202. Cherrington, Frank B. Preparing for a career, not for a job. Bulletin of high points, 1: 12-16, December 1919.

Tells of the work of the High school of commerce of New York city, under the direction of Dr. Arthur M. Wolfson, and shows how the emphasis is laid constantly in all the courses on direct connection with the boy's present problems and the boy's future interests and usefulness.

203. Cobb, Stanwood. The friendly schoolmaster. Good housekeeping, 70: 58-59, 201, 202, 205, 206, 209, 210, February 1920.

The new type of school which adapts education to the individual, instead of adapting the individual to a mold formed by educators of the past. The progressive movement in education and some of the schools following this new type of education.

204. Dell, Floyd. Were you ever a child? New York, A. A. Knopf, 1919. 202 p. 12°.

This book attempts to show how the present school system became what it is, and why it is now in the throes of revolutionary change. It analyzes the current conceptions upon which the existing system is based, and shows why these conceptions are inadequate to sustain the burden which education is called upon by twentieth century civilization to bear. It centers attention upon the two things which constitute, in their juxtaposition, the essential problems of educationnamely, the nature of modern life and the nature of the child. The author is a member of the advisory council of the Association for the advancement of progressive education.

205. Jewell, J. R. The education of the feelings. February 7, 1920.

School and society, 11: 151-53,

The writer says that if we turn out of our school rooms children with high ideals, with worthy purposes and true standards of conduct, we may safely risk their acquiring useful knowledge and putting it later to a good purpose.

206. Munroe, James Phinney. The human factor in education. The Macmillan company, 1920. xi, 317 p. 8°.

New York,

The theme of this book is that the crucial problems of the next quarter century depend for their solution upon the strength, the integrity, and the wise patience of every human factor in American life; and each of those human factors must be sanely educated for his particular responsibility in the common task.

207. Partridge, G. E. The psychology of nations; a contribution to the philosophy of history. New York, The Macmillan company, 1919. xii, 333 p. 8°.

The first part of this book is a study of the motives of war. The writer says that a study of war ought to help us to decide whether we must accept our future, with its possibility of wars, as a kind of fate, or whether we must now begin, with a new idea of conscious evolution, to apply our science and our philosophy and our practical wisdom seriously for the first time to the work of creating history. The second part of the book is a study of our present situation as an educational problem, in which we have for the first time a task of educating national consciousness as a whole, or the individuals of a nation with reference to a world-consciousness. The author holds there is a natural order of progress, but the good must be worked for, step by step. 208. Paton, Stewart. Education in war and peace. New York, Paul B. Hoeber, 1920. ix, 106 p. 12°.

CONTENTS.-1. Human behavior in war and peace.-2. War and education.-3. The psychiatric clinic and the community.

209. Shields, Thomas Edward. An educational ideal. Catholic educational review, 18: 65-75, February 1920.

210. Showerman, Grant. Liberal culture in action. Nation, 110: 134-36, January 31, 1920.

Applied culture won the war. But, according to the writer, if there had been no pure culture, no culture for culture's sake, no indulgence of men's natural desire to live a life above and beyond the mere business of existence, there would have been no culture to apply, and the spirit that brought success in the war would have been lacking.

211. Small, Albion W. Some structural material for the idea of democracy. American journal of sociology, 25: 405-44, January 1920.

Concluded from December number. Incidentally touches the subject of education.

EDUCATIONAL PSYCHOLOGY: CHILD STUDY.

212. Averill, Lawrence Augustus. The war and the psychology of the child. Pedagogical seminary, 26: 356-64, December 1919.

Enumerates many aspects of the war as seen through childish eyes.

213. Burnham, William H. The optimum humidity for mental work. Pedagogical seminary, 26: 313-29, December 1919.

Bibliography: p. 329.

214. Gilbreth, Frank B. and Gilbreth, Lillian M. Fatigue study; the elimination of humanity's greatest unnecessary waste. A first step in motion study. 2d ed., rev. New York, The Macmillan company, 1919. 175 p. plates. 12°. 215. McGeoch, John A. The present status of psychology. Colorado Springs, Colo., 1919. 100p. 8°. (Colorado college publication. General series no. 103. Education and psychology series, vol. 1, no. 1, September 1919).

Submitted in partial fulfillment of the requirement for the degree of master of arts, Colorado college, May 31, 1919.

Reviews briefly the psychology of the past, shows the status of psychology at the present time in colleges and universities, and suggests a series of psychology tests modeled after the Alpha Army mental tests.

216. Watson, John B. The pre-kindergarten age-a laboratory study. Kindergarten and first grade, 5: 14-18, 68–72, 105–9, January, February, March 1920. Address given before the International kindergarten union, Baltimore, Md.

EDUCATIONAL TESTS AND MEASUREMENTS.

217. Courtis, S. A., and Packer, P. C. Educational research. Journal of educational research, 1: 5-19, January 1920.

The functions and scope of research in education and the organization of an ideal department of educational research in a large city school system.

218. Dalman, Murray A. Hurdles, a series of calibrated objective tests in first year algebra. Journal of educational research, 1: 47-62, January 1920.

219. Douglass, H. R. Some uses and limitations of the standard educational test. Educational administration and supervision, 5: 475-90, December 1919.

220. Gray, William S. Value of informal tests of reading accomplishment. Journal of educational research, 1: 103–11, February 1920.

221. Hanmon, V. A. C. Improvement in school subjects throughout the school year. Journal of educational research, 1: 81-95, February 1920.

A study of improvement in school subjects throughout the year by means of standardized tests given at monthly intervals.

222. Illinois. University. College of education. Bureau of educational research. First annual report. Announcement, 1919-20. Urbana, Pub. by the University, 1919. 78p. 8°. (University of Illinois bulletin, vol. 17, no. 9, October 27, 1919).

CONTENTS.-I. Organization.-II. Projects undertaken.-III. Proposed projects.-IV. The work of the library division.-V. Measuring the results of teaching for the purpose of improving instruction.-VI. Standardized tests for the elementary school.-VII. Standardized tests for high school subjects.-VIII. Mental tests.

223. McCall, William A. A new kind of school examination. Journal of educational research, 1: 33-46, January 1920.

Suggestions for teachers in making use of the "True-False" test.

224. Mead, Cyrus D. The spelling ability of Plumas county pupils. Sacramento, California state printing office, 1919. 8p. 8°. (Supplement to California blue bulletin, December 1919).

225. Monroe, Walter S. Improvement of instruction through the use of educational tests. Journal of educational research, 1: 96-102, February 1920.

226. Phillips, Frank McGinley. Relation of initial ability to the extent of improvement in certain mathematical traits. Pedagogical seminary, 26: 330-55, December 1919.

Bibliography: p. 355.

Results of a study to determine whether initial ability in certain traits has any relation to the extent of improvement an individual may make after he has had a period of training and practice. Finds that initial ability is a factor in the extent of improvement an individual may make during a practice period.

227. Ruml, Beardsley. The need for an examination of certain hypotheses in mental tests. Journal of philosophy, psychology and scientific methods, 17: 57-61, January 29, 1920.

Says that many of the failures of mental tests can be traced to our present inadequate theoretical foundations.

228. Shroy, John L.

The value of continuous expert efficiency evaluation in a school system. Journal of education, 91: 63-65, January 15, 1920.

The work of an expert efficiency evaluation committee.

229. Sylvester, R. H. An intelligence survey of a typical town school. Pedagogical seminary, 26:365-71, December 1919.

Results of the mental survey of the children of Wapello, Iowa.

230. Terman, Lewis M. The use of intelligence tests in the grading of school children. Journal of educational research, 1:30-32, January 1920.

Says in conclusion that in the management of a school or a school system the principal and the superintendent will find intelligence tests an indispensable aid in the analysis of their problems. 231. Thorndike, Edward L. The new psychological tests: are they a substitute for content examinations? Educational review, 59: 97-104, February 1920.

Says that an adequate psychological test is better, all things considered, than the customary contentexaminations-provided "an efficient inspection and rating of the candidate's secondaryschool career is used also in both cases."

232. Thurstone, L. L. A scoring method for mental tests. Psychological bulletin, 16:235-40, July 1919.

233. Woody, Clifford. Application of scientific method in evaluating the subject matter of spellers. Journal of educational research, 1:119-28, February 1920. Results of a study made of five spellers.

SPECIAL METHODS OF INSTRUCTION.

234. Barnes, Walter. Dramatization of literature: its use and its abuse. Journal of education, 91:59-62, January 15, 1920.

Says that the claims made for the schoolroom dramatization of literature are extravagant in the extreme.

235. Clark, A. Bess. The problem method in teaching English. Education, 40:37178, February 1920.

236. Lacy, John V. The relative value of motion pictures as an educational agency. An experimental study. Teachers college record, 20: 452-65, November 1919. Reports the methods and results of some experiments to determine the pedagogical and moral value of motion pictures. The experiments show that questions of fact, inference, or moral discrimination can be answered more adequately when the narrative material has been presented by a story-teller or as reading matter than when presented through the motion picture. 237. McCloy, C. H. The project method of teaching. Physical training, 17:53-62, December 1919.

238. Minor, Ruby. Problem teaching: how to plan for it. Journal of geography, 19:61-69, February 1920.

Formulates a plan based upon an illustration drawn from experience, viz, a concrete case of the study on Japan. Gives references to books on Japan suitable for children.

239. Stratton, Eleanor. The project method of teaching oral composition. High school journal, 3:35-38, February 1920.

SPECIAL SUBJECTS OF CURRICULUM.

LITERATURE.

240. Atkinson, John H. Literary study and practical thinking. Educational review, 59: 123-36, February 1920.

Says that for flexibility of mind there is scarcely anything better than a thoughtful study of great fiction.

241. McCaskey, J. P. Memory work in literature. Pennsylvania school journal,

68:269-74, December 1919.

242. Smith, Reed. Poetry in the high school. South Carolina education, 1:8-9, November; 9, 16-17, December 1919; 17-19, January 1920.

In seven parts. Parts 1, 2, and 3. Other parts to follow.

ENGLISH AND COMPOSITION.

243. Cadmore, Edith. The irreducible minimum in grammar.

tion and School world (London) 52:82–84, February 1920.

Writer outlines his method of teaching grammar.

Journal of educa

244. Cooke, John D. Community English. A means of motivation for oral and written composition. English journal, 9:20-34, January 1920.

245. Driggs, Howard R. Our living language; how to teach it and how to use it. Lincoln, Chicago [etc.] The University publishing company, 1920. x, 302 p. 12°.

246. Finch, Robert. How to teach English composition. Vol. 1. London, Evans brothers limited [1919]. 187 p. 12°.

247. Thomas, Joseph M. The inhibitory instincts. English journal, 9:1-12, January 1920.

President's address before the National council of teachers of English, Boston, November 24,

1919.

Inhibitions in English teaching.

248. Utter, Robert P. The case against grammar. Harper's magazine, 140: 407-13, February 1920.

MODERN LANGUAGES.

249. New York State modern language association. Eleventh annual meeting, Albany, November 25-26, 1919. Bulletin of the New York State modern language association, 6:1-21, January 1920.

Contains extracts from an address by Dr. P. P. Claxton on "The new need for modern languages in our public schools," p. 13-15.

250. Stent, Edith C. The use of the dramatic instinct in the teaching of modern foreign languages. Modern languages (London), 1:49-51, December 1919.

A paper read at the Teachers' guild in May 1919.

ANCIENT CLASSICS.

251. Cooper, Lane. Things new and old. Classical weekly, 13:107-11, February 2, 1920.

An address delivered at the meeting of the Classical section of the Association of colleges and preparatory schools of the middle states and Maryland, Princeton, November 30, 1918. Makes some proposals for improving instruction in the classics.

252. Van Loon, G. E. Why study Latin? Classical journal, 15: 300-3, February 1920.

Study based on questionnaire sent to a number of men of the class of 1893 at the University of Michigan. Benefits of the classics.

253. Vedder, John N. Education versus apprenticeship. Educational review, 59:113-22, February 1920.

Criticises the one-sided economic education of to-day: protests against the narrow specialization and neglect of culture. A plea for more idealism in education. Advocates the study of the classics..

166565-20-2

SOCIAL SUBJECTS.

254. Ohio history teachers' association. Sixth annual session, Columbus, November 14-15, 1919. Ohio history teachers' journal, no. 15: 99-116, November 1919.

Contains: 1. K. S. Latourette: The missionary factor in recent history, p. 102-109. 2. R. H. Erwine: The social utility of history, p. 110-12. 3. C. D. Washburn: Defects of college teaching from the high school teachers' viewpoint, p. 113-16.

255. Clark, E. M. The history curriculum since 1850. Historical outlook, 11: 58-68, 72, February 1920.

Considers particularly the course in European history in colleges and secondary schools.

256. Tuell, Harriet E. The study of nations; an experiment in social education. With chapters on China and Japan by Kenneth Scott Latourette. Boston, New York [etc.] Houghton Mifflin company [1919]. xvii, 190 p. 12o. (Riverside educational monographs, ed. by H. Suzzallo.)

In view of the new international relations of the United States, it is necessary for the American people at large to gain a more intelligent and sympathetic understanding of foreign nations. This must be based upon a suitable training of the pupils in the schools. The above-named volume is devised as an aid to American school teachers who would begin to widen the civic horizons of their pupils. It is based on an experiment tried out in the Somerville, Mass., high school in the substitution of the "study of nations" for the usual course in modern history. The book recounts the method of approach and the fruits of experience, and has chapters on the principal European nations and on China and Japan, as well as on a "nation in the making"-the Philippine Islands. GEOGRAPHY.

257. Goode, J. Paul. A course in geography for the junior-senior high school. School and society, 11: 97-104, January 24, 1920.

Report of a committee to the earth science (geography) section of the Central association of science and mathematics teachers.

Pt. I. Principles of geography, as presented by Mary Dopp.-Pt. II. Economic geography, as presented by J. Paul Goode.-Pt. III. Commercial countries, as presented by Wellington D. Jones.

258. Ham, Barbara E. Humanized geography teaching. Popular educator, 37: 314-15, 352, February 1920.

Correlating geography with other subjects of the curriculum.

259. Knight, Ella B. Collecting and making use of local geography material. Elementary school journal, 20: 459-65, February 1920.

Study based on replies to a questionnaire sent out to local manufacturers of Omaha, Nebr. 260. Miller, George J. The National council of geography teachers. Journal of geography, 19: 69-74, February 1920.

A report presented at the St. Louis meeting of the Council by the secretary, showing the present organization of the Council and how it can help in the advancement of geography teaching.

261. Yeomans, Edward. Geography. Atlantic monthly, 125: 167-72, February 1920.

An exercise in imagination with reference to the geography teacher.

SCIENCE.

262. Estabrooke, W. L. General chemistry and its relation to the distribution of students' supplies in the laboratory. Science, n. s. 51: 155–59, February 13, 1920.

Says that general chemistry is regarded as the most important and vital course in the department, according to a recent questionnaire sent to a large number of institutions. Recommends the Freas plan which gives the student on his first day all the apparatus and chemicals he will need for that course.