1485. Dolch, Edward W., jr. The measurement of high-school English. Journal of educational research, 4: 279-86, November 1921.

Discusses the difficulties of such tests. Says that after the English problem is completely understood, then real plans can be made for measuring results; analysis of conditions must come first, and after that scientific measurements.

1486. Franzen, Raymond, and Knight, F. B. Criteria to employ in choice of tests. Journal of educational psychology, 12: 408-12, October 1921.

1487. Grupe, Mary A., and Smith, Elsa M. The use of educational measurements in the training department of the State normal school, Ellensburg, Washington. Educational administration and supervision, 7:517-26, December 1921.

Says that the data show that a training department in which studentteachers do most of the teaching can become as efficient in the so-called fundamental subjects as any other school.

1488. Hoover, J. H. Motivated drill work in third-grade arithmetic and silent reading. Journal of educational research, 4: 200-11, October 1921.

Study based on the play instinct as evidenced in games and dramatization. Arithmetic and reading games utilized.

1489. Jordan, Riverda H. Variation of marking systems as diagnosed by objective tests. Journal of educational research, 4:173-79, October 1921.

Study based on school marks taken from the teachers' classroom registers for ten schools in Minneapolis, involving records of 2,076 pupils.

1490. Lewis, Ervin Eugene. Scales for measuring special types of English composition. Yonkers-on-Hudson, N. Y., World book company, 1921. 144 p. tables. 12°. (School efficiency monographs)

1491. Lindsay, E. E. Comparative scoring and recording of educational tests. Educational administration and supervision, 7: 427-32, November 1921.

Suggests a method whereby the scoring of the different tests can be made comparable. Each of the tests now in vogue uses a system of scoring entirely separate and distinct from any other.

1492. Lindsay, Mary D., and Gamsby, Ruth S. Where test scores and teachers' marks disagree. School review, 29: 679-87, November 1921. An analysis of a group test in the Palo Alto (Calif.) union high school. The Terman group test was given to all the students; at the same time an estimate of the work of each student in each subject was given by the teacher in charge.

1493. Oakerson, W. M. The place of standard tests and measurements in the efficiently managed school system. Missouri school journal, 38: 466–71, December 1921.

The paper deals with standard measurements as applied to school room work.

1494. Pressey, Luella C. A first report on two diagnostic tests in silent reading for grades II to IV. Elementary school journal, 22:204–11, November 1921.

Says that the most important causes of lack of ready assimilative reading in the first four grades are: (1) Lack of vocabulary; and (2) persistence of oral-reading habits. The tests were made on the basis of this analysis.

1495. Pressey, Sidney L., and Cayco, Florentino. Three refinements of method in school surveys. Educational administration and supervision, 7: 433-38, November 1921.

1495. Pressey, Sydney L., and Cayco, Florentine Continued.

Points out "the inadequacy, as a means for investigating the educational efficiency of a school or school system, of (a) statements of retardation, or other summaries of the age-grade distribution, (b) measurement of achievement without reference to evenness of development, or (c) measurement of ability without detailed statement of the correlation between ability and achievement in individual cases."

1496. Thorndike, Edward L.

Measurement in education. Teachers college

record, 22:371-79, November 1921.

An address delivered at the opening exercises of Columbia university, September 28, 1921.

1497. Van Wagenen, M. J. The Minnesota English composition scales; their derivation and validity. Educational administration and supervision, 7: 481-99, December 1921.

Describes a plan for the construction of three sets of English composition scales, each set of specimens in the scales "to be independently evaluated for thought content, for sentence and paragraph structure, and for me. chanical perfection." The scales were used in an investigation in the secondary schools of Minnesota, during the school year 1917-18, "to measure the amount of improvement that would result as a consequence of theme writing systematically carried out through a period of several weeks."

1498. Weeks, Angelina L. Terman vocabulary as a group test. Journal of educational psychology, 12: 532-36, December 1921.

1499. Wyman, J. Benson, and Wendle, Miriam. What is reading ability? Journal of educational psychology, 12:518-31, December 1921.

An effort to get at a method by which to determine whether the so-called reading tests do measure reading ability. Says that none of the English tests has as high reliability as the Terman group test.

SPECIAL METHODS OF INSTRUCTION.

VISUAL INSTRUCTION.

1500. Handschin, W. F. Visual instruction in agricultural education. Moving picture age, 4: 18-19, 32, December 1921.

A paper read at the first annual meeting of the National academy of visual instruction, by Mr. Handschin, who is director of agricultural extension, University of Illinois.

1501. Turner, C. E. An evaluation of visual education. Visual education, 2:4-9, November 1921.

Prepared for publication in the Tufts college graduate by the assistant professor of biology and public health, Massachusetts institute of technology.

OTHER METHODS.

1502. Moore, Clyde B. A demonstration school. Survey, 47: 211, 214, November 5, 1921.

Purpose and activities of the University demonstration schools of the University of Pittsburgh, which endeavors "to assist boys and girls in the selection, promotion and realization of those activities yielding the largest life values."

1503. Parkhurst, Helen. The Dalton laboratory plan. Journal of education and School world (London) 53: 694-96, November 1921.

The Dalton plan demands that the instructors shall outline the work of the year (the curriculum of projects), so that "each pupil may know and understand the scope and nature of the work that he, as a member of a form, is expected to accomplish."

SPECIAL SUBJECTS OF CURRICULUM.

READING.

1504. Courtis, S. A. Analysis of reading ability. Journal of educational research, 4: 287-93, November 1921.

Describes the conclusions upon which the Detroit construction work in silent reading is at present based.

1505. Hosic, James Fleming. Empirical studies in school reading, with special reference to the evaluation of literary reading books. New York city, Teachers college, Columbia university, 1921. viii. 174 p. tables, diagrs. 8° (Teachers college, Columbia university, Contributions to education, no. 114)

1506. Parker, Samuel C. How to teach beginning reading. Elementary school journal, 22: 175-88, 255-68, November, December 1921.

Third and fourth articles, concluding a series.

1507. Smith, Franklin O. A silent reading survey. Inter-mountain educator, 17:51-55, October 1921:

The report of an investigation authorized by the Educational council of the Inland empire teachers' association.

1508. Sorrenson, Fred S. Thought presentation in oral reading. Education, 42: 219-26, December 1921.

Says that the initial step in satisfactory oral reading consists in efficient thought-gathering and presentation.

SPELLING.

1509. Andersen, William Niclaus. Determination of a spelling vocabulary based upon written correspondence. Iowa City, The University [1921] 66 p. 8°. (University of Iowa studies in education, vol. II, no. 1) On cover: University of Iowa studies, 1st. ser. no. 52, July 1, 1921. Bibliography: p. 63-66.

1510. Newark. Board of education. Spelling survey in the public schools of Newark, N. J. Newark, N. J., Board of education, 1920. 32 p. incl. tables, diagrs. 8°. (On cover: Monograph no. 7)

ENGLISH AND COMPOSITION.

1511. Chicago. Board of education. Education division. English in the elementary schools. . . September, 1921. Peter A. Mortenson, superintendent. 1 p. 1., 147 p. 8°. (Bulletin no. 21)

1512. Great Britain. Committee to inquire into the position of English in the educational system of England. The teaching of English in England; being the report of the departmental committee appointed by the president of the Board of education to inquire into the position of English in the educational system of England. London, His Majesty's stationery office, 1921. xv, 394 p. 12°.

1513. Hosic, James F. An experiment in cooperation. II. Reading with a purpose. III. Reading as study. Journal of educational method, 1: 13-16, October: 102-7, November 1921.

1514. Scudder, Harold H. Practical English. Educational review, 62: 402-9, December 1921.

Criticises the method of teaching English in the public schools. Says that the only means of making headway against faulty English is to thoroughly train the teaching force. Emphasizes the shortcomings of so-called “practical English " or "business English."

1515. Snyder, Alice D. The best and the worst students. English journal, 10:505–10. November 1921.

The English department of Vassar college is using a method known as the "Freshman English shift" which has been found satisfactory in meeting the special needs of the best and worst students.

1516. Standard usage in English.

Standards of capitalization, punctuation, handwriting, spelling, and sentence structure, required of all classes in the University high school, by the Department of English, University high school, University of Chicago. Chicago, Ill.. The University of Chicago press [1921] 25 p. 8°.

1517. Woodruff, N. L. The teaching of English in the high school. Kentucky high school quarterly, 8: 16–27, August 1921.

ANCIENT CLASSICS.

1518. Godley, A. D. Greek in extremis. Nineteenth century, 90: 986-94. December 1921.

Status of Greek in English universities and secondary schools described. A plea for the classics.

1519. Gray, Mason D. The function of Latin in the secondary curriculum. Classical journal, 17: 52-65, November 1921.

A plea for the study of Latin based on its practical, cultural, and disciplinary values.

1520. Great Britain. Committee to inquire into the position of classics in the educational system of the United Kingdom. Report of the committee appointed by the prime minister to inquire into the position of classics in the educational system of the United Kingdom. London, His Majesty's stationery office, 1921. xxii, 308 p. 8°.

1521. Wiswall, C. Carlotta. An experiment in vocational Latin. Classical journal, 17: 87-93, November 1921.

Teaching Latin to pupils in commercial courses. Effect of the study in increasing the vocabulary of pupils.

MODERN LANGUAGES.

1522. Bridge, G. F. French and German in higher education. Contemporary review, 120; 805-10, December 1921.

Discusses the decline of humanistic studies in England. Says that the modern languages do not give the student a firm foundation on which to base the intellectual life. Recommends that two languages and literatures should be placed on a level one with the other, as Greek and Latin are in the classical schools, and that the course of reading should be designed to develop the whole mind of the student.

1523. Hoskins, J. Preston. The medium of instruction in college courses in the modern languages. Modern language journal, 6: 74-83, November 1921.

1524. Krumpelman, John T. Why study German? High school journal, 4: 147-49, November 1921.

Reasons why German should be taught in schools and colleges.

1525. Olmstead, E. W. A justification of modern languages in our schools. Modern language journal, 6:1-11, October 1921.

Address given before the Modern language teachers of the Central West and South, May 1921.

1526. Onís, Federico de. Memoria del curso 1920-1921 presentada al consejo general ejecutivo. Madrid, Nueva York, 1921. 59 p. 12°. (Junta para ampliación de estudios. Institute de las Españas en los Estados unidos.)

1527. Spiker, Claude C. reconstruction.

The foreign language teacher as a national asset in Modern language journal, 6: 65–73, November 1921. The value of the profession of foreign language teaching as a national asset.

MATHEMATICS.

1528. National council of teachers of mathematics. National committee on mathematical requirements. College entrance requirements in mathematics. Preliminary report. Mathematics teacher, 14:224-45, May 1921.

1529. Breslich, E. R. Testing as a means of improving the teaching of highschool mathematics. Mathematics teacher, 14: 276-91, May 1921.

Does not refer to "the so-called standardized test, but to the ordinary class examination, or class test."

1530. Davis, Alfred. Teaching pupils how to study mathematics. Mathematics teacher, 14: 311-20, October 1921.

Says among other things that the pupil must have enough information about the assigned work to convince him of its importance and to arouse his interest in it.

1531. Marsh, John A. The relative standing of mathematical and nonmathematical pupils. Educational administration and supervision, 7:45866, November 1921.

Relative standing in second and third year high-school work of two groups of pupils in the English high school, Boston, Mass. Says that in their work of the second and third years the pupils who had studied mathematics in their first year manifested a distinct superiority over those who had not studied mathematics.

1532. Minnick, J. H. The aims of mathematical education.

teacher, 14: 297-304, October 1921.

Mathematics

Says the school should give to each child such a knowledge of mathematics as will serve as a basis for future preparation, if progress in his work should demand it."

1533. Terry, Paul W. The reading problem in arithmetic.

tional psychology, 12: 365–77, October 1921.

Journal of educa

An investigation of the methods employed by children in the gradual acquirement of the power of reading numerals.

SCIENCE.

1534. Franklin, William S. What is the matter with physics teaching? Science, n. s. 54: 475-79, November 18, 1921.

Also in Engineering education, 12: 134-42, November 1921.

Contends that students dislike physics because they accomplish so little in the study of it in elementary college courses. The writer says the reason for this is because the simple, fundamental, mathematical ideas and methods which constitute elementary physics are not properly emphasized in the class room, and not presented with clearness and brevity in textbooks.