Department of Business Education.-15. W. E. Bartholomew: Fundamental aims in the teaching of bookkeeping, p. 360-63. 16. F. R. Beygrau: Typewriting in the public schools, p. 365-68. 17. W. J. McCarty: The organization of a business-practice and office-routine course and how to make it a success in business high schools, p. 368-73. 18. C. A. Herrick: Economics in the commercial high school, p. 373-77. 19. Louise B. Krause: The relation of the library to business education, p. 377-81. 20. G. B. Hotchkiss: The teaching of business English and advertising in business high schools, p. 381-84. 21. R. H. Montgomery: How teachers can increase the efficiency of accounting and bookkeeping courses, p. 385-88.

Department of Elementary Education.-22. David Snedden: The peculiar psychological conditions and social needs of the seventh and eighth grades, p. 395–400. 23. J. D. Shoop: The organization of the upper elementary grades contrasted with the organization of the lower elementary grades and the high school, p. 400-4. 24. Mary D. Bradford: The necessity of changes in the curriculum of the upper elementary grades, both in subject-matter and in content, p. 404-8. 25. C. B. Connelley: The place of the corporation and the continuation schools, p. 412-17. 26. Discussion: Is there a need for more reality in the elementary school curriculum? p. 417-23. 27. Lida L. Tall: Will standard tests economize time, lead to a broadening of the subject-matter, and make for efficiency of both teacher and pupil? p. 423-26. 28. Mary D. Hill: The educational values which the child carries over from the kindergarten into the primary grades, p. 426-29. 29. Practical means of unifying the work of the kindergarten and the primary grades [by] J. L. Meriam, p. 430-31; [by] Luella A. Palmer, p. 432-35; [by] T. M. Balliet, p. 435-36.

Department of Normal Schools.-30. C. W. Salser: Extension work in normal schools, p. 437-45. 31. J. A. Pitman: A differentiated course of study for normal schools, p. 446–54.

Department of Vocational Education and Practical Arts.-32. J. A. Appel: Education for an age of service, p. 469-75. 33. A. E. Dodd: Vocational education and government aid, p. 475–79. 34. Annette J. Warner: Art a vitalizing force in education, p. 479-85. 35. T. M. Balliet: The domain of art education, p. 489-92. 36. A. H. Chamberlain: Art teaching vs. practical life, p. 492-95. 37. The relationship between museums and schools, p. 496-500. 38. Ellsworth Woodward: The essentials in making art practical, p. 504-8. 39. R. B. Farnum: Differentiation in art training to sult individual pupil's needs, p. 508-12.

202. Pennsylvania State educational association. Proceedings of the sixtyseventh meeting, Harrisburg, December 27-29, 1916. Pennsylvania school journal, 65: 277–337, January 1917.

Contains: 1. R. K. Young: Relation of state's finances to the public school appropriation p. 284-87. 2. G. W. Gerwig: Public school dividends, p. 287-93. 3. N. C. Schaeffer: More money for public schools, p. 293-94. 4. E. M. Rapp: The country school problem from the viewpoint of county superintendent, p. 296–300. 5. A. S. Cook: The county as a unit of organization and administration, p. 300-302. 6. Herbert Quick: The country school problem from the viewpoint of a publicist and author, p. 303-7. 7. G. E. Johnson: Physical education from the recreative viewpoint, p. 308-9. 8. A state system of retirement funds for teachers-From the viewpoint of a classroom teacher [by] Elizabeth Baker, p. 323-25; From the viewpoint of a business man and a school director [by] Marcus Aaron, p. 325–28. 9. O. P. Cornman: Gereral principles of retirement fund plans, p. 329-30. 10. Report of committee on retirement fund bill, p. 332-35.

EDUCATIONAL HISTORY AND BIOGRAPHY.

203. Corcoran, Timothy. State policy in Irish education, A. D. 1536 to 1816; exemplified in documents collected for lectures to postgraduate classes with an introduction by the Rev. T. Corcoran. Dublin, Fallon brothers, ltd.; New York [etc.] Longmans, Green and co., 1916. 235 p. 8°.

204. Richmond, Winifred. Madame Necker de Saussure-a neglected pioneer. School and society, 5: 189-95, February 17, 1917.

Gives in brief outline the main points of the "Education progressive" by Madame Necker, a pioneer in the education of girls.

CURRENT EDUCATIONAL CONDITIONS.

205. Alabama illiteracy commission. First report . . . April 2, 1915-October 1, 1916. By Wm. F. Feagin. Montgomery, Ala., Brown printing co. [1917] 125 p. 8°.

206. Cammack, I. I. Kansas City, Mo., and its schools. American school board journal, 54:17-19, 44-45, February 1917.

A descriptive article of the school system of Kansas City, Mo.

207. Colodny, I. A review of the preliminary report on the Arizona school system made under the direction of the U. S. Bureau of education. Arizona teacher, 7:11-13, February 1917.

Gives a summary of the recommendations dealing with administration and support.

208. Denver. School survey. Report of the school survey of School district number one in the city and county of Denver. [pt. I supplement]; IV-V. Denver, Colo., The School survey committee, 1916. 3 v. fold. diagrs. 8°. CONTENTS. I supplement] Supplemental report on the organization and administration of School district number one in the city and county of Denver.-IV. The business management; by J. T. Byrne.-V. The building situation and medical inspection; by L. M. Terman. 209. Finegan, Thomas E. What service shall the public schools render? of the New York state teachers' association, 3:263–70, January 1917.

Journal

210. Harrison, Shelby M. In Lincoln's home town: how the Springfield survey went about getting results. Survey, 37:503-13, February 3, 1917.

An interesting presentation of all phases of the Springfield survey; among them being schools, recreation, mental hygiene, etc. Illustrated.

211. Lane, Winthrop D. The children's bit in the wars. Survey, 37:520-26, February 3, 1917.

A statement of England's war policy toward education.

212. Le Braz, Anatole. Aux États-Unis pendant la guerre. L'opinion américaine et la France. I. Les universités. Revue des deux mondes, 87:167-93, January 1917.

The author who was an exchange professor at the University of Cincinnati, tells of the attitude toward France at that university and at Harvard, but deals mainly with American artists and architects who love France and her ideals.

213. Maphis, C. G. Educational preparedness. School and society, 5:151-61, February 10, 1917.

Annual address of the president of the Virginia state teachers' association.

Suggests that the Virginia state teachers' association launch at once a constructive campaign for better school facilities, with the main planks in its platform: (1) More money for schools, (2) A more stable method of support, (3) A better system of apportionment, both state and county, (4) More and better supervision, (5) Compulsory education, (6) Better trained teachers, and (7) Better salaries and longer terms.

214. Muntsch, Albert. School surveys. Catholic educational association bulletin, 12:13-30, January 1917.

A brief review of the survey movement.

215. Namias, Amerigo. Le nostre scuole all'estero e l'influenza italiana in Oriente. Rivista pedagogica, 9:509-16, October-December 1916.

Contrasts conditions in the East as regards French, German, and Italian schools.

216. Pearson, W. W. Shantiniketan; the Bolpur school of Rabindranath Tagore. New York, The Macmillan company, 1916. 130 p. incl. front., illus., plates. 8°. CONTENTS.-The Shantiniketan school song, by Rabindranath Tagore; tr. from the original Bengali by the author.-Introduction [by] Rabindranath Tagore.-Shantiniketan [by] W. W. Pearson. The gift to the Guru, by Satish Chandra Roy; tr. by W. W. Pearson.

217. Reville, John C. Rockefeller's new education. America, 16: 408-10, February 3, 1917.

Discusses the subject under the following headings: The plan of the board, The presumption of the plan, Its inadequacy, Its low ideals, and Its autocratic and dangerous assumption of power. Discussion continued under title: "Our oleaginous oligarchy" in America for February 17, 1917, pages 455-56.

218. Webb, Sidney. The coming educational revolution. Contemporary review, 110:724-33, January 1917.

Second installment of a series of papers on educational conditions in England. Urges many reforms, also heavy public expenditures on education after the war. Deals mainly with problems of health and employment.

219. Wilson, Anna. The new teacher and new school. Journal of education, 85:87-88, January 25, 1917.

Address of the president of the Indiana state teachers' association at the recent meeting.

EDUCATIONAL THEORY AND PRACTICE.

220. Aley, Robert J. Education and democracy. Educational review, 53:109–21, February 1917.

Says that the public school is an organized ally of the government in a country like ours. cusses elementary and higher education.

Dis

221. Bouchendhomme, E. Éducation intellectuelle et morale des adolescents. Revue pédagogique, 68:529-90, December 1916.

222. Butler, Nathaniel. The place and function of non-vocational education. Southern school journal, 28:12-17, January 1917.

223. Eubanks, L. E. Education and ideals. Progressive teacher, 23:11-12, February 1917.

Discusses the questions, Can ideals be cultivated and if they can, does school education facilitate their development or hinder it?

224. Francesco, Gennaro de.

Prolegomini di fisio-psicologia pedagogica. Campo

basso, G. Colitti e figlio, 1916. 325 p. 4°.

At head of title: Medicina sociale.

225. Gildersleeve, Virginia C. Constructive elements in the curriculum. Educational review, 53: 137-45, February 1917.

Address delivered before the Association of colleges and preparatory schools of the Middle States and Maryland, December 1, 1916. The curriculum concerned in the discussion is that of the colleges and the secondary schools articulating therewith.

226. Goodnow, Frank J. Democracy in education. Johns Hopkins alumni magazine, 5:77–87, January 1917.

An address delivered at the inauguration of Dr. Robert Ernest Vinson as president of the University of Texas, at Austin, Texas, November 30, 1916.

227. Horne, Herman Harrell. The teacher as artist; an essay in education as an aesthetic process. Boston, New York [etc.] Houghton Mifflin company [1917] xi, 63 p. 12°. (Riverside educational monographs, ed. by H. Suzzallo) 228. McClinton, J. W. Vitalizing education. Associate teacher, 17:6-7, February 1917.

To be continued.

President's address at the South Dakota educational association meeting at Watertown, S. D. The writer says that we are fast losing the art of conversation, but are doing nothing to supplant it. We do not develop the art of conversation either in the home or in the school.

229. Nearing, Scott. The new education. Character builder, 30:29-33, January

1917.

The writer says that the three primary needs of a child are growth, association, and vocation. The work of the school is measured by these needs. If it helps children in these directions it is good, and if it doesn't it is bad.

230. Pearson, Francis B. The vitalized school. New York, The Macmillan company, 1917. 335 p. 12°.

An attempt to interpret some of the school processes in terms of life processes, and to suggest ways in which these processes may be made identical.

231. Rapeer, Louis W. The learning process. American education, 20:332–39, February 1917.

The first of a series of five articles on the essentials of the teaching and learning processes in elementary schools.

232. Second report of the Committee on minimal essentials in elementary-school subjects, by H. B. Wilson, W. S. Gray, C. F. Munson [and others] Ed. by Guy M. Whipple. In National society for the study of education. 16th Yearbook. Bloomington, Ill., Public school publishing company, 1917. Pt. I,

p. 9-192.

Reports of investigators co-operating with the Committee on economy of time of the Department of superintendence of the National education association.

233. Strayer, George Drayton, and Norsworthy, Naomi. How to teach. New York, The Macmillan company, 1917. 297 p. 8°.

234. Wilson, G. M. The motivation of school work. Elementary school journal, 17:362-67, January 1917.

Says that motivation requires the psychological rather than the logical organization, but in the last analysis there is no loss in the amount of systematic knowledge which is mastered by the child.

EDUCATIONAL TESTS AND MEASUREMENTS.

235. Courtis, S. A. Research work in arithmetic. Educational administration and supervision, 3:61-74, February 1917.

Address to fifth grade teachers during County institute, September 5-8, 1916.

The aims and methods of the Department of educational research, Detroit, Mich., its achievements in the past and lines of research work for the future.

236. Morrison, J. Cayce. The supervisor's use of standard tests of efficiency. Elementary school journal, 17:335-54, January 1917.

Describes eight months' practice in a school of 14 teachers and 400 pupils. This investigation was undertaken to show that if standards or scales have any real value, they should produce better classroom instruction.

237. Rugg, H. O. and Clark, J. R. Standardized tests and the improvement of teaching in first-year algebra. School review, 25:113–32, February 1917.

A final report on the "Experimental determination of standards in first-year algebra," made to the mathematics section of the University of Illinois high school conference, November 24, 1916. To be continued.

SPECIAL METHODS OF INSTRUCTION.

238. Henry, T. S. The problem method in teaching. School and home education, 36:162-68, February 1917.

239. O'Neil, W. Jerold. The problem idea in the teaching of history. Normal instructor and primary plans, 26:50, 68, March 1917.

SPECIAL SUBJECTS OF CURRICULUM.

240. Western economic society. Problems of economic instruction. Papers and discussions at the 11th conference of the Western economic society, held at the University of Chicago, November 10 and 11, 1916. Journal of political economy, 25:1-112, January 1917.

Contains: I. Undergraduate courses in economics.-1. W. H. Hamilton: The Amherst program in economics, p. 1-13. 2. F. S. Deibler: Courses in economics and methods of instruction at Northwestern university, p. 14-24; Discussion, p. 25-32. II. Graduate work in economics.-3. F. L. McVey: Graduate work in preparation for teaching, p. 33-40. 4. W. F. Gephart: Graduate work in economics, p. 41-47. 5. J. A. Field: The place of economic theory in graduate work, p. 48-57. III. Economics and allied fields.-6. J. F. Hayford: The relation of engineering to economics, p. 59-63; Discussion, p. 64-68. 7. E. A. Gilmore: The relation of law and economics, p. 69-79; Discussion, p. 80-83. 8. L. C. Marshall: A balanced curriculum in business education, p. 84-105. 9. E. D. Howard: Economics and the science of business, p. 106–10; Discussion, p. 111-12.

241. Alexander, H. B. Education in taste. School and society, 5:97-105, January 1917.

What is good taste and how is it to be cultivated.

242. Barber, Fred D. Fundamental consideration in the reorganization of high school science. General science quarterly, 1:102-11, January 1917.

243. Dowd, Mrs. Mary H. Oral English in the high school. Quarterly journal of public speaking, 3:1–11, January 1917.

What the teachers of the Manchester, N. H., high school are accomplishing in high school English. 244. Gold, Hugo H. Methods and content of courses in history in the high schools of the United States. School review, 25:88-100, February 1917.

Discusses the administration of the curriculum and content of courses in history. Material obtained from "an examination of 242 of the most recently published courses of study received from 236 cities distributed over 41 states." To be continued.

245. Hartman, Carl. The general science situation in Texas. School science and mathematics, 17:141-16, February 1917.

246. Herring, Bertha Forbes. Story-telling in high schools. Quarterly journal of public speaking, 3:37–47, January 1917.

247. Hosic, James Fleming. The reorganization of English in the secondary schools. Educational administration and supervision, 3:75-82, February 1917.

Given before the joint session of the secondary department of the N. E. A. and the National council of teachers of English, New York City, July 6, 1916.

248. Huybers, John A. The American school of classical studies at Athens. Nation, 104:142-43, February 1, 1917.

Work accomplished by the school described.

249. Karpinski, Louis C. The teaching of elementary mathematics. School and society, 5:78-86, January 20, 1917.

Improvement in the teaching of mathematics in the secondary schools. Reviews some of the text-books on the subject.

250. Ketcham, V. A. Public-speaking courses in state universities. Educational review, 53: 151-60, February 1917.

Says that such courses should be greatly augmented if the most vital function of the state university is to be performed.

251. Leary, Daniel B. Mathematics and the high school. Teachers forum, 3:17-24, January 1917.

The value and purpose of high-school mathematics.

252. Leonard, Sterling Andrus. English composition as a social problem. Boston, New York [etc.] Houghton Mifflin company [1917] 202 p. 16°. (Riverside educational monographs, ed. by H. Suzzallo)

The three principal suggestions advanced in this book are: First, the ideal of social teaching of composition; the English class is here presented as a group of good-spirited cooperators and critics working upon real projects. Second, the attempted handling of organization problems as we may suppose that children's minds will work best in mastering them. Third, the apparently fundamental distinction between matters essential for fixation in unconscious habit, on the one hand, and equally essential expressional powers, on the other, to be developed through conscious application of composition principles.

253. Lull, Herbert G. A plan for developing a spelling consciousness. Elementary school journal, 17:355-61, January 1917.

A spelling consciousness the writer defines as that consciousness which aids one "to detect and correct one's misspelled words and not to misspell the same words again." Describes plan.

254. McComb, E. H. Kemper. Separation of the teaching of composition from the teaching of literature: what it is and how it works. English journal, 6:69–79, February 1917.

A paper read before the high-school section o the National council of teachers of English, New York City, December 1, 1916.