tial in primary work, p. 68-74. 6. Frances Suttle: Problems of the city teacher, p. 80-85. 7. Maude Harris: Problems of the village teacher, p. 85-89. 8. Martha T. Petty: The function of the school in the training of citizens, p. 95-97. 9. A. S. Root: Medical inspection of school children, p. 97-103. 10. G. D. Strayer: The function of the school in the training of citizens, p. 103-8. 11. G. D. Strayer: Retardation and elimination, p. 111-13. 12. Flossie Howell: Motivation in language studies, p. 116-21. 13. Augusta Michaels: Motivation in geography and history, p. 121-27. 14. Ruby Gray: Motivation in arithmetic, p. 127-31. 15. J. J. Blair: The teachers' meeting, p. 132-42. 16. I. C. Griffin: What has been done to improve the efficiency of teachers, principals, and superintendents by good school organization? p. 142-46. 17. R. H. Latham: Retardation and elimination of pupils in the public schools of the city of Winston, N. C., p. 155-90. 18. Robert Bingham: Coeducation, p. 193–205. 19. W. A. Harper: Colleges and citizenship, p. 205-9. 20. G. H. Highsmith: Some college problems, p. 209-13. 21. N. W. Walker: Highschool problems, p. 214-18. 22. F. W. Kraft: A course of study leading to graduation in music, p. 228-33.

1415. Society for the promotion of engineering education. Proceedings of the twentieth annual meeting, held in Boston, Mass., June 26-29, 1912. Part II. Volume XX. Ithaca, N. Y., Cornell university, 1913. 508 p. 8°. (H. H. Norris, secretary, Ithaca, N. Y.)

Contains: 1. W. G. Raymond: Live questions in technical education, p. 34-41. 2. W. S. Franklin and Barry MacNutt: Notes on the teaching of elementary physics, p. 42-60. 3. J. A. Randall: Improvement of elementary physics teaching, p. 65–73. 4. J. T. Faig: The effect of cooperative courses upon instructors, p. 97–106. 5. H. H. Norris: The faculty seminar, p. 111-14. 6. S. C. Earle: Training teachers by apprenticeship, p. 115–22. 7. V. L. Hollister: The engineering seminar class, p. 123-25; Discussion, p. 126-37. 8. F. P. McKibben: The design, equipment and operation of university testing laboratories, p. 138-48. 9. W. H. Kenerson: Suggestions regarding a laboratory course in hydraulics, p. 182-89. 10. G. S. Thompson: Testing of engineering materials, p. 190-205. 11. C. B. Brown: Some laboratory problems, p. 206-14. 12. Horace Judd: The hydraulic equipment at the Ohio state university, p. 256-77. 13. W. F. M. Goss: The engineering experiment station as a factor in education, p. 287-93. 14. W. T. Magruder: The characteristics of the mechanical engineering laboratories of American engineering colleges, p. 294–307. 15. H. E. Ehlers: Laboratory reports, p. 308-20. 16. A. M. Greene, jr.: Instruction in the mechanical engineering laboratory for undergraduate students, p. 326–38; Discussion, p. 338-52. 17. C. D. Knight: The development of a summer laboratory course, p. 383-86. 18. R. L. Stevenson: Cooperation in university laboratory work, p. 387-90. 19. The design, equipment and conduct of engineering laboratories for teaching, p. 412-54. 20. R. R. Heuter: The engineering laboratories of the Royal technical university at Charlottenburg, Germany, p. 455-87.

1416. Southern educational association. Journal of proceedings and addresses of the twenty-third annual meeting, held at Louisville, Kentucky, November 28-30, 1912. [Nashville, Press of Marshall & Bruce co., 1913?] 453 p. 8°. (William F. Feagin, secretary, Montgomery, Ala.)

Contains: 1. H. L. Whitfield: A discussion of the high school situation of the South, p. 37-54. 2. E. E. Rall: Educational criticism, p. 54–62. 3. W. H. Hand: The citizen vs. a knowledge of citizenship, p. 64-69. 4. W. E. Halbrook: Training for co-operative and systematic activities in the rural schools, p. 77-83. 5. D. A. Graves: The backward vs. the gifted child, p. 92–99. 6. William Dinwiddie: The Bible and education, p. 99–105. 7. C. C. Thach: Training for life work in our rural schools, p. 107-15. 8. W. H. Wilson: Social and educational survey in the country, p. 115-21. 9. J. H. Kirkland: Patriotism and educational service, p. 122-27. 10. J. R. Kirk: School education for home-making, p. 133-36. 11. Iva Scott: The home in its making on the farm, p. 136-41. 12. Annie E. Moore: Impressions of the Montessori schools in Rome, p. 160-66. 13. R. L. Dimmitt: Our obligation to provide for trade and industrial education, p. 176-83. 14. D. C. Ellis: The forest and the school, p. 189-99. 15. M. P. Shawkey: The public school and efficiency, p. 200-206. 16. J. H. Phillips: Purpose and function of the Southern educational council, p. 207-11. 17. C. W. Richards: Progress of supervision in the South, p. 223-28. 18. The function of the superintendent in research and educational studies [by]J. M. Guinn, p. 228-34; [by] E. S. Monroe, p. 235–39. 19. H. J. Willingham: Problems of state supervision, p. 244-47. 20. A. B. Dinwiddie: Summer school credits, p. 248-51. 21. E. A. Bechtel: The best treatment of conditioned students, p. 251-57. 22. McHenry Rhoads: The evaluation of vocational training, p. 258-63. 23. Mrs. Hetty S. Brown: An experiment to devise a country school course of study based on country life and activities, p. 264-71. 24. M. Katherine Christian: Possibilities of home economics as a means of correlation and conservation in the public school curriculum, p. 283-89. 25. The function of the normal school in the preparation of women for teaching and home-making, [by] J. A. Burruss, p. 294–301; [by] D. B. Johnson, p. 301-6. 26. Fred Mutchler: The rural school course of study, p. 306-25. 27. J. J. Doyne: The function of the normal school in the preparation of teachers for the rural schools, p. 325-31. 28. O. I. Woodley: The function of the normal school in relation to the industrial branches and special

subjects, p. 332-40. 29. J. R. Kirk: The function of the normal school in the preparation of teachers and supervisors for industrial branches and other special subjects, p. 340-44; Discussion, p. 344-45. 30. Anne P. Kolb: Play as related to the school life of children, p. 353-60. 31. W. H. Varnum: The pedagogic basis of design, p. 380-91. 32. Lucy Fay: A suggestive outline of a course for training teachers in the use of books, p. 392-97. 33. Marilla W. Freeman: The joint work of the high school and the public library in relating education to life, p. 408-15. 34. Irene T. Meyers: The adaptation of the curricula of our schools to women and girls, p. 417-22. 1417. West Virginia education association. Proceedings . . . held in Wheeling, W. Va., June 19-21, 1912. Huntington, Advertiser job print, 1913. 129 p. 8°. (C. R. Murray, secretary, Williamson, W. Va.)

Contains: 1. L. J. Hanifan: The rural school and rural life, p. 20-24. 2. E. D. Sanderson: The real function of the rural school, p. 24-30. 3. H. E. Cooper: Retardation, p. 30-33. 4. H. B. Work: The all year round school, p. 36-43. 5. G. E. Hubbs: Departmental teaching in the grades, p. 43-45. 6. H. F. Fleshman: Present status of industrial education in West Virginia, p. 45-56. 7. F. B. Bryant: Some difficulties in establishing industrial courses and how to remove them, p. 56-61. 8. H. L. White: The measurement of results in teaching, p. 71-74. 9. W. S. Morris: Better rural supervision, p. 77-80. 10. E. S. Cox: The place and authority of supervisors of special subjects in a system of education, p. 81-85. 11. O. A. Watson: Departmental teaching in the upper grades, p. 93–97.

BOOKS, PAMPHLETS, PERIODICAL ARTICLES.

GENERAL REFERENCE WORKS.

1418. L'année pédagogique, publiée par L. Cellérier et L. Dugas. Deuxième année, 1912. Paris, F. Alcan, 1913. vii, 524 p. 8°.

CONTENTS.-1. F. Buisson: L'école et la nation en France, p. 1-16. 2. L. Cellérier: L'éducation de la volonté, p. 17-36. 3. L. Dugas: L'enseignement et en particulier l'enseignement moral en France comme service d'état, p. 37-58. 4. L. Cellérier: Litterature criminelle, p. 59-96. 5. L. Dugas: Un type d'éducation intellectuelle (John Stuart Mill), p. 97-114. 6. Bibliographie des travaux publiés en 1912, p. 115–486.

CURRENT EDUCATIONAL CONDITIONS.

1419. Commissioner Claxton-an appreciation. Journal of education, 78: 320, October 2, 1913.

"Written by one who is in a position to know the value of Commissioner Claxton's work and who is highly appreciative of the service he is rendering the country."

1420. Franklin, Benjamin, jr. Some things I see on the educational horizon. Texas school magazine, 16: 7-8, September 1913.

The author predicts the all-year-round school and the county as the unit in the administration of school affairs.

1421. Kleinpeter, Hans. Die schulreform bewegung und die philosophie der gegenwart. Zeitschrift für pädagogische psychologie, 14: 396-405, heft 7-8, 1913.

Seeks to show by historical summary the identity between the school-reform movement and present-day theories of philosophy.

1422. Passano, Leonard M. Efficiency vs. the individual. Mathematics teacher, 6: 41-50, September 1913.

Claims that the three paramount influences leading to the universal criticism of the efficiency of the school system are: 1st, Over-organization of the educational system; 2d, The demand from the "practical" man for a "product" which the true educator refuses to "produce”; 3d, The abnormal growth of "efficiency" management in the industrial world.

1423. Perkins, Henry A. The schoolboy's two lost years. Yale review, n. s. 3: 131-44, October 1913.

Contrasts conditions in this country and England. Shows that greater progress is made by the English boy as compared with the American, when he has arrived at the age of 14 or 15. Discusses the reasons.

1424. Smith, Anna Tolman. Educational progress in the United States. Educational foundations, 25: 12-17, September 1913.

1425. Tendencies in education. Teachers monographs, 16: 41, 43-48, October 1913. In a recent number of the New York Globe, Professor Horne had a list of thirty tendencies in education with the evils accompanying each tendency. The list is given in full in this article, together with some comments upon it.

PEDAGOGICS AND DIDACTICS.

1426. Coover, J. E. The Union high school questionnaire. Education, 34: 81-84, October 1913.

Discusses an investigation made by the Dixon (California) union high school, regarding cultural and intellectual studies. To be concluded.

1427. Hargitt, Charles W. A problem in educational eugenics. Popular science monthly, 83: 355-67, October 1913.

Thinks that there should be found "an application for the principles of eugenics in the work of education in general, and for that of higher education in particular."

1428. Hoffmann, Jakob. Die erziehung der jugend in den entwicklungsjahren. 2. und 3., unveränderte aufl. Freiburg im Breisgau, Herder, 1913. xvi, 279 p.

12°.

"Verzeichnis der benützten literatur": p. [xii]-xvi.

1429. Hollister, H. A. Determining principles of the curricula of the schoolsPart I. High school quarterly, 2: 12-15, October 1913.

1430. Linde, Ernst. Pädagogische streitfragen der gegenwart. Leipzig, O. Nemnich, 1913. iv, 252 p. 8°. (Die pädagogik der gegenwart. v. bd.)

1431. Plantz, Samuel. Our need of the productive scholar. Methodist review, 95: 735-49, September-October 1913.

The productive scholar is needed from "the standpoint of both our cultural and our practical life." Emphasizes the work of the expert in the practical business of democracy.

1432. Schilling, M. Der gedanke der unterrichtskonzentration in moderner ausprägung. Dresden, Bleyl & Kaemmerer, 1913. 23 p. 8°.

Reprinted from Pädagogische studien, XXXIV, heft 1. Discusses the principle of concentration as at the basis of 4 proposals in modern education: Education for living, education for culture, education for citizenship, education for vocation. "The aim of concentration, on the negative side, is to prevent waste of energy; speaking positively, its aim is the production of the maximum total efficiency."

1433. Stewart, Jane A. Organic education—A practical educational plan. Primary plans, 11: 12, October 1913.

Ideas worked out by Mrs. M. L. Johnson in a school in Fairhope, Alabama, incorporating the following principles: A less rigid manner of teaching, a more personal interest in the child, and the giving of a certain amount of freedom, which prevents a dislike for education.

1434. Todd, Arthur James. The primitive family as an educational agency. New York and London, G. P. Putnam's sons, 1913. 251 p. 8°.

CONTENTS.-Introductory.-Primitive marital relations.-Primitive notions of kinship and relationship.-Primitive parental and filial relations.-Aims and content of primitive education. Methods and organization of primitive education.-General summary and conclusion.Selected bibliography.

1435. Wile, Ira S. The development of a curriculum. Teachers monographs, 16: 7-9, October 1913.

"The curriculum must be socialized, democratized, and harmonized. The purpose of a curriculum must be viewed not merely as the intellectual and disciplinary training of individuals, but as the utilitarian, mental, and moral education of sound social units."

EDUCATIONAL PSYCHOLOGY, CHILD STUDY.

1436. Cameron, R. G. The measurement of intelligence. (The Binet tests applied to Australian children.) Sydney, W. A. Gullick, government printer, 1913. 43 p. 8°. (New South Wales. The Teachers' college, Sydney. Records of the Education society, no. 14.)

1437. Dewey, John. Interest and effort in education. Houghton Miffiin company [1913] x, 102 p. 12°. monographs, ed. by H. Suzzallo)

Boston, New York [etc.]

(Riverside educational

1438. Dumville, Benjamin. Child mind; an introduction to psychology for teachers. London, University tutorial press ld., 1913. 214 p. illus. 16°. 1439. Groos, Karl. Das seelenleben des kindes. Ausgewählte vorlesungen. 4. durchgesehene und ergänzte aufl. Berlin, Reuther & Reichard, 1913. 334 p. 8°.

1440. Hallam, Julia Clark. and mothers' clubs.

[1913] 285 p. front.

Studies in child development; a manual for mothers Chicago, New York, Row, Peterson and company 8°.

1441. Hutchison, A. M. Hypnotism and self-education. London, T. C. & E. C. Jack; New York, Dodge publishing co. [1913] 91 p. 16°.

Bibliography: p. 91.

1442. Kirby, Thomas Joseph. Practice in the case of school children. New York city, Teachers college, Columbia university, 1913. 98 p. 8°. (Teachers college, Columbia university. Contributions to education, no. 58)

"The practice on which this study is based was conducted during the years 1911 and 1912 in the schools of the Children's aid society in the 3d and 4th-year classes as a part of the regular grade work in arithmetic."

1443. Knowlson, Thomas Sharper. The education of the will; a popular study. London, T. W. Laurie [1913] 210 p. 12°.

1444. MacDonald, Arthur. Eine schulstatistik über soziale herkunft und rassezugehörigkeit. Zeitschrift für pädagogische psychologie, 14: 440-43,

September 1913.

Selected tables from the author's study of school children in respect to inheritance and environment.

1445. Meumann, Ernst. Die soziale bedeutung der intelligenzprüfungen. Zeitschrift für pädagogische psychologie, 14: 433-40, September 1913.

Points out the changed purpose in the use of intelligence tests: No longer merely psycho. logical and individual, but social. A significant article.

1446. Noyes, Anna G. How I kept my baby well. Baltimore, Warwick & York, inc., 1913. 193 p. illus. 12°. (Educational psychology monographs, ed. ed. by G. M. Whipple, no. 9)

1447. Sachs, Felix. Preliminary study of the relative efficiency of inductive and deductive teaching of logical reasoning. Journal of educational psychology, 4: 381-92, September 1913.

"A group of college students who had had no previous course in formal logic was given a special drill in detecting some twenty forms of fallacious reasoning, and their capacity at the end of this drill period was compared in a special final test with the capacity of a second group of students who had had formal instruction in logic. The specially tutored group showed decided superiority over the class-taught group."

1448. Schulze, Rudolf. Aus der werkstatt der experimentellen psychologie und pädagogik. 3., wesentlich erweiterte aufl. Leipzig, R. Voigtländer, 1913. xii, 356 p. illus., diagrs. 8°.

1449. Thorndike, Edward L. Theories of mental work and fatigue. School and home education, 33: 44-47, October 1913.

1450. Zergiebel, Max. Der einfluss des häuslichen milieus auf das schulkind. Zeitschrift für pädagogische psychologie, 14: 443–58, September 1913.

A formal study of the varying influence of home conditions on school work.

SPECIAL METHODS OF INSTRUCTION.

1451. Cole, Lawrence W. The dramatic method of teaching. Colorado school journal, 29: 9-13, September 1913.

1452. McConaughy, James L. The school drama, including Palsgrave's introduction to Acolastus. New York city, Teachers college, Columbia university,

1913. 116 p. 8°. (Teachers college, Columbia university. Contributions to education, no. 57.)

"The school drama is that dramatic activity which had a definite educational aim; it includes both the writing and acting of plays."

SPECIAL SUBJECTS OF CURRICULUM.

1453. Buckingham, B. R. Spelling ability; its measurement and distribution. New York city, Teachers college, Columbia university, 1913. 116 p. 8° (Teach-、 ers college, Columbia university. Contributions to education, no. 59.) 1454. Carson, G. St. L. Essays on mathematical education; with an introduction by David Eugene Smith. London and Boston, Ginn and company, 1913. 139 p. 12°.

CONTENTS. Some principles of mathematical education.-Intuition.-The useful and the real. Some unrealized possibilities of mathematical education.-Teaching of elementary arithmetic.-Educational value of geometry.-Place of deduction in elementary mechanics.-A comparison of geometry with mechanics.

1455. Earle, Samuel Chandler. The organization of instruction in English composition. English journal, 2: 477-87, October 1913.

1456. Eikenberry, W. L. First-year science in Illinois high schools. School review, 21: 542-48, October 1913.

Declares that there is considerable dissatisfaction with the science work of the high school. Gives answers to a questionnaire sent to the principals of township high schools and four-year high schools in Illinois.

1457. Emerson, W. H. Physics and chemistry in the high school.

quarterly, 2: 29-37, October 1913.

High school

The author points out what appears to him to be the drift of the best educational thought with regard to the modification demanded in the elementary teaching of physics and chemistry. 1458. Gallois, Lucien. The teaching of geography in French universities. Journal of geography, 12: 40-45, October 1913.

1459. Gentleman, Frederick W. The purpose and the content of a course of mathematics for technical and manual training high schools. Mathematics teacher, 6: 22-40, September 1913.

Gives a mathematical course for high schools which will accomplish to a far greater extent than at present what it should for the best interests of the pupils, giving the coming generation a training that will make them far better and more efficient citizens.

1460. Gosling, T. W. How the high-school teacher of English can assist in the exploitation of pupils' powers. English journal, 2: 513-17, October 1913. 1461. Hosic, James F. The advance movement of teachers of English. Education, 34: 99-103, October 1913.

'Boys and girls must enter into their speaking and reading with that zest and purpose which actuate them in their clubs and games."

1462. Host, Arthur G. First-year work in modern languages. School review, 21: 549-59, October 1913.

1463. Katz, David. .. Psychologie und mathematischer unterricht. Leipzig und Berlin, B. G. Teubner, 1913. 119 p. 4°. (Abhandlungen über den mathematischen unterricht in Deutschland veranlasst durch die Internationale mathematische unterrichtskommission, hrsg. von F. Klein. bd. III, hit. 8)

1464. Manchester, Raymond E. The teaching of mathematics. Syracuse, N. Y., C. W. Bardeen, 1913. 75 p. 12°.

1465. Myers, S. S. The new educational idea in music. School music, 14: 21-27, September-October 1913.

"Read before the music section of the Ohio state teachers' association, Cedar Point, Ohio, June 27th, 1913."

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