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_ i.. 4 STATESDiwBTURNI1 OFTHt-i '1111 ° INTERIM -. tiffirnia . 1 - L. C -* . o I OF ON UM _ _ MI a. - -- GO -Wil&m itrohieCooper,Commiasiorigrt .r . ...., NIMM.IWORMaamems.n... % 1.4

STATESGOVERNMENT . PRINTING OrhCE .., on ...... , -, .... WEVill: , --NM -Wà-,-..------.4...... ----....--....--egamormos-,...46,,,mmeni"ine lobbyths fisperisisamiestat Doinimasts, Washinstos,D.C.-1.-- /- 4-Nips5 emu CONTENTS Letter of transmittal Page Introduction I. General 1 approachto problemsconcernedwith theeducationof native and minoritygroups 3 A. Studiesofrace lations,attitudes,andproblems 3 B. Generalreports and . studies reiatingtoindigenousand minoritypeoples incontinentalUnitedStates,andout- lyingparts 6 H. How*certain foreigngovernmentsare meeting educationalproblems . of nativegroups 7 a A. InAfrica 7 B. InHaiti 1. C. InIndia 10 D. Inother 11 countries 12 The educationof Indiansin continentalUnited States 14 1. Historicaland culturalbackground______14 2.Problemsconcernedwith thesocial,economic,and educationalrehabilitationof theIndian 3. Indian 16 education 18 4.Measurementsof Indiantraits andabilities 5. Indian ______21 arts andhandicrafts 23 V.'Alaskaandnative Alaskans 25 1. Gerier4background:History,economic,and social conditions,native cultures 25 2. Native I tr. education inAlaska____ _ - 26 V. TheAmericanWentIndies , 28 A. PuertoRico 4' , 28 1. ThesocialanifeconomicbAckgroundand itseduca- .tional implications 28 -2. The educationalprogram,progress, problems_____ 29 3,Childwelfare,health,nutrition,physicaleducation_ 4. Special 30 g. problemsof schoolorganization,methods, a. curriculum tu 31 5. o Intelligenceandpersonnelstudies ofschool chilaren_ 6. Official 33 reports andpamphlets 33 7.Professionalan0high'erlleducation B. VirginIslands 34 1. Social 34 problemsand'Americanoccupation 34 , 2.Education . , vr, 35 VI.Philipb.PineIslandiA 35 frr 1. Generalsocial,economic, andhistoricbackground and educationalimplications 35* 2. Generaleducational conditioils,progress, problems__ 37 3. Specialproblems in.scho sLorganizatiop,curriculum, teacilingméthods' 4. Tots ati andmeasuremests 41 5. Official reports mgo a. Or GIP An, e _.oo IND 0, INP 4/p 41 I. IV CONTENTS 4.

Pate . VII.Hawaiiand otherPacificinsular parts ... _ _ _ MI 42 A. Hawaii A ______..______...... 42 1. Thesocial andeconomicbackgroundandeducational implications 42 2. Surveys ariddescriptionsof generaleducationalcon- . ditions... _ _ ___ , ...... 4.. am 43 3 Specialproblemsin schoolorganizationandteaching practices . ow 45 i 4. Thecurriculum .., 4. gl ... . 47 5. Intelligenceand Rersonnelstudies 49 6. Officialreports__L B. 50 ucationalprogress in the Canal *MI Zone 51 , C. ucationalprogress and problemsinduam D. Samoa 51 5) 1. Thegeneral __ situation _ _ 51 2.Educationalprogress and problems__ _ _ .mo 4. .1. ow OD 4111 4 52 Index__ MP 53

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V, LETTER OFTRANSMITTAL 1 etk DEPARTMENTOF THEINTERIOR, OFFICE OF EDUCATION, Washington,D.C., June1953. SIR: One of thefieldsnew tothe officeto which I have givenconsiderableattentionduringthe periodof myincumbencyasCoinmissioner ofEducation isthe education ofthe variousnativegroups which have comeunderourflag. Myconvictionhas beenthat the educationdeveloped inthe UnitedStates shouldnot be merely grafteduponthem.Rather,a new type should be developedadaptedto their special needs andabilities. The attachedbibliographypresentsacompilationof studies concernedwith the eduationof nativeand niinoritygroupswhich I thinkfits into thispurpose. Accordingly, I reCommendtjlat it bepublishedas a bulletin ofthis office. Respectfully, - WM. JOHNCOOPER, Commissioner. The SzcawrAwror Tim INTERIOR. V

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- THE EDUCATIONOF NATIVEANDMINORITY GROUPSA BIBLIOGRAPHY,1923-32 INTRODUCTION Thepurposeof thisbulletin isto presentaselectedworking bibliography of practicalusefulness iostudentsand°othersinterestedin the education of nativeand minoritygroups.The field isarelatively new onein Americaneducation, andsofarasinformation isavailable, this is the first effortto forinuteabibliograWyconcerned withit. The primarypurposeisto assist studentsof educationand otheis interested in securinginformationorin pursuingstuaiesconcerned with the educationof nativciand minoritypeoples livingunder the sovereignty of theUnited States.In continentalUnied Statesthere arelarge Indian andNegropopulations stillinprocessof attaining complete integrationinto Americanlife.Nativeorminoritygtoups in outlyingparts widely scatteredthroughoutthe globenumber morethan14 millions inpopulation andlive in territorymorethan 711,609squaremiles inarea.Theypossessdifferentracial traitsand characteristics andspeakmanydifferentlangutwes.Education isa significantagencyin thesocial andeconomicrehabilitationof the people concerted,apd intheir integrationinto Westerncivilization and culture.Increasedknowledge ofconditionsandprogressin- fluencing educationwhich thisbibliographyshouldpromote will, it is hoped, leadto better mutualunderstandingsandfurtherscientific studies ofsocial andeducationalproblems.Theso resultsshould, leadtomoreintelligentfunctioning ofthe schoolsystems established throughput theoutlyingterritories. Completeunderstandingof the problemsinvolvednecessitatesalso somefamiliarity withracial relations;attitudes, andcharacteristics as abáckground.Again it isweil knownthat neighborcountries, American andEuropean, havehad longérandmorevaried experiences with theeducationof native andminoritygroupsthanwe.Some knowledge oftheir experiencesis essentialas anapproachto intelligent judgments-concerningproblemswhicharedefinitelyour con- cernoiresponsibility,Thisbibliography isselected with allof the foregoingconsiderationsin mind.It is arranged undersevenclassi- ficationsatfollows: / I. A generalapproachto problems concernedwith nativeand minoritygroupi, ILHow certainforeigngovernmentsare meet, ing gameproblems;M. Theeducation ofIndians inconiinental 2 EDUCATION-OF NATIVEAND MINORITYGROUPS United States;IV. Alaska.andnativeAlaskans;V.Educationinthe AmericanWestIndies;VI.Educationin thePhilippineIslands; VII.Hawaiiandother Pacificinsularparts. eIn theselection mack fQrinclusion inthe bibliographythe needsof studentsof education andpracticaleducatorsasindicatedbyre- quests for informationmade oftheOffiCeof Educationand byexperi. encewere thecontrollingfactors.Whileaneffortwasmadetopre- pare alist which will givethe studentacomprehensiveapproachto the generalsubject andcover' alltheimportantphasesofeducation affecting thegroupsindicated,it, islimitedto recent atidaccessible publicationsandto material inEnglish,thoughSpanishreferences areof considerableimportancein studyingeducationin thePhilip- pines andPuertoRico.The listas awbolecoversthe10-year period preceding1933.Thereare afewexceptionsmule inconnection-with materialof specialvalueorinterest,particularlyreferencesto education in outlyinginsularparts.Referencesare,however,limitedto educationestablishedsince theAmericanoccupation.Oneinterested in the historicaldevelopmentof educationwill,therefore,needto search furtherthan thislist forstudies ofthattype.However,useful' bibliographiessuggestiveformoreintensivestudy willbe foundamoug the referenceslisted.An exampleis theexcellent andcompletebib- liography preparedat the Univers4of PuèrtoRico,listedhereinas number282. Magazinearticles localto and concernedwitheducationinthe island a groups are included in thislist whenconcernedwithauthentic informatic;nof generalinterestoneducationalconditionsorprogress; and whencommonlyaccessible ineducationallibraries.Anencour- aging discoverymade duringthecompilationof thebibliographyis that graduatestudents' inincreasingnumbersincontinentaluni- versities andcollegesareprepaiingtheses anddissertationsoneduca- tionproblems inouroutliingparts.Descriptionsof thesestudies indicatedthatmany were of exceptionalvalue andinterest.They are excludedsomewhatregretfully,becausetheyare not availableto those whomthis listis designed tóserve. Whiletheorganizationfollowedunder the'differentsectionsin- cluded variessómewhat ., accordingto the, subjectitselfandtype of materialavailabld,the generals'planfollowedis similar.Eachsec- tion includesreferencesconcerning(1) thesocial andeconomicbackground ofthegroupunderconsideration,(2) generaleducational conditionsandproblems,(3) problemsof schoolorganization,curriculum, teachingmethods,(4) personnelstudies---whelisignificantones areavailable,and (5)officialreports. Referencesoneducation ofNegroes inthe UnitedStatesare-not includedfor thereasonthatareastkiiblycomprehensiveandrecent

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BIBLIOGRAPHY 14 3

bibliographyopthatsubjectwasissued bythe Officeof Education asBulletin, 1931, No.17. The Library ofCongress andthe Libraryof theUnited Suites Office of Educationwerethe chiefsourcesof materiabConsultedalso weresuch compilationsof referencesasthe CumulativeBook Index, Readers' Guideto PeriodicalLiterature, EducationIndex,Interna- tional Indexto' Periodic*, Recordof CurrentEducationalPublica- tions, Bibliography ofpducationalResearch, MonthlyCatalog of GovernmentPublicatiofis,and Publishers'Weekly Digest.

1-e I. GENERALAPPROACHTO PROBLEMSCONCERNEDWITH THE EDUCATIONOF NATIVEAND MINORITY-GROUPS

A. STUDIES OFRACE RELATIONS,ATTITUDES, ANDPROBLEMS 1. Brown, W. O. Emergenceofrace consciousness.Sociologyand socialresearch, 15: 42846,May4une1931. The snick aimsto Interpret conditionsundç whichrace oonaciousarsemergesRace prejudicepre- &editions such o0OSOlOUIDelleother conditions ttucI.the economicand/social inter4ependenceot society; Muir* conflicts and culturedieorganisation; diffusionof literacy. Mai 2. Thenature ofrace consciousness.Socialforces,10: 90-97, October 1931. RAC* 000selousnessb definedjethe tendency towardsmentimental andideologicalidentification witha racialgroup.This interpretatkmis basedupon data secured trom studiesamong South A Moan natives, Negroes of the United thaws,and variousmritygrams, racial and otherwise..Discusses certainchar- acteristias oIrue coneciousnes. 4 3. Butterfield,Kenyon L.TowardaHterate ruralworld.Journal of

adult education, 4:883-88,October 1932. , The ficame of and problemsconoerned withman education ot the illiterate populationsthrboot thewor particularlyamong the rural pia,are set kith. various tachnicmee formeeting these problems which have been sug=laloostiu *daemon,orwhichare now in practiceare described.Among these are Dr. Yen's --= oo Movement in China, Dr. IAII tombworkamongthe Marosot the Philippines, "community"and " village"*Wools snobu are being developed in Africa and India. 4. Cols,Itay-Oooper. Therelation of anthropologyto Indian andimmigrant affairs.Science, 71:251-63, March 7,1930. An &Mao delivered Ware theAmerican Associatioob the Advanosment ofScienes, December19211. 44.0 whsch pantoout the value ofanthropokal knowledgein dealing with varioustypes of native, foreign,or minority peoples.while abundant,inkrmation b available &slimwith the American Indianand his culture, little practicalW:2hm been made of it tn guiding(Carts to adjust Indians to help him socially and to our own dvilisation and econom.kiall . Author cites examplesto show thatgovernments dealing with primalpuppies have beenaiuIonly tit the extent that they havestudied their historyand culture, and used theenduringaspects ot Wile Idsas (moms for development toward changes essentialUndernew 4 of Ills. 5. The tzendsof anthroOology.Journalofappliedsociology, 9: 351-55,-May-June1925. A review of development&the field if anthropologywithin the last halfcentury and its value in linesof endeavor whichalma upon the lives afidcultures of differentmoss. Mentions a number ofou studies,smog them the workamong the hill tribes of the Philippines, by Dean C.Worcester, Drs.David Barrows and A. K.Janke. 6. Danil,Roberti'.Basic oonsiderationafor validInterpretationitof erperimentalstudies pertainingto racial differences.Journal ofeducational psychology, 23: ,January 1982. Analysts themconsiderations,ahrtwith reference to the testingof Negroes,inths light ot three"major conditions"; namelyMenvIronmenopportunities; (2)testing set up; (3) SignlikabOe 01 data bed al basis forcomparlion. Presmtscriteria for acceptingan experimental studymvalid Jor 7. Davis,Roland O.Ability in social andracial classes.Some _physio- logicaloorrelates.New York, .The Centuryoompany,1982.110p.(Publica- tion of TheUniversity ofVirginia, institute forresearch in the socialsciences.) Two questiondimmed: (1) lions in biological conirtitution beerany relation to what we speak ofseability? Ale favoraMe hioioglealvariations distributed equallysmog the various social and racial abuse' I .ileincluded in the study:white city children; whitecollege students; Negro children; Negro wile. country children; mountain .&en; whitebIemIndsd; Negro 1*-rainded. The resultssewn to answer the erst question in the liftman, and thealmond in the negative.Chapter I avian andsanunwtees studies emporia( socialoissess, includingmany dealing with different racial groom 1131111.-4111-N-0

1 ' ' 1%-lrif _.. . .. 4 EDUCATION'OrNATIVE iNDMINORITYGROUPS r 8. Detweiler,FrederickG. . Therise ofTodernrace antagonisms.Aberl- can journal of sociology,37: 738-47,March1032. The historicalorigins ofrace antagonismsmisting inthe modern disoorery to thepresent worldare shown from theperiodof their 9. Garth,Thomas R.Racepsychology;a ences. study ofracialmentaldiffer- New YorkCity, Meraw-Ill bookoompany, 1931..260 A.mmsry and distension p. of studies ram pa yrboaoywith relationto mental heredity, tntelpsenceltalligence andeuthenica, esthetics, mentaltrait', fatigue, and oreSerenoe,musical talent,pervoulality,mental community of ideas.TheEqftconolusionsare(I ) Selection w . operatesin (2) therues of menare mobile,(I ure changes man as millias moo. Tb.appendix satintraits1ncudesa2Ivbibliography summarises ill tabul s s.experimentaland statisticalstudies inrace psychology respect to date,investigator,ram, number ofcame, test, results. wi.o 10. Oraoe,AlonzoG. Raoerelationsand Lion, .27:°I68-70, education.ReligiousMum- February1932. . A emenddiacussloo clracial difterenoes . . anda plea kit a better unCierstandingand actijustmiostinaiti(thard, differencesas a means of better . worldrelations.Education*IotarecoiseItsopo edd therood inother drill:ail:xisto the best laowe towarda mare earth!. ietata arrjo: 410 tale,et%IriTigcv1liuUoLt. 11. Gregg,James R.Theoomparison ofraces.Southern 70-75, January..1925 workman,54: Discusses variousstudies of racial wise tife comparisons andwarns against" the kioskwild, hasty. -.- _WIENwhichbawls confinedthe tilt even (*artyun- themsub; ."intelligence o intelligent andscholarlywarmsupoo testsmay be unfairas a blab tor makingracialcomparisons 12. Harnbly, W. D.Originsof educationamonw. primitivepeople& comparative studyin racialdevelopment.New York, A 1926.432p. Macmillanoompany,/ Presenttypesaleducation found in thecultures of variousprimitiveraces Chapter Chadwelfare andthe decline ofprimitiverates; the general headings(10rer the educationof boys inpramstion tortribal lila; of boys torspecialisedfunctions intribal Hie; themoraltraining of WI abstractprkp,plea,and pubertyrites. by indirectmetbou 18.Haremeyer,Loomit.Ethnography.NewYork, 1929./508p. Ginnandoompany, or A tertbookon Mhzor*pby*. The authorselecteda few tribes under cloy on antypkial and the mainrem about whichmeat t factsare known; and describessuchgroups, tr.sW and racialcharecterifitice,themainaspects of 'their theirenvironmental t Ltgiot, and regulative es11-meinLemnos,aIfp&p..tustIoo.UgrstLßuon. (Franisation.The bookincludesdiscussions ofthe Polynesians, North Amu a.14dians. skivas,iod

lg. Hertz,Friedriek O.Tr..by A. 8. Livetilsand W. sation.London, Znts.Asteand civili- Kegan Paul,Trench,Trubnerandcompany, ltd.; NewYork, Macmillanoompany, 1928.318p. Asurvey of race theories,raceClifterenceaandrace problems througbout the wor'dsJstory.History and the and theirrelationto ethnologyseem to teach t4at thefundament&Vans allram. Adaptability ofone race to social andcultural are thesame in by inheritedquilittial. cood Oatscreatedby ab*rams is not limited DiSCUM1011rem Mall* and InfluenceOfenvironment.Of persons studying racialdifferences sadtheir effectetn value andinterestto connection witheducationalprovisionsandpractices. 16.Holmes,B.J.Changingeffectsofrace oompetition. 201-8, February19, 1932. Science,75. Discuses thevariousaspects ofcontemporary and relation evolution ofour own specie'.Considers upon of whiterace to native Indian,Polynesian,Negro, andotherram. 16, Huxley, Julian.Theeducationofprimitivepeoples.Progressive education 9:122-30,February1932. Three essentialsin the educationof primitivepeoples to localaondi Lions, are set fortb: First,to relate thetype of education induct* gmogrsphyandeconomics of thepeople, theirsocial ideas; second.to relate itto tb. Idasisotup for their future organisation andtraditkinel eneral cultureof the woild. development;and. third,to Mete itto the 17.International review ofminions.Organ ofthe internationalmissionary\ council, London,England.Issuedquarterly. A ultagasine relatingto missionarywort and ptoblems-ofracial !Marc:cum The variousissues contain&aides ofinterest in allparts of the world. to students of. ; reviews of outstandingbooks in the field;illmissions,soc4ology,and relatedtopics;sad0..1'4 p 18. Johnston,Harry ILThebackwardpeoples London, Oxfórd andpurrelations withthem. ftniversitypress, 1920. 64p. A A valuableMenace book.Full a( the book areshows their is devotedto an analysis ofwho thebackwartlepeoples location, theirnum their culturalstatue.A chapterco " Why are They Backward!" Mows. Inthe chapteron " Our :.0 ,, With Them" sad are discussed the workof Chrbstlanmissionaries ways in which the whiteman has wronged thecolored.IncludesbibikersPar 19. Laakr,Bruno.Raceattitudes inchildren.New York, company,19i9.384p. Henry Holt and Anextensivesociologica) studyof influenceswhich tendto tinder the directkinof Brunobash", by dertznairadalar=Id: to lee dre :13 omit* member* of TheInquiry,a111 1:1. o- , slat the3T4iiKi4..i

s BIBLIOGRAPHY. ,5

ofoneperative¡Indiesof problems inhuman relations.Part I dealswith the questionof whatrace attitodes children have; part 11, with howrace atutudes si mogul:W.part 111, with bowrace attitudes are taught; anti part 1V, bow-Wins attitudesmay be modified. 'Includesreferences in relatedfields. 20.iavy,John.The iinpartof rulturaiformsupon children's behavior. .Mental hygiene, 16: 208-20,April 1932. Discusses problems of behavior produced by variouscojturelsystemsThe ikV,4-1-.lark " We must _... kok., not only the child.but also at the culturein which helives,to reach a clear underotandingofany sassof social t....Every form ofsociety creates ttowp types of maladjustmentin montane* with its own oonstitution."Oires examples otbehavior problems cultural mums derfiloped withina number of IF 21. !Amigo. Robert 11..Areweciv New York,Harcourt,Brace and company,1929.306p. Compares xitd&y civilimationto the customs sadcultures of theprimitivesavage. .:Jettensi vs Inciudes,an . ve 21 Xe4d, Martaret.Growihgttp in NewGuinea.New York,William Morrow andcompany,1930.372p. Describes and 1ntw,from the standpointofoar :nockirn socialorganisation and ideasof (*lid ,the mstbodi oftraining children employedamong the Marms orthe A &Welty Islandsnorth .OiyieW camasone of the tint/ peoples stillretaining untouchedtheir prizaitirenative cultures. ,21. Themethodology of racial'testing: itsifigificance forsociology. Americanjournal of sociology,31: 667-67,March1926-. I Th1problemsare involved in racial tasting:(1) the modalad:hi:tare tartar;(2) the socialstatus factor, (I) the o .disability bow. b. mmbodWouof gush ofthese phases of theproblem isdimmed. 24. The primitivechild.bfliandbookof child psgchologq(compiled by C. A. Uurchison),p.669-87, Worcester,.Maas., Clarkuniveredtypress, °. I . °maiden the problemscentering about thechild inan untouched primitiveenvironment andthe in- vestigatione to whip!: observationson such childrenmay it* coptributory child starts lifs with the Assuming that theprimitive same innate capacitieses the chid oi chiliadparents, the differencesin habit., emotional development,and tnergliloutlook trampsprimitive andcivilisedman must be dueto differ- SOON in social environmesit. - 25. Kuntz, MarlZ.Racecontact:New York,the Centurycompany, 1927.407p. "The rapid dispersalof Caucasianpeoples throughout 611$4 .the world hasbeen fraughtwith =fortunate =woes for th backwardraces " The egects ofrace oontact upon the systemicconcepts, character, for existence, landand laborquestions, politicaland socialorganisations,population, andedam- Lion of indigenous peoplesof North and SouthArerioa, Australisand Polynesia, Includesan extensive bibilogralAy. and Africa,are diecceeed. 26. Nutting,C.0:Thementality of"inferior"ra'oesofman.Schooland society 24: 89-96,July 24,1926. or ,A discussion W thedifference in meowcapacity betweenvariousTOES. Tbe author ands littlereams au s.a the widespreadbelief in "superiority" and "inferiority" tnmoms of manso tar as potential !..e! is concerned. n. ?helpsStokes fund.'Twenty-yearreport of thePhelps-Stokesfund, 1911-1931.WithaAeries of studiesof Negroprogress and of developmentsof raceielatens inthe UnitedStates 4nd Africaduring theperiod, anda discussion ofthb present outlook.New Yorkcity, the FUnd,1932. 127-p. Compilers of thereport' were: James H. Dillard, H. Ofit Thomas J.Jones, CharlesTempleman Loram,Joseph Anson Phelps Stiles,Monroe Work.A completesavoy of the activitiesofthe Fund,inolud- ing ,es well as certain studies in thedevelopmeal of both in tbe Negro andof betterrace relations Africaliti=United &etasduring the»year period sincethe Trusteesbegan theirwork. 28. Pitt-Rivers,Gorge Henryane4Pos.The clash'of cultureands the contact ofraces.An anthropblogkal'andpsychological studyof thelaws of racial adaptabillt,with specialreference to thedepopulation ofthe Pacificand the governineitt. ofsubjectraces.London, GeorgeRutledgeandsons, 312p. ltd., 1927. Surveys sows urgent problems theadministrator of Be*:dependencies hasto bia, sodsuggestsways in which scientificanthropologycanhelp towardtheir understanding imposdbleto infuse and solution'''mdw that: It is a kreign cultureupon a pis not adaptedto it; the efficiencyof native peoplescan only be shownby the exerciseot theirownand notoar tunctions of racial achievement government; thesurest promise oftheir is in learningto value -Waver issoundor beautiful in theirown culture rather thanin blindly lolkowhigthe lead ofa people whose cultural gifts( theycan never truly make theirown. , 29.Roytoolonial institute.Selectbibliography 9frecent publicationsin the libraryof the Royalcolonial instituteillustrating ther6lationsbetween Europeans andcolouredram.Compiled by EvansLewin.London, TheInstitute, July 1926. (Royal colonialinstitute bibliography,no. A.valuablesource book forme Interested 1 MO& the general problemsofrate contact and treatmentof native

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q. 11. 1111 ., c.. ,.4 . . 1 - - e ' 4 "IS EDUCATIONOFNATIVEANDMINORITYGROUPS 30. YoderDale.Presentstatus of Ai of the questionof racialdifferences.Journal , educationillpsychology,19: 463-70,October1928. Summarises recent studies Presentingvariousviewpoints with ramieto ity. . ides that the .superiorityand inferior. .. consensus of competentscientific thought,in thelight of seof racialinferiorityor superiority, andeliminatesthe usual ig0,44ats,findsDo the field ofscientificusefulness. methods ofdetnim suchstanding 31.Young, DonaldR. Americanminoritypeoples;astudy in racialandcul- 1, turalconfticts inthe United Stittes.New 621p. York,Harperand brothers,1932. s, svs.. The authorstates Iìth u purpose in makthestudy, "to givenew perspectiveto academic of Americanrace relationsas well as to arise and discussions present oonditionof interpret theoutstandingfacts in thehistoryand our minority peoples."The racial'groups includedare Negroes, Orientals, and Europeanpeoples.An extensiveselected Indians, include, 'Raceand ability,""The bibliography is uded.Pertinentsubjects dealtwith and Education ofAmerican mine .""Educationalsegregation," race relations." 4' " Art 40. B.GENtRALREPORTS AND STUDIES RELAh'INGTO INDIGENOUS'AND MINORITYPEOPLESINCONTINENTALUNITED LYINGPARTS STATESANDOUT-

32. Buell,.RaymondL.Problenisof thePacific. Association for A biblio: /n internationalconciliation,Americaiibranch.Documents,216-25, p. 147-70, New York,Carnegieendowment forinternational Prepared for peace, 1926. the Instituteof Pacificrelations, itannotates andevaluates,toa certain extent, 1, to_countries in andborderingon the Pacific with references respect to thefollowingpneralsubjects:Pee lee of the., °Icific;Politicalrelations oftbeicountries ofthe Pacific;Problems of Commercialand industrialproblems ofthe Pacific; imperialismin thePad of Orientals Problems ofpopulation andemigration;Treatment in Westerncountries;Interracialcooperation; Religiousand cultural Naval andstrategic problemsof thePacific. oontacts in thePacific; . 111" 83. First PanPacific conferenceon education, rehabilitation,reclamation,and recreation.Report oftheproceedings.Washington, office, 1927.494p. Governmentprinting Report ofa conkrenoe, called b'y the Paddentof the UnitedStates, andheld underthe auspices Department ofthe Interiorat Honolulu,Hawaii, April11 to 16, of the Education Sectionwere: Education in 1927. Among sub discussedin the and in Austral* inJapan, inMexico, inNew knd, in Peru,in Hawaii, American Samoa;VocationaleduoatiotrinPtia Samoa, andHawaii. 84. Iowlandl -alksit. ,CharlesP.Afféricanrelations inthlt Caribbean.New Haven Yaleuniversitypress,1929.329p.(Apreliminary of theAnnualsurvey issue ofSectionI of Americanforeignrelations,preparedfor theCouncilon foreignreations ofthe Americancouncil ofthe Instituteof Pacific An amountof Ampriean relations.) relations withCuba, SantoDo Haiti, andthe sixrepublics of America. Theboor' dealslargely withhistory,governmentpo Central brief tlescriptionof development and social andeconomicproblems;a 9f schoolsunder UnitedStates Mtary Governmentin Santo is included. . t. Domingo 85. Instituteof Pacific relations.Problemsof thePacific,1931;proceedings of thefourthconferenceof theInstitute ofPacificrelations, Shanghai, China,October21 to Hangchowand November2.Ed. by'BrunoLuau.' andW.L. Holland.Chicago,Universityof Chicagopress, 1932.559p. Tbe Instituteof PacificRelations isan unofficial international tive studyof.relations body establishedto1.. oiloo-o the among the peoples inthe variouscountries borderintontheadfio ."_toes have - held andxooeWinp oftheconferences Oosune.boro: Honolulusession, published by are available in printedform,u follow': TheInaitute,Honolulu,Hawaii; Secondconference of Honolulu, Hawaii,1927,published byUse Universityof Chicago the Institute, Kyoto,Japan, 1929,University press,1928; Proceeding',Thirdeminence, of Chicagowest 1920. TheseInclude discussionsof political, and socialproblems ot°Gemlike inthePacificarea, place of education economic, Gutturalcontributions ofnativeruse, eta ina solid* of the,problems, 86. :ones,ChesterLloyd.Caribbeanbackgroundsandprospect& New York, D.Appletonandcompany, 1931.353p. A study oftheeconomic and soak! factonwhich haveplayeda part in theft ofthe coMmunities jn thequadrilateralroughlyboundedby the Outlines,Panama, lying is givenespeciallyto theprogress Made since GWatma* andthe Bahama.Attention trade withUnited States, 1900.It disownsgeneral .crwy racial factors,industries, education, finance,aidgovernMent.Includesextensivebibliography. 87.Kenned W. P.Someracialproblemsin thePacific.Mid-Pacifio magazine,34: 207-16,September1927. Presentsa view of racial problemsbroughtabout through- 1 / oUtthe worldWithtwo different , 1 for trade of the whiteraces through% be standards ofcivilisationtrv,each otheracross theafio,there must workedout betweenthemsense of fair plAy, "and understanding, 1Coo 714 '04ithe mostpow&ful atthey will(114troy other. faretoward the--K-__-11..;_rin racial&Muds&

111 fj 1

i 4 4 - .. .; of, . applications of the as anAfrieensot by British lishers, London. cultures. II. HOWCERTAIIIIFOREIdN informatics' in the republios represented - 1931. a summaryofeducationaltopics It isbelieved proceedings, 1928. congress and McBri Islands, Alaska; native / Chapter 17.) and its °the Pan-Amsecan 1930. Department ofthe the Negro. appropriate schoolsforIndians resolutions passedl.etc. Department oflthe States ofAmerica. government intheterritories can coWnhiladministrativestmni.It and are,carriedoutinthe colonial policiesandactivities; tion. give way.Gives various racestogetherwill Atlantic Ccastandother 96, May1,1428. territories andoutlyingposeession#. Pacific Coastandespecially tion inspecialFederal The first education. facts. 46. Africk. 45. Wilbur I. A brief 44. Viscarrondo, ,7.._;?*), A"survey 43. tt Com 42. United A briefaccountofgeneral 41. Sixth A study_ofthepolitical 40. Simon* Discusses 39. Park,Robert Chaptets INT¡V,andVIof 38. National International 1. : SI ImpliedbyAmbrose . - .4106 Repariment 1 EDUCATIONAL and other with the I territories. Iowa City, canoe oftheeducationalundertaking. Jr., W.Carson survey ofthemicroPanAmelia the varied issue ofthis of soisndlio on problemconcernedwith at Havana,Cuba. Washington, D.C., !..;: ir e Published by for thebiennialperiod that theunity ', 14,1t ». tions , a classified inteinational education ofthe p. :12:1;:-..' Papt-American Part I,Committee Washington, administtk u anexamplethe Institute. Oneofthe now V Journal of Ray Lyman, :'. ':, E States. L. created bythese conservation .. Quarterly. ; magazine, January Vtdasto Jose. advisory -' areas; Educationof A. NATIVE ald Iowa, The Among resolutions interior, Office " ';: interior, Office e of the pp. p. Washington, R ° colonial paseb, Francisco. rais ofaffairs lumen et ng underourdigznideby Washington, in educational '-----/-:-.:1''t2: 4 awl on ourWestCoast. annotated list child Z. and outstanding and dependencies. Caliver and Education governments responsible c000srau each volumedeál covered and natty 186-39. the Oxford (2) todescribe ples andpolicies Office of'education. Inclians; education tally happen Jr., race relations,with 1 the International administration of activities ofthe lel..,11W1"*.2=1=i- Our racial 19*-102 of the world interior. PROBLEMS Government The committee new oultitrearisinginHawaii congress. In National congresses isoneoftheir WilliaM and Du .. k at theHavana State 1 ! their administration, child Wm. The L attempts (I) I objects elthe EDUCATION others. 111311, contains Africa andtheAfrican . BIBLIOGRAPHY aims andideals indigenous of selected committee', Government of tbeeducation findings aril of certain Education Indians and of education. of Government the Alaskan types ofeduçstlon where international the features, organization on thePacificCoast university of Hamilton, and the political . university =Ogres= oThscusses congress. education,Aulletin, with tl* GOVERNMENTS whichotmderlie Washington, Puy, William frontier What has United States maw* adopts of Negroes. Ameiican the mother references published ammo, andcomments Report of group. education to showthe on for eduos . printing particulár institute is an excellentstatementofthe OF NATIVE other indigenous following special natives institute of among theschoolsystemsof 1931. on racial education inHawaii, aspects ofthePan , printing office, happened with Omens education. gropp werethoselookingtoward on and outlines IN AFRICA press, HumphreyMilford, recommendations; . child welfare, most desirable printing office, Ambrose Caliver. -&- afforded tbevarious 'United country, and(3) native, looking Bibili8graphy the institutional Iowk, 1925. Bulletin, _..*-s-,-,z1,'-,e the Pacific. system ofcolonial commerce andeconomic an theIndians. origin anddevelopment reference to De Government to interestitselfin _the delegates M. Cookin groups association. office, and eventually of andrepresentation 140 and as aresultofmingling of native the progressive Atherton. and wadesby ment oftheInterior from January1928 African present peoples; and 1931, educational respect to States delegation of whichthis outcome& .: in theUnited 1931, on resultsofthe 1931. ARE groom Federal GROUPS 448 race relationsaroundthe toward his 1931. I. collaboration with Puerto Rioo, inachinery to discussthe program andpolicies. 202 no. 1981. Survey, 56: Sets forththe on ettitude social minority printing American sham and p., respectively. This book languages no. Addresses race relations the Pan making piratical MEETING of theUnited Conservition 41) part II,Basic 20, Volume 84 which they problem: Educe. D. education of Education intbe 56 at theC=rn of theAmerican 17.) relations deveiopment d administra pro was thefifth; to December of theAmeri- 61 Ty. now taken p. pro congresses. groups and Philippine - ram, purposes Amerkan are schemes of includes I office, p. States pub- child (U.S. extent (U.S. and this* J. H. on the and were, 192- * o/ tsisr= to I, -:- : to 7 :

- 111114-11111111111nlaw " 8 EDUCATIONOF NATÌVEANDMINORITYGROUPS

v 47. African educationcommission.Educationin Africa:A studyof 4West,South, andEquatorialAfrica bythe Africaneducation prepared byThomas commission.Rport Jesse Jones,Chairmanof thecommission.NewYork, Phelps-Stokesfund,1922.323p. Thecommission spec:,ziarlya year visiting schoolsin theparts of Africadesignated. describes socialand ecolcconditions,adaptations of Thereport tion in Africa,and includes education,organization andsupervisionof educa- accounts of schoolsvisited in eachof several British,Portuguese, andBelgian colonies and inLiberia.Reoommendations followsectionon education in each colony, or republic. protectorsteel) 48. Educationin EastAfrica: Astudy of East,Central, Africa bythe secondAfrican gand South - educationcommissionunder theauspicesofthe Phelps-Stokesfund, incooperation withthe International prepared by education board.Report ThomasJesse Jones,Chairmanof theCommission.NewYork, Phelps-Stokes fund,1924.416p. A continuationof the-iv, madeby the up principles commission inWest, South,and EquatorialAfrks.Sets on educational ob vas and adaptations;describes educationaladministrationand sation ofschools, andMowsth treatmentof generalconditions and organ,- divisions whichthesurvey covers. of educationin each ofthe several 49.Brookes,EdgarH. Thehistory of 1830 to native policyin SouthAfricafrom the presentday.Pretoria, S.A.,J. L. VanSchalk, ltd.,1927.524p. Educationdiscussedon pages 449 to 476. South The authorspesks ofDoctor Loram's" Educationof the African Native"as a model for all subsequentrrcbon the native problem. 50. Buelli_RaymondL.The nativeproblem inAfrica.tiewYork, the MacmillanCo., 1928.2 vols.,1,045 and1,101p. Published underthe auspices of the Bureauof internationalresearch ofHarvard andRadcliffe,.Based won 15 months' travelsod investigationin Africaand the studyof The repotpoints out the a large amount of documentarymaterial. problems whichhave arisen Outof the impactupon primitiv6aeoples ofan industrial civilisation"and discusseshow 'andto whatextent these problems musts00111COMed. are being solved by thepvern- 51. Church,L. G.Educationforenvironment.Nature, February22, 1930. 125: 261-63, Reviews progressivemovements andactivities which improveeducation of indicatean awakened interest inand desireto native peoples.Among theseare efforts of the AdvisoryCommitteeon Eduoation, work of Mr.Ormsby-Gore, Mr.Thomas JesseJones and hisassociates, and the YoungCommission;calls attentionto report of the members ofthe Hilton- of 1920 by Education Committeeappointedat the beginning the Governorof SouthernRbod (Southern Rhodesia.Report ofthe Education mittee, CapeTown, CapeTimes, ltd.,1929.187 p.) Com- 52. Dougall,James W.C.Africa today.Southern April1925. workman, 54:167-69, An addressdeli ;oi HamptonInstitute whichpoints "The hopeof the outsome of the racial problemsfacing Atria. new day in A is the unionof thechum& and theschool, thecooperation of andgovernment, theunion ofeducation andreligion." minions the typeindicated. Gives examplesofsome 000perative activitiesof 63. Ed.Thevillage teachers'guide;abook ofguidance forAfrican teachers.London, TheSheldonpress, 193X.32p. Compiled bymembers ofthe staff of the on the Visiting Teacher Jeans* School,Kabete, Kenya,withesupplementarychapter by J. W. C.Douipall.Althoughprepared in theform ofa manual for teachers' use, it throws much lightupon what thecanes teacher in Africais attemptingto do. 54. Eirimept inAfricaneducation inKenya.Round table,20: 658-72, June 1 * . "The problemof nativedevelopment in itswidestsense is recognisedmore and mmie anda social problem."Describee more u bothan eco- applied a school founded bya native James teacher,in which behas new knowledge inapoliticalway but takenaway nothing good ofnative culture. 55. Fraser,Donald. ThenewAfrica.New York,Missionaryeducation movement ofthe UnitedStates and Canada,1928.207p. Seeks to show the "subticchangesthatare comingover the pagan peoples ofAfrica and how of the Westmay be so direotod thstAfrioamay find abundant life." the influences describesthe methodsof the primitive Chapter VI," Educationfor Life," Bush Schoolsand otherschoolstonductedby themissionaries. 56. GreatBritainColonialoffice.Advisorycommitteeon educationin Britishtropical Africa native British dependencies.Educationpolicy in tropicalAfrica.,London, HisMajesty'sstationery office,1925. Presents 8p. recommendationsof thecommittee, followingan 18 months'survey of native education in BritishTropical Africa,-as to principles whichshould formthe basis of Indicatesmethods bywhich theseshould be applied. a sound educational policy, and 57. Hammond,B. A.Biology anaAfricaneducation.Internationalreview of missions,17: 496-504,July 1928. Theauthor, engaged in schoolwaft in Africa,examines hismethods inview of themodern theory that ducation mustsuit itselfto the needsof the childand notforce him into The needswhich beseas and uses an arbitruily conceived mould. as a basis of teachingare: food; shelter; health;training in theuseof -3 - . at, 4.sif .: ft,.1, ;.! , this he he Southern African conditions. lowed in community. Visitors' Southern advanced peoplesof all thevarious the rightsolution dime over aperiodofthree London, Oxford , develop African education ofgirls; it. instruction; the and practice concerned therewith. Co., 1929. system inBritish phut,' ofeducation ample, cating natives;minion London, William School andsociety, proposal concerning fascinating, andprofound ert, and York, Longmans, on problems ooiretned " beEducationofthe .zperIsnt D.C., JohnF. upon eoonomic andsociallifenot this end. Oivrit examplesof ** bioiogy, agoodbasis these August 1930. understanding ofsocial natural environment,and A shortstucly 68. Beaton, sees themanddraws An extensivestudy The author ; 0", 67. Seaton, Describes the This book 66. Oldham, A detailedand 65. Murray, The booktreats A brieftivatisegiving Special doubleAfrica 64. Lugard, The author 63. 62. Loram, An accountofeducation 61. Iohnion, It treatsatlength 60rItternationa1 . 59. tbe Christian 58. Huxley,Julian are included,viz:A.Useofthe . ...i ,' describes conditions !rill-Stokes Common , LI certain needs bedevelops of activities .: Southern Rhodesia ..r...F: r -. Rhode, tothe ---. manners. Theauthorstatesthat, r. grants '' workman, 60: there and gradually took Describes coloniesFrench, believes: If aspects ofeducation was requestedbytheColonial 413 machinery of natives for development ofnative of the1-teacher of native of "thehit-reaching comprehensive studyof wlonies; inWest cost ofeducation; W. H. of educationinpnenl Africa. Mission in looking towardthis W. K. committee, 1932. A reportof Slater fund, schools which discussed Charles T. administration of Albert B. p. Frederick D.The university with education or fouryears. Native education J. H.,and of attitudes Africa view. 4, Blackwood and for such presents hisviews 0 schools; elementary, ¡awes W. cerUU parallel&and a specialplanoftrainingfor number. Includes African," an analysisofAfrican Green, andCo., education in Nwo ruralschools a planforAtria= organisation and are seentobetheircultural there andadvocates participation in 33: 69-73, . review of by theNative Analyzes thewhole knowledge of shape following inqutry--the slogan education; Schools in with thehistory impart education inAfrica. are: effectoflumps=tnflio the 33-37, January Linking school a visitorformerlyinspectorofschools, Africa, heldinBelgium a program. B. English, Portuguese, 21 and22, Negro ruralschools newer typein disowns problems are sucoessfully press, 1931. Africa; mission of natives Its white compulsory 1927. of theAfrican an Englishacademic Gibson, B.D. School in vernacular in African schools and a backwardcommunityistobe The oonsequences ofcontactbetween aim. schools inAfrica, purpose is"tooonsiderthecontribution types ofeduce New York, Native on thesituationingeneral as wellthetypeofeducation nature, animateand minions, 15: January 17, the subject. Development Department life inAfrica men andgovernmentsto BIBLIOGRAPHY travail. sons, seoondary, andhigher papers writteninpreparation paps 4Z-00,dealwithproblems discussions of government; intellectual 56 applications tooonditions education ofthe of theSouthernStates. "Tbe education. 26 Office Advisory in 89uth races, theirorigin,political of BritishEast of British policies toameliorate problem ofmissionary 1917. education. ifrica p. education. dual mandate of whichis p. oot;rees 1923. the bush:A native fromthe 1931. education; B.Summaries African and community more thenative .- 185 and principle etc.) teachers andagricultural of theSouthern inheritance and as itwillbeinthefutureand w ehaimstobuild New York,The (Occasional 1.4- Author discusses Harper and - in September administration in calls attention 340 I_ . -.4 of study. Finds thestudy a p. ystem 1931. 1!)ility; residential tuitWn; tewhing New York, 321-623, July 2d ed. mission The remaking Africa: The ce andeducation; ting with "education Committee inanimate, inrelation races p. Africa. Thebook Atlantic slightly diluted education andhow standpoint of South critical study of native a them. group, meetingmonthly as welloneducation. Includes bibliography. races arestudiedthe in British Native Development education. Two looking toward The author black and gifts tothe training; character effective, it States with and culture. 643 and schools papers no. types ofeducation 1926. They to the western civilization bros., which the racial problems; as adjustment"and in Southern organlution, for on NativeEducation, of the Tropical Africa Longmans, on anddevelopnative Carnegie p. monthly, 146: African an InternationalConference education. of educational community of education. newer trend,following of Christian demonstrators being 1926. subordinate of 1931. . , sr- mission education. describes for African rest oftheworld." humanities, the language must belinked author believes Is; moral some example of in Africa. reviews his Tropical as man diacuss to manandhis this end. financed; and 25.), interesting of the they should native. religion, corporation, applications reasons foredu- Washington training. 478 Green Deic-, more complex, ()auditions looking toward and problems Rhodesia. in Africa. education and and thelees consumption. systems (in race. many ofthe Among the in London Chapter particularly outlook. India; difficulty; In doing p. 4 months' theory industry, gives Africa. 256-62, religious to advise appeal- should to the culture, makes make New and work; Upon fol- as the to the t, ex- to 28, 9 I. \ iingalligiinMEMEMBIMM111111111111111111 IIDIIIlIHllIIIIIIIlll lo EDUCATIONOF NATI AND NINORI'liYfiROUPEI 69. Sharp,Evelyn.Africanchild:an account of the onAfrican Internationalconference children.NewYork,Longman.,Greenand Co.,1931. Theconference 125p. wu called inClewsin June1911 undertheauspices of, the Save.-theChildren national Union.Attendanceincludedrepresentatives Inter- RomanCatholics and of eightEuropeannationalities,manyA Anglicans,SwissProtestantsand FrenchEvangelicals,an aohoola,medial and healthauthoritiekuniverettypreemeemiN end ofvwioui other eduesuonjete,-**-rlo,'_.and minion- iris,public andprivate administrators,experts and inthropists, Chaptersincluded: Whydo African oommunistsandindividualists. children die?The Africanmoth_er,The Africanchildat school; .child at work.The discussionsas reviewed here throwmuch lightupon problem the Westingand trainingprimitive andnativeraces. concernedwith '70.Sibley,James L.,and study of Westermann, D.Liberiaoldandnew. A its social andeconomicbackground,withpossibilitiesof.development. NewYork,Doubleday,Doranand Co.,1928.313p. Mr. Sibley,appointed by seven organizationsinterested ineducationinLiberiaas their representative in LIbiato advise withlocalworkers,govrnmentofficials, andhome prmntscesome of his findings.Five groups on educationalpolicies, of the natives. cbapt&a byProfessorWestermannhadean ethnologicalstudy 71.Smith,EdwinW. Thegoldenstool: Someaspects of cultures in Africa.New York, the conflict'of Doubleday,Doran,and Co.,1927.2d ed.328p. The author,Fellow of theRoyal AnthropologicalSociety of GreatBritain andkrmany yearsa missionary in Africa, has writtenmuchon African cultures andproblems. conditions in Africabetween 1876 This bookdeals withcontrasts in and 11126,tbe generalproblem ofcultural conflicts;problemsraised by commerceand industry,populationand land,government, socialconditions; tianity towardsolution of theproblems. Chapter contributionsmade byChris- XI,pages 288414, considersEducationof theAfrican. 72. Textbooks forAfricanschools.Africa, 1:13-22,January1928. A memorandumby the Councilof theInternationalInstitute ofAfrican Language calls attentionto the serious andurgent problem of andCálturea,which providingappropriatetextbooksfor Africanschools. Describes the studywhich the Institutehas madewithrespect to thisproblem, 73. Wesley, CharlesH. Therise of Negroeducation inthe Britishempire. Journal of Negroeducation,1: 354-66,October1932. The firstof two articles.It treatsof the beginnings 1833, the perWd of educationduringslavery_extending from1732 to of emancipation.PartIIappearing inthe January1933 the period1833 to 1840, the issueof thequarterly dealswith period ofgovernmentalintervention andorganisededucational author findsthe movement foreducationof the Negro pbpulation activity.The to the movement in the BritishEmpire similarinmany for theeducation of theNegropopulation inthe UnitedStates. ofraillrgroeducation have beenbuiltupon the foundation of Presentsystems governmentalintervention. missionaryeffort, privatephilanthropy,and 7tWilloughby,William C.Raceproblems inthe NewAfrica.London, Oxforduniversitypress,1923.296p. An extensiveand comprehensivestudy of therelation of Bantu and Britons , whichareunder British control.In chapter in thoseports of BantuAfrica IX of thesectiononZuropeanisat*of BentuAfriosunder the title of "Some probleiusofgout in BantuAreas', education isdimmed. atsome length. B. EDUCATIONIN HAITI 75. Agricultural andindustrialeducation inHaiti.Bulletinof thePan Americanunion, 63:1009-21,Oct9ber1929. Describesprogram being developed as 'policy of the Haitiangovernmentkw institutingy , torsi schools in ruraland industrialschools inurban communities. , 76. American highcommissioner,Haiti.Annualreports toSecretaryof State.Washington, Governmentprinting office,1928-date. Them reports, Issued since1921, discussbrieflythe educationalsituationin Haiti. 77. Balch,Emily Q., ed.OccupiedHaiti.New York,Writer's co.,1927.194p. publishing Asurvey of conditions InHaiti by a committee representingthe Women'sInternationalLeague kw Peace and Preedom,oensisting of0harlotteAtwood, ZonisSaber, EmilyO. Balch, Addle Bunton,and Mrs. J1HarWd Watson. Paul H.Dois. Mrs. by Zonis Chapter 8 isdevoted toadiscussion ofeducational Isms Bab& and Emily G.Moll.The conclusionsof thecommittee andthe trend ofthe the disoontinuanoeof Americanoccupation. reports fiver 78. Davis,IL P.Blackdemocracy: Thestory of'Haiti.New pees, 1928.883p. York, Dial Presents thehistoryof the Haitian from thediscovery ofHispanola byColombo's time. Educationis touchedupontisdi .14 to thepresent history. the bookas it has developedunder variousphases Of Haiti's 79.Ftetehor,HenryP. Quovadis, Haiti? July1930. Foreignaffairs,5: 58348, DciIbos conditions previousto the Americanoccupationof Haiti andshows about Iii teCiAtTSTI tin ts_ _brotg the tion.Disowns alsothe Donal situationand especially eAgriculture . tor thepurpose of implanting t/*mksDocks a system of industrialandvocationaltraining.

e lia;V:Pfeita : .., nndV'idIi India tion education schools university questions months as representative don, His Majesty's Committee School effective schools, sanitary schools. -: experiences of Lion must journal of 1924. vention. America's needs with main features, Wasbingt,n, State Department of financial situation, series, office, 1930. siders education Republic ofHaiti. An stability ineducation. 90. Boston, World under colonialadministration, lution, andattempts oocupation, with The 89. latto orNegro. ..,,- 15: from A 59: 37-41,July 88. 87. Abel, Reviews Describes 4 .4- 86. committee The author 85. The 84. United Among the 83. President's 82. report Reviews thefacts tIw A reviwofHaiti's 81. An amountofthework address 80. Hinshaw, f a viewtosuch Oxford representing author, 11110111,641-0-4 as welltheirtraditions church, judicial . 85 to96 4014-617,n&tober Gogate, Fleming, tzar," Commission et . report embodies Williams, oonditions Weatherly, life, 15: knowWge and : kallapaugh, Under no. Ft P rest Concludes that intervention in of on theGrowth6f ' the report association. '47'7t_.:._;_,.._,.:1 contact with Haiti's press, 1921. before the a surveymadeby Stationery of sociology, a memberofthe 11,-; 2.) percent. The the United on practicalrather of the an interpretation á upsets ofthe university finds value of missionary native Indies 7. P..An American W improve a in the briefly States some ofthebest Government particulamkrence 45 have been Rajarom 118-119, k-_, ---_,1; 7-i:_,:,,,,.,...,i...;:.0.L...,,k2,__L.-,_,.-' health and improvements history, people, . State, Daniel peace foundation,1931. Hindusthan Rayford of to evaluate relative ... imocedure, 1930. p. national history experienm W. T. office, a slitveyofeducation United ,. an outlineofthe on pages Ulysses commission Augusta Western oocupation States with C. on villageeducation. Report, occupation Haiti, in associations commission 32: of the agriculture, and Arthur C. culture ofthe (Publications Haitian press, 1920. 1930. Latin Education. (Review made. It societies inGreat Addresses and experiment in to America's 1929.) agars. NATWE 209 Commiadon a commission,tinder leading medical relief, j. February difficulties convention of States, Japan, and of itsvaluesand 353-66, a the than theoretical results, race prejudioe.An V. 162-166 association ofAmortise B.. gained intbese experiments W. industrialism, President's u and social, p. printing office, e situation program bywhichthe Schools with should will-give American March 26, Cuba, Santo up totheestablishment many improvementsin to educational W. PrIbleva Haiti. yet remainsfor Education and 188-190. program ofeducation acoomplishments, for the of strongand Haiti: An Elite, met inestablishment on educationinHaiti. BIBLIOGRAPHY November on MapEducation occupation ofHaiti EDUCATION I oontinue until 1930. to manilafinances American secondary pegessional Haiti to in British oommission of to thepeopleof geographic, discussed 210 Haiti oLthe in Indian the Philippines, Britain and on theotherhand, serve thebestinterests 1 and Us deficiencies, and jaroceedings, lands. grounds. the education series, Southern 1930. chairmanship of p. of Growth Domingo, and study and problems. of 6 appendix takes a message.inIndia.tondon, 253 experiment under Americans and Department weak India, are politicalagitation, in Haiti. education. leek ofprovision . . - education in economic, and which points 1926. training of 1931. . stable social no. American Nwth America. Village p. and problems inquiry. Washington, Haiti States, of ..__...L, undertaken in a of Education the IN INDIA now contains and Ceylon, and problems of 5.) workman, a republicin upon asound in American Points the 1928. a systemofeducation day in schools by Haiti. way ofgoodroads, a systemofeducation is said 45 India, describes Rev. A.G. conducted review of .. natives for oocupation is recommendations examples of of 247 education in Estimated Journal Haitians order is out problems of the out thelack political p. of State, 20 ci pragmatism. Report, to brought Reviews tables p. an education India. -surpass thatof bringing in court. the chairman The May 1916, connected (Publications Government American Republic. 602-15. 53: basis. established. in Haiti, Fraser,.a millions control, British public health to provide DIP conditions. co and proportion of which of Negro conditions endeavoring and since 192R by in India. about 12 different events leading " October 113-22, Latin of education brought te bear graphs. In National and hospital of India. World's following , an analysisof therewith. interventjon, are givenin based adapted pointed 1 the by such of theeduce. the on spentfour of adequate . 1915-1930. any other American the American Its American commission on Indian Finds service, about in Auxiliary Oxford upon an people. printing to promote illiteracy is London, 1, 1930. types of justifies. March history, of the in 1916 the in the to their Lon- afforded , 4 up to work,% inter- poor and and Con- revo- .6 the the the mu- its 11 .; -

IIIIIMIIIIIIIIIIM111111111111111101111111111111111111 S. Slugs; tivo Western corned withlandsand found movement, 1924. ended March31,1931. ment. ChaptersXI,XXI, teenth century.The "Young NewZealand", ville, Wilkie,ltd.,1930. facilities forthechildrenofboth discusses variouscdvilking to thetimeofinclusionwithhiBritish ltd., 1929. in NewZealand.Dibeethe the Maori even more tific studiesdiscussedinthesereportsbj Special Commission mission onCloserUnionoftheDependencies Three recentreports and cultureoftheMayan 439-53, April1929. Christian activities tional reviewofmissions,17:266-77, new of thePanAmericanunion,62: pperal ofpublicinstruction, 857-58, March12,1932. and remits, 56: 813-15,I ment intypeded in Indiatoday press, ltd., 1926. bibliography in Ind*. tional idealsin educational s000mplah thisthe University ofNorth 12 " Oneoftheoutstandingproblemsinworld Compilation of Reports activities An historical 102. Christian 101. Canada. A comprehensivestudyofthehistorical 100. 99. Butchers,A.G. 98. Buell,RaymondL. An accountofedncational 97: Browning,WebsterE. Finds missionwork 96. Brainerd,Heloise. Describes variousschoolsystemsthrmghout Reviews information 95. Abel,Z.F.EducationinFrench Describes thedevelopment 94. Paran 93. Olcott, A studyofBritish 92. Mayhew,Arthur 91. McKee, A studyundertakear ideas inprogressiveeducation. among theIndiansofCanada.These - 1926. Christian in herdealingswithHaiti,Cubs,and contribution toeducation Includes system; (3)environmental race on Indianeducationandcultures. Believes the . survey ofeducaUonalprogr 380 relation toeducaUoninIndia. 306 jr.DUCATION OF D. NATIVEEDUCATION An extensivestudyofall a perksotlecturesgivenfirthe 235 among education inWatt= 6 of the on with theEuropean. Mason. timber, buildingand on Education inNew . p. an accountofthewhoolatMoga education inAfrica p. , educational policyinIndia,1131.5-1420, William Z. author undertook Department ofIndian mber 1924. the Constitution M. R. $0$ among p. this problem vey was 116 in thedevelopment a completehktwyofeducationin fitted toneeds, 'Canadian noernIng the them, andsuggests races; rivestheirpresentflambee system shouldbemodified Carolina " conditions invillages p. XIII dealwiththe Le races. Ottawa, Ontario, the indimous of theEnglish 652 carried forwardunder reaction oftheMaoris Young New L Theeducation Berv. Village schools India. particularly the Includes Department ofIndian in Asiaand p. are discussed:(1)East Pro:. ;.:,.ive school systemofFrench Two lessons tbe UnitedStates press, 1930. conditions andpreparation four investigations: to foreignking phases otthe cometruotion work, de l'Instruction New NATIVZ Empire. background The author The .4! of . activities include Journal among theEuropeansand a descriptionoftheMexican a programoffuture educational noes ofLatinAmerica a curriculumforeffective Zealand. in Easternand Gives today isthe Nicaragua. ahd theEast. Latin America ;7, May Attica, J.IL native peoples Dunedin, N.Z., schools for Student , April 1928. Maori Zealand; as theyaffecteducaUon; in 'India, Outline the mission schoolsand an ex Canada, to meetspecial Indian concludes that in India. IN OTHER and development affairs. AND schodls in of of education Indo-China. the to theirearly schools. in colonial of teachers of America Publique introduction by w s of India. 435 Christian " system inIndia; relation of encouragement Affairs for New Zealand 1928. and ofits and distribution; eta. Wellington, educationbaergAlem. Africa Common: (1) history Oldham; higher with 14 theau a MINORITY/ health Central Indo-China, p. which subsequent missionary history idea 1932. young India, Annual recommendations en 1Woaine for such in dealing of Latin movement. London; Calcutta, lessons 'advanced needs otjwogres Coulls, supervision, a neglectedfield. the intercourse are lateen the Maoris Latin Ice Africa; COUNTRIES and rural education London, rule. as national of education from the rural their year indicated,and School Sir Misbaskiladist. 66 and of the of thenative was pritwipil.. points Oren in action. schools. can bedrawnfrom development school world N.Z., (4) modern education report for on nationallife &sakes with her p. effect (3) Ceylon: . assistance ' GROUPS America. Somerville, America. and problems and `primitive' Student en IWO." Foreign since 1$73, Lectures included (2) with the India, b1iintn of out failures, education, those Faber Includes bi and early .4 report ofthe system of upon thenatives Coulls, commilng in india; : c. Raleigh; dependencies, in thePunjab. ¡resent in ¡ad*Shoran populaUon. put into Reviews social and S o theGovern- society, of educational Report Association and Gwyer, oontact of farming with Includes English, Christian affairs, and the conditions (London) in education Interna- education Bulletin influences, Somer- the ibe Wilkie, the organised (2) peo direction improve, practice history year of the present scien- nine- N.C., con- elms. are: Moms Ies." and also and 35: up soh 7: To Y. . a

1111111111111111111 7111111 Pala if II Iffirn Ii mi ' Imrrrtinmin BIBLIOGRAPHY 13 4 103. Cook,Katherine X. Houseof thepeople: new- schools of action. an account ofMexico's Washington,Governmentprintingoffice,1932.73p. (United StatesDepartment of theinterior,Office of no.1 1.) education.Bulletin,1932, The authordescribes Federal rural schoolsin Mexico;discusses theounicidumand howit is shows bow a unified nationalprogram, basedon local needs andsituations has formulated; ofsuooessfulerperience.Givesabridamount of related evolvedchieflyas a result missions, therural normal activitiesincluding thework ofthe cultural schools,residence schoobfar Indians, I directed by theFederal and otherspecialeducationalactivities i Oovernment.Includesbiblicgraphiro education inMexico. 104. The Maldel Pintaschool.Schoollife, 17:26-27,October Deserte 11 of 1931. " a school which isrepresentative ofthe typeof ruralschool moult ofts-.revolution in springingup in Merle°as a education there.These schoolsare located inthe areas in the hopethaKhey will offertheNets ofs heart ofthenativepopulation of this type ofschoolto residencesohool andyet be treefrom thetendency wean its studentsaway from theirnativeenvironment. 105. Mexico'snew schools. Schoollife,18: 45-46,November1932. .-the schoolswhichare being evolved inMexico nst1vnd-whichare seeking to revive, upon the culturalfoundationsof theMexican preserve, and restorethe old haod , folkways andthenativearts and 106.Elliott,Arthur K.Paraguay:its cultural andeducational heritap,socialconditions, problem. NewYork,Teacherscollege,Columbiauniversity, Bureau ofpublications,1931.210p.(Contributions A study of to educationno. 473.) monary education inParaguay.It has forits pwtmary outlookas to health, economicconditions, social purpose ssurvey ofParaguay's organizations,edutlons.1 I I the bads offacts found,to determincesaccuratelyas poeeible what accomplishments;sntfupon thatcountry shouldbe.In the°Neatly**ofa missionso41in a chapter devotedtoa mere] considerstionof the" Objectives missionschools"the authorquotes fromrecent studiesof missionary andaims of and Africato allow educationinit_"r/ U-India. the aims towardwhichpresent-daymission educationÏ tending. China, 107.Goodreferencesonthe education oftheindigenouspeoplesofMexico. Washington,UnitedStatesDepartment ofthe interior,Officeof 11p.mim.(Bibliographyno.8.) education,1932. Includesselected andannotated way in Mexico, references relatingto thenew Federalprogram of education probablythe mostsignificantphase of whichis now under digenous andminoritygroups. concernedwith theeducationof herin- 108.Grenfell,SirWilfred.Education inLabrador. 71-72,December1931. Schoollife,17: Describesthedevelopment ofschools fornatives in Labrador. 109.Holstein,Otto.BrilliantFrenchcolonialpolicy. 383-88,October1932. Socialscience,7: DiscussesFrench colonialpolicy inAfrica andIndo-China.Finds in relationwith thesubjectpeoples in Africa. Franceto beparticularlysuccessful ro.Lagden, Godfrey. Thenativeracesoftheempire.London, Collinssonsand Co.,ltd., 1924.377p. W. Briefhistories)review of thevarious nativevmps under British teristios,customs, economic°auditions, and government, andamountsof &arse- forone who wishes education.includesenenstvebibliography.A good tosecure a general idea ofnativeraces under Britishrule. book 1 1 I.Reinsch,Paul S.Colonialadministration.New Co.,1905.,422p. York,TheMacmillan Furnishesa statemnat ofiwoblemsconfronting color41 tions attmpts&andpresents selected governments,indicates themain linesof solu- shows therektion of illustrations.Chapter II,Educationandgeneral education to socialcondition ofnativegroups.Includes improvement, problem andbow it hasbeensnOt; literary discussionsof thelanguage providedin the versus industrial andscientificeducation;types of Philippines, India,Africa, DutchEast Indiesandothers. systems 112.Bohrieke,B.Theeffect of the Malay WesterninfluenceonnativecivilisationsIn Archipelago.Batavia,Java, RoyalBataviasocietyofarts and sciences,1929.247p. eh. A collodionofpapers by anthropologistsand others # who have haapractical pies,compiledfor theCommitteeon Anthropological experiencewithMalay "4.1b. Capitol, in TAyo,1931. This Knowledgeappointedat the ThirdPan-Padflo be intensive studyinone areawas made withthe hope suggestivein theuMatWn ofanthropological that itwould backwardpeoples. knowledgeelsewhere inrelation tothegovernmentof 113.Ismiskin, Inni T. Aschool inthe Arctic.SovietUnionreview, NoveinbeR A distriOottot schoolstartedon the Chuko : sent fromlimo' for the Peninsulanot far fromtheAlaskancoast bya group purpose of wish -1 tallfactory, and people livingthere, theircustoms, drew, food, school.Givesa picture ofthe Wwamt. euperetio-41".--and fears,and showshow theseproblemsare

110 0 °

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14 EDUCATIONOF NATIVEAND MINORITYGROUPS

114. Vahl, X.and paters.Greenland.vol. III.London, Humphrey MO- D ford (Oxforduniversitypress), 1929.474p. Published by TheCommission for theDirectiOn of the Geologioaland Geographical Investigations in Greenland.In thrbevolumes: volume I,The Disoovery Country;volume II, The of Greenland, Explorationand Nature ofthe Past andPresent Populationof Greenland; volumeIII, The Colonisationof Greenland andits History until1929.Onpages 3M to 3151 of lastvolume isa study of The Educational System ofGreenland by C.W. Shults-Lorentsen, meant status. a brief but good amount ofits origin, growth,and

HI. THEEDUCATIONOF INDIANSINCONTINENTAL UNITEDSTATES 1. HISTORICALAND CULTURAL"BACKGROUND

11. Abbott,Arthur P..A lovingpeople.Bayonne, N.J.,Jerseyprinting company,1931. 147p. A sympathetic historicalaccount of indigenouspeoples In North,Celli:id, of the materialis devoted and Smith America.Bulk to Indians of NorthAmerica, their legend*,ways of living, etc_, from thetime of the Co lolies untilthe present.Includesa brief account of Incas, of early writers Mayans, and Aatom. A review of material on primitive Indian lib whosestudies affordauthenticinformation is alsopresented. 116. Austin,Mary.Social andeconomicorganisation of tbe NewMexico pueblo.Progressiveeducation, 9:117-21, February1932. Describes the foundationof the pueblo idea,customs, etc., of the PuebloIndians, and of Indian*ducat** in the light otthis background. discusses problems 117. Coolidge,Dane andCool' MaryRoberts.The NavajoIndians. Boston, HoughtonMifflincompany,1 i.316p. In order to record thecutom,history,cosmogony, and religion of tbe"largest" and"most virile" tribe in America beforetheyweretaredorlost, the authorsspent many making first-hand observations, years among the Navajo Indians, se well u consulting all availableliteratureon the subject.Part 5,whicb deals with the Navajosand theGovernment, includesa chapteron health, education, andproms. 118. Crane,Leo.Indians ofthe enchanteddesert.Boston, Little,Brown, andcompany, 1925.364p. The author, as an Indian agent, spentmany yr among the Hopiand Nav*Indians of thePainted Desert.He gives hisobservations and lmsIons of Indian11M, the nature, andaram. ertat. and shows many problems whichan agent had to meet incarrying the' white man's"civilisationto the Indian. One chapter tellsof experiences ingetting the childreninto the ichools. 119. Davis, JohnBenjamin.Publiceducationamongthe CherokeeIndians. Peabody journalof education,7: 168-73,November1929. Describes tbe schoolsmaintained from 1801to 111116 by the Cherokee nationfor Indianchildren, without. Federal aidor supervision and supported by tribalfunds. 120. Istabrook,Emma F.Givers oflife.Albuquerque,N. M.,the Uni- versity of New Mexicopress,1931. 101p.Also,.,Boston,Marshall Jones. A series of essays to show advances made by theIndians beforethe whitemen came, and to givean understanding of the gifts of theircultureto modern civilisation.The mediumused, the culture of the PuebloIndians. TheIndian b presented as morally typical, b law maker, poet and as inventor and artist,town builder,engineer, dramatist, plantexperimenter andagriculturist.Includesbibliography. 121. Grinnell,George B.The Indiansof today.New York,Duffield and oompany,1911.426p. A standard work cm the North American Indian,hischaiacter,his belief, hismyths andstories. former distribution, main familydivisions and tribes,with Gives the Indian agent, and other important factsabout each.The reservations, phases of theIndian questionare considered. . 122. Harsh&,W. I.Education andthe sixnations.Southernworkman, 58: 562-66, December1929. The first of two articlesoutlining the efforts ofthe Indians schools. They of the Six Nationsto ietabliab andmaintain are shown to have hada wars for educationfrom earliesttimes, and theirheroic struggle for lib, liberty, and thepursuit of happinessis worthy ofadmiration. 123. Education andthe so-called"civilisedtribee.".tiouthernwork- man,59: 36-41, January1930. IMP Second of thetwo articles above listed,describingeducationalactivities Omanthe Six Notions. 124. Hoopes,Alban W.Indian affairsand theiradmintzation,with special reference to the FarWest 1849-60.Philadelphia,University press,1932.264p. of ,Pennsylvania A thesis from the UnivOtrof Pennsylvaniaprem, outlining theimportantaspemsof the ,umitts- tits and the Government's-lali policy during theyears indicated, GI the reservationsystem. whichsaw the rime andder..1 v._

A - MM.

.11

BIBLIOGRAPHY o 15

1'1 125. La Fargo, Oliver.Unscientificexpedition.World's-work,60: 5945; 76-80; 72-76; 60-73; 54-59; January-March, May,July 1931. A series of articles describing aui'ney by bcpeback through theIndiancountry of the Southwest: Presents informationconcerningIndiancustoms and characteristics, ad conditionsamong them their attitude towards the Government.Describesafew reservation schools. . 0 126. Lowie, L H.American Indiancultures.Americanmercury,20. 362- 66, July1930. An interesting amount of early cultures of different Indianraces, contrasting their interracialcustoms, cultures, arts,and crafts; and all of them withpresent-day civilisation. 4 127. The inventivenessof the AmericanIndian.Americanmercury, 24: 90-93,September 1931. Credits Indians with much initiative and inventiveneseCitesas examples. development of corn; pottery,mathematics, and architectureamong early inhabitants OfCentralandSouthA mi and Mexico.Says culture found couldnot have been borrowed from Asian.African,or European ci vtLiztocm,

asis sometimes darned. .. 128. Mathews, John J.Wah'Kon-Tah;the Osage and thewhite man'sroad. Norman, Oklahoma, University of Oklahomapress,1932.359p. The author, an Indian raisedonthe reservationi :-. .ToLi sketches of experiencesof Maj.LabanJ.Mike, meat on the7.reservation of theUsages,whichDkustratathe character of theseIndians and theproblems of their t to a white man'scivilization. . 129. MacLeod,. William C.The American Indianfrontier.London, Kegan Paul, Trench Trubner andcompany,ltd.;New York,Alfred Knopf,1928. 598p. An extensive and cam vestudy of the American Indianfromearliest knowledge oftherace until fe the present, written ly from the viewpointof the Indian side of thefrontier development. 130. Mead, Margaret.The changingculture ofanIndian /tribe.New York, Columbia universitypress,1932.313p.(Columbiauniversity, Contri- butions to anthropology,no.15.) A pioneer study of Wayculture of the IndianesIt has beenmodified andinfluencedbyyrs et -of contact with white culture with special referenoeto the Indian woman_ Theauthor has seloetsif.tribe in the Mssippi Valleyas the_;Aviof her intensive study. 131. Mooney, 'Tames.The aboriginalpopulation of AmericaNorth ofMexico. Washington Government Printing Office,1928. 40p.(Smithsonianinstisonian tution, isCellaneouscollection, vol. 80,no.6, Publication2955.) A more extended presentation of the materialon population included in the " Handbook 'ofAmerican Indians", Bureau of AmericanEthnology,Bulletin No. 30.Includes dimmed=oftheIndian populations by Notions in all of America, north of theMesh=boundary, andan extensi4e bibliograp4y. 132. bfunts_, K. Z.Effect of contactonthe social organisationof the Anleirij- - canIndian.Scientific monthly, 24:161-68, February1927. % Summarizes and dbousses studies showing theeffects of contact withthe whitsman -upon various customs of the primitive American Indian. 133. Nichols, Claude A.Moral\educationamongtheNorth American Indians.New York, Bureauof publications, Teacherscollege, Columbia university, 1930.104p.(Contributionsto educationno.427.) The author has madeathorough study of Indianliterature, ethnologicaland anthropological myths, legends. religious ceremonies andsocial life, to discover howand what moralqualities of a and social valueweretaught in their native cultures.Includes bibliography. 134. Parsons, Media C., ed.American Indianlife, New York,B. W. Huebsch, inc., 1922.419p. Aoollection of authentic Indian folistoriestold by certain studentsof Indian anthropologyinan attempt to present and interpret the psychology of the variousIndian tribes inan interesting and popularway. 145. Primitiy.e Indianedtication.School andsociety, 32:356, September 13, 1930. Brief review of study being made bythe department ofanthropology of iheUniversity of showing that the Indiansof the Pacific Coast hadadefinite educationalsystem previousto thewet= of that section by the whiteman.Data has been collectedconoerning schgolsystems foundamong the Yuki, Kato,andWailakitribes of the Attains= languagegroup. 136. Radin, PauL Thedory of the AmericanIndian.New York,Boni and Liveright, 1927._871p. Describessomeof themore salient traits of the lib of the American IndianInsimple and untschnicei =ur. "The outstanding fact in aboriginalAmerican history isthespread of the vest civilisations veioped inMexico,Central America, and MODSthe Pacific omit of Bout]) Ammrksfrom Ecuador to Peru, and it is around this theme thatthanpageshavebeen written."

' 16 EDUCATIONOFNATIVEANDMINORITYGROUPS 187. Seymour,Flora W.The Indianito-day.Chicago,NewYork, Beadamin 101.Sanbornandcompany, 1926.235p. The author, a member of the Boardof Indianwisp tn this book .--_:,tsto waken interest especiallyal boys and girt,in the Indianof the twentieth the tbe century, and to tallin thcpès firmnone of events which bsv wgbta low of the=ay different tribesto their present Ing.Last dopier,Indiansat echo& location andmanner of 188. Thestory of the RedMan. NewYork,Longmans, Green company,1929. 421p. and An extensive andvaluable stodyof the historyof the Red MantramtI4 thepresent day.Incindas chapters °mini of thewhiteman until on The Red Manat school. The RedIdan and the land, TheRed Man at boon 1atedeztentgtve bibliographicalnote& 139.United StatesIndians:Historicalreferences. States Indian CheMAwa,Oregon,United school, 1928.7p.Wjahington,United StatesDepartmentof the Interior,Office of Indianaffairs,Btilletin,1928,no.3. in annotated listof meannessdealing withthe historyof the Indians. 140.Smith,DaniaMargaZIK.Hopigirl.PaloAlto, California,Stanford universitypress, 1931.273p. notion. Teakthestory of the readjustment ofclamsgirl, who, trainedtn thewhite-mantways al agovernmentschool, b abruptlyreturnedto liarown people Astute through Stresses the tack a/underitandtngad Indian many yearsonthepart of many whoware responsibletortheirtraining. and the atenms of the traditionalcourse of study caredIndian children American art Shows thecontribution ofthe= 141. Verrill,Alphous a The AniéricanIndian.New York,D. Appleton company,1927.485p. An account of the American Indianstram the earliestknown inhabitantsof the New Worlduntil the presentday. 9 _ 31.

11 2. PROBLEMS CONCERNEDWITH THESOCIALECONOMIC,AND EDUCATIONALREHABILITATIONOF THEINDIAN 142. Annualreport, Boardof Indiancommissioners, forfiscalyear ended June 30,1032. Waahington,GovernmentPriniingOffice, 1932.39p. Discrome the activitiesof the Indian981ce tor -the anti rills'. fiscalyew Indicated, includingthe educational 143. Annual report,Commissionerof Indianaffairs, fiscalyearended June30, 1931.Washington,GovernmentPrintingOffice,1931.69p.(UnitedStates Department of theInterior, Officeof tndianaffairs.) Among activitiesreviewedare thane relating . to education otIndians andAlaskans.A. present !with. social,and economicconditionsamong the Indians. ameba statisticsconcerning Indianpopulation. appendix.paws 404e.Proust, 144. BlackmarFrank W.Socialassimilation dthe AmericanIndian. Journal ofeducationalsociology, 3:7-19, September1929. missto Interpret and evaluate trama soelokogical standpointthe culturalrelations whichhave existed between IndiansanddominantIturo-Americanswithin theUnited Maim frei the present.Calls attentionto the magnitude early pioneerdays until of the prilmwhich theGovernment facesin aarazclizusti itsnew program designed, througha system of efteat to make of the ., Indianan 9 19 t 9-9- 9- and competingwith hishamcitizensinthe strugglefarshelter, tZarn lingdsocialachievement. and clothing,and 145. Thesocialisation ofthe AmericanIndian.Americanjournal of sociology,34: 66$-69,January1929. Discusses- allotsonthe AmericanIndian ofmore widespread educationand better great problem is hisassimilation Into custodialcam The ordinaryIndependentcitizenship.Disc:rem thechanging attitude 'of thelndian,toward .educationand the "white man's" mated outside ofwhoa'. civilisationsandindications ofchange hi social 146. Cloud, Hehry R.AsanIndianseesit.Nationalconference ofsocial workProceedings,1929.p.669-66. Problems of theIndian Iran hisown standpoint. *147.Cooperationin Indianadministration,Federal,State,county, sand load. Washington,Governmentprinting office,1931.40p. - Fairpapers prompted Wore theOammitteeon the Linerioan Indianof the Natiouel mobil work,Minneapolis, Jane1911.0_Theyare: "Analysis ot the oankrence in *location_ ," W. problem",Lewis list" II Oman Ryan,Jr.;" WhatMinnasota is doing", -1111.tote' Mn. RuthMuskrat Bronson. Mn. *snobsL.Du; " Indira 1 148. Guthri, X.C. Thehealth ofthe AmericanIndian.Washington, Governmentprinting office,1929. 111p.(Reprintno.1277, fromPublic Health Reports,vol. 44,no.19, 1929.) Pam The authora isDirector d theUnited StatesPublic healthservice, Meeof Indianasks. Ha reviews !withconditionswoos the wriftly121,000 India=u s of the Unitednew and activitiesci tboGovarms* Waldo, Cho Government, theln toward improwassit atMath andmiter" anditiansaims

, It P . . 107., v ,-- . ' .." 44. . :It - : ":41 :.: ...,1"-IV' ...... '' ; 44"41.- ,t .., ....,.. . ..:. ,i- , it 4 I ret;41:iiti' Ifjoro A et. 0 ska.414 - .71k0 ;V, I.ti'4",'11,1-4V...,v4e-",22 ' 41'''' , Anp, q"."111"litilt.411 r , fr 1,1Lrz't gstarge af antiest knownmends So activities submitted tohim,February21, al pion=Iiastabliebing health, go research.) a survey for homemissions,I932. press, the best Indians the inflated, atwtht for governmentresseirob.BrookingsfnftuU.Washington.Surveys schools tarIndianahlidgenthrough Mild there is minim,. NewYork,Missionaryeducation p. for socialservice. staff oftheInstituteihr day Doranand government relationship 87 nal ofsocialhygiene,18: social, economic,and qualifications atthe ference ofsocialwork. Mir for mica A 64-65, August1931. the AmericanIndiana. I ment toat policy attheGovernmentWokingtoward WM blip 26-27, 40,May1931, 1932. ; . reds, vamp. (6)the atincalins. A generaldiscussion The 159. ---:---andothers. 161 A paperpresentedattheNationsl Oontaine inkrination A surveyofIndiandraincondriated Aiay 157. Xerism,Levis. Reviews theMariam A briefhistoryalminionwork 156. McCaskill, AB 153. Lathrop,Julia0. 165. 1St Lindquist,Gustavus Brief 648-48. 152. LaParis,Oliver. 150. Hyde,WarrenG. 149. Hulbert,Winifred. .' p. 51. Indianmissionsof ce hygiena. topcoat ofWoodlandandIndustrial .1: educationel al E2ASI a evüdemandUnittheGovernmentturnishitsIndianwards with as o( Indianaffairs,Bulletin, 1928. tv. 1930. /Whim, among tin but containingcomprehensive a in Indiansolsoolcdiscusne tt 161 they meektofbadtank made attherequestofHon.HubertWork,Secretary of end educator.Preemietheiwoblems 1 captain saintunfulstatistical . tee &saki Outlook 4 detailed martcontainstheMowing . .sru., UoiJ wart. p. , new policyoftheIndianOffinand working _4.. Ws. way poor& 872 9 a reader to qia1i isecoant atdailyWe vtli. needs monery, sadorganisationsatwort. 1 company, 1923. 1.! 1 p. PA!' The RedMan 1.1 a Lewis, endHinman,GongsW. in MUuntilthe al theIndiangwobI p. government research. report andmaimsconarelesometime &otiose andbetter . new to the I. C. In Nationaloonferenoe canownhAr tizares=tunas, O1s (Waahington, United . ' aspiarPI giveirilli=garythsci 7,,,u_iisconoado conditions,(S) k religious lifeoftheAmericanIndian. cm a better=demandingof (Issued . Indian Maims.byMr.Mariam.Awealthofbackground A Proceedinp, 1930. New York,Councilof IDI.H. _ 438-48, Novembet1932. the UnitedStates. The Indian among theIndiana,includingwortof N., 239,p. Social higieneinracialproblp11,,,?- better trainedpersonnel. missions 144 The problemofIndianadministration. to be dot. .a...0.7,11 conbrimos ofsocialwort,Mayrt.ISMby %Inuit White man'sburden. Indians improved staff hs modernetvil present time. as a among theIndians, Indian Americana,NewYork, R. I. .1, primarily toaidtheworkofProtestant data BIBLIOGItArIT in tbeUnitedStates; training torindependentattleenship. malarial. 1928, 461 prams nodebyMinima*Indians among 1928. Works. Baysthatfortheern by the the Indianserviceneeds. on publication oftheInstitute dared ineducationandaxialworkfor Points outthe'crestneedtor . go problem: AchallengetoAmerican p. A handbookformissionary soda, emocenkt,andeducationaloandltions no. It Indians. contrasts 000ditions "Rig business." ion andgeographicaldistributionoftribal, the some ofthe of Includes bibliography. Baltimore, Md.,TMJohnsHopkim 8.) 'tote: principal andteachweunderthe States Department of socialwork. p. movement andCouncilof inoiod. Phoenix, Arizona,Native rectal obaracteristicsandtheireigulilasnok .11* . includes . 641-60. Gives suggestions of miestooeryactivities director, women for carryingoutrecommendatiota Part II,by tin - and community16 4 I. satire survey; a 2 Facing thefuture a briefdisown=attheireducation. an up-to-datebiblicgraphy. World's problem, an Survey ofIndiusaffairs, various for homemissions,1932. now withthosewhichkrmerly Mr. intimate studyof Involved intheIndians'ali- polity torIndian National republic, prow tine realeducators New York,Double- s -the Indian. Hinman. i:! - minion echooka,fromthe a kw L Prooeedings, 1920. es a social arviceOnset member altheresearch work, 60:44-48, dopier J. Friendship the In planning ..; social traininginthe of theinterior, churches workers malt ofthepromo among (I) .% the Indian: National Alone ofIndians, government Vegas the new regimeof theallZte ;, : - In Indian American material Ix programs at capacity among the ilit= . women o Institute among q as wren. . . 6$ imps, Jour- press, , .A are ,n LaZi con- and Need flays the 19: 17 of of 1 3.2

A t smartin New t Jsr

III 18 EDUCATION OFNATIVEAND 111NOR&T'GROUPS 160.Miisionaryreview ofthe world,vol. 55.July-August1032,p. $87-484. mire=rowdevotedto the walimeriaanIndia° ."Included Huth LBurkeon;" Indianproblem are -" Ourpredsosseart, theIndian_ by ammo:lbwsoluoon -,Ray ,... alertV. r. awry Roeeked,64 Indian tr-.,;Wilbur;- Aremons toIndians to romance andrealty'', by A team.; ', by . DavidOwl;-rwicia-bova Prt. - Indianwirers atmons :* ' -:. Oa,- India= Ilavaknown",BrunoKinney, Indians?".O.It. E Lindquist.A list ofbooks -Whamare the is givenoopaps481-48a. of ralueinstudying the*madamIndian 161.Naah,Roy. SeminoleIndians.Washington,U.S.Government office,1931.88p.(Senatedocumentno. 314.) printing A `surreyandreport made in MOat the%minaIndians atFlorida and ofInd.M affairs.Compttpresent conditions presentedto the Commlimioner ethnologymad withconditions SOTears ego wale a a ai11ar . the Bureauof surveyFurls little ;madein education American Makesrecommendationstorat kiwianother or improvementin condition& Pit :-of -cattle, year' cd supervisionby theFederalGovernment, I; borsoutilede=entat witha ¡CAM thi which handicraft&curtailmentof liquor,anda gateway .. Atitde ChildrenShanbePermitted, of educe- trial . . butDot urged,to pees outintoIndus- 162. Owl, W.Davi&RemakingtheAmerican.Indian. 26: 115-18, February1q31. Religiouseducation, Theauthormaiden that thewhitemale's dialsto allocateIndians piecingobildneaway tramtheir homesIn byzcgstion,aspeciallythatat ves the whoop*alienates-the 1ti-rttrain "his Imminentto educatelodiazabi7pditaticschools sod artgina" ile - T-4'wortamong the Indiana. (lbws'sthe in itsflAS/1013te Pointsout the tavorabieanduntavvrabieegg's:obm wart. Whatthe Indianswant from ference theGovernment.InNationalcon- of socialwork.Proceedings,1930.p. 624-31. Treats otIndium' legalstatus, rotationswith whitepopulation,otartibes.. vocational,*commie aodsocialstatue, recreation, twill,.secooderyapti aod otheractivities andproblems. 4 164.Pouter, A.O.Attitude of theAmericanIndianto Americanlife. giouseducation,26: 111-14, February1931. Reli- Theauthor, thedfrector of theRochesterMunicipalmuseumba midiertison.Heattempts toanalyse the SewerIndianbornon the °Wargo- the attitudeto Amerkanlite atthepnement-day deoulttustkioal theaboriginalIndian stookend the AmericanIndian are inherent intherem capacities torhall=dieveiopmentwhice 165.Nostra,a B.Indians trainedtocompeteonevep terms withother room School life,11: 144-46,April11128. Pointsoutmany way% in whicbmistakes on reservations. have beenmade indealingwith loaf in. individualownership oflands andeducationbe should means ofnvitavj.1 . steadilyforums. v Lai tiativs 166.Reeves,John B.T. Whatthe oonferenoe new administrationis doing.InNational of socialwork.Proceedings,1930.p.632-40. Tiono thepurveyknown as tbeProblemot Indianadministration,and the IndianOso,s slowlyattemptingto reorganize increased sAprogriations, already mada, aim; thelinessweated.ReTWws andnew plans kwimprovedserviceto the 1,Wbins. achievements 167. Seymour,Flora W.Redmassnipwhite.Religious 10,February1931. education,26:iO4- Macaws@ relationshipsat the RedMan sodwhiteof themeant day. T-i.-- tationor *nt.gotgsznin his Findsthat theIndianencounters relationswith thewhiteman. Believesthat the tionship, liesin . kinking madto wholesomerace ot the.Indianes an individualendnotse a grobiem. rTin,aasa"wardof thegovernment". Mecumsstatusathe 168. Wilbur,Bey L.The.AmericanIndian's 34:179-82, Kay1031. rehabilitation.Currenthistory, The articlelists 18coostnictive achievementsaccomplishedby theUnitedStates Interior forthe welfareot theIndianwithinthepast two Departmentof the ofeducation;emphasis years. Messinclude:Appointmentof givenIndianarts sodwatts;requirements director boys' andgirls' advbers,school far positionsde=coptincipals, superintendentsaod ginziata raised;e home SWIMon work withlodbnwomen In their , I given LAW=in the on eight reservations; *books;argenitatiooot QLvl Boout vocational employeesto the boardingschoolsto Br= troops; additionofover 100 hastitu relieve of=Webblabor inthe schools. 3. INDIANEDUCATION 169.Brosius,8. X.IndustriousBlackfeet. April1926. Southernworkman,54: 165-66, Describesan Industrial planinsugurated tan whiab by Supt.7. C.Campbellfar theBlackfoot =tramayearprogram in tanningsadgardening. India= atWo- 170.OraimZugene.AnIndian 64: 554-68, school inDeathValley.Southernworkman, December1925. a Describesthe activitiesata Wean rival school is askingtocarry its training far Indiansin DeathValley, In,*County,OWL, which to tinchildin hishamssavkonmontas wailas to ids parent&

. . .r ' 4 " 7 'r. ' ).:ant ;- IjWs.11.414. 61-4;4'141.°.;;;.":"ti ..'..111334);1 -444.4P BIBLIOGRAPHY, 19 171. Craig, Ingsm. Goingto school in Death % aibej.American childhood, 15:17-20, November 1929. Gs An account of activities and accompliehmenuofaschool kw Indiansconductedat Furnace Creak Ranch tithe bean of Death Valley, Calif.,provided kw the (*Wrenoi the Shoshone laborerson the ranchActiv- Itisrelate as closelyasrelbleto tbe primitive lives of thepupils andat the same time aki themto meet the demandsof the whiman's civilisation. 172. Dunn, D. Goingto school with the little Domingo*.Schoolartsmagi). sine, 30:489-74, March 1031. Descriptiondiertivitles developedinanIndian baitingschoolamong the children of the plieblo of Santo Domingo, with special rellerencato an activities. fn. Educationof the Indians.Washington,4.C.,Governmentprinting offoe, 1927.8p.(U,S. Departmentof the interior.Bureau of Indianaffair*, Bulletin 1927,no.9.) A brief history of ptogrese and developmentin Indian education fromthe beginning a( themaerration system unti1 the prawn 174. Folsom,Cora IC Whenthe Siouxcameto Hampton. Southern workman,57:113-21, March1928: A chapter fromSC account ot Indian wartat Hampton by Mks ?abeam, wbokwmore than 40 Pion wasconnected with the Indiandepartment otHampton institute. 175. Girismut leader.Indian nuinber, May1932.

contains the wallingamidescm the Indians. American led iansgiri scouts, Marguerite Twohy. N art& mmuthe pimanuts, Loraine M.R.yuo1i Indian lorefor summercamp,Bertha C Cady.C Woken pull-anIndiangame; The &geishasI1, O.iynwonky, Units of Indiandesign, Helps toward Indian asudy 176. Gold,D.Blacifeetlearns to write hisname;results ofatwo-weeks illiteracy school 1110Indians.. Montinaeducation, 7.: '97-10, May 1081. An amount ofan experiment In adult education conductalonthe Blackfootremerration (Montana), under pupervislan el theIndian dam, Nationaladvisory committeeoMiter, and local schoolauthor- tiesMany definite,constmotive resultswere obta n. Hiiringten,Isis L.An English foundationfor Indians.New Mexico school review, 11:8-9, December1931. it Dismiss the Indian'sIbundatiog kw the study of English. problemsmet in bridging thegapbetween the pupil's foundationand the matigUI undo andsuggesm relative to thrum& 178.Haraha,W.J.nut longing of the Siouxfor education.Southern workman,88: ,Septeinber1 . Surreys altitudeand actions at tbe Sioux with relationto education since MIS. Finds themeverdeter- mined to learn. 179.H.ger, Nancy L Beforebooks inanIndian school.Progressive educe., tion, 9: 13&-43,February 1932. Author descrisactivities 4ivelope0 to buildup a1;recticalvocabularyamongNavajo childrenwho Deft* unfteigaMnor speak linglialeupon entering school, thus havingno common minting ground with the teacher. V 180. Hide,W. G. New type of Indianschools.National republic,19:21: 41, July 1931. Vocationalcourses are assuming importance In present-day Indian school-programs designed to equip tar 111 ths modern industrial organisation. The activitiesof this ttpe °Miredat Madmen, .,are 181. Indianchildren and thepublicschoOls.School andsociety, 83: 582, May 2,1931. Admissional Indian children into bilescbciaisat various MintsnCatilornia, Nevada, Arizona, Okkhoms and lows,in line withaI of the Indian Serviceto help them grow tip into normal Wizens through matelot with normal American I le reported by the supervisor of edoostkm of theIndian fiervioe) 46" 182. Indianschools and education.Washingtoii,Departinent ofthe Interior, Office ofIndianaffairs, 1931.(Circular, January19, 1932.) A briefsummaryoftoots and statistics relatingto Indian education. It includesabrief historical-sketch* statistice concerningMetalsupport of Indian education; types of Indian whoa* distributionoiIndies; children;andlist of varioustypes of schools ior Indians. 183. Zu,yper,Goon. L.Home economics inIndian echo*. Southern workman, 61:110-12, March 1982. Suminarisesthe work in home economics in Indianschools carriedonunder thedirection-ofaGeld supervisor of homeeconomics Ibr the Bureau of Indian Affairs. The aimof the Indian flanks isto prepare the Indian girlto work out the problems which alas willhave to tam in making berown home.

1/1011114-111-4 e

IV 4 I

11! '1 . . -

20 EDUCATIONOF NATIVEANDMINORITYGROUPS 184.Laliarge Oliver. 1exPerimentalschoolforIndians. Jeducation,9: 87-94,February1932. Progressive Presentssuggestionsfor the ksan rural developmentofan Indian school,following the 144 in whichconsiderationisyen to the linessomewhatof theMex- ot thetribe forwkickthe schoolises ethnology,environment,andswami°situation 185. LanguageexperimentsofIndianchildren. 9:144-79,February1932. Progressiveeducation, Presentsexamplesofcompositionsrepresentingdaily ment schools.They reflectthe results classroom work b'yIndianchildren inour Govern- Indian of thenew spirit thatisbeginning children inwhichan effort tobase schoolwork _to4permeate theteachingof is beingmade. upon the Indianchild'sinterestsandexperiences . 186. ;towhead,HelenE.TeachingNavajochildrento read. education, 9:131-35,February1932. progressive Callsattention to'someof the 'problemsmet in the methods used. teaching ofNavajochildiento read anddescribes 187. Lindquist,G. K. E.TheIndjanproblem isan educational Southernworkman,58:170-81,April1929. problem. `Reviewsfavorably thereporton Indian administrationof theInstitute believestoo littleconsiderationhas beengiven tothe traits forgovernmentresearch,but in planningfor theIndian of andcharacteristicsof theIndian ofyesterday today.Concludesthat "a3'10;tion of the imperativeand hasa s Indian'sracialbackgroundis - on mment-day=lams and -4solutionin economic life,but inb . fr As th such deatrarenclonlywith his sub asschools,health, andsocial welfare." 188.McKittrick,M.Lost:a tradition. March4931. Schoolartamagazine,80:449-63, Discusses thebeauty ofthe arts through of theprimitiveSouthwestIndian,so much of which contact withthe whiterace.Describesattempts which has beenlost ssociationsto reviveandpreserve thisart. are being madethroughschoolsand 189.Meriam,Lewis. Indianeducationmoves ahead.Survey,66: .293, June1, 1931. .. ./ 253-57, Describesprogress in Indianeducation A undernew regime in °Aloeof Indianaffairs. 190. Morris,Enaley K.Vocationaleducationat Chilocco. journal,31:12-17,January1932. Indianschool rn Discusses the needfor vocationalguidanceanda vocational training Indianboyor girl to makean honorable living. mown adaptedtoImam the 191.PonchoDavid;Tzabetaio Zuni Juan; andLakeety,Cecil. Aletterfrom IndianchildrentoSchoal-artlmagazinereaders. 28:94-100, Octodtr1928. Schoolartsmagazine, Lawn from three ZuniIndianchildren,withillustrations, etc. describingIndian=Awns.WONT,schools, 192. ,F. B.InIndianeducationwhatmight inaybe. issionary havebeen andwhatstill review oftheworld,53: 284-87,April1930. Addressat the 85thIndianConferenoe,MohonkLake, N.Y., Santee Normalbrainingschool,Santee, October1929, by theprincipalof the ment whichhas Nebr.Deploresthe policyof rationingthe Indianby the tended toidleness andpauperization.Advises using Govern- for theIndian,making himseiteupporting Governmentfunds forcreating, work schools. throughemploymentandprow vocationaltrainingIn the 193.Ryan, W. Carson, jr.Educationalconferencesof Indianservice intendents.Schoolandsociety,34:764-65, super- An amount December5, 1931. of fourregionaleels ofsuperintendents marily witheducationalmatters, held of Indianagencies andsobAds,dealing pri- Ariz., and in October1931, atBismarck,N.Dak.,Spokane, ) OklahomaCity,Okla. Wash., Winslow,

... 194. Federal-StatecooperationinIndianeducation. society, 34:418-23,September26, 1931. Schooland See also- Proceedings,Nationalconferenceof socialwork, Apallor presented at 1931,p. 617-25. the Nationaloonferenoe forsocialwork,Minneapolis, some of the problemsmet in puttinginto effectthe June 1931,whichsets forth 'steps taken,and aimssetup. new policy of thegovernment inIndianeducation, 6 195. . Indianschoolsandeducation.WashingtoD.C., oftheinterior,Officeof Indianaffairs.10 Department 1932.) p.1932.(Circular,January19, Ahriateummaryof factsand statistics'datingto Indian types of Indianschools; Moralsupport of education,includinglists ofIndian schools Indianeducation;distributionof Indianchildren.sta. 196. Thenew plan forIndian March1931. education.Schoollife, 16:184-85, )The- Officeouf)Ittit:divaffiadtsalbeitrethata large share of the i1th itsturnedover te the individualStates. responsibilityfor Indianeducation dsportmants.Pointsout that Suggestsa e'T :ironFederalandState 66 percentof Indianchildrenare now IDschool,

r '" '1 . . im 4;4 '4so . ...1 . r r;t . or, ! . f - . '; . r! 11 7i414.44.Lts.4.LejtinalliX ire BIBLIOGILtiPHT 21 4 197.Ryan, W.Carson.Specialcapacities of AmericanIndians.School and .society, 36: 777-80,December 17,1!91*

Paper prentM before thethird Internationalcongress of .. . 4 % ' the fact that not only experimental At. 1912.Cells attentionto studies buta study of the 1 w lich 1 given to civilisation show that dlancprimitive culturehas the Indian isnot mentally inf.. . Concludes that"Inour program of education and e s ugis Ast today with theIndian peoplewe must somehow 'find the!may to save and advance theI. 4. s . t contributions they,have made andcan make to our civilizatkm. 198. ,and Brandt,RossK.Indianeducation today.Progressive education, 9:81-86, February1932. Discusses the generalsituation withrespect to Indian educationtoday. Findstwogroups with which to deala larprgroup of comparatively little Indianblood andculture, anda smaller group, mainly in the Southwest, with reallysignificant survivals.The problemsare to adjust the Indian to modernlife, and a capitalizeupon the cultural oontribution whichthe Indiancan make to tbe rest of the world.Gives uamplee of methods whicharebeing usedto obtain theseaims. 199. School facilitiesfor Indianchildren.School andsociety, 32: 520,October 18, 1930. Statistics tarnishedby the Federal Goirernmentconcerning the number -,=o;iidian children inpublic and government schools,money expended, types of schools,etc. 200. Seneca,P. L.Indianeducation in TewYorkstate.New YorkState education, 18: 165-67,October1930. An &mount of the educationoffered Indian childrenby the districtschoolsonthe eight Indianreap. 'vial of New YorkState, whichare under thesu soon ofthe Special schools Education department. bureau of the State

6 4. MEASUREMENTSOF INDIANTRAns ANDABILITIES 201. Crump, B.L.The educabilityof Indian childrenin reservationschools. Durant, Oklahoma,Southeast§rnstate teachers college,1932.58p. Report ofaresearch study,preparedas a doctor's thesis for Columbiauniversity.Testis administered to 50 full-blood Indian children fromfive civilisedtribes of Oklahoma.Average I.Q. lowerthan for white children withawiderange.Significant differencesamong tribal grouts. Summarizesprevious expo+ mental tests and pointsout differences betweenthem and thisstudy. 202. DowneyJune K.Types ofdextralitamongNorth AmexicanIndians. Journal of experimentalpsychology, 10:478-88, December1927. Reports data collectedfrom 256 NorthAmerican Indians ofseven different tribes.Suibmarizesprevious studies of dextrality. whichsuggest thata survey of racial differences would beof great valueparticularly should they indicate traitsof ty._ Study is tentative, butbelieved sufficientlypositive inoutcome to suggest a field forexp1oral:1,of radal differencesanda method of attack that &eavesoonsideration. 203. Fitzgerald,Z. A. andLudeman, W. A.Theintelligence of Indian children.Journal ofcomparativepsychology, 6:319-28, August1926. Thepurpose of this studywas to discover from tests given Indianchildrenreasons, if any, for lower intelligencenormsreported in otherinvestigations ofintelligence of Indianchildren. The National intelligence testa and 'theTamangroup testmental abilitywere used and results studied to certain types and characteristict..' j with respect 204. Garth,Thomas R. Thecommtinity of ideasof Indians.Psychological review, 84: 391-99,September 1927. I Also offprintedas a separate. Fiftysix full-bloodIndians given the"continuous l'e tion" experiment forcompirison with56 White students.In bothpoops the sexes were equally divided and theschool gradesequally represented. Eighty-five additionalWhiteswere used as further oontrol.Resultsare tabulated, discussed, summarised. and 205. A130111 o; .n¡of mentalabilities of nomadicLad sedent,ry Indians.-Americananthropologist, 29:206,-13, July-September1927. Comparisonwas made by three educationalsubgroupsfrom the fourth to the tenthgrades. Group psychological testswere used. "In tests of higher mentalprocesses, the Indians of nomadicancestry are on the average 35 percent better thanthose of sedentaryancestry." Theyare more nearly alike in their perfcemanceofmemory tests and least alike in ingenuitytesta. 206. A comparisonof theintelligence of Mexican andmixed and full-blood Indianchildren.Psychplogicalreview, 30: 388-401, 1923. -I The:-t ends both IntellUvenosand education higher in mixed-bloodIndian children;next Mari- cans, Plains Indians,next Pueblos, and last Navajosand Apaches. Since socialstatus and education were not Wild itcannot jg said that differenceslu intelligenceare racial, but differences in opportunities and mental attitudetoward White man'sways of living. 207.-----The handwritingof Indians.Journal of educationalpsychology, 22: .706-9,Devamtw,r 1931. I , ecinporisozzlizatilarisnd spudofbamwri of Whites andIndians. Groups ina.rared: 3011.1 I I # and19 6 school childrenand260 white schoolchildren.

. t 111 . L . enoe toapeedand Certain tkm, Waston, of Unormal below nomal, perform nearly writing and had on theSixNations southern Ontario November oasiliterOM genoe 12: 511-16, Indian school for gradestandsin and schoolgrade approximate IQ,69;(2) States Indianschools blood Indians. est. qtfe, in theUnited *and society, white N17. visors' journal, two typesofschoolsthe 9f Indiansin raphy. excel. movement, speedofdecision, seem topossessstrongerpersonalities inheritance Journal ofapplied bilities offurther February 1923. matter ofIndian measured blood is The five has only Paper Madison, no guaranteeofintelligence. one-fourth bloodsis but is of applied Jamieson, whocarried 216. Jamieson, 22 215. Test datasecured 214. The problem: 213. Brings togetherand Also printed a knowledgeofEnglish,but 212. Results of 2111. A discussionof 210. In thisstudy Also reprinted 209. no Among resultswhich N.Mex., Also reprinted 208. Garth, man. Method:SeashoreMusical suggestions regarding and achievement real racialdifferences. a variablefactorinall Comparison isalsomade Klineburg, of - more influentialinlower tests inthe read before slight effect full-blood Indians. more successfullythanwhites, spelling ability, a or environment. more nearlythatofthe on theaverage. 1928. a States IndianSchools PS wellaswhites study which and social Wis. October 1928. group will-temperament total of769Indian psychology, a and 110white 27: 178-84, EDUCATION To discover small positive the problem accuracy. Theyindicate blood ratio of100 reserve frombirthand research along United States findings ofresearch and Isbell, Berafini, T. and as aseparate. Smith, Hale 15: 83-87, Journal of and Barnard, at Chilocco, from 1,102 Pintnff-Pattsreon 77.8. Thomas The Mental oompares resultsofthe as aseparate. Journal on intelligence. tendency forIQ's as separate. or ofnomadism Indians. out this Elmer and Otto. psychology, Garrett, United States this study the American attempts to testa &attesting However, psychology, and boththeir minN what musical coordination races. ohildron of to 114infavor Includes bibliography. is: Iffull-blood of (3) TheIQ on theAyres-Burgess 1.1: 268-75, one; (4)mental suffered from children ofthe investigationlinder February this line students inall. fatigue of with reference Okla., And February S. R.The full-blóod of applied applied Racial school grade; R. at Chilocca,Okla., OF NATIVE seems average whitethanofthe of the (2) While Journal of J., and than Indians Indian schools James E. these W.- andAbell, studies with Talent Tests Indian schools as distinguishedfrom aeries measure intelligence Reservation City, More influenoed 11: 512-18, tests usedwith The Bandiford, can speaktheMohawk to increasewith to determine or mixedbloods(white Mary A. of impulses,and to of three-fourths ability the the whites measures areratherhigh 22: 273-77, of whites;(5) which educational differences inpaid psychology, indicate Albuquerque and psychological 11, 1928. were givento120Indiaiehildren nomadic Indians a languagehandicap. performanoe Indian. dame of.white age oftheseIndiansand 1929. intelligence August Indians. Indians Pueblo, Navajo, Dutton, to Negro than in psychology, musical Results of grew outofthestudy as heremeasured. respect tothe administered flancliftwd's 'A silent-reading are: (1)Intelligenceis educational American Indian and thepublic AND Rapid City, to beqWok« whether comparative December quotients and higher The and in by degree social 1927. Washington, and Indian Peter. perseveration. education; (3) of Indians and Indian Indian bloods is Wendell. A of nomadic October-Deoember tests when talent of Dewey. The 9: 3:0-89, as influencedbyfactors Journal sedentary Indian blood tends MINORITY of mixed-blood resist the Ship Rock, as sociationDecember ones. status ofthe direction, is Indian will-temperament intelligence to mixedand and white and Apache and nomadic dialect. The 10: 437-52, S.Dak., and test; theyrank the public 0.74, ofone-half of white school The results: schools ofthe in variability. not in theNational and the The psychology, Greatest differences whites in 1927. Includes possesses incomparison practices? compared nature iswhat temperament. and a000mplishment of applied are presented, so favored. Indians. study of correlation onset ofmental In only to improve not peculiar results oomrared December N.Mex. and anindlan who mental of theIndian, Indians in groups compared. blood. accuracy. study ofthe journal, 22: full-blood au GROUPS Indians tribes, attending on Indian blood), Santa Fe intelligence bibliography. the United Indian children the lastdoes . Indian pupils to testsof tin Yakima Indians. sedentary United below thewhites schools. December bloods is of distributed the (4) School . Analyses the intelligence, (5) Degree intelligence 1927. of nurture Music it is more accurate. to Includes capacity of a United8tat 19: 5-51, Indian psychology, and quotients 1925. of Indians. intelligence any special fatigue States. are inspeed and the States grade m aresult has resided whites 'Wi- with refer- Journal Albuquer- the Indian 75.3, 1923, reserve- is itjust show 1) of full- intelli- students 132-36, with the education Journal School super- do not United tested bibliog- of white in the tribes. Whites as here test in 1926. and I po are in es race it is 's at of of of a

n- 11f111 711 me) 91 BIBLIOGRAPHY 23 218. Spalibury, L.RetardationstudiesinIndianschools. leader, 28: 5-16, Marh1925. Indian Report ofan investigationmade inthe schoolsof the Oklahoma, Kansas, andNebraska. supervisory districtwhichincludeswestern 219. Telford,C. W.Testperformanceof full-and Indians.Journalof mixed-bloodNorthDakota comparativepsychology,14:123-45,August1932. The Goodenoughintelligencetestwas administeredto 226, the and Mare and foaltests to 35 Rationallearning,Beal 1°1.69le " A ", pupils of theUnitedStates Indianschool atWahpeton, performances of thesegroups are comparedwith thoseof white N.Dak. Thetest United States.Therelationship and Negrogmups in variousparts of the between degreeof Indianblood andtest performanceis alsostudied. 220. Weisser,Elizabeth.Adiagnostic Journal of studyof Indianhandwriting. educationalpsychology,23: 703-7,December1932. A oomparisonof thehandwriting of whitechildren,full-bloodIndian children,and mixed-blood children to determineracialdifferenceeiifany.Scores of Indian blood Indianswere compared. 260 whites,603 full-bkoadIndians, and180 mixed- Nodifferencesattributabletorace are revealed inthe study. 5.INDIANARMANDHANDICRAFTS 221.Bunsel,RuthL.ThePueblopotter: Astudy of primitiveart.NewYork, creativeimaginationin Columbiauniversitypress, 1929.134p.(Columbia university,Contributionsto anthropology,no.8.) An analysis andinterpretationofpottery-makingas practiced today upon material oollectedduringtwo among the PuebloIndians,based book is illustrated seasons spentamong the pueblosof NewMexicoand andincludesan extensive relatedbibliography. Arizona.The 222.Bynner?Witter.Paintingsby Pueblochildren. 31: 01-56, April1932. Schoolarts magazine., " The Pueblo Indians oftheSouthwest havehad forcenturies ized design."Theauthorbelievesthis artistic an extraordinarysense of conventional- the schools. instinct shouldhavea chance fornaturaldevelopment Illustratedwithdrawings byIndian childrenwho havebeen permitted in own instinctive ideas.Advocatespreservation of to followout their man's art. Indiancharacteristicsrather thanimitationof white 223.Densmore, Frances.TheAmericanIndiansand their.music. York,Womanspress, 1926.143p. New A portion of this bookis devotedto the historyandcustoms of theIndians, and but thechiefpurpose of the bookis topromote a portion to theirmusic, Indian. an aoquaintanoe withour nearest neighbortheAmerican 224:Evans, MayG. andEvans,Bessie.AmericanIndiandance NewYork, A. S.Barnes,1931.104p. steps. Presentsa careful and scientificstudy, throughpersonalobservation and movements andcharacteristicsof Indiandance terms, research, ofthefundamental Mexico. especiallythose ofcertain Pueblotribes ofNew 225.Perfusion,lima.Dancinggods. 276p. New York,Alfred A.Knopf,1931. A popularpresentationof the dances of theNavajo,Apache, andPuebloIndians.Includes deciptive materialconcerningthe historyandethnography ofthese tribes. considerable 226. Fogg, P.X.Artsenseof theIndian.School 348-49,February1927. artamagazine,26: Calls attention tothe Indian'sinborn artisticinstinctas illustrated by the children ofcertain tribesof theSouthwest. work inschool oftheyounger 227.Goddard,PlinyE.Pottery ofthe American southwesternIndigns.NewYork, museum of naturalhistory,1928.30p.(Americanmuseum of naturalhistory, Guideleaflet seriesno.73.) A brief description ofmethodsof makingand charactiristicsof pottery bothprehistoric andmodem.Contains among the SouthwesternIndians, bibliographyand 12pages of reproductionsof typicalexamples. 228. Guthe,Carl I.Pueblopottery-making.NewHaven, Yaleuniversitypress, 1925.88p. Connecticut, A detailed study ofpottery-makingby thePuebloIndians of San of thewet troththepreparationof the clay Ildefonso, NewMexico.Eachstep to the symbolismof designused is explainedandillustrated. 229. His'gant N.Artwork inthe Indianschools.Schoolarts 80:170-78,November1930. magazine, Describes "IN the artwork inone of the Government'sIndian schools, develop,along theUnseat their in whichthe objectiveis toretainand own native art, the artisticinstinct iffentin Indianchildren. 230.Halseth,Odd 8. Therevival ofPueblopottery-making.Journalof appliedsoviology,10:583-47,July-August1926. Anamount of organised andconducted 1,i Iv'I =tin looking towardrevival ofthe ancientart of Pueblo dI of thedomestic,abols1, and I i eg=61100 ozonomio problemof tbe Indianaare Wag oohed 24 EDUCATIONOF NATIVEANDMINORITYGROUPS

itb- 231. Indianart and industries.Chilocco, Okla, school print ChiloccoIndianagricultural shop, 1927. 15p.(Washington,U.S. Departmentof theinterior. Office of Indianaffairs.Librarybulletin 4,1927.) Excerpt from tbe Handbook ofAmerican Indians,Bulletin 30,Bureau ofethnglogy.Includes bibliographyon basketry, beadwork, blankets,pottery, weaving. extensive 232. Indianmusic.Chilocco,Okla., ChiloccoIndianagriculturalschoolprint shop, 1928.8p.(Washington,United StatesDepartmentof 'theinterior. Office of Indianaffairs.Bulletinno. 19, 1928.) t from the Handbookof American 6 pages Indians, Bulletin30, Bureau ofAmericanethnology.Includes ofbibliographyincluding books,piano and victrolarecords, andmusic. 233. James, George W.Indianblankets and theirmakers.Chicago,A. C. McClurgandcompany,1914.213p. IncludesInformationonthehistoCyand home lifeof the Navajos;care of sheep, spinning, ()don and designs ofNavajo blankets;reliable dealers. weartng, Includes full-pageillustrations ofblankets inoolor. 234. Lemos,Pedro J.Zuni,thestrangest artcenter in America.School arts magazine, 27:489-500, April1928. A description ofschool and art activitiesamong the Zuni Indians in illustrations. New Mexico.Includesmany 235. Mi11n,C. Norris.Modern Indianpottery.Americanmagazine of art, 24:-.-:9 June 1932. An amount of acoompliihmentsbeing made inthe revival of tbeold artof pottery-making Pueblo Indians,through the stimulationand among the Kenneth L. Chapman. encouragement of suchscientistsas Edgar L. Hewettand Attention iscalledto the beautiful workof the SanIldefonso Pueblosunder direction of Julian andMarie Martinez.The latter hasa class at tbe Government the turning out beautifulwork. Includesillustrations. day school,whichis 236. Morrison,Aimee L.Artamongthe PuebloIndians.Schoolarts magazine, 30: 238-39,December1930. Gives suggestionsfor teaching art in Indian schoolsbasedupon original Indianart designs.Includes illustrations made by Indianschool childrenbelow the sixthgrade. 237. Orchard,William C.Beads andbeadwork ofthe AmericanIndians. New York, Museumof the AmericanIndian, Heyefoundation,1929:140p. An extensive and detailed study of beadworkamong the American Indians,hewedon specimens Museum of the AmericanIndian, Heyefoundation, New Yorkcity. in the 238. Schoolarts magazine.Indian number.Vol. 27,no.3, November p.130-92. 1927. This issue of themagazine is devoted to Indian art.Includes: Indianart for Indianschools,K. M. Chapman* On the trail of theIndian artist,P. J. Lamas;School for theIndian children,H. L. Art indress,MissJimmie Otten; Cultivatingtbe babyartist, B. M. Morrison;I) art, B. M. Wadsworth. Wadsworth;A goodtupervisor,r 239. . Vol. 30,no.7, March1931.p.387-474. A second issue, devotedto Indiaibprtand-art activities. An Old-world trip in Includedare: America'smost ancjentart; our own United Slates; Indiansof the Southwest;The Caul'sdoll; Lost*a tradition; Crafts del Navajo;Native crafts inNew Mexico;Artof the Navajosilversmith;Indian art; Wick Miller, Friendly Indiantrader and hispoet tot Pueblo drawiir;Navajo Domingo.. Indians; Goingto school withe little 240. Sloan,John and Lalarge, Oliver.Introductionto AmericanIndian art.New York,Exhibition ofIndiantribalarts, inc.,1931.2v. Prepared toaccompany the first exhibition ofAmerican Indianart selected of esthetic value.Includes twoGam entirely with &ration whichdiscuss theideas underlyingIndian worksofar:and point out the difference between thegenuineand the cheap, , accompanied by24 reproductionsof ,, 1.4 and 9 mkt plates ilhotratingthovarious phi types of art.Appendedare 12 pamphletson ,1subjectsas and panting of theNavajo Indians,Indian masks,Indian sculpture,Indianpoetry. 241. Westlake,Ines B. . AmericanIndiandesigns.Philadelphia. Perleberg, 1925-1930.2v. H. C. First series publishedin New York. First series inoludes XI plates, of which18are ineo.lor, containing200 designsrepresenting bothw&is. twin and modernIndian dart 1_ anexplanatorytext.Second seriescontainsmore than 9uais,illustrating thegradualdevent intomodprn !arms. 200 de- -with explanatorytext. Includeselleplates of whichI are in color, 242. Mager,Clark.Indianbeadwork. NewYork,Americanmuseumof natural history,1919.80p.(Guide leafletno.50.) of thniquaanjployed in beadand quill work,together with from Plains Indian -work. a miss of design motives. 243.University ofCalifornia.Publicationsin Americanarcheology and ethnology, vols.1-82,1903-1932. Then papers deal largely with primitiveIndian cultures.Ammg _atlas'swhichmay be ot Interest to the Petulantoisdian artmay be mentioned:Corm% Artof the babe T. Kally,In vol. aft no.'hwokp. 40481% Pottery-making Indium of NtknCatania, X,no. 8, 1.31, WV% YumakEarek in the Southwest,Z. W.Ward,in vol. Dalai Weavers,Lila M.OWN*In vol. 112,ID. 1lit14; Yukl Basketry,LT. Kay, la vol.111,na Ile Maip 411411 ,.. . .. - . . .. . t .: . ' t. . , ' . . , '..' ,. .' sir;., ;' A . 11.1 .i . . . '... . ? ii ' -.- . : . , A J-4 ' :,;,. .1 ..)-.).,r1.... -it.'------..;11...'".1-1-1,.**_:1--;1:11----11-:;:e2,:dr-fittlitilkal6-.:, ,P.,0-Ary4 BIBLIOGRAPHY, 26 IV.ALASKAAND NATIVEALASKANS

1. GENERAL BACKGROUND:HISTORY,ECONOMIC ANDSOCIALCONDI- t. TIONS,NATIVECULTURES 244. Andrews,ClarenceL.Story ofAlaska.Seattle,Washington,Lowman and Hanfordcompany, 1931.258p. A history of Alaska byone who as a long-time resident hasfirst-handknowledgeof the territory.Chap- ter 24, " Missions and schoolstells thestory of the earlyestablishment ofschools for beginning of the reindeerindusiry.Chapter 36,"A third of natives, and the of today. a oentury of progress",describes theschools 245. Clark,Henry W.Historyof Alaska.New York,The Macmillan pany,1930.208p. com- Brings together and summarisessame of the researchesof recentyews, picturing thepeople andtrue perspective of Alaska'splace in theworld of today.Among the topicscoveredare: Geography and mate; Russian occupation; Purchaseof Alaska; Neglect;The " Rush cli- Alaska. era; Eoonomic development;Modern 246. Davis, MaryLee.Uncle Sam'sattic, theintimatestory ofAlaska. Boston, W. A. Wildecompany, 1930.402p. The author hasspentmany years in Alaska andhas learnedto love thecountry of her writes inan interestLng adoption.She way of tbe country, itspossibilities, itsnativeraces, tldusir,customs andhabits,etc. 247. NkblawlW. Elmer.The materialresponse of the Polar Eskimoto their far Arcticenvironment.Albany, NewYork, Clarkuniversitypress, 1928. 147-198p.(Reprint fromAnnals ofthe 4ssociationof Americangeo phers, December 1927an Ma.-h 1928issues.Nashville,Tenn., Georgeeabody College for Teachers,192 1928.) The author, inorder toI" '= 1'a first-hand study of theinfluences ofenvironment culture of-the Eskimo,spent4 upon the material among a group who stillreal in large measurbthe pristineaim- plicity and directness -of of p to their environment. Hepresents informationconcerning villages, habitations, dress, hunting, travel,etc.. native 248.kiverett,M. L.Shallweteach fablesortruth?Educationalmethod, 11: 140-42, December1931. /*" Considers authenticity of informationconcerning Alaskanlife foundintextbooks andeducationalarti- cles coveringa period of . Finds muchinformation unsupportedand contraryto that the writings of suchezplersof the Northas Vahl, Stetansson, Nausea, contained in M Byrd, Wilkins,Putnam,and 249. Fari4s, JohnT.TheAlaskanPathfinder.Thestory of SheldonJack- son.New York,Fleming H.Revellcompany, 1926.221p. A biography and appreciation of themissionary, SheldonJackson, whowas largely instrumentalin the establishment ofvernment schools fornatives andwas first General Agent ofEducationin Alaska. Difficulties of esta the first schoolsdescribed. . 250. Generalinformationregarding theTerritory of-Alaska.Washington, Government printingoffice, 1931.152p.(U.S.Department dfthe June 1931.) interior, Contains information conowning thehistory, geography,climate,population,o all tlisultel of industry andcommerce, health conditions, schools,etc.Includes listsof publicationsonAlaska byv ; vernmeadepartmalitsand other bookson Alaska. 251. Rroka, Ales.Anthropologicalsueyof Alaska.Extractfromthe 46thannu :port of the Bureau ofA.mericaethnology.Washington,uern.. ment printin_offiqe, 1930.874p. A.n exam al observation! made during anan aiogicalgild Alaskan natives. archeological impedition ;tong:.the Includes, TheYukon territory tee, Indians,Eskimos; Ant othe Yaw:, ArebeáMoof Central Alaskaand Western o region; Physical anthropo Eskimo children; Skulls of Strange group of Eskimoneart Pointarrow; Origin and antiquity oftheir etc. 252.¡onuses, Diamond.Thepeople of thetwilight.New York, eMac- millancompany,1928.245p. The author,an ethnologist, spent 2yearswith the primitiveEskimw of theCoronationulf region. An interesling amount IsIneluded here oftheir custom habits, socialrelationships,characteristics, bell*touehed by the white men%customs and meehenical devices. before 253. Leroy,Mabel.gealthconditionsamopg natives of Southeastern Alaska.School life, 11:77, December1925. A public healthnurse describes improvement in health=editions observedduring her8 woe. Findsmore &Make given to personalekealines, better years ci expert- sanitary dwellings. owe taken of children,andmore 26 EDUCATIONOFNATIVEANDMINORITYGROUPS 254. Nichols,XeanntteP.Alaska: Ahistory ploitation,andindustrial of itsadministration,ex- developmentduring itsfirst halfcenturyunder rule ofthe UnitedStates.Cleveland,Ohio, the 456p. Arthur H.Clirkcompany, 1924. An extensiveand detailedhistory of the are touched developmentotgovernment inAlaska.Problems upon here and thereas theyoccur in the generalevolution of of education The appendixgivesalist ofsource material used, a governmentfor theTerritory. largelygovernmentdocumentsand earlyhistories. 255. Stefanss9n,Vilhjalmur.My lifewith theEskimos.New TheMacmillancompany, 1927.382p. York, 'Pile author,scientist andexplorer, writesof hisexperiences had'oome in contact withthe whiteman. sums the native Eskimotribesbeforethey 256. . Thereal Eskimo.Instructor,42: 14,15, 57, Thiswell-knownexplorer and January1933. student of lifeamong the Eskimosgivessuggestionsto teachers to presentingthe studyof theEskimosto theirchildren. with regard Eskimos. Imludesa list of goodbooks aboutthe 257.Thornton,HarrisonR.Among 1893. the Eskimosof Wales,Alaska,1890- Baltimore,TheJohns Hopkinspress, 1931.235p. Impressionsof Eskimo lifeandcharacteristicsgained by theauthor during Liioonnection withtheestablishmentof threeyean in Alaska,1800-93, actedas the agent of the a mission school inCape Princeof Wales,Alaska,a school which UnitedStatesGovernmentin educatingandcivilisingthe natives. establishment ofthe reindeerindustry, itscontribution Describes ditionsamong the natives. to thedevelopmentof educationand betteroon- 258.Weyer, EdwardM., jr. TheEskimos;theirenvironmentandfolkway& New Haven,Connecticut,Yaleuniversitypress, 1932.508 Memorial fundpublication.) p.(LouisStern An extensive study of theEskimos intheir naturalconditionunaffected by concerned simplywith theiradjustment to theiroriginal influence "witboit; life-oonditions.Data havebeenGI from other writerson the subjectas well as fromobservations wn widely the Stoll-McCrackenArctic made bythe authorwhen heaccompanied expeditionof 1938.A comprehensivebibliographyis included. 259.Wickersham,'Tames.A bibliographyof Alaskanliterature,1724-1924. Fairbanks, Alaska,Alaskaagriculturalcollegeand"schoolof mines, (Miscellaneouspublications,vol. 1.) 1927..635p. An indexed bibliographyof all "histarks, travels, etc-, printed in English voyages,newspapers, petiodicals,publicdocuments, Russian,German,French,Spanish,etc., relatingto, descriptive in Russian America,or Alias, from1724 to andincluding of,or published of suchliterature. 192t.'Includes alsoan outline of thehistory 260. Wilbur,RayLyman. Anew Alaska in themaking. 35: 81-84,October1931. Currenthistory, Reviews the history ofAlaska'sdevelopmentand callsattention to itsvast Thepresent policy ofthe 'UnitedStatesDepartment of resources andpotentialities. Alaskan affairsis outlined. the Interiorwithrespect toadministrationof % s. 261, . ProgressinAlaskan Statesevérnment administration.Washin:In,United printingoffice,1931.9p.(Extractfrom thes s vationinthe Departmentof theinterior.) k, Conser- Among the progressive developmentsdescribed isthat ofeducation forthe natives tared un&r the directionof the UnitedStatesDepartment ofthe interior. of Alaaka, adminis: 2. NATIVE EDUCATIONIN ALASKA k

Pe 262. Bunnell,Jean. Homeeconomicsand theSmith-everact in Alaska. Jouinalof homeeconomics, 21:500-2, July1929. A brief account of home-economicbactivities inAlaskaandjhe needsand Much bopeforprogress aims thereoent extension possibilitiesof suchWork. of thebens!!Wbf theSmith-LeverAct to theTerritory. 263. Churchill,Frank O.Reportsonthe school serviceand the conditionofeducationaland management ofreindeerservice inthe Districtof Alaska. Washington,Governmentrintingo ce,1906.17613- (Senate no.483, 69thCongress,lst :ion.) . document,- The author, .. . appointedSpecialagent.of thei,teriorDepartment tioaal and schoolservice andthe to Investigateconditionsof the educe- management f thereindeerservice inthe Districtof Alaska, results of hisinvestigations,, ta out needsI- reports the the earwigs,and makeerecommendationsfor improvement. Includes muchinformation Iearning thei ins, theirhabits, needs,etc. 264.Forrest,ElizabethC. b Cross-sectionsof Eskimo 628-32, July1932. life.Hygeia, 10: An amount of experiences ofgovernment , senin Lionprogram in the Alaskan attemptingtocarry on a healthand hygieneeduce- community tow 61 s W-: . mkt.

. - BEBLIOGRAPHY 27

6- 265. Governor of Alaska.Annuid reportto the Secretaryof the interiorfor tscal fUWashington, Governmentprintingoffice,1932. 144p. S.&part1m93en2t.of the interior, 1932.) _ Includes report on native education kw theyear indicated.Progressover a number ofyears is shown in previous Governors' reports. 266. /Cagle, O. K.Alaska and her schools.Journal of theNationaleducation association, 15: 165-67, June 1926. The Superintendent of schools at Wrangell, Masks,describes the growinginterest of teachersand others from theStates in Alaska, calls attentionto Alaskanresources, outlines the twosystems of school organise- tion, and disowns difficultieend problems of educationthere. . 267. Hamilton,Waliam.Education andwelfare work fornative Alaskans. .. School life, 9: 207-10, May 1924. , Describes activities of the Bureau of Educationin behalf of the aboriginalraces of Alaska. These activ- itiesinclude the maintenance of schools,hospitals and orphanages,relieving destitution,fostering trade, organising cooperative business enterprises, and controllingthe reindeerindustry. 268. Jackson, Sheldon.Reportoneducationin Alaska..Washington, Government printing office,11§36. . 95p.[Out of print.] In 1165 the Seen of the Interior assigned thework of making provisiofifor the educationof the children in Alaska to t : ureau of Education, and the authorwas appointed the generalagent of education in Alaska.In this &inreport of the agent the magnitude of theundertaking, difficultiesmet, andaccom- plishments ars set forth.Much information concerningthe oountry, nativeraces, etc., is included.(For haul* reports on Alukan educationseeannual and biennialreports of the UnitedStates Office ofEduca- tion, reference no. 274.) 269. Keithahn, Edward. L.Eskimoschool.Piogressiveeducation,9: 136-37, February 1932. Describesaday's. activities inanEskimo 1-room school when thethermometerregisters 40 below and it is pitch dark. zero 270. Lavrischeff., Tikhon I.Teacher-training forAlaska.Phi deltakappa, 14: 40-44, August 1931. Abstracts from a master'spaper, School ofeducaiion,University of California.Tbe study isconcerned with the training of 'teachers for the native schools.It sketchesrecent policies in theadministration of Alaskan education, presents poesibilities, andoutlinesaspecialowns for training of teachersfor thispar- iisuile field.field. 271. Tigert, John J.The work of the Bureauof educationinAlaska.In National education association.Addresses andproceedings, 1924.pp.355-56. An address delivered before the National council ofeducation outlining theeducational workof the Bureau of education in Alaska. , 272. United States.Bureau of education.Course ofstudy for UnitedStates schools for natives of Alaska.Washington Governmentprinting office,1918. 101p. (United States Departmentof the Interior.Bureau ofeducationhul- letin.) Basedupon a survey of oonditionsamoni themaim of Alaska. Emphasisplaced on.thesubjectmatter withpøo1aI relationto: 1. Health and sanitation; 2. Agricultureand.industry; 3. Safetyand oomfortsof the homes; 4. Healthful recreation andamusements. . 273. u es apci reguiaT,ionsregarding the Alaskaschoolserviceior uie natives ofkwa.Adopted May 20, 1911.Washington,Government prin'ting office, 1911.3p. _ T publicatiowhich set forth tlie provisionsmade for thegovernment and administration,by the United-States, of Is for the natives in Alaska, and of theAlaska reindeerservice, havetbeenissued b the United States oeof -Education.Theseare: " Rules aid Regulations for the Conductofge.h..bt: and Education in the District of Alaska",1890; " Rules and RegulationsRelatingto District Superintend- ents and Teachers in Alaska", 1905; and thelatest, theonelisted above. 274. ,Tliework cif the Bureau of educationfor the nativesof AlaaW Washingeon, Governmentprinting office1886-1929.U.S. Departmentof the interior,- Office of education, reports, 1886-1929. Reportson the work of the Bureau of education for the natives of Alaskahave been issuedregularly since 1886, when theadministration of this workwas placed in that office.Theywore included in the annual and biennialreports of the Commissioner of education under variedtitles.Beginning with1911-12, titlethese reportsinted. havealso been issuedas separate, bulletin') of the United Stake Officeof education underthe is 28 ZDUCATIONOF 1 NATIVIANDinNoRnerGROUPS V.THEAMERICANWESTINDIES A.PUERTORICO 1. THE SOCIAL ANDECONOMICBACKGROUND AND rrsEDUCAtIONALIMPLICATIONS 275. Benner,TrjaomaiZ.Americandifficulties affairs,8: 609-19,Jtily1930. in PcirtoRico.Foreigd Dhoussessome problems control, th maltingfrom the'opting,backgroundel nature of thatcontrol, andthe changeswhich have 4anM rule,transitionto Amsioan Purina Ricohasbeen without wowed. InOte ofmistakee,educational parallel sincetheAmerican000upaUco; rairinretildinessof PuertoRicansto make thenecessary secrilices. credit hlargelydueto 276. Brooking.institution.surveystaff, VictorS. Clark, Ricoand itspro lems.Washington, director.Porto D.C.,Theinstitution.1930.707p. An exhaustiveeconomicand socialsurvey undertaken 'upon therequest of variousgroups of Puerto under the eimpicesof theBrookinpinstitution bettoreconcsnio andsocial Rican citizenswith the of ting the conditionsand-.-: itng way toward and the mutuallyeatis.¡__Li.:, ; 111,s mainland.Chapter4 presentsthe remitsof the betweenthe island elation*. institution'sway educationwithreciimmal. 277.Granger,Lawrence. Socialneeds" ofPortoRico.Sociology socialresearch, 15:463-71,May-June1931. and Some Acts problemscot. dared (3) low are: (i ) theovervopulationof the Island; wages with highlivingcosts.Althoughilliteracyis reported all thelandproblem; 80percent ofchildren beyondthird grade. to be decliningthe 'amokdonot bold 278.Maria,Luis M.Thesaddogs of 16:186-41,February PortoRico.Americfnmercury, 1929. t Protestsagainst thestampingCut ofPuertoRican one deals with cultures.BaysPuerto Ricanstacotwo rproblems: consequences ofAmericansoonomicdevelopmentwhich has populaos,the otherwith culturalAmgricanisation. incresursdpovertyamong the 279.Mixer,Knowlton.PortoRico.New 1926.329p. York,TheMacmillanCompany, Includesdiscussion of the poop* Puerto Rico'sgeology,topography,dime*her history; economkconditions andsocialwobIema; status of ,onstomedhabitsof presentorganisation ofgovernment, and educationunder the 6&n I period; *. dev&opntu9derAmid=occupation. 280.Monroe,.Paul.Starsandstripesandroyal 68:120-23,May1, 1932. palm.Graphicsurvey, Discussespresent daysocial,labor, foodand \t activitiesof the rural politicalproblemsof PuertoRico.Desaribm schoolslookingtoward thedvlopznwtof better thenew diet throughschool gardens, healthconditions,diva-1-4 of improvedeconomicconditions,etc. . 281.Pectin,¡me. ThePorto Ricanpeople.InNationaledimationasso- ciation.Addressesandproceedings,1930p. 180-33. An address by theCommissionerof educationconcerningthe standingof PuertoRioo's relationto the United imNrWswof developinga chow under- commem ground Statesand her.*zsi.gicposition inthedevelopment between LatinAmericanand NorthAmericancultures. ofe 282.Pdreira,AntonioS. Piedris, BiblíwaflaPuertorriquen 1493-1930.Rio P.R.,Universityof PuertoRico,1932.707 Avery oomprehenslie p. bibliovsOyof rihresoesin both:ii,L4)-if of PuertoRican Iiis andhistory.Relsoesto education( r"r end ..th to ailOwes inclusive. viD be=tugpeps116-445 288. Razidres, RafaelW. Theinter-Americansignificanceof Puerto educationalprogram./nNotionaleducation Rioo's ceedings,19111.p. 730-785. association.Addressesandpro- _Theauthor,professor of history ofthelinivertityof PuertoRioo,outlines the Rice schoolsystem sinceoccupationat theUnited Staten developmentof thePuerto Advocatesacloserrelationshipand prowlsproblemsmet and mistakesmade. States by understandingbetweenLatinAmericancountries and retaining anddevelopingthe bestin thecultures ofboth the Unfted 0 nationalitiesthrough th,soh**. 284.Sherman,H. O.A glimpse Journal of thesocialeconomicsof Portq.Rico,1930. of homeeconomics,22:537-45,July1930. Anaccount of socialand economii there conditionsin PuertoRicoobserveddaring so lecturer at theSchool ofTropicalMedicineof the s member *I its once to problemsof nutritionand health. Universityof Porpto,Rio% with ! 284.WhatPortoRiconeeds.Newrepublic,66: 'Reviewsand 841-43, May18, 1981. commentson fin e of Brookingssurvpy in relation lions toeducation; . to swami°situation and points out % of supplying its ImpII FOSOUNSIL &awaitseducationMilitia withgauss& linaisoial

, r?.. . . t . * a ..; . . r.- . ,- BIBLIOGRAPHY 29

I. THE EDUCATIONAL PROGRAM,PROGRESS, PROBLEMS 206. Brumbaugh, X. G.Problemsin the beginningof AmerianI vernp 11. ment inPorto Rioo.Porto Rioo schoolreview, 14: 18-19,48, April 1°;. rm first commissioner ofeducation forPuerto RicoMowing Americanoccupationdescribesprebhms met indevelopinganeduostionel system, andattemptsmade to solve them. 287. Ciebollero, Pedio L.Educationin Porto Rioo,1920-1930. W ton,Government printing office, 1930. 18p.(U.S. Officeofeducation.snahi ucation leafletno.4.) A survey of the development of the Puerto Rican schoolsystemsince 19110, witha short review of achieve- :mats underAmerican administrationprim to that date,bythe assistantoommissigoer of education of PuertoRioo.One of the mostsignificant educationalevenof the &roadswas the educationalsurvey conducted in Mk to which ths author devotes considerablespace. .288. Orszasr, Henry.Spanish and Englishin 'Porto Moo.Eichogl and sod- ety, 36:838, September 10, 1932. Theauthor,a isivt I . Ot educationalpsychology in thesummersessionof the Univer of Puerto Rico,deecribest.... .i withr,e to theuseof the two languages.Finds Spanish ok generally;Engl ish seldomandverypoorly.WeaMom this practice; alsoquestionswhether Puerto Rico OMeffectivelyserve es a linkbetweenLatin America and the United States. . 289. Kayos, Thomas B.The hurricaneand the schools ofHumacao.Porto Rico school review, 13: 22, 47, October 1928. The principal of HumacaoI school describes the specialproblems and difficultiesbrought tothe schools of thedistrict beaus*ofthehurricane, andwaysin which they have beensurmouct.d. 290. Socialisation of seoondary education.Porto Riooschoolre- view, 12:-. 19-21; November 1927. A discussion of pe value of extreavricular activitiesto the high school, andsomesuggestionsasto their administration. / 291.Lindsay, Samuel McCune.Inauguration ofthe Americanschool mtem in Porto Rioo.ht U.S. Bureau of education.Report of the Commis,. goner, 1905, Chapter XV,p.293-444.Washington, /Governmentprinting office, 1907. Fists brill two educationalproblems at the beginning o( Americanoccupation andtrams de through the variousperiodsof military andcivil governments.The last sectionpresentsth:41p1;B:srt the time of writing, clinks ofthebyears' work, andtheoutlook for the future. 492. Lopes, IL Andion.The story of six years'progressin educationin Porto Rioo, 1921-1927.Porto Rico school review,12: 7, May1928. brig'outline ofaccomplishmentsduring the period indicated.Presentsa table of 'Whaled data showing mom made. 293. Osuna, J.:. The magnitude ofoureducational problem,asIseeIt.Porto Rioo school review, 11: 115-,16, 80, 48; 14-16; 9-10,19; 8-9, 30. September-- December 1926.

A miss ot articles ting the various s Isms related toilementary,esoondary, sodfragrant* education in Puerto : and suggesting 44 )4 4'of attackingsame. 294. Padin, Jos& Theneweducationalprogram.Puerto Ricoschool reviów, 15: 8-11, 28, March 1981. Published also es Bulletin of informationno.11, umt of education, Elen Juan, P.R.An address Wogs tbe Oaris y in whichthe Cmmke of education pointsout certain social problems of the PuertoRinanpeople,the&'over-population andcomparativelysmallmeans of subsistenos. The rehabilitationprogramLnndtibetter health and li conditions;more intensive agriculture;more Industries;_ andmaypractical Wucat, is largely s e . t upon education for its fulfillment. Ways in which the school is aiding in thisprop= are poln out. 295. Whereue wegoing?Puerto Rico school review, 15: 3-5,40, May 1931..-. Tbe author dub 'problems ofeduediloa greatlytxmiplicated by Puerto Rioo'slacklofadefinite pointed status in relation toUseUnited States.Bermthatadefinite political goal should be decideduponand worked toward, before matistectory objectives ineducationanbe setup. _ 296. iprigum4 Antonio, jr.The parent-teacher movement inPuerto Rico: historical sketch and present status.Puerto Rico school reyiew,16: 15-17, March 1932. A report cm accomplishmentsandobletd%ofthe parent-teacher movement in Puri° Moo andsumo. dome for Imprevenisnt andprogress. 197. lioassvelt, Theodor& &boob of Porto Rico.School life, 17: 121-22, 137, Marsh 1932. Describes attempts *blab an bah* mods to develop educational activities which will'prove "the fulcrumonwhich to relit the lever wherewithwe hope to change the °auditions on the Island. ths rural lobo* _and the moisten°, ot Federal vocational aid it is hoped to disseminatemoths= otlie to both amoand wants.

; -,1 A t- a

30 ZDUCATIONOF NATIVIANDMINORITYGROUPS .46 p. 298.Survey°I the Public thedirectionof the educationalsystem ofPortoMoo.Made InternationalinstituteofTeachers under versity;authorisedby theUniversityof Porto college,Columbiauni- college,..Co lumbiá Rioo.NewYorkcity,Teachers university1926.453p.(Studies Instituteo(Teacherscollege,Columbia d theInternational Surreys university,mo. &) the historyofeducationin thelahubd; 191104 926;discussesinstruction; economicInd socialbackgroundof elementaryeducation; educational . training;generalschwaadministrationand secondaryeducation;torchingstaff d a &VOWS supervision;financingpubliceducationand the teacher matched to educationandareadinessto make Universityeit inany otherAmericancommunity.. ascribedir itwhichare scaregy 299.VanDeusen, ZlisabethK.Theplightof thePorto after thehurricabe.Currenthistory,29: Ricanschools Thesnick 434---40,'December1928. portray* theremarkabledevelopmentof public varieddifficulties educationtn PuertoRiao hurricaneis earibes4ow themast tragicobstacleof allthe undermanyand holmnveroome. destructionof theschooisbythe 300.Vs.quu,JulioC. of Effectsof thehurricaneon the schools Arbonito- quit's.PortoRiooschool of thedistrict A review,13:18 47, supervisor ofschoolsdescribesthe% November1928. that district. destructioncausedby theburrkane Inspit* ofvery few regulardustmen& and itseffectupon school CZnimofbuikiings,schoolpopulationwithout ¡wallah*schoolequipmentburied eta, itwas buti short time &loci,shelter andclothing,andeztrymely under in until 90percent otschoolswere functioning. low=mid ,-budg- rilmitriltatkan: Theschoolstaffmoodactively 3. MILDWELFARE,HEALTH,N um FIl ON,PHYSICALEDUCATION 301. Aran,PedroP.Ruralschool a 14: 83,March1930. lunchrooms.PortoMooschoolreview, Experiencesmet in establishing thefirstrural schoollunclwoomin Puerto 302. Barmy, Mooare described. HelenV.Childwelfarein theInsular States.Part I,PortoRioo. possessionsof theUnited 75 Washington,Governmentprinting p.(Children'sbureaupublicationno. 127.) office,1923. Thereport ofa study undertskenat the g=took theform ofa Children's request oftheDepartmentofeducation Yearsurvey, in whkcildemonstration of PuertefR.The ts dataconcerning galore'median= was combinedwithinvestigation. by theChildren'sBureau affectingchildwelfare,anddeeceihes jy with thePuertoRicoDepartmentof Education undertaken Red Crossto stimulatechild-welfarewort. and theAmericanandJunior 303. Bourns,Dorothy.Wheredowe standon the PuertoRicoschoolreview,16:21-22,35, nutritionquestion? Reviews January1932. conclusionsof variousAmeliarrdhnutrition th eta lies andeziwtmsnlarelating PuertoRico, # ists out the to the nutrit valueot thediet, and need otfurther metal .k*in teachingbetterfood and amal" - theimportance healthhabitsto the PuertoRicans. of the 304.Crumbine,SamuelJ.Childrenof schoolreview,16: 5-6, PuertoRicoin 1931.PuertoRico September1931. . Asurvey of theactivitiessetup with the reliefadministration. fundsprovidedby theChildren's kw theweltersot PuertoRicanchildren. fund,(two oftheAmerican 305. ; Mitchell,H. ILIandTápping,A.M. Porto as to the healthof thechildren.New Ricoaninquiry 1931.170p., mimeog. York,Azwricanchildhealthassociation, Thereport of an inquiry madebya committeeof the Intotwo parts:1. Urgentneeds Amerioanchildhealthassociation_ and farimmediatebuttemporaryrelief; It isdivided continuingprogitin for normelgrowthand 2. Needsforpermanentbettennent 4 development. of $1 placedat thedisposal Thefon3ssrwas met inpart by luncheons.The ofaTo. :tilefor an appro. secondphase ottheinquirymakes =dialsupplies,milkstations.and=hoof social, andhealthconditions. reconunendationsfor the vensent of . economic, 306. 11/46r11,Francisco.Physicalcultureup to the Ricoschoolreview,10:20-30,December presenttime.Porto Describes 1925. developmentof Ili,physicalculturegrogram in Puerto Rico andpresent plansandobjectives. 807.Gordian,Antonio.Physical 10:10;:titir education.PortoRico t ay 1926. schoolreview, Pres he specialneed ofan objective fora wor: th-whilephysicaleducation 308.jhehealth program in PuertoMoo. of PuertoRicanchildren.American 21:1362-04,December1931. journalof publichealth, Callsattention to theimportant*of sanitaryproblems and theeoneecsietit needfor k* etowmike:at IliUnitedStates a number of rst of-PuertoRimhealth to etherpots, nowt studiogreeentingbete alongthis line. problem.Itsiereneelemade to 309.Homeeconomicsin PortoRico. November Journalofhomeeconomies,18: 1926;19:388-90,July1927. q 63748, 'Two editorkbwhichdiscus; the4evelopmentof boos tonest thePetiteRimssit:atlas. seasognica lastb4dsmelbabays beesadapted 1s t 4

Ir.-0X a .1 , . 1V*k. : .6 :lb, . ,s e. V a ' _ .A= s .

BIBLIOGRAPHY. . 31 310. Irvino-Ilktversi,WithX.Healthfor PortoRicochildren.Porto Moo school review, 11: 22-2e,May1927. Reviews the variousactiviti=r=adoestion andWM Meth wbiobhave dope numbto Nose antatonst in mob work in the - La.&."2thepest Amnow 311. Physicaleducation inthe 'mineschools of Porto Moo.Porto Rico school review, 11:17-18, September111.4o. .1 A report of the phyliaaleducation campaignbeing serriedanby the Department graded and high sohooisal the Wand of ululation inthe 312. The personalhygiene campaigncarriedout in the publicschools , of Ban Juan, Porto Rico.Porto Ricoschoolreview, 11: 31,33, October 1928. Asaresultofa5-yr campaign Wills gradedschoolsof San Juan.smartedchange is noted in Liesphy- vial and moralconditionsof the children.Plans Wowedin thecampaignare described, other schools planning suchcampaigns. es littnesUre 16 313. Litton, PodroTaberkle. Theobject andscopeof physicaleducation in ourschoolsystem.Porto Ricoschool review,10: 39-40,February 1926. The instructor of physicalculture df Caguasschool districtwrites of theirprogram and theprogram al the department of . 314. Marques,Stella.Schoollunchmoms.Porto Ricoschool review,13: 21,47, December1928. The school lunchshould litethemeans of pmmotiAgthe physical,metal, and socialwelfare of the eh& drat,them and I. of 'applyingthe deficiencyinchildren'sdietineinClessuggestions tor developingthe wort along 315. Xitohs11,Harold H.A study offactorsaasociated with thegrowth and nutrition of Porto Ricanchildren.Human biology,4: 46-608,December 19n. An inquiry intothehealth, nutritional,andRacial conditionsin Posit° Ricoastheymay affect chedies made at therequest of PresidentHoover;a part of I larTsr study I. by thsAmerican child healtham. eistion.Itattemptsto determine the effects,ifany, of diet and dimes._,Jurat of children. the growth anddevelopment 316. Padid,Joe& Theschool andrehabilitation.Porto Ricoschool review, 15: 3-5, 28,October 1930. Plimsolla rrogram by which the schoolmay cooperate with theDepartmenu of Health ntherehabilitationof Puerto Rim. and Agriculture 317. Pastor,J.Rodriguez.Healtheducation in PuertoRico.PuertoMoo school review,16: 23-25,29, January1932. Reviews theprevalsnos otmalnutrition anddimes in the Islandsand point.outtheneed for teachhtg health andhygienehabit..Describesactivities carried Scond unit school& on to this end by thePublichealthunitand the Makes suggestionsfora health educationprogram suited totheneed inPuerto Rioo 318. Rosario,Joss C.Home000110MiCS in therural schools 9f PortoRico. Porto Mooschool review,11: 11-12, April1927;8-9, May 1927. Two articles by the heedci the Ruraleducationdepartment, Universityof Puerto Rico,promotinga grogram of home econongoswhichwould coordinatethecoursewitt thenativerural life. 319.---1- Homeeconomics inthe rural schoolsof Porto Rico.Bulletin of the PanAmerican union,61: 685-92,July 1927. Describes t1wwiwand objectives alhomeeconcomis teaching inthe rural schools of Puertowooas directed toward ib. I g*xitibetterconditions in thehomes. 320. Thompson,H. O.Schoollunchfie andgardens in PoTtoRico.Porto Rico schoolreview, 18:29-81, February1929. An account ofavisitto the whoa; of Puerto rooms sod prams. Rico and of workobserved inconnectionwith schoollunch-

SPRCIAL PROBLEMSOF SCHOOLORGANIZATION, METHODS,CURRICULUM 8621.Aran, PedroP. The seoond-unitrural schools. PortoRico school review, 14: 15-16,46,April 1930. Describes theplanetreorgsnisation at the"mood unit"rural schoolsnowinprogress. 822. Blanco,Z. P.Oneaspect of theteaching of 11271181)in thegrammar grackle.Porto Riooschool review,13: 15, December1 InMostoways tooflootrago andteachSpanIstropasking pupaeaonolsonsoo in speakingandusing 1323. Notesontheteachingof elementary English.Puerto Wooschool review,16: 13-15,36; 17-19,27, November-Deoember1931; 16-18, 1932. January A swiss at&ticket thepurposeat which istodirectattention to certain hn tproblemoosi'noo;d wilt bilingual=and the Weighing alEnnis in thepades, and tosuggest thatmay bs4onowed by tombs% withspookl MemostO the abseilGii?Porto Woo.

/ 611. v A 4.4 I _ e tU . , ' 4 4A..-e.,44.1;_g-A,-._ PA64,...ii !AL 4. 82 ZDUCATIONOF.NATIVZANDMINORITY *GROUPS

.-- , 334. Bone,RalphI.Commondifficultiesfor PortoRican' -'. nunciation.PortoRicoschool In American revibw,13: 7,46-48,December192ft, 8-19,46-48;22-25,January-Febniary1929. , A specialtoady ofdifficultiesfoundmost conamely- languagsBears among Puerto Moansin lemming cm problems ofbilingualism. , the !aril* M. Gil,Pedro.TheDaltonplanan 'experiment Rico,highschool.Porto at the Guayama,Porto Ricoschoolreview,14: 28-30,February1930. Describesan experimenttn adapting wen promising the Dolt=planto the workin!lava= highschool sod'continusoceof tbeexperimentrecommended. limits 826. Harding,11. F.Ou;seoond-ualtagriculturalschools. review,14: 14,.7, Febrtiary1930. Porto Ricoschool beriebes~roewhichthese Windsbopsto smirk 827.Lamont, a PrankL.Teachingdrawingin PortoRioo.School magaiine,28: 11&3,November1928. arta Outlines . the almsof teaohingen in PuertoMaze. . 328.Negro_n,Julio F. Jobanalysisof thework ofdistricteupervisors.San e Juan,PortoMoo, Thedepartmentof education, wholeno. 99.) l.'ift 39p.(Bulletin23, A surfvey o the activitiesof tile districtschoolsupervisorsof eftheir wort.The etudyis based Puertoerm Ri withaviewtoa actually upon ammo madeby thesupervn themsatves ) perlormed sodduties whichthey thinkthey shouldparke-m. duties 329.Puerto Rico.Departmentof education. atondensedoutline ofthe Divisionofsupervision. course of study fortheelementaryurbanandrural schoolsof PortoMoo. SanJuanPuertoRico. 19p. . Thedepartment,August.1930. 330. Courseof studyfor the Rico,1927. continuationschoolsof Porto San Juan,P.R., Thedepartment,August1927. Do. 4, wholeno.80.) .95p.(Bulletin 831, ------Courseof study eral for thehighschoolsof PortoMoo;gen- course, 1927.San Juan,P.R.,Thedepartment.168p. August1927, wholeno.82.) (Bulletinno. 6, 832. Supplementto thegeneral P.R, Thedepartment, course, 4928.SanJuan, 1928.93p.(Bulletinno. 28 (1928)wholeno. 104.) 88$. Puerto Rio8preparing forvocationalprogram.PuertoRico.oh\xd review, 15: 81,May1931. ( % . fists Wit the - --.,under whichthe benefitsof the Federal sehabilitatiod , il ,....have beenwendedto Puerto aka. vocationaleducationandvocational fts34. Rodrigues,/.., jr.Arebilingualchildrenable tothink itieither _ th equalfacility and language accuracy?Bulletinof theDepartmentofelementary Vschool principals,10:98-101,January1931. test SIMS of PuertoRioan children,edhcatedunder the laaTtbmiViishand Spanish.rinds Puerto bilingualsystem ofinetnaction,made ketlity and Rican childrenunableto think inboth languageswith accuracy. Plods dilemmain favorof the mothertongue which lame Ws in Puerto Rion.Bets birthfaction which functionsIn thecommultity . mast to be responsible . kw thisdiagnose .. 1 M.Roosevelt,Theodore.Plans andpoliciesin PortoRico. adult education,4: 163-65,April 1932. Journalof An ac000nt of pmblemsof adult two education inPuerto Ricoand Martsmadeto solve of theproblematomised°andtocational.Advil:mates them. Thinen I. c ettensionof voostSonsJeduceticti Isteneion- Smith Halmskind andoeutensionwork under to mans being and. The Departmentof health the Departmentofmisdate*arta and Useeducationalsystemere workingat the probbsex. 836. Rosario, Jose O.Profitingby Germatiy'sexampk.Is thetime industrial schoolsin PortoRioo?Porto Moo ripe for March 1926. school noview,10:0-10,12, 18, Aftera study al industrial 'schools tag egablidussat 4n Germany,the authorconetudesthat similareopeluons, of Indust:idschoolsnecermary, prevail inPuerto Wooand thattheir be ol gnat vain*. . analptiummrwmld 1837.Visoirrondo,Francisco.Recentprogress of %;ocational Porto Wooschool review, education. 14: 18, ,. 411, December1929. 6' Describes changesin plans andmethods el vocational educationin PuertoMoo duringthe_ pert 0) to Lulu&as many abildrasas possitd andCIO toIntroduceiato tali 3yews "ea tirmiopesetionalo conditionsand posdbeidssOtis Weal% earriossiamactivitiesadapted ' is

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t. d . 6 ,* 71 .1 . A.....;ztl-r;t 140 .r4 (4.111. kift... 1.1:1 144(4A' INP,,r'k-4,1,- '144 I. .iaer 10.4.]'ED 1117.4"t +7, .997=0 ,.A.L

BIBLIOGRAPHY 33

1. 1.0 338. Vocational eduosjiton in PortoWoo.School andsociety, 83: 863-64, June 27, 1031. in Ii0000. Dtof thes volatiernal educationprvigram for Puerto Rico.Principal empbesiekw the will beon Os and home soonomicit.Development of vocationalodatatka in trade and =..,401TVwillgo ..in band with the developmentof the uiwise inw bob the trained workers can and employment. 339, Willaey, Miss W.Policies ofourdepartment ofeducation.Porto Noo school review, 12: 22, 45, April 1928. TheDepartment of education berm thatneweducational methodsand ideasmust be tried sod tested r totheir Lwt4.btht7 in the schools al Puerto Woo beforetheirdefinite adoptionTalkie endastudy of theplan tUi.d organization lies been authorised look's*towards its adaptationto the Puerto Rican seoondsrY schools.

I. INTELLIGENCE AND PERSONNEL STUDIESOF SCHOOL CHILDREN 340. Row* Jose O.Uniformity ofschool marks.Porto Rico school review, 10: 26, 87, March 1926. Disowns variations in marksufound in the rarkm PuertoRim school districtsandsuggests remedies kor meeting the dilations which prevail. 341. doltero, Vicente, Jr.Per cent ofrural population inrural schoolsat end a first school month 1929-30.Porto Rico schoolreview, 14:41, March 100. A table of rural population *Militias for Puerto Moo. 342. Vicenty, Nestor L The intelligenceof first-gradersin Porto Rico. Santurce, Puerto Rico, Department of education,1929. The touts used in this studywens: Detroit Ord-grade intelligenos_ ;test. Inntasr-eunninighato primary mental tat; Dearborn r1(' 41-!.;Wet ot intelligenos (SeriesFew A).Findings: NeedofsbWtY (=Ping in gm flail grades Is v ;1-'by %mks of testa. It M. Walters, Prod C.Psychological tee*in Porto Rim.Schooland society, 26: 23143, February 419, 1927. . Analyses moults obtained inagenera)Abfilty tat of high-loboolseniors end tenth-gradecontinuation school paiM in Puerto Rico withview to the reliability and valueof suoh testing.Author believes that its r&Uhy toois low to itsuse in serious considerations where the present andfuture of individuals ereooncarned if it is pbs byany reasonable efforts to securetihigherreliability. 844. Standards of attainmentforhigh-eclu;o1seniors in Porto Rico. Porto Rico school review, 15: 12-14, 89, November1930. - eft A study of the extent to which hfigtHrohool anion in Puerto Ricooogititateauniform grodpinterms of ability and achievement. The Vial Tantay ci Puerto IWO gatrersi-ability testwas wad. Scamare compered with similaracmefor the United StaticIndicates thatminimum standards ofattainment forentrazioe W the senior class of the high *gaol is somewhatmore rigorously enforced in Puerto Rico than inAbe United States. .? t. OFFICIAL REPORTS ANDPAMPHLETS M. Puerto Rico.Commissioner ofeducation.Annual report, fiscalyear, 193041.San Juan, Puerto Moo, The Departmentof education, 1031.148p. ammehencive, survey at' educations) conditionsix theyearIndicated.Outstandingevents are: Adoption otnewcertification laws; 'stark* of benefits of Federallegislation kw *AWOOof vocsuonsj education and rehadlitation; extension of ssoond-anitorganization;f--:_ i ; t_-:. ,v_ir ,-..._ of central dikeof Department of Wimthftim cooperative work withother departments of'overtime= the Universityof*Intirdttkolisitiooand the Teachers' Associationof Puerto Moo; maintenanceofafitilAt^.-.1-''ch- *your eseducational and social agenda. Previous editions at the annual mu at CommIssionenof *dewlap furnish valuable riourceeof tailor- mettles spawning development of the.. PiMoan educationalsystem over a period ofyears. i 846.------Department of education.Bulletin ofgeneral informationon positions to teachers of the United Statesin the publro-schoolsystem of Porto . San Juan, P.R., The department,1931.14p.(Bulletinno.1, 1981.) . . -847.------Governor.Annualreeorts.Washington, Governmentprint- ing office.

Thereports kw the various fears Isola& discoed= of thepromo- and devekgenent ot adulation in the bl end. 848. Puerto Moosibodreview.Monthlymagazine, published by the Depart, mint of education.Contains editorials,newsitems, and info7oi.?_a thinconcerning a al En ed 'Punt° Woo besidesmoreextensive articles in both Spanishand .11 Annual report of the Commissionerof education isrun as a serial; cmtheneweducationalprogram,vocational 6ducation, rural education, areincluckd. 9 s

SO' ..: T: Pa': r,it, ;¡'!A, .. . :4 t, 0,1 . *_,.` p. 34 EDUCATIONOFNATIVE Ok ANDMINOR12YGROUPS 349.Viscarrondo,Francisco.Thesecond-unit San Juan,PuertoRico, rural schoolsof PortoRico. Insulardepartmentofeducation,1930.15 Rebortsubmittedto the Columbus p. meeting ofthe Nationaleducationassociation, prestcationalschoolestablishedin the ruralzones of Puerto Rico. concerninga type oi 350. . Theschool system ofPortoRico.SanJuan,PuertoRico, Departmentofeducation, 1925. 11p. The Outline ofthereporton the school systemof PuertoRico presented Federationof educationassociationsat Edinburgh, to the conventionof theWorld sentative. Scotland, byMr.Viscarrondo,Puerto Rico'srepre- 351. Theschool system ofPortoRico.San *Juan,PuertoRico, Departmeetofeducation,1927.24p.(Bulletinno.2, 1927.) Outline ofreportAssentedto the Convention Canada. of the Worldfederation ofeducationassociations,Toronto, 352. Theschoolsystem ofPorto Rico:a survey of theyear's San San,PuertoRico,Departmentof education, work. 21, 1928.) 1928. 9p.(Bulletinno. Outline ofreport presentedto the Convention Minn. of theNationaleducationassociation,Minneapolis, 353. Educationin PortoRico.San Juan, ofeducation,199.93 p.' Porto Rico,Department The fourthofa series of reportson education in modify the Puerto Ricb.Twoexperimentspromiseradically work in allschool levels,the so-called"seopd-unit"project in to of vocationalcourses tomany pupils abovethe fourth rural schools,and theextension congress at Habana. grade.Includesa report of theChild-welfare

7. PROFESSIONALAND HIGHEREDUCATION 354.Benner,Thomas E.Universityof PortoRico Anie.rican an instrument forinter- understanding.Schoollife, 13:44-46,November1927. The Chancellorof the university tells how,because of itslocation, theuniversity isaiming meeting placefor Latinand Anglo-Saxonpoints ofview. to becomea 355.Carreon,ManuelL.Professionaltraining 'Ineducation. Rico schoolreview, 14:14, May1930. Porto Methods followed bythe departmentof educationin Puerto ers.. Lists qualifications required Ricoto raise standardsof trainingof teach- for supervisingteachers andelementary-schoolprincipals. 356. Gil, Pedro.What arethegraduatesof theBureauofextensionan0 examination doing?-Porto Ricoschoolreview, 14:9-11, April1930. A statistical studyof quality ofwork done bygraduates whohave entered collegesanduniversities. _ 357. Irvine-Rivera, idithM.Schoolof tropicilmedicineUniversityof Porto Rico.Bulletin ofthe PanAmericanunion, 61:164-67, February Describes theopening of the 1927. new school. The authorbelieves thatin thisachievement takesone more great stride forwardin healthas well as higher education." " PuirtoRico 358. Negron,Julio F. Maximumtraining ofteachers:PortoRico,1928. Porto Rico schoolreview, 14:39, April1930, Tabular information conceriiing training ofteachers inPuerto.17tio6. 4 B.VIRGINISLANDS

I. SOCIALPROBLEMSANDAMERICANOCCUPATION 359. Baker,C. B.America'sresponsibilityin theVirginIslaqde. history, 34:561-64, July1931. Current A naval officerdiscussessome economic 0. reasons for the presentsituation ofthetives.Believes colonial administration has beensuccessful in itspolicies.Education hashada tendency to draw swayfrom their homesto the citiesof the UnitedStates. the islanders the Whabitants. Concludes thatAmericamust continueto assist 360. Colcord,Joanna C.VirginIslands, U.S.A. 15, 1931. Survey,66: 214-15,May , . Miss tolcord,from many years of experienceip the VirginIslandsas arepresentativeof the Amid Red Cross, relateshow the Islandscame under theOvernznent of theUnited States, in theway of education, health,and sanitation whatwas accomplish tion under navalgovernment, problemsmet, needs withrelit- to industry andagriculture.Discusses thepresent civiliangovernment and . hopes for thefuture. . 361.- Economicconditions inthe VritOnIslands,1931. .34: 1056-59,May 1932. Monthlylabor review, . Conditionsfound in the islands whentransfer fromthe Navyto the Interiordepartmentwas made, and experiments whichare now peing madeto stimulatenativeindustry. 4 #

'4 a ;^

S 4.1!`+.7e. , , r 77- . MAW duringOMNIrule;Proems revision ofthe1905edition,andincludes Fast aboutl400 book . diet. 9: 34-35,October 1. GENERAL the Islanddescribing ber 1931. system oftheIslands. Office ofeducation, December 5, support givento of U.S. Government and Tuskegedinstitutes. finanoe, reviewseducational the VirginIslandsstilllabor Illishised educational the interior.) 1929. century ofnegotiatiousbetweenthe Wdshington Government population, education,and in 1917andtheappointment America. their betterdevelopment. university alumnus,12: his firstvisitthere. Review ofreviews,.83: and ofbetterclamgenerallythanthose to tbepercentageofilliteracy 4: 503-6,April1926. What theschools 370-73, September1928. 172. Upjohn, The author 878. Barrows, course An interestingarticle 871. SomeIsland A briefdescription 370. Schools The author, 369. Lindborg, A 368. Hampton,normal Describes condiVikAans, 367. Annualreport Early historyoftheislands, 366. Zabriskie, Discussion ofgeneral 365. Morton,C. The authordescribeshisimpressions 364. LoomisMiltonE. A surveyofgovernmentalandtioonomic 363. 362. Hoffman,K. Reviews thehistory, survey conductedupontheauthorization Other activitiesofthe comVany, 1924. of studytoneedsthe 69 on pages hoover, p. was OWoftheOovarninentBureau ofNon-ChristianTribes A.D.* New York,G. formerly Director survey many otherservices. 1932, of theVirginIslands SOCIAL, ECONOMIC, 2-Al281 Thelma geographicaldiscoveries' their lifeandother improve inVirgin of thepublicschool Finds' themofreal Anna X.In ,D. D., David P. printing offi 1932. on Arthur E. conditions inthe Leaflet of theVirgin Luther K.The Gives 311. the VirginIslands. government underDanish under serious schools neighbors. EDUCATIONAL facilities andobjectives; Our of thefirst industry ofthe'Islands; rev. VI. PHILIPPINE and of theGovernor and 96-99, May Glimpse from their a detailed 263-64, Islands. Virgin Island's characterizes job intheVirgin and agricultural P. Putnam's ed.1 achievemenTs United Statesand are mentionedalso. printing office, s and revolution; wag . History ofthePhilippines. are doing,bymeansofschoolgalens,toimpro;ve of of otherCaribbean chapt, information concerningschools, United States interest toll* A glimpse system whichhasbeendeveloped Education in disabilities; relatively, 406 scenery, people,conditionsand . BIBLIOGRAPHY Includes recommendations. Virgin Islandsand the windy survey possession byDenmark of theVirgin . . 1932. M 2. EDUCATION Islands. American juniorazd problems lar-417 of theSecretSry ay the people p. 1931. Islands. It includesseveralletters on The_peoplesofthePhilippines; EuropeandtheFar . of theyear: AND HISTORICBACKGROUND of educational 18, 1932. Virgin Islands sons, IMPLICATIONS of theVirgin describes 4 Vita surveys Ámala Denmark fortheir under American governor; geography,climate,industries, rule, as they . student of Fill p. . of the,Virgin Islands: 1932. Hampton, Va., institute [Virginia]. corner. on theaverage ISLANDS /0 Islands. 1918.. are the VirginIslands. im Islands, (U.S. 'Department Journal of the plans ofGovernor Igands. and thePhilippines. the people. appear attimeofwriting. also dealtwith. people beforethsarrivaloftheSpaniards; Educational conditions education suffersin facilities oftheIslands, education. existing school in 1666,through inter.view with Navy underthe 1 presents facts 339 Junior RedCross p. While conditionshate of theUnited industries, government, Islands fiscal purchase, untilthe as moreintelligent, p.o4lems oftheIslands p. in theVirginIslands. Southern written byschool Cross 14% education, 115: rule. (U.S. Department Islands. 19014. Thisvolumeis Thé Institute New York,World Pearson looking system, andadaptation cent autpices ofHampton oompprison with the news, of the Foreign attire; Report and problems Paul Pearson. workman, 57: the WestIndian more thanahalf Washington. includes data . Calls attention New year final purchase more cheerful, I: States of children of Septem- journal, interior. improved, the school resources, att. following JP towards AND press, 1932. York 673, the the 35 are on of a agI tIIIIIIIIIIIItt2M131101MIMINTIMINIMIIMiiiiiifilliiffilliiiiiilidffilMIlil 36 EDUtATIONOF NATIVEAND MINORITYGROUPS 374. Bogardus, Zmory B.Whatrace are the Filipinos?Sociologyand social research,18: 274-79,January-February1932. Analyzes thesources of the so-calkd" Filipino"race. Finds them to be u Americans in the-UnitedStates. an sdpitrupahnostas"mizetr, - 375. Counts,George S.EducationIn the Philippines.Elementaryschool journal, 26: 94-106,October1925. Presents and discussesthe point ofview thatone of the great needs in can education, is " the applkstion Philippineeducation,as in Ameri- of scientificmethodsto the problem ofdevelopinga school systemand curriculum that takeinto account theconditions underwhich peoplelive." a 376. Eddy,Sherwood.Thisfreedomfor the Philippines.World's*work, 59: 65439,October1930. Author believes that,except for economicreasons, the Philippinesare ready for independence. has been madein all lines of endeavor.Enrollment hasadvanced from4,500 pupilsunderSpanishPrAreitiso 1,200,000.More thanone third of the childrenare in school and receivingpractical vocational Over 130percent of the populationestimatedas literate. training. 377.FernandesLeandro H.The Philippinereublic.New York, Faculty ofpolitical The science, Columbiauniversity,1 ,.. 203p.(Columbia university studiesin history,economics, andpublic law,no.268). A study of the "Philippinerevolution, using thatterm to revolt againstSpain and ended mean the armed conflict whichbeganas a as an act of resistanceto the UnitedStates."Presents thehittory ofa de facto govenmentoften referredIto under thename of tbe " PhilippineRemblic." A378. Fisher,Fred--0). Present-dayproblems of thePhilippines.In Insti- tute of Pacificrelations.Proceedings, 1927.p.44-54. The author,a former Justice of the Supremecourt of the Philippines,surveys blems which front the American andFilipino people.Includes now con- Wands. a discusion of education :-,-:-it has developedin the ., . 379. Forbes,William O.ThePhillippineIslands.Boston,Houghton Mifflincompany,1928.2 vols.,620+636p. An extensive and exhaustive study of Philippinehistory andconditions underAmericangovernment by formerGovernor-general W. C.Forbes, anWedby formerExecutive Includeia chapter on education. secretary, Frank W.carpenter. 380. Hibbard,David S.Makinga nation.Missionau*educationmove- ment, 1926.New York,Board offoreignmissions of thePresbyterianChurch in the United Statesof America,1926.127p. By the Presidentof Stillmaninstitute,amission schoolin the Philippine history of the people, Wands. Dealswith themill conditions underforeign ru* Filipinocharacteristics, health,and industry,ednoational progress (special reference to mission schooli),-;lions, anda free nation.e Includes bibliography. 381. Kroeber,Alfred L.The E,:inplesof thePhilippines.rev.ed., New York Americanmuseumofna u history, 1928.2 p. no. (Handbookseries Presents essential factsconcerning racialand culturalcharacteristics ofthe Philip The author doesnot describe the Islandpopulations. lives of the peoplebut tracestheir racial andhisi c relations Pagan and Mohammedan tribesstill resistingencroachments ofEuropean culture. ment of civilization successive To thestudent of thedevelop- layers of cultureare recognizable, "givinga wail:rte transition fromthe most primitive oonditionto full participationin Westerncivilisation." 4882. Ifilitar, Rosa.HealthsupervMonin the Philippine , Pacific magazine, provinces.Mid- 44: 247,September19 . . Presents information concerning healthwork in theschools throughoutthe provincesbynurseseimiloted by the Bureau ofeducation and theAmerican Redcross, and dentists of the outlined by the Bureauof education. Junior Redcross.Allweiris i 883. Moe, KilmerO.The littleknown tribesin thePhilippines.Mid- Pacific magazine,31: 433-40,May 1926. A description of some of the various culturaland racialgroups comprising thepopulation of thePhilip- pines. .. 884.Orosa, SistoY.The Sulu Archipelagoand itspeople.. Yonkers, World bookcompany, 1923.134p. Presents information concerning thegeography,population,government,customs, andreligion of _the Philippine Islands.Discusses theimportance of 'j.t:e11-1in the scheme IChapter 11 dealswith education. of PhilippinesinW'sUon. 1 885. Osias,Oamilo. Oureducationand dynamicFilipinism.Mani* Philippine Islands,Orientalcommercialcompany, inc., 1927.828p. A collection of addressesand articlesex -.151I--:viewson various aspects of educationand Philippine national life.-Advocatesmore practical and t instruction ities of Philippinelife. relating subjectmatter with thereal- BIBLIOGRAPHY 37 386. Osias, Muni lo.Philippines ininternationaleducation. $14n National education association, addresses a,ndproceedings,1930.p.71-75. An address Wore the National ed 4 e/a. I ,General sessions,July 19X).Traces the earlyad- tural backvoubd of the Filipino people f- educationalprogress made under American-Filipino cooperation and sets forthhill teritattsto education.Pointsout difficulties in relationto education caused by uncertainpo1itL4.1 QT.of the islands, andthe possibilitiesof the Philippinesas a leboratory fokinternational education 387. Palma, Rafael. Tnational character.Philippineeducation, 22: 180, September 1925. Excerpt from the inaugural ad of the Presidentof the Universityof the Philippinesin which be do- tines Filipinismas a union of the choicest elements ofa basic Oriental culture withtwo representative Occi- dental civilizations, put through thetest of longyears of trial so as tocome to nationalism and right natization. aworking formula of right 388. Reinsch,Paul 8.Colonialautonomy, withspecial referenceto the government of the Philippine Islands.Reprint fromthe Proceedingsof the American political scienceassociation, December28-30, 1904.28p. A critical analysis ofour governmental policies in the Philippines.Believes thatwehave imposedour opowensibortelsexatinstivtuettonseunponcoann alienand pro otoinvol peoplewith too little carefulconsideration of the possibilities of development containedin native conditions andqualities of character.Considerable tention devoted to the problem ofeducation. ar 389.Rhoads, ThomasL.The Philippines.Boyertown, Pa.,The author, 1930.250p. lArgely basedon experience and observation during 6 years''serviceas an Armysurgeon there.Furnishes information in condensedformon important matters pertaining to PhilippineIslands and people.Con- tains a cha teron education, traces religious beliefs andcustoms which have been carriedover into various edu movements, and shows their effects.Givesmany Statistics of educational conditionsto-day and general attitude towardeducation.includes bibliography. 390. Rodrigues, EulogioB.tibrariesin the Philippines.Libraryjournal, 57: 414-16, May1, 1930. Traces library facilitiesfrom early pre-Europeantimes to the prment. TheNational librarycombines the funettions ofa national and city library, provincial extension office,legislative referenceand bill-draft- ing bureau, and archives and vitalstatistics office.Plans for extending itsservices to the entirearchipelago arecontemplated when financialcotions warrant. 391. Rojo, TrinidadA.The Englishlanguage in thePhilippine&Mid- Pacific magazine,44: 503-7, December 1932. The author believesoneof the outstanding problemsconfronting the Philippinesis lack ofa national lrt:le. Thinks that thepossibilitiesare against the universal adoption of English forthe Islandsand sets kth I 1,, IN-

392. Sosial inteFration ofthe Philippines.Manila, P.I.,-Philippinelide- pendence commission,1924.91p.(Philippine knformationpamphlets,v.1, no.L) Contains: Tbe socialeducation of the Philippines,by S. 8. Macaraig; Thespread of Englishin tbe Philippines, by L. B. Bewley;Progress of education in the Philippines,by W. W.Marquardt;Physical edw*tionin the Philippine Islands, byGeronimo Biwa; The wnsolidationof Filipino nationaloonscious- nee byV.D. Diamonon; Currentpolitical events, Januaryto September 1924. 393. Unemployment of collegegraduates in the PhilippineIslands.School and society, 33:787-88, Julie 13, 1931. The Philippines havesuffered little from eoonomicpressureand haveno appredable amount ofunem- ployment, exceptamong college graduates. Twomeasures art suggested to relUve the situation:(1) The useof epilogs graduates for manuallabor in the great expansionplans of the University;(2) the impos1ti9n olan effective entrance examination at the Univenity. .11. -N394. Worcester,D. C.Philippines, past andpresent.New York,The Macmillancompany,1930.862p. An extensive study of Philippineproblems, racial, social,economic, political, etc.Includesa chapter on Education. 4 395. Zschokke, Theodore C.The Filipino, whathe is and why.Mid- Pacific magazine, 32:21-26, July 1926. A diecusaim of racial characteristicsof theIihilippinepeople, traits which have beendeveloped through contact with other nations, theirpresent-day standards with respectto sanitation, morality,industry, honesty, and lastly'women.

2. GENERAL EDUCATIONALCONDITIONS, PROGRESS,PROBLEMS 396. Alexander Carter. Atransplanted educationaladministrationthe Philippine schoolsystem.School and society, 23:697-707, June 5,1926. Givesapictureof educe:ion in 1926 In the Philippines; shows theinfluence of 'politics;points out defects in thesy and emote methods ofimprovement. An address givenin part before the Educational resowoh ium, Washington, February 24,W. 4

38 EDUCATIONOF NATIVEAND MINORITYGROUPS 397. &imam.,Encarnacion. Ahistory ofeducation inthe Philippines, 1565-1930. 4(Limitededition.)Manila, PI.,Universityof Philippines 1932.400p. press, A completehistory of education in the Philspines.Presentseducational needs,problem, andideals of the Filipinosfrom the sixteenthcentury to 1 '< I, primarilyfor the general early historypreceding the sixteenth reader. Thebeckgroundof century is briefly desffibedin the introduction;part I of thebook deals with theSpanish period;part II, the Americanperiod.Includes principal weeks consultedin its preparation. a valuablebibliographyof the 398. Minas, RaymundoC.Historicalsketch ofeducation inthe Philip- pines.Philippineeducation, 21:328, 375,December1924. Discussestwo periods in the educational history of the Islands:prior to 1863; after1863.Describesthe various kinds ofschools foundat the present time andmethods oftheir supervision. 399. Benitez,Francisco.Educationalprogress in the Philippine's.Manila, P.I., TheInstitute of Pacificrelations, 1931.18p. (Series ofpapers on Philip- . pine progress.) A brief treatise of the developmentof educationfrom thecoming of the Spaniardsnntfl thepreaent time. Tho authorfinds that, "withthe growth ofnationalconsciousness and Filipinos,we are witnessing the rise- of national spiritamong the a new conception of education,the training ofthe individualfor the rights and dutiesof citizenshipnot only for hisown happiness and efficiency,but for national ,welfare." service and 400. Bewley,Luther B.Progress inPhilippinepubliveducationin thelast 30years.Modern education,3: 8-11, 54-55,February1931. The directorof education of thePhilippine Islandsreviews theeducationalsystemm it has developed frbm its earlybeginnings underAmericanoccupation to meet to the Philippines. theeconomic and socialconditionspeculiar 4 Modern educationalideals, concept',andpractices have beenintroduced intothisssys- tern 10years or more before like tendenciesexertedany marked degree ofinfluence ,method of education upon the content and in other countries.Considerscurriculum;'vocational and homeeconomicsinstruc- Lion; physicaltraining; healtheducation; educationfor non-Christians; ;expression; support ofeducation. common languageas medium of 401. Carreon,Manuel L.TheiDast- and futureofourpubliceducation: Philippine educationmagazine, 23:716-17,743-44,May 1927. Reviews significantevents in the historyof education intho Philippines. 402. Trends inour educational research.Philippineeducation magazine, 23. 612,632-36, March1927. . A An address delivered beforethe ManilaTeachers associationwhich outlinesresearch activities cation undertakon in the Islandssince 191S-16. in edu- 403. Catapang,Vincent R.Thedevelopmentand thepresentstatus of education in the PhilippineIslands.Boston,Mass., TheStratford 1926.137p. company, . Sutivoys development of education in thePhilippine Islandsfrom ancienttimes to thepresent.Deals with the earlyeducation of the natives;educationaldevelopmentfrom the to 18h9; establishment Ofelementary and normal conquest ofthetslands in1521 schools underthe Spanishgovernment; the25years of Americangovernment in the Islands, duringwhich the Filipinopeople have their natural abilities for had theopportunityto show higher educationand othertypea of schoolactivities.Includesbibliography. 404. Education ofthe-Filipinopeo4ple. Roundtable, 17: 1926. 56-80, December A discussion of thedevelopment of the American educationalsystem in thePhilippines,which in 26 mrs was created out of nothingintooneof the largestunder theAmerican flag.Treats of The early days', Thenew school system, Agriculturaland industrial educationin ment, The backwardelements. training, Physicaland moralimprove- 405. Elwang,W. W.Americaneducationalexperiment inthe Philippines. Our world,6: 63-71, December1924. Also in Chinaworld review,31: 275--77,February7, 1925. A criticismof tbe ready-madeAmericansystem of education"imposedupon a child peopAuch Filipinos."It has resulted"in creatinga confusing disharmony as the between theschoolroomand theexternal world." Feels theneed to be fora frankly utilitarian educationin the nativevernaculars. 406. Joint educationalcommittee of.the Philippinelegislature.Jointlegisla- tive committeereporton education;Manila,PI., Bureau 895p. of printing,1926. Report ofa joint committeeon education of,thePhilippineSenate and pointed followingthe publicationof "A House ofReprewintatives,ap study the survey of the educationalsystem of the PhilippineIslands,"to report, consider theadvisabilityor practicability ofthe reformsrecommended, and recommendto the legislaturemeasures tocarry out the reforms and suggest into the schoolsystem. and modificationsto be introdtred 407. Monroe,Paul.Edacationin thePhilippines, comparative 1913./n his EssaysIn education:Republished'papers.New York,Teacherscollege, Columbiauniversity, 1927.p.,6-31.(Studiesof theInternational Teacherscollege,no.7.) institute of The reportrepublished hirewas made in 1918 atthe *questof the department ofthe United States.Gives Bureau of insularaffairs oftho War an account of saligntfeatures ofthe Philippineeducational expel.

eV' :..); . . . ',- . Ft L.Z.71 ,. *I / , . 0, t i 0* b. ' It"; _ _ .. i I trialeducation; in agriculture,thepredominating toward definitevocationaltraining andintensiveindustrialeducation. education. English, hadbeenthelamp.ofinstructionduring30years of schools; generaladministration;finance;Universityof English' August 20,1930. Um, elementaryeducation;secondaryteachertraining; The followingphasesofeducationinthePhilippinesarepresented:Measurement survey council ofrouseducation.) Philippine journalofeducation,14:163-64,198,October lature. of educationalsurvey'createdunderacts cation foallthechildrenofPhilippines. pine schools. o P.I., Metodist lands. Committees onpublicinstructionof and society,30:544-48,October19,1929. tudies ofeducationalactivitiesandproblemsinthqWands. rated "Philippinepublicschools"thenameof education. teacher", itwaspredominantlyeducationaluntil1926-27. published by.thePhilippine made totheeducationalsystemofPhilippine's. ment--including mamahygieneand 15: 46-47,81,July.1932. administration; financialsupport,etc. May-June 1932. institute ofTeacherscollege,no.7.) college, in 1925whichoffers the contentsbemmemore versus teacher trainingandthenormalwhools;ofteachers 4 i118 Essaysin 3. SPECIALPROBLEMSIN 08. Gatakmate.What istheattitudeofourpeople Finds theschoolsysttnleansin emphasis towardgeneralcultureandacademic A discussionofthelanguageprobleminPhilippines. 417. Darrach,MarieL. Presents thehistoryofdevelopment 416. Aldana,BenignoV. Report of 415. Surveyofthéeducationalsystemthe 414. RyanArchieLowell. History A discussionoftheextentandsignificant An editorial 413. Providingprimary A reporttothePhilippinegovernment 412. Prosser,C.A. 411. Polley,Mary'E. Originally issued,in1904,undersupervisionofthePhilippineBoard 410. Philippineeducation(now Extracts fromamoreextendedarticle. 409. Cosia Republication ofaselectionfroman 408. Monroe,Paul. social education. oommission consistedof23outstandingeducationalauthorities, the the socialandeconomicbackgroundis Finds rural-schoolequipmentinsplendidcondition,thcontrasttoaverypoorsituationthehigh . of theorganizationand Columbia university,1927. Manila, Bureauofprinting,1925. system. Believes thattheFilipinosoftodaywouldbebetterfittedfor s ag discussineways and Philippine education,21: 271,818, Philippine education,21:15-16,63.June1924. extensive t s. comparative material forcomwixinwiththestudymadein1913..Dbcusseslanguageproblem; Camilo. -hold arts;commercialeducation;theschoolasawdWcenter;trainingofteachers; publishing house,1¶ survey broadlicultural. 1 While theemphasisisuponreligiouseducation,muchinformation Report PhiliPpine activities' QfthePhilippineIslandsSunday-echoolunion(now The significanceofAmerican-Filipinocooperationin made undertheprovisionof The 1-1 :9 educatioefor all. TEACHING METHODS means LtaitrY. the legislaturelookingtowardwiderpripvisionofprimaryedu- iication: Republishedpapers. education Thq evolutionoftheprovincialnormalcurriculum. school anticommunitysanitation;wkulturaleducation;indus extended Manila andEnglish.Commonweal,12:401-3, public-scjhool BIBLIOGRAPHY oonoerning vocationaleducationinthepublicschoolsofIs- SCHOOL ORGANIZATION,CURRICULUM, Reli:s'ous-education inthePhilippines. . on which Summarizes theoUtstandingoontributionsthatAmericahas accomplishments ofthepresentschoolsystem. presented inchapterI,andIIdealswiththePhilip- As aneducationalmagazineitcontainedmanyreporthand Philippine magazine). the-Philippine educationalsystem,1925. the normal-schoolcurriculuminPhilippineIslands. education. this magaziiie report on are p. company, the Philippines. being oonsideredbytheGovernorandchairmen 205 3162 and3196ofthePhilippinelegis- 32-49. 677 In 19,whentheBureauofeducationinaugu- system ofthephilip-pines. a Traces thedevelopmentofso-ealled"bamboo p. study ofthePhilippineschoolsystemMade Philippine journalofecbacation Philippine Islands,bytheBoard November 1924. in service;universaleducation;academic - was p. League scrip, (Studies oftheInternational health andphysicaleducation;private inot, Manila,P.I.,1904-L27. changed toPhilippinemagazine Philippine American occupation. Finds of-edtication citizenship ifTagalog,insteadof dUected byDr.PaulMonroe. 1931. a New York,Teacher, Monthly magazine, legislaturt in1924. need kwspecialtraining toward vocational the resultsofinstruo- training ratherthan 12: 5-6,April-- as . "The Philippine . so. Manila, School The con- 39 /n at 9 6' IMIIIIIIIIIIIIMIIIIIMMIIIIIIHMIIIIIIIIIIIIIIIIIIIImmini - 40 EDUCATIONOF NATIVEANDMINORITYGROUPS 419.Griffith,CharlesK. Schoolmusic inan orientalsetting. supervisorsjournal,18: 32-33,35,March.1932. Music Describesmusic activities inthe Philippinehighschoolsdeveloped lectivevolasses inchorus, vocalandinstrumental A:glowingtherecentauthorisationof dation.° ensembles,rudiments,orchestra,bandand"appro. 420. Icasianò,M. C.Healthsupervision Manila.Mid-Pacific of thepublicschoolchildrenin magazine,44:247-54,September1932. A discussion ofthe healthsupervisionwhich at the Pacific isprovided thepublicschoolchildrenin Manila. Regionalconference ofthe Worldfederationof Presented educationassociation,Honolulu,JulyWM 421. Laubach,Frank.TheLana°syiktem of magazine, 29:16, 41,June 1932. teachingilliterates.Philippine Describesaplan bywhich Momsin theprovince and write.ByMUMSof certain of Limo(PhilippineIslands)are " key " wordss chart hasbeenprepared . Wightto read pnd the peopleare being taughtto reedat therate of whichcan be Thepurpose 3,000per month. 6.) V422. 'Moe,KilmerO.Agricultural ., ' Pacific educationillthePhili "Mid- magazine,31:149-54,February1926. . An address,in which are set forth theneedandpresenttendencyof ration of theyoung people forliving inthecountry and educationlookingtowardtheprepa- hadem.Describes thedevelopmentofa strong ruralclan partieularlythe CentralLuzonAgriculturalSchool of home suchan end. whichis beingdevelopedtomemo 423. Orata,Pedro T.The .1! P.I., Philippinenormahschoolgraduates. Bureau ofeducation,1930.30p.- Manila, An extended and criticalanalysis ofthe workofPhilippine rindinp:Majority ofthe graduates Mowthe line normal-schoolgraduatesof 1923to 1929. efficiencyratinp. of workfor whichtheywereprepared,and re is a need fortheirsystematicplacement. havesags() 274. OataA Camila.Barrio lifeandbarrioeducatioh. New York,Worldbookcompany, 1921.175p. YOnkers-on-Hudson Considers thespeciali*:ohlemsconcernedwith the villages) ofthe Islands. administrationot schoolsin thebarrios Written largelyfrom theviewpointof thebarrio (or rural matic developmentof barrioeducation willincreasethe teacherandsupervisor.Byste. will beaneffectualmeans of strengthening peroentage ofliteracyin thePhilippineislands FilipinocitWaship,it isbelieved. Ind d. 425. PhilippineIslands. . Bureauöf gradegraduates. education.Opportunitiesforseventh- Manila,PI.,Bureauofprinting,1928. A pamphletdescribingfive insular 58p. vocation-alschools. . -426. PhilippineIslands, Departmentof publicinstruction.CoUrsesof revised editions,Manila,P.I.,Thedepartment,1924 study, Durinifrecentyears the Philippine to date. school spit=hasdevotedmuch study lot Umislands.Since 1904revisionshavebeen Ittentionto rev1sizthecourse of osabomise,Heakh,Food reoeivedfrom theDepartmentin the selection,Diet andhomenursing;Schooland home flMs ofHome Drawing; Music;EnglishCompositionforsecondary gardening;Industrialarts; as aompletscourses of studyfor grades;Philippinehistoryandgovernnant, primary andintermediategrades.,An outline as well teaching for normalschools hasalso beendeveloped. ofa course inPrinciAleiof 427.Ramos,AurelioO.The"guiding vision.Philippine star"ofPhilippinecurriculumre- journal ofeducation,15:61-63,86, Ananalysis ofprinciples 88, July1932. in the setup by the Curriculumcommitteeof the reconstruction ofthe curriculumin theislands. Bureauofeducationto beconsidered 428.Rosario,Adeladel. pine VocationaleducationinthePhilippines. 4 journal ofeducation,15:40-44,June1932. Philip- DiscussesvariousAvon ofthe history Philippines and of thedevelopment ota vocational describescourses offered inindividualwhoa's. educationprogram inthe 429:SaNcuinet, Echiin.H. in the Howthecurriculumproblemis being Philippines.Educationaladministration attacked December 1931.4 andsupervision,17:665-74, States that the objectiveof thecurriculumprogram is ofcourses of studyastedto the needs to builda well-balancedandarticulated of theislands.Analystoteohniquesand group 430.Bears, objectives. Elisabeth.OurmillionMoslem 60:78-80, January1931. subjects.World'swork, Adescriptionof the work ofan Americanwoman, CarolineL. lArgelyinstrumentalinestablishingthe Willard Spencer,amongthe Miraof thePhilip- tint%director.Goodresults Straightagricultural forboys, of school for are beingaccomplishedamongthis whichshe the Morogirls isnow contemplated. littleunderstoodrace of people.A - 431.Stewart,MimosaA.Home ,nal ofhome economicsin thePhilippineIslands. ec9nomics;21: 237-42,April1929. Jour- An *mountof the developmentofbamemeconomiceteachingin the lowedat thepresent time. PhilippineIslandsandmethodsfol-

/ ' .1'".4( 4.! 41: 1- . educational of fundamentalbrinkprinciples in the oorrelition offood dar Bewley. Distinctivefeaturesofthe impro oli-0-tinqualityofinstruotjon;reconstruction public instrucgonoftheIslandswhichshow ernment, calendar 257 from PiesidentofUnitedStates . Philippine Islands,includin ncrmal achievement compared. Therelativeranksofthese three andfour. progress, rural andvocationalswim&I study. form 2. mary the conditions inthePhilipines. grades threeandfour. achrevement guage, anddictation(spelling) book pine adaptationbythe , of can sota, 1924. compan capacity. Inall,about430 Manila, P.I.,Bureau Yonkers-on-Hudson, N.Y.,World were separatedintospecificgroupsandtheir students intheUniversity Young Men'sChristian and pointsout tion magazine,23:538, . The annualreportsoftheGovernor-geneeal Report ofthe1930schoolactivitiesinPhilippine 441. 440. PhilippineIslands. Farty-eeven 'divisions usable testsand 439. A studyofthepercentunder-age, Table 1showthemedian 438. PhilippineIslands. 437. ManalaoG. A manualof 436. Kelley,Trubian The relative 435.. The Author showshowthetechnique 434. CanyonManuel The 433. Bartolome? 432. Sims,JoseR. Discusses criticismsand schools, 'n year p. schools in46divisions company, purpose ofthestudywasto.cletermine Table 2 and slow December 1929period. Manila,. P.I.,TheBureau,January program overa 1930. can advantageouslybeapplied N'r 7.4";Y,- 1926. some oftheprobable°amidand *sal standing ofoentralschools, preeents theaomparative test. -progress pupilsin1928ascomparedwiththe Nabs lorPhilippineschoolsandselected .- *.tit'.. Director ofeducation. 1926. were 6 Manila, P.I.,Bureau Manila, P.I.,Bureau toe 176, , "*--4 --.t.. year were coveredinthe secured. Yonkers-on-Hudson, and prdeningg for primary wind of of education,January - tested, intherurd-vocational second recommendations men and300womenwiremeasured, - Candido. 4. TESTSANDMEASUREMENTS p. 1 R. 61 comwTite as comparedwith192and1927. ' Philippine 1939 Comparative Manila, P.I., 587-89, February 1 Association college, L.; Ruch,Giles p. Original 11 on thePhilippineeducationalachievement 5. OFFICIALREPORTS yam year's wet Comparative of thePOilippines. Deficiencies Bureau ofeducation. ci measurementand Governor-general. reports ofheads survey and advancedexaminations, L. health division; andtheschoolsin V normsl-age, and activities intheelementaryschoolq somas Washington, Government BIBLIOGRAPHY achievement ingradesthrroand to nicestintbePhilippine academic highand Philippine Physical Wucational pFogram. book of transmitting reportof difterences takenin for the study, doctor's survey. and theoorrasponding are: of central, tho Burrscommission of printing,1931. Bureau ofeducation, __.7 stature ofFilipinocollege achievement ofthe of education,1930. Wanda bytheDirector remedie forthe Thirty'-first Opening of700 in teaching made ineducation. company; N.Y.; 101,Esco!ta, - of curricula;expansion a, achievement of M.; andTerman, 1929. 1927. Pzevious annual Inly third-and measurements of adjustment, 4,veloped ous yearsincludereportsfromtheSecretary 1929. surrey conductedbytheGeneralMike over-age pupilq,andofrapid-progress, n.d. 30 studies inmental pffiodicals and survey commissionoftheStanford Springfield, Mass., a. normal schools departments ofPhilip academic, and Annual report1929. from 7racial . (a Age-grade height, sitting as Manila, P.I., .." annual report thesis, University new primarychasesin45 ts in1925. terms ofmonthsbelow situation. reading. therhave belt p. . grade-location equivalents with respect Islands. reports areofvsluein fowth-grade achievements 213 of edtwation,Mr. students. and flippractical . books forreference. rural schools four oftherural L'L-,1.0 of thevocational 'printing office, -,11 Governor-general 1 groups. in arithmetic, Manila, P.I.; census and tests p. I Lewis M. in recent 4, height, weight, Includes freshmen Philippihe 44 V . to readingdeficiencies A norinal nt 'divisions Philippine adapted toinset esie A,B,andC, The different for the 9 measurement. International . p. years inAmeri- or of Minne- bibliography application reading, lan- (barrio) pri- in grades Message _ provinces; Luther B. progress above theprogram; Filipino showing classes. Philip- and lung calen- Woi4d educe- normal 1931. during for 73v- book rams -tbe are i 41 the of 111 of in . _ e- ; St Itll tl onoTt MIMI 42 EDUCATION OFNATIVEANDMINORITYGROUPS VII.HAWAII ANDOTHERPACIFICINSULARPARTS A.HAWAIIe I. THE SOCIALANDECONOMICBACKGROUND ANDEDUCATIONALIMPLICATIONS 442. Adams,Romanso, andothers.Thepeoplesof Hawaii. lulu,the Institute,1925.42p. Hawaii,Hono- A statistical study bya Committee ofthe Instituteof Pacific tributionin city andruraldistricts;length of relations.Discussespopulation; itsdb- of thepeoples ofHawaii, residencein Hewitt1of theforeign-born,age-eu distributim theirpnlitioAlstatus, andmartiAl'condition; promos of workers;educationin Hawaii;juvenile interracialmarriages;economic delinquently,and the14.,- 443. andKai, ---Ì DanKane-Zo.Theeducationof boysof Hawaii theireconomicoutlook.lionglulu,.Hawaii, and 59p. UniversityofHawaii,dilary1928. (UniverpityofHawaii,.Researchpublicationno. 4.) 4*--V D = ,I economic _ -4.1 problemspeculiarto Hawaii DOW 1a.. Ha and theirrelationto thetype of tains questionnairestudy ofrural boysin school educmtion suggstions 611.: tingauditions innative andapneaexpectation.Con- the bland. industriestowardthe endof holdingthe youthon 444.BunkertFrankF.Education races. in Hawaiiisdirectedto studentsofmany Schoolhfe, 12:105-8,February1927,.. Anaccount of'mesastypes ofeducation offeredin tbe arisingtrommay differantraces and HawaiianIsItndsand theseriousproblems raoe mixtureswith whicheducationhasto deal. 445.Collins, GeorgeM.Educatorsjoinbusinessmen to solve schoolproblem.Schoollife, 16:63-64, Hawaii's In order December1930. to utilise theoutput ofthe blonde'secho* forthe theirdemand forlabor theGovernor greatest goodof theWands'industriesand thoroughsurvey of both the appointeda comMittee ofeducatorsandbusiness schoolsandindustry,and topresent their men to makea recommendations. . 446. O. TheGovernor'sadvisorycommittee Doftherelationofeducationand on education. survey micond industryin Hawaii.inProceedingsof the Pan-Pacificwomen'sconference,1930, Pan-Pacificunion, 1930 p. 355-61.Honolulu,Hawaii, The L growth ofeducationandindustry inHawaii fromthe basicindustry ofthe has resultedin theeducation ofyoung pert&away Islands,agriculture,andi mammaa problem of Committeeseeksto solve. Thework ofthecommittee unemployment,which the (b)survey of industry;(o) has threemain.divisions:(a)survey of the schools; 4' 000rdinationof schoolswithindustry. ilk44t7. ----GovernorJudd's,adviso committeeon education. educatio`nal 1 e Hawaii review;19:113.744, I . January)1!:1. . An outdrew . 4 deliveredbeforethe Oahu(Hassid') P plans ofthecommittee. teachanassociation, exptsiningtheorgailltkion ,,. and 448.Dean,ArthurL.Assimilationin Hamill.tn relátions.Proceedings,1925.p. 116-19. Instituteof Pacific An address met by on of Orientalsin Hawaiiinto. thew 'American childrendiiraltioattZionetype ofcivilizationto anAher civilization.Problems guage schools, theiradvantagesanddlsadvsntag. pointedout. Discusseskreign Lan- 449.Du Puy,William ington-,U.S. Atherton.Hawaiianditsrace problem.Wash- Governmentprintingoffice,1932.131p. ment ofthe interiorpublication.) (UnitedStatesDepart- Report ofa first-handinvestigationof to theclam of conditionsin theseniid-PacMoislands,gixinft special Americans thatare evolving.ChaRWheadings attention Um)evolution ofHawaii;Hawaiito-day; BnM indicate thescope of the materialincluded: Hawaii;Agriculture;Races inHawaii: 450.Freeman,O. W.Peoplingof 1267-41,April1928. Hawaii.Journalofgeography,27: An article describingthegeographyandpeoples of education. tb!HawaiianIslands.Includesa brief sectionon AP 451.Greene,Marc of the Tiffaity.Educationalexperimentin Hawaii. Nationaleducationassociation,16: Journal* Sees Hawaii 141-42,May1927. as thesome ofan educationaland racial ism,so far, at least,as thatilmbraces experimentwhichaimsto establishintormillonel- attainedthrough nationalisticamity andinterracial tbeinfluenceoftbeeducationalprogram. understanding.This &tinis being 452.Kuykendall,RalphB. and NewYork, Gmory,HerbertI. Ahistoryof Hawaii. TheMacmillancompany, 1926.375p. Ahistory,intended of the primarilyfor schoolUse,preparedunder Territory ofHawaii.Describesbriefly andimply the directionof thiinterimloommlinion bean integralpart of theUnitedStates. the historicalproem bywt..Hawaiicame to

zr, - walb 1441;! , g ' k . %. e L; sa,;-.1.2 ' 4101'" - , mien atthetime education, rehabilitation, 39-42. Territorial normalschool of publiceducation ence. 1925. experiment. Weeber_, Loris; 8:1111e48, October1931. serves nearly6,000pupilseidiverse United States,anditsschools. representing the ducat endAmericanisethispolyglot reviews, 73:280-85,Marsh1926. bibliography ofbookson-Hawaii, in Berkeley,Calif.Theyttproblemsof nation is1=344W mid-Pacific. allow developedtamestthisneed least awaywiththeactualHieactivities oat bythePhilippineeducation National educationassociation, review, 15 amities. bad immigratedinsloblarplumbers relationship ofthewhealtothesemotions. dustry. Pacific union, country withtheantagonism°flatly, book includesabibliographyofreferences administration. agbd dependency misdirctd oriftinytakeplacetoorapidly.The tion in 1929. M. Crawford,Will0, Outlines the A reprint.of 484. A reviewoftheworkvarious 463. Coleman,Myrtle; 462. Bolton,Frederick3, Problems ofeducationinHawaii, An addressinwhichthespeakerpresents 481. Aitken,VietoiX.The Analyses theracialelementswhich An 460. Telbott,I.G. 459. TheTerritoryofHawaii: 458. Palmer,AlbertW.The Lctures tlItiPendattheUniontheological 457. XElmerO.The An addressWoretheHonoluluRotary 456. Kiyoshi,Isamu. Urban industrialconditions 455. Xolneery,N.sybelle. Analyses theracial,social,industrial The authorbehovesthatMealtimeusually 464. Littler,RobertX.C.The A discassion 461. 4. illy SURVEYS ANDDESCRIPTIONS tion. Proceedings, 1930. Coursault, JesseK.Impressions 280 Lind, Andrew Washington, U.B.Government Honolulu. American fro Hawaii educational an I p. =ay ramsinvolved. TiEs' problemswhich ;- Addresses andproceeding!), article preeentinghighlights InWview withtheauthor, Bolden, Pilgrim new series, . . . ; 1ifN , 4, , Adult education Stanford summer sessalon. , 74, November in Hawaii.Hawaii .4 social technology&Hawaii QC publiceducationinHawaiiand gives history oftheWanda,oharacteristics W. Some are gradually*arcingbecktothe survey of1926.Asimilarneedfor reclamation, andrecreation. no. Making Amerteans p. with specialreinvents are described. Education inHawaii. will inevitably Back tothe races and*religions,andlethe vniversity, Californ* agencies engagedinadult 39-42. Honolulu,Hawaii, go to Makings'', Joan; review, 17:180, f46, journal population. Includes press, noes arenotfoundinthebland,ofHawaii. to thecitiesIx and needsofthe and economicproblems great American 20: 92-98,.March used BIBLIOGRAPHY Going toschool nuke Hawaii's eleub The creameda 1926. at thecloseofhissixweeks p. a in Hawaii. ecological school, ofHawaii. human sideofHaw of Hawaiianlife, OF GENERALEDUCATIONAL as abeckgroundofstudy.ChapterI civilisation and belli seminary inNew 1924. 11-15, April governance Involved inticenciliatioo on problems e up , of printing office,1927. avoidance of educational reiriew,14: arise outofthe . description ofHawaii,its Hawaii's people sociology, 36: land inHawaii. of thecharacterand 1980. . and theworld schools inrelation to theactivitiesofMcKinley people" isfoundinHawaii.TWo 148 patterns ofcommunity in purpose atseouringbettervocational 191-92, March , experiment Hawaii some interestingphotosofschool ot /n Pan-Pacifiti p. roes adjustmentfoundinHawaii. government, schools, p. education. of pg Haws& education inthePhilippines of thePacific. in Hawaii. country theruralHawalkn peculiar toHawaii 1932. York 1931. of natives, In PinPacific Nwmain, a practicaleducationwhichwill 92-94. Hawaii% J data mourning some ofanintereWngeducational Stanford and discusseswhat at Ww serious moolal 2o6-1o, September Pan-PaOfic In National'educatkin Proceedings, lecturing andteaching of of theinterests .011. the Pacificschool , etc. Bibliovappyincluded, race Bulletin of various oakum)elements American review people, itsrelationio outstanding needs 1929. study interritorial Nation's women's confer- university CONDITIONS problenis 1-8, September to Hawaii'sin- deals witheducation. status oftheschool eta Includesshort costs ladelinquency and points Each chapterof conference Journal high school,which union, 1930. ...tret, is being disorganise- educational ot school organi- 1927. at youths who the Pan- a dominant as brought schools, of religion children of the in the done to out the in press, °war- 1930. Infor- "0012- and on tha the p. 43 of ob the if ';,11=- 1- t hfkinlighods t Ant 161 I i

44 - EDUCATION07NATTY'ANDMINORITYGROUPS

466.Fleming,Mary11. The Hawaii changingfunction.a Hawaii'sschools. educationalreview, 18:199,202,113-14,April1928. Thearticletrams the &mimeos's-1endchaagingfunctionsof Hawaii's amnia andindustrialconditions inthe Wand. whoa.as influsacedbyeie curriculum 'modally withreistioto thereorganisatioaal theBohai 467. Hawaii educationassociation.Educational sI, by E. V.Sayers,chairman. ciaocommittee. Lihue,Kauai,Hawaii, - Contains associMion,-1930. discussions ot.The relationbetweeneducation VP! theschools; Thefuture of the and industryin Fla :iThegeneralpolicyel high school;Theextension ofadulteducation; V alpha thatshould guidethedevelopmentof the education;Phth. mocadery soltools. program of educational teachersice theelementaryand 468. Hawaiieducational review.Publishedmonthly,except Julyand August, *a. by the Departmentof publicinstruction,Honolulu,Hawaii. Avaluablesource al War:aglow iz developtnesasin educationin Hawaii. skin&articlesan ,dnc*iof i1 interestes well LWOW=preen- ctivities ofthe eabooK as historicalsketehowdowntimeof statisticalrepo% discesesioniof educationalproblems Anumber ala general naturerelating toHawaii peculiarto Rswafl,ets are annotatedand includedin thisbibliography. 469. Historical sketch ofeducationin HawaiianIslands,1888:Odic* meats fromthe Archivesof Hawaii..Hawaii dq October1926, educationalrtview, 16:32,38-40, Includes b.ycd the periodpreviousto theorganisation schools; the algovernment *ohm*the earlymimeos s4âoa ofgovernmentwhoa*thepresentorganisation;theteachers. 470. " Kuykendall,Ralph 8.Educationpriorto 1831.Hawaii review, 20:60-63, 67,November1931. educational Describesthe spawn ofeducation introducedinto Hawaiiby theairtimemissionaries establishment ofthe Lahamshumhigh oboe'in 1831. after 1778until the 471.Leahsk; IL C.Educationin Hawaii. January1927. Sunset,58: 16-17,64; 65, A mural review al thedevelopmentandprt statusof iodination problem, mobas Americaaisstion,dial ttlp, in Hawaii.Pointsoutsome al the a teaching ofEnglish. s 47'2.'Airway, Thayne X.A studyof publiceducationin Hawaii,-Irith reference to thepupilpopulation.Honolulu, special 120p. Hawaii,Universityal Hawaii,1932. While the study isprincipallyoonoerned withthe problemof public LimierMemos oohed pupilpopulationwithpee- to educationalachievement atdifferentracialgroups, it also ot knowledge I' _I lack niDJconditionsin theTerritory,indicatesthe peculiar and outlinesthepa . education& pographicØIIand a&IWares, organisation. 473: o 44 Pratt,_ Heln.Abrie(survey o theinfluenceswhich education inHawaii.Hawaiieducational have DEll review,18: 86,50-62, 1-',. Rerims theaims andobjectivesunderlying the to the Islandaver HMyews ev by New developmentof Hawaii'seducation&ays, brought Englandmimics:arks.Pointsout problems reviewsmeant°bingesfrom fIuto aprogreselvepattern. aadmistakesand to the needsal thepeople. Attemptsare being madeto fit theschool 474.Schwartz, thanry . Butler.The fo language.. schools*of Hawaii . School andsociety,23:98-104,January23, 1 s. Theiistoryof theloreiga-language schools,theirgrraitarudinfluers=the native_ lams concernedwith thaneandmeans adoptad.bythe potUon,prob- /tyriterkl tocops .10 MM.. 475.Survey of educationin Hawaii.Washington,U.S.Government -office, 1920.408p.(U.sbureauof education. printing Bulletin,1920,DO. 16.)- An extensivsurvey of the educational Commoner system ofHawallonsadeunder thedirectionof the United of education.Includesan analysis of theeducatioopl States , "superviikion,andfinancingofthe problem;theorganisation,sdnginistra- . ,1, Departmentot public:instruction; staff of the Mc alimentaryschoolc thehalohozznisneelx0114 almeroimpieced:me andthe 1 schools;the public osahools; the course of study of I try Universityof Bawd!:the privateschoolsof Hawaii. 476. Surveyofschools andindustryin Hawaii. shopcompany, ltd., 1931. Honolulu,Hawaii,the Print- 166p.(Governor'sadvisorycommitteeon cation.) . edu- 7 Report ofasuiftyot educationaland industrial sroclueod by condition,InBawalLiconacardbya the Governor,upon authorisationat the1920 session eOmmitteesp. .4' n of the tarial ofMr.-C.A.Proem.Includesrecommendations under the coordinate theirwork with kwrepruanteationof the needy the industrialproblemspeculiarto theTerritory. =tremors 477. Thomas,£ùuiituaO. Avisitto theschoolsof Hawaii. teacher,47:692-93,40-41, May1930. Grade An educatorvisits the Territory andwrites alhismaimses to the type of native peoples,status ofIndustries,schools,de. thilt1achieved bt the *

'4 4; . 4. . whit* haul Second and auggestione at presentmethods. wall. of homeeconomics, wali. teaching ofgoodhealth educational review, styles followedin whale theDivides Islands. Proceedings, Pacific, oonfeyence activities torchildren proration , public health, a Roamappropriate 19: 23647,May1931. economics. home makingmanesdeveloped methods awed Hawaii. Hawaii native Hawanpeople. Journal ofhome scribes modem inHobohakt. high school. civilisation and establislial 18: 90,99-101, 50; 219,41tarcb 490. liton, Presents theobjectivesat ; 489. A historyofthedevelopmental The territorialsupervisorathome 488. 487. Idwards,Caroline Describes plansunder 486. Dinsmore,Katy. Describes theproblems 485. Cozen,Zanies Maori, achievements, 484. Clomps.,ProdA. The amountal 483. Childhygiene, trperienees Traini;g 482, ea.ri, 481. Brown, 1. SPECIALPROBLEMSINSC:11061,OlidANIZATION Describes the 480. Baylor,Arigaido Describes 479. Anexperimentin Dr. Winshipsurveyseducation 478. datums& conoseningtheoWeetivee, auburn Girded Hawaii, Pan-Pacific Paints a Hawaii educational ------twit ofartwork.and ?au-. mils t Winsb1p A.I. School feeding, along for theboneispromoted out howthey a era: Amodelboonesinteeis Promote themend of vocational br =Ulnaofwork. 1-peer correlated met tarnIftgthemoondery p. School life,13: Its developmentend program athoneswami= modern liar st resew*will 22: Kilos Um 100-104. mg:5J. Vdbationsl homemaking Hoios 'et Demon at PalmaSettlemeat,located d inthe Alma. en economics, 18:513-18, Wits" etc. educational review, 768-70, July1932. wig farmakingthePartStreetschool(flanoltdu) 11, under the 21: . 9n women's conference. 16: 36,48.Octobei end met indeveloping - vocational homemakingwork, serve es conibination atmedical, I. The growthof seas solutionolmanymaple&probisme. 1929. Oar Meindividual&Bd. education, ¡side ' Palama as atmugs.Thesnicks as in in mamas, A. program inRadish. union, 20: 5-7,22;7-12 Conditions homemaking activitiesin attempt toworkout , review, 14:219-20, Some Washington, Recollections education inHawaii. Wonderful 1V111n11,111Parltia; economics describesthe supervision s in Hawaii. wanes otthe a S. al Swan. 0 W. Feedingthe 54-47, Noveinber The Fort Vocational some results. medium lacthe education inthepublic vicstional bT private I. 411 - August 1929. 1980. amuookApin Home et& settlement (Honolulu). !Asses ofthe es smeansofdenboostration; a es tthisbeecleveloPed rebabilitation, reclamation, is definite prograni of thesociskervice raIl_ Believes that in Hawaii activities, methods,andgrowth 17: 173,186-87, Hawaii. oducatice inHawaii eatioal arlsigialkles the nutrition economics prom= outlines 1927. Government In themastcoagestai -arty from twenty .0 denteig, education inHawaii. Street classes forelementary September "'Proceedings, Amenhaidm atHawaii's a September-October program mmpefingthebestmodern program and muskdeveloped Ism played its valueforthe the public sirs informativeoneducatiaasi Ira= tion. school childrenin 230, 233,June1926. nursing. recreational, 162-44, January, 1927. nowhere else Journal of experimental schooL create especial at vocationalednaolan secondary school el aim* in theTerritory of schooltabwise Hawaii AND TEACHING Wrests since wall schools ofHawaii. Hawaii printing a 1926. ,,,_-_¡ a aped&unitofliterature;andde- years' to theschools program vttal pertin ere prorated March 1929. mare OWN,liniesodproviding we ofdairy 1930, all Hawaiian elementary district atHonolulu. a has by American journal laboratory tor al HawaII,and education, 109: educational association with-the in theWahine= eduastion bees educational Putapo:0=== al thenutrition office, 1927. p. 1921. sa 1931. in Hawaii. and hesith-scluastise the elationa/ and recreation. to ettheDeeds school children, 88-92. schools inHa- February, hem need for /a First the Hawaiian conducted inEr it;0 in Hawaii, PRACTICES situation in Alb conditions aad of HawaiL the Territory deecripticiss Journal I flaf'11-1 so Hawaii review, program thought. Bono- review, schools, ail= borne 1930. junior Pan prte- 240- /st the 45 of a p. ilofiiiIlliknigil 110k s 4 9, rtk !wow amsetor of Hawaiifrom Hawaii: 93, 96-101, 1929. wh Um September tyr*) through view, 18:174-75, labwa. In Hawaiian work and of education, actual industrial schools. MUSS, andtheplans the Kamehinieta around thehealth 25: 679-84, 4. activities and elation. local Industries, et snicks"'blob 229-66, May assistant (4the ciiL:f Pacific iriew¡ wort wader which health N ArAsy-- 504. Smith, 40 The 50& Tb& artime otthe Qualm 502. 501, Doiparibee 500. Pratt, Daenribes A dimmed= 499. Peppin, Daicebes 498. Newman, Plumate C Damage 0* 496. Xidiciff, Tab the 4%5. Lawrenos, The entire 494. Tiawananakoa A erximblowy 493. History This 492. Hawaii into 49f. vitonment km 6-.1r peat Wurse astir; atieras Mimed Is bim inHawaii, ri er4Hawaii;Ammo tX3 thesabot* ------21: 118--21), %watt= Intheeducational - ftitle numblyis agaatty, endthe ------. N. OutlinesWearies working In the rural its history Union, the problem problems Ftrr1nrn Rik a uniqueplatat(*operettas expecien changft betas number In data the Joint Hawaii educational Mary atthedevelopment Mid-Pacific 192.8. the application number isdevoted December the WOW= methods The June 11, ci thevalue Univelay upertesse wprit attheKAM1111111110a1 end EDUCATION 37: 15-16, together animals may leadto Ratan. needs atthe Xadorshilli. 1929. towhees pima districts. at welanal The new series, z1y beginnitos Our ices,- nutandnotate nun endsoempthdonnits educational bi devoted ix-Immunity ii which hare Kama of agricultural close Ws cx-mimittee The eto. educational Frank 19345, March await education e t and tseiscies _--farga.mt1 and cliTIsmitf= 132, December by Gtrrernce devoted Maas 1924-111. Promos& changing present child. problem brought avowed= with county atoms lino al Bewail.hunts 1927. cooperative plan a 1 review, 19: magazine, W. &Hawaii's at pragareive a nacre oanstructive experimental Activities B. a to theadwationam---,rrialchig Septe,ber to activities on childbeat*upend= been node mourns, desalt* R. 4 with Math= e picturec4 to gatt- and Wool extend= no. about in dy atthe OF NAViya In action. review, 22: Hawaii Wails ev erodes The wean Cbrbtkin Probleme-of at Hawaii of theboys' review, schools. R. 01 t stalus. rentmtm The ol thepublic, of thekinderrertenamovemund o ti hum obtained 141, between le extension ft provides The sobooisprirsto 44: 219-25, securing arts---an oath-it-Me la - education 1932. the Kaiak& It the Department in.lialulani 198-49, Public at Hawaii. carried 1932. ae given arts lamehanutha the sfautpaint torviae a -oxivvestwoohed p. 7-8,November 1931. Free kitulargartem review, in supnlyina Us thebothmustal ein extenivebuilding Howes --viuca Vto* .1- mseboole o free kindergarten an outlineofthewait 16: 254-57, tar which i by Mama work in school. as anaidinthe education of educatIon in the at thelett school training. Journal 1121-138, January oa attheEavenmelmos activities being Hawaii librur7 for hatkinas over theradiobyOl=irs a public school libraries principles. wort inHawaii. AND MINORITY 204kpril trained the kilk4 integrating bilingual some 0110doisms amertinent Analyme Wool the ruture, =boob September trained workers 17: at dentalwork and maw intheHawaiian proper* etinveration at et &boob al whiletzum ¡Mbar& Hawaii . id educational revkyw, 18: tiatiri and econonik 267-68, (a school educational schools. lend Cbildren't endowed serictirt Members in Hawaii. adapted bare as to the -3I, a Hayti oanikiabed child. /Laurin wiTh of 1931. program equipped emrloyed in Hanolak Oarated for 191. factor educational and children's wt7,-±*14a breed potent tirh*. Hawaii teachers and wurk with 'paid 1932. es whkill bee at the is the 7t_. 72,November are waded,and_ to IhIDmodal by Ltd* 1932. June the i LO autumnsatmoll al and ,Bullptin Amapa in School review, 17: by thePalma GROUPS 57-44, November M Wood, The owlish. Weber. for mmserystive ------agresetve alkd points thrift refers= In method, ' t----4P:alti ig aid amoalletias the 1928. Western umordbettem at Klmehameha and describe educational =num. mien been in an equalamount supervisors Jar' Wends. Health 6bdustria1 k problems tat adonis next krarroam to Ameswith educational al the and society, review, to - of thePan- use Wend& administrative patina school out waysin the schools their operation in point provtional 8: 8-10, aid traditional its eaudition% !Writhe' fiettienaeld 88-90, number. Journal ?::22e6i010. taeshir4. tn health present of tabor* A present Bishop Oct the eta the way- ama. life. 1928. Wee built local of the re- 17: al , wommumn MP t BIBLIOGRAPHY

505.Smith,Not:snanC. The plantation child.Thwati-eduosthonalreview, 19:11617,122, January 1931. mama.educatkineot theplantationchild. Soundso sigststoaltatria= igsZ=Irsti=apesresponsesto 87 gspetionnakis =blunted directly to s glueillnuelogradeboysaspitsdazios. 506. Ihnsth, Mabel. School health examination In Flaolulu./to Proceed- inpofthe almond Pan-Pacific_ women'soenterelice, 1930.p.16k-66.lionohilu, Hawaii,Pan-Pacificunion, i 9. - Dariohiinsethe ellttS1saIMemilsmade to giveretry.I# entering buttefire timees oomph**enesenrinsticaesposibia. inoMk children have. .detectsw3 erecorrectible when propsrdimwit h mode 507. Thomson, Somerville'. The functions and time distribution:tapepub- lie school of the Territor, of Hawaii.Hawaii eduoati review, 16: 256, June 1927. 0 Report ofan investigation tradetakenwiththe °comma= at the Department at publics el the 4/ -.1 laMe public schoob at the Territory of Hawaii. One buolsed andtwentyhill=dril repliedto gmetlenneine, recording in detail yeti vide in which they engaged soh day ofa school week. ISO& 'relabel, &Lbw Tilp_litaaneseLanguage school teacher.Journal ofap-. plied sociblogy, 11: 160-66, 'November-Deoember1926. lists birth thepurposs of the homage languageschoolsin both Hawaii end the United States, ot4so- donsto and lowsregulating.Points out how goobers cd snob robot*conbeettamthroughoolaperstioie withbona, public reisse, end community. 809. Wsbling, G. R.Adjusting the school' to the community.Bulletin of the Deputinent of elementary school principals, 9: 6-43 ,April 1930. harts the its %wensal adapted= et the school to the gal environment 4aking intoOM- siddration lb* vbeis The blifortnemeowplasm st Oeiwwa aredimmed.earent4s.c.bw esociatioss im Hawaii;A aragrua;Studyinglonggot Welty.wort. 610. Wesber, Loris S,The preschool child bete and in the /Rates.Mid- Pacific: magazine,44: 571-75, December 1932. A mratedat thePact®ional comisreoco cd the World aderstianotechaoatiooameoliations. ¡IstyUM Paints out the need for pd probiems al providing kinderiertoo education is Ha 511. Preschool education.Hawaii educational review, 15: 197-9e, April 1927. . Rviews the development a/theeseiresrrechoelmovement.Hawaii is stillstriatingtowardakinclept gotten ,end the ef isa lowly neglectedane.taintsout tbes=ty this age .. .1 affordsrrthillieerty In the language and-for development of civic . Imievs resets ereevertedthrough rebut .i. . .of public lecture,a rimier course onthe child offered at the Territorial normalseised.end ',lady dames radusted by the American emocietioa of mar realtywomen. 512. Whits, X. lamina. Extensionwork in home economics inHawaii!1 Becloudpan-Pacific women'soonferenoe.Proceedings, 1930.p.04-97.Hono- lulu, Hawaii, Pan-Pacificunion, 1930. A general wear at uteri= work ice boysandgirlsla agriculture and biome sooliomice. with swig Mysoreto achievements in Hawaii. 813. Home (monomialextension work in Hawaii.journalof home economias,- 22: 569-70, July1930. A hidamount atwe&at the ma °tunUnl cfElaw;d1in honweoccomios extension in rural -Hawaii. 514.WilsyL_Roas IL Thenewdivisioof research in the department of public instruction.Hawkii educational review,6: f!; 21-22, September 1927. $ Thedirector al the newly organised Division of research inthe Department of public instruction of Hawaii deastbea the oreanisalka,Plansand objeadves at the division. 516. Wist, Benjamin O.Some moent developments in the preparation of I - for Hawaii.Hawaii educational review, 19: 58-59, 80-81, November !..1 Reviews the teacher situationin Hawaii leadingup tothe 1111) anddesaribesiinprove meets made during yew. A newplant for the Norma =boot cif the School ofeducation la the Untral4tY#aádt iding standards forrasperstio9ofeI.vni6ry school teacher*ereamongthe develepumate. 4. THECURRICULUM ft 516. Barnes, Bomar F.Outline of vocational danoeit Kamehamelia, school for boys.!limit' educational review, 21: ; 1 ;:62, October 1932. An Mosirate4 articledeneribingthe Trationsi evidenceprogram.The school altaition is pictured sad desariptione-cttae"anpiotsteryscumofWipers althe ihaulty caunseikes and method al part-time umploysissiarsgives.

Nyz. g 48 EDUC50TIONOF NATIVEAND MINORITYGROUPS 517. Capella.,Eugene S.Thehistory ofcurriculum makingin HawaiL Hawaiieducfitionalreview, 17:206-7, 219,April 1929. Traces foundamong primitive Hawaiians the mimic 109years ago zi;lte education broughtin 1820by curriculum developmentsof the firstschool boardunIlieb monarehialrule,and finally activities of the partment of publicinstruction underTerritorialgovernment. 518. esty,Mile. E.Adapting thehigh schoolcurriculumto theneedsof ouryatingpeople.Hawaiieducationalreview, 20:221, 242, May1932. Outlines the various factors which shouldbeconsideredby high schoolleaders in establishinga curriculum suitedto the " needs and ability" of all normalboys and girlsof the Territory. 519. -Davis,Emma. Naturestudy in theHawaiianIslands.Abstract(/n Nationaleducationassociation.Addresseeand proceedings,1926.p.631-633. Outlineand extent, problemsand needs of thework in naturestotX in theHawaiian Islands relation to theTerritorial normalschool. andits 520. Departmentof publicinstructionHawaii.Activityprogram for the primaa7 grades. Honolulu,Hawaii, ThedePartment,1930. 278p. curriculum series.) (Elementary Aprogram, developed from actualexperienoes of teachersthroughout the view tomaking school entire schoolsystem, witha instructionmore practical and vital.Three sectionsare: (1) 8uggetedways of approach intoan activity program, organisationand planning;(2) suggested and thirdyears; (3) bibllography and reference. activities for first,wand, , 521. Progyessive education anathe_publicschools of Hawaii.Hono-

lulu, Hawaii, The b - department41930.20p.(Division ofresearch bulletinno.5). The schoolsystem of Hawaii is workingouta new program, based school must change upon the following principles:(1) The continually; (2)mustprepare itspupfor a changingworld; "3)mustserve all types of children; (4)must seek moral and intellectualqualities first; (5)must do things practical socialpurposes. tly; (6)must have 522. Social studio'for thejunior highschool.Honolulu,Hawaii, As Thedepartment, 1930.249-15. (Bulletinno.4, Juniorliigh schoolseries). One ofa series of courses prepared by a committee of junior highschool teachers.The Wowingare the objectives: (1) Developa wide range of interests anddisversome dominating interest;(2) develop indi- vidual self-dependenceand initiative; (3)developappreciation asocialrelationshipsand responsibilities. 523. Somedestriptions ofprogressiveeducation inthe publicschools of Hawaii.Honolulu, Hawaii,Kawananakoaexperimentalschool, 1929:282p. The Kawananakoaexperimental schoolworks out inpractice, interms of Hawaiianconditions and materials, the principles ofwhatusually knownas "progressive education."Includes ahaccount of the work done in this school,and innneroua other places throughoutthe Territory. 524. Edwards, CarolineW. Homeeconomics in thepublic schoolàof Hawaii. In SecondPan-Pacificwomen's conference.Probeedings,1930.p.92-94.Hono- ,lulu, Hawaii, Pan-Pacificunion, 1930. Outlines thecourseof study. Ok% 525. Moe; KilmerO.The iugarcane project.Venturesinrogressive education at the Kamehamehaschools,no.1. Honolulu, TheKame :ha schools, 1927.148p.(A studententerprise in printing.) Describes an extensive school project in this leadingindustry of Hawaii.A practicaldemonstrationof the principle thatattitudes, skills, andinformation ahacquIredbest throughliving experiences. .. 526. Pratt; HelénG.The nosedfor re-grading,reclassificationand curriculum adjustmentsinthe school'sof Hawaii.Hawaii educationalreview, ,15: 203-4, 'April 1927. Presentssome nssuIts ofan extensive testingprogram carried out inmany of the schools in Hawaii which point to theneed indicated. fr 527. Dunlap,ZackW.LOureton,Edward E.The subjectmatter rogressof threeactivity schoolsin Hawaii.Hawaii educationalreview, 17: 257, E69-70, June 1929. (See also Journalofeducational\psychology,20: 494-500, October1929.) 1 During the schoolyear 1927-28 a studywas made in three schools havingactivityprograms to determine whether subject-matterachievementas measured by the Stanfordachievement test tendsto improve, remain &natant,or decrease under sucha program as oomparedto the traditional twwìofstudies.The three schoolsmaintained aboutthesame rate of subject-matterprogress under thenew program as under the old. (4 11. 528. Stafford,P. E.Charactereducatioriin the schoolsof Hawaii.Hawaii educational review,15: 111-12, . 122-25, January1927. -* . A report of the workof the Interracialoqmmitteeon moral conduct, orga9isedto form "an interracial standard of moraloonduct acceptableand recognisedby the conglomeratepopulation of Hawaii.'The Interracial standard,drafted by theCommittee, is basedupon the motive of "loyaltyto human civilisation." t.

4up

o . . ... - % 14 ' 1- t TAILiS% -=

BIBLIOGRAPHY 49

529.Whit, Benjamin O.Brief history ofcurriculum construction in Hawali. Hawaiieducational review, 16: 29-30, 42-43, October1927. Presents the history insevenperiods, beginning with 1820.The seventh period (1927 to the present) seesthe organisation of a spode' department of curriculum and research in the Department ofPublic Instructionand plans foranintensive study of thecurriculum problemasrelated to the particular needs of Hawaii under way. 3 S. INTELLIGENCE AND POISON N EL STUDIES ,530. Babcock, Marjorie K.Applications of clinicalpsychology in Hawaii. Ranolulu,Mercantilepress,1927.82p.(University of Hawaii researchpub- lications no.1.) ka the results ofanexamination of 760 maladjusted children.Reviews important conclusions beam*psonresearch in the field of mental differences in racialgroups.Includesanumber °Ices° histories. Of value to personsmeting in the field of mental diagnosisin the flawaiiati Islands.

531. Cox, Isaac M. . Growth of Hawaiiangirls.Hawaii educational review, 14: 172,April 1926. Theaveragephysical development of Hawaiian girls is comparedwith that of Chinese and American girls, and abo with Hawaiian boys. 532. Department of public instruction.Repeaters in the public schools. Honolulu, Hawali; The department, 1930. 11p. For 3 yeaz preceding 1930 the Department of Public Instructionengaged ina program of pupil grouping and curriculum adjustment, designed to eliminate the necessity ofrqu. ng pupils to "repeat."Figures (glow facts reprding "repeaters" by grades and by supervising diMriots,asof January 1927, 1929, and 1930. 533. Dunlap, I. W. Race differences in the organization oInumerical and verbal abilities.New York, Columbiauniversity, 1931.71p.(Archives of psychology, May 1931,no.124.)

A study of diffA. found ingroups of Japanese, Chinese, Portuguese, Hawaiian, part-Hawaiian, Korean, and Rilipino children, 10 years to 13 years 11 months, in public schoolsof Honolulu in 1927. Data arepresented in detailed statistical tables. 534. Livesay, Mayne; Caro, Ida I.; and Traut, GladysM.Reliability of the Stanford achievement test in Hawaii.Hawaii educational review,19: 67-69, November 1930. , A study to discover the validity for Hawaiian conditions of the reliabilitycoefficients' for theseparate tests and grades published in the manual of the Stanford achievement test.Finds that rellabilitiesfor Hawaii, of the separate testa,varyconsiderably for grades and subjects. 535. and Louttit, go M.Reaction timee riments with certain racialgroups.-Journal of appliedpsychology, 14: 557 December 1930. A brief report ofastudy in which visual, auditory, and visual-choicereaction timeswere measuredon 286 university students representing four racial grcemeCaucaeian, Chinese, Japanese,part-Hawaiian. Racial comparisons ofImageperformance show insignificant differenQs;sexual differences in allcases favor the males. - 536. Louttit, C. M.Racial comparisons of abilityin immediate recallof logical andnonsensematerial.Journal of social psychology,2: 205-15, May 1921. Basedupon test data secured from the 12-year-old boys and girls of white, Japanese, Chinese,and Hawaiianorpart-Hawaiian anoestry inseven public schools in Honolulu.Differences betweensex and age groups arelarger than those betweenrace groups.Comparison of various racialgroupswith whitegroup shows.1-41.4.1. t differences. Ten of 24 comparisons favor whites. 537. Test performance ofaselectedgroupof part-Hawaiians.Jour- nal of appliedpsychology, 15: 43-52, February1931. Presents the results ofatestingprogram showing performance by age, grade, andraceof all students of the Kamehameha school; at Honolulu. A part ofalarger study of the mental ability of Hawaiian hybrids conducted by the Psychological clinic orple Universityof Hawaii with financial aid from the Rockefeller fund for the study ofrace. 538. Murdoch, Katharine. A study of differencesfound betweenracesin intellect and in morality.School and society, 22: 628-32;659-64, November 14, 28, 1925. . *grew The preliminary report ofan extended study of noes in Honolulu, Hawaii.Traitswereselectedas representatiie of the variousracesand test and other data available concerning 12-year-old childrenwere usedas measures with regard to these traits.Comparisons were madeas tosocial status, general intelli- gem, language ability, moral traits, musical ability. 539.Vorteus,Stanley D. Race and social differences. /n Genetic psychology ' monographs, vol. 8,no.2.p.93-208.Worcester, Mass., Clark universitypress, 1980. A study made by the University of Hawaii, which deals mainly with the psychological approachto the problem of racial -1(. .Vvime testswere used with 1,617 children (765 boys and 852 girls) in attendance at either the r: rorhigh schools of Vineland and consisting of native-born American, Jewish,and Italian children, anda second groupof 463 children attending Punahou academy in Honolulu, madeupof Hawaiian and mixedrams. Performance is analyzed by sex, age, grade, race, social status-Tbegeneral conclusion is that natioracial mental differencesWow and, pwayt may be considered of significance,more z portiOularly In relation to industrial adaptabilitst 1, F 50 EDUCATIONOF NATIVIIAND MINORITYGROUPS

540. PorfaugiStanley D., andBabcock,Marjorie I.Temperamentand race.Boston, RichardG. Badgertpublisher,1928.364p. An investigationof racialpsychology.Part I II includes surveys material availablein field ofram study;part atiIstrIIsurvey of races in Hawaii;part 1Ua social a1y. ofraces, including the Japanese, Chisel',Portuguese, RavellingFilipino, and PuertoElam; part IV dbcsbrain development part V, mentality ofraces; VI, psyerineret traitsofraces; VII, racial Implications. draw last part discusseseducationand temperament. Chapter31 ofths 541. Pratt,Helen G. Someconclusionsfromacomparison ofschool achievement of certainracialgroups..Journal ofeducationalpsychology,20: 661-68, December1929. ) In 1924 and1925 Standard s s achievement advanced Ili , Chinese, Hawaiian, " were OM children in the and part-Hawailangroain schools i : achievement; Jpsne Ira. Chineseexcel othergroupslani= and part-Ha reach about same level; and the Hawaiianfalls belowths othergroups Ths author suggeststhat this indicatesan unsuitable school environment curriculum chimps. and theneed for 542. Schwartz,Henry Butler. Anattempt tomemurethe abilityof Japanese language schoolpupils.11 awaiieducationalreview, 14: 124-26,February1926. Presents the resultsof a money usinga standardised test constructedby the authorfor thespecial pufpose ofmeasuring the abilityof pupils in theJapanese languageschools of theTerritory. 548."mminm A studyof the effectof attendanceat languageschools *upon successin the McKinleyhigh school.Hawaiieducationalreview, 14: 30-32, 40-41, October1925. Presents statistics oomparing the relativestanding of pupilsattending languageschools with thoseof same race not attending.Concludes that," withtwo Japanese 'pupilsof equal ability, language school doublesthe chance offailing in English." attendanceat 544. Symonds,Percival M. Effectof attendanceat Chinese languageschools onability with-theEnglishlanguage. Journalof appliedpsychology, 8:411-23, December 1924. A study to determinewhat Influence,ifany, attendance ataschool conductedinan Oriental language hason the acquisition of and abilitytouse tile English Iangua..Concludes: IndividualWanness exceed differencescaused by attendanceat Chinese languagesebool. 545. Theintelligence of Chinesein Hawaii.Schooland society, 19: 442,- April 12,1932. Statistics basedupon variousmeasure, of 513 Chinese girlsin Hawaii. Concludesthat superiority should be xmsld&ed interms of separatefunctionsor groups of functions ratherthin conception of racialsuperiority. upon a blanket 546.----The significanceof intelligencetests in the Universityof Hawaii. School andsociety, 22:601-6, November8, 1924. Analyze results of theThorndikeintelligence tests forhigh schoolgraduates giventwo freshman classes of the University.Presents recommendationslooking toward ways of measpring success in cans. more reliable examinationsand 547. S 89on,c1s, PercivalM. Verbalvs.nonverbal testsasvalid intelligence tests for Hawaii. Schooland society, 20:248-49, August 23,1924. Concludes fromexperience andresults of tads thatverbaltests are superior to nonverbaltests for the purpose of classification of pupils inHawaii. 548. Wiggler,C. Growthof children inHawaii; basedonobservations by Louis R. Sullivan.Honolulu,Hawaii, BerniceP. Bishopmuseum, 1930.257p. (Memoirs ofthe BerniceP. BishopMuseum, vol. XI,no.2, BayardDominick expedition publicationno.17.) One of thestudies resulting fromthe BayardDominick expeditionsof the Bishopmuseum and the Americanmuseum of natural history concerningorigin andmigrations of thePolynesian peoples.It presents data secured hymeasurements of 81640 schoolchildren ofpure and mixed nationalities found in the Hawaiian Islandsand similar datafor adults presentedinan earlier study by Dunn. 6. OFFICIAL REPORTS 549. Ha.fvaii.Governor.Annual reportto the Secretaryof the Interior, 1931.Washington, U.S.Governmentprinting office,1982.144p.(U.S. Department ofthe interior.)

A section of eachannualreport deals with edI I a CR: general in Hawaii.Information Is givenevnmrning progress and development duringtheyearI question, achievements. 88 well ez special pleobor outstanding

. 550. Departmentof publicinstruction.Biennialreport, 198142. Honolulu, Hawaii,the Department,1933.110p. - 4 - Attention is celledto all the biennialreports of the Departnnnt.They furnishaotwe of the develops ment and educationalwawa made oversperiod ofyears; point out problems andneeds, ste. e

' . . -. and institutionsof for education, which developments madein March ments ofNaval 7: 139-43,October 19: 651-56, Miscellaneous; U.8.Naval The landandthe (including Department Government cultures, Wawaeconomic settlers. revenues; industries;arts;crafts,and Philippine magazine, from timeto ment printingoffice,1926. U.S.N.; 1916,Lt.Comdr.M. of theCanalZone Achievement ofpupils,quality stock." of Negroeducation, and achievement,health, The PanamaCanal cational research,Teachers ishment ofschoolsforchildrenthe school systemasitwasdeveloped schools maintained,bothwhiteand Engelhardt, Director. review, 65: gaff; proposedandneeded Canal. Presents briefly 561. Evans, Original reportpresented 560. BohnjF. Describes eventsleading 559. Blakeslee, an educational A general The latestprinted 558. American 557. Hornbostel, History ofGuamfrom A volumeofinformationooncernini 556. Cox,L.M.and 555. Schoolbulletins. The schoolbulletins, The authbrstatesthat 554. Sackett,Everett A completesurveyoftheschool 553. Reportofthe The buildingofthePanama 552. Lan!,A.R. These reportsusually 551. CanalZone 1928. Describes the Chapter XI, C. EDUCATIONAL Washington, U.S. survey ofthestatusAmericanSamoa, B. January 1924. government, etc. was largelymissionaryuntil1923,when printing office,1927. 99404, May1923. some oftheoutstandingfactswitkreprd as follows:1910,Capt.E.J.Dan, American Samos. are valuable EDUCATIONAL PROGRESS Capt. W.American people; Samoan report oftheNavalGovernor p. 00-66,dealswithartaandcrafts, 4.4,. types ofscolsand improving conditions of Education);Missions reports Samoa. A!general White man's George H. 1928. fitatiookNaval Observatory; curriculutp, andthilLike. conditions, political its discoverybyMagellan "both pupils press, A (ilanamal. to GovernorofGuamin 1: 847-53,October H. G.The Finds up totheoccupationandadministration I 25: 452-53, new buildings,activities, G. CookU.S.N.; survey Our others. sources ofinformationconcerningthe of teaching,andsimilar Made by on curriculumrevision,andotherpublications Canal broughtauxiliary our 8,000Samoans 1. THEGENERALSITUATION Publisbed bythe system, itsadministration B. to meettheseneeds. 1930. government schoolsintheCanal Government printing chronology; Government; 82 college, Columbia PROGRESS AND ,) ° American employees of theschools and teachersoftheCanal ucation; miscellaneous p. The Negro mary ofschoolprogressforthe The island g.] BIBLIOGRAPHY burden inAMerican Future of Annual reports (*urns ofstudyprovidedforthisparticular ; enrollmentandattendance;expenseof 475-82, January island ofGuamand 221 D. SAMOA the Divisionof of thenatives phy; ethnology;climate; status, problemsbroughtabout 137 Samoa. 1926, Mrs.AllenH. and missionschools; p. to theSecretaryofNavy. 1901 byCivilEngineer U.S.N.; 1911,Past p. no longercomwbinga"whiteman's report bythe 1932. until thepresent. its historY, Stores; Holidays;Living the Governor of Guam. data schools oftheCanal problems of Division ofschools, religion, andeduoation. American Samoa. topography, population. etc. of thePanamaCanal IN THECANAL and forthenatives. Mid-Pacific are and finanoee,staff, under Navalgovernment. university. PROBLEMS IN Government departments of theGovernor information forvisitors office, 1915to presented. P. importance, problemsand field studies,Institute Zone Negroschools 1929. r. White. pointed outtheneedand ainistration ofschools of Samoabythe government, Samoa. Asst. Paymaster,K.C. Communication; Washington, U.S. its people's history; governor. Describes population, year; information L. M.Cox, magazine, 85:257-60, by naval conditions; Bibflgraphy. Mount HopeNC.Z., of theDivision government; inhabitants; educational opportunities Zone. This It includes amo Current date. maintenance; teaching Canal Zone. ZONE climate, government Foreign U.S.N., andreviped Zone. GUAM arti United States tragic history. are ofWestIndian group ofchildren. government, etc. Washington, Trans and prospective de Zone. burden.' Touches Educational the Panama and activities :item on describes the accomplish- . chapters made history, there. McIntosh, Govern- number of primitive affairs Journal the estab- of edu- Schools p upon N.L. tion; and 51 on

NtlW14.,LINNL11111111W,M1,6116144Klitl 52 EDUCATION OF NATI'VEAND MINORITYGROUPS

562. Green,W. M.Livingconditionsamong Samoans.Journalofapplied sociology, 9:34-39, September-October1924. 663. Social traits ofSamoans.Journal ofapplied sociology,9: 129- 85, November-ANcember ea. 1924. 0 - Two articles bya formerprinCipalofa Ivernment school, whichdescribe inan interestingway living conditions and socialtraitsamong native sioans. The author appends information aition of American concerningoompo. Samoa, Governmentpopulation, schools.He concludes;"In otherPacificIslands where the nativeshave perhaps been lessprotected against thevices and the greedof the whites,tiq.ei:e6 are resulting in the disappearance oftherace.It has notso resulted in Samoa. Chang, slowly and adaptationis keeOngpace with the changes." are co 564. Mead,Margaret.Americanizationin Samoa.AmericanMercury, 16: 264-70, Marsh1 g. An account of American administration ofAmerican Samoa, howwe acquired the Islands ratherInfor- mally and howwe continue to govern them withverylittle interferencewith nativecustoms and traditions. Believedto beour greatest success in dealing with primitivepeoples. 565. Coming ofagein Samoa. NewYork, W. Morrowandcom- pany,1928.297p. A study of adolesoenoeina primitive culture, made to throwsome light upon the effect ofcivilization upon a developing human being at theage of puberty.Chapters13 and 14 contrastour own and Samoan e ducational problemswith the adolesoent. 566. Socialorganization of Manua.Honolulu, T.H.,BerniceP. Bishopmuseum, 1930.218p.(Bulletin 76.) A study basedon ethnological matvrial gathered during 9months inAmerican Samoain 1925-26,but concerned chiefly withpsychological Mots relatingto developmentof the adolescent girlamong a primitive People- ' 567. Taylor, PaulEl. Samoa andplus-fours.Graphicsurvey, 66:420-21, August 1, 1931. A plea for the preservation ofthe little that remainsof Polynesianculture. 1568. Torment, Hugh,C.Somethingabout primitiveSamoa.Mid-Pacific 4gazine, 29: 757-62,May 1925. Read before the Pan-Pacificclub of Honolulu.Gives informitionconcerning' origin ofthe Polynesian race,describing especially theSamoans.

2. EDUCATIONALPROGRESS ANDPROBLEMS 569. Educationin AmericanSamoa. In SecondPan-Pacific women's'. conference.Proceedings 1930.Honolulu, Hawaii,Pan-Pacificunion,1930. p.25. Asummary of regulations of the Department ofeducation, submittedby the Governmentof American Samoa. 4 570. Keesing, FelixM. Languagechange in relationto nativeeducationin Samoa.Mid- 'acificmagazine, 44: 803-13,October 1932. An enlightening articleonthe languagesituation and its probableimplications for thefuture whichis of value and interestto educators interested in thecultural integratibnof Samoans and otherprimitivepeoples. 571. Su'a K.Education inAmerican Samoa.In First Pan-Pacificconfer- ence oneducation, rehabilitation,reclamation, andrecreation.Proceedings, p.42-45.Washington, U.S.Governmentprinting office,1927. Brief description of thepresent schoolsystem of Samoa. , 572. Vocational educationin Samoa.In First Pan-PaCificconfer- enceon-education, rehabilitation,reclamation, andrecreation.Proceedings, p. 98-100.Washington, U.S..-Governmentprinting office,1927. Presents the need for vocatiónaleducation in Samoa anddescribes that whichis available. 573. Wilson, H.R.Educationin Samoa./n FirstPan-Pacificwomen's 'conference, Proceedings,-1928.Honolulu, Hawaii,Pan-Pacificunion,1928. p.46-47e Tells of the beginningof education about1830 when the missionariescame.Describes thepresent school system.Points out thegreat need of assistance indeveloping education.

fo 1,3 . Bolton, F.E.,Mt Bohn, F.,500. Boggs, R.8.,DC Bogardus, E.8.,374. Blanco, J.P.,322,323. Blakeslee, a.H.,559. Blackmar, F.W.,143-144. BIBLIOGRAFRIEfi, ALASKA,259;INDIANS,139;Mill- Bewley, L.B.,392,400. Benner, T.E.,275,354. Benitez, F.,399. Baylor, A.8.,480. Bary, H.V:,302. Bartalome, C.,433. Barrows, D.P.,373. Barnes, H.F., Barnard, M.A.,211. Dame, R.C.,398. Balch, E. Baker, C.8.,359. Babcock, M.E.,530,540. AUSTRALIA, 25. Austin, M.,116. Ataloa, Princess, ASIA, 101. ARTS ANDHANDICRAFTS,HAWAIIAN,499;INDIAN, Aran, P.P.,301,321. ANTHROPOLOGY, 4,5,28,251. Andrews, C.L.,244. Alsona, Allan, N.N.,102. Alexander, C.,396. Airstms AvvKa. Aldana, B.V.,416. ALASKA, 43,4I,113,244-274. Aitken, V.M.,461. African 'durationcommission, A &ICULTURALEDUCATION,HAITI,75;H Africa (journal),46. AFRICA, 24,27,46-74,98,102,109,111. ADULT EDUCATION,HAWAII,463;INDIANS*176; A Abdealre., 215. Abel, J.F.,87,95. Abbott, A.P.,115. C kNal107;NEGROES,42;PUERTORico,282;RAM RELATIONS, 29,32. 125-127, 140,188,221-243;PURRTORICAN,327. PHILIPPINE ISLANDS,-412%PUERTORico,aX. RURAL norms,3. PHILI ?PINEIsLANDs,421;FugateRico,335; R., 1.7. R., 442-443. 04n. J 516. 100. See ESKIMOS. 47-48. [The numbersrefertoitems,notpages] AUTHOR ANDSUBJECT A WAII, - . INDEX 403; Coursault, J,H.,464. Counts, G.8.,375. Coolidge, M.R.,117. Coolidge, D.,117. Cook, R.M.,43,103405. Commission COLONIAL Collins, G. Coleman, M.,463. Cole, Fay-Cooper,4-5. Colcord, J.C.,360. Clowes, F.A.,484. Cloud, H.Ns146,100. Çlark, H. Churchill, F.C.,263. CEYLON, 88,98. Church, A.O.,51. CHINA, 3,35,102,101. Chapman, K.M.,138.' CENTRAL AMERICA,34. Cebollero, P.A.,287. Catapang, V.R.,403. Cary, M.E.,482,518. Carreon, M.L.,355,401-402,434-435. Caro, I.J.,534. CARIBBEAN CANAL ZONE,551-555. Capellas, E.8.,517. CANADA, 101. Caliver, A.,42-43. Bynner, W.,222. Butterfield, K.L.,3. Butchers, A.O.,99,100. Burleson, H.L.,100. Burnet, Bunnell, J.,262. Bunker, F.F.,444. Buell, R.L.,32,50,98.. Brumbaugh, M.G.,280. Browning, W.E., Brown, W.O.,1,2. Brown, A.,481. Brosius, 8.M.,M. Brookings institution,276,285. Brookes, E.H.,49. Bronson, R.M.,147. Brandt, R.K.,198. Brainerd, Heloise,N. Bourne, D.,303. PHILIPPI"' 111; FRENCH,109; AmitarcAPI, 40;CEYLON,98;DUTCHEASTINDIES, R. L.,221. W.; 245. M0,4445-447. ADMINISTRATION, et' on ARRAS, 34, ISLANDS, 111, village education,India,88.° 97. - HAWAII, 457;INDIA,111; 36. o e.S. AFRICA. 4 63 98. .10 111,

pqr-71,111111 lirlknie111111111 54 INDEX -

Cos, I. M., 6/51. Ferguseón,E., 225. Cox, L. M., 556 Fernandes,L.n.,377. Cozen, J. A., 485. Frurilion, SeeParurrutsmoral". Craig, E., 170, 171. Fisher,F. C., 878. Crane, L., 118. e Fitzgerald,J. A., 203. Crawford, W. C., 465, FlemingsD. J.,99- Cremer, H.,238. Fleming, M.E., 466. Crumbine, 8. J., 304-306. Fletcher, H.P., 79. Crump, B. L., 201. Flickinger,J., 463. Cuba, 34, 86, 98. Fogg, P. M.,226. Curet,o13, E. E., 527. Fo19om, C. M.,174. CURRICULUM, ATRICA,53,57,72; ALASKA, 272; Forbes, W.C., 379. Fusin° Rico, 306-307,309, 313, 318-319,322-3= Parent, E. C.,264. 327, 329-332, 337-438; PHILIPPINEISLANDS,416, Fraser, .4.G., 88. 419, 426-429, 431-432 HAWAII,479-480, 485, 488- Fraser, D., M. 489, 516-629. Freeman, O.W., 450. FRENCH INDO-CHINA,95. Daniel, R. P., 6. Darrach, M. L., 417. Davis, E., 519. Garrett, J. E.,212. Davis, H. P., 78. Garth, T. R.,9, 204-215. Davis, J. B., 119. Gatal, B., 41& Davis, M. L., M. Gibson, B. D., Davis, R. C., 7. M. Gifford, E. W., Dean, A. L., 448. 243. Oil, P., 325, 356. Densmore, F.,223. Girl scout leader(magazine), Depar4nent of the Interior(United States), publi- 176. Goddard, P. E.,227. .cationson ALASKA, 45, 253, 261, 265, 267-268, 272- Gogate, R. V.,90. I 274; HAWAII, 444-445, 449, 475, 549; II4DIANS,45, Gold, D., 176. 139, 142-143, 147-148, 151, 165, 173, 182, 195, 231-232f Gordian, A., 307. 250;MEXICANS, 103-106,107; NIOROES,42; Oraoe, A. G., 10. PUERTO RICO, 287, 291, 227* RACIAL GROUPS,48; Granger, L., 277. VIRGIN 'stamps, 367, M. GREAT BRIT-UN Colonial Detweller, F. G., 8.- officeAdvisoryoom- matesoneducation, Diamonon, V. D., 302. 51, 56, 59. Green, W. M.,54,563. - Dinsmore, M., 486. Greene, M. T.,451. Dona, J. W. C.,52, 5& 0 GREENLAND, 114. /PO Downey, J. E., 202. Gregg, J. E., 11. Drake, F. 8., 102. Gregory, H. E.,451 Dunlap, J. W., 527, 533. Grentell, W., 108. Dunn, D., 172. Griffith, C. E.,419. Du Puy, W. A., 48,449. Grinnell, G. B.,121. DuicHBurr INDIES, 111. '1 GUAM, 556-557. Dutton, D., 214. Guthe, C. E., 228. Guthrie, M. C.,148. Eddy, 8., 376. Edwards, C. W., 487-489,524. Ekblaw, W. E., 247. Hagan, N., 220. ELEMENTARYEDUCATION, HAWAII, 489; PHILIP- Eagle, C. E., 2641. rnix IsLANDs, 424; PUERTO Rico, 329. 'urn, ;14, 75-861 98. Elliott, A. E., 106. .11 Halseth, O. &, 230. PElwang, W. W., 408. . nimbly, W. D.,12. Engelhardt, N. L., 558. Hamilton, W., 43,267. Eammos, 13, 38, 48E45, 108.113-114, 246-247, X1-262, Hammond, 8. A.,57. 255256, 258., Harding, H. F., M. 4 Estebroq,E.41.,120. Harringtos, I. L.,177. IltiWNOGRAPHY, 13. 4HarshrhW. J., 122,123, 178, Evans, B., 224. Haymow, L., 13. Evans, M. G., 224. HAWAII, 831 39, 43,4412-650. Evans, W., 561. Zurstifeducationassociation, 487. Everett, M. L., 248, Hawaii miumtionalreview (magazine), M. litzten, B., 60. HAWAIIANPEOPLES, 33, 442, 449-450,458, 460. ,. Hayes, T. 8., 289,ISO. HEALTH PROBLEMBI.ATRICA,ig; ALASKA, 284,247; Faberila, F., 308. HAWAII, 40, 487,490;'02, 506; INDIANS;148, 159; Faris, J. T., 249. FERMI= !ALAND.,1824 Olt; PUERTO Rico, Ferringtai, W. R., St KII-4120., I. . -Jones, T.J.,47,48. Lakest,-, Wden, Ci.,110. La Du,B.,147. IAt Farge,O.,125,152,184,m. LABRADOR, 108. Kuyper, G.A.,183. Kuykendall, R.8.,452,470. Iiroeber, Korn, 106.0 Kinney, B.,100. Kennedy, W.F.,37. Johnston, H.H.,18. Klineburg, O.,217. KINDERGARTEN ANDPRIMARYEDUCATION,HAWAII, Johnson, J.W.,61. JAPAN, 33,8& Kelly, I.T.,243. Kelley, T.L.,,436. Keithahn, E.L.,209 Keating, F.M.,570. Jones, C.L.,36. Kai, D.K.,443. Jenness, D.,252. Jamieson, E.,21& James, G.W.,233. Jackson, 8., Irvine-Rivers, E.M.,310-312,1157. International reviewofmissions(magazine),17,00. Isbell, S.R.,213. INTERNATIONAL CONFERENCEONAFRICANCHIL- INSTITUTE 0111PACIFICRFLATIONS, INDIANS, 4,13,15,31,3,41,43,46, INDO-CHINA, 95,109. Hyde, W.O.,150,180. Huxley, J.8.,16,58-59. INDIA, 3,87-94,102,106,111. Icasiaoo, M.C.,420. Hulbert, W.,149. Hrdlieka, Ales,251. Howland, C.P.,34. Hornbostel, H.O.,557. Hoopes, A. moisten, O.,H. Hoover, D.D.,363. Sous ECONOMIC*, Hart& Hoffman, Hinshaw, A. Holmes, 8. Hinman, Hibbard, David8.,380. Heger, N. 342. 496, 524;PauarrnitsISLANDS,41 DREN, 08-480, 512-513,'524;brownie183;Panarm ISLANDS, 431;PvititroRico, t F. O.,14. ao. F. L.,WI. 04 191. A. LI,381. O. W.,us. E., 362. I., 179. J., W., 64. 208.. W., 80. 15.* AL'ISILIL, - V 282; HAWAII,480-481, a09, 318-319. VP 1 32, 34-35,442. 101, 116-243. PUERTO Rico, emr o IMO a INDEX Moe, K.O.,383,422, 457,5Z. Mlyoahl, I.,456. Mixer, K., Mitchell, H.H.,305,315. Missionary reviewoftheworld(magazine), 160. MISSION EDUCATION,Amu,58,so,64,66,69,71; Millspaugh, A.C.,82, Millington, C.N.;23& Militar, R.,382. Midkiff, F.E.,496-41,7. Mariam, L.,147,157-159,189. Mead, M.22-24,130,564-606. McKittrick, M.,188. MEXICO ANDMEMICANS,33,96,103-105,107, McKee, W.J.,91. McCleery, M.,455. McCaskill, J.C.,156. McBride, J.H.,43. MAYAN RACES,97. Mathews, J.J.,128. Marquardt, W.W.,Mt MAOR/S, Wa-100. Manalac, O.R.,437. MLAirsiA, Maoarsig, S.8.,392. Mayhew, A,I.,92. Marquez, 8tella,314. Marin, L.M.,278. MacLeod, W.C.,129. Lugard, F.D.,64. Ludeman, W.A.,203. Lowie, R.H.,21,126-127. Louttit, C.M.,535-537. Logan, Rt.W.,81. Loram, C.T.,62,63. Lopez, A.A., Loomis, M.E.,,364. Livesay, T.M.,472,534-535. Litton, P.F.,313. Lindquist, G.E.E.,154,155,100,187. Lindborg, A.E.,369. LIBRARIES, 390,498. Littler, R.M.C-.,454. Lindsay, 8.M.,291. Lind, A.W.,453. Lewin, E.,29. Lev39, J.,20. Lemos, P.J.,234,238. Leebrick, K:C.,471. Leroy, M.,263. lAwrence, F.,493. Lawhead, H.E.,186. Laskerl.B., 19. Lavriacheff, T.I.,270. Laubach, F.,421. LATIN AMERICA,96,97 Lathrop, J.C.,153. LAtIqUAGE LANGUAGE *PROBLEMS, Lang, A.R.,582. GENERAL, 17-18,102,106;HAWAII,459;INDIANS, PARAGUAY, 106;PHILIPPINEbumps, 380,414. 149, 151,164-155,158,100,162;LiBRADOR, 108; 421; Puler°Rico,288,322,334,334. 179, 185-186;Mu:minlawn*,391-392, es 279. 112. SCH0018, HAWAII,474,508,542,544. 20. % - Itt HAWAn, 504;°INDIANS, I. sl 0 , 0 406, 417, 4. S. 55 177, 4 61

'11101114111111AI 1111111111111111111111 Initimill111111111MIIIIIII 31141 i 1 - = -

56 INDEX

Monroe, P., MO,407-40B1 a Poncho, D., Hamm, 191. J., in. Porteus, D.,540-541. moms; a,421, 480. Pratt, H.,4789 500-502,526-827, 541. Morris, E. E.,190. PRZSCHOOLIDUCATION, HAWAII,510411. Morrison,Aimee L.,ZS& PRIMITIVECHILDREN, 20, 22,24. Morrison,Homer L., 238. Panama Marton, C.,M. EDUCATION, GENIRAL,12, 16, 20;NEW Omni,22; INDIAN119, 122-123, Manta, E.E., 25, 132. 183, 135. PROTRSIIIONLLAND EMIR Murdoch, K.,HO. EDUCATIIM, P.HIUPTINI ISLANDS,423; PUERTORico, Murray, A. B.,66. 354-357. Prosser, C.A., 412. PUERTO R/CANPEOPLES, 279, 281-282. PUERTORico, 43,275458. Nash, R.,161. Puerto Ricoschool review(magazine), 348. National advisorycommitteeon education, 88. Nioaoss, 2, 6-7,tS 27, 31, 43-43,68, 73, 584. Negron, J. F.,328, 358. .. Niw OtTINRA,22. RAM,ATTITUDES, 8, 19; Newman, M. E.,463, 498. coXsciotysigna, 1,2 cow- TACT, 169 25, 28, 37,85, 453; NiwZRALAND, 33, 99-100. GENERAL, 14;MEASURE- 11 MRNIS, 6-7, 9,11, 23, as, 30, NICARAGUA, 98. 201-220, 340,342444, 433-434;PSYCHOLOGY, 9, 78; Nichols, C. A.,183. I/ILLATIONS, 10,29, 31-32,214, 39,74, 167, 465,45ft, 460. Nichols, J. P.,254. 4. Radio., P.,136. Nutting, C. C.,26. Ramos,A. C., 427. 0 Ramirez, R.W., 283. Reeves, J. R.T., 166. s. or. Reinseh, P. I. Office ofeducation, United 8., 111, 388. States, publicationson Ram ALASKA, 272-274;(UNREAL,43; Maxim,141-106, (official),ALASKA, 251,283, 266, 208, 274; C 107; N110110,42; PUERTORico,291; VIRGIN AN AL ZONR, Ml;ORNIRAL,33, 38 43;GUAM, ISLANDS, 360. 556; HAM,76, 83-84;HAWAII,50-550; INDIANk Office ofIndian affairs,United States,publications 101, 131,142-143, 148,150, 161;Psnirrn4-2 humps, 440-441; 189, 142-1439*147,151, 173, 182.195,231-26. Pusairo Rpm,302, 846,,347; VIRGIN matt, M.,93. lawns,367. ok. Oldham, J. H.,66, 102. Rhoads, T.L., 389. O'Nesia, L. M.,243. Riggs, P'. B.,192. Orate, P. T.,423. Rodriguez,A., 296, 334. Orchard, W. C.,237. Rodriguez, E.B., 390. L. °rasa, 8. Y.,384. Rojo, T.A., 391. cl Was, C.,386, 386, 409, 4242 Roosevelt,Theodore, 7)7, 338. Offitina, J. J., -Rosario, A. del,428. 243. If Otten, J., 238. Rosario, J.C., 318-319,336, 140. Owl, W. D.,100, 162-163. Royal colonialinstitutor 29. Ruch, G.M., 4313. 4. I. RURAL!EDUCATION, AFRICA, a; CHINA,3; HAITI, 78; INDIA, a,92; INDIAN,170; PHILIPPINEISLANDS, PACIFIC RELATIONS, 32, 83, ab, 37,ts. - 11, 422, 424,430; PURR?*Rico, NJ, 297,301, 318-- Padin, I., 281,204-245, 316. 319, 321, 326,329, 841, 349. Palma, R.,387. Ryan,A. L., 414. d 4balmer,A. W., 458. Ryan, W. C.,Jr., 48, 147,193-198. PAN AMERICANCHILD CONGRESS,41, 44. Pan Pacificconference, 33. rAkILAGUAT, 106. Beckett, E. B.,Mt Paranjpe, M.R., 94. Sadler, M.,102. Park, R. E.,39. Samoa, 33,558-573. Parker, A. C.,164. SAId OA ria, 561-563, 565-568. Parse"..C., 134. Sammie, V. J.,40. Pastor, J.. R., 317. 8andifard, P.,216. Peaks, H.B., 165.. laanguinet, E. H., 429: Pdreire, A. B.,282. SANTO Doimidto,84, 86. Peppin, H. B.,499. School artsmagazine, 238-384. 4 Pinu, 33. &brisket B.,112. Paws StromFUND, 27, 47-48, 63. Schwartz, H. B.,474, 842443. PhilippineEducation (Moraine),410. Sears, X., 430. P1E11,01110 Iiiai4D8,3, 5, 48, 38,111, 371-441. Beaton, W. H., PRIMP= 6748. MOMS, 371474, 830-381,383-314, SOL BICONDARY IbÚCATION,HAWAII,482PUERTO Pitt-Rivers, G. H.L.,28, Rico, 293, 331,843444. 00. Panay, M. E.,411. Bemiskin,T., 1141. 4 POLMouns, 13,15, 25. . gems, P.L.,E. A

. 1°61.* I': .6* ri".1 4. INDEX 57

&rat WI, T. 1., 214. Seymour,F. W., 137438, 167. Sharp, E., 09. Valli, M.,114. Sherman, H.C.,284. VIM Dement E. K., MO. Sibley, J..L., 70. Vasquez, J. C., O. Singha, 8. 8.,102. Verrill, A. H., 141.

Siva, q.,an. Viowty, N. I.,342. (4 Sloan, 240. VILLAORIWOCATION,a, SS, 88-89,91, 93. Smith, D. M., 140 %Twin; Istsitps, 350-372. Smith, E. W., 71. Viwarrdndo, F.,44, 337, 340453. Smith, H. W., 215. VOCAJIONAL!EDUCATION, Ilan, 75; IIA Win,33, Smith, M. E., 504. 47,4M, 476, 494-485, 489,07, 616;INDIANS, smitill N. O., 505. 109, 180, 190-, Max-ro,33; PHIIIPTINI ISLANDS, Smyth, M., 506, 418, 425, 42; Purim RICO,297, 333, 336-338; Bolter°, V., 341. SAMOA, 83, pg. SOUTH AMERICA, 2S. Spalsbury, R. L., 218. Staked, F. En 628. &Amman, v., 255-256. Wadswocth, B. M., 238. Stewart, E. A., 431. Waltfirst F. C., 343444. -flu's, IL, 671-672. Weatherly, U. G., 85. Busses, J. R., 432. Webling, G. H., 510. BusTETs, ALASKA, 251; CANAL Zoirs, 563; HAM, Wftber, L. a., ma, 510-511. 83444; HAWAII, 4M, 477; INDIANS, 161; Praurrnts Weimer, E., O. ISLANDS, 406, 415; MIST* Rico, 276).Z18; Vutong Wesley, C. El., 73. pa ISLANDS, 388. Westermanp, D., 70. Symonds, P. M., 544, 547. Westlake, I. B., 241. Weye, E. M., 258 T. White, M. E., 512-513. Talbott, E. 0, MO. Wickersham, J., t59. Tapping, A. M., 305. Wilbur, R. L., 45,1 160, 1M,200-201. Taylor, P. ge50r. Wiley, R. B., 514. 'I:RACIER/1S, ARNICA, 53-54, 67; ALASKA, 270;ilAwin, Williams, W. T. B., 80. 1, 502, 50S,515; Jcoatza, 5344; PIFILIPPINZ Willoughby, W. C., 74. bums, 416, 423; PURIM° Rico, 146, 356, 358. Willmey, M. W., 339. Milord, O. W., 219. Wilson, H. R., 573. Tenant, R. Winship, A. E., 478. Tennant L M.,436. Winder, C., i42, 548. Tarrsoots, 511, 72. Wist, B. O., 516, 529. Thomas, A. O., 477. Worcester, D. C., 394. Thompson, H. Ca320. Thomson, 8., 507. _1( Thornton, H. R., 257. flied,J. J., 271. Yoder, D Trent, G M., 534. Young, D. R., 31. 4 Tsabetsio, J., 191. Unbolt 8., 508.

J. Zabrisiit,L. K., 306. University of California, 243. Zschokke, T. C., 395. UNIVERSITY or Puirro Rico, 282, 354, 357. Up)ohn, A. M., 372.