in America are generally applicable to China and have been fairly well formulated by Chinese educators. Rural school should be recognized and the curriculum simplified and regrouped so as to give the teacher more time. Normal training for teachers of primary schools in Shantung must remain on the secondary level for many years.

EDUCATIONAL HISTORY AND BIOGRAPHY

Ainsworth, Dorothy S. The history of physical education in colleges for women as illustrated by Barnard, Bryn Mawr, Elmira, Goucher, Mills, Mount Holyoke, Radcliffe, Rockford, Smith, Vassar, Wellesley and Wells. Doctor's thesis, 1930. Teachers college, Columbia university, New York, N. Y. New York city, A. S. Barnes and company, 1930. 116 p.

A study of physical education in 12 women's colleges shows that it has passed from a position of considering as its responsibility merely physical condition of students, to a feeling of reponsibility for the general development of the student, calling for an increase in equipment and staff, and the development of a program of vigorous and varied activities. Teachers with superior professional training and college education are in demand. Cooperation is close between the department of physical education and the department of the college physician. Athletic competition was found to hold a more prominent place than intercollegiate sport. College departments have good opportunity to develop a program which will assist students in and after college to live in a fashion satisfactory to themselves and others.

Aleck, Adolph William. Essentials of mental hygiene in the history of education to Herbert Spencer. Doctor's thesis, 1931. New York university, New York, N. Y. 230 p. ms.

The general scope and practice of preventive mental hygiene in education prior to 1903 were taken up in this study. Findings: In nontechnical sense, preventive mental hygiene is as old as education itself, but systematic treatment thereof is modern.

Biderman, Muriel N. Content and method of literature books used in the secondary schools of New York City from the colonial period to 1925. Master's thesis, 1931. New York university, New York, N. Y. 54 p. ms.

The purpose of this study was to determine whether or not the study of literature in the secondary schools from the colonial times until 1925 had as its aim the development of grammatical sentence structure, or the development of the ideals and ideas and problems of the people, as found in the literature. Findings: Literature as taught in the past was grammar, not literature; literature aids in the development of solving and judging of life problems, grammar does not.

Bishop, Eugene Alfred. The development of a state school system: New Hampshire. Doctor's thesis, 1930. Teachers college, Columbia university, 1930. New York city, Teachers college, Columbia university, 1930. 160 p.

This study shows the development of the system of school organization, administration, and support, with emphasis upon the causes and results of varying degrees of centralization and decentralization of power and authority in control. Data were secured from the laws of New Hampshire; annual reports of the state commissioner of education, secretary of the state board of education, and the state superintendent of public instruction from 1852 to 1926; reports of local town and district school officers; and miscellaneous histories, town chronicles, and papers.

Erbacher, Sebastian Anthony. Catholic higher education for men in the United States, 1850-1866. Doctor's thesis, 1931. Catholic university of America, Washington, D. C. Washington, D. C., Catholic university of America, 1931. 143 p.

Bibliography, p. 120-29.

This study considers all Catholic institutions of higher education for boys and young men in general, exclusive of strictly styled ecclesiastical seminaries and commonly called colleges. The first part of the study deals with colleges founded before 1850; the second part takes up the new foundations, made between 1850 and 1866; while the third discusses the administrative features of the colleges of this period.

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Fay, Paul Johnson. The history of science teaching in American high schools, Doctor's thesis, 1930. Ohio state university, Columbus. 517 p. ms.

A history of the extension and of the development of the aims, subject matter, and teaching methods of high-school sciences. Findings: There have been three periods in science teaching respectively characterized by informational aims; disciplinary aims; and diversification.

Greenwood, Edward D. Recreations and amusements of the colonial period. Master's thesis, 1931. New York university, New York, N. Y. 43 p. ms.

The purpose of this study was to survey the beginnings of physical and social activities of this country. The activities of the colonies were classified into the New England, Middle, and Southern colonies.

Harney, Julia C. The evolution of public education in Jersey City. Doctor's thesis, 1931. New York university, New York, N. Y. 254 p. ms.

Public education in Jersey City from its founding to 1923-background material from colonial times. Covers the history of private educational enterprises and of public education before the establishment of a board of education in 1852; later period under psychological and social background, buildings, colored schools, evening schools, organization, attendance, teacher training and the teacher staff, curriculum, aims of the system, and educational outlook.

Harney, Laura B. The history and development of aeronautics. Master's thesis, 1931. New York university, New York, N. Y. 123 p. ms.

The author has attempted to collect from reliable sources the significant achievements that have marked the milestones in the spectacular development of air transportation. He links up the influence of aviation with the various branches of education in the schools and colleges.

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Mack, Henry W. Borden Parker Bowne as an educational philosopher. tor's thesis, 1931. New York university, New York, N. Y. 124 p. ms. Appendix: 131 p. ms.

Survey of life and works of Borden Parker Bowne, comparing his views with those of leading writers in present-day educational philosophy. Gives an evaluation of Bowne's works in light of present thought in the field.

Mussina, Malcolm V. The origin and history of the National vocational guidance association. Master's thesis, 1931. New York university, New York, N. Y. 60 p. ms.

The vocational guidance movement developed from industry and from social workers who found that youth had little preparation for life. This study describes the First national conference on vocational guidance, and the development of the National vocational guidance association.

Rankin, Marjorie. Trends in educational occupations. An examination of the waxing and waning occupations in the public school systems of certain cities in the United States from 1898 to 1928. Doctor's thesis, 1930. Teachers college, Columbia university, New York, N. Y. New York city, Teachers college, Columbia university, 1930. 83 p. (Contributions to education, no. 412)

The study deals with the types of educational positions available, their distribution, past trends, and probable implications for the future. 14 cities were studied in the investigation. Data indicate that the supply of undergraduate students does not agree with the demand for teachers, but that the supply of graduate students is close to the demand.

Riley, Emmet J. Development of the Montana state educational organization 1864-1930. Doctor's thesis, 1931. Catholic university of America, Washington, D. C. Washington, D. C., Catholic university of America, 1931. 135 p. Bibliography: p. 132-134.

This study of the development of the state school system of Montana from its inception in 1864 to 1930 is based upon critical examination of original sources. It is an attempt to collate and systematize a mass of scattered materials that bear upon the development of a state school system.

Ross, William Edgar. The emergence of the American free public school as affected by the liberalism of the 18th century and the democratic spirit of the American frontier. Master's thesis, 1931. New York university, New York, N. Y. 70 p. ms.

Traces the rise of the high school as influenced by social factors, especially liberalism of the 18th century and democracy of the frontier. Findings: The present high-school system is founded on the principles advocated by the early liberals and the democracy engendered by primitive frontier conditions facilitated the rise of universal manhood suffrage on which the development of a free system of public schools had to depend. It was the demand of the more unfortunate classes for equal opportunity that caused the development of our present school systems.

Taff, Nollie Olin. History of state revenue and taxation in Kentucky. Nashville, Tenn., George Peabody college for teachers, 1931. 168 p. (Contributions to education, no. 85)

This study purposes: (1) to put in clear outline the development of fiscal affairs from the time when Kentucky was a part of Virginia until 1929; (2) to arrange in convenient form data that can be used in comparing one period with another, and Kentucky with other states, in respect to items of the budget; and (3) to seek for the causes underlying attempts at revision and reform and the resistance that has met these attempts.

Wiesmann, Alfred J. A comparison of the main sociological views of education of Charles Clinton Peters and Walter Robinson Smith. Master's thesis, 1931. New York university, New York, N. Y. 70 p. ms. A survey of the writings of C. C. Peters and W. R. Smith.

EDUCATIONAL PSYCHOLOGY

(Including Teaching Technique)

Allen, Clinton M. Some effects produced in an individual by knowledge of his own intellectual level. Doctor's thesis, 1930. Teachers college, Columbia university, New York, N. Y. New York city, Teachers college, Columbia university, 1930. 98 p. (Contributions to education, no. 401)

A study-survey and experimental-bearing upon the problem of reporting to individuals the scores and quotients they make on standardized intelligence and educational tests. Discloses what practices prevail throughout the United States; what opinions more than 500 school officials and teachers have on the question; and what some of the results of informing and not informing students have been.

Barker, Margaret. A technique for studying the social-material activities of young children. Doctor's thesis, 1930. Teachers college, Columbia university, New York, N. Y. New York city, Teachers college, Columbia university, 1930. 69 p. (Child development monographs, no. 3)

This is an attempt to evaluate a technique for recording observations of the spontaneous reactions of children two to three years of age to material objects and to people. Baron, Anna. A comparative study of color vision and color matching as related to chronological age, mental age, and intelligence quotient of children. Master's thesis, 1931. New York university, New York, N. Y. 67 p. ms.

One thousand and thirty-one children were given a color discrimination test. An additional color matching test was given to 446 children. Chronological ages ranged between six and 16, and mental ages between five and 15 years. Findings: No relationship was found between the ability to discriminate between colors and the mental age of the individual, but a marked relationship was found between the ability to match shades of the four fundamental colors and the mental age.

Doctor's thesis,

Barton, William A., jr. Outlining as a study procedure. 1929. Teachers college, Columbia university, New York, N. Y. 115 p. (Contributions to education, no. 411)

The question to be answered was "Does a pupil learn more facts if he systematically and thoughtfully outlines the subject-matter assigned for study?" 94 pupils were paired

with an equal number of control pupils. The results of the experiment seem to indicate that outlining, in reality the analysis and organization of content, is one of the most fundamental processes in the study of content subjects.

Boretz, Nettae. Individual experiment versus pupil-demonstration method in high school general science. Master's thesis, 1931. New York university, New York, N. Y. 97 p. ms.

The purpose of this study was to test the relative effectiveness of the individuallaboratory method and pupil-demonstration method in imparting factual knowledge to general science pupils in the first year of senior high school. Data indicate that the pupil-demonstration yields better results for immediate and deferred tests than the individual laboratory method.

Boynton, Mary Louise. A study of the vitalization of the teaching of literature. Master's thesis, 1931. New York university, New York, N. Y. 83 p. ms.

A recalling of the writer's experience as teacher and student; reports from 40 college students, representing 12 colleges; reports of 100 high school students; a mirroring of class rooms in California, Ohio, and New York states, and a consideration of extracts from literature on the subject. Conclusions: Young peoples' interest in literature comes first as a result of the personality of the teacher; second, through careful selection of material; third, through presentation. Young peoples' dislike for literature comes from too much note-book work; too much ground covered in too short a time; the teacher himself is uninterested; and a tendency to use literature to teach lessons rather than train emotions.

Bray, Willis Joseph. Achievement in general chemistry as it is related to certain learning abilities. Doctor's thesis, 1931. University of Missouri, Columbia. Kirksville, Northeast Missouri state teachers college, 1931. 87 p. (Bulletin, vol. 31, no. 6, July 1931.)

This study attempts to answer the following questions: To what extent do college students entering upon a study of general chemistry know how to read chemical literature; do college students of general chemistry lack general reading ability; to what extent is ability to read chemical literature related to achievement in general chemistry; are the students handicapped by a lack of mastery of general vocabulary; to what extent is knowledge of chemical vocabulary related to achievement in general chemistry; what relationship exists between ability to read for directions and achievement in general chemistry; what relationship exists between ability to solve a chemical laboratory problem and achievement in general chemistry; what relationship exists between intelligence and ability to achieve in general chemistry; to what extent do individual students tend to differ in reading ability, in intelligence, and in achievement in general chemistry? Brombacker, Burton Arthur. The techniques used in New York city schools as follow-ups to health inspection to guarantee health correction. Master's thesis, 1931. New York university, New York, N. Y. 84 p. ms.

Study of a number of questionnaires sent out to 633 New York City principals to determine what methods are used to correct health defects, which are found during the health day examination. Findings: Most principals use a definite method of check-up and do all they can to improve poor health. The City furnishes free clinics to take care of people who cannot afford to pay for treatment. There is a need for a greater number of clinics centrally located.

Bruce, G. V. An experiment to determine the relative effectiveness of the daily assignment method and the unit assignment method in the mastery and retention of subject matter in elementary chemistry. Master's thesis, 1931. New York university, New York, N. Y. 73 p. ms.

The study compared achievement of chemistry classes of two consecutive years; first year daily assignment, second year unit method. Findings: Pupils learn slightly better by daily assignment, but they retain better by unit method.

Cheyney, W. Walker. Rate of progress and the IQ. Doctor's thesis, 1930. University of Pennsylvania, Philadelphia. Philadelphia, Pa., University of Pennsylvania, 1930. 98 p.

The study purposes answering the question: "To what extent is intelligence the chief factor in the rate of progress of pupils from the first grade to the end of the eighth grade

of a large city school system, and to what extent are other conditions the chief factor in the rate of progress?"

Deputy, Erby Chester. Predicting first-grade reading achievement; a study in reading readiness. Doctor's thesis, 1930. Teachers college, Columbia university, New York, N. Y. New York city, Teachers college, Columbia university, 1930. 61 p. (Contributions to education, no. 426)

The purpose of the investigation was to develop a test that can be used instead of, or in connection with, a test of intelligence in order to determine those pupils who have the ability necessary to be successful in the first semester of first-grade reading. About 120 children who entered the first semester of the first grade in a public school in New York City served as subjects for this investigation. Findings: The investigation shows the possibilities of predicting first-grade reading achievement to an extent which justifies its use in beginning reading. Data indicate that first-semester reading achievement can be measured by means of objective tests instead of depending entirely upon the ratings of teachers and supervisors for measures of progress in reading during the first semester. Ferguson, Jean May. Predicting achievement in college composition. ter's thesis, 1931. University of Chicago, Chicago, Ill. 49 p. ms.

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This study attempts to discover a method of predicting future achievement from a knowledge of the student's present mental ability and achievement. Data were secured from a study of 610 freshman students enrolled in Crane junior college, Chicago, during the first semester of the school year 1930-1931. Findings: It is possible by means of a regression equation to predict accurately the semester mark in English composition of 38 per cent of the students included in the study; and it is possible to predict for 72 per cent of the students the mark below which their achievement will not fall.

Field, Helen A. Extensive individual reading versus class reading. Doctor's thesis, 1929. Teachers college, Columbia university, New York, N. Y. 52 p. (Contribution to education, no. 394)

A study of approximately 2,000 children over a period of about five months, to determine which is more valuable in building up skills in reading in second, third and fourth grades-extensive individual reading or class reading. Findings: The two procedures are about equally effective in developing reading ability in the transition grades in typical public schools.

Fredriksen, Beatrice. A plan for the teaching of certain skills in the study of history in the New York City senior high schools. Master's thesis, 1931. New York university, New York, N. Y. 42 p. ms.

A questionnaire was sent out to all the department heads of all the senior high schools in New York City. Findings: No definite course for the training of the study skills is given in any of the New York City senior high schools and such a course is necessary.

Gordon, Hans Cochrane. The specific nature of achievement and the preIdictive value of the IQ. An investigation of the limitations placed upon the predictive values of Otis IQ's by the variation in the achievements of twelfth grade students in their different subjects. Doctor's thesis, 1931. University of Pennsylvania, Philadelphia. Philadelphia, University of Pennsylvania, 1931. 147 p.

This study investigates the inaccuracy in the prediction of achievement in 16 different high-school subjects. Two estimates of general ability were used: the Otis intelligence quotient, and the average score in five subjects. Findings: It is concluded that the IQ from a single intelligence test is not a satisfactory index of probable achievement in many high-school subjects.

Gross, Osce Milton. A study of coaches reactions to some of the problems of coaching. Master's thesis, 1931. New York university, New York, N. Y. 79 p. ms.

This investigation was a study of 200 coaches reactions to some of the problems of coaching as compared with the literary authorities opinions about various problems. The coaches reactions measured up creditably with the literary authorities opinions.