the others. There are definite nationalistic trends among practically all the groups in connection with important specific problems. Pedagogical students seem to be more internationally minded than nonpedagogical students. *274. Hauck, Arthur A. Some educational factors affecting the relations between Canada and the United States. Doctor's, 1931. T. C., Col. Univ. Easton, Pa., Lafayette college, 1932. 100 p. The purpose of this study was to appraise the amount of information and the attitudes of representative groups of secondary students of Canada relative to the United States and of similar groups of American students relative to Canada by means of an exploratory test and student compositions; and to find out what provision is made in the elementary and secondary schools of Canada and the United States to inform the pupils of each country about the history, ideals, commercial and industrial life of the other and about their relations as neighbor nations. Data were secured from an exploratory information and attitude test given to more than 1,000 students in their final year of secondary school in representative schools in various sections of each country; 830 brief compositions about the United States written by Canadian students, and 805 compositions about Canada written by students in high schools of the United States; and 77 American and Canadian history textbooks used in the elementary and secondary schools of the United States and Canada, and 28 geographies used in the elementary schools. Data indicate that Canadian students have much more information about the United States than have the American students about Canada. 275. Kandel, I. L. Essays in comparative education. New York City, Teachers college, Columbia university, 1930. 235 p. (Studies of the International institute, no. 11.) 276. ed. Educational yearbook of the International institute of Teachers college, Columbia university, 1930. New York City, Macmillan company, 1930. 277. McClure, Charles Haven. The contribution of English literature to a secondary school program of education for world peace. Master's, 1930. Indiana. 182 p. ms. The purpose of the study was to determine whether or not the traditional secondary school subject of English literature contains sufficient material to justify its being taught as an instrument for the promotion of the ideal of world peace and goodwill; and to determine a selection of those authors from 1611 to 1929 whose social idealism and political interests spurred them to express definite views concerning the folly and misery of war. Findings: Some 40 authors representing a fairly evenly distributed historical range from 1611 to 1929 have written or spoken as unalterably opposed to war and in favor of a league of mankind. 278. Neumann, G. B.; Kulp, D. H. II, and Davidson, Helen. Test of the international attitudes. New York City, Teachers college, Columbia university, 1931. *279. Pearlman, Harry. The influence of immigration on the development of American nationalism. Master's, 1931. New York. 38 p. ms. This study attempts to bring about a better understanding between the native American and the foreigner, and to show the great contributions of the immigrants and to point the way to true Americanization. The study gives in some detail an historical treatment of immigrant backgrounds, followed by an evaluation of the positive and negative factors introduced by immigration. The modern concept of adult education, particularly in its effect upon the diffusion of different cultures and the development of American nationalism was stressed emphatically. 280. Penningroth, Paul W. A study of public opinion of international relations in certain communities. Doctor's, 1931. T. C., Col. Univ. This study describes a cross section of life in several communities with particular emphasis on public opinion on international relations. Two communities of 2,000 and 46,000 population were selected by criteria which aimed to secure some degree of homogeneity and similarity with other communities of like size. Findings: Local interest 18 pre-eminent. The proportion of residents interested in international affairs is about the same for the two communities. The work of societies interested in world problems has not directly filtered down to the small community to any important extent. 281. Shepperd, E. Eugenia. Attitudes toward foreign countries shown in popular magazines. Master's, 1931. Chicago. 115 p. ms. Analysis of amount of material, subject matter, and attitude, of references to other countries in a sampling of the 16 American magazines of largest circulation. Findings: There is much material on art, characters, landscapes, and cities, but little insight. England and France are best known. Asiatics and North American aliens are least favorably regarded. 282. Stoker, Spencer Longshore. understanding through the schools. abstract see no. 717a.) A study of efforts to promote international The study takes up the international exchange of professors, the international exchange of students of higher educatior, the encouragement of the study of foreign culture and of international problems, the establishment of scholarships, the international systems of equivalence of studies and degrees, international student contacts, and the granting of international travel concessions to students. In an effort to advance international understanding through the lower schools emphasis has been placed on instruction in the existence and aims of the League of Nations, an impartial or conciliatory approach to the teaching of history, a campaign against books containing elements of chauvinism or hatred, and the encouragement of direct and indirect contact of pupils. Exchanges of students, and group visits, and international correspondence have been encouraged. 283. Swanson, Thelma. caching world citizenship in high school English classes. Master's, 1931. Colo. St. T. C. It is the purpose of this study to make some contribution toward the program of education for world friendship and understanding. 284. Symons, Farrell. Courses on international affairs in American colleges. 1930-1931. Boston, Mass., World peace foundation, 1931. 353 p. This survey was undertaken to find out what courses bearing on international affairs are being offered, and the significance of the rôle they play in the colleges of the United States. Data were secured largely from college catalogues. 285. Wilson, Kate Eleanor. Material to be used in the teaching of internationalism. Master's, 1931. Kans. St. T. C., Pittsburg. EDUCATIONAL THEORY AND PRACTICE 286. Brashears, James F. Educational terminology. Master's, 1931. Colorado. The purpose of this study was to discover educational terms or concepts which are most frequently used in educational writings. 287. Childs, John L. Education and the philosophy of experimentalism. Doctor's [1931]. T. C., Col. Univ. New York, Century company, 1931. 264 p. The aim of this study is to inquire into the adequacy of experimentalism as a guiding philosophy of education in the light of various criticisms. Books and articles on the philosophy and educational implications of experimentalism were studied. Findings: The philosophy of experimentalism has its deeper roots in certain general tendencies in modern life and thought. It is preeminently a philosophy of method. The experimentalist believes that freedom is an achievement not a datum. 288. Clugston, Herbert A. Theories of learning. Master's, 1931. Colorado. 115 p. ms. Developmental and integrative study based on available experimental literature. Findings: Learning is dependent upon the nature of the impulse to learn, the nature of the situation, and the nature of the response. 289. Corey, Stephen M. and Duff, Helen. The effect of motivation upon the intelligence-achievement relationship. Greencastle, Ind., DePauw university, 1931. 290. Davis, Charles Ellsworth. Changing theories in education. Master's, 1931. Colorado. 291. Falter, Rev. Clement Marcellus. The present day demand for a philosophy of education. Master's, 1931. Catholic Univ. 52 p. ms. 292. Flemming, Cecile White. Cooperative efforts of principal and psychologist. In National education association, Department's of elementary school principals. Tenth yearbook, 1931. p. 326-33. This study attempts to present briefly a cooperative effort by principal and psychologist, to emphasize the values of integrating the activities of principal, teachers, and the psychological service to obtain more adequate knowledge of the pupils of a given group for the purpose of improving their adjustment on the basis of the factors revealed, and of improving the pupils' skill in study and the teachers' direction of learning. It presents the results of the teachers' analysis of pupils' needs, describes the techniques used in the remedial program, and summarizes in subjective and objective terms, the results obtained in the improved adjustment, in the acquisition of reading skills, and in more effective learning. 293. Giesing, Mrs. Edna. The influence of the initial error theory on education. Master's, 1931. Colo. St. T. C. The investigation attempts to determine to what extent modern educational practice is being influenced by the initial error theory. 294. Guiang, Pedro G. A comparative study of textbooks in principles of teaching. Manila, P. I., Bureau of education, 1931. Fifty-two books dealing with principles of teaching were surveyed to find out: (1) The authors most often mentioned; (2) the topics dealt with in the works of the authors that are mentioned most frequently and should theref belong to a course in principles of teaching; (3) the book which embodies these topics nd thus meets the needs of the students taking the course. Findings: (1) The first 10 authors mentioned most frequently are Thomas, Strayer and Norsworthy, Bagley, Cubberley Parker, Thorndike, Dewey, Earhart, McMurry, and Charters; (2) the topics dealt with in the works of the authors that are mentioned most frequently are: The teachers' opportunities, responsibilities, philosophy of education; Objectives of education; Organization and control; General principles of learning; Types of learning; Technique of teaching, and Measuring results; and (3) Thomas' Principles and technique of teaching, embodies these topics. 295. Leitzell, Hazel Grace. Education students' ideas on certain questions of instructional technique. Master's, 1931. Southern California. 344 p. Gives tabulations of several thousand individual contributions made by students, with an effort to determine the degree of uniformity and of individuality in the contributions, each of which is a proposed solution for some specific teaching difficulty. 296. Ludwick, Ethel Gage. Self-realization; the concept in modern educational theory. Master's, 1931. Southern California. 78 p. An analysis and compilation of ideas relating to the concept of self-realization in education as expressed by several contemporary philosophers and educators. 297. Mulhall, Sister Leonita. The genesis and growth of the progressive movement in education. Doctor's, 1931. Cincinnati. (For abstract see no. 698.) The purpose of this study was to investigate the nature and extent of the philosophical, psychological, and pedagogical principles as demonstrated in the educational endeavors of that period of the Renaissance from 1300 to 1600, and to contrast the findings with the theories, principles, and methods of the progressive movement in education in the United States from 1896 to 1930. 298. Osburn, W. J. A study of the content of textbooks in principles of teaching. Columbus, Ohio, State department of education, 1931. 299. Paul, Joseph B. A study of the relative effectiveness for learning of a 55 and 30 minute class period. Doctor's, 1931. Wisconsin. 300. Read, Violet Caroline. Sources and evaluation of elementary teaching aids. Master's, 1931. Oklahoma. 145 p. ms. 301. Skaggs, E. B., and others. Further studies of the reading-recitation process in learning. New York City, Columbia university, 1930. 38 p. (Archives of psychology, no. 114.) Contents: Optimum number of readings before introducing reading-promptings in verbatim learning, by E. B. Skaggs and S. Grossman, p. 5-14; Relative effect of interspersing a recall at different stages of learning, by Louise O. Krueger, p. 15-25; Optimal effect of a recall during learning, by Wm. C. F. Krueger, p. 26-34; Summary statement of the status of experimental investigations to date, by the authors, p. 35-37. 302. Weidemann, C. C. The indeterminate statement. Lincoln, University of Nebraska, 1931. 4 p. ms. Describes and illustrates the nature of the indeterminate statement. Findings: The indeterminate statement is neither entirely true nor entirely false, but doubtful as to whether true or false. 303. The relative classroom discussion value of the determinate and indeterminate statement. Lincoln, University of Nebraska, 1931. 7 p. ms. Presents examples of the use of 40 indeterminate statements and 120 true-false statements, arbitrarily defines the true-false and indeterminate statements, and indicates that the indeterminate statement causes class discussion to a degree greater than the true-false statement. 304. Zimmer, Edward, jr. Pragmatism, behaviorism, and idealism as educational philosophies. Master's, 1931. New York. 86 p. ms. A study of the comparative ability of pragmatism, behaviorism, and idealism to cope with the problem of educational aims and procedure. Findings: The inability of pragmatism and behaviorism to cope with the problem and the adequacy of idealism in dealing with it. See also 34, 477, 1820; and under Educational biography; Special methods of instruction; Special subjects of curriculum. SPECIAL METHODS OF INSTRUCTION AND ORGANIZATION ABILITY GROUPING 305. Carruth, Irby B. An attempt to reduce the individual variations of pupils in homogeneous groups. Master's, 1931. Chicago. 133 p. ms. 306. Cleary, Adele C. Homogeneous versus heterogeneous grouping. Master's, 1931. N. Y. St. Coll. for Teach. 72 p. This study summarizes the findings of a number of recent experiments attempting to discover which if either of the forms of class organization indicated in the title is superior. While the results are not all on the side of either one, the weight of the evidence seems to be somewhat greater on the side of homogeneous grouping. Problems arising in connection with the determination of a method of selection are discussed and the advantages and disadvantages of both types of organization are given. 307. Connett, Marguerite. Ability grouping in English in junior high school. Master's, 1931. Oklahoma. 72 p. ms. Findings: While the pupils in the high group average higher in a given trait, and the low group lower, the study reveals no appreciable decrease of individual differences in this group. 308. Dellinger, Anne Den Bleyker. Results of placing children in ability groups in the elementary schools of Pittsburg, Kans. Master's, 1930. Kans. St. T. C., Pittsburg. 309. Galligan, Harold Henry. An experiment in reclassification in a small elementary school based upon measurements of intelligence and achievement. Master's, 1931. Brown. 49 p. ms. A study to determine by a program of capacity and achievement testing what reclas sification would be necessary to secure homogeneous grouping on the basis of the Providence class personnel chart. Findings: Even under the limitations set by the administrative problems of a small school (two classes of each grade) a marked decrease in the MA, CA, IQ and achievement range in a given grade can be attained. 310. Gray, Robert F. Organization of homogeneous instructional groups at Aptos and Presidio junior high schools. San Francisco, Calif., Public schools, 1931. (For abstract see no. 717b.) Mental, reading, and arithmetic tests were given all prospective Junior-high-school pupils entering the Aptos and Presidio junior high schools, before they left their elementary schools. By grouping the pupils homogeneously, it was possible to limit the range in each group to approximately two years chronological age and a year and a half mental age, except in the highest and lowest groups. 311. Hegener, A. L. A study of the grouping of pupils in a general senior high school according to life purpose. Master's, 1931. Michigan. A study is made of this virtually unique plan, comparing its advantages with the ability-grouping objectives (also rarely found in a senior high school) by means of marks, intelligence test scores and questionnaires to pupils and teachers. 312. Hodges, Alice Sinon. The experimental basis of ability grouping. Master's, 1931. Tennessee. ms. 313. Howard, Walsie G. Grouping of first grade children. Master's, 1931. Oklahoma. 75 p. ms. A study was made of the possibility of grouping children according to ability in first grade reading. Findings: Pupils overlap in different groups almost 100 per cent, except in the trait used as a basis for grouping. 314. Hughes, W. Hardin. How homogeneous is a homogeneous group? Pasadena, Calif., Public schools, 1930. Nation's schools, 6:21-25, October 1930. 315. Kemmerer, W. W. and Aaron, Sadie. The determination of the best procedures or homogeneous grouping in the junior and senior high schools by using the results of intelligence and achievement tests, the teacher's marks, a pupil's age and social maturity, and the interests and vocational choices of the students without combining these factors into one weighted quotient. Houston, Texas, Independent school district [1930] ms. 316. Nestor, James Henry. Group ability as a basis for school reorganization. Master's, 1931. Boston Coll. 49 p. ms. 317. Segel, David. An investigation of the objective factors which may be used in homogeneous grouping or the prediction of success in individual subjects in junior and senior high schools. Long Beach, Calif., City schools, 1931. (For abstract see no. 717 b.) This study attempts to ascertain the best methods of homogeneous grouping in subjects in junior and senior high schools by a study of the literature on the subject and by direct investigation. 318. Symonds, Percival M. Homogeneous grouping. record, 32: 501-17, March 1931. Teachers college 319. Turney, A. H. Status of ability grouping. Educational administration and supervision, 17: 21-42, 110-27, January, February 1931. The alleged advantages and disadvantages of homogeneous grouping and the criteria of its success are reviewed. Many of the studies and experiments reported in educational literature are examined in the light of these criteria. 320. Walter, Ralph. A study of the classification of the elementary school pupils of New Rochelle, N. Y. New Rochelle, N. Y., Public schools, 1931. 13 p. ms. The purposes of the study were: (1) To ascertain the facts concerning the homogeneity of the elementary school classes as they now exist, and (2) to analyze the data obtained from all the schools and attempt to discover a formula or technique which would give a greater degree of homogeneity throughout the city. See also 410; and under Individual instruction. ACTIVITY PROGRAMS 321. Bethel, Willa Imogene. Activities carried on in the home-rooms of platoon schools. Master's, 1931. Oklahoma. 76 p. ms. Findings: The following subjects should be taught in home-room: Grade 1, reading, language, phonics, writing, spelling; Grade 2, the same, omitting phonics and including arithmetic; Grade 8, the same as grade 2; Grades 4, 5, 6, reading, language, arithmetic, spelling, and writing. 322. California. State department of education. California curriculum commission. The activity program and the teaching of reading, manual for |