EDUCATIONAL PSYCHOLOGY; CHILD STUDY.

30. Chabot, Charles. L'effort et l'intérêt. Revue pédagogique, 71: 445-66, November 1917.

Second article in series.

31. Ijams, E. H. Present-day psychology and something of the light it sheds upon educational procedure. Educational exchange, 32:3-4, 28, December 1917. 32. Young, J. W. A. Concerning experiments to test the transfer of training. School science and mathematics, 18: 1-10, January 1918.

Written from the point of view of a worker in mathematics.

EDUCATIONAL TESTS AND MEASUREMENTS.

33. Doll, Edgar A. A brief Binet-Simon scale. Psychological clinic, 11: 197-211, 254-61, December 15, 1917; January 15, 1918.

The substance of sections I and III of this paper were presented in abstract before Section L of the American association for the advancement of science under title of "A brief scale for rapid Binet-Simon examining," at New York, December 1916.

34. Hanus, Paul H. and Gaylord, Harry D. Courtis arithmetic tests applied to employees in business houses. Educational administration and supervision, 3:505-20, November 1917.

The results of a test applied to 446 employees of one of the largest trust companies and one of the largest department stores in Boston.

35. Lackey, E. E. Measuring the ability of children in geography. Journal of geography, 16: 184-88, January 1918.

Range of subject-matter covered by the tests, some uses of the scale, etc.

36. Monroe, Walter S. The ability to place the decimal point in division. Elementary school journal, 18: 287-93, December 1917.

Gives a series of tests. Says that lists which are not based upon analysis of the field of subjectmatter can not be effective instruments for educational diagnosis; but that tests founded on the scientific analysis of abilities can furnish a valuable diagnosis which can be helpful to the teacher in formulating her plans for instruction.

37. Priestley, John. The Binet and Simon tests and the investigation of mental defects in children. Child (London) 8: 132–36, December 1917.

38. Wallin, J. E. Wallace. Wide range vs. narrow range Binet-Simon testing. Journal of delinquency, 2 : 315-30, November 1917.

Study based on 1,181 cases, examined between September 1914 and December 1916, in the psychoeducational clinic connected with the public schools of St. Louis, Mo.

SPECIAL METHODS OF INSTRUCTION.

39. Dench, Ernest A. Motion picture education. Cincinnati, Standard publishing company [1917]. 353 p. 12°.

The value of motion pictures in teaching the various subjects of the curriculum, together with some simple directions for producing photoplays.

40. Esenwein, Joseph Berg. Children's stories and how to tell them, by J. Berg Esenwein . . . and Marietta Stockard . . . Springfield, Mass., The Home correspondence school [1917]. xiv, 352 p. 12°. (The writer's library, ed. by J. B. Esenwein.)

"Reading and reference lists" : p. [329]–342.

41. Use of the "movies" in education. National association of corporation schools bulletin, 5:9-17, January 1918.

"This is a special article in which an effort has been made to condense all available information regarding the utility and purposes of moving pictures in instruction along industrial educational lines and also for publicity purposes."

42. Watkins, Ruth. Utilizing play instincts in classes. Indiana instructor, 2: 11-14, January 1918.

Games that have been found useful in making Latin interesting to high school pupils.

43. Whitacre, H. J. Motion pictures: their effect on school children and their value as a means of instruction. Atlantic educational journal, 13: 189-99, December 1917.

44. Wright, Ruth. The socialized recitation. Atlantic educational journal, 13: 175-81, December 1917.

A socialized recitation in geography.

SPECIAL SUBJECTS OF CURRICULUM.

45. Abernethy, J. W. Why not teach pronunciation? School and society, 7:43-47, January 12, 1918.

Thinks that more attention should be paid to the blunders made in pronouncing common words of daily conversation. Says that as much time should be spent on correcting errors in conversation as errors in spelling.

46. Ballard, P. B. How to write with the left hand. School world, 19: 404-7, December 1917; 20: 16-19, January, 1918.

Discusses the characteristics of left-handed script. Gives specimens of handwriting. To be continued.

47. Bennett, Faye. Translation study and immediate study of German, a comparison. Modern language journal, 2 : 114-31, December 1917.

An experiment to determine which of two methods of study is the more economical in acquiring the meaning of German words.

48. Betz, William. The teaching of mathematics in the junior high school. Mathematics teacher, 10: 58-84, December 1917.

References to recent literature, p. 84.

A discussion of the Rochester plan.

49. Brown, Robert M. Geography in practise and in theory. Educational review, 55: 30-40, January 1918.

A study based on a large number of examination questions from the cities of the United States. 50. Browne, Henry. Our renaissance; essays on the reform and revival of classical studies. With a preface by Frederic G. Kenyon. New York, London [etc.] Longmans, Green & co., 1917. xvi, 281 p. 8°.

51. Cody, Sherwin. New scientific method of teaching English. American penman, 35: 172-73, January 1918.

The first of a series of articles which will present the whole method, including the "minimum essentials test" and the model series of tests, with key and directions.

52. Collins, L. R. Teaching how to study chemistry. Education, 38: 394–400, January 1918.

Emphasizes the value of laboratory work; supervision by the instructor of the study-period, etc. 53. Cross, Allen. Staples of grammar and composition. Elementary school journal, 18: 253-63, December 1917.

Discusses the relative merits of the functional method of teaching grammar, and the grammar based on errors. Says that the former is both corrective and constructive-first teaching the child to think clearly and then supplying the deficiencies apparent in his machinery of expression. 54. Dodge, Richard E. Humanizing school geography. Journal of geography, 16 161-66, January 1918.

55. Dougherty, Mary L. History of the teaching of handwriting in America. Elementary school journal, 18: 280-86, December 1917.

Describes the dominating influence or interest of five periods: Colonial period, 1600-1800; Transition period, 1800-1850; Period of independent elaboration of American systems, 1850-1890; Verticalwriting movement, 1890-1900; Combination of commercial and scientific influences, 1900-1916. Bibliography: p. 286.

56. Farnum, Royal B. Interior decoration practised. School-arts magazine, 17: 194-98, January 1918. illus.

The teaching of interior decoration to the boys and girls in the public schools.

57 Foerster, Norman. Relating the English course to the world crisis. High school journal, 1: 3-5, January 1918.

American literature and the world crisis.

58. Harding, Samuel B. Topical outline of the war. History teacher's magazine, 9: 30-62, January 1918.

Prepared in cooperation with the National board for historical service and the Committee on public information.

Also separately reprinted under title: The study of the great war-a topical outline with copious quotations and reading references.

59. Hathaway, W. H. A course in socialized high school civics. School review, 25: 731-43, December 1917.

Civics course in Riverside high school, Milwaukee, Wis. Gives bibliographies.

60. Henderson, Bertha and others. An outline of the course in geography in the University elementary school. Elementary school journal, 18: 268-79,

December 1917.

Fourth article of series. Discusses Australia.

61. Herson, O. Psychology and the high school curriculum. Educational foundations, 29: 218-23, December 1917.

This discussion will be continued in a subsequent number and conclude with a classified bibliography.

The value of psychology as a high school subject.

62. Hill, Howard C. The war and the teaching of history. History teacher's magazine, 9: 10-13, January 1918.

Paper read before the Wisconsin history teachers' association, Milwaukee, Wis., November 1,

1917.

63. Keith, Eliza D. To teach or not to teach grammar. Western journal of education, 23: 4-5, December 1917.

The need of grammar in the lower grades.

64. Leathes, Stanley. Why should we learn French? Parents' review (London) 28: 747-58, December 1917.

The value of French literature in English education.

65. Martonne, Emmanuel de. L'enseignement géographique aux États-unis. Revue internationale de l'enseignement, 37: 422-33, November-December,

1917.

The writer, who is professor of geography in the University of Paris, gives the results of his observations in America while visiting French professor at Columbia university.

66. Minot, Elizabeth. Why? and why. American education, 21: 252–56, January

1918.

Why we want our children to learn to speak one or more foreign tongues.

67. Mitchell, Howard. Supervised study of modern languages. Education, 38:

385-87, January 1918.

68. National council of teachers of English. Committee on American speech.

Three articles. 1917. 8p. 4°.

CONTENTS: C. L. Lewis: English for use.-Clarence Stratton: Diversity of language prevents national solidarity.-Clarence Stratton: Urmuricun or American?

The first article was an address delivered before the New York association of teachers of English and the Detroit Fnglish club, the second article is reprinted from the Christian science monitor, and the third article from the New York times.

69. New York city association of teachers of English. Report of committee on spelling. [New York, The Richmond Hill record, 1917] 15p. 12°. (Bulletin XVIII, February, 1917.)

38403-18-2

70. Norris, Orland O. To a young Latin student "from Missouri." American schoolmaster, 10: 446-63, December 15, 1917.

Discusses the value of studying Latin.

71. Randall, D. P., Chapman, J. C. and Sutton, C. W. The place of the numerical problem in high school physics. School review, 26: 39–43, January 1918.

Results of a simple test in mechanics applied to 238 pupils in four typical high schools in a city system representative of distinctly progressive educational methods.

72. Reavis, W. C. The social motive in the teaching of arithmetic. Elementary school journal, 18: 264-67, December 1917.

Describes a plan of teaching stocks and bonds to an eighth-grade class. A mock bank was organized, in which each member of the class of the Pierre Laclede school (St. Louis, Mo.) became a stockholder.

73. Riley, C. F. Curtis. The teaching of elementary zoology. School and society, 7:31-37, January 12, 1918.

Revitalizing the teaching of zoology in secondary schools.

74. Seashore, Carl E. Avocational guidance in music. Journal of applied psychology, 1342-48, December 1917.

Describes a series of tests used by the University of Iowa; adapted to constitute an integral part of the musical instruction in the fifth grade.

75. Sheridan, Bernard M. Speaking and writing English; a course of study for the eight grades of the elementary school, with practical suggestions for teaching composition and a full set of composition standards. Chicago, New York [etc.] B. H. Sanborn & co., 1917. 162 p. 12°.

76. Timely suggestions for secondary school history. Prepared under the direction of four committees of historians in cooperation with the National board for historical service. History teacher's magazine, 9: 14-21, January 1918.

I. The study of the Roman republic to-day.-II. Points for emphasis in English history from 1688-1815.-III. The power of ideals in history.-IV. The United States and world politics, 1793–

1815.

77. Traner, Fred W. Socializing the study of history. School review, 25: 714–21, December 1917.

Presents the history-method course developed during the past two years at the Nevada state normal school. Criticises the chronological method of teaching history. The course is based upon the aim of education as adjustment to the social environment, or "social efficiency."

78. Violette, E. M. The history teacher and the present war. Missouri school journal, 34: 400-406, November 1917.

79. Walsh, C. B. A tentative program of junior high-school mathematics. Mathematics teacher, 10: 85–93, December 1917.

Read at the convention of the Association of teachers of mathematics in the middle states and Maryland, Trenton, N. J., April 28, 1917.

80. Waxman, Samuel M. A jeremiad on modern language teaching. Modern language journal, 2: 95-101, December 1917.

An address delivered to the Modern language teachers of Plymouth county, Mass.

81. Wilkins, Lawrence A. Fallacies that exist in the teaching of Spanish. Bulletin of high points in the teaching of modern languages in the high schools of New York city, 7: 5-11, December 1917.

82. Wilson, H. B. Guiding principles in American history teaching. School and home education, 37: 102-7, January 1918.

Says that the remaking of our history texts and the redirection of our history teaching is one of the most noticeable by-products thus far of the great war.

KINDERGARTEN AND PRIMARY SCHOOL.

33. Brady, Mattie C. The derivation of the Montessori didactic apparatus. Elementary school journal, 18: 294-300, December 1917.

$4. Cady, Calvin B. The music needs of the little child. Kindergarten and first grade, 3: 16-21, January 1918.

RURAL EDUCATION.

35 Averill, Lawrence A. Rural school supervision in New England. Education, 38: 361-73, January 1918.

Advocates placing more authority in the hands of the superintendent. Says that compulsory supervision laws are "the goal toward which each state in the New England group is now rapidly moving."

6. Challman, S. A. What consolidation of rural schools means to the children and to the people of the country in equipment, including buildings, playgrounds, apparatus, and demonstration farm. American school, 3:363–65, December 1917.

87. Rural education.

Athenæum (London) no. 4623 : 570-73, November 1917; no. 4624 645-47, December, 1917.

Second paper of the series; deals with buildings, equipment, and staffing of rural elementary schools. Third paper takes up Central and continuation schools.

98. Stoltzfus, Amanda. Beginning and developing a rural school . . . Austin, Tex., The University, 1917. 60 p. 12°. (University of Texas bulletin, no. 1729: May 20, 1917.)

SECONDARY EDUCATION.

89 Aley, Robert J. The war and secondary schools. School and society, 6: 751-55, December 29, 1917.

Also in American school, 3 : 360-61, December 1917.

Address before the New England association of colleges and secondary schools.

Says the world war has increased the importance and enlarged the opportunity of the secondary school. The school should speed up and intensify the work in the curricula of established and proven value.

90. Gilday, Walter H. The traditional break between the grades and the high school. Journal of education, 86: 655-56, December 27, 1917.

From the Brockton school helper.

The advantages of the junior high school.

91. Liddeke, Frederick. The unification of secondary education in the greater high school. North Carolina high school bulletin, 8: 174-84, October 1917. The salient defects in our secondary education and how they may be greatly eliminated. Suggests a secondary plan covering nine years, in three-year cycles, following after the fifth grade. 92. Lull, Herbert G. The social core of the high school curriculum. School review, 26: 7-17, January 1918.

Says that the "constants of the curriculum should be only those lines of common knowledge and training which individuals of a democracy must have to live together as free and responsible citizens." Dwells on studies of a vocational character, etc.

3. Maphis, Charles G. First aid to high school teachers. Article III. Organization of the high school. Virginia journal of education, 11 : 197-201, January 1, 1918.

The course of study.

Meier, Laura A. Concerning the pupil. Education, 38: 388-93, January 1918. Discusses problems of the high school. Article concluded from December number. 95. Pickell, Frank G. Credit for quality in the Richmond (Ind.) high school. Educational administration and supervision, 3 : 533-38, November 1917.