Orb

DEPARTMENT OF THE INTERIOR

BUREAU OF EDUCATION

BULLETIN, 1923, No. 42

EDUCATIONAL RESEARCH

AO

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By

BIRD T. BALDWIN

Assisted by MADORAH SMITH

IOWA CHILD WELFARE RESEARCH STATION

UNIVERSITY OF IOWA

[Advance sheets from the Biennial Survey of Education

1920-1912]

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. CONTENTS.

.IntrOduction

(Ionferetices

National educational organizations__

Foundations,

Resenkh

Experimental schools ....... Periodicals dealing with educational research

Costs and finances

Buildings, grounds, and equipment

school attendance and enndlment____

Retardation and elimination

Organization and administration

Tea.cbing and tiupervisory staff__ II own I .M twm Metliods of teaching and learning

Methods of study

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.m mow selected. surveys

Bibliography

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EDUCATIONAL RESEARCH.

.1` I. INTRODUCTION.

The past two years have witnessed a substantial growth in the

number of scientific studies in edoation from the oupirical and

experimental pdints,of view, Thti scientific, method which for the

decade has beén most- prominently associated with investigationsin educational psychology is also being applied with increasing success to costs and finance, buildings, 'grounds and èquipment,

erganization and administration, the curriculum, and surveys in

special fields of education. :This biennial review aims to present in

bricf form the principal contributions in the main fields of educaton, excluding "mental tests.". An effort has 1346ert ;made to show die

influence of research iorganizations, research bureaus, foundations,

laboratory schools, and educational periodicals° for the years 1921

and 1922. 4 : II. CONFERENCES.

Among the most stimulating organizations for fostering the scientific approach to contemporary educational problems and procedure may be mentioned the recent tendency for ,universities and

teacher-training colleges' to devote a week,to educational conferences: Annual reports for the past two years ,are now available

from the San Jose Teachers' Conege, Calif.; Ohio State Educational

Conference at the State University; Annual Schoolnrken's Week at

tile University of Pennsylvania and the University of Minnesota;

Flörida High School 'Principals' Conference at the University of

Florida Teadiers' College. 4

I I.

III. NATIONAL EDUCATIONAL ORGANIZATIONS.

Jr- A large number of educational organization§, nitional ánd 1oc10,-:i

are noiv, actively engaged in studying ;various phase's -of educational

imblems and policies. Among the organizations that have emfham,

slieffthe research ágpects ef Oucation may be meptioned theAvriv.

'cap Counèil of Eddcatiop, Fathington, D: C. .which ptudies the

targeír ciutions of edupatkmal policy. .

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1. BIENNIAL SURVEY OF- EDVMTION) 1920-1022.

The Eductiti4;mal Research Association is-organized to encourage' the estiblisiuilent of bureaus Qf educational research and to proitrte

the improvemmt of school efficiency. The membership to this

organization is attested by the quaiifications for educational research. The associatión aims to unify the activities of workers

throughout the country, to1 correhite the efforts of those who ire

originating, organizing, and directing educational investigations and experiments.

The National Society for the Study of Edtication has for many

years promoted investigations and discussions on educational questions. The Nat iond Mciety of College Teachers of Education holds

annutil 'meetings and issues reports and monographs on problems dealing with the professional phaies of education. The section of

the American Associatkm for the Advanc ent of Science has.extensive programs in scientific ,experi ucation 'annually.

To the abo-ve association should be adde the Phi Delta Kappa,'

a professional educational fraternity having a membership of 4,500

in 26 of the leading' universities of the country. This 'fraternity' suPports " the highe'st educational ideals and encourages an unswerving allegiance tit) theI,principles underlying public education."

A similar societ); for women, Pi Lambda Theta, now has 15 active

chapters in tliis country.

Among the other associations which issue yearbooks--are the National Association of Secondary Sehool Principals and the National

Education Association.

aia . IV. FOUNDATIONS.

During the past two years there has been an incriased tendency

for fotndations to furnish funds for r6earch work in education.

Some#of these feiundittions have'. for several years been cc'mtributing

(heftily or indirectly toward the advancement of educition.

the Carnegie Corporation of New York ha:4 made 'substantial

appropriations to the American Council on Education for invest'

tion0 in the financing of public education in the United States. The

Cariiegio Foundation for the Advtincemerit of Teaching has endoNyed a division of inquiry. Substantial fupds hive also ben given

tit, the regents of the University cif the State of New Yotk.and the

Teachers Colle0;, .diatmibia -Unimsity, for research Pon the laws

governing education in the State, of New York, thi.preparation.bf

ieachets, and "the .study -of units of intellect ahd.capacity.

The Ca;imegie Foundation for the AdNianement of Teaching has brganiTi from time tp time the study of virious special educational

problems in rel4tion to the rearing allowaoces and its effect on the.,

vancenient pt. teaching.

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Nurtons director of iesoarch of Ole National Education AsakiatIon.

EDUCATIONAL -RESEARCH, 3

The P6mmonwealth fund has made a ge. number of contributions to various educational research worker in various parts of

the country. The main contributions miter around (a) Educational

finance; (b) currkulum studies, with special rePrence 0 tliaching

methods, learning- processes, änd materials of instruction; :(o) re7

organization of the educational system, with special reference to,

units of administration; (d) indiidualAifferences,anlong pupi6.

The general éducation -board originally was founded in 1902 for

e prommtion of education in the South, but its *ork is much more

extensive now. It. has contributed to the end6'wment of cogeges,

toward 'medical in§titutionsosnd increase oii.tew2hers' salaries; made

studies in finance; and conducted survey of eduwtion and farm

demonstration work.

Vie Jeanes fund, for the improTment Of negro rural schools,

*cooperated during the session ending June 30, 1922, with publicschoul -superintendents in 273 comIties in 13 States. The 275.supervising" teachers; liaid partly by the counties and Partly throu0h the

Jeanes fund, visited mg:flatly in these counties 7,850 country schools.

The John F. ,Slater fund now aids 156 county training schools.

The Rockefelle Foundalicin- contributes to research in medicine_ . and hygiene and only indirectly to educational research, btit it does

contrit.mte to nledical education, rural health demonstrations, and

other agencies for public heTtlth. .

. The Laura Spellman Rockefeller Memoilal is also contributing

funds for research work in certain phases of educational work. For

macy years tlw..Russell Sage Foundation has maintailied a division

for educational res'earch.

so BUREAUS. ..- V. RESEARCH

A' recent tendency in the scientific movements of education has

become apparent through the establishment of a. large number of

educational reiearch bureaus throughout the United States. These

bureaus are not only 'clearing hopses for .educational literature, intel..

ligence teas; and achievement scales in subject matter and super- vision, but also activelaboratories for eduCational ''experiments and

demonstrations. The movement is clerloping so rapidly that' a coin:

plete list is difficult tiò secu. The 80 centers listed belaw will

furnish a tangible index of the present §tatus of this development in.

the empirical approach tò the science of education. ' 1. CITY EDUCATIOÑAL RESEARM BUREAU.'

Aberdeen, S. DO: M. P. Staker, director, bureau of educational measurement*.

Akron, Ohio. L O. Heck, dilseetor, bureau of educatitmai research, pubite

schools.

tion 'qf this list material 'assistance itas Oeen refidered° by John K.

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BIENNIAL SURVEY OF EDUCArhON, 1920-1922.

Aidmoré, Okla*

Atlantit, Ga. H.

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"Baltimore, Md.

. schools.

Beaumont, Tex.

Street.

Berkeley, Calif. Virgil E. Dickson, director, bureau of research and guidance Birmingham, Ala. W. E. Putman, director of researcit department, board of education, Adtailinistration Building, 2030 Ptirk Avenue N. 6

Hunt- Boston, Mass. Arthur Kallene, assistant director, bureau of research,

H., D. jtinsiand, director, bureau rof -arch, city schools.

H. hixler, director of educational rspearch, board of edno

J. L. Steliquist, director of educational research, public

Clara Mallory, director, educatinnal research, 1016 Liberty

Av4nue.

Chicago, Ill. A B. Wright, director of statistics and reference.

Qincinnati, phio.

Cleveland. Ohio. C. H. Mann, acting director of reference and research.

Ctiyihoga: County, 'Ohio. Full-timé- assistant superintendent in charge, of

4#ducat1onal researCh:

Denver, Colo. Emma M. Brown, director, bureau of research, public FIchinls ; george W. Frazier, bureau of educational research, puNic schoolm DeWitt Mich. P. T. Rankin; bureau of educational research.

Duluth, Vim Ray tatham, assistant superintendent, department of Omen- tark duCation. 401 Des Moines, Iowa.

Emporia, Kans. D. A. Worcestér, director, bureau of educational measuremente, ,Kansas State Normal.

Fresno, Calif. Miss Mary B. Cummings, director of departmerit .of research, Grand Rapids, Mich. C. D. Dawson, .assIstasuperintendent of schools. Hibbing, Minn. J. W. Richardson, directÇ educational research. Highland Park, Mich.. H. C. Daley, director, surey department. , Honolúlu, Ilawall. Katherine Murdock, director of research, littilshanoll

Schodi.

Indianapolis, Ind. Murray A. Dalm41, director of research,' réference and statistics.

Jackson, Mich. Helen Davis, director,. educational and mental measurements.* Kansas City:- Mo. George Melcher, director, bureau of educational research, Library Building. tr Lewiston, Idaho.' C. t. Harlan, department of educational meliurements, Lewiston State Normal.

Little Rock, Ark. 'Department of educational measurements. G. T. Huckaly, superviso

Long Beach, Calif. E. P. 'Branson, director, bureau of educational research, city public schools.

Los Angeles, Calif, A. H. Sutherland, director, debartment of psychology and

educational research.

Lpuisvillei Ky. B. W. itartlel, director, bureau of educatiOnal measurements. Martins Ferry, Ohio: Mrst Margaret riralnerd, director of educatiopal re- ward).

*Minneapoli ti, Minn. .a Brueckner, Bureau oalduca6nal fj Research. New 'York City. Eugene Nifenecker, director :a, referenat, research, and

statistics.

Newark, N. J. E. D. Sexton, assistant superintendent, department of reference

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Omaha, Nebr., L. O. Smith, assistant superintendent in charge of research.

Pasadena, Calif, W. H. Hughes, director of research.

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Pittsburgh, pa. J. F. Guy, director of research and measurement, 720 Fulton

p.

. Building.

Rochester, N. Y. J. P. O'Heril,ak;sistant superintendent in charge of research.

Santa Ana, Calif. Mary B. Henry, dIrector, research and guidance.

St. Louis, Mo. F. L. Wileyodirekor of tests and measurements.

". St. Paul, Minn. L. Lt Everly, director of research.

Seattle, Wasp. Fred C. ATer, director, department of research.

Trenton,. N. J. J. M. McCallie, bureau of educational research and efficiency.

Virginia, Minn. W. A. Justice, director of research,

West Allis, Wis. T. L. Torgenson, direaOr, educational research, city schools.

Youngstown, 'Ohio. Henrietta V. Race, director, bureau of educational and

mental measurements, Ward of edugation.

2. STATE AND UNIVFIRSITY BUREAUS FOR EDUCATIONAL RESEARCH.

California. Whittler State School. J. Harold Williams,- director bumsu of

juvenile research. a California. State Teachers' College, San Jose. ureau of research and exten3 sion. *

California, Unlyerslty of. Bureau of research in education. Virgil Dickson,

Berkeley and Oakland, Calif.

Carnegie Institute of Technology. nepartmént of educational research. E. K.

Strong, Jr., director.

Colorado State Normal School, Ounnison, Colo. H. T, 'Manuel, drector of edu-

-rcational research.

Columbla University. E. L. Thorndike, dIrector" of institute* of educational

research.

Idaho. Lewiston State. Normal. Buretiu of educational melsurementi. O. 11.

la rlap, director. 0 IllitiOist UniNteAry of. 'Bureau of educational reseprch. W. S. Monroe, director.

Indiana, Unliersity of. Bureau of cooperative research,.. H. L. Staith, direCtor.

Town Child Welfare Research Station. .State University of Iowa. B. T. Baidwin, director. % Kansas State Normal, Etnporig. Bureau of educatipnal measurements. D. A.

Worcester, director.

Kansas, University of. Bureau of admitiistratiye research. F. J. Kelly, dixeotor.

Michigan, University of. suiseau of education, reference, and reséarch. Director, Clifford Woody.

Minnesota University of. State board of education research bureau, St. Paul,

Minus Frederick Kuhlmann, director.

Nebraska, University of. Teachers' College, bureau of educational measuremerits. . Charles Fordyce, director. I ilk New York, State University. J. Cayce Morrison, specialist in educational ;Meese

ureiilents. t,

North Dakota, University of., Bureau of edtication41 measurements. F. M.

Gang*, . , 1 , phio State ijniveraity. Bureau- of educationalw research. B. R. Buckingham,

director.

Oregon, Unlye ity of; Bureau 9f educational research. C. ih.: Gregory,.

'director. , :4' 4 t

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IREVNIAL SURVEY OF EDUCATION, 19204922.

re Pennsylvania. Q State Normal School, Bloomsburg. Bureau of educational ft. search. J. P. Hering, director.

Pennsylvania. Institute for the Instruction of the Blind, Overbrook. Depart-

. ment of research, Samuel P. Hues, director.

Pennsylvania, University of. Letoy A. King. Bureau of educational meas- urements.

South Dakota. Northern bormat and industrial schools, Aberdeen. Bprep of educational research.

Virginia, University of.

Wisconsin. State .Department of PfibtiC Instruction, Madison, Wis. Dr. W,, J. Oslum, director of educational measurements.

VI. EXPERIMENTAL SCHOOLS.

Another approach to re.search in education is through the labs5ra- tory and experimental schools.-affiliated with colleges and universi- ties.' These are becoming an integral part of the best schools of

ediication and hipresent the logical outcome of the earlier demon: stration and practice schools which aré also .of significant value in , . de*eloping a science of education.

College and university' laboratory gchools dire now orgánized Bryn Mawr, University of. California; University of Chicago, Columbia University, Drake University, George Peabody College. for

Teachers, University of Illinois, Tndiaiia University, State University of Iowa, Louisiana State College, Miami University, University of Minnesota, Oiversity. of Missouri, University of Nebraska, New, 'York State College for Teachers, University of Oklahoma, University of Oregon, University of _Pittsburgh, Smith College, University of Wisconsin, University of Wyoming, and Winthrop College. Among the experimental schools that are aiding in advancing

education in the enipirical field are the so-called schools for progres- sive education, such as the Francis W. Parker School, in Chicago; the Bureau of Educational Measurements,. in New York; the Child

Education Foundation and Chrldreil's University School, in New

,----Tork; the Fairhope Organic Schoq), in Alabama; the Park School, in rialtimore; the Shady Hill School, in, Masgachusetis; the Play School, in Berkeley, Calif.; and approximately 40 others with a

9 similai* point of view.

A longer list of progressive public schools in various sections of

the country could easily be cited whose experimentation is extensively carried out in all phases of school administration and in- ,- struction. hie VII. PERIODICALS DEALING WITH EDUCATIONAL' RESEARCH.

9 No factor has contributed mote to the dissemination of the scientific point of view in educatio than the splendid cooperation of

journes in this and allied fields. A large number of these

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EDUCATIONAL RESEARCH.

zines and monographs praide for the publication of experimental

and statistical studies., with ampli.! facilities for the inclusion of

charts, tables, and diagrams. The principal periodicals ccintributing directly to the research phases of educaticin are:

American School Board Journal. Monthly, The Bruce Publishing Co., 354464

Milwaukee Street, Milwaukee Wis. Edited by William Q. Bruce.

Educational4Administration and Supensision, including Teacher Training.

Monthly. Warwiçk & York, Baltlittore, Md. Edited by W. C. Bagley,

w. W. Charters, L..D. Coffman, 'A. Inglis, D. Snedden, G. D. Strayer. . Educational Review. Monthly. Doubleday, Page & Co., Garden City, N. Y.

Edited by Frank P. Graves.

Elementary School Journal. lgonthly, September to June. University of Chicago Press; 5822 Ellis Avenue, Chicago, Ill. Edited by .The faculty of the

School of Education of the University of Chicago.

Journal of Applied Nychology. Quarterly. Indian University press, Bloomington, Ind. Edited by James P. Pbrter and William y. Book.

Journal of Educational Psychology. Monthly, except June, July, and August

Baltimore, Warwick & York. Managing editor, Harold O. Rugg.

Journal of Educational Research. Monthly, except. July and August. Official

Organ of the Educational IteseaP°ch Association. Pablic School Publishing

(1o., IllooMington, Ill. Edited by B. R. Buckingham.

Journal of Experimental PsycholOgy. Bimonthly. 'PPInceton, N. J., Psychokwicalelleview Co. Edited by John B.. Watson.

Mental llygi.ene. Quarterly. Published by tbe Isrational Coinmittee for Mental

Hygiene, 27 Columbia Street, Albany, N. Y. Edited ,by Frankwood E.

Pedagogical Sematar. Quarterly. Worcester, Milk Igdited by G. Stanley

Hall.

PnYcholorfical Bulletin. Monthly. Princeton, N. J., Psychol4cal &view Co.

Edited by Shepherd I. Franz.

Psychological Index. Annual. Princeton, N. J., Psychological Review Co.

Edited by Madison Bentley.

llelearch Bulletin of the National. Education Asliociation. Published in Jannary,Mqrch, May, september, and November by the research division of

the N. E. A., 1201 Sixteenth Street NW Washington, D. C.

SeiCnce. Weekly. The Science Preus, 11 Liberty Street, litica, N. Y. Edited

by J. McKeen Oaten. ...-- School and. Society. Week l'he Science Preis, 11 Liberty Street, Utica,

N. Y. Edited by J. MeKeen Cattell.

School Review. Monthly, except July and August. University of Chicago

Press, 52 Ellis Ave0e, Chicar, Ill. Edited by the faculty of the Sehool

of Edtication, University of Chicago..

School .Science and Mathematics. Monthly. East Seventy-second Place, Chicago, Ill. Edited by Charlei H. Smith. , . e , . Teachers College Reo-ord. Every two months, except July. Bureau of Publications, Teachers College, Columbia University, New York 0147.. Ed094

by J. E. Russell.

. .. Among the most significant monograph series may be' mentioned

the following: es

. . o Archives of 'Psychology, from Columbia University, frequently,

deals with the psychotogy of theolearning process.

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BIENNIAL; SURVEY OF EDUCATION, 1920-1922.

Educational monographs, issued by the Society of College Teach- ers of Education, present studies for discussioA at annual meetings of the society.

Educational Psychology monographs, published by Warwick & York,Baltimore, report extensive studies in the field *of educatiohal psychology in book form.

p Journal of Educational Research nierogiaphs, pOnted by ihe Public-School. Publisting Ço., of Bloomington, Ill., iriclude longer studies of the same type appearing in the journal. The National Society for the Study of Education Yearbooks, also printed by the Public-School Publishing Co., 'lie discussed at the artnual meetings of the society. Many of the yearbooks are the result of cooperative work by committees of the society. Psycholvical monographs, issued. by the Psychological Revik. Co., Princeton, N. J., appear as setwate studies* of particular psycho- edu6ational problems.

Supplementary education monographs, edited by the faculty of the School of Education of the University of Chicago, present a body of -scieritific and practical mateiial on rea.ding, arithmetic, penmanship, algebra, home economics, kindergarten-primary educa- tion, the cuiriculum, the student pópulation of American secondary schools, and the administratiye Organization of elementary schools and high schools.

Teachers College Contributions to Education are published' by the board of publications of Teachers College, Columbia University, and present serial studies in the history and philosophy of"education, educational psychology, kindergarten, elementary mid secondary educations educational administration, and related fields. United 5f/ides Department of Interior Bullétins are issued by the Bureau of EducatiOn, Washington, D. C., and include surveys, re- ports, and the results of investigations.. In addition io the above, education monographs are also issued 'from time to time by the Universities of California, Harvard, liii- nois, Indiana, Iowa, Johns Hopkins, Ohio, 'and Pennsylvania. . VIM COSTS AND FINANCES.2

Studies in public-school finance have been made for the States of Colorado, Iowa; Minnesota, and Wyoming by Swift (15), Russell (12), Swift and del Plains (16), and Slade (18), Holy (6) and Lindsay (8) (9) have contributed to the Iowa survey. Other sur- 'v s in press are: For California, by Cubberley New 'York, by Strayer; and Illinois, by Morrison. Swift has made a comparative study of State policies in public-school finance. The National CornThenuipbers In paw:abet/98'in the text refer to items in the bibliegisipby pp. 02047;

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mittee of the Chamber of Commer Cooperation with the Public

Schools (10), has published a report ji its inquiry Number

relatirig to boards of education and the receipts and expenditures of

urban public schools. Frasier (4) has studied the data for 169 cities

in order to determine the factors of efficiency, and concludes that

the city with ad elected board and with finincial independence has a

better chance for an efficient school system.

Carter and Thiesen (3) report on the advisability of publicity

campaigns for school support. Burgess (2) has published a book

on the Trends of School Cost, and the National Education Association (11) has published a bulletin of Facts on the cost of public

Wucation, dealing with the increasing cost, salaries, and Profes-.

siönal status of teachers.

Johnson (7) has studied the teacher's load and cost of each item

through a questionnaire.

In university and1 college finance there is a Bureau of Education

(5) bulletin on the exAses of women college students; a study by

Stevens (14) on cost per student hour of differbnt subjects and

departments ih the University of Washington. But the most extensive study in college and university finance is by Arnett (1) and

includes a study of receipts, disbursements, 'endowments, plant, accounting, reports, and organizátion.

Swift (17) has written a monograph presenting the most significant conclusions in an extensive study of school finance in a number

of States continued oveir a petiod of several years.

i Ix. BUILDINGS, GROUNDS, AND EQUIPMENT.

Bulletins dealing with buildings and grounds and allied topics,

published by the Burerau àf Education, are on high-school buildings

and grounds (2), school grounds and play (4) , the housing and

equipment of kindergartens (1), public-school dormitories (9)-, and

teachers' homes (12). There isP also a study of the

. Lions and

administration of school janitors #(6).

Textbook 8electivn.Two books have been published dealing with

the selection of textbooks. One of these by Maxwell (10) gives score

cards; a general one to use in judging all texts and specific cards for

different subjects, but few of the objective criteria have been scienft

tifically determined. The other study is by Franzen and Knight (5)

and consists of two partsjudging high-school texts in literature

by the criterion of interest, Mad geographies by- the criterióñ

prehension by. means of reading tests constructed from the text of

five series. Horn (8)- suggests that book companies develop silent

reading manuals, the outstanding characteristics of which should to:,

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these: (1) They shmild be rich in factual anti informational data; (2) the content of the selections should be worth while ;* e( 3) most

of the selectionr shoiild be of stifficient length; (4) some selections :- should contain data given in great deta:i1; (5) sdme selections shoufd

be preceded by guiding problems; (6) each selection should be

followed by appropriate comprehension tests and tests to- measure

organizing ability; (7) the book should contain an excellent index

and table of contents; (8) the mechanical make-up of the book

should be good.

Librarie8.---On libraries, we have a comparison of public library

facilities of different States by Miler (11) ; of university libraries

in 1915 and 1921 by Reeder (13) ; a study of high-school libtary book serection from the viewpoini of a science teacher by Glenn (7); and a study .of standardization of libnity work and equipment for history by a committee of the Mississippi Valley Historical Assoeiation (3).

X. SCHOOL ATTENDANCE AND ENROLLMENT..

., Ensign (6) has made a study of the development of legislation for compulsory education in relation to child labór. Another study, in

The American _Child (9), deals with thé 'effect on child lrbor in

agriculture of compulsory, attenaance laws. Bonner (1) (2) (3) has .studied the effectiveness of the compulsory attendance laws .of

each State.

Walters (10) (11) (12) bas given annual reports of -enrollmeni

statistics in several colleges'anid universities. ThAre are also Bureau

of Education bulletins on the subject. Koos CO (8) has studied

the residential distribution of college students from the point of view

of desirablp locations for junior colleges. Byrne (4) has studied

high-school enrollments and determined the ratio to population in

43 large cities. West and Koos (11) have tried to estimate the size

of freshman classes in 1940 from high-school enrollment. Counts (5) has studied the parental occupation bf high-school pupils in

.four cities in relation to progress through school, curriculum. elected, and plans for after graduation.

Town (Oa) has made fin analytic stud, of a group of 5 and

year old children in order to &ermine what kind of children

the Iowa homes are sending to the Iowa schools. *Each child was

given a physical, anthropometric, speech, and mental examination.

One important

d, conclusion reached is that the basis of pl4sicgl defeCts and character defects is already fixed when .tilli qhild first enters .school.

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EDUCATIONAL RESEARCH.

XI. RETARDATION AND ELIMÌNATION.

u.

O Most of the studies in this line are in conne.ction with intelligenas

tests. There are a number of studies ori the value; of -intelligence

tests in prognosis and the relation between .failures and mental

tests which do not fall within the scope of this bulletin. Kelly

and Loomis (5) have made a study the extent of retardation in

one-room rural schools in Kansas and compared it with die retardation in town schools -4nd fourid it greater. Gwinn (4) has found

that changing from school to school affeds the child's progress.

McCormick (7) , in a studN of high-school failures in La Crosse,

found important factors to be the attitude and study habits of the

Pupil; cooperation between student, parent, and teacher; personality professional preparation and attitude of teacher; 'also intelligence of. pupils.

Smith (10), in ,a study _of high-school failures, found the 'pércentage of failure, increased from year to year, .was greatest in the

modern language curricula and in English and mathematics; the

tendency to fail varied directly as age of pupil on éntrance and

invorsely with the amount nf home study. A study by Rogers -(9)

of retardation of both grades afid,high school in lialtimore showed

irregular attendance and late entrance or early 4earning to be the

causes in 26-1 per 6ent of cases; phrical defects or illneis in 9 per

cent; indifference in 24 peis cent and low ability in 42¡ per cent.

Forty-iwo per cent of the failures re in English and 41 per cerkt

in mathematics. Buckingham (1) ieports a successful experiment

in promoting failing pupils on probation.

7 The chief cause of elimination of pupils in Phoenixville, Pa., was

found by Doughton (2) to be desire or necessity to wok. Eaton

(3) studied the scholarship of pupils leavifig school and found an

average of 2.04 failures pei pupil for the group leaving as against'

0.8 for the entire school. Lejtming (6) found from a study of 90S

children applying for working.,certificates that most of them' left

because of dissatisfaction with school and were not from the sued,

cessful group in school.

Nifenecker (80) has made a study of retardation in New York

.City and pleads for greater flexibility in grading, in course of sttdy,

'ill methods of advancing pupils, and for a mo " purpotive

..progfam."

XII. ORGANIZATION AND ADMINISTRATION.,

JO

at- The junior high-school movement is the outstanding flmiture

school organization, particularly in the Middle Weit t/ Weafite apd

intiny studies have been made as to ifs extent. Among' these Are,

-report's by J. IL Old J., C. Clegtent (15) (ar-43),,, a f (64, 13,F411

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(66) , and. Smith 74), as to the .status of organization and administration of, junior high 'schools in large cities. Rodgers (72) has

studied particularly . the curricula and programs of 101 schools..

Lyman (50) (51) (52) and Gould (33) have described the organization, curficulá, buildings, methods, .and activities of certain typical

junior high schools, $pain, Moehiman,. and Harrington (77) have

prepared a bulletin &tiling with similar topics in great cletail on

the' Detroit intermediate .schools.. Koos (46) , through a canvass of

edimational literature and the securing of ratings-by 124 judges, has'

arrived at it ranking Qf thé relative.importance of the peculiar functions. of juiiior high schools.

One study. compares the effectiveness of the junior high school

.with that of the old 8-4 plan.. 'This is by Briggs. (9) in Los Angeles

to determine to what extent junior high scliool pupils persist in

school and to what extent secondávy, education electives are economically offered in the " inter-mediate " .sctloo He found a higher

per cent of highftschoQ1 graduates had come from "intermediate"

than from " elementary " schools and that the " intermedikte-school"

graduates bring on -ail aveiage 10.2 credits to high schools, are more

stimulated to earn credit in summer school, and that 82 per cent, of

them continue the electives begun- in intermediate school.- Briggs

(9) . has .also niacle a study on ext14-c,urricuilar activities in junior

high schools and talished a text on,t,lie :junior* high school (10).

Another type of school of increasing iMportance is the junior

aillege. Besides a study of .distributitn of enrolment, L. V. Koos

(45) has made a :eomparative study of the curricula. of 58 public

and private junior colleges.

The rural school is another type of organization being studied.

F. H. Koos (44) has compared it with. larger, organizations as

to ..cost, expenditurei, education, salary, and tenure of teachers.

Brown (11) has made an intengive study of the school in a Michigan

village froth the point of .viev of showing the inequality of educational opportunity. . Chapman and Eby (14) and Frost (30) have' made comparative

studies by educational measurements of the achievement of chil4ren in country and city schools. The evidence hi both studies is

strongly ip favor of the larger school systems.

1Zapeer (67) his published *a text on the consolidated rural school,

4t9st of the material of which is based on reprts; investigations

and .obsOvatiinis of itetitiaL.conditiOns,. and deals with the topics of , history,:administiatión, organizatipii, curriculum, methods, aid rural

life needs., , . The plathon school, individual system, and Dalton plan are three

Of otanizOon beiùg tried put. ',Spain (76) *and Bankes .(2)

.déficriliti the fottinfirjyp ttiO' being developed in Detroit ind Akion:

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ato Washburzie (87) describes the individual system a's carried on in

Winhetka and gives the iesult of a questionnáire sent the teachers,

fill of whom approved the system as a whole and reporfe'd children saved from failure by- the method. Dewey (19) and Parkhurst (60) both have described the Dalton plan in operation.

defectives hits been studied 14 Anderson (1). Voorhees (85) has

investigated the growth in knowledge of academic s.u. The extent of provi3ion and type of work provided for

. z made. a follow-up study of pupils in d prpvocational. rq

backward. Poóle (63) (64) and Richards (11) .report, on .dtanostic

teaching of a few cases of backward and difficult children.. Wallin

(86) has made a study of the achievement of subnormal children,

and Reamer (70) of the deaf in.eduCational tests.

The provision made for exceptional%childrn in the ,schools has

been stildied by Gesell (31). J. L. Horn (38) has studied the rea--7

sons for leaving school of ati ,eighth grade class in Oakland and

urges that. funds should be availtible to support highly endowed

children of poor parents so tliat they may continue in school. Studies

have also been made by Omans (58), Freeman (29), Hughes (39),

and Dvorak (23).

The Nineteenth Yearbook of the N.ational-Society for the Study

of 1Aucation (35) is given up to clitssroom proble.ms. in the education' of gifted -children. Mr. and Mks. Omans (.59) describe an experiment in a special class for gifted children at Ypsilanti.

The value of a grouping of Children by abilities and consequent

changes in sçhool procedure is reported on by Cox (17), Heziderson

(34), King (43), Mahony (53), Spain (76), Rapp (68)-, Kunti (47),

Odell (57), Carback (13), Hines (36), Cole (16), Berry (4), Glasp

(32), Stetson (79) , Branson (6) , Wilkerson (26) , Dickson (22),

Dawson (20), (21), Fordyce (27), Terman (81), Pintner and Mar-.

shall (V), Callihaii (12), Stockton, Davis,,and Cronin (80), Kent

(42.) , Lowell (49), Neff (25) , Breed and Breslich (7) , and Thiwn

(82).

The relation of size of class to .school efficiency has 'been studied

by the Illinois Bureau of Educational Research (84). vùery little

difference was found between the work of large and small classes

in either elementary or high school. Monroe (56) 'also* found very

little kelation between sectionihg a ciass and the effectiveness-of into' . struction. Porter (65) .repotts on the .effects olbsegregation by ser

on scholarshikin a Détroit high school. . He foul:id the boys' mark;

showed 8 pet' cent improvementand the girls- were lowered 1.8

Cent' when separated. marks showed closer correlation with

intelligence test than dig eir marks before separation..

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Time distribution in Louisiana scliools (24) has beeti studied by

the Callender laboratory of Newcomb College in order to obtain a

..basis for a study of the most effective time distribution.

Stark (78) has developed principles of school management

through the study of concrete school 'situations. In his tixt he pregents 241 practical problems .with an account of the process of their

sdiution. in which teachers, principles, superintendents, and parents

take part. ' Jackson (41) and Satchel! (73) have niade studies of the extent

of pupil government or participutibn NI school administration in

high, schools. Thornton (83) has studied the exteni of the women's

fgrum, or its .substitutes with t:Ypés of work and det.ails of organization in nOrmal schbols, colleges, and universities.

Theiresent system of marking has been much criticized. Franzen

(28) stiggests--the usé of the accomplighmefit quotient in schoOl

marks. Hopkins (87) has studied the- marks given by the college

entrance exam ipittion board of Harvard from 19042 to 1920, .and.

found the diitribution diverged *idely from the norrnal curie. 1-1;!

criticizes the methods used by exaininers. Beat ley (3) has compared

the standing of students in secondary school and, entrance examinations with later marks and finds a combination Qf comprehensive

examinations and second afyi:kh4ol. record the most .effective.

Cunningham (18) has studied the sex element in college grades

from both men and women histructors. Westfall (88) has found

'correlations between grades in different subjects in simultaneous anti

conseCutive courses and thotie with frone, two, and three semesters.

He found the coirelatiohs decreased as time between

taking courses increased. Rathbun (69) describes a system uskd i.

the University of Washington for weightihg grades so as to equalize

the difficulty. of securing high grades in different departments.'

.In elementary schools there 'are several systems of marking bei"ng

w'orked out. One of these being tried is- the accomplishment quotient.

Mtrot (54) describes an elaborate system of school, .records which

will provide information for.marking changes; conCrete illustrations,

and show achievemeot ant piogress made. Kyle (48) describes

marking system.. which_ resulted. iii a close approach' to tilt; povnal

curve. Beverly (S) discus.ses se of the Trabue scale by children

in rating their 6Nin;t work. 11411es (40, 1920, defictibes .a combina-

. doh. System. of+supervised study, .varying . "scope of ivork, and weiglited

.credit. . -. I . . Two Attidies-:of types of examinations are7reported---orie by the

staff of instructors in contemporary civilization in Columbia, with

the a:istahce of Thorndike (89) ; the other by Monroe (56). Both

:`46 cohclude thit the ',qew examinations with questiops permittig 41 Al 4, ;

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EDUCATIONAL RESEARCH. 15"

only one èrrect answer is preferable, though Monroe calls attention

lo certain limitations:

XIII. TEA:CaINSG AND SUPERVISORY STAFF.

The most frequent type of study in this field is that of surveys of the preparation or status of. teachers. Such investigations as to status have-In Made of all teachers in 359 cities by the National 6inniittee for Chamber -of Commerce (60) , of junior high school

teachers in 99 schools (58), (5lt), arid of Texas high-school teachers

((;2) ; of the preparation of high-school Oadiers in a's:5 accredited

schools ( -the North Central Association (15), and anóther in Qre-

¡Jilt' .(59) and Pennsylvania. (50) ; of rural school teachers in Penn7

sylvania (35) ; and of all teachers.. inliissouri (39). Other surveys deal with the status of the visiting teacher (49) arid the citustis .for

*which children. ar6 referred touer and methods. employed. Purgetis (9) (10) has studied the rate of progress in teacher preparation

.11).y. comparison in 14 Stittes of 1910 And .1920 statistics; Sinick (43), the amount. of practical work and practice teaching done by high- schdol teachers in Penng`y17aniaeand New Jetsey; Benson (4), 10,000

teacher-training krachiates. "The.study indicates the relative length

.of the tenure of tiained.and untrained teachers, types of .curricula

in demand,. distribution of trainid teachers among differént types of schools, and occupations of graduates who did not teack

The most extensive study .of the curricult used in teacher train- ing is that. published by theCarnegie Foundation (30 dealing. rith

the educational .alid administrative aspects of the preparation of

.-..teachers in State normal schools. It includes also topics on the origin, and growth of normal schocils in the United States, particularly

in Missouri; the government and, organization of normal sc.hools; the curricula and personnel of Missouri normal schools, théir opera, tion, administration, and product. Foster (23) has stud4d the status of Smith-Hughet iiractice teachi4 by means of a (*don- damn (12) has made study 'of teacher-training depart- nients in iginnesota high schools. Williams (64)- (65) his niadii's similar study of flemon4ration teaching and observation in 295 in- stitutiona. Burnham (1.1)\_. hits made a survey of the teaching' of mental hygiene,*and 1.t.survey of the status of educatibnal sociology. iasteen by Dints (30. . Gray (21)., Schulte (55), and Doilg jag (21> have. studied the distOption .of time: or assignment .of studept. tkáchers,. and Brueckner (8) . describes an experiment' theii training by means of field *ork. Ros's (8) reports on the status of.county teachers' institutes in Petinsylvania. t... Anderson- (2) by uteloq of a.questionnike hits arrived, at three, basic, Ofiises in; eduCtition,' , . liti.desciibes. Onò he, ca

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BIENNIAL SURVEY OF IIIMOL:TION, 1020-4922.

ductory and informational, one theoréticat and 'general, and thé third

R course in schoolroom prakedure. :

Franzen (24) has 'made a comparison betwepn general and special

methiods courges *in teaching high-school -subjects by means of

analyses of outlines, notebooks on syllabi and descriptions, of both

types of courses:. He has liste0 the topics treated in ordei of frequency

in di ffere"nt types of count's, and as a result of the study suggests

stapdards for. the twO types of courses.

The Bureau of Educatron lias published bulletins by Koos (37) on

standards in graduate work in education, by Cook (13) on the: laws

and regui itt ions on the. certificat io-n of teachers in digerent States, by

Oleim (:M) on the vi8it1fig teacher, one by Dawson (17) on the preparation otteachers of the social studies, and anoher by_Cook (14) on

the.provisions for, and methods a4d results. of, the supervision., of

'rural schools-1R different States.

Charles Russell (54) prosents a thesis on the impmvement of thecity elem;wtary-scliool teacher while in service. It includes a survey

ofIthe historical ,backgro.und, a study of school reports to determine

what are the present agencies in use for teacher improvement, the

fundamentals of improvement, and an outline of the. stew through

which a teacher must pa§s in becoming the mature master.

Waples (63) gives a table of the relative value cif college education courses obtained by gathering the opinion of high-school Prinipals: Lowery. (40) reports a study of. the attitude of coliegt;

students toward teaching.

.Greenan (28) has studied the distribution of time -of East Otange

te4ehers for teachifig, clerical, advisbry, and disciplinary

. work.

' Deuglitif (21) has nude a study of the mArket for prospective high-.

. Wfool teachers. A similar study would be of value to colleges of . f °416#4 e-e tion.

NfOrton reportt, a stay in grading examinations frOm which

he concludes that this' 'method of -.licensing teachers is too iftaccurate.

. &Mice. as to the characteristics desirable for a twher are reiorted by Osburn (48) and 'Smith (56), who deal eipecially with

industrita teachers: `and by Hahly (29) and Dolch (20), who

take it up from the child's viewpoint. The outstanding cohtribution

in this field is ight's 06).. He had 153 t'.eachers ratIct by the

mutual ratin f supervisoís and pupils and against-these ratings çorr1ated obj dye facts. PCorreiviions with age, experience, Ind

quiltty of hand writing viers too low fot prognostic purposes, but

-abiiity tass a professional test, nor.ma.l-sehoollocholarship, and in

-the Calfge of the high-school teacher, intellirtnce seemed significant.

C., 6, Davis (10, by ,fileatis of.4 questionnaire, has arrived at th46. . wing duties of a higIachoo1 princip

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L To formulate a vision and -a policy, for Abe school and to

mumuniente this vision to his entire staff.

2. To lead In the formulation.of ways and means fnr rea4ing their vision

-and

3. To supervise luMructIon, inspire teachers and pupils, coordinate bud

artivtilat*e efforts.

4. To serve asthe school's agent before the pub%

5. To share -confidences with his teachers aud pupils; delegate to

them * responsibilities; and unify the work. of the entire

school.

Hudelson (31) has studied the actual distribution of time between

differept duties byrprincipals iii West- Virginiii. He concludes that

they need clericp.:1 assistance. McChire (41) reports a study of re-

, . quisites for at, ntmilntkanct duties of principals in 17 to 20 largo Helound much dikrepaney between tlietiry and praciice, toò

'Much time give,n clerical work, too little time to stipervisiQn.

Morrison (44) has made a study o'f supervision from the teacher's

viewpoint, from which he concludes t1iit. tii principal could help

most by suggestions. inspirkion, cooperation, help in discipline, and

the discussion of .problems of *instruction, in teacherS meetings; the

assistant .superintendent by demonst ration teaching, organizing

teachers° meetings, giving -teiichers seY-confidence; the_ supervisor

in suggestions, outlines, and personil conferen&s; the Apartment heads in helpi4 to prepare outlines and lessons, grouping children

by ability, 4. and. in improving tecifnique of ..teaching.

Gist and King-(25) made a study of the principal. only from the

same viewpoint. .The most mentioned *ays in which he could help

were ii1 the care of the èxceptional child, with the cour4.0f.stuay,

as a professional leader, in pròmpt delivery cif supplies lnd equip- ment, and by a well-defined system of management.

Morrison (45) has made a study pf the legal status a the city- school s4perintendent,--using as sourc,es statutes, historical wigitifigs,

general principles of government, and- judgments of leaders

(*cation.. first Qf These sources is his. main reliance. Some

conditions. revealed are the predo of small board§, a four.-

year, term of office, and the disap img ward representation- in

school boards. The powers in which the superintendent is most

nearly indepen6nt are enforcement of attend4nce, granting of working papers, making of formal tiports, and 'supervision of in- struction.

Alinack (1) has stddiett tip.- duties and training of Oty superin

41ndent8 by. ;neaps 'of a giteitionOitis find fe;tudy. of published piles and of texts. He fpund the appointment of scholil officers and

teachers, teachers' meetings, making reports, enforcing

ruleqattending boird meetings, .a.nd the -study 'of 9ther échool sy

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18 BIENNIAL SURVEY OF EDUCATION, 1920-1922.. th S. W. Johnson (33) reports a study by questionnaire of the relatioiis between superintendents and sçhool boards in Iowa, taking

up such topics ks causes of failure, factoos in success, difficult problops for board and for superintendents, the manner of selecting

the board, and clòsing with recommetdations as a result of the

study.

Struble (61) has studied khool-board personnel, classifying' board

members as to vocations, age; sex, experience, number of their children, and miscellaneous factors, and rating board members as to

their influence, valuableness, progressiveness, and leadership.

There háve been several studies on salaries made, but not so many

'as in 1920. Some of these are by the Massachusetts Department of

Educiption (42) of conditions in that State; Eaves (22) on old-age

support of women teachers, also in Massachu%tts; and the Wational

Eddettion Association, (47) on salaries .cities of 100,000 population and over. Bonner (6) niade two studies, one of high-sobbol

teachers' salaries, the other (5) dealing particularly with oppor-

. tunities for advance and concluding that the salaries of experienced

teachers especially should be increased. Arnett (3), in 1921, made

a study of salaries of college teachers. Deffenbaugh (18) has a

study of the salaries of administrative officers and their assistants

in -large cities. Hert.zog (30) discusses State máintenance of teachers' in training as a solution of teacher shortage.

The value of use of intelligence ande standardized tests in supervision is shown in studies by Brooks (7) , with rural scho.ols, Dickson And Norton (19), Ruch (53), Kallom (34)., Rogers and iiaker

,(51), and Johnson (32). The )ast two studies consider especially

théir value in evaluating diffèmit methods of instruction.

XIV. METHODS OF LEARNING AND TEACHING.

In the field of general methods the project method and socialized

recitation continue in the foreground.. Library Leafla, No.. 17, February, 1923, of the BtFeau of Education (26) gives a list of references on the project method in education which is quite complete.

Párker (16) has -Written a series of articles o the thihking process,

showing the importance of Ooblem solving, presenting illustrative

sch9o1 lessons and rtiles for stimulating thinking, and a biographical

study of how inninent men think.

Tayloi (23) has compared 30 lessons taught by the iocialized

method with those that were teack4y-directed and found the social-

. ized classes gave better. results.

A comparison of the traditional method and a freer Method tried in

first grade is reported by McCall, Chassell, and Aollingworthy (14).

-free group in first gr4des made le rogress iii seven tests, tui

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Inv EDUCATIONAL RESEARCH. 19

more in three; in second grade less progress in four and more in one,

but the differenCes were very slight.

Richardson (19) discusses fehtit he calls the campaign method, . defining a campaign as characterized by a recogniZed need, definite,

time limits, organized effort to stimulate and sustain interest, with its

success 'resting upon others than its organizers. He reports three campaigns in the four fundamental ppocesses which resulted in

mArked improvement.

Linke (13) describes an experiment in teaching in response to

children's Auestions. A comparison of the lecture method with the

question and answer mbthod, tried: in 11 high schools, is reported by Alderman (1). He found that the former method was slightly

better in grades 10 to 12 and the falter better in grades 7 to 9. Pupils of superior ability did better by the lecture method, those in 'the

fourth quartile by the other method. Two studies of presenting matter to college students by Holton (8) and Horne (9) both favored . the discussion method.

Hunter (10) compared, the textbook, &ture, and developmental method and found they ranked, for inimediate retention, develop- mental first, lecture .seconO, textbook third; for delayed retention, lec-

. titre first, developmental second, and textbook; third ; for power, developmental first, textboók second, and lecture third. He also compared oral developmental with laboratory manual and found the first

method superior. In an experiment comparing visual 'and oral instruction he found the oral method keferable.

Weber (27) has studied thel effectiveness of visual aids in seventh

grade instructign. He, found showing films method superior to an

oral presentation when the subject matter. was largely descriptive, but in ánother experiment where four methods of presehtation were

usedfilms, film-lecture, oral, and printed descriptionsthe. film

method did not secure such superiority. Measured by ability. to ¡give

infotmation verbally the first methods gave approximately the

same results, but meatsured by the ability to dravt., the .visual method . was distinctly superior.

Monroe. (15) has made a study of the types of learning requirècl

in different school. subjects and their relative 'difficulty.. He found

the most frequent types are:

Type I, comprehension oP Material read plus memorization, so that it cati

be reproduced; Type IV, ofAtilnineIpformátiod for the ptrpose of solving

problems orf answering questions ;. Type XII drawing valid -conclusions. from

giveil did* or itatements; Type IX, a clear comprehension of the

'conditions of a problem which is.19"be solved.

The types varied for differept subjects. Thîmost difficult' types

Alk from the standpoint of the p sji are Types XI and above. Type XI is also the most h pferenee to in,struction. f

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Robinson and Heron (20), studied the effect of variations in

length ori memorizing by the use of fionsense syllables, and found,

with increqsing length of -material, a negative acceleration in the

memory curves. Laird, Remmers, and Peterson (12) found that

organization mid classification of mattirial is an aid to memorizing

and that it is probably more beneficial, the more meaningful the

material.

The value of interest in learning is shown in studies by Bridges

and Dollinger (4) , who found a correlation of +0.22 to +0.2$ between subjéct's rank in interest and the grade the student received.

Thorndike (24) obtained a correlation of +0.46 between the ran

which a eolldge stddent gives a subject for interest and the mark

he receives in that subject in cothparison'to the marks he receives

in other sqbjeds. Freeländ (6), in a year's study of the daily learning of six children, found interest to be one of the significant factors, ethers being physical condition, mental alertness, and tenacity.

Waples (25) has, reviewed the problem of interest in education in

a five-chapter study which takes up a classification of 'the literature

of the sijbject, discussion of the°value, the development, the social

modification, and sociAl expression of interest. % Book-and Noivell (3) studied the effect of interest in improvement

on 124 college students in four himple kinds of learning and found

that intetest in improvement served as a ditective force, and concluded that " interest in improvement and belief in its possibility aid

mental adaptation and the formatiol of new and better methods of

work" (pp. 354). Arps (2), in a comparison of work done with

or without knowledge of results, arrived at a similar conclusion.

Work without knowledge.of results was reported as very deadening.

Peaks (17) has studied the periodic variations in efficiency, summarizing important studies of the influence of heat, weather,

humidity,:and time of day or year an efficiency. Some of his conclusions are that there are three periods of physical and mental

growth i4 the school year, one of depres.jsion in January to March,

and tv:vo favorable, September to December and March to June.

Sullivan (22) studi.ed the effect of mood upon performance and

found it insignificant. Garrett (7) concluded from experiments

upon judginent that each individual has an optimum rate for accuracy.. , .. , a, General texts pn learning 'have been published 4:by .Kirkpatrick

;(11), who deals. particulurly with the place of imagihation in educa

ticki ;. Stratton .(21), whose purpose was to determine the relative im

portance . of special mental facilities and .the transfer 'of training;.

Edwards (5), whose text includes many useful suggestions with re

C.. gard to .methods , of.. study ; .' and Pyle -(18)i who: reports .1:ditty ex7.

, . . I 1 . ;its in his book, .3130Paypholoty of Tost ..,,,,

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EDUCATIONAL RESEARCH.

XV. METHODS OF STUDY.

Webb (8), 1920, reported on the habits of study of college students. He found superior student§ use good methods more than do pool's, students, but the majority of good methods are not used by the

majority of students.. They usp better methods for examination.

Study habits are merely piçked up and students should be taught how to study. In another similar study by Webb (9), it. comparison of the methods used by students of four different teachers was made

in an attempt to prove that the habits of study should be cônsidered

in measuring effective teaching. . Ga.rth (3) reports a similar study in which he found oily. 4

per cent of students were studying In " true problematic fashicm."

The median method of study used was about hitlf way up on the

scale for measuring ihethods of study whose preparation he .describes.

Elizabeth Thbrndyke (7) reports on environment as a factor in

a pupil's study life. The data were obtained from 1,600 high-school pupils. geven per cent preferred to study at home, the rest at school.

The place in which they would be least interrupted was usually preferred. Other reasons for referring to study at hóme were more

continuity, and chance tp study aloud for prctferring lo sttidy at

school was the fact that .everyone else was studying, and that there

was an opportunity to get help.

Clayton (2) mack it closely allied study in attitude toward school

work and found girls and older pupils spent more time than boys, and younger pupils and the girls were incise contented than the boys. Germane (4) has studied the value of outlining ánd summarizing

compared with rereading with both college and grade stiidents. He

found the rereading group excelled 'those summarizing, but when

the summary was stimulated and directed by specific problems, it

gave the better result, and this superiority 'was even greater when with was pliminated, -especially in the grades. . Yoakum (11.), who studied the effect of a single reading, found that tinly a -sntall proportion of material read was rdained and thitt repeated testing

was an efficient method. of &curing retention.

Studies in memorizing still continue: Woody (10) found oral reading superior to silent reading in the .nlemorization óf poenis for the majority '.of individuals studied.. 'ItObinson (6) foimd. that

rélative merits,. of distributed and conòentrafed. study. .of material del.:ends upon the total amount studie.d, the . units .into which it111 was .divided, the stage at which efficiency wiis Wilted, and whether the criterion wits accuracy dr time of recall. Aphillés.,(1), has. ma4..04. ,61 recall and, reccignitim. and. 6:nds;!iii positive .40eiatiOtt bétween the:.:,processek.-944.,10,

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22 BIENNIAL SUPEY OF EDUCATION, 1920-1922.

tions for reoall or recognition of different materials. Both processes

increase with age, and women and girls are slightly superior to men

and boys. Skaggs (6) , using nonsense syllable§ and poetry for

material, found the interspersed method of reading recitation better

than methods of grouping.

XVI. THE CURRICULUM.

sl Studies in the curriculum in general are not strictly of a research

character, but there are sev.eral new publications that approach .this

field experimentally.

An outstanding study is I3obbitt's (1), which, by the method of

examination and analysis, arrives at .a statement of ,the specific aims

of-instruction. 'Bonser (2) , Meriam (4) , and Wells (7) have pub-.

lished texts oft the elementary curriculum as organized about activities which are based on experimentation. Part I of the Twentieth

Yearbook of the National Society for the-Study of Education (6)

contains a collection of 295 projects, classified by grades, which have

been tried out in different sChools. The Course of Study Monographs of the Berkeley public schools (8) are also the results of,

committee reports and classroom test. Charters' and Moore's books

on the curriculum have just appeared.

Mott and Devricks (5) , by means of a. questionnaire addressed to

874 high-schbol graduates, have rated each subject of the highschool curriculum as to its *glue for economic use, enjoyment, citizenship, home making, and good will. On the basis of these ratings

they advocate a redistribution of time among the different subjects.

liehrJ(3) has made a comparative study of the college curricula

for men and women, from which she concludes that for both sexes

there is need for vocational guidance.

The Lincoln School, in New York, is making a thoroughly scientific

study of the curriculum. Similar studies are being made in the

Univeysitiv of Iowa and Chicago.

READING.

The subject of reading has predominated in the formulation of

curricula studies, Part II of the Twentieth Yearbook of the Natiorial

Society for the Study of Education was devoted to tlie subjèct of

silent readinig. To this study Tftiesen (58) contributed a summary

6f the evidence of previous investigations as to the fadqrs affecting

results in primary reading, the most important of which he finds is

\ probably intelligence. Other factors showing some correlation are

interest, superviiion; quality of 'teaching, amount of reading, eye

movements, vocalization, attendance, comprehension of mitterial, na»

.:v tionaíity, language used at home,' and presentati 41) ispids

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EVOCATIOTAL 28

context. Factors studied but on which the evidence was still incon- . elusive ivere kindergarten training, time, and phonetics.

Further studies in some of these factors have been made. Webb

(59) reports correlations between Army Alpha scores and reading

rate of +0.49 and with comprehension of +0.68; between Thurstone

intelligence scores and reading rate of +0.58 and with comprehension of +0.64. Hunt (31I finds correlations between Otis -intelligence and rate of reading of +0.38 and with comprehension of

+0.48.- Hunt has also found in a study of fourth and seventh

grade children that extensive readers obtain higher scores in both

reading rate and comprehension than do nonr6aders. J. L. Green

(23) also fpund a correlation between achievement in reading and

amount done. Three experiments have been described in which

sPecial attention was paid to reducing vocalizátion.

O'Brien (41) carried out a controlled experiment in which different types of training in rapid silent reading were tried, one of whiSh

differed only in special attention being given to decreasing vocalization or inner articulation. This type of training resulted in marked

superiority in amount of improvement made. -.Photographic records

of eye movements showed this improvement was accompanied by; a

reduction in the number of fixation pauses'and regressive movements

but by little change in the length of pauses.

The other two experiments by Waldman (57) in fourth grade, and

by C. W. Stone (51) with college students involved several other

factors, so that the &crease in vocalization is .not the oy cause

in their success in improving the reading ability of their sUudents..-

Buswell, by the method of photogfaphing eye movements, has

arrived at important conclusions reported in threp different monograkhs. In the first .of these three (10) he has found by synchro-.- nizing the photographic records of eye movements with dictaphone

records of the voice that good readers differ from poor readers in

the length of eye-voice span, in the number ana duration of fixittion

passes, and in the relative length of eye-voice span in different parts of the sentence.

In collaboration with Judd (34) he has made a scientific analysis of the various types, of silent reading, comparing eye movements in

skimming, careful reading, and stúdy ; and in the reading of simple

prose, poetry, geography, history, and algebra texts, Latin and

.French. Most of the rdcords show0d that effort results in a narrowing of the span of recognition, lengthening ot the fixation, and re- O gressive movements, although some pupils seemed unable( to change

the level of attention. ,Latitt pupils did not really read but puzzled

out meaniOgs. French 'pupils did mucli better. O , In, ailother ptiudy, Bigwell traces the -development of

readi

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.velopment to proceed by the reduction of the number aiid length of

fixation pauses,land of regressive movements. Reduction in the number of pauses reaches a plateau in fourth grade. In the length of

pauses the 'plateau is not reached until sixth, but grówth in decrease

of regressive movements -continues into .collegv. Development is

quite different in type after the first four years. CorrelatiOns between

these three types of data and Gray's oral and Monroe's silent reading

-tests are set .forth in graphs. A comparison is made of different

methods. of reading, which shows that more thin one method may

succeed in developing mature reading ha,trits, but different. methods

§how quite different curves. He 'also shows by an ahalysis of individual cases how far children nifty, deviate from the usual route

and desetibes th6 *remedial exercises. use'd i.n those cases where the

pupils had apparently -devinfed too far from the usual route,to in

dicate probable attainmentof efficiency. Breitweiser (6) , in, a/mono- graph on training in rapid Ivading, reports an unpublished thesis

by Fereshetion, of Colorado College, in which he ddmonstrates the

possibility and value of pacing the eye movements in training for

rapid reading.

Wilson (61) has studied tlie effect of different types of maWrial on

reading ability and found that reading ability varied greatly according to the tylie of material read.

Burgess (7) , in a brief study, shows the advantage of grouping 'according .to ability ; Hawley (26) , the effect of clear objectives; and James (32), the value of using the results of measurements in

improving reading ability. La Rue (36) reports a small experiment in the use of the shorthand alphabet in teaching pupilg to read and

urges its adaptation to printing, as a substitute for our English

alphabet.

The *alue of rapid silent reading on ability to recall is denim-

-' strated in experiments Iy Gilliland (19); Harvey (25), and O'Brien

(41) :

Special. devices tried out witli success and reported are the use

of flash çards by Watkins `'( 58) ; use of practice' tests involving cutouts, pasting in picture frame, picture dictionár sheets

by Nila B. Smith (47) ; and set.i of reading ear*A911in.! sr actio4

or language responses and used by the children ás .4 game, by

Hoover ( 28).. A. special technique followed in the University of Chi-

. cagolabOratoily schools, 'resulting from experimental studb is descaed by, Shepherd (45). . The pgyehológy of reading, With special pferences to disability,

has also been' studied by several investigators. Gates (18) includes

spelling in his study in whieh he has attenipted. to .devise a technique

discdver the facOrs' 'acquiring ability in rut&

*g md spelling, to aseettain the causes for diBat&J1y in these En*

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and to try out remedial measures. The defects foulid associated

with disability were those of mental ability, vision, articu1atioi4 eye muscular control, eye movements, eye-voice span, training, emotional stability, and also disinclination. He found ao evidence for word

blindness.

William S. Gray (t) reports the diagnosis and remedial treatment,

of 27 pupils backward in reading. For each case he gives a general . descriptiO; preliminary diagtosis by imams of intelligence and

/reading tests; detailed diagnosis by individual voclibulary test and

analysis of types of difficulties; and study of eye movements and

description of remedial instruction and its results.

C. T. Gray (20) , in his monograph on deficiencies in reading,

analyzes reading ability, and gives a compilation of tests and methods

of observation to be used for diagnosis which includes tests for

vocalization, eye m6vements, and breathing as well as the more usual

reading tests. He presents a critical account (jf remedial worli carried on by yaribus teachers and investigators, and summarizes leading

publications on reading.. Fernald and Keller (15) report six extreme caies of nonreaders and describe the meihod used in treating

them, calling particular attentioil to the need for study of kinaesthetic factors in the development of Word recognition,

Other studies dealing with disability in reading are by Aliderson

and Mertoñ (1) , Freeman (16), and 'Poole (.44).

Thiesen (54) has surveyed the provisions existing for individual

differences in reading and makes suggestions as to which are ,of the

greatest merit. ".

So much progress has been -made in research in. reading methods

that courses and texts in teaching reading, based on scientific study,

are beginning to appear. Among such may be listed courses. outlined by Parker (43) and McFarland (39) ; and on methods by Leonard (37) , Wm. A. Smith (48) , Stone (50), Simpson (46), Wiley (60) , Lloyd and Gray (38) . Ballou (2) óffprs an outline of a

normal course in beginning reading, the result of 103 questionnaires and opinions of 75 teachers.

Germane and Germane (17) have written a text on silent reading

in which the topics of silent or oral reading, spoed, comprehension, organization, retention, questionable methods;reatedial work, measuring, and material are discussed and the finding of the leading invis- figations. in these various lines reported. Methods and.' material

suitable 'for. each grade are outlined and lists of books and materials

are given in the appendices.

8tudiei in ;content of reading'couises have- been approached in tw9

.main ways : One through a study of children's.interests, the other by

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A study of the interests Qf. children 2 -to .7 -years old and of the

phrasing they themselves use in telling stories hap .resulted in the'.

Here and ow Story. Book, by Mitchell (40). Dunn (12) has

studied the interests of children in grades one to three,- and finds the . reading materials best liked contains the factors of plot, narration,

conversation, morality-, for boys those factors also of .surpri$0 and

interest in aniinals, for girls also the factors of child and - familiar exjiétience. She found their rating of material very different from that Of adults. Jo an (33) invkstigated the interests

of children from 9 to 18 years ol . He found marked sex di fferences,

which were greatest at 12 and Ç 13 years old. The bo s preferred':

infiction, stories of war, scouting, school and sports, and adventure;

in nohfiction,."wbat-apd-how-to-do" books, and history and biogiaphy in exciting story forn!. The girls preferred fiction portraying

home and school with other types such 'as fairy stories, and love,'

while tales with historical background were preferred by less than

10 per cent. They lthowed little iriterest in nonfiction. Jordan lists

favorite authors and magazines for both boys and girls. Chamberlain (11) prepares a study on the difference in. reactions to English

classics where boys and girls recite separately: Eatón (13)

studied reading interests in high school. Though he, too, discov-ered

the greatest interest in fiction and stories, he found over half the

boys reading vOluntarily essays and travel, biography, and sciehee;

40 per cek .reading llistory, 38 per ceht poetry-, and" 26. per cent re-

, ligious books; over half the girls read,. poétry and biography, 42

per cent religious books, 34 per cent esskys and travel, 26 per cent

history, anct only 9 per cent science. He lists favorite magazines

and authors for both sexes.

Uhl .has two studies, one (56), on junior high-school interests in

informational reading selections which showed the pupils to. be mucil

interested in selections on inventions, transportation, manufacturing,

and cost of living; the other (55) , based on reactions of 529 pupils,

mid a questionnaite sent 2,253 teachers resulted in the selection

an4 grading of a number of selections of reading. material.

sirable qualities included aaions and character, adventure, htimor,

easy content and diction.; familiarity, and portrayal o'f the supernar

Wild, kindness, and loyalty. Green (23) fouficl better readers less

interested in fajry tales than poor readers.

King (85), hi an investigation (mbracing abolit 4,800 children'

.has obtained a list of fayorite poems for eleniefititry school children

which she presents, classified in order of frequency of ch6ice, according fo 'type of fooein, and in a sugge. sW..cpurse of study. -'She also

lists the teasons 'given by the Children foi their choice, . liosiac's .(29) i4vesiigations i4 reading .waS carried along foq

lines: Opinions-, of authorities. solo: Aims and iinethádi of teaching

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EDUCATIONAL RESEARCH.

literature; analysis of "study helps" in four sets of readers; eviitlence as to common practice of teachers in teaching literature; and

experimental teaching. This was to determine the rélative value

of different methods and devices. He concludes that informal

methods and no insistence on details at the expense of the wh9le are

to be preferred.

Burgess (8) has published a monograph on the weasurement of

silent retding in which she hits made a useful exposition of the laws

of a *scientific procedure in the construction of reading tests; contributed an analysis of* reading as a function; and set up a sample of experimental and statistical study.

Several analyses of texts to determine vocabulary or content have

been made. Holmes (27) has analyzed a primer and two -readers

for phonic facts; Erick and Seike (14), the vocabularies of beginning

books in 12 reading- methods t and Packer (42), a number of first

readers. All find most books contain -words of very lkmited fre-

'quency, and a limited number of words are common to the different

books.

Woody (62) and R. E. Stone '(52) have studied tho content of second readers; Starch (49) and Hosiac (aq, that of readers for ail grades in order to determine the amount of diiplication or overlapping between different sets of readers, so that readers supple- mentaitto each other may be selected more surely and in order to

determine the type of material included.

In mechanics of reading books, Blackhurst has made two studies;

one (4) on the size of type as related th readability in the first four

grades, from which he concluded that 24-point type was best in

grades one and two, and 18-point in grades three and four ; the other

(5) is a study of books used in grades'one to six in different decades. In the later study he found size of type, length of line, and leading

all had increased in every *grade since 1890, the decade of greatest change being that of 1890 to 1900.

Bamberger (3) presents the results of a study on the effect of the

physical make-up of a book-upon children's selection. The factors

of choice found are color of cover, nature of title, wide margins, and

'limber and type of illustrations.

Surveys of reading ability have been made on Iowa Oildren by. Greene (22), and in Idaho by Harlan and Madsen (24).

2. 'HANDWRITING.

Freeman is still the leading investigator in the field of handwrit- 'kw. He has published serially in the Elementary School Journal, (2) a course in handwriting for grades two to six, based op. a Tress

liminary course used enierimentally in a public schopl ,in Kansas

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es City, Kans. He has also made a study (1) on the handwriting

movement by meins of an analysis of the movements- of -good and

poor writers through motion-picture study. The amountoof arm

. movement was measured by an instrAment, giving a traOng of it

and comparing the degree of correspondence of the tracing with

\ the original writing. He found good writers showed a looser grasp

of the pen, held the arm more. néaily perpendicular to.the writing

and the forefinger lower than the thumb with wriit tilted not more

than 45 degrees, but he -found no evidence that the good wiltbi

used arm movement more than the poor writers. Of the 243

dren studied, almost none bad complete arm movemvnt, although it

had been, iaught them. In xe¡ard to speed he found that the good

*titer aditpts the spet. to the! stroke, the speed being greater at the

mid4le tluin at t :ginning or end of the stroke,.-but there is no'

sharp contras speed. Using- exercisei based 6n these results,

training classes were taught and showid greater. progress' than in

two schools "Osed as controls. .4ti

West (5) 'bitts studied the relation of rhythm to the handwiiti

movement snd found imposed rhythm an aid only in early years:

for a iirritar with habituated speed aiid rhythm wOuld be slowed and

the quality of his writing lowered by any beat slow enough to be

copsciously foltqwed.

Shaw (3) reports an experiment in supervision of handwriting"

carried on in Detroit frcim,which it was concluded that supervision

does'pt4. and that it is mogt effective when special attention is given-_

to those in need of assistance.

Walker .(4) aspribes what he calls the "unit plan of penmanship

practice" developed in St. Louis in which pupils irrespective of class

standing were divided into three groups of" good, mediocre, and

poor for writing lessons, and were .promoted from one group to

another individually. He found that the plan reduced failures,

lessened time neéessafy, and simplified supervision.

3. MATHEMATICS.

t. Thorndike has been the.. leading contributor to reseatch in this field.

He has published several separate .studies (24) and two books :' One

(21) on the new Method.* árithmetic'which is based ,upon principles

discovered by the psychòlogy 9f learning, experimental education,.

and ,the observation of spcessful school practice; the other (23) on

the -psychology '4iif arithmetic. 1n this. book. he discussed the ,funetion of .bonds;',ciptrol .of the responsé connectionk .means of obtain

ing and cof measuring improvement in their function, &Bitable degree

o of bonds. at *different stage4 of -learning, the, original

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IMUCATI6NAL RESEAR911.. .29

tendencies on which the .13choo1 may base its connection forming, application of laws of learning, find inheritance of special abilities.

In Algebra, Thorndike (20) has studied the abilities involved in

algebraic -cRimputation, problem solving and intelligence, which .he

knds correlate highly; and the permanence of school. learning (22), .which he fuids to be greater than the idea prevalent to-day. Woody

(32) his corrobofated the result in his study. Thorndike, in collaboration with Woodyard (25) has a4o--,studied -the uses of algebra

and geometry by means of an inventory of high-school texibooks and of articles in tthe Encyclopedia Britannibt. They conclude

that the parts of elementary algebra most used are the statistical

graph and formulae-arid that mathematics is of importance W the

understanding of subjecti of general interest.

. Woody (31) has investigated the types of arithmetic needed in

certain types of salesnianship by means oran arialysis of 4,661 1)ills- . of sale. Symonds .(1g) states 13 uses of mathematics found in society. He estimates the number of persons making such usage and sug- gesfs dividing the Course of studyinto three parts in order to provide

for different uses; G. M. Wilton (28) reviews previous studies and

presents a study .of problems actually solved by triature people as

one method of determining the curricula 'in arithmetic. Rosen- berger (12) urges the inclusion. of the elementary calculus in the

high-school course, basing his plea on a stud/of the status and Oresent trend of mathmetics inpsecondary schools in the United Statel

and- a-broad, a historical survey a the growth of the calculus, and

a comparisdh of textbooks. The Bureau of Education (9) publishes

a bulletin on the coiirse in mathematics in secondary education. . - J. H. Smith (15), by measurink the time required for recall, has

determined the relative difficulty of arithmetical combinations for

each of the four fundamental operations. Osburn (3), through a

study of errors in arithmetical fundamentals -made by Wisconsin

children, concludes that 'the comparison of numbers above' the; 5's

is more difficult than that of those below, and addition of numbers

whose sum exceéds 10 is more difficult.than that of:those whose bUM

is. lest than 10. Zero combinations, division of numbers by them:-

selves, carrying, and' particularly borrowing difficult.

pau ing as tnalyzed six t ir -gra an me :ics m or er to determine the eiact nature of the- work o ered and how far the

textbooks studied make a4 appeal to the needs- and' interests of the pupils. Ile gives tables-. ohowing the umber .and .pér mitt of problems .and examples in each text, and e distributions accordifig to operation requitred, subject matter, occupatiQns, and meakirements

involved.

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Knight (6) -aniilyzed 45 columns in 'addition drill eternises. '"He

coricludes that jn colnstruction of drill exercises the frequency with

which different numbers .appear in the columris is a poor index of

the distribution of practice; and that the frequency of the unseen

'numbers should be considered as well as that of the seen _ ambers.

Marsh (8) has compared the school standing in second and thirdyear. high school of pupili taking mathematics in first year with those

who did nat the groups .studied'being almost eiactly equal in first

year. He found that. thoge studying mathematics in their freshman

year .were decidedly superior in the work of the next two years in

high scgool.

Buckinghwn (2) presents- correlations between mathematical

ability and intelligence that- do not seem-to show as close relatjoit

as previous studies.

Kolstad (7) found a definite relation between the school grade finished and one's ability ,in later adult, life to iblve alithmetie pioblems. He found the avcrage AmeFican litefate adult to have ail

ability equal to about that of seventh-grade school children.

Schorling (14) gives a description it experimeneal courses in

mathematics tried out in 15 schools, which he considers not so much

scientific experiments as " purposeful innovation."

Two studies on tho- relation of visugl imagery to geimetric ability

are reported. Wood and Bell (29) found some correlation, but a

lower one than that of -immediate recall, verbal expression, and absence of motor manifestatign with ability in geometry. Washburn,

Hatt, and, Holt (26) found good correlations between geometric

ability and speed in. control of visual imagery test and a slight correlation with accuikacj in control of visual imagery.

Hoover (4) describes an extensive experiment in utilizing the play

instinct in arithmetic drill. by .means of sets of cards involving the

_fundamental operations which were used as a nine for children.

The. section using this methpd. gained 17.8 per cent in accuracy u

against 14.1 per cent far those not using it.

Kelly (5) has comfaired three types of -drill in grades -four to

eight in Lawrence, Kans. The drill was carried on for 20 days and

the results showed greater gains and better adaptation of drill to the

Ìüdividùal cbild by both:the Cuitis and Studebaker material than

iìyr ordinary schoolrooni procedure.*

Est/aline Wilson (27)' and Newcomb (10) hame described successful

experiments iii tettching itethods of problem solving in arithmetic.

Xteatty (1); ih a study of 175 San Francisco pupils in grades four

to six, cOnclu4efirthat tilt; Austrian method does not show real-supe-

; riority over the borrow.ing method:6f substraction; for, _although

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EDUCATIONAL RESEARCH. 31

anoththr. The medium accuracy of those using the Austrian method

was but 2.4 per cent higher than that of those using the borrow. ing, and their.median raté was 8.2 as against the median rate of

9.2 of those who worked by the borrowing method.

Reese (11) infi reported on the working out of the individtial.

systeni at Winnetka in the case of airithmetic.

Terry -(19) has investigated the reading problem in arithmet

through an examination- of the methods -used by adults by means

of ifitrospective reports, time and quantity records, and photographic

records of eye movements. He foundia special technique in tending

numerals oi one to seven digits which consists in locating the beginning and end of the, numerals, developing habits of many brief

eye pauses, and definitely grouping digifsln pairs or by threes. In

problems there is a partial reading of the numerals, a rereiding

either for further information or inspection before coming, atid a

second rereading ddrinircomputation for such details as -are required.

Schmidt (13) has studied 34 cases of extreme retardation in

arithmet4% all of whom were norm;l in general ability. None

_were deficient in -number sense. In 15 Nises the trouble appeared

to be due to ill health and in 14 to lack of interest. Ill health durink third grade appeared to be particularly disturbing.. Wobid (30) concludes from a study of a failure clags cif 34 in

algebra that there is a relation between failure in algebra and a

low grade of intelligence and that suchtlasses are a waste of publicschool funds.

H. J. Smith (16) has made a survey of the mathematics courses

and-.-requirem;nts in indu.strial and vocational secondary schools.

.44. SPELLING AND VOCABULARY.

In spelling and vocabularies we agaiñ find that research has

reached the point when texts based on the results of research have

begun to appear. Such texts are Horn and Ashbaugh's study (7), based on 11 investigations of correspondence (1) and graded 'as to

difficulty' Z2) by actual study; the Test awl Study Spellers b'y Starch and Mirick (20), whose vocabularis are selected on the

basis of well-kpown spelling investigations; Jones (8), junior high-sclool -viriting vocabularies, based on 75,000 themes of 2,050 pupils Thorndikies (21) workbook, which is an' alphabetical list of the 10,000 most -stridelY. vied words determined by a .count of

4;656,000 w9rds from 41 different sources, amolig which are corm

spondence, children's books, school texts, and other books covering

a wide rairige of interest to be used as a check on what yrcras child should' know, not u a opener; Kimble's

1 (10) *ational voeab

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32 BIENNIAL SURVEY OF EDUCATION, 1920-1922.

' ularies for stenográphers and court reporters; 4nd Pryor and

SPittman's (18) glade 'to the teathing of spellirig, in which the

methods and device4 recommended are based on the ptinciples formulated by. scientitc researches.

Further studies as tcl content have been. made by Clarke (5), who,

from 94p çomparison of newspaper vocabularies, Ayres list, and thee

Everyday Speller, concludes that the present' lists are 'inadequate

. because insufficient regard has been shown to geographical and social

factors; by Capps (4) .and Lester (11), who have worked on a highschool spelling course by collecting misspelling; and Briggs and

Kelley (3), who have supplemented the Ayres list by securing the

second and third thousand words most frequently used in correspondence. I

Iv Woody (241 has evaluated the subject matter in several spellers

by comparisons with the scientifically derived lists.

Lester (13), in comparing lists of -words commonly misspelled,

- calls attention td the discrepancies which may be due to differences

in opinion as' to what cohstitufes a misspelling. He . has also made

a study (12) of misspellings in college entrance examinations to

determine how -much simplified, spelling really wopld simplify; and

finas that only two rules would obviate a high percentage a mis7.

spellings. He suggests that these two rules and these alone be

praposed for adoptión.. The board of education in Newark, N. .11.1.,7'

(16) has published a -fiery complete study of n'spelliii survey, giving

their results by grade's, schools, nationcalities, arid intelligence ratings

'with the Ayres and Newark standardt

Hawlerand Gallup (6) report a

. study on the list versus the sentence

. method of teicling spelling and found no advantage in .the latter.

Morton (15) in five Ohio cities studied the sentence 4t. column

. tests and'found the . slight. increase in correlation does not7ttify the

extra- expenditure of time and energy required for timed7sentelice

tests. Peters and. McClure (17), from a.study in writtep versus oral

spelling in both -study and arepitation, conclude that the written

method is preferable for the majority of pupilsabout two-thirds

doing better by .the written, and one-thii4 doing better. 1237 the oral

method. ,ritzy,. urge ihat- future .exterimenteis with method di-splay

theirr ts ia such a form asrto indicate whether thp method proves

superior on the avörage, is somewhttt betthr for all, or only 1:04 for : of thi 04 while it io worse for .the minor*. Ifthel best*

ineihod proves to,diffir for different pupils it Army, be. netepiary. 6" th. 6.:. segregate our pupils accOrding to the forms vhichthq learn best' in...

t addition to; or.: Perhapii instead öf, our present segregation on the

lbadit.pf, general iptelligeitce,7 'Wolfe and Breed (23 report a -studY,....

. 0. ° II ,T)11;Vt teaching .spél40 .folind.: it pro t 4 f, ..(1r

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..11 duced slightly better results, especially with younger children. Weseem (22) reports thé improvement of the *spelling ability of

- university underclassmen by having them list their own misspellings

as marked by their instructor of study. Martin (14) describes an individualized method of teaching spell- ing, which was tried in grades four and five, in which a review and trial lesson of tile week's work. /.ivas given eich MondaYeto determine which words each child needed tó -stud/ and a weekly test Cm Fridays

to check results. Richardson (19) gives an account of a " spelling

campaign," in which the expeiimental groups eliminated 53 per cent of misspellings as against 10 per cent eliminated by the control

groups. \ . "

Two experiments in word study ire reported: Oneby Henmon (13a)

to determine the outcome of a word-study couise which appears to be of value.; the other by Kellogg (9) , an experiment to increasevocabplary by giving upper class high-school studentp two or three

new words each day, which was also sticcessful.

5. ENGLISH.

In English; the most elaborate study is that by Hudelson (5) , re-, ported in Part I of the Twenty-Second Yearbook of the National. Society for the Study of 'Education. It deals with the aims and methods of teaching composition. Some of his conclusions as to aims and methods are: " That equal or nearly equal time is being spent in tioniposition and literature; that rhetorical principles *receive most emphasis; most use is made of and best results obtained

frórnj biweekly themes; errors and weaknesses are seldom corrected by the teacher except, in matters of tasté,- and in questions demanding

nice judgment .or involving unfamiliar principles; and that English teachers recognize, piactioally no fundainental. functioning relition

between" 6ral and written composition." The aims set

.a forth. in the." united States Bureau of Education Bulletin No. 2, 1917, are gener- ally accepted and followed. Points *corisidered by teachers as the most serious defects are lack of dearness, incomplete sentences,struc- tural weaknesses, piinctuation and capitalization , errors. Misspellings

a 4re frequently undetected and no 'distinction is:made ttetweein spats

ing:differentes: pres.enis new sòales for measuring

abilities in composition.

shlforth (12) ,and :1110i*On4f (18) ha$ palished a seriei of E sh. teits containing drill .1.4ssons .based ivon scientific -findihgs as to lan'gragp errors and spelling weaknesses. Browii (2) has pubw

. ished an intereaing compilation Of 08 lessóns on the technique. of

.cin.nposItions chosen from. tye 7i/160h of 1.2lue.,cetOful authors. , Grég9r (Q) Ikas,iiubliiihed. twit supeilioed study tt..0shiv Nt4oiw,

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contains many sample lessons .reported from the practices of the

English department of the Washington Junior High School at

Rochester, N. Y. Many assignments are workéd out on the basis of

minimum, average, and emaximum difficulty. Project teaching and

ocialized recitation were used.

"9 Heckert (3) reports an experiment in supervised study in EngliA

in the ninth grade which resulted in greater itrprovement on the

part of.the supervised group over that made by thé nonsupeiwised

group. Jordan (8) report§ án experiment in 10 New .1.1.ampshirè and

Vermont high schools in which it was found that the comprehension

by, students of ordinary reading matter was low; ...developed

throtghout -high school, and .that errors in composition decreased

.gfrom year to year until the senior year when the number increased

agaih, perhaps due to the greater Stress laid upon literature in that

year.

Correlations of language abilities have been calculated by Jamison

(6) , Van Wagenen and Kelly (1,0). Jamison found an apparent

positive correlation between the abilities 'required for language and

written composition. Van Wagenen and Kelly found low correlaifbns between various language abilities and college marks *and a cpro

relation of -1-0.52'between the abilities in reading and composition:

Studies a4 to content of English courses have been reported.dby Hill

(4) , Johnson (7) , and Wilson (11). Hill's report is a description

. of a course in community life English tried out in the University.of

Chicago laboratory school. Johnson's aim was to èstablish clear objectives in letter writing. He analyzed 180 " good" letters from the

correspondence files of well-known women, several modern collections of literary letters, and. 1,000 letters from women of approxiII-Lately college freshmen standing. The " good " letteri were characterized. by- courtesy, informality, humor, optimism, .judgment, .few

centers of organization, and correct forrii. The student business lete

ters showed errors more frequently than the so'cial letters. The latter

were charadterized by optimism, crudeness, " newsiness," lad/ of organization,. too much focusing on sélf, and inferior humor. Wilson

. makes a comparison of five sill's:lies .of language errors of 'children.

He concluded that the list common to différent localities. is very small,

and did not. fina much difference by grades nor in oral and writteh

fists: Verb errors made up 50 pei cent of all and the errors *ere

spcifi.c and cáula not be cprtec,tell by rules.

Bamesberger ,(1) has studied the standard requiremeks fo memo,

It. . rizing literary viaterial by means of a comparison ..of 50 city

'school cburses, of study. Her results are given in .1ists -of poems *sc..

rain to frequency mid by .grades, a preferred, list .for study hi

which, MhertoO's was also cliiisideited, lists of riniporY gems)

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6. SPEECH.

Merry (2) , in his report of the research committee of the National

Association of Teachers of Speech, gives an excellent survey of the

nature of researçh in speech education.

Some of the published- studies in this field include: A survey of

speech training in high schools of the United States, with 'recommendations for its improvement by Williams (5) a study by Wool- bert (6) on the effects-bf the various modes of public reading; and

three studies on corrective speech by Anderson, Starr, and Stinchfield.

Woolbert's study led to the conclusion that extreme change in all four 'attributesritch; time, quality, and intensityappeared to the better rate, regulation of pitch changes appearing to be especially

significant..

Stinchfield (4) reports a very high incidence of speech defects. In a study of 113 elementary school pupil§, 93 had functional disturbances of speech, and 45some of these the samehad organic

speech defects. She gives a *detailed classification and analysis *of

defective speech conditions, and causes of 'speech disorders. 8he

also reports two type cases in which the speech was improved, and

describes the materials used in the corrective methods..

Aziderson (1) reports an experimental analysis of the catises of stuttering carried on by a series of tests,used with " normajs," ex- stutterers and stutterers. The results showed characteristic differences in hand coordination and memory span for movements. Stutterers had fewer partially inhibited responses. Ex-stutterers

were unusually irregular in complex reacilon time. Rapidity and regularity of tapping and disturbance in type of hand coordinationseem.ed to be associated with improvement in stuttering. Starr. (3), by means of about 1,300 saliyary analyses .and psycho-L

logical diagnosis judgments, found. that 73.7 peib cent of stammerers

were subbreathers with a salivary PAH collsiderably below normal; 15.4 per cent were distinctly psycopathie with a salivary P.H

4 above normal; ind the others were hyperexcitable or combinations of the other types. Speech could be improved by treatment directed

to improving these causes.

7. FOREIGN LANGUAGES..

In the field of foreign languages almost all the .reséarch has been in Latin; most of the relearch in this field being motivated by a

desire to prove its worth. I 4, Two brief studies have been maae in the general field of foreign

languages. Franzen (0'1 in 1921; made a survey of the enrollment

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and courses offered in foreign languages in Iowa's secondary sehools.

He found Latin enrolling five times the riumbbi studying other languages, with French second, Spanish third, and Norse enrolling a

fpw. Cook (4) has ranked as to relative importance the Romance

languages, English, and Russian, according to .the criteria of the

number of people using each language, territorial possessions of

countries using it, official recognition by govknment,und its dynamic

quality and importance as a vehicle of thought'.

Morrison (9) anct.Webb (14) have made studies of methods that

béar on learning a foreign language. Morrison's study -was a comparison of §cores on prepared lessons in Latin or French transtation and sight reading. Eleven, out of 67 students studied, made as.

good or better scores at sight as in .prepared work. From his

study he conchiaes that transfer from lemon learning to capacity is

very uncertain and occurs in a small percentage. Webb reports a

coniparis.on of two mahods of studyrecall or sttidy, in learning

paired associates. He found 65 to 76 per cent of his subjects retained more and 16 to 24 per cent less by the recall method. Writing

down the paired associates helped 57 per cent and hindered .38 per

cent.

In Latin many of the studies have centered around the inestigations being carried on by the Arilerican Classical League (3.) (7),

with the support of the General Education Board, in order to determine " to what exteht the obj&tives commonly claimed fo.r. Latin

are attainea " and what content and methods are' most favorable..

Newcomb .(10) reports one phase of this investigation, namely, a

comparisofi of the Latin and non-Latin groups in high school. In

a study' of 3,000 pupils in 85_ schools, 65Ter cent of the Latin group

exceeded the non-Latin in ifitelligence, 57 per cent in reading ability.

68 per cent in knowledge of graMmar, arld *71 per cent in word

knowledge. He .fouhd conditions varied ividely in different schools

and .that .the Latin pupils were a. very heterogeneous group, but *ere

the superior, oh the whole, though not* so much as has been supposed.

Brown (1) , in a study of 29 Wisconsin schools, shows that very

little progress in knowledge of Latin is made in thebupper years and

very little knowledge is gained in 'any year. Schools placing the

ciOef emphasis upon formal .grammar in the first year and later

ihifthig to rapid translation gave the best results. Odell (11)

studied 1,000:emirs in Latin prose composition. He foul(' that, one*

:third a all errors are caused by: lack Of .mèchanical Memory, one.

'.fourth by lack of reasoninipower, and neafly one- tó Carelessness.

Errors in declension comprised one-tbird, in conjugation One-fourth,

'in øiIer 12 per cent, and in analysis 9.6 per cent.' . .Seyéral studie4 of Latin, in..ielatión 0: English *otabtaary are re : 46 of : . also itte bk. s 9fi., in :in

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English composition and. grammar. For this last study, Otis (10

paired 42 Latin pupils with 42 commercial pupils on the basis of

intdligence and school grItIcles. The Latin pupils sho*red slight superiority in coniposition and marked superiority in defming words. This 'increased power in English vocabulary on the part of students Latin is found by all invéstigators reporting. Orleans (12), by

the method of judgments, determined the possibility of transfer

value of 2,000 words in the Thoindike word list.

Gil land (0 found a steady increase in the ability to define woids

the number of years of study of Latin on the part of 115 61-

lege freshmen.

Carr (2) , from the st,udy pf the reports of 7 high-school. freshmen

classes, conpludes that during the school year the La4in pupils

,gain more than the non-Latin pupils in vocabulary; he thinks such transfer of training to the field of English vocabulary depends

largely upon definite instruction and training in the techtique of derivat ion.

West 05) reports a controlled experiment in the teaching of English derivatives froin Latin, which wag started in February, 1922, to be carried on for at least three semesters. Four groups

are to be studied,.two each of Latin and nón-Latin'cla4ses, In ,one of-each section definite training, etymology will.be given. (irinstead (8) found that a year's course in Latin is of value when

emphasis is especially laid on etymology.

, 8. VOCATIONAL SUBJECTS.

Most of the studies in industrial arts, manual training, and home

economics are in form of surveys (3, 9, 15, 20) . The Bureau of

Education (5) publishes a bulletin in reorganization of home economics in secondary schools. The most complete of the surveys in

home economks is by Rugg (22) , in collaboration with the depart- ments of home economics at the University of Chicago and Iowa

Agricultural College. It includes a study of existing courses, an

analysis of texts, a study of literature on the sùbject to determine

definite aims and objectives, and preliminary tests in' the subject. At the Teacheis College, Columbia University, there is. a *class in

investigation in cookery. Accounts of of their experiments in pressure cookery (19). and the makiig of ice. cream (18) have been, published.

Newman (21) describes afi.experimpint in a 'course.in metalworking

pre.sented by probJematic, questfon-lessop sheets.

Foulkes and Diamond (9) '.have made a study on the adaptation of

courses in manual traihing to 'community needs 'and interests. Th0

shidled, the uses the boys made of their traihing mitside of school

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and found the fifth and sixth grade b4s made mostly articles for

home and kitchen and toys, and furniture became increasingly popu- lar from fifth tO eighth grant. * Ftiller (10) suggests a course in manual arts based on home repair and gives a classified list (according to frequency) of jobs found

and lists of the tool processes, necessary to perform the jobs. Two studies, one by Charters and Green (4), and one by Dyer

(6) , have been nmd on home-project work in agriculture. Dyer's is

a study of prevailing practices in the North Central and Northeastern States. The other is a detailed study of the factors in efficiency of the boys' and girls' clubs. Sonie of these factors are a. formal

. organization, frequent meetings; making reports and exhibits, memberships of 7 to 15, and, perhaps, a comparatively narrow age range of members.

Two bulletins on training for retail selling hive been published. One (7) is based on a study of the vocational history of 5,000 juvenile

workers in Boston's retail stores, made by the director of the Woman's

Educational and Industrial Únion, while the other is a description of

the 'retail selling course in Pittsburgh high school (17), carried on ae

an experiment by the .Carnegie Institute of Technology's Research

Bureau, for retail trainirig with the cooperation of the public schools and merchants.

Time studies on the present status of engineering courses are

reported, one by Ayers (1), and two in Government bulletins (11,

14).

Hoke (13) presents a study in the improvement of speed and

accuracy in typewriting by metns of determining the relative frequency of the different characters on the keyboard and of errors.

Correlations were found between infrequency of use and frequency of :errcir. The relative abilities of each finger were studied. The

author concludes that greater speed and accuracy would result from

a rearrangement of the ke*oaied on pringiples underlying the touch method and a redistribution of finger loads.

Barton (2) has studied the relative value of using small dr large . units in learning to typewiite. His results are somewhat in favor of

the larger imit.

Two books in a more( general field of vocational education are:

Hill's Introduction to Vocational Education (12), which tréats of

such subjects as education for the mechanical trades and industries,

applications of psychology to instruction and adjustmeas of the

individual anct society ; and Lyán's Education for Business (16),

which presents a study of operations And processes and

lications of science to such. 1

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. , Ge algkié"e nc s'ls een to have the place of first interest in science,

doubtless due to its comparatively recent entrance into the course of

study. Most of t4e science studies, moreover, have taken the form

of surveys aNto thé status of the subjects (3, 4, 8, 9, 15).

As to content. of the courses,1Vebb (16) has made a study to determine the adaptation of general science in grades six to eight, and

has also analyzed quantitatively the texts commonly used in general

_science. Stevenson (14) presents a list of minimum4ssentia1s in.

place geography- based on the ranking of various items (e. g., rivers,

capes, mountaim, and lakes) bY 55 experts. Branom (2) has made

a study of what the business world demands of geography by means

of a ciuestionnaire. Some: of his conclusions are that the subject is of

importimge, but too many high-school graduates and even college

students have but a poor knowledge of the subject. More emphasis

should be placed on the study of South America, Asia, and,Oceania.

A course in commercial and industrial °geography in the eighth

grade is desirable and less attention should be paid to minor prob.

lems.

Barthelmess (1) draws conclusions as to facts that pupils should

know in geography from extengive testing carried onAn Bostoii.

Finley (6) approaches thAmatter of content in general science

through a two-part fitudy of children's interests in science material,

studying 1,716 children iñ grades 1 to 8. The first was an attempt

to discover the true nature of the interest of children in animals.

EDUCATIONAL RESEARCH..

9 9. SCIENCE.

39

The method used was to present a salamander to the class who, after

three minutes of silent observation, wrote down or whis.p.ered to the

teacher the questions they would like to lAave answered about the

animal. The questions asked were classified tts to type of interest shown, and die differences from grade to glide vere noted. Identification, environment, itnd food caused considerable interest; the life

history, habits, and structure were other interests, the last two

strongest in grade 4; and in grade 2 the teleological interest was

strong. In the second part of the study, the investigator tried to

ffnd out which interested children more, plants, animals, or physical phenomena, by presentihg the black skimmer, life-plant, and pendulum to the classes in an 8 or 10 minute talk followed up the next day

by having the pupils write on their .choice of t4e three. In. 22

classes the bird mu; the most popular, in two the plant, and tile

pendulum one.

Powers (13) .reports a comparison of the achievement of high

school and university students in chemibtry, in which it was found

that tlie--difference betvveen students Ntho hav.e take# chémistry in

university freshinari classes and those who havq- t en it t

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40 BIENNIAL SITRVEY OF EDUCATION, 1920-1922.

better high schools i small and both do better than those from small:.

high .schools. He gives in detail the types of tasks in which each

group excelied. . Finley and Caldwell (7) have made an attempt to determine the

types of information in biology. which the puLlic is now receiving. They studied articles bearing on the subject and classified the

references. The articles fouild belong to eight main tcpics: animals, plants, food, organizations of producers, èvolution, nature,

and fictitious. Only one-fourteenth of the articles are ón the last

four topics. The authoris conclude that " since these types of binlogiéal knowledge are given to the public in such large. quantities andover the whole country, the course in 'school biology should consider

them as part-of the foundation- upon which to proceed in construct-.

ing a c.ourse of. study."

On methods in teaching science, we have four studies. liry7

*soh (5) found diagrammatic drawing increased the- rkention and

recall of infoisn.iation in college and high-school classes. Phillips

(12) concluded that laboratory experiments were no over

demonstration in teaching a law of. physics- but were of vahw in

"'familiarizing pipils with apparatus and method of procedure": and that notebook recording was of value in making information

more definite. Kiebler and Woody (10). aiso found the cremdnstration method secured as good results as the laboratory method, except in.-especially difficult experiments,, and had the advantagC of

saving time. Meister (11) reports*an attempt to_ measure the educational value of play with scientific toys which he found to be of

decided value.

10. MUSIC. AND DRAWING.

'Very little has been done in the field of fine arts. In music, the outstanding contribution is Seashore's (8) survey of the musical

talent of children in Des Moines public schools, using tests for

sense of pitch, time, intensity, consonance, and tonal memory with

comparisons with teachers' ratings in brightness, singing, rythiii, and amount of musical training .the children had received. He has

established norms for, the fifth and eig10 grades, standardized

methods, apparatus, and technique, and presented pfinciples for

the discoyery and conserving of musical talent. His study is the beginning of the development of a science of vocational and avócational guidance in the field of mu*.

Two brief studies of disabilities in music are reported,-'one by Kern (6) on the corrective treatment of a group of monotones, the other'by Gaw (8), a study of 24 normal-school piipils who were

unsuccessful in the study of-music. .

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EDVCATIONAL RESEARCH.

41 Feleky (1) has published Ei text on The Musician's Mind, in

NN.vhich she summarizes the,replies to a questionnaire of 100 musicians

and composers as to type -of imagery, methodeof learning and teaching, and effects of various factors on performance.

Franwton (2) conducted a questionnaire to detrmine what cQurses

in music are offered by college extension departments and thè U. S.

Bureau of Education has published a bulletin on the music depart- ments of libraries (10), and another on the present status of musicinstruction in golleges and high schools.

lutsow (4)' and Scott (7) report surveys in a Minneapolis _and

:1 Massachu/setts high school on tho musical training and desires

of high-school seniors,. from which they conclude that there is a

comparatiyely universal desire for music expressed in different

ways and:Liastes, but that the students are handic'apped in squiring

a nutsicalltducatioti by its expense,Acpf time, and 4rgue for ,the

educative value oct

* muskeg. Scotterbp96P a program for ftusic - L schools.'

, . Taylor .(9) has published a text on the Psychology qf Singing,

prac: dealing with modern methods of instruction, vocal science, and

:tied voice culture.

drawinlr even less has been done. Whitford (11) "gives a

synopsis for planning cOurses in the différent grades, based on data

sheets submitted to 50 experienced teachers and supervisors of art

who were asked to check the value of five flit elements and of different types of art commonly- taught in the public schools. Jones (5) .lias made an attempt to discover the nature powers pe- culiar to children who have tiri ability through tests given to sevefith

ani eighth grade children, and a questionnaire sent to crier 200 artists.

The Conclusion appears to be that art abilitY and aesthetic appreciation are closely linked, and that the tests of visual memory and per- ception of perspective showed high correlations with drawing ability.

1 1. K I N°DEW.%IrrEw.

Loeb (1) describes a little experiment in a public-school kindergarten to deteimine what materials and games children will choose r.ohintar6 and what pioducts result from their own planping. The Buteau of Education issues a bulletin (2)., on a kindeigarten-first-grade curriculum that is a composite product of 26 'leaders

in that field.

2. SOCIAL STUDIES.

Social studies in the curriculum' are undergoing a decided change, in form and content. Thus we find a number of surveys (9, 10, 14,

17, 18, 21, 22) as to their present status, some including all and others

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only one of them, and covering all years from intermediate through

colt'eo.

Experimental courses in high school are repoited by Minor (13) on

Current Eirents and Problems; by Shideler (19) on Modern Social

Problems. Three experiments in the apPlication of civic education

or civic training are described.: One by Coe (6), tried .at. Grafton,

the 'results of which were checked by association te§t, and .a control

group; .by Cheney (5) , who describes the Lawrence plan for edutition in citizenship; and an experiment tried in the _San Francisco

Normal School (3) , in which the special feature was a discussion

by the children. of social situations presented to theni.

Tyron (23) has analyzQd five texts in world history as tt basis for

a one-year course in world _history. Dodd (11) has listed the hisreferen.c.es in the poems required for entranCé to the Univer-

* of Illinois as an aid to coordination between history find English

cunicula.

Studies in method in teaching history are reported by Rugg (16)

on supervised study ; by Beatty (4) on the use of pageantry and

ituai by Wilgus .(25) on the laboratory method ; and by Hatch

(12) on the project method.

Voelker (24). has studied the function of ideals and attitudes hi'

social ediwation. Using the ideal of trustworthiness as the objectiye and devising tests of trustworthinets for measures,

6studied the effect of .training by _methods similar to those used in

the training of Boy Scouts. Ìie had tui) experimental .and two cont

trol groups. The experimental groups gained 13.5 per cent and 9.9

per cont; the control- groups failed to improve.

But the best collection of studies in this field is to be found -in the

Twenty-second Yearbook of the National Society for the Study of

ducation (15). Chapter I in this book covers the situation and the

need. Harold Rugg, in his chapter on " Do the Social Studies

Prepare Pupil's Adequately for Life Activitie§? " answers no and indiets the present scheme .on the inadequaté ihaterials and in.sufficient Provision for pupil, aCtivities. Judd argues for -the- junior

high school as the favorable point .for the introduction of the social

Marshall presents the proposal. for the social-study curric-:

ulum.of the commission of the Association of Collegiate. Schools of.

Busine-ss (7, .8), which is set fortli oh the basis of the consideration

-that the:organizitimi of 'wall studies should 1::oe in terms of the pm*.

.pos6 'for thoir introduction with consideration .for vocatlonal needs

and in terms of flip p§ychology of learning. Earle kugg.,iii chapter-4 discrusset how the. social studies curricula came tobe what they

are. .Chapter 2 describes eight tygpes of reorganized courses in

6944 'Scienço...being:.ttied- (iut in different sçbools, elementary, high.,

an4- college. '.Chaiptiq:.3..tplls :how .tliti:né*.'curiicula ..are being òoti.

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EDUCATIONAL RESEARCH.

structed. Washbume, in chapter 12,-déscribee the Winnetki

science investigation. By the examination of about 15 issues of e4ch

of 18 periodicals of various types .81,434 allusions to historical or

geographical facts were found, which were then classified and tanked

qccording to periodical year frequency. Horn reviews different

methods of research that have'leen used in scientific determination

of the curriculum of history. Harold Rugg reports an investigation

by means of the analysis of representative book:4i in the social science

field from which a course is drawn up based on the statements of

contemporary problems and issues found in these books. Harap illustrates a method of curriculum revision which requirès the cooperation of expert psychologists, administrators of education, 'and

s9ciologis6 by means of first ascertaining present economic habits,

comparing these with scientific standards of good living and social

axioms of universal acceptance. Chapter 4 by Frank McMurray is

a critical appraisal of the proposed reorganizations. Tile appendix

contains a bibliograpily and a statistical representation of facts as

current courses.

- Alderman (1) has ontributed to the content of civics courses a

'study of the various causes of litigation on the docket and the petitions filed in the district court of Johnson County, Iowa, in order

to. ascertain what an Iowa layman should know about courts and

laws.

Almack (2) has listed measures submitted to voters through

initiative and referendum in order to determine whát civic problems

should be studied.

Snedden (20) discusses the problem _of meth,ods for finding the

objectives of civic education. He favors the method of "type-group"

analysis. As examples, Professor Snedden gives..11 representative

type-grotip studies made by his seminar. These not only illustrate

the method but are themselves suggestive through their contpnt.

13. MORAL EDUCATION. . The Character Education Institute award of a $20,000 prize for

the best plan for moral education was won by the Iowa- Plan (r),

which points out ways of securing moral results from the regular

studies and school organizatiöns by the use of problems and projects.

The book includes rating scales and bibliographies.

Shepherd (83), who has made a study to determine the importance

ot different factors 'on the, religious ideas and 6liefs of children,

cohcludes (a) Education has been: a very important factor; (1))

social environment bas been an influence; (c) children's confidence

in others has been a very iniportant factoil (d)i authority has been

concerned (e) thought has been concerned; (f) the cOnfidencg-,

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that absences have fallen from 14.9 to 9.3 per cent. Todd (0),

whoie study was of high-school boys, suggests a curriculum und

program providing time for corrective work in physical educatipn.

Standards of growth have been studied by Baldwin (1), who has

made an exhaustive study of the Physical Gro*th of Children ; and

by Packer and Moehlman (18) , who have found standards for Detroit children by sex, age, and nationality. Both of these writers have

studied the relation of growth to school progress afid found it

.44 BIENNIAL SURVEY OF EDUCATION, 19201922.

shown has beén like that of primitive man in gaining his rebgious

ideas; (g) 'the writer believes that these conclusions apply in greater

or less extent to the religious ideas and beliefs of children of other

ages than 8 to 13 years.

Everyday Manners,,a book published by the faculty of the South

Philadelphia high schbols (2) for girls, is a result of a special study

by a committee of students and teachers and discusses m4nners in

the home', school, in pueblié places, in business, and gives suggestions

as to methods.

XVII. HEALTH.

elr The importance from the standpoint of education of the correction

of physical defects and improvement of health is shown in studies

by Mallory (14), who studied the relation of. physical defects to

school pmgress. He found a direct relation betweeit low scores and

physical defects. Ranked as to degree of handicap the (kfects are:

(a) Nasäl obgruction, ( ) defect ive teoh, (e) defect ive .hearing,

(d) defective tonsils, and (e) defective eyes. Sandi.idi- (22) coinpared the number- of physical defects of children making high

scores in. intelligence tests with those making low scores. Rogers (2,0)

studied the effect of adenoids and diseased kinsifs. Six months after

operation little improvement was shown, but after 12 months the

test group had gained double what the control group did in weight,

slightly more in height and also in speed 'of tatiping, hut 'no difference in grip, L Q., ox Healy test. Misop (15) describes a method

tried át Lincoln School for rOducing absences Iv keeping IT.cord of

the number and causes of absence iird requiring pupils to report to

the sdiool physiciaii after absence .from any cause. The result is

positive. -- Several studies in reducing malnutrition are reported. In Kansas

City (3) all children were weighed and meainred three time4 a year

and the findings used as a basis for teaching of liygieng, accessory

feeding of underweight children, and other follow-up wor Results:

30 per cent underweight Wuced to 19 per gent. - Ennis (5) found 15 percent boys and 20 per cent girls in Evanston, 111.) to be .10 per cent or more underweight. The s4idy is rerted by schools.

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EDUCATIONAL RESEARCH. 46

Mudge (17) reports a 12 weeks' experiment with two groups. of children which included edimational, nutritional, and health work.

The United States Bureau of Educatiod (6) has a bulletin on

malnutrition and school feeding.

Mitchell and Forbes (16) report an experiment in nutrition classes

in a New York City boys' school. But the niost complete experi- ment in this line is reported.in Health Education and the Nutrition

Class (11) whgre varioui groups of children who were underweight

were studied during three years. The remedial mealiures attempted

are described. Attention is called to the effect of séasonal variation

in gain in weight iq comparing results. The authon also conclude that " the definition of malnutrition as a function of the height- weight relatiomhip with the acceptance of a 7 per

, lent standard is

not. j usti fled."

on hygiene of the eyes we have a United States Bureau of Edu- cation bulletin by Berkowitz (2), who presents a ummary of facts

concerning eye defect% lighting system% arrangement of d

blackboards, and other problems of the hygietie of visign; and a

study by Wager (25) on a method for measuring the fatigue of the. eyes by the-speed of shifts in fixation varyini d.istances. He found &Air powers ranging from a high resistance to fatiguing condit ions to a ready susceptibility.

IV. L. Holt (10) studies the effects of smiikink on freshmen. He

foulid feer nonsmokers underweight, more of them on athletic

teams and on honor list, and their grade' average wits 4.1 points higher than the smokers. Vaughn (24) , in a tobacco survey of

eh i gli 4school boys, also found nonsmokers doing better work.

In acdident prevention we .have a United States Bureau of Edu- cation bulletin. by Payne (19). In physical education, William (26) has published a text on its organization and administration; Williams, Atkinson, and Biace (27) describe an experiment to détermine the relative value of formal gymnastics and play in the fourth 'grade. The play group gained more in skill and alertness, obedience, height, weight, lung capacity, and heart condition. In strength and chest expansion the groups were about equal, and the formal group made slightly more improvement in posture. In athletics,. Gi1christ.-(7) gives ratings and suggests norms for boys and .grirls in track and .field events.. Kunkel (13) has studied the effect on enridlmept.0..a winning football team and concludes that its advertising 'worth has beén mucll ovOrestithated.

The Cleveland Foundation (9) has made a recreation siirvey and made alnparisons ixiwee.n schbol iirogress and spare:time activities.

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46- BIENNIAL SURVEY OF EDUCAZION, 19204922.

.11 it. In the matter of Séx Educition we have a study by Gruenberg

,(8)j.which deals with its importanCe, methods, correlation with different subjects in the curriculum and preparation% of teachers' fdr

tifis purpose. Hunter (12) tells of an experiment atCarleton,Pollege on movies in teaching socifil hygiene. Edson (4) reports a Bur-,

vey of the status of sex instruction in which a rather' wklespreaii

belief/in its need was found; the ratio of schools responding :to

questionnaire that gave sex instruction to those that did not was II

to 16. The topics treated and subjects use4 as media for pi.esenting phases of sex education are given.

Salisbpry (21) haestudied the legislative provision for ,ph3Tica1

education in different States and found 11 had' good provision for,

it by laws, 9 others- had mandatorAnd 3 more hachpermissive laws.

1kt . XVIII, VaCATIONAL dUIDANCE:

lab The present status of vocational guidance has been studied by

Maverick (9) in Massachusetts, by McDougall (8) in 130 high schools,

and by Edgerton (6) in 379 junior high schools.

Cowdrey (2), Piloctor (12), and Vance (15) have studiM he

value of inehtpl tests hi vocational guidance. Proctor believe

they tare to be used along Ygith teachers"estima of ability, recôrd's

of school. success, and vocational ambitiQns o e pupil. Ilis sugegestions are mainly of a negative kind. Cowdriw /calculated cor-

'efations betweeli fife different trades. taughi in the Whittier State.

$chool with mental and chronological ages and. intelligence Auotiefit,

and computea critiJ upPlr and: loWer mental. age levels forlsuccess.

Eje

. found in' no gisI success was wholly dependent aintelligence

, ahd that-differene tiadés were .of three. typeq where access. was

.dep4ndent oil mental fevel, . where the relationship (vas negligib1e4,.

and /here the ivO.o4F was better adapted to low levels of intelligen.ce.

The .use 9f, mental tests, guidance of pupils in select,Vti. ot high- . sphosit Iii'discussectIrDickson (4) 1920, and Weiantart.. (16)

1923, and Po4rs (11). .Remming (137 'obtained:

. answers Atom 93

high-frichool stiidents 'as to the reasons why tslry,ehose ImiNetti, and

urges Old styclentg, be given- mere instriictioaLaa..to what diffei6nt

-. subjects treai of in order that .they inay choose inore intertigefitly:,

The voCational interests of Itighlschool seniors' Qf t44*State 6f.

.Washilígton: was, StliCtid .ty...,poyglas (6). Ha 'found .5:4cirtr: girls

I';''';pria 1434 fil.63.)itge'.'sclukgs. Otini)."inkt, o pitenufiiiess-an4 niorfi;

giiis from smaWsc400ls t4aching, and MOO bors agrimilture. . Ön

cthe wh9le;:tiio many boys plaiped.' to takkup engipeering lail."

jeiv. agii4ltuie 1Tery ew were. 4iisoos.ing

caul* fitoe4s find; Oti,;.wr cént did. not viliect 'temain pe,ruta-

; rien ' the lines ofwork irA which Aey would ¡fliniediately,

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MO EDUCATIONAL RESEARCH 47

Crathorne (3) has studied the change ol mind betwekhigh school and college as to life work. He found that about onerhalf of the

57 per cent who enared high schdol with an occupation in.,vi;w had

changed theil minds by the freshman year at college. Hé gives the

results by occupations and sex. Miner (10) describes an experiment in helping high-school students- to observe their own vocational

interests by filling out blanks which analyzed and summarized interest bearing upon vocational satislactions and classifying the occupations accòrding to the types of activities employed. , In 1920' the iecreational, reading, and vocational interests of 800

girls 6 lo 20 years old were stddiedi by Wheeler (17) . ,1-1(1kound a

very limited range of voci ions known to the girls. A guide to the study ofTccupations in order tb assist in vocational

guidance has been published by Allen (I) and Freyer (7). It Ores

t wo tables of intelligence siandards for 96 occupátions. based pethe. Army stuOies and verified by' studies of the Central Branch Y. M.

C. A. of/Brooklyn. Thorndike and Symonds (14) have compare4

the occupations of high-school draduatts and nongraduates.

XIX. SELECTED SURVEYS.

During* the pfast two years school surveys have become less fre- . nuent and wore specialized in tyRe. At least 14 States have con- ucted surveys of stigntific significance on curricula, buildings, finance, supervisiori, high schools, teticher training, and rural schools. A number of mental surveys .have been started and a' few cornALABAMA.

Brenner, ThOmat E. A compatittlye. study 461f the

e and colored, .of the' 67 counties of AlagtMa.

, Printing Co., 1921. 14 p., charts, tables..

. ARKANSAS.

, elementary schools,

Montgomery, Ala., Brown

%ID a. U. 8. Bureau of Education. The Arkansas 'survey report (abridged). Little Rock, Ark. [1922]. 83 p. (Journal of the Arkansas Educational.Asso- elation, vgal, 6, nos. 34, JAIly-Octofier, 1922.) *: 4 Hart, Frank W A schttol building and school housing program' .for Napa, ...I (fait `Berkeley, Calif., University. o.f California, 1921. 64 p., fables,

I charts, maps. (Dept. fof EducatAon; Bureau.o! Research. Study t) and Vètersont E. A school building surVey and school, houillig program for San Rafael, eialif. ' Berkeley, Calif., 'UniVersity Of- d'Itlifornia

. 1 (Dept. of Education. Boman of Research. &tidy 8.) MeNaught, AL S., and Richards, M. Report of thesiirvey of demob of Nevada Comity. Sacramento, bállf., California Board ..of tducation.

(Billletin no. 28.) 284.P

,

I . J. R.' A survey of pupils In the sOh6olit of Bakersfield, fiittier. W Whittier, State ,Dept: .9 Vtinting., .antitructio 1920' 48 p. . . .

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'''-'4`;,
48 BIENNIAL SURVEY OF EDUCATION, 1920-1922.

COLORADO.

(City and County of Denver, Colo.) School District No. 1.

report for the year ending June 30, 1919. Denver, 1920. Fruita, Colo., Board of Edupation. Au eductitional survey of Union High School Ilbtrict, including school districts

27, and 37. 71921. 1141 p.

40 §Ixteenth annual

278 p., illus.

the Fruita (Colo.)

Nos. 2, 7, 23, 25,

The rural high-school district includes social and economic survey.

O 4 .0 CONNECTICUT.

Davis, Jesse B. A survey of the organization and administration of high schools in the State of Connecticut. Hartford, Conn., State Board of

Education, 1921. 37 p.

Southington, Conn. School Board Annual Report, 1922. 69 p. Part 1 deals with a health survey. Part 2, the superintvdent's report; ncludes educational tests. Part 3, finance.

fi DELAWARE.

U. S: Bureau of Educati6n. Survey of the schools of Wilmington, bd. Bulle- tin, 1921, no. 2. 132 p.

FLORIDA.

Roemer, Joseph. A u ly of Florida high schools. Gainesville, Fla., University of Florida, Dept. of Secondary Education, 1921. 29 p., tables.

GEORGIA.

Duggan, M. L., and Bolton, E. B. Educational surveys of various counties in

Georgia. Atlanta, Ga., State Department of Education, 1921-022. Nos.

5.54 p.

Twenty:seven, twenty-eight, and twentyrnine by M. L. Duggan only.

. Fernandez, Alice B. A school building program for Athens, Ga. U. S. Bureaù

of Education. Bulletin, 1921, no. 25.

Strayér, George D. Report of the.survey o

Ga. (School year, 1921-22.) New Yor

College, Institute of Educational Research.

Stirvey made by Division of Field Studies. a, , 11c-sch2o1 system of Atlanta,

lilmbia University, Teachers

U. S. 14breau of Education. A survey of education in Hawaii. Bulletin, 1920.

no. 1.6. 408 p., illus., tables.

Gives data regarding races, population, occupations, administration, iinance. task of Americankation, and status of education.

fp, IDAHO.

Sears, J. B. The Boise survey. Yonkers, N. Y., World Book Co., 1920. 290 p.

. Administration organisailpn, staff, curriculum, progress, and health.

4

e

'BoOk, William F. Tbet intelligence of Itjgh.sèbool seniors. New York, Mae- minim Co., 1142. xviii+37 p. * KANSAS.

oh. 410 DIVIslow4 A School survey of Lawreitee, Kant, i 1922. 1OOEp., iiititotables, ebarts.

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, 1.. e Univ6rsity of K1frn8N. Extensipti :

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EDUCATIONAL RESEARCH.

KEN/ITCHY.

General EdUcation Board (N. Y.). Kentucky Educational Commission. Report on public education in Kentucky. New york, 1922. lx+213 p., Illus., charts, tables.

LOUISIANA.

r. s. Bureau pf Education. gurvey of the schools of Caddo Parish, with special reference to the city of Shreveport, La, Boton Rouge, La., State Depart- ment of Education, 1922. 136 p., incl. tables.

MAINE.

Augusta, Me. Board of Education. Report of the survey staff. Augusta, Me., Kennebec Journal Print Shop, 1922. 242 p.

M ARYLAND.

General Education Board (N1 Y.). lgaryltod Edticational Survey Commission.

Public education in Maryland. New York, General Education Board, 1921.

230 p., illus., charts, tables.

Strayer, G. D. Abstract of a surve¡ of the Baltimore.public schools, 1920-21.

'Baltimore, Md., Board of School Commissioners, 1921. 54 p., front. rind others. Baltimore school survey. 2 vols. . Baltimore, Md., Public

Improvemat Commission, 1921-22.

Vol. 1, The schoolhouge and itchool building program. (1921.) Vol. 2, The administration of the public schools and other studies. =Iv + 302 pp., tables, arms. (1922.)

M A SSACHUSETTS.

SpauldIng, Frank E. Principles, policies, and plans for the improvement of

the NeW Bedford public schools. New Bedford, Mask., School Commissioners, 1922.

U. S...Bureau of Education. A survey of schools in ,Winchester, Mass. Bulletin, 1922, no. 43. 193 p.

School bulldini program foi 'Gloucester, Mass. Buirin, 1020, no. 28,,

16 p.

MICHIGAN.

Detroit, Mich. Department of Special Education and IThreau of Statistics and

Reference. Age, grade, and nationality surveys. Research bulletins, -no. 2, Dec., MO, 24 p., and no. 7, Jan., 1922.

MINNESOTA.

Neale, Mervin G., and &Verson, Sigurd B. A school building program for the

city of Winona, Minn. Minneapolis, Minn. University of Minnesota, 1922.

20 p., graphs, tables.

:4tars, J. B., and others. The Arlington school survéy. Minneapolis, Minn University of Minnesota, 1921. 58 p., graphs, tables, field maps. (Bulletin,

coo vol. 24, no. 28.)

Part i reviews school problems.;: Part 2, eves clitia and comparisons; l'irt 8, remedy.

MISSOUSI.

Moore, Elizalletb. Rural school lvalth survey. Salìit Louis, Me. Mhisouri

Tuberculosis Association, 1922. 46 p.

NEBRASKA.

Hans C. A study oi educatlorial inequalities, beifig a sqwey of gertain:

Buffalo County Nebr.. .Kearney, Sta te aspects of public education

Inclustrial School ress, 1d2i. front; maps. ..,441:41A

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5.0 BINNIAL. SURVEY OF EDUCATION, 1920-1922,

NEW JERSEY.

Report of the survey of the public-school system

County, N. J.

Women's Club of Orange, N. J. Report of the

East Orange, Orange, South Orange, and

Chronicle Publishing Co., 1922. 48 p., incl.

NEW MEXICO.

of Lawrence township. Mercer

study of the school systems of

West Orange. Orange, N. J.

diagrams.

Bagley, W. C. Report on the New Mexican State educational unit and the

general educational system of New Mexico. Santa Fe, New Mexico Pub.

Corp., 1921. (162 p.

ss NEW YORK.

Butterworth, Julian E. Rural school survey of New York State. Ithaca,"N. Y.,

Joint Committee on Rural Schools.

Condition of school buildingg.

MIL Eaton, Theodore. Rural-school survey of New York State. (Vocational education.) Ithaca, N. Y. 293 p.

Haggerty, M. E. Rural school survey of New "Yrk State. (Educational

achievement.) Ithaca, N. Y. 1922. 223 p., diagrams, tables.

New York (State) University. Survey of Livingston County schools. Albany,

N. Y., 1922. 143 p., inns., tables, charts, (Migrants, maps, plans. (Bulletin

no. 738.)

Updegraff, Harlan. Rural school survey of New .York State. (Financial support.) Ithaca, N. Y., 1922. 233 p., diagram, tables.

Works, G. A. Joint committee on rural schools. A repot to rural school patrons. 1920. 272 p., illus., tables, charts.

NORTH CAROLINA.

Bawden, W. T. Educational survey of Elizabeth City, N. C. F. S, Bureau of

Education. Bulletin, 1921, no. 20. 43 p.

Cook, Katherine M. Suggestions for the'reorganization of the schools in Currituck County, N. C. U. S. Bureau of Education. Bulletin, 1921, no. 24.

31 p.

State Educational Commission of North Carolina. Public education in North

Carolina. 137 p., Illus., graphs, tables.

OHIO.

land, Ohio. Board of Education. The first of a series of surveys of the department of instruction of the Cleveland public schools. Cleveland, Ohlo,

..1922. 29 p., incl. tables, diagrams.

Landrittel, F. C. Survey of the educational conditions In Fairfield County, Ohio. Columbus, Ohio, 1921. 53 p., tables.

Packer, P. C., Miderson,_ H. W., and 13rueckner, L. J. Survey of public-school

building requiremefits in Cleveland Heights, Ohio, Cleveland, Qhio Board

of Educatkin, 1920. ,39 p.

P WWI, Vernon M. A study oi rural sebpoliepnditions in Ohio, Columbus, Ohio,

Department of public Instruction,. 1920. 175 p.

OKLAHOMA.

Rinsland, Harry D. Survey of Johngon County, Okla. Ardmore, Okla. - V. S. Bureau of Education. Pitblic education 14 Oklahomtl. Washington,

J , map% tables, auto, graphe.

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OREGON. C. 51

-Stetson, Fr:ed L., and Almack, John C. County school systems of Oregon

ranked in the ()icier of theiL merit, Salem, Oreg., State Printing Dept.,

1921.

44111rLlifi.trI41* atiV re,r4 NSY!SANIA.

HarrlAburg, Pa. Board of Edtication. Report of a survey of the 'systemof supervision of the elementary schools. Harrisburg, 1920. 33 p., tables. La Rue, Daniel W., and Nagle, Chas. J. Educational survy of Honesdale, Pa.

East Stroudsburg, Pa., Press Publishing Co., 1921.

Public Education and (!hild Labor 'Association of Pennsylvania. Report of the ' Philadelphia -school survey. 4 vols. Pililadelphia, 1922. 1351 p.,' Illus.

Book I, Personnel, school plant. Book II, Organization, administration, pupils. Book III, Types of schools and teachers; vocational educátion. Book IV, Instruction.

a Ross, Cannon. The status of county teachers' institutes in Pennsylvania, Philadelphia, 1922. 7xvi+168 p., tables, forms.

Thesis (Ph. Di), University of Pennsylvania.

Scranton, Pa., Board of Education. Survey of the Scranton public schools, 1918-1920.

l'pdegraff, Harlan, and King, Leroy A. A survey of the fiscal policies of the

Stat..e of Pennsylvania in the .field of education. A report of the Citizens' Comnilttee on the Finances of Pennsylvania to Hon. Gifford Pinchot.

Part II, Education.

SOUTH CAROLINA.

Gibson, Carleton B. Industrial 'educational survey of Charleston, S. C. Charleston, S. C., Walker, Evans, & Cogswell, 1920. 174 p. Thomas, John F. Kchool survey of Yßrk County. Winthrop College Bulletin 14,

no; 1, September, 1920. 87 illus., tables, diagrams.

I UTAH.

Snoddy, George S., and Hyde, George E. Mental survey of Utah schools and

adaptation of the Army beta tests. &it Lake City, Utah, 1921.

Published by University of Utah, Dept. of Psychology, in cooperation with the State Board of Insanity.

VERMONT.

State Board of Education. Rural schools of Vermont and their improvement. 111(;ntpelier, Vt., Capital City Press, 1922. 64 p., illus., plans.

VIRGINIA.

, Dearborn, W. F and otlierse. Psychological and educational tests in the public

schools of Winchester, Va. Charlottesville, Va.,'D University of Virginia, 54 p;

Haggerty, M: E., and other& Virginia pOblic schoots. Part II, Educational

tests. Yonkers.on-Hudson, N. Y. World Book do., 1621. xii+2815 p., tables, charts.

WEST VIRGINIA. . Carmichael, H. E., and Koon,-.C. M. Educational survey of the schools of Clay District, Marshall County, W. Va. [n. p., 1922.] 48 A, Incl. illus., pori. traits, diagrams, front. ,(map).

. o

I U. S. Bureau of Education. Educational survey of Whéelingo W. Va. .Bulletin

1921, no. , 4

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-52 BIENNIAL SURVEY OF EDUCATION) 1920-1922.

West Virginia. Board of Education. Educational survey of the Philippi school

system. Philippi, W. Va. 1921. 39 p.

Distributed by the Public School Pub. Co., Bloomington, 111.

WISCONSIN.

Cary, ['Fleming, and other& Educational progress in Wisconsin, 1918-1920.

Madison, Wis., State Dept. of Puhlic Instruction, 1921. xi+252 p., graphs,

tables.

XX. BIBLIOGRAPHY.

VIII. COST AND FINANCE.

1. Ainett, Trevor. College and university finance.

cation Board, 1922.' 4x1+212 p.

2. Burgess, W. Randolph.q Trends of school cost.

*Foundation, 1920. 142

a New York, General EduNew York, Russell Sage

3. Carter, Alexander, and Theiseh;- W. 'W. Publicity campaigns for.

lupport. New York, World Book.

monographs.)

PraSier, George W. The control of city school finances. .lititiliukee, Bruce

I Pub. Co., 1922. 132 p.

school

Co., 19'11..164 p. (Scbool efficiency

. 5. Graham, H. T., and otlrera. . The expenses of women college students, A

survey of 114 colleges and universities. Prepared umler the auspices'of

the Education Committee of the College Club of St. Louis Branch of the

American Association of University Women. 1922. 8 .p., tables. f".

6. Holy, T. C. Factors aff&ting 'cost of operation and relative efficiency of

Iowa consolidated schools. Midland Schools, 37 : 105-106, December, 1922.

7. Johnson, S. W. The teacher's load. Aiperican School Board Journal,

62:36-89, November; 43-44, 112, December, 1921.

8. Lindsay, E. E. School support in Iowa. Educational Administration and

Supervision, 7: MO-5099.1921.

9. School finance in Iowa. Journal of Educational Research, 112--

119, 1922.

10. National Committeb for Chamber of Commerce Cooperation with the 41'0-

lic Schools. Know and help your schools. New York, Chicago, 1921.

47 p. , 11. National Education Association. Research Department. Facts on the cost

of public eduAtion and what they mean. Bulletin 1.

12. Russell, W. F. School finance in Iowa cities. University of Ioya. ExtenRion Division. Bulletin, 1920, no.. in Reported in Elementary School

Journal, 22: 189-193, 1921.

13. Blade, A. A. Taxation and school finance In Wyoming. School and Society,

11: 208-210, 1920. 4 14. Stevens, E. B. Cost accounting In universities. Eilucational Review,

60: 226-243, 1920.

10. Swift, F. H. School- finance In Colorado. Journal of Educational Reiearci).

'N 8 647-667, 741-762, 1920.

and del Plaine, P. X. Pilblie-School finance in Minnesota. Summary of a report prepared for the Minnesota Education Association Committee

on School Tax and Soiirces of School Support. Minnpapolls, October, 1922. 59 p.

17. ----- State. policies in public-schoot finance. Washington, D.4 C., Gbvern-

,. ment Printing Office, 19220 54 p. (U. 8 jpureau of Education. Bulletin, ,

.

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EDUCATIONAL RESEARCH. 58

IX. BUILDING, GROUNDS, AND EQUIPMENT.

L Abbot, Julia Wade. The housing and equipment of kindergartens. ,Washington, D. C., Government Printing Office, 1921. 27 p. (U. S. Bureau of

Education. Bulletin, -1921, ono. 13.)

Commissiqn on the Reorganization of Secondary Education (National Education Association). High-school buildings and grounds. Washington,.

Government Printing Office, 1922. 49 p. (U. ff. Bureau of Education.

Bulletin, 1922, no. 23.)

3. Committee of the Mississippi Valley Historical Assodittion. Standardizing library work and library equipment for history in secondary schools.

School Review, 29: 135-150, 1921.

4. Curtis, Henry S. School grounds and play. Washington, D. C., Government Printing Office, 1922. 31 p. (U. S. Bureau of Education. Bulletin,

1921, no. 45.)

5. Franzen, It. H., and Knight, F. B. Textbook selection. Baltimore, Warwick

& York, 1922. 94 p.

0. Garber, J. A. The school janitor ; a study of the functions and administration of 'school janitor service. Washington, D. C., Government Printing

Office, 1922. 51 p. (U. S. Bureau pf Education. Bulletin, 1922, no. 24.) 7. Glenn, Earl R. Past and present practiee in high-school library book

selection from- the viewpoint of a science teacher. School Science, and

Mathematics, 21 : 217237, 1921.

8. Horn, E. The selection of silent reading textbooks. Journal pf Educational

..Wse,aich, 2: 615-619, 1920.

9. 14athr(ifi Etlith A. Dormitories in connection with public secondary schools.

Washingt6b, D. C., Government Printing Office, 1922. 36 p. (U. S. Bureau

of Education. Bulletin, 1922, no. 124

10. Maxwell, C. R. Thé sèlection of textbooks. Boston; Houghton Mifflin Co.,

1921. 139 p..

It Miller, J. F. .A.; comparison of the public library facilities in the different

States. Scho,Cil and Society, 14: 287-288, 1921.

12. Muerman, J. C. Ile district *owned or controlled teachers' home. Washington, D. C., G&ernment Printing Office, 1922. 19 p., plates. (U. S. Bureau of EducatiolV. Bulletin, 1922, no. 16.) t., 13. Reeder, C. W. Statistitlal comparison of university libraries, 1915-1921.

School and Society, 15 :t20-527, 1922.

X. SCHOOL A VDANCE AND ENROLLMENT. .

to 1. Bonner, H. R. Compulsory atténdance laws> lack vigor. School Life (U. S.

Bureau of Education), Vol. 6, Jan. 1, 2, 14, 1921.

2. , Compulsory attendance laws. American School Board Journal,

59137.-89; t1O: 39-40, 47-106.

3. The conviction of . legislators for failure to enact effective compulsory attendance laws. American School Board journal, 64: 45-48, Feb-

. ruary, 1923.

4. Byrne, Lee. High-school enrollments In large cities. American .SChool

Board Journal,Alarch, 1921. p. 27-28.

5. Counts, George Elylvestér. The selective character of American secondary

: education. Chicago, University of Chkago Press, 1921 162 p. (Sup- plementary educational monographs no. 19.)

0. Ensign, Forest Chester. Compulsory school attendance and child labor.

Iowa City, Iowa-Athens PresS, 1921. 208 pd

2.

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54 . BIENNIAL SURVEY OF EDUCATION, 192(1-1922:

7. !Coos, Leonard V. The residential distribution of college students and its

meaning to the junior-college problem. School and Society, 13: 557-582, May 7, 1921.

. \There to establish junior colleges. gchpol Review, 29: 414-4331

1921.

9. NationAl Child Labor Committee.- Notes on compilation of 'child labor and

4 compulsory attendance laws as they affect the employment of children in

agriculture. American Child, 2: 310-319, February, 1921.

9a. Town, Clara H. Analytic study of a group of 5 and 6 year old children. University of Iowa. Studies In child welfare, vol. 1, no. 4, 87- p. 10. Walters, Raymond. Statistics of registration of 30 American universities

for 1920. School and Society, 13 120-128, January 29, 1921.

11. Statistics of Jegistration in American universities ami colleges, 1921. School and Socjety, 15:177-186, Febru4ry 18, 1922.

12. Statistics of registration in American universities and colleges, 4 1022, 'School End Sodety, 17:198-205, Fehrui63; 1923'. .4 L3: West, R. M., and Koos, L. V. The freshman'dass In 1940. School and Society, 12: 108, 1920. (Abstract of paper.)

XI. RETARDATION 'AND ELIMINATION.

L, Buckingham, B. R. An experiment in promotiori. Journal of Educational

Research, 3: 326-335, May, 1921.

2. Doughton, Isatac. Elimination of pupils In a small city. Study in Phoenix- ville, Pa. American School Board Journal, 61: September, 1920; 61:37-38, October, 1920.

8, Eaton, 11..T. The scholarship of pupils who left school. School and Society, 16: 221-222, 1922.

4; Gtwinn, J. M. The Influence of changing from school to school in school

progress or children. Journal of Education, 96: 374-375, October 19,

1922.

5. Kelly, F. J., and Loomis, A. K. Retardation in one-room rural schools in

Kansas. Journal of Educational Research, 1 : 271-284, 1920.

6. Learning, Rebecca E. Applying for working certificates. Psychological Clinic, 14: 163-179, 1922.

7. McCormick, B. E. A study of ¡allures. School. Review, 30: 431-442, 1922. 8. Nifenecker, E. A. Pupil's progress through the grades. New:York Board

of Education, 1922. 169 p. (Bureau of Reference, hesearch, and

Statistics. Publicgtion no. 19.)

9. Rogers, Agnes L. The message of educational psychology to parents and

teachers. American Education, 24: 12-20, 1920. , 110. Smith, Harvey A. A ttudy of high-school faffures and their causes. Educational Administration aplOvpervision, 8:557-572, 1922.

XII. ORGANIZATION AND ADMINI-STRATIO14.

4111a 1. Anderson, Y. V. Education.of mental defectives In State andprivate institutions and in 'special classes in public schools In the United States.

Mental Ilygierie, 5:85-122, 1921.

2. Bankes,W..J. Mciaél platoon school. developed by Akron Teachers' College. .School Life -(1:1. S. nurêau of Education), 8: 135-137, Februarl, 192:3,

. Beatley., Bancroft The relative standing of students in secoridary school on ,

.comprehension entrance examination's aild in. college. School ,Iteview;

1 1 K! 14047, 1912.1

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EDUCATIONAL RESEARCH. 55

4. Perry, Ches. S. The classification by tests of Intelligence of 101000 firstgrade pupils. Journal of Educational Research, 6:185-203, October,

1922.

5. Beverly, Clara. Self-meAsurement by elementary Hthool pupils. English

Journal, 9: 331-337, 1920.

Branson, Ernest P. An experiment In arranging high-school sections on the

basis of. _general ability. Journal of Educational Research, 3:53-55, January. 1921.

7. Breed, F. S and Breslich, E. R. Intelrigence tests and the classification of

pupils. School Review, 30:51-66, 210-226, 1922.

. 8. Briggs, Thomas H. xtra-curricuIar activities in Junior high, schools.

Educational Administration and Supervision, 8: 1-9, January, 1922.

9. Comparative results in intermediate and elementary schools at Los

Ankeles. Journal of Educational Research, 2:681-692, November, 1920:

10. g. '10 6 The junior high school. New York, Houghttin Mifflin Co., 19420.

348 p.

11. Brown, Gilbert L. Inequaliti of educational opportunity. Journal tif

Educational Research, 3: 1952200, March, 1921.

12. Callihan, T. W. An experiment iff the us.e of ilitelligence tests as a basis for

proper grouping and promotions in the eighth grade. Elementary School Jo.urnal, 21 :465-4419, February, 1921.

13. Carback, C. Grouping of children by abilities and consequent changes in

4choo1 procedure. (4) Procedure in Philadelphi.a. University of Penn- sylvania. Bulletin 23, no. 1, p. 269-272.

14. Chapman, J: Crosby, and Ebi, H. L. A .comparative study, by educational measurements. of one-room rural-school children mid city-school children. Jourmtl of Educational Research, 2: 636-646, October, 1920.

15. -Clement, J. A., and Clement, J. H. Summary Of ofganization :and .adminis

tration of 40 junior high-school systems of Kansas. Educational Administrafion and Supervision, 8:137-142, Marcb, 1922. . 150.. A general administrative study of 40 junior high-school systems. Kansas Teacher, 14: 10-14, March, 1922.

16. Cole, L W. Prevention of the lockstep. In schools. School and Society, 15: 211-217, 1922.

17: Coi, P. W. L. Providing for individual differences by means ot grouping

by abilities. UnivRrsity of' PennsylVania. Bulletin.23, no. 1, p. 233-244,

1922.

18. Cunningham, A, B. The sex element in college grades. School and Society, 14: r)23-525, December 3, 1921.

19. Dewey,. The Dalton laboratory plan. New York, E. P..Dutton

Co., 1922. 173 p.

20 Dawson, Chas, D. Classification of kindergarten children for first grade by meAns of the Binet scale. .Journal of Educational Research, 6: 412-

I.. 422, December, 1922..

21.' . Educational measurement in Grand Rapids. :4ourn.al of ,Educatimid. Research, 2: M1414, 1920.

Dickson, Virgil E. What firsttgrade children can do in school as ¡elided to'.

. whit Is shown by mental tests. Journal of Educational Reward*,

o 2:475-480, ...Tune, 1920. . 4 .4,

23. Dvorak, August.. Recognition of individual diffeOnces in the junior high.

school. School Review, 30: 679-685, November, 1922.

24. (Editorial.) Time distributIOn in some Louisiana schools. Journal ()f

Educational BesearCh, :O.: 8$400 June, 1922.

Recognizing individual : difftwirese.- El4Mentary School . .

. 11,ournitlt 211 16440,, November,. I . .

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tila 25. (Editorial.)

1920. f

. \

, V

6+
56 BIENNIAL. SURVEY or nrcinow, /0204922.

26. (Editorial.) Gradi by means of standardized test& Journal of Educa

. tio.nal.Research, 5449, May, 1922,

27. Fordyce, Charles. Intelligence tests in classifying children in the elementary schools. Journal of Educational. Research, 4:40-43, June, 1921. 28. Franzen, Raymond. The accomplishment quotient Teachers College Record, 21 :433-440, 1920.

29. Freeman, Frank N. Provision in the elementary school for superior chil- dren; Elementary School Journal, 21:117-131, October, 1920. 30. Frost, Norman. A cinnparative-study of achievement in country And town schools. New York,. Teachers College,. Columbia University. 4921, 70 p. (Contributions to education no. 111.)

31. Gesell, A. Exceptional children and public-school policy. Yale Univelity Press, 1921. 66

32. Glass, James M. is zification of pupils in ability group!. School Review, 28:495-508, 1920.

33. Gould, Arthur. The intermediate schools of Los Angeles. School Review,

28.: 419-435, 1920.

Stu Henderson, B. R. Report on Illinois examination given to the sixth, Seventh, and eighth grades In West Chester. University of Pennsyl- vania. Bulletin 23, no. 1, 100-103, 1922.

35. Henry, T. S. Classroom problems in the study of gifted children. Nineteenth yearbook of the National Society for the. Study of Educatiön.

Bloomington, Public School Pub. co. j.25

Se, Hines, Harlan C. What Los Angeles Is doing with thé results of testing.

et Journal of Educational Research, 5:45-57, January, 1922. 87. Hopkins, L. Thomas. The marking system of the college examination

board.* Cambridge, Mass.,/ Graduate School of Education, Harvard Uni- versity, 1921. 15 p.

till Horn, John L. Caring for highly endowed pupils. School Review, 29; 776--

781, 1921.

89. Hughes, W. H. Pri¡visions for inditidual differences in high-school administration. Journiii of Educational Research, 5: 62-71, /anuary, 1922.

40. ------- Standardizint procedure -in a combination system of supervised

study, varying scope of work, and weighted credit Journal of Educational Research, 2:547-556, September, 1920.

41. Jackson, Nelson A. Pupil government in secondary schools. Edtcation,

42: 197-210, December, 1921

42. Kent, R. A. Experiinent in grading and placing of ctilld.ren. American

School Board Journal, 61:30-32; December, 1920, Also 62: 40-41, February,

48. King, L. A.. Fifth annual reporinof the Bureau of Educational Measurements, University of Pennsylvania. University of Pennsylvania,/ Bulletin

28, 1:6745:1922.

44. gook Frank H. 4ducationa1 inequalities:- National School/ 39:

20-22, May-116nel 1920,

45. Koos, Leonard V. Junior college Courses iá 1924721. hool *Reyiew, 29:586-592, 668:678, 1921. . 46. --i------. The peculiar functions di thé. junior high sell their relative ,e) importance. School Review, 2Ei.: 673-681, 10i0...

.47. Kuntz,' E. E. Grouping of children by abilities and consequent changes In

school procedure. (8) Procedure In. tansf.ord.. ',University of Pennsyl.. vania. Bulletin 23, 1.: 20-269,, 022* : ,*!.....,48,Kyte, George C. Evolutiofi'pf. a rnit,rking system... Educational Adrnlflla'

trAtion and January, .1920. .

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EDUCATIONAL RESEARCH. 57

49. Lowell, Frances. An experiment In classifying primary children by niental

age. Journal ot Applied Psychology, 6:276-290, September, 1922.

50. Lyman, R. L. The Ben Blewett junior high school of St. Louts. \School

Review, 28; 26-40, 97-111, 1920.

51. The Washington junior high school, Rochester, N. Y. 'School

Review, 28: 178-204, 1920.

rel The junior tigh school of Montclair, N. J. School Review,

29: 495-509, 1921.

53, Mahoney, P. J. Use of Intelligence and achievement tests for making edueutional readjustments und in developing future school policies. University of Pennsylvania. Bulletin 23, 1 1022.

54. Marot, Mary S. School records an experiment. New York, Bureau of

Educational Experiments. 1922. p. 44. (Bulletin no. 12.)

to. r-P Monroe,- Walter S. Relation of sectioning a class to the effectiveness of

instruction. University of Illinois. Bureau of Educational Research.

Bulletin 11, 1922. 18 p. a 5. Written examinations and their Improvements. University of

Illinois. Bulletin 20,- no. 9, 1922. 71 p; (Bureau of Educational Research. Bulletin no. 9.)

57, Odell, (1. W. The double-track system in a small school. Elementary

School Journal, 22: 544-440, March, 1922.

58. Omans, A. C. Provisions for ability grouping in junior and senior high

seltool. American School Board Journal, 65: 55-4S, 138, October, 1922.

()mans, A. C., and Omans4 Mrs. L. It, An interesting school experiment.

American Schoolmaster, 126-131, 1920.

60 Parkhurst, Helen. Education on the Dalton plan. New York, E. P.

1: Dutton & Co., 1922. xvill +278 p.

FL S. Report of a committee on junior high schoiil. Denver, Colo.

Elementary School Journal, 23:13-24, September, 1922.

62. Pintner, Rudolph, and Marshall, Helen. Results of the combined mentaleducatiónal survey tests. Journal of Educational Psychology, 12:82-91,

February, 1921.

. 63. Poole, G. Foiir cases of diagnostic teaQhing. Psychological Clinic, 13:

237, 1922.

64. Poole, Gladys E. The attempt to teach. Psychological Clinic, 13: 173-190, / May, 1920.

'65. Porter, John E. Some effects of segregation on scholarship at Northwestern

high school. Detroit Journal of Education, 2: 60-65, February, 1922. 66. Pratt, O. C. Status of the junior high school in larger cities. &hob!

A Review, 30: 663-670, 1922.

67. Rapeer, Lolits W. The consolidated rural school. New York, Charles

Scribner's Sons, 1920. p. . 68. Rapp, A. A. Grouping of Children by 4i1it1es "and consequent changes in

school procedure. (2) Procedure In reading. University of Pennsyl- vania. Bulletin 23, 1: 263-267, 1922.

69. Rathbun, J. Chas. RankInK students from their literal grades: School and

Society, 16: 326-335, 1922.

70. Reamer, J. \C, Mental and educational measurémenti of the deaf. Pay-

. chologicak Monograph 29,.no. 3, p. 13f), 1921

71. Richards, E. L. 'The elementary and the individual child. Mental

Hygiene, 707-723, 1921. . 72. Rodgers, J. Junior ,filgh-schopl curricOa and progranr. School Re

view, 29: 205, 1921.

70. Satchéi), J. et)), Student participation hi. highlthooL. 411111Strat1

School Rev! tv., 00 7104411, December, 1922. , . ; I

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.58 . BiENNIAL SURVEY OF EDUCATION, 1920-1922:

74, Smith, W..A. .rantor high-tichool practices in 64 cities. Educational

. ministration and Supervision, 0:139-149, 1920.

75, Spain, C. L. Grouping of children by abilities and mnseiluent changes In

school procedure. (1) Procedure in Detroit University ot Pennsyl- vania.,_ _Bulletin 23, 1:257-263, 1.922.

78. The platoon school in Detroit. The Detroit Educatiotial Bulletin.

Research bulletin no. 2, 1920.1. 108 p. . rz. Moehlman, A. 13., and Harrington, H. L The intermediate school

in Detroit. Detroit educational bulletin. Research bulletin no. 6, De- cember; 1921. '39. p.

78. Stark, W. E. Every teacher's problems.

1922. 368 p.

New )74k, American Rook Co.,

79. Stetson, Paul A. Homogeneous grouping in the q year of a five-year high school ..School Review, 29: ,Z51-3135, 1921.

80. Stockton, J. 4, Davis, C., and Cronin, M. A. Criteria for the regrading of

schools. Elementary School Journal, 22: 55-66, 1921.

81. Terman, L. M., .atur others. Intelligence tests and school reorganization.

Subcommittee ieport, N. E. A. New York, World Book Co., 1922.

viii+111 p.:

82. Theksen, W. W. The relative progress of VII-11 groups otbetloiwd on the

basis of ability, Cleveland. Journal of Educatiom0 Research, 5:295-

305, 1922.

83. Thornton, Natalie. Women's forum. Teachers College Record: 21: W.-

, .326, September. 1922.

844 University of Illinois. Bureau of EducatiOnal .itsearch. Relation of size

of class to school efficiency. BuHetIn no,jQ, 1V22..._ p.

85. 'Voorhees, J. H. An experiment carried on with the pupils of the Russell

prevocatioñal room. Journol of Educational Research, 4: 378-389, December, 1921.

86. Wallin, J. E. W. The achievement of Subnormal children in standatdized

educational .tests. Miami University. Bulletin 20, no. 7, p. 97, April,

1922..

87. Washburne, C. W. The individual system In Winnetka. Elementary School Journal, 2:52-68, 1920.

88. Westfall, W. D. A. Some samples of coefficients of corCelation.

and Society, 13: 359-7360, March 19, 1921.

89. Wood, Ben P. The measurement of college work. Iteport of an e0eri.

went conducted by the staff of 'instructors in contemporary ation

in Columbia University with .the assistance *of Prof. E. L Thorildike, of Teachers College. Educa tonal Administration and Supqvision, 7:301-354, September, 1921,

410 TEACHING AN 13PERVISORY STAFF.

1. Almack, J. S. Thé duties and train g of city superintendents. 4merican

2. Anderson, D. A. Basic courses in ed tion, School and Society, 59-60,

January 8, 1921. _ & Arnett* Trevor. TeacherS' salarkm In rtain endowed Colleges ahd unIvers

sines In the United States: New k City, Genekal -Educatron Board,

. 42 R. (Occasional Papers N )

.4. Benson, Charles E. The output of pro onal schools for teachers. Baldmire, releViek 8g:Torkt, 1922. it-I-88

nsup,r, R. 'Salary' outlook: pr high-school teachez* Sc k RevieW.

.414423, 1922. C' .4.; e Pt

, ; School Board Journal, 62:31-32, pill, 1921.

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O. Bonner, IL R. Salaries of teachers in four-year high schools In 1918 and 1921.

American School Board Journal, 63:50-57, December, 1921.

7. Brooks, Samuel S. Improving schools by standardized tests. Boston, Houghton Mifflin Co 1922. 278 p.

8. Brueckner, L J. Field work as a means of training student-teachers. ECI

cational'Administration and Supervision, '8: 343-348, September, -1922. 9. Burgew, Nr. Randolph. The rate of progress in -teacher preparation. Jour.

nal of Educational Research, 4: 180-186, October, 1921.

10. The education of teachers ialig4 States. Journal of Educational t

Research, 3: 161-172, March, 1921,

Burnham, W. H. A surve.y of/he teaching of mental hygiene in the norma

schools. Mental Hygiene, 5 : 19-45, 1921.

12. Coffman, Lotus a Teachertraining departments In Minnesota high schoo

New York, General Education Board, 1920. 92 p.

13. Cook, Katherine M. The certification ot teftehers governed by general

, Shim laws ansi regulations. Washington, to. C., Government Printing Office, 1921. 244 p. (U. S. Bureau of Education. Bulletin, 1921, no. 22.) Supervision of rural schools. -Washington, D. C., Government Printing Office, 10442. 111 p. (U. S. Bureau of Education. Bulletin, 1922,

14.

no. 10.)

15. Davis, C. O. The traiiiing and experience of the teachers in the high school! accredited by the North Central Association. School Review, 30: 335-354.

1922. - AO. The duties of high-school principals. School Review, 29: 337-350, October, 1921:

17. Wawson, Edgar. .Preparation of te liers of the social studies for the see- ondary schools. Washington. D. C., Governme4 Printing Office, 1922. 24 p. (U. S. Bureau of. Education. Bulletin, 1922, no. 3.4

18. Deffenbaugh, W. S. Salailes of administrative officers and ifieii assistants in school systems of 100,000 inhabitants or more. Washington, D. C., Government Printing Office, 1922. 38 p. t U. S. Bureau of kIducation. Bulletin, 1921, no. 30.)

19. Dickson, Virgil E., and Norton, John K. The Otis group intelligence scale

applied to the elementary school graduating classes of 'Oakland, CalW. Journal of Educational Research, 3: 106-115, February, 1921. 20. Dolch, Fdward William, jr. Pupils' judgments of their teachers. Peda- gogical Seminary, 27 : 195-199, 1920.

21. Douglas, A. A. Market for' prospective high-school teachers. School and Society, 13: 602-606, 1921.

22, Eaves, Lucile. 0141-age support of women teaChers. A study by tbe De- ptirttiient of Research of the Women's Educational and Industrial Union, Boston, Mass. 1921. 122 p. (Studies in economic relations of women, vol. 11.)

23. 'Foster, H. 11.. The status of Smith-Hughes practice teafglig. Baltimore, King Brothers, 1921. 32-38 p. (Society of College of V Educa- don. Studies in educition, no. 10.)

. 24; Franzen, C. G. F. A comparison bet rai and special 'methods,

, courses in the teaching of high-se ,,4 f ecta. University of Iovia. Studies in education,11* 11, no. 3, 86 p.,- March, 1922. V V. 25. Gist, A. S., and King, Wm. A. The efficiency of tbe principalship from the

. stan of the , teacher. Elementary School Teacher, 23 : 120-1,26, October, 1922. AIL . .

. 28* Gliim, S. 0, The-NV/King teacher. Waihington, D. O., Government Print, t. . Ing Office, 1921. 23 p. (U. S. Bureau of .Educa.ttouk Bulletin, 6

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.. 60 ' BIENNIAL SuitiFEY OF DTTOATION, / 1-920-492i. _ Pt .a 1 1, . 4 i , -. , a standatedization

lr 27. Gray, Wmi S. xie use of a' time record* blank in'the and

supeisvlsion of student-teaCiaing co.urses. ,Educational idministration - ", and Supervision, 7:121-132, March,. 1921.

28. Greenan, John T. The teacher's school week. School Reviav, 30: 5927598,

-192.2. . 29.-Hanly, A. J. The best teacher from the child's viewpoint., .0regon 'fella.-

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.. ers' Monthly, 25: 594-595, 1921. w.

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1. 30. Hertzog, Walfer Scott. State maintenance for teachers

more, Warwick ic York, 1921. 144 p.

. 31.. Hudelson, Earl. The professiom of principat. School ReiieW, 30.; 154t

1922.

324. Johnson, Buford. The use of tests in the evaluation of methods of inth. struction. Journal of Educational Psycholow, 11 : 78-88, February, 1920.

33. S. W.. The ielations ex.isting between *saperintendents and school

bdards 41 Iowa. American School Board' Journal, 59:43-45, 87, Decalbet, 1920 ; 60 : 35-37, .1anuary, 192100: 48-49, February, 1921 ; 60: 3143,.

121, March, 1921. . Ar i ur W. 'Intelligence tests and the classroom teacher. Journal o ducationat Research. 5:389-399, May, 1922.

King, LeRoy Albert. Status of the rural teacher in Pennsylvanta. Washington, D. ct, Government Printing Office, 1922. p. (U. S. Bureau of Education. Bulletin, 1921°, no.'34)

36. Knight, F. B. .QualLties related to success in teaching. New York, Columbiaeniversity. 67 p. (Teachers College. Vontributiops to education,

no. 12Q.)

87. Koos, L. V. -Standards in graduate work in education. Washington, D. C.,

I Government Officè, 1921. 18 p. (U. S. Bureau of Education.

Bulletin, 1921, po. 38.)

38. Lantis, ta- O. Educational sociology in normal schools. School and Society,,

. 16: 6d9-672, December.9, 1922. q

. 39. Learned, William §., and othdts. The professional preparation of teachers

; for American public grhools; a *study based upon an examination of tax:

IsuppOrted nónnal schools in the State of MiSsouri. New YorIc City, Carnegie Foundation for the Advanotmentof Teaching, 1920. 4775

40. Lowry; J. Gr. The attitude .of college students toward teaching. Ordo Edw..

cational Monthly, 69:45-47, 1920. g

41. Mg:inure, Worth. Professionalizing the principalship. Elementary School

JoArnal, 2T: 735-743; .1921.

. 42., Massachusetts. Department of Education. Division of Elementary

Secondary Educatiqp atid Normal Schgols. Salaries (4 teachers

public-dal? s.cho4ls 9f MassaCimsetts, 1921. Boston, 1921. 4 p.,

43. Minnick, J. II. How .have .high-school teachers obtaihed their practical

0 work? Ed4Iational Review, : 332--336, 11,2. .

6

4

44. Morrison, J. Cayce. Supervision from the teacher's viewpoint jouenal of

EducatiOnal Method) : 131-138, December, 1921°. . If , * API -zuf The legal status of the city school superintended. Baldmore, VVao. 0.4

. wick & 'York; 1922. 162 p.. 4. Robtrt L.' Examination methqd of licensing teachers. Educational

a . Administration and -Supervision, 0:421-4132, 1920.

47. NatiottarEclucation Association. Salary schedulei, 19204921.; scitieti Cir the

United States of 100,000 population or over. Washington, National Edo-

's° cation, Association* 1022. 81 p. (Bulletin No. 19).

tOsburn. The', tieriOnai iiharticterlstks of the .teta.Oher. iCduCittionar Ada ,=

'1;

. -. millittration and iltiperVisloi',3;: 74135,r1 of,t ti" , *,4

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New York, Public Education Association' of the City of New Yori, 1921.

64 p.

4

411 50. Werner, G. C. L. The preparation of high-school teachers in the State of

Pennsylvania. Educational Administration and Supervision, 8: 143-165,

March, 1922.

51. Rogers, Bertha M., and Baker, Trresa. A diagnostic and 'remedial activity

in suivrvision. Journal of Educational Research, 5 :,21-28, January, 1922.

:4;2; Ros$ 'Carmon. The status oft -county teachers' institutes in Pennsylvania.

Philadelphia, University of Pennsylvania,1922. 168 a qiqk, Ruch, Giles Murrel. A study Qf the mental, pedagogical, Lind physical deb 1 velop.ment of the pupils of the junior division of the- University High "%. . School. Eugene, Oreg., University of Oregon, 1920. 48 p.

54. Rusgetl, Charles.. The improvement of the city elementary school-teiiaer

in service. New Yòrk, 1922. 139 p.. (Teachers' College, Columbia, Uni- .versity. Contribution&to education, No. 128.) a

55. Schutte, T. H. ..Distribution of time of ;tudent-teachers in a State teachers'

college. ' EduCatioaal Administration and Supervision, 8:215-222, April,

. .1922.

56. Smith, Hower J. Industrial aqd vocational teacher training. Industrial

0. Arts Magazine, 11 : 333-336, 417-421, September, October, and November,

1922.

57. Special preparation for funior high-school service. Educational

Administration and Supervision, 8: 513-518, December, 1922.

58. Stayer, Samuel B. The . statos of teachers in junior high schools. School

Review, 29: 379-387, 1921.

59. Stetson, F. L. The professional etjuipment aot high-school. , teachers in

Oregon. Society of College Teachers of Education. Studies in education,

11:: 1224301:1922.

60. Strayer, Geofge D. Actual .school conditions in 359 American °cities.

American City, 23: 464-467;1920.

61. Struble, George G. A sttIdy a school-board personnel. American. School

Board Journal', 65 : 48-49, 137, 1922.

62. Texas, University of. Conference upen The teicher problem in Austin, TeL

Butle1it.1 No. 2209, 1922, 95 p.

)yaplett, ,D. Can high-school principals improve the college-training pro-

. gram? achool Science and Mathematics, 22 :.457, November, 1922.

64. Williams, E. I. F. Administration of obserration Ir the teacher-training, institutions of *the Vnited Wafts. Educailoual Administration and

SUpervision, 8: 331-342, septemger, 1922... .

It

Cor, N

65. Demonstration teacbing and observation in the teachér-training

Institutions of the United'iStates. Society of College Teachers of Educa

tion. Studies in educaticin, 11 :103-121, 1922. n XIV. METHODS OF LEARNING AND TEACHING.

1. Alderman, Grover H. The lgcture method versa the question and answer

: method. School Review, 30: 205209, 1922. . 2. Arm, peorge P. Work with knowledge of resulte versus work %without

knowledge &results. l'rinceton, Psychólogical Review Co., 1920, 41 0.-

0 (Psychological Reilew monographs, whole no. 125, yol. 28, no. 1.)

Book, F., and Norvell, Lee. The will to learn. Pedagogical Sim:awry, 11A 411 P: Deceonber, 12 .

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tVEY OF EDUCATION', 1920-1922.

V., and Dollinger, V. M. The correlation between interests and

eburses. Psychological Review, 27: 308-314, 1920.

functrtinental principles of learning and study. BaldYori14,4920. 240'p.

.3te4fr's4study of ths daily learning of six children.

arv, 20 97-115: June. 1921.

sum,: be relation of Accuracy to speed. New York,

iiiversity. Archives of psychology, no. 56.) & Holton, Edwin L. A studk of method of presenting subject matter to undergraduates in college. School and Society, 11: 58, 59, 1920.

9. Horne, H. H. University students on the discussions method. School and

Society, 16: 218-221, August 19, 1922.

10. Hunter, George W. An experiment in the use of three different methods of

teaching in the classroom, School Science and Mathematics, 21:875-890,

December, 1921; 22: 20-32, January, 1922.

11. Kirkpatrick, Edwin A. Imagination and its place in education. Boston,

& Co., 1920. 214 p.

12. Laird, Remmers, and Peterson. An experimental study of the influences of

organization of material for memorizing upon its retention. Journal of

Experimental Psychology, 6:69-81, February, 1923.

13. Linke, Edith A. An experiment in teaching response to children's questions. Teachers College Record, 21: 55-67, 1920.

Chassell, and Hollingworth. xperimenta1 measurements. 11, Teachers College Record, 23: 218-228, 1922.

15. Monroe, Walter S. Types oflrearning required of pupils in the seventh and

eighth ,grades, and in the high school. University of Illinois. Bulletin,

vol. 19, no. 15, December 12, 1921. Bureau of Educational Research. Bulletin, no. 7, 16 p.

lit Parker, S. C. Problem solving or practice in thinliing. glementary School

Journal, 21 : 16-25, 98-111, 174-188, 257-272, 1920.

17. Peaks, Archibald G. Periodic variations in efficiency. Baltimore, Warwick

& York, 1921. 95 p. (Educational psychology monographs, no. 23.)

18. Pyle, W. H. The' psychology of learning. Baltimore, Warwick & York,

1921. 308 p.

19. Richardson, J. W. -The campaign method in elementary education.. Journal'

of Educational Research% 2:481-492, January, 1920.

20. Robinson, Edward S., and Heron, William T. Results of variation in length

of memorized material. Journal of Experimental Psychology, 5:428-440,

fa. December, 1922..

21. eiratton, G. M. Develcwing mental. power. *Boston, Houghton Mifflin Co.,

1922. 77 .p.

22. F4iillivan, E. T. Mood in iblation to perfOrmance. New York, Columbia University,,, 1922. 71 p. (Archives of piychology tio. 53.)

28. Taylor, Maurice W. Some points in favor of the socialized recitation.

Elementary School Journal, 22 : 776-780, 1922.

2t Thorndlke, E. L. The correlytign between Interests and abilltfes. Psychological Review, 28: 314-8* 1921.

25. Waigest D. An approach to the synthetic .study of interest In education.

Journal of Educational Psychology, 11. 801415, 389-484, 445-458, 1920.

*wihIngton, C, U. S. Bureau of Education. Library leaflet no. 11?

February, 1923. . Weber, Joseph J. Comparative effectivenestof some visual aids In, iieventttde' Instruction. Chicago, &teen,' Inc. ix '131, 194 6

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EOCATIONAL RESE4RCH..

XV. METHODS OF STUDY.

1. Achilles, Edith M. Experimental studies in reeall 'and recognition. New

York, Columbia University, 1920. v+80 p. (ArelpiN;es oft psychology

no. 44.)

2. Clayton, F. T. Home conditions of study and pupil-attitude toward school,

work. Sehool and SocietyN 17: 221-223, February 24, 1923.

'4'3. Garth, Thomas R..' How college students prepare their .lessons. Pedagogi- cal Seminary, 27:90-98, 1920.

4. Germane, C. E. Outlining aid summarizing compared with reading as

methods of studying. Twentieth yearbook of the National Society for

the Study of Education, Part-II, Chap. VII, p. 103413, Bloomington

Ill., Public School Pub. Co., 1921.

5. Robinson, Edward S. The relative efficiencies of distributed and concentrated study in memorizing. *Journal of Etperimental Psychology, 4:327-843, Oetober, 1921.

6. Skaggs, E. B. The relative value of grouped and interspersed recitations. Jouynal of hxpéiImentAl Psychology, 3 : 424-446, 1920.-

7. Thorndyke, Elizabeth. Environment as a factor in a pupil's study life.

Education, 40:470-483, 1920.

8. Webb, L. W. Student's methods of studying a certain subject. Journal of

Educational Psychology, 11:193-206, April, 1920.

9. One element to be donsidered in measuring effective teaching. School and Society, 13: 208-209, February 12, 1921.

la Woody, Clifford. EffectiVeness of oral versus silent reading jn the initial memorization of Poems. Journal of Educational Psychology, 13 : 477-483,

1922. .4"

IL Yoakum, G. A.. The effect of a single reading., Twentieth yearbook of the National Society for the Study of Education,. Part II, Chap. VI. Bloomington, Ill., Public &tool Pub. Co., 1921,

XVI. CURRICULUM.

General.

1. Bobbitt, Franklin. Curriculum-making In Los Angeles. Chicago, Univer- sity of Chicago Press, 1922. 106 p. (Supplementary education monographs, no. 20, June, 1922.)

2. Bonser, F. G. The elementary school cuericulum. NeW York, Macmillan

co.; 1920. xv+449 p.

3. Kehr, Marguerite W. A comparative stUdy of the- curricula for men and

women in the colleges and universities of the United States. Journal of

the Association of Collegiate Alumnae, vol. 11; p. 26, December, 1920.

Merlam, J. L. Child life and4the curriculum. Yonkers, N. Y., Wbrld Book

Co., 1926. all+538 p.

5. Mott Paul R. and Devrlcks, Eobert K. An kccountIng of general willies

In the small high-gchool curriculum. School. Review, 29 :119434,1921, O. National Society '10r/ the-. Study of gducation. Tweátleth .yearbook, Part

Materials of inittrOCtion, Bloomington, M.. PubItc' School Pub: Cot M. 104 p. I.. , , 7. Wells, Margaret 'E. 4. project curriculum: Philadelphia, B. Lippincott

Co;, 19211 x11i+438 p.

. 8. Wilson, H. B., and ()Uteri.. The course itudy the work of the modern

school. 14 p. N9., 1; ,91 p. ,,No. 2. Wine eco.no.iiiim.-

No. & Nature studr, 1Q4 p. No. 4*graplo,, 13.7 p. .No; 54 ,Penmanship'f

281). Cowie ..rittlity monograph$, pubjic Schtiols, Oft

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BIENNIAL SURVEY OF EDUCATION, 1920-022.

1. Reading.

1. Anderson, C. J., and Merton, E. Remedial work in silent reading. Elementary School Journal, 21:336-348, 1921.

2. Ballou, Fanny. Remaking a normal-school cOurse in reading. Educational

Administratiori and Supervision, 8 : 519-529, December, 1922.

3. Bamberger, FlorenCe.E. The éffect of the physical make-up of a book upon

children's selection. Italthbore, Johns Hopkins Press, 1922. 11 p.

4. Blackhurst, J. Herbert. Size of type as relatV to readability in the' first

four grades. School and Society,16: 697-700, December 16, 1922.

5. The typoiraphy of elementary school readers. School and Society,

14: 407-108, November 5, 1921. *44.

6.' Breitwelser, J. V. Training for rapid reading. Uni4rsity oftealiforrtial

Bureau of *Research in Education. Study' no, 6t 1922. p. 15-17.

7. Burgess, Mary A. Classroom grouping for silent rèading drill. Elementary

School Journal, 22:269-278, 1921. ." 8. The- measurement of silent reading. New York, Russell Sage Foundation, 1921. 163 p. , 9. Buswell, G. T. Fundamental reading habits; a study cif their development.

Universioi of Chrcago. Supplementary educational monographs, no. 21,

1922. xlv+150 p.

10. . An experimental study of the eye-voice span in reading. University of Chicago. Supplementary educational monographs, no. 17, -1920.

xii + 106 p.

11. Chamberlain, Emile. Literary attitudes and reactions of boys and girls.

Illinois Association otTeachers of English. Bulletin 13, January 1, 1921.

p. 1-15.

12. Dunn, Fannie Wyche. InterOst factors in primary reading material. New

York, Columbia University, 1921. 70 p. (Teachers College. Contribti-

. tions to education, no.. 113.)

13. Eaton, H. T. What high-schoid pupils like to read. Education, 43:204-209,

December, 1922.

a 14. Selke, Erich. and Selke, G. A. A study of the vocabularies of itginning

books in 12 reading methods. Elementary School Journal', 22:745-749,

1922.

15. Fernald, Grace M., and Keller, Helen. The effect of kinaesthetic factors in

%the development of word recognition in the case* of nonreaders. Journal

of Educational Research, 4: 355-377, December, 1921. -,

16. Freeman, Frank N. Clinical method tks a method In experimental education. Journal of Applied Psychology, 4; 126-142, December, 1920.

.17; Geimane, and Germane, E. fl. Silent refining. Chicago. New York,

Row, Peterson & Co., 1922. 383

18. Gates, Arthur I. The psychology 4 reading and spellIng, witkspeelal reference to disability. New York, Columbia University. 106. p. (Teachers

% College. Contributions to education, no. 129.)

si 19. Gilliland, A. R.. The Ofect of rate .of. silent repding on ability to recall.

Journal of EducatIonal Psychology, 11:474-479, 1920: 4 20. ,Ortiy, Clarence *.T. PeticIencles readihg ability; their diagnosis and

régiedles;.' New York, D. C. Heath & Co., 1922. 420, p. *:. Orgy,. W11.11ani S., -and' others.. .Relipeclial caRes in reOding:: their diagnosis

1 and tritment. Chicago, University of Chicago Press, 1922.. 208

(Stipplementary elucational tnonographs; no: 22.)

-224 .Greene, I A. ,The' fetalt ipf a.state-wide suttey of silent reading In Iowa.

$tAte,::.tiniversiti .!Tournal clucational 182-184,

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EDITATIONAL RESEARCH. 65

23. Greeh, Jenny Ltnd. When children read for fun. School and Society,

16:614-816, November 25, 1922.

24. Harlan, C. L., a6I Madsen, I. N:. .The testing and teaching of silent reading. Tbe Lewiston, (Idaho) State Normal School. Bulletin, January,

1922.

25. Harvey, Nathan A. An experiment in edemonstraing the value of rapid

reading. American Schoolmaster, 13:107-108, 1929.

26. Hawley, William E. The effect of clear objectives on thé teaching of reading. Journal of Educational Itesetirch, 3: 254--260,fApril, 1921:

27. Holines, Hilda M. The case of phonics. Sierri.Educatiinial News, 16: 4002'

402, 1920.

28. Hoover, J. H. Motivated drill work in third grade arithmetic and *silent

reading. Journal of Educational Research, 4 204-211, October, 1921:

29. Hosiac, James F. Empirical studies in school reading. New Yc;rk, Columbia University, 1921, 174 p. (Teachers College. Contributions to eci.ucation, no. 114.)

30. The contents of school reading books. School and- Society,

11: 179-180, 1920.

31. Hunt, C. W. Extensive readlpg faCtor in developing reading ability.

School and Society, 11: 260-L261, 1920.

32. James, M. E. Using the results of measurement in reading in training

student-teachers. glementary School Journal, 23: 19ü-196, November,

199').

33. Jordan, Arthur M. Children's interest in rcitng. New York, Columbia

University, 1921. 143 p. (Teachers Collebe. Contributions to education

no. 107.)

34. Judd, C. H., aed Buswell, G. T. Silent reading; a study of the various

types. Chicago, University of Chicago, 1922. x111+169° p. (Supplementary educational monographs no. 23.)'

35. King. Cora K Favorite poems ..for children of elementary school age.

Teachers rolleg'e Record, 23: 255-273, May, 1922.

36. LaRue, Daniel W. The shorthand ttlphabet and the reforming of language.

ScIelitific Monthly, 15': 271-281, September. 1922.

37. Leonard, Sterling A. Essential principle's of teaching reading and literature.

Philadelphia, J. B. Lippincott Co., 1922. 460 P.

38, Lloyd, S. M.,. and Gray, C. T. Reading in a Texas city ; diagnosis and

remedy. Ujiiversity .6f Texas. Bulletin.no. 1853

39. McFarland, B. B. A scientific study of the teaching of reading. Kir.dergarten and First Grade, 5: 359-363, November, 1922.

*40. Mitchell, Lucy Sprague. Here and now story book. New York, E. P. Dut-

. tòn &,Co., 1921. Illus. xii+300 p.

O'Bielen, John A. Silent -reading; with special reference to methods fot

developink speed. New York, Macmillan Co., 1921. xvii+289 p.

42. Plieker, J. L. The vocabularies 0419 first readers. Pa.rt H ofTwentletb

yearbook of the National Sociea for the Study of Educatioi. Bloom4

Ington, lila, Public School Pub. Co., 101. Chap. 9, p. 127-144.

43, Parker, S. C. How,,to teach beginling.reaçling. Etementary SchOol Joiurnai,

22 : 15-30; 104-117,*175-1881,254L268

44. Poole, GladYs E. -The attempt eo teach. 'Clinic, 13: 113490,

May, 1.020....

45. Shepherd, Edith. , Some silent reading lessoris in junior highschool English.

School Revièw, 29: 200-215, March,. 19i1. IN

40:Simpson, '$ilent rekdltig; suggestions f9r testinF 'and for coriectiie.'

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47. Smith, Nita B. An experiment to determine the effectiveness of practice

tests in teaching beginning reading. Journal of Educational Research,

7:213-228, March, 1923.

48. Smith, William A. The reading process. New York, Macmillan Co., 1921 xii+267 p.

49. Starch, A Daniel. Contents of readers. Part II, Twentieth yearbook 'of

the National Society for the Study of Education. Bloomington, Públic Schòol Pub. Co., 1921. Chap.6100, p. 145-151.

N. Ston: %mince' R. -Silent* and oral reading; a practical handbook of i ghods based on the most recent scientific rnvestigations. Boston,

Houghton Mifflin Co., 1922. 295 p.

51. Stone, Cliff W. Improving the reading ability of college students. Journal

of Educational Methed, 2:8-23, September, 1922.

IPP/ Stone, R. E. . Duplicoition of readinE material in 15 secoad-grade renders. 4 Elementary School Journal-, 20:762-710, May, 1920. 53. Theisen, W. W. Factors affecting results in primary reading. Part 11., Twentieth yearbook of the National Society.for the Study of Education. Section I, Chap. 1, p. 1-24.

54. Provisions Tor individual differences In the teachinr-of reading. Journatol Educational Research, 2:560-571, 1920.

55. Uhl, Willis L.' Scientific determiriation of the content of the elementary

school course in reading. University nf Wisconsin. Studies in the

social sciences and history, no. 4, 1921. 152 p.

M. The interest of junior high sciloot pupils in informational -read-.

lng .selections. Elementary School Journal, 22;352-860, January, 1922.

'57. Waldman, Bessie. 4i4finite improvement of reading ability in foiltth.

grade clam Elementary School Journal, 21:273-7280, December, 1920. 58. Watkins, Emma. How to teach silent reading to beginners. PhilVelphia, J. B. Lippincott Co., 1922. 133 p.

a Webb, L. W. Ability in mental tests in relatTon t6'reading ability. School

sand Society, 11 :5674569, 1920.

eft Wiley, J. A. Practice exercises supervised study and assimilative read- Ing.. Cedar Falls, Iowa, hiwa State, Teachers' College. 1922. 112 p. 61: -Wilson, Estaline. Specific teaching of silent re.ading. Elementary School journal, 22:140-146, 1921. . 62. Woody,. Clifford. The overlapping in the content N 15 second readers.

Joiirnal of Educational Research, 2:465-474, June,- 1920.

. 0 1. Fl Handwriting. e. 2.

mant:F. N. The scientific evidence on the handwriting movemeift. .

-.Journal .9f Educational Psychology, 12:253-270, 1921.

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-

A cóurse

.,,i in handwriting. Elementary SchoOl Journal, 22:872-379, 441-450, 021-529, 597407, 1922.

. ..the

1 A 'Sbaw, Lena.AAAO experiment in supèrvision of handweiting. Detroit

' Journal of Educ4tton,.2:57-59, Febisuary, 190. . le. :

li. Walker, II.:se. The development of) the unit plan a pepmanship practice. ..1buinat of Educational Research, 1:112-418, Vebruary, 1920.

.5. West,- Paul V: The' relation of rhythm tó the handwriting spovementr. Journal 'of. Educational 'Psychology, 13 :438-444; 'October, 192/. .

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LA'7 1017:-A17

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'411. 4 8. 'MOM,tiat 4'k

sp- ...IA . L. The adil1tly9' versus the borrowing meth f

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EDUCATIONAL RESEARCH.

7-r"' .:77,7"1 o Buckingham, B. R. Mathematical ability as related tci general Intelligence,

School Science and Mathematics, 21 :205-215, March; 1921.

a (Editorial.) Journal of Educational Research, 5: 348-349, April, 1922.

4. Hoover, J. H. Motivated drill work In third-grade arithmetic and silent

reading. *journal of Educational Research, 4: 200-211, October, 1921.

5. Kelly, F. J. The result4 of thsree types of drill on the fundamentals of

arithmetic. Journal of Educational Research, 2 : 693-700, November,

1920.

tt Knight, F. B. Drill in arithmetic. Journal of Educational Paschology,

14: 115-121, 1923.

7. Kolstad, Arthur. Arithmetic ability of men In the Army and of children In

the public schools. State Normal School, Bellingham, Wash. Journal

a of Educatfonal Research, 5: 97-111, February, 1922.

8. Mural), John A. Relative standing of mathematical and nonmathematical

pupils. Educational Administration and Supervision, 7: 458-466, November, 1921.

9. National Committee on "Mathematical Requirements. The reorganization

of mathematics in secondary schools. Washington, D. C., Government

Printing Office, 1922, 74 p. S. Bureau of Education. Bulletin, 1921,

.no. 32.)

10. Newcomb, R. S. 'Teaching pupils how to solve problems In arithmetic.

Elementary School Journal, 23:183-189, NovtImber, 1922.

1. Reese, Mary M. Study of mathematics under the individual system.

Mathematics Teacher, 15: 460-466, December, 1922.

11 Rosenbergér, Noah Wyatt . The plaCe of the elemeniary calculus in senior

high-school mathematics. New-York, Col-umi;ia University, 1921. 81 p.

(Teachers College. Contributions to education, no. 117.)

13. SchMitt, Clara. Extreme retardation in arithmetic. Elementary School

Journal, 21: 529-647, March, 1921.

14. Schorling. Raleigh; Experimental courses in secondary-school mathematics.

Mathematics Teacher, 15: (13-78,--Irebrua'ry, 1922.

15. Smith, -James H. Arithmetical combinations. Elementary School Journal,

21: 762-770,-June, 1921.

HI. Smith, Homer J. A 'survey of the mathematics cour.ses and/requirements in

one type of secondary industrial schools. Industrial Arts Magazine,

11:91-94, March, 1922.

17. Spaulding, F. T. An analysis of the content of six third-grade arithmetic*.

Journal of Educational Research, 4:413-423, December, Mt, ... 18. Symonds, Percival M. Mathematics as found in society, with curriculum

proposals. Mathematics Teacher, 14:444-450, Dieember, 1921.

j9. Terry, Paul W. How numerals are read. An ex'perimental study .of, the

tbadintg of isiolated numerals and of numerals in arithmetic problems.

University of Chicago, 1022. p. (Supplementary equcationál

¡monographs, no. 18.)

20. Thorndikei E. L. The abilittet! Involved in algebraic 'computation' and in

problem solv1Jg. SChool and Society,. 15:41403; .1022;

21. T..he new method,. In arithmetic.. Chicago, 'PAO, 'McNally ..4

1921, 260 . .22. -------- The Dwilanenck oT sch661 litrnin-g. ..fIc.libollitind.:A4clety,. 15 : 6.254,.

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o 25. Thorndike, E. IA, and Woodyard. Uses of algebra as shown in study:And

reading. School Science and Mathematics, 22 : 405-415, 514-522, Slay-

, June, 1922.

26. Washburn, M. F., and others. Correlatron of a test of control of visual

imager3i with estimated geometric ability. American Journal of Psychology, 34 :103-10i, January, 1923.

27. Wilson, Estaline. Improving tbe ability to read arithmetic problems. Elementary School Journal, 22: 3841-4186, January, 1922. 28. Wilson, G. M. The aiiplication of scientific method to the determination of

the curriculum in arithmetiC. Journal of Education.. 01: 373-377, 385,

402-403, 1920.

29. Wood, B. D.,- and Bell, J. C. Solution of problems in geometry. Journal

of Educational Psychology, 11 316-326, 1920.

Wood, O. A. A failure Oass in algAra. School Review, 29.: 41-49. 1921.

Woody, Clifford. Types of arithmetic needed in certain types 61) salesmanship. Elementary School Journal, 22: 50.5-520. March, 1922.

82

-

Scoies- made by seniors on the Hotz algebra scales compared with

scores made by high-school students taking illgebra. School and Society.

16: 303-306, 9, 1922.

4. Spelling find vocabulary.

1. Anderson, William N. Determination of a spelling vocabulary based upon

written correspondence. University of Iowa. Studies in education, vol.2.

no. 1, 1921. 66 p.

2. Ashbaugh, Ernest J. The Iowa spelling scales, their derivation, u.see, and

limitations. Bloomington, III., Public School Pub. Co., 1922. 144 p. 3. Briggs, T. It, and others. Sixteen spelling scales. Teachers College Roi.-

ord, 21:337-391, 1920.

4. Capps, A. G. Curriculum c1nte4 of a high-school spelling course. Journal

of Educational Research, 2 (12q---035, October, 1920.

5. Clarke, W. F. Writing socaliula.riez. Elementary School journiii, 21: 349-

351, January, 1921.

6, Hawleyi. W. E., and Gallup, Jackson. The " list " versus the " sentence"

method of teaching spelling. Journal of Educational Research, 5: 306-

310, April, 1922.

6a. Henmon, V. A. C. An experimental study of the value of word study. Journal of Educational Psychology, 12: 98402, 1921.

7. Horn, Ernest, and Ashbaugh, Ernest J. Lippincott's Horn ana 41;hbaugh

speller. Philadelphia, J. P. Lippincott Co., 1920: xiv+102 p., and supl. 8. Jones, W. Franklin. Junior high-school writing vocabuluries. Chicago, Hall

& McCreary Co., 1922. 150 p.

9. Kellogg, Atii4e F. An experiment to inci*ase vocabulary. English Journal,

11: 341-348, June, 1922.

10. Kimble, Ernest 3. Vocational vocabularies for stenographers and court

30.

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.. reportera.' San Francisco, °Calif., published br the author, 332 Pine

. 'Street. 262 IX .',.

, . 11. Lèster, John A. A study of .1110i-school spellipg _material. Journal -of

Educational Psychology, 13:65-74, February, 1022; 152-159, March,

1922. ..'

112. How simplified spelling *.might simplify.

138 February, 1922. . --Log- What J.s ats' misspelling? School 1110 Society, 15:117-120, january

2E4 1922.. . :11

School Review, 80: 131-

oMartin; Gertrude E.. The tearhini of spell#ng, Elernentarf School Jour-

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EDUCATIONAL REpEARCH. 69

15. Morton, R. L. The validity of timed sentence and column tests in spOing. Journal br Educational iiesearch, 5: 446, May, 1922. 16. Newark, N. J. Board of Education. Spelling surrey in the public sett ls

of Newark, N. J. Newark, N. J., Board of Education, 1920. 82 p. 17. Peters, C. C., and McClure, C. C. Written versus oral nitithod of teaching

spelling. Educational research bulletin, 1: 51-55, February 21, 1922. s. Pryor, 11. C., and Pittman, M. S. A guide to the teaching of spelling. New . York, Macmillan Co., 1921. 151 p.

19. Richardson, J. W. Another eduoational campaign. Journal of Educational

Research, 6:97-101, eptember, 1922.

20. Starch, Daniel, dui Alirick, George A. The tést and study speller. Boston.

Sliver, Burdette & Co., 1921. 1st bpok, xx+90 p. 2d bookxvi+63 p. 3d book, 3v1i-04 l).

21,. Thorndike, E. L. The teachers' word book. New York, Teachers College,

. Molumbia UniVersity; 1921. 134 p.

eseem, M. H. Can spcittlbg be taught? American Educatfon, 24:444-449, 1921, 4 23. Willfe, II, A., and Breed, F. S. An experimental study of syllabification In

spelling. School and Society,- 15 ; ii111-4122, 1922.

.,24. 41miy, clifford. Applicath;n scientbific method ill evaluating the sub- jet matter of spelleri. Journal of Educational Research, 1: 119-I28,.

1,

2. 41, 4. o.

1920. db 5. Englialt.

Dampsberger, Velda C. Standard requirements for memorizingrliterary material. University of Illinois. Bureau of Educational Research. Bul letin no. 3. 1920. 93 pip

Brown, Rollo Walter. The writer's art, by those who hare practiced IL' (lambridgo, Mass., Harvard University Press, 1921. 357 p. !kitten, J. W. Effects of supervised study in English composition. Jour- nal of Educationid ReSearch, 5: 368-380, Ma, 1922. Hill, Howard ODportunities for correlation between community life and English. School Review,"); 24-36, 118-130, 175-186, 1922.

liudelson, Earl. Twenty-second yearbook of the National Society for the Study of Education. Part L 173*p. Jamison,' Grace S: A study in correlation of allied English abilities. I.OngwO Commerce Hight School, Cleveland. Journal of Educational Researcii,\6: 241-253, October: 1922.

7. Johnson, Roy 1. Letter writing; .a curriculum study In English composi-

.4 tion. Journal of Eaucational Research, CI: 423-437, December, 1922. '8. Jordan, R. H. A 'threefold expefinient in high-school English. English

; Journal, 1: 560-569, December, 1921.

9. McGregor, A. L.. Supervised study in English. New York, Macmillan 194-, 220 pl

Wagenen, M. and Kelley, F. E. Language abilities and their relit-

. .tions to college .marks. 'Journal of EducAtional Psychology, 11:459473, 1920., . es 11. G. M. Selecting ttv language errors Of children; Elementary.. Scho61. jdurnál, 21 : 200496, 1020. . 12. Wohlforth, Julia H. Self-help Etiglish lotto:Ms. Yon;lers7on-iludson, N. Y.,

. World Book.Co.,, 1st 'book, 411+256 t. . 113 and 'Malroney, John' J. Self-help English lesson. Tonicerii4nellutice

WO, N. 1%, World P4iok Vo., 'MI.' .2d book, xlv+3881).

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70 BIENNIAL SURVEY OF EDUCATION, 1920-1922,

fr 6. Speech.

1. Anderson, Lewis O. A preliminary report of an experimental- analysis of

causes of stuttering. Journal of Applied Psychology, 4: 340-419, Decem-

.ber, 1921.

2, Merry, Glenn N. Research in speech educatIon. Quarterly Journal 'of

Speech Education: 7:97-108, April, 1921.

311 Starr, Henry E. The hydrogen Ion 'concentration of the mixtd saliva con-

, sidered as an Index of fatigue and of emotional excitation and applied to

a*study of the metabolic etiology of stammering. American Journal of

Psychology, 33: 394-418, July, 1922.

4. Stinchtleld, Sara M. A preliminary study in corrective speech, l'niverOty of Iowa. Studies in child welfare, vol. 1, no. 3, 1920. 86 p.

.5. Williams, Robert E. A survey of speech training In high 'schools of the

Milted States 'with recommendations for its- improvement. Quarterly

Journal of Speech. Education, 8: 224-255, June, 1922.

6. Woolbert, Charles H. Effects of viirious modes oi public reading. Journal

of Applied Psychology, 4 : 162r-185, 1920.

7. Latin and foreign languagcs.

1. Brown, H. A. A study of ability In Latin in secondary schools. Oshkosh, Wis., State ,Normal School, 1920. x+170 p.

2. Carr, W. L. First-year Latin and growth in English v'ocabulary. School

and Society, 14 : 192e-198, September, 1921.

3. and Gray, Mason D. The classical survey outlines program, lists

objectlyes, describes types of studies anrd measurements to "be used.

Classical Journal; 17:16-27, October, 1921.

4. Cook, William A. Secondary instruction 'in Romance languages. Sehool

Review, 30: 274-280, 1022.

5. Franzen, Carl G. F. Foreign language teaching In Iowa. School lieview,

as: 610-616, 1921:

6, Gilliland, A. R. Effect of the study of Latin on ability to define wórds.

Journal of Educational Psychology, 13: 501-505, November, 1922.

7. Gray and Carr. The clasSical investigations by the American Classical

League with the support of the General Education Board. Journal of

Educational Research, 4: 332-43, November, 1921.

8. Grinstead, Wren J. It one-year course in Latin. Atiucational Review,

63: 147-158, 1922.

9. Morrison, Henry C. *Study in high-school procedurt--iiirect and indirect

teaching. School Review, -29: 19-80, 1921. 11

10. Newcomb, Edith I.. A comparison of the Latin and non-Latin groups in

high school. Teachers College Record, 23: 412-422, November, 1922.

11. Odell, C. W... A study of one thousand errors In Latin prose composition.

&pool and Society, lit:. 443-646, December 81, 1921.

1. Orleans, Jacob Posstble ifansf* valué of the study of Latin to English

vocabulary. School and Society, 16: 559-560, November 11. '1922.

18. Otis, A. T. The relation oi Latin study to. ability An English -coMpoiition

and grammar. School Review, 80: 45-50, 1922.

14. Webb, W..L. A Comparison of tvo methods of studying viit4 application

to foreign language... School Review, '29 : 58.767, 192j.

V, Wept,. Andrew F. The .Phl)a.delp4la controlled. experiment. In teaching

.English derjvatives .6641, In. &boot and le47,.;i0 Ot

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EDUeATIONAL RESEARCH.

8. Vocational subjects,

1. Ayer, Fred E. The engineering degree. School and Society, 14:315-318, October, 1921.

2. Barton, J. W. Smaller vs. larger units in learning to typewrite.. Journal of Educational Psycliology, 12: 465-474, 1921..

3. Cannon, Kenneth V. Results of an inquiry concerning certain phases of junioi high school Industrial arts. Industrial Arts Magazine, 11:111-

2561 July, 1922. *

_ ofthe" factors 4. Charters, W. W., und Greene, J. H. A study in the efficiency of boys' and gerls' eIuts. Si%hool Science and Mathematic**, 21:335-341, April, 1921.

5. Commission on the Reorganization of Secondary Educatioll. Reorganization of home economics In secondary sihools. Washington, D. C., Government Printing Office, 1922. 38 p. (r. S. Byeau of Education. Bulletin, 1922, no. 5.)

(1. Dyer, W. P. Some standards for home project work in agriculture. School

Review, 29: 4515-459, June, 1921.

7. Eaves, Lucile. ,,,Training for store lien-ice. Aton, Richard G. Badger,- ' 1920. 143 p.

S. Edgerton, A. H. Industrial arts and prerocational education hi our inter-.

mediate and judior high-schools. Industrial MIN Magazine, TO: 365-3714, October, 1921.

9. Foulkes, 11! R., and Diamond, Thomas. Adaptation of courses of study

to community needs and interests. Manual Training, 21:166-169.

10. Fuller, Logan R. -Manual 'arts based on home repair. Journal of Educational Rèsearch, 3: 1921.

1f. Qreene, Arthur M. Engineering education after the war. Washington, D. C., 'Govérnmèrh Printing Office, 1922. 27 p. (U. S. Bureau of Education. liuut;tin, 1921, no. 50.)

12. Hill, D. 8. Introdfiction to vocatiOnal education. New, York. Macmillan

Co., 1920. 475 p. ;65 13. Hoke, R. E. The improvement of speed all(' accuracy in typeikriting. Baltimore, Johns Hopkins Press, 1922. 42 p. (Studies in education, no. 7.

14. Johnson, P.,. and John, W. C. Education for highway engineering and

bighwaS, transport. Washington, D. e,eaGo'vernment Printing Office, 1922. 47 p. (11 S. Bureag of Education: Bulletin, 1921, mi. 47.) 15. Krueger., Sean. A comparative- study of, home egénomics courses in colleges. Journal of Home Economics, 12.: 249-252; June, 1920, 18. Lyon, Leverett S. Edutbation for business! Chicago, University of Chicago Press, 1922. xlv+618 p.

17. 'Miner, J. B. The retail selling course' in Pittsburgh high schools. Pitts- burgh, Pa., Carnegie Institute of Technology; 1921 54 p. \ 18. Monroe,' Colman, and Barber. Ice cream-how sholl we free.ze It?

- Teachers Oollege Recor4, 22:254-258a 5.1v,*1921. 19. Monroe, Birber, and Parks& Experiments In pressure cookery. .1reacil- ers College Recoid, 23: 343i.-4374, September.' 19224 20. Morgan, .Agnes F. .A survey of the teachingtof, home 4economies inMie

. public secondary schools of California. School Review, 29:574-585, October, 1921.

21. Nem, O.

Review

V An e1erIment with a murk In general technology. &hoc*

: 003409 October, 1921.,

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BIENNIAL SURVEY OF EDUCATIOsisT, 1920-4922, rum 22. Rugg, H. O. collaboration with the departments of home eco*omics

in the University of Chicago and in thee Iowa Agricultural College)*

Home-- economies in American schools. Chicago, University of Chicago

Press, 1920. x+133 p.

9. Science.

se. 1. Barthelmess, Harriet M. Geography testing in Boston. Journal of Educational Research, 2 : 701-712, November, 1920.

2. Branom, F. K. What the business world deníands of geography. School

Science and Mathematics, 21: 65-72, 1921.

8, Cooper, Clyde E. Status of geography in the normal schools of the Eastern

States. Journal of Geography, 20:217-224, September, 1921.

4. Status of geography in the normal schools of the Nliddlex States.

Journal of Geography, 19: 211-'222, §eptember, 1920.

5. (Editorial.) Value of diagrammatic drawings ¡n learning scientific fa

School RevIeW, 30: 9344, 1922.

6. Finley, C. W. Some studies of children's Mterests In: science material&

School Science and Mathematics, 21 : 1-24, January, 1921.

7,-

and Cakiwell. O. W. Biology in the public pres.s. Ne.;7 York, Lincoin School of Teachers College, 1923. 151 p.

& Foster, Frank K. Science in the accredited high schools of Washington.

School Review, 30: 4246-430, 1922.

9. Kellogg, W. S. A survey of 'the status of general science in Califon)*

.9eAral Sciencé Quarterly, 6: 373-383, January, 1922.

10, Kiebler, E. W., and Woody, Clifford. The individual laboratory versus the

demonstration method of teaching physics. Journal of Educational

Research, 7:5948, January,, 1923.

11. Meister, Morris. Educational value of scientific toys. School 'Science and

Matlematics, 22 :801-813, Décember, 1922. ..\ 12 Phillips, T. D. A study of notebook and laboratory work as un ieffective

aid in wience teaching. School Re'trfes, 8 : 451-453, 1920.

13. Powers, A. R. A comparison of the achievement of high-school and university students in certain tasks in chemistry. Journal of Educational

Research, 6 :332-343, November, 1922. 4

14. Steveuson, P. R. Minimum essentials in place geography. Journal of

Eiticational Research, 6: November, 1922.

15. Trafton, Gilbert H. Comparison of textbook rule in general science. General Science Quarterlg, 4: 450454, 1920,

16. *ebb, H. A. General science Ifiptruction in the gra!les. Nashville, Tenn.,

1921: 105 p. (George Peabody College for swachers. ContrI4utions to

education; no. 4.)

/O. Musk and drawing. a 1. Feleky, Antoinette. The musician's mind. New York, Plonier Pub. 0.1

1921. 108 p.

2: Frampton, J. R. College eitengion departmen'ts and the study of music.

. Education, 41; 10249#. Noventinr, 1920.

Gaw, Esther Am Some Individual difficultres In the study of music. Journal

of Educational Research, 5: 381-3881 1922.

4. HutSont P. W. Some measures of the musical training and desires of high

school seniors and their parents. school Review, 80: 604i-612., October,

1922. 4

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EDUCATIONAL RESEARCH. I

& Jones, E. E. The torrelation of visual memory and perceptio of per- spective ivith drawing ability. School and Society. 15: 174416, 1922. 6. Kern, M. R. Report on corrective treatment of a group-of monotone& Ele- mentary School Journal, 23: 197-202, ?83-295, November and December, 1922.

7, Scott, Frank A. A study of applied music. .Itc !tool Review, 28: 112-122, 1920. & Seashore, e..E. A *survey of musical talent in the public schools. I./n*1-

v* yersity of Iowa. Studies in child welfar, vol. 1, no. 2, November,-1920.

P.

9. Taylor-,'Dnvid C. The. psychology of singing. New York, Macmillan CO., 1922. 373 p.

10. Washington, D. C. Music departments of librarleR. Washington, D. C., Government Printing Office, 1922. 55 p. (U. S. Bureau (.4 Education. Bulletin. 1921, DO. Xi.)

11. Whitf(rd, W. G. Curriculum-building in art. Elementark ,School Journal, 21: 281-289, 352-3641, 1920.

11. Kindergarten,

1, Loeb. Any experiment n a public-school kindergarten. Kindergarten and

-- First Grade, 5: 1922.

2. U. S. Bureau of Educlation Committee. Subcommittee of the International Kindergarten, 1.niOn, Washington, D. C., Government Printing Office, 1921'.. 66 p. (U. 'S. Bureau of Edycation. Bulletin, 1922, no. 15.)_

0.3 12. Social studies.

1. Alderman, Grover H. What an Iowa layman 'should know about courti and law. School R view, 30:3430464, 1922.

2. Aimack, J. C. he course in civics for junior high school. School and Society, 12: q4,` 1020.

Beatty, W. W./ An experiment in applied sodology. Elementary School Journal, 21 :167-1374, 424-443, January-February, 1921.

An experiment in the use of pageantry and ritpal as °Q.ivatini forces in e(jucation. Historical Outlook, 11: 342-349, 1920.

5. cheney, Blanghe. Diwrence plan for education in citize'nship. Journal of Educational Method, 2: 112-115, 140-155, 197-203, 1922: 237-240, 1923. Coe,,George 4t. A study in civic

1 training. Pedagogical SernIttary, 29: 205- 231, 1022.i

- 7. ComMission of the Association of Collegfate Schools of Busintss. Social studies Ill secondary educrition. journal of Politic,al Economy,' 341:1-.55, Fehruaryl, 1922.

8. Commisslor! on Correlation. of Secondary and ColIegiate Education with Spe- cial Re erenée to -.Business Education. Social studies in secondary sehools ,of Chicago. Chicago, University of Chicago Press, 1922. x+ 117 p.

9. Commit*. on Social Studies in the High School. Report. %School Review, 28: 297, MO.

la Davis, C. jO. Training for eltizensMp in the North Central Association -

, ofldaryfschools. School Review, 28: 203-282,4spril, 1920. 11, Dodd, Sue It Histori in poetry. Journal of, Educational Research, 4: 294- 300, N' vembei, 1921.

12. Hátch, . W.' Teaching modern history by the pnijeci method, . Teacheri0

I... Cone Record, 21:452-469.1 1920.

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6 BIENNIAL SURVEY OF EDUCATION, 19204 922. -.. 13. Minor, Van Lieu. .Antexper1ment In 'current events and problem!. -School

v , April, 1920.

14. Monroe, Walter S., and Fostet, I. O. The status of the social sciences in

the high school the North Central Association. Universit¡ of Illinois,

O Bureau of Edgcational Research. Bullètin, No. 13. 38 p..

1.5. National ociety for Oe ,Stiidy of Education. Twenty-second yearbook.

Part II, Social kudies: H. O. Rugg, C. H. Judd, L. C. Marshall, E. Rugg,

C.' W. Waslthurne, H. C. Hill, R. W. Hatch, A/.. S. 13arr, E. Horn, J.

Cross, F. M. McMurry, and others.. Bloopington, Public Scly5441 Pub. ('o.,

192A. 344 p.

=5 16: Rugg, Earle U. Supervised study i$1 history. Historical Outlook, 11: 142-

. 149; 1920. 0,

s- 17. Sanderson-, Dwight. Stattrelt social and economic studies in rural vocaboil at MO Schools. VocAttional Sumiiniry, 3: 120A-122, 1922.

18. Schleginger, A..M. The history situation. in. colleges and .universities. His-

. a Vie

* torical Outlook, 11: 10-106, 1920. . 19. Shideler, Ernest H. A course In mogern social problem§ for the high school.

gchool Review, 28: 606-615, 1920.

. iii. anedden, Datid. Civic educatfon.. YoOces-on-Hud?o N. Y., World Book

O , Co., 1922. 333 p. ,

. .1 - .

., 21. Stowe, A. M. Social sciences In the 'Ohio high schools and the Ohio Acadoily of Social SCienies. Schad and Society,.'11 : 598-600, '1920.

22. Taylo.r,'L. Itel;ort on the history tatight in the'inteknediate grades. Kansas

V. , Teacher, 14:9-12, December, 1922. ',

O 24.Vryron;. R.. M. A, oneweari. course ID ir9rIU histort for 'the 1411 school.

School Re,view, 30: 467-474. 1922. ,

.

O 24. Voelkier,-; Rate F. »The function óf ideals and WI es. In soelui educatjoq.

6 ; New York, TeOhers College, Columbia Univeril x. 14)21. 12d p. (Colum-

, bia University. Oeniiibutions,to educition no. 12.) 0 " .. w

O 25; Wilgus, A. q. The laboratory method in the teact nrand studying of hisik..' . V tQry. Historical Outlook, 12 : 23-27, Jqnuary, 19Z1.

. . aL

1 13. Moral . o

11.1

. 4t .1. Cbaratter Education Institution. ,Character education -niefhodstiwThe Iowa

Plan, ; e'0,,ZA :award: Washhigton,i D. C., 1922. vIi+46 p.

. Faculty of tile South:Philadelphia High Schoól for girls. verydai !lisp&

. *airs. New York; Macmillan Co., 1922.-N xli+115 D.

44ep4érd; Concerning the Pfluencepf eìtion'f enviPonmen't oti

, the wligioulii Ideas. Mad Wilds of w*Psychologigal

17: 72-73, 1920. . XVII. HEALTH.

4 a. 1* Baldwiq, B... T The physical growth of children fcom birth to miitprity.

iowatity. 1921.: 411 D. +University of Iowa studies. . , e

, 2. literjakviiz, .j. HA I.: The eyesIght of Khool , children:, Wai3hIngian, 1:14

''' G9vernmeat Printhil ()Inge, 19214 ...41r+1281p. ( U.. 0. Butedu of .pdtication... I

, , :

., Bulletin, 1920, no. 65.) ,, .1 .- t

, .,

.6, .6401.0VM; galld .44. ir : 4en.141% Riogriii;i.lii 04 iansas. City 'ScAo.olls, 1.91.049Z

'Eleput Iiii: Eichsk4i4..22 14324 :, 19?..1,,:: -:- ,i(i.-.:' . . ... 4. Edson', 24eweiW. Some fads reprOqg heX instr.uctioti In 00 highschodli.

'" ,oi the V1IUed States. Schwil. Ileyler,. 29 ; $93402;41921,4 :. '

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. . ZDUCATIONAL RBSE4R6L'I.;..

5. Ennis, E. M. Results, of a test for malputrition. School and Society, 13: 119, 120, 1921.

8. Gebhart, J. C. Malnutrition and school feeding. WasAington, D. C., Gov- ernment Printing Office, 1921. 39 p. (U. S. Bureau of Education. fAille- tin, 1921, no. 37.) . 7. Gilchrist, Edward. Socialized athletics. School and Sodety, 13 : 148-149, 1921.

8. Gruenberg, I. C. High schools and sex education. Washington, D. C., Government Printing Office, 1922. vii+98 p. 9. Izant, G. G. Do spare-time activities make for school progress. Educa- tional Review, 62.: 239-242, Octoberf1.9121.

10. Holt, W. L.. Apparenot effects of smoking among University of Tennessee

4 freshmen. School and Society, 14: 136-138, September 3, 1921. 11. 14unt, Jean L., and others. Heaft4 education and the nutrition ctlass. New fr York, E. P. Dutton & Co., 1921. xv-I-281 p. 12. Hunter, G. W. An experiment in social hygiene at Carletoripolleg!. School Science and Mathematics,- 21 : 349-357, 1921. . Kunkel, W. Football and college enrollment. School and Society, 16: 50-

. . 52. July 19f22.%

14. Mallory; Jasper N. A study of the relation of some physical defects to

- achievements In the élementary 86901.. Nashville, Tenn., George Pea-

, no. 9.)

body College for Teachers, 1922. .78 p. (C9niribution to 4

15. Mason, Haward H. Health and regularity of school atte,pdance. Teachers CollegevRecerd; 24: 26-36, January, 1923.

16. ilitchell änd Fori : Malnutrition/ and health4teducat1on4 Pedagogical *Seminary, 27: 36-68, March, 1920.

17. Mudge, Ciertrude .4'4 Au experiment with malnourished 'children. Nation'. Health, 'Ai : 509-51.0,. Auguist, 1920. . 18. Packer, P..C.,,.and MoeMman, A. B. A preliOlnary study of stitndards of growth in tile Detroit public schools. Detroit-Oucational bulletin, no. 5, 1621. 46 p.

19. Payne, E.' George. A, program cif II education In accident preventign with

4%. °methods anis results. ' Washingt6, D. O., Government Orinting Office, 1922. 54 p. (U. §. Bureau of Education. Bulletin, 1922, no. 32.)

.4, 20. Rogers, M. C. Adenoids and diseaSed tonsils. Archives of PsIchologypno.

4. N." 50, April, 1022; 70 p.

21:18aGibuty, El4p441.. Leglalittive provision for physical 'education. pchool and Society; 14:418, 1921. " " 6240 SOndwick, le Correlation of .physjeal health inental efficiency. Jo.urnal, EducgtIonal Research,. 1 7110-203, 1920.

E: M. Provision ..in the high-school curriculum for corivecting defects.. J.ournal of. Blucational Resealclip 5: p--24, 1921. . T, H. Results of tqbacco- survèy In Winfield ,Schoof. 'Kansas Teacher', 14: 81$,' Marcht 19'4. .."

25.. Wager, E. .* ',method of 'measuring of the 4.0tirnal- Of .

. .s. Oluditio4al OsSicholoirjr, 581.402;,. December, .1922.. 28.ftliatife, 7. Pit '.OrgaiOttttloi: 'ant adiiiin*otijón ..4, .vhisteal-edu don'. llew.Yérk; ,S,14001110 0419* p. . .11.;!:ek Zi. att4,4heri. A. éolnOttratite study ol ignoinotiesi and

* *Wen. Teithets$ gollegefiécordo 13: 8274e0; September; 110.2. A 0' ; 4**-1

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'76 BIENNIAL SURVEY OF Evumios, 1920-.1922.

.,z., VOCATIONAL GUIDANCE.

1. Allen. A guide to the study of occupations. Cambridge, Mass., Harvard:

University Press, 1921. iiii+185.

2. Cowdery, Karl M. Mtisures of general intelligence as Indices of success

In trad4 learning. Tournal of Applied Psycholnfy, 311-r330. 192!. 1 3. Crathorne, A. It Change of mind between high school and college as ti)

life work. School and Society, 11 :28-30, 1920. Also in Educational

Administration and Supervision, 6 :274-284, 1920. -

'4. Dickson, V. E. Theouse of group mental tests in the guidance of eighthgrade and high-school pupils. Journal of Educational Research,

2:601-610, 1920.

5. Douglass, A. A. Vocational interests in high-school seniors. -School and

Society, 16 July 15, 1922.

6. Edgerton, A. It Preent status ofguidance activities in Junior high school.

.Education, 43: 173-183, November, 1922.

7. FSeyer, Douglass. Occupationil Intelligence standards. School and Society,

16:273-276, 1922.

8. McDougall, H. k Vocational guidance in high schools. Inciustrial Arts,

11 /631-115, 1t22.

9. Mavericks, Lewis A. The stilths of vocational guidance In Maessaelnisettsia

April, 1919. *School Review, 29:3147, 1921.

-10. Miner, J. B. An aid to the analysis 9f vocationp interests. Journal of

Educational Research, 5:311423, April, 1922.

11 Powers, S. R. Intelligence as a factor in the election of high-school.subs

jects. Scho91 Review, 30: 452-4h5, 1922.

12. Proctor, W..,31. Psychological tests and guidance of high-school

Bloomington, Ill., Public School Pub. Co., 1921. 70 p. (Journal of Eft-.

mitional Rese.arch mopographs, no 1.)

13. Remiving, J. Es. Helipthe student select. &pool Science and MathemfitIcs,

21 :341-342, 1021. 40.1-

14,8Thorndike, E. L., a.nd Symonds, P. M. Occupations of high-school ars*utes

and nongra.duatei °School ReView, 30: 443-451, June, 1922.

15. Viinci, Thomas F. Mental test In vocational guidance. National School,

Digest, 51 : 282-284,, January, 1921.

16. Weisman,' Sara E. A study of the use of the Stanford raffsion of MO

t. Binet-Simon test as a guide to the selection of high-schoM citurfek

Journal of EduCational .Resear°ch, 7:1371-144, February, 1923.

17. Wheeler, T. A. study of certain recreationol, rOading, tind Vocational phase.

in the livirof young gits.- Journal otEducationil Psychology, 11 :481

501, 1920.

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