proved instruction of deaf mutes and the control group from the Hebrew asylum of the city of New York. Findings: In the tests used, deaf boys were, in general, superior to hearing boys, while the reverse was true for the girls. There is an apparent exaggerated sex difference in the motor abilities of deaf children. The deaf do not appear to be inferior in motor abilities in general.

4209. McAnulty, E. A. and Chaplin, Alice. The problem of stuttering in the Los Angeles public schools. Los Angeles, Calif., City schools, 1931.

Review of theories of stuttering and experimental evidence as to 900 stutterers. 4210. McDonald, Jane Regina. A comparative study of deaf children by means of the Kohs block designs and Porteus maze. Master's, 1931. Ohio. 39 p. ms. (For abstract see no. 712.)

A study was made of children ranging in age from 9 years and 2 months to 20 years and 5 months at the Ohio State school for the deaf at Columbus, Ohio. One hundred and thirty-nine children were tested on Kohs block design tests and the Porteus maze. The low correlation found showed that the tests do not measure the same qualities.

*4211. Madden, Richard. The school status of the hard of hearing child. Doctor's, 1931. T. C., Col. Univ. New York City, Teachers College, Columbia university, 1931. 114 p. (Contributions to education, no. 499.)

The purpose of the study was to ascertain the intelligence, school achievement, and certain personality traits of school children who have aural defects. An experimental group of 46 children who were found to be hard of hearing on three different examinations with three different types of audiometers were paired with children of normal hearing and of the same sex, age, race, and parental occupational status. Two smaller groups in a second school were used as a check on the results. Findings: The difference in average IQ's for the two groups of 46 matched pairs is 6.42 points in favor of the normal in hearing. Within the hard of hearing group, lower achievement does not accompany greater degrees of auditory deficiency, when the accomplishment ratios are compared.

4212. Murray, Elwood. Dysintegration of breathing and eye movements in stutterers during silent reading and reasoning. Doctor's, 1931. Iowa.

4213. Pintner, Rudolf. A group intelligence test suitable for younger deaf children. Journal of educational psychology, 22: 360-63, May 1931.

Reports the results of the Pintner-nonlanguage primary mental test tried out in two schools for the deaf.

4214. Rogers, James Frederick. Schools and classes for delicate children. Washington, United States Government printing office, 1930. 66 p. (U. S. Office of education. Bulletin, 1930, no. 22.)

4215. The speech-defective school child, what our schools are doing for him. Washington, United States Government printing office, 1931. 31 p. (U. S. Office of education. Bulletin, 1931, no. 7.)

Findings: Speech defects are at least twice as common among boys as girls; about twice as frequent in the colored as in the white race. Lisping tends to cure itself or is overcome in a considerable percentage of school children as they grow older. Eighty-four cities in 22 States and the District of Columbia report the employment of special teachers for speech-defective pupils.

4216. Romaker, Charles Chester. A study of schools and classes under the control of boards of education which are for the education of blind and partially sighted children in the United States. Master's, 1930. Ohio. (For abstract see no. 712.)

After reviewing the available studies and reports on the subject, it was desired to obtain additional information concerning the organization and administration of classes for blind and partially sighted children in the United States. Data were secured from 39 cities and 95 classes in those cities.

4217. Rudiger, Carl Ernst. Scientific hearing aids for the deaf. Master's, 1931. Cornell.

4218. Smith, Murial Belle. A study of the intellectual status of the crippled child. Master's, 1931. Northwestern.

Doctor's,

4219. Wilber, Louise. Vocations of the visually handicapped: a study of the need of vocational guidance in residential schools for the blind. 1931. California. 398 p. ms.

A study to determine the need of vocational counseling in schools for the visually handicapped, through the use of a combination of historical method with that of investi gation by direct questioning. Findings: The inadequacy of schools for the visually handicapped to prepare pupils for vocations and for higher institutions where further vocational training is necessary in the case of the more gifted, is recognized. Aid in the solution of the problem has been given by various national organizations (American foundation for the blind, etc.). The students of the blind schools do not choose their vocations at an early age because effective vocational information is not available to the pupils. The problem of vocational counseling of the blind is an individual one and must be undertaken by experts. Every step in proper guidance which will lead to ultimate employment will be a true measure of the greatness of the vocational counselor in a residential school for the blind.

4220. Williams, R. C. Census of handicapped children in Iowa. Des Moines, Iowa, Department of public instruction, 1930. 15 p.

State census of physically and mentally handicapped population of school age (5 to 21 years).

EDUCATION EXTENSION

4221. Alderman, L. R. College and university extension helps in adult education, 1928-1929. Washington, United States Government printing office, 1930. (U. S. Office of education. Bulletin, 1930, no. 10.)

64 P.

4222. Barry, Richard Vincent. Methods of teaching in evening industrial schools. Master's, 1931. Boston Coll. 87 p. ms.

4223. Bloom, Walter Sax. State provisions for adult education in the United States in the light of their history. Doctor's, 1931. California. 576 p. ms.

Shows what has been done and is being done by our various States to meet the need and desire for adult education. This is limited to State provisions. Findings: A historical treatise giving: (1) A description of the rise and growth of the adult education movement and the developments which have taken place in this field in certain European countries and in the United States. This description is followed by an account of the development of the provisions which each State has made; (2) the nine major classes into which all adult education falls: the establishment of evening schools; the admission of adults to the regular public schools; the establishment of vocational training classes; free lectures in the public schools for the working classes; instructions for adult blind; immigrant education and Americanization; efforts to reduce illiteracy; rehabilitation service; and establishment of State departments of adult education.

4224. Burton, Allden James.

Summer school status in Iowa. Des Moines,

Iowa, East high school, 1931. 12 p. ms.

This study prepared for the secondary school principals' section of the State teachers association, includes a study of class size.

4225. Cleveland, Ohio. Board of education. The mental ability of adults as related to adult interests, needs, and activities. Eightieth annual report. 213 p. ms. (Bulletin, 1930, Series 4, no. 2.)

The objectives of this study were: (1) To prove that the educational system must base its program on quality in the educational process rather than mass production; (2) to show that adults have needs, interests, and activities that should be consulted in promulgating educational programs; and (3) to discover the abilities of adults in order to develop a program to meet individual differences, etc.

4226. Cox, Omar C. Evening school instruction in Virginia. Master's, 1930. Va. Poly. Inst. 160 p. ms.

Study of evening school procedure with adult farmers in Virginia. are set up for evening-school procedure.

Recommendations

4227. Coxwell, Laura. The interrelation of capacities in adults. Master's, 1930. Fla. St. Coll. for Women. 75 p.

A number of the leading tests of intelligence as well as those for special abilities were administered to college women.

4228. Davidson, Paul. The problem of continuation education in rural higt school districts. Master's, 1931. Claremont.

4229. Dunshee, T. E. Age levels of adults in evening high school. Fresno, Calif., Public schools, 1931. (For abstract see no 717b.)

4230. Dyck, Henry Otto. The organization of the Los Angeles continuation high school under the 15-hour law. Master's, 1931. Southern California. 81 p. A study of continuation education in Los Angeles with special reference to the problems raised by the new law.

4231. Frick, Mary Elizabeth. Histories of the Metropolitan high school and the Huntington Park opportunity school. Master's, 1931. Southern California. 116 p.

A study of progress of continuation education in a large and in a small school district from early beginnings under the California part-time law of 1919 to recent modifications by the law of 1930, based on reports, attendance records, and personal inquiries.

4232. Gore, W. A. Student activities in summer schools of higher educational institutions. Doctor's, 1930. New York. 107 p. ms.

From a study of 112 institutions, it was found that student activities hold a position of growing importance in summer-school programs. A well-conceived, generally accepted philosophy and criteria for their supervision and administration is lacking. In the light of existing conditions it is safer to assume that such activities in these institutions are the result of chance and custom than to assume that they are the creations of administrative attempts to meet the needs of summer-school students.

4233. Gray, William S. Manual for teachers of adult illiterates. Washington, D. C., National advisory committee on illiteracy, 1930. 239 p. (Bulletin no. 2, October 1930.)

Prepared for subcommittee on techniques.

Part I is concerned with the organization and administration of illiteracy classes; Part II gives content and methods to be used with native-born illiterates; Part III gives content and methods for foreign-born illiterates.

4234. Hanson, Maurice Miller. Development and status of the apprenticeship system in Wisconsin. Master's, 1931. Wisconsin.

4235. Hawley, Jesse M.

Survey of adult education classes in California high schools. Master's, 1931. Oregon. 62 p. ms.

Results show that experiences and practices are varied, unstable, and with slight indication of uniformity.

4236. Jacobsen, Einar W. Educational opportunities provided for postgraduate students in public high schools. Doctor's, 1931. T. C., Col. Univ. Findings: There were 29,225 post-graduates in the United States during the school year 1929-30. Institutions other than high schools such as continuation and part-time schools and junior colleges provide educational opportunities for postgraduate students. In the 525 high schools studied, only 8 per cent definitely discourage their graduates from returning for additional work. Practically all postgraduate students are enrolled in the college preparatory or commercial curricula. Postgraduate enrollment increases in the spring because the high-school graduate feels that his college opportunities are limited by spring matriculation. The larger number of schools studied are making little or no attempt to meet the needs of the postgraduate students.

4237. Kienholz, William Sims. A partial study of apprenticeship in the United States. Master's, 1931. Southern California. 115 p.

The progress of apprenticeship from its earliest form in colonial times to the present, with illustrations of present methods of vocational training in the East, in the Middle West, and in California, concluding with an outline for a unified program in Los Angeles. 4238. Klassen, Anne Helen. The development of evening schools and classes in Kansas high schools. Master's, 1931. Kans. St. Coll. 36 p. ms.

4239. Klein, Paul. The adult education program in relation to the education of minors in the San Diego city schools. San Diego, Calif., City schools, 1931. 6 p. ms.

A summary and analysis of results of a questionnaire circulated to young eveninghigh-school students, concerning reasons for returning to school, etc.

4240. Krug, George H. Certain problems in the organization and administration of a summer high school in New York State. Master's, 1931. N. Y. St. Coll. for Teach.

After giving a brief history of the development of summer high schools in New York State, this study deals with problems of cost, teacher preparation, personnel of pupils, achievement of pupils, etc., in a particular school of this type. Special attention is given to financial and pedagogical problems arising in connection with nonresident pupils and to the problem of the determination of a reasonable tuition charge.

4241. Lee, Burlington Vincent. The adult education movement in the public schools of California. Master's, 1931. Southern California. 143 p.

A library and documentary study of a historical nature which shows the development and extent of the movement, including general nature, aims, administration, teacher personnel, etc., of adult education.

4242. Los Angeles, Calif. City schools. Evening high schools in the Los Angeles city high school district, December 1930. 16 p. (School publication, no. 209.)

Abstracts of a report on a study of evening high schools in the Los Angeles city high school district with reference to organization, educational staff, student body, costs, revenue, etc.

4243. Lurie, Jacques A. Standard evening high school. Master's, 1931. Temple.

4244. McClintic, Stanley Charles. The administration of special day and evening classes for adults in the public schools of California. Master's, 1931. Southern California. 117 p.

A questionnaire investigation of the practices of principals with reference to subjects offered, sources of revenue, salaries of teachers, fees charged, and other matters of administration, including a comparison with results of previous investigations to determine tendencies.

4245. MacCormick, Austin H. Education of adult prisoners; a survey and a program. New York City, National society of penal information, inc., 1931. 456 p.

State prisons and adult reformatories of the entire country were studied. 4246. MacDonald, Michael Joseph. The university extension movement and its place in Catholic universities. Master's, 1931. Catholic Univ. 57 p. ms. 4247. Maurer, Harold R. The status of the summer school in the secondary schools of the Commonwealth of Pennsylvania. Master's, 1931. Ohio. 116 p. ms.

Findings: The summer high school in Pennsylvania has advanced little beyond the stage of being a school for "flunkers." The median school had conducted sessions for seven years or more and was under the direct supervision of the regular high-school principal. Subjects taught were determined by canvassing the students and then offering the subjects in which many students had failed. The total amount of time spent in classes was 33.3 per cent less than the requirements of the Mid-West and Maryland association of secondary schools and the State department of public instruction. Over one-half of the pupils attending the summer sessions had failed work during the regular session of the high school.

4248. Mitchell, Ira. The administration of cultural adult education under public school auspices in small cities. Master's, 1931. Nebraska. 65 p. ms. A study of the procedure to be used in planning, organizing, and conducting nonvocational, non-Americanization adult education in smaller school systems. Recommendations are based on present best practice.

4249. Murtha, Lucille. A study of the Saint Louis public evening schools. Master's, 1931. St. Louis. 64 p. ms.

4250. Nebraska. State department of public instruction. Adult immigra tion education in Nebraska. A report of progress and activities, prepared by Division of adult immigration education. Lincoln, 1931. 23 p.

4251. New York State teachers college, Buffalo, N. Y. Report of the director of extension, 1930-1931. 84 p. ms.

Contains a section on the quality of instruction, showing the distribution of marks, etc.

4252. Orman, Clarence. Significant phases of high schools in Houston. Master's, 1931. Oklahoma. 74 p. ms.

From the data compiled from over 6,000 night-school enrollment cards, significant facts as to the age, sex, nativity, and grade status of the night-school students of Houston, Tex., were determined. A comparison was made of the relations between groups of people of given occupations and the subjects studied by them. The findings of the study reveal that Houston is justified in maintaining its night schools, because the students benefit from the courses taken in the night school by adding to their efficiency, by making better social adjustments, and in personal satisfactions; and the city receives the benefits made available through the development of latent human powers, the awakening of "civic consciousness," and the Americanization of the foreigners.

4253. Paschen, Albert John. A study of the scholastic achievement of undergraduate students enrolled in summer sessions at Indiana university. Master's, 1930. Indiana. 37 p. ms.

Findings: The undergraduate summer student on an average is about equal scholastically to the winter term student; on the average, the undergraduate students who attend summer sessions do a better grade of work in summer than they did in winter.

4254. Phelps, Winnie Alden. Scope, aims, and curriculum organization of adult education in the public schools of the United States. Master's, 1931. Southern California. 105 p.

Based on an analysis of the literature and of 66 courses of study from representative cities in 43 States.

4255. Piggott, Virginia Ruth. Adult immigrant education in southern New England. Master's, 1931. Brown. 123 p. ms.

A study of the provisions made in the States of southern New England for adult immigrant education. Findings: Connecticut, Massachusetts, and Rhode Island have each by legislation created a division of adult immigrant education in the State department of education. Training courses for teachers of adult immigrant classes are provided. The tendency to avoid the term "Americanization" and to incorporate the activity under the comprehensive term "Adult education" shows a growing appreciation of the fact that the problem of educating the adult immigrant is not essentially different in its purpose from the education of other adults or children for that matter.

4256. Reeves, Luella S. The activities of teachers college extension departments. Master's, 1931. Colo. St. T. C.

This investigation proposes to get a general view of the prevailing administration, organization, and support of teachers college extension departments; to become acquainted with the activities within their scope, to make careful study of correspondence study, extension classes, and teacher placement; and to make a short study of the miscellaneous activities that may indicate trends in this field.

4257. Sanderson, Robert. Adult education in North Dakota by educational agencies within the State receiving state or federal aid. Master's, 1931. N. D. Agr. Coll. 98 p. ms.

Gives information on what helps in adult education may be secured through corre spondence courses, night schools, lectures, extension methods and miscellaneous work given by the various educational institutions within the State of North Dakota receiving state or federal aid.

4258. Schwatka, John Herdman. A study of the student personnel in the Baltimore white senior-high summer-schools, session of 1930. Master's, 1931. Johns Hopkins.

4259. Thomas, Lawrence Gregg. Motives influencing selection of summer schools—a comparative study of administrative and student appraisals of ad