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The organization of the National Vocational Guidance Association was completed during a series of meetings held in 1913 at Grand Rapids, Michigan, October 21-24, inclusive. This was the third national conference on vocational guidance, previous meetings having been held at Boston in 1910 and New York City in 1912. At the latter meeting the conference authorized the selection of a committee to arrange for a convention in 1913 and to present plans for a permanent organization should such a procedure seem advisable after due consideration of the opportunities for service presented by present-day conditions. In accordance with this authorization, the National Vocational Guidance Association was duly organized at Grand Rapids by the acceptance of the report of the organization committee, the adoption of a constitution, and the election of officers. This bulletin contains the formal papers. presented at the conference. Contents include: (1) The larger social, economic, and educational bearing of vocational guidance; (2) Practical, scientific, and professional phases of vocational guidance; (3) Vocational guidance within the public-school system; and (4) How shall we study an industry for purposes of vocational education and vocational guidance? Appended are: (1) The round-table question box. Presiding officer, Professor J. M. Telleen, Case School of Applied Sciences, Cleveland, Ohio; (2) Vocational guidance through English composition. Work in the Grand Rapids (Michigan) high schools. An index is included. [Best copy available has been provided.]

This bulletin describes the publications of the Bureau of Education which at the time of its compilation (October 1911) are available for free distribution by this office. Requests for titles from this list will be filed as long as the publications desired continue to be in stock, but it should be understood that the supply of many especially earlier issues, is scant and likely soon to be exhausted. Many publications of the bureau which can no longer be supplied by this office may be purchased from the Superintendent of Document, Washington. Many of these publications are of great value to teachers, students of education, librarians and people having a general interest in education and the improvement of public and private schools. The lists include: (1) Annual statement of the Commissioner; (2) Annual reports; (3) Circulars of information collected annual volumes; and (4) Publications on special subjects. An index is included. [Best copy available has been provided.]

This bulletin presents a list of publications of the United States Bureau of Education for the years 1867 to 1907, prepared under the direction of the present librarian of the Bureau. This list is intended to make the publications of the Bureau better known and to facilitate their use. It should be of service to librarians and to students of special educational problems. This publication will undoubtedly further distribution and use of the documents referred to, and will answer many if the special inquiries which come from time to time to this Office. The bulletin is divided into five sections: (1) Annual statements of the Commissioner; (2) Annual reports; (3) Circulars of information; (4) Bulletin; and (5) Miscellaneous publications. An index is included. [Best copy available has been provided.]

The Commissioner of Education's introduction in volume 1 provides data and discussion on school and college total enrollment, common schools, average schooling amount per U.S. inhabitant, British India's public schools, truant schools, Puerto Rican schools, U.S. educational extension, sociology and education at the Paris Exposition, introduction of reindeer into Alaska, city school systems, higher education, law student increase, land-grant colleges, secondary schools, education of the colored race, and education in Central Europe, Great Britain, the Philippines, Cuba, Hawaii, and Samoa. The introduction lists letter topics received by the office in 1900.Subsequent chapters cover British India's public schools; boys' secondary schools in England; general information on truant schools, statements on truant schools in various cities, laws on the disposition of truants and incorrigibles in 17 states, discussion of British reformatories and allied institutions and expanded coverage of Puerto Rican education. Chapter V, on U.S. educational extension, addresses lyceums, university extension, Chautauqua, summer schools, cities and popular education, arts and music for the people, travel and pilgrimage as educational extension, the idea of a national university, the Smithsonian Institution, the Library of Congress, museum extension, higher commercial schools, and newspapers as popular educators. A chapter on common school organization and development from 1830 to 1860 covers the South Central and South Atlantic states. Papers from the 1900 Department of Superintendence meeting in Chicago are presented in chapter VII, including papers on education status at the turn of the century, and on alcohol physiology and superintendence with a discussion paper on that subject. The next chapter covers schoolteachers' role in the struggle against alcoholism, while chapter XXI, the last chapter, discusses temperance physiology. Chapters X, XI, and XII concern college students' adjustment to professional courses, justification for public high schools, and free rural high schools. The National Educational Association committee report on relationship between public libraries and public schools is found in chapter XIII. This includes sections on establishing village libraries, rural and small village libraries, small-library cataloging hints, the librarian's spirit and methods working with schools, certain typical libraries, and schoolroom libraries. Final chapters cover Central European education; public playgrounds and vacation schools; the Old South lectures and leaflets; statistics on public, society, and school libraries; British and Irish education; U.S. education periodicals, and a directory of chief state school officers, city superintendents, college presidents, and normal school principals. [For volume 2, see ED622192.]

Volume 1 begins with the Commissioner of Education's introduction and includes state school-system statistics. Chapter I covers education in Canada, Australia, and New Zealand. Chapter II presents children's growth statistics collected in Worcester, Mass., Toronto, Ontario, and Milwaukee. Chapter III addresses German university pension and insurance beneficiary regulations. Chapter IV presents a digest of school laws on governance, teachers, and schools for each state except Florida, Idaho, New Mexico, Utah, and Wyoming. Chapter V discusses the University of Paris during the Middle Ages. Chapter VI presents the proceedings of an Armstrong Association meeting on the work and influence of Hampton Institute, including a letter from former U.S. president Grover Cleveland and addresses by Andrew Carnegie, Harvard president Charles W. Eliot, Hampton principal H.B. Frissell, and Booker T. Washington. Chapter VII addresses public school temperance instruction and the liquor question, with reports from Connecticut, New York State, and Massachusetts, as well as information on Prussian temperance instruction. Chapter VIII presents early English writers' notices on education from 1578 to 1603. Subsequent chapters address German juvenile criminality; Southeastern Alaska's Hlingit language grammar and vocabulary; the Swedish education system; British and Irish education in 1903; and English higher education, i.e., secondary, technical, and evening schools, and the 1902 law requiring councils to support schools higher than elementary schools. Chapters XIV and XV cover education at the St. Louis Exposition, including state and territorial and educational institution exhibits. Chapter XVI discusses the final establishment of the American common school system in North Carolina, South Carolina, and Georgia between 1863 and 1900. Chapter XVII reprints the Alaskan-education general agent's 1890 preliminary report and 1892 report on introducing domestic reindeer into Alaska. Chapter XVIII offers "A Definition of Civilization," the Indian Industrial School commencement address by W.T. Harris, and papers by Harris on "Art Education the True Industrial Education" and "The Intellectual Value of Tool Work." Chapter XIX is a list of U.S. education periodicals. Chapter XX is a directory of chief state school officers, city superintendents, college presidents, pedagogy professors and university and college pedagogy department heads, and normal-school principals. [For Volume 2, see ED620501.]

This is Volume 1 of the Report of the Commissioner of Education for the Year 1892-93, containing Parts I and II. This volume begins with the Commissioner of Education's Introduction. Part I covers the topics: (1) Statistical Summaries; (2) Illiteracy in the United States; (3) System of Public Education in Belgium; (4) Elementary Education in Great Britain; (5) Education in France; (6) Education in Ontario, New Zealand, and India; (7) Recent Developments in the Teaching of Geography in Central Europe; (8) The Common School System of Bavaria; (9) Education in Uruguay; (10) Child Study; (11) Bibliography of Herbartianism; and (12) Name Register. Part II, Education and the World's Columbian Exposition, covers the topics: (1) Programme of the International Congress of Education and Addresses of Welcome; (2) American Views and Comments on the Educational Exhibits; (3) German Criticism on American Education and the Educational Exhibits; (4) French Views upon American Education and the Educational Exhibits; (5) Medical Instruction in the United States as presented by French Specialists; (6) Notes and Observations on American Education and the Educational Exhibits, by Italian, Swedish, Danish, and Russian Delegates; (7) American Technological Schools; (8) Higher Education of Women in Russia; (9) Papers Prepared for the World's Library Congress; and (10) Notes on Education at the Columbian Exposition. [For "Report of the Commissioner of Education for the Year 1892-93. Volume 2. Containing Parts III and IV," see ED622070.]

This is Volume 2 of the Report of the Commissioner of Education for the Year 1892-93, containing Parts III and IV. Part III contains the chapters: (1) Documents Illustrative of American Educational History; (2) Report of the Committee of Ten on Secondary School Studies, with Papers Relating Thereto; (3) The National Educational Association; (4) The Education of the Negro--Its Character and Facilities; (5) Pecuniary Aid for Students in Universities and Colleges; (6) University Extension; (7) Medical Education; (8) Education in the Various States; (9) Report on Educational Affairs in Alaska; and (10) Educational Necrology. Part IV covers Statistical Tables. [For "Report of the Commissioner of Education for the Year 1892-93. Volume 1. Containing Parts I and II," see ED622069.]

Art instruction aims to raise the standard of taste. It includes instruction in seeing and interpreting the beautiful in nature and the arts, in drawing, both free-hand and instrumental, in designing, coloring, and modeling, in manipulating paper, cloth, leather, wood, metal, or other materials, to produce a result having elements of beauty. Art instruction, in the broadest sense, is promoted in the United States through the cooperation of many agencies. Chief among these are the public schools, art schools, special evening schools, art educational organizations and publications (many not avowedly art educational and therefore, perhaps, more widely influential), art departments in normal schools and in colleges and universities, summer schools, handicraft societies, public libraries having departments of art, lecture courses, and local exhibitions. To gather complete returns from each and all of these agencies is manifestly impossible. To state in the form of statistical tables the potency of each is equally impossible. To take such returns as the Bureau of Education could secure, arrange in orderly fashion, and summarize; to select from the summaries the most significant totals and compare them, and to set forth in a form convenient for reference such data as may be of service to those engaged in promoting art education, is within the range of possibility, and is the purpose of this monograph. A bibliography and an index are included. Individual sections contain footnotes. (Contains 12 tables.) [Best copy available has been provided.]