NEW SOUTH WALES.

148. New South Wales. Commission on primary, secondary, technical, and other branches of education. Report of the commissioners on agricultural, commercial, industrial, and other forms of technical education . . . Sydney, William A. Gullick, government printer, 1905. 853 p. illus. F.

A voluminous report, describing conditions in New South Wales, Europe and America. "The aim of this reports to disclose the state of trade, commercial, agricultural, technical and industrial education generally, both in its lower and higher forms, and the state of the relation o these to the development of a state university. . . . Throughout, the commissioners have attacked their task from what may be called the comparative standpoint."

GERMANY.

149. Beckwith, Holmes. German industrial education and its lessons for the United States. Washington, Government printing office, 1913. 8°. (U. S. Bureau of education. Bulletin no. 19)

150. Blondel, Georges. L'éducation économique du peuple allemand. 2. ed. augm. Paris, L. Larose et L. Tenin, 1909. xxiv, 156 p. 12°

CONTENTS.-1. Evolution des idées en matière d'enseignement. 2. Les écoles industrielles. 3. Les écoles commerciales.-Les écoles de perfectionnement. 4. Les créations auxilliares des écoles.

151. Damm, Paul Friedrich. Die technischen hochschulen Preussens. Berlin, E. S. Mittler und sohn, 1909. viii, 324 p. 4°.

152. Great Britain. Foreign office. Germany. Report on technical instruction in Germany: supplementary and miscellaneous. Presented to both houses of Parliament by command of His Majesty, March, 1905. London, Printed for H. M. Stationery office, by Harrison & sons, 1905. 78 p. 8°. (Parliament. Papers by command. Cd. 2237-11)

Report by Frederick Rose.

153. Howard, Earl D. The cause and extent of the recent industrial progress of Germany. Boston and New York, Houghton Mifflin co. [1907] xiii, 147 p. 8°. (Hart, Schaffner & Marx prize essays. I)

Bibliography: p. [xi]-xiii.

In a chapter on industrial education stress is laid upon the intimate relation of school training to vocation. The character and extent of the general and industrial continuation schools are described.

Contains a résumé of industrial conditions in Germany before 1871; shows the remarkable progress made subsequent to that date. The relation of school training to the intended vocation is treated. 154. Lexis, W. H. R. A. vi. Technical high schools. vii. High schools for

155.

special subject. viii. Middle and lower professional schools. In his General view of the history and organization of public education in the German empire; tr. by G. J. Tamson. Berlin, A. Asher & co., 1904. p. 114-82.

Das technische unterrichtswesen. Berlin, A. Asher & co., 1904. 3 parts. 8°. (Das unterrichtswesen im deutschen reich. Band 4)

CONTENTS.-1. teil. Die technischen hochschulen. 2. teil. Die hochschulen für besondere fachgebiete. 3. teil. Der mittlere und niedere fachunterricht.

Trans.

156. Maennel, Bruno. The auxiliary schools of Germany. Six lectures . . . by Fletcher B. Dresslar. Washington, Government printing office, 1907. 137 p. 8°. (U. S. Bureau of education. Bulletin no. 3, 1907)

Bibliography: p. 125-31.

The original work is entitled "Vom hilfsschulwesen: Sechs vorträge von Dr. B. Maennel, rektor. Druck und verlag von B. G. Teubner in Leipzig, 1905." 140 p. 8. It forms the 73d volume of the series, "Aus natur und geisteswelt: Sammlung wissenschaftlich-gemeinverständlicher darstellungen." The work is dedicated to W. Rein, Ph. D., Litt. D., professor of pedagogy in the University of Jena.

157. Massachusetts. Commission on industrial education. Industrial continuation schools for gardeners' apprentices, Munich. Boston, Wright & Potter printing co., state printers, 1907. 6 p. 8°. (Its Bulletin no. 6)

158.

159.

Gives history of the origin of the school, plan of organization, statistics, etc. The instruction covers the whole business of the gardener, including industrial arithmetic and bookkeeping, civics, botany, reading, and drawing.

Industrial continuation schools for machinists' apprentices, Munich. Boston, Wright & Potter printing co., state printers, 1907. 12 p. 8°. (Its Bulletin no. 3)

The instruction in physics and machinery, as well as in materials and shop work, is given by a skilled machinist, the remaining instruction is undertaken by teachers of the common and continuation schools.

Industrial continuation schools for mechanicians' apprentices, Munich. Boston, Wright & Potter printing co., state printers, 1907. 15 p. 8°. (Its Bulletin no. 4)

Apprentices, who during their four years of required attendance on the school have not done well, may be required, upon the solicitation of their master or of the school, to attend all or part of the instruction in any one class.

160. Meyer, Ernest C. Germany's work in the field of trade teaching. In National society for the promotion of industrial education. Proceedings [1909] New York, 1910. p. 156-63.

161.

Industrial education and industrial conditions in Germany. Washington, Government printing office, 1905. 323 p. 8°. (U. S. Department of commerce and labor. Bureau of statistics. Special consular reports. v. 33) Bibliography: p. 145-47.

An elaborate and exhaustive study of the subject. The appendices contain descriptions of schools in France; Zittau, Germany; Japan and London.

162. Monoghan, J. C. Industrial education in Germany. In New York (State) University convocation, 1900. Albany, University of the state of New York, 1900. p. 187–208. (Regents bulletin, no. 51, October 1900)

Discussion: p. 208-12.

163. Roman, Frederick W.

164.

Control of the industrial schools of Germany. Ele

mentary school teacher, 13: 269-73, February 1913.

Owing to the dual school organization in Prussia, there has been a conflict of interests between the clerical party and those interested in industrial education. The clericals want "a guaranty that one hour per week shall be given over to their hands for religious instruction. The other party claims that religious teaching has no place in a trade school. As it is now, only the districts or communes can make attendance compulsory. The result is that for the most part Prussia has only voluntary trade-school attendance."

The author says that two public-school systems in the same city create jealousy. The interests of the people are divided; a feeling of class division in society exists, thus undermining demooracy. Munich leads all German cities in its trade-school development, because it has a united school system. Describes conditions in the states of Wurttemberg and Baden, which were the first to develop industrial schools.

Die deutschen gewerblichen und kaufmännischen fortbildungs -und fachschulen und die industriellen, kommerziellen schulen in den VereingtenStaaten von Nord-Amerika. Ein vergleich. Leipzig, Duncker & Humbolt, 1910. x, 214 p. 8°.

A comparison between German continuation schools and industrial schools in the United States. 165. Snowden, Albert A. The industrial improvement schools of Wurttemberg, together with a brief description of the other industrial schools of the kingdom . . . Teachers college record, 8: 1-79, November 1907.

Contains: 1. The place of vocational training in the kingdom, p. 1-21. 2. The rise of vocational schools, p. 23-34. 3. The reorganization of the industrial improvement schools, p. 34-48. 4. The industrial school of Stuttgart, and the commercial schools, p. 48-57. 5. Other industrial schools, and the Central bureau for industry and commerce, p. 57-72.

A résumé of the economic conditions in Wurttemberg, one of the smaller kingdoms of the German empire. Records the development of the system of industrial schools and what they have done in up-building the state.

166. United States. Department of commerce and labor. Bureau of statistics. Industrial education and industrial conditions in Germany. Washington, Government printing office, 1905. 323 p. illus. 8°. (Special consular reports. v. 33)

Industrial education: p. 5-147.

A comprehensive survey of the subject. Contains a study of the administration of industrial education. Describes the various schools, methods of instruction, curricula, and the attitude of the people and government toward industrial education in general. For discussion of continuation schools, see p. 145-47.

FRANCE.

167. Astier, P. and Cuminal, I. L'enseignement technique, industriel et commercial en France et à l'étranger. Paris, 1909.

168. Le Blanc, Réné. L'enseignement professional en France au début du xxe siècle. Paris, E. Cornely et cie., 1905. 338 p. 12°.

169.

La réforme des écoles primaires supérieures. Paris, Librairie Larousse [1907] 216 p. illus. 8°.

"Enseignement technique primaire, agricole, industriel, commercial, maritime, ménager.” 170. Paquier, J. B. L'enseignement professionel en France; son histoire.-Ses différentes formes, ses resultats. Paris, A. Colin, 1909. 342 p. 12°.

BELGIUM.

171. Belgium. Ministère de l'industrie et du travail. Rapport général sur la situation de l'enseignement technique en Belgique . . . 1902-1910. Bruxelles, Office de publicité, J. Lebègue et cie. [etc] 1912. 2 v. 8°. ·

172.

Volume I contains a résumé of industrial, commercial, and domestic education in Belgium, followed by elaborate presentations of each subject. Volume II gives statistical details regarding courses in commerce and languages; industrial arts schools; apprenticeship, etc.

Rapport sur la situation de l'enseignement technique en Belgique, 1897-1901. Bruxelles, Lebègue et cie. [etc] 1903. 2 v. 8°.

173. Carton de Wiart, Henry. L'enseignement pour la vie et l'introduction d'un quatrième degré d'études dans l'instruction primaire. Conférence donnée à l'École supérieure commerciale et consulaire à Mons le 15 mai 1911. Bruxelles, Impr. "La Rapide," 1911. 22 p. 8°.

ITALY.

174. United States. Commissioner of labor. Trade and technical education in Italy. In his 17th annual report, 1902. Washington, 1902. p. 1169–1212.

RUSSIA.

175. Baker, James. [Technical education] in Russian Poland. In his Report on technical and commercial education in East Prussia, Poland, Galicia, Silesia, and Bohemia. London, Wyman and sons, 1900. p. 22-28.

176. Great Britain. Board of education. [Technical and industrial education in Russia] In its Education in Russia. London, Wyman and sons, 1909. p. 136-39, 200-204, 460–504. (Special reports on educational subjects. v. 23)

LATIN AMERICA.

177. Brandon, Edgar Ewing. Industrial education [in Latin America] In his Latin-American universities and special schools. Washington, Government printing office, 1913. p. 115-25. 8°. (U. S. Bureau of education. Bulletin no. 30, 1912)

V. ASSOCIATIONS, COMMITTEES, AND COMMISSIONS.

ASSOCIATIONS AND COMMITTEES.

178. American academy of political and social science, Philadelphia. Industrial education. Philadelphia, American academy of political and social science, 1909. iii, 224 p. 4°. (The annals of the American academy of political and social science. vol. xxxiii, no. 1)

CONTENTS.-Relation of industrial education to national progress [by] B. T. Washington.The work of the National society for the promotion of industrial education [by] C. D. Wright.— Vocational training and trade teaching in the public schools [by] J. P. Haney.-Elementary trade teaching [by] C. H. Morse.-The Secondary industrial school of Columbus, Georgia [by] C. B. Gibson.-Partial time trade schools [by] H. Schneider.-Public evening schools of trades [by] C. F. Warner.-The short course trade school [by] J. E. G. Yalden.-The Milwaukee school of trades [by] C. F. Perry.-The Philadelphia trades school [by] W. C. Ash.-The Manila trade school [by] J. J. Eaton.-Technical education at the Polytechnic institute, Brooklyn [by] F. W. Atkinson.-The work of the Pennsylvania museum and school of industrial art [by] L. W. Miller.The Berean school of Philadelphia and the industrial efficiency of the negro [by] M. Anderson.The industrial training of women [by] Florence M. Marshall.-The relative value and cost of various trades in a girls' trade school [by] Mary S. Woolman.-The apprenticeship system of the General electric company at West Lynn, Massachusetts [by] M. W. Alexander.-The John Wanamaker commercial institute a store school [by] J. Wanamaker.-Trade teaching in the boot and shoe industry [by] A. D. Dean.-The apprentice system on the New York central lines [by] C. W. Cross.-Apprenticeship system at the Baldwin locomotive works, Philadelphia [by] N. W. Sample.-Trade teaching under the auspices of the Typographical union [by] W. B. Prescott.-The position of labor unions regarding industrial education [by] J. Golden.-Book Department. 179. American foundrymen's association. Committee on industrial education. Report . . . Toronto convention, June 8-12, 1908. [n. p.] 1908. 7 p. 8°.

180.

181.

182.

P. Kreuzpointner, chairman.

Summarizes the conclusions of the Committee under eight heads. Says: "... Industrial education and trade training must not only consider the mechanical and technical necessities of the mechanic, but also the culture and moral aesthetic side of life of the man and citizen.

"That manual training, as now conducted, is too exclusively devoted to the acquisition of manual dexterity, but if broadened and deepened and made more technical by the addition of suitable subjects, it can be made an excellent foundation for industrial education, and become a preparation for trade training." Recommends a system of specific trade schools, the burden of conducting them being equally divided between the community and the state."

Report . . . Cincinnati convention, 1909. [n. p. 1909] 12 p. 8°.
P. Kreuzpointner, chairman.

Sums up opinions of other organizations. Discusses industrial education as a social force, etc.
Report . . . 1911. [n. p. 1911] 11 p. 8°.

P. Kreuzpointner, chairman.

Discusses the value of continuation schools upon the Cincinnati and Boston plan. Declares that for the present at least such schools are preferable to the more expensive trade schools. Report . . . 1912. [n. p. 1912] 13 p. 8°.

P. Kreuzpointner, chairman.

Reports a growing demand "for shop apprenticeship schools, continuation schools, and for a system of state or nationally subsidized industrial schools, leaving to local effort the adjustment of these schools to local conditions." Discusses the Cincinnati continuation schools, etc. 183. Brooklyn teachers' association. Report of sub-committee on school incentives. In its Report of the President, 1908-9. Brooklyn, N. Y., 1909. p. 25-37.

"The utmost development of the capabilities of every individual child means more in the aggregate to the national wealth than does the proper development of our material resources." 184. Council of supervisors of manual arts. Year-book, 1907. Seventh annual meeting, New York, 7-8, February 1908. 168 p. 8°.

Contains: 1. Mabel B. Soper-Constructive work in town schools without special equipment, p. 13-19. 2. C. L. Boone Centers of interest in handwork, p. 20-26. 3. C. A. Bennett-The relationship between drawing and the other manual arts, p. 27-31. 4. W. B. Anthony-The development of school handicraft, p. 32-42. 5. Walter Sargent-The relation of public schools to

museums of fine arts, p. 43-50. 6. M. W. Murray-Woodworking for country schools, p. 51-56. 7. J. P. Haney-The adaptation of pattern to material, p. 57-76. 8. F. E. Mathewson-A shop problem in design, p. 77-80. 9. T. M. Dillaway-Creating ideals in furniture design, p. 81-87. 10. A. W. Garritt-Toy-making as a form of constructive work, p. 88-96. 11. Julia C. Cremins-Some phases of bookbinding in the elementary schools, p. 97-132. 12. Amy R. Whittier-The intermediate grades, p. 133-38.

185. Eastern art and manual training teachers' association. Proceedings. First annual convention, Boston, May 4-7, 1910. Second annual convention, Philadelphia, May 11-13, 1911. [Newark, N. J., Press of Baker printing co., 1912] 213 p. 8°.

186. Eastern manual training association. Proceedings, fifteenth annual convention, Washington, D. C., April 13-15, 1908. [Springfield, Mass., The F. A. Bassette company] 1908. 122 p. 8°.

Contains: 1. J. C. Park: Fundamental principles of manual training, p. 15-18. Discussion, p. 19-21. 2. W. J. De Catur: The content of the course of study for the grades and high school, p. 2225. 3. G. E. Myers: Correlation based on social and individual needs, p. 26-31. Discussion, p. 32-34. 4. A. E. Dodd: Hand work training for the normal student, p. 42-48. 5. T. D. Sensor: The needs of rural schools, p. 55-61. 6. Mrs. Ada Williams: The social value of domestic science training, p. 77-80. 7. Sarah E. Bowers: Aims of domestic science in the elementary schools, p. 81-86. 187. Indiana town and city superintendents' association. Committee on manual, domestic and vocational training. Report. November meeting, 1908. [n. p., 1908.] 18 p. table. 12°.

Chairman, W. A. Jessup.

Bibliographies: p. 12, 17.

188. National association of manufacturers of the United States of America. Committee on industrial education. Report . . . Twelfth annual convention, New York City, May 20-22, 1907. Proceedings. p. 110-38.

189.

190.

191.

Discusses the necessity for trade schools and the attitude of labor unions toward them. Describes some of the newer American technical schools.

Report . . . Fourteenth annual meeting, New York, May 17-19, 1909. [n. p., 1909] 19 p. 8°. Caption title

Anthony Ittner, chairman.

States the attitude of the manufacturers toward the trade-unions. Quotes largely from other reports.

"Your committee has had correspondence with all the officers and managers of the principal industrial and trade schools throughout the country and they all agree with us that a much higher grade mechanic can be graduated from a trade school than can be produced through the apprenticeship system in the old way."

Report . . . Sixteenth annual meeting, New York City, May 15-17, 1911. [n. p., 1911] 11 p. 8°. Caption title.

H. E. Miles, chairman.

The Association at this meeting passed a resolution favoring the establishment in every community of continuation schools for the benefit of children (14 to 18 years of age) engaged in the industries.

Attention was called by the committee to the fact that- "Almost all of the children who enter the industries enter at the age of 14. The working people of the country who wish their children to enter the industries take them out of school, knowing from experience that if they stay in school until 16 they will have passed the psychological time when industry beckons-will have acquired other tastes, and will never enter the industries. The American-born mechanic, then, is the boy who entered the shop at 14, grown up. Therefore, as good citizens and as employers, it is for us to give especial consideration to the educational problem as it concerns children of 14 to 16." Industrial education, continuation and trade schools, apprenticeship, state and local control, pre-vocational courses in elementary schools. Report... Seventeenth annual convention, New York City, May 21, 1912. [n. p., 1912] 39 p. 8°. (No. 28) Cover title.

H. E. Miles, chairman.

Reiterates demand for continuation schools. Day classes for those in employment, and no loss of wages, these to be for children between 14 and 16 years of age. For those from 16 up, night work is permissible. "It is advisable that, as in Wisconsin, the development of industrial education be put into the hands of a special state board of industrial education."