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ties "Scales for measurement of composition" were prepared by Frank W. Ballou and published in the Harvard-Newton Bulletin for September, 1914. These scales consist of groups of compositions from eighth-grade children, each representing a single type of writing, and representing different degrees of excellence, ranging from passing to very good. The relative value of these new scales is not yet established. A similar scale for the fourth year of the high school in the one field of descriptive writing has been worked out by Wirt G. Faust and appeared in the English Journal for April, 1916. The specimens in both of these scales are accompanied by definite notes as to their merits and demerits, and these doubtless will assist teachers in arriving at more definite points of agreement. Doubtless some such precise method of grading as is suggested by Prof. Percy W. Long in his article, "Grades that explain themselves," in the English Journal, volume 3, pages 488-493, October, 1913, must be adopted in order to do justice to the various aspects of each composition. This plan consists essentially in giving one mark for the particular purpose which the composition is to serve and other marks for definite qualities of correctness and effectiveness.

In the field of reading we have as yet only the "Kansas silent reading tests," by F. J. Kelly, which are described in the Journal of Educational Psychology, volume 7, page 63, February, 1916. These are based upon the reading scale for children worked out by Edward L. Thorndike and consist essentially in the pupil's doing what the passage tells him to do, the time element being considered. Such scales, of course, can not be well applied to the reading of literature but rather to other kinds of writing.

II. ECONOMY OF TIME.

The movement for economy of time in education, initiated by President Eliot, of Harvard, and carried forward by President Harper, of the University of Chicago, and President Baker, of the University of Colorado, has as yet borne small fruit in the high school itself. Nevertheless, the interest in the subject has resulted in the discovery that a good deal of the work of the seventh and eighth grades is duplicated unnecessarily in the ninth and tenth, and that in the same way a good deal of the work of the eleventh and twelfth grades is duplicated in the college. The report of the present committee will, it is hoped, assist in avoiding a duplication in the early years of high school. The work should be carried forward so as to cover at least the first two years of the college so that there may be definite progress, with careful articulation, from the seventh grade to the point where the student is ready to specialize.

1 See Angell, J. R. The Duplication of School Work by the College. School Review, 21: 110, January, 1913.

Within the high school itself great economy in the English work is possible through better defining of the aims, closer cooperation of departments, the application of methods adapted to the different kinds of work, the use of definite objective standards and measurements, and the omission of much useless formal material of instruction. There is no doubt that the influence of the college requirements, while it has stimulated the high schools to more strenuous efforts, has, at the same time, led them in some respects to become overambitious. The youth in the high school can assimilate only what his experience will permit, and hence it is worse than useless to impose upon him the results of mature analysis and formulation. He must analyze and formulate for himself.

Bourne, R. S.
Butler, N. M.

BIBLIOGRAPHY.

EDUCATIONAL BEARINGS.

Youth and Life. Boston, Houghton Mifflin.

The Meaning of Education. New York, Macmillan, 1916.
Charters, W. W. Methods of Teaching. Chicago, Row, Peterson & Co., 1909.
A suggestive treatment of school studies, including English, from the functional
viewpoint. Subject matter is defined as a way of thinking, feeling, or acting.

Colvin, S. S.
chology.

Davenport, E.

The Practical Results of Recent Studies in Educational Psy-
School Review, 21:5, May, 1913.

Education for Efficiency. Boston, D. C. Heath & Co.
Dewey, John. How We Think. Boston, D. C. Heath & Co., 1910.
The chapter on language and thought is specially valuable.

Interest and Effort in Education. Boston, Houghton Miffiin.
The best analysis of the true nature of interest.

Eliot, Charles W. Education for Efficiency. Boston, Houghton Mifflin, 1909.
Hall, G. Stanley. Adolescence. New York, Appleton, 1911.

1911.

Youth: Its Education, Regimen, and Hygiene. New York, Appleton,

Johnston, C. H., and others. High School Education, and the Modern High
School. New York, Scribner.

Judd, C. H. On the Scientific Study of High School Problems. School Review,
18: 84, February, 1910.

Psychology of the High School Subjects. Boston, Ginn, 1915.
King, Irving. The High School Age. Indianapolis, Bobbs-Merrill Co., 1914.
Social Aspects of Education. New York, Macmillan, 1913.
Kirkpatrick, E. A. The Individual in the Making. Boston, Houghton Mifflin,
1911.

Klapper, Paul. Principles of Educational Practice. New York, Appleton, 1914.
Lewis, W. D. Democracy's High School. Boston, Houghton Mifflin.

MacCunn, John. The Making of Character. New York, Macmillan, 1913.
McMurry, Frank M. How to Study and Teaching How to Study. Boston,
Houghton Mifflin, 1909.

Monroe, Paul, ed. Principles of Secondary Education.
of Specialists. New York, Macmillan, 1914.
Moore, E. C. Improvement in Educational Practice.
May, 1913.

Written by a Number

School Review, 21:323,

Parker, S. C. Methods of Teaching in High Schools. Boston, Ginn, 1915.
Ruediger, W. C. The Principles of Education. Boston, Houghton Mifflin, 1910.
Sachs, Julius. A Syllabus of a General Course on the Theory and Practice of
Teaching in the Secondary School. New York, Teachers College, Columbia
University.

The American Secondary School. New York, Macmillan, 1912.
Sandwick, Richard L. How to Study and What to Study. New York, Heath,

1915.

Slaughter,

Adolescence. New York, Macmillan, 1911.

Snedden, David. Problems of Secondary Education. Boston, Houghton Mifflin, 1917.

Yocum, A. Duncan. Culture, Discipline, and Democracy. Christopher Sower Co., 1913.

A closely reasoned analysis of the aims and processes of education. The author belleves in general discipline, which is not to be confused with "formal discipline."

BIBLIOGRAPHIES.

Carpenter, G. R., Baker, F. T., and Scott, F. N. The Teaching of English. Classified Bibliography (1915).

Hall, Mary E. A Suggestive List of References on High-School Libraries. New York Libraries, May, 1913.

An excellent bibliography on all phases of library work.

Harvard University. Associated Harvard Clubs. Selected List of Articles Dealing with Examination System and the Inspection and Certificate System of Admission to College. In its Relation of Harvard University to Schools for Secondary Education. 1906. Appendix 2, 15 p.

Lists and reviews 31 articles on both sides.

Henderson, J. L. Bibliography. In his Admission to College by Certificate. 1912. p. 170-71.

Johnson, C. H. High-School Education. The Modern High School.

Locke, G. H. A Bibliography of Secondary Education: Being a Classified Index of the School Review, Volumes I-X. Chicago, University Press, 1903. 41 p. 8°. p. 31-35, High school and college.

National Education Association. Bibliography of Topics from 1857-1907. In its Fiftieth Anniversary Volume. 1906.

College-entrance requirements, p. 672. Higher education-colleges and universities, p. 687-90. Secondary education-high schools, p. 720-21.

United States. Bureau of Education. The Articulation of High School and College. References to Recent Publications. In Report of the Commissioner, 1910. Vol. 1, p. 29-32.

List of 50 articles and papers published 1908-1910.

Committee of Ten. Bibliography. In Report of the Commis

sioner, 1892-93. Vol. 2, p. 1491-94.

HISTORY OF ENGLISH IN SECONDARY SCHOOLS.

College Entrance Examination Board of the Middle States and Maryland. Plan of Organization and a Statement of Subjects in which Examinations are Proposed; Adopted May 12, 1900.

Outline of plan of organization in Educational Review, 20: 102-6, June, 1900. Brown, Elmer E. The Making of Our Middle Schools. New York, Longmans, 1902.

The standard reference on the history of American secondary schools. Carpenter, G. R., Baker, F. T., and Scott, F. N. The Teaching of English. New York, Longmans, 1903.

Eggleston, Edward. The Transit of Civilization from England to America in the Seventeenth Century. New York, Appleton, 1900.

Eliot, C. W. Educational Reform. New York, Century, 1898. p. 97-101. Century Magazine, June, 1884.

Contends that English literature and not Latin and Greek should be the chief instrument of a liberal education. (cf. Beers.)

Eliot, C. W. The Fundamental Assumptions in the Report of the Committee of Ten. (1893.) Educational Review, 30: 325-43, November, 1905. Defense against the attack on the report made by G. Stanley Hall in his "Psychology of Adolescence."

The Gap Between Common Schools and Colleges. In National Education Association. Proceedings, 1890. p. 522-33. Also in Arena, 2:24-39, June, 1890. Also in his Educational Reform, 1898. p. 197-219. In abbreviated form in U. S. Bureau of Education. Report of the Commissioner, 1889-90. Vol. 2, p. 1112-16.

Secondary School Programs and the Conferences of December, 1892. In New England Association of Colleges and Preparatory Schools. Proceedings, 1893. p. 19-33. Also in School Review 1: 603-17, December, 1893. In Educational Review, 7: 105-10, February, 1894.

Describes in full the difficulties attending the work of the Committee of Ten. Flexner, Abraham. The College and the Secondary School. In his American

College. 1908. p. 60-115.

The college not only hinders its own progress by its requirements and examinations, but vetoes modern teaching methods in secondary schools, so that the two work at cross purposes.

Johnston, C. H. High School Education. New York, Scribner.

See Chapters I to V and Chapter XI.

Lull, Herbert Galen. Inherited Tendencies of Secondary Instruction in the United States. Berkeley, University of California Press, 1913. p. 4. (University of California publications. Education, Vol. 3, No. 3, April 15, 1913.)

An exceedingly valuable study from original sources.

National Education Association. Committee of Ten. Report.
American Book Co., 1894.

COLLEGE ENTRANCE REQUIREMENTS.

New York,

Abbott, Allan. Entrance English from the Boy's Point of View. Education, 22: 78-88, October, 1901.

Brown, Elmer E.

p. 15-24.

Report of the Commissioner of Education for 1910, Vol. 1,

Bowles, Ralph N. An Investigation into English Requirements. School Review, 12: 331.

Butler, N. M. Uniform College Entrance Requirements with a Common Board of Examiners. In Association of Colleges and Preparatory Schools of the Middle States and Maryland. Proceedings, 1899. p. 43-49, 137-40. Discussion, p. 49-89. (New York (State) University. Regents' Bulletin No. 50.) Also in Educational Review, 19: 68-74, January, 1900.

Presentation of resolutions resulting in the formation of the college-entrance examination board.

Cook, Albert S. A Summary of the Proceedings of the Meetings of the Conference on Uniform Entrance Requirements in English. 1894-1899. Denney, J. V. English Requirements. In North Central Association of Colleges and Secondary Schools. Proceedings, 1898. p. 42-47. Also in School Review, 6:339–43, May, 1898.

Recommends that greater attention be paid to composition, with extensive rather than intensive study of prescribed classics.

Farrand, Wilson. The Reform of College Entrance Requirements. In Schoolmasters' Association of New York and Vicinity. Annual Report, 1895–96. p. 19-32. Also in Educational Review, 10: 430-44, December, 1895. Reviews the status of requirements, the chief objections to existing conditions, and some plans proposed as remedy, Advocates uniformity.

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