Record Ofcurrent Educationalpublications

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Record ofCurrent EducationalPublications

April1 4- June30 1931

Bulletin,1931, No.16

Office ofEducation,WilliamJohnCooper,Commissioner EL Departmentof theInterior,Ray LymanWilbur,Secretary

Edited byMartha R.McCabe

United States e GovernmentPrinting Office Washington :1931 e

For saleby theSuperintendent a Documents, Washington,D. C. Prise 15cents CONTETS

Letter oftransmittal rage I v Nursery-k.ndergarten-primaryeducation, EdnaDeap_ Baker,president, NationalCollege of Education,Evanston, Ill ______Elementary 1 education,Ernest Horn,professor ofeducation,State Uni- versityof Iowa,Iowa City____ Secondary education,LeonardV. Koos,associate director,National Survey of SecondaryEducation,Washington, D.C Exceptiona) 13. children,Elise H.Martens,specialist ineducation ofexcep- ., tionalchildren,United StatesOffice ofEducation,Washington,D. C.._ 24. Educationalpsychology,M. E.Haggerty,dean, Collegeof Education, UniversityofMinnesota, _ _ _ Minneapolis______JuniorColleges, 32 Walter C.Eons,associateprofessor ofeducation,Stanford University,Stanford,Calif__ Educationof 37 teachers, li.S. Evenden,associatedirector,NationalSurvey of theEducation cif Teachers,United StatesOffice ofEducation,Wash- ington,D. C _ _ _ 44 Colleges,universities,and graduateschools,Arthur J.Klein,professorof schooladministration,Ohio State University,Columbus__ _ _ _ 49 Public-schooladministration,Carter .Alexander,professorofeducatioi, TeachersCollege, ColumbiaUniversity,New YorkCity______Adulteducation, _ _ 5Z, Alonzo G.Grace,assistantdirector,extensionteaching, UniversityofRochester,Rochester,N. Y Vocationaleducation MD ow 67 andguidance,Edwin A.Lee,professorofeducation, Universityof California,Berkeley Negroeducation, 68 Ambrose Caliver,specialist inNegroeducation,United StatesOfficeofEducation,Washington,D. C Foreign _ an= mm 74 education,James F.Abel, chief,foreign-schoolsystems United StatesOffice pfEducAtion,Washington,D. C______Proceedings, ______75 reports, andOffice ofEducationpublications,Martha McCabe,assistant R. librariftn,United StatesOffice ofEOucation,Wash- ington, D.C_al _ _ Index__ _ _ 8g

_ m

Mk. III LETTEROF/94AN ITTAL

DEPARTMENToi THE INTERIOR. OFFICEOF EDUCATION. Wa,q/cimiton,.C., July18, Leo]. SIR: I transmit- herewithamanuscriptentitled."Record ofCur- rent EducationalPublications,"Aprilto June. 1931. This is thethirdmanuscriptpublishedunder theplanrecently adopted of havingexperts in variouseducationalinstitutionsiddicate the items whichshould belisted byourlibrarystaff.Theresponse to this planindicatesthat thiskind ofabibliographyis fillinga;eal nèed.Onedifficultywhichwehaveyet toovercomeis gettingthis publicationinto thehands ofpotentialuserspromptly.We have succeeded in reducingthe timebetween thepublication ofabookor article and titlisting ofit inour manuczcript.With thecooperation ofthe GovermicientPrintingOfficethe timerequiredfor publication ha14 also beenreduced.Yetabulletinof thiskindmaybe off thepress forsomeweeksbefore sfudentsknow thatit isavailable. Possibly theremedy forthissituationcontstsin* fixingoiregulardate ofpublication. Sucha program wouldmakenecessaretherecog- nition ofthismaterialas a periodicalappearingquarterlyon adate to be announced. Thiswouldmake itpossibleto place advancesub- scriptions withtheSuperintendentofDocuments.Thissuggestion is here made thatusersof thisbulletinmaygiveustheiropinionsof itsadvisability. Respectfullysubmitted. WM. JOHNCOOPERCanunigxioner. THESECRETARYOF THE INTERIOR.

pi RECORDOFCURRENTEDUCATIONAL PUBLICATIONS, Edited ietheLibraryDivision,Office ofEducation, byMartha R.McCabe

NOTE Thisbibliographyincludesaclassifiedandbannotatedlist of edu- cationalpublicationsfor theperiodAprilto June, 1931,inclusive, whichhave beenselectedby thespecialists whosenamesappear at the headof eachsection.An indexof subjectsand authorsis fur- nishedwitheach 'numberof theRecord. Thisofficecan not supply thepublicationslisted hereinother than thoseexpresslydesignatedasitsownpublications.Books, periodicals, andpamphletsmentionedmayordinarilybe obtainedfrom their xespectivepublishers,eitherdirectlyorthroughadealer,or,fnthe caseofanassociationpublication,from thesecretary of that organization.

s NURSERY-KINDERGARTEN-PRIMARYEDUCATION Edna DeanBaker Apistedby LouiseFarwell,Martha Fink,FrancesKern, M.Frances McElroy, andVera G. Sheldon

CHILDDEVELOPMENT

PHYSICAL ANDMENTALGROWTH 1. Poster, Josephine C.Social trainingof theyoung child.Journal ofthe Nationaleducationassociation, 20:135-36, Artil1931. A survey of social trendsinyoung children andhow to fostertheirdevelopment. 2. Hunt,N. X.Factorsinfluencing playof thepreschoolchild.(Social science monograph,1931)Reported inPsychologicalabstracts,5:306,June 1931. The subjectswere 26 children (14boys, 12 girls)at the Washington center of child-research Washington,D. C., fromSeptember,1929, toMa 1930. The 2 to 4years. ages ranted from Motion-picturesamplings ofthe morningoutdoor playactivitywere re- cordedover 51 days.Theactureswere analysed and found that e children classified.Itwas personality,age, and nursery-schoolexperien inniiencethe playand that intelligence,number ofchildren ina family,sex, aq4 nuttional conditionare of little importance.[E. B.Hein] .

1 2 CURRENTEDUCATIONALPUBLICATIONS

J.3.Jones, HaroldE.Mental testsforyoung children. Newera, 12: 164, Bday1931. .A critical reviAvand evaluationof mentaltests for thepreschool child been employed as they have in theInstitute of childwelfare, Universityof California,which author directs. the See alsonos. k3, 85, 337. PROBLEMS OFBEHAVIOR 4. Bond, EarlD., andAppel, KennethE. Thetreatment ofbehavior disorders followingencephalitis:an experiment inre-education.New Yorkcity, TheCommonwealthfund, Divisionof pliblieations.1931. 163p. A report of an experiment atPennsylvania hospitalin studyingand treatingchildren whosebehavior disordersfollowedencephalitis.The procedures foruse in other describedare suggestive cases of difficult adjustmentnot occasionedby " sleepingsickness." 5. [Children'sfears] A symposium.Child study,8: 219-30,April 1931. A symposium On Fear in childhoodconducted by theChild studyassociation ofAmerica. JosephJastrow writesthe introductionMarion Millerdiscusses Fear Kenworthy, and fears; Marion The.txperiencesof birthin relationto fear;Mary Cover ment shows relative Jones, Whatexperi- tocauses andcures of fears; JohnLevy,Psychologyinterprets fear expressionsto getat(lilies. 6.Fenton, Norman C.Thevkitingchild-guidance'clinic in action.Ameri- can childhood, 16: 18-17,April 1931. Areporton thetraveli4demonstrationclinic whichin Inprogress In California the directionof the under author, whois directorof theCalifornitiBureau of Juvenileresearch. 7. IowaStateconferenceon child developmentandparent education. Toward understandingchildren.Iowa City,University ofIowa,1931. 95p. (*Universityof Iowa.Extension bull(tinno.261, February1931) *Addressesgiven bySidonleGruenberg,Esther LoringRichards,Helen Mitt, Sherman,M. Willard .Mandel Lampe, andMartha VanRensselaerbefore thefourth annualIowa State conferenceon child developmentandparent education, 18, 1930. Iowa City, Iowa,June17, 8. Mentalhygiene.Childwelfare,curreqtnos. Thecommittee on Mental hygieneaspects of childtraining ofthe Nationalcongress of parents andteachers, Dr.G40. K.Pratt,chairman,planned month. a practicalpage for each Topics:Fear,anger, jealousy,nervousness, intelligence,etc. 9.Patri, Angelo.Thequestioningchild.New York,N. Y. D.Appletonand company, 1931.221p. A seriesof 21informal discussionsconcerningproblems ofchild guidancerelativeto handicapped,normal, andgifted children.The talksdevelop from enced bythe author. concretecases experi- 10. Thom, D. A.Theeverydayproblems ofthe everydaychild health mental in theclassroom.Journal ofthe Nationaleducationassociation, 20: 175-76;195-96,May-June1931. A reprintof Dr.Thom'schapter "Teacher andpupil" in his everyday child. Everydayproblems of the This isa valuable articlefor all teachersofyounger children in order to avoidundesirablementalattitudes. 11. Understanding the child.Aillpgazineforteachers.Vol. 1,no.3, June 1931. The entireissue is given to the high lightsof the NewEngland conferenceon mental hygiene in education,and to digests ofpapers and discussions.Contains: Howthe teachermay create mental hygiene problems, William F..Blats; The Nurseryschool teaching social adjustment, AbigailA. Eliot; Preparingthe kindergartenchild for thegrades, Caroline D. Aborn. 12. Wiggam, Albert Edward.Home is fivetimesmore important.Better homes and ordens, 9':--25-26,April 1931. "Arewe as parents or brothers andsisters teaching ourselvesandone another to meet life with fear,self-depreciation, and doubt,or are we trying tobea dailyinspiradonto one another to meet life with theself-confidence andgood cheerthat calls out eachone's best energies?"The article hasbeen reviewed in theReader's digest,June 1981.

1. NURSERY-KINDERGABTEN-PRIAARYEDUCATION 3 CHILD EDUCATION GENERAL 13. Retting, Lucy.The family centersummerplayschool.Americanchild- hood; 16: 3, June 1931. A reportOnthe combined effortsof the Board ofeducation, the Child studyassociation and private individualsin;elation to this projectwhichwascarried out in thelower west side of New York city. 4 EDUCATION IN THE HOME

14. Blatz, WilliamE., and Bott, HelenM.Areyoufitto beafather? Parents magazine, 6:33, 58, June 1931. Twenty points constitute.the measuring rod 'whichdetermines father's positivecontri- bution to tbe child-rearingproblems of the home. 15. Canfield, Dorothy.What homecando forachild.McCall's magazine, 58:36, May 1931. The place of theparent and thehome inth:development of the chitdis contrasted with that of thepsychologist and the school. 16. Carris,Lewis.Protectyourchild's'eyes.Parents magazine, 6: 24,

April 1931. 4 Simple precautionsand explicit directions forsafeguardingeyesof infants and older children. 17. Crane, GeorgiW.Teachyourchild tosee.Delineator, 118:3(1, April 1931. From earliest infancythroughout the growingyearsthe childmust be surrounded with theNineof stimuli for whichparents wish themto acquire a liking. 18. Crossley, Stella.Whenachild won't eat.Parents magazine, 6:°525, April 1931. What to do andwhat not to do if thisproblem confrontsyou. 19. Franklin, Mrs.Zilpha Carruthers.When isa-familyasuccess?I arents magazine, 6: 22-23,April 1931. A plea for right attitudesin family relationshipssothkt each membermay be himself at 2, 10, 20, and inyears beyond. 20. Gruenberg,Sidonie.Family attitudestoward competition.Child study, 8: 286, June 1931. The family'sresponsibility indeveloping right attitudesandwflolesomerelationships in living together. 21. Hurt, H. W.The child and hishome. New York,N. Y., Milton Balch Company,1931.260p. This beok 'consistsof practicalcontributionsto child cultur& frommodern research which theWhite House conferenceon child health and protectionwas instrumental in assembling.Suggestions andplansare given to insure the best wel(arefor all children. Lists of organizationswhichcan'servethe home andboys and girls inleisure;hour AP employmentare included. 22. Jennings,H. ELHow heredityaffects personality.Parents magazine, 6: 17, 65, 67,April 1031. - A scientific articlewhich shows theimposAibility ofpredicting child characterproduced bytiny pair of parents.Parents have theright to hope fora great man among their children. 23. Macy,Icie G. Newfacts about babyfeeding.Parents magazine,0: 244,77-78, June 1931. Pointsfor nursingmothersaswellas for mothers of bottle-fed babies. 34).Pilpel,Cecile. Meeting thelittle child'sneeds.Child study, 8:254-56, May 1981. Ruggestiveofa more psychological approachto child's needsinsexeducation thanhas heretoforebeen practiced. 4 CURRENT EDUCATIONALPUBLICATIONS

`2.5. Sherman.MandeL Whyour children annoy usPAntsMagazine, 6: 20-21, 46. May1931. A research by 32parents recording 2.124 annyances exrrienced duringa single week proves to be a revelation ofparents due to their 51ifficulties of adjustment. 26. SpracklingHelen. The familymoves a.Parents magazine, .11, out4r 6: 31. June 1931. Open air freedslmarid hungrnom comfortonthe porch insummer. . Todti. Constance.Easier motherhood.New York. N. Y., JohnDay(7f)m- pany. inc.. 1931. 199p s.Describos carefu14the prewntstage of scientific medicalsu:Iess in preventing need- less iufferingat chiWbírth. 2S. Vincent, ElizabethLeona.Perionality pr.)bi.emsbeforeseven.Child- hood edui-ation. 7:-11.")-1S. April 1931. The parent-cbi:dre!atIonship Lsthecore of adequate or inadequate adjustmentof children 9211 Woolfey, HelenT. Whatto tell children aboutsex.Parents magazine, 6: 19. May 1931. strv4z4.1ttenew.xl of prtprental.112T1r1W.3riInworkingout plans for adequatesex adjustment and understanding o? the familyas a 'metal unit.

EDUCATIONIIN THESCHOOL 7 CURRICULUM

30. Bristol, Ruth.Ways andmeans in the prn)ect method.American child- hcod. 6: 17-19.April 1931. Suggestionsaremask for developingws,rth-while projel-tsbasedupon the interests and neflti of the children.The need fora variety 4pf materials. sine* materialsstitpulate childrvnto express themselves. is urged.Greatprsps.InraneityresultsI/Ithe informal schoolroom wherechildren work freelywith materials andare not inhibited by fears. This Lsa timely artkle for primary teachers. 31. Hahn. Julia L.Kindergarten-primaryactivities in the socialstudies. Americanchildbogdy::14-16. June 1931. An illustrated articlerioofftinginsome detail three units .1:z social studiesin kindergarten. first, and third grade.In each the origin.development. andoutcomes are included and techniquesvarying with eachage levelare suggested.This is ofparticular valueto kindergarten-primaryteachers., ft.'. Hall, Jennie.ElementarY school gardensprogram in Minneapolis public schoolsChildhoodeducation,t: 467-73, May 1931. This gardenprogram for 1930 inthe elementary schoolsof Minneapoliscontainsmany helpfulsuggestions forprimary gradesaswellas litter elementary grades. 33. Hill, May.Futurepossibilities forcontinuity without igtandardization in curriculain the kindergarten.Childhood education,75.P1-47, June1931. A criticalpaper 6ealing with therelationship betweennursery school and kindergarten and advocatingthe necessityof having teacherswho havea mastery of science-- natural andsocial. Itpresents some problems whichthe progressiveteacher will be interestedIn consideringIn relationto herown group of children and berown training_ 34- Holmes,Xargaret C.Opportunities inteaching)oung children.Journal of the Nationaleducationassociation, 20:158, May 1931. The articlegivesa brief' history of'thechanges whichhave affected thestatus of kindergarten-primaryeducation.The desire ofthe kindeigartenleaders to providethe same equipment forthe primary childand the need forharinga unified kindergarten- primarycourse of study inteacherscollege*are stressed.An inspirationalarticle, though brief,for tbepioneers inthis field andan encouragingon;foryoung women altering theGeld. 35. Hunter,Fred X.Activity units forkinderglrten, gradeAoneand two. Americanchildhood.16: 17-19.May 1931. Activity unitskmkindergartenagd gryd.s ore: andtwo taken froman activities program developed bythepublic schoolsin Oak:and, California. N MISERY- ILIMAM ARTEN -PB I MA RYEDUCATION 36. Lockhead, Dema. Ourtrip toSwitzerland.Gradeteacher, 48:626-27, April 1931. A unit of activityworkedout bya third-grade class Inthe Demonstrationtwhool. Uni- versity ofTexas. Thesuggestions forcreatkve ws)rk iri Englisharehelpfti. 37. olds, RolloG.Tbeuse of intelligencetests.Grade tetiebt.r,48: 602. April 1931. This article describes themethod ofgr,uping chldrenin the Howe Manhfolk. See alsono. 266. ARTS ANDSKILLS ,s 38. Cane,Florence. Art--the child'sbirthright.thildhoode1ucatk. . *.-.2--S4.May MIL The author presents 'artas a ianguagv of theemotions andthouse of this lano;uagb-a means of releasingand trainingthe childphyiieally.emotionally,. andspiritually. 39. Coleman,Satis N.The drumbook.New York, N.Y., JohnDay Com- pany, ini_..1931.viii. 194.1p. This book deals etriusivelywith drumsand tells howthe drumis ut1 Inother lands. In Africaa code system hasbeen developedandstsviialsare sent to dilztant p1a4-1-.1 of the drum.The different bywoe kinds Of drumsus41 byvari-ILA nationsarodtxscribed. Suggestionsas to ho.T to makeanduse drums -art made.and how The bÓG to read drum music. is (4 particularvalueto t6.achers andparents who wish W.promote creative music g children. 40.\ "c, DorothyB.RobinsonCrusoe inthe shadowland.Schoolarts mazazine. 30:5S-t--86, MayMil. This articledescribes thepresentationof RobinsonCrusoein shadowpictures by second gradein Wilsrinteachers college.Washington, D.C. 41. Linnell.Adelaide.The schoolfestival.Chicago. Ill.,Charles Scribner's sons, 1931.xix, 124 p. This volumecontains de4eriptionsof festivalsbuilt fromoriginalmaterial. children's stories. andchildren'swn ideas and experiences It i4a helpful contribution gent teachers to intelli- whoare working withaverage equipm..nt.supplies. andfunds. 42. Mathias,Margaret E.Arts in theelementary school.Ohio schools, 9: 132-58,April 1931. An articlestressing theneed for,including-art in theelementary school tions forthe teacher with%noes-- regardingthe °methodof developingartinitsmoil important' elements.The differencebetweenappreciationof picturesand knowledge teachers is stated and are urged to providean opportunityto developcreative &baffle,through suitable materiaLTeachers ofall gradeswill findsuggestions. 43.Osburn, W.J., andDrennan. L.I.Problvni solvingin arithmetic. Educational researchbulletin (OhioStateuniversity).123-28,Mareh4, 1931. This isa report ofan experiment in thirdgrade in Wheeling.W. Va., the transfer,if to determine any,fret's:problems Inarithmetic.especially taught,to those whichare not stressedin instruction.The authors in'conclusionsay :" Teach important a few of the most problemtypes thoroughly,and dependupon transfer for theremainder." 44. Rawlinson,Eleanor.Introductionto literaturefor children.New York, N. Y., W.W. Norton&co., inc..1931.m, 494 p. This bookattempts to dotwo things;first. to PresentIna pimple for selecting way some standards literature forchildren andPOme suggestions forteaching it;second. to present inone volumea minimum of thosespecial! bitsof literaturethe valuef which expertsare fairly well agreedupon. 45. Shepherd, Lou A.Aplanfor teachinglanguageand literature.Des Moines, Iowa.Wallacepublishingcompany, 1931.yin. 72 p. A teacher's book foruse in first and secondgradei.Twolarge chartsfor checking pupilson important language objectivesaccompany the book. 46. Woody,Clifford.Teachingthe childto read.Teachersjournal and abstract, 6:314-18, May1931. Didenssessome fact's concerningdifficulties inreading. J Bee alsoam 73, 64, 300. CURRENT EDUCATIONAL PUBLICATIONS

EQUIPMENT AND MATERIALS 47. Marx, Virginla Wise.The psychologist in the toy department.Ameri- canchildhood, 6: 12-13, June 1931. This article shows bowalarge departmentsto..re(R. H. Macy co.) is realizing the need of havingatrained consultant in order to 'select the correct toys for children.Designing toys for different age levels and arrangement of them, together with an informed sales- person, asreported. give promise of becoming more and more popular, especiallyif teachers and mothers appreciate the service and patronize and advertise the work. 48. Meek, Lois Hayden.Playthings for children.Delineatdr, 118: 25, May, 1931. Discusses the play needs of children and playthings which meet the needs of the infant, the t6ddler, and the child from 5 to 7. 49. Ure, Olivia L.The sand boxcreative play for the preschool child. ,Child welfare, 25: 59143, 632, June 1931. The article describesways and meansof providing sand play for young children Is bomesituations.

DEVELOPMENT OF THE NURSERY SCHOOL 50. Alschuler, Mrs. Rose H.Nursery school education.Chicago schools journal, 13: 465-70, June 1931. This article appears In the ChicagokhoolsJournal simultaneously with theannounce- tnent by Ellen M. Olson that the Franklin public school nursery, Chicago. which has been under the direction of Mrs. Rose II. -Alschuler, is to become the Nursery school of the Chicago normal college and will be installed in the Parker practice building in the fall of 1931.Mrs. Alschuler, who has also organized the Winnetka public school nursery at Winnetka, Ill..gives inthis studyahistory of the Winnetkanurseryschool and the contribution it has made toapublic-school system. 51:Greenwood, Barbara, and Waddell, Charles W. A six-year experiment witha nurseryschool.Los Angeles, University of California at Los Angeles, 19.31.x,178p.illus.(Bulletin of the Teachers collegeno.1) -- An account ofnsix-year experiment in conductinga nurseryschool in connection with a department ofeducation inaState university.Illustrated with photographs. 52. Langdon, Grace. The benefits of thenurseryschool.Child welfare, 25: 518-21, May 1931. , The procedure ofatypical nursery school isdescribed simpq and graphically by foklowitig,onechild through the day's routine.The values of thenursery school are pointed out clearly and convincingly.Of particular vatue for parents whoare unac- quainted with thenurseryschool. 53. Loomis, Alice Marie.The technique for observing the social behavior of nursery-school children.New York city, Bureau of publications, Teachers college, Columbia universify, 1931.100p. (Child development monographs no.5) " The purpose of the studyis todevdbpatechnique which will make possiblean aceurst" record of the physical contacts made and received by each of a group of children."Thirty-nine children in twonurseryschoolswere observed2 hours In 15-mitiute ,periods during spontaneous activity when at least 4 other childrenwere present, and8 children Were observed 1 hour in the short periods.The records includedRomedetails of the total situationas well asof the actualphysical tontact.Reliability of the observer was tested in the Rimultaneous observation by two recorders.A valuable analysis ofan experimentaltechnique. O 54. Marsh, Mona Ames. How to organizea nurseryschool.Parenismaga- zine, 6: 26, 28, 76, June 1931. The writer gives her own experience in solving thepaeanof equipping, opening, and conductinga nurseryschool. 55. 'Taylor, Marlon, and Frank, Gertrude.Nursery school follow-up.Child- hood education, 7:474-81, May 1931. r Discusses techniques usedIna(010w-up study of former nursery-school children.The report deals with children who bad attended Mary Cranenursery school at Hull house NURSERY-KINDERGARTEN-PRIMARYEDUCATION 7 and Franklin nursery school, Chicago.This studywas conducted under the auspices of the Illinois Institute for juvenileresearch, for thepurpose of determining the value of thenursery schoolas a partof purposeful education. Sue alsono. 704.

RELIGIOUS AND CHARACTEREDUCATION 56. Bailey, Albert Edward.Religiousart asanaid to teachers.Interna- tional journal of religious education,7:16, 17, 43, May 1931. This article discusses tbevalue of pictures in teachingreligion, analyzes the demands madeupon art by childhood, adolescence and maturity,and suggests that pictures for children should furnish theimagerywiItwhich thechild may do Ms thinking; and that in general the stronglyobjective, ph tographicart(ifnineteenth century paintersis most satisfying. 57. Colton, Ruth White.Character education inConnecticut.Schoolexecu- tives magazine, 50:313-15, March 1931. A report is given ofan interestinfi enttrprise in character education in Connecticut under the direction of,,RieState b6eau ofcharacter-education resg..arcb.Theprogram. adopted forConnectiCutemphasizesa state-wide teacher-training program in the techniques and philosophy involvedin character education, togetherwith,ageneral educational campaign toarouse interest in tbe pion;also givesan intensive program for a single: typical community, soveringall ageAvels and institutionalgroups. . 58. Forest, nse.Child life and religion.New York, N. Y., RichardR. Smith, inc., 1930.142p. This book by tbeauthor of Pre-school educationdiscusses whatcan be done for children under 6years of age in the developing of religiousconcepts and behavior.Mrs. Forest considers th"inheritance and personalityof the little child,the application of modern principlcs andmethods to the teachingof religion, and theuseofsong, story, prayer, and worship.Her chapteron Fact and symbol isoneof the most illuminating contributions ofthe bookonthe controversialissue, Whatto teach and whatnot to teach the little child. 59.Laughlin:,Butler.Training teachersfor charactereducation.Chicago schools journal, 13:459-63, June 1931. President Laughlin,of the Chicago normalcollege, states thatthe teacher musthave a broad general training tnthe whole field of socialand scientificdevelppjnent; " Ile must recognize that, characterdoes notcome from the development ofafew traitsor irom learning a few rules. but thatitcomes from the whole life experience."The article shows what 'is involvedin knowing howto develop clmtracter. 60. McLester, Amelia.The developmentof dharartertraitsTisyoungchil- dren. New York, N. Y., Char1ei4Scribner's.sons,1931.xvi,142p. Reports verbatim classroomdiscussionsamong childrenfrom 6to10years old, ostensibly spontaneous butactually planned and directedby the teacher for thepurpose of establishing habits ruthfulness, honesty,friendliness,etc.Emphasis is placed upon the fact that everyiscussion badits starting pointinan incident or situation . actually occurringamongbe children.The aimwas to bring them tosee the desira- bility of certain behavior Insucha situation.The bookcontainsa short outline of other plans for character trainingandan inventory of desirable traits whchmay be suggestive to teachers.The introductionis by natty Smith Hill. 61. Roosevelt, Mrs. FranklinD.Building, character.Parents magazipe, 6: 17, June 1931. The onlysuresafeguards for theyoung are good taste and the abilityto reasoa for (t* one's self, and ifnecessary to deny one's self the pleasant andtempting thing, is declared in this editorial.Parentsintuit let children meet theirowndifficulties, findtheirown solutions to knotty problems,anti iga1441-per1encet forthemselves. 62. Bufinsky,Stella.Literaturefor charactertraininga suggestive method. Educational method, 101 401.70,-April 1931. le useof the storyas ameatinFrcharacter trainingis discussed with fullappreciation of its frequent abuseswhen employed for thispurpose.A method for guidingchildren In character control throughthe 'podium of thestoryis interestingly explainedand convincingly illustrated,with a report of classroomactivities.

i. 8 CURRENTEDUCATIONAL PUBLICATIONS øf ELEMENTARY EDUCATION Ernest Horn Assisted by Dorothy E. Bradbury, Frances R. Dearborn, Paul R. Hanna,

Milo B. Hillegas, F. B. Knight, Paul G. McKee, J1. L. Meriam, F. P. OBrien, R. H. Palmer, Leonard Power, C. L. Robbins, L. S. Tireman 63. American library association. Elementary subcommittee of the education committee.A handbook for teacher librarians.Chicago, American library association, 1931.52p. Concise pamphlet containing valuable recommendations for purchase of the elementaryschool library, classified by grades and by subjects.It also has an outline covering the work of the school librarian and adviceas tothe various problems involved in purchasing, maintaining, _apd using the school library. 64. Beatty, Willard W. Noncompetitive school grading.Child study, 8: 289-91, Jui)e1931. An exposition of objective procedures in grading in the elementary school anda description of the " goal cards" thatare senthome to the parents.An intelligent statement regarding the " how " to handle individual children. 65. British journal of educational psychology. Thisisanewperiodical andis mostheartily recommendedtoeducators and psychologistsasbeingan excellentpublication. 66. Brown, H. E., and Bird, Joy.. Motion pictures and lantern slides for elementary visual education. New York city, Bureau of publications, Teacbers

college, Columbia university, 1931. 106p. - This publication3pthe mont recent and probably the most inclusive catalog of aids in visual education fdr the elementary school.All types ofsources were investigated to securetitles and descriptions of films and lantern slides.These descriptionsarelisted under subject-mattorclassificationsas follows: (a) Civics,(b)physical science,(c) geography, (d) nature study,(t)physical education, (f)nursery stories. 67. Camp,1)hreder1ckS.Elementary education and the scientific attitude. Educational method, 10: 323-26, March 1931. A frank, terse exposition of the duties of the elementary school and of the necessity for the scientific attitude in public education. Aplea for humanism. 68. Casé, Roscoe David. The platoon school inAmerica.Stanford Univer- sity, Calif., Stanford universitypress,1931,4 283p. This book givesa general description of the organization. problems, plant,program, anti specialized instruction In the platoon school.It also briefly outlines the history of the platoon system.Special treatment is givento the underlying philosophy of the platoon plan and to the functions edits various departments.The author cites such experimental J data asareavailable to sh stts. resultscallipered with othersystems.Comparisons of cost of houlting, supplies, and Instructionare alsogiven.None of the comparisonsare supported by studies ofanexiciand exhaustive nature required ofrespectahle research.The book will proir helpfulto administrators and studepts of elementary-schoolorganization. 69. Curti, Margaret Wooster. Childpsychology. New York, Longman% Green, andco.,1930.ix,527p. This book isa survey of tbe psychology of the normal child.Tbe treatment is under such general btadingsasperceptual motor learning,motivation, and thinking. The psychoanalytic method is emphasized. 70. Cutright, Prudence,and Riedell, Adaline. Asurvey of primary reading activities.Elementary English review,8: 54-59, March 1931. A procedure for surveying readingactivities in the primarygrades whichare specifically related to reading objectives.This article shouldaid primary teachers inorganising their readingprograms moredefinitèly. 114Deyo, Charlotte Mabel.The techniqueof planning incooperativegroups. Educational method,10: 418-20, April 1931. A concise analysis ofa new proposal for smallgroups of teachers cooperating Intimate* in the education of severalgrades of children.Thisnew plan, called the Cooperative w. ILEMENTABY EDUCATION 9

group, Ms gained considerable recognitiononthe Atlantic coastand undoubtedly isdue fora greatdeal of criticism and colicotoikdationin thenear future. n. Frasier, G. W., and Armentrout,W. D. An introductionto the literature of education.Chicago, Scott,Foresman andcompany, 1931.562,xxv p. The title is descriptive ofthe content.Dataon problems appropriateto the introduc- torycourse in education are furnishiidby quotations froma large number of writers.The result isan unusually large amount of stimulatingmaterial forso small a number ofpages. 73. Gates, A. L; Peardon,C. C.; and Elartorius,I. C.Studjes of children's interests in reading.Elementary schoolJournal, 31: 656-70,May 1931. Fannie Dunn'sinvestigation of interestfactors in primaryreading broughtup-t ate. An analysiswas made of tbe factorsin good narratives.When thesesam actors are skillfully incorporatedinto informative material,childrenare much more apt to read them voluntarily. 74. Gray, J.Stanley. Moderneducational theory andobjective Psychology. Educational method,10: 472-78,May 1931. An article showingthat there isnoquarrel betweenobjective psychologyand educational theory untileducation brings invitalistic terminology. 75. Gray, W. S.Summary of readinginvestigations, I and ILElementary school journal, 31:531-46; 592-606,March-April 1931., 76. Heilig, Irma.The persistencyof tbe initialerror in spelling.Greeley, Colorado State teacherscollege, 1931. 63p. The experimentalwork described in thisstudy,a master's tbesis, isone ofthemost detailed analyses availableonthe effect of initialmisspellingsupon subsequent spellings. 77. Ide, Alice it,and Oberg,Walda.Thecontent of present-dayschool readers.Elementary English*review, 8: 6-1 69, March1931. Asurvey of the content of readingtexts to-day in comparisonwith previousstudies made by Grant,White, and Woody.The study shows.tbat a widerrange of subjects content is being givento meet present-day readingobjectives. 78. Kalle.n,William. AnEaster activity.Educational method,10: 302-6, February 1931. Tbe "project method"is notyet dead.Interests in real liféareadroitly used by teachersto motivate schoolstudies Which alone donot appeal to tbe pupils.The teacher succeeds throughEaster interestsin inducing pupilsto respond in number,phonics, vocabulary, written English,etc.But the readerlooks in vain foroutcomes in terms of increas- all;the understandingand appreciationof this beautifulfestival day. WhatIs the primary objective? 79. Byte,George C.Problemsin schoolsupervision.Boston, Houghton Mifflincompany, 1931.xiv, 214 p. The authorstates 33 problems insupervision and givesfor eacha bibliography from which the kudentmay secure data and advicebearingon the solution of the problem. The problemsare general as contrastedwiththe specificproblems pertainingto the supervision ofspecial subjects. 60. Lazar, Nay.Pupils' difficultiesin learning thefundamentaloperations in arithmetic.Modern education,3:14-14, 47-49, April1931. Errors in divisioncombinations, difficulties incarrying, misreadingsigns,etc., are illustrated in detail.In eachcase remediesare sUggested,e. g., " Drill with divisioncombinations,even and uneven.Use individualGast) cards, wallcharts, and individual notebooks...."The criticalreader interestedin child life isled to believe thatdifil- cultiesare increased by such remedies,however wellIntended. 81. Madsen, LN. To. markor not to mark.Elementary schooljournal, 31: 747-55, June1931. Asummary of studies madeon the advantages and-disadvantagesor markingand types of examinations,anda concise statement of theproblems involvedin marking.Tbe author believes that itis nota question of marksor no marks, but rather ofhow tbe marksare used by ttachera.Teachers facedwith the problemof givinggrades would .do the artleli. well to read lo CURRENTEDUCATIONAL PUBLICATIONIN 82. Moehlman, ArthurB. The elementaryprincipalinpublic relations. Nation's schools, 7: 43-46,April 1931. There is an increasing demandthat the elementaryschool principal be assigned more \professional responsibility. interpretingthe social situation of hisschool and supervising his teackers and pupils.This article should be read by everyprincipal and teacher. 83. Morgan, JohnJ. B.Child psychology.New York, Richard R.Smith, 1931., viri,474p. The book attempts to present insystematic form the latestfindings in child psychology. It should be of value asatext in childpsychology in colleges and normalschools.The emphasis is behavoristic. 84. Morphett, MabelVogel, and Washburne,Carleton. When shouldchil- dren begin toread?Elementary schooljourrial, 31: 4960-503, March 1931. A retort of astudy conducted at Winnetka,Ill.,as,aresult of tracing readingdiffi- culties to their origin.The results of the studyindicate that if children are nottaught to read before theyreach a mental level ofslx and one-half years the chancesof failure and discouragement, are decreased andefficiency is increasedaccordingly. 85. Nelson, JanetFowler.Personality and intelligence: Astudy of responses other thanintellectual noted inasimple mental testsituation.New York city, Bureau of publications,Teachers college, Columbiauniversity, 1931.62p. This monograph concentrates uponthe development of adequatetechnique for measuring certain personality reactions astheyoccurinasimple mental testsituation.Itis baseduponobservation of 91 three-year-oldchildren tested withinthree months of their birthdays.Results are discussed in terms ofthe relation of intelligence tests scoresto the personality traits aiudies, theinterrelationships existing amongthe latter, and sex differences. The reliability of the observer as well asof the data themselves isexamined carefully. 86. Oberman, J. A.An experimentalstudy of certain factorsaffecting trans- Baltimore, Md., Warwickand York, inc., 1931. e fer of, training itarithmetic. 231p. This volume reports the results ofexperimental work relative tothe problem of transfer of training within certain narrowfunctions in arithmetic in termsof method ofinstruction employed.It is without doubt thembst extensive and reliable investigationmade to date on this importantproblem. 87. 0,Brien, F. P.Whatwetest in schooland howwe test.University of Kansas, Bulletin of education,3: 7, April 1931. This article calls attention toprevailing tendency of school tests toemphasize memory, unrelated facts, formal skills, androutine habits andio neglectmoreimportant outcomes, such as using, applying,anainterpreting what is learned, orreaching conclusions and meeting practicaldifficulties.It points out the seriousnessof school testing in that it usually reflects the teachingemphasis, which in turn directsthe study procedure.Many newbrands oftests have little torecommend them except theirobjectivity.Several constructive suggestions areoffered. 88. Osburn, W.J., and Foltz, P, J.Permanence of improvement inthe fundamentals of arithmetic.Educational.research bulletin(Ohio State university), 10:227-34, April 1931. A remedial program inarithmetic is the task before us.Tests in " abstract arithmetic " aregiven throughout acountysystem."The brighterpupilsgenerallyshowed large amounts of gain...while the amount of gainmade by tbe slower pupils was less..."How long will teachersin elementary schoolsemphasise such "abstract arithmetic" 7As long as ourprofessional magazinesemphasize such studies. _.Petit, L. H.Some observations on'school contests.University of Kan- sasBulletin of education, 3:8, April 1931. This article is an analysis of reasonsfor the development of state orregional school contests, includingscholarship contests In elementaryschools, and isan earnestIndict- 'Dent of such contestswith reference to theireffects and tendency to set upfalse values': The study is based oncollected opinion, observation,and experience as a superintendent of schools, but presents noobjective data. ELEMENTARY EDUCATION 111

90. Pierce, Paul R., and Goodman, TobeyR. The elementary schoolnews- paper.Elementary school journal, 31:779-88, June 1931. Presentsan analysis of contests of 35 elementary schoolnewspapers in Chicaro schools. Twenty-four of thesepapers were printed, 11 mimeographed.Parent-teachers associations direct and advertisementspay for many of the printedpapers.Papers controlled by schools givechief emphasisto creative literary effort, schoolmews, and extra class activities; those sOonsored by parwatteachergroups featureLiverttsing,communitynews, and creative literary efforts.The socializing value of extracurricularactivities in elementary schqols is emphasized in the article. 91. Reeder, Edwin H.,Geography for public schooladministrators. New York city, Bureau ofpublications, Teachers college, Columbiauniversity, 1931. 100p. Asaneand practical discussion ofpresent-day problems in geography.1, Why and how should geographybe taught ina constantly changing world?.2, Should geography he taughtas a separate subject,orin combination with history and civics?3, Are text- tjooks desirableor necessary in the teaching of geography? etc. 92. Rogers, Carl R.Measuring personalityadjustment in children 9to 13 yearsofage.New York city,Bureau of publications, Teacherscollege, Colum- bia university, 1931.107p. Can maladjustmentbe measured?This volume presentsatest of attitudes which ,probes the child'ssocial, emotional, and family relationships.Itmay be described as a paper-and-pencil interview, scoredobjectively, which is useful in determiningthe kind and degree of the child's maladjustment.Use of the test with individuals andgroups indicates that itmeasures and diagnoses maladjustments withasubstantial degree ofaccuracy. 93. Rugg, Harold.Culture and education inAmerica. New York. Ha* court, Brace andcompany,1931. 404p. A stimulating and well-writtenbookon therelation of social life and educationin America.It presents the thesis that Societycan be reconstructed through education. A valuable introductionto many American writers whoare toooften neglected Incourses in history and principles ofeducation. 94. Scruggs, Sherman P.Improving reading abilityin grades V and VI. or by extensive reading.University of Kansas Bulletinof education, 3: 7, April 1931. An experimental studyrestricted to colored children,conducted ina Kansas City, Kans., school system,over a period of 16 weeks.Intwo;negro schools, 108 pupils in fifth and 96 in sixth grade formedtwo groups in each, equated chieflyonschool record and intelligence tests.Frequent library visits, specialopportunity to browse, andreports on all books readwere used to stimulate experimental groupt to read four timtisas many books as control group.Resultsas measuredby gains in threereading tests showed marked advantage in bothrate and comprehension for extensivereadinggroup.The studywas carefully conducted and dataareconvincing. 95. Shepherd, Lou. Aplan for teaching language andliterature.Des Moines, Iowa, Wallace publishingcompany, 1931.72p. This book charts the objectivesinlanguage and literature for gradesoneand two and givesa progratn for the attainment of these objectives.The material is practical, ithas been tried out successfully,and should be especially helpfulto less experienced teachers. 96. Smith, R. The valueof spelling rules.Greeley, Colorado Stateteachers college, 1931.(Master's thesis) This study shows the results ofan attempt to determine the value of 11 commonly used spelling rules.It is undoubtedlyoneof the most completecontributions in this field. 97. Snedden, David.Cultural educations andcommon sense. New York, The Macmillancompany,1931.324p. A disturbed educator considerscultun is its variousmeasinp. The analysesare numerous and illuminating; the criticisms stimulatingand occasionally irritating.Aei cording to the author'scustom,amachine-gun fire of questions frequentlydrives the reader tocover. 68339-41 2 12 CURRENT EDUCATIONAL PUBLICATIONS Nor

98 Spain, C. L.; Moab Inv:I,A. B.; and Foster, F. W. The public elementary school plant.New York, Rand McNally and company, 1931.587p. This volume is an adequate discussion of the principles involved in tbeconstruction and furnishing of elementary schoolbuildings, together with detailed applicationof practical techniques. It is probably the best treatment available relative tothis particular problem. 99. Spink,J. E.French Inthe elementary school.Elementary school journal, 31: 684-96, May 1931. Description of the work in introducing French in the fourth grade of the Laboratory school 7 of the University of Chicago. 100. Stevens, Marion Paine.The activities curriculum Intheprimary grades.New York, D. C. Heath and company, 1931.440p This publication has a very suggestive table of contents, but on looking intothe various chapters one is much disappointedt the lack of definite suggestions concerning themorefundamental problems of the unit of work curriculum.For instance,the author dismisses the topic of how many units there shall be in a brief four-line para- graph, and the problem which faces the activity curriculum makers, namely, the sequence ofunlit;through the grades, is dealt with in two and a half pages.lElo farasadding to the techniques of curriculum making is concerned, this book is not outstanding.Its merit lies in giving descriptions of scores of activities, projects,-units of work,etc., that have been worked out by Miss Stevens and her associates.Oneveryworth-while feature is the appendix, which contaips lists of equipment, children's books, and a bibtlography for teachers. 101. Stratemeyer, Florence. The effective use of curriculum materials: A study of units relating to " the curriculum " to beincluded in the professional preparation of elementary teachers.New York city, Bureau of publications, Teachers college, Columbia university, 1931.168p. Whataredesirable pupil and teacher activities in the use of curriculum materials? What type of preservice training in this field is essential (1) to provide maximum growth in service and (2) to raise the level of classroom practice?This study endeavors to present answers to the above-mentianed importantproblems throughacritical review of the major activities of the elementary teacher in effectively using curriculum materials, and the formulation of unitsto be included in the professional curriculum for elementary teachers.The instructional units suggest (1) essential meanings and understandings underlying the effective use of curriculum materials to be developed with the student-in-training and (2)student activities and varied learning experiences directed toward making the meanings and understandings functional. Or- 102. Thorndike, Edward L.Teacher's word-book of 20,000 words. New York city, Bureau of publications, Teachers college, Columbia university, 1931. 182p. An extension of the Teacher's word-book to 20,000 wOr414;basedon word countstrout 200 additionalsources and other counts made since tbepublication ofthe original Ilk. The selection of the most important 10,000 words has been revised and improved,and each word is ratedas1 to 20 according to frequency andrangeof occurrence. 103. Whitney, A. W., and others. A guide book for safety education. New York, National Bureau of casualty and surety underwriters, 1931. 40p. Section I of this publication presentsan outline of detailed suggestions forrelaing safety education with other subjects and activities in the primary andintermediate- school grades.There isaforeword by William John Cooper, United States Commissioner of Education;aselected bibliographyonsafety education; and lists of availablemate- rials, suchasGovernment bulletins and filmssome ofwhich are free.Many good suggestions for thepurpose indicated. 104. Wilson, G. M. Arithmetic and thetaxpayer.Journal of the National education association, 20: 221-22, June 1931. Two hundred towns and cities inNew England bare cooperated Inastudy of the possibility of better results in the tool subjects.This brief 'repbrt indicatesamarked tendency to give less time to formal drillandmore attention lib real quantitative situa- tions.This makes possiblea verymuclihigher standard sallievementwith "a vast increase in joy " to pupils and teachers. flee alsonos. 157, 202, 206, 218, 220, 229, 296-297, 836, 840, 411, 450, 538, 624. SECONDARY EDUCATION 13 SECONDARY EDUCATION Leonard V. Koos, assisted by O. I. Frederick GENERAL 105. Boyd,Paul P.Shifting the emphasis from quantityto quality high- school standards.High-school quarterly, 19: 138-46, April 1931. Concludes that colleges should stop trying to control the high schools for theirown ends and eventually discard the practice of admitting all graduates ofan accredited high school upon certificate and turn to the plan of admitting worthy individuals. 106. Edwards, Mr.g. E. D.Digest of theses accepted in partial fulfillment of requirements for bigber degrees in education at the Universityof California, December 1930.Ugiversity high-school journal, 11: 14-19, May 1931. Six of the 13 studies reviewed deal with these phases of secondary education: Laws concerning secondary education, occupations followed by former students,orientation of pupils entering junior high school.hysical and medical examinations, constructionof coursesof study in English, and units in Englishgrammar. 107.Hotz, Henry G.Proceedings of the commissiononsecon(laryschools. North central association quarterly, 6: 61-124, June 1931. Records the business transacted,: policies, regulations,standards, and recommendations for accrediting secondary schools; summary of annual reports; and list of accredited secdndaryschools. 108. Jessen, Carl A.The earmarks ofagood secondary school.School

executives magazine, 50: 368-89, 397, April 193.1. Primarilyadiscussion of integration ofcurriculum and extracurriculum offerings,introduction of objective tests, provisionand utilization a equipment, high qualityteaching, real school spirit, and assistance ofpupilprogress. 109. Boos, Leonard V.Progress of the Nationalsurveyof secondary education.School life, 16: 171-72, May1931. Thirty resetfrch workersare engaged on 24 major projectsas the Surrey approaches third and finalyear in the study of 25,000 United States high schools. 110. Talbot, George D.Thecontent of teachers' handbooks.Educational research bulletin (OhioState university), 10: 255-61,May 13, lam A check list comprising 170items of informatiton foutkiin 25 handbookswas sent to 172 elementary-schoolAnd 130 high-school teacherswith less than two years' experience. They checked tbe items whichthey thought should be discussedin a handbook and added other essentialitems. eak. 111. Zeidler, Richard.Changing conceptionsof major problems of secondaryschools.California quarterlyof secondaryeducation,6: 257-58, April 1931. Tbe question " Whatdoyou consider the greatest present needof the secondary schools"was sent 15 yearsago to 50 educators in California, and againnow to the educators holding similar positions. Bee alsonos. 528, 527, 529, 581, 560, 568, 594, 660,840. JUNIOR HIGH SCHOOLS 112. Lyman, R. L. Individualizationin the Isaac E. Young juniorhigh school, New Rochelle, New York.School review, 39:257-71, April 1931. Five features especiallynotedare:(1) Responsibilityfor discipline placed almost entirelyupon the pupils as individuals; (2) socializationwithin the 35 home-roomgroups ; (3)an elaborate system of intramural sports; (4) freedomwith which pupilsvary their scholastic procedures;and (5)provisions for individual differences.Tbe last feature, which overlaps theother four, is discussedin detail. 113. Rinehart, AnneCampbell. What Pittsburgh Junior-highschool pupils read. Pittsburgh, HenryC. Frick educationalcommission, 1931. 83p.(School betterment studies, vol. 3,no.1) Presents results ofso questionnaire answered by 5,510 pupils whosuggested 50,845 titles of books they had enjoyed. see afronos. 106, 122, 126, 181, 188, 142, 145, 152, 157, 279-280,449, 650. ellissorme 14 CURRENT EDUCATIONALPUBLIAtTIONS

.s MEASUREMENT 114. Clifton. J. L.,and Wood, E. R.Every pupiltest.Columbus. Ohio, F. J. ¡leer vrintingcompany.1931.55p. Preents results of chemistrT. generalscience. arithmetic,algebra. geometry, Latinand English teltts givenon Decrtnther 2, 1930. in Ohio si..hools. 115. Davis. Robert A..and Johnson, L. W.The influence ofintelligence upon performance in new-type and old-typeexaminatimas.Educational method, 10: 4ISS-93, May 1931. Tta-041sets of examinationswere given tn 83 pupils in freshmen Englishcompositionat intervals of 6 weeks.A new-type examinationwas administered first and within three daysan old-type, covering the same material. followed.Neither teachersnor pupils presumably knew thatan experiment was in progress.Asa check, anothergroup of students in civkswas given the same type oftests.Five conclusionsare given. 116. White, Clyde W.The effects ofexemptions fromsemester examina- tionsonthe distributionof school marks.School review,39: 293-99, April 1931. A study coveringa four-year period without exemptionsanda four-year period with exemptions ina school baring an enrollment ofmore than 1.000 pupils eachyear. Two of the conclusionsare that the only part of the general distributioucurve affected by the exemption %ystem 40 is thatnear the point pf exemption, as& that tbestandards ofthe preexemption period have beenmaintained. See alsono. 117. SCHOOL POP U LATION

41. 117. Herman., Mabel C.Utilizing adolescentinterest&Educatibnalre- search bulletin (LosAngeles), 10: 2-29,May-June 1931. A study of the dominantinterests of pupilsin 20 Los Angelesjunior high schools. Considers general life. club,leisure-time, school,vocational, andreading Interests. 118.Lide, Edwin S.The social compositionof thesecondary-school population in Oklahoina.School review, 39:350-60, May 1931. Data concerning 11.114pupilsenrolledin Grades IX-XIIand from 4.655in Grades VII and VIIIwere secured on a given day from17 specifiedsecondary schoolsin Okla- homa.Reasonsare presented for considering thedata typical of thestateas a whole. The procedures previouslyused by Counts.In his Sari:tire characterof Americansecond- dry education,were folláwed and tbe findinp ofthe two studiesare compared. 119. Williams. L. A.,The person-consciousnessofa selectedgroup of high- school pupils.Berkeley, Universityof Californiapress. 1931.p.8S-13§.(Uni- versity of Californiapublications in education.volume 6,no.2) A study of lists ofnames uppermost in the mindsof 2,216 pupilsla 3 juniorand 3 senior high schoolsin California Suringtbe schoolyear 1924.-25.Three ofthemany findings were tbat thesehigh-school studentsnameda relative)/ small numberof different persons as leaders, that therewas a marked tendencyto emphasise politicaland military leadership withan accompanying tendencyto neglect leadershipin the finearts, and, ttlat thcrcwas crAy a alitat differencein theperson-consciousnessof juniorand senior high school pupils. ADMINISTRATIVEAND TEACHINGSTAFF 120. Anderson,Earl W.,and Miasma, R.H.Subjectstaught in high school.Educational myelin%bulletinfr Ohiostateuhirersity), 10: 283-89,

1 May 27, 1931. e- Brings togptber findingsof 25 studiesof subjects taughtby high-schoolteachers. Presentii subjectdistributions ofteaching staffsin tabulatedforme makingpossiblestate comparisons of tbe numberteaching eachsubject. 121. Aseltine, John.The duties ofa department head Inalarge cityhigh school Schoolreview, 39: 272-79,April 1931. Considirs the departmentbead's five-fold.function ofteacher, administrator,supervisor, malodor, alatecoordisateris the three-yearsenior highschool at gins'Diego, California. SECONDARY EDUCATION 15-----1

122. Emswiler, H. W. The vice-principalin the junior high school.Educa- tional research bulletin (Ohio Stateuniversity), 10: 235-42,ApTil 29, 1931. Basedon76 completed questionnairesrepresenting7ischools bayinga population f100.000ear more accordiagto the 1920reams.Deals withsalarieo.age.training. trperiencr.aindduties of vice-principal&Tables show rankand frequency of the duties whicl;the iice-principals feel they shouldperform. in The principalat 'workonhissproblems.Washington, D C.. National education association of the UnitedStates. 1931.p.94-159.(Research bulletin of the National education association.volume 9,no.2, March 1931) Main divisionsare: The principalas (1) a person. (2)head of ístngI. sehAwlunit (subdivisions: administration, supervision,teachingduties,clerical funstlons,professional gtudy). (3)aworker ina school system, and 4 )an active participant in aprci- fessionalgroup. 124. Wiggins, D. ILSome phasesof thestatus of high-school principals in Texas.School review, 39: ,383-87.ay1931. A study of the college training, sale and professional trainingof principals of 608 high schools of different sizes.OppoftunIt1tsofwomen in high-school principalships were also considered. See alsono. 458.

111 SUPERVISION 125.4 Lyda, .John W.A self-rating scalefor supervisors.Teachers college journal (Terre Haute.Ind.), 2: 151-32, 154,May 1931. Lists the 50 most importantReeks in the writer's" Self-rating scale forsupervisors " according to theopinions of 300 judges. 126. Orientatingteachers in thejunior high school.School review, 39: 334--33, May 1931. Primarilyadescription of theuseof professionalteachers* meetingsto adjhAt teachers with heterogeneous backgroundto their new tasks when theyenter the /larding junior high school in Philadelphia.

TEACHING AND STUDYPROCEDURES 127. Aten, HaroldD.Stahdards for improving,lessqu assignmenp.Uni- versity high schooljournal, 10: 337-16,February 1931. Length, form, definiteness,challenge, motivation.and flexibility of lessonassignments are discussid and illuatrated. 12S Collings, Ellsworth.Progressive teachingin secondary schools.Indi- anapolis, TheBobbs-Merrillcompany. 1931.xvi. 52Sp. Deals with purposefulactivity underthe topics, itsnature, lines,. guidance. introduction, and illustration& 129. Morrison, HenryC. Thepractice of teaching inthe secondary stbbool. hevisededition.Chicago, TheUniversity of Chicagopress, 1931. z.GSSp. Fundamentalsin the teachingprocess. control technique. operativetechnique, and administrative techniqueserve as the major captions under whichchaptersare organised. Tbe aim isto present a coherent basis fromwhich school peoplemay be Wiped in thinking out teaching problems.

1 130. Wetzel, WilliamA.Large-groupinstruction.Schoolreview,39: 2'38-92, April 1931. Discusses threefactors in the problemof adjusting thesize of thegroupfor instruction purposes, namely: Tbe teacher. the pupil.and tbe taskat band.Submitssevenguiding principles fordirectinga program of large-group instructionin high school. 131. Wyman, CarlE.Visual educationina representative junior high school.School andsociety, 33: 502-3,May 2, 1931. -v description of theuse of visual alds inteaching ina junior high school at Cleveland. flee alsono.527. 16 CURRENT EDUCATIONAL PUBLICATIONS s. ADMISSION, PROMOTION, AND GRADUATION 132. Bruce, M. E.Suitable promotion exercises for the junior high school. Junior-senior high-schoot clearing house, 5; 554-58, May 1931. Basedonquestionnaire replies from principals of 85 schools in 46 cities. 133. Fehr, Howard F.Intelligenceas afactor in promotion.Junior-senior high-school clearing house, 5: 528-31, May 1931. The Otis self-administering intelligencetest and the Thorndike-McCall reading scale weregivento 134 seniors in South side high school at Newark, New Jersey.At the same time, their marks for 31,,¡years were averaged.Two of the findingswerethat abilityas indicated byauintelligencetest shows a corresponding level of ability in reading and that high mental atrility isno guarantee of highmarks in school and viceTerm. 134Jones, GalenThe effect of the articulation of the junior and senior high schoolon promotion.Junior-senior high-school clearing house, 5: 517-20, May 1931. Describes practices which bring about articulation ofTulsa's junior and senior high schools. 135. MeKown, Harry C.Basle principles underlyingcommencement activi ties.Junior-senior high-school clearing house, 5: 549-54, May 1931. Presents 12 principlesrelating to the commencement schedule and 8 principles relating to the graduationprogram. 136. Weersing, Frederick J.Requirements for graduation from senior high school:Junior-senior high-school clearing housé, 5: 539-44, May 1931. Urgesa miareadequate recognition of the guidance function of high-school graduation requirements and proposes that State hoards of education recognize several types of high- school curricula and setup differentiatedgraduation requirements for each type.

137. Viright, Frank L.High-school graduation: Requirements'and how determined.Junior-senior high-school clearing houme, 5: 558-63, May 1931. A discussion of (1) the meaning of graduation from the secondary school, (2) requirements at present, and (3)a pr(posed plan.

Ib EDUCATIONAL GUIDANCE 138. Allen, Richard D. The 41viser'sprogram in thejunior high schools of Providence.Junior-senior high-school clearing house, 5: 428-33, March 1931. Taking into account8.principles,presents a program for making the class adviser's task acompositeone and an articulating element in the school. 139. Ferguson, Lauretta. An experiment in counseling and how it succeeded. Nation's schools, 7:44-46, May 1931. Ten counselorsfivemenand five womenconsult with the vice principal and principal, check attendance, handle disciplinecases.confer with parents, and give individual and groupguidance to pupils 'in the Sacramento senior high school. 140. A handbook for counselore California quarterly of secondari education, 6: 287-305, April 1931. A guiding philosophy of secondary education, the functions of counseling, andatrain- ingprogram for counselors. 14L Hennrich, Kilian J.The guidance of adolescents: mental hygiene. Catholic school journal, 31: 216-18s, June 1931. itA discussion of teaching oferrors,*scandal,emotions, and passions, andibeattitude of the teacheror parent with regard to mental hygiene.

142. Threlkeld,C. H. CAmidance through activities.Junior-senior. high- school clearing house, 5: 412-16, Mardi 1931. Shows bow club activities have contributed to guidance in the Columbia high school of South Orange and Maplewood, New Jersey. 143. Woody, Wilford H. The guidanceprogramin Denver. Journal of the National education association, 20: 125-26, April 1931. In addition to the homeroom,the class orgavisation, and tbe achoof advisers, this guidance program Includes club and assembly activities anda programof pupil participa- SITCOWDART EDUCATION 17

tion in school government.Guidance is also 'furnishedby the regular classroom.Both group andindividual guidanceare afforded. See mao nos. 825-691. for LIBRARIES 144. Campbell, Doak S.Librariesin the accredited high schools ofthe Association of colleges and secondaryschools of the southern states.Nashville, Tenn., George Peabodycollege forteachers, Division ofsurveys and field studies, 1930.72, 27p. A report of thestatus of high-school libraries with respectto the new library standards of the association. 145. Wood, Harriet A.School library list.Part I,Elementary.and Junior high school.St. Paul, State ofMinnesota, Department of education,Library division, 1930. 136p. Deals with library standards,steps in organizing the library, community service, the travr" ng library. and lists of boa-g.N EXTRACURRICULUM 146. Allen, CharlesForrgst.Initiatingaschool-clubprogram.Junior-senior highschòotclearing house, 5:389-94, March 1931. Presentsa plan for setting in operationaclubprogramwhich will meet the criteria sugge5ted elsewhere in thisissue of theJunior-senior bigh-schoolclearing house for judging the value bothofaclubprogram as a whole and of the individual club.

147. Babson, Helen Corns&The financial St p po r t of clubs.Junior-senior high-school clearinghouse, 5: 407-12, March 1931. A description of the methodsby which clubs support themselvesinthe Eagle Rock high school of Lc* Angeles,and the advantages of the plan. 148. grown, Marion,andMartin, Vibella.Understanding assemblies.Uni- versity high schooljournal (Unhversity of California),IA: 7-13. May 1931. Describesnature of- and administration of assemblyprograms at the University high school of the Universityof California. 149. DeWelt, Albert.The high-school businessmanager.High. school (Uni- versity of Oregon), 8: 184-95,April 1931. Considers the qualificationsand duties of the businessmanager and discusses the principles underlying theposition. 150. Hayes, WaylandJ.Recording the extra-classactivities of high-school pupils.School review, 39: 439-48,June 1931. Basedon a study of some factors influencing participation in voluntary schoolgroup activities inone high schoOl.The writer suggests how voluntaryparticipationsmaybe classified for thepurpose'ofpupil accoftting and emphasizes the needfor recording hours ofparticipation from time diaries keptonce or twice a year during periods Nhich may be judged to give a fair cloys section of activities. 151. Jacobsen, John X.Athletics and scholarship in the high school.School review, 394:.280--87,April 1931. Asurveyof 17 investigations leadsthe writer to conclude tentatively (1) that high- school athletesareofaverage mental ability, (2) that athletes standashighas, if no%f slightly higher than, nonathietes in academicachievementas measured by schoolwapiti/. and (3) that the scholarship of athletes doesnot seem to surer appreciably during the period of participation. 152. /tiller, Vera D.An evaluation of honorsystems in junior and senior high schools.University high school Journal, 10:347-56, February 1931. tt A study ofcertain honor plans.Aims, presentpractices, and advantages and disadvantagesare congidered. 158. Morley, B. E., andothers.The report of the committeeonathletics in secondary schools. North central associationquarterly, 6: 21-30, June 1931. Data compiled fromreports received thisyearfrom 1,751 high schoolsonthe accredited list of the Northcentral association.A studs of participatIon in andadministration of athletics. 18 CURRENT EDUCATIONAL PUBLICATIONS

154. Roemer, Joseph.Standards for Judginga 1nbRponsor.Junior-senior ; MO schoolclearing house, 5: 398-400, March1931. Pot4ents standnrds for judgingthe clubsponsor after one visit and standards for Judgment at the (I of the semester. 155. Taylor, Walter M. A bibilograpt*of objective 4ftidies in extracurricular activities.Junior-senior high school clearinghouse, 5: 425-27, March1931. Rasedon literature on extracurriculum activities appearing since 1925. CURRICULUM 1541 Herriott,M.E.Secondary-schoolcurriculumdevelopmentin Los Angeles.California quarterly ofsecondary education, 6: 268-86, April 1931. A discussion of theadministrative organization for curriculum development,services rendered,the curriculum-developmentprogram, and changes effected in the curriculum. 157. Nash, Harry B.Rebuilding the curriculumof the small school system. Nation's sZtools, 7: 33-36,April 1931. Primarily deals withorganisation nodcontentofchangedcoursesof study in the elementnry, junior high,nnd senior high schoolsof West Allis, Wis. 158.SPaulding,F. T.Can the small high schoolimprove its curriculum? School review, 39: 423-38,JiMe 1931. A demolistration thatimprovement in the offeringsof soMe small high schools isprac- tical.Takes'Into account 12 principles ofprogram making three cond!, ons (program of studies, size, ttuanees),and three rules of procedure (numberand length of class periods, teaching load,and subjectsor grades assignedateacher).

159. Watson, Goodwin.Anew secondary school.Progressive edgcation,8: 303-141 April 1931. Discusses the prWdplesinvolved in the proposednewsecondaryschool andsuggests a curriculum madeupofseven departments, namely:Health, personal relations,vocations, money and goods. social order, recreation,and interpretation of the universe. ;le alaono. 106. f3 SUBJECT FIELDS

ENGLISH 11, 160. Daringer, Helen Pern. A study of style in Englishcomposition. New York, Bureau of publications, Teachers college,Columbia university,1930. Iv,5t;p. Analysis of 14 high-school textbooks In languageand composition furnishedthe basis for makingacheck list of 27 items whicheach of 6 experienced teachers ofhigh-school English usedto rate each of 30 compositions. 161. Gray, William S.Reading deficiencies in secondaryschools.Journal of the National-educatlon association,20: 197-98, June 1931. Discusses the nature of, difficulties infundamental habits of recognitionand interpretation and suggestsmeans of overcoming these difficulties. m4 - 162. Chiller, Walter S.Analysis of punctuationerrors.Educational method, 10: 425-'29, April 1931. Basedon results from giving a diagnostic test in punctuation to 640 high-school graduates.Two of the six conclusionsare that only a few punctuation usages offeredany great difficulty for large numbers of pupilsand thata liberal proportion of individualized instruction is neededto enable pupils to master the specifics of punctuationusage. 163. Housh, Snow Longley.Experiences in teachingpoetry.Junior-senior high-school clearing house,5: 464-70, April 1931. The teaching ofpoetry is discussedand examples of creative writing done by pupils in au electitve course in modern poetry in the LosAngeles high schoolare presented. 164. Smith, Dora V. peri nts in handling larger classes.English journal, 20: 371-78, May 1931. Primarilya discussion of a two-yeare -riment with large and small classesin ninthgrade EnglIsi performedby the writer ithe University Oigh school, Minneapolis,in 1925-26and 1927-28. SECONDARY EDUCATION 19

165. Spriggs, La Faun.A remedialprogram in correct English.English journal, 20: 485-89,June 1931. Explainsa program which resulted in thegain of the ninthgrade beingmoretiaantbe normal gain during threeyears. 166. Thomas,Jesse E.Eliminatingwrittenerrors through drill.English journal, 40: 390-94. May1931. In ach ofseventa lows high schoolsan experiment anda control groupwero tied in niuth-grade English.In eachechova thttwogroups ',ad Approximatelyequalalloily for using technicalEnglish,were taughtby_thesame teacher and used thesame text400k. In the experimentalgroup specially constructeddrill materials ofthe dictntion and multIpIr-Psponge typeswere used.Co -hidedthatmany of the errors which pupils make in their writingcan be eliminated by theuseof properlyconstructed drillson specific situatitons. 167. Wilson, L.L. W.Unit assignmentsin English.English journal,20: 379-90, May Mil. Discusses andillustrates theprovision ofinits Of workIn English for pupilsin the South Philadelphiahigh schoolwhovary widely in ability, achievement,aindinterAt,4 Seealsonos. 106, 286.

FOREIGN LANGUAGE

168. Baker,Florence X.The tvacbing of French.Boston, HoughtonMifflin company, 1931.xviii, 286p. Deals with objectivesin French teaching.how French iilearned, pronunciation,oral work,grammar, vocabulary, composition,ilanslation, culturalstudy,tilt'IINcruluess of different techniques,and testingprocedures. 169. Cole, RobertD.'Modern foreignlaikguages andtheir teaching.New 6 York, D. Appigtonandcompany, 1931.null, 598 p. Some of the chapterheadingsare:The development andpresent status of modernlanguage- teaching in theJinited States, theobjectives ofmodern-language instruction, modern-language methodology,thenew type of course suggestedby the modern-langue study, reading, lifeand literatureof foreign ebuntries,grammar, foreign lahgu n tne junior high school, themeasurement of instruction,and problems inthesuper n of mod language instruction. 4 170. Eddy, HeletiM. Michael Weston reading.Modern languageforum (Los Angeles),16* $1-88, June 1931. Insists on. applicationof the principleof specific practice.Maintains this: children practice things whichthey donot need, do not practiceenough the thingsthey need, and do not practicethingsthey need inorder of importance.Discusses techniquesof teaching reading df foreignlanguages and problemsof teaching speech. 171. Fife,Robert* Herndon.The teachingof modernforeign languages: a National stymy. *Journalof educationalresearch, 23: 296-807,April 1931. Briefly presentsthe general naturibathe findings of themodern languarbreports issued by the Ameritanand Canadiaircommittees. 172. Kansas.Departmentof publicinstruction.Course of study forhigh mehools, PartVIForeign languages.Topeka, Kans.,Department ofpublic instruction, 1930.36p. Courses of study in Latin,French, Germas, andSpanish. 173. Kaulfers, WaiterV. Teachingpractices in beginningSpanish injunior- ?filghschool. Modernlanguage forum(Los Angeles), 16:90-93, June1931. Deals with objectives,methods,content, ability grouping,and marking. Basedon replies of teachersin seventeen junior highschools of LosAngelesand Long Beach to a questionnaire. 174. Mays, Ruth.A guidefor teachers ofmOdern foreignlanguages. Dallas, TheSouthwestpress,1930.vu, 123 p. A discussion of suchtopicsas history of the teaching pf modernlanguages, aims,technique ofthe classroom, methodsof teaching, specialdifficulties inSpanishgrammar, and means of motiyation. 20 CURRENT EDUCATIONALPUBLICATIONS

175. Thursby, ClaireC.; Beach, Rofena;and Milton, Grance W.Depart- ment of Latina handbook.*University high schooljournal (University of CAD- fornia).11.:20-82, May 1931. , A handbook for studentteachers, but also suggestiveto teachers in high schools.

MATHEMATICS

176. Beatlty, Ralph. Notesonthe firstyenr of demonstrative geometry in secondary schools.Mathematics teacher, 24: 213-22:April 1931. Makes specific suggestions forelimination of 30or more theorems from'planegeometry, one-third to be dropped and two-thirdsto be kept as definitionsor assumptions and used in support of original exercises.Proposes 2theorems, / for formal proof,from solid geometry. 177. Kansas. Department a publicinstruction.Course of study far high schools, Part IIIMathematica.Topeka, Kans., Departmentof public instruction, 1930.42p. Committees of mathematics teacherspresent aims afd objectives,content, andsugges- dons for teaching algebra,geometry, and trigonometry. 178. Munch, H. F.The mathematicscolumn.High school journal(Univer- sity of North Carolina),14: 156-59, 276-79,March-May 1931. A study of status ofmathematics curriculumin 81 large and 54 small schoolsin North Carolina. yi 179. National council ofteachers of mathematics.Sixth yearbook. Mathe- matics in modern life.New York, Bureauof publications, Teacherscollege, Columbia university,1931.ix,195p. Considersmathematics'inits relations to sodalsciences, biology, humanism,investment, religion, agriculture,pharmacy and alliedprofessions, statistics,physics, and polygonal forms. 180. Report of thecommitteeon geometry.Dunham Jackson,chairman. Mathematics teacher, 24:298-302, May 1931. Report of thecommittee appointedJointly by the Mathematkalassociation of America and the Nationalcouncil of teachersof mathematics,to study tt4feasibiUty ofaproposal that collegeentrance requirements ingeometry be modifiedso essentials of plane and solid geometry could be offeredin a single year's work. 181. Schorling, Raleigh.The need forbeing definite withrespect to achievement standards.Mathematics teacher,24: 311-29,May 1931. ilresents evidencethat there is needfor being definitein stating to pupilsand parents -Whatchangeswe are trying to make in pupils duringagiven period oftime and suggests certain criteriatoserve as a basis for securing sucha list of essentials. 182. Stone, C.A., and Georges,J. S.The learningproducts ofaunit of instruction in mathematics.Part II.School scienceand mathematics, 31: 69&-706, June 1931. Discusses andillustrates threetypes of learning products,namely: Skillsand special abilities,understandings,and' appreciationsorTecognition ofvalues.

SOCIAL STUDIESAND CITIzIOISHIP del 183. Bain, Bead.High schoolsociology.High schoolteacher, 7: 134-37, 152-55, April 1931. Outlinesa course in high-school sociology and suggests methodsof teaching it. 184. Carter, Thyra.Racial elements . in American historytextbooks,Histori- cal outlook, 22: 147-51, April 1931. Analysis of eight textbooksto determine contentandspace givento the various nationalitygroups.Rank of nationalitiesin order frommost to leastspace accorded was found to be: fanglisbOermans, Irish andScotch-Irish, Italians,and Poles. kiliCONDARY EDUCATION 21

185. Iowa. Department ofvublic instruction.Courses of study forhigh schoolsCitizenship.Des+Moines,Iowa, Departmentof 'publicinstruction, 1930. ,29p. Prepared bya subjectcommittee.Presents objectives,pupil activities, teacherpro- cedures, and evidences ofmastery for 5 units. 186. Courses of studyfor highschoolsEconomics.Pes Moines, Iowa. Department ofpliblic ingtruction,1930.71p. Prepared bya subject committee.Presents objectives,pupil activities, teacherpro- . cedures, and evidencesof mastery for9 units of work. \ 187. Courses of studyfor highschypelsWorld history.Des Moines, Iowa,Department ofpublic instruction,1930.59p. Prepared bya subject committee.Presents objectives,pupil activities, teacherpro- cedures, and evidencesof masteryfor each of 8 unitsor periods of history. 188. Kansas.Department ofpublic instruction.Course of study forhigh schools, PartIVHistoryand socialscience.Topeka, Kans.,Department of public instruction,1930.68p. . Considers the teacher,tbe pupil,the redtation, thetextbook and reference maierial, illustrative material,and suggestions.Deals with citizenship,world history, European history, Englishhistory, Americanhistory, current history,economics, constitution, social civics, andcivic sociology. 189. Coutse of study:._ forhigh schools,International relations.Sup- plement to PartIy-T-History indsocial science.Topeka, Kans., Departmentof public instrugtion,1930.30p. . Prepared by L.W. Brooks,director of secondaryeducation at Wichita, anda group of students inthe 1930summer school of the University ofKansas. , Presents 7 units, namely: Good Willand toleranceat home, internationalunderstanding, informationabout our neighbors, foreign affairs,causes of misunderstanding and effectsof *ear, international ,/p-organizations fortpeace,and the internationalmind. 190. Kimmel,W. G., and otheri.Recent happeningsin the socialstudies. Historical outlook,22: 174-75, 230-33,April-May 1931. Many of thestudies and articlesdeal with secondary-schoolsocial studies. 1111. Levine, Michael." Eternalrevolution ": an original class project in histery. High points(New Yorkcity), 13: 7-15, April1931. Ditrusses choiceof topic, subdivisionand organizationof topic, distributionof work, correction, revision,coordination, committeereports, materials for reading,articulation with rtgularcourse of study, and valuesto students ofaproject in history in New Utrecht high schoolof New Yorkcity. i 192. Aluina,Sister Mary.The unit plan ofteaching.Catholic schooljournal, 31: 124-27,April 1931. Presentspre-test, unitunderstanding, elementsof learning, minimalessentials, and / study directons for i. a history unit on " The coming ofbig businessto America."'

SCIENCE l

193. Caitvell, OtisW., and Lundeen,Gerhard E. Studnts'attitudes regarding unfoundfdbeliefs.Science education,15: 240-6e, May 1931. A list of 200 unfoundedbeliefswere sent to high-school and collegestudents.Each3 person was asked to indieate wheiherhe. wasaware of the particular belief, whether he believed it, and-whetherhis actionsare influenced by it.The 200 beliefs aie listedand the results fromusable returns from 918high-school.seniors and 264college studentsare presented. 194. Davis, IraC.Analysis of the subjectmatter in the eight most widely used textbooks ingeneral science.School scienceand mathematics, 81: 707-14, June. 1931. In the finaltabulationa topic is retained (with five exceptions) if Itoccurred ia tilt or more of the-eight teitbooks.This procedure givesatotal of 137 topics.It iscon- cluded thatover63per cent of the topicsare found in aU of the textbooks, 27per cent in 7, and 16per.ut in IL 22 CURRENTEDUCATIONALPUBLICATIONS

195. Hahn,Alice J.Four unitsto illustrate motivationin the teachingof geography: PartIV.School scienceand mathematics.31: 439-43, April1931. Describesthemotivation ofauniton "Temperature."Considers distancefrom equator, altitude, and windsandocean currents as determiners oftemperature. 196. Hurd,A. W.Effects of schoolinstructionon student achievement. Science education,15: 239-44, May 1931. Presents dataon pupil proficiency in two unitsof high-schoolphysics before andaftcr instruction and discusses factorswhich- determineachievement infinal tests. 197. Preliminarytestsas prognostic of final achievementin physics. School scienceand mathematics,31: 745-48,June 1931. Presents evidenceand concludes thatincases where objectivesare so inclusive that theycannot be attained bya pupil, preliminary testsare the best single criterionof futureachievement, providedno coaching on test items takesplace. 198. Iowa.Department of publicinstruction.Courses ofstudy for high schoolsgeneralscience.Des Moines,Iowa, Departmentof publicinstruction, 1630.78p. Prepared bya subjectcommittee.Presents objectives,pupil activities,teacherpro- cedures, and evidencesof masteryfor eacebf 15units of work. 199. Courses ofstudy for highschoolsPhysics.Des Moines, De- partment of publicinstruction, 1930.70p. Preparlinbya subject committee.Presents objectives,pupil activities,teacherpro- cedures, and evfdencesof masteryfor 17 divisionsof physics. 200. Jaroleman,NellieM. MakinggeneralscienceInteresting.School science andmathematics, 31:727-29, June 1931. Sucbmeans aseasy access to 17 different textbooks,vocabulary and spellingdrills, group work, picturecollections, exhibits,assembly contributions.hobby collections,sea- sonalroom collections,a point system for outsidereading, outsidespeakers, animalcare, visual aids,and club meetingsare utilized. 201. Kansas.Department of publicinstructio2.Course otstudyfor high schools,Part VScience.Topeka, Kans., DepaNmentof mibileinstruction, 1030. 92p. Deals withobjectives,apparatus, etptriments,content andsuggestions forteaching elementary science,physical geography,agriculture, physiology,botany, zoology,chemistry, and physics. 2041 Nettels,Charles H.Scienceinterests ofjunior highschool pupils. Science education,15: 219-25, May11. A questionnairestudy of inferior,average, and superior girlsand boys inone of tbe Los Angelesjunior-high schoolswith respectto their scienceinterests. 203. Ruch,Giles M.,andMeyer, StantqnH. Comparativemerits of physics tests.School scienceand mathematics,31 :.676-80,June 1931. Six sets ofphysics testswere given to physicsclasses in fiveCalifornia highschools, Form A beingfollowed by FormB (If any).Testswere given on alternate days excepttn one instance. An indirectmeasure of validity is attemptedthrough tkeaverage inter--* correlations (rawand correctedfor attenuation)of the severaltests.Reliabilitycoeffi- cients,means, and standard deviationsare given. 204. Taylor,J. N.Little Journeyat homeascience project.Science education, 15: 232-38,May 1931. Illustratestheuse of statistical data 'for.motivatingscience teaching,setting forth important truths,and correlatingsciences. 205. Wendelstein,LouisA.Physicseveriments.Schoolscience and mathematics, 31:730-36,June 1931. A discussionof the teachingof certain physicsexperiments in thehigh schoolat Everett, Massachusetts. 206. Whitman,W. G.Generalscience and hygieneifi thejunior high schools of Massachusetts.Science education,15: 215-18,May 1931. e A study of thestatus of generalscience and hygiene,the extentto which ttiiyore taught jointly andseparately, and theopinions ofprincipalsas to conditions which they consider desirable.Basedon questionnaire-repliesfrom 132principals ofthree-year junior-high schoolsin Massachusetts. Bee Ws?no. 540. SECIONDARfEDUCATION 23

PHYSICAL EDUCATION 207.' Sa ltan, Joseph C.Health educationand football.Bulletin of high points in the work of the highschools of New Yorkcity, 13: 16-21, April1931. Presents practices at FranklinK. Lane high school andadvocatesan extensive program for entire school and thesubstitution of " touch football" for regularfootball. 208. Washke, Paul R.The physical educationand healtiiprogram as curricular and extracurricularactivity.High school, 8:178-83, April 1931. Personnel, time-allotment,four-yearprogram for high schools, and hygienicenviron- ment are considered. 209. Way, A. B.Administration of healthteaching in highschools.High points (New York city), 13:5-8, June 1931. Considers specifichealthcourses, integration of contributory-subjectmatter, direct training in health habits,and organized healthactivitiesor projects

PRACTICAL AND VOCATIONALARTS 210. Ash, William.C. HomeeConomics.Edu4c&tionaloutlook, 5: 211-18, May 1931. Makesnse of 17 references and presentssome findings of Elizabeth Haytock'sstudof the home( activities of juniorand senior high-schoolgirls in Bethlehem,Pennsylvania. . 211. Cook, RosamondC.Moneymanagement and thehome-economics4cur. riculum.Journal of homeeconomics, 23: 333-36,April 1931. Basedon analysis of 7 state and 9 citycourses of study, interviews, and 18 replieto a questivnaire. 212.111aroun,F. N.Problems of theshorthandteacher.HighsChool, (University of Oregon).8: 139-44, March1931. Ditusilesthe teacher, generalobjectives, individualdifferences, stiIndardsand specific objnetives, motivation,technic, testing,grading, English,typing, home study,and adapted training. 213. Homeeconomics in relationto integrated andcooperative schoolpro- grams. A symposium. Journalof home economics,23: 538-46, June1931. Integratedprograms and home economics,by Margaret PlantBackus; High-school euthenics, bySadie J. Swenson;The high-schoolgirl in her homeand community,by Ova A. Woolsey;and Cooperationin the borneeconomics departmentat Rochester, by Ruth J. Young: 214. Iowa.Departmentoublic instruction.Courses ofstudy for high schoolsIndustrialarts.Des Moines,Iowa, Departmentof public.instruction, 1930. 51p. Prewed bya subject committee.Deals withcare of shop, organization ofteaching materials, skills,or abilities, knowledge,suggested type problems,and evidence ofmastery. 215. Kansas.Departmentof publicinstruction.Course ofstudy for high schools,Part VIIICommercial subjects,Issued by Geo.A. Allen, jr. ¡StatesuperlAtendent).Topeka,Kans.,Department of publicinstruction, 1930. 30p. Businessarithmetic, commercialgeography,penmanship, bookkeeping,shorthand,typewriting, andcommercial law. 216. Myers, GarryC. Family relations.Journalofhomeeconomics, 23: 23447, March1931. Advocatesa course in family relationsto be presentedina manner which *111 appealto bothsexes and fit for happy, wholesomemarriage andparenthood, withoutcreating undue conatiousnessof thepurpose of thecourse. 217. Newkirk,Louis Vest.Validating andtesting home-mechanicscontent Iowa City, University ofIowa, 1931. .39p.(University ofIowa.Studies in education, volume6,no.4) Berenty-twotome- echanicsJobswere picked because in themajority ofcases they were checkedas being In high favorin 75 home-mechanicscourses and becobsesurveys on .the basisof 'socialutility justified them.On this basisa home-mechanics testwas con- structed.Itwas used in 10 schoolslocated in 9 differentstates. 24. CURRENTEDUCATIONALPUBLICATIONS

218. Richardson,Anna E.Elementary andsecondary-schooleducation for home andfamily life.Journal ofhome economics,23: 229-43,March 1931. Concludes thattbe mostsuccessfulprograms of home andfamily lifeare those which integrate theexperiences of thechild inand out of school.and that the this schools in which objectivepermeates the entireprogram of the schoolare making the bestcontributions. 219. Socialtraining forhigh-schoolstudents.A symposium.Journal of homeeconomics, 23: 427-36,May 1931. Personalregimen inthe Clevelandschools, byAdelaide LauraVan Dusr; Helping set schoolstandards,by Edna M. Andrix;Social relationahips.by EthelwynRobenmyer; Personalregimen, Grand Rapids highschool, by BerthaL. Field; and Essentials ofliving, by EvericeParsons.Social trainingcourses in Cleveland,Grand Rapids,and Dearborn.

ART 220. Drought, R. Alice.rw- Wisconsinschoolof creativearts.School arts magazine, 40:595-97, May1931. Describes an experiment inarteducat\onfor pupilsin grades5-12 atthe University of Wisconsin. I 221. Gombarts,George P. An artgallery at work.Highpoints, 18:8-13, June 1931. Describes exhibitsat DeWittClinton highschool. 222. Miller,Arthur L.A projectin artappreciation.Schoolreview, 39: 300-06, April1931. Describes a project tried at Fochintermediateschool, Detroit,Michigan. 223. Mills, Winifred H.Creativework withchildren inthe fieldof puppets. Junior-seniorhigh-schoolclearing house,5: 471-73,April 1931. Stressesthe training afforded tbechild andthecooperationbetweendepartments brought aboutby the preparationandpresentation ofa puppet play. EXCEPTIONALCHILDREN Elise H.Martens GENERAL 224. Burdge,Adelaide R.Theopportunityroom.Moderneducation, 3: 33-34, April1931. Ananswer to an article appearing in theOctober, 1930,number of "Moderneducation " entitled " Knocksof theopportunityroom."The writerof thepresent article principal ofa school in which is the an opportunityroom is functioningwithgratifyingresults. Severalcase stories are cited teindicate the happinessof the children and the whoare enrolled development whichtheyare experiencingunder thespecialized understanding teacher. instruction ofan 1 4` 225. Education bulletin [Stateof NewJersey,Departmentof publicinstrue- tion, Trenton],vol. 17,no. 7, March 1981. How shallour schools providemaximumopportunitiesfor their the mental ability pupils interms of of thogépupils?,andWhat provisioncan be made forpupils whoare handicappedby mental andphysical defects? On the basisof these two questionsas conferencethemes, thisbulletinpresents the deliberations of theannual conferenceof thecommissioner tendents of schools of educationandsuperin- of the Stateof NewJersey.It considerssuch problemsu homogeneous grouping of pupils,determiningpupilsosuperior mental viding maximum attainmentsandpro- opportunity forthem, and thineeds ofthe specialchild oflimited mental abilityor witha physical handicap.Programsin effecttit various New Jerseyare described. cities of 226. Grigson,W. Herbert.Physical andhealtheducationin special Journal of health classes. and physicaleducation, 2:15-17, 54-69,April1981. The second ofa series of four articles dealingwith thephysicaleducationprogram in orthogenic,backward anddisciplinaryclasses inPhiladelphia. ties which Describesspecific activi- are used, including drillexercises, dancing,games,ladand trackevents, and apparatus work.-,v*` t , luomesrioziAL:OHILDBEN 25 227. Martens, Raise H.Bducation ofexceptional children.Washington, U. S. Government printingoffice, 1931.38p. (Office of education.Bulletin, 1931,no.20, Chap. XI) A report designed to givea comprehensive view ofrecent developmentsin the education of mentally and physicallyexceptional children.Considers problemsof incidence;sociological aspects of thesituation; State, city, andcounty administrativeprovisions;curriculum;mental hygiene facilities;an4 opportunitiesfor teachertraining.Lists problems of research tbat shouldbestudied. 228. Teaching brightand dull pupils.Baltimore, Md.,Bureau ofresearch, Board of schoolcommissioners, 1931.23p.(Baltimore bulletinof education, vol. 9,no.9) This number ofthe Baltimorebulletin ofeducation is givenover entirely to the problems and practice ofdifferentiatinginstruction forbright and dullpupils. The topics consideredare :Differentiation of tne curriculumfor brightpupils. David E.Weglein; How should gifted childrenbe educated, Leta8. Hollingworth;Differentiationin teaching bright and dullchildren, NannetteS. Levin [andFlorence M. Hufnagle]; Organiza- tion of the curriculumfor the brightchild, BufordJohnson; A chance for the giftedpupil at junior high schoolno.47, M. CarolineCoe; Differentiationapplied, EdnaRolker; The teaching ofsuperior studentsin the high school,Mildred M.Coughlin; Ateachingexperi- ment with students oflow &bill!,at the Western highschool, SarahJanetBassett (also a description of work done inhistory).

e ANAEMIC,TUBERCULOUS,ETC. 229. Beekman, J.H.Developing theclass for thephysicallyhandicapped. High points inthe work ofthehIgh'tioolsof New Yorkcity, 13:56-60, March 1931. A discussion ofthe special class inthe physicaleducationdepartment ofa New York high school." It is bringingtogether allthe pupilsin the schoolwhowere isolated and somewhat lonelybecause ofphysical afflictions,and assigningthem toone period daily of health education.There theyreceive benefitsfrom theu_se bf big-braininusciegroups asdo the normalboys.Further, theycan satisfy thaturge for activity,games, and recreation, throughnormal expressionand growth, thusforgettinghandicaps,In a large socialgroup of their own."Thegroup consists of cripplesand thosesufferingfrom cardiacor other organic difficulties. 230. Fellows,A.Creative musicand the badboy.Progressiveeducation, 8: 348-49, April1981. Shows theeffectiveness of creativemusic in socializingthe attitudesof boys whohave presented problemsof behaviorin school.' 231. Krawczyk,Monica.Over-age!Education, 51:462--66, April1931. A plea for adequate considerationto be givento the needsof the childwho isseriously over-age, and over-eixe fortire. grade inbleb be.isworking.It pointsout the social maladjustments andproblemsthat developfrom sucha situation.Urges individualatten- tion accordingto individualneeds. ts, 232. Moore,Sum P. Aschool thatoffersthe best in physicalcare.Nation's schools, 7:28-38, April1931. Describesthe'otganization ofa private school in Detroit,Michigafi,for thephysical welfare ofthe boys whoare enrolled.A medicaldepartment, witha well-equipped clinic and infirmary,isone of the assets whichthe schiM affords,and which makes to give afiequate It possible attentionto the special needsof malnutrition,cardiacdifficulties, and other physicalhandicap..

BEHAVIORAND PROBLEMCASES 233. Behaviorproblems ofschool children.New York,Nationalcommittee for mentaAhygiene,, 1931. op. Considers brieflythe characteristicsand needs ofthe " nerOons "child, thetruant, the " bad boy "in the class,and the retardedchild. 284. Brown,Andrew W.The problempupil and tiltschool.Illinoisteacher, 19: 382-83,424, 426, May1931. " There isno question that environmentalconditionsare the primarycause of socially maladjusted Individuals." Onthis basistbe authorpoints to theimportant* aprov141- 26 CURRENT EDUCATIONALPUBLICATIONS

Ing adequatefacilities for studyingthe school child whopresents difficulties of behavior. Such facilitiesshould includesociological, physical,psychological, and psychiatricatten- tion to the individual.

235. Fenton, JessieChase. Whychildrengo wrong.Parents' magazine, 22: 48-50, June 1931. DisCBUSIIP8types of parentalerrors in dealing with behaviordifficulties of theirchil- dren.Holds thatmost so-called " delinquent "childrenare " Just ordinary children who hays beenunfortunate, whohave lackedwholesome andintelligentcare from their parents,orwhciseenvironment has not offeredacceptable outlets fortheirown natural impulses, with theresult thatth.6turned to activitiesthatare socially undesirable." 236. Hartwell, SiamuelW. Thecaseof Bobby.Understanding the child, 1: 18-20, March 1931. Acase study prepared especially forthe teacher, showingthe procedure usedin solving the problemof " theworst boy in the sixth grade." 237. Hawk, F.H. A comparisonof two methods*of instruction ofyoung delinquent boys in general science.Journal of juvenileresearch, 15: 121-29, April 1931. Report ofa controlled experiment in whichthe contractplanwas used withone group of boys and the recitationmethod with another iroup. s Thecontract plan proved superior in the teachingof facts. while therecitation methodshoweda decided advantage inteaching majoeconcepts of science.The authorsuggestsa combination of the contract plan andgroup discussions in orderto secure the best results. 238. Mentalhygiene in theclassroom.New York,Nationalcommittee for mental hygiene, 1931.44p. A pamphletprepared by thedepartment of childguidance of the bonrdof education, Newark, N. J.Discusses varioustypes of behavior problemsarising in theclassroom and suggests methodsof treatment." Children whomisbehave,"" children whofail," " children whocome late," " children whoare timid," " children whoare dishonest,"are among the groups considered. 239. Murray, Verl.A comparativestudy of playinformation andathletic achievement indelinquent andnondelinquent boys.Journal of juveillere- search, 15: 111-20,April 1931. Presentsa comparison oftilt;boys ofaSlatecorrectional schooland the boysofa union high schoolin play informationand athleticachievement.The results ofthe studysuggest that " thetype of boys whoare committed to the Stateschoolare those whose Interestson the whole were not in athleticswhen theyattended schoolin their own communityorelsetheir opportunitiesfor acquiringathletic informationwere meager . . . This isespecially broughtout by the fact thatphysical comparisonsof the height andweight of thetwogroups showe4 that the Stateschool boysas a group were endowed bynature with better physiquesthan the high-sehoolboys." 240. Preston,George H.,and. ShepleWWinifred McLane.A study of the problems of " normal " children.American Journalof orthopsychiatry,1: 245-56, April 1931. Report ofa study which "wite undertaken with the ideaof collectingnormal controls against whichour present ideas of problemchildren mightbe evaluated."Analysiswas made of thebehavior of all tbechildren inone section ofa third grade and all the children inone section ofafifth gradeinaneffortto picture thebehavior ofa group of "average " children.Great difficultywas encountered in mAkinga significant differentiation between" problem " and "nonproblem " childrenwith regardto certain behavior traits.The authoremphasises theimportance of workingout some plan bywhichwe may be moresure as to which childrenactually need highlytechnicaltreatment. 241. White, Ralph,and Fenton,Norman.Aspects ofdelinquencyand superior mentality.Journal of juvenileresearch, 15: 101-07,April 1931. Reporto?a preliminary study whichconsiders the relationshipto superior intelligence of three factors:Home environment,companionship in delinquency,and types of offenses committed. Tbe subjectsof the studywere the boys enrolledat Whittier Stateschool ln California.. Findingsshow that" the brighter boyscome from home environments least at as unfavorable as tbe borneenvironment ofthe duller boys":that "companionship in delinquencyis aboutas frequent in the brighterboysas in the duller ones";and that " forgery isthe onlytype of offense whichshowsa significant relationshipwith high intelligence." 8ee alsono. 92. EXCEPTIONALCHILDREN 27 BLIND ANDPARTIALLYSEEING 242. Burke, EmilyGray. Museumlaboratory for theblind.Pennsylvania school Journal, 79: 606-06,May 1931. A brief aceount of themethodused witha class of blind high-echoolstudents whore- ported to Carnegiemuseum in Pittsburgh for instructionin naturalscience..Illustrative materialvas Afforded throughactual specimens,models owned tIrthemuseum, and models constructedeapecially for theseblind students.The author holdsthat " itmay be possiblenow to present a condensedcourse in nature studyto blind students of high- schoolagewithas many, if notmore, advantages of illustrationthanare used for boys and girls with goodvision." 243. Chambers, MildredSmith.Conserving visionin thenursery school and in the kindergarten.Sigilt saving review,1:44-50,March 1931. Presents the opportunityand theresponsibility of thenursery school and the kindergarten to analyze thechild's visualacuityat the very beginning of hiseducationalcareer and to takesteps towardcorrection andconservation. 244. Maxfield,Kathryn E.Special problemsin work for the blind.Teachers forum, 3: 2-11, May 1931. Considers briefly thefollowingproblems: 1. Whyare albinic children educated in schools for the blind?2. The highereducation of theblind.3. Crippledchildren withsevere visualhandicap.4. Vocationalpreparationand placementofvisuallyhandicapped children.5. A placefor the blindfeebleminded (asymposium). 245. Merry, FriedaK. Asurveyof the problem-solvingability of pupilsin six residential schoolsfor the blind.Teachers forum, 3:12-15, May 1931. Report ofa study made " to determine howwella representativegroup of blind children can read and analyze simple arithmeticalproblems, andto compare their achievement with that of seeingchildren ";also to indicateoutstanding difficultiesof problem solving for blind children andto suggest remedialinstruction.Results indicate"a favorable comparison with seeingchildren in thesame grades.The blind children,however,are usually older for theirgrades thanareseeing children." 246. Pilkey, ThomasL.Correl illuminationas an aid to vision in the schoolroom. Trainednurse and hospital review, 86: 641-44,May 1931. Outlines the basic principlesof good lighting procedurein the schoolroom,the requirements of the situation, andtheir relationshipto kbe conservation aviaionamong school children.

247. Prevention ofblindneVn Frauce.School andsociety, 33: 36041, March 14, 1961. "A French Nationalcommittee for theprevention of blindneu,similar in aims to the American National society forthe prevention of blindness,has been formedin Paris.As in the United States, thescientificprogram in France will be direcked alongthree main lines: (1) Prevention ofblindness from infectiousdiseases; (2) preventionof industrial eyeaccidents;(3)conserving the remaining eyesightof visually handicappedschool children." CRIPPLED CHILDREN

248. Ballard, Aline.Training the physicallyhandicapped childfor citizenship.Hygela, 9: 857--59,April 1981. An account of the educationalprogram being carriedon bythe University ofMichigan State hospital, in whichmore than 2,000 children between theages of 5 and 20 receive instruction yearly, doingregular school work and being gradtbdand promotedaccording to their ability.In allcases the work is correlated with that of the child'shome school. Boy-scout activities, insofar as these applyto the shut-in child, ire addedto the regular school Tort of academicand manual nature. 240:iterr,Jean.The schoolgoes to the hospital in Johnstown.School life, 16: 156-57, April 1931. An atcount of the workbeing done at the Conemaugh Valleymemorial hospital, in which, through the cooperationof the local school system withseveral social agencies, children under megcalcare are given the opportunity foreducational(and recreational activities in keepini with theirphysical disabilities.Cites severalcasestudies illustrating the type of work thatis done. 88889-81 8 28 CURRENT EDUCATIONAL PUBLICATIONS

250. McBride, Earl D.Crippled children.St.. Louis, Mo.,C.V. Mosby company,1931. 280p. Written from the standpoint of therapeutics, In order to give the general public an understanding of the problem as well as to furnish information for the nurse, social worker, and parent.Emphasises the importance of early recognitionathe conditions and describes methods of treatment and results obtainable. 251. Strauss, Marian. A plan-for individualinstruction in high-school classes

.for crippled children.Crippled child, 8: 182-83, 185, April 1931. An account of the methods used in a high school of St. Louis,Mo., to meet the needs of crippled students.The work is carriedon, onthe basis of individual assignments and individualprogress.Elements of the Dalton plan are incorporated into theprotedure followed. 252. Upson, Lent D., and Matson, O.V.Crippled children in Michigan. Detroit, Mich., Harold H.Emmons, 1931.188p. A study of the presentfacilities for the care, maintenance, and education of crippled children in Michigan, made in connectionwith the administration ofatrust fund which is to be expended fortheir benefit.The study covers a consideration of legislative provisions of the state, the problem ofincidence, the character of handicaps, and provisions for treatment, custodial care,education, and recreation. Bee also no. 229. DEAF .AND HARD-OF-HEARING 253. Buell, Edith M.In the classroom.Volta review, 38: 248-50, June 1931. Presents a lesson in the introduction of adjectivephrases to a group of deaf children. Outlines the lesson plan, the lessonprocedure, and pupil assignments. 254. Church, Lilian Ladd.Reading for the deaf adolescentVolta review,

33:251-52, 279, June 1931. " The later years of the adolescent period are the most &idealwith pupils who are beyond the average agefor the grade they are in."Therefore specialcareneeds to be observed in directing their readingin sucha way as tohold their interestThis article calls attention to the librarian's opportunityand responsibility in this direction in tbe education of the deaf. 255. Five articles for teachers, fromthe Idaho School for the deaf.Volta Peview, 33:163-70, April 1931. These brief articles, written by teachers in the Idahoschool, deal with auricular training, physical education, tie-dyeing, the toyorchestra, amd the readjustment which I. necessaryfore children who suddenly losetheir hearing through an attack of spinal meningitis. 256. Gruver, Elbert A.How the work of our schools may be advanced by research.American annals of the deaf, 76:248-63, May 1931. Outlines the programsof research which are in progress at the Clarke school for the deaf at Northampton, theCentral institute for the deaf in St. Louis, And by the National research council and the White Houseconference.Emphasizes the need for all organizations interested in the educationof the deaf to "get together" on a constructive program ofconcerted action and study. 257. Klopper, Stephen. The Belgianmethod.Voltareview, 88: 245-47, 280-81, June 1931. An account of the adaptation a the Decrolymethod to tbeuseof schools for the deaf, asIt has been introduced in Belgium.Emphasizes theuseof significant combinations of sounds in speech units rather than the use of isolated sounds, as well as the early teaching of lip reading, reading, and writing of speech units. 258. Montague, Harriet Andrews.A class for the conservation of hearing. Auditory outlook, 2: 221-23, 249-50, May 1931. Also in Volta review, 33: 197-99, May 1931. 410. Describes the work that is being done in Baltimore for the child who is not totally deaf, butso extremely hard of hearing that he can not getalong satisfactorily in the regular grades,even with special instruction in lipreading.A special class has been organised for these children in which their needsare metby special equipment and specialinethods, withanunderstanding teacher. . EXCEPTIONALCHILDREN 29 259. Norris, Arthur G.Commercialtraining forour girls.American annals ot the deaf, 76:229-34,May 1931. " Thesame objections to teachinga greatmany other vocationsto the deafare true of teachingcommercial Workto deaf girls,but theymust be and ifwe wish to veer taughtsomething, away from the oldritual ofcooking, sewing,and cleaning,I know of few linesof workwhere theworkingconditionsare as goodas those in work.I wouldrecommend that commercial we take the line ofleastresistanceand teachtyping, bookkeeping,machineoperation,Ming, andduplicatework." 260. Bouleau,CorinneRocheleau.Myedu(litk)n ina convent schoolfor the deaf. Catholiceducationalreview, 20:266-82,May 1931. A deaf girl's own story of theunhappyexpaieneesencounteredin the needed ment of herlife, normaluntil her adjust- ninthyear, to the htindicapof.aprogressivedeafness. Describes theeducationalprocedureused in theschool which one which she should was finally...chosenas the attend, andthegradualdevelopmentof rzpeecliand which broughtsatisfyingresults. understanding 261. Skyberg, Victor O.Makingeducationmore Practical:Thechallenge of Prof. DonaldG. Paterson's address.Americanannals ofthe deaf,76: 22a--29, May 1931. A discussionofan address deliveredat the 26thmeeting oftheConvention of can Instmc;ors ofthe deaf,Faribault, Ameri- Minn., In 1929.AgreeswithPaterson'sstatement that "industrial trainingshouldbecomc themost important education :Ind outstandingfeature of for the deaf."Emphasizesthe fact,however,thatwe need to menta.y school:for tiefundamental "keepour ele- knowledgeand skill''in orderthat thedeafmay competemore satisfactorilywith theb"aring inthe tional life. languageabilityrequiredin voca: 262.Stevenson,Elwood A.Theeducationalachievementof thepupils of otir day schools.Americanannals ofthe deaf,76: 301-1.4. May Takes issue 1931. with thetentativefindingsreportedby Dr.C. C. vey of theachievementof pupils Upshall,ina recentsur- in dayschoolsvs. institutionsfor thedeaf."My personalconclusion isthat theeducational day schoolsis not achievementof thepupils ofour greater thanthat ofthose ofmany ofour residential mends methodsofprocedurefor another schools."Recom- survey whichmightcheck theearlierfindings. 263. Walker,Hazel W. Dr.FrederickMartin'sspeechmethodsas applied, to thedeaf andthehard-of-hearingchild.Vo:ta A description review,33: 171-74,April 1931. of thechart workedout by DbctorMartinto aid sense in deafand in developinga speech hard-of-hearingchildren.The writerfeelsthat "the chart thingthat thechildcan visualizeand . issome- use as a keyto referto mentally wbennotsure of himself.It isa wonderfulbasis forphonicinstruction." Sec alsonos. 837, 1429.

41) GIFTEDCHILDREN 264. Bernstein,Louis.Theprob!emof thegiftedchild schools inour secondary Bulletin,of highpoints,1:1: 4-10,May 1931. Considerstheproblemofdi4coveringthe giftcd some provision pupils inhigh schooland ofmaking for tbernafter theyhavebeendiscovered.. characteristk'swhichmay be used Analyzes thedistinguishing ad identifyingfactors,andoutlinesthe treatmentwhichmay be employedIn developing possil.11:Cesof interests. keennessof intellectandnatural 265.Hendricks,C. Squaredeals forsuperiorstudents.High-school 7: 140-41,April 1931. teacher, Emphasizesthe need of makingspecialprovisionfor thesuperior andsuggestsproceduresformeetingthat need, high-school student/ highschool, in withparticularreferenceto the small whichabilitygroupingscan not berealized separatesections. throughtheorganisationof 266.Zohnson, Celia.The giftedprimarychild.Educational 456-58,May1931. methbd,10: Anaccount of pioneerwork beingcarriedon InPasadena, nrichedcurriculumis provided Calif.,throughwhichan for thementallygiftedchildrenin theprimary ProjectsIn bandwork andsocialactivities grades. grouped about accompany theacademicinstruction,all one largecenter ofinterest chnesenfor theyear. 30 CURRENT EDUCATIONALPUBLICATIONS 207. The selection ofsuperior students at the University ofBuffalo.School and society,33: 717-18, May 30, 1931. A cooperativerelationship has been established betweenthe public-school system of the city of Buffalo andthe University of Buffalo,whereby " exceptionally brilliant students who expect toattend the university are putin touch with universityofficers several months before entrance," mid aregiven special direction in planning their courses ThéGeneral education boardhas given tbe university the sum of$60,000 toconduct' flve-year experiment intheselection,guidance, and instructionofthese superior students. See also nos.228, 241, 295-206, 305. MENTAL HYGIENEAS APPLIED TO EXCEPTIONALCHILDREN 268. Anderson, Forrest N.,and others.Six years of child guidance. Journal of juvenile research,15: 73-96, April 1931. A summaryof the work carried on by the LosAngeles Child-guidance clinic during the six years of itsexistence.Presentsastatistical analysis of cases treated, adescrip- tion of clinic procedures, typesof problems presented, and anevaluation of results with antilisclected group. 269 Logan, Frances D.A school-guidance program.Childhood education, 7: 405-08, April 1931. Discusses the functionofachild-guidance clinic as a part of apublic-school system., and outlinestheorkanizationwhich has been effected inWinnetka, 111.Psychiatric, psy- chologital, and pediatricservices are available aswellasthose of the school counselor and remedialteather. 270. Thom, DouglasA.The need of mentalhygiene for teachers of young children.Childhood education, 7:395-99, April 1931. Speaking out of a wideexperience of clinical workwith young childr,en, the author outlines the opportunitiesand the-responsibilitiesof the school in meeting the behavior problems of children intbe Orimary grades. 271. Tjebout, Harry M.Danger pointsin chr.d guidance clinic work.Jour- . nal ofedu.cational sociology, 4:508-16, April 1931. ., Discussesthe cooperative relationshipwhich must exist among psychiatrist,psychologist,pediatrician, and social worker in order toinsureanintegration of four 1 ints of viewwhich shall be conducive to anunderstanding of the whole child.Also imphasizes the responsibilityfor remedial treatment which nocliniccandodge; there- ore it must bemanned by an adequatelytrained personnel which should be able both to diagnose' and to prescribe. . 272. Woods, ElizabethL.A mental hygiene programinapublic-schoolsystem.Childhood education, 7:409-10, April 1931. A brief summary ofthe scarifies of the Los Angeles, Calif.,public schools in providing guidance facilities through the medium ofspecial classes and clinical service. See also nos. 241,306-309, 452. SPEECH DEFECTS 273. Blanton, Smiley.Stuttering.Mental hygiene, 15: 271-82, April 1931. An annlsis of theproblem of stuttering, consideration of thedifferent theories of causation, and treatmentindicated. 274. Bryngelson, Bryng.Treatment of stuttering.Journal of expression, 5: 19-20, March 1931. Describes ...method of treatment whichfollows Travis' theory that "stuttering is due to a lack of a centerof chief dominance of sufficient potency andcomplexity to integrate the movements of the apparatus involvedin speech.The purpose of the treatment is to establish such a center ofcontrol."Outlines the steps of the method and the results secured from its usewith 127 cases of stuttering over a period of 16months. 275. Herren, R. Yorke.The effect of stuttering on voluntarymovement. Journal of experinkentalpsychology, 14: 289-98, June 1931. Report ofauattempt " to determine the extent andthe nature of disturbancesduring stuttering in thevoluntiryactivity of some muscle groups not directlyconcerned with 4 BXOBPTIONALCHILDREN 81

the production ofspeech... Dukngstuttering notonlyisthe speechmechanism, proper, blocked but.also sucheztraspeechstructures as the hands andfeet.This would indicate that stutteringis due to,or causes, or accompaniesageneralizedmotor blocking." 276. Kenyon,Elmer. Thetreatment ofgtaininering.Quarterly journalof speech, 17: 226-35,April 1931. An introductionto a nation-widecooperative studyof thetreatment of stammering which is beingundertaken by therecently organizedAmerican societyfor the study of disorders of speech.The authorcalls attentionto the confusion ofmethods whichpre- vail atpresent and to theneed of joiningforces ina cooperative undertaking directed towarda thorough analysis ofprocedures usedin relationto the results attained. 277. West, Robert.A symposiumon stuttering.Quarterly journal ofspeech, 17:301-20,June 1931. A report of theannual meetingof the Americansociety for the studyof disorders of speech held inDecember, 1930.The meetingwas devoted toa symposiumon stuttering, in whichnumerous individuals workingin the fieldexpressed theirviewsas to cause and treatment of that difficulty.The variousschools and methodsof speechcorrectionare rep resen tc(1. SUBNORMALAND BACKWARD 278. Butterfield,E. W.Two bright,sixdull.Illinois teacher,19: 398, 408-13, May1931. 4r A plea foradequateattentionto be giventotiiosewho are,"Ijibool dull,"but who have a real contributionto make to the world'swork." Public ondary schoolsare for all children between12 and 18years, and these childrendiffergreatly inmany abilities. The communityhas placesfor allthese children,but for workin divers fields." 279. Eriksen,Edith.A projectcombining socialscience and Englishfor slow Pupils.Hawaiieducationalreview,19: 202, 220-23,April 1931. A suggestiveaccount ofatravelproject used 114i thejunior high schoolfor pupils academic ability. of low 280. Hogoboom,Grace W.Remedialreading for theslow-learningpupils of the juniorhigh school.Educationalresearch bulletin(Los Angeles,*ailif.),10:

13-16, April1931. . Anaccount of thework beingdone ina Junior high schoola Los needs of Angelesto meet the retarded children.Describesmethods usedand objectivessought." If the slow- learning childis consistentlycarriedthrough his threeyears of Jualor high sucha r4gime, he will arrive schoul under at senior highschool, notpenalized,as some would haveus think,but strengthened.Ile will(stave gainedmethodsof attack,means of using his humble powerito their best.advantage." 281. Kuenzel,Myra W.Caserecordsystem at theVinelandlaboratory. Training schoolbulletin,28: 41-52,May 1931. A description of theequipmentand procedureused la theorganization ofcase histors files.Illustrativeplatesare Included. 4 282. Mogridge, George.Institutionforfeeble-minded[Iowa]Midland schools,45: 289-91,April 1931. A descriptionof thedevelopment,organization,methods of nitnatnistrafion, of thecurriculum anActivities nt the Stateschool forthefeeble-miuded atGlenwood, Iowa.Written by thesuperintendentof the school. 283. Problems of mentaldeficiency.MentiAhygiene bulletin,9: 1,4-5, 7, March1931. A reprintof thereport of thecommittee ofthe White h Houseconferenceon child ith andprotectiondealing withthe mentallyhandicapped.Shows the me I deficiencyto poverty relation of and dependency,to crime anddelinquency,and pointsout theresponsibility ofthe cotnmunityto developan adequate educational program as andsocial a means of therapeuticprevention.Outlinesa desirableprogram Including identification,special educationalprovision andsupervision, and research. preventionof reproduction, 284. Rabourn; Susie McD.W.Englishcurriculumfor pupilsof lowI. Q. EnglishSurnal,20: 449-54, June1981. "Ifwe can keep in mindthatwe are dealing withpupils oflow mentality, pupilswho and with are slow becausethey havenot masteredessentials;that theylack emotional 32 CURRENT EDUCATIONAL PUBLICATIONS

stability;and that social adjustmentisas necessary as satisfactory accomplishment of subject matter, itIseasy to objectivize the work in IlInglishto change their attitude toward school duties;to teach them confidence, self-control, and better habitsof studying, rending,listening, and talking."Emphasizes the need for drillon essentials, imille literature of life interest, and development of reading ability.

285. Special school: inScotland.Scottish educational journal, 14: 732-34, June 19, 1931. Presents the development ofspecial schools for mental defectives in ficotand, their veceralorganization, numbers andtypes of pupils enrolled, curriculum, and teacher preparation. 286:Sprague, Edith M.Some problems relating to the teaching of special classes in high-school English.Educational research bulletkia(Los Angeles, Calif.). 10: 2-5, April 1931. A generalaccount of the provisions made in the Manual arts Mgh school, Los Angeles, for the student who is unableto do' the work of the regular English clases.Presents the factors involved in selectionof pupils for the sbecial class find the'problems involved in meeting their ditilcultres. 287. Wilson, Frank T.DifficultY in the learning of shorthandcharacters by bright and ¡lull children.Journal of genetic psychology, 39: 113-22,March 1931. on the basis ofa previous study, supplemented by additional casemintroduced into the investigation, the authorconcludes that " for such learningRRwill representedby the requirements of recognizing these 26 shorthandcharacters, difficulty isacomplexcom-

bination of various elements. . . . In tbe aspects exnmined itseems that bright .and dulL children differ only in degreeand not in kind.Thereseems to be every suggestion in the data that this difference indegreeIs the important consideration.This investigation 4.4nphasizesonce more the regularly repeated conclusion ofevery study of the learning proress of contrasted groups, that the fundamental problem of guidanceis that of fitting the learning situationto the needs of individual learnerp.4° 288. Wright, Barbara H.Theonesthe school called dull.School life, 16: 149, April 1931. Abrief r6sum6 ofafollow-up/studymade of 175 Special-class boys wbo had goniout of the Minneapolisk_Aiehools." One bu-dred and fifty-one of the 175special-class boys(were working and either payirigboard, giving all their earnings to their families,orsupportias families of their fawn.; only 24werebeing supported by their familiesnotabad record for boys definitely subnormal. .. . Good articulation between theschool and Industry retwirel4 thntwegivemore Care to suitable education for the thousands ofyoungpeople who do notprogress from the junior high school to the senior high schoolbut from the julsor high schoolto community living."

114-eealsonos.228, 451.

1CDUCAT1ONALPSYCHOLOGY M. E. Haggerty

Assisted by Herbert A. Carroll,Ruth A. Merrill, HerbertSorenson,4' EL E. T. Lund, W. S. Miller,,and A. C.Burtch HEREDITY 289. Conrad, H. S.On kin resehablances in physiquevs. Intelligence.Journal of educational psychology, 22:376-82, May 1931. A significant study. 290. Krout,M. H. Heredity, environment,and developmentalprocess. Psychological review, 38:187-211, May 1931. Review of literature, including84 titles. 291.Vintner,Rudolf.Intelligence and month of birth.Journal of applied psychology, 15: 149-54, April1931. . Fromastudy of 4,925 cases the author concludes:" We lave been unableto find a lunuence of themonth of birthupon the IQ of our cases." ./ EDUCATIONALPSYCHOLOGY 33 292. Steckel, X. L.Parentalage and intelligenceof offspring.Journal of educational psychology, 22:212-20, March1931. P' Children ofyoung parents tend to beless intelligentthan children ofmore mature parents. Hasa socio-economic basis. 4 293. Streep, R. Acomparison of whiteandnegro children in rhythm and conenance. Journal of applied psychology,15:53-71, February1931. Stayed637 white and 678negro children.Negroeswere slightly superior in thetwo phases of musical abilitytested, perhapsnot a. racial difference..Used children ofgrades 3 to 6 in New Yorkcity,ages 8-12 years, giving Seashoretests. A review ofa master's thesis at Columbiauniversity.Author hasgiven 10 biblio- graphical titles,and listsproblems for furtherstudy. 294. Wilson,P. r, and Jones,H. E. Astudy of thelikesexed twins. I. The vitalstatistics andfamilial dataof thesample.Human. biology,3: 107-32, Februarylit INDIVIDUALDIFFERENCES 295. Carroll,Herbert A.The effect ofintelligenceupon phonetic generaliza- tion.Journal ofappliedp.sychology, 15: 168-81, April'1931. Bright childrenshowa marked superiorityover dull children in phoneticgeneralization ability. 296. Asburn,W. J., and Bbhan,B. J.Enrichingthe curriculumfor gifted children.New York, TheMacmillancompany, 1931.xiv, 422 p. An excellentpresentation of theprinciples underlyingthe constructionofa curriculum for gifted children,accompanied byaARCU891011of methods ofinstruction. 207. Rugg, Harold.Self-culiivationand thecreativeart:issuesand criteria.Journal ofeducational psychology,22: 241-54,April 1931. Concludesthat representativeart and creativeart are two differentthings, and that bothare necessary inour schools. 298. Schott,E. L Superiorintelligence inpatients withnervous and mental illnesses.Journal of abnormaland social psychology,26: 94-101,April-,Igne 1931. Aftera mental examination of 450 psychopathicpatients, thewriter concludesthat intelligence andnervous instabilityare independent variables. 299. Witty, P.A., and Lehman,H. C.A study ofvocationalattitudeand intelligence. Elementaryschool journal, 31: 7V-46, June 1931. The writersfound that thedull boys tfridedto chooseoccupations indiscriminately, while the brightchoose with greatercare and, on the whole,aimed higher. STUDIES RELATINGTO CURRICULUM 300. Davidson,Helen P.An experimentalstudy ofbright,average, and dull childrenat the four-yearmental level.Wprcester, Mass.,.Clark university press, 1931.110-289p.,(Geneticpsychologymonographs, vol.9:nos. 3-4, March-April, 1931) A study whichtested the reading abilityofa bright, average, anddullgroup of children all having a mental age of fouryenrs. Theyoung brightgroup learned considerablymore than theaverage group which inturallsarnedslightlymore than the dullgroup. 301. Greene,Edward B.Effectivenessof variousrates of silentreading ol college students.Journal ofapplied psychology,15: 214-27,April 1931. The retentionof collegegroups that /studied thesame topics in psychologywas tested by reading thediscussionto them at differentrates which incidentlybrought abouta -time factor.The lengthof timedevoted to studyseemedmore importantthan the rate NIf reading. f1 a 302. Holmes, Eleanor.Reading guidedby questionsversus careful reading and rereadingwithoutquestion& Schoolrèview, 89:361-71, May 1931. Itwas foundlhat forboth immediateand delayedrecall, readingguided ibyquestioes was more effective thancareful readingIntl rereadingwithout them.Studentsina teacherscollegewere subjects in thisexperiment CURRENT EDVCATIONALI4PUBLICATIONS 303. Remmers, H. H.Typical points of view on learning presented to beginning istudents of education.Journal of applied psychology, 15: 156-67, April 1931. Basedon aquestionnaire sent to members of the National society of college teachers of education. The psychological viewpoints and theories of learning held by those members wl:ich showed great diversity and littleor nostandardization were obtained and tabulated. 304. Turney, Austin H.The effect of frequent short objective tests upon the achievement of cone& students in educational psychology.School and society, 33: 760-62, June 6, 1931. Onegroup wastested frequently by short guides while a control group was not. By means of a pre-test and an end-testit was discovered that frequent quizzes not only stimula4-ed learning butwere liked by thestudents. 305. Wilson, Prank T.Errors, difficulty, resourcefulness. and speed in the learning of bright and dull children.Journal of educationalOsychology,22: 229-40, March 1931. Compareserrors and successes of bright anddull nine and twelveyearold children in an exercise or contest in which two players " alternately draw either glue or two from a given number of pieces witfi the object of winning the last piece."Comparative success is greater for the 12-year-old bright childrenoverthe dull 12-year olds, than correipondingly for the .9-year olds: and boys showgreater superiority by bright-dull cothparison than girls. MENTAL HYGIENE

306. Benson, Charles E., and Altneder,1:4-z;iiheE.Ment#1 hygiene in teacher-training institutions in theUnit& Siates.Mental hygiene, 15:225-41, April 1931. Contrasts the findings of the present teacher-trainingsurvey withthose of Doctor Burn- ham'ssurvey in 1919-20.Findsamongoarr things that emphasts is shifting from the abnormal individual to the normalone, and that the individual is becoming the focus of attention toan even greater degree than before. 307. Crothers, Bronson.Mental-Okieneproblems of children withsensory- motor defects.Neiv% England journal of medicine, 204: 481-86, March5, 1931. Calls attention to the need of experimental analysis of the different methodsoftrairi- ing defective children.Stresses the point that the defect isnot the important factor, but rather the assets thatareleft to work with.The administration of the children's hospital of Boston is used inanillustrativemanner. 308. Line, W. Mental factors,that, affect school abilities.Mental hygiene,

: 15255-62, April 1931. . The application of psychological principles tothe mentalhygelofschool subjects. 309. Nelson, Louise.. A medical problem that becamegipsychological problem.Mental hygiene, 15: 242-54, April 1931. A completecase history of one boy, including attempted treatment. See oleo boa.26g-272,700. STATISTICS

310. Barr, A. S.The coefficient of correlation.Jou4Palof educationalre-- search, 23: 55-60, January 1931. 311. Foran, T. G.A noteonmethods of measuring reliability.Journal of educational psychology, 22 [D] 383-87, May 1931. Datawere collected to compare the method of obtaining the reliability ofan entire test or scale for administering thesame form of the test twice and tbe Method of securing the correlation between two forms of the tst.It is concltidell that if itlIowancesare made for diferenck in variability,reliability coefficientsarehigher tor repetitions of tilttest than for similar forms. 312. Garvey, C.R. The sigmas of combined distributtottscatettattsd from sigmas,means, andfretineficisofcomponent distributtont.Jourilal of edges- tiófial psychology, 22:807-10, April 1931. IIDUCIATIONAL PSYCHO c:35

1 313. Xellogg, Chester IL, qtsel Spence, K. V.A noteontbe standarderrors of kile standarderrorsa estimateand measurement. Journal of educational psychology, 22: 313-15, April 1931. 314. Shen, Bugens.A noteonthe definition of theharmonicmean.Journal of educational psychology,22: 311-12, April1931. A definition of the harmonicteas is proposedas a special case of the weighted arithme- ticmeanwbdre theweightsare squall° the reciprocals of themeasures. 315. Spearman, C.Samplingerror of tetrad differences.Journal of educational psychology, 22: 388,May 1931. GUIDANCE (See also section,Vocations.' )14,ucatio*and Guidance)

61,4. 316. Ackilles, Paul S.Methods of conductingand recording vocationalinter- views.Vocational guidancemagazine, 11: 303-08, April 1931. . Begins witha reminder of the purpose of interviewingin general and thenincludes alist of nine things whichaboujd be learnedfromaninterview.Theseare discussed in detail 317. Burr, Emily T.The vocationaladjustment of the mentallydefective. Psychological clinic.20! 465-64,April 1931. Certain testsare suggested for measuring their vocationalaptitudes andmanyIndia- trial opportunitiesare discussed.Significance of mentalage and emotional instability are stressed, with the importance of studyingindividual differences.A sectionis also devocvd to experiments invocational adjustment beingtried allover the country. 318. Hutcherson, GeorgeE.What experience shouldtbe counselor have? Vocational guidanoemagazine, 11: 339-40, May1931. Averyshort article whichtreats Laa summary form what is generally considered necessary for a counselor in secondary education. 319. Johnston, J. B.Who shouldgoto college?Vocational guidancemagazine, 11: 309-15,April 1931. The article givesa short statement of the present conditionIn colleges withrespect to selection of student!.Then followsa discussion of the prognostic value of 'theCollege ability testsas given at the University of Minnesotaand something of the system of advice and guidance givenin Minnesotato high-scbool seniors and collegefreshmen. 320. Kitson, Harry D.What generaleducational and specifictraining should a counselor have?Vocational guidancemagazine, 11: 841-42,May 1931. Thepurpose of this article is to stress thefact that vocationalguidance isa profession in itself andrequires specific training.A list ofcourses outlined by the National Vocational guidanceassociation is included. 321. Langdon, Grace.Home guidance foryoung children. New York, John Day Co., 1981.406p. Designedas a parents' handbook.Describes the desirablebehavior of childrenand how parents can facilitate such behavior.The book isdivided into threeparts: (1) Educational beginnings;(2) educationalaspects of the child's dailyliving; and (3) integration of educationalexperience. Problemcases -.are pot discussed becausethe author feels that ifproper guidance is given in the beginningstubborn problems willnot arise. 322. Occupationalresearch.Vocational guidancemagazine, 11: 254-85, May 1931. A series of short articlesasfollows: 1. Bennett, Lois:History ofoccupationalre- search;2. Come, Mary P.:'An outliveof theprogram of the coordination plan; 8. Coordinationcommitteeantis used Inpreparing theoccupation studies;.,41.List of technical articlesdealing with honalstudies and bowto prePare theca; 5. Bartlett, Ruth M.: Vocational guidance material usedin 13 large citYschool system: &aerial sectkod by luesticomaires;6,Ringten, Josephine:Uses ofoccupational material lin Small towns and .citiesin Wisconsin,questionnaire; 7.Wright, BarbaraA.: Need, of Constantly revisingoccupational pamphletsand suggestionsas to bow this is being done; ti, Rennet JosephV.: A review and criticismof certain occupationalstudies already done and. an asconat of the writer's eitperiescewith the Kiwanisclub in New York City. '7 36 CURaBlITT EDUCATIONAL PUBLICATIONS 9. Woodhouse, Chase Going: Organisation of the women's professional relations and tbe !feed for the work it is doing.10. Rankin, Paul T. : The place of research in a guidance program.11. List of occupational studies recently published or in the process of publication. 828. Palmer, Emily G.Why pupils leave school.Vocational guidancepaaga- zine, 11: 295-303, April 1931. An investigation carried on in California wherein was considered intelligenceioativity, parental education, economic status, etc.Conclusionsare drawn andthe neeessiry changes of school policy and procedure outlined. 324. Smith, Fred C.How guidance should affect the individuaLVocational guiaancemagazine, 11: 291-95, April 1931. Guidance conceived not as a system but as to its effect on the individual.Main problem of guidance is to integrate its ,various functions. 325. Smith, Homer J.Vocational education in the secondary9Cbools.In- dustrial arts and vpcational education, 20: 177 'May 1931. Concerned for the moist part with reasons why the secondary school Is the logical place for industrial training, andadiscussion ofsomeof the changes that will have to be made inourschool procedures.Also discusses tbe place of such school training in thecom- munity with respect to the special vocational schools already in the field. 326. Stuart, Milo H., and Morgan,- DeWitt S.Guidance at work. New York, McGraw Hill bookco.,inc., 1931.104p. The educational psychology and theory whicharethe bases of guidancearebrought out in certain chapters of this book, which presents the results ofastudy of the problems of student guidanceat the Arsenaltechnical school in Indianapolis.Thefacultyare unanimous in agreeing that guidance Is their primary function and have turnedevery resourceof thNschool to furthering that aim. 327. Town, Clara Harrison. An investigation of the adjustment of the feeblO-minded in the community. Psychological clinic, 20: 42-54, April 1931. A short résum4 of the history and development of the treatment of feeble-mindedall overthe world is given.The study reportedwas done inNew Yorkuponthose discharged from the Rome State school.Their adjustmentwas studied with relation to: (1) ability for self-support; (2) ability to regulate life without assistance;(8)ability to be law- abiding.Reasons for the failure of community replacementare suggested and an alterna- tiveprogramsubmitted. 328. Viteless, Morris S.Clinical problems in the vocational guidanceof the mentally deficient.Psychological clinic, 20: 38-41, April 1931. A short discussion stressing mainly the importance of making the methodof their treatment the sameas it iswith normal children.The significance of the mentalage as such is discussed.Twocasestudiesareincluded. Bee alsonos.626-891. MENTAL TESTING 329. Banker, Howard J.Mentalagedistributiou in schoolprogress.Jour- nal of educational research, 23: 273-79,April 1931. Shows mentalage curve from grade one through post-graduitt years.Dataarefrom numerous studies andare transmuted to equivalent "mental, ages " by Hohs-Proctor norms.The authorstates that two opposing forces tend to raise themean above the theoretical and depress themean,selection, and cessation of mental grówth,respectively. The latter beginsto function at grade 10, being associated withthe functional changes of adolescence. 330. Baumgtner, M.The correlation of direct suggekibilitywith certain character traits.Journal of applifil psychology,15: 1-45, February 1931. Data show thatsuggestibilitymay be a desirable trait and seems to bea component of several eminently desirabletraits.Correlationsrange from .28 to + .28. 831. Conrail, H. S.The measurement of adult Intelligence,and the requi- sites ofa general intelligence test.Journal of social psychology, 2: 72-86, February 1931.- Discusses24 " desiderataofa valid general intelligence test."Ra 70 titles, drawing many of his criticisms, whollydestructive, from bibliographicalsources. JITNIOR OOLLEWIS 37 411, 332. Conrad, H.EL, and Harris,D. The freeassociation methodand the measurement of intelligence.Berkeley,University ofCalifornia, 1931.45p. (University ofCalifornia.Publications in'psychology.vol. 5.) 333. Parr, T. J.The intelligenceand achievementofnegro children.Educa- tion, 51: 4i1-95, April 1931. .1» Gave Illinois intelligenceseale, Monroestandardizedsilent-readingtest, and Monroe general-survrytest in arithmeticto 200negro children.A smallper cent of negro children remain in schooluntil theyfinis.);the eighthgrade. 334. Hendrickson,G. Auseful abbreviationof Armyalpha.School and society, 33: 467-68,April 1931. Authorpresentsdata thatshowahighreliability foran abbreviated Army alpha test. 335. Johnson,Guy B.Asummary ofnegro scoreson the Seashore music- talenttest's.Journal ofcomparative psychology,11: 383-93,April 1931. 'rested 3,300negroea, compared withresults foundby Seashore.In pitch.Degrees below whitesexcept in grade 5.Insenseof'intensity,scores about equal;in grade .5 negroes superior. Insense of time,negro adults decidedlyinferior, grade8 notsoin- ierior,grade 5 equalswhite. Insense of rhythm,negroes excel, grade 5 cxcelsmost. In tonnlmemory, negroeswere inferior. [. 336. Lincoln,E. A., andShields, F.J. Anage seale for themeasurement q moral judgment.Journal ofeddcationalresearch, 23: 193-97,March 1931. Discussionof Shields'moral-judgmentexamination. Has eightgroups of tests ineven- numberedyears from 6 to 20.Testedover 1.300 cases of variousages and types.Finds, (1) There isa gradual development of moraljudgment fromchikiboodto maturity. (say that maturityis'wellover 16) ;(2) Environmentand traininghavea marked effect on the moral Judgmentof boys and girls. 337. Pintner,Rudolf.Agroup intelligencetest suitable foryounger d children.Journal of educational psychology, 22: 360-63, May '1931. _ 3 Presents thenew Pintner primarynon-languagemental test,publishedby the :an of publications,Teachers college,Columbia university. Thetest is 'administeredbymeans of pantomine and exampleson the blackboard, andIs thus suitableforuse witb young deaf children." The resultsso far obtained would seem to indicate that u isdis- criminative forages 4 to 8, inclusive." 338. Intelligence testing:Methods andresults.2d edition.New York, HenryHolt &company, inc., 1931.555p. , 339. irolansky, S.The associationfactor inintelligencetesting..Journal, educational psychology,22: 321-34,May 1931. A study of theimportance of thefactor of associationas it influences rate ofreply ina test. 340. Washburne,Carleton.Mentalage and the arithmeticcurriculum: A summary of the Committeeofseven grade-placementinvestigationto date. Journal of educationalresearch, 23:210-31, March1931. The relationto mentalage of ability to learnand retain varioustoplcsin arithmetic was tested.One of the conclusionsis thata "child's precedinggrasp of \those facts andprocesses that enter into thenew topic be is to sthdy,is evenmoreimportant*than the mentallevel be has reached." flee alsono. 687.

s. JUNIOR COLLEGES

.Walter CrosbyItelly* .

. ORGANIZATIONANDADMIkISTRATION

r . . 341; Carpenter,W. W.Record$ of public juniorcolleges ofMissouri.Pea- body journalof eclticati.on,8: 'May 1981. Brief discussion of .recOrdsforTs usedIn the eightpublic júniorppllegesot Missouri. Samplesof .80 of theserecord totniv-are reproduad, dialingwith Individual.puòhs, pupils in w. groups, teachers, busineitsprocedure, andreoests to alumni. . . CURRENT IDUCATIONAL PUBLICATIONS

342. Dorsey, Susan X., chairman.Report of the California commission for Ce study of educational problems.Sacramento, Calif., State department of education, 1931.2 vols. Contains discussion of tlw present and future of Junior colleges in California, five major recommendations and considerable statistical and otber supplementary and supporting material.For commentsOnthe reportSET entry no.345 by W. W. Kemp. 343. Hale, Wyatt W.Comparative holdingpowerof Junior colleges and regular four-yearColleges.Bulletin of the American association of collegiate registrars, 6:305-16, April 1931.4 tables. Reprint of article bysameauthor in Phi delta kappan. October 1930. 344. Junior colleges.Journal of higher education, 2: 96-4)8, February, 1931. .t summary and discussion of recent junior college studies by Holy(Ohio), Bells (California), Reed and Marrs (Texas), and Haleonthe junior college holding power.

345. Kemp, W. W.What price Lay Commission?Junior college journal, 1: 582-84, June 1931. A criticism of the recommendations concerning juniór colleges mule by the California commission for the study of educational problems. geeno.842. 316.'Lawson,Fred.:Stateaid for public junior colleges.Junior college journal. 1: 487-93, May 1931. A detailed study of generalJunior-college/legislation, special legislationasenacted in each of the states, anda summaryof proposed legislation. 347. The problem of the small junior college.School review, 33: 250-524, April 1921.2 tables. Editorial discusiion of the results stated by Chira M.' Wallace in"Developmentof junior colleges in Iowa " in the Junior colfte journal, January, 1981, and of a somewhat similar study by L. A. Clark, of Alta, Iowa. 348. Segel, Davi41.Prediction of success; pl junior collegv.Junior college A journal, 1: 499-502, May19h. . Deals with the prediction, by multiple correlationtechnique:of success of students at Long 13e8ch Junior college iu mathematics and physical sciences, In English, tn 4tnguages in social studies, and in general collegesuccess asdetermined from 'their high-school record, their totalscore onthe Thurstone test, and ;heir scores on the four sections of the Iowahigh-schoOlcontent examination.. 349. Snyder, William H. The degree of Associate of arts.Abridged.Cali- fornia quarterly of secondary education, 6: 439, June 1931. Advocates granting the titleeAssociate of arts" tz grattuates of all California junior colleges.A motionwasunanimously carried by the junior-college section of the wind. pahe convention atwhichthe address wa3 given,to recommend thatthts title be conferredonall their graduates. . 350. Thurstone, L. L., and Thurstone,'Thelma G.The 1930 psychological examination.Educational record, 12:160-78, April 1931..1 Contains dataontheuseof the American council examinatiOn In 137 colleges, including anumber of 'junior colleges, especially a mup ofMtchlgan institutions: and Stephens college. HISTORY AV STATUS 311. Accredited higher institutions.Educational record, 12: 17-98, April 1931. Includesalist of 75 Junior colleges In 26 states (196-98). . 352. Boyce, W. T. Thereiationof the junior eollege to the Pacific ,const association of collegiate registrars..Abridged.California quarterly QLffev- ondary education, 6: 437-39, June.1931. Historical r6sumé siticleorganization-of the asatociation in 1926.Twslve Junior col- legeswererepiesentedat the 1930 meeting." If education to-day is in a flienims, the junior collége is wear the center of the,dilemma... Junior and senior colleOg Can

Ibetter understand their respective tupetions if etich understands better what the otholi trying to do." qw JUNIOR COLLEGES

353. Bells, WalterCrosby.The Junior(viiege nt the Detrottconvention. Junior college journal, 1:437*-40, April 1931. Report of junior collegeaspecta of thedepartment ofsuperintendence ofthe National education association, andabstracts ofaddressee givenby W. C.&sits,l).S. Campbell, F. L. Whitney, G.N. Kefauver, and J.M. Wood. 354. Tenrepresentativejunior colleges.Junior wilegejournal, 1: 552-54, June 1931. A selection of 10 leadinginstitutions bya jury composed of theeditorial staff ofthe Junior college journaland allpast presidents ofthe Americanassociation uf Juniorcol- leges. Institutionsselected,inorder,were Stephens,Pasadena.Sacramento,John Tarleton, Joliet,Ward-Belmont,Kansas City,Los 'Angeles,Virginia Intermont,Chaffey, Grand Rapids, GulfPark, Johnstown,Crane. SarahLawrence,Christian, and Phoenix. . 355. Palmer,Archie M.For theimprovement ofcollege administrationand instruction.Buletin ofthe associiation ,. of Americancolleges7 294-96, May 1931. -.6. Inc ludos summary ofeourse on junior-collegeorganization andffilmlnistrationoffered hi American unixersitiesin thesummer sessions of my X543. Ricciardi,Nicholas. thejunior col.leg(---aradio broadcast.Junior college journal,1: 546-51, June 1931. A se1e.4 If. questionsiadanswers dealing withmany pl a.tes of the juniorcollegeas briladcayttidover thel'firriteschool of theair, March9,1931. RELATIONTO OTIIEREptICATIONALUNITS -357. Brown, B.Warren.The significanceto the churchesof the Junior college developmentA.Rulletin of thea;:sociatiun aAmericancolleges,27: 25a-80, Mat1931. .,J Considers growthof themovement, claimsof pro6gotilstandthreat type, major -social to senior-college factors injunior-collegemovement, analysisof educstIonalfactors involved, and relation (ifchurch collegesto Junior-collegetype.The Junior no closer to the local church, collegestands to the religionseducation workand churchschool,or to thesummer conference work .than(toes the seniorcollege. the On theother hand,it lacks leadership, richnessof offering,completeness ofequipment, well-organtiedenviron- ment, financialand educationsolidaety, anda score of lessor qualitiesthat characterise the senior.collegeat itsbeat." 358. DouglasNAubrey A.Relation 6fthe juniorcollege tothe four-year (ogege..Abridgod.California quarter4.of secondaryeducation,6: 431-33, June 1931. A detailed atatistical study ofthe educationaldestinationof highschool andjunior,. college graduatesin California."More thantwiceas suni7 fully raeonmeatied are attending the junior students collegesas are enrolling in allthe liberal-artscollqies inthe state.'Enrollments inliberal-arts collegeshave shown little ifany increase sinOe.1927.- . "Atfirst.the-bigh-acboolgraduates dislike theidea oftwomore years in the local tion.When the institu- junior college has beenestablished 10or 15 years, however,this feeling will,-to ti largeextent, havedisappeared." F. 359.Weersini,FrederickJ.A deadlo0cin Junior-collegereorganization. Junior collego journal,I:489-TO, May1431. " Highereducation and higherinstitutions geserally are snffertng froma kind of e modern scholasticism,a.piclaatic formalismwhich the loWer schoolsare in the processof 4, discarding.Hence thedissenittbes andlack ofcoordinationapparitt to all." Hec esono. 467. w I FUNCTIONSOF THEJUNIORCOLLEGE e WO. Chambers, J .44 H. H.Efficiency of iheJuniorcollege.Texas 6utlook,15:e 161,4 June1931.

0, &ministry of ilinistigatIonof recordsof.631'litode MsIn 24 Texas JailorolGegesVbs ' transferredto seniorcolleges in1928-29.Copclusionsare : 11) The work 'of .collegs4 of /texas tbe jualoi; 4up to standard: (2) ihe¡graduatesof thesefeboulsare prepayrd aoa 'higher grade of tn.-, wort in seniorcollege thaLthosestudent*who dig their.freainianz rid toophomort work In genforcollege.;(14 ttill%arefewer-failures college 'graduates among tbit-jujfir,...: . 1 than those al,. who begin tbeticol!egework in * r. seniorinstitupona,H. ..: .1 . . . .. 4 . . -...... 4 -. i . A . . : . o --....-_-,13...._. ,..- -,...... A..%.1. war As.,...12....-!2----...- -:, 40 CURRENT EDUCATIONALPtBLICATIONS / 361. Ganders, Harry S.The junior college.NewtorkState education, 18: 823-27. April 1931. An address before the Associatedacademic principals of NewYork. A consideration of the general progress of the.junior college movement and itsplace in American education.Suggests that ultimately thesecondary schools of the state may have toexpand to do Junior-collegework.Suggests 10 questions to beanswered before this newfortá of education should be adopted.Notes that " there has already been formed a national association of junior colleges, and areputable periodical, The Junior collegejournal, is being published." . a

362. Hullfish, H.Gordon,- The, opportunity of the juniorcollege.Educa- tional administration andsuperiision, 17: 195-204, March1931. An address before the Divisionof higher education, OhioState university." If the junior college persists inits Intention of functioning as aspecific service institution for the graduate and professionalschools, and of providing particularizedtraining of a semiprofessional sort, at the gar& timeprofessing to fosteraliberal education, it14 hardly tbe act of a pessimist to suggestthat such a junior college willnotmake a lasting contribution to oureducational progrvss. . .. The junior college seemingly has viewed itself :is an educational servicestation . . . Actually, itsopportunity lips in another direction.Itmayreintroduceus to atenable conception of a liberaleducation." 363. Lillard, Je .,rm iah B.The misconduct of modern youth.Junior colliaw 4. Journal, 4: 405-07April 1931. " We need to develop ouradministrative machinery. and at the name timerecognize the fact that this machinery is not an endiniteelf, but only a mean( forhelping and better understanding the young met and womenin our institutions." 364. Wahlquist, John T.The junior college and teachingOficiency.Junior college journal, 1: 479-80,Mtiy1931. " If the juniorcollege succeeds in no other respect, it ham beenworth whilebecause of the t.mphasis it has given tobetter teaching at the higherlevels." CURRICULUM FRENCH 365. Schwartz,William Leonard.Pastorpresent inteaching French? Junior college journal. 1:433-36, April 1931. Considers goals and mettiods inteaching Junior-college French. HOME ECONOMICS 366. Sutherland,Elizabeth. Home economics atWard-Belmont school. Junior collegejournal, 1: 494-98, May 1981. Outline of the contentand significance of thehome-economics curriculum of junior- college grade. LAW 367. Bentley, ByronR.Business law in the Junior college.Junior college journal, 1:560-63, June1931. 44% An-ine of the two-year course asgiven at Los Angeles Junior college. ORIENTATION 868. The coursein orientation atNorthern Montana school.Journal of higher education,2: 206-17, April1931. Outline of the courseand evaluation of it asgiven to freshmen atthis Montana junior college. READING 369. Touton,Frank C., and Berry,Betty.Reading comprehension at the lunior-college level.California quarterly of secondaryeducation, 6: 24541, _.April 1931. An analysis of theamount, causes, andpossibility of imprpvement of readingWs- , %Witty based upon therecords of several thousandstudents at the University of Southern (Naomi*. j'UNDIB COLLIGIS 41

e INIMIPROITISSIONILL

370. Kearns, Kenneth M. School service.Junior college jourual, 1:517-18, May 1931. Outline of tbe fermlual course for training school-administAtive assistants atLos Angeles junior college.

371. Paige, K. A.Community recreation.Junior college journal, 1:586.87, June 1931. An outline of .the terminal course designed to train leaders for community recreation service at Los Angeles juniorcollege.

ZOOLOGY 372. Bauer, H. L.Introductorycoursein general zoologyin California colleges and universities.California quarterly of secondary education, 6: 327- 30, June 1931. Report ofaquestionnaire investigation of 75per centof tbe California colleges, including junior colleges.OutlinesaAnior-collegecourse in zoology. LIBRARY 373. Coulter, Edith X. The functions of the junior-college library.Junior college journal, 1: 481-86, May193i. Considers the special functions and obligations of the junior-college library to the students, to the faculty, nnd to the community; the desirable qualifications of librarians; extent and variety of book collections; physical equipment ;and future of the Junior- coilrge library. 374. Hester, Edna A.Books for junior colleges.Chicago, 111., The American library association, 1931.194p. A volume complied by the librarian of Pomona (Calif.) Junior college, givinga listof 3,811 titles of books and periodical& suitable for junior-college librariesasselected by the coop%ration ofmanyuniversity, senior-college, and Junior-college professors and librarians in all parts of the country.Special symbols indicate books thatare recommended for first purchase and those that are of special value to teachers.Separate listsare given for general periodicals, reference books, and all subjects of the Curriculum. o 375. Steele, Katherine. The junior-college library.Junior college journal, 1": 584-815. June 1931. Includesabibliography of 29 titles dealing with the junior-college library. 376. Stone, Ermine.The Sarah Lawrence library.Jun.or college journ' al, 1:514-15, May 1931. Description of thenew library and equipment of Sarah Lawrence college, New York. See alsono.483. BUILDINGS AND GROUNDS 377. Hill, Merton E.Chaffey junior-college buildingprogram.Junior college puma], 1: 535-39, June 1981. The elevation, floor plans, and description of thenew building for Cbaffey junior college, Ontario, California. STUDENTS AND STUDENT ACTIVITIES 378. Bells, Walter Crosby, and ¿ones, Rally F.Higher education aspirations of California junior-college students.California quarterly of secondary education, 6: 289-44, April 1981. Reports the proportion of 9,282 Californiajunior college students expectingto eater each of the principal colleges and universitiesin tbe oats andaverage Thurstone and Iowa testscores for the different groups.Introductorynote by the editor discusses the significance of thedata presented. 42 CURRENT IIIMCATTONAL PUBLICATIONS 379. Frost, Inez. The yearbeekoT lie IWO* tfollege.Junior college Journal, 1: 427-28, April 1931. ralue and mettods.o? filikheinfg I junrot-conbee =Vaal. 380. Gilbert, Luther C.Activities of Junior-college transfers.Junior college journal, 1:418-26, April 1931. A comparison of extent of participation in student activities of junior-college graduates attending the University of California and ofiitudentt who had their ectirecourse at the university.Basedonstudy of 276 cases. 381. Hammond, D. X. The junior-college honor societystate and national. California quarterly of secondary education, 6: 441, June 1831. Phi theta kappa has 89 chapters in the country.Conditions for membership outlined. There are honor societies in 16 California Junior colleges." In Santa Anawehave dis- coveredsofarnoserious disadvantages in maintaining both organizations.Eventually Phi theta kappacanand should supplant the state society." 382. Miller, William Robert, ed.First the blade.Vol. 4.San Bernardino, Calif., San Bernardino Valley union juniorcollege, 1931.86p. California intercollegiate anthology ofverse,containing 74poems bystudent authors, selected from nearly a thousand submitted forpublication.Represents 15 California junior colleges and 16 other institutions of collegiate grade. 383. Noffsinger, H. G.Sororities voted out.Junior college journal, 1: 515-16, May 1931. Action of the students in abolishing sororities at Virginia Interment college, Virginia. Bee also nos. 485-492.

POPULARIZING JUNIOR COLLEGES 884. Robbins, C. L.Junior colleges and adult education.Junior college journal, 1:555-59, June 1931. Opportunity for extension work,even inthe *mailer instittitions.Discusses possible organisation, cooperating agencies, financial sttpport, and types of -activities.

385. Davis,itaymond E.Semiprofessional curriculailljuniorcollekes. Abridged.California quarterly of secondary education, 6: 48447,Julie 1981. " So far as the public junior college is concerned, I believe that it would -tbe sore quickly reach its placein tbe sun if It should abandon entirely the academic work of the lower division of the university and devote its entire attention to the work of semiprofessional training." SPECIAL TYPES

PRIVATE JUNIOR COLLEGES

386. Kelly, Robert L., and Anderson, Ruth E.,oomps.[Junior .colleges] ftl'ebristian educition:handbook Tot-1931. 'New Yorkcif", Council of church boards of education in the United States, 1931.5901). Mitaiols !fits lit ',tinter eotttotts áltrtige'd Witt tit tetitihilrafien.V.14T;'Mt of teachers of Bible and religion in junior colleges,p.889-92;standards !tor Itititar &Mews, p.410-20; and statistics for individual institutions,p.472-79." The TO junior collegesen- rolled 13,029 students Add laida'faddity (if `1,79 tttferiI1t Yekr.theirgrounds and buildingsareappraised at $19,036,816, and their productive fundsamount to $6.605,272, a perOspitu endewttittit of 'OM.lohigy!Rifle Wti ftlebtekinlats of 127682,8162, *Mk their total expenditures for 19029-40came to14,380,406." 387. Let,idgarD.Contributions of the private junitir 'coitege.Janioui -e collegejittial,1:588-44,Ante 1991. <71'.14*1.1,1.4 ot. - Discusses fOtr distibft e LI files possefolAt tty th)trnidr "Ooltege lad*Vortviite con - JUNIOR ooLLSOBB

JUNIOR COLLEGES BYSTATES ALASKA i 388. Henderson, Lester D.Should Alaska establish juniorcolleges? Junior cooTlegetournal,1: 408-17, April 1931. CooleregeograOhical conditions,educational conditions, junior-collegeneeds,pos- sibleen lment,courses, faculty, buildings, and finance.Concludes that junior colleges at Ketchikan and Juneau would be feasible and desirable forAlaska. IP CALIFORNIA

389. Bells, Walter Crosby.Thesuccessof the public Junior . collegein California.Journal of the Americanassociation of universitywomen, 24: 117-21, April 1931. A consideration of significant developmentsin California from the standpointof the popularizing,preparatory, terminal, and guidance functions. 390. Hill, Merton E.Chaffey schoolsmeet varied demands.Journalof education, 23: 347-48, March30, 1931. History anddescription ofthe work atChaffey junior collegeat Ontario, Calif., especially in its Americanization,extension, and agricultural work. 391. Howarit, Lowry S.The story of Menlo.Menlo Park. Calif..Menlo junior college, 1931.Z3p. A little book giving the history of Menloschool and junior college, theobjectives of the trustees in reorganising theinstitution, and plans for itsfuture development. 392. Kersey, Vierling.[Junior colleges.]/n Biennial report of the State department of education, State of CalifQrnia, 1929-30.,..PartI.Sacramentc, Calif., State depettment of education, 1931.231p. Containsnumerousreferences to junior colleges,their growth, legalstatus, problems and prospects by Superintetglent sersey, Nicholas Ricciardi,and others,on pages 26. 39, 43, 47, 53, 63, 85, 87, 118, 136-1371, 197, 201. ILLINOIS 393. Deam, Thomas M.Evolution of the Joliet juniorcollege.Junior college journal, 142D-32, April 1931. Contains details of early history of thefirst public junior collegein thP country which is still in existence. KANSAS 394. Junior colleges showing gains.Journal of education, 113: 588,June 1, 1931. Statistics of growth pf Junior collegesin Kansas. MISSOURI 395. Coursault, I. H.Junior colleges in Missouri.Junior college journal, 1:471-78, May 1931. A general treatment of tbe development of bothpublic and private Juniorcolleges In Missouri, methods of accrediting, enrollmentdata and prospectsand probletns of the future in the State. NORTH DAXOTA 396. Lawson, Fred. New law forNortli Dakota.Junior college journal,1: 513-14, May 1931. Analysis of the legislationpassed in 1931, authorizing establishment ofjunior colleges in cities ofover10,000 inhabitants. WASHINGTON

39711Littel, C. L.Junior co:lege law for state of Washington.Junior college journal, 1 :.610-82, June 1931. A criticism of the article " Proposedjunior college law for Washington "aspublished in ti!, Junior college Journal tbr Mardi, ion. 686119-31-4 44 CURRENT INDUCATIONALPUBLICATIONS

WYOMING 398.Winchell,Karl F. Juniorcolleges inWyoming.JuniorcollegeJournal, 1:540-45,June 1931. A studyof thehigher-educationneedsandopportunitiesfor tbe Concludesthat fouror five junior collcvs state ofWyoming. are needed in theareas centeringin Cheyenne. Casper,Sheridan,and RockSprings.

FOREIGN 399. Atthe twnedictiiln of the'NewAthens stte.Missionaryherald,127: 208-9,229. May1931.4 illuiktrations. Anaecount ofexercises, andextracts from new sit. of addressesgivenat the dedicationof the the Americanjuniorcollege forgirlsnear Athens, 4;relce. EDUCATIONOFTEACHERS E. S.Evenden Assisted.by Guy C.Gamble,MarjorieSimonson GENERALREFERENCES 400. Ayer, Adelaide.Learnint.: educationaípr nOples throughexperience. Educationaladminktrat:(nand supervision,17: 357-62,May 1931. A descriptionof stmicnt trainingat Stateteachers' college,Milwaukee, Wis. 401. Blauch, L.E. .tn earlynormalcollege inthe South.Peabodyjournal of education,8: 297-304, MarCh1931. A pioneering efftIrthiti acher trainingin NorthCarolina. ' 402. Bonser,Frederick G.Needed changesin teachertraining.Progressive education, 8:271-79, March 1931. A plea for teacher-training inatitutiongto throw offobstructivetraditionsandto work out figs themselvesa new philosophy ofeducation inaccordancewith preskt the trends thatseem best for the future. needsand 403. Brown,H. A.Build'nga profession of it educationthroughimproved teacher preparation.School andsociety, 33:545-56, April25, 1931. A survey of the trends induciveto highereducationof-teachers withsuggestions forthe improvement ofteacher-trainingprograms. 404. Some nextsteps in thepreparationof teachers.Educational administration andsupervision,17: 161-82,March 1931. The next positionof five stepsthatare desirable in thepreparationof teachers. 405. Dearborn,Ned jg.Ach.evementsin teachertraining,1929-1930.Educa- tional administrationand supervision,17: 263-68,April 1931. A compilation of tbereports of 104presidentsreplying to the questfon,"-What isthe most significanteducational achievementinyour school during ., 1929-1980?" 406. Donovan,H. L.A tchers'-collegeprogram for 1931.Peabodyjournal Nationaleducation associatio20: 13142,April 1931. Ideals and goalsofa Kentucky eacber-traininginstitution. 407. Evenden,E. S.New standardsof teachertraining.Journalof the National educationalassociation,20: 131-32,April 1931. A discusgiontogether withrecommendationsfor theimprovement teacher training. of standardsof 408. Flowers,John G.Organizationofteacher-trainingprogram.- Educa- tionaladministration andsupervision, 17:362-87, May1931. A description ofthe generalorganisationof theteacher-trainingprogram of the Next Jersey State teachers'college, Montclair. 409. Gist, r Arthur S.Importantpoints of viewin teachertraining.Educa- tional administrationand supervision,17: 269-78,April1931. A discussion of thefour phasesof theproblem ofteacber training:(a) Necessary ing qualitieswhich each teach- individualpossesses on enteringa traininginstitution;(b) EDUCATION OF TRACKERS 46 rd thorough academic and professional courses; (e) practice teaching inwhich public school conditions prevail: (d) follow-up plans to insure the success of the inexperienced teacher. 410. Horn, Ernest. The training of teachers for a progressive educational program.National council of primary education, 14:11-16, April 1931. An address given for tbe National council of childhood education, February23-25, 1931, Detroit, Mich. 411. Judd, C. H. The training of teachers foraprogressive educational program.Elementary school journal, 31: 576-S4, April 1931. This article isndefense of modern " unprogressive" education.The arguments presented are reftitations of certain well-known tenets of progressive education.In addition, the author proposesafewnew tenetsfor a new type of progresaive education.In the opinion of, the writer elementnry teachers should find in this article certain important warnings relative to progressive education andastatement of certain values inherentin modern " unprogressiveeducation. 412. Xilpatrick, William E. The training of teachers foraprogressive educational program.Bulletin, National council of primary education,14: 16-22, April 1931. An address given before tbe National council of childhood education, February 23-25, 1931, Detroit, Mich. 413. MacDonald, Adrian.Cultural backgrounds for teachers in training. English Journal, 400-06, May 1931. A plan " to overcome intellectual reticence" by thorough organisation of the expressive side of teaching and the extension of the seminar method of instruction. 414. Morrison, J. Cayce.The training of teachers fora progr&live educational program.National council of primary education, 14: 22- April 1931. An address given before the National council of childhood education February 23- 25. 1931, Detroit, Mich. 415. Newlon, Jesse H. The training of teachers Tora progr ive educational program.Bulletin, National council of primary education, 141-6, April 1931. An address given before the National council of childhood educatio February23-25; 1931, Detroit, Mich. 416. Pollitzer, Margaret.Growing teachers foroursch.ols.Progressive educatilp: 247-50,March 1931. An inrerpretation of the creative teacher in thenewschooL 41X.Roberts, Alexander C.Teacher-training needs in California.School and society, 33: 423-26, March 28, 1931. Next position of the aix needs of California teacher-training institutions: Better faculties, -better curricula,moreadequate housing, better understanding of the functions of teachers colleges, better certification delimitations. and better-study of proper relationships. 41S. Spaulding, Frank E.Practicing the principleswepreach.Progressive education, 8: 267-70, March 1931. A description of the Department of education of the Yale graduate school. 419. Steere, H. J.The developnwntal trends tid teachers colleges.Educa- tional administration and supervision, 17: 19144, March 1931. A pleafo'rspecific professionaitzed training of teacbers. 420. ThAlkeld, A. L.The training of teachers foraprogressive educationah program.Bulletin. katioual council of primary education, 14: 23-27, April 1931.' Anliddressgivenbfforelhe National council of childhood education, February 23-25, 1931, Detroit. Mich. 421. Withers, John W. Important problems for research in the education of teachers.School and society, 33: 613-17, May 9, 1931. Address Lefreth.1 general session of the Department of superintendence, Detroit, Mich., February .25, 1931. 422. Zachry,Caroline B.Personalityadjustmentandteacher-training. Progressive education, 8: 201-63, March 1931. A pleator readitistmentof teacher-training curritula so as toprovide for personality development. Bee alsonos.306, 606. 46 CURRENTEDUCATIONAL PrUBLIOATIONS

SUPPLY AND DEMAND .0" 423. Mullins, Virgil R.Asummary ot.a five-year study of placement at Indiana State teacherscollege.Teachers collegejournal, 2:131-38, May 1931. Placement phasesof tbe supply and demand problem in Indiana. ADMINISTRATION ANDSUPERVISION

424. Clish, Herbert.Cooperation between training institutionsand school tn. systems. Educational administration andsuwvision, 17:340-42, May 1031. Commentson paper read by William C. Bagley, "The. place of applied philosophyin Judging student teaching." beforethe Supervisors ofstudent teachingat the Detroit meeting, February 23 and 24, 1931.

425. Ludeman, Walter W. Certaininfluenc11inteachers college standard:za- ; don. Peabody journal of education, 8:,362-70, ay1931. A discussion of the history of accteditmentof teacher-training institutions andthe trellistoward standardisation andpractices. 426. McNeil, Mellicent.A comparative study ofentrance to teacher-training institutions.New York, N. ,Y., Teacherscollege, Columbia 'university,1930.

104p. I A recent study tracing the history of mini'ents for entrance in teacher-training.. institutions in various Europeancountries, Australia, 'New Zealand, Canada,and United States. ti 427. Sangren, Paul V.The scholarship of faculties inAmerican teachers' colleges and normal schools.School and society, 33: 642-44, May 9,1931. A status of scholarshipof faculties in American teachers collegesand normal schoolsas exemplified by authorship andscholastic productivity. METHODS OF INSTRUCTION 428. Ayer, Adelaide M. Freedomfor the studentteacher.Progrtssive

education, 8: 256-60, March 1931. v A discussion of the Milwaukeeplan of developing integration ofWork and self:activity among student teachers. 429. Cordrey, Everett E.Attempts to improve college instruction in teachers' colleges.Peabody journal of education, 8:282-90, March 1931.

A description ofattempts to improve college instruction inteacher-training n itutions. 430. Martin, John E.Are methods overemphasized in teacher¡fining? Virginia Journal of education, 24: 319-21,April 1931. An analysis and commentsonthe preparation ofatypicalgroup of teachers ina Virginia city school system. 431. Mitchell, Lucy Sprague. Acooperativegaolfor student teachers. Progressive education, 8: 251-55, -March 1931. A discussion of the cooperative school-roommethod of providing trainingin practice- schools for student teaching. a

432.:Et, Stratemeyer, Florence B.Guiding the studentIteacherin the develop-

ment and use of " principles."Educational administrationand supervision, 17 -._ :146-50, May 1931. 4.e The seed for student teachersto develop guiding principles, which formthe beginning of their own philosophy of education. 433. The relation ofgeneralto professionaleduatotiofteachers.In Departmcnt of superintendence of the Nationaleducation tissrlation.Ninth 1110orbook,1931.p.253-75.Washington, I) C., 'The Department, 1931.6 A r.'port of the Committeeonthe economic status of the teacher, B.'ft.Buckingham. ehairiLan.Discusses tileproblems of supply and demand, functions ofteite'.;er education. and thefirinciples underlying the solutionof problems rillatedto the general and profes- . sional education of teachers. . 434., Milian, R. R.The prognost:c value ofcertain factors relatedto teach- .ingsuccess.Ann AAl Uqiversity of Michigan,1931. ' Doctor's dissertatio 411Pli BDUCATION OP HEIM 47 STUDENT TEACHTIG

435. Anthony, Katherine M. The development of student teaching.Virginia . 6teacher, 12: 98-100, April 1931. An historical presentation of the development ofstudent teaching at State leachers college, Harrisonburg, Va. 436.----The Harrisonburgprogram.Educational administration and , supervision, IT: 351-57, May 1931.

. A description of the training of student teachersat Ilarrisonburg, Va. 437. Bagley, William C.The place of applied philosophy in Judgingstudent toachin.Educnt.nifinladministration and supervision, 17:330-35, Ma3' 1931. A plea forthe'use ofiubjectivetests as wellas objec4ive tests in judging student teaching. 43R. Douglass, Harl R.Methods oftlfiolent-teacherrating.Educational administration and supervision,17:341-45,May 1931. A description of theuseof the detailed check list for the ptirposeof diagnosing teacher preedures and effectivtbriess. 439. Engleman, J. O.The place 6f objective standardsin judging student teachin.Educational administrationand supervision, 17:321-29, May 1931. A plea for theuse of subj (live tests as wellasobjective tests in judging tietudent teaching. 440. Mead, A. R.Progress in the study of Laboratory schoolwork fortts preparationof teachers.Educational administration and supen/sion,17: 370-75, May 1931 qr A committee reporton progress madetifthe study of laboratory school work for the preparation of teachers. CURRICULUM 441. Bruce, William F;The place of philosophy in teacher-trainingprograms.Educational adininistrationand supervision, 17: 213-23, March1931. Philosophy and itsplace in the curricula oftraining teachers. 442. Cairns, W. D.The training ofteachers of mathematics with special reference to the relationof mathematicsto modernth*ought. Mathematics teache'r24:269-76, May1931. An address given at theannual banquetat the National council of teachers of mathe- maticsat Detroit, Mich., February 21. 1931.A plea for the extension of educational horizons of teachers of mathematic& 443. Carrothers, GeorgeE.Selection of optimum candidatesfor high-school teachinikHigh-school quarterly, 19:151-62, April 1931. A plan foraneffectiveprogram in ,selecting candidates for high-school teacher training. 444.Da4tIson,H. Carter.Ourcollege ¡curriculumin English.English journal, 20: 407-20, May 1931. A statisticalsurvey of current practices in English curricularconstruction and propoul foran ideal curriculum in the teaching of English. 445. Gavit, John Palmer.Lo, thepoorcollege?Progressive education, 8: 164-66, March 1931. 1 A description of the conferenceoncurriculum for the collegeof liberal arts held under the.auspires of Rollins collegeat Winter Park, Fla., January 1931. 446. Grinnell, J.E. Securing adequatetraining for juniorhigli-school teachers.Educational administrationand supervision, 17:279-86, April 1931, An inquiryinto the provisionsfortraining of studentswith junior high-school teaching in view. 447. Répnert, MartinL.,atidArnold, H.J.Survey of conditions and facilities for theteaching of psychologyin file State of Ohio.Psychological Igulletin, 28'1342-66, May1931. Report of thestudy undertaken by thepsychology sectionof the Ohio college association.Dataare given concerning personnel of the Achologydepttrtmeht and material. 48 CURRENTEDUCATIONALPUBLICATIONS

448. Sayers,F4 V.SomeconsideraConspreliminaryto the buildingofan integratededucationcourse.Educationaladministrationaud supervision,17: 287-93, AprIl1931. An article proposingunification of theseveral . . courses ordinaril own as Education, 449. Schaaf,William L.Mathematics forjunior high-sch era.Rich- mond, Va.,Johnson publishingcompany, 1931.xiii,439p. Considers subjectmatter, pertinentbackgrounds,educationalvalues, andteaching cedures in pro- connection witheach of the following:Directmeasurement,geometry of form, geometry of sizeand position,demonstrativegeometry,numerical trigonometry,graphic representation,arithmetic inbome, arithmeticof community,arithmetic in business; money and banking,investments,insurance, directednumbers, the formula,principles of algebra, thefunction concept,roots andpowers, and problem solving.A teacher-training textbook formathematks departmentin preparingsecondarr teachers. 450. Ullrich,Fred T.Science instructioninfour-yearcurriculums for prospectiveeleuientary-selloolteachers.Elementary schooljournal, 31:697- -707, May 1931. Asurvey of the opinions ofvarious collegeand normal-schooladministrators iu regard to the constructionand modificationof curricula inscience forstudents whoexpect to complete fouryears of study in elementaryeducation. 451. Wallin, J.E. Wallace.The Baltimore-plan oftraining special-class teachers andother workersin the field ofspecial education.Elementary school journal, 31: 607-18,April 1931. Outlines theprinciples in operationregarding generalrequirements forelectionas a special-class teacher,salaries of teachersthus elected,and accyptedtrainingcourses whichmay have bearingon salary schedule. 452. Zachry,Caroline B.Mental hygieneina teneher-trainingprogram. Childhood education,7: 409-10, April 1931. A justification ofa'program of mental hygiene ina teacher-trainingprogram with its implied effectson curricula and personnel. TRAINING FORSPECIAL TYPESOF TEACHERS 453. Boas, Belle.Teaching of peuciplesto art students.Educational administration andsupervision, 17:367-69, May 1931. A description ofthe developmentof creativepower and the growth ofappreciation. 454. Dykema,Peter W. Howshallwetrainour teachers?Chicago schools journal,13: 320-22,March 1931. A discussion ofthe selection ofstudents to be trainedfor teachingmusic, And the training, in public-schoolwork. '455. Fediaevsky.Vera.Kindergarten teacherstraining in SovietRuss.a. Childhoodeducation, 7: 487-91,May 1961. . A description ofthe teacher-trainingprogram of kindergartenteachers in§oviet Russia. 456. Punke, HaroldH.Professionalorganizations ofteachers in Germany. Elementary schooljournal, 31: 514.-23,March 1931.. A deatriptionof the German teactersunipn and theoperation of thelocal unit in the State of Hamburg.

TEACHER-TRA4NINGSCHOOLBUILDINGS 457. Judd, Charles H.The graduatebuilding, Schoolof education.Uni- vergity record, 17:112-15, April 1931. Address givenst the laying of thecorner stone of thenew graduate building, School of education,Chicago,Illinois, January212.1931.An historicalpresentation' of the University of Chicago, School ofeducation, withplans for its future. COLLEGES, UNIVERSITIES, AND strATE SCHOOLS 49 TRAJNING-IN-SERVICE 458. Garretson, Oliver Relearn.In-service training of teachers in high schools in Oklahoma.School review, 39: 44D--60, June 1931. Basedon64 repliesto a check'list covering five groups of activities.Classroom visita- tion and demonstrationteaching,teachers'meetings, additionalcollegepreparation, professional reading, and experimentation and publication. -459. Institute for administrative officers of higher institutions. .Thetrain- irkof college teachers, including theirpreliminary preparation and in-service iinprovement; edited by W. S. Gray.Chicago, Ill., The University of Chicago press,1930.242p. A series of discussions by collegeadministrators and instructorsonthe pre-servici, and in-service training of college teachers.

COLLEGES, UNIVERSITIES,AND GRADUATE SCHOOLS Arthur J. Klein Assisted by M. M.%Chambers GENERAL REFERENCES 460. Boardman, R. S.The arts college inaState university../n Transac- tions and prwéedings of the National asociatiofiof State universities, 1930. p.1Z-128. Discusses the functionsand relations of thearts college in a State university.The statemthat of these functions and relationsis prefaced byahistorical sketch of the devel- opmentifhigher educationin the United States.Iu this sketch, naturally,apromine.nt place is givento the landIrrant colleges.The writer conceives thefunctions of the arts college in the State universityto be two, viz:Service to other colleges; and the development of its own curriculum. 461. Clark, Judith.Education at the college levelfor marriage, parenthood,.. and family life.Journal of theAmerican association of univ,ersitywomen, 24: 132-35, April 1931. Reports theresults ofa survey which shows lack of provision for development ofper- sonality at the collegelevel.The suggested remediesinolude:general adininistrative attitude, health service,orientationcourses, observation of children, redirection of curricular courses, and redirection ge extracurricularactivities. 462. Crawford,Albert Beecher.Too much knowledge.Educational record, 12: 144-69, April1931. - Thinks illere Lstoo much division of subjectmatter for undergraduates, causedby specialisation innarrow fieldsonthe part of instructors;the humanities 'have been dehu- manised; toomany young professors are forced, in orderto win promotion, to consider publication Must and teaching second;there should betwo kinds of instructors: "teachers " and " scholars"; and liberal arts colleges shouldnot become vocational schools., but should be cultural institutions. 462. Eurich, AlviuC., ed. The changingeducational. world.Minneapolis, Minn., Universityof MinnesotaPress,1931. 311p. This series ofpapas readon the occasion of the twenty-fifth anniversaryof the College of education of theUniversity ofMinnesota comprises twenty-fivechapters, by nearlya. many authors, grouped Into thefollowing five majordivisions: Education and thenew world; The Universityschool of education;Educational trends;Educational pioneering inMinnesota;and The College of educationat theUnivhsityof Minnesota.Of éspecial interest to studentsof higher education is thesecond division,a stimulating symposium by M. G. Neale,C. Il. Judd, W. 'C. Bagley,and M. E. Higgerty.Thesame is true of .L. D. COffmsn'spaper " Educational trends iflauniversity,"and the editor's final chapter, "trainingdoctors of philosophy in education.". .

a - . .. k 4. 50 CFRItBlifTEDUCATIONALPUBLICATIONS

41. 464. Kane, Thomas F.Report ofthe delegateto the 'Nationalconference of Canadianuniversities.In Transactionsand proceedingsof theNationalasso- ciationof Stateuniversities,1930.p. 72-75. PresidentKaneof theUniversity ofNorthDakota spoke but also chiefly of publicrelationships regardingpoints of differencebetween theAmericanassociation andthe Canadian association ofuniversities,namely:the Canadian to State association isnot limited inmembership institutions,and is notan association ofuniversity presidentssolely, being representedalso by deansor even professors. 465. Potthoff, Edward F.Whogoes to college?Journal ofhighereducation, 2: 2f4-97,June 1931. This articleshows theselectivecharacter ofeducationat tbe collegiate reased enrollment leveL Ui- in collegesand universitiesfrom 1890to 1928was 613per cent, while increasedpopulationfor thesame periodwas 92 per cent. of those In 1890, 2.4per cent of collegeage entered a university.In 1928,11.8per cent entered college. Theselective characterdependedupon 3 factors:occupation of fathers, fathers,mortality of and theuniversitytraining offathers.A tableshowed thatthe wealthiest occupationalgroup, the proprietors,comprised 7.8per cent of the per cent of all students population, but 42.3 entering theuniversity.Tbe opportunityfor securinga.college educationwas conditioned markedlyby theoccupationalstatus of the father. 466. Rees,Robert. I.Theneeds ofbusinev forcollegegraduates.In Transactionsand proceedingsof theNationalassociation ofState universities, 1930.p. 89-99. The author, chairman ofa committee of theAmericanmanagement association,dis- muse*,seven essentials indetermining theneeds ofbusiness forcoliege-traised men. Accurate dataare not available forprognosispurposes, hiring beingon the basis of immediatedemand.There isno shortagenow nor likely to be during There is the next decade. a need, however, formore engineersthanare now being graduatedannually. Discussesalso thechances ofcollege-trainedmen forsuccess in buainessorganition.S. 467. Sproul,Robert Gordon.Inaugural addressfts presidentof the Uni- versity ofCalifornia.Educational record,12: 104-124,April 1931. PresidentSproul, in this inaueraladdress,recites thehistpry of.the.foundingof the University of ; Californiacites theadvantages ofa single Stateuniversity, butpoints out that the Stateuniversity shouldnot necessarilybe the onlyState institutionof higher education; discusses theproblem ofhigher odxicationas a community, economic,and psychologicalproblem:mentions theeffect oftradition andthe needto stimulate scientific attitudetowardsprogress. 468. Vinson,Robert E.The emergingAmericanuniversity.Cblumbus, Ohio state universitypress, 1931.16p. An address on Scholarship dayat tbe OhioState university.Surveyedthe current chaotic conditionof Americanhigher education.Four factorsare involved:a heterogeneous, conglomerate life;vocational andprofessionaldemands;an expanding universal secondaryeducation; anda growing consciousnessof nativestrengthto Nee tor the first timeour own educationalproblems.He thinksan American system isemerging, andas supporting evidence hepointsto the differentiationof functionsin the junior and senior divisions;to the professionalschools requiring 2years of college work; 2 universities to the that have ceasedinstructionon the lower level; andto the fact that" The okl self-satisfactionis givingway slowly to reflectionand becoming-humility." 469. Wallace,M. W. Therepresentative fromthe Nationalconference of Canadianuniversities. /n Transactions and0proceedingsof the Nationliia0- elation ofState universities,1930.p.76-79. The principalof Universitycollege,University ofToronto, discussedthe problemsof, Canadian universities,and madeclear that theseproblemsare quite thesame as those in Americaninstitutions.He mentioned,for example,the immaturityof going our students to Europe forgraduate stud;,as compared with the betterstudents ofEuropean universities.This differenceis due to thelateness with whichour students begin their wecondaryeducation.

gee alsono. 801, 319, 444-445. . I CourBots, uranium:Ns, AND GRADUATESCHOOLS 51

ADMINISTRATION- 470. Chambers, M. M.Conflicting theories of social control of higher education.Phi delta kappan, 13: 186-92, April 1931. A disengsiOn of the theory of higher edueationas a subdivision of the executive branch of the State government, which underlies tbe current practice in State administiation of higher ednpatIon ina majority of the States; The theqy of higher educationas an independentfunctionof government coordinkte withtheexecuttve,legislatiVe. and jAlcialfunctions, which isnowpracticedin ta few States; and the theory of higher education asafunction of society, coordinate withgovernment and indlistry. 471. Law andadministration.Journal of higher eOcation, 2: 195-a)3, April 1931. The author sets forth some court decisions dealingwith the administration of college dormitories, with reference to themeans'offinaqing construction, the maintenancof proper disciplilw therein, and the tort liability of the institution for injuries tostu- dents resulting from housing conditions. STANDARDS 472. Boyd, Paul P.Standards and standardizing.Journal of higher education, 2: 247-53. May 1931.

t , A report as to how standardsare met or not met and somecriticism'sonfaculty, teaching, class size, length of high-schoolyear, andcollegemarking.Raises question of reducing standards toa few, such as good buildings, good equipment, good teachers,good administration, withno minute specificationsas toclass sizeor teaching loads. 473. Capen, Samuel P.The principles whichshouldgovernstandards and accrediting practices.Educational record, 12: 93-103,April 1931. The philosophy of educationhas changed, and further changesmaybe expected; there: fore standards should be changeable."A standard isalaw " thatmayhe enforced byan extra-legalagency.But standards of accreditingagenciesare too inflexible and tend to be detrimental in that thereare nor" principles " back of them.Publicity against mal- Yf. practice is better than prescriptions.Standards of accrediting agenciesare not educational standards at all.Educational principles shouldalone be criteria for judging worth of educational institutions.

TEACHING , 474. ],Orown, Edwin J.,and Baldwin, Maxele. Theterm paper in college. Educationaladministration and supervision,17: 306-13, April 1931. This isa summary of a questionnaire sent to 160 Junior andsenior students in Kansas State teachers college andto 25 faculty members.The data of thisreport have no importance exceptastheymay be considered suggestive.The faculty givetermpap6rsto increase the student'sknowledge inaspecial field, toarouse interest, and to develoa technique of research. 475. Hullilsh, H. Gordon.The studentrates the tencherotticially.Educa- tional administrationand supervision, 17: 314-16, April1931. "Whereverstudents gather, thereinstructorsarerated."At present it isnotuncom- moni to gath student Judgment."The whol(Lprocedure,however,is fraught with dangers.If estudentsare not forced to sign theirnames to their ratings, personal animositicke-thay easilyenter the picture.If theyare forced to accompany their ratings witha signature, therecan be Hatt hope that students will speak franklyto one who has final authority ingiving them &grade."PnlesR the techniquecan be used to improve teaching that is alreadygoingon, it Is doubtful that it should be used at all.Two other criticismsareraised.The articletends to show student ratingofno greatvalue. 476. Root, AlfredR.Student ratings of teachers.Journal of higher education, 2: 311-16, June1931. Presentsan account of the development ofa new type of rating scale of teachers by students.In interpreting adyersecriticism of the instructoron the basis of this critique a definite relationship hasbeen shown to existbetween lack of schoolsuccess and the item criticising thetype of examinations given bythe instructor.Itseems possible for the instructorto get valuable information fromthe students' opinionsand attitudesas revealedby this critique. Bee alsono.459. 52 CURRENTEDUCATIONALPUBLICIATIONS

CURRICULUM SUBJECTS. 4 477.Itennion,Milton. Orientationthroughsocial ethics.Journal ofhighet edtication,2: 255-58,May 1931. A considerationof thevalue ofsocial .etbics Utali as an orientationcourse at Uaiversityof for collegefreshmen.Main.objecti*to developcreative thinking, of developmentbases for with-mainobject moral andsocial obligation.Stresses humericonservation and' responsibilityofindividualas citizen. 478.Bergen, L. M., andothers.Objectivesofscienceteaching.School scienceandmathematics,31:550-59,May 1931. Someobjectivesset up by agroup of studentstaugbt byProf. IraC. Davisduring the Summer of1930 atthe UniversityofWisconsin. 479. Cederstroin,J. A.Gains ofthe highestand lowest.Journalof higher education, 2:320-24,June 1931, Describesan attempt made tomeasure the gains ininformationmade bycollegestudents in a semester'scourse in zoology.The results Initial revealed thatthe studentshaving thehighest attainmentstendto make lowergains thanthose attainments,.but in having thelowestinitial spite of theirsomewhatgreater gain, thelowest 10per centcan not react thefinalattainment ofthose havingthe betterstart. Contrastto therather This conclusionis in direct 'commonlyheld notionthatmany college studentswbo knowmost abouta subject tendto gain mostfrom thestudy ofit. 480. Downing,ElliotR.Methodsin scienceteaching.Journalof higher education, 2:316-20,June1931. Thisarticlesummarizes 15-Investigationsof theDemonstrationmethodrarest, the Laboratorymethodin theteachingof science.'Themeasure was made diateand delayedtests given throughimme- in terMsof fourmajor headings.:whatwas thepurpose of themeriment?Whitdoes, theexperiment prove.? and how Whathappened intheexperiment, was the apparatusset up? TheDemonstrationmethod proved firsttwo of thesemajor headings. superior in tits 481. McPherson, William.Thehistory ofthedepartment ofchemistry of Ohio Stateuniversity. Journal bfchemicaleducation,8: 640-51,April 1931. The growthof thedepartment of chemistrywithrespect tobuildings,equipment, and number ofStudentsenrojled isgiv'enfrom thetime the 1872. institutionwas established in 42. Miller, E. L.College-entrancerequirementsin English.Northcentral associationquarterly,5: 553-69, March1931. " The high-schbolcourse in English should beorganizedprimarily withreferenceto basic andsocial needs."Timedevotedto English 5 units.The in grades7-12 shouldnot be lessthan restof the reportis givento divisionofcomposition compositionaims, school fromliterature, situationsdemandingoral andwrittenexpressionas wellas lifesituations, planfor maintainingschool standards of in English,literature alms,results literaturestudy,individualization,and flexiblecourses. 483.Palmer, Artie M. Summeropportunities.Journalof highqr,education, 2:331-37rJune1931. A reviewof theofferings ofcourses in higher eduication country during by the,univeraitiesof the theirsummer sessions.These offeringshavebecome recently. Lastyear (1930) popular onlyvery a total of 20 institutionsofferedsuchcourses.Thisyear, 24 institutionsare offeringcourses in the variousphases and ..including problemsof highereducation, juniorcollege,teach.er-training,management,personnel,, tendencies,policies, etc. organization,curricula. 484. Parr,F. W. 4 Teachingcollege studentshow tolead.Journal of-higher education, 2:(824 30,June 1931. . Report ofa study at theUtlivet-sttyof Iowa,in which low in a group ofstUdentswhotanked readingtests,twere taken ina special remedialgroup by not only improved dethe instructor.They in theirreading ability,but improvtidin.-tbeir psychology wort inedUcational and alsoin theirgeneralgrades, 44ver centreceiving 'the grades theyhadever ,received. highestaverage

g /

I COLLEGES, UNIVERSITIES, AND GRADUATiSCHOOLS 53

STUDENTS WEIL 485. Converse, Paul D. Time studies in theuniversity.Journal of higher education, 2: 258-42May 1931. A study showing value and place of timeas an element in student preparation.Beta serial charts bearing directly on points of study, andapplication..The question iscon- sideredas towhether high marks and other factors.aidastudent tousehis time to the best advantag% ..486. Hall, Arnold Bennett.' Aptitudeteging and the administrationofsec- tionalcourses.In Tranwtions and proceedingsof the National associationof state tiniversithls, 1930.p.170-179. ) Thispaper explains the use of crrtain aptitudetests usedinthe Sehool ofbusiness administration of the Universityof Oregon.Studentsare sectioned into three groups and givou differentiated subjectmatter.Advisement of studentsand supervision ofinstruction are hivedonthe results of thetests. 487. Lingley, Charles R.Does college developcharacter?Journal of higher education, 2: 177-82,April 1931. Relate:it the substance ofsttident fireside discussio-nseu character nt Dartmouth.In- ciudethe following agenciesIts having some relation tocharacterdevelopment: the administrative officers; the faculty and facultycommittees 7- thereligious,athletic. and social organizations; and thedormitory andcampua contacts. 4s8. McConn,Max.The cooperativetest service.Journal othighor education, 2: 225-32. May 1931. . statement of cooperativetest service of the AmericanCouncilonducation, Including statements of proposed workand amount ofmoney donated for thepurpose.A general !vt-up of the proposed nation-widetesting of college Sophomoresduring the Spring of 19:12 and coordinatingresults throughoutmany .colleges. 489. Meriam, J. L.Examinations andthe honor system.Bulletin of the

V, AmericAn assOelationof university : t profors, 17338 41, April 1931. r 9f This article isan adverse criticism of methodsemployed in collegesfor tbe prevention of chtlating.The llithordoes not "outlinea substitute for the traditionalexamination sys:tem," butimplies that he would dispensewith the systjrn'and " forRometinA. . . relyupon other means asecuring grades for students, ich, .forour nendvnile.4non- real lifepurposes, would probablybeno more laden with errors thanifs]out present srtern 6 t. 490. Reeder, C. W.Report ofdirector of freshmapweek. and evaluation c(Irnmittee. Ohio Stateuniversity.Columtru,s, OhioState university.1930.75p. .k completeprogram of Freshmanweek at Ohio Stateuniversity is given,together with the report ofthe Evaluationcommittee.Of spectalinterest isthe Master schedule, bringing theentireprogram togetheron one sheet.Theplace and .functioncifthe variouseventsare listed.The reportof the Evaluation committeeis made underthe headings, (a)Recortmendations,(b) Criticismson the part of students and fOulty:(c) Suggested changesin events tornextyear.Thereport is concise and definite,and ree- ommends thecontinuance ofFreshman week. 491. Worcester,D. A. Purposeof college attendancse.JournalI a. of higher education, 2: 190-94,April 1931. The difference betwéenthe marks ofLatin and non-Latinstudents is attributableto other things than.intelligence, amongwhich Ithe "persistence the ofa definite objectivv"- purpose of attendingcollege whileyet in high school.Oftwogroups studied; Latin and non-Latin,the "Latingroup as a whole had throughouttheir educhtiinlalhistory been definitelypointe4 towardcollegt"Other influencesfavorableto. the *Catingroup iverebetter-educated liarents,largeraccesti togoodliterature, andmore contacts with college people. - 492. tounger,John.Studentself-gavernment.JoUrnal ofhigher education, 2: 204-06,.AprIl 1931.. The author contrasts thepractices ogindustry with thoseof the collegewith moppet/to freedomand independenceof theundergraduate.He chargesuniversities frwithpater- nalismto the detrimentof the studebt. t. Should henot "be trying outhiswvn wings and learnips therealmeasure of liberty?"asks tbe author.Students, be tiiinkits shiold a decisive voice have on matters affectingtheirown discipline; second, theyshould havea voice Inmoters itispectingtheir riseof automobilesand barking. :.J10*hetiw_.873--83. _ .+Mas - 54 CURRENTEDUCATIONALPUBLICATIONS

ATHLETICS 493. Ruthven,A. G.Control anddevelopment ofathletics in Stateuniversi- ties.In Transactionsand proceedingsof the Nationalassociationof state universities, 1930.p.148-165. Outlines thesituation ofathletics incolleges anduniversities, andthen offerssome suggestions relativeto administrativecontrol.The extendeddiscussion which followed the presentationof thepaper indicateseven more clearly thandoes thepaper, the exact athletic problemswhichunivetsity presidentsare facing.

ALUMNIAND GRADUATEWORK 494. Hughes,J. M., andMelby, E.O. Air evaluationof graduateteacher- trainingprugraln.ournal ofeducation&research, 23:394-403, May 1931. Fivetypes of graluatecurriculafor theeducation of high-schoolteachersare identified, compwd, andevaluated.The evaluationsare basedupon the opinions of high-school teaciPsand departmentbends, principals,superintendentsof schools, and collegeprofes- sors of education andof history.As the trainingperiod for high-schoolteachers tendsto be extendedinto the graduateschool theproblem ofgraduate curricula designedfor this purpose becomes acute. 495. Oldfather,W. A.The characterof thetraining and of the thesisfor t he degree of Doctorof philosophyin the classics.Classical journal,26: 5S0-88, May 1931. Considerationof thecharacter of thereading and thegeneral required nature of the thesis at the Ugiversityof Illinoisfor thePh. D.in the classics. Recommendsa thesis subjectthat isworthy of furtherresearch, givingthe values of continuedresearch to one who has thedoctotate. 496. Thompson,WilliamOxlv. Themovement fora national university. lts Transactionsand proceedingsof the Nationalassociation of Stateuniversi- tes, 1930.p. 81-87. Relateshow the organizationof Stateuniversities, aidedby landgrants, led to the idea ofa great national universityin the mindsofmany leaders in the state university held, especiallya graduate school of theupper levelthat is, forstudents beyondthe master'sdegree.Thissi po9ed unhersity,to be located at Washington, D.C., has not materialized,possibly beuse of opposition ofgreat institutions inWashington. 497. Webb,Honor . What wisemen study in sciénce.School scienceand mathematics,31: 38 4, April 1931. . Shows thenumber of Ph.D. degreesgranted in thedifferent fields ofscience irk 1930 LEGALEDUCATION 998. Dickinson, John.The aimsand methodsof legal education.'American law schoolreview, 7:133-414 April1931. Because ofthe specializationin thefieldof law thereiia danger of extending requiredcourses in the law curriculumand crolvdihg-outelectivos, with theresult that law studentsdo notget a broad view ofthe whole field.The objective of" gettingan initialunderstanding ofthe legalsystem " and revisionof the curriculumby reducing some requiredcourses and extending theelectivecourses are suggested. 499. Hughes,Edwin H. Theduty of thelaw schoolto the profession. American law schoolreview, 7:102-0$, April 1931. Urges lawyers inpracticeto approachmore nearly the ideals ofthe profession. Several instancesare mentioned where idealsare forsaken. The force of publicopinion in keeping (lieprofessionon a high plane is givenconsideration. 50(). Olander,Victor A.The duty ofthe law schoolto the professicin. American law schoolreview, 7: 112,20,April 1931. Says lawyers elmld bemore than expert pleaders forparticular clients.In order to havea broad under tanding of theapplications of law,lawyers must have fullunder- standing of such cond4tmsas labor unlonsoindustrialcorporations, and theuse of injunc- tions inlabor disputes.They should be Oneto seecauses in society as wellas effects merely. COLLEGES, UNIV./MIMS,ANDGRADUATESCHOOLS 55

501. Raymond, Anan.The dutyof the lawschool to theprofession.Ameri- canlaw school review,7: 108-12,April 1931. Criticises the legal 1. profession forlagging too farbehind thesocial and economicorder. . Says the law schoolsshould trainmen who know ordinarybusinessprocesses, who better workmen in their are %r own fields, and whoare able to give the 4. community aidin foreseeing its social andeconomicproblems. 502. Sunderland,Edson R.The lawschools andthe legalprofession. American law schoolreview, 7: 93-101,April 1931. Discusses theresponsibility of thelaw schoolsto the profession oflaw andmentions three shortcomings of thelaw schools inthisrespect. 503. Wickser, PhilipJ.The law schoolsand the law.American lawschool review, 7: 121-32,April 1931. says )aw shouldbe defined interms of the wholelife ratherthanin terms of itself. Thee agencies are responsible forproducing lawyers: schools, thebarpolitic, andex- :miners.A number of questibilsand problemsare raised in referenceto the relations :In(l functions ofthese agencies.

MEDICALEDUCATION t, 504. Americanmedicalassociation.Councilon medical educationand hospitals report.Journal ofthe Americanmedicalassociation, 96:1498-1504, May 2, 1931. Names the accreditingassociations forapproving premedicalcolleges andgives /he essentials ofnn acceptable medicalcollege.

DENTALEDUCATION 5.05.Skinner, E. W.Physics for thepredentalstudent.Schoolscience and mathematics, 31: 431-38,April 1931. Explanation of howto interest thepredental studentin physicsand whatto teach him. NURSINGEDUCATION ;-)06. Minnigerode,Lucy.Nursing educationin the UnitedStates.Journal of the Americanassociationof universitywomen, 26: 122-25, April1931. Reviews brieflythe developmentof educationfornurses, points outsome problems In this type ofeducation atpresent, andsuggests thatuniversities takea leadership in establishing iton a firm basis. - SPECIAL TYPES 507. Dannelly,Clarence M.The denominationalcollege.Journal of higher education, 2: 183-89,April 1931. Theycars between 1820 and1880are knownas " the period ofgreat denominational effort."Since thisdate thestate has increasinglysponsored andfinanced higher tion in America. educa- Accordingto the author'sopinion, thefunction of thechurch collegeis the developmentof Christiancharacter throughthe medium ofa liberal-arts curriculum administered bya faculty whose membersare actuated by loftypurposes. 508. Froma graduate's window.Harvardgraduates'magazine, 39:337-48, March 1931. stb The poetictitle given abovegivesno description whatsoeverof thisarticle. should have The title been " Plutocracyat Harvarduniversity," forthe articleisa criticism of the excessivec( st of attendanceat Harvard.The authorstates that the chiefrequirement for entranceto Harvard is*sfamily incomeof $10,000annually, andthat the provided for scholarships poor but worthyyoung menare entirely inadequateto care for thenumber that theinstitution shouldhave.It is claimedthat Harvardis thus on a caste system. being administered 509. Hanchett,Davis S.The extramuralschool ofAntiochcollege.Cali- forniaquarterTy ofsecondary education,6: 233-38,April 1931. Antioch collegehas been thought bysome to bea trade school.It is just Its the opposite. extramural schoolhas beeninstituted forthe benefit ofalumni and formerstudents. A list ofalms of theextramural schoolis given. 56 CURRENT EDUCATIONAL PUBLICATIONS

510. Hartmann, George W. Economy oftime in college instruction.Journal of educational research, 23: 404-4$.). May 1931. An attempt to discover the effect of differences in teachingtilUupon student ability inan academic subject.The resultssuggest that undergraduate college class sections perhaps meet oftener than isnecessary for maximum learning efficiency.The article reports an experiment recently conducted by the author with his classesat Pennsylvania State college. 511. Hutchins, Robert Maynard. The university of utopia.Yale review, 20: 456-68, March 1931. he firsttwo thirds of this article presents arguments fora closer contact between uiiiersItyinstruction and contemporary life.The remaining one-thirdpresentsthe general organization of '' The university of utopia," which is, ofcoarse, the plan which has been heraldedoverthe countryasthenew Chicago university plan."Tbe university o utopia is divided into the professional schoolsand five divisions in arts: The humanities, the socialsciences, the physical sciences, the'biological sciences, and thr college. 512. Pendleton, Ellen F.Changes and experiments in collegesfor women. Journal of The American association of universitywomen,26: 113-21, April 1931 Considers changes taken place recently in colleges forwomen, some of which were initiated by Women's colleges.Consideration is given to health, freshmen work, housing of students, student government, personnel bureaus, and thecurriculum. 513. Quintana, Ricardo.Thenewcurriculum at Wisconsin.Journal of higher education, 2: 233-38, May 1931. Deals with report of the curriculum committee in revision of the ehrriculumof Wis- consin for the last tenyears.States broad problem of education anddeNs with the three following major problems: (a)Problem of raising Wisconsin's staWards; (bi Problem of bringing unity in program of individual student;(e) Problem of encouraging exceptional students toreap arich harvest during four undergraduateyears. LAND-GRANT COLLEGES 514. Johnson, Palmer O.Students of hind-gnint colleges..1:lurnail of higher education. 2: 23D-46, May 1931. A check-up and report from results of questionnairessent graduates of land-grant colleges of periods of 1888-92. 1889-1902,1909-12, 1919-22..j Areport is madeasto occupation and results from those trained in profeNsional oZurses.Shows also theper cent of distribution In charts of present occupations offormer students. 515. Klein, Arthur J.Survey of land-grantcolleges.Journal of higher education, 2: 169-76, April 1931. The relationship that exists betweenthe land-grant collegesand the others:nte--supported institutions is discussed.Brief commesitis madeontbe threeparts ofthe survey,which include: general institutional activities,subject-matter and professional fields, and special organizations within theland-grant colleges.The technique of determining thescope of the survey and of organizing the data is briefly explained. 516. Thesurvey of land-grant colleges and universities.In Trans- . actions- and proceedings of Nationalassociation of stateuniversities. 1930. p. 63-72. Discussed matters connectedwith the land-grantsurvey that do notappear inthe report, for instance, the tendenclito eliminate liberal-arts collegesasteacher-training Institutions. the influence qofstate departments of education,and coordinated ptiblic higher-educationalservice. RESEARCH 517. Gortner, Ross Aiken. Theuniversity and fundamentalresearch.Jour- nal of chemicaleducation, 8: 679-82, April 1931. An address deliveredat University of Minnesota convocation,briefly discussing the advances of science and themen and women who have made scientificcontributions to the world.The university andits duty tocarry on rets arch workas a contribution to society is generallyaccepted. PUBLIC-SCHOOLADMINISTRATION 57 518. Jessup, W. A..Some significantproblems* ineducationalresearch.In Transactions and proceedingsof the Nationalassociation ofstate universities, 1930.p.179-184. .k general discussion of theneed togo beyondsurveys of our higherinstitutionsand setup experiments to test out the practices foundto be prevalent; alsoto set in motion someof the recommendationsof thesurveys. 519. Spenser, M. Lyle.Problems ineducationalresearch.InTransactions and proceedings ofthe Nationalassociationofstate universities,1930.p. 165-170. The study deals with revisionof curriculamin institutionsof higherlearning.The writer states that the publicIs becomingincreasingly dissatisfiedwith theofferingsand that there is great needto eliminatecourses of high-schoolcaliber,tradeor industrial subjects. and detailedcourses. Says thedepartmentsand schoolsof educationare the worst sinners, but thatsociology isn close competitor forfirstplace inthis History, English, household respect. economics, andthe schoolsofcommerce alsoreceivesome Criticism. EDUCATIONEXTENSION

520. Rightmire,George W.Educational broadcasting./nTransaFtionsand Proceedings of the Nationalassociation ofstate universities,1930.p. 128-146. Thispaper presentsa summary ofthe history,principles ioverning, involved in, educational and problems broadcasting. Thepresentation -ismade largelybymeans of excerpts from articles, speeches,and reportson radio activities. LIBRARIES 521. Walter,Frank K.Libraries inhind-grantcolleges.Journalof higher education, 2: 305-11,June 1931. This reportshows that while a few of these institutionsare s Itisfactorilydeveloping their libraries (10adding from10,000 to 27,000booksper year)a large portion of are pitifully behind In number them of volumes,periodicals,salaries ofstaff, andequipment: Ten out of tbe 52 surveyedspend lessthan 1110per studentper yearon the library. PUBLIC-SCHOOLADMINISTRATION Carter Alexander- Assisted by N.L Engelhardt,W. B.Featherstone,Paul R.Mort, Jesse Newlon, JohnK, Norton,George D.Strayer, andC. J.Tidwell [Inqludesreferences to April andMay literatun); Junta literaturewill he includedin thenext issue! kENERALREFERENCES et)

522. Alexander,Carter. Aprofessional Etwary;ora(qt\sliperilitendenl41r schools.Teacherscollege record,32: 724-29,May 1931. Consists ofthirty-eightcarefully selectedreferences,many of them by theuse of a score card withcompetentscorers, the result of monthsof work.. 523. Briggs,Thomas H. Jeremiahwas right.Teacherscollege record,32: 679-95, May1031. An analysis of the illsof educationgenerally, andsecondaryand highereducationin particular.Ile findsno generally accepted philosophy ofeducationto guide theeffortst of practicalworkers Inthe fieldor to point theway for significant Some of scientificresearch. tbe researchbeing carriedon in education dealswith interestingbut unimpor- tant matier,while thereally crucialneedsarebrunetbecause oflack of vision theway education should as to move forward.The author holdsthe viewthat educationis an investment by thestate foritsown preservation and 1 improvement,andas such state andnation shouldbegin torecognise theneed fora nation-wide study really important of the problem ofeducation,to the end thatallmay move forward interms- ofsome comprehensiveprogram. 58 CURRENT EDUCATIONAL PUBLICATIONS

524. Carr, William G.Public education in the South.School and society, 33: 488-95, April 11, 1931. An analysis of the educational opportunitiesin Southern statesas shown by various items of expenditure, attendancepercentages, length of schoolterms. Discusses the probability that these opportunitiesmay be further curtailed through ill-advised legislation andwarns against those who would use the presunt economic depressionas an excuse tor retarding the development of public education. 525. Chicago.University.Department of education.Education in the year2031.School review, 39:337-49, May 1931. A series of nineteen prophecies byas many prophets, outlining the scope and character of educationa century hence.Most of themare projected from recent developments in education and society.Relatively few of the elementsare purely speculative, unsubstan- tiated by present trends. 526. Deffenbaugh, W. S.School administration inState educationalsurvey reports.Washington, United StatesGovernment printing office, 1930.34p. (Of lice of education.Bulletin, 1930,no.35) This bulletin gives statistics and analyticaldiscussion of the machinery ofState educational administration In those States whichhave been surveyed since.1920.The appendix containsanarticle by Commissioner of Education Cooper,reviewing the most significant experiences and experiments of the States in schooladministration. 527. Goodrich,T. V. Is the work bookanecessityor a luxury?School executives magazine, 50: 359-51, 396, April 1931. A questionnaire report which pools the opinionsof 245usersof work booksonsuch !flatten; as the strengthor weakness of this form of instructional material, and conditions ruorableor unfavorable to its successful use.This report should be helpfulto prospec- tive buyers of work booksor to users who want to make a more critical appraisal of their value. M. Judd, Charles H. HowcanAmerican educational foroescooperatemore effectively?School and society, 33; 352-56, March 14, 1931. This article stresses the ideathat cooperationcan not be had for the asking, but requiresconstant effort on the part of all concerned.Coordination with the educational system demands clearly recognized differentiationof functions of the various units, discovery of naturalsequences, broad vision, and true adjustment of tbe school régimeto the facts of lifeas nwhole.Tfieprice of cooPeration is intelligent endeavor. 529. Ohio. State department of education.The learning and teaching of algebra.Thereport of the every-pupil test in algebra.Columbus, Ohio, The F. J. Heer Printingco.,1931.29p. Reports the results ofastandardized teat in algebra administered.to 5,557 high-school pupils in Ohio. Analyzesresponses to show the proportion of correct a,ndincorrect solutions for each of the 50problems of the test, and suggestsreasons for errors.Offers valuable suggestions for imploving instructionin algebra.

430.O'Shea, N. V.Educational issues of the hour.Nation's schools, 7: 65-68, March 1931, A critique of the Detroit meeting ofthe Department of Superintendence.Calls attention particularlyto the emphasisonproblems of articulation withinthe school, but regrets the fact thatmoreattentionwas notgiven to articulation withthe whole of society.Littk attent:onwas given to the financial difficulties of education, the far- reaching sociological changesand their implications for educationtoomuch to pfacesand generalizations. 531. Smith, H. L.,and Franzen, C. G. F.Cooperative studies insecondary education.Bloominolon9 Ind., Indiana university, Schoolof education, Bureau of cooperative research, 1930.121p. nulletinof the School of education, fudianauniversity, vol.vi, no. 4, March 1930) This bulletin reports eight studiesastypical ofa group of studies in various fields of secondary education carriedon by teachers in the field under the direction of the School of education of the State universityof Indiana.The studies, containing elementsof research and original investigation,areofferedasevidence of whatmay be done by graduate schools of educationin fostering the spirit of investigationand researchamong members ofahigh-school teaching staff.

lies alsono. 527. le FtriLIO4trildOtsADMINISTRATION . 59 SCHOOL BUILDINGS

CONSTRUCTION

532. Coburn, Ira W. Theconstruction of schools fromacontFactor'spoint of view.American school boardjournal, 82: 79, 82,May 1931. - The contractor discussessome essential factors in the construction ofschoolhouses, with special reference to the selectionand work ofthe architect, and thetype of service rendered by tbe building inspector. 533. Engelhardt, N.L.Planning elementaryclassrooms.Architectural record, 69: 429-34, May 1931. The modern cvicept of theelementary classroomis contrasted with thetraditional schoolroom.Floor and wallplans of classroomsin modern schoolsaccompany the text and illustrate thenewer features. 534. Garfield, Abram.School-buildingcompetitions.American school boatd journal, 82: 60, April 1931. Hereinare found some of the expressed opLnionsof the AmericanInstitute of architects on various methods of selectingarchitects.The text is centeifedon a criticism of the open-sketch competition plan ofselection. 535. Harrison, W. K.,and Dobbin,C. E.School buildingsof to-day and to-morrow. New York city, ArchitecturalBook Publishingco., 1931. 233p. Part I of this book describesand discusses thedesign of the schoolbuilding of yesterday and the school of to-morrow.Part IIpresents plansand illustrationsofa groupof modern schools in foreigncountries.Part III discussesthe advantagesof standardizatiOn, and submits plansand illustrationsto show how thissystem operates inthe New York city schools.The volumeis repletewith attractiveillustrations,detailed plans, and diagrams. 536. Martin, A. J.Schoolroomdaylighting.American schoolboard journal, 82:65, 138, May 1931. A technIcal discussionof daylightingclassroomsas effected by windowheight, window width, the widthof piers, walls,or mullions between windows.Statisticalcharts illustrate the degreeto which these variousfactors influencenatural lighting. 537. Moehlman, ArthurB.Appraisingthe existingschool plant.Nation's schools, 7:84, 86, 88, 90,March 1931. This articleexplains methodsof appraisinga school building bymeans of certain criteria.The criterion ofconstructional efficiencyis treatedat length in thisinstallment. For the completedbuilding, maintenanceand operationcostsare the only true appraisals. 538. The unethicalin tbe schoolarchitecturalservice. Americanschool board journal, 82. 69,May 1931. Some criticismsand cautionsconcerning theemployment ofeducationalconsultants in the planningand constructionof schoolbuildings.

EQUIPMENT 539. Engelhardt,N. L.Studies inschoolequipment.Schoolexecutives magazine, 50: 426,May 1931. Summarizesprinted studieson equipment andsupplies madein the schoolsystems of Berkeley, Calif.,and Atlanta, Ga. 540. Holy,T. C., and Sutton,D. H.Determiningessentialapparatus.Edu- cational researchbulletin (OhioState university),10: 171-77,wo, April1, 1931. Describes theplan of the StateDepartment ofEducationof Ohiotosecure some objective dataupon the relativeimportance ofitems ofscienceapparatus.The techniques methods of and obtaining reliableevaluationare explained.The actuallist ofessential apparatus doesnotappear. c 541. In research ofachair.Journal ofthe Nationalhucationassociation,20: 155-56,May 1981. Reprinted from theAtlanticmonthly, March1981,CoRgributorstclub. The writer,ina humorous vein,describesan attempt 'to buytwo dozen folding fora children'sroom in chairs a library.The buyeris cautionedto seek theadvice ofa 686398 60 CURRENT 11D1JCIATJ,01§4,16FU3140AWIONI3

research expert.The collectionand statisticalanalysisof dataattendantupon the scientific selectionof foldingchairs isa trifle exaggerated, butthe writer issue. opeus a real 542. Jarvis,E. D.Radioeducation.Article V,Immediatepreparation for radio lessons.American schoolboard journal,82: 63-64,150, May 1931. Radio-programreception in theschools isdiscussedmainly withreference td edu- cationalcontent and value.The-comparativedesirability ofclassrooms and auditorhhis as reception places isconsidered withconclusions favoringtheclassroom.Disadvantages in typicalclassroom; andmethods ofcorrecting themare point out. 543, Lovejoy,Philip C.Manyimprovementsfeaturenew school equipment. Nation'sschools, 7: 76-78, 80, 82,March 1931. The exhibitof schoolsuppliesat the annualmeeting of the tendence, National Department ofsuperin- educationassociation,is describedatsome length.The writercenters attentionon the itemsofequipment andsupplies thathave beennotably Improve0. . 544. Morris, LyleL.Equipmentprocedure fornew schools.Scho61execu- tives magazine,50: 403-00,434, May1931. This prticle offers practioilsuggestionson selecting, buying,and installingequipment. Theimportance ofchecking equipmentspecificationsagainst buildingplans, biddingpro- cedures, andperformancebonds ISstressed. 545. Poore,Earl Y.Learning'snew tool:radioand thepublic address system.Nation'sschools, 7:58-61, March1931. This articleconsistsofa brief collection ofauthoritative sources, dealing with statements from eminent the generaland specificadvantagespf radioand publicaddress equIpnwiltas n tool for the educativeproces4. 546. Rupert,Frank F.Howto judgeblackboardcrayons.Schoollifecutives magazine, 50:409-411, 445,May 1931. The authordiscusses therequirements ofblackboardcrayon under the brightness of following heads: mark,ease of writing,completeness oferasing,freedom fromdust, hardness, strength, andeconomy.. BUILDINGFINANCE 547. Goodrich, T. V.Financing thebuildingprogram.Nebraskaeducational journal, 11:142-14, March1931. Executives facingthe needforgreater schoolfacilities will this history find muchof interestlu of Lincoln'sbuildingprogiym.An experiencewitha pay-as-3 go plan is explained; schedules forbondretirememtsare outlined; andtrendsover, periods of depression andprosperitynre clescribed. 548. Murray, GeorgeStephen.Building-depreciationplan forsmall school system.Americanschool boardjournal,82: 56-57,April 1931. The writer insists thatsome plan forbuilding-depreciationallowancemust be made if thetrue cost ofprovidingeducational service isto be calculated.A »dime,aitaptedtu the small schoolsystem, is presentedand itsoperationdescribed., 549. Smith,James H.Legallimitationson bonds and taxationfor public- school buildings.New . York, N.Y.,BurNtuofpublications,Teachers,college, Columbia university, 1031. .A signifigantinquiry into legal restrictionsin bondingand taxingforschool-building purposes.Thescope of theinvestigationwas national and tlie eachstate. atialysis ispresented for BOILDING-MANAGEMENT 550 Broadhurst, Jean.Simplifiedcontrol of8winuningpovls.Teachers collegerecord, 32:730-41, May1931. A non-technicalpresentation ofthe aimsand principles ment of involved inthesanitarymanage- swimmingpools.Theappendixdescribesthreesimplifiedtests for swimming pools thatcan be administeredbyauy attendant. 551. Butsch,Russell L.C. Equipment,duties,and salariesof school in Wisconsin. Janitors Americansehoolboardjournal, 82:43-44,127, May1931: A report ofa questionnairestudy to determine theamount andcharacterof workre- quiredper janitor, type ofequipmentprovided, bowsupplies factson janitor tenure. are obtained,and certain Several tablesare included toshowvariety andtendency in practice. 114 PUBLIC-SCHOOL*ADMINISTRATION 61

552. Reeves, CharlesE.Promotingefficient janitorialservice.Nation's schools, 7: 37-42, April1931. . d'\ A clear presentationof theproblems involvedin securingeflfcientJanitorial service. Inqtructionalas welt as cleaningequipment andmaterialsare evaluated from the standpoint f facilitatingcleaningoperations. BUILDINGPROGRAMS 44 553. Holy, T.C.Makingascientificschool-plantsurvey.Nation'sschools, 7: 21-27, April1931. Types ofsurveys as to the perRonnelemployedare discussed and evaluated.Thelsurvey bynstaff from theState departmentof educationis favoredand thkLauthoroutlines its operation in theState of Ohio duringthe pastyear.The detailsin collecting,organizing, and interpretingdataare explained.

%, 554. Moehlman,Arthur B.flow todetermine *thebuilding'siji:tructional efficiency.Nation's schools,7:S4 86, 88,April 1931. The author concludesthat sinceno di t method existswhereby the effectofa building On the efficiency of instruction can- be Ent mired I ecessary to juggea buildingindi-g reetly by three otherfactors: Health,curri t, and the mechanicalfactorsrelated to the teachingprogram.Each of ctors in discussedseparately. 555. Palm,Reuben R.The determinantsof size andpopularizationof high schools.School review,39: 186-95,March 1931. A brief presentatfon of the mostsignificant portionsofanavestigationof thede- terminants of thesize of highschool and ofthe popularizatiftnof high-schooleducation in the UnitedStates.Statlstkalmeasures of the relationbetween hypothetical minants, deter- or density of poPulation,and size of highschoolare submitted.Thesame procedure ittAised to secure relationof factors ofpopularization andsize of highschool. 556. resman,X. Walter.Howlandscaped groundAsatisfyeducational needs.Nation's schools,7: 27-34, March1931. The author poinis out thecontributionsthat properlylandscaped schoolgroundsmake toward educationalobjectives. Tomake thecase specific he showshowa pleasant environment may aid in the attainmentof theseven cardinal objectivesof education.Several attractive illustrationsare included.

557. Spith, HarryP. Theschool-buildingprogram of Syracuse,N.Y. American sichoolboard journal,82: 641--67.140, 14;May 1931. Asummary of the planningof.tt school-building progi-amina typical Autericancity. The majorfactors iiivolvedlure briefly discussel.Methods andtechniqueare described in thetext andmapsAreincludedto show locatiou ofki(lhools andpopulation trends. BUSINESSADMINISTRATION 558. Brunstetter,M:11/.Businessmanagement in schoolsystems of different sizes.New York,N.Y..Bureau ofpublications,Teacherscollege. Columbia university, 1931.135p. This investigation anilyzes,in terms ofestablished criteria,variations inbusinesspro- cedures ofdifferent-sized schoolsysitems, and develomstandardsand proceduresadopted espedally fur smallersystems. 559. Conrad,C. W. School suppfymanagement.Schoolexecutivesmagazine, 50: 410-17,May19.31. A report ofan investigation to determinethe most efficientand economicalprocedure to be followedin the administrationof school supplies. . The recommendationsandsug- gestions submittedare based upon the opinions ofa large number of individualsdirectly and indirectlyconnected withstkiply management. 560. Fowlkes,Xohn Guy.Insuringhigh-schoolathletesinWisconsin. Nation'sschools, 7: 92,IN, March 1931. The materialpresented in thisarticle isA summary of the report of theWisconsin Interscholastic-athletic association'slimited accident-insuranceplan, itspurposes and provisions,and how itbas operated inactual practice. . Protecting public-schoolfunds atall times.Nation's schools, 7: 10-92, April1981. A detailedaccount ofan-actualsituation in whichschoolboard funds andschool- children's savingsdepositswere threatened with toss.Complicationswere encountered 62 CURRENT EDUCATIONAL PUBLICATIONS In trying to finda means of safeguarding that would be fair to the school and to the depository.The various plins considered and the final adoptedplan are described. 1 562. Greene, G. W. VotingE el bonds duringaperiod of depressian.

American school board jou 9 e... 58, April 1931. A brief but interestingr ewof the high points inabond-election campaign planas it was organizedand carried out inaWashington town of about 7,000population.The

pronouncedsuccess of the plan in the face of hard times is evidence of its soundness. . 563.. Ketler, FrankC, Reserve funds In public-schoolfinance. New York, N. Y., Bureau of publications, Teacherscollege, Columtlia university, 1931. 77p. This studysets forth for school administrators the practical andeconomiclimitations onthe employment of the different formsof reserve fund and demonstrates the existence and extent of these limitations.The followingreserve funds are treated separately : The interim reserve, building and depredationreserves,sinking-fundreserve, insurance re- acne, and thecontingencyreserve. /

,564. Linn, H. H.Safeguarding school-board depositsII.American school board journal, 82: 43-44, 130;47-48, 128, April-May 1931. Specific legal safetymeasures and local preventatives are dikussed in relation to their effectivenessassafeguardsfor public-school funds.An anfklysis of statutory provisions throughout the states of the unionfor safeguarding school funds is included.In general theseare :st,curity for the deposits,some sort of guarantee fund, the bonding of officials, and preference givento public funds incaseof bank failure. 565. Lovejoy, Philip C.Savingmoneyby the concentration of service. Nation's schools, 7: 75-78, 80; 82,April 1931. In the .ftdministrative, supervisory,instructional. and clerical service of the public schools much'economycan beeffected by reducing the staff and reorganizing techniques. The writer explains clearly how thismaybe done and illustrates by realcases. An interesting departure is- the reproduction of several news'clippingsbearingonfinancial retrenchment with special referenceto schotl support. 566. Savingmoney in the personnel budget.Nation's schools, 7: 96, 98, 100, 192, March 1931. This article considers the current-expensephase of the sehool budget.This isap- proached throughaconsideration of personnel; howto reduce the pay roll by dropping certain departments, by eliminating high-salariedteachers,: by reduction ofsalaries. The author considers these false ecotiottlies and sutímits futtherplans that will effect real savings. 40 567. Wynkoop, John B.In defense of the businepbsmanager.Nation's schools, 7: 7-49, March 1981. Consists ofadefense of the dual system of control, with the superintendentof schools andtheNusinessmanager operating in coordinate positions, both responsible directly to the Board of education.The author frankly admits he is taking issue with the majority point of view. CLASSIFICATION AND PROGRESS 568. Brumbaugh, H. E.Reducing failures byaplan of alternative dis- missal.Holding failing pupils for additional instruction.Joirnal of educational research, 23: 240-45, March 1931.

, Results in reducing failures in highschool bymeans ot, polding certain pupils for a longer school day are reported.The plan isamethod of " coaching laggards" isa -.." systematic manner. 569. Butterfivld, E. W. The school and the community.School and e6clety, 33: 383-90, March 21, 1931. Substantially the sarhe article appearsin. the Journaletthe National educationasso- elation for April, 1981, under the title " School-dull and life-bright." 570. School-dull-and life-bright.Journal of the National education association, 20: 111-14, April 1931. An arraignment of some of our school practices and techniques, particularly of intelligence tests and such other elements of modern formal educationas seem directed toward the discovery ot Individual differences in terms of the I. Q. ratherthan In terms PUBLIC-SCHOOL -i eISTRATION

ofindividual capacities,''apiitudes,awl interes. Hypotheticalcasesareused for illustrative purposes. ** 571.CooPer, William John.Shftllwelopli the other way?School life, 16: 121-23, March 1931. The findings of the White House conferenceofk Child healthand protection are applied to an average school system of 5,000 childreil in orderto show concretely that little provision is madefor the 22per cent whoneed\special attentionto their physical well-being. Neglect of the giftedas well as thedehnquentchild presents additional problems. 572. La1, Mary A.Personality_ traits and maturing ttì children of normal IQ.Journal of eflucational research, 23: 198-209, March 1931. A study in the mass actions of pupilsto determine whether certain types of changes that take place in childrenastheygrow up are merely¡Xiningphases of maturityor aredefiNte modifications permanent enoughto bereckoneil, with ineducation. 573. Lund, S. E. Torsten. The personal interv*Win high-school guidance. ,School review, 39: 196-207, March 1931. s This article reportsan attempt to* submit thepersonillinterview toan experimental test inorder to evaluate its usefulnessin educational kuidance.Two .types of results arepresented, those obtainedfrom activities indirectly ¡elatedto scholastic achievement and those pertaining directly to scholastic achievement :afpupils. e 5744 Oosthuizen, P. J.Efficiency of the Virfelandadjustmentscorecard for measuring social, behavior.Journal of edupatiohalresearch, 33: 280-87, April 1931. This articlp reports the resultsofan investigation, carriedon in aSouth African tichool, to test the efficacy ofa method purporting tomeasure quantitatively the social behavior of in individual inrelation to his environment. 575. Stetson, Paul C.A suggested reorganliationto improve articulation and promotion. American schoolboard journal, B2: 40,127, May 1931. Suggestsa thoroughgoing overhauling ofourpreseiteducational machinery,'particularly along the line ofthe elimination of allgrade ,distinctionsup to grade nine witha recasting of theReyears into three divisions, and the organisationof the content 'ofsubject matter upon the basis of the Winnetkatechnique, the Daltonplan,or any other basis which allows forindividualprogress at the maximum rate for4eachpupil. 576. Symonds,Percival M. Homogeneous grouping. Teacherscollege record, 32: 501-17, March1931. Thisarticiereviews four studies,all of which, by placingemphasison the specificity of abilities andby a plea for considerationof the whole child,question the wisdom ofhomo- geneous .grouping.The authorpoints out the value of thesestudies in makingit clear that classification ofpupils doesuot whollycare for individual differences,but questions their attackon homogeneous grouping since theycontainno positive suggestions for grouping, althougheducation is committedtogroup instruction.A numbeir of excellent argumenta favorabletóhomogeneoua groupingare presented. 577. Vaughan, W. A.The unit methodof teachingand the individual differences ofpupils.American schoolboard journal,.8259-60, 132, May1931. Thlsarticle describesa plan which has been workedout and used in the schoolsof Charlottesville,Va., under thesupervision of theDepartment ofeducation of theUniversity of Virginia, in whichan attempt is made to .providefor individaaldifferences through individualizationof instructionwithout sacrificinggroup advantages. 57& Watzel, WilliamA.Large-groupinstruction.Schbolreview,39: 288-92, April1931. A discussion ofvarious factorsbearingupon the question, " Whatisa class of normal size for instnictional-purposes in a secondaryschool?'Ttiewriter submitsanumber of principles whichmay be helpful in directinga program of large-groupinstruction inany high school. See alsonos. 10,1 112, 829. FINANCE,COSTS, ANDECONOMIES 579. Alexander,Carter.Educationalfinance studies.New York,N. Y., BureaU of publications,Teachers college,Columbiauniversity, 1981.92p. 'Summaries mild evaluationsfdr schooladministratorsof 19recent educationalfinance dissertationsat Teachers college,Columbia university, 64 CURRENTEDUCATIONALPUBLICATIONS 580. Chambers,Jay L.Thirteenprinciplesofpublic-schoolfinancial 'counting. ac- Americanschool boardjournal,82:61-62, 135,May 1931. Theemphasisof this article iscenteredon certain largNprinciplesin accounting.The unusualfeature isthediscussion ofthe state's audit. participation withspecialreferenceto the Casesare cited toillustrateviolations ofgoodpractice. 581. Crossman, G. W.Anexperinwnt ininstructionalsaving.American whoolboard journal,82: 41,April 1931. Howa fast section of beginningalgebra forboys savedthe teachingtime ofone semester ingeometry in GrandForks. N.Dak. 582. Denny, Winfield A.A discussionofcosts.Anderson.Ind.,board of education,1931.66p. (Publicschooleducationbulletinno. 31) Include'scost comparisonswith 16other Indianacities. 583. Mort, Paul R.Tax reliefin thefinancing ofpublicschools.Teachers collegerecord, 32:628-34,April 1931. $ Showshow " thereconstruction of thesystem offinancingpublic schoolsnow inprocess over the nationbids fairto playan important rôlein the whole andtax relief." movement fortax reform

LEGISLATION 584. Currentschool legislation.Journal ofthe Nationaleducationassocia- tion, 20:177, May1931. Two paragraphson 1930 and a briefsummary ofnew and proposedlegislationfor 1931. 585.Edwards,Newton.Legalauthorityof boards ofeducationto enforce r: rulesandregulations. , Elementaryschooljournal,31: 504-13,619-27, March-April.1931. Judicialopinion andcourt decisions are quoted anddiscussed withspecialreferenceto authoritiesandpowers nf boardsof educationin enforcing pupil conduct healthmeasuresor vaccination, off theschoolgrounds andout-of-schoolhours.Authority to requirepupilsto of schoolboards pursue particularsubjects isalso consideredfrom thelegal viewpoint. ORGANIZATION 586. Caswell,H. L. A studyofNashville'sall-yearschool. ifabodyjournal of education,8: 323-47,May 1931. " Theall-yearorganizationis notjustifiedas a means of school." rushingchildrenthrough 587.Newlon., Jesse H.Thestatus ofthenew school.Teacherscollege record, 32:608-18,April 1931. Describesand appraisesthenew school; discussesitsfailures and importanttasks befoieit. the fourmost 588. Roe, Warren A.Comparativecosts ofintegratedall-year of part-time schoolingand schooling.Educationalmethod, 10:350-58,March1931. Shows lowerunit cost of all-year orginization,usingmainly Newark,N. J.,statistics. RURALADMINISTRATION 589.Atkinson, Carroll.Thecounty sulperintendentasaqischoolsupply distributor.Schoolexecutivesmagazine, 50:413-14, May1931. Describesthecounty Purchasingplan, discussesitsoperation, itsadvantages,and submits figuresto showthe savingstoindiVidualschools. 590.Improvingschool transportation.Americanschoolboardjournal,82: 45, 138,May 1931.. An interestingdescription ofthe organization ofthe controlof bustransportationIn SankluskyCounty. Ohio.Theessence of the articleis thespirit of by individualdistricts andthe cooperationexhibited Improvementsbeing effectedby thepooling ofexperiences. 591.Morrison, J.Cayce.Clarifyingtheaimsof'rural-schoolservice. Nation'sschools, 7:21-26,March 1931. An analysisof the functions ofthedistrict,superintendentin NewYork Stateand the way the characterof ruraleducation has Alb changed dueto economicand socialchanges. PUBLIC-SCHOOLADMINISTRATIONN 65 Points out that there isno longer any significantdifference betweenrural and urban education and suggestsvarious modificationsin administrativeand supervisoryorganisa- tion to meet changed demands. 4 592. Pittman, X. S.Transportationmethods ,thatsucceed in Michigan. Nation's schools. 7:53-57, March1931. Objections to bus transportationare classified roughlyas :Danger,expense, incon- venience, discipline, andpoor management.Each of theseobjectionsmay be met, and the writer explains how thiswas achieved by theLincoln consolidatedschool, just south o' Ypsilanti, Mich. SOCIAL ASPECTSOF EDUCATION 593. Briggs, ThomasH. Whydowedo it?Teachers collegerecord, 32: 5S9-9S, April 1931. This articlepresentsan analysis of socialpsychology withrespect to the financial support of secondary andhigher education,proposes basic principles whichshouldgovern the development ofbetter secondaryschools, and indicatessome ways in which individuals andgroups may further 'the developmentofa genuinely useful anddynamic educational philosophy andpractice. 594. Russell,B..D.What benefitsdo pupilsderive fromschool clubs? Nation's schools, 7:35-40. March1931. Basedon a questionnaire senthigh-schooladministrators otfour Northwesternstates, the study demonstratesthat in theiropinion theadvantagesoutweigh thedigadvantages o clubs in theirschools.The questionnairecovered types of clubs,relativeimportance, relationship to scholarship,and educationalvalues. 595. Snedden, David.The cultureof John Doe.Teachers collegerecord, 32: 619-27, April1931. The writerprotests againstthe attempts ofphilosopherstomerge vocation and culture, since many vocationsare routine and uninteresting.He pleads for" specialisationof production, generalizationof utilization,".and outlines theculturalpossibilities ofthe lat ter. 596. Walker,Helen M Democracy andstatistical method.Teachers college record, 32:599-607, April1931. This articletraces something ofthe developmentof statisticalproceduresunder the impetus of democratictypes ofgovernment and pointsout the contributionof statistics and statisticalmethodto more adequateunderstandingand ordering ofsocialprogress. See alsonos. 82, 118. THESUPEVINTENDENCY 597. Engelhardt,Fred.Selectingthesuperintendent.American school board journal. 82:37-38, April1931. Discusses the illeffects of certainunfortunateappcintments to superintendenciesand uses this discussionfora foundationon which to build hisargument formore direful scientific proceduresin personnelselection.School boardsdo not have adequatemeans for judging,selecting, andtesting professionalleadership.It is theresponsibility of professional leadershipto bringto the attention of schoolboards themost satisfactory standards thatcan be devised. 598. Hand,H. C.Vocational historiesof city schoolsuperintendents.Ameri- can school board journal, 82:47-48, 132; 57-58,1324ipril-May1931. Two articlesshowing definitetypeavenues of advancement in theprofession.Those who hadtheir earliesteducational responsibilitiesin largercommunitieshair enjoyed some advantage inthe competitionformore desirable superintendenciesover those who began insmallertowns. TEACHER PERSONNEL GENERAL

599. Anderson,Earl W.,and Morrill, J.L.Doyou want to teach?Sug- gestions forstudents.Revised.Columbus, OhioState university,1931. 27p. Brieflycovers these topic*: Knowledgeof what teachingisits advantagesand dis- advintages;individual fitnessfor this profession;capability ofbecominga good teacher; and realpersonalsatisfactionsor annoyanees which teachingmay bring. we. 66 CURRENTEDUCATIONALPUBLICATIONS

.1/ 600. Authorityof boardsof educationto refuseto employ teachers wbotre members ofteachers' unions.Eleinentaryschool journal,31: 481-83,March 1931. This isa report ofcase law ontbe authority ofboards of educationto refuseto employ teacherswhoare members ofteachers' unions.Theconsensus of opinion is that chool boardsmay hire whom they please. 601. Cammack,Jams W., jr.Are public-schoolteachers andadministrators public officers?Americanschoolboard journal,82: 61-62,140, 142, April1931. This articlerepresentsan attemptto throw lightonthe questionas to whichpeisons connected withthe publicschoolsarepublic ()peers,througha study 9fcaselaw. 602. Teacherpersonnel.Review ofeducationalresearch, 1:.65-159,April 1931. Briefly iurveysInvestigations, presentsselected bibliographies,bearingupon 18 topics In the field ofteacher personnel,suchas teacher supply and demand,training, salaries, load, legalstatus, etc_ Animportant contributionto the field. Alb 16' CERTIFICATION

603. Dynes,John J.How certificationis practicedin the variousstates. Nation'sschools, 7:67-71, April1931. Adetailed studyof- teacher-oertlficationsituation in thevarious states. Certification function is passingfrom localto state authorities.

TEACHERS'SALARIES 604. Norton,John K.Major trendsin teacher-salaryscheduling.Teachers' college record,32: 719-23,May 1931. Discussesplanning, emphasison training, increasingthe periodof incremetts,adjusting to teachingefficiency, andincrease towarda professional level. 605. Scott, Zenos,and Granrud,John.Program forthe revision ofteachers' salaries inSpringfield.American schoolboard journal,82: 39-40,127,April 1931. Describesprogram followedIn Springfield,blase, inincreasing salariesof teachers- without Increasingschoolcosts and withoutdecreasing schoolefficiency.

TEACHERTRAINING 606. Anderson,Earl W.Graduatesand positionstheyfill.Educational research bulletin(Ohio Stateuniversity), 10:87--94, February18, 1931. A statisticalstudy of positienssecured by 1,867 graduateitfromcourses for secondary school teachersfrom teacher-trainingdepartmentsof Ohio colleges,September, 1928, to September, 1929. A Bee also,section, Educationof teachers,nos. 400-404, 406-459.

TEACHER TENURE 607. Decisiondismissinga teacher.Educationbulletin (NewJersey Depart-- ment of publicinstruct!on), 17:668-71, Aprik1931. . Presents the take decision ofthe State boardof klucationin dismissinga teacher under

7 SCHOOL REPORTS 4308.Nationaleducationassociation,Departmentofsuperintendence. Of61alreport of the meetingheld atDetroit, Mich.,February 21to 26, 1931. Wasitington,D. C.,Departmentof superintendence,1931.316p. The usualprinted report,stressing articulationproblem& ADULT EDUCATION 67 609. Then andnowin public education inMontclair.Annual report of the Board of education for the schoolyear ended June 30, 1930.Montclair, N. J., Board of education, 1931.123p. A beitutifully printed and illustratedannual report which showsprogress, particularly in the last 30years, on an evidential.basIs.Supports the position thatwhena

. residential suburb demands and obtainsthe best in schools,it not only gets these but also obtains steadily incrvasingproperty values and prosperity formerchants. ADULT EDUCATION Alonzo G. Grace NO' 610. Adams, J.Menace ofleisure.School and society,33: 651-56, May 16, 1931. A discussion of the need forthe profitableuse of leisure. - 611. Adult educationin Jug slavia.World association foradult education, 47:8 7-15, February 1931. A description of the Adult edutionprogram ugoslav 612. Ali, A. Y.Adult edationin dia.World associarnfor adult kucatio047:1-6, February1 The extent of adult educationin chilrev 613. Baker, Newton D.Theanswer is ucation. ournal of adult educa- 0 tion, 3: 261-67, June 1931. A plea for the sort of educationthat promotesdisinterested thinking and suspelded judgment. A presentationof the problems ofadult education,amoat'importantone being the abiqty to keeppace withctirrentknowledge andthe development ofthe times. , 614. Barnard,Seymour,Education'sdark continentJournalof adult education, 3:181-84, April 1931. The "dark continent "is definedas the greatgroupof Americanpeople designated asthe " nonatudlocis." t15. Bittner, WaltonS.Individual instruction.Journal of adulteducation, 3:173-80,April 1931. A discussion ofhome-study methods and"some facts about university study." 616. Eddy, H. N.An intelligence.studyof adult students.Adult education, 6: 3-6, March-April1931. f The abilitY of adultsas revealed by the Detroit advancedtest form V & W. Thestudy was made in theetroit evening schools. 6i7.Haiisomé, Marius.World workers'educational nOvements.New York, Columbia univer41typresa, 1931.594.p. An analysis ot piesent-dayworkers' institutions.A study of Vieproblems or workers' education and their socialimplications. 618. Overstreett H.A. The enduringconquest. New 'York, W.W. Norton co., 1931. 283p. t. A philosophy ofte. Athoughtful studyof the changes thathave taken place is philosophicthinkings a result .of new discoveries andtheories. 619. Pangborn,W.. W.Leisure and theseven objectives.Journal of the .Nationaleducation association,15: 121-22, April 1931. . A discuisfon'ofthe wiseuse of leisure and training forleisure in tile lithtof Ibeseven csirdinalprinciples. 620. Parenteducation as a factor in educating boysan4 girls.Adult educa- , tion, 6: 14-18, , March-April 1931. .. . A suggested prOcedursfor the education ofparents with respect,to school organisation and problems. 68 -CURRENTEDUCATIONALPUBLICATIONS

621.Proceedings andreports of theNationalcommi:.:-1 on the enrichment of adultlife. Adulteducation, 6:1-48,January-February1931. Committeereports and proceedingsof themeeting ofthe Nationalcommission enrichmentof adultlife. on the 622. Report on adult immigranteducation.Adulteducation, 6:1-32,May- June 1931. I# Adultimmigranteducation inCalifornia. 623. Russell, William F.The frontierwithin.Journal ofadulteducation, 3: 283-89, June 1931. Educationina changing social.economic order. 624. Waples, Douglas, andTyler,Ralph W.Whatpeoplewant to read about.Chicago,Universityof Chicagopress, 1931.314p. Thereport ofan elaborate investigationof thenature of adultreading.The volume includes dataon what adults liketo readabout, variations and techniques in interestsof specialgroups, for investigatingreadinginterests.Valuablenot onlyto those in adulteducation, but interested also to thoseinterestedin theKoblem ofreading andthe problem of thecourse of study inpublic schools.

VOCATIONALEDUCATIONANDGUIDANCE Edwin A.Lee

GENERALREFERENCES. 625. Frank,Glcnn.Bu,es defeatism and r economicrecovery.Management v review, 20:163-72,June931. Akpenetrating articleon the currentdepression,which should tional educator. be readbyevery voca- 626. Love, John W.Someaspects oftechnologicalunemployment.Personnel journal, 10:38-44, June1931. salt Athought-provokingdiscussion ofthe problemfaced bymen whose vocationis lost. because ofmachines,moÑion study,or mergers. 627. Mays,Arthur B.An introductionto vocationaleducaliou.NewYork .1 eitS-,The Century . I_ co., 1930.z,323p. . : _ .- A generaltext coveringthe-field ofvocational tv4, education ofsecondarygrade, butinclud- ti- inga chapter dealingwithprofessionaleducation.

628. Williams, 0 Whiting.There isno substitute fOrwork.Trainedmen, 11:51-63,65, Summer1931. 2 A plea for vocNtiorialeducation andthe rightto worL 629. Wright,J. C. The evolutionof educationfor work.Agriculturaleduca- lion,3: 167-68,May 1931.- A stimulatingrOsnm6 of theebb-and-flow ofproductlin cation, by as it relafes to vocationaledu- the Directorof. theFederalboard forvocationaleducation. 630.---Howvocationaleducation 'mayrelieve vocationalassociation unemployment.Arrierican news bulletin, 6:14-15,.May1931. . °A common-sense statementwhichevery vocationaleducator ihouldtake toheart. firealsonos. 817, 325, 509,888. AGRICULTUkALVACATION 1 GrOiam, E.C.Schoolshops forvocationalagriculture.Industrial uctition Magazine,32: 331-35, 4. April 1931. Plans andlists'ofequipment forfarmmechanicsas developed by the of Shoppractice, associate 'peofeesor Kansas stateairicqltural coilege. . .0 ¡iv 632: Howell,David J. Agriculturefor theApiafened.Auditoryouticiok, ti 2: 225-28,May 1931. Theopportunitiesof oicharding as a, vocation for thedeafehed.%. o p. VOCATIONAL EDUCATIONAND GUIDANCE 69 633. United States. Federal boardfor vocationaleducation.Progress in agricultural education. Agriculturaleducation, 3:152-64, April1931.illus., diagrs., plates, tables, charts. Brief reports by regional federalagents of materialto be found inmore extended form in the current annualreportof the Federal boaidfor vocationaleducation. A.P. Williams, Federalagent North Atlanticregion : Methods ofteaching.W. A. Ross, Special- ist in agricultural education: Subject-matter forinstruction in vocationalagriculture. H. B. Swanson, Specialistin agriculturaleducation:Teacher-training.R. D. Maltby, Federal agent, Southern region: Supervised practice.James H. Pearson,SpecIalist in agricultural education:Evening andpart-time school.F. W. Lathrop,Specialist in agricultural education: Studiesand investigations.ff. O. Sargent, Federalagent, Southern region: Negro schools. COMMERCIALEDUCATION 634. Abrams, Ray.Is office machinerychanging_thescopeof commercial education? American shorthandteacher, 11: 307-12,May 1931. An aualysikof the placeof the machinein business education,basedon several surveys of business boNes in New Orleans. 635. Brewer, John M.;Hurlbut, Floyd; widCaseman, Juvenilia.Workbook for elements of businesstrain1ng.41 Boston,Ginn &co.,1931. 111p.pus., diagrs., plates, charts, forms. A revised edition of the workbooktoaccompany the authors' Elementsof business training.Bee Bulletin, 1931,no. 9, Itemno. 683. 636. Cocanower, C.D.,romp. A business counselor'sreference books.Jour- nal of businesseducation, 6:30-31, 45, April1931. A helpful list ofreferencesfor the counselorfaced with theneed for information concerning business occupations. 637. Cole, X. S.A descriptiveresearch investigationand study of thecom- mercial educationalneeds of Marion,Indiana, basedon tb;s tabulated results of a questionnaire.Ball statecommerce journal, 2: 19-25, May 1931. Vie lastofa seriesof reports dealingwith the commercialeducational needs of Marion, Ind. 638. George, Guy G.Prognostic typewritingtests have not alwayssucceeded. Journal Of businesseducation, 6: 17-18,28, April 1931. A review of certain studikesto discover what, ifany, relationship exists between"maze" learning and " typewriting"learning. q 639. Gregg, John R9bert,ed. Spendipga month in twenty vocations.Gregg writer, 33:455-56,360-62, April 1931. ft. A techniCal vocabularyfor stenographers,arranged in 20groups of 25 words each. M. Jessup,EvitM.Overcomingbeginners'difficultiesintypewriting. Balance sheet, 12:301L44, 342, May1931. A helpful discussionofan important phase of teachingtypewriting. 641. Kirk, John G.Areyou insured againstteaching deterioration?Journal of businesseducation, 6: 14-15,19, May 1931. A challengeto the coMmercialteacherto keep professionallyimproving, by thedirector of. commercialPduca t on of Philadelphia. 642. St aloft,J. O.Procedure fordetermining theobjectives of commercial education. Ballstatecommerce journal, 2: 3-9,May 1931. An extract ofaddress deliveredat the Eleventh annualconferenceon commercial ..educatiopat Ball state, February 21,1931. II 643. Moore, WilliamL.Ourcurriculum emphasizestraining forthe job. Journal of businesseducation, 6: 16-18,34, May 1931. A vocationalcommercial curriculumpresented insome detail by the principalof the John H4y- highschool of Cleveland,Ohio. 644. Nationalassociation ofcommercial teachertraininginstitutions. CoMmercialteacher training.' Sèhooland society,83 :11/2-04,May 1981. A reportof the fourthannual conferenceof the NationalassoOation ofcommercial teachertraining institutions.' ., 70 CURRENTEDUCATIONALPUBLICATIONS

. 645.Ramsbottom,J. W. Englandfavorspart-timebusinesscurricula. Journal ofbusinesseducation,6: 23-24,26, 35, The English 42, May1931. pot ofview ofpart-timeeducation inbusiness. 646,Smith, HaroldH.Designintypewriting.Greggwriter, April1931. 33; 383-88, Asplendid articledealingwithan aspect ofletterwriting all regardedby teachersoftypewriting. too frequentlydis- 647. Wood,Hester C. Objectivesofteachingshorthand.Ballstatecom- merce journal,2: 13-18,May 1931. The report ofan investigationwhichsets forthspecific work inshorthand. objectivesfor foursemesters HOMEECONOMICS 648.Baylor,AdelaideS. Trainingleadersforeducationin relationto horn() aftd familylife.Journalofhome etbonomics, Animportant 23: 411-17,May 1931. articlebasedon part ofa report of theWhite healthandprotection. HouseConferenceon child 649.Cooper,WilliamJohn; Leib,Karl E.;Todd,ArthurJ.; andLancelot, WilliamE.Asymposium on home _andfamilylife ina changingcivilization. Wa1ington,U. S.Government printingoffice, 1931.vn, 34p.(Office ofedu- 4--cation.Bulletin,1931,no. 5) Address delivered at the Secondregionalconferenceon home making Iowa,November10 and11, 1930. heldat Ames, Contains:1. WilliamJohnCooper:Introduction,p. economicchanges and 1-6. 2. KarlE. Leib:Recent theireffecton home andfamily life,p. 5-20.8. Arthur Socialtrends andtheireffecton home life J. Todd: liam and familyrelationships,p. 21-25.4. Wil- E. Lancelot: Educationforborne andfamilyin the socialchanges,p. 25-33. light ofrecent economicand 650. MacBride,Sarah,andMcGewan,EllenBeers.Fabrics NewYork city, andclothing. TheMacmillancompany, 1931.rin, 225p. A textIn theteaching of fabriefiin junior-highschoolsandupper elementary "adaptabletoany course ofetudy in grades construction." Connectionwithtechnicalwork inclothing 651.McGcwan,Llien Beers, andWaite,CharlotteA.Textiles andclothing. rev. ed. NewYorkcity, TheMacmillan A revised Anon company, 1931.xn, 344p.illus. ofa text firstpublishedin 1919.Deals relatedto clothing. with thestudy oftextilesas

INDUSTRIALARTS 652. Acourse in furniture. SketchesanddrawingsbyLurelleGuild.Ameri- can home, O: 16-17; 110-11;194-95, A series April-June1931. of articlesdealing withfinefurniture.No. 1,The Chippendale,p. 16-17 ; No. furniture ofThomas 2, Thefurnitureof ThomasSheraton,p. 110-11; No. furniture ofGeorgeFleppelwhite,p. 194-06. 3, The 653. Day,O. H.Standard shopequipment lists.Industrialeducationmaga- zine, 33:320-23,April1931. Thestandardlist ofequipmentfor shopsin Kansas and research. City, adoptedafterextendedstudy 664. Elwood,F. G. Architectural drawingplates.Peoria,lU., TheManual Arts Press,1931.14p.plates. 44Tilepurpose of thisseries ofplates isto present, students, in.a comp:Netform for theue of a collection ofthecommon detailsor elements whichcomose a house." 655.Lacour, Albert A., andShaeffer,GlennN:Introauctormechanical drawing.Milwaukee,The BrucePublishing A three-chapter co., 1931. 23p. pamphletwhich theauthorsdesignate "Anslam mechanicaldrawing,whichisirepared tntarycoursein primarily forstudents ofjuniorhigh-schoolage4

a VOCATIONALEDUCATIONANDGUIDANCE 71 656. Nash, Harry B., andVan Duzee,Roy R.Tests andtheclassroom teacher. Industrialarts andvocationaledustion, 20:117-22,April 1931. A erefnitreatment of tbeuse and interpretationof new-typetests reaching. as applied to shop 657. Selvidge,B. W.A cooperativeanaiysisof tradeandindustrialarts subjects.Industrialeducationmagazine,32: 39547, The first June 1981. article ina cooperativeproject.Includeswoodworkingand for high schools. sheet-metalwork. 658. Acooperativeanalysis oftrade andindustrial-arts Industrialarts and subjects. vocationaleducation,20: 189-91;232-33,May-June,1931. The first andsecond articlesin a cooperativeproject.Includessummary of planand analysis ofwoodworkingandsbeet-metalwork. Personnel of theAmericanvocational associationcommitteeon standards:William T. Bawden, chairman;Charles F.Bauder, Clyde A.Bowman,Emanuel E.Ericson, MarisM. Proffitt, WilliamE. Roberts,Robert W.Selvidge. 659. VanWestrienen,Harold J.Planninga school-buildingprogram.In- dustrial artsandvocationaleducation, 20:159-65,May Emphasizes the 14331. need andpresent plansforadequatelyproviding school-buildingprogram. forshopsinany 660. Yager, Syhran A.Cementaudconcretework forjunior schools. pr senior high Industrialarts andvocationaleducation,20:197-99, Objectives,equipment,and outline June1931. ofa course incement andconcretework. TRADEANDINDUSTRIALEDUCATION 661.Americanvocationalassociation.Coordinationin trade education. andindustrial Indianapolis,Ind.,Theassociation,1931. 67p. A comprehensivestudy of (Bulletinno.7) the placeofcoordinationin tradeandindustrial thecommitteeon part-time educationof the educationby r, Americanvocationalassociation. 662. Bowen,R. Sidney,jr.Flying fromthegroundup.NewYorkcity, McGraw-HillBookco., 1931.vi, 234p., diagrs. A chatty text fortheperson just begintingor contemplating managing editorof "Aviation." beginningto fly,by the 663. Brady, George S.Materials hfindbook.NewYorkcity, Bookco., 1931.xxIII, 588p., tables, charts. McGraw-Hill A secondeditionofa handbookdesignedto 6 4give in tinguishingdataon theraw materials convenientformtbe chiefdis- ofengineeringandmanufacturing." CM. Bruner,Carl G.A study of thepossibleandachievedvaluesof printing instructionin thepublicschools.Printing A careful education,7: 114, 117-25,Mny1931. evaluationof thepresentproblemof reasonablesolution. printingeducation,togetherwitha 665.Dingman,CharlesF.Estimatingbuilding Graw-Hill costs. NewYork city,Mc- Bookco., 1931.xv, 277p., illus.,tables. A secondedition of a standardhandbookdealingwithestimating. 666.,Ewing,ClaudeH., andClark,ArthurL.Instrucion paper hangers,Subtitle, manualsfor Unit II:Hangingside-wallandce Ang York,McGraw-HillBook paper.¡Jew co., 1931.xiii, 58p. illus.(McGraw-Hill texts.EdwardA. Lee,consulting vocational The editor) secondofa series ofmanualsdealing material with tbetrade ofthepaper hanger. was organizedandarrangedbymeans ofa trade The no. 8, item1978. analysis.SeeBulletin,1881, 11 667. Itebb,GeorgeK.Developingman Journal power fortheprintingindustry. of adulteducation,3: 201-06,April1931. A concisedescriptionof the educationki program of theUnitedtypothetaeofAmerica. 668.Holland,HarveyK.Avigation. NewYorkclty,McGraw-HillBook co., 1931.VII, 272p. titus., diagrs.,tables. A textwhichpresentsthe principlesand methodsofavigationpractice. CURRENTEDUCATIONALPUBLICATIONS

689. BArch, R.Randolph. Howto teach layoutwork to printing students. Industrialarts and vocationaleducation, 20: 175-77,May 1931. A provocative studyof the upgradingneeds of vocationalinsteuctors whichshould be met by teacher trainers. 670. Miller,I.W. The aircraftmechanicshandbook. NewYork city, McGraw-Hill Bookco., 1931. vm, 174p.illus., tables. A book adequatelydescribed by its title. 671. Moyer, JamesA., and Wostrel,John F.Practical radio.New York city, McGraw-HillBookco., 1931.ii, 410 p. illus., diagrs., tables,charts. The fourth editionofa text dealing with radio.Includesa chapter on television. 672. The radiohandbook.New Yorkcity, McGraw-HillBookco., 1931.x, 886 p. illus., diagrs., tables. A comprehensiveand tip-to-datereferencedealing with radio,comparable in form and excellenceto the publishers'Machinist'shandbook. 673. Olivermachinerycompany.Installation, " care,andoperationof ()liver" circularsaw benches.Grand Itnpids,Mich., Oliver Machinerycom- pany, 1931.35p. A completemanual for theoperation of circularsaw benches, available for theasking. 674. Stone,William Il.The place andimportance of researchin vocational industrial education:American vocationalotsociationnews bulletin, 6: 36-38, May 1931. A plea foradequaterecognition of theneed for basingindustrial-educationprograms .upon the solid foundationof research. .675. Tarbell,Robert W. Providingeffective shoptraining for apprentices. Industrialarts and vocationaleducation, 20:200-02, %Trine 1931. The first ofa series by a member of thestaff of Milwaukeevocational school. ty 676. Thayer, H. C.,ed.The electricityunit: Part II.New Yorkcity, Me- Graw-Hill Bookco.,1931. 21p. l'rocess andinformation slwetsdevised foruse in an exploratorycourse in electricity. 677. Thomason,C. C. .foremanjob analysis.Personnel,8: 11-15, May 1931. A comprehensive analysisin outline formwhich should bein the hands ofevery conference leader. 678. Towne, HarrietE.Service clubs andvocational guidance.National altrusan, 8: 3-6,March 1931. A timely discussion of thevocational guidance activitiescarriedon by nine nationally organized service chiba,six of whichare women's organisations. 679. Weaver, G. G.Some problems ofcooperative education.Industrial education magazine,32: 352-55, May1931. A careful analysis ofthe obligationsand opportunitiesof both partiesinvolved ina cooperative vocationalprogram. VOCATIONAL GUIDANCE 680. Allen, Richard D.Child growth andschool wastes.Journal of the National education association, 20: 205-06,June 1931. itt An argument formore understanding on the part of administratorsconcerningthe

functions of guidance. 4 681. Commonwealth club of California.Sectionon occupational restrictions.Harvey D. Miller, chairman.Legislativeoccupationalrestrictions. San Frandsco,`Calif., Commonwealth club ofCalifornia, 1931.49p.(Trans- actions, vol. XXVI, no. 1) .1 A section report to the Commonwealth club ofCalifornia concerningthe legislative restrictions surrounding those wbo wish to enteicertain vocations.The studycovers 18 states. VOCATIONAL GUIDANCE 73 682. Corre, Mary P.The coordination plan.Vocational guidance magazine, 9: 355-61, May 1931. An article includingthe standard forms foroccupational researchas approvedby the Occupational research section of the National vocational guidanceassociatio'n. 683. Gallagher,Edward J.Vocational guidance andsuccess.Milwaukee', Wis., The Bruce Publishingco.,1931.xi, 201p.illus. A book-"slid), accordingto the author, " should be placed in the hands of pupilsat least a rearbefore theage atwhich the law allows themto go to work." 684. A handbook for counselors.'California quarterly of secondary education, 6: 287-305: 331-3, April-June. A handbook developed through a series of conferences of California high-school principals and counselors.Chapter 2: Aguiding philosophy of secondary education.Chapter 3: The functions of counseling.Chapter 4: Training program for counselors.Chapter 5: Technique of counseling. For chapter 1 of the handbook, see the January nuinber cif the California, quarterly of secondary education, page 211. 685. Hutson, Percival W., romp.Measuring the need for guidancein West- ernPennsylvania.University of Pittshurgh School of education Journal, 6: 115-54, May 1931. An issue devoted to reporting three studics carriedonina class at the University of Pittsburgh Inan attempt to answer the question implied in the tick,. 686. Institute of women's professional relations.Occupations for college vimien.A bibliokraphy.Greensboro, N. .,North Carolina college forwomen, 1931.22p. (Supplementno.2. February 1931,to Bulletinno.1,October

1929) I. Supplement no. 2 to Bulletinno. 1 of the Institute of women's professional relations. Covers books and magazinearticles whichappeared in 1930. 687. Jones, Walter B.Traits of vocational counselors.Vocational guidance magazine. 9: 348-53, May 1931. A study attempting to tietermine essential traits and their order ofImportance for succenful counseling. . -688. Lapp, John A., ed.Careers.Chicago, the Instituteof Research, 1931. 11'v. Additional monographs in this series include:9. Publishing.13. Landscape archi- tecture.29. Hospital Management.31. Banking.36. Mechsanical engineering.38. Ac- coustical engineering.41. Dietetics.43. Social work.46. Clay working.49. Dramatic art.50. Recreation leadership. For previous numbers in the above series,seeBulletin, 1931,no. 3, Item no. 2007; and Bulletin, 1931,no.9, itemno.743. 689. Myers, George E.What stupid be the ()titles of the counselor?Voca- tiodhl guidance magazine, 9: 343-47,MAy1931. , A comprehensive list of the counselor's responsibilities, presentedby the president of the National vocational guidance association. 690. Smith, Fred C.Vocational guidance in Americancolleges.Personnel journal, 10: 34-38, June 1931. A report by the editor of Vocational guidance magazine, conserning the techniquesof vocational guidance usel in sixty American colleges. 691. Stuart, Milo H., and Morgan, DeWitt S.Guidance at work) New York city, McGraw-Hill Book Co., 1931.yin, 104 p., illus.(McGraw-Hillvoca- tional monographs, Edwin A. Lee, consulting editor) Deals with the organization and administrationof theslirlousguidance agencies of the Arsenal technical school, Indianapolis, Indiana, givingadescriptIon of the plan, with courses of study, personal records, employment opportunities, etc. Sce alsonos.143, 229, 328, 878, 578.

"of 74 CURRENT EDUCATIONALPUBLICATIONS NEGROEDUCATION Ambrose Caliver,assisted byTheresa A. Birch 692. Bullock,B. F.The presentstatus of agriculturaleducationin Negro schools.Bulletin (organof the NaUon1association ofteachers incolored schools), 11: 4, 17-18,24, April-May193 Only the beginningshave been madeingricultural educittionin Negro schools,particularly inland-grant colleges,in which themajor portion of tillswork is done.The. 4 author gives four precautions:(1) Warningagainst prematuredevelopment; (2) need for placing emphasiswhere it is nIpstneeded;(3) Possibilityof theexistence ofa lack of sincerity;(4) the dangerof makingagriculturaleducationtoo academic. 693. Cooke, DennisH. The negrórdral-schoolproblem.Southern workman, 60; 156-60, April 1931.tables. . This articlereportsa study of 25 counties in NorthCarolina toascertain the factson school availability Or Negroes.Itwas found that: (1) The prbblemofpoor school attendance isgreater in counties whose populationis dominantly Negro; (2)as the per cent of Negroes inthe totalpopulatiou decreases,the problem oftheaverage per capita cost of instruction ;(3) theper cent of 1-room Negroschools andthe of Negroes percentage in the totalpopulationvary inversely; (4) it isa greater financial burden pupil enrollee per for countieshaving less than10per cent Negro populationto providebuild- ingscommensurate with largerper cent 'of Negropopulation inothercounties; (5) library facilitiesare slightly better incounties having10per cent Negro populationthan in other counties with gr'eaterNegro population. 694, Dabney,Charles.William Pennschool, St.Helena Island.Southern workman, 60:277-281, June1931.illus. A descriptionof theevents of April 15,1931, at Pennschool, the 'date bas-relief upon which a memorial ofDoctor Frissellof Hamptonwas unveiled, andthenew building given by theGenemi educationboardwas dedicated. 695. Davis,Jackson.The Phenixschool.Southernworkman,60:264-8, June 1931.illus. An addrossdelivered at thecornerstone layingof the Phenix erected by Hampton demonstrationschool. institute and theGeneral educationboardas a pr4ctice schoolfor teacher-trainibg, anddedicatedto George P.Phenix. '696. 1Cidd, A. L.The Floridaagriculturaland mechanicalcollege.Bulletin (organ of theNational associationof teachersin coloredschools),11: 13-14, '43, April-May1931. 4The writer summarizes therecent developmentsat the Floridastate collegeand predicts ineven greater usefulnessthan has beencharacteristicin thepast. .697. Magicyeast of Tuskegee.Literarydigest, 109:23, May9, 1931. T,LiriTaitof the work ofBookerT. Washingtonhas beenthe " magic afded yeast " whichhas both racial groupsin America tyHyttematizingindustrialeducation. 698. MarthaSchofield and Negroeducation.Southernworkman,60;f 150-51, April 1931. Adescriptionof thework ofMartha Schofield, founder ofSchofieldschool,Aiken, S.C. 699.President Hoover's addressat the Tuskegeeinstitute..Schooland society, 33: 571-72,April 25,1931, 0 The Pre.sident'saddresscommemoratingthe fiftiethanniversary Tuskegee institute. of thefoundingof "Thegreatest singlefactorIrtheprogress of the Negro oeen the schools, -privateand public, race has establishedand conductedby high-minded,self- sacrificingmen andwomen of bott)races and all sectionsof the statesand by private our country,maintainedby philanthiopy,coveringthe wholefield ofeducationfrom primary school Oroughto collegeand university. a ft 700. Sumner, F. C.Mentalhealthstatisticsof Negrocollegefreshmen. School cudsociety,33:574-76,April 25,1931.tables. Th. Reports theresults oftheadministeringof B. Dani.l to 208 freshmen House's Mentalhygieneinventory at Howarduniversity.The writerfound,(1) the Negro freshmenIs approximately mental healthof normal;(2) theNegrois slightlymore psychoneurotic In childhoodand slightlymote,mentally healthy inmaturity;(8) themale Negrocollege FOREIGNEDUCATION 75

freshman is slightly lessnormal than thefemale in childhoodandmore noticeablysuper- normal in maturity;(4) themore intelligent the freshmanthe less normalin mental health he was in childhood, andthemore intelligent the freshmanthemore mentally healthy he is in maturity. 701. Whiting, G. W.Thepresent status ofelementary educationamong Negroes in West Virginia.Bulletin (orginof the Nationalassociationof teachersin colored schools),11: 21-2, 26-7,April-May 1931. After summarizing thetopics, Qualificationfor principals,Supervisoryduties of principals, Types of schools,Length ofterm, Enrollment andattendance ofpupils, Equipment, and Salaries and trainii*of teachers,the writer concludesthat West Virginiahasone of the bAtoutlooks ofany state Southor North.The observationIA made thatclosersuper-4 vision witha good scientific technique,trained elementaryprincipals witha corps of teachers thoroughlyacquaintedwith the childaryl, hisproblems,are needed to keeppace with modern developmentin elementary educat.ton!, S (aimnos. 333, 335. Lo FOREIGNEDUCATION t.

iamesF. Abel ga. INTERNATIONAL 702. Alobott,Mary Allen.Children'sresponses to the motionpicture " The Thief of Bagdad."A studyof the fifthand sixthgrades, HoraceMann school, Teachers college,Columbiauniversity.Internationalreview ofeducationaJ cinematography, 3:65-80, 457-64,241-64, 469-82,January,February, March, May, 1931. .4 A careful study,not yet fullyreported, ofchildren'sresponses to Bibliography. a motion-plcture film. 703. Brainerd, Heloise,Intellectualcooperationbetw(kentheAme:-icas. Bulletin ofthe Pan Americanunion,65: 383-99,April 1931. A historical,descriptivesketch includingstatements aboutinterchpnge of professors, Pan studentsnnd Americanstudies,medicine andpublichealth,internationallaw, geography, history andarcheology, science, finearts, thepress, libraries andbibliography,women's organizations, theinter-Americaninstitute,and the PanAmerican union. 704. Drummond,Margaret.The mentalhealth of thepreschoolchild New era. 12: 191-94, June1931. The authorreviews thework ofWatson,.andPavlov andpoints nurscry out thtvalueof the a.. 705.' Findlay, Leonard.The studyand teachingof pediatrics.Revue inter- nationalede l'enfant,11: 219-41,Afars1931. An addressdeliveredIn Belgradeby theformerprofessor of'pediatritbq versity, inwhich the of Glasgowuni- mainargument is formuch bettertraining ofall physiciansin diagnosing andtreating tbediseasesof children. . 706.Galdames,Luis.El institutoPanamericanode geografla Anales e historia. de lnUniversidni Chile, 8:1907-40,CuartoTrimestre Anaccount of the de 1930. founding 4ttbe instituteand of itspurposes; includes itsstatutes. 707.Harley,John Eugene.Internationalunderstanding. ing fcir Agencieseducat- a new world. anfordUniversity,Standarduniversitypress, 1931. 604p. This isa guide bookof preciseand useful in higher informationabout therecent developments internationaleducation,particularlyin the fieldof social data aboutInternational sciences.It includes `polls.,officialinternationalorganizations,academic withjearlyprograms rep(g to international institutes institutes, relations,summeror vacation schoolsand special !Wit 1.4: or associationseta permanent mentsand foundations:4' nature, andmajor endow- 68639-31-7-6 76 cURRENT EDUCATIONAL PUBLICATIONS 708. Institut Intetnational deSooPérationIntellectuelle.Actívité de Forgamisme de coop(brationintellectuelle..Bulletin delacoopération. Intel-

actuelle.5: 213-35. Mai 1931. An account of the workof the International institute of intellectual cooperatipnwhich includes the 'response to a request of the Chinese goverrmeat.for help in reorganizing education in China. new appointments to thestaff, announcements of meetings, the international rtje of pedagogical museums, ac. 709. International bureau of education.Plan for the classification of edn- cational documentation intended for current nz.e.Bulletin of the\Internatiiinal 4 bureau of educa;ion. 5: 46-717. April-1931. This is an abridgement of a complete plan ofcitn1 classificationof educational material thatis beinz developed and used in the documentation section of the Inter- national bureau.The hope is _thatit will eventually bring about a standardization of the bibllozraphy of ',duration. 710. Marlatt. Abby L." Foreign dayat the practice cottage.Journal of

home e4.onwnil.,23: 41S-22, May 1931. ID Th author states thattuilyijig foreign !I-1(41sas a moansof enlarging the international horizon ht-zan at the cottage in fte University of Wisoonin during the war. At Tires( nt on one dayeach wookahill of fare typical ofsornoforeign country is prepared and s..rvi'd in .onform:ty with the cuNtoms of that country,Gonuine educati(inal worth (loiesfrom the ussions thus onrted.t;oodmenusfor Cornish, Norwegian, Japanese, and Syrian day¡ are outlined in the 'article. 711. Biehard, E.Tabularsurveyof thepresent statt of cotnnwrcial school- inginvarious countries.2ndcx(1. Glarus, Switzerland. Typ. Glarner Nach. richten, 11C1.42p..tables. This tabularsurvvyprtited under the auspices of the IntPrnntiowl socittyforcom- mercial education gives tabulated data for'22'eountriotioncommercial education in those countries.It isanunusually valuable synopsis and Is presentedin German, French. and -Englisb . . t 712. Bossello, P.Le bureau international d'Mucation.Genve, Bureau in- . ternational d'klueation. 1931.20p.illus. , A brief account of the history, activities, and organization ofthe International bureau sot education. Geneva, Switzerland. See also pos. 399, 611. AFRICA so 713. Hoernle, A. W.An imtline of the nativeconceptionf education in Africa.Atrial, 4:145-63, April 1931. q0 An attempt to outline certainfundamentifaspectsof the African culturestistibasis for aiding their educational' development. 714. Yousef, Nagib.The volution ofcommercial*.edticationin Egypt.n- ternatiobal review for commercial education,second series, 10: 698-701, May 1931. Anezpotihoriacmunt of commercial education in Egypt. 4.4

O ALBANIA . 715. Burgess, Aline.Home economicsinanAlbanian sch6ol.Journal of home kohomics, 23: 532-34, June 1931. e, (c) In tbe Albanian-American schoolat K..aja thecourses'arebeing developed *aroundplans forainodol vintage into whichthe stuaents willmove as rapidlyas cottages are completed.The aim of th.e Workin home economics istoshow the studentshow, with the tools and materials at band, theysrmaybuild fortheir Nationa more beautiful, healthful, and bappy life. $

`s; AUSTRALIA I 716. Adelaide Utiversity.Manual of thepublie examinationsboard, 1031.

Adeltkicle, At the nalsellPress, 1931.297p. A Themantial contain the regufationsand syllabub for tkeyear 1931, the examination papers for 1980, the report for:1980. e r FOREIGN EDUCATION 77

717. Australia.Commonwealth bureauofcensus and statistics.Official yearbook of the Commonwealthof Australia.Melbourne, H. J.Green, 1930. ("):")p.(No. 23, 19301 Chapter X clf tbe Yeaibook is dev'otedto education in Australia.It is largelya statis- ticalsummary. the data being for theyPar19S. 71S.Nest South Wales.Legislative assembly.Report of the Ministerof publicin,--truotion for theyear 19429.Sydney; Alfred JamesKent, 1931.35p. The anrual, Alcialreport oneducatiAin New SouthWales, with appendices. BELGIUM 719. De Laet. Maurice.La physio-pathologiedu travail dansl'enseignement P. universitaire.Revue de l'Universitóide Bruxelles,36: 273-90.Décembre 1930- Janvier 1931. 1931. The inaugural address delivendatthe opening f , the freticlinicon the physio- pathtplozy of work tthe Universityof Brussels.October 27. 1930.The spvaker outlined the history of lozislation for the,careof workers in Belgiumand announced that the wyrkf tbr clink willinclude the physit logyof labor.a study 4)f the pathologicalstates &R:t i z zonoraltu iaboror to accidtnts. the early diagnosisandtreatment of professional mal:IdIcs2 and the laws from1903to 1927onevrningth-epractice of medicineas it relatei tolahor. (11Mofo.257. e BRJTISH COLUMBIA 720. British Columbia.Educahondepartment.Fifty ninthannual report ofthe public schools oftile provinco ofBritish Columl4192940.Victoria, Charles F. Bonfield, 231p. The annual officialreptirt of education in BritishColumbia.

BULGARIA

731. Piryov, G.D. OAnovnitis Problemlnanasbvt()srkino obrazovanie. 1.chitelskaMisTSmtia. Bulgaria1. 7 :440- .-)4). rch 1931. New pzoblemsofsecondary etrtmkitioninBulgaria. The authoradvises thatthe curriculum should includevocationalcourses for tftse students whodonot intendor are unableto continue their higher education.

a I. CANADA

-,I I....Cahn. Gaston.L'Enseignementcommercialau Canada.International review for commercialeducation, secondseries, 10:6$9-95, May 1k931. An ozpositoryaccount of commercial educationin Canada. 723. Quebec (Province)Bureau of statistics.Statisticalyearbook, 17th year.Quebt., RedemptiParadis, 1930.456p. The YearbooXcontainsan excellent account of educationin Quebecwith historical statistical tables. 724. Toronto lefty]Board of education.Annptifinancial stiitementan0 educational statistics,1930.Toronto, B.M. & F. M.Brown, ltd., 1931.134p. illus. 110, .0 The annual ofIldalreport for the schoolsystem of Toronto;Canada.Among other mood dataaredetailed figureson unit and per pupilcost&

;CHINA 725. China foundationfor the, promotionof educAtionand culture.Fifth report.Peiping, The CommeicialPresi4.4td.,1930. 109p., illus. The'reportcovers the period from July, 1929,to June, 1930,Inclusive, givingadetailed account of thefoundation,and ofits activities. 726. 14eng, Chih.Recent educationalevents iu China.Educational review, 45: 142, March1981. A briefsummary of the largerAasesof educationalreform bi China_

- 78 CURRENT EDUCATIONAL PUBLICATIONS

COSTA RICA

727. Costa Rica.Secretaria de educacion publica. fi d' Plan de estudiuspro- gramas y regiamento de los eolegios de segundaenenanza. San Jose de Costa Rica,Imprenta nacional, 1924.110p. ;) t i The plan of studies fortbe secondary schools of Costa Rica.

CZECHOSLOVAKIA e

79R. Skolskaorganinisaceareformy.Vestnik Pt-idagogicky. ;:2(_-'4--57.Sep- terubvr 1930. The article describes reorganizationof the Pedagogical academiesat Bratislava and Brne in force since 1930-41. 720.§torch,Ed. .1.ko1nifanny.Vestnik Pellagogicky. S: 241-46.September. tember 1930. The rsm inCzechoslovakiaareorganized through thecountry to provide vacs- fon places f city children.In 1930 abc.ut 10,000 pupilspvnt thtirsummerin these farm-: under supervision of physical directors. C' 730. Tchecoslovaque Republique.Office de statittique.Apemu statistique de la Republique Tchecoslovaque.Prague, Office dstatistique, 1.30.320p. mapsand charts. The official statistics of Czechoslovakia.Contniis those fnr education for the school year1927-2.5 731. Ziskal, J.Nora u4'ebniiosnova pro obchodni akademie.Vestnik reds- gogicky, 9: 152-5J. April 1931. The authorgivRa br:ef account of the now curriculum of the four-year commercial

8ch4,O1s in Czechoslovakia, knownas4cadem1ps ofcommerce, which will be in force in A 131-32The main benefit of this curriculumis compulsory fztudy oftwo foreign Ian- guagPs and a more extensive course in ac\-ountancy.

DENMARK j

732. Forslag til Los.ornLonninzerm. m.forFolkskolens Laerere.Folks- kolen,48: 277-83, April 16, 1931. A law of March 30.1930. to be put in force July1.1931, grirerning public school teae Pi-s' salaries in Denmark. 1 ENGLAND

733 Burnham committee. The Education mintsterinauguratesthenew negotiationsSchoolmaster and Woman teacher's chronicle,119: 826-2S, April .1.;1931. Trlichers' galaries in England and Wales have for thelast 12years been fixed by negotiations carriedonbeforea cnmmittoe.of which Lord Burnham ts chairman.by representaaves of the teachers and of tbe local authorities. Anewscale mustcome into force in April, 1931.The articleisan atcount ,of toe opening meeting for begin ning the work of setting tipe scale. t) 734 Cambridge University.Local euminations [schoolcertificate and jtinior]Examinationpapers,Decembr 1930.Cambridge, Cambridge Uni- versity Press, 1931.302p. These examination questions used by the Universityof Cambridge in its localexam- inationecoverawide variety of subjects.Theyare stggestive to- teachers and very valuable in making comparison&They include religious knowledge, English,history. ancient and modern languages,tilesciences, and mathematics.In ail, 56papers are set for the school certificate and 44 for the junior local ,examinations.Such subjects asSanskrit, Arabic,Hinal,Malay, handicrafts, needlework,itt,and muskareincluded. 4 735.ancation*estimates.Schoolmastex and Woman teacher's chronicle,

119:54VMarch28, 1961. a brief tnalysis of tbe civil estimates for education in England for theyear 1931, includesa&mparison withthose tor 1930. fog FOREIGNEDUCATION 79

736. Eleven to fifteen.Times educationalsupplement, 21137, April 18, 1931. The division of adolescentsforpurposes of secondary educationis working out in England by allotting themto (a) secondary schools.(b) central (selective) schools,and (c) senior (nonselective) schools.The divisionis to be made whenthe child is 11-plus yearsofage.He doubts whetheritcan bemade fairlyat that time.He suggestsa . Np-y few schools for the plainlysupernormal.a few for the obviously subnortqal.anda four-year school for theaverage.The firsttwo years of the four-yearschool would offer aco.mmon curriculum for all pupils;in the lasttwo yearsa bifurcation would be made to'takecare Of the stronger pupils. 737. Great Britain.Boaidofeducailon.Elementary education[England and Wales].Costperchild.London, HisMajesty's StationeryOffice, 1931. 35p. These dataare for the years 1927-28, 1928-29.and 1929-30,and basedon the actual net expenditures of the local educationauthorities.The expenditureis analyzed under sixbeads:SalariesofteacheA,loancharges, administrationand inspection,otber eXpenditure, special serviirs,and employers'contributions under theteachers'superannua- tion act of 1925. 738. Report of theconsultative committeeonthe primary schooL L(Indoki. His Majesty'sStationery Office,1931.290p. In 1926 the consultativecommittee haweda report on the educationof theoltdolescent, a report that was widely read inmany countries and probably willlong be considereda standard workon that subject.In thatreport the committee heldthat primaryeducation should end when thechild is between11 and 12years of age.The reportonthe primary schoolcomes as a naturalsequence to thaton the education of the adolescent.It deals with childrenbetween theages of 7 to 11 and with specialreferenceto the rural areas. An unusually fin/1 study. 9 739. University grantscopimittee.Returns fromuniversities and university. collegesinreceipt oftreasury grant.Academicyear, 1929-30. London, His Majesty'sStationery Office, 1931.22p. The annual descriptiveand statisticalreport for tbose'institutionsthat receive aidfrom National funds.in theUnited Kingdom. is 740. Howard, B.A. Coeducation instate secondary schools.Newera, 12: 153-55, May1931. A brief articleon coeducation in public schoolsin England.This numberof the New era is largely a symposiumon the question of coeducation.Articles otherthan theone citedare: The difficulties of coeducationin England; Coeducationas training for living by living; Tbe advantagesof coeducation;Coeducation in practice. 741. The infantschool.Schoolgovernment chronicle,123:290-96.April 1931. This is thesecond ofa series of articleson school types; the firstwas on the nursery school. The authorsketches the historyof the infant school.offers gioodplans fora building,and describes well thework of the school. 742. Lloyd,I.Typical school curricula g, and time tables.IT. Ajunior technical school.Journal ofeducation (London),63: 229-30,April 1, 1931. The fourthofa series of articles dealing withtypical schoolcurricula and thetables in England. 743. Lunn,H. P.Typicalhool curricula an4time tables.V.Acoeduca- tional secondaryschool.Journ 1 of education(London), 63.295-97, May 1,. 1931. . This is thefifth ofa series of ar on types of schoolcur-Attilaand time tablesis England.The schooldescribed, Y tdIey secondary school, 'Birmingham,hassome 520 pupils. boysand gir la in aboutequalnumbe$.4The teaching staffis 25.Thesexes are grouped togetherin all the subjectstaken bybotli,viththeexciptionof science. 744.The nursery school, its developent,m c ateteristics, andfutikre.SchOol government chronicleand educationauthoriti gazeite,113: 25447,March 1931. / . . The firstofa aeries of articles to bepresentedonschooltypes.TOPauthorstates that thenursery chodi Is gainingreputeasthe truefoundation Drama- bf the educational anda generation hence is likelyto be acceptedas a desirable thing forall ciildren.He deals withits developmentand alms, thecurriculum, buildingsand equip- meat. size, OILS,and social telitioua.At'goodbibliography ivinduded, 80 CURRENT EDUCATIONALPUBLICATIONS .

NI I 745. The primary school.School government chronicle and éducationau- 4 thorities gazette. 123:321-24, May1931. The thin" ofa series of articleson school types.It k of specialinterest becauseof the Consultative committee'srecent reporton the primary school.The authorsketches the .41story of theelementary school andgivPsits general characteristicsas they are at present.The article Is illustrated. 746. Roberts,Angus.Current educationalquest;ons.Schoolmaster and woman teacher's chronicle, 119: e 647-54), April 10,1931. This is thepresidential addressdeliveredat the opening of the sixty-firstannualcon- ference of tbe Nationalunion of teachers.held at Yarmouth.England. during Easterof 1931.P deals with thepressing problemsof educationin England.The entireyumber of the Chronicleis given to the proceedingsof the conference. 747'.The Senior !tchool.I. Organizationfind curriculum.Schoolgovernment chronicle and educationauthoritiesgazette, 123: 360-6S,June 1931. An excellent descriptivearticle, the fourthofa series on school types in Englandand Wales. 748. Sharp, Evelyn.A boys' universityAbinger Hill, 11ohnbur3'St.Mary. Surrey.Newera.12: 13:1-39, April1931. An account ofaschool forboys in England in whicha combination of the tutorial syotcm with a few fixed classesis practiced. 749. Ten years of the Burnham scales.Times educationalsupplement, 21: 121,ApriN,1931. The adop-tion.ofthe,Burnham scaled ofsalftritor teachersin Englandwas one of the very important,educationaldevelcpments imrnediatlyfollowing thewar. The article is areview of bow theSCRIPS have worked o'ut. 750. Wood: G.S.Typical school curriculaand time tables.VI. A rural sehonl, BramptonCounty secondaryschool.,Jourim1 ofeducatio4 (London), 63: 375-70, 381, 3S4,June 1931. The sixth article ofa valuable seriesonschoofetti;England. 1 FINLAND 751.Fil6idfind'softiciella statistik".IX.LiirdomsskoJorna.56. Statistik över- siktavLifrdoirskolornastillstand ochverkamhetunder läsAret 192*J-1930. Heisingfons,"StalsrAdetstryckeri, 1931.139p. The annual statisticalsurvey of secondary schoolsin Finland.Containsmany historical tables.

e FRANCE 4 752. Callon,Marguerite.Cinquanteans de vie de l'enseignenient secondaire ffiniinin (1881-1$31).ItevuQ universitaire, 40: 39S---409-,Mai 1931. Theear1931is the fiftieth anniversary ofpublic secondaryeducation forwomen in .France. 'The articlelisted deals with the historyand presentstatus of that phase of education in that country. .. I. , a8. Le, carrires denos(Infants.[Euquke de l'Éducation] L'IlMucation., nouvelle s4rie, 22:3g.'S-415,Avril 1931. - Teoentire number of Education is devotedtoan inquiry on thecareers thatare open toyoung'people. It includes articleson The military carFer, universitycareers.the magistracy, business, and positionsin the colonies.Shortdescriptions of eachof the ' great schools in France thatprepare for careers are given. 754. Georget, L. X.Nriodiques Françaistriptant dequestions d'enseignement et de ptsclagogie.Bulletin duMu9ée rédagoglquel4:115s-115,lqvrier 1931. A list of 192 French periodicalsdealing with questions ofeducation andpedagogy. ror eachthe title, thename of the publisher, and the publisher'saddress is given. 755. Guenot,, Helene. Aproposducinquantenalre de l'tcolenormale 1suOrieure de§4vres.Itevueuniversitaire, 40: 410-33,Mai 1931. ie alleyear ,1981 is the 4ftleth anniversary of public secondary educationforwomen in France. The articlepsted deals with the bistory andprestint status of thatphase of edscátion in that country. . . ti

.1 FOREIGN EDUCATION . 81 756. L'Hopital, Ch.L'enseignement musical dansles ticoles primitireset les classes 61émentaires fitmoyennes des lyabes et collNes.L'Enseig-nement public. a 105: 193-214, Mars 1931. The firstofa series of excerpts from thereport of the Inspector general ofpublic instructionins Franceto a commissionappointedto reform and develop the study of music. The entire report,consisting of fiveparts. was presented in October.1930.The second, third, awl fifthparts will be publisbeiin L'Enseignemtntpublic. 757. L'enseignementmusical dansles classe* les plusélevées des 13-cC-es et des collègeset daus les universités.L'Enseignement public, 105:289-- 315. Avril 1931. The secondpart of a report presentedby the inspector generalof public instructionto the commission for the bettermentand developmentof musical studies. 40m.. 75S. Instructionspour lenouveau -programme de l'enseignementsecondaire. nflirmation universitnire,lo:5-6. 9 Mai,et 16 Mai, 1931. Byan arrete of April 30. 1931, thehours of studyinthe secondaryschoolswere Micut.what changed inthe matter oftheir distrihutionamong the different subjects.The article explains the changesand givesthe table ofhours under thenew regime. 759. Lacroix, Maurice.Le budget del'instruction publique(levant le pole- ment. Revue univtirsitaire,40: 321-41,Avril 1)31. An account ,of thediscussionsin theparliament of Franceover the budget for public Thf:i I. instructibn. articledealsparticularly withthe reportmade byM. Hippolyte liticos, deputy for Ilaute-4ronnp.It ka discussion of the generaleducational policies of Franco and thepresent attemptsat reform,notirmere analysis of.the budget. 760. Lait.it.L'Enselpmementpublic,105: 385-408,Mai 1931. The firs'tpart of an article in defenseof lay publiceducation inPrance. 761. Ozouf, René.Les loisscolaires fi! et leur histoire.Journaldes instituteurs et des institutrices,77: 493-500,2 Mai 1931. This number of thejournalis deilitatedto the fiftieth anniversaryof the layschool and thecentenary of the birth ofJules Ferry.The article citedisa concise account of the Listory of the schoollaws of. Frame. 762. Parmentier,A.Jules FerryLL'Ecoleet la vie. 14: 537-39.2 Mai 1931. .kshort sketch of thelife andwork or)ulesFerry.Thisaumber of L'Ecole is largely devoted et la vie to the fiftiethanniversary ofthe lay schoolin France.Besides the article on,the life ofJules F'erry,thereare: Why Francehonors JulesFerry; Tbe devel- oi)rnentof the layschool; Gratuity;Laicity;and Conclusion. 763. Wallon, H.L'Étudedu earacOrecliez l'enfant.Revue del'enseignement secondaire des jeunes.filles,nouvelle rie,4: 210-14;225L-29; 24G--49, 15 Avril,15'Mal1931. A series of threearticleson character in littlechildren. See alsono. 247.

efk GERMANY

. 764. Abramson,J.Notessurdquelquesvisites A deslahoratoiresd'orientatiob vrofessionnelle.IV.-Stuttgart.Bulletinde l'InstitutNationald'Orientatiat Profe,ksionnelle,3:69-72, Mars1931. This is the fourth. ofa series of.articlesdescribinglaboratories ofprofessional.orientation:Theone described at Stuttgartis the.centrsbof 35 officesfor such West Germany. work in south- 1 In itmany tetts,re triedout, especiallythose fordeterminingaptitudes. 7(15. Bosch,Franz.Die gtellungder Mathematikam Gynmasium.Monat- I. schriftfür InhereSchulen, 30:425-43) 28Mai. 1931. 4"'A discussionpf the place ofmathematics 1.13 the gymnasium.This number lionatschriftcontains ofthe other goodarticleson the teaching ofrnattiematicsin sicondarly schools. %. 760. Brossmer [Oberregierungsrat].Die geistigenGrundlagendes Jugend- herbergswerkes.Körpererziehung,9: 7741,Mitrz 1931. An illustrated,descriptivearticleon the hostels foryouth lu Gemany. 82 ,CURRENT EDUCATIONALPUBLICATIONS

767. Erlacher, Carl.VergleidrendeUntersuchungen ilber dieAlkoholwirkung bei Schfilkindern.Zeitschrift für PiidagogischePsychologie, 22: 185-96,April 1931. An account ofan experimental psychologicalinvestigation into the effectsof alcohol in boys 10 to 14years of age. 168. Fadrus,Viktor.Dasneueschulhaus. Neueerziehunsstattenim Dentschen Reich.Schulreform, 10:301-14, Mai 1931. A well-illustratedarticleonthenew scboolhouses and schoolhouse plansin Germany. 769. Pischer, Von Aloys. 'WilliamSterns personalismus.Zeitschrift ftir pada4ogischépsychologie, 32:209-20, Mai-Juni1931. A sketch of WilliamStern's personality,the occasion being the sixtiethanntvergary of a his birth.This number ofthe Zeitschriftcontains alsoan article on the conception and significance of introspectianin tbe personalitysystem of Stern. 770. Gremminger,O.DieKlassenwanderung undihre Piesiehungzum linteiricht.`Schweizerischelehrerzeitung, 76:207-11, 9 Mai 1931. A discuosion of theadvantages ofclass excursions insecondary schools. 771. Hagan, JohnR. TheArbeitsehule inGermany. Catholic educational review, 29:257-65, May 1931. The authordiscusses the changesmade iu the elementaryschools of Germany after the warand describes theworkings ofthe activity methodina special school for backward childrenwhich bevisited in Cologne.

. 772. Hildebrandt,Paul.Das Wesender Schillerselbstverwaltung.Monat- schrift fOr höhere schdlen,30:249-74, biltrz 1931. A careful discussionof pupil self-governmentasit is (,leveloping in Germany. . 773. Liidtke,'Friedrich Wilhelm.tberdas staatsbürgerliche Wissenund DenkenvonVolksschulkindern.Borna-Leipzig. RobertNoske, 1930.74p. This report givesthe reaults ofan investigation .into the civic thought andknowledge of childrenin the finalclasses of the folk schoolsinan average German city.Itwas prepAred for'a doctor's thesis in thepsychological-pedagogical seminaryof the UaiverNity of Königsberg. s. 774. Mies, Paul.Fti,uf JahreneUerMufaunterricht.Monatschrift ftir h5- here Schnlen, 30:299-306, 26 Mätz, 1931. ,4 review of the, teaching ofmusic in the secondary schoolsuncle; the progrims that have been itPffect for fiveyears. . 775. Muller, Kurt.Neuere .Untersuchungen..zum Aillieuproblem.Wissen- schaftliche Beilage der LeipzigerLehrerzeiturK,' 61:481-88, Apri1.1931.

.A careful analysis of theenvironment problem in thedevelopment of. children. . 776.,Pafford, J. H.The Getman librarysystem.Minerva-Zeitschrift,7: .1:41JanutfrFOruar 1931. The firstinstalment ofnoteson ashort visitto the libraries of Germany,made bya librarian from Birmingham, Engfand. 777. Preussen. Stattsministerium. HandbuchfiberdenPreussischen Staat...für daii Jahr 1930.Berlin, R.von Decker's Verlag, 1931.1,251p. The officialannuttl handbook ofPrussia. 778. Schappi, Emilie.Dail; Wahdern auf der Elementarstufeund setpeBezie- hungenzum Unterricht.Schweizetlichelehrerzlitung,70: 223-25, 16 Mai, 1931. . ,A discussion of tbe value of clauexcursionson elementary school levels. ITO. trnsere.Frankfurter Versanunlung.Aligemeine Lehrerzeitung,60: 433-37, 4 JuñI, 1931. An account of the FranIfurtmeeting of the Germdn Teacher,'union (Deutschen Lehrerverein). 780. Urbigthat, Frith.EinfinssderBerufserf;e ungauf den Erfolg des kauf- ., mannischen.Untertichti.Freiberg,kunstMauckh,1929.75p. . "-.A study of the influence ofprofessional 'experienceontilerestpts oldebmmercialli- ef:ruction.Made bya student in the faculty of philosophy of the Albert . . university fit . . Konigsberg, Germany. _ gib ees ciao,no.at "T'

- .FOREIGN IDUCATION 83

,GUATEMALA ." 781. Guatemala. Ministrode EducacionPublica. Memoriade las labores del ejecutivo en elramo deEducaciOnPub li&t duranteelano administrativo de 1929, presentada A la AsambleaLegislativaen sus sesiones ordinarias de 1930.Guatemala, La TipogritfiaNacional, 1930.103p. The official report ofthe Minister ofpublic educationDade to the Nationalassembly in1910.The dataarefor theyear1929. 782. Estatutos dela TiniversidadNacional de Guatemala.Guatemala, Tipografia- Nadonal, 1930. 68p. The statutes of the 'Nationaluniversity of Guatemalapromulgated December 20,1929. 783----Plan de estudiosde la escuela normaldewmaestraspara parrulos y programas para las mismas.Guatemala, TipogriaffaNacional, Enero de 1930, 32p. The officialprogram of studies for tee normalschool for teachersof infants inGuata- thala, effective fromJanuary 1930. 784. Plan deestudiosparalasescuelas.nacionales comeicloy programas para las mismas.Guatemala, TipografiaNacional, Enerode 1930, 44p. The official plana studies andprograms for the nationalcommercial 'schoolsin Gua temala. 785. Plan deestudiosy programaspara las escuelas normales de preeeptores. Guatemala,Tipograffa Nacional,1930.75p. r- The official plan ofstudies andprograms for the eormal schoolsfor teachersin Guatemala.

;-. 786. s Plan deestudiosy programas . para las institutos de. ensefianta s(Tuntjariaen vigordesde el lo deenerp de 1930.Guatemala, Tipografia Nacional, Marzo,4de1930.148p. The officialplan of studies andprograms for the schools ofsecondary 4ducationin Guatemala, in force fromJanuary 1, 1930. 787. Plan de estudiosy programaspara las escuelas normales in- tegrales----en vigordesde el lo deenero de 1930.Guatemala, TIpograffaNa- cional, Febrerode 1930.192p. The official planof studiesandprogram for the normal schoolsin Guatemala,effeotive ...... from January 4, 1930. .: 7S8. . Secretaria de EducacionPublic&Plan de.estudiosy programas detallados de lasescuelas preparatoriasy primadas urbanas.Guate- mala, TipografiaNacional, Diciembrede 1929.64p. Thepresent plan of studiesandprograms to be used in theprTparatory and citypri- mary schools of Guatemala.

I. . HUNGARY < 789. Radits,Margherita.L'educazione nazionalelpopolo ungheresese condo la riformaKlebelsberg.Rivista Pedagogica,24: 79-120, 227-50,Gennaio- Febraio, Marzo-:Aprile, 101. An acconptof the recentreforms of educationirr Hupgary,a pgblication of the school of pedagogyin the Universityof Rome.

INDIA . 790. McKee,William John.New schools foryoung India. Asurvey of edu- tational,economic, andsocial conditionsin India 'withspecial referencetomore effective education.Chapel Hill,Universityof 'North Caiolinapress, 1930. 435 p. illus. '1 Thisvolume consistsof fourparts, each takingup some phase of Indian life'with ref- ei.enceto curriculummaking.Theyare : A review of education in India,present-day educational practices, socialanalysis of villagelife, andmodern social andeducational Ideals.The author hsticarriedon a guccessful schoolat Moga and isacquainted with the -things of which he writes. eit lì s. . Ike Woo'no. 612. - .. - 84 CURRENT EDUCATIONALPUBLICATIONS

. ITALY 791. Volta, RicardoDana.L'Ilisegnamentoconimerciale superiore in Italia. Internarfonalreview for commercial education,second series, 10: 681-89, May

1931. e An expoqtoryaccount 14 higher commercial education in Italy. MEXICO

792. Mexico.Secretaria de educacionpublica.Boletin (le lasecretariade educaton publicaTon14) N. Noviembreydiciembre de 1930.enero y febrero de 1931.Nurns. 1a4.Mexico. Talleresgraficos de la nacion, 1931.'209p. The official bulletinof theSecretariat of publiceducation in Mexico for themonths named. It comprisesreports from the eleven divisionsof the secretariat, such nFiadminis- tration, rural schools.cultural missions, secondaryeducation, psycho-pedagogyand school hygiene, fine arts.and libraries. 791 Noticia estadisticasobre la education publicaenMexicogorre- spondiente alano de 1927.Mexico, Talleres graticosde la nacion, 1929.1,077p. graphs. In 1925 theSecretariat of publiceducation in Mexico undertookto gather and publish finnuallystatistieon education throughout all thatcountry.The volume cited aboveis the third of the series.It is comprehensiveand ranks wellamong the reports of this nature thatare issued by national ministries of education. 793 A. Notica. estadisticaRohre la edficnclon publicaenMexicocorre- sponiente allino de 1928.Mexico, Talleresgrafico de la nacion, 1930.775p. graphs. The fourth ofthe series nentionedabove. NEW ZEALAND 794. New Zealand.Taranaki education &strict.School surveys,1927 and 1929.Arranged by N. R. McKenzie. NewPlymouth,North and South Taranaki branches of the New Zealandedwational institute, 1930.60p. Asummary of pioneering attempts in the Taranaki District to apply modernscientific measurements to the products of school education. . a NORWAY bi 795. Egge, Karl.Undervisningsplanen for laerarskulane.Skolebladet, 34: 195-98, April 18, 1931. The author gives'a briefaccount of thenew four-year normal schools in Denmark. NOVA SCOTIA. 796, Nova Scotia.Annual report of theSuperintendent of educattonfor NovaSleotiafor theyear erkded July 31st, 1930.Halifax, King's Printer, 1931. 191p. The regularofficial annual report ofeducation in Nova Scotia. 797. Statisticalsurveyof Nova Scotian schools.Journal of education,2: 18-27, March 1931. A rOsunW ofthe annual report of the Superintendentof education for 1929-30. PANAMA 79g. Panama Asociacionde maestros. Memoriade la asociacion demaestros de laltepublicade Panama.Panama, Starand Herald, 1930.128p. Therevorts of the,President andthe treasurer of theAssociation of teachers of ,Panama, for theriod 1928 to 1930. 799. Amara& institutoonscional.Boletin informativo(para el cuiso de 1928-1 Panama, ImprentaNacional, 1928.10p. The prospectus, of the Nationalinstitute of Panamaforth/eschoolyear 1928-29. FOREIGN EDUCATION 85 .00 4)0 Panama.Institutonacional.Documentos historicossohre lainde- pendencia del istmode Panama.Panama, ImprentaNacional, 1930.562p. A collection of the documentsrelatingto the iudependence of theIsthmus of Panama. Valuable for studentsof Americanhistory. SOL Historia delinstituto nacional:20 ailos delabor edu- eativa.Panama, ImprentaNacional, 1930.148p. An historical illustratedaccount of theNationalinstitute of Panama. str2. La Antorcha,organoficial del Institutonacional de Panama.Anuarlopublicadoporlas clasesdel '30.Panama, 1930.150p. illus. The class annualof the NationalInstitute. POLAND R03. ttureauinternationald'éducation.L'Nucationen ipologne. "GeiOve, Bureau internationald'éducation,1931.259p.illus. This is a collection of articlesby differentauthorson education in Poland.Among i.thertitles are: Progress and problems; psychologicalresearchon children; esthetic education; professional preparationol teachers; moraleducation; and school hygiene. 804. Chrzczonowicz,L. Zasadyorganizacjiszkolnlietwazawodowego. Ogwi- ata iychowanie, 2: 473-94,Czerwiee 1930. Principh;sof theorgani4ttionof profssionaleducationinPoland. Anofficial publication from tbeMinistv of religious : cult andpublic instruction,at Warszawa, Poland. - 805. Grunwald,Thaddeus,and others.The blindinPoland.Wargaw, Urganiziugsonunittee of thePoliAl delegationtor-the Worldconferenceon the blind, 1931.47p photographs. This study iucludesgeneral ,numericaldata, education,assistance,social prevision, prophylactics. and 806. Hensel, G.Ustrepj szkolnietwateanieznegowPòlseeI jego reorganiz- acja.Oswiata i Wychowanie,2:494-507,CzerAviec 1930. Organization oftechnical educationin Poland /hidits reorganization.The author describes especiallythe tradeand industrialschoolsof lower secondary that in grade. Hesays 1929-30 thehandicraftschools enrolled12,500students.A'publication ofthe Ministryof religious cultand publicinstruction. SOT. Kultura wsi.Warszawa, Poland,Mitistryof religiouscult and public instruction, 1930..179p. A bulletin of4the13th educationalconference devotedto problems ofrural education Poland. in ROM. RocznikStatystykiRzeezyposp()litejPol§kiej.Warszawa,Ppland. Glówny Urnd Sttitystyczny,1930.637p. The official annual statisticalhandbook of Poland.Chapters XVIand XVII,p. 307-444, givegood statisticalsurvey of education inPoland. 809. Roman,Marie.llome economkbsinPoland.Journal of homeeco- nonlics, 23:32-38, January1931. In dealingwith thissubject the authortreats two phases:Homeeconomics 'in the schools,and the workof other organizations,especiallythose ofwomen.An excellent descriptivéarticle. 810. Wieniewski,Ignacy." Dia dzieeiI miodzietydozwolone."0Awiata wychowanie,2: 60-66,Styczeti 1930. The sign' Dla dsieci Imiodziely dozwolone,"whIthmeans For ollifiresandyoung folks allow.td,isseen in moving-picturetheaters in Poland.The MThistryof public instructionat Warszawa,Poland, censuréscarefully all films befoilethey The can be shown. author statesthat Improperfilmsare destructive to thepsychology andmonths of children; and that it is the obligationof the nationto cooperate with schoolauthorities.

E. 86 CVRRENTEDUCATIONAL PUBLICATIONS

PORTUGAL 811. Macandrew, RonaldM. Portuguese studies:cultural and commercial. Scottish educationaljournal, 14: 437-38,April 17, 1931. The author callsattention to stat1s1ics thatshow the Portugueselanguage to be spoken by fifty-five miliions ofpeople,an exact per capita equality withthe French; 'toits unexplored literary fieldsand to itsgreat, use in world trade.He Oinks that the value of Portuguese studiesarelittle understood andmuch understated. 44. UNION OF SOCIALISTICSOVIET REPUBLICS

812. Dniltriyev, N. H.0 parnykhslovosochetanyakhvBashkirskom yazyke. Leningrad, U. S.S. It.Izvestya Akademil Naukof the U. S. S. R., 7: 501-22, Octoner 1930. Synonyms of theBashkir language,fitlich belongsto the Ural-Altnicgroup.; with their phonetic andsemantic relationships. 813. Dragunov, A.The hPhags-pascript andancient Mandarin.Leningrad, U. S.S. R.lzvestya AkademilNauk of the U. S.S. It., 7:627-48 [Ipart], 775-97 [II part],October-November 1930. Gives comparativetables ofthe ancient Chinese,ancient Mandarin, andhPhags-pa languages.It includes 703specific characters. 814. Reed, FefdinandaW. Goingto schoolinRussia.South Indian teacher, 4:83-86, March15, 1931. A brief account ofan educational experiment begurr in 1905 inthe Kaluga District, Russia, bya young man named Schatsky and continuedand Widened underthe Soviet r6girne. 815. Vsobshcheobuchenye, likylflatsyanegramotnosti i podgotovkakad- roy.Moscow, U. S. S.R., Plankhozgiz, 1930.164p. stical review of compulsoryeducation and the abolishmentof illititacy in the SI 'let Union.Compulsory educationwas introducedin1930.The stud)rcontains: ganization,administration, andsupervision of illiteracy classes;the qualifications and preparation of teachers;and specific aims and organizationof instuction. Bee alsono. M.'

SAN SALVADOR 816. SanSalvador.Ministeriode instrucciónpública.Programas de educación primaria, 1930.San Salvador, TalleresTipográficos del Ministerio de Instrucción rública,1930.31p. Theseare the detailed programs for social, (esthetic, sciéntific,and eronomic education. 817.---Subsecretttrio de estado.Ramo de IzAltrucciOnMike. 1931. San Salvador, ImprentaNacional, 1931.37p. The (Metalreport on public instruction in SanSalvador made bythe subsecretary to the National assembly. it - 1 SCOTLAND

818. Bernard, AgnesM. An experimerftalstudy inpelIIng.Scottish eductt- tional Journal, supplementno.5, June 1931.12p. The author wishedto ascertain whetherthe WinnetkaHailas applied to thee learning of spelling issuited to Scottish schools3nd to estimate itsvalueas compared with certain other methods. _Theconclusionsare generally in favor of the WinnetkaPlan. 819. Edinburghmerchantcompany sc,hools.Session 1930-81. , Edinburgh, [Scotland],A. and D. Padon, 1931. 101p. . The calendarfor the four echoolsmaintained by the Coinpanyof merchants ofEdin- burgh.The schoolsare Edinburgh1adie40college, George Watson'scollege for boys, GeOibge Watson'sladies college, and DanielStewart's college" forboys. o

a FOREIGN EDUCATION 87 ve

820. In praise of localdialect.Scottisheducational journal,14:4954,May 1, 1931. This isan approving commentoil the Consultativecommittee's statementin " The Primary schoOl " that " teachersmust boldly face thefact that thereare many varieties of the English language.It is not theduty of the schoolto decryany special or local variations.The bestdialect wordshaveR picturesque value, especiallyfor literary puriNes.Aneasy turn .of the nativelerech,even ifit is colloquial,le preferableto 4I anysfilted phraseology."From this okeewritesin defense ofthemove to make Scots onco moreamedium of majorliterature. Sil. Jaques, Arthur.Teaching of science.The needofa broad philo- sophical attitude.'Scottish educationaljournal, 14:3s1-82, April 3,1931. The firstinstallment ofan article which givesa brief history of thedevelopment of science andargues for a broad philosophicalattitude in its teaching. 822. Jessop, J. C.Educationin Angus..An historicalsurvey of Scottish education from earliesttimesup to the Act of 1 872 fromoriginal -andcon- temporarysources.London, University t of LondonPress, ltd.,1931.328p. This isan attempt to trace the varioustypes of educationalinstitutions ina particular district of Scot'and. S23. :C1uskey, MargaretC. Why childrenleave thesecondary school. Ed1nbu1h, Neilland Co., ltd.,1931. 8p. a The brief studyWRR published asa supplement to theSet)," Ish educationalJournal by the Scottish councilfor research ineducation. Thestudy shows thatout of all1 he pupils that enter the firstyearof thesix-year secondaryschoolcourse notmorethan 10per cent reach the sixthyear. The author finds thatthepercentages of pupils whofill!to complete thecourse vary inversely with the intellrgencequotients ofthe children.She concludes that thereseems little doubt that lackof mentalability is themost potentcauseof failure to finish the first threeyears of the course. See alsono. 285. SOUTH AMERICA 824. Argentina.Ministerio dejusticiae instruccion publica.Instituto de psicotecnicay orientacion profe§ional.Memoriaacerca de la labor del Instituto correspondienteal periododesde el lode fibril de 1030hasta el 31 demarzo de 1931. BuenosAires, 1931.12p. The annualreport for the sixthyearof the workof the Instituteof psychotechnIcsand professionalorientation, inArgentine. 825. Uruguay.Direccion deensenanza primariaynormal.Enciclopedia de educacion. TomoVII., Nos.ly 2, Juniode 1930.Montevideo, Imprentanaciónal, Junto de 1930.396p. This entirenumber of the encyilopediais given tothe ject, " Theuseof mental tests" by O.Decroly and R.Buyse; in realitya translati book by thattitle written b4 thosetwo authorities. II SWEDEN

826. Sweden.Sveriges officiellastatistik.Undervisning.Yrkesundervis- ningen, liisAret1928-1929av Kungl. skoltiverstyrelsen.Stockholm,P. A. Nor-% stedt &siSner, 107p. Theannual officialreporton complementary professionalinstruction in Swedenfor the year 192S-129.The schoolsgiving such instruction 'arediviLcied into fivegroups: Technical andcommerciallycties, primary professionalschools oftheCommunes, priVate professional schools,and specialtechnicalschools.An excellentdescriptive andgistoricalsummary is followedby 86 tablesof statisticaldata. 827. Vennerstrata,Ivar.TheBrunnsvik folkhighschool:AmericanScan- dinavianreview, 194209-17,April 1931. AnUlAstrated,descriptive articleon Sweden's most famousand mostdiscus*folk high school. *.

lef 88 CURRENT ED ONALPUBLICATIONS

TASMANIA

828. Fletcher,C.E.Annual reporton State high schools for 1930.Edwa- tional record,27: 51 --56, March15, 1931. The officialreporton secondary education in Tasmania.

PROCEEDINGS,REPORTS, ANDOFFICE OFEDUCATION PUBLICATIONS

v. Martha R.McCabe 829. Americanfederation oforganizations for6 the hard of . hearing, incorporated.Proveedinw:4oftheeleventhannual meeting,New York, N.Y., June 16 -19, 1930. Auditoryoutlook, 1.301-454. October1930. The Education 1. session contains: Caroline F. Kimball: The educationof the deafened p. 367- ; discuRsiimLp. 370-73.2. J. A. Glassburg: crir, an organ of stwech, p. 373-77; discussion,p.37A-79.3. G. O.Russell: Ilowshallwe use hearing aids inthe education of thedeafenedchild,.p. 880-81;disefission,Y. 3t,1-82. 830. Americanstudent healthassociation.Proceedingsof eleendiAnnual meeting.NewYerk,December, 1930.(Ithaca, N. Y.,(;race printingco., 193n1 165p.(Dean F. Siniley,Cornell university,Ithaca, N. Y..secretary)(Bulletin no.14) Contains:1. RaymondFranzen: Objective testm' in hraltheducatiot) synopsis,p1'. 2. Clara Greenough:Aims andobjectivcs int he freshman hygieneexaminationat Skid- more college,p. 12-30. J.trancesScott: Report of thehealth knowledgetestgivonat Smith colh.geto the class of1934,p. 30-34.4. A. A. O.D9Veese: A studj of the health habits of collegefreshmen in Kent Statecollege,p. 34-3k.G. Jauleri F.Rogers:Cor- rective andrestricted exorcise,p. 41-57; discussipti,p.57:67. 6. Edwar& -Fauver: Relation of thedepartment ofstvdent heilth.to Ithedepartment of physical 4.0 Ow education, 4 p. 67 I . 7. Ruth Boynton: The stube,reulhireactionamong collegegirls,p. 98 ; iSctiS sion.p. 99-103.S. Wendell Phillipsand Hugh G.C. Rowell: The conserwation of heatik..; in high school'and beyond,p. 103-111;discussion,p. 111. 831. Theassociation ofcollege andunversity unions.The eleventhan- nual conference. . . heldat Brown union.Brown university,December 5and 6,19:10. 71p. (Edward S. Drake,secretary. Ohio stateuniversity. ('olumbus. Ohio)

Contains: 1. George W.McClelland: Changing aspectsof undergraduate 21; discussion,p. 21-24. lifP,p.14- 2. CharlesKennedy: [What theUnionsCan do to improve the sportsmanshipatandnrds in the colleges1 p. 24-31,3. Clarence4%, Barbour: [Pei bonalit3.]p. 37-43.4. Paul B.Ilartrnstein: tietinanstudent houses,p. 51-57. S32. Curriculum.conferenceheld attollinscollege.January 19-24,1931. [Report]. togetherwith thereport§, ofitolPinscollege committeesoncurriculum. John Devsyy,chairman.The curriculumfor the liberalarts college.Winter

Park. Fla.,Rollins college,1931. g( -10p. Rollins collegebulletin, vol.2(,no'-{,- Februayy 1931) Contains: PartI. The functionsof 'the liberalarts college, and liberal the placeof tho arts college in education;Student interest,organization of riculum, material in thecur- teachers andteaching,appraisals ofachievement,etc.Part II.Rollins college committeereportson curriculum from facultyand studentcotnmhteetetc. 833. Departmentof elemeqtaryschool principalsof the liationaleducation association.The tenth yetdbook:The principalandsuArvision.BuIllin of lì theDepartmentof elementatyschool principals,10: 132-652,April 1931. Contains: Viewpointson supervision,sup( rvisary phasesofadministration,influencing the teacher,influencing the pupil,vitalizingthe curriculum,applications ofmeastfre- ment and research,training theprincipalthroughsupervision,and evaluating principal'swolt. the 834. Departmentofsuperintendenceof theNationaleducationassodation. Nindi'yearbook[19311Five unifyingfactors inAmericaneducation; studies in pupil promotion,communityrelationships^teacherpreparation,finance, prin-

)4) cow 0. °oil `Bolus 'ammo( I 68

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).1 * '6Ct p3ti01um ualmbo jo pootwilqa .twovonpa paa 6 . Satmagad 'vg-m `Iggi `no.ijaa ianx unauna puopux Iptinw `uoinonpa . S1131'113(1.16 .. :tt 117-I 11.1dV g131 :suigla03 .g aqj, Sumps', jo iipv Jo] v a.tiestulloid iu.uoiluanpa loJdInval Sq assar. jj 'ctopiaN :9-f-d savvqo .n 4pptus -d ii-9 )satua quoji -d WIT Wynn% 1 -1131 90 CURREXTEDUCATIONALPET13tIOATIONS

patrick,p. 16-22; discussion,p. 22-27.2. Studiesof children'spaintings made Merriil-Palmer at the school, byWinifred Harley,p. 31-34.3. How isitdone, byRebecca Coffin,p. 85-39.4. Creativeexperience essentialas an education of theSpirit, by Mrs. Florence Cane,p. 39-44. e 840. Oregonhigh-schoolprincipals'conference.Secondannualreport. House ofrepresentatives,Salem, Oregon,October17 and 18, 1930.Under the pint auspicesof the Oregon high-schoolprincipals' association...and the State departmentof education...Salem,Oreg., Statedepartment of ednca- iion,1930.38p. Contains: 1. Paul T. Jackson: The fivegreat contributionsto education since 1890, p. 7-12.2. E. D. Towler: Report of thecommitteeon Class size and efficiency, 3. H. W. p. 12-17. Adams: Reportof thecommitteeonUnitsystem of instruction,p.17-21. 4. V. D. Bain: Report ofthe committeeon Uniform records,p. 20-23.5. James M. Burgess: Researchmaterials inthe Statedepartment ofeducation.p. 24-26.6. B. W. WheatleyReport of tbe committeeon Fundamentalprocesses in high schools,p.26-30. 7. C. G.Smith: Report of thecommitteeon Pupil guidance,p.30-35. 841. Southernconferenceon education.Proceedings ofthe thirdconference, 1930. Chapel Hill,N. C..The Universityof Nort4Carolinapress, 1931.137p. tahle.(Universityof NorthCarolina extensionbulletin, vol.x, no. 9, May, 1931) Contains:1. Robert M.Hutchins: TowardsUtopia.p. 5-13.2. W.Henry Smith: The Georgiacollege placCmentoffice andits value to industryin Georgia,p. 38-45.3. Robert I. RPcs: The collegegraduate'svalue to industry,p.464$1.4. WilliamE. Dodd: The university andthe public.p. 95-103.5. John W.Abercrombie:Problems andtrends in education inthe South,p.106-13..6. Edward H.Reisner: Educatiopina changing economic order,p. 121-31. REPORTS,SURVEYS, ETC. . 842.Americinlibraryassociation.Annualreports.Bulletin ofthe Amer!- dinlibrary association,25: 175-330,May 1931. Contains:Secretary'sreport,new developments in educationfor librarianship,current projects in adulteducation,progress and needs in libraryextension, committeereports, and financialreports. 843. Californiacommission forthe study ofeducationalproblems.Report. . .. Sacramento, Californiastate printingoffice, HarryHammond,state printer, 1931.2v.illus., tables,diagrs. The commissionconsisted of: Arthur J. Brown, Marshallde Motte, Samuel W. Mullen, Leaske, James Mrs. MaynardForce Thayer,Mrs. FrederickC. Turner,JuliusWangenheim, Mrs. JulianC. Whitman,Mrs. Susan M.Dorsey, chairman,Stuart R. Ward, secretary. executive Thereport includes:Student problems,teacherproblems, schoolorganization problems, schoolcosts andrevenue, miscellaneous sahoolproblems,character the public training in schools, selectinghigh-schooltextbooks,state printingof textbooks,compulsory part-time educationlaw, juniorcolleges, teachersand teachertenure, reorganisationof the State departmentof education,county schoolsuperintendents, thelarger unit, schoolcosts, bondsversus taxes, school funds,etc. 844. California taxpayeis'association,inc.Reporton the Universityof California,anatialystsof the growthof theUniversity from1918 to 1929, and of theunit cost ofinstructionduring theFalland Springsemesters 1928-29. Los Angeles,Californiataxpayers'association,inc., 1931.52p. tapies, diagra. (Associationreportno.38, PartII) Contains material on the income, disbursements,and endowments,student enrollment.in California collegesand juniorcolleges, unitcosts ofinstruction,functions ofthe university otherthan instruction,and the derivationof unitcosts of instruction. 845. Campbell,Doak S.Libraries intheaccredited highschoolsof the Associationof collegesand secondaryschools ofthe SouthernStates.A report of thestatus of high-schoollibraries withrespect to theneNv librarystandards of the Association. Nashville,Tenn., GeorgePeabodycollege, 1930.72p.28 tables [fold.]. Thepurpose of the studywas to determine thestatus of the high schools Libraries in laseaccredited of thisAssociation,and tosuggest problemsfor furtherinvestigation.Six 'SRP .-- 'sommaapcsua `S.14}10clau D.La 16 - spluptivIs .limt 1S .10) .)111 .ipnls E,uu pl4pt1,111, : silooli .:!tt.n.po!iad pnw s.odu(t:m.)fl 'II IluI41L1(1!'.1 sill !sti4)Intlitiold(lv ._I )..4.11Itik) It! sit ;) 1!! ' A t7olioroiewlif : IA ' lualud!nt):4 J11J, xtpu.)(1(tu V .Iz!1:Iu amr1 Jo pun( ti,ona 11! (HO .Cau.1111 ,1,)0(1.): II) aqi 111-311)nos

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Iitturing .4).at14 putt ulMull. III I * 'tnoliattaa "Ilo!pc nuaan¡I jo tpartNoa pun s ! ! Itos1).10:1 au1iti(1 '00I(.),z ICC, 7.° 'd "sum `salciul *s1111111 spa Nodal satHII.m1 : UR st.s.iutur jo :luipling-tootps s111,1u1.).1Into.i :1111Atti.ttil aq), uoutimind 't11.kw.IN tulln(11.11s1,) Jo 10011J.: 'ditislathtiatil 1toont11.1)sq) JI spit,q.): Stpluoot 's.)1,s! v44) 10011.)9 ,f)ui,..-quiti arlu 6(inniS !'31,) II 1-1".1 n'l `/tli Ili.""311 I i 4111:14 III irdiu J1 ail) 0.) ltlidfuoi(l p) tur.1:10.1.(1 stj ioutps mIlIpung U alp -0.111111.1 'sts uolsnoH 'sx3xaI luapuadapui loops 42Tilstp piuog jo auopuznpa 1tt444 soto.t!).)1: I k)114 tiol.tion 'stomps 1 .0g----tt-.6 UO1STIO xaj, lt011 tu JO JO oti; 11,Hipa lion) twistion ltivilixlvti! lumps p Oi! I L 't ;lot eci 'snit! spa si duttitiu ()JAI') jo i )aud.11 JO mil Vom Puy ss".001(1 J" all 1(1011.)" s Jo I tiolsnoi Joj aqi pt)11,)d Watt' .potil I l 1 U . )(imam' 01 hitIO WIll(IItIri 1 4.1B IlAt So! tliti Multi 103 'uo Sq.% .0q) oatt Zuldg 'ouop puu moq Ham .(Jell %mu 'ago!) aj spopos -p1,13(h) 1,),At pit) tIP Inatu.)Aoltpu pl sloovy: )u itu '1.1,Ltot NI &Linty") Pull sasnto Jo ou n 60.1 itp%)(111 I *sassup 113t).1.) OA! Jom lutlopu.)().A .111),Inonpa ijs iuuorluisi nuainq ao; atn 4uatua3tn3&pu jo solsnui lutiorxx DA.Itts jo notttuta.11:ti imnit pun .:assuti) No`qa put? hiltutuns jo oto omilo!lad.11 Jo ast)q) 011M Mi (IA ((ii.)11pIl(),) J 'MOIL .11,) 4.10A 111N CHO! I rang in .103 .-'11) )110tI1). JO .)!SI1111 00;11 [ Hu tt 110 1t1I100.-ni JO It Jo 4 00 ilt(11:1 ki.,1(1 %HO SI:)1to)ttl.1111( 1-11:111t1oti (11 (10!1(i.I.L'o.1 titi1) sl,o putt 4I10011JS 2 Sill 1S sum al)11111 I it MI 1.101p) olignd SIM (,) .1a.to3,11; 111t1.% sIt ItA 1 ail st ut aqi swim Jo iisoqt utim .bAttit putt 13,)ualiddx3 till.% Siteloa(N,) s.v 11) 4)1 01)1Itmuni no aq) Sprns JO ol0tu tiolios i luit11)Nu, ;1'i 1UtJ ulup VW.) 114)1111? I 1 1 alp 2.11,41,s1 .#11: 11(1 +,4 p tioult, )sonb 1101 OW s*oa : oti) slIttRo.! all-3 Jo Isaiah!, 01 3,sucti sioponpo Ot.)3 11:11ol1n So_tatis jo Outi!d ossui.) U uoptu1x1O V .q}nis aputu putt potisliclud ci ott) itmoDux nutung ioj aq 4u14tuoautrApu jo *alstitu .orsi `4JOA %Ha 11110.1I1H 11 6Z6 [ tliG d 'SAM mil MI tiollotitto.i Jo ()ulna tossup al au onqml stomps pliu oto tqcoollut..I.11 ijotolA Jo Jto p40.1c1 suit tisno.ig ituu aq paati ioj noiltiNnsaAti, lot ol alp )niu.% Jo (Mont -aerator!! 'tool) .sji ) (' .ilitiquidupu alp 'WIN:Hum oto tuttu sliaotu pi 4)(11 snot.iv.k pocistigitd a8os1t10,) Klolitirp 0) to) '1.01)10Au Putt a)lutjap s1Ins.)1 P4-011u1(10 01,1 tioulnavjui slim 111111.)(3,; 14 t)q) low oliuutioiltottb poll Pull ail) silnbila alu 3 U plquitiq putt laS IWO) III J41 Ittt)1 I ).J 'WSJ'S uatuaidtlits o IMMIX Sa.uns Jo mulct sassup UI omuado maN ',pox luuoutiN nuaang .1(4 ato watuoatin.tpu Jo aisntu ekov6ti ti tqj Jo J11) thl JtIodind tlaulal(14:11', (main; Ivuompoi uottutuaujut uo aqt t4 31afqi1 jo U01)311.11st13 dnoiN tit inipt(1 III aq) looms It tight sp1411n110.) CI:MU Ott) pool lootiati 41)111.101()flU . itibs liodau JO aathmajtioa got ag) soq gai02ay aal; ltramputlop aiu 'allanoa p0lanpuoa )8 0.11,4 `a2lalloa SOrl `salaNuy "j1193 quell' 91 o; Sum 'IT 'um Sq. aqi uoismu jo itmontoon `tioultanpa sofI sajauy Sip `81001p9 noimadoospui coot aq; ams luoumudop jo uonuanpo Roisielp jo muonuao.s. 'uoiwanpa Sufuamtia jo ultuojiino pr 801 'sal" luaapaa pasoq .10j juaolluDoit `uoimanpa puu eq; soq %natty aiu luatuputtap soq 'ealaSuy "jituo aam luatmiettap mu Ft pagd1u2oatultu saw! equip uy auilmo jo aq) pApoduid ad.1110J ;o 2stlit1iti4) 40j 'tiatuaill O aq papnpuoa U aairat Yawatais ao 'euob-eal alp ammo anj gay%) (loom Juiq o4i3 te----es999

a Ap. 92 CVRRENTEDUCATIONALPUBLICATIONS +Alb OFFICEOF EDUCATION:PUBLICATIONS S2..1.ecreditod 1T:t.:'fir institutions.Supplementto Bu!letin,1930,no.19. Chafuzes in the ¿oil.,i:ed listsof nationalantl regionalassociations,1930-31. Washington, Unite.iStates Departmentof the interior,Officeof education, 1931.9p morit)typed ).

S53. The I ty.t i y iy progrmn zind theteaching ofreading.Manu:C forkinder- garten and primaryteachers.Developed underthe directhmof the California curriculummminissiiin. CaliforniaState departmentof education.Washing- ton, UnitedStatesGovernmentprinting office, 1931. 95p. illus.(Bulletin, 1931,no. 2) S.A. Biennial,urveyofulucationin the UnitedSillies, 192S-1930.Chapter VII.Agriculturaloducation. ByII.NI. Hamlin . . Advancepages.vol. 1. ashim.t4m, U1..ied StatesGovernment printingvtlice, 1931. 2(1p (Bul- letin, 1931.no. 20) )5, Bknnialsute of education inthe UnitedStates, itr2s 1930.Chapter VIII.Art education.Ity RoyalBailey Farnum . . .Advancepages.vol.1. Wa-zhinizton, United State,:,GovernmentPrinting office.1931.26p.,tables, dhigrs.( Buiht in,1931,no. 20) 856. Biennialsurvey of education in theUnited States,1928-1930 Chapter XI. Education of exceptli,nal children.By EliseH. Martens . . .Advance pages.vQ1.1. W.Alington,United StatesGovernmentprinting office,1931. 38 p.(Bulletin, 1931,no.20) i37. Biennialsurveyof Nlucation inthe UnitedState. 192g- 1930.Chapter XII.Adult education.IV L. R. Aidertnan...and EllenC. Lombard.Ad- vance pages.vol. I.Washington. UnitedStates Governmentprinting office, 1931. 38p.(Bulletin, 1931,no.20) .R5N. Biennialsurveyof educationin the United States,192S-1930.Chapter XIII.College and university education.By WaltonC. John. . . Advance pages.vol. 1.'Washington, UnitedStates Governmentprinting office,1931 44p (Bulletin, 1931,no.20) 859. Biennialsurveyof education in theUnited States,1928-1930.Chapter XVI. Engineering education.By F. L. Bishop. . . Advancepages.vol. 1. Washington, United States Governmentprinting office,1931.7p.(Bulletin, 1931,no.20) 800. Biennialsurveyof educationin the United States,1928-1930.Chapter XXI.Educational boards andfoundations.By Henry R. Evans,editorial division.Advancepages.vol.1.,Washington, UnitedStates Government printing office, 1931., 9p.(Bulletin, 1931,no.20) 861. Biennial 'surveyof education in the UnitedStates, 1928-1930.Chapter XXIII.Revicw of educational legislation, 1929--1930.By WardW. Keesecker, associatespecialist inschoollegislation. . . Advance pages.vol.1.30p. (Bulletin,131,no.20)

862.Careers;Law. By 'WalterJ.Greenleaf. . . Washington,United States Government printing office, 1931.13p.(Leafletno. 5) 803. Current practices in theconstruction of statecoursesof study. By Mina M. Langvick.. .Washington, UnitedStates Governnient printingoffice. 1931. 84p.tables.(Bulletin, 1931,no. 4) 804. How boys and girlscanhelp ip the droughtemergency.[By] Mina M. Langvick, senior specialist in elementary schoolcurriculum...and Clyde B. Schuman, direct6r of the nutritionservice, American Redcross.Washington, United States Government printing office,1931. 12p.illus.(Pamphletno.18, February 1981) OFFICE OF EDUCATION: PUBLICATIONS 93

S65. Or anization andfunctions of researchbureaus in cityschool systems.

By Edit A. Wright, Librar3'division. . . Washington, United StatesGovern- mentprinngoffice, 1931. 14p. (Leafletut). 2, February 1931) 846. Recd ofcurrenteducationalpublications. QuaT-terly January 1 March 3 931.[complied byMartha It. McCabe]Washington, United States Government printim: office, 1931.105p. (Bulletin, 1931,no. 9)

867. School administrationin sta 1 educationalsurvey reports.By W. S. divisii.. Deffenbaugh, chief, of Americanschoolsystems. . . Washington, United States Govornment printingoffice, 1931.34p.tables.(Bulletin, 1930, Ilo.35 S68. School healthactivities in 1930.Summary ofii,formation collectedfor The White House Conferenceon child health and protection.Compiled by James Frederick Rogers. . . Washington, UnitedStates Governmentprinting office, 1931.33p. (Pamphletno. 21. May 1931) 869. The speech defectiveschool child.Whatour schools are doing for him. By James Frederick Rogers ... Washington, UnitedStates Governmentprint- ing office, 1931. 31p.(Bulletin, 1931,no.7) 870. State aid for schoolconsolid.itionand pupiltransportation. By Timon Covert, specialist in schoolfinance . Washington, UnitedStates Government printing office, 1931. 9p. (Leafletno. 2). 871. Statistics of public,sodt.ty, and schoollibraries, 1929.Prepared in the Statistical division with thecooperation of theLibrary division.Washington, United States Government printingoffice, 1931.365p.(Bulletin, 1930,no.37) Completes the 1930 series of theOffico of Educationbulletins.

b.;

de'

.40

4 AUTHORAINDSUBJECT INDEX

(To thk Recordon ) / [The numbers 1-871 refer to item, not topage Males ofpersons about whom articles or books are written, and references to subjectsare priLted in small capitals]

.4 A. ( Appel, KennethE.4. APTITUDETEST it.colleges, 486; illStutt- Abbot. Mary Allen, 702. gart. Germany. 764. Aheretombie, John W., 841 (6). A(1101111. /listerMary, 192. 1,0:1i, Cari line D., 11. Argentina.Ministerio de justiciae instruc- .\ lira ws, Ray, 684. don pilblica, 824. bratnson,J., 784. ARITHMETIC, curriculum. grade placement, ACCREDITING, higher Institutions, 852; sec- 340; teaching, 80, Sir,88, 104. oudary schools, 107. Armentrout, W. D., 72. A (TRF.DI TING AGENCIES, 478. Arnold, 11. J.. 447. Achilles. Pau, S., 816. ARMY ALPHATEST, 334. ACTIVITY PROGRAMS, 35-36; primary, 100. ART, industrial. 835 (2).. seecaso,`Projectmethod. ART, teaching, 38, 42, 453, 855;in high Adams, II. W., 840 (3). schools. 220- 223. clams, J., 610. ARTICULATION,junior-seniorhighschools, Adelaide university, 716. F 134;school, 530, 575;principles, 834. ADULT EDUCATION, 610-624, 842 ;in India. Aseltine, John, 121. 612; in Jugoslavia, 611; junior colleges, Ash, William C., 210. :84. ASSEMBLIES, secondary4 schools143, 148. AFRICA. education, 713-714. ASSOCIATIONOF COLLEGE AND UNIVERSITY Ac.RICULTURAL EDUCATION, 854 ;inNegro UNIONS, 831. schools, 692. .en, Harold D., 127. AGHICULTURE, vocational, 681-688. ATHLETICS,'secondaryFr! 151,153, A LcOHOL, EFFECT, 767. 560Stateuniiersities,493. Alderman, L. R., 857. Atkinson, Carroll, 589. Alexander, Carter, 522, 579. Australia.Commonwealth bureau ofcen- ALAIEBRA, study and teaching,177, 529; susand statistics, 717. teaching, 529, 581. AUSTRALIA. EDUCATION, 71G-718. All. A. Y., 612. AvIATIoN, TEACH! Nti, 662, 670. ALI!-YF.AR SCHOOLS, 586, 588. AVIOATION, PRINCIPLESAND METHODS, 66S. Allen, Charles Forrest, 146. * Ayer, Adelaide M., 400, 428. Allen, Richard D., 188, 680. Alschnier, Mrs. RoseII., 50. Alterieder, Louise E., 306.- B Arnkrican federation of organizationsfor Babson, Helen Corliss, 147. the hard of hearing,inc., 829. Backus. Margaret Plant, 213 Americanlibraryassociation,842;Ele- Bagley. William C., 424, 437, 463. duentary subcommittee of theeducation Bailey, Albert Edward, 56. committee, 68. Bain, Read, 183. American medical'association, 504. Bain, V. I), 840 (4). American studenthealth association, 830. Baker, Florence M., 16S. American vocationalassociation, 661. Baker, Newton D., 613. ANot's (SCOTLAND), education,822. Baldwin, Maxele, 474. ANAEMICCHILDREN, education, 229-282. Rallar$Aline, 248. An(!erson, EarlW., 120, 599, 606. Banker, Howard J., 329. %niiprson. ForrestN., 268. Barbour, ClarenceA., 831 (3). "IV Anderson,- RuthE., 386. Barnard, Seymour, 614. Amirlx, EdnaM., 219. Barnhardt, R. W., 835 (3). Anthony, KatherineM., 485-436. Barr, A.S.,310. ANTIOCHCOLLEGE, extra-mural school, 509. Barrows, H. S., 836 (11). 96 4 INDEX IBartlett,Ruth M.,322 (5). BRITISH JOURNALOf Bassett.SarahJanet,228. EDUCATIONiLpsy. Bauder, HOLOGY, 65. CharlesF., 658 Itioadhurst, Bager,13 372. Jean, 550. ' Brooks,L. W.,189 Baumgarthrr,M., 330. Br( Bawden, ssmer(Oberregeterungsrat),766. WilliamT., 658. Blown, Baylor,AdelaideS., 648 AndrewW.,234. Beach, lirown. B.Warren,357. Rofena,175. rown, Edwin 'Beat ley,Ralph,170. J., 474. Brown,H.A., Beatty,WillardW., 64. 403-404. Brown,H. E, Bedell,Earl. 835(1). 66. Beekman,J. IL, 229. Brown.Marion,14S, Bruce, M.E., 132. BEHAVIOR,chil(Iren's,233-241. e. Bruce,William17, 44 BEHAVIORPROBLEMS, 4- I. 12. Brumbaugh,II BELGIrli,EDUCATION, 71 E., 568. Bennett, Bruner,Carl G.,664. Lois, 322(1). Drunstetter, Bennion,'Milton,477. M. R.P558. Benson, Bryngelson,Bryng,274. CharlesE., 306. Brooms, scnold,. Bentley,Byron R.,307. 843. Benz.n. L. M., 478. Buell,EdithM., 253. BUI.GARIA, Bernard,Agnes M.,818. EDUCATION, 720-721. Bernstein, Bullock. B.F.,6!'.! Louis, 264. Iturdge, Berry,Betty, 369. Adelaide R.,622i. LEBUREAUINTERNATIONAL : D'EDUCATION,712, BLBLiOGRAPHIES Extracurricularactivities, 803 15! Junior collegelibrary, 375;Occupa- Burgfms. Aline, 715. tion*for,,collegewomen, 686;Record ofcurrent I.urgess,JamesM., 840(5). educationalpublications,866; Burke,EmilyGray, 242. ResParchstudiesin education,1928-1929, Burnhamcommittee,733; Scales,749. 865; Safetyeducation-,103. Burr, Emily Bird, a TY-, 317. Joy, 66. Butsch, Bishop, F.L., 859. Russell L.C., 551. But.terfleld,E. W, 278, 569 Bittner, Walton 41. S.. 615. Bu3se,R., 825. Blanton,Smiley,273. Matz,WilliamE., 11,14. Blauch, L.E., 401. BI,IND,educationoffeeble-minded, 244(5); Cahn,Gaston, 722. highereducation,244 (2);teaching,lpCairns, W. D.,442. highschools,242;vocationaleducation, 244(4). Caldwell,Otis W.,193. californiacommissionfor thestudy ofedu- BLINDANDPARTIALLYSEEING,education, cational 242-247. problemg,846. Californiacurriculum Boardman.H.S., 460 commission,853. CAMBRIDG.E,.13N11);ERSITY, BOARDSOle England,localex- EDITATION, legalauthority,585. aminations,734. Boas, Belle,453. Cammack, Bobenmyer, James NV.,jr., 601. Ethelwyn,219. Camp, FrederickS., 67. Bond,Earl, D.,4. campbell,Doak S.,141, 353, BONDS.See SCHOOL 845. BONDS. CANADA,EDUCATION, 722-721. Bonser,Frederick(i,402. CANADIANASSOCIATIONOFUNIVERSITIES, 464. Bosch, Pranz,765. Cane. Bott, Helen Florence,38. M., 7, 14. Ca Dorot'ly, 15. Bowen,R. Sidney,jr., 662. CANTON, OHIO,SCHOOLBUILDINGSURVEY, Bowman,ClydeA., 658. 840. BOY'S UNIVERSITY,England,748, Capen,SamuelP., 473. Boyce, W. it.,352. Boyd,Paul P., CAREERS,study,688;TRAINING PM la 105, 472. France, Boynton,Ruth, 830 753;see alsoVOCATIONALGUID- (7). ANCIL Brady,George S.,663. Brainerd, Caroll, Marguerite,752. Heloise,703. Csrpenter, Brewer,JohnM., 035. W. W.,341. Carr, WilliamG., 524. Briggs,ThomasH., 528,593. Bristol,Ruth, 30. Carris, Lewis,16.. Carroll,HerbertA., 295. BRITISHCOLUMBIA,EDUCATION, 720,729. British Carrothers, George'E., 443. Empire. BeeCanada,England, Carruthers, Scotland,etc., Zilpha,19. arrangedalphabeticallyby ClankTbyra,184. country. sat:. Case, RoscoeDavid, 68.

s INDEX 97 Caseman, Juvenilia, 685. Commonwealth club of California, 681. Caswell,II.L., 586. COMMUNITY RECREATION LEADERS, training, Cedcrstrom, J. A 479. 371. Chambers, II. H., 3W). COMMUNITYRELATION SI! MS, S34. Caintwrs. Jay L.. 580. CtotruhsoitY EDUCATION, inSoviet Russia. Chambers, M. M, 70-471. 815. Chambers, MildredSmith. 243. courmi. (. W., 559. Cl;apinan, Paul W., s35 (7). conriid,11.S.,289, 331 CHARACTER, STUDY, 7413. e coNTF:sTs. school. s9.

CHARACTER TRAINING, Z.b7.(4)-6'2,330, 843: (onylbrse, Paul 1).,46:5. 111 c(die.ge.4;(7.in trance, 7t;3. ()It lionniond (', ' 1. fii IAGilicNivEitstraPY,ni,w plan, 511. 'onto%L )ennisII.. 69:; Chicago.university. Departmentof educa-Coopur. \\*Whim John,10:1. '571, 649. tion, 525. .11:11ATIvE Elll'AtIoN,1179, Critti DENI:LoPMENT, physical and mental.Cmipenitiregroup, nine,71. .1- :t. Cutdi-1'y, Everett E., .429. CHILD ED' cATION.1 3 '29. curry, Mary P., 322 (2), 6s2. Cwt.!)sTtIn. 7. CoSTA RICA, e4h1en 1 ion . 727. CHINA. EDucATION, 7 25- 726. Cost:tRica.sccrcl1ii,1deeducacionpub- chinafoundatiton for thepromotion of ed lica. 727. tication andulture, 725. Coughlin, Mildred M., 29 Chrzzonowlez, L., 804. Coulter. Edith M., 373, Church, Lilian Ladd, 254. Ciiunseling, methods, 316. Clark, Arthur L.. 666. Counselors, vocational, 6S4, 687, 689-690;. Clark. Judith. 461. 139-140, 818, 320; in colleges, 690. Clark, L. A., 347. Coursault. J. H., 395, CLASS-SIZE,secondary schools,130,164, CoRSES oil` STUDY, State, 863. 840. Covert, Tim(n.8GO. CLASSROOM TEACHER, 656. (.rane. 4:4-orgi- W.,17. CLAssRooMS, 4%letnenttiry, 533. Crawford, Albert Beecher, 462. (liftmi, J.L., 114. CnirPLEDchildren,educat ion,248-252; CLINics. child guidance, 6, 268-272. high schools, 251. Clish, Herbert, 424.* 4'rocs1cy, Stella,18. Crit-ns sec ScH04)I.CLUBS. Crossman, G. W., 581. CobUrn, Ira W., 532. Crothers, Bronson-, 307. Cocanower, CD.,emnp., 636. CuLTURE AND EDUCATION, 595. Coe, M. Caroline, 228. Cuninct-LA, BUSINESS. in England.645, 742-

CoEnucAnoN.PUBLICMcrioQ1.8, England, 743; COLLEGE, 832; in teachers icolleges, 740. 441L4n2; junior collekes, 3S5; kinder- Carman, L.D.. 4J13 garten,33; materials for, 101. Coif., M. S.. 637. CURRICULUM-MAKI v;. commercial education, Cole, Robert D., 169. 643; secondary -:"Iloolg, 106, 156-159. Coleman, Satis N.,39. CURRICULUM STUDIEs, 300-305. COLLEOEAND UNIVERSITY UNIONS, 831. CURRICULUM SUBJECTS, In high schools, 120. COI LEI:r ATTENDANCE,*purposie,491; lick. Curti, Margaret Wooster, 69. the, 319. 465. Cutright, Prudence, 70. COLLEGEENTRANCE REQUIREMENTS, In Eng- CZECHOSLOVAKIA, EDUCATION, 728-732. lish, 482. COLLEOEFRESHMEN, orientation, 477. COLLIN;F:SDENOMINATIONAL, 507. COLMIEsAND UNIVERSITIES, 460-521; ad-Dabney,CariesWilliam, 694. mlnistrathn, 470-471; dormitories, 471; DALTONPLAN,251 educational trends,463; financial infor Dannelly, Clarence M., r07. filiation,844; graduate work,494-497;Daringer, Helen Fein, 160. In Canada,469; in England, 739; Na-Davidson, II. Carter, 444. tional aid. England,739; standards, 472-Davidmon, Helen P., :100. 473; students, 485-492; teaching, 474-Davis. Ira C., 194, 478. 476. Davit', Jackson, 695. Collings,Ellsworth, 128. Davis, Raymond E., 385. Colton,Ruth White, 57. Davis, Robert A., 115. COMMINCZMIIINT8, high school, 185. Day..O. ,653. COMMIIIIICIAL EDUCATION, 634-647; Curricu- DEAF, EDUCATION, 829;commercial subjects, lum, 215, 648;in Czechoslovakia, 781; 259; in Belgium, 257;in convent school, in Cbrinany,780; international, 711; of 269; Industrial education, 201; of ado- deaf, 259. lescents. 254. 98. INDEX

DEAF A ND IIA UD-4)1*-IIrAlt I NO, education, 27a-263. Eflt.iATIosALPER OM France,754. Eiircao)NALPS ,28a 399; Dean),ThomasNI, 3. statistics, 310315. Dvarhirn. Ned.II..411>. EDIcAroNAI. Dbcroly,4).,S25. RESEARCH., citybureaus,865; in (14.:if DE(it( y 27 education, 256:ineducationof 4 ti.uchers, 421; in highereducation. Deffenhaugh.W.S..7126,8117. 519; ill 517- DECREES,Do( occupations,682: invocational Tou4"pitii.osotqtY, 495. industrial )t)Laet,Maurice.719. education. 674. EDucATIoNAL SI' State,5.41. DEL!NQI ENTciiit.nicEN. See Behavior.children's. Ellwards.Mot. E.Ij,106. DENMARK Evils, WalterCrshy,353 354,378,389. EDI rATIoN,732. Karl, 795 Uenny,WinfieldA , 582. pge, ELECTRICITY,TEA(' HI N4;,676. UENOMINATIO N coLL EONS. SeeCollegvs, ELEMENTARY denominat EnucATIoN, 63104; England andWales. 737. DENTALEDUCATIoN, 505. El inssen, R. II., 120. Departmentof rlenu,:.taryschoolprinci- Eliut,AbigAil A . 11: pals, 833. W 4I 1 () .. 654. Departmentofsuperintendence,608. Einswiler%II. W.,122. DeWelt,Albert, 14, Engelhardt,Fred, 597 Doo. 6 CharlotteNfabel, 71. Engelhardt,N. L., -533,539. Dickinson., John, 498. ENGI NEER!NGEDUCATIoN,859. Dingman,Charles F.,665. ENGLAND,educat iton, 733, 750. Dmltrlyev,N. K..812. nghman. .7.O.. 439.

Dohbin.C.E., 536. ENG , Lis!!curriculari, forslow pupils,284. Docroas'DEGREEs, ill ENG science,497. LISIII.ANIWAGE,COMPosITIONAND LIT- Dodd,WilliamE.. 841(4). ER TURF.TEA cI I t in efineges,444; Donovan, ILL., 406. In primarygrades.40, 4445: imsreondary Dorsey,Susan M.,342. schools, 95.106.160-167,4.279,2841. Douglass,AubreyA., 358. Eritslm,Emanuel E.,65S. Di.uglasR,Harl R.,438. Eriksen, Edith,279. Downing,Elliot R.,480. Erlaeller,Carl, 767. Dragunov,A., 813. Enrich,Alvin C.,ed.. 463. DRAWING, MECHANICAL,course ofstudy, Evans. HenryM., 860. 655. Evenden, . S., 407. Drennan,L. J.,43. Ewing, ClaudeII., 666. Drought, R. Alice,220. EXCEPTIONALCHILDREN, 224-288. Drummond.Margaret, 704. EXAMINATIoNti,Cambridgeuniversity,734.-v, Dueos, M.Illppolyte,759. ExTRACURRICTl.A R ACTI V ITI F.S secondary Dykema,PeterW., 454. school,146-155. Dynes,John J.,603. EV i(;HTcONKERvATION,16;inFrance, 247; innurspry schoolandkindergarten, 243, 246.

EATINGHABITS, 18, 23. Eddy, II.N., 016. radrus,Viktor,768. EDINBURGH.Companyofmerchantsschools, 819. FAMILYRELATIONS,contsw(W STUDY,216. Farnum, Eddy.Helen M., Royal Bailey;S53. 170. Farr, T. J.,333. EDUCATION,COOPERATION Ill, 528. FEAR,elilldrtbus'. 5.12. EDUCATION,course of studyIn, 448. ediaes- 0, Ver .EI)tCA LION, cultural, 455. 97. FREBLEMiNDIDI. f EDI(ATION, home, urriculum.282. 14-29. Fehr,HowardF., 133, EDUCATION,higher. inSouth,524,841; Fellows,A.. 230. PROBLEMS,843;PROPHECIES, 525; of, 74. theory Fenton, 1exsleChase, 235. Fenton,Norman,6, 241. Educationextension,520. Ferguson,Lauretta,139. EDUCATIONOPCHILDREN. SeeNursery-kin- field,Bertha L., dergarton-primary 219. eductt Exceptional Fife,RobertHerndon, children; 171. ElementaryeducitIou;Second- FINANCE. ary education. See SCHOOLBUILDINari.FINANCE; BUSINESS EDUCATIONALBOARDS ADMINISTRATION; SCHOOL Vt ANDFOUNDATIONS,860. NANCE. EDUCATIONALFINANCE. EireSmoot.rt- Findlay, NANCE. Leonard, 705. FINIANND, EDUCATIONAL EDUCATION, 751. LITERATURE, 72. FIRM COLLEGE, LosAngeles,Calif.,851.. INDEX 99

FIREMEN, training, 851. ;ItADI'ATION FIFVUIRE M EN rs, highschool, Fischer, Von Aloys, 7(39. 13t; 137. lo+ her,('.E.,8:28. Graham. E.C., 6:11.. FLORIDA AGRICULTURAL AND MECHANICAL Granrud. 1;07). oLLEGE, 696. Gray, .1. Stanley,74. 1.)wers, John G., 40Fl. Gray, WillhtmS., 75. 181, 4'59, S36: FOLKscitool.s.inGermany, 773; Mol (; ['PatBrita i.n Board of°education,737- sc110OLS, Sweden, 827. 73R. Foltz, P. J., 88. GreatBritain. Iniormitygrantm corn. For.in,T.(., unitive, 739. F)rdsun school district,847. (;rppTIC,, Edward 1., :4)1. FoREIGN (1ay. 710. 1;reptie, NV., 562. FoICEI(7.E1)t,rATioN, 79'28...; Greenleaf',Waltcr .1.,862. F,)ItEI(;N I,,AN; U. AGES, fond) ing,in high dreonwof 1.Ilart.ara, St. t;c:!oul.z,164.- 175. Gregg, John Hohcrt.(11., FiliaNtA training,677. (;urinminger,().. 770 VtIrt10.,Ilse, 5S. (,rkstm, W.Herbert, "fbr. re)stcr,F. W., 9S. Grinnell. .1.E., 448. osier, Josephine C.,1. Griy.nherg, Sidonie,7 *20. Fo.xlkes, John Guy,560-561. Grunwald, Thaddeus.s05. FitAwE,EDUCATIoN, 752-763. Graver, ElbertA.,P 256. Frank, 4;er1rude, 55. GUA-TEMAL.%,EDUCATuIN,741:7S8_ Frank, r:lenn,625. Guatemala. Secretarin4fi)rducAciimPub- Franklin, Mrs.?Alpha (( 'nrrothers),19. lica, 788. Franzen, C. G.F., 531. Guonot, Helene, 755. Frasier, G. NV., 72. GUIDANCE, oducat tonal.1:04 143, 32.1,320, 573; psychology a , Tkc_u (:, ln elementaryschools, of, 314-328. :19; in higrschools,16S, 172;junior col- (M7IDANCE, vocat low% 1,3 T(i -31 s.3"(),325, logos, 365. 328; of mentaldefectives. 317. 327 32s. Gulkl, Lurelle, 652. FilLsn\IAN WEEKin Ohiotate university, 490. Culler, Walter S,182. Frost, Inez, 379.

Hagan, John R.,771. Haggerty. M. F., 41(1;t, M36( tr). Gli'darnibs, Luis, 706. Hahn,Alice.1 195 6:Il1:whet%Edward .1.,683. Hahn, Julia L.,31. Ganders, Harry S., 361. Hale. Wyatt 'W.,343. Garfield, Abram,531. I fall.ArnoldBennet% 488,? Garteison, Oliver Kelleam, 458. 111111.Jennie, 32. Garvey., C.R., 312. Hamlin, II. . s54. Gates, .1.1., 73. Hammon(I, 1). K., 3s1. Clavit, JohnPalmer. 445. Hatiehett, °I)arls S.. (,ENvai) 509, SCIENCE, 148; teaching aids, 200- lIand. IIc.. 598. 2 111 Nee alfio 8cipnee.teaching. HANDBOIam. tvarher"*. GE4MitAPI4y,Study and . teaching, 91;teach- IIANDR.AITED(111I VitEN,svitisiprovisions ing, in high schools,195. "25. 2'19, GEOMETRY,teaching, high schools,176-177, 11:innr, JosephV,322 Oil. '180: Hansom(b, Nliirtas, 817. George, CityG., 838. If ART) or.nickm Georglks, J. S., !TAP'. KwCATION. 1s2. Mario, John Eugene.707. Gem-get, L. M.,754. IlarolIti,F. N.. 212.. CERNIAN,TEACHING, 172. Harris, D., 33'.1. Gc.rminteachers 11' 4)'' union (inHamburg), .456. Harrison, W. K. GERMANY.EDUCATION, 764--780. Hartmann. Goorge W.,510 t;IY-TED CHILDREN, 241; education,264-267, Hartwell, SamuelW.,236. 295-6 /99,305; stucVof, 300. HARVARDUNiEitst ;1.co*tflfnttenclince GIFTED81ENT8, in universities,267. 50e. Gilbert,f4utfierC., 3/40. Hawk. F. II.,237. tam,ArthitB., 409. Hayes, WaylandJ.. 150. Glasuburg,7. A., 829 (2). Ilaytork, ElizAbeth, f;ombarts,-George 210. P., 221. HEALTHEDUCATION, S30;high school, 1207- tloodmin,Tobey R.,90. 209. Goodrich,T. V,. 527,547. Hebb, GeorgeK.,067. Gortner, RossAiken, 517. iietlig, Irma, 76. GRAMMAND 6LADINO. NOS*irks,sèbool. Hein, E. B.,2. ç. loo INDEX

Henderson, LesterD., 38. INDIA, education,790. Hendricks, C., 265. NDI VIDUALDIFFERENCES, 295-299;INSTRUC- Hendrickson.(1334. TION. 112, 5 0, 615. Ilennrich,Kt linn J., 141. INDVSTRI AL TS, course, high school,214, Hensel. G.,sot; CO); shop ment. 653; subjects,657- HEREDITY, 22,2S9 i) 21. 658;teaching. 052-660;tests, 656. lUrmans,MabelC.,.117. INDUSTRIALEDUCATION, 661-679;Poland, Herren,R. Yorke, 275. SOC). flirt-140C M7 ., 150. INFA NT S(1104)I40England,741. Hester,FAltia , 37.1. InstitutInternational decooperationintel- I ficitscnom. sit DENTs. follow-uD,106. lectuelle, 704. Itifat ; seitooLs.s:Zélo standads,105, Instituteforadministrativeofficersof OS re OIRoSECONDARYEDUCATION. highe institutions, 459,836. Hildebrandt, Paul,772. Institute ofpsychotechnicsandprofessional Hill,May, 33. orientation,Argentine, 824. Il Nierton ,377. 390. rist Institute ofwomen's professional , relations, II Patty Smith, 60. em;. I Intizei oselrhinc. 322( 6 ) INTELLI.CTI. AL cOorERATIIIN, 701, 708. HitfisIRY.Arnerkan, ; textbooks, 184c0urst NTEI ENCL. 01adul ts, of study,hitzh 616; studiesof, schools. 187189. 291-292, '295,29S, 331 lIoernle, A. W.,713. 411. INTELLIGENCE -TESTS,S5, 87,133, 570;iu Hogolloom,Grace NV.,280. grouping, 37. Holland;Harvey IL, 668. HollifIgworth, INTERCHANGEOF PRoFESSORSA ND stTUDENTS Leta S., 228. (foreign), 703. Holmes. 1-.1ibanor,302. s Int4national Holmes, MargaretC..34. bureau of education,709. International councilof religiouseducation,. II(Ot, Hamilton,8:(5(8) 837. Holy. 'I'.C., 540, n5a. Holz, HenryG., 107. INTEHNAT1SALEDUCATION, 702-712. Intermit tonal HOMEA ND IPA M I IA, 649. federatot of university women, 838. Host";EcoNomics, in Albania,715; ediica- INTER NATIONALI, NDERSTANDING,189, -tion, inPoland, 809; teaching, 6414- ; 707, 051 710. high,schools,210-211,213,216-21s; junlorcolleges,366. Iowa.Departmentofpublicinstruction, HOMOGENEOUSGRor 1,1 NG,225, 576, ..57g. 1S5-1S7, 198-199,214. Iowa Stateconference HONORSISTEMin colleges,4S9, 492;sec- on child develop- ondary schools,112. unlit andparent education, 7. ITALY, Hoover, Herbert, Presldput,699. education, 791. L'Hopital, Ch..756-757. 0 Horn, Ernest.410, 839 (1), HOSTELS. Germany,7(16. House, S.Daniel. 700. J acob-1.n,John M.. 151. Hods)). SnowLongley, 103. ack.ion, PaulT., 840 (1). JANITORS,school. 551-552. Iloilstou.Texas, Independent schoaldis- trict.Hoard of aques, Arthur, 821. education,848. inroleman, Howard, B. A.,740. Nellie M.,200. Howard, LowryS., 391. Jarvis, E.D., 542. Howell, DavidJ., 632. Jastrow, Joseph,5. Hufangle,FlorenceM.. 228. Jennings, II.S., 22. Hughes, Edwin11., 499. Jessen, CarlA., 108. Hughes. J. M..494. Jessop, J.C., 822. Jessup, Hulliish.11. Gordon,362, 475. Eva M., 640. Jessup,W. A., 518. HUMANISM,inelementary education,67. John, WaltonC..f'458. HuNuAltY. education,789. Os Hunt, N. M.,2. Johnson,Buford,228. Hunter, FredM., 35. Johnson,Celia, 266. Hurd, A. W.,196-197. Johnson,Guy B..335.. Hurlbut, Floyd,635. Johnson, L.W., 115. Hurt, If Johnson,PalmerO., 514. W.,211. Johnston, J. Hutcherson.George E.,318. B., 319. Hutchins,Robert Maynard, Jones, Galen,134. 511, 841(1). Jones, H. Hutson, PercivalW.,oomp., 685. E.11194. Jones, IIaIly,378. Jones,Harold E.,8. Jones, MaryCover, 5. Ide, Alice M.,77. Jones°, WalterB., 687. Illinoisvocational átsociation,836. Judd. CharlesH., 411,457, 463, IMMIGRANTS, 528. ADULT, edileRUCIIII 622. JUL1111FURY, 741-711a. INDEX 101

JUNIOR COLLEGES, 341-399buildings, 377; Lawson, Fred, 346, 396. curriculum. 365-372; function,360-304; Lazar; May. SO. historS- andstatus, 351-356; honor so-Leal, Mary A., 572. clef b.s. 381 ; iGreece, 399; organization LEXIINI t neortesof. no3, 307,. andndminislition,341 -350; orientationLee, Digar iL, .87. emirs".36S; Private,statistics,386 ; LEGAL IRDIXATIONI 498 503. value of, ',KT; relation to senior colle.ges, LEGISLATION. SeeciIiii.LE' ;ISI.A1ItN. 357 354; sororities. 383; students, 37g- 1,ehinan,I I.C.. 299. 3S3 ;(by Stat(s) in Alaska. 38s;in Cali Leib, Karl E.,6111. fornia, 389-392; in Illinois,393; in K:1n LvisrsE. education ftir. 117, 610,t sas.394;inMissouri,395;in North LEssoN AfisIGN MVN 1:27. Dakota, 396 ;inWashington,397;in Levin.Nannutte S. 122S. yoming 39S. I ,.vine.Michael.i!I JrNIOR HIGHscitooLs,106..112-113, 280; Levy, John, :I. promotion exercises, 132. LIBERALARTS COLLICA;E, 445, 460; functions.

,\( 64 Culirgys and universitli*s. o LIBRARIANS. tc:tehlar,ti:t.

LI BRARIA NSIIIP, training,s4 . Kalb, Dorothy B., 40. LIBRARIES, elementaryandjunior high hailer), William, 78. schools, bouk lists, 115; high schools, 144, Kane, Thomas F., 464. 845in Germany. 776; in land-grarroi Kansas,Department of publicinstruction, t leges.:'21 : junior el)lkge, 373-376. 172, 177, 18S-189, 201, 215. col:egeDom( LIST. 374 ;titathitics,871. Karch, R. Randolph, 669. LIBRARY. schoolstiperinteiith.nts. 'mires Kaulfers, Walter V., 173. ion;1 1,5"2. Keesecker, Ward IV., 864. LI 111:A1{YEXTENSIoN, 842. Kefauver, G. N., 353. [Adv. Edwin S.. 11s. Kellogg, Chester 'E., 313. . Lillard, Jeremiah B., 303. kelly,F. J,836 (15). Li itoln, E. A., 336. Kelly, Robert L., 386. Line, W., 308. Kemp, W. W., 345. Li ngley, Charles R.,' 487. Kennedy, charles, 831 (2). Linn, H. IT., 564. Kenworthy, Marion, 5. Linnell, Adelaide, 41. Kenyon, Elmer, 276. Littel, C. L., 397. Kerans. Kenneth M., 370. Lloyd, J., 742. Kerr, Jean, 249. Lockhead, Dema, 86. Kersey, Vierling, 392. e- Logan, Frances D., 169. Ketler, Frank C., 563. Lombard, Ellen Q., 857. Kidd, A. L., 696. Loomis, Alice Marie, 53. Kilpatrick, William H., 412. Love, John W., 626. Kimball, Caroline F., 829 (1). Lovejoy, Philip C., 565 -rm. Kimmel, W. G., 190.. !Anima'', Walter W.. 425. Kirk, John G., 641. Liidtke. Friedrich Wilhelm, 773. Kitson, Hayry D., 320. Lund, S. E. Torsten, 573. Klein, Arthur J., 515-516. Lurnleen, Gerhard E.,193. K!oppe,r, Stephen, 257. Lunn, II.P., 743. Koos, Leonard V., 109. Ly4n, John W., 125. Krawczyk, Monica,.231. Lyman, R. L., 112. Krout, M. H., 290. Kuenzel, Myra W..281. Nyte, GeorgeC., 79. Niacanarew, RonahlI., 811. McBride. Earl To.. 25o, Lacour, AlbertA., 655. m1( Bride, Sarah, 650 Lacroix,Maurice, 759. McCabe, Martha R., 866. - L.a.npe, M. Willard, 7 McClelland. George W ,S31(1). Lancelot,William 10., 649. M'Cluskey, Margaret C., 823. LAND-GRANTCOLLEGES. 514 -510. M cConn, Max. 488. Langdon, Grace,52, 321. Mnenonnld, Adrian, 413. Langvick, MinaM., 863 864. McGowan, Ellen Beers, 650-651. Lapp, JohnA., ed.. 6NR . 1 McKee, William John. 790. Lathrop,F. W.,638. McKown, Harry C, 135. LATIN, teiching,in high schools, 172,175. McLester. Amelia,00. Latighlin,Butler. 59. McNeil, Mellicent,426. LAW,TEACHING, in Junior colleges,367. McPherson, William, R1. LAW sZliooi.s,DUTY TO PROFESS:ON, 499- Macy, Icie G.. 23. , 508. Madsen, 1. N., 81. 102 INDEX /thtlott, J. n., 4;42. Mu.ray. George SteplIcn. Maltby, ;46; H. D.,f33. Voirray,Verl. M.AI-thsA NI)MARK INI;. inelementary schools, s e. cr('athe,39, 23i): 64;types pf,Sl. STITT, in France, nos,7717: *I A LE ST TEST( Stka.rtli)rvi.335; MARKSAND MARKING, types of,81. E CIIEI:S.training. Marline,Abhy I..,710. 41. 13ers.CarryC. 216 Marsh. 1.%1(,nn.1tnes, 5 1. Myers.1;..)rctt E.f'S9. Martil)s..EliseII.,'2:7.s:;6. MARTHAS('IVTIELI), Gt's

..Martin.A. .1 . 7b36. Frederick.20. Nash. HarryIt_ 157..656. 4Martin,John 430. ., National,advisorycsinnaittee Martin. itwfln,1 iS on edu,-ation, activities,S3 I7). Marx.irginiaWist,4 7. Nationalll,:ociationofeotnmercial Ma%on,GraneeNV_ 1771. telcher traininginstitutions.1144 MATIIEMATI(. BC14in;.r.high .chools,1 7G NATII)NAl. (tIM\IIsSIt)N 1 s2. ON TilEENRICHMENT ()Ir A II LTLIFE. 621. Mat hitO,Margarot1-:.,42. oro Nationalcouncilofteachersofmathe- Matson, 0.V., f mat C. 179. Mays, ArthiirB.,4127,S35 (4). ca. NatHnal Mays,Ruth, 174 educationalassociation,Depart- ment ofsuperintcnd,rice. s35. Mnafleld.KathrytiE.,.2 14. NATIONALSUR% ElorSIluoN DAILY Mead,A.R, 440. EDU( ATIoN, pro:zri 4.109. Mr1)11:AL EDUcATI , :() t. NATIOrN AI, U N uR , Washington.D. C., Meek, Lois11ad1Pn.4. proposed. 496 Melhy.E. O., 494. NATURE-STUDY,242. Meng,Chili., 726. Neolo,vr. G., 463. MENTALDEFEcTivvs, education. in Scotland. NEGRO 2s5;viwationalgaid.iTice, 317, 327-3:N. EDUCATIoN, 94. G91"---701;comparison MENTALII yi;iENE with white,'293; i EMENrALlYEDUCATION, 23s;24;s :272;in teacher- We:tVirginia.701; in Pcnn trainiaginstitUtion,306; ofadolescents. school,694; 141. in Phenixschool. 695;InTuskegeeinsti- MERIAM. .T.L., tute. t7; intelligenceandn:bievernent, 4S9. 333. Merzy, Frieda 335: MENTAL health, 700:BIIISÌC K., 245. talent,337); Wawa,educan.792-793. rural, 693. Ncison, JanetFowler, 85. Meyer,Stan . II., 203. Mies. Paul Nelson,I,Gulsc--, 309. ;74. Nette!s. Miller,Arthur 900 Charles IL'.202. I...1.11 Newkirk, Miller,E.L., 482. Louis Vest.217. Miller, Newlon. JesseII., 415,578. HarveyD., (181. New Zealand. Miller,I.W., 670. Taranaki.educationdistrict, Marion, r). 794. NEIVSPAPERS, elementary Miller,Vera 1).,152. school,90. Niffsinger,II.G..3S3. Miller, WilliamIt(diort.ed. :M. Mills, Nc:rris, ArthurG., 259. WinifredII.. Norton John Minnigerode,Lucy, :106. K., 604. NouwA y Mitt MI,Lue3 odUca t ion,793. Sprague. 431. Nov.1ScirrIA, Moehlnain, Arthur11. s2, duention.796-797. 9S,5417 554. Nuic,ENIscitoots.5075; Mogridge,George,2'.2. England,744. Nits!1; F.DUCAIoN,306. Montague.II:ftrietAndrews. 25S. MONTCLAIR,N. .1.,clucut ;on,609. Moore.Su:a P.,27 '2. 0 Moore, WilliamL. 1;43. ()1).1...%W'alii.), 77. Mon IAJutx:ws-r, measurement.336. 01m.rman..1. Morgan, Ih'Witts,: 2t. A.,St). 691. ()Britn..P., ST Morgan,John J.It, 3. Occult.vri4+NR. St1269. Morley,E.E., 153. -LEA;ISLATI% RESTRIC itoss. 681;stud), 322. d Morphett,:MabelVogel,s4. OhioState Morrill, .1.L., .99. departnicnt f (1111,..atio 5.29. Iola:110r, N'iet.%.,500. Morris,LyleL.,514. OhIftithcr, W. W.497b. Morrison,Henry C.,129. ()iivermachinerycompauy,() 73. Morrison, J.Cayce. 414.:;01. Olson, Ellen Mort, Paull M., 50. 1{., 53. ()o4thuizen P.J., 574. Voyer, JamesA.,671 672. .r iliiller, 'b. OPPRTVNITS' ROOMS, 224. Kurt.775. Oregon high-school Mullins, /4 principals'conference, VirgilR.,423. 840. Munch,II.F., 178. Oglmrn, IV.J., 48,88, M. NI IF. X 108 i)shea, M. V.,530. PROJECTMETHI O. 7 ; for slowpupils, merstreet. 11. A., 6[8. 279; in history, highschools, 191;sci- OD)uf, René, 761. ence. high scLool, 204. PKONtoTioN. in schud.i.375,!N 34. PsY(HoLOGY, chid. $3; objective, 74; SO- da], 593:TEACHING. in Ohio, 447, proton], J.H., 776. Punke, Harold II. Paige. K. A., 871. 456. Palm. Reulwu H., 555. Palturr. Â reble.M.,355, 483. rulmer, Emily G., 323. Quasey, Lee J, 8$, (6). Panama.Asociacion demaestros, 798. luibec i.Provinct) Bureau of statistics,723. PANAMA, education, 799802. uintana, Ric-at:do,313. Pangborn. W. W.,619. PAITAt HA Grils,INSTRUCTWN, 666. PA':ENTs. EDUCATION, 620. Rabourn, SusieMcD. W.. 284. PArmentier. A., 762. Itituiu l'Arr, F. W., 484. IN EDUCATiON,5 42,54:.).G71- 672; 1 inHIGHER ( AT;()N. Parstins.1 Evericc,219. iIJ ; flevislob, Patri. Anizelo, 9, 671. Prarklon, C. C., 73 writa.7s9. sl,u( hail. J.ç Pf.arson,,James II., 633. RAnkin.Paul T., (101, PEDIA1RIC.S. Study¿ilia. Pcnthim; Scotland. lia% linson, Lor. -14. 705. Elea 10 mom],.11:an, Pelouze.Yra.N.,s35 (2). Itt:Atwits,content. 77 Pendleton, Ellen T.,512. ItEAnIN(;, business(fouls, hors. (;:;t;; investi- PF:xsyl,A NIA STATE COI.I.Ecr.,Instruction, gations, 75; fmillis.624 (if chillicu. 510. eat l'EasoNALITY trnit, 1e . "s, S5, 92;children's. ItEAD1 \(:, "') BENI EDIA L. illcolleges,4S4; in si I . juniorhiLY.'i sc::was.2N). 14sman, M. Walter, 5:16. in secondary Petit. L. IL, 89. scht.(11::. 161. 10;ncgrocti, $4. READING, teaching, 4 ;Ty.AcII1NG,junior PHYSICALEDUcATION., 830(3); secothlar) schools, 207-209. ;KINi.w.it(;ItTr. MARY, 853; in primaryschool. 46, 70,S53; methods Pinslcs. tenclAng.ncri: highschools, 197, of, 302; 199, 20 1, 203, eilent, collegettillents.301. 205;tests, high schools. lived, Ferdinand:.W., 814. 203, Reeder, C. W.. Piesco, Paul R., 490. 96. Reeder, Edwin 11ky, Thomas A., 246. 11. 91. Ives, RobertI..46g. S4 1i:11, Pilpel. Cecile.24. RIeves, Char!es E552. Pintner, Rudolf,291, 337-338. 41Ps, Reisner,Edward il..441 Piryov, G. D.,721. (1;1. Pittman, M.S., 592. RELIGIOUSLDUCATIoN, S37; ofyoung children, 55.58; PLAk.F.NIENT International, 837. oFFICE, college, 841(2). Remmers, H. 11.. 303. PLATOON scItooL, administration,68. REPORTS. PLAY. preschoolchild, 2. SCC SCHOOL.REPORTS. Republique tchecotillovaque,Officele statis- PLAYsCH04)14, summer, 13. tique, 730. Pirrm,teaching, secondaty Is,163. Rotting, Lucy,13. POLAND.,education, 803-810. Pollitzer, Reymert,Martin L., 447. Margaret,418. Reynolds, Poore, Rollo G., 37. Earl Y., 545. Ricciardi, Nicholas,36, 392. PosTUGAL,education,811. Pottlier, Richard, E.,711. Edward F.,465. Richards,Esther Loring, Pratt,George K., 7. 8. Richardson,Anna E.,218. Preston,George H.,240. Preussen. Riedel!, Adaline,70. Staatsministerlum,777. Rightniire, George PRIMARY W.. 520. EDUCATION, England,738, 745. Rinehart,Anne Campbell, PRINCIPALS,duties,128-124; eltinentarit 118. 82; Rol binK,C. L., 384. vice, 122;women, secondary schools, Roberts,Alexander 124. C., 417. Roberts, AnguR,746. k PRINTING,INSTRUCTION, 669; f0012, Roberts, William 664. E.,. 6b8. Roe, WarrenA., 588. I'ROBLIalCHILDREN. BeeBehavior,chil- Roemer, Josvph,154. dren's.' Rogers, Carl Proffitt, R., 92. Marls M.,658. Rogers, JamesFrederick, 868-869.. PROGRESSIVEEDUCATION, 410-412,414-415, Robso, B. J.,.296. 420. Ròlker,Edna, 228. . to4 INDEX

ROLLINStoLLFGE,CUHR1ctLUMCoNFERENCE, SCHOOLREpORTS, 608-609. 833. SCHOOLSUPF.RINTENDENTS, 597-598;county, Roman, Marie,809. 589. Roosevelt. Mrp4.Franidin 1.. 61. St.:item, SUPPLIES,tnanagvment, 559, Root, AlfredR., 476. 589. Scito(lt,*TAXES, 583; egal limitations,549. Rosa, W. A, SCIN>oL TRANSPORTATibN,590, 592. Rossello,Ii.,712. Schappi.Emile, 778. Rouleau,Corinne liodaeleau.O. schorling,Raleigh, 181. Ruch, GilesM., 203. Schott,E. L., 298. Rugg, Harold, 93, 297. SI iirvarv,WilliamLeonard, 365. Rupert, Frank F.,546. ScIENICTEACH I NO, 237; tucolleges and RuRALEDUcAT1f)N,35 ; (61 administration, universities,478- 481;inhighschools, 589-592; inF:ngl:ind. 7:;s,7:-0);i 1.., 193-206. land, 807; Negro, 693. Scott, Zenos,603. Russell, G. O.,29 (3). ScoTLAND.education, 818-823. Russell, R. I), 594. a scruggs, ShermanP., 94. Russell, WilliamF., 623. sEoN1)ARYEDUCATION, 105-223,264-265, Rt'sstA (I'.S.S. R ).EDUcATION, S12-815. 7)23, 529, Ruthven,A. G., 493. ; cooperativestudies,531; population,in Oklahoma,118;problems, 7.111;programs, timeallotment.France, Segel, David,348. StAt-rrYEDIT TION, 103 SEIA---(4?vERNNIENT. pupil,in Germany, &Ratan, JosephC, 207. 772. Sclvidge, R.W., 657-45S. SAN 6 SALVADOR, education.816-817. SEN:oa Sangren,Paul V.,.427. sCIWOL. Englandand Wales,747. SEAEDUCATION, 4.4, 29. SARAHLAWRENCECOLLEGE, library, 376. Sargent, II. haeffer,Glenn N.,635. O., 633. Sharp, Evelyn, Sartorius, I.C., 73. 748. Shen, Eugene,314. Sayers, E. V.,448. Shepherd,Lou A., Schaaf, WilliamL., 449. 45, 95. ScHoOl, Shep!er,WinifredMcLane, sz40. ADMINISTRATION,522-609,867; Sherman, 1Iandel,7, 25. business,558-567; .husinossTanager Shields,F.IT., 336. 567;classification rindprogress, 1MS- :17s: sttoRTIIANI),study, 287; organizalion ofschools,586-588. TEACHING, 647; in highschools. 212,215. SCHOOLADMINISTRATIVEASSISTANTS. training, 370. Skinner, E.W., 505. Skyherg,Victor O., 261. SCHOOLARCHITECTs, 534, 538;competition, 534, 538. Smith, C.G., 840(7). Smith,Dora V., 164. SCHOOLBANDS, 849-850. Smith, FredC., 324, 690. SCHOOL BOARDS,authority, 585. Stnitti, H.L., 531. SCHOOLBONDS, 562; legal limitations, 549 Smith,Harold H.,646. SCHOOLBUILDINGS,appraisal,587; COD- Smith,Harry P.,557. . atruction:532-53R; contractors. 5$2: Smith,Hower J.,325. day lighting,536;elementary, 98.533; Smith, equipment, James H.,549. 539-546; finance,547-549; Smith,R., 90. 'estímating,665; in Canton.Ohio, 846; Smith, W. in foreigncountries, Henry, 841 (2). 585;instructional Snedden,David, 97,595. efficiency,554; management, 550-552; Snyder,William H.,849. programs, 553-557,650, 847;surveys. SOCIAL 553, 555,847. ASPECTS OFEDUCATION, 53,93, 461, 574, 593-596; and schoolprincipals, 82. SCHOOLotmsa, high schools,145-147,154, Soil 594. STUDIES, teaching,highschools, 183- 192, SCHOOL 279;kindergarten-primal:1r,31. CONSOLIDATION, STATEAID, 870. SocIALtraining, high SCHOOLFAILURES, high schools,219. schools,568. SMITHAMERICA, cdtleRtion,' SCHOOL rESTIVALR,41. 824-825. Southernconferenceon education, 841. &Boom,FINANCE, costs andeconomies. 579- Spain, C.L., 98. *k% T583;in California,844. SPANISH,teaching, highschools,172-174. ScHOOLGARDENS, elementary,32. Spaulding, SCHOOL F. T.,158. GROUNDS, 556. gpaulding, SCHOOL Frank E.,418. HYGIENE, 206-209,282. Spearman,C., 315. SCHOOLLEAIRLATION, 106,584-585, 861; In SPECIALCLASSES, in English,high schools, France, 761. 286 SCHOOL ; physical education,228. ORGANIZATION, 586-588. SPEECHDEFECTS, treatment, SCHOOLPOPULATION, secondary, 2737277. 117-119. SPELLING,teaching, 76,96. SCHOOLPRINCIPALS, 833:high achool,840. Spence, K. SCHOOL W., 313. RECORDS, 840(4). Spenser, M.Lyle, 519. I N DEX a 105

Spink, J. E., 99 TEACHERS, TRAINING, 400-459. 606;for col- Spratling, Helen, 26. leges.439,832,S36; forelementary sprague,Edith M., 286. schools, 101, 450; for high schools, 443, Spr:ggs, LaVaun, 165. 446, 449; for junior high schools,126; Sproul, R9bert Gordon, 467. t. for kindergartens, in Soviet Russia, 4715; stAMM ERING.See Stuttering. GRADUATE, 494;inKentucky, 407 ; In STATISTICS, value, 596. Oklahoma, 458; in service, 4587459;in Steckel, M. L., 292. South.401 ;needs,417;program.in Steele, Katherine, 375. New Jersey, 40S, Mr progressive educa- Steen%H. J., 419. - tion, 839;trends, 419. SrENoCRAPHY, technical vocabulary, 639. TEACHERS,TRAINING (special subjects),in stern. William, 769. t. 453; in character education,9 ;In Stotson, Paul C., 575. commercial subjPets. 644; inmath(imat- Stevollst, Marion Paine, 100. ics, 442. 449; in music, 454;in philoso- Stevenson, Elwood A., 262. phy, 441; special classes, 451. Stone, C. A., 182. TEACHERS' UNIONS, 600. Stone, Ermine, 376. TEACHERS'COLLEGES, administration, 424- stone, William H., 674. 427; buildings, 457; curricula, 441-452; Store!), Ed., 729. methods of instruction, 428-434. Stra tcmeyer,Florence B., 101, 432. TEACHINGYOUNG CHILDREN, opportunities Strauss, Marian, 251. for, 34. Streep, R., 293. TEACHINGAND STUDY PROCEDI RES, seyondfiry Stuart, Milo H., 326, 691. seltot)lq, 111-131. STUDE,NT SELF-GOVERNMENT, in colleges, 492. TEACH:NGEFie1c1cNcY,injuniorcolleges, STUDENT TEACHING, 428, 431-432, 485-440. 304. STUDENTS, 491; UNDERGRADUATE LIM 477, TEACHING LOAD, 602. 831 (1). TESTS, COOPERATIVE, in colleges, 488. STI rrERING, treatment, 273-275, 277. TESTS, educational. 87, 114-116. SUB NoRMAL AND BACKWARDCHILDREN, edu- TESTS, intelligence, 331-332, 337-339, 439; cation, 278-288, 317, 327-328;fdllow-np of deaf children, 337. study, 288; study of, 300. TESTS, mental, 3,329-340.See also In- Sutinsky, Stella, 62. telligence tests Stk1st}:11SESSIONS,collegesand universi- TEXTBOOKS, 843; science,in high schools, ties. 4S3. 194. Somlir,F. C., 700. Thayer, H. C., ed., 670. Sunlicriand, Edson R., 502. Thom, D. A., 10, 270. Thomas, Jesse E.,166. SUPERINTENDENCY, 597 -598; countyschool, 5S9. Thomason, C. C., 677. ). SuPERVISION, 79, 833. Thompson, J. W., 835( SUPER% IsORS, rating, 125. Thompson, William Oxley, 496. Sutherland. Elisabyth, 366. Thorndike, Edward L., 102. Sutton, I). H., 540. Threlkeld, C.II., 142, 420. Thursby, Claire C.,175. Sumillo, Henry, 8A6(3, 6). Swanson, Il.R., 633. Thurstone, L. L., 350. Thurstone, Thelma G., 350. Swvt)EN, education, 820-827. SVenson. SadieJ., 213. Tiebout, Harry M.. -271. MIN() PA )ot.s, school. 550. Todd. ArthurJ., 649. Todd,( onst Symonds, PercivalNI., 576. a nce, 27. Tolansky,0 S.,339. ToRONTQ,CITY) EDUCATION, 724. Town, Clara Harrison, 327. Tdbot. Geor,:e D.110. Towne, Harriet E.,678. Tarbell, Robert W.,675. Touton, Frank C., 369. TASMANIA, education, 828. Towler, E. D., 810 (2). TOYS, selection, 47-49. TAXES. See SCHOOLTAXIS. TRAD Taylor, J. N.,204. IDUCATION, 509. MA Taylor, Marion,55. IVSPORTATIOZI Or PUPILS, 870. Taylor, Walter TRIGONOMETRY,TEACHING, 177. M., 155. Turnei,Austin H., 804. TPAcHERS,certification, 603;college, 462; Tyler, Ralph W., 624. rating of, 4751476; department beads,in TYPEWRITING, prognostictests, 688; teach- high schools,121;personality, 422;per- ing, 640, 646. sonnel. 599-802;positions, 606; salaries, 604-605, Burnhamscales, England, 733, 749; selection,600; supply and demand, Ullman, R. R., 434. 423, 483, 003;tenure, 607. Ulirich, Fred T.,450. 106 INDEX

UNEMPLOY M T, TECH NOLOGI CAL, 626, 630. Whitmag, W.G., 206. U NIONS.See College anduniversity unions. Whitney, A.W., 103. UNIT PLAN, 101, 577, 676, 840 (3); Eng- Whitney, F. L.,353. lish,106. high schools,167; geography, k WhIser, Philip J:,503. 195; history,in highschools,192; Wieniewski,Ignacy, 810. matheniatles. 182. Wiggarn. AlbertEdward, 12. United StatesFederal board forvocational Wiggins, D. M.,124. education, 633. Wilkins, ErnestII.. 836(7) UNITEDTYPOTHETAE OF AMERICA, 667. Williams,A. P., 633. Upshall, C.C., 262. Williams, L.A., 119. Upson, Lent D.,252. Williams, Whiting,628. Urbschat, Fritz, 780. ilson, FrankT., 287,305. Ure. Olivia L.,49. Wilson, G. M.,104. Uruguay.Direccion deensenanza primaria Wilson, L. L.W., 167. y tinriinl, 825. Wilson, 1'.T., 294. V Winchell, KarlF., 398. Withers, JohnW., 421. Van Duzee,Roy R., 656. Wiitty.I'.A., 299. N'aii Duzer,AdelaideLaura, 219. WHITE HOUSE CONFERENCE ON CHILD Van Rensselaer,Martha, 7. HEALTH AND Van PROTECTION, 571. Westrienen,Harold J.,659. WINNETKAPLAN, S18. Vaughan, W. A.,577. NVINCONSIN,UNIVERSITY OF,new curriculum, Veni:erstrüff:Ivar,827. 513. Vincent, Elizabeth Leona, 28. WOMEN, EDUCATION, FrancP,752,7n5; Vinson, RobertE., 468. HIGHER EDUCATION, 512,838;coLLIGI, VISUALEDUCATION, CO;junior highschools, bccupations, 686. 131. Wood, E. R.,114. Viteless, MorrisS., 3.-8. Wood, G.S., 750. VOCATIONALATTITUDE, 299. Wood, HarrietA., 145. N'OCATIONALEDUCATION. 625-691, 886;ap- Wood, HesterC., 647. prentices, ' 675;COM MERCIAL, 836(8); Wood, .1.M., 353. 0,,condtity sclwols, 825. Woodhontie, ChaseGoing, 322(9). VOCATIONALOU;DANCE, 678, 680-691. Woods,Elizabeth L, 272. Volta. RicardoDella,791. Woodward. Frederic,836 (1). Wcody. Clifford, 46. Woody, Wilford11., 143. NVaddell,Charles W.,51. Woolhy, Helen T., 29. Wahlquist, JohnT., 364. Woolsey, EvaA., 213. Waite, CharlotteA., 651. Worcester, 1).A., 491. Walker. HazelW., 263. WORDBOOKS, teachers, 102. Wallace, ClaraM., 347. Woitiutoolis,business training,635;report Wallace, M.W., 469. on, 527. Wallin, J. E.Wallace, 451. Wostrel, JohnF., 671-672. Wallon, H., 763. Wright, BarbaraII., 288, 32(7). Walter, FrankK., 521. Wright, EdithA., 865. Waples, Douglas,624. Wright, FrankL., 187. Washhurne,Carleton, 84, 840. Wright, J.C., 629-630. Washke, PaulR., 208. Wyman, CarlE., 131. Watson. Goodwin,159. Way,A. B., 209. Weaver,G. G., 679. Webb, HonorA., 497. Yager, SylvanA., 660. Weersing, FrederickJ., 186, 859. Young, Ruth J.,213. Weglein, DavidE., 228. Younger, John, 492. Wendelstein, LouisA., 205. Yousef, Nagib, 714. West, Robert,277. Wetzel, WilliamA., 130. Wheatley, B.W., 840(6). Zachry, CarolineB., 422,452. White,Clyde W., 116. Zeidlor,Richard, 111. White, Ralph,241. Ziskal, J., 781. 4 Whiting, O. W.,701. ZOOLOGY,STUDY, in junior colleges, 372. o