Search

Interest in agricultural education continues to increase. The attempt to teach agriculture is no longer confined to the agricultural college and special agricultural school. Methods of teaching the most important facts and the elementary principles of agriculture are discussed in the meetings of most of our educational associations. There is a large demand from teachers and school officers for any printed matter on this subject that will help them in determining what to teach, and how to teach it, and how to organize schools and adjust courses of study so as to get the best results from the new studies without losing the best in the old. This bulletin consists of papers read before the American Association for the Advancement of Agricultural Teaching at its third annual meeting in Atlanta, Georgia, November 12, 1912. The papers presented in this bulletin are as follows: (1) The opportunity and responsibility for the preparation of teachers of agriculture (a) by agricultural colleges in their regular courses and classes (H. L. Rusell), (b) by agricultural colleges in special courses and classes organized for this work (Kenyon L. Butterfield); (2) The first year's work in agriculture in the high school (W. G. Hummel); (3) What relation should exist between the experiment stations and the secondary schools of agriculture (A. A. Soule); and (4) The use of land in connection with agricultural teaching (a) in special agricultural schools (C. G. Selvig), (b) in high schools (Rufus W. Stimson), (c) in elementary schools. Appended are: (1) Summary of information from special schools or current bulletins; (2) Demonstration work at Northwest School of Agriculture, Crookston, Minnesota; (3) List of 1912 suggestive topics for "summer practicum" work, Northwest School of Agriculture, Crookston, Minnesota; (4) Massachusetts State-aided vocational agricultural education: Examples of the income of pupils from farm work during attendance at school in 1912; and (5) Questionnaires sent out. Individual sections contain footnotes. [Best copy available has been provided.]

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.]

To the people of no other country is the problem of education of immigrants of so much importance as to the people of the United States. No other country has so many men, women, and children coming to its shores every year from all parts of the world. In many of our cities and towns, and in some of our States, the people of foreign birth constitute a very large proportion of the entire population. It is reported that the immigrants stopping in New York City last year were from 98 different countries and provinces and spoke 66 different languages. In one school district in Pennsylvania there are children of 29 different nationalities. Many of those who have come to us in recent years are from countries having meager provisions for public education. According to the Federal census of 1910 more than 25 per cent of the foreign-born population of 3 States was illiterate, from 15 to 25 per cent of 5 States, from 10 to 15 per cent of 11 States, and from 5 to 10 per cent of 21 States. In only one State was the percentage of illiteracy of the foreign-born population less than 5. The proper education of these people is a duty which the nation owes to itself and to them. It can neglect this duty only to their hurt and to its own peril. No systematic effort has ever been made to work out the best methods therefor. We have little definite usable knowledge of the varying characteristics of the several races. We are ignorant even of the surest and quickest way to teach them to speak and understand English. To work out several phases of this vital problem of the education of immigrants and their children should be the task of the bureau, and the bureau will gladly undertake it whenever sufficient funds are made available for that purpose. In the meantime, this bulletin, which contains the substance of papers and addresses presented at the public conference on the education of immigrants held under the auspices of the New York-New Jersey committee of the North American Civic League for Immigrants at the College of the City of New York, May 16 and 17, 1913, may serve to at least call attention to this problem and to the need of a more careful, systematic study of it. Topics covered include: (1) Domestic education of the immigrant; (2) Immigrants in labor camps and isolated communities; (3) Education of the immigrant child; (4) Education of the immigrant adult; and (5) Evening schools for foreigners. [Best copy available has been provided.]

The Fifteenth International Congress on Hygiene and Demography, held in Washington City in the autumn of 1912, was a notable event in the history of sanitation and in the discussion of the conditions of the physical and mental health of the people. The exhibition held in connection with the congress was instructive in many ways, and contained much of interest to those who are responsible, directly or indirectly, for the health of children. The first section of the accompanying manuscript contains brief and accurate descriptions of some of the most important of the exhibits, and comprehensive summaries of their meaning. Topics addressed in this section include: (1) School buildings and school sanitation; (2) Hygiene and tuberculosis; (3) Industrial hygiene; (4) Nourishment of children; (5) Mental hygiene; (6) Sex hygiene; and (7) Experimental psychology. An appendix to Part I of this bulletin presents instructions relating to tuberculosis, distributed by the Department of Health, New York City. The second section consists of excerpts and summaries containing the gist of some of the most important papers read at the congress. These abstracts are as follows: (1) Ringworm in the Schools of Mexico (Manuel Uribe Y Troncoso); (2) School Disinfection (J. T. Ainslee Walker); (3) Campaign against Contagious Diseases of Children (Walther Ewald); (4) Management of Tuberculosis among School Children (Arthur T. Cabot); (5) Studies in the Relation of Physical Inability and Mental Deficiency to the Body Social (Isabelle T. Smart); (6) Education of Immigrants in School (William E. Chancellor); (7) Service of Medical Inspection of Schools to the Teacher (Helen MacMurchy); (8) Follow-Up System in Medical Inspection (Thomas A. Storey); (9) Hygiene of Children's Teeth (William H. Potter); (10) Dental Hygiene for Pupils of Public Schools (S. Adolphus Knopf); (11) Universal System of Measurements (Leotardo Matus Z.); (12) Development of Hygiene in Educational Institutions (Dudley A. Sargent); (13) Training in Personal Hygiene in Private and Public Schools (John W. Ritchie); (14) The Public School as a Factor to Lessen Infant Mortality (Henry L. Corr); (15) Physiological Age in Education (C. Ward Crampton; and (16) School Children of the Stock-Yards District of Chicago (Caroline Hedger). It is believed that the information contained in this bulletin will be permanently helpful to teachers, school officers, and others interested in the health of children and the sanitation of homes, schools, and other places in which they work. (Contains 1 footnote.) [Best copy available has been provided.]

Education in and through agriculture is attracting the attention and interest of teachers in schools of all grades and of many people, both in the country and in the city. Only within recent years have agriculture and allied subjects come to be an important part of the courses of study in elementary and secondary schools and in normal schools whose purpose and function it is to prepare teachers for these lower schools. For this reason there is still much uncertainty as to what and how much of these subjects should be taught, how the matter selected should be arranged, what methods of teaching should be used, and what should be the organization and support of the schools doing this work. Hence, any contribution toward the answer of these questions is welcomed by teachers, school officers, legislators, and people who have children to educate and who contribute to the support of the schools. This bulletin consists of papers read before the American Association for the Advancement of Agricultural Teaching at its second annual meeting in Columbus, Ohio, November, 1911. This association is composed of persons engaged in agricultural education in American colleges, normal schools, high schools, elementary schools, and special schools of agriculture. Its membership includes able men and women in all parts of the United States who have acquaintance with the present usage and the needs of such education in all sections. These papers constitute a valuable contribution to the solution of several problems of agricultural education, especially in the secondary schools. The six papers presented in this bulletin are as follows: (1) Essentials in a state system of agricultural education (F. W. Howe); (2) The need for reliable scientific data regarding social and economic conditions in rural communities (E. C. Higbie); (3) The proper equipment of an agricultural high school (D. O. Barto), followed by a discussion of this paper by D. J. Crosby; (4) The Smith's Agricultural School and agricultural education in Massachusetts (R. W. Stimson); (5) The unprepared teacher of agriculture in high schools and colleges of education (A. V. Storm); and (6) What is done to prepare teachers of secondary school agriculture (A. C. Monahan. [Best copy available has been provided.]

The purpose of the American Association for the Advancement of Agricultural Teaching, as stated in its constitution, is "to promote the teaching of agriculture and to devise ways and means for increasing the efficiency of such instruction in elementary and secondary schools and in colleges and universities." The time is opportune perhaps for discussing what ought to be the immediate policy of the association in putting its purpose into effect. One matter has already been settled. It has been agreed that for the present efforts shall be centered principally upon promoting the teaching of agriculture in the secondary schools, by devising ways and means of making that teaching more efficient. One who has marked the recent multiplication in the number of secondary schools attempting to teach agriculture can not but commend restriction of attention to the important problems which these schools present. Appended are: (1) 1913 summer practicum (home project) work of the University of Minnesota Northwest School of Agriculture, Crookston, Minn; (2) Students' reports on 1912 and 1913 summer practicum work at Crookston, Minn; (3) Use of land by high schools teaching agriculture. Returns for school year 1911-12; (4) The cooperative use of equipment and illustrative material in teaching agriculture; and (5) Massachusetts State-aided vocational agricultural education-- Examples of the income of pupils from farm work during attendance at school in 1913. [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.]

The list of publications of the Bureau of Education, which is presented herein, is a revision of the list published in 1908 (Bulletin, 1908, No. 2). It differs from the earlier issue not only in that it is brought down to date, but in certain arrangements which will, it is believed, render it more convenient for the use of librarians and others who may have occasion to consult it. Contents include: (1) Annual statements of the Commissioner; (2) Annual Reports; (3) Official circulars of information; (4) Bulletin; and (5) Miscellaneous publications. An index is included. [Best copy available has been provided.]

An attempt has been made to classify and to analyze the changes brought in the public school systems of the various States and Territories by the legislative measures enacted during the past two years, October 1, 1906 to October 1, 1908. Supplementary to this legislative material, there are also included digests of or citations to those decisions of the state supreme courts containing important interpretations of statutes relating to public education, or defining in a significant way the status of the public schools. The following contents are included: (1) Letter of transmittal; (2) Prefatory note; (3) General explanations; (4) Table of legislative sessions; (5) Plan of classification; (6) Bibliography; (7) Legislation relating to public education; and (8) Recent decisions of federal and state supreme courts. 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.]

Influential historic documents in American education are presented in Chapter I, including legislation, land grants for common schools and universities and for agricultural and mechanical colleges, Bureau of Education role, early discussion on establishing a national university, and state constitutions' education provisions. Also included are the report of the Committee of Ten on Secondary School Studies and related papers in Chapter II, and a section on the National Education Association's (NEA) history, organization, and function in Chapter III. A catalogue of NEA papers and addresses since founding is included. Character of and facilities for negro education is addressed in Chapter IV, covering cost, the largely elementary nature of negro education, increasing attention to industrial education, negro education's teaching force, professional training, and institutional statistics for 1892-93. Chapter V covers pecuniary aid for university and college students in U.S. colleges, universities, and women's colleges; English universities; France, and Germany. Chapter VI discusses university extension programs. Chapter VII concerns medical education, including raising its standards, course, lengthening, clinical instruction, students with degrees, women in medicine, higher medical education, and German and American medical students. Education condition in 17 states, the District of Columbia, and Hawaii is covered in discussion and data. A list of notable deaths during the year in the education field is included. Statistical tables cover: school population, attendance, instruction, leadership, and facilities in cities with upwards of 8,000 population; public school receipts and expenditures for those cities; cities with unavailable school data; public high schools; endowed academies, seminaries, and other private secondary schools; universities and colleges; Division A and B women's colleges; agricultural and mechanical colleges; agricultural and mechanical colleges for colored students; receipts and expenditures of funds benefitting colored students in agricultural and mechanical colleges; scientific schools and technology institutes; schools of theology, law, medicine, dentistry, pharmacy, veterinary medicine, and nursing; public and private normal schools; university and college normal students; commercial and business colleges; state institutions for the deaf; public day and private schools for the deaf; state institutions for the blind; state institutions and private schools for the feeble-minded; reform schools; and foreign countries' public elementary education. [For "Report of the Commissioner of Education for the Year 1893-94. Volume 1. Containing Part I," see ED622073.]

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.]

One of the most important factors in the education of children is the establishment of their physical health, without which all learning and training must have less value for the individual and for society than they would have with it. Implicitly in the act creating the Bureau of Education and explicitly in recent acts of Congress, investigations in regard to the health of children, the publication of the results of these investigations, and giving such information as will help teachers and school officers in solving the problems of school hygiene and sanitation are made functions of the bureau. The three papers transmitted herewith, written by F. B. Dresslar, Ph. D., specialist in school hygiene and sanitation in the Bureau of Education; Thomas D. Wood, M. D., professor of physical education in Columbia University;. and Charles E. North, M. D., of New York City, in a very effective way to call the attention of teachers, school officers, and parents to the importance of the health of children, and offer many valuable practical suggestions as to the means of preserving it. (Contains 3 footnotes.) [Best copy available has been provided.]

The problems of industry, government, and life in the modern industrial and commercial city are numerous, large, and complex. For their solution a larger amount of scientific knowledge and higher standards of intelligence among citizens are needed. All the city's agencies for good and progress need to be united and vitalized for more effective functions. There is a growing conviction among thoughtful people that this can be done best by the municipal university, maintained as an essential part of the city's system of public education, or by a privately endowed university working in close sympathetic relations with all other agencies of education in the city. It will require much study of this subject to ascertain: (1) The need for the municipal university; (2) its functions; (3) the best means of organizing and supporting it; and (4) its relation to all the phases of city life. The interest in this subject has resulted already in the organization of a National Association of Municipal Universities, which held its first meeting in Washington City November 9-10, 1914. The publication of the papers, addresses, and informal discussion of this meeting in the condensed form presented in this bulletin will promote further study of the subject. This bulletin is divided into two parts: (1) Aims and Purpose of the Urban University; and (2) Brief Description of Typical Urban Universities. (Contains 1 footnote.) [Best copy available has been provided.]

In discussing agencies for the improvement of teachers in service, one's mind naturally turns first to those periodical meetings of teachers, such as institutes, that are established by law. The data pertaining to meetings of this nature that have been collected are summarized in this paper. These were gathered primarily from State and Territorial school laws, but this source was liberally supplemented by State educational reports, by institute and summer-school bulletins, and by correspondence with State school officers. This monograph is intended to present what is actually being done, and not merely to give an outline of the legal provisions. The word "institute" has not a very, definite meaning in educational literature. It is a blanket word that is applied indiscriminately to any officially established gathering of teachers. Because of this fact, these gatherings have been divided, so far as possible, into classes according to their nature, regardless of the names used in the laws to designate them. On this basis three classes have been made, as follows: (1) Teachers' institutes; (2) summer normal or summer training schools; and (3) teachers' meetings. Perhaps a fourth class--teachers' associations--should have been added, but the legally established gathering in only one State--Maine--approaches the nature of the customary teachers' association. The criteria that distinguish institutes, summer normal schools, teachers' meetings, and teachers' associations are discussed in this paper. An index is included. Individual sections contain footnotes. [Best copy available has been provided.]

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 the Report of the Commissioner of Education, part of the Annual Report of the Secretary of the Interior for the Fiscal Year Ended June 30, 1895. The Bureau of Education report is contained within volume five, which is in two parts. Part one contains: (1) The Commissioner of Education's Introduction; (2) Statistics of State Common-School Systems; (3) City School Systems; (4) Statistical Review of Secondary Schools; (5) Statistical Review of Normal Schools; (6) Statistical Review of Higher Education; (7) Statistical Review of Professional Schools; (8) The Educational Systems of England and Scotland, with Statistics for 1893-94; (9) Manitoba School Case; (10) Education in France; (11) Public Education in Belgium; (12) Education in Central Europe; (13) Education in the Netherlands; (14) Education in Italy; (15) Report of the Loyal Commission on Secondary Education; (16) Papers Accompanying the Report of the Loyal Commission on Secondary Education; (17) Higher Education in Russian, Austrian, and Prussian Poland; (18) Art education in the public schools; (19) Facilities for the University Education of Women in England; (20) Educational Status of Women in Different Countries; (21) Chautauqua: A Social and Educational Study; (22) Pensions for Teachers; (23) Coeducation--Compulsory Attendance--American Students in Foreign Universities--Continuation and Industrial Schools; and (24) Educational Directory. [For the first part of the Commissioner of Education's 1894-95 report, see "Report of the Commissioner of Education for the Year 1894-95. Volume 2. Containing Parts II and III" (ED622083).]

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.]

The survey of the status of kindergartens in the United States for the school year 1911-1912 was made with the idea of gathering together quantitative facts. The question-forms, therefore, asked chiefly for returns in figures, and these will be found summarized and tabulated in the statistical section of this bulletin. Figures are significant if read back into the setting from which they were taken, and interpreted in relation to their context; they are rich material to one who makes a rich use of them, but void otherwise. The statistics given in Section II should accordingly be read with direct reference to the material presented in the other sections, particularly the opinions of superintendents, primary supervisors, and grade teachers in different cities. It is interesting to note the numerical extension of public kindergartens and all other kinds of kindergartens at the close of June, 1912, particularly in comparison with the figures obtained by the Bureau of Education in 1902, and published in the Commissioner's Report for that year. These figures showed a total of 3,244 kindergartens, with an enrollment of 205,432 children. Contents include: (1) Introduction; (2) Statistics; (3) Kindergartens as viewed by superintendents, primary supervisor and first-grade teachers; and (4) Abstracts of papers read at the meeting of the International Kindergarten Union, Washington, D.C. (Contains 6 tables.) [Best copy available has been provided.]

For a large portion of the children of the United States, vocational education must mean education in agriculture and the art of life on the farm. In recognition of this fact, agriculture is now taught in some way and to some extent in hundreds of public high schools and in the lower schools of many of the States. Possibly the greatest difficulty in teaching this subject is that of making is sufficiently concrete and practical. Too often the teaching begins and ends with the assignment and recitation of lessons from the pages of a textbook. To make the teaching effective, each lesson must follow the necessary pedagogical order from concrete practical application. The pupil must become an intelligent worker and director of his own work and must learn not merely by looking on and listening, but by intelligent participation. The "Home-project plan" worked out in Massachusetts within the last few years and now applied in the State-aided schools of that State makes such intelligent participation possible. By requiring boys to do productive work as means of instruction, it enables many boys to continue their studies in schools who otherwise would not be able to do so. By projecting the work of the school into the home in the vital way in which it does, it enlists the interest of parents and becomes a means of their education in this subject, thus affecting quickly the work on the farms of the community. Because of the wide interest in this subject, this bulletin, which is divided into four chapters, presents information on the following topics: (1) Chapter I: Vocational Agricultural Education (elements necessary to success; the Massachusetts home-project plan; prizes and home projects; home projects of nonresidents; salaries for home-project instruction and supervision; cultural and agricultural; and farming and good citizenship); (2) Chapter II: Agricultural Project Study (productive work and related study; project study suitable for vocational agricultural schools; project study suitable for vocational agricultural departments in selected high schools; project study concentration; project study and capacity of pupils; kinds of project knowledge; project study records; apportionment of project study, time, and materials; vegetable-growing project study; small fruit-growing project study; beekeeping project study; poultry-keeping project study; sheep and goat husbandry project study; swine husbandry project study; ornamental planting project study; third-year and fourth-year project study; project study versus subject study; project study perspective; suggestions for the agricultural instructor; and conclusions); (3) Chapter III: Project Study Outlines for Vegetable Growing (project study and vegetable groups; project study by vegetable groups; and project study by vegetable varieties; and (4) Chapter IV: Agricultural Project Study Bibliography (agricultural papers and periodicals; free bulletins, circulars and reports; text, exercise, and reference books, bulletins, circulars, and reports; agricultural project study bibliography, arranged for ready reference; and publishers and their addresses. An appendix presents the types of Massachusetts agricultural schools (by William T. Bawden). An index is also included. Individual sections contain footnotes. (Contains 11 plates.) [Best copy available has been provided.]

The States of Central America and South America are in the midst of an industrial development, which imparts new impulses to their educational activities. There is at once an awakened sense of the economic bearings of elementary or popular education and of the need of a readjustment of the work of the long-established secondary schools. Efforts in the latter direction are of special interest to other nations, as it is in the secondary schools that the directive classes are educated. Schools of this order determine in great measure the opinions and purposes of the men who control public affairs and promote international sympathies and interests. In all the States secondary education is the preparatory stage to higher institutions and in several instances forms a department in the university organization. The intimate view of the content of secondary education in the States of Central and South America afforded by the particulars discussed in this paper is of interest to all persons engaged in promoting international relations, and particularly so to those who must determine the equivalence of the scholastic standards maintained in different countries. A bibliography is included. Individual sections contain footnotes. [Best copy available has been provided.]

There are now in the United States nine thousand kindergartens, in which more than four hundred thousand children, mostly between the ages of 4 and 6, are taught according to the methods of the Froebel kindergarten, more or less modified to correspond to accepted principles of education and to American life and American forms of school organization. Most of the kindergartens are included in the public-school systems of cities and towns, and most of the kindergarten children later attend the public schools. One of the most persistent questions of kindergarten is how to bring about a better adjustment between the kindergarten and the first grade of school. This question has interest alike for kindergartners and teachers of primary grades in the schools, as well as for school officers responsible for the making of courses of study. This paper was prepared to assist in answering this question. Contents of this bulletin include: (1) Adjustment between kindergarten and first grade; and (2) Double sessions in the kindergarten. (Contains 2 tables and 2 footnotes.) [Best copy available has been provided.]

The aim of this bulletin is to set forth the present status of a phase of college and university administration that enlists the cooperation of students for the maintenance of fair play and honesty in the preparation and performance of classroom activities. A personal letter, with 11 questions appended, was submitted early in 1913 to 475 American colleges and universities, 425 of these institutions responded with detailed answers and with such available literature as was at hand. The term "honor system" is used to connote the formal recognition and adoption by students and faculty of a system of mutual responsibility among students for honest scholastic work. In several institutions student government is included under the general term "honor system"; in other institutions, especially the larger universities, the honor system is independent of any form of student government; in others, particularly the smaller colleges, it is the natural outgrowth of the participation of students in the direction and control of their various collegiate activities. Contents of this bulletin include: (1) Foreword; (2) History; (3) The investigation; (4) Methods of electing or appointing student councils; (5) Final jurisdiction and penalties; (6) Faculty supervision; (7) Violations; (8) General aim and purposes of the honor system; (9) Institutions using an honor system in all departments; (10) Institutions just adopting an honor system; (11) Institutions planning to adopt the honor system; (12) Institutions having an honor system in vogue in spirit but not in organization; (13) Institutions favoring the honor system but which do not have it; (14) Institutions in which the sentiment is not sufficiently mature; (15) Institutions in which peculiar conditions militate against adopting the honor system; (16) Institutions that have not felt the need of the honor system; (17) Institutions that frankly oppose the honor system; (18) Institutions in which the honor system has failed; (19) Institutions which reply negatively without comment; (20) Conclusions; and (21) Tabular summary as to the use of the honor system. Appended are: (1) Type constitutions; (2) Type pledges; and (3) Membership of type administration councils. (Contains 2 footnotes.) [This paper was written with the assistance from Henry L. Messner and Grace W. Greene. Best copy available has been provided.]

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.]

This bibliography is the ninth similar annual summary of the English literature of education. This bibliography includes books on educational subjects printed in the English language in 1907, important articles on the same topic from the periodicals of 1907, valuable papers published in the transactions of educational societies that bear the imprint date of 1907, all chapters of distinct educational interest from any books bearing the date of 1907, and all notable matter of the same sort wherever found. The distinctive features of this compilation are: (1) The careful examination of all matter included and the selection of only what seems important; (2) The numerous descriptive annotations; and (3) The classification of subject matter so that the worker in any line may find together the literature of interest to him. A detailed outline of the classification precedes the bibliography. Categories included in this bulletin include: (1) Education--theory, philosophy; (2) Teachers, methods, discipline; (3) Elementary education; (4) Private secondary schools; (5) The curriculum: Methods in special branches; (6) Education of women; (7) Religious and moral education; (8) Higher education: Colleges and universities; and (9) Public secondary education: The State and education. An author and subject index is also included. [Best copy available has been provided.]