1913. J. Lynn Barnard presented a timely paper on "The teaching of civics in the elementary schools," in which he explained the method of teaching civics in the Practice School, of Philadelphia. He said:

Civics is itself a life--a growth-a point of view-democracy in the making. This means, first, that the work in civics must be given adequate time in the school curriculum; and, second, that the work must be continuous and cumulative, throughout the first eight years of school life.

James Sullivan, of the Boys' High School, Brooklyn, N. Y., spoke on "Civics in the high school and training for citizenship," and Charles A. Beard, of Columbia University, on "Training for citizenship." Interesting discussions followed these papers. Resolutions were adopted regarding the teaching of civics in elementary and secondary schools and colleges. Concerning the elementary and secondary schools, it was urged that means be found for the actual participation of the students in civic activities. Visits to courts and public buildings are not sufficient; students "should do something to help, either as individuals or through civic associations." It was also urged that the association should provide methods to secure separate examinations for United States history and civics. Examination questions in civics should require something besides a knowledge of the machinery of government. As regards colleges, actual research in political science should be undertaken; and participation in public activities should be more extended and on a higher plane.

ASSOCIATION OF COLLEGES AND SECONDARY SCHOOLS OF THE SOUTHERN STATES.

The nineteenth annual meeting of the Association of Colleges and Secondary Schools of the Southern States was held at Knoxville, Tenn., November 6-7, 1913. The general theme of the first day was "The status of the vocational subjects," discussed under the following heads: (a) "Their disciplinary value," by J. J. Foster, of the University of Alabama; (b) “In the rural schools," by N. W. Walker, of the University of North Carolina; (c) “In the city schools," by Harry Clark, University of Tennessee; and (d) "Their standardization and acceptance for admission to college," by W. H. Hand, of South Carolina. These papers evidenced a remarkable development of vocational subjects in our schools. J. L. Henderson, of the University of Texas, delivered an address on "Changes in college entrance requirements," which considered especially changes in obedience to religious, social, and economic demands. After an interesting historical résumé of the subject, he said:

The experiences of the past 40 years have settled one question: The colleges can not successfully resist the demand for the acceptance of new subjects. Then what attitude shall they assume in the matter? They must do for the new subject just what

they have done for the older ones; they must assist in the development and standardization of the vocational work. The work in the new subjects may be improved in four ways: (1) By providing adequately trained teachers; (2) by aiding the schools in the organization of courses of study; (3) by suggestion of suitable equipment; and (4) by careful inspection of the work.

A number of excellent papers were read at the second day's sessions, among them being "What may this association do for institutions further advanced than secondary schools, but not doing full college work?" by George W. Lay, of Raleigh, N. C. After considerable discussion, the executive committee was directed to take the whole theme under advisement and prepare a report upon the subject.

The report of the commission on accredited schools was read by the chairman, Joseph S. Stewart, of the University of Georgia. The commission decided not to make

any recommendations this year as to changes in the content of the several units now in general use. As recommended at the Spartanburg meeting, the vocational subjects have been listed and space provided on the official blanks for reporting the same. In listing these the commission was guided somewhat by the action of the North Central Association's definitions of these subjects. These standards can be found in the North Central Reports. The commission recommends that not more than 4 such vocational units out of 14 or 15 required for entrance be accepted for any one student by the colleges of the Southern association.

Papers of interest were read by Charles G. Maphis, of the University of Virginia, on "A decade of growth in secondary education in the Southern States"; and by Elizabeth A. Colton, of Meredith College, on "The approximate value of recent degrees of Southern colleges.'

CATHOLIC EDUCATIONAL ASSOCIATION.

The eleventh annual meeting of the Catholic Educational Association was held at Atlantic City, N. J., June 29 to July 2, 1914. Very Rev. James A. Burns, Ph. D., president of Holy Cross College, Washington, D. C., spoke on the "Correlation and the teaching of religion," declaring that it remained for Herbart "to sum up and translate the psychological facts and laws of association for the teacher, in his theory of apperception, of which the most important practical principle is, probably, that of the correlation of studies.” He remarked that the Catholic ideal, in regard to religious instruction in the school, is in perfect harmony with this elementary law of association, as laid down by psychologists, and elaborated and given pedagogical application by Herbart. The correlation of religion. with all other topics of the curriculum was the particular theme of his discourse.

In an address on liberal education, Very Rev. Augustine Stocker, O. S. B., protested against "the fallacy of measuring the value of an educational curriculum by its relation to immediate practical results or by the multitude of studies it comprises." He said that general

culture should come before specialized studies, thereby freeing the mind of the specialist from narrowness. Extensive scientific study, he thought, ought to suppose an A. B. degree with all it implies; there were many far-seeing educators, both in the Catholic Church. and out of it, who with Prof. Münsterberg, would denominate many modern school-reforms "school deteriorations."

Brother John B. Nichol, S. M., of St. Michael's School, Brooklyn, N. Y., discussed the subject of "Present-day tendencies in education," the most important and notable of which he classified as belonging to organization, to administration, to the curriculum, and to methods. Concerning organization, he said that the most noteworthy tendency is indicated in the efforts to distribute the time allotments for elementary and secondary studies; in administration of school systems, the most pronounced tendency is the centralization of control in both city and rural schools; in the curriculum, the tendency toward vocational education; and as regards methods, the tendency toward psychological pedagogy.

The Rev. Albert Muntsch, S. J., of St. Louis University, presented an interesting paper on "The relation of vocational to nonvocational courses," which was discussed at length by Brother G. Philip, F. S. C., and Brother Bernardine. Brother J. A. Waldron, S. M., discussed "The organization of a diocesan school system"; and Sister Margaret Mary, Order of Mercy, "The advantages of a central Catholic high school."

In the college department of the association an address of welcome was made by Very Rev. Joseph F. Green, O. S. A., who discussed legislation that attempts "to curtail or utterly deny liberty of education." He deprecated the efforts of educational foundations, financed by private interests, to have the State and National Governments "exercise paternal supervision over all things educational."

The chairman of the language and literature section, Rev. F. P. Donnelly, S. J., made a brief but interesting report, in which he declared that the classical languages are still the most effective instruments for developing the faculties of man and imparting a liberal education. He believed, however, that enthusiastic and practical instruction in English should accompany the study of the classics. It was his opinion that language study should form the principal subject of the college and high school.

AMERICAN INSTITUTE OF INSTRUCTION.

The eighty-third annual meeting of the American Institute of Instruction was held in Cambridge, Mass., July 1-3, 1914. Many notable addresses were made dealing with vital questions in education. David Snedden, commissioner of education of Massachusetts, presented an able paper on "Problems of elementary educa

tion," in which he drew a comparison between the education of to-day with that of a generation ago. He emphasized some of the definite problems which should be made "a matter of attack" by educators generally under the following heads: (1) Definition of the aims of certain subjects-history, geography, elementary science, drawing, grammar, and manual arts in elementary schools; (2) the organization of definite units of instruction; (3) distinction between learning for the sake of doing and learning for the sake of appreciation; (4) distinction between upper and lower grade work. In regard to the first, he said that instead of well-defined aims we have a variety of guesses or aspirations as to what educational values should result from such studies.

H. C. Morrison, State superintendent of New Hampshire, spoke on "Problems of secondary education." He stated that the program of every secondary school in the New England States should be planned with regard to

the needs of the community in which it is placed. It ought to be able to serve that community by ministering in its laboratories and shops to the whole common life of the community, and it ought with equal devotion to be the center of the whole higher life of the town.

The "Problems of rural schools" was discussed by Mason S. Stone, superintendent of education of Vermont. James F. Hosic, of Chicago, in his paper on "Waste in education," said that efficiency engineers are needed in education quite as much as in building. Frank W. Ballou presented a paper on "The significance of educational measurement," in which he declared that the movement for measuring the results in education is but one phase of a larger movement for increased efficiency in all departments of human endeavor. He said that a new science of education was being erected upon these investigations.

James E. Peabody, of the Morris High School, New York City, in an able paper, dwelt on the "Relation of biology to human welfare," emphasizing in particular the sex question. Robert O. Small, of the Massachusetts State Board of Education, in an address on the influence of vocational education upon the conventional curriculum, said that in education there were to be considered the cultural aim, the social aim, and the vocational aim. Vocational education will contribute to the regular schools by vitalizing the programs in those particulars which aim to make the pupil self-supporting; by correlating the teaching with political, industrial, and commercial conditions; and by demonstrating the fact that there are sources of culture in vocational instruction too little recognized by regular school programs. Arthur W. Dunn, of the United States Bureau of Education, discussed the subject of civics. He showed the beneficial results

obtained in some communities through instruction imparted to youth outside of textbook work.

Many excellent papers were read and discussed in the various conferences on special topics.

AMERICAN

ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE-
SECTION L.

The educational section of the American Association for the Advancement of Science met in Philadelphia in December, 1914. Prof. Paul Hanus, of Harvard University, presided. The regular program was devoted to educational measurement and the exceptional child. Sessions were also held with the American Psychological Association and with the American Federation of Science and Mathematical Teachers. Dr. P. P. Claxton, as retiring vice president, delivered an address on "The American rural school," in which he advocated a very large increase in the average length of school term and a nearer approach to equality in length of term in all such schools. He emphasized higher standards of preparation for rural school teachers, because they have more difficult tasks to perform and consequently require more thorough and comprehensive preparation for their duties than city teachers. Among the papers read were "Educational research-the functions of a department of educational investigation and measurement in a city school system," by Frank W. Ballou; "The selection and training of the exceptionally able child," by David S. Hill; "The training of teachers for exceptional children,' by Lightner Witmer; and "The cost of teaching exceptional children," by Leonard P. Ayres.

NATIONAL LEAGUE OF COMPULSORY EDUCATION.

The fourth annual convention of the National League of Compulsory Education was held in Detroit, Mich., November 20-21, 1914. William L. Bodine, of Chicago, delivered the presidential address. James B. Quinn, of St. Louis, Mo., read a paper on "Following up children who work, and the problem of vocational guidance." He rehearsed the vocational methods in vogue in various parts of the country, dwelling particularly on what was being accomplished in the city of St. Louis. Mrs. Ella Flagg Young, of Chicago, presented a paper on "The opportunities of modern education," in which she emphasized prevocational work. W. S. Deffenbaugh, of the United States Bureau of Education, spoke on the "Value of cooperating with the United States Bureau of Education, in collecting statistics," in which he briefly summarized the history, organization and work of the bureau, and dwelt on the advantages of cooperating with it. 73226°- -ED 1914-VOL 1-40