364. Stearns, Alfred E. Moral standards in the schools. Education, 32: 529-38,

May 1912.

Argues that material standards must not be permitted to dominate the work of our schools. 365. Strong, Herbert A. Quintilian; a study in ancient and modern methods of education, ethical and intellectual. Hibbert journal, 11: 117-36, October 1912. 366. Sutton, W. S. On some current educational criticism. Educational review, 43: 325-35, April 1912.

Intimates what should be the attitude of the scientific man to educational problems.

367. Taylor, Albert R. Among ourselves; a schoolmaster with his friends at the round table. Chicago, O. P. Barnes [1912] 171 p. illus. 12°.

Short talks on various pedagogical topics by the president of James Millikin university.

368. Thorndike, Edward L. Education. A first book. New York, The Macmillan company, 1912. ix, 292 p. illus. 12°.

A "brief, simple, untechnical account of the aims, means, methods and results of education, of the conditions set by the laws of human nature, and of the part that school education plays in American life."

369. Tonini, Quintilio. L'educazione dell' uomo secondo la psicologia e la socio

logia. Milano-Roma-Napoli, Società editrice Dante Alighieri di Albrighi, Segati e c., 1911. 440 p. 12°. (Biblioteca pedagogica antica e moderna italiana e straniera. Volume XIX)

370. Van Ornum, John Lane. The elements of effective education. American educational review, 33: 131-38, December 1911.

Gives the principles by which educational methods may be vitalized and education may be made more effective.

371. Van Wagnen, Oliver. Pedagogy of Jesus. Education, 32: 169-76, November 1911.

372. Villey, Pierre. L'influence de Montaigne sur les idées pédagogiques de Locke et de Rousseau. Paris, Hachette et cie, 1911. xii, 270 p. 12°.

373. Weyer, Edward M. What the schools do not teach. Forum, 48: 309-20, September 1912.

"The vast majority of our people regard education as a process of receiving knowledge; a few hope that some day it may be made a process of acquiring ability."

374. Whittemore, William L. The new method of education: with illustrative examples, extracts from school documents, and a Catalogue of the Normal high school. [Medford, Mass.] Tufts college press, 1911. xxii, 100 p. 8°.

An account of Mr. Whittemore's work as a teacher in Milford, N. H., and elsewhere.

375. Young, Ella Flagg. The purpose of education not to ornament but to teach the child how to work. Mother's magazine, 7: 9, 40, September 1912.

The writer says: "Ornamental education is doing more harm to the child of this country than almost anything else that I might mention."

PRINCIPLES AND PRACTICE OF TEACHING

GENERAL

376. Alan, John S. Saving time in school. November 1912.

Ohio educational monthly, 61: 557-62,

"To sum up, we may say that teachers may save time if they are prepared, systematic, constant in efforts to form right habits, definite in statements, do not talk too much or about irrelevant things, teach slow pupils after school, emphasize only important subjects, and cultivate habits of promptness in themselves and their pupils."

377. Bryan, Elmer Burritt. Fundamental facts for the teacher. Boston, New York [etc.] Silver, Burdett and company [1912] 137 p. 8°.

378. Charters, Werrett W. Methods of teaching. Their basis and statement developed from a functional standpoint. Revised and enlarged. Chicago, Row, Peterson & company [1912] 444 p. 12°.

379. Constantius, Brother. The recitation: its nature, scope, and principles. Catholic educational review, 4: 336-52, October 1912.

"Read before the Catholic educational association, Pittsburg, 1912."

380. Green, John Alfred and Birchenough, C. A primer of teaching practice. London, New York [etc.] Longmans, Green and co., 1911. viii, 262 p. illus. 12°.

381. Guillet, Cephas. An educational experiment. Child-welfare magazine, 6: 222-25, March 1912. illus.

Tells of a day school in Canada founded and conducted for five years by the author which devoted one-half the day to the usual school régime and reserved the afternoons for the study of environment, both natural and cultural.

382. Judd, Charles Hubbard. Studies of educational principles. Elementary school teacher, 12: 34-39, 82-90, 176–85, 206-14, 278-86; 13: 146-53, September, October, December 1911, January, February, November 1912. Title of some of the articles: Studies in the principles of education.

CONTENTS.-I. Types of correlation.-II. The concrete in education.-III. Application.-IV. Education according to nature.-V. Self-activity.-VI. Initiative or the discovery of problems. 383. Klapper, Paul. Principles of educational practice. New York, D. Appleton and company, 1912.

384. Larkin, Michael J.

485 p

5 p.

8°.

Pedagogy: true and false. Catholic educational review, 4: 136-51, September 1912.

"Read at the meeting of the Catholic educational association, Pittsburgh, July, 1912." Deals principally with the pedagogy that does not include religious training.

385. Lay, W. August. Experimentelle pädagogik, mit besonderer rücksicht auf die erziehung durch die tat. 2., verb. und verm. aufl. Leipzig, B. G. Teubner, 1912. vii, 137 p. illus. 12°. (Aus natur und geisteswelt. 224. bdchen.) 386. Maass, J. Humor und schule. Allgemeine deutsche lehrerzeitung, 64: 73-77, February 16, 1912.

387. Moncreiff, W. F. A rational pedagogy in action; or, The "Oakgrove garden school." Progressive teacher, 18: 41-44, April 1912.

"The pedagogical idea and practice in this school is unique in Tennessee. It is the only school, as far as the author knows, in the state that attempts to put into practice, in a rational way, the idea that the school should educate the whole people-those who go and those who stay at home." 388. Morris, Grant. Educational trends. Pittsburgh school bulletin, 5: 11-16, 32, April 1912.

Enumerates rather than discusses certain tendencies in the educational movements of today, such as mass instruction, home work, social problems, moral instruction, etc.

389. Neutralité et monopole de l'enseignement, suivi de L'état actuel de l'enseignement du latin; leçons professées à l'École des hautes études sociales, par MM. V. Basch, E. Blum, A. Croiset, G. Lanson, D. Parodi, Th. Reinach et par MM. F. Lévy-Wogue et R. Pichon. Paris, F. Alcan, 1912. 312 p. 8°. (On cover: Bibliothèque générale des sciences sociales)

CONTENTS.-Avant-propos.-1. ptie. Neutralité et monopole de l'enseignement. I. Introduction, Le monopole de l'enseignement, par A. Croiset. п. Droit de l'état, de la famille et de l'enfant, par D. Parodi. m. La liberté et le monopole, par V. Basch. IV. La neutralité scolaire, par G. Lanson. V. L'enseignement secondaire, par Th. Reinach. VI. Comment abroger la loi Falloux, l'article 63, par L. Blum.-2. ptie. L'état actuel de l'enseignement du latin. 1. Le latin dans les études secondaires, par F. Lévy-Wogue. п. Le latin dans la formation des futurs professeurs, par R. Pichon. 390. O'Shea, Michael V. Everyday problems in teaching. Indianapolis, The Bobbs-Merrill company [1912] 388, xlii p. 12°.

CONTENTS.-1. Problems of school-room government. 2. Problems of discipline. 3. Fair play in the school-room. 4, 5. Teaching pupils to think. 6, 7. Teaching pupils to execute. 8. Teaching the arts of communication. 9. Tendencies of novices in teaching. 10. The education of girls. References for reading, p. i-xxvi.

391. Page, Frank R. Preparing pupils to live. Elementary school teacher, 13: 134-45, November 1912.

"An outline of the methods used in the Staten Island academy, where school activities are made as much as possible like life outside of school."-School review, December 1912, p. 708.

392. Phelps, William Lyon. Teaching in school and college. New York, The Macmillan company, 1912. 186 p. 12°.

393. Stevens, Romiett. The question as a measure of efficiency in instruction; a critical study of class-room practice. New York city, Teachers college, Columbia university, 1912. 95 p. illus. 8°. (Teachers college, Columbia university. Contributions to education, no. 48)

394. Strayer, George D. A brief course in the teaching process. New York, The Macmillan co., 1911. 315 p. 8°.

"Professor Strayer regards adjustment as the end of teaching. He considers that for economy and efficiency in learning, the pupil must have a motive before him in all that he does... [He] discusses, first, the end of education; then the factors conditioning the teaching process; and then the teaching process itself."-Dial, 52: 359, May 1, 1912.

395. Upward, Allen. St. George's school. Forum, 48: 234-41, August 1912.

A scheme for the establishment of a school for boys whose abilities "the stereotyped educational routine is not designed to foster."

396. Vandepitte, Charles. Conférences à la jeunesse des écoles . . . Paris, P. Téqui, 1911. 3 v. 12°.

SPECIAL METHODS OF INSTRUCTION

397. Berle, Adolph A. The school in the home; talks with parents and teachers on intensive child training. New York, Moffat, Yard and company, 1912. 210 p. 12°.

398. Edson, Andrew W. The group system of teaching. Educational foundations, 23: 214-19, December 1911.

Contains suggestive programs for teachers who are considering the advisability of making two groups in their class work.

399. Finlay-Johnson, Harriet. The dramatic method of teaching. Chamber's journal (London) 2: 589–92, September 1912.

400.

401.

A plea for the dramatic and imaginative in early education.

The dramatic method of teaching, ed. by Ellen M. Cyr. Boston, New York [etc.] Ginn and company [1912] xii, 199 p. illus. 12°.

This book, originally published in London, has now been edited for the inspiration and guidance

of the teachers in America, from the experiences of the author. Illustrations from the dramatic work in the schools of New Haven, Conn., and Holyoke, Mass., have been added.

Education dramatized. Atlantic monthly, 109: 256-64, February 1912. 402. Kennedy, John. The Batavia plan after fourteen years of trial. school teacher, 12: 449-59, June 1912.

Elementary

"Our individual teaching has enabled us to move our grades. They do not now sink down by their own weight."

403. Parker, S. Chester. Pestalozzian formalism: degenerate object-teaching. Elementary school teacher, 12: 97-108, November 1911.

MOVING PICTURES, PHONOGRAPHS, ETC.

404. Andrews, Charleton. The stage and education. Education, 23: 608-13, June 1912.

Shows the effectiveness of dramatics and moving pictures as adjuncts to education.

405. Benson, Allan Louis. Edison's substitute for schoolbooks. World to-day, 21: 1923-27, March 1912.

406. The cinematograph as an educator. Literary digest, 44: 264, February 10, 1912.

407. Clark, Frances E. The talking machine as a necessary part of the equipment in the modern school. American school board journal, 45: 16, 49, September 1912.

408. Fisher, Boyd. Motion pictures to make good citizens: possibilities of motion pictures for civic education and the teaching of hygiene. American city, 7: 234-38, September 1912.

409. Fleming, Pierce J. Moving pictures as a factor in education. Pedagogical seminary, 18: 336-52, September 1911.

410. Hale, H. O. The kinematograph in school. School world, 14: 361-64, October 1912.

"An account of the uses to which the kinematograph may be put in various subjects, such as geography, history, biology, etc."-School review, December 1912, p. 706.

411. Ives, W. H. What school facilities shall be provided for instruction by means of motion picture machines, stereopticon lanterns, talking machines, player pianos, etc. American school board journal, 45: 24, 55, August 1912.

412. Moving pictures in the classroom. Literary digest, 44: 683-84, April 6, 1912. 413. Photography as an aid to education. Craftsman, 22: 684-85, September 1912. 414. Redding, Josephine. The motion picture in education. American school board journal, 45: 11-12, November 1912.

Claims that the teaching of literature, hygiene, physiology, history, geography, and the natural sciences can be greatly helped by the motion picture machine. The first part of the article deals with the evolution of the machine.

415. Samuleit, Paul. Kino und kind. Archiv für pädagogik (formerly Der praktische schulmann) 1: 9-21, October 1912.

An excellent summary of the moving picture question from the international viewpoint, though the author is somewhat inclined to stress the unpleasant features. Affords a good starting point for an investigation of the cinematograph problem in education.

Further discussion of the author's ideas in Pädagogische zeitung, 41: 843-44, October 24, 1912.

METHODS OF STUDY

416. Breslich, Ernst R. Teaching high-school pupils how to study. School review, 20: 505-15, October 1912.

"Throughout this experiment it was the first aim of the writer so to improve upon his method of teaching as to make the pupil better able to study independently."

417. Cleaton, Sue Childs. 6: 7-10, October 1912.

Teaching how to study. Virginia journal of education,

418. Reavis, William C. Some factors that determine the habits of study of grade pupils. Elementary school teacher, 12: 71-81, October 1911.

419. Richards, Joseph William. Helps to studying. Popular science monthly, 81: 193-96, August 1912.

420. Stockton, J. L. An analysis of study.

lanti) 5: 117-21, March 1912.

Western journal of education (Ypsi

Describes the aim, process, and end of study and the necessary personal equipment of the one aiming to study.

EDUCATIONAL PSYCHOLOGY

421. Alfred Binet and the Binet tests. Survey, 27: 1828-30, March 2, 1912. 422. Bagley, William Chandler. Professor Shorey's criticism of educational psychology. School review, 20: 343-46, May 1912.

423.

Answered by Professor Shorey in School review, 20: 417-21, June 1912.

Reply to Professor Shorey. School review, 20: 487-89, September 1912.

424. Barrett, E. Boyd. Motive force and motivation-tracks, a research in will psychology. London, New York [etc.] Longmans, Green and co., 1911. xiv, 225 p. diagrs. 8°.

"An attempt to study will-power and character by experimental methods... Advocates a predominantly intellectual training for the development of character."-Catholic world, 95: 113, April 12, 1912.

425. Berry, Charles Scott. A comparison of the Binet tests of 1908 and 1911. Journal of educational psychology, 3: 444-51, October 1912.

"The extensive use of the Binet tests of intelligence published in 1908 has brought to light defects in this measuring scale. To correct these defects Professor Binet published in 1911 a revision of the 1908 series of tests." The tests as revised are given in this article.

426. Colvin, Stephen Sheldon. The learning process. New York, The Macmillan company, 1911. 336 p. 12°.

"A study that aims to analyze the fundamental conceptions and facts relative to the learning process, and to show their significance by discussion and illustration as it appears in theory and practice in instruction."-Book review digest, v. 7, no. 12, p. 96.

"The field is well and accurately covered, and while the book contains no new facts its chapters on memory and association are excellent and its summary of the results of psychological experiments clear and concise."-A. L. A. Booklist, 8: 297, March 1912.

427. Courtis, Stuart A. The comparative test as an educational ruler. American education, 15: 13-18, September 1911. diagrs.

428.

Report on educational aspects of the public school system of the city of New York to the Committee on school inquiry of the Board of estimate and apportionment. Part II. Section D.-The Courtis tests in arithmetic. New

York, 1911-1912. 158 p. 8°.

429. Gaudig, Hugo von. Die idee der persönlichkeit und ihre bedeutung für die pädagogik. Zeitschrift für pädagogische psychologie und experimentelle pädagogik, 13: 19-30, January 1912.

430. Goldmark, Josephine. Fatigue and efficiency. New York, Charities publication committee, 1912. 302, 591 p. illus. 8°. (Russell Sage foundation publication)

431. Healy, William and Fernald, Grace Maxwell. Tests for practical mental classification. Lancaster, Pa., and Baltimore, Md., The Review publishing co. [1911] vii, 53 p. illus. 4°. (Psychological review publications. The psychological monographs vol. XIII, no. 2. Whole no. 54)

...

432. Hunt, Harriet E. The psychology of auto-education, based on the interpretation of intellect given by Henri Bergson in his "Creative evolution." Illustrated in the work of Maria Montessori. Syracuse, N. Y., C. W. Bardeen, 1912. 82 p. 12°.

433. Jones, Ernest. Psycho-analysis and education: the value of sublimating processes for education and re-education. Journal of educational psychology, 3: 241-56, May 1912.

"Read before the American psychological association at Washington on December 29, 1911." 434. Marsili, Evaristo. La educazione dei sensi; con prefazione di Bernardino Varisco. Città di Castello, S. Lapi, 1912. xii, 207 p. 12°.

435. Marvin, Walter T. A comparison of some mental measurements with the standing of students in two college courses. Training school (Vineland, N. J.) 8: 66-69, September 1911.

436. Meumann, Ernst. Wilhelm Wundt. Zu seinem achtzigsten geburtstag. Deutsche rundschau, 38: 193-224, August 1912.

A comprehensive, non-technical review of Wundt's work in psychology, with an interesting estimate of his attitude toward pedagogy.

437. Münsterberg, Hugo. Psychologie und wirtschaftsleben, ein beitrag zur angewandten experimental-psychologie. Leipzig, J. A. Barth, 1912. 192 p. 8°.