9. p. 49-53. 4. W. A. Quayle: Books as a delight, p. 54-71. 5. Mary D. Bradford: EDUCATIONAL HISTORY AND BIOGRAPHY. 1667. Addington, Robert M. The old-time school in Scott county. East Radford, Va., State normal school for women, 1914. 36 p. front. 8°. (The Radford normal bulletin, vol. 2, no. 2, August 1914.) 1668. Boyd, William K. Finances of the North Carolina literary fund. South Atlantic quarterly, 13: 361-70, October 1914. A very interesting history of the literary fund, which provided for educational expenditures from the year 1838. Describes the investments of the fund, etc. The legal existence of the fund was terminated by the ratification of the con#titution of 1868. 1669. Knight, Edgar W. Some fallacies concerning the history of public education in the South. South Atlantic quarterly, 13: 371-81, October 1914. Also separately reprinted, 13 p. Says: Whatever may have been the gifts of Reconstruction to the education In the South, it can not be concluded, from the evidence available, that the Southern States owe their public-school systems to the years 1868 to 1876." The Reconstruction régime, however, stimulated education in a number of ways, namely: In provisions for "a uniform system of taxation for school support"; the incorporation of specific and mandatory provisions for education in the various state constitutions; and for negro education. 1670. Prüfer, Johannes. Friedrich Fröbel. Leipzig und Berlin, B. G. Teubner, 1914. 116 p. 12°. (Aus natur und geisteswelt, 82. bändchen.) 1671. Small, Walter Herbert. Early New England schools. Boston and London, Ginn and company, 1914. 401 p. 8°. Bibliography: p. 397-401. Aims "not so much to furnish the author's opinions and conclusions, as to furnish the material from which the reader may form his own opinions and conclusions. With this in view, much is given directly from the old records. . . . The order is that of the logical development of the schools through their various transition periods, with such excerpts from the laws as show the growth in legal power." 1672. Smith, T. Berry. Some educational history of Missouri Methodism. Bulletin of the Board of education of the Methodist Episcopal church, Gives sketches of the institutions that are in active operation under Methodist title. 1673. Watson, Foster. The humanists of Louvain. Nineteenth century, 76 765-75, October 1914. Historical sketch of higher education in Louvain, Belgium. Reviews careers of Erasmus, Nicholas Clenard, Vives, etc. Rise of the University of Louvain. CURRENT EDUCATIONAL CONDITIONS. 1674. Asplund, Rupert F. The present-day viewpoint in education. New Mexico journal of education, 11: 29–32, November 1914. Abstract of an address delivered at the Mountainair Chautauqua, August 6, 1914. 1675. Association of collegiate alumnae. California branch. School survey class. Some conditions in the schools of San Francisco; a report made by the School survey class of the California branch of the Association of collegiate alumnae, May 1st, 1914. What kind of education shall San Francisco buy in 1914-1915? [San Francisco, 1914] 96 p. illus. 8°. 1676. Buisson, F. Durant la guerre, que peut faire l'école pour la patrie? Manuel général de l'instruction primaire (Paris) 82:37–38, November 7, 1914. The school must control and calm the naturally nervous children and thus save their vitality. Neither work nor discipline should or need suffer. The anguish and torment of this troubled time may then become a school of character and sentiment, yielding "un enseignement de sang-froid et d'énergie." 1677. Butler, Nicholas Murray. The great war and its lessons. Educational review, 48: 368-74, November 1914. Address at the opening exercises of the academic year of Columbia university, September 23, 1914. 1678. Chomley, V. I. Post-primary education in Western Australia. Journal of education (London) 46: 787-89, November 2, 1914 (supplement). Vocational and other educational activities described. 1679. Cooper, Clayton Sedgwick. The modernizing of the Orient. New York, McBride, Nast & company, 1914. 353 p. illus. 8°. Includes chapters on the following topics: Old Egypt in training; Reforms in Egyptian education; Student life in India; Young China and education; Modernizing the Filipinos; The spirit of education in the Sunrise kingdom. 1680. Harnack, Adolph von. Germany and the present war. review, 48: 325-31, November 1914. Educational Preservation of German culture, etc. An address delivered at a GermanAmerican meeting held in the Berlin city hall, August 11, 1914. 1681. Vermont. Commission to investigate the educational system and conditions of Vermont. Report. [Brattleboro, Vermont printing com. pany] 1914. 150, [1] p. 4°. 1682. Vinogradoff, Paul. Russia and the present war. 48: 332-40, November 1914. Educational review, Contrast between German and Russian conceptions in matters of culture. 1683. Wilson, Samuel Tyndale. The Southern mountaineers. [4th rev. ed.] New York city, Literature department, Presbyterian home missions, 1914. 202 p. illus. 12°. PEDAGOGICS AND DIDACTICS. 1684. Alderman, L. R. A vision for 1914. Journal of education, 80: 395-96, October 29, 1914. An address which Superintendent L. R. Alderman of Portland, Oregon, gave his teachers at the opening of the school year. 1685. Armstrong, Henry E. The place of wisdom (science) in the state and in education. Nature, 94: 213-19, October 22, 1914. Advocates the development of a rationai system of education. Says that the modern scheme is based on "the false assumption that we can all be intellectual; whereas most of us can only use our hands." Conditions in England criticised. Makes a plea for better instruction in the elements of scientific method. 70696-14 -2 The great mistake of the schools is attempting to teach the elements of this or that special branch of science. An address to the educational science section of the British association at Melbourne, August 14, 1914. 1686. Bourne, Randolph S. In a schoolroom. New republic, 1: 23-24, November 1914. "Is it not very curious," says the writer, "that we spend so much time on the practice and methods of teaching, and never criticise the very framework itself?" Criticises the rigidity of modern educational methods. 1687. Classroom methods and devices. Elementary school journal, 15: 133–49, November 1914. Contains: Motivation of reading, by C. R. Stone; Our school printshop, by Katherine M. Stilwell. Prof. Stone is convinced that the oral reading should be placed upon "its true basis, that of a reader and an audience that must depend wholly upon the reader for the thought." 1688. Cooper, Clayton Sedgwick. The teacher's task. Educational foundations, 26: 133-40, November 1914. The task of the teacher is twofold, says the writer, first, to make the student work, and, second, to arouse the spiritual life of his students. 1689. Curtis, Elnora Whitman. The dramatic instinct in education; with a foreword by G. Stanley Hall. Boston, New York [etc.] Houghton Mifflin company [1914] xviii, 246 p. 12°. Bibliography: p. 225-39. 1690. Morgan, Alexander. Research in education. Journal of education (London) 46: 783-86, November 2, 1914 (supplement). Says that scientific study of the underlying theory and principles of education has made but little progress. Modern education has advanced along the lines of educational organization and procedure. Presents a review of the scientific theory of the curriculum. English institutions are backward in research work. 1691. Richter, Johannes. Das pädagogische gesicht der gegenwart. Deutsche schule, 18:553-59, September 1914. The author of this searching study of the "pedagogical features of the present," in seeking to discover some common and unifying principle, finds as the foremost educational ideal the free personality. This ideal must be made tangible and informed with life. "That we do not possess this ideal constitutes our common as well as our pedagogical distress. We walt expectantly for a new courageous idealism that will disentangle, direct, and consecrate ourselves as well as our work." 1692. Sanders, Frederic W. The organization of education. 178-183, November 1914. Education, 35: Continued from September number. Discusses courses in literature and aesthetics, physical culture, drawing, etc. 1693. Sinclair, William M. Some remarks on the recitation. Wyoming school journal, 11: 45-48, October 1914. To be continued in subsequent issues. Natural education in home and school. 1694. Stoner, Mrs. Winifred Sackville. Child-welfare magazine, 9: 81-84, November 1914. 1695. Tuckey, Edson N. Wastes and abuses of our educational system. Forum, 52: 713-21, November 1914. Advocates the removal of all requirements in ancient languages, except for the few who expressly need them for specific pursuits. Says that culture and mental discipline are not the exclusive possession of students of the classical and higher mathematical courses. 1696. Vaughan, Victor C. The nature and purpose of education. Science, n. s. 40: 685-97, November 13, 1914. "A fundamental education should include language, mathematics, history, and science. No education can be symmetrical without training in all these." Defines education, and lays stress on psychological processes. Lecture delivered to students of Michigan University, October 16, 1914. 1697. Wilson, H. B. in teaching. Economizing time in education through better technique School and home education, 34: 97-101, November 1914. 1698. Yocum, A. Duncan. A shorter elementary school course. American edu. cational review, 35: 541-44, September 1914. Deals with the effect of a shortened elementary school course upon the college. EDUCATIONAL PSYCHOLOGY, CHILD STUDY. 1699. Deutscher kongress für jugendbildung und jugendkunde. 3d, Breslau, October 4, 5, and 6, 1913. Der unterschied der geschlechter und seine bedeutung für die öffentliche jugenderziehung. Leipzig und Berlin, B. G. Teubner, 1914. 184 p. 8°. (Arbeiten des Bundes für schulreform, 8.) Contains papers presented under the following session topics: The physical and intellectual differences of the sexes, Requirements for the education of children arising from sex characteristics and social conditions, Home and school. 1700. Francia, Gabriela. Organización de un laboratorio de paidologia como anexo de cada escuela normal. Monitor de la educación común (Buenos Aires), 50: 363-71, September 1914. A report made to the first Congress of pedology, held in Brussels. Describes proper courses of study in pedology for normal schools and the necessary laboratory equipment. 1701. Fürle, Friedrich. Der begriff der anschauung in der geschichte der pädagogik von Comenius bis zur gegenwart. Deutsche schule, 18: 481-99, August 1914. 1702. Goddard, Henry H. The Binet measuring scale of intelligence; what it is and how it is to be used. Training school bulletin, 11: 86-91, October 1914. "Part of the following article was published in The Bulletin' for March, 1913. So many requests have been received for further information that Dr. Goddard here presents an elaboration of the subject."--Editor. 1703. Hall, Mildred. Mental tests. Educational bi-monthly, 9: 66-78, October 1914. Describes the history and development of mental tests, particularly those known as the Binet-Simon tests. 1704. Hill, David Spence. Educational research in New Orleans. Journal of educational psychology, 5: 499-510, November 1914. "An outline of the work that has been accomplished during the past year and a statement of plans for the immediate future. The recognition of research as an integral and vital part of school organization is one of the most hopeful indications of increased efficiency in school matters." 1705. Hirschlaff, Leo. Suggestion und erziehung. Berlin, J. Springer, 1914. x, 245, [1] p. 8°. (Zwanglose abhandlungen aus den grenzgebieten der pädagogik und medizin ... hft. 2) 1706. Merriman, Curtis. Modern psychology chapters. Northwest journal of education, 26: 127-32, November 1914. The purpose of this discussion is to mention a few of the psychological problems that bear rather directly upon the work of the rural teacher. 1707. Pintner, Rudolf. A comparison of the Ayres and Thorndike handwriting scales. Journal of educational psychology, 5: 525–36, November 1914. "While the preference of the individual judges was in favor of the Ayres scale, the results showed that more accurate and consistent judgments could be secured by the use of the Thorndike scale. This the author attributes to the fact that the Thorndike scale takes in all the factors that go to influence our judgment of handwriting, while the Ayres scale is constructed on the basis of legibility alone." 1708. Rogers, Agnes L. and McIntyre, J. L. The measurement of intelligence in children by the Binet-Simon scale. British Journal of psychology (London) 7: 266-99, October 1914. An elaborate paper, illustrated with statistical diagrams. Emphasizes the need for conserving the practical usefulness of the scale. Says: "Most of the ' revisions and extensions,' based upon an analysis of intelligence, ignore the necessity of a short and simple scheme; the Binet-Simon scale has not been improved upon in this respect by any subsequent one." Draws an interesting comparison of distribution of ability in French, German, American, and Scottish children. Tests made on Aberdeen children. 1709. Schmitt, Clara. School subjects as material for tests of mental ability. Elementary school journal, 15: 150-61, November 1914. Subjects chosen for this series of tests are those of reading, writing, and arithmetic. Results of an examination of several hundred school children of Chicago, Ill. Gives results of reading tests for normal and defective children. To be continued. 1710. Shreves, Rolland M. The psychologist in the class room. Education, 35: 152-56, November 1914. Briefly considers the relation of theoretical and applied science. Use of psychology in teaching. The learning process is a psycho-physical one. 1711. Stern, H. Intelligenzprüfungen. Über die entwickelung und den ge genwärtigen stand des problems. Deutsche schule, 18: 503-17, August 1914. 1712. Thorndike, Edward L. The failure of equalizing opportunity to reduce individual differences. Science, n. s. 40: 753-55, November 20, 1914. An experiment tried by 72 students in an undergraduate course in psychology. Says we are "unable experimentally to equalize training in such gross complexes as scientific achievement, literary fame, or reputation as a monarch. But we can easily do so with various minor capacities such as the ones described here, and can do so without great difficulty with various school abilities." Experiments in arithmetical calculation given. 1713. Thorndike, Edward L. The measurement of ability in reading. Preliminary scales and tests. New York city, Teachers college, Columbia (Teachers college record, vol. 15, no. 4, university, 1914. 71 p. 8°. 1714. Weiss, A. P. A modified slide rule and the index method in individual measurements. Journal of educational psychology, 5: 511-24. November 1914. "One of the drawbacks to the popularization of educational measurements is the difficulty of interpreting results. The author makes an important contribution to the subject with his simplified slide rule and his index method, whereby all measures are reduced to a common basis and readily compared." SPECIAL SUBJECTS OF CURRICULUM. 1715. Wirtz, Heinrich. Psychologische beobachtungen aus dem gebiete der schreibfehler. Zeitschrift für schulgesundheitspflege, 27: 545–53, August 1914. A study by a physician. "Mistakes in spelling due to abnormality can be distinguished from others," but an observed indication of abnormality must be checked by further study of the child. 1716. Arias, Maria Velasco. La lectura en la escuela argentina. Monitor de la educacion común (Buenos Aires) 50: 452-61, September 1914. Describes an ingenious graphic method of indicating rhythmic cadence and modes of expressive inflection of the voice for teaching the reading of poetry in schools. 1717. Aydelotte, Frank. The correlation of English literature and composition in the college course. English journal, 3: 568-74, November 1914. |