school work. School science and mathematics, 16 : 233–45, March 1916.

446. Nitze, William A. "The report of the joint committee on grammatical nomenclature." A rejoinder to Miss Cipriani. School review, 24: 188–95, March 1916.

Criticizes Miss Cipriani, who pleads in favor of teaching French from the point-of-view of French.
Miss Cipriani's article appeared in the School review for December 1915.

447. P., J. L'enseignement des langues vivantes et la culture classique. Revue universitaire, 25: 23-30, January 1916.

A discussion of the teaching of German after the war.

448. Paxson, Frederic L. The study of recent American history. History teacher's magazine, 7: 75-80, March 1916.

This issue contains other articles on the same subject by C. R. Lingley, R. M. McElroy, and
R. E. Phyfe.

449. Pratt, Waldo S. The educational values of music. Journal of education, 83: 229-32, 243, March 2, 1916.

An address before the Music section of the Connecticut state teachers' association, October 22, 1915.

450. Prentout, Henri. L'enseignement de l'histoire locale au lycée et à l'école. Revue internationale de l'enseignement, 36: 36-52, January-February 1916. 451. Rickard, G. E. Teaching Latin translation. School reivew, 24: 215-18, March 1916.

Discusses the results of an experiment begun in September, 1915, with a Vergil class of 24 students in Oakland city high school, Indiana. The course was elective.

452. Stearns, Wallace N. The rehabilitation of Greek. Education, 36: 443-48, March 1916.

Dwells on the increasing significance of the modern Greek people. Advocates the modern approach to a language that has ne er ceased to be spoken and written.

453. Straus, S. W. Thrift-an educational necessity. School and home education, 35: 220-23, March 1916.

Address delivered before the National council of education at Detroit, Mich., February 21, 1916. 454. Surette, Thomas Whitney. Music for children. Atiantic monthly, 117: 35665, March 1916.

455. Thomas, Joseph H. Do thought-courses produce thinking? English journal, 5:79-88, February 1916.

A paper read before the College section of the National council of teachers of English, November 26, 1915.

Discusses the teaching of composition in colleges and says that the proper place for a "course in ideas" or a "thought-course" is in the senior and not the freshman year.

456. Wickham, Joseph Francis. The teaching of English poetry. Catholic educational review, 11:193–205, March 1916.

KINDERGARTEN AND PRIMARY SCHOOL.

457. Bell, Alexander Graham. Auto-education continued in the primary school. Freedom for the child, 2:8-15, January 1916.

458. Hall-Quest, Alfred L. The second crisis of childhood. School and society, 3:370-78, March 11, 1916.

Address at the Virginia state kindergarten union, Richmond, November 26, 1915.

Gives the reasons for the existence of the kindergarten and then considers some of the facts of child nature that may be obser ed by means of this organization.

459. McManis, John T. Individual differences in the early grades. School and society, 3 289-95, February 26, 1916.

Says that more children fail in the first grade than in any other grade. Advocates more flexibility of work in the first grade and a greater attention to individual differences.

RURAL EDUCATION.

460. Bateman, J. W. A survey of twenty-three rural districts of Desoto parish, Louisiana. Made under the direction of J. W. Bateman, head of the Department of rural education, State normal school, Natchitoches, La. [Natchitoches, La., 1915] 31 p. illus. 8°. (Normal quarterly of the Louisiana state normal school. vol. IV, no. 4)

461. Countryman, R. L. How rural schools can better meet the needs of rural life. Education, 36: 425-36, March 1916.

Rural schools should be related to country life. "Elementary schools," says the writer, "have formulated the same course of study for the city as for the rural school." Deplores present conditions, and urges differentiation in the course of study from that of the city school.

462. Favrot, Leo M. As others see us.

Arkansas teacher, 4 : 1-4, March 1916.

A visit to some rural schools, showing the different types of schools and teachers.

SECONDARY EDUCATION.

463. Collins, Joseph V. Adaptation. Educational review, 51: 286-94, March 1916. Discusses high school methods of instruction. Writer thinks the secondary school is too liberal in permitting pupils to select their own courses, and then too strict in holding them to these courses once they are selected. Only the cream of the school as regards ability should be permitted to specialize. Presents a scheme for solving the difficulty.

464. Eliot, Charles W. Changes needed in American secondary education. New York, General education board, 1916. 29 p. 8°. (Publications of the General education board. Occasional papers, no. 2)

Writer says that American secondary schools should give more attention to hand, ear, and eye work, and to the sciences of observation-chemistry, physics, biology, and geological and ethnographical geography. The time for these new subjects is to be gained by reducing the allotment to memory subjects and to mathematics, by lengthening the school day, and by shortening the summer vacation.

465. Hartwell, Charles S. The junior high school for increased economy and efficiency. American teacher, 5: 37-39, March 1916.

Advocates reorganizing the New York city schools on the junior high school plan. Says that both economy and efficiency will be promoted by this form of reorganization.

466. High school teachers association of New York city. The junior high school. 28 p. 8°. (Its Bulletin, no. 59, January 1916)

Contains: 1. T. H. Briggs: The junior high school, p. 1-13. 2. C. S. Hartwell: The junior high school in New York city, p. 14-16. 3. Joseph Abelson: The junior high school, p. 16-22. 4. Joseph Abelson: A bibliography of the junior high school, p. 22-28.

467. Maphis, Charles G. A plea for the definite rating of secondary schools. School review, 24: 203–6, March 1916.

The writer, who is a professor at the University of Virginia, set about to find a method of judging the efficiency of the schools by the products sent to the University. Gives a statistical table. This paper was read before the Association of colleges and secondary schools of the Southern states, held at Nashville, October 28, 1915.

468. Snedden, David. New problems in secondary education. School review, 24:177-87, March 1916.

Discusses the tendency of education to be become scientific, to become a field of applied science. Among other things the writer contends that the high schools "do not give training or instruction toward citizenship in accordance with sound principles of aim or definite principles of method." Treats the subiect of vocational education at some length.

469. Williams, L. A. Democracy's school. North Carolina high school bulletin, 7:34-39, January 1916.

To be continued.

Treats of the development of the public high school among our own people.

TEACHERS: TRAINING AND PROFESSIONAL STATUS.

470. Dick, George S. The importance of a department of rural education in all institutions training teachers for rural schools. Better schools, 2: 27-30, February

1916.

Discusses the needs and rights of the rural school pupil, the lines of service expected of the rural school teacher, and the training necessary.

471. Furst, Clyde. The status of the university professor in the United States. umbia university quarterly, 18:148-58, March 1916.

Read at the second Pan-American scientific congress in December 1915.

Col

In summarizing the writer says that "socially there is no better status in the land than that of the university professor."

472. Hosic, James Fleming. A survey of instruction in the Chicago normal college. Educational bi-monthly, 10: 205-16, February 1916.

Principal William B. Owen appointed several committees of the faculty of the Chicago normal college to study the work of the institution and prepare reports. This article contains the outline of the committee on instruction and a sample answer for those who may be interested in undertaking some sort of inventory of their own institutions. The complete report will be published later. 473. Preston, Josephine. Teachers' cottages and rural home economics. Journal of home economics, 8: 109-12, March 1916.

Presented at the eighth annual meeting of the American home economics association, Seattle,

1915.

474. Roberts, J. E. The efficiency of the teacher. Wisconsin journal of education, 48: 40-43, February 1916.

475. Wager, R. E. On the training of teachers of nature-study. Nature-study review, 12:47-55, February 1916.

476. Walk, George E. Some recent tendencies in state normal schools. Pedagogical seminary, 23: 1-13, March 1916.

"The discussion of students and teachers in this study has indicated the following tendencies: (1) A large increase in the total enrollment of normal school students for 1913 as compared with 1903. . . (2) A large increase in the entire number of normal school teachers employed for 1913 as compared with 1903. . . (3) A large increase in the entire number of normal school teachers holding degrees in 1913 as compared with 1903 . . .”

HIGHER EDUCATION.

477. Allen, William H. "Smashing the looking-glass." Survey, 35: 602-6, February 19, 1916.

Discusses the general subject of surveys of higher education, with emphasis on the University of Wisconsin. It is followed by a rejoinder by G. H. Mead, p. 607, 610.

478. American association of university professors. Bulletin. vol. 1, part 1. Annual address of the president and General report of the Committee on academic freedom and academic tenure. December, 1915. 43 p. 8°. (H. W. Tyler, secretary, Massachusetts institute of technology, Boston, Mass.)

479. Blaisdell, Thomas C. Should colleges admit high-school graduates without regard to subjects studied in the high school? School and society, 3 : 366-70, March 11, 1916.

A paper read at the Pennsylvania state teachers' association, Scranton, December 28, 1916. Says that the colleges should be more democratic both in entrance requirements and courses of study.

480. Eddy, William W. The Princeton curriculum: its limitations and its needs. Princeton alumni weekly, 16: 508-11, March 8, 1916.

This paper received second place in the Le Boutillier curriculum contest.

481. Fleming, J. A. The organization of scientific research. Nature (London) 96': 692-96, February 17, 1916.

Abridged from a paper read before the Royal society of arts, February 9, 1916. Discusses the training of men to conduct scientific and industrial research. A plea for closer cooperation between universities and technical colleges and factories.

482. Monroe, Paul. The university a memorial to men.

quarterly, 18: 113-21, March 1916.

Columbia university

"The university is a memorial to men in the permanency of its contribution to life."