JOHNSON, FRANKLIN W. The administration and supervision of the high school. Boston, New York [etc.] Ginn and company [1925] vii, 402 p. tables, forms. 12°.

The material on high-school administration, which is mostly scattered through a wide range of journals and the proceedings of various associations, is here brought together in a single book for the use of normal classes or for the reading of the principal in service. The volume covers comprehensively the duties of the high-school principal and staff, and the organization and administration of high schools. It also discusses the aims of secondary education, and the relations of the high school to the elementary school and college.

KANDEL, I. L., ed. Educational yearbook of the International institute of Teachers college, Columbia university, 1924. New York, The Macmillan company, 1925. xiv, 650 p. tables. 8°.

In education, the postwar movement for reconstruction or for the organization of new systems seems now virtually to have closed. The International Institute of Teachers College, Columbia University, has therefore judged the present time to be appropriate for bringing together and making available in the form of a yearbook the educational experiences of different countries. The plan is to include an account of education in the leading countries of the world in every issue of the yearbook, and to select a number of other countries in turn for consideration in successive volumes. The present volume describes the educational developments of 1924 in eleven foreign countries and in the United States, each section being the work of a special authority in his own particular field. Part II of the book deals with the problem of method in England, Germany, and the United States, and includes a section on the "new education movement" in various countries of Europe.

Koos, LEONARD V. The junior-college movement. Boston, New York [etc.] Ginn and company [1925] xii, 436 p. tables, diagrs. 12°.

Of the two new units which are now claiming recognition in our educational system, the junior high school and the junior college, the author has already presented an evaluation of the former, and in this volume undertakes a similar but more comprehensive evaluation of the junior college, setting forth his conception of the basic principles of guidance in its development. The junior college has grown at a rapid rate, and while still in a formative condition, seems to deserve this analysis of its present stage of development. The book takes up three main types of junior colleges-public, State, and private and also describes the junior college in universities as a fourth related type.

LOTZ, PHILIP HENRY. Current week-day religious education. New York, Cincinnati, The Abingdon press [1925] 412 p. front., tables, forms. 8°. (The Abingdon religious education texts. David G. Downey, general editor.)

This study is based on a survey of the field conducted under the supervision of the Department of religious education of Northwestern University. The volume presents a wide range of facts collected at first hand concerning week-day church schools.

in character; a psychological study in the moral development of childhood. New York, London, Longmans, Green and co. [1925] vi, 346 p. 12°.

Present social conditions in our country are calling increased attention from parents and teachers to the necessity for adequate moral training of the young. The author believes that the strategic approach to a reemphasis of moral values in our national life lies through the childhood of to-day. From individual and social psychology, the book formulates basic clues or guiding principles to the problems of moral training, but is not a manual of teaching methods. The subject is discussed under its general, psychobiological, psychological, and social and institutional aspects. Morality is shown to be human life in a process of self-discovery, seeking to profit itself by experience and apply the results to conduct. MYERS, GARRY CLEVELAND. The learner and his attitude. Chicago, New York [etc.] Benj. H. Sanborn & co., 1925. xiv, 418 p. 12°.

The available researches in the field of learning, especially the author's own investigations, are here applied to the problems of teaching and controlling conduct, with emphasis always on the standpoint of the learner.

ODELL, C. W.

Educational statistics. New York, The Century co., 1925. xvii, 334 p. tables, diagrs. 8°. (The Century education series, ed. by C. E. Chadsey)

The principles and practice of educational statistics are presented by the author in a form not requiring for its understanding more mathematical knowledge than is possessed by the ordinary individual who has completed a year of high school algebra. The volume may be used as a text in teachers' colleges, and by superintendents of schools and others who require a discussion of statistical procedure.

School PATRI, ANGELO. and home. New York, London, D. Appleton and company, 1925. 221 p. 12°.

In what way parents can and ought to cooperate with the schools in effecting the right education of their children is brought out by the author in this book, which includes numerous illustrative incidents from actual school life. It is also shown what parents' associations and "home-school" organizations can do to improve school conditions. The watchword of the book is the new school for the new day; that the child should be treated like a normal being, and surrounded with culture and beauty and joy.

PAYNE, E. GEORGE, and SCHROEDER, LOUIS C. Health and safety in the new curriculum; a teacher's training book. With an introduction by John W. Withers. New York, The American viewpoint society, inc., 1925. 318 p. tables, diagrs. 8°.

Discussions and experiments were conducted in St. Louis during the decade preceding 1922, on the problem of reconstruction of the public school curriculum. The contents of this volume represent a part of the accomplishments of this work in the

direction of realizing in practice a more effective procedure in attaining the health and safety objectives. The results are not final, but outline a basis on which the reconstruction of the whole curriculum may advance. Not merely a method of curriculum reconstruction is presented, but rather a complete health program for schools is given. PETERSON, JOSEPH. Early conceptions and tests of intelligence. Yonkers-onHudson, N. Y., World book company, 1925. xiv, 320 p. 12°. (Measurement and adjustment series, by L. M.Terman)

A correct understanding of intelligence tests requires a knowledge of their underlying psychological principles and of their historical development. Prof. Peterson has produced a text which concisely traces the experiments and conceptions which led to the development of intelligence tests, from the efforts of the early Greek thinkers to the work of Alfred Binet. Considerable space is given to the Binet-Simon tests as the culmination of this development. The contributions of each investigator are stated from his own point of view, and, as far as practicable, in his own words, with references to authorities where a fuller study of the subject may be made by those interested. PITTENGER, BENJAMIN FLOYD. An introduction to public school finance. Boston, New York [etc.] Houghton Mifflin company [1925] xvi, 372 p. tables, 12°. (Riverside textbooks in education, ed. by E. P. Cubberley)

This manual does not seek to offer a consistent philosophy of public school finance as evolved by its author, but rather to survey and describe the existing state of practice and opinion with reference to the numerous problems involved. It presents a summary or outline of the problems presented and of the conclusions offered in the widely scattered literature of educational finance. This subject is timely, for public school finance now seems to be competing with curriculum reconstruction for the position of first importance in the field of public education. TROW, WILLIAM CLARK. Scientific method in education. Boston, New York [etc.] Houghton Mifflin company [1925] xi, 159 p. 12°. (Riverside educational monographs, ed. by H. Suzzallo)

The present is an era of scientific method as applied to education, and educators accordingly need to be correctly informed so that they may adopt the right attitude toward the scientific system in school procedure. This book aims to meet the need by discussing the application of the scientific method to educational problems, after first giving detailed consideration to this method as it has developed in the process of the pursuit of knowledge. Preceding this discussion, the author reviews the other ways by which man has sought to acquire knowledge, beginning with the appeal to authority. UHL, WILLIS L. Principles of secondary education; a textbook for students of education based upon writings of representative educators. New York, Newark [etc.] Silver, Burdett and com12°. pany [1925] xii, 692 p.

This volume makes four distinct contributions: first, an organized collection of selected readings by authorities in secondary education; second, comprehensive lists of principles of secondary education based upon the best current writings; third, a sufficient variety of educational literature to enable an approach to each chapter by the problem method; and fourth, supplementary discussions designed to guide students successfully through a large body of professional reading. Papers on secondary education in foreign countries as well as in America are included.