5. We recommend the reintroduction and passage of Senate Bill 446 to enable school districts to construct school buildings by day's labor.

6. We recommend the passage of a law to apply the recall to members of school boards.

7. We recommend the passage of a law to define clearly what an unincumbered school balance is and to provide for the lawful disposal of such balances.

8. We recommend the reintroduction and passage of our former bills providing for cafeterias, teacherages and dormitories.

9. We favor a law which will clearly define and sanction the present practice of the state controller in apportioning the full state common school allowance of $700.00 per statutory teacher, and in apportioning the full high school allowance and $10.00 per pupil in average daily attendance from the state high school fund in the first half of the school year.

10. We favor an amendment of section 1701 to clarify the law in regard to administration and supervision certificates by providing that temporary principals may serve for not more than one semester in any school year without such certificate, provided they hold proper regular certificates; and to provide that principals of schools less than six teachers and supervisors who devote less than one half of their time to supervision need hold only the certificates required of teachers in the public schools.

11. We favor amending 1775 of the political code so that it will provide that county boards of education may grant special certificates upon credentials granted by the State Board of Education under 1519a instead of enumerating the list of

certificates now named in said section.

12. We favor amending section 16101⁄2 so that the holder of an elementary and junior high school certificate as well as the holder of a regular high school certificate may teach in the kind of schools named in section 16101⁄2 second.

13. We favor a law making seventh and eighth grade junior high school pupils high school pupils in all respects.

14. We favor the utmost endeavor to maintain the tenure and retirement salary laws unimpaired.

15. We favor a law to authorize and require boards of supervisors to provide money from the county general fund for the support and maintenance of schools made necessary by the assembling of groups of children under the authority of the county probation officer or the judge of the juvenile court when such pupils are brought from districts other than the ones in which the children's homes are.

16. We favor amending the Eden bill removing the time limit therefrom.

17. We wish to try to revise the transportation law to take care of pupils who reside outside of areas where the costs of transportation are reasonable.

18. We recommend a new section 1609A to authorize superintendents and principals

to administer oaths.

19. We recommend a law to make the limit of expenditures $500 instead of $200 without advertising.

20. We suggest that your committee be empowered and directed to approve and

support desirable school measures which may be introduced by other parties or organizations and to condemn and oppose school measures which are considered undesirable by your committee.

Respectfully submitted: Mark Keppel, chairman; Ansel S. Williams, A. G. Elmore, J. M. Gwin, Fred M. Hunter, S. M. Chaney, George C. Bush, Susan M. Dorsey, William F. Hanlon, Wm. John Cooper, Frederick F. Martin.

DETECTION OF EYESTRAIN IN THE CLASS ROOM

It is not the purpose of this article to enter into an exhaustive discussion of the

etiology of eyestrain: First, because the subject is one which cannot be treated briefly; second, because it is not the function of the teacher to replace the trained oculist and optometrist.

Nevertheless, the fact remains that there are millions of school children in the United States who have eyestrain. According to recent statistics, more than 50 per cent of the 24,000,000 children enrolled in primary and secondary schools suffer, to a greater or lesser degree, from defective sician and late instructor at the Rush Medvision. Dr. C. D. Westcott, eminent phyical College, estimates that only one person in ten has perfect vision. The Life Extension Institute records show that 53 per cent of the men and women examined by the physicians of that organization show faulty vision. And a great proportion of defective vision begins to manifest itself during school years.

Before this time, demands upon the child's eyes are slight. But with the beginning of school work, with its necessity of close scrutiny of blackboards and printed pages, defects in vision, if any, become noticeable. Moreover, there is no place in which the child is under closer observation than in the class room. And certainly the

teacher should take advantage of this situation to note any indications of eyestrain, and to report them to the child's parents. For in the majority of cases the defect at this time is slight, may be easily checked, and the corrective glasses may often be discarded in later years.

On the other hand, if the defect is allowed to remain unattended, it may very easily develop into a more serious difficulty.

In advising the school teachers of America in this respect, the Eye Sight Conservation Council of America says: "Watch the way your pupils use their eyes! Do they tilt their heads? Do they hold the book too near the face? Do they let the book lie upon the desk and stoop over it? Do they twist the body around when reading? When they have to look up, either at you or at the blackboard, do they screw up their eyes and seem to squint? Do they get drowsy even when the room is well ventilated? Do they rub their eyes. or their foreheads or wink or blink when they have to read aloud?"

While these symptoms are in nowise abcations which should result in an immesolute, they are at least premonitory indidiate visit to an oculist or optometrist.

The State School Law reads as follows: "Instruction must be given in . . . humane education." Every state superintendent since 1901 has added his personal recommendation to the law. Hon. Will C. Wood recommends that humane education. be one of the topics on institute programs. It was one of the topics on the program of the recent annual convention of county, city and district superintendents. At this convention Alice Park was in charge of the distribution of humane education literature. According to Miss Park a San Diego teachers institute in 1894 was the first to initiate humane education at educational gatherings.

TEACHING: A BUSINESS, by Marion Greenleaf Kirkpatrick: This volume consists of a series of talks delivered by the author before various teacher-gatherings. The talks are inspiring, helpful and practical. The reader cannot help but catch the spirit which actuates the work and close the book with a brighter outlook and keener understanding of his duties in his profession. Specific instances are quoted and one may draw his own conclusion-which inevitably points to the upward path. (Little, Brown & Company.)

THE MATERIALS OF READING, by Willis L. Uhl; This book is intended for teachers of reading and literature. Its purpose is to facilitate selection and organization of material in classes "by presenting an interpretation of the experiences of thousands of teachers and the conclusions of many investigators." Although

it is concerned primarily with the content of courses it contains chapters upon laboratory investigations, classroom teaching, testing, and diagnostic and remedial work. Tables and charts of analysis of material which appears in many readers, methods of testing, and a discussion of the same, are interesting. Though this book is presumably for teachers, librarians will find some excellent material which will aid them in their work with the reading public. The treatment of reading in this volume is satisfying to those who are looking for details and scientific treatment of their subject. (Silver, Burdett & Company.)

THE NORMAL MIND, An Introduction to Mental Hygiene and The Hygiene of School Instruction, by William H. Burnham: In this volume the mental health of normal children is the theme and the book is largely concerned with "the psychology underlying the most progressive methods of modern education that put emphasis on doing-the Montessori method, the project method, the Dalton method". The book may be used as a text, as it treats matters fundamentally though simply. Problems and questions and a bibliography are at the conclusion of each chapter. The book is an aid to selfunderstanding and self-mastery. (D. Appleton & Company. Price $3.50.)

FRENCH COMPOSITION AND GRAMMAR DRILL, by William E. Knickerbocker: This is a drill and review book for those who have completed the study of French grammar. Each lesson consi.ts of a connected text for translation into French, exercises and a group of English sentences entitled "Drill" to be translated. There is frequent provision for composition and conversation. The study of rules and the vocabulary is intended to replace the French text given in many composition books. (D. Appleton & Company.)

THE CHILDHOOD OF GREECE, by L. Lamprey: This story of the very early days in Greece-before the time of the development of Greek civilization-is full of dramatic interest. It is well adapted for a supplementary reader in the upper elementary grades. Simple pen and ink sketches add to the attractiveness of the book and interpret the atmosphere of those early days. (Little, Brown & Company.)

APPLIED BUSINESS ENGLISH, by Hubert A. Hager, and APPLIED BUSINESS CORRESPONDENCF, by Rupert P. SoRelle: Practical and stimulating, these lessons in business English and correspondence eliminate much of the dead wood which so often finds a place in volumes treating the same subjects. Teachers and students will find use for this book while a bus

iness person may, too, find some information which will help in the daily round of work. (Gregg Publishing Company.)

ABNORMAL PSYCHOLOGY AND EDUCATION, by Frank Watts: The problems of abnormal psychology and their application to the training of children are dealt with in this

THE GRIZZLY BEAR, A Monthly Magazine for All California, published in Los Angeles, California, gives the following reviews in the current issue of "FORWARD LOOKING LESSONS IN UNITED STATES HISTORY, by W. J. Savage, and LESSONS IN CALIFORNIA HISTORY, by Harr Wagner and Mark Keppel. These books, published by the HARR WAGNER PUBLISHING COMPANY, have just come off the press in revised editions:

"Forward Looking Lessons in United

States History," by W. J. Savage;
Harr Wagner Publishing Company,
San Francisco.

"Forward Looking Lessons in U. S.
History" contains all that the name im-
plies. It is a great stride ahead,-away
from the tedious, stereotyped sameness
of the usual run of school books.

Naturally, the data is identical with
that found in other history-books. Les-
son I tells of the earliest discoveries;
Lesson II of the earliest settlements,
etc., but there the resemblance ceases.
Instead of the hodge-podge of long-in-
volved sentences found in the former, a
few words tell the important facts in the
matter. A simple, narrative style adds
interest and zest to the history. The
book is divided into thirty-seven lessons,
each containing enough material for a
week's work. This gives opportunity for
frequent reviews of the outstanding sub-
jects covered in the lesson, time for dis-
cussions and for outside reading.

Savage, as superintendent of the Col-
ma and Daly City schools of California,
was well fitted for his task; he is affil-
iated with El Carmelo Parlor No. 256,
N. S. G. W. (Daly City). The only
criticism to offer is this: why did not
the author prepare this work in time for
the use of those of us whose grammar-
school days are now over?
Lesssons in California History, by Harr
Wagner and Mark Keppel; Harr
Wagner Publishing Company, San
Francisco.

It fell to the lot of a gallant Spanish
captain to write the first pages of Cali-
fornia history. In the year 1513 that
history had its beginning; Balboa dis-
covered the Pacific Ocean. From that
memorable date to this, the story of Cal-
ifornia has fascinated all with its stir-
ring conquests, its colorful romances and
its triumphant achievements.

Of the thirty-two chapters in this book there is not one page that is dull or boring. Written in a straightforward, narrative style, the history is comprehensible to a school girl, yet has none of a textbook's tedious diction. To grownups it carries an especial appeal, that of presenting the history of California simply and completely.

The bold Spanish conquest, the peaceful missions, the hazardous pioneer settlements, the thrilling discovery of goldbut it is not fair to tell all. Read it for yourself. One of the authors, Mark Keppel, superintendent of Los Angeles County schools, is affiliated with Ramona Parlor No. 109, N. S. G. W. (Los Angeles).

FARLY STEPS IN SCIENCE, by Hanor A. Webb and John J. Didcoot: The things around us are brought home to the child mind by this elementary science. Starting with the home, its building materials and why such materials are used in a community, progressing through other needs such as clothes, and continuing through

the community to how we travel, and moving on to facts regarding the world in which we live, completing itself with the climax of Man as a species, this book should not interfere with a later and more mature science course, but should rather increase interest in science as a study in later years. Questions, projects, experiments, charts and topics for investigations make the material thoroughly practical and suggestive. Illustrations and diagrams appear on many of the six hundred and fifty pages of subject matter. Junior high school pupils should find this book a fascinating and enlightening study. (D. Appleton & Company.)

er:

GEOGRAPHY, Journeys in Distant Lands, by Harlan H. Barrows and Edith Putnam ParkThe modern trend in education to make the road to learning pleasant and interesting, to hold interest and to furnish motivation, reaches a climax in this geography which is the first of a series which aims to deal with the relationships between man and his natural environment. The geography commends itself immediately by reason of its neat and attractive arrangements; its numerous illustrations, which are grouped according to the latest findings in educational experiments: its large pages and good-sized type. Symbols on the first maps are few. They are introduced gradually as needed. Simple maps of each region treated in this first book are su perimposed on the globe to give right ideas of relative size and location. Picture study is link

ed with subject matter and it is necessary for the beginning student to find an answer to his many questions by studying or traveling, with the illustrations. The content reads as a story, but it commands atttention on account of its charm and style and its wealth of material, which has not been presented in just this way before. The stories are of foreign children, their homes, environment, work and play, and geography is introduced incidentally but effectively. Each lesson closes with suggested games, activities and devices. This book was selected by the State Board of Education of California as a text in geography. (Silver, Burdett & Company.)

STANFORD ACHIEVEMENT TESTS, by Truman L. Kelley, Giles M. Ruch and Lewis M. Terman: Two new tests, Arithmetic Examination and Reading Examination, have just been published in response to a demand by the users of the "combined" Standard Achievement tests. The Arithmetic Examination test consists of the arithmetic tests, 4 and 5 of the Advanced Examination. The Reading Examination consists of the reading tests, 1, 2 and 3 of the Advanced Examination. Manual of Directions for the combined tests is priced at 30 cents; Arithmetic Examination in two forms is priced at $1.30 net per package of 25, including Key and Class Record. Reading Examination in two forms is priced at $1.40 net per package of 25, including Key and Class Record. (World Book Company.)

Appreciating the continued rapid growth and importance of visual education, especially the use of projection apparatus, motion picture films, lantern slides and stereographs, a group of professional and business men recently incorporated the Visual Education Bureau with headquarters at 177 Golden Gate avenue.

The Bureau has a very fine library of educational and Bible story films, acting as distributors for the United Cinema Company and Bureau Vision Company, New York City. The latter have control of the famous text films on geography, history, science, civics, etc. The Bureau also acts as Northern California distributors for the Standard Motion Picture Service, Los Angeles, who are supplying practically all the films to the Los Angeles city schools.

New lists are being prepared from time to time and sent out to subscribers. The Bureau also handles lantern slides and complete apparatus for daylight projection of films.