1642. Diggle, J. W. The new education. Nineteenth century, 80:989–99, November 1916.

The writer, who is Bishop of Carlisle, says that the mechanical education of the present régime in England is devitalizing the schools and killing the children's delight in knowledge. Criticises conditions in England. Urges that moral valuations of manhood be substituted for materialistic values.

1643. Graves, Frank P. Present tendències in education. School and society, 4:837-45, December 2, 1916.

Substance of an address delivered before the Iowa state teachers' association at Des Moines, November 2, 1916.

Mentions the chief tendencies and advances that are occurring to-day in the educational circles about us.

1644. Hoekje, Willis G. The Japanese system of education. American schoolmaster, 9:397-407, November 1916.

1645. Lull, Herbert G.

Redirection of education in small cities and towns of Washington. Vocational instruction the entering wedge of redirection. American journal of sociology, 22:352-68, November 1916.

Gives examples of high schools in the process of redirection; discusses four-year high school courses; the influence of vocational upon academic instruction.

1646. Missouri. State superintendent of public schools. Sixty-sixth report of the public schools of the state of Missouri, school year ending June 30, 1915. [Jefferson City, The Hugh Stephens co., printers, 1916] 431 p. plates. 8°.. Some noteworthy sections in this report deal with the following topics: Reorganization of secondary education (junior high school), High-school records, Teachers' marks and grading, Supervised study, General science, Teacher-training, School costs and school accounting. 1647. New York (State) Education department. Eleventh annual report, for the school year ending July 31, 1914. Albany, University of the state of New York, 1916. 1163 p. 8°.

Contains sections on Organization and institutions; Elementary education; Secondary education; Higher education; The State library, library extension and instruction: Educational legislation, etc.

1648. Sargent, Ide G. Is the Gary system the panacea for our educational ills? Journal of education, 84:565-67, December 7, 1916.

What the Gary system is and what it will do for other cities.

1649. Stearnes, R. C. The urban school. Journal of education, 84:591-93, December 14, 1916.

Address by the state superintendent of public instruction before the League of Virginia municipalities.

1650. Taylor, Joseph Schimmel. Duplicate schools in the Bronx. New York, The Board of education, 1916. 63 p. 8°.

"The information contained in the report was contributed . . . by principals and teachers employed in the schools considered."-p. 5.

1651. Tildsley, John L. To improve teaching. School, 28:133-35, December 7,

1916.

In this article Dr. Tildsley "frankly declares that in his opinion there is poor teaching in the public schools of this city [New York) and that the business men who are complaining of the work of school graduates are justified."

1652. Victor, E. La guerre mondiale et l'enseignement. Revue pédagogique, 68:323-59, October 1916.

A review of a German publication made up of articles by well-known professors on the teaching of subjects related to the great war, as history, geography, etc.

1653. The Washington state educational survey. Educational review, 52:433-37, December 1916.

EDUCATIONAL THEORY AND PRACTICE.

1654. Campagnac, Ernest Trafford. Converging paths. Cambridge, The University press, 1916. 113 p. 12°.

CONTENTS.-I. Religious instruction.-II. Commercial education.-III. Standards in taste and morals.-IV. Notes on the significance of rhythm in Plato's scheme of education.-V. Oratory and virtue.

1655. A double entry education. Unpopular review, 7:151-63, January-March 1917. "Double entry education" rests upon the exploitation both of ideas and of sense observation. Our business in the public schools is to see that each pupil is awakened, disciplined, and carefully trained in perception and in thought, by at least one procedure, and by acquaintance with at least one kind of material.

1656. Jewell, J. R. Economy in learning. Arkansas teacher, 4:3-5, December 1916. Discusses the two problems in the economy of learning: (1) Certain mechanical incidents or accompaniments, and (2) Psychology of learning.

1657. McCrea, Nelson Glenn. Literature and liberalism. quarterly, 19:15-29, December 1916.

Columbia university

Amplified from a paper read at the tenth annual meeting of the Classical association of the Atlantic states at Philadelphia, April 14, 1916.

1658. Modest modernist papers. I. The arts and education. Unpopular review, 7:164-78, January-March 1917.

The "modest modernist" will not have children taught "useless historic facts" or "obsolete and uncongenial classics." He will produce the educated man who will be "trained to know, to care about and to understand the world he lives in, both the physical world and the social world."

1659. O'Shea, M. V. Training children by intelligent suggestion. Mother's magazine, 11:27-28, December 1916.

The control of the young by positive and constructive methods rather than by mere negation and substitution.

1660. Sheldon, Winthrop D. Specialization in elementary teaching. Educational review, 52:444-55, December 1916.

Says that the present "wholesale method" followed in the grades is psychologically indefensible, and leads to superficial and perfunctory teaching. Lack of thoroughness is largely due to the number of studies the instructor is required to teach.

1661. Suran, T. Corrélation entre les enseignements primaire et secondaire. Revue universitaire, 25:164-90, October 1916.

After considering the relations from several points of view, the author in concluding gives a warning against too early and over specialization.

CHILD STUDY.

1662. Beyer, Thomas P. The vocabulary of three years. Educational review, 52:478-89, December 1916.

Gives a list of 1,156 common words gained in the third year.

EDUCATIONAL TESTS AND MEASUREMENTS.

1663. Boston. Department of educational investigation and measurement. English; determining a standard in accurate copying . . Boston,

Printing department, 1916. 25 p. 8°. ([Boston. School committee] School document no. 2-1916)

-Bulletin no. VI of the Department of educational investigation and measurement.

1664. Gray, William S. A cooperative study of reading in eleven cities of northern Illinois. Elementary school journal, 17:250-65, December 1916.

The materials used in this study of reading were the standardized oral-reading paragraphs and the silent-reading tests which have been used in connection with the surveys in Cleveland, Grand Rapids, and St. Louis. Says that emphasis should be laid on silent reading.

1665. Haggerty, M. E. Some uses of educational measurements. School and society, 4:761-71, November 18, 1916.

An address delivered at the Kansas state normal school, Emporia, Kans., on the occasion of the annual conference of school superintendents, October 19, 1916, and at the Wisconsin state conference of school superintendents, Madison, Wis., October 7, 1916.

The writer says that the educational problems which measurement must help to solve are the definition of aims, the classification of pupils, the apportionment of time, the evaluation of method, the rating of teachers, and the manifold tasks of supervision. To meet these problems with accurate knowledge we must have a body of measured facts, we must have a science as well as a practice of education.

1666. Harlan, Charles L. A comparison of the writing, spelling, and arithmetic abilities of country and city children. Educational administration and supervision, 2:560–72, November 1916.

References: p. 572.

1667. Hudelson, Earl. Some achievements in the establishment of a standard for the measurement of English composition in the Bloomington, Indiana, schools. English journal, 5:590-97, November 1916.

1668. Johnson, Joseph Henry. A comparison of the Ayres and Thorndike handwriting scales. (Containing a table of equivalent values in the two scales) North Carolina high school bulletin, 7:170-73, October 1916.

"The tentative conclusion which the writer feels justified in drawing from this study is that of the two scales investigated, the Thorndike scale is the better for use up to, and possibly including, the fourth grade; while the Ayres scale is the more reliable for use in the grades above the fourth."

1669. Littwin, Maxwell F. Literature memorization in the light of experimental pedagogy. Pedagogical seminary, 23:502-27, December 1916.

Bibliography: p. 527.

The writer aims in this article: "(1) to present a brief and critical-pedagogical account of the investigation of literature memorization in the elementary schools: (2) to indicate the main conclusions which have been established by previous experimentation in this field; and (3) to raise the questions which ought to be considered in the further experimental-didactical study of this subject."

1670. Manahan, J. L., comp. A bibliography of educational surveys and testa. Charlottesville, Va., Pub. by The University, 1916. 49-92 p. 8°. (University of Virginia record. Extension series, vol. 2, no. 3, November 1916) Contents: Introductory statement. I. Educational tests and measurements. II. School surveys. III. Standard tests in school subjects. IV. Studies in the application of standard tests. V. Tests of mental intelligence. Appendix A. Magazines quoted in this issue. 1671. Mead, Cyrus D. The relations of general intelligence to certain mental and physical traits. New York city, Teachers college, Columbia university, 1916. 117 p. diagrs. 8°. (Teachers college, Columbia university, Contributions to education, no. 76)

1672. Otis, Arthur S. Considerations concerning the making of a scale for the measurement of reading ability. Pedagogical seminary, 23:528-49, December 1916.

Bibliography: p. 549.

Considers some of the present reading scales in order to show the diversity of conceptions regarding "reading ability," formulates a definition of "reading ability" assumed to be the most proper, and then presents an outline of a scale which is believed to test abilities closely approximating those defined as constituting the essence of reading ability.

1673. Rossy, C. S. and Sawyer, M. H.

Comparison of mental gradings by the Yerkes-Bridges point scale and the Binet-Simon scale. Pedagogical seminary, 23:452-67, December 1916.

1674. Thorndike, Edward L. Tests of esthetic appreciation. Journal of educational psychology, 7:509-22, November 1916.

1675. Uhl, W. L. The use of the results of reading tests as bases for planning remedial work. Elementary school journal, 17:266-75, December 1916.

Work done in Oshkosh schools. Results of the Kelly tests both before and after the drill lessons. Says that as a means of diagnosis the Kelly test supplemented by the Gary tests should prove very valuable to any superintendent.

1676. Weidensall, Jean. The mentality of the criminal woman; a comparative study of the criminal woman, the working girl, and the efficient working woman in a series of mental and physical tests. Baltimore, Warwick & York, inc., 1916. 332 p. diagrs. 8°. (Educational psychology monographs, ed. by G. M. Whipple. no. 14)

1677. Woody, Clifford. Tests and measures in the schoolroom and their value to the teachers. Northwest journal of education, 28:154-58, December 1916. Gives a few illustrations showing how schoolroom methods and procedure and administration have been changed because of measurements by means of these scales and tests.

1678. Young, Herman H. Physical and mental factors involved in the formboard test. Psychological clinic, 10:149-67, November 15, 1916.

Bibliography: p. 167.

SPECIAL METHODS OF INSTRUCTION.

1679. Burk, Frederic. Individual instruction versus the lockstep system. Normal instructor and primary plans, 26:18, 69, January 1917.

The first of four articles.

SPECIAL SUBJECTS OF CURRICULUM.

1680. Barber, Fred D. Fundamental considerations in the reorganization of highschool science. School review, 24:724-34, December 1916.

Writer gives a schematic or graphic illustration of the organization of science courses. Says that "the natural interest of the student just beginning the study of science lies in the applied phases of science as it affects his own personal welfare and the welfare of the community in which he lives."

1681. Bolenius, Emma M. The Ph group of words: how to enliven your work in language. Elementary school journal, 17:281-85, December 1916.

1682. Brown, Robert M. Problem study procedure in geography: Africa. Elementary school journal, 17:276-80, December 1916.

1683. Cady, Calvin B. Music education of the little child. Kindergarten and first grade, 1:430-33, December 1916.

1684. Carter, R. Brudenell. Science and education. Fortnightly review, n. s. 100: 852-62, November 1916.

Advocates courses of experimentally illustrated lectures adapted to the intelligence of the classes, senior or junior, for whose beneât they were delivered, to awaken the minds of boys to the nature and realities of science.

1685. Guenot, Mlle. H. "Humanités" françaises. Revue universitaire, 25:191–202, October 1916.

The author pleads for a more intensive study of the French language in the girls' schools. 1686. Harvey, Bessie E. Motivating English composition. School review, 24: 759-63, December 1916.

Speaks of the school journal as "a socializing force." But its particular importance consists in stimulating and improving the work of English composition classes.

1687. Hook, Flora E. General science in East side high school, Newark. School science and mathematics, 16:796-804, December 1916.

Paper read before the New Jersey science teachers association at Trenton, March 18, 1916. Gives the course of study followed in the East side high school. The aim of the course is to familiarize the pupil with his environment, and with the laws which govern the world; to teach him life principles by a study of natural forms, that he may be master not only of himself, but of the resources supplied him.

1688. Houghton, Herbert Pierrepont. Saving Greek in the college. Classical weekly, 10:65-67, December 11, 1916.

1689. Johnson, Burgess. Grammar, the bane of boyhood. Harper's magazine, 134:123-27, December 1916.

Discusses better methods of teaching grammar and composition.

1690. Kinkedley, Otto. Music education and public libraries. School music, 17:13-17, November-December 1916.

Read before the Department of music education, National education association, 1916.

1691. Knight, George W. How to study history. Ohio educational monthly, 65:587-90, December 1916.

An address before the Central Ohio teachers' association, November 10, 1916.

Tells what a high-school pupil has a right to expect from his teacher, and what the teacher should do for and with the pupil in showing him how to study history.

1692. Koos, Leonard V. History in North Central high schools. History teacher's magazine, 7:347-51, December 1916.

Gives the results of an investigation by questionnaire of history teaching in the high schools of the North Central states. The material is divided into four sections: I. The offering in history.-II. Organization of the course in American history.-III. Methods.-IV. Aims

1693. Leonard, Sterling Andrus. The correction and criticism of elementary composition. English journal, 5:598-604, November 1916.

Suggestions toward a method of criticising children's oral and written compositions where "such compositions are the presentation of their real ideas to interest their classmates or another audience."

1694. Lewis, Leo Rich. Mechanical inventions as an aid to the teaching of music. School music, 17:24-26, 28, 30, 32, November-December 1916.

Read at the meeting of the Department of music education of the National education association, 1916.

The possibilities of the player-piano as an aid to the teaching of music.

1695. Luke, Ethel Jean. The Springfield laboratory-recitation method of teaching Latin. School and home education, 36:95-97, December 1916.

Read at the High school conference, University of Illinois, November 24, 1916.

Gives in detail the mechanics of the plan, the defects of the old system, the advantages and disadvantages of the new laboratory-recitation method.

1696. Morehouse, Frances M. Forms of the history recitation. History teacher's magazine, 7:332-37, December 1916.

Detailed discussion of fourteen distinct types of the history recitation.

1697. Noyer, Ralph. What the public school teacher can do to give school children good speaking voices. Nebraska teacher, 19:172, 174, 176, 178, December 1916.

1698. Peters, Charles C. A course in 'dynamic psychology" for secondary schools. School and society, 4:805-10, November 25, 1916.

Tells of the course given to the seniors in the high school at Royersford, Pa. Gives a list of the chapter headings from the mimeographed manuscript upon which the course was based. 1699. Pierce, Harriet R. The value of mathematics as a secondary school subject. School science and mathematics, 16:780-88, December 1916.

Read before the spring meeting of the New England association of mathematics teachers.