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1466. Parmelee, Maurice. An introductory course to the social sciences. Ameri
can journal of sociology, 19: 236-44, September 1913.
Students need an "evolutionary background" before beginning the study of the social sciences. Anthropology supplies this.
1467. Keavis, W. C. An experiment in the teaching of high school composition.
School review, 21: 538-41, October 1913.
Bays that one of the greatest obstacles in the teaching of English composition is "the lack of suitable material for themes."
1468. Riebesell, P. Der biologische itnterricht in England. Monatshefte fur den
naturwissenschaftlichen unterricht, 6: 449-65, heft 10, 1913.
1469. Sawyer, Nettie Alice. Five messages to teachers of primary reading.
Chicago, New York, Rand, McNally & company . 219 p. 12°.
1470. Sykes, Mabel. Chicago geometry syllabus. School science and mathematics,
13: 587-98, October 1913.
"This syllabus was presented to the mathematics section of the high school teachers of Chicago sometime ago, and by them presented to the superintendent of schools."
1471. Wodehouse, Helen, and Medeley, Helen M. History teaching and inter
national peace. Journal of education, supplement (London) 45: 723-25, October 1913.
A discussion of the means by which some of the glamour and plcturesqueness of war may be lessened and interest aroused in civic life.
KINDERGARTEN AND PRIMARY SCHOOL.
1472. Garcin, F. L'&iucation des petite enfants par la m6thode froebelienne.
Preface de M. Gabriel CompayrS. Paris, F. Nathan, 1913. xiii, 287 p. illua. 12°.
1473. Holland, E. O. The effect of kindergarten work on the progress of children
in tlio grades. Kindergarten review, 24: 65-71, October 1913.
Address given at Department of elementary education, National education association, Salt Lake City.
Investigations made show that there is no appreciable difference between the rate of progress of those with and those without kindergarten training.
1474. Jacoby, George W. The Montesaori method from a physician's viewpoint.
New York, William Wood & company, 1913. 25 p. 12°.
1475. Klein, Felix. Mon filleul au "jardin d'enfants." Comment il s'eleve.
Paris, A. Colin, 1913. 252 p. illus. 12°.
1476. Lynch., Ella F. How can I educate my child at home? Ladies' home jour
nal, 30: 32, October 1913.
Third article of scries. Shows the way it can be done at from S to 10 years of age. Examples in teaching arithmetic.
1477. Marguliea, A. Reno. Dr. Montessori and her method. Volta review,
15: 334-38, October 1913.
1478. Palmer, Luella A. The gifts. Kindergarten-primary magazine, 26: 32-36,
Considers the purpose in the use of Froebel's gifts in the kindergarten.
1479. Vandewalker, Nina C. The standardizing of kindergarten training. Kin
dergarten review, 24: 72-78, October 1913.
Address given at the Training teachers' conference, International kindergarten union, Washington, D. C.
1480. Walker, Jane. The Montessori method of education. Educational review,
46: 300-7, October 1913.
Presents a favorable view. Writer says: "Dr. Montessori's method and her system of education have come to stay. They contain an eternal truth, and they are part of the great democratic movement going on all over the world."
1481. Callee, John B. Rural arithmetic. A course in arithmetic intended to start
children to thinking and figuring on home and its improvement. Boston, New York [etc.] Ginn and company  vii, 119 p. 12°.
Among the important subjects treated are mill problems, feed problems, meat problems, dairy problems, soil erosion, cost of growing crops, idleness and carelessness, educated laborhealth and sanitation, fertilizers, cost of bad roads, etc.
1482. CoBffe, A. L'enseignement primaire en montagne. Etude faite dans la
circonscription de la Mure. Revue pedagogique, 63: 1-19, July 1913.
1483. Curtis, Henry S. The rural church as a social center. Education, 34:111-18,
Dwells on the decadent condition of country churches, and urges more social and institutional work.
1484. Eg-gleston, J. D. and Bruere, Robert W. The work of the rural school.
New York and London, Harper & brothers, 1913. 287 p. illus. 12°.
Contents.—Introduction.—The community survey.—The health of the children.—School government and the course of study.—Widening outlook of the rural school.—Cooperative demonstration work.—Demonstration work through the rural school.—The school-plant.— Some neglected factors in school equipment.—Consolidation and transportation.—The teacher who is the citizen-maker.—First aid to the citizen-maker.—Opportunity of the county superintendent.—The state superintendent of public instruction.
1485. Farwell, Cecilia. Country schools. American motherhood, 37:232-39, Oc
1486. Boght, Harold W. The rural school. Journal of education, 78:341-42,
October 9, 1913.
Claims (1) that without strong men and women professionally prepared for their work in the redirected rural schools, there can be no satisfactory adjustment of rural life; and (2) unless the schools are reorganized on a more satisfactory basis for administrative and supervisory purposes the schools themselves cannot become genuinely "redirected" nor their management become honestly efficient, economical, and intelligent.
1487. Lewis, H. W. The administration of country schools. American school
board journal, 47: 15, 56-58, October 1913.
Some opinions concerning the administration of rurol schools, by one who for some years has been district union superintendent of nearly fifty schools.
1488. Monahan, A. C. The rural school and the community. Atlantic educational
journal, 9: 12-14, September 1913.
Contains a score card for the teacher called a "self-grading certificate of success," which was prepared by E. M. Rapp, superintendent of schools of Berks county, Pa., and distributed by him to all his teachers.
1489. Richeson, J. J. The trained teacher, the key to the rural school problem.
Ohio teacher, 34: 54-56, September 1913.
1490. Stimson, R. W. Educational possibilities in the rural high schools. Rural
educator, 2: 62-63, October 1913.
Discusses the subject under three headings, namely, Preparation for college; Preparation for life, and Preparation for farming.
1491. Clarke, G. H. Practical work in secondary schools. School world, 15: 297
302, August 1913.
A summary of the report of the Consultative committee on practical work in secondary schools.
1492. Johnston, Charles Hughes. Secondary education. Journal of education,
78: 316-17, October 2, 1913.
Claims that "in addition to the traditional and generally accepted problems of high-school administration and the supervision of instruction, there is evolving what we may term a new conception of supervision and a new educational conscience in regard to the strictly social administration of high-school work."
1493. Potter, George M. Relative efficiency of public and private secondary insti
tutions. School review, 21: 523-37, October 1913.
Presents a short historical sketch of the rise and development of each type of school. Gives a study of the records of the students of the University of Chicago, and comes to the conclusion that as "an agency preparing for college the high school Is far superior to the academy."
TEACHERS: TRAINING AND PROFESSIONAL STATUS.
1494. Blaine, Anita McC. The ideals which led to the founding of the School of
education. Elementary school teacher, 14: 73-81, October 1913.
1495. Claxton, Philander P. The teacher. American education, 17: 25-26,
1496. Doughton, Isaac. A needed reform in teachers' institutes. Pennsylvania
school journal, 62: 174-77, October 1913.
1497. New certificating law in Illinois. School news and practical educator, 27: 37-38,
A synopsis of the cert ificating bill as given in the Illinois educational press bulletin.
1498. O'Connor, David. The beginnings of normal schools. Journal of education,
supplement (London) 45: 655-57, September 1913.
1499. Smith, Frank W. The normal school ideal. Education, 34:104-10, October
Seventh article of series. Deals with the practice school.
1500. Willman, O. Der anspruch der padagogik auf akademisches bflrgerrecht.
Akademische rundschau, 1: 650-59, heft 11, 1913.
1501. Atkinson, P. M. The civic university constitution and its reform. English
review, p. 294-305, September 1913.
1502. The Bristol university scandal. British review, 4: 34-45, October 1913.
A protost against the lavish granting of honorary degrees.
1503. Christensen, J. C. University business administration. [Manhattan, Kans.]
Kansas state agricultural college [1913?] 23 p. fold, chart. 8°.
Contains a paper entitled "Ideas gleaned in a recent trip of inspection for the study of university business administration," and Organization charts for the Kansas state agricultural college.
1504. Cook, George Cram. The third American sex. Forum, 50: 445-63, October
"In America there are three sexes—men, women, and professors.... The way to secure academic freedom and make university teachers free personalities is to transfer to them as a body the |>owers now hold by outside boards."
1505. Erben, Wilhelm. Die entstehung der universitats-seminare. Internationale
monatechrift, 7: 1335-47, August 1913. (A continued article.)
1506. Foerster, Norman, comp. Essays for college men; education, science, and
art, chosen by Norman Foerster, Frederick A. Manchester [and] Karl Young, New York, H.Uolt and company, 1913. 390 p. 8°.
Contents.—The spirit of learning, by Woodrow Wilson.—Inaugural address, by Alexander Meiklejohn.—Knowledge viewed in relation to learning, by J. II. Newman.—Knowledge viewed in relation to professional skill, by J. H. Nowman.—On science and art in relation to education, by T. II. Huxley.—The social value of the college-bred, by William James.—On tho advisable*' ness of Unprov ing natural knowledge, by T. H. Huxloy.—On the educational value of the natural history sciences, by T. II. Huxley.—A chango of educational emphasis, by E. A. Birge.—An address to students, by John Tyndall.—Literature and science, by Matthew Arnold.—Thcstudy of art, by John Calrd.—First principles, by 0. E. Woodbcrry.—How to read, by Frederic Harrison.
1507. Inauguration de l'lnstitut franeais d'Espagne. Revue Internationale de
l'enseignement, 33: 8-21, 110-20, July, August 1913.
Discourses delivered at the inauguration held during Easter vacation 1913. The work is carried on by the universities of Bordeaux and Toulouse.
1508. Key, David Martin. The function of the college. South Atlantic quarterly,
12: 256-68, July 1913.
1509. Kirkland, James H. Higher education in the United States of America,
Vanderbilt university quarterly, 13: 99-123, April-June 1913.
"Expanded from an address delivered February 28, 1912, on the 125th anniversary of the founding of the University of Pittsburgh."
1510. Pier, Arthur Stanwood. The story of Harvard. Boston, Little, Brown,
and company, 1913. 256 p. illus. 8°.
1511. Scholz, Heinrich. Wandlungen im wesen der universitat seit 100 jahren.
Preussische jahrbflcher, 153: 316-28, August 1913.
1. Relation of univorsities to church and state in Germany. 2. Attitude toward concept of science.
1512. Simon, Abram. The city mind; a plea for a municipal university, before the
Alumni association of Buchtel college, Akron, Ohio, June 18, 1913. Washington, D. C.  8 p. 8°.
"In connection with tho proposal to turn over Buchtel college to the city of Akron and make it a municipal college. This has since been done and the University of Akron established."
1513. Brooks, E. C. Seven, eight, and nine years in elementary schools. Elemen
tary school teacher, 14: 82-92, October 1913.
1514. Ewing, E. F. Retardation and elimination in the public schools. Educa
tional review, 46: 252-72, October 1913.
Writer says that the one absolute requirement for school progress is attendance. The first requisite in solving the problem of retardation is to have strict compulsory attendance laws and enforce them strictly.
1515. Greenwood, James M. How New York city administers its schools.
Educational review, 46: 217-28, October 1913.
Discusses the report of Dr. E. C. Moore on school administration in New York city to the Committee on school inquiry.
1516. Howerth, Ira W. Tho apportionment of school funds. Educational review,
46: 273-84, October 1913.
Presents a plan ol apportionment, which, to the writer, seems to offer a better method than those now employed in many of the states.
1517. Jessup, Walter A. The shifting school population. School review, 21: 513
22, October 1913.
Owing to the impermanenee of school boards, superintendents, teachers, high school principals, and students the best work can not be accomplished in education. "An analysis of tha careers of over 8o0 high-school teachers in Indiana brought out the fact that almost 40 per cent of these teachers were new to their positions last year."
1518. Pearse, Carroll G. The city school system in American education. Journal
of education, 78: 258-59, September 18, 1913.
Discusses the subject under the following headings: Problem, Instrumentalities, Organization, and Administration.
1519. Schinz, Albert. Difference between the work of the high school, college, and
graduate school. Educational review, 46: 237-51, October 1913.
A discussion inspired by the idea that'' there is something wrong with the facts, namely, that preparatory schools try to do college work or college institutions are obliged to do high school work, and with an actual lack of criterion regarding the delimitation between undergraduate and graduate work."
1520. Bagley, W. C. Some problems of school discipline. Discipline and the
psychology of work. School and home education, 33: 7-10, September 1913.
Discusses the subject under the following headings: The ''warming-up" period; Difference between being lx red and being fagged; Fatigue and discipline; Short recitation periods waste "swing;" General "swing;" and, Factors which block "swing."
1521. Finkelstein, I. E. The marking system in theory and practice. Baltimore,
Warwick & York, inc., 1913. 88p. 12°. (Educational psychology monographs, ed. by G. M. Whipple, no. 10.) (Studies from the Cornell Educational laboratory, no. 14.) 1622. Hooves, S. A. The value of examinations. Ohio educational monthly, 62: 463-66, September 1913.
The author mokes the following suggestions concerning examinations: 1st, There should be sufficient variation from the class work and text to show that the pupil is honest; 2d,Enough requirement of detail to show his accuracy; 3d, Knough theory to show his grasp of the subject, and 4th, F.nough practice to show that he can apply his knowledge.
1523. Matics, R. L. Some means of keeping the boy in school. West Virginia
school journal, 42: 212-14, October 1913.
1524. The school arts list of works of fine art for schoolroom decoration. To help
those who wish a conservative guide in selecting pictures and casts. Schoolarts magazine, 13: 117-24, October 1913.
1525. Shepherd, John Wilkes. Some experiments on the ventilation of a school
room. Educational bi-monthly, 8: 51-66, October 1913.
"A paper read before the Fourth International congress on school hygiene, Buffalo, N. Y., August 25-30, 1913."
1526. Winter, Otto. Moderne landschulbauten. Archiv fur padagogik, 1: 641-61,
numbers 11-12, 1913.
SCHOOL HYGIENE AND SANITATION.
1527. Finegan, Thomas E. The medical inspection of public schools in New York
Btate. American education, 17: 81-84, October 1913.
1528. Kennaday, Paul and Hendrick, Burton J. Three-cent lunches for school
children. McClure's magazine, 41: 120-28, October 1913.
1529. Laselle, Mary A. An open-air class for healthy children. Popular educator,
31: 65-68, October 1913.
1530. Lasher, G. S. Safeguarding rural children. Moderator-topics, 34: 87-89,
October 2, 1913.
"A paper read beforo the meeting of the Fourth International congress on school hygiene, Buffalo, August, 1913."
"Very explicit and complete statement of the physical conditions in Michigan's rural schools. It contains a fair survey of the situation, and some very striking deductions."