33. Bobbitt, John Franklin. What the schools teach and might teach. Cleveland, O., The Survey committee of the Cleveland foundation, 1915. 108 p. 12°. ([Cleveland foundation. Publications] 4.)

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.

34. Branford, Benchara. The new humanism. Journal of education (London) 48: 27-31, January 1, 1916.

Writer says that the present world crisis will lead to great changes in education, just as at the close of the medieval period in Europe there was a resultant educational rebirth. Discusses the school as an idealized model of the world and the world as a realized model of the school.

35. Georgia. Department of education. Manual for Georgia teachers.. [Atlanta, 1916] 298 p. illus. 8°.

In addition to the usual material on teaching reading, spelling, etc., this manual has chapters on
School clubs, Easy experiments in agriculture, History and principles of education, Libraries,
What an eighth grade pupil ought to know, etc.

36. Hall-Quest, Alfred L. The organization of supervised study. Virginia journal of education, 9: 183-87, 243-49, December 1915, January 1916.

To be continued.

Discusses the different plans of supervised study.

37. Lapie, Paul. La science de l'éducation en France. Revue internationale de l'e nseignement, 35: 401-17, November-December 1915.

Traces the development of the science of education from the sixteenth century to the present day. Extract from Science française published for the exposition at San Francisco. Also in Revue pédagogique, n. s. 67: 217-35, October 1915.

38. Lee, Joseph. The two realities in education. School and society, 3: 73-80, January 15, 1916.

Address delivered before the Harvard teachers' association.

39. Moore, Ernest Carroll. What is education? Boston, New York [etc.] Ginn and company [1915] x, 357 p. 12°.

This book discusses education as a life process, the same in kind for schools of all grades and for the student in school and after he has left school. Some of the chapters are: What is knowledge? The doctrine of general discipline, Education as world building, The kinds of education, Place of method in education, On learning to work with concepts.

40. Ruediger, W. C. Teaching individual notions. Elementary school journal, 16: 257-60, January 1916.

41. Thouverez, E. Instruction et éducation. Revue pédagogique, n. s., 67: 331-53, November 1915.

Read at an intercantonal conference held at Saint-Béat in 1914.

Describes "instruction" as an individualistic force, "éducation" as a social power.

42. Thwing, Charles F. Education according to John Stuart Mill. School and society, 3: 1-8, 49-58, January 1, 8, 1916.

43. Whipple, Guy Montrose. How to study effectively. School and home education, 35: 149-51, January 1916.

This is the first of a series of articles upon this topic. It is intended later to issue the material as a whole in book form.

EDUCATIONAL PSYCHOLOGY; CHILD STUDY.

44. Gray, William S. Methods of testing reading. Elementary school journal, 16: 231-46, January 1916.

Gives the directions in detail which have been prepared for the use of the teachers in Denver and Grand Rapids.

45. Hall-Quest, Alfred L. Present tendencies in educational psychology. Journal of educational psychology, 6: 601-14, December 1915.

"This paper presents the results obtained from a questionnaire sent to all of the teachers of educational psychology included in the membership of the Society of college teachers of education. There is evidence of a strong trend toward a well-defined science of educational psychology." 46. Kohs, Samuel C. The practicability of the Binet scale and the question of the borderline case. Training school bulletin, 12: 211-24, January 1916. 47. Nemecek, Ottokar. Zur psychologie christlicher und judischer schüler. Zeitschrift für kinderforschung, 20: 481-518, August-September 1915.

An inductive study of race psychology. Data were obtained from schools of Vienna during 1913-14. Gives interesting conclusions as to race differences in various school subjects and attitudes.

48. Starch, Daniel. The measurement of achievement in English grammar. Journal of educational psychology, 6: 615-26, December 1915.

"A grammatical scale was devised by presenting a test sheet containing 100 sentences to over 1,000 pupils in six schools in various parts of the country. The results were scored and tabulated to show the percentage of times each sentence was mar ed correctly. By means of the scale thus constructed tentative standards of attainment were derived for the two upper elementary grades, the four years of high school, and the junior year in college."

49. Terman, Lewis M. and others. The Stanford revision of the Binet-Simon scale and some results from its application to 1000 non-selected children. Journal of educational psychology, 6: 551-62, November 1915.

A summary of the Stanford university work on the revision of the Binet scale. This work has been carried on for over five years, and has involved the examination of 1700 normal children, 200 defective and superior children, and more than 400 adults.

50. Travis, A. Reproduction of short prose passages: a study of two Binet tests. Psychological clinic, 9: 189-209, December 15, 1915.

Bibliography: p. 209.

Tests given in the laboratory of psychology of the University of Pennsylvania.

51.Webb, Edward. Character and intelligence; an attempt at an exact study of character. Cambridge, The University press, 1915. 99 p. tables. 4°. (The British journal of psychology. Monograph supplements vol. I, [no.] III)

Thesis approved for the degree of Doctor of Science in the University of London.
Bibliography: p. [97]-99.

52. Woolley, Helen Thompson. A new scale of mental and physical measurements for adolescents, and some of its uses. Journal of educational psychology, 6: 521-50, November 1915.

"This article presents the results of the application of five physical and eight mental tests to 750 fourteen-year-old children who dropped out of school to go to work, and to 680 of the same children at fifteen years of age, after being at work for one year."

SPECIAL METHODS OF INSTRUCTION.

53. Berg, Clara de Lissa. The church, the school, and motion pictures. Social service review, 2: 9-10, December 1915.

SPECIAL SUBJECTS OF CURRICULUM.

54. Bolenius, Emma Miller. Teaching literature in the grammar grades and high school. Boston, New York [etc.] Houghton Mifflin company [1915] 337 p. 12°. (Riverside textbooks in education, ed. by E. P. Cubberley)

Contains bibliographies.

55. Coulter, John G. Proposed status of science instruction in the junior-senior high school organization. Educational administration and supervision, 1: 639-45, December 1915.

56. Cross, E. A. The functional teaching of English grammar. English journal, 4: 653-59, December 1915.

57. Erskine, John. The teaching of poetry. Columbia university quarterly, 18: 25-41, December 1915.

An ardent plea for such teaching.

58. Hubbard, J. W. Supplementary material for teaching geography in elementary schools. Journal of geography, 14: 136-43, January 1916.

Gives supplementary material by grades, also teachers' reference books, equipment for graphic expression, and illustrative material.

59. Kingsley, Clarence D. The study of nations: its possibilities as a social study in high schools. School and society, 3: 37-41, January 8, 1916.

A paper read before the Rhode Island institute of instruction, October 29, 1915.

The writer says that "American high schools could take no single step that would do more to establish their usefulness to the nation that supports them than to diminish the excessive amount of time now devoted to the study of foreign languages and improve their other courses of study." 60. Leiper, M. A. The Latin in English—or, interest that will stick. Classical journal, 11: 208-15, January 1916.

Work in word analysis. Says that the chief defense for the study of Latin is "the increased power it gives one over the resources of the mother-tongue."

61. Maltby, Margaret E. The relation of physics and chemistry to the college science courses. Columbia university quarterly, 18: 56-62, December 1915. Advocates the study of physics and chemistry as preliminary to general science courses, because they deal with fundamentals.

62. National council of teachers of English. preparation of college teachers of English. 1916.

Report of the Committee on the English journal, 5: 20-32, January

Study of results obtained from a questionnaire sent to 52 heads of departments. Twenty-eight replied. Interesting statistical tables.

63. Ramirez de Arrellano, Rafael N. Practical Spanish in high schools. High school quarterly, 4: 123-27, January 1916.

Gives an outline of a three-years course in Spanish for the high schools.

64. The Shakespeare Tercentenary. Suggestions for school and college celebratio.. of the Tercentenary of Shakespeare's death in 1916. Prepared by the Drama league of America under the direction of Percival Chubb. Washington, D. C., National capital press, inc., 1916. 60 p. 8°. 10 cents..

Gives outlines of processionals for elementary and high schools; suggestions for forms of celebration involving Shakespeare or the Elizabethan period; treatment of plays for short performances; bibliographic helps; suggestions for practical costuming, etc.

65. Snell, C. A. Mathematics clubs in the high school. Mathematics teacher, 8: 73-78, December 1915.

66. Texas history teachers' bulletin. Vol. 4, no. 1, November 15, 1915. Austin, Texas, University of Texas, 1915. 42 p. 8°.

CONTENTS.-1. Thomas Fletcher: The organization of the high school history course, p. 3-14. 2. E. C. Barker: Source readings in Texas history, p. 15-36. 3. Frederic Duncalf: The Texas history teacher of the future, p. 37-39. 4. C. C. Haines: Efforts to improve the teaching of civics in the public schools, p. 40-42.

67. Tryon, R. M. The organization of United States history for teaching purposes in grades seven and eight. Elementary school journal, 16: 247-56, January 1916.

Says that children must grasp and fully understand the divisions into which the story of their country's history falls. Gives data revealing the present textbook status of the problem.

23802-16--2

68. Vestal, C. L. Conditions for a high school course in electricity. School science and mathematics, 16: 64-69, January 1916.

Discusses the proper conditions for a course in electricity in a technical high school, first telling what should be the scope of such a course.

69. Weiller, Mlle. N. L'enseignement de l'allemand pendant la guerre. Revupédagogique, n. s. 67: 255-62, October 1915.

Extracts from a report on the teaching of German at the Lycée Jules Ferry during the year 1914/15, showing the modifications made necessary by the war.

70. Winslow, Leon Loyal. Industrial arts and ceramics. School-arts magazine, 15: 326-31, January 1916.

KINDERGARTEN AND PRIMARY SCHOOL.

71. Dadmun, Frances May. Living together; a manual for teachers of children of primary grade, prepared especially for pupils seven years of age. Boston, Mass., The Beacon press, inc. [1915] 233 p. 8°. and portfolio of 42 pl. (The new beacon course of graded lessons)

72. O'Shea, M. V. Home and school. The child and his money. Mother's magazine, 11: 24-26, 55, February 1916.

The writer says that "In home and in school the child must be given experience which will teach him what money means in terms of strain and stress to secure it, and also what it means in terms of how it can be utilized to secure things that are of real worth."

73. Poor, Lillian B. The relation of the kindergarten to the elementary school. Kindergarten and first grade, 1: 10-13, January 1916.

Address given at the International kindergarten union meeting, San Francisco, Cal.
Progressive development of the kindergarten course of study in the elementary school.

74. Rhodes, Bertha M. A child's introduction to art.

grade, 1: 1-9, January 1916.

Kindergarten and first

How to make the connection between eye and hand and thus preserve natural seeing.

75. Serrano, Leonor. La pedagogía Montessori; estudio informativo y crítico, presentado al Ministerio de instrucción pública y al Ayuntamiento de Barcelona. Madrid, Librería de los sucesores de Hernando, 1915. 304 p. illus. 8°.

RURAL EDUCATION.

76. Georgia. Department of education. Educational survey of Houston County, Georgia. By M. L. Duggan, rural school agent . . . [Atlanta?] 1915. 41 p. illus. 8°.

No. 7 in a series of educational surveys of the counties of Georgia.

77. Gillette, John M. Constructive rural sociology. New ed., rev. and enl. New York, Sturgis & Walton company, 1916. xix, 408 p. 8°.

78. Johnson, D. B. The efficient country school. Better schools, 1: 188-91, December 1915.

79. Lange, Alexis F. The rural high school: its mission and efficiency. Sierra educational news, 11: 630-34, December 1915.

To be continued.

Read before the Rural high school section of the California high school teachers' association, July 1915.

80. Odum, Howard W. What the universities are doing for rural education. High school quarterly, 4: 108-15, January 1916.

81. Smith, Melvin C. Advantages of consolidation. School news and practical

educator, 29: 239-40, January 1916.

SECONDARY EDUCATION.

82. Blount, Ralph E. Out-of-school life of high school pupils. Educati
monthly, 10: 119-30, December 1915.

Gives replies to a questionnaire given to the pupils of Waller high school, Chicago, Ill.
Shows the wants of the pupils in respect to hygiene, school work, recreation, etc.

12

83. Bohn, Mary H. The high school cafeterias of Chicago. American school board journal, 52: 19, 71, January 1916.

84. Eichhorn, Anna. Cheating in high school. Educational administration and supervision, 1: 655-62, December 1915.

Results of an investigation of cheating among 1,000 students in the high school of Decatur, Ill. 85. Field, John E. Monthly allowances for students. Colorado school journal, 31: 7-9, December 1915.

Discusses first, whether the giving of monthly allowances to high school students is advisable, and then considers the proper amount of such allowance and the methods adapted for its control, the objects sought, and the benefits to be obtained.

86. Hay, Ian. The lighter side of school life. With illustrations reproduced from pastel drawings by Lewis Baumer. Boston, L. Phillips [1915] 227 p.

illus. 8°.

87. Hosic, James Fleming. The junior high school. Educational bi-monthly, 10: 175-81, December 1915.

Gives what the junior high school is, what it is for, some difficulties to be met, and supporting agencies, concluding with a bibliography.

88. Teaching. Vol. 2, no. 4, December 15, 1915. (High school curricula.)

Contains: 1. F. J. Kelly: Principles underlying the building of high-school curricula, p. 7-10. 2. W. H. Carothers: The secondary curriculum, p. 12-16. 3. Harry McGuire: The hour system in the small high school, p. 17-19. 4. W. A. Jessup: The economy of time in education, p. 19-23. 5. A. S. Lyness: A comparison of salaries of high-school instructors with their preparation and experience, p. 23-29.

TEACHERS: TRAINING AND PROFESSIONAL STATUS.

89. Brooks, H. C. How to improve the teacher in service. North Carolina education, 10: 4-5, January 1916.

90. Duke, E. A. Certification of teachers. Oklahoma home and school herald, 24: 19-21, January 1916.

Address delivered at the National conference on teachers' training at Nashville, Tenn.

A more effective, reasonable, and just method in the certification of teachers for rural schools. 91. Elliott, Charles H. The life tenure. American schoolmaster, 8: 433-42, December 1915.

Shows some of the effects that permanency in the tenure of the teaching force would produce. 92. Fischer, R. Beiträge zu einer statistik der deutschen lehrerschaft. Schulstatistische blätter (Beilage zur Pädagogischen zeitung), 13: 61-68, October 28, 1915.

This section (part of an extensive report) gives important statistics on the family relations of teachers.

93. Jamart, C. Le Musée pédagogique de l'École normale de Besançon. Revue pédagogique, n. s. 67: 368-75, November 1915.

This museum has three purposes: to furnish a concrete basis for the education of the pupil-teacher, to offer to former pupils the means of gaining information concerning new pedagogical methods, and to furnish to teachers, not graduates of the school, a place where they may learn about better methods of teaching.