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or through a dealer, or, in the case of an association publication, from the secretary of the issuing organization.

Books, pamphlets, etc., intended for inclusion in this record should be sent to the library of the Bureau of Education, Washington, D. C.


688. Association of colleges and secondary schools of the Southern states. Proceedings of the twentieth annual meeting . . . University of Virginia, October 22-23, 1914. Nashville, Tenn., Publishing house of the Methodist Episcopal church, South. 109 p. 8°. (B. E. Young, secretary, Vanderbilt university, Nashville, Tenn.)


Contains: 1. J. C. Walker: The professional standing of teachers, p. 30-39. 2. Elizabeth A. Colton: Report of the committee on the junior college problem, p. 40-49. 3. F. P. Keppel : Economy of time in college education, p. 50-54. T. S. Baker: The place and mission of the private school, p. 57–67. 5. W. H. Davis: Ways and means of increasing the efficiency of the private secondary schools, p. 68-74. 6. A. L. Hall-Quest: Educational values and American needs, p. 75-91. 7. W. S. Learned: The teacher's colleague, p. 92-105. 689. Illinois state teachers' association. Journal of proceedings of the sixtieth annual meeting . . . held at Springfield, Ill., December 29-31, 1913.

192 p.

8°. (G. W. Conn, jr., secretary, Woodstock, Ill.)

Contains: 1. F. G. Blair: From chance to certainty in education, p. 38-42. 2. W. P. Morgan: Is there any science in education, p. 53-61. 3. Eugene Davenport: Blending the technical and the non-technical in education, p. 65-71. 4. L. D. Coffman: The rating of teachers, p. 82-88. 5. W. P. Morgan: Vocational education, p. 100-4. 6. H. J. Barton: The classics in the high schools and colleges of the Middle West, p. 106-12. 7. W. B. Owen: Moral education in the high school, p. 120-24. 8. Zonia Baker: A need of a stronger and more vigorous professional spirit among high school teachers, p. 124-28. 9. C. H. Johnston: Education and the emotions, p. 128–31. 10. C. E. Allen: The place of the humanities in education, p. 134-39. 11. C. E. Holley: The best beginning age, p. 151-55. 12. C. L. Harlan : Relation of size of classes to schoolroom efficiency, p. 155-61. 13. C. H. Taylor: Comparison of the arithmetical abilities of rural and city school children, p. 161-64. 14. W. H. Packard: The attitude of the school toward the teaching of sex hygiene, p. 173–79.

690. Iowa state teachers' association. Proceedings of the sixtieth annual session... held at Des Moines, Iowa, November 5-7, 1914. 196 p. 8°. (O. E. Smith, secretary, Indianola, Iowa.)

Contains: 1. J. E. Stout: Tests of educational achievement, p. 27-36. 2. A. M. Deyoe: Public school activities in Iowa, p. 36-51. 3. G. M. Wilson: The meaning of the school survey to the city superintendent, p. 59–64. 4. W. S. Hendrixson: Vocational focus in the college course, p. 66–72. 5. J. C. Reed: The training a commercial teacher should have and what he should be expected to do, p. 124-31. 6. Julia W. Abbot: The relation between the kindergarten and the elementary school, p. 135-43.

691. Minnesota educational association. Journal of proceedings and addresses

of the fifty-second annual meeting, held at St. Paul, Minn., October 21-24, 1914. Minneapolis, Minn., 1915. 231 p. 8°. (M. E. A. News-letter, vol. 2, no. 1) (E. D. Pennell, secretary, Minneapolis, Minn.) 5 cents postage.

Contains: 1. Henry Suzzallo: The new social point of view in education, p. 64-70. 2. J. B. Davis: Vocational and moral guidance a function of the public schools, p. 71-80. 3. W. T. Foster: The professional spirit, p. 81-88. 4. Theodore Soares: Moral education and world peace, p. 89-95. 5. J. E. Freeman: The school as a moral force, p. 96-101. 6. Florence Kelley: School children who work, p. 123-29. 7. Cora W. Stewart: Moonlight schools in Kentucky, p. 130–38. 8. A. E. Koenig: Suggestions toward standardizing German instruction, p. 155-62. 9. G. J. Miller: Essentials of modern geography and criteria for their determination, p. 166-72. 10. L. L. Everly: Relation of the county superintendent to the teacher, p. 205-10. 11. Caroline Crawford: The place and value of the dramatie arts in education, p. 213-21.

692. Missouri state teachers' association. Proceedings of the fifty-third annual meeting... held at St. Joseph, Mo., November 12-14, 1914. Bulletin Missouri state teachers' association, 1, nos. 1 and 2, January, April 1915. (E. M. Carter, secretary, Cape Girardeau, Mo.)

Contains: No. 1.-1. Herbert Pryor: The Missouri school survey, p. 37-39. 2. E. M. Violette: Missouri history in the schools, p. 61-67. 3. Bessie M. Whitely: The orchestra in the grade school, p. 74-76. No. 2.-4. H. W. Foght: Efficiency and preparation of rural school teachers, p. 10-13. 5. W. K. Tate: The rural school of the future, p. 34-36. 6. M. A. O'Rear: What are the essentials in a rural school course of eight years, p. 37-41. 7. G. W. Reavis: The relation of the rural school to the needs of the people, p. 48-52. 8. W. K. Tate: Some country schools I have visited, p. 54-58. 9. C. A. Greene: Desirable changes in the present organization of the public schools-the high school, p. 62-67. 10. A. W. Trettlen: Differentiation of the field in universities, colleges and normal schools in the training of teachers, p. 72-78 693. North Carolina teachers' assembly.

Proceedings and addresses of the thirty-first annual session . . . at Charlotte, November 25-28, 1914. Raleigh, Edwards & Broughton printing co., 1915. 279 p. 8°. (E. E. Sams, secretary, Raleigh, N. C.)

Contains: 1. Marietta L. Johnson: The experiment at Fairhope, p. 56-60. 2. Zebulon Judd: A professional standard for teachers, p. 99–104. 3. N. W. Walker: A high school curriculum without a foreign language. Can such a curriculum be constructed that will put high school graduates into North Carolina colleges without condition? If not, why not? p. 160-79. 4. I. C. Griffin: Normal training in high schools, p. 195–200. 5. Suggestions for the training of teachers in service-From the viewpoint of the teacher [by] Antoinette Black, p. 200-2; From the viewpoint of the principal [by] J. M. Davis, p. 202-5; Fron the viewpoint of the normal school [by] R. A. Merritt, p. 205-7; From the viewpoint of the college [by] H. W. Chase, p. 207-8; From the viewpoint of the state department of education [by] N. C. Newbold, p. 208-11. 6. W. S. Pratt: The problems of standardization, p. 219-30. 7. T. P. Harrison: How can men be retained in the teaching profession? p. 233-38. 8. N. W. Walker: Permanent certificates for professional teachers, p. 241–59.

694. Pennsylvania educational association. County superintendents' depart

ment. Proceedings of the twelfth annual meeting at Harrisburg, Decem ber 29-30, 1914. Pennsylvania school journal, 63: 442–62, April 1915.

Contains: 1. R. O. Welfling: What constitutes a standard one-room school? p. 442-44. 2. F. E. Shambaugh: Standards in the recitation, p. 444-47. 3. T. A. Bock: Necessity for closer supervision, p. 447-50. 4. Frank Koehler: Professional training for young teachers, p. 450-53. 5. I. H. Mauser: How shall we get professionally trained teachers in the schools? p. 454-56. 6. Orton Lowe: Importance of rural schools of methods, p. 456-59. 7. T. S. Davis: How to keep pupils in school, p. 459-61.

695. Pennsylvania educational association. Department of city and borough superintendents. Proceedings of the thirty-fifth annual session at Harrisburg, December 29-30, 1914. Pennsylvania school journal, 63: 431-41, April 1915.

Contains: 1. C. F. Hoban: The salary question, p. 431-32. 2. G. E. Zerfoos: The grading of pupils, p. 433-35. 3. F. W. Wright: Waste or by-product from our elementary schools, p. 435-39. 4. I. B. Bush: Efficiency tests as applied to the work of the public schools, p. 440-41.

696. Pennsylvania. University. Schoolmen's week.

Papers read at the meetings, April 13-17, 1915. Old Penn, 13: 997-1043, May 8, 1915.


Contains: 1. J. R. Smith: The rural school and rural life, p. 998-1000. N. C. Schaeffer: More money for public schools, p. 1000-1002. 3. T. H. Briggs: The junior high school. Its advantages and disadvantages, p. 1002-7. 4. George Wheeler: The adaptability of the junior high school to large cities, p. 1007. 5. P. M. Harbold: Minimum standards for beginning teachers in rural schools of Pennsylvania, p. 1008-9. 6. G. M. Philips: The normal schools as agencies for the preparation of rural teachers, p. 1010-12. 7. H. W. Foght: Rural teacher training through secondary schools, p. 1012-15. 8. H. W. Foght: Course of study in the rural schools, p. 1015-16; Discussion, p. 1016-18. 9. J. W. Sweeney : The county vs. the township as the local unit of school administration in Penn

sylvania, p. 1018-20. 10. A. C. Monahan: The relative advantages of the town. ship and the county unit of organization for school administration, p. 1023-26. 11. C. N. Kendall: What should go into a city superintendent's report? p. 1026-30; Discussion, p. 1030-32. 12. O. P. Cornman: Standardization of educational records and reports, p. 1032-34. 13. J. H. Van Sickle: Individual vs. mass teaching in the elementary schools, p. 1034-35. 14. Harlan Updegraff: The measurement of the progress of pupils through the school, p. 1035-36.

697. South Dakota educational association. Proceedings of the thirty-second annual session. Held at Deadwood, October 21-23, 1914. Mitchell, S. D., Published by the Executive committee. 317 p. 8°. (J. C. Lindsey, secretary, Mitchell, S. D.)

Contains: 1. W. I. Early: A factor of educational efficiency, p. 42-51. 2. C. H. Lugg: State superintendent of public instruction, p. 52-61. 3. Lilly M. E. Borresen Organization of high school libraries, p. 101-7. 4. B. E. McProud: The interdependence of the high school and the college, p. 113-20. 5. E. K. Eyerly: The university and the state, p. 121-27. 6. H. C. Souder: How may we increase the number of eighth grade graduates? p. 138-41. 7. W. F. Bushnell: The relation of the school teacher to the physician, p. 187-96. 8. D. Mae Miller: Cooperation of music supervisor and teachers, p. 226-33. 9. Loretta McElburry: Alm and scope of a state course of study in sewing for rural and elementary schools, p. 245-52.


698. Hierl, Ernst. Die entstehung der neuen schule; geschichtliche grundlagen der pädagogik der gegenwart. Leipzig und Berlin, B. G. Teubner, 1914. 211 p. 8°.

A book which leads the reader to a real understanding of the personal and impersonal factors which have worked toward the creation of "the new school." While the historical account is confined to German education, the general features of the educational movement depicted and the conclusions drawn are of universal significance and application.

699. Jernegan, Marcus W. The beginnings of public education in New England. School review, 23:319-30, May 1915.

An interesting historical sketch. Effects of environment and general economic conditions in molding education in New England.

700. Kerschensteiner, Georg. Führende pädagogen der gegenwart über sich selbst. II. Zwanzig jahre im schulaufsichtsamt. Ein rückblick. Archiv für pädagogik. I. teil. Die pädagogische praxis, 3: 97-118, February 1915. Kerschensteiner's retrospect of his work.


701. Ayres, Leonard P. School surveys. School and society, 1: 577-81, April 24, 1915.

Takes up the survey movement and the definite characteristics of school surveys. 702. Bobbitt, John Franklin. The San Antonio public school system; a survey conducted by J. F. Bobbitt. San Antonio, Tex., The San Antonio school board, 1915. iv, 257 p. diagrs. 8°.

703. Gast, Paul. Wissenschaft und auswärtige kulturpolitik. Akademische rundschau, 3:228-37, April 1915.

An account of the work, present and prospective, of the "Deutsch-Südamerikanische institut," founded 1912, at Aachen.

704. Hardy, Edward L. The elementary school and the financial situation in California. Sierra educational news, 11:224-34, April 1915.

705. Murray, Gilbert. German scholarship. Quarterly review (London), 223: 330-39, April 1915.

One of a series of articles on German “ kultur." Says: "In sheer straightforward professional erudition Germany easily leads the way." Points out differences between English and German intellectualism.

706. National education and the war. School world (London), 17:161-69, May 1915.

A symposium dealing with systems of education which have been built up by the belligerent nations, especially the British and German systems. Effects upon national character, etc.

707. Nötzel, Karl.

Das heutige Russland. Zur entwickelungsgeschichte der russischen seele. Deutsche rundschau, 41: 92-113, 218-39, April, May, 1915.

An understanding and sympathetic interpretation, historical in form, of the social, intellectual, and spiritual life of Russia.

708. Richter, Johannes. Weltkrieg und erziehungsreform. Arbeitsschule, 29: 11-20, January 1915.

One of the more sane and thoughtful articles on the aims of education after the conclusion of the European war.

709. Sargeant, Ide G. Vermont and the Carnegie survey.

tion, 81:508-11, May 13, 1915.

Journal of educa

The writer in this article criticises Dr. Pritchett for his words on the Vermont situation which appeared in the North American review for April. 710. Schremmer Wilhelm. Was lehrt uns der krige? Neue bahnen, 26: 280-85, April 1915.

The war proves the need of, 1, obedience; 2, ideals; 3, the " einheitsschule": "a genuine national education built from the foundation up, and recognizing the unity of the people and the equality of all citizens"; 4, the recognition that there are educators besides the school; 5, the physical fitness of youth. 711. Walzel, Oskar. Zukunftsaufgaben deutscher kultur. Internationale monatsschrift für wissenschaft, kunst, und technik, 9:687-714, March 1915. An interpretation of the German mind by one of the leading historians of German literature.


712. Bachman, Frank P. The quality of instruction versus the subject-matter of instruction. Elementary school journal, 15:491-97, May 1915.

Discusses the findings of school surveys recently made; causes assigned for poor instruction; and intimations of a more basic cause. Takes up subject of textbooks on history. Form of teaching gravitates toward the level of appeal to memory and mechanical drill."

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713. Conrad, Otto. Die höherbildung der rasse als aufgabe der pädagogik. Deutsche schule, 19:22-27, January 1915.

Sketches the pedagogical ideas of Jean Marie Guyau as expounded in his book "Education et herédité" (1887) and compares Guyau's social standpoint with the individualistic standpoint of Nietzsche.

714. Gansberg, Fritz. Grundgedanken der modernen pädagogik. Neue bahnen, 26: 159-76, January/February 1915.

An exposition of the fundamental principles of modern pedagogy-dictated by the needs of modern society, but as yet far too little realized in educational practice.

715. Hémon, Félix. La pédagogie de Pécaut d'après de nouveaux documents. (1er article.) Revue pédagogique, 66:129-44, March 1915.

716. Kaufmann, Paul. Die grundgedanken der pädagogik Fr. W. Foersters— Darstellung und beurteilung. Pädagogische warte, 22: 235-40, 287-92,

March 15, April 1, 1915.

Paper says: "To the intellectualism, universalism, and 'politicism' (overstressing of the idea of the state and subordination of the individual) of Hegel, contemporary pedagogical reform opposes demands for the arbeitsschule, for art education, for individualistic and moral pedagogy. Fr. W. Foerester is the representative of this tendency."

717. Lincoln, Lillian I. Everyday pedagogy, with special application to the rural school. Boston, New York [etc.] Ginn and company [1915] viii, 310 p. 12°.

718. Wapler,

Die frage nach einem einheitlichen ziel der erziehung im hinblick auf die spannungen und gegensätze im modernen kulturleben. Pädagogische warte, 22:189-98, March 1, 1915.

A philosophical consideration of the possibility of a coherent aim of education, alive to the " winds of doctrine" and "streams of tendency" of contemporary


719. Warstatt, Willi. Der geist des Pfadfinders und Wandervogels. Säemann,

heft 12:426-32, February 1915.

"Among the educative forces outside of family and school which have, within recent times, exerted an influence upon [German] youth, two are among those of first rank: the Pfadfinderbund,' upon the one hand, and the Wandervogel' upon the other."

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The author draws an acutely and philosophically conceived distinction between the two organizations with respect to the spirit that informs them. 720. Wills, E. V. The educational theories of Friedrich Nietzsche. Virginia journal of education, 8:427–30, April 1915.


721. Ayres, Leonard P. A measuring scale for ability in spelling. New York city, Division of education, Russell Sage foundation [1915] 58p. fold. chart. 12°.

722. Bruce, H. Addington.

Psychology and parenthood. New York, Dodd, Mead & company, 1915. 293p. 12°.

Reviews and unifies, in non-technical language, the findings of modern psychology which bear especially on the laws of mental and moral growth. Author maintains that by making certain reforms, it is entirely feasible to develop mental and moral vigor in the mass of mankind to an astonishing degree.

723. Cellérier, L. La lutte pour la véracité (Hygiène de la véracité. Traite

ment du mensonge). Éducation, 7: 10-24, March 1915.

A psychological and pedagogical study of children's lies.

724. Hintermann, O. Die untersuchungen des psychologischen institutes über die geistige entwickelung der schulkinder. Pestalozzianum, n. f., 12: 1–6, January 1915.

States conclusions of psychological investigations conducted at the psychological institute of the University of Zurich, as follows: 1. The development of the number concept in children (K. Brandenberger. Die zahlauffassung beim schulkinde. Beiträge zur pädagogischen forschung, hrsg. v. Brahn und Dörnig. Leipzig 1914). 2. The development of the faculty of judgment. 3. Learning to read according to the analytic and synthetic methods. 4. The development of space perception. 5. The course of study in natural sciences in the upper grades (7th and 8th classes).

725. Simpson, B. R. Reliability of estimates of general intelligence, with applications to appointments to positions. Journal of educational psychology, 6: 211-20, April 1915.

"An experimental study of the ranking of college graduates, and a suggested application of the method to the work of college appointment bureaus in the task of recommending men for positions."


726. T., M. Le cinématographe un danger intellectuel et moral pour l'enfance: à propos d'une enquête récente. Éducation, 7: 30-38, March 1915.

Résumé of a brochure by Vital Plas, "L'Enfant et le cinéma," Brussels, 1914, which is based upon an international inquiry by the Société belge de pédotechnie on the intellectual and moral effects of the "movies." The findings and conclusions of the inquiry were published in the Revue de pédotechnie.

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