« ΠροηγούμενηΣυνέχεια »
1700. Polak, S. and Quilter, Harry Charles. The teaching of drawing; its aims
and methods. Philadelphia, J. B. Lippincott company; (etc., etc.) 1916.
168 p. illus. 16o. 1701. Purin, Charles M. The direct teaching of modern foreign languages in
American high schools. Modern language journal, 1:43–51, November 1916.
Paper delivered before the Modern language association of the Eastern States and the Central
West and South, April 15, 1916. 1702. Russell, M. J. The direct method in teaching Latin. Classical journal,
12:209–11, December 1916.
Discusses some of the objections to the direct method, but advocates brightening the lessons
with a little conversation in Latin. Says that oral lessons can be used occasionally to advantage. 1703. Sturtevant, E. H. Which first-Greek or Latin? Educational review,
52:438-43, December 1916.
Writer suggests that schools with three or more sections in Latin should make one of these
sections a Greek section. A plea for the study of Greek. 1704. Surette, Thomas W. Public-school music. Atlantic monthly, 118:812–23,
Writer says that nearly the whole stress of teaching is laid on expert sight-reading of music. Deprecates too much technical instruction. The great desideratum is the creating of good taste
in music. 1705. Sutherland, Olive M. Grammar up to date. Classical journal, 12:211-15,
Teaching Latin grammar in high schools. Discusses the successful work of Prof. Bezard in
France. 1706. Victor talking machine company, Camden, N. J. Educational depart
ment. The Victor in rural schools. Information and suggestions for the use of music in the rural school. With a selected list of Victor records.
Camden, N. J., Victor talking machine company, 1916. 82 p. illus. 12o. 1707. Wood, William Hugh. How ought our histories be revised as to teaching.
Oklahoma journal of education, 6:10–15, November 25, 1916.
Summarizing, the author says that history may be so taught as to emphasize the peace ideal in the following ways: (1) By emphatic stress on causes, results, and methods of wars; (2) by due emphasis on economic and industrial forces; (3) by emphasis on destructive effects of wars; (4) by stressing the fact that much of the best in each nation is borrowed from other nations; (5) by stressing the heroic in the ordinary battles of life; (6) hy proper emphasis on America's just and honest diplomacy and kindly attitude to all nations; and (7) by stressing ethical prin. ciples.
KINDERGARTEN AND PRIMARY SCHOOL.
1708. Gazin, F. L'éducation maternelle. Revue pédagogique, 68:238–49, Sep
Gives the aim of the French "école maternelle."
1709. Bernard, L. L. Rehabilitating the rural school. School and society, 4:810
16, November 25, 1916.
The writer contends that the heart of the problem of functionalizing the rural school is the
question of the curriculum. Tells of some changes most urgently needed in the rural curriculum. 1710. Carton, E. La fréquentation scolaire dans la circonscription d'Amiens-Sud.
Revue pédagogique, 68:373-91, October 1916.
To be continued.
A report on the attendance problem in an agricultural district of France. 73953–17 -2
1711. Finegan, Thomas E. Rural high-school courses. North Carolina high
school bulletin, 7:156–60, October 1916. ,
Abstract of a lecture before the University of North Carolina summer school, July 14, 1916. 1712. Rubinow, s. G. Agriculture and the rural district teacher. Training school
quarterly, 3:187-92, October, November, December 1916.
Says the successful teaching of agriculture will depend on: (1) A successfully inbred, inherent love for that kind of work on the part of the teacher; (2) Enough training schools of the right type to furnish and supply that kind of teachers; (3) An appreciation of the value of agricultural teaching by trustees and patrons; (4) Enough equipment with which successfully to teach the subject; and (5) A remodeling of the modern curriculum which will allow ample time for the
correct teaching of agriculture. 1713. Thomas, A. O. Country schools should be as good as those in town. School
news and practical educator, 30:187-88, December 1916; 233-34, January 1917.
It is the purpose of the writer in this series to show the weakness of the rural school system and some of the remedies which may be applied.
SECONDARY EDUCATION. 1714. Bennett, G. Vernon. The intermediate school. Sierra educational news,
12:592–94, November 1916.
Takes up, one by one, the characteristics of the new junior high school. 1715. Hamilton, W. I. The static high school. Causes-remedies. School and
society, 4:875–85, December 9, 1916.
An address before the Quintaped club, Boston, May 13, 1916.
The writer says that "the traditional is still the respectable; the classical program is regarded as the desirable; language and mathematics continue to be, from the school standpoint, the essentially valuable.” Discusses the following questions with reference to current secondary education: What is the traditional; how did it become fixed; what are its effects; why is it wrong;
what is better? 1716. Hollister, H. A. Cooperation in the standardization of secondary schools,
School and home education, 36:92–95, December 1916.
Read at the annual meeting of the Southern association of colleges and secondary schools,
Durham, N. C., November 17, 1916. 1717. Inglis, Alexander J. The junior high school. Provisions for its organiza
tion and efficient administration. Journal of education, 84:595–97, December 14, 1916.
Outline presented to the New England superintendents' association. 1718. Koos, Leonard V. A study of the credit granted to high-school graduates.
School review, 24:713-23, December 1916.
Writer announces that his paper presents the results of "an analysis of the credits granted to high-school graduates, not on the basis of published announcements, catalogs, and programs of study of the schools from which they graduated, but on the basis of credit actually accepted toward graduation, i. e., it is a study of the granting of credit as it works out in practice.” The data was obtained from the heads of eleven representative high schools in and near Chicago.
Contains statistical charts and graphs. 1719. Middlebury college, Middlebury, Vt. The junior high school; a summary of
courses given in the summer session of Middlebury college, 1916. Frank E. Howard, Ph. D., assistant professor of pedagogy. [Middlebury, Vt., The College, 1916] 43 p. 8°. (Middlebury college bulletin. vol. XI, no. 1).
Bibliography: p. 41-43. 1720. Monteverde, Juan. The aims of secondary education. Montevideo, Imp.
"Latina” 1916. 15 p. 8°.
Subject proposed by Subsection 2 on secondary education, Section 4 of the second PanAmerican scientific congress held in Washington.
1721. Proctor, William Martin. A survey of Oregon high schools. Oregon teachers
monthly, 21:212-17, December 1916.
Summary of replies to a questionnaire on study babits of high-school pupils sent to high schools of Oregon. The summary is divided into five sections: (1) Methods of handling study periods; (2) Effectiveness of plan used; (3) Home study periods; (4) Improvement of home
study conditions, and (5) Suggestions for improving study habits. 1722. Willett, G. W. Subject preferences in the Hibbing high school. Midland
schools, 31:106-10, December 1916.
An investigation was made in the severtn and eighth grades and in the high school of Hibbing, Minn., to ascertain the preferences of pupils for certain subjects. Mathematics seemed to be the favorite in the high schools, industrial work and English in the eighth grade, and geography in the seventh grade.
TEACHERS: TRAINING AND PROFESSIONAL STATUS. 1723. Hill, Sallie. Organization of teachers. Colorado school journal, 32:17–20,
A paper read at the grade teachers' breakfast, Denver, November 4, 1916.
Tells of the Denver grade teachers' association and gives some suggestions for similar organj.
zations, 1724. Olp, E. E. How can the teachers' agency render its best service? Education,
37:252–59, December 1916.
Among other things, says that the teachers' agency should lend its influence against the breaking of contracts by teachers; a definite standard or platform should be agreed upon between
employers and teachers' agencies. 1725. Personal equipment of the teacher. Arkansas teacher, 4:7-11, December 1916.
Considers some of the essentials in the make-up of the teacher: good health, personal elements,
adaptability, individuality, industry, tact, enthusiasm, and knowledge. 1726. Sheldon, H. D. Teachers' organizations and teachers' tenure. Oregon teach
ers monthly, 21:205–207, December 1916. 1727. Studensky, Paul. The pension problem. American teacher, 5:140–42,
154-57, November, December 1916.
The contributory and the non-contributory systems.
The second and third in a series of articles on the pension problem. 1728. Walk, George E. A decade of tendencies in curricula of state normal schools.
Education, 37:209–29, December 1916.
Notes the absence of any "scientific basis for professional training consciously formulated by the normal schools themselves." Thinks that the whole problem of professional training in
state normal schools should be referred to a commission of educational experts. 1729. West, Carl J. Teachers' pensions. Ohio teacher, 37:132-35, November 1916.
Considers the theoretical and statistical aspects of the subject with special reference to conditions in Ohio.
HIGHER EDUCATION. 1730. American association of collegiate registrars. Proceedings of the sev
enth annual meeting ... Columbia university, New York, April 18–20, 1916. 106 p. 8°. (E. L. Gillis, secretary-treasurer, Lexington, Ky.)
Contains: 1. C. R. Mann: Educational problems suggested by a study of the records, p. 11-15. 2. J. A. Gannett: Office appliances and how they may assist the registrar, p. 15-23; Discussion, p. 23-26. 3. Mr. Reed: The picture I have formed of a college registrar, p. 43-54. 4. Clyde Furst: A study of the college entrance certificates, p. 58-63. 5. A. S. Bard: The relative standing of
students, p. 67-76. 6. L. A. Kalbach: (The l'nited States Bureau of education) p. 78–82. 1731. American association of university professors. Bulletin, vol. 2, no. 5,
November 1916. 88 p. 80. (H. W. Tyler, secretary, Massachusetts institute of technology, Cambridge, Mass.)
Contains: 1, President's report for 1916, p. 9-52. 2. Report of Committee N on the preparation of a handbook of American universities and colleges, p. 53–56. 3. Report of Committee P on pensions and insurance, p. 57-80.
1732. Baldwin, Bird T. Honor as a college asset. Educational review, 52:471-77,
Advocates the honor system. Says that its success is due in the main "to the natural desire of students to formulate ideals for themselves, the interest for cooperative activity and teamwork,
and the pride involved in creating college public sentiment and college loyalty.” 1733. Butler, Nicholas Murray. The college degree. Princeton alumni weekly, ..
17:207-8, November 29, 1916.
From the annual report of the president of Columbia l'niversity for 1915-1916, published complete as section 2 of vol. 8, no. 7, of Columbia alumni news, November 10, 1916.
The action taken by Columbia college providing that neither I atin nor Greek shall longer be prescribed for the degree of Bachelor of arts, and that the degree of Bachelor of science be no
longer conferred. 1734. Colby, Elbridge. The proscription of prescriptions. Educational review,
52:464-70, December 1916.
A discussion of so-called prescribed courses in our colleges. 1735. College entrance examination board. Sixteenth annual report of the sec
retary, 1916. New York, The Board, 1916. 78 p. 8o.
Secretary: Thomas S. Fiske, 431 West 117th street, New York, X. Y. 1736. Cornell university Faculty representation on the Board of trustees. In
Twenty-fourth annual report by President Schurman, 1915-16. Ithaca, N. Y.,
Cornell university, 1916. p. 5-9. 1737. Kirkland, J. H. Alumni influence upon university ideals. Columbia alumpi
news, 8:217-18, December 1, 1916.
An address delivered at the sixth annual convention of the Association of alumni secretaries
by the Chancellor of Vanderbilt university. 1738. Swift, F. H. Social aspects of German student life. (Garrison, N. Y., The
Science press, 1916] 16 p. 4o.
Reprinted from School and society, 4:49-53, 242-43, 313–18, July 8, August 12, August 26, 1916. 1739. La vie universitaire dans les camps de prisonniers en Allemagne. Revue
pédagogique, 68:283–91, September 1916.
Notes of the lectures, classes, etc., held in German prison camps by French university profes.
sors and teachers. 1740. Wigmore, John H. Academic freedom of utterance; an analogy drawn from
judicial immunity. Nation, 103:538–40, December 7, 1916.
Writer is professor of law in Northwestern university and president (1916) of the American association of university professors.
Criticism by A. 0. Lovejoy with reply by Prof. Wigmore, Nation, 103:561-62, December 14, 1916. Editorial comment in Nation, 103:581-82, December 21, 1916.
1741. Danner, V. E. The case for free text books. Oklahoma journal of educa
tion, 6:6-10, December 9, 1916.
Gives 24 arguments in favor of free text books. The issue for December 16 contains arguments
against free text books. 1742. Jones, Ben B. School finance. Colorado school journal, 32:10-14, November
Address given by the president of the Denver Board of education at the meeting of the Colorado teachers' association, November 3, 1916.
Gives a comparison of the percentages of the school fund expended for various purposes in different cities, and in conclusion suggests the appointment of a school statistician, whose duty it shall be to obtain detailed information, prepare and compile statistics, reports, and comparative tables for board members and the public.
1743. The state course of study (Utah). Utah educational review, 10:11-16, De
A report of the work of the committee on the state course of study appointed and directed by the State superintendent of public instruction. The basis for investigation and study. Plans
under consideration. Recommendations. 1744. Symposium on Why the school administrator should have a philosophy of
education and the nature of this philosophy. Educational administration and supervision, 2:541-59, November 1916.
CONTENTS.-1. What philosophy is, according to William James.-2. George Santayana on philosophical heresy.-3. E.C. Moore: The school administrator's need of a philosophy of educa. tion. 4. Irving King: Recent developments of scientific method in the field of education, or the present need of a philosophical view-point in education.-5. H. H. Horne: The application of ontologies to education.
1745. Busch, Ella Adeline. Making the study-hour serve its purpose. Bulletin
of the High school teachers association of New York City, no. 64:32–38, November 1916.
Suggests "& way for creating more favorable conditions for study for those pupils who habit
ually waste a part of the time they spend in study-halls." 1746. Erickson, John E. The result of supervised study in the Houghton, Michi
gan, high school. School review, 24:752-58, December 1916.
Divides the day into five periods of 80 minutes each. Each period is divided into two parts, the first 40 minutes being devoted to the recitation and the remainder to study, under the direction of the teacher. The length of the school day is from 8 a. m. to 12 m., and from 1.30 p. m. to
4:10 p. m. Is in favor of supervised study. 1747. Julian, Brother. Hints to young teachers. Catholic educational review,
12:392-400, December 1916.
Some hints to teachers on maintaining good order in the schoolroom. 1748. Leo, Brother. Direction and suppression. Catholic school journal, 16:335–36,
The writer says that certain modern educational faddists gravely err when they seek to banish "don't” from the teacher's vocabulary. There are times when “don't” should be said, but sup
pression should always be followed by direction. 1749. Proctor, William Martin. The study hall-a source of waste. Sierra edu
cational news, 12:587–88, November 1916.
Discusses first the waste of vital energy of the teacher in charge of the study hall and the waste of time and energy of the students, and then speaks of the superiority of supervised study over
the study-hall plan. 1750. Roberts, Alexander C. Supervised study in the Everett high school. School
review, 24:735–45, December 1916.
Says that supervised study has worked greatly to the advantage of the high school as a com
munity center. Pronounces it a success, but not the final solution of this problem. 1751. Simpson, James Herbert. An experiment in educational self-government.
Liverpool, H. Young & sons, limited, 1916. 51 p. 8o.
Describes an experiment in the educative effect of self-government upon one of the lower
forms of Rugby school during the summer term of 1915. 1752. Smith, R. R. Three experiments in pupil self-government. Education,
37:230-34, December 1916.
Experiments tried in public schools of Indiana. 1753. Utne, Theodore. Time allotment of subject-matter in the elementary grades.
School education, 36:6-7, December 1916.
Speaks of the wide variation in time allotments not only between different cities, but between different schools in the same city.