1513. Copeland, E. B. Botany in the agricultural college. Science, n. S. 40: 401-5, September 18, 1914.

Writer says that the main cause of the failure of the college of agriculture is that "the kind of agricultural problems which are presented, discussed, and worked with in its classes, are not the kind which it is practicable for a farmer to work with after he graduates. The graduate is not equipped to find employment for his intellect on the farm."

1514. Cordrey, Everett E. Physics in the high school. Arkansas teacher, 2:12-15, October 1914.

To be concluded in the November issue.

"The purpose of this paper is to deal briefly with the history of physics, content and organization of first year physics course, together with a few suggestions relative to the pedagogy of physics."

1515. Cragun, J. Beach. A psychological analysis of the basis on which credit for the study of music is to be placed. School music, 15: 13-16, 19-20, September-October 1914.

"This paper will not concern itself with the amount of credit offered, but will attempt to indicate the bearing of the subject of music on the mental development of the child, the difficulties to be overcome in getting music upon the proper accredited basis, and will endeavor to offer some aids to your own thinking as a means to this end."

1516. D'Ooge, Benjamin L. High school Latin and the college entrance requirements. Classieal journal, 10: 29–40, October 1914.

Advocates, among other things, a two-year Latin course "so rich and full, so vital and interesting, that it will be altogether worth while for the great army that does not go beyond." Discusses the requirements formulated for the third and fourth years.

1517. Dykema, Peter W.

Community music-an opportunity. School music,

15:6-12, September-October 1914.

Outline of an address delivered before the Department of music education of the National education association at St. Paul.

1518. Egan, Rose F. Scientific methods in the study of literature. Catholic educational review, 8: 232-45, October 1914.

1519. Faithful, Lilian M. English literature and language. Journal of education (London) 46: 684-86, October 1, 1914.

Says that language should never be regarded merely as a linguistic exercise; words should be living realities to be made friends with, not dead bodies to be dissected."

1520. Heuser, Frederick J. W. College entrance examinations in German. Educational review, 48: 217-26, October 1914.

Advocates the oral test, but such test should be supplementary. Writer says: "The written test must continue to be the backbone of the examination, unless the study of German is to lose one of its fundamental educational values, the training in accuracy and painstaking care."

1521. Holzwarth, Charles. First-year Latin and first-year German. School review, 22: 540-44, October 1914.

A reply to Mr. Senger's article "A comparison of the first-year courses in Latin and German," in School review for May 1914. Criticises Mr. Senger's point of view.

1522. Howell, Henry Budd. A foundational study in the pedagogy of arithmetic. New York, The Macmillan company, 1914. xi, 328 p. 8°. Bibliography: p. 309-12.

Presents, first, a very complete résumé of the extensive experimental literature on the psychology and pedagogy of arithmetic; secondly, the results of the author's own research of the arithmetical abilities of certain school children. and the problem of the school child's concepts of number.

1523. Jackson, Leroy F. A single aim in history teaching. History teacher's magazine, 5: 245-48, October 1914.

"This paper is the result of an attempt to locate and evaluate the province of the history teacher in a scheme of twentieth century education."

1524. Klapper, Paul. Teaching children to read. New York, D. Appleton and company, 1914. 213 p. 12°.

Author says that "this book is given solely to the task of aiding teachers, who are seeking a method that has stood the pragmatic test, and that may, therefore, help them in their day's work."

1525. Löffler, Eugen. Die freiere gestaltung des mathematisch-naturwissenschaftlichen unterrichts in den oberen klassen der höheren schulen. Monatshefte für den naturwissenschaftlichen unterricht aller schulgattungen, 7: 385-95, July 1914.

To be concluded.

Proposes a bifurcation into a language group and a mathematics-science group for the upper grades of the gymnasium. Still greater freedom and adjustment to the pupil's needs and abilities are to be secured by offering special or elective courses. The aim and method of pursuit of the study of mathematics and the natural sciences should not be identical in the two groups.

1526. Mensel, Ernest H. The one-unit preparation in a modern language for admission to college. Education, 35: 65-76, October 1914.

Says that if the " one-year course is allowed to continue its existence, it should be granted a longer lease of life only on the condition that it be continued after the student's entrance to college until a certain degree of proficiency is reached."

1527. Miller, Edwin L. Separating composition from literature in the high school. English journal, 3: 500-12, October 1914.

A paper read before the National council of teachers of English at St. Paul, Minnesota, July 9, 1914.

There are those who believe that the study of literature should be separated from that of composition and there are those who believe the opposite. "To show why and in what sense both are right is the first object of this paper. Its second object is to show how these apparently divergent views can be so reconciled in practice as to secure the advantages of both theories without sacrificing the benefits of either."

1528. O'Brien, Harry R.

October 1914.

Agricultural English. English journal, 3: 470-79,

1529. Opdycke, John B. The teaching of vocational English-(IV). Journal of education, 80: 347-48, 353-54, October 15, 1914.

Letter-writing adjusted to business and vocational demands.

1530. Osgood, Edith W. The development of historical study in the secondary schools of the United States. School review, 22:511-26, October 1914. Concluded from previous number of School review. Thanks to the labors of the Committee of ten and the Committee of seven, the teaching of history has been put on "a scientific basis, and the outlook is bright." A review of early conditions in the schools.

1531. Perkins, Albert S. Latin as a vocational study in the commercial course. Classical journal, 10: 7-16, October 1914.

Outlined in Journal of home economics, October 1914.

Work in the Dorchester high school, Massachusetts. Shows the value of Latin in extending the knowledge of English; vocabulary building, etc. Lays stress on comparative word study and grammar. Course has met with the greatest favor and success.

1532. Rippmann, Walter. A standard for the King's English. Educational times (London) 67: 430-31, September 1, 1914.

In conclusion urges the Board of Education of Great Britain "to summon a conference on standard speech, representative of the English-speaking world." A conference not only Imperial, but Anglo-American.

1533. Voaden, J. Nature study and the teacher; or, the point of view in nature study. School (Toronto, Canada) 3: 115-18, October 1914.

1534. Winge, Axel P. Der naturwissenschaftliche unterricht in den höheren schulen Schwedens. Monatshefte für den naturwissenschaftlichen unterricht aller schulgattungen, 7:289-97, 343-52, 404-08, May, June, July 1914.

An account of courses of study, methods, textbooks, and preparation of teachers. The author notes the growing conviction that requiring all the studies of a full curriculum of all students produces superficiality. Some form of group system, with major subject as the core of each group, is coming to be looked upon as the most rational solution.

KINDERGARTEN AND PRIMARY SCHOOL.

1535. Groszmann, Maximilian P. E. Adaptation of the work of the kindergarten to the needs of individual children. Kindergarten review, 25:65-74. October 1914.

Address given before the Department of kindergarten education, National education association, St. Paul, July 1914.

1536. Smith, H. Bompas. The Montessori conference.

(London) 67: 418-19, September 1, 1914.

Educational times

Dr. Walker and others criti

Report of conference at East Runton, England. cised Dr. Montessori's methods on the ground that 46 they failed to foster the child's imagination and religious instincts."

RURAL EDUCATION.

1537. Andress, J. Mace.

Solving country life problems in Massachusetts. cation, 35: 91-94, October 1914.

Edu

The work of the State normal school at Worcester, Mass. 1538. Butterfield, Kenyon L. The training of rural leaders.

October 3, 1914.

Survey, 33: 13-14,

Deplores lack of rural leaders. Advocates the endowment, at strategic points, of schools of rural social service, in connection with standard educational Institutions, preferably agricultural colleges.

1539. Ferrell, John A. The rural school and hookworm disease. Washington, Government printing office, 1914. 43 p. plates. 8° (U. S. Bureau of education. Bulletin, 1914, no. 20.)

1540. Kirk, Will T. A new standard for rural schools.

39: 227-29, October 1914.

American motherhood,

An account of how H. C. Seymour, school superintendent of Polk county, Oregon, has improved the rural schools by "standardization."

1541. Kramer, Mary Eleanor. A new graft on the old tree of learning. Popular educator 32: 86-88, October 1914.

The schools of Cook county, Ill., under the direction of Mr. Tobin and his five "country-life experts."

1542. Lewis, Howard T. The social survey in rural education.

review, 48: 266-87, October 1914.

Educational

Treats of the schoolhouse as a common meeting place and as a clearing house for the community's activities, etc.

1543. Nydegger, J. A. Rural schools. Sanitary survey of schools in Bartholomew county, Ind. Washington, Government printing office, 1914. 16 p. 8° (United States public health service. Reprint no. 177 from the Public health reports, February 6, 1914.)

1544. White, E. V. and Davis, E. E. A study of rural schools in Texas. Austin, University of Texas, 1914. 167 p. illus. 8° (Bulletin of the University of Texas, no. 364. Extension series, no. 62. October 10, 1914.)

SECONDARY EDUCATION.

1545. Alsup, T. E. What high school students want. 31: 447-53, October 1914.

Missouri school journal,

Two years ago seventy-five students of the Louisiana (Mo.) high school alled out blanks showing (1) the three or more qualities of a teacher admired, (2) the three or more qualities of a teacher despised, (3) the three or more qualities admired of a student, and (4) the three or more qualities despised of a student." This paper sums up the answers received.

1546. Baker, E. E. The extent and causes of failures in the high school. Wyoming school journal, 11: 24-27, September 1914.

Gives figures to show the extent of failures in the Laramie high school and enumerates the reasons therefor.

1547. Brown, H. A. The function of the secondary school. Educational review, 48: 227-40, October 1914.

Notes the large increase of attendance at secondary schools throughout the country. Gives some of the new types of schools springing up to meet the changing needs of society. Says that industrial education should be given in the high school. Discusses the questions, What is vocational education?" "What is liberal education?" Thinks the secondary school course should be "broadly educational but largely within the field of the industrial arts.' 1548. Perry, John. Education and modern needs. School world (London), 16: 328-33, September 1914.

Describes

An arraignment of the English public school-Eton, Harrow, etc. educational conditions in such institutions as mediaeval and worthless. Inveighs against compulsory Latin.

1549. Wheelock, Charles F. Secondary education. Albany, The University of the state of New York, 1914. 77 p. 8°. (University of the state of New York bulletin, no. 575, September 15, 1914.)

From the 10th Annual report of the New York state education department. Contains brief synopses of laws for promotion of secondary education recently enacted by the various states, and of statutory requirements for high school teachers' certificates.

TEACHERS: TRAINING and proFESSIONAL STATUS.

1550. Dakin, W. S. A plan for training teachers while in service. school journal, 15: 106–9, October 1914.

Discusses the problem of training teachers for rural schools. developed in the country schools of Connecticut.

Elementary

Cites system

1551. Hodgson, Elizabeth. Are teachers human? American teacher, 3: 102104, September 1914.

Summarizes what the world says about teachers, and then gives a set of rules for teachers to follow in order that the world may regard them as fullorbed men and women rather than a race of thin-blooded book-worms.

1552. Horn, P. W. Building the teacher's personality. Texas school magazine, 17:10-11, 39-42, October 1914.

Gives some suggestions for strengthening the personality of the teacher. 1553. Learned, William Setchel. The oberlehrer, a study of the social and professional evolution of the German schoolmaster. Cambridge, Harvard university press, 1914. xiv, 150 p. 8°. (Harvard studies in education, pub. under the direction of the Division of education, vol. 1) Bibliography: p. 146-50.

1554. Tränckner, Chr. Die philosophischen elemente in der lehrerbildung. Pädagogische blätter, 43: 381-90, heft 8, 1914.

Contends that all of the candidate's studies should not only be given a philosophic underpinning, but should be penetrated with philosophic understanding and in turn yield philosophic insight.

1555. Witham, Ernest C. Teacher measurement. Atlantic educational Journal, 10:24-25, September 1914.

Gives the scale for measuring teachers, together with graph cards, which have now both been separately published. An account of the system first appeared in the Journal of educational psychology, May 1914 (item 909 in this record).

1556. Wollenhaupt, W. F. The distribution of teachers with regard to the means through which positions are secured. Illinois teacher, 3:1-4, October 1914.

The object of this study is two-fold: 1st, to ascertain the distribution of teachers in Illinois schools according to sex and the types of positions they hold; 2d, to ascertain to what extent teachers in the various types of positions secure their positions through teachers' agencies."

HIGHER EDUCATION.

1557. Capen, Samuel P. The Division of higher education of the Bureau of Education. High school quarterly, 3: 17-21, October 1914.

Explains the purpose and the work of the Division of higher education.

1558. Conover, Milton. Should Congress establish a National university? Journal of education, 80: 293, 299-300, October 1, 1914.

Answers some objections that have been made to the establishment of a National university.

1559. Fischer, Martin H. The spirit of a university. Science, 40: 464-71, October 2, 1914.

Defines the work and spirit of the university. Says: "The best universities,"" perhaps the only universities known, and the spirit of which every country is busy copying, have no boards of trustees whatsoever, and no presidents." 1560. Fitch, Albert Parker. The college course and the preparation for life. Eight talks on familiar undergraduate problems. Boston and New York, Houghton Mifflin company, 1914. 227 p. 12°.

CONTENTS.-1. Where all the problems begin.-2. The struggle for personal recognition.-3. The fight for character.-4. The religious instinct and the Christian experience.-5. The exceeding difficulties of belief.-6. Religion and scholarship.-7. Is learning essential?-8. The distaste for the beautiful. 1561. Fitzpatrick, Edward A. The universities and training for public service. Survey, 32: 614-15, September 19, 1914.

Says there is an "indubitable demand for trained men for public service." What the universities are doing in the matter.

1562. Keidel, Heinrich. Der deutsche lehramtsassistent in Amerika. Preussische jahrbücher, 157: 261-67, August 1914.

The author, who was 1912-1913 exchange professor at the University of Wisconsin, and at present is an instructor in Ohio State university, writes concerning the qualifications of the prospective exchange teacher, and of the difficulties and tasks he will find himself called upon to face.

1563. Krauel, H. Was will die Wheeler-gesellschaft? Hochschul-nachrichten, 24: 342-43, June 1914.

Aims at a discussion of the questions of German and foreign, especially American, higher education.

The " Wheeler-gesellschaft" resulted from the seminar on the systems of higher education in Germany and America, which Dr. Benjamin Ide Wheeler, president of the University of California, gave at the University of Berlin during the winter of 1909-10.

1564. Monarchy and democracy in education.

October-December 1914.

Unpopular review, 2:356-71,

Discusses the general question of college government, which "involves the relation of the boards of control to the president and the faculty, the relation of the president to the faculty, on the one hand, and to the student body on the other, with the result that the president becomes the official medium of