681. Hubbard, George D. Reasons for giving geography a greater place in the high schools. School science and mathematics, 18: 291-304, April 1918.

Read before the Central association of science and mathematics teachers at Columbus, Ohio, December 1, 1917.

682. Kalb, Dorothy B. The child and drawing. Virginia journal of education, 11: 350-54, April 1918.

An address delivered at the Superintendence association, Roanoke conference, showing the benefits of drawing and the reason why we should teach our children to draw.

683. Kendall, Calvin Noyes and Stryker, Florence Elizabeth. History in the elementary school. Boston, New York [etc.] Houghton Mifflin company [1918] viii, 135 p. 12°. (Riverside educational monographs, ed. by H. Suzzallo.)

684. Kendel, John Clark. Teachers college and the rural school music problem. Colorado school journal, 33: 14-17, March 1918.

A paper read before the Colorado education association, November 1917.

685. Knapp, Charles. The humanities and the sciences in England. society, 7: 413-17, April 6, 1918.

School and

Gives in part the report of the Classical association of England and Wales on the humanities vs. the natural sciences.

686. Loevenguth, J. C. General science in the junior high school. General science quarterly, 2: 367-79, March 1918.

Advocates beginning science in the seventh grade, not only because it would enrich this grade but also relieve the regular high-school programme.

687. Modern language association. Committee reports of the Romance section of the central division. I. First year French in college, p. 260-72. II. First year Italian in college, p. 273-74. Modern language journal, 2: 260-74, March 1918.

688. Oliver, Thomas Edward. The menace to our ideals.

Publications of the

Modern language association of America, 33 : lxxxix-cxv, March 1918. Chairman's address at the 23d annual meeting of the Central division of the Modern language association of America, Madison, Wis., December 27, 1917.

Discusses the proper attitude for the professor of modern languages to assume toward the present world crisis. The address is frankly conciliatory in tone. The writer agrees to the removal of any artificial stimulus to the study of German, but thinks that any wholesale injustice to one of the great cultural languages should be avoided.

689. Pond, Samuel E. A contribution to the study of instrumental music. Journal of applied psychology, 2 : 52-66, March 1918.

Investigation aims "to make a contribution which may be of service in mastering the technique of musical instruments and especially of the French horn."

690. Salisbury, Rollin D. Geology in education. Science, n. s. 47: 325-35, April 5, 1918.

Address of the vice-president and chairman of Section E-geology and geography- American association for the advancement of science, Pittsburgh, December 1917.

Advantages resulting from the study of geology.

691. Schoch, E. P. Baby talk science. School and science review, 1: 86 91, March 1918.

An address before the Texas state teachers' association, 1917.

The causes of the present ineffective teaching of science in the high schools and how to remove them.

692. Valentine, C. M. An inquiry into the value of and the study of Latin and Greek. School world (London) 20: 84-87, March 1918.

Third and concluding paper of series. Treats the classics as a means of selecting the intelligent; and summarizes the preceding papers.

693. Wade, Frank B. The chemistry teacher's opportunity. School science and mathematics, 18: 307-12, April 1918.

Chemistry teacher and the war.

694. Watt, Homer A. The philosophy of real composition. English journal, 7: 153-62, March 1918.

Believes that instruction in English composition should be based upon "a real contest between the student-writer with ideas which he believes are worth making clear and the instructor and sometimes the other members of the class, who must be made to understand these ideas."

695. Weaver, Andrew T. Argumentation and debate in high schools. Quarterly journal of speech education, 4 : 160–69, March 1918.

The ethics involved in interscholastic debates discussed.

696. Wells, H. N. Coaching debates. Quarterly journal of speech education, 4 170-83, March 1918.

697. Whitbeck, R. H.

698.

How the experience of physical geography may be an aid to general science. General science quarterly, 2: 381-86, March 1918.

A review of the experience of physical geography as a high school science during the last twentyfive years.

The need of broad-gauge courses in geography. School review, 26: 199204, March 1918.

Writer says: "The kind of geography which the demands of life call for is a sort of politicoeconomic geography of the nations which constitute the dominant powers or the rising powers of the world."

699. Wilds, Elmer H. Speech education in secondary schools-a bibliography. Quarterly journal of speech education, 4: 184-95, March 1918.

700. Wilson, Leta M. Factors in successful teaching that need to be stressed in both high school and college. Classical journal, 13 : 476–82, April 1918.

Discusses the teaching of Latin in its various phases; emphasizes the development of the power of initiative in the pupil.

701. The work of the American speech committee of the Chicago woman's club, and notes upon its school survey. English journal, 7: 163-76, March 1918.

Katherine K. Robbins, chairman.

Says that the question of voice is almost wholly neglected. Cites experiences in twenty-five public schools of Chicago.

702. Wright, Anna Allen. Nature-study for the city child. Nature-study review, 14 93-100, March 1918.

Tells of the great need for nature-study in the city schools and suggests some of the material for nature-study that city schools have at hand.

KINDERGARTEN AND PRIMARY SCHOOL.

703. Barbour, Caroline W. The free period as an educational factor. Kindergarten and first grade, 3: 133-39, April 1918.

Gives some of the values resulting from the free period in the kindergarten.

RURAL EDUCATION.

704. Carney, Mabel. The service of Teachers college to rural education. Teachers college record, 19: 147-55, March 1918.

The chief purposes of the department of rural education and country nfe in Teachers college, the principles and plan of organization.

SECONDARY EDUCATION.

705. Davis, C. O. High school observation work. School review, 26: 168-79, March 1918.

Describes the plan in vogue at the University of Michigan.

706. Green, C. A. The junior high school-points opposed to it. Kansas journal of education, 12 : 1, 10, 12, April 6; 8-9, April 13, 1918.

Also in Oklahoma journal of education, 7: 1, 10, 12, April 6, 1918.

707. Harwood, Hazel M. Extra-curricular activities in high schools. School review, 26: 273-81, April 1918.

Says that many schools have come to the conclusion that the best solution of the problem is through a general organization composed of all the pupils in the school, which shall be a central organ for the direction of every type and variety of associations, clubs, etc.

708. Hill, Clyde M. Vermont junior high schools. Suggestions for teachers. Montpelier, Capital City press, 1918. 176 p. illus. 8°. (Vermont. State board of education. Bulletin no. 1, 1918.)

709. Kansas teacher, vol. 6, no. 5, April 1918. (High school number.)

Contains: 1. V. L. Strickland: The junior high school industrial art shop, p. 7-9. 2. Charles Dillon: High school journalism, p. 10-12. 3. Raymond Kent: Current literature in homes of high school pupils, p. 12-13, 21. 4. W. D. Armentrout: A social survey of the needs in current reading, p. 16-17, 21. 5. H. L. Kent: The Smith-Hughes law and the high schools, p. 22-24.

710. Miles, Dudley. Are high school publications worth while? Journal of the New York state teachers' association, 5: 66-70, March 1918.

711. Munhall, Pa. A progress booklet issued at the dedication of the addition to the Munhall high school, March 22, 1918. 32 p. illus. 8°.

712. Pound, Olivia. The need of a constructive social program for the high school. School review, 26: 153-67, March 1918.

Discusses student participation in the management of the school. Descrites methods in vogue in various high schools of the country.

713. Schwiering, O. C. Adapting the junior high school organization to the needs of the Wyoming community. Wyoming school journal, 14: 221-23, March

1918.

714. Stetson, Paul C. A statistical study of the junior high school from the point of view of enrolment. School review, 26: 233-45, April 1918.

Study of the junior-high school movement in Grand Rapids, Michigan, covering a period from 1912 to 1916 inclusive. Presents among other data statistics showing the retentive power of the junior high school. Illustrated with graphs.

715. Stockard, L. V. Classification and affiliation of high schools by the State department of education. Texas school journal, 35 : 9-11, 27, March 1918.

A paper read at the Texas state teachers' association, Waco, Texas.

716. Ward, L. C. The curriculum of the modern six-year secondary school. School review, 26: 282-85, April 1918.

Says that all avocational subjects should be freely clective, the time allotment for such work to be determined largely by the requirements of the general constants and the group constants. Such subjects are art, music, foreign languages, advanced sciences and literature, history, dramatics, and public speaking.

TEACHERS: TRAINING AND PROFESSIONAL STATUS. 717. Abbott, Lyman. Have teachers special privileges? Outlook, 118: 478-79, March 27, 1918.

A discussion of academic freedom in its various phases.

718. Academic freedom in war time. Nation, 106: 401-3, April 4, 1918.

Two letters to the editor of the Nation from Arthur O. Lovejoy and Ray mond Macdonald Alden, relative to the recent report of the Committee on academic freedom of the American association of university professors.

719. Ashley, R. L. The teacher in war time. Sierra educational news, 14 : 213-16, April 1918.

Opportunities and responsibilities of the teacher in war time.

720. Bagley, W. C. The distinction between academic and professional subjects in the training of teachers. School and home education, 37: 151-53, March 1918.

A paper read before the Normal school department at the Atlantic City meeting of the National education association.

721. Boggs, L. Pearl. The making of teachers. School and society, 7: 369-74, March 30, 1918.

Says the normal schools or colleges alone can not make teachers. It is the business of the church, the state, of great men and women of every calling to contribute towards the making of the teacher.

722. Carnegie foundation for the advancement of teaching. Twelfth annual report of the president and of the treasurer. New York city, 1917. 154 p. 8°.

723. Colvin, Stephen S. The most common faults of beginning high-school teachers. School and society, 7: 451-59, April 20, 1918.

Read before the Society of college teachers of education at Atlantic City, February 26, 1918. 724. Directory of educational associations. Journal of education (London) 50: 175-80, March 1918.

A list of the principal British associations with name and address of secretary, membership total, date and place of next meeting, etc., for each.

725. Fuller, Edward H. Educational associations and organizations in the United States. Educational review, 55: 300-25, April 1918.

Reviews the establishment and history of the various educational associations; their influence on education, etc.

726. Hendricks, E. L. Why the normal school should train high-school teachers. American school, 4: 77-78, March 1918.

Read before the National council of normal school presidents, Atlantic City, N. J., February 1918. 727. Lenhart, Pearl. A cross section of teachers' finances. Educational review, 55 294-99, April 1918.

Study based on replies to a questionnaire sent out in December, 1917, to the 900 elementary teachers in the Kansas City schools. How teachers spend their salaries. A plea for adequate salaries to permit teachers to assume the social position the public demand of them.

728. Lowell, Abbott L. Academic freedom. Harvard graduates' magazine, 26: 524-27, March 1918.

From President Lowell's annual report to the Board of overseers, 1916-1917.

729. Merriman, E. D. Evaluating teaching service. Educator-journal, 18: 408-10, 466-68, April, May 1918.

The qualities of merit in schoolroom teaching.

730. Moody, Floyd E. The correlation of the professional training with the teaching success of normal-school graduates. School review, 26: 180-98, March 1918. Presents the correlation of the school marks of 668 normal-school graduates with their salary during the sixth year of teaching experience. Data gathered from the alumni records of three Illinois state normal schools. Illustrated with graphs and statistical tables. Writer concludes that though scholarship is necessary it does not insure teaching success.

731. Pitman, J. Ashbury. Where shall junior high-school teachers be trained? American schoolmaster, 11: 145-49, April 15, 1918.

A paper read before the National council of normal-school presidents and principals at Atlantic City, February 22, 1918.

Says in conclusion that the responsibility of preparing teachers for the junior high school rests upon the normal schools.

732. Report of Committee on normal-school standards and surveys. American schoolmaster, 11 : 161–67, April 15, 1918.

A portion of the report of the Committee on normal-school standards and surveys made to the National council of normal-school presidents and principals at Kansas City in 1917, and released for publication at the recent meeting at Atlantic City.

733. Salaries of teachers in elementary schools. School world (London) 20: 89–91, March 1918.

Summarization of a report of Departmental committee on "Scales of salary for teachers in elementary schools of England."

734. Spillman, Mignonette. Success in school. High school quarterly, 6: 190-96, April 1918.

Some suggestions for increasing the efficiency of high-school teachers.

735. Teaching as a self-governing profession. Journal of education (London) 50: 182-83, 185, March 1918.

A plea for academic freedom. Describes conditions in England.

HIGHER EDUCATION.

736. Bolton, Frederick E. The teaching of educational theory in college and university departments of education. Educational administration and supervision, 499-113, April 1918.

Selected bibliography: p. 111-13.

737. Cunningham, W. The universities and the nation. Contemporary review, 113 280-87, March 1918.

A study of conditions in the English universities, especially the University of Cambridge.
Democracy and the higher education.

738. Matthews, Nathan. The legal aspects and educational results of the HarvardTechnology decision. Harvard graduates' magazine, 26: 391-403, March 1918.

The legal meaning and the educational effect of the decision of the Supreme Judicial Court regarding the McKay will, in the Harvard-Technology case.

739. Wheeler, Benjamin Ide. The place of the state university in American education. School and society, 7: 361-64, March 30, 1918.

An address before the Department of superintendence of the National education association, Atlantic City, February 27, 1918.

SCHOOL ADMINISTRATION.

740. Crumley, Charles W. The departmental plan of school organization as adopted by the schools of Fort Myers, Florida. High school quarterly, 6: 17378, April 1918.

Gives the details of the plan which includes the following departments: Administration, supervision and instruction, buildings and grounds, playground activities, school and home correlation, and educational research.

741. Mead, Cyrus D. The best method of selecting textbooks.

administration and supervision, 4: 61-69, February 1918.

Educational

742. Miles, Dudley. Supervision of English teaching. English journal, 7: 229–36, April 1918.

Read before the National council of teachers of English, November 1917.

Describes a system of supervision with a single object-to develop every teacher in the department to his best achievement.

743. Palmer, F. E. Economy of time: a twelve months school, divided into four quarters. American education, 21: 396–99, April 1918.

The all-year-round school in Mason City, Iowa.

744. Shawkey, M. P. The adoption of textbooks by state, county, or district. American education, 21: 402-4, April 1918.

745. Smith, Payson. Limitations of state control in education. School and society, 7: 391-94, April 6, 1918.

Address delivered at Atlantic City, February 27, 1918.
Also in Journal of education, 87: 339-41, March 28, 1918.

746. Talbert, Wilford E. To bond or not to bond? American school-board journal, 56: 21-22, 76-77, April 1918.

A few fundamental principles of the school bond question.

747. Williams, Henry G. The state's relation to public education. Ohio teacher, 38: 339-44, March 1918.

Also separately reprinted..

The question of school support in Ohio.

SCHOOL MANAGEMENT.

748. Burk, Frederic. Individual instruction vs. the lockstep system. American city, 18 327-30, April 1918.

Describes an experiment at the State Normal school, at San Francisco, California. Individual system of instruction was introduced into the elementary department of the school, maintained to train students as teachers. Good results cited. Lockstep in American education criticised. 749. Clapp, Henry L. Pupil self-government. Education, 38:593 609, April

1918.

A plea for pupil self-government. Cites some interesting examples.

750. Finney, Ross L. The sociological principle determining the elementary curriculum. School and society, 7: 338-49, March 23, 1918.

751. Hall-Quest, Alfred L. How to introduce supervised study. School index (Cincinnati) 4: 236-37, April 5, 1918.

Suggestions for the introduction of supervised study.