722. Sandwick, R. L. Correlation of physical and mental efficiency. Journal of educational research, 1: 199-203, March 1920.

Gives evidence showing that the child of good intellectual ability is also of good physical ability. 723. Thorndike, Edward L. The psychology of the half-educated man. Harper's magazine, 140: 666–70, April 1920.

EDUCATIONAL TESTS AND MEASUREMENTS.

724. Buckingham, B. R. A proposed index of efficiency in teaching United States history. Journal of educational research, 1: 161-71, March 1920.

725. Charters, W. W. Constructing a language and grammar scale. Journal of educational research, 1: 249-57, April 1920.

726. Drummond, W. B. Observations on the De Sanctis intelligence tests. British journal of psychology (London) 10: 259-77, March 1920.

Says the tests may be utilized as substitutes for some of the tests in the Binet scale, but cannot take the place of that scale.

727. Haggerty, M. E. Standard educational tests. Manual of directions for achievement examination in reading: Sigma 1, and intelligence examinations: Delta 1 and Delta 2. Yonkers-on-Hudson, N. Y., World book company, 1920. 59p. 12°.

Accompanied by scoring keys and record sheets for the tests.

728. Harvey, Nathan A. Intelligence tests. American schoolmaster, 13: 85-88, March 1920.

A paper read before the Normal school department of the Department of superintendence, N. E. A., held at Cleveland, February 23-28, 1920.

The value of mental tests in the schools.

729. Höper, Wilhelm. Über den objektiven wert von intelligenz-prüfungen, unter besonderer berücksichtigung der methode Binet-Simon. Langensalza, Hermann Beyer & söhne (Beyer & Mann) 1919. xii, 112p. 8°. (Beiträge zur kinderforschung und heilerziehung, heft 158)

730. Kallom, Arthur W. Analysis of and testing in common fractions. Journal of educational research, 1: 177-92, March 1920.

731. Lemon, Harvey B. Preliminary intelligence testing in the department of physics, University of Chicago. School science and mathematics, 20: 226-31, March 1920.

Read before the Central association of science and mathematics teachers, November 28, 1919. 732. Lincoln, Edward A. The intelligence of military offenders. Journal of delinquency, 5: 31-40, March 1920.

Data based on tests of military prisoners at the United States disciplinary barracks, Fort Leavenworth, Kans., in 1918-19.

733. Lowry, Ellsworth. New tendencies in the organization of education. Educational administration and supervision, 6: 27-32, January 1920.

Results of an experiment carried on in the first six grades of the Training school in the Winona State normal school in an attempt to solve the problem of individual differences and of retardation.

734. Pintner, Rudolph. Deductions from tests of mentality in schools for the deaf in comparison with schools for the hearing. Volta review, 22: 197–207, April 1920.

Describes a group test for the deaf where no language enters.

735. Pressey, Luella Winifred. A group scale of intelligence for use in the first three grades: its validity and reliability. Journal of educational research, 1: 285-94, April 1920.

736. Proctor, W. M. Psychological tests as a means of measuring the probable school success of high-school pupils. Journal of educational research, 1: 258-70, April 1920.

737. Van Wagenen, M. J. The accuracy with which English themes may be graded with the use of English composition scales. School and society, 11: 441-50, April 10, 1920.

738. Walcott, Gregory D. The intelligence of Chinese students. School and society, 11: 474-80, April 17, 1920.

A test made in the spring of 1918 in the Higher school of Tsing College, Peking, China. The students tested were seniors, all young men averaging 22 years of age.

739. Willing, Matthew H. of standardized tests.

The encouragement of individual instruction by means
Journal of educational research, 1: 193-98, March 1920.

740. Yoakum, Clarence S. and Yerkes, Robert M., ed. Army mental tests. Published with the authorization of the War department. New York, Henry Holt and company, 1920. xiii, 303p. plans, fold. charts. 12°.

In addition to the "Examiner's guide," this book presents information concerning the results of psychological examining in the army and indications of the possible uses of similar methods in education and industry.

SPECIAL METHODS OF INSTRUCTION.

741. Bessou, Aug. L'emploi du cinématographe dans les différentes branches de l'enseignement. Revue pédagogique, 76: 125-44, February 1920.

A report presented to the French extra parliamentary Commission to study the means of generalizing the application of the moving picture in the various branches of instruction.

742. Grant, Emma B. The power of the project. Primary education, 22: 212–14, April 1920.

Bibliography: p. 214.

Says: "For those who see it in the light and hope of creative work.

it (the project method] becomes a new gospel of democracy and a weapon against Bolshevism for future generations."

743. Gray, P. L. Children and the cinema. Journal of experimental pedagogy (London) 5: 194-98, March 5, 1920.

An inquiry into some mental effects of moving picture shows on children of London, England. 744. Pendleton, Charles S. The socialized recitation. American education, 23: 307-12, March 1920.

"The necessity of encouraging and developing experimental teaching by actual classroom teach. ers and the advisability of accepting the socialized recitation as the best point of departure in our present practice for such experimentation."

745. Teaching, vol. 5, no. 2, February 1920. (Visual education)

Contains: 1. Charles Roach: A view across the horizon of visual instruction, p. 7-10. 2. E. R. Barrett: The use of slides in the schoolroom, p. 10-12. 3. C. H. Carson: The animated text book, p. 17-20. 4. M. L. Smith: K. S. N., a distributing center for visual education supplies, p. 3)– 32. 5. S. P. G. Holden: Visual education the rural school's opportunity, p. 33-35.

SPECIAL SUBJECTS OF CURRICULUM.

READING.

746. Burbank, E. D. Phonetics in the clementary grades. Volta review, 22: 217-20, 274-78, April, May 1920.

Second and third papers of series. Discusses the relation of phonetics to reading.

747. Horn, Ernest. The relation of silent reading to efficiency in study. American education, 23: 348-51, April 1920.

Speed and comprehension in reading.

ENGLISH AND COMPOSITION.

748. Daniels, Earl R. K. New poetry and the composition class. Charleston, Ill., Eastern Illinois state normal school, 1919. 13p. 8°. (Normal school bulletin, no. 64, July 1, 1919)

749. Duddy, A. E. The new synthesis: an approach through the study of English. Educational review, 59: 315-24, April 1920.

The synthetic method as applied to choice of subject matter attempts to acquaint the student in some sort of related order with the principal divisions of knowledge as they fall under the heads of science, art, and philosophy. Presents the advantage of a synthetic choice and arrangement of material as the basis of a course in English composition.

750. Gerhard, E. Shultz. The Philistines among the teachers of English. Education, 40: 484-92, April 1920.

Says that of all the subjects in a high school curriculum English is the most indefinite. A ples for better preparation and better norms or standards of judgment on the part of teachers of English. 751. Johnson, Gertrude. Problems in the present conduct of declamatory contests. English journal, 9: 156-67, March 1920.

Gives suggestions to assist the teacher in judging reading and declamation. Discusses reforms which the contest system demands.

752. Richards, E. B. The game of debate. English journal, 9: 147–52, March 1920. Discusses interclass debates as a part of the regular oral work of the school.

753. School examinations in English. Journal of education and School world (London) 52: 231-33, April 1920.

Advocates the plan of prescribing 30 or 40 texts for study, and allowing a wide choice of questions on these texts.

MODERN LANGUAGES.

754. Benedict, Mrs. Margaret Hill. Why my children speak Spanish. Modern language journal, 4: 280-87, March 1920.

Helps in teaching young children to speak Spanish.

755. Graham, W. P. The modern language situation. Virginia journal of education, 13: 300-302, April 1920.

The number and per cent of students studying French, German, Spanish, and Italian in 16 universities in the United States.

756. Jameson, R. P. Club and extra-class activities. Modern language journal, 4: 265-79, March 1920.

Extra-class activities in the teaching of modern languages.

757. Leathes, Stanley. Modern languages and national needs. Modern languages (London) 1: 70-74, March 1920.

President's address of the Modern language association of England.

758. Peers, E. Allison. The organization of educational experiment. Journal of experimental pedagogy (London) 5: 179-87, March 5, 1920.

Discusses the value of the department of experiment in modern language of the Modern language association of England.

759. Stroebe, L. L. The real knowledge of a foreign country. Modern language journal, 4: 288-94, March 1920.

To be continued.

The study of a foreign country in connection with the study of the language of the country.

ANCIENT CLASSICS.

760. Carlisle, J. O. and Hamilton, D. E. Latin in the schools of Ontario. School (Toronto) 8: 438-42, April 1920.

Concluding article. Advocates the teaching of the classics.

761. Johnson, L. Antoinette. Latin in the junior high school. Journal of the New York state teachers' association, 7: 43-46, March 1920.

Outline of the work in Latin that is being attempted in the Milne high school, Albany, N. Y.

762. McKinley, A. P. The correlation of Latin and English. Classical journal, 15: 358-64, March 1920.

Shows how such correlation has been accomplished in the Lincoln high school, Portland, Oreg. 763. Meredith college, Raleigh, N. C. Special education number. Raleigh,

N. C., 1920. 33p. 8°. (Quarterly bulletin, ser. 13, nos. 1 and 2, November

1919-January 1920)

CONTENTS.-1. J. J. Chapman: A new menace to education, p. 3-6. 2. R. W. Bruère: The new nationalism and education, p. 7-10. 3. A. T. Hadley: The colleges and the nation, p. 11-13. 4. F. M. Colby: The classics and the "practical" argument, p. 14-17. 5. Paul Shorey: What to do for Greek, p. 18-29. 6. Does education mean happiness? p. 30-33.

Reprints of articles published in 1919 protesting against "the so-called practical spirit of the age." 764. Paetow, Louis J. Latin as a universal language. Classical journal, 15: 340-49, March 1920.

Says that the new aim in teaching Latin should be to impart the language in such a form and in such a way that students could easily read, write, and speak it as they did in medieval universities.

765. Renauld, Émile. Version latine et version allemande. Revue universitaire, 29: 175-85, March 1920.

Compares the relative merits as a school exercise of translation into Latin and into German. Says that for French pupils the substitution of German for Latin is inadmissible, because a knowledge of Latin is essential for the full understanding of French.

766. Ullman, B. L. Latin in seventh and eighth grades. Junior high clearing house (Sioux City, Iowa) 1: 25-31, March 1920.

SOCIAL SUBJECTS.

767. American sociological society. Committee on the teaching of sociology in the grade and high schools of America. Tentative report, presented by R. L. Finney, chairman, at the meeting in December 1919. School review, 28: 255-62, April 1920.

See also item 680 (4) of this record.

Discusses the aim of social science teaching in the public schools, and recommends a program of social studies. Says that sociology should be insisted upon as an essential part of the training of all teachers.

768. Clow, F. R. Sociology in normal schools: the report of a committee. American journal of sociology, 25: 584-636, March 1920.

Report prepared in 1917 and subsequently submitted to the Normal school department of the National education association.

769. Jardine, Walter M. The attitude of high schools toward Bolshevism. American school, 6: 80-81, March 1920.

An address delivered before the Kansas council of administration, Topeka, January 16, 1920. Fundamental doctrines of Bolshevism, Bolshevism vs. democracy, a definite policy for teaching Bolshevism, etc.

770. Minor, Van Lieu. An experimental course in current events and problems. School review, 28: 298-309, April 1920.

Based on a series of experiments first inaugurated in 1917 in the University high school of the University of Chicago. Testing student's reactions toward the course.

771. Rugg, Earle U. Supervised study in history. Historical outlook, 11: 142-49, April 1920.

Bibliography: p. 149.

Discusses the psychological aspects of supervised study, general directions and rules for study, the few investigations in the field of history on supervised study, and the technique developed by the specialist in order to make supervised study vital.

GEOGRAPHY.

772. Branom, Fred K. The significance of geography. Chago schools journal, 2: 14-19, March 1920.

The meaning of geography, modern geography, the teaching of geography, and the problem project.

773. Brigham, Albert Perry. Report of the committee on geography appointed by the Education congress, held in Albany, N. Y., May 19-26, 1919. American education, 23: 300-306, March 1920.

A brief discussion of geography in the universities and colleges of New York state, in the training colleges and normal schools, in the high schools, and in the elementary schools.

774. Childs, Breta W. A study in home geography: the teacher's problem in a city of factories. Journal of geography, 19: 154–58, April 1920.

Gives course in Industrialarts (A) and Geography (B), in public elementary school of Worcester, Mass.

775. Hanna, John Calvin. Scope of geography in the high school. School science and mathematics, 20: 214-19, March 1920.

Read before the Central association of science and mathematics teachers, November 28, 1919. 776. Parkins, A. E. The teaching of the geography of a small area. Journal of geography, 19: 130-40, April 1920.

Says that institutions for the training of teachers should offer more work in local geography consisting largely of field work.

MATHEMATICS.

777. Douglas, H. R. Some factors affecting the selection of the high school course of study and methods of teaching of mathematics. School science and mathematics, 20: 287-99, April 1920.

Emphasizes the value of mathematics in vocational education. Fays that instruction in mathematics should not look to college entrance requirements for justification.

778. Gal, Jules. L'algèbre et la géométrie à l'école primaire. Revue pédagogique, 76: 79-89, February 1920.

779. Lindquist, Theodore. Junior high school mathematics. Educational review, 59: 298-303, April 1920.

780.

Says that mathematics for service should be the slogan for the junior high school; the applica tion of mathematics in "a real business way."

Up-to-date problems in junior high school mathematics. School science and mathematics, 20: 305-11, April 1920.

Advocates project-problems-the formation of problems by the pupils themselves.

781. Lytle, Ernest B. The Bode theory of transfer applied to the teaching of mathematics. School and society, 11: 457-63, April 17, 1920.

An address before the Mathematics club of Chicago, December 5, 1919.

782. Wilson, G. M. The application of scientific method to the determination of the curriculum in arithmetic-(I-II). Journal of education, 91: 376–77, 385, 402-403, April 1, 8, 1920.

SCIENCE.

783. Bowden, G. A. Possibilities of home work in general science. School science and mathematics, 20: 327-36, April 1920.

Outlines what the University school at Cincinnati has done in building a series of projects about the home, such as lighting the home; heating the home; building the home, etc.

784. Brownell, Herbert. The rôle of laboratory work in general science and the teacher training it involves. School science and mathematics, 20: 317–26, April 1920.

785. Colton, Harold S. An analysis of aim and incentive in a course in general zoology. Science, n. s. 51: 382-84, April 16, 1920.

Says that experience has demonstrated that a combination of the problem method as set forth in Hunter's "Problems in civic biology" and the project method now being formulated by higħ school teachers gives the most science and information with the most incentive.