1442. Lindblad, Bertha. The chemistry found in elementary high school biology textbooks. Master's, 1930. Colo. St. T. C.

This is an investigation to determine the kind and amount of chemical terms, concepts, and processes found in high school general biology.

*1443. Malin, Joseph Earl. The construction of a diagnostic test in the mechanics and related fundamentals of high school chemistry. Doctor's, 1931. Pennsylvania. Philadelphia, Pa., Williams brothers, 1931. 275 p.

The selection of items for the test is based upon three criteria: First, upon the analysis of the six leading textbooks and manuals used in the United States; second, upon pupil errors as found in the writer's previous studies and upon errors made by the 1,960 pupils in the present investigation; third, upon an analysis of the College entrance board examinations from 1917 to 1927, inclusive. All items in the test with the exception of two are taught in over 90 per cent of the schools as shown by the returns of 96 questionnaires received from city school systems representing every State in the Union with the exception of Nevada.

1444. Mills, J. E. Educational progress in chemistry. Journal of chemical education, 7: 2227-46, October 1930.

Contains comparative statistics of provisions and equipment for chemical education in the Southern States.

1445. Moore, Fred. Study of chemical principles in chemistry textbooks. Master's, 1931. Michigan.

1446. Newsom, Ralph P. Mathematics needed in the study of high school physics. Master's, 1930. Colo. St. T. C.

The purpose of the study is to reach some definite conclusions relative to the amount and kind of mathematics needed to successfully study high school physics.

1447. Payne, Virgil Francis. A comparison of the lecture-demonstration and individual laboratory methods of introducing college students to first year chemistry. Doctor's, 1931. Kentucky. 196 p. ms.

A comparison of the effectiveness of the lecture-demonstration and the individual laboratory methods of introducing freshmen to general chemistry, based on the paired-student method. The writer concludes that all students will succeed as well, and poor students probably better, in their first year's work in general chemistry if they are taught the first half-year by the lecture-demonstration method without individual laboratory work. 1448. Rizer, Richard T. A teaching procedure that proposes to take care of individual needs in a high school physics or chemistry class and a comparison of results obtained from this method and the traditional textbook method Master's, 1931. Maryland. 112 p. ms.

Comparison of a project and special report treatment of high-school physics and chemistry with lecture-recitation-laboratory method. Findings: Superiority of first-named method in learning; inferiority in laboratory manipulation; and high value of pupil demonstration and reports.

1449. Schmidt, Carl H. Analysis of the high school physics course as found in six high school textbooks. Master's, 1931. Iowa. 83 p. ms.

1450. Schneider, Allen Joseph. The implications of the democratic ideal in education for the teaching of high school physics. Master's, 1930. Ohio. (For abstract see no. 712.)

A study of the history of the development of the teaching of physics, suggesting means of humanizing the study of high-school physics.

1451. Smith, Foss. A program for teaching high-school chemistry. Master's, 1931. Tennessee. 280 p.

1452. Sponcler, Edna Helen. Self-appraisal of the certainty of possession of knowledge of high school chemistry. Master's, 1931. Pittsburgh. (For abstract see no. 715.)

This study undertakes to determine to what extent learners can appraise their knowledge of high-school chemistry; what difference in degree exists among pupils of different abilities in appraising their knowledge; and what effect practice has upon the estimation of possession. Data were secured from a chemistry class of 22 pupils in Aliquippa

high school, and three chemistry classes of 83 pupils in Beaver Falls high school. Findings: In this particular study, pupils were capable of appraising their knowledge; pupils belonging to the high group of either intelligence or achievement were best able to appraise their knowledge; pupils belonging to the middle group of either intelligence or achievement were better able to appraise their knowledge than those belonging to the low group; pupils in no category of intelligence show consistent improvement in their ability to appraise.

*1453. Stover, C. Franklin. An investigation of the chemistry terminology demanded for an intelligent reading of current literature. Master's, 1931. Penn. State. 75 p. ms.

A study was made of 48 issues of the Literary Digest taken in a random sampling of all seasons during a period of eight years. Findings: Surveys of the broad classifications of topics found in an analysis of current literature have underestimated the frequency with which chemistry actually appears in the press and in periodicals. The usefulness of a knowledge of chemical terminology in reading periodical literature has been shown to be considerable. Much of the conventional terminology of chemistry is being taught in the prerequisite sciences of biology and general science. Data indicate that advertising does not draw heavily on science in the description of products to the general reader.

1454. Thomas, Helen Stanley. Physical and biological science experiments for third-grade children. Master's, 1931. Stanford.

1455. Wagner, Elmer E. Objective analysis of high school chemistry textbooks. Master's, 1931. Colorado.

1456. Ward, William Eugene. A test of achievement on results of laboratory work in high-school chemistry. Master's, 1931. Washington. 73 p. ms. 1457. Weldon, Glen Thomas. A knowledge of the meaning of technical terms as an index to achievement in high-school physics. Master's 1930. Iowa.

1458. Weymouth, Ethel Marion. Enriched teaching of physics. An attempt to enrich the high-school physics course by topically arranged readings. Ithaca, N. Y., Cornell university, 1930. 349 p. ms.

1459. Williams, Jessie. Study outlines in physics construction and experi ment evaluation. Doctor's, 1931. T. C., Col. Univ.

The problem is divided into two parts: (1) the construction of assignment sheets for high-school physics which would comply with and aid in the realization of the aims of secondary education; be based on the specific subject-matter objectives of physics as conceived in the course of study and textbooks used in Los Angeles, Calif.; make use of the principles of the psychology of learning; and be in such form as to be of practical value for large classes of average pupils with average teachers; and (2) the evaluation of the study outlines resulting from the first part of the study. Physics classes taught by 17 teachers in 9 high schools of Los Angeles were used to evaluate the study outlines. 1460. Wooley, Glenn Meng. The reorganization of subject matter in high school physics and chemistry. Master's, 1931. Southern California. 56 p.

A study based on questionnaire returns from 104 teachers of high-school physics and chemistry in California. Presents conclusions relating to the changing aims and content of these courses and suggests further steps in their reorganization.

1461. Woolson, Richard. Chemistry and chemistry teaching in the New Jersey high schools. Master's, 1931. Rutgers. 118 p. ms.

1462. Yates, James A. and Morgan, L. D. Chemistry achievement test for high schools and colleges. Pittsburg, Kansas State teachers college, 1930. 1463. Ziegler, Tobias F. A curriculum study of physics. Master's, 1930. Colo. St. T. C.

This study seeks to determine what knowledge of electricity is useful to the average high-school graduate, what contacts in home and industrial life the individual is going to make which involve a knowledge of electricity, and which of these problems occur most frequently in the experiences of individuals.

See also 218, 2058, 2948, 3145, 3781, 3902.

SOCIAL STUDIES

1464. Akron, Ohio. Public schools. Social studies outline. 1930. 22 p. (Publication no. 1.)

This experimental course of study is intended to assist teachers in planning their socialstudies work until such time as the curriculum revision committee shall have completed a course in social studies.

1465. Ballard, Charles Roy. Measuring achievement in high school sociology. Master's, 1931. Colorado. 55 p. ms.

The study deals with 10 high schools located in 6 different States, covering 440 cases. Findings: The test is both valid and reliable. Norms may be standardized after elimination of a few of the questions.

1466. Bandy, Mrs. Johnnye. Informal instruction in the social studies in the fourth grade. Master's [1931]. Peabody. 164 p. ms.

The study covered the experiments of two school years with two groups of fourthgrade children. Findings: The requirements of the Memphis, Tenn., course of study could be met through informal teaching procedure.

1467. Benzing, F. B. An analysis of visual aids in secondary school sociology textbooks. Master's, 1931. Iowa. 53 p. ms.

1468. Briggs, David H. The influence of certain methods of making the assignment on the study and learning process in the social sciences. Doctor's, 1931. North Carolina. (For abstract see no. 710.)

This study gives the results of an objective determination of the influence on the learning process of five methods of making the assignment: (1) A suggested study procedure; (2) the assignment of pertinent study questions; (3) teaching the meaning of the difficult words found in the selection to be learned; (4) making the pupils aware of the personal value of the materials to be learned; and (5) making the pupils aware of the general meaning of the materials to be learned. Each type of assignment was tested with 2 fifth, 2 seventh, and 2 ninth grade groups, by using 2 reading tests of approximately equal difficulty. Findings: Method 3 was the most influential of the five types in causing improvement on the combined scores of the three grades tested. Method 4 was the most effective with fifth-grade pupils; method 5 with the seventh-grade pupils ; and method 2 with ninth-grade pupils.

1469. Chicago, Ill. Board of education.

A course of study in the social sciences. Junior high school. 1931. 213 p. (Bulletin SS-789.)

This course is the result of a study of the educational needs of the children of Chicago by committees chosen for experience, skill, and scholarship.

1470. Christierson, Anne von. Motivation through praise and criticism in the teaching of social science in the junior high school. Master's, 1931. Stanford.

1471. Christy, Mary Edith. The relation of reading ability to progress in social sciences. Master's, 1931. Denver.. 76 p. ms.

One hundred and thirty-one pupils in four classes in American history 1 of the eleventh grade in North high school, Denver, were tested in 1929, and 109 of these pupils were conferred with one year later. The pupils were tested in reading comprehension and rate in order to determine the range and character of abilities in the classes. The study attempts to answer various questions on the relation of reading ability to achievement in social science and other school subjects.

1472. Cleaveland, Kathleen D. Development of land transportation in the United States. Master's [1931]. Peabody. 294 p.

This study involved: (1) An investigation to determine issues and problems that should be understood by the American youth; (2) an analysis of social studies texts in reference to land transportation in the United States; (3) an analysis of representative courses of study in regard to the subject; and (4) the setting up of a criteria for the selection and organization of material relating to land transportation in the United States into a social-studies unit for the junior high school. Findings: A complete organization of a junior high school social-studies unit on the development of land transportation in the United States.

1473. Davis, Beatrice. Transportation. New York City, Teachers college, Columbia university, 1931. 20 p. (Teachers' lesson unit series, no. 1.)

1474. Denver, Colo. Public schools. Social science. Elementary school, grades 3, 4, 5, and 6. 2d rev. ed. 1931. 184 p. (Course of study monograph, no. 20.)

1475.

Social science. Junior high school, grades 7, 8, and 9.

3d rev. ed. 1931. 196 p. (Course of study monograph, no. 3.)

1476.

Social science. Senior high school, grades 10, 11, and 195 p. (Course of study monograph, no. 19.)

12. 2d rev. ed. 1931.
1477. Devereaux, Olive.
Master's, 1930. Oklahoma.

Social science objectives in the junior high school. (For abstract see no. 713.)

A study was made of recent courses of study in social science for junior high schools in representative states and cities. Most of the lists of objectives include citizenship, pupil participation, and the command of the fundamental processes. Findings: Health, respect for law, and worthy home membership were inadequately cared for.

1478. Emig, Arthur Samuel. The meaning of objectivity in sociology. Doctor's, 1930. Northwestern.

1479. Fancler, Della Goode. An analysis of the professional literature relating to the teaching of the social studies in secondary schools. Master's, 1931. Southern California. 656 p.

A detailed and comprehensive study of a number of aspects of the subject, such as history, aims, curriculum organization, course content, methods of teaching, equipment, social-studies laboratory, teacher status, and correlation with other activities.

1480. Fawcett, Beecher W. A curriculum study in problems of transportation. Master's, 1931. Colo. St. T. C.

The purpose of this study was to discover the important problems, concepts, generalizations, and dates which concern the field of transportation, in order to determine the subject matter for a vitalized social-science curriculum.

1481. Fox, Florence C. Notes on the Oregon trail, arranged as new materials of instruction in geography, civics, and history for elementary schools. Washington, United States Government printing office, 1930. 48 p. (U. S. Office of education. Bulletin 1930, no. 27.)

1482. Gerberich, J. R. Prediction of scholastic success in principles of economics, 1930-1931. Fayetteville, University of Arkansas, 1931. 2 p. ms. Development of aptitude measure for economics. Findings: A correlation coefficient of 0.622 with first-semester grades in the subject.

1483. Grant, M. F. book in social science. 1484. Green, Belvia. A comparative study of the standings of students and time spent in social science in high school and university. Master's, 1930. Illinois. 51 p. (For abstract see no. 699.)

The vocabulary difficulty of a certain ninth-grade text-
Master's, 1931. Michigan.

"Data consisting largely of high-school and university grades in social science of 300 University of Illinois freshmen were secured from the files in the office of the registrar of the university and examined. It is shown that individuals do not necessarily maintain the same relative ranks in social science in the university which they maintained in the same group of subjects in the high school; very little correlation seemed to exist between high-school and university grades in social science of individuals used in this study; a larger per cent of individuals found in the higher ranks in social science in high school completed the work at the university than did those found in the lower ranks."

1485. Grimes, Archie B. The sociology of newspapers. Master's, 1931. Iowa. 115 p. ms.

1486. Hass, C. R. A study of north central high schools of Michigan pertaining to the extent social science subjects are being offered in respective school curricula and subject combinations of their social-science teachers. Master's, 1930. Michigan.

1487. Hall, Walton S. Political intelligence then and now.

Boston Univ.

Master's, 1931.

This study shows the effect of social-science instruction in the past 40 years and indicates present needs.

1488. Haman, John William.

The curriculum organization of the social

studies in secondary schools. Master's, 1931. Southern California. 159 p.

A general treatment based on an analysis of the literature and on a subjective evaluation of the curricula in a total of about 80 institutions located in various parts of the United States.

1489. Harper, W. W. schools. Master's, 1931.

The vocabulary content of economics for Kansas high
Kansas.

A study of an economics vocabulary analysis of 10 representative Kansas newspapers over a period of six weeks. Lists were submitted to representative business men and compared with vocabularies of texts in economics on the approved list for Kansas high schools.

1490. Helmers, Louise Cornelia. Evaluation of visual and printed first grade social science materials. Master's [1931]. Peabody. 195 p. ms.

A study to determine visual and printed materials available for teaching first-grade social science. Findings: Of 15 units of work in courses of study recommended by Bureau of curriculum research, Teachers college, Columbia university, only 8 could meet the test of criteria set up by California curriculum commission. Material for three units of work, The homes we live in, Workers that help us, and Our clothes, was meager. Much material was found for units: Our special days, Our home life, and Our food. First-grade readers and primers furnished most printed materials; lantern slides most visual materials. Best types of material according to criteria of the fourth yearbook, Department of superintendence, National education association, were stories to be read to the children; stories and poems for the children to read; subject matter references; and excursions. According to the same criteria, very few materials suggested to the pupils other problems of value and enlisted their interest in them. Most of the printed materials in this study were written or copyrighted after 1922, showing that only recently has interest been shown in writing social-science material for young children's use.

1491. Helphinstine, Ida B. A study in the adaptation of the Chicago unit plan to certain phases of social-science work in the primary grades. Master's, 1930. Indiana. 82 p. ms.

The problem was to ascertain whether children in the first three grades have reached a level of understanding that justifies any teaching in regard to our national holidays; and whether such teaching could be made to contribute any appreciable social-science values. Findings: The degree of interest manifested and the results obtained on the tests given indicated that children in the first three grades have reached a level of understanding that justifies teaching connected with the national holidays. Objective tests in the second and third grades show that appreciable understandings leading toward more formal geography and history study were acquired.

1492. Horgan, Francis James. Curriculum making in the social studies. Doctor's, 1931. Boston Coll. 107 p. ms.

1493. Lamb, Janet M. The history and present status of thrift in the public school. Master's, 1930. New York. 117 p. ms.

The study deals with the history of the thrift movement from its European beginnings, together with that of school savings from 1798 to its present state in the United States; data show this country's wastefulness, lessons of the Great war, the need of thrift teaching in the public school, and the present status as gleaned from a study of a large number of schools. It has been found that the progress of thrift education during the 15 years of its practice in this country has exceeded the anticipations of its leading promoters. 1494. Leibman, M. The background for a course in contemporary Jewish life. Master's, 1931. Chicago. 78 p. ms.

A study to determine the content of a course in contemporary Jewish life and the relative emphasis to be placed on its constituent elements. Outlines items to be included, gives time allotment for the various parts of the course, and evaluates current texts on the subject.