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514. Louisiana school board association. Proceedings. Tenth annual meeting of the Louisiana school board association and twenty-ninth annual conference of the Parish superintendents, held at Baton Rouge, La., January 25-26, 1915. Baton Rouge, Ramires-Jones print, 1915. 42 p. 8°.

Contains: 1. C. J. Brown: Synopsis of talk on the school plant, p. 17-18. 2. J. W. Bateman:
What industrial work should be done in schools of three, four, and five teachers, p. 19-23. 3. L.J.
Alleman: Attendance-how to improve it, p. 29–34.

515. Michigan schoolmasters' club. Journal. . . forty-ninth meeting, held in Ann Arbor, April 1-3, 1914. Ann Arbor, Mich., Pub. by the Club. 132 p. 8°. (L. P. Jocelyn, secretary, Ann Arbor, Mich.)

Contains: 1. C. O. Davis: The reconstructed high school, p. 3-8. 2. Augusta Meiser: How can we make the study of German more vital? p. 25-30. 3. Pauline Harris: Can thorough preparation result from modern educational tendencies? p. 30-35. 4. Agnes Hunt: Correlation of chemistry and domestic science in both high school and college instruction, p. 53-56. 5. W. S. Hall: Instruction regarding the sex life, p. 64-74. 6. R. W. Davis: Manual training from the manufacturers' viewpoint, p. 79-83. 7. E. C. Warriner: The function of manual training in the high school, p. 83-88. 8. C. S. Berry: Value of psychological tests in determining life vocation, p. 88-96. 516. Modern language association of America. Proceedings of the thirty-second annual meeting . . . New York, N. Y., and the twentieth annual meeting of the Central division of the Association, Minneapolis, Minn., December 29-31, 1914. Publications of the Modern language association of America, 30: i-lxxxix, March 1915.

Contains: 1. F. E. Schelling: The American professor, p. liv-lxxiii. 2. Julius Goebel: The new problems of American scholarship, p. lxxiv-lxxxiv.

517. Music teachers' national association. Studies in musical education, history, and aesthetics. Ninth series. Papers and proceedings . . . at its thirty-sixth annual meeting, Pittsburgh, Pa., December 29-30, 1914. Hartford, Conn., The Association, 1915. 234 p. 8°. (J. L. Erb, secretary, Chicago, Ill.)

Contains: 1. P. A. Scholes: Musical education in the British Isles, p. 30-40. 2. Will Earhart High school orchestras as a stimulus to instrumental study, p. 148-56. 3. W. S. Pratt: The problems of standardization, p. 158-74.

518. New York (State) University. Proceedings of the fiftieth convocation, Albany, New York, October 22-23, 1914. The University of the State of New York, 1915. 207 p. 8°.

Contains: 1. G. H. Palmer: Trades and professions, p. 13-29; Discussion, p. 29-43. 2. F. J. E. Woodbridge: The university and the public, p. 44-59. 3. Herbert Quick: The rural school, p. 61-74. 4. Robert Brodie: Improvement of rural schools, p. 79-89. 5. H. M. Biggs: Medical inspection, p. 93-99. 6. O. E. Hall: Consolidation of districts, p. 100-16. 7. C. W. Kent: Educational efficiency versus educational display, p. 117-42; Discussion, p. 142-54. 8. R. E. Thompson: What the school should do for the state, p. 185-205.

519. Pennsylvania educational association. Directors' department. Proceedings of the twentieth annual session at Harrisburg, February 4-5, 1915. Pennsylvania school journal, 63: 379-420, March 1915.

Contains: 1. C. S. Foos: What's the matter with the public schools? p. 381-84; Discussion. p. 384-86. 2. H. A. Boyer: Administration of school affairs, p. 387-89. 3. Charles Albert: Our needs in rural education, p. 389-92. 4. M. G. Brumbaugh: [Duties of the school director] p. 392–93. 5. M. Virginia Black: [Teachers and the school directors] p. 394-96. 6. J. P. McCaskey: The school director in the school work, p. 397–403.

520. Southeast Missouri teachers' association. Thirty-ninth annual meeting Proceedings and addresses, Cape Girardeau, Mo., October 29-31, 1914. 73 p. 8°. (A. C. Magill, secretary, Cape Girardeau, Mo.)

...

Contains: 1. Eugene Davenport: The community and its school, p. 22-28. 2. W. P. Evans: Rural social centers, p. 28-33. 3. Clara E. Graham: Aesthetics in education, or, Child development along lines of the beautiful, p. 41-51. 4. W. L. Johns: The social life of the high schoo! student, p. 51-56. 5. W. D. Grove: The rural school of to-morrow, p. 56-61. 6. Jean Caldwell: The teaching of reading in the sixth grade, p. 61–63.

521. Wisconsin teachers' association. Proceedings of the sixty-second annual session... held at Milwaukee, November 5-7, 1914. Madison, Wis., Democrat printing company, 1915. 300 p. 8°. (M. A. Bussewitz, secretary,

Milwaukee, Wis.)

Contains: 1. C. D. Kingsley: The purpose and scope of the work of the high school, p. 23-30. 2. C. G. Pearse: How can we make the school meet the needs of life, p. 30-38. 3. C. R. Van Hise: The training of teachers for the high schools by the university, p. 43-48. 4. G. L. Bowman: The training of teachers by county training schools, p. 61-65. 5. C. J. Brewer: Training teachers in high schools, p. 66-72. 6. Theodore Kronshage: Training teachers for the elementary grades p. 72-79; Discussion, p. 80-86. 7. D. N. Snedden: Organization of the state's instrumentalities for vocational training, p. 87-88. 8. Mary D. Bradford: Motives for professional interest and growth, p. 89-95. 9. L. D. Harvey: Handwork in the elementary school, p. 104-12. 10. M. V. O'Shea: Shall the sexes be taught separately? p. 118-23; Discussion, p. 124-27. 11. Nina C. Vandewalker: Kindergarten problems in Wisconsin, p. 136-44. 12. W. F. Roecker: An elementary course in general science; content and method, p. 164-77. 13. May Bumby: Relating the work of English in the grades to that in the high school through the medium of a supervisor, p. 195-203. 14. Elizabeth B. Kelly: Home economics in the rural school, p. 222-27. 15. F. M. Karnes: To what extent is it desirable to vocationalize manual arts in the public schools? p. 232-39. 16. W. O. Miessner: Modern pedagogy applied to music teaching, p. 248-59. 17. Lillian Watts: Music credits for high schools, p. 259-62. 18. G. A. Chamberlain: The value of competitive athletics for high school boys from the viewpoint of the educator, p. 264–73. 19. F. A. Kuhlman: The importance and methods of determining the mental age of subnormal children, p. 286–96.

EDUCATIONAL HISTORY.

522. De Montmorency, J. E. G. English education in the eleventh and twelfth centuries. Journal of education (London) 47: 186–89, March 1, 1915. (Supplement.)

Interesting historical résumé. Says that the most important result of the entire movement and reaction between England and Europe was the grouping of scholars and teachers at Oxford in the days of Henry Beauclerc.

523. Florian, Pierre. Les méthodes expérimentales et la transformation des méthodes pédagogiques en Angleterre au dix-huitième siècle. Éducation, 6: 438-53, December 1914.

524. Knight, Edgar Wallace. The Peabody fund and its early operation in North Carolina. [Durham? N. C., 1915] 15 p. 8°.

Reprinted from the South Atlantic quarterly for April 1915, vol. XIV, no. 2.

525. Shahan, Thomas J. Fifty years of Catholic education. Catholic world, 101: 21-30, April 1915.

Says that the significance of the Catholic school "lies rather in its distinctive purpose, which is the combination of religious and moral training with intellectual culture."

CURRENT EDUCATIONAL CONDITIONS.

526. [Directory of educational associations of Great Britain and Ireland.] Journal of education (London) 47: 179–86, March 1, 1915.

Gives membership total; yearly subscription; name of society's official organ; telegraphic address; date and place of next annual meeting; secretary's name and office address.

527. Georgia. Department of education. Educational survey of Clayton and Taliaferro counties, Georgia. By M. L. Duggan, rural school agent. [Atlanta?] 1915. 23 p. illus. 8°.

Numbers 2 and 3 in a series of educational surveys of the counties of Georgia.

528. The moonlight schools. The campaign against illiteracy. Training school quarterly, 1: 204-12, January-March 1915.

Contains accounts of moonlight schools in Kentucky and North Carolina.

529. Nearing, Scott. The new education; a review of progressive educational movements of the day. Chicago, New York, Row, Peterson & company [1915] 264 p. 12°.

"A record of the impressions made on a traveler by a number of school systems and schools."

530. Norris, Walter B. The educational developments of the navy. 35: 503-10, April 1915.

Education,

An interesting account of educational activities in the U. S. navy, which include for the year ending June 30, 1913, the direct instruction of 26,000 men. Trade schools have been carried on principally to supply skilled mechanics on shipboard, but they have also been the means in many cases of fitting men to earn good wages after they have served their enlistments and returned to civil life.

531. Ogden, Utah. Public school survey commission. Report. Pub. by the State department of education by permission of the Ogden city school board. [Salt Lake City? 1915] 42 p. 8°.

Commission composed of W. S. Deffenbaugh, E. J. Ward, C. S. Meek, W. G. Roylance, and
G. A. Eaton.

8°.

La instrucción

532. Uruguay. Dirección general de instrucción primaria. pública primaria en la república oriental del Uruguay. Noticia escrita para la Exposición internacional de San Francisco de 1915. Montevideo, Talleres gráficos A Barreiro y Ramos, 1914. 83, 79 p. 52 pl. English version, 79 p. at end, has special title page. 533. Virginia. Department of public instruction. Illiteracy in Virginia. Some facts which cannot be overlooked. Prepared by E. R. Chesterman, secretary of the State board of education. Richmond, D. Bottom, superintendent public printing, 1914. 21 p. illus. 8°.

"An effort to abolish illiteracy in Richmond, by Dr. J. A. C. Chandler": p. 16-21.

534. Weld, Louis Dwight Harvell. Social and economic survey of a community in the Red River valley. Minneapolis, University of Minnesota, 1915. 86 p. illus. 4°. (The University of Minnesota. Current problems, no. 4.)

PEDAGOGICS AND DIDACTICS.

535. Bowden, Witt. Education for power and responsibility. Educational review, 49: 352-66, April 1915.

Cooperation of school with Home. Cultivation of independent individuality in students as the basis of a genuine democracy.

536. Cellérier, L. Deux mentalités, deux éducations. Éducation, 6: 407-15,

December 1914.

The author finds German mentality analytic and realistic; French mentality synthetic and idealistic. He considers that German pedagogy, during the last few decades, has confined itself more to the contemplation of the real-the psychological and physical nature of the child; while the attention of all pedagogical circles in France has been concentrated more and more upon the problem of moral education.

537. Classen, Walther F. Zucht und freiheit; ein wegweiser für die deutsche jugendpflege. München, C. H. Becksche verlagsbh. O. Beck, 1914. xiii, 220 p. 12°.

538. Courtis, S. A. Objective standards as a means of controlling instruction and economizing time. School and society, 1: 433-36, March 27, 1915.

Address delivered before the National society for the study of education, Cincinnati meeting, February 22, 1915.

539. Duhem, Pierre. Quelques réflexions sur la science allemande. deux mondes, 95: 657-86, February 1, 1915.

Révue des

Says that "French and German science are both remote from the ideal of a perfect science, but they recede from it in opposite directions, the one possessing to excess that with which the other is poorly provided; there, in German science, the geometric spirit reduces the spirit of finesse almost to the extent of suffocating it; here, in French science, the spirit of finesse overpasses too readily the geometric spirit."

540. Farrand, Wilson. The public school and the college.

505-10, April 10, 1915.

School and society, 1:

The writer says that the public school and the college have different aims, problems, and ideals. He gives the problems of each and says that neither should act independently, or endeavor blindly to force the other. The college must study the purposes and limitations of the public school and the school must recognize the ideals and the problems of the college.

541. Fischer, Aloys. Die neue jugendbewegung. Zeitschrift für pädagogische psychologie und experimentelle pädagogik, 16:22-37, 74-84, January, February-March 1915.

Cf. Edwin G. Cooley's article "Welfare of working youth in Germany" (item 642) on the new "jugendpflege." Professor Fischer, on the other hand, presents an analysis of the "jugendbewegung," a "pædocentrie" movement tending toward the creation of an autonomous "jugendkultur," proclaimed by Gustav Adolf Wyneken. Professor Fischer's pedagogical ideals approximate those expressed by John Dewey in the New republic, 2: 283-84, April 17, 1915. 542. Hendy, J. R. The quid pro quo in education. Journal of education (London) 47: 153-55, March 1, 1915.

An estimate of the results of education in England.

543. Manny, Frank A.

Initiative in education.

Education, 35: 489-91, April 1915. A pupil can not be said to be trained for initiative until "he is able to take responsibility alone or with others (1) for the materials involved, (2) for the methods called for, and (3) for the results that ensue." Methods in France and America contrasted.

544. Marrinan, J. J. The education of youth for democracy. Educational review, 49: 379-90, April 1915.

Concedes that elementary education should be essentially individualistic. Says: "The irrepressible egoism of the pre-adolescent child is no mere caprice of nature." Modern education of youth demands as a result economic independence, spiritual strength, and altruism.

545. Reinke, H. Der deutsche junghelferbund. Lyzeum, 2: 20-30, October 1914. An account of the origin, goal, procedure, and significance of the German analogue of Barnardo's "Young helpers' league," in direct imitation of which the German organization was formed. 546. Sibley, C. Lintern. Britain's intellectual empire. Canadian magazine, 44: 480-86, April 1915.

Achievements in science and philosophy accomplished by Englishmen.

547. Some opinions on German culture and education. Modern language teaching, 11: 52-53, March 1915.

Contrasts English and German methods-the English being individualists; the Germans, collectivists.

548. Winship, A. E. Standardization-wise and otherwise. Journal of education, 81: 311-15, March 25, 1915.

Address before the Department of superintendence, National education association.

EDUCATIONAL PSYCHOLOGY; CHILD STUDY.

549. Baldwin, Bird T. The application of the Courtis tests in arithmetic to college students. School and society, 1: 569–76, April 17, 1915.

550. Freeman, Frank N. An analytical scale for judging handwriting. Elementary school journal, 15: 432-41, April 1915.

Criticises the Thorndike and Ayres scales because of lack of uniformity in the results which are obtained from their use. Describes an analytical scale.

551. Ioteyko, I. La facultad internacional de paidología de Bruselas. Monitor de la educación común, 52: 68-77, January 1915.

Discusses the place of pedology among the sciences and its value for education. The International faculty of pedology was instituted upon demand of the First International congress of pedology, at Brussels in 1911.

552. Kirchner, Ferdinand.

Wahrscheinlichkeitsrechnung und

schlüsse. Lyzeum, 2: 126-36, December 1914.

konferenzbe

A study concerning the objectivity of judgments upon pupils' conduct and attainments arrived at in faculty meetings. What is the influence of the following factors: Sex of the teacher, sex of the pupil, the subjects taught by the teacher? What is the mathematical probability of reaching an objective judgment?

553. Pyle, W. H. A psychological study of bright and dull pupils. Journal of educational psychology, 6: 151–56, March 1915.

"A study of high school children by means of tests of logical memory, rote memory, word building, association test, and completion tests. The use of such tests may be of great help to teachers and principals in determining the mental ability of pupils."

554. Starch, Daniel. The measurement of efficiency in spelling, and the overlapping of grades in combined measurements of reading, writing, and spelling, Journal of educational psychology, 6: 167-86, March 1915.

"The author derives a method of measuring spelling ability, and presents the result of testing 1,314 pupils in five schools. On the basis of these results he presents norms of spelling ability for each grade."

555. Wallin, J. E. Wallace.

The Binet-Simon tests in relation to the factors of experience and maturity. Psychological clinic, 8: 266-71, February 15, 1915. 556. Witmer, Lightner. Clinical records. Psychological clinic, 9: 1-17, March 15, 1915.

The records of 40 children, who had been brought to the Psychological clinic of the University of Pennsylvania, were analyzed to find out what information the records gave under each of three separate heads: General examination, Physical examination, and Mental tests.

557. Yerkes, Robert M. and Anderson, Helen M. The importance of social status as indicated by the results of the point-scale method of measuring mental capacity. Journal of educational psychology, 6:137-50, March 1915. "The authors find that differences in social status correlate with differences in mental capacity, and that the latter differences may amount to as much as 30 per cent. They emphasize the necessity of different norms for different social groups."

SPECIAL METHODS OF INSTRUCTION.

558. Gerrish, Carolyn M. The relation of moving pictures to English composition. English journal, 4: 226-30, April 1915.

A paper read before the New England association of teachers of English, December 5, 1914 "Moving pictures offer great opportunities: (1) as the source of material for the content of composition; (2) as a means of practice in the application of the principles and theories of composition; (3) as a medium for the mental training on which success in English composition depends." 559. Hamilton, Maud. An experiment in historical dramatization. School review,

23: 253-56, April 1915.

Work at the Wisconsin high school of the University of Wisconsin. Basis of the play was Bacon's Rebellion. Pronounges such dramatization as exceedingly beneficial for a seventh- or eighth-grade class. Gives skeleton of acts and characters of the play, which was called “A rebel of olde Virginia."

560. Newton, Peter. The toy theatre: a children's playhouse where fairy tales come true. Craftsman, 28: 36-41, April 1915.

An illustrated article on the new playhouse for children, to be built in New York city. Designed to provide dramatic entertainment for children, with their ideals and aspirations and their point of view in mind.

SPECIAL SUBJECTS OF CURRICULUM.

561. Allen, James T. The first year of Greek. Classical journal, 10: 262-66, March 1915.

Outlines briefly a course for beginners in Greek. Advocates the benefits of memorizing passages from the Greek writers.

562. Axtell, Ulysses F. The teaching of literature. School bulletin, 41: 155-57, April 1915.

To be continued.

Gives an outline to assist the teacher to analyze a literary selection by way of preparing to teach. 563. Chadwick, R. D. Vitalizing the history work. History teacher's magazine, 6: 112-19, April 1915.

Tells of the vitalizing of history work in the Emerson school, Gary, Indiana, by history games, the student council, etc. Gives the equipment of the history laboratory.

564. Crawford, Mary. The laboratory equipment of the teacher of English. English journal, 4: 145-51, March 1915.

Givos suggestions regarding the following aids for teaching English: Maps, plans, and charts; Reference books and pedagogical helps; Lantern slides, Stereograph; Prints and postcards; Pictures and busts; and the Phonograph.

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