Ml Return this book on or before the Latest Date stamped below. Theft, mutilation, and underlining of books are reasons for disciplinary action and may result in dismissal from the University. University of Illinois Library 1 FEB 3 w' - iU6 1 5 1975 AUG H ■ m Jb :f*'^n JUll^ 'W ( ' '«Ui!»D^rCil ^SE-CjMLY ■: MAR 10 1994 Aue^i AUG Zi, CUU) MARC L161— O-1096 BULLETIN NO. 42 BUREAU OF EDUCATIONAL RESEARCH COLLEGE OF EDUCATION TEN YEARS OF EDUCATIONAL RESEARCH, 1918-1927 By Walter S. Monroe, Director Charles W. Odell, Assistant Director M. E. Herriott, Associate Max D. Engelhart, Assistant Mabel R. Hull, Assistant PUBLISHED BY THE UNIVERSITY OF ILLINOIS, URBANA 1928 STAFF OF BUREAU OF EDUCATIONAL RESEARCH 1927-28 AND 1928-29 Walter S. Monroe^ Director, Professor of Education Charles W. Odell, Assistant Director, Assistant Professor of Education M. E. Herriott, Associate ]Max D. Engelhart, Assistant Mabel R. Hull, Assistant Helen M. Pl'tnam, Stenographer Katherine Strabel Ashley, Stenographer Elsie M. Bl'rt, Stenographer J7p FOREWORD A survey of the development of educational research readily yields the conclusion that the pioneer stage has passed, that "cjuantity production" has been achieved. The passing of the pioneer stage ap- pears to have begun before the close of the second decade of the present century. It has not seemed inappropriate, therefore, to choose 1918 as the beginning of the period for which educational research activities are described in this bulletin. However, the immediate motive for choosing this date is that the Bureau of Educational Re- search at the University of Illinois was established by action of the Board of Trustees on June 1, 1918, and work was begun on the eighth day of the following month. Furthermore, a number of events centering about 1918 indicate that a new period of educational research began about that time. The psychological testing of army recruits was begun during 1917 and be- came fully established the following year. This event is especially significant because it was the first extensive measurement of intelli- gence by means of group tests. It also tended to create a popular interest in the measurement of intelligence. A number of the examin- ers were from the faculties of teacher-training institutions, and their army experience made most of them enthusiastic advocates of the use of intelligence tests in our schools. The Iowa Child Welfare Research Station was authorized by the Iowa General Assembly in 1917. The Commonwealth Fund from which numerous subventions for educa- tional research have been made was established in 1918. The Ameri- can Council on Education was organized during the same year. Several books published about this time stimulated interest in educational research and facilitated the offering of courses in this field by teacher- training institutions. The fcjllowing seem to have been especially in- iluential : Rugg — Statistical Methods Applied to Education, 1917; Monroe, DeVoss, and Kelly — Educational Tests and Measurements, 1917; Bobbin— Tlie Curricidiwi, 1918; Monrot— Measuring the Re- sults of Teaching, 1919; Alexander — School Statistics and Publicity, 1919; Terman — The Intelligence of School Children, 1919. Finally, Part 11 of the Seventeenth Yearbook of the National Society for the Study of Education, published in 1918. was prepared by a committee of the National Association of Directors of Educational Research.^ The action of the Board of Trustees establishing the Bureau of Educational Research at the University of Illinois provided for a *This yearbook contains Thorndike's famous statement: "Whatever exists at all exists in some amount." (p. 16.) 744134 Director and a budget of $9,000 in addition to his salary. B. R. Buckingham took up his duties as the first Director of the Bureau on July 8, 1918. The position of Assistant Director, created January 15, 1919, was temporarily filled by Charles E. HoUey. The present Direc- tor served as Assistant Director from September 1, 1919, to September 1, 1921, when, upon resignation of the first Director, he was promoted to that position. During the year 1918-19, a Library Division was developed for the purposes of (1) "cataloging" publications received, (2) rendering bibliographical service in response to inquiries, and (3) developing a school textbook library. The budget for 1920-21 pro- vided for two Assistants, two Library Assistants, and five Stenog- raphers, in addition to a Director and Assistant Director. The appro- priation for Expense and Equipment was $6,400. The corresponding appropriation for 1927-28 was $7,600. The recommendation providing for the establishment of ' the Bureau of Educational Research described its activities as follows : "investigating the problems of teaching and school administration, collecting information concerning the best educational practices of this and other countries, and placing the results obtained before the schools of the state." This statement is general, and those in charge of the Bureau have faced the problem of determining the details of its activities. In 1918, the activities of similar organizations at other institutions centered largely about the distribution of educational tests, the tabulation of scores reported by users of the tests, and the dis- semination of information about tests. It was therefore natural that the Bureau at Illinois should engage in these activities. A beginning was made during the first year, but the labors incident to organizing a new department, together with other handicaps operating during the scholastic year of 1918-19, tended to restrict the development of this phase of the work. The activities relating to educational tests de- veloped rapidly during the year of 1919-20, and soon after the opening of school in September, 1920, it became apparent that the publication and distribution of educational tests had become a commercial enter- prise and were interfering with research activities. Accordingly, this phase of the Bureau activities was discontinued in December, 1920. During the year of 1918-19, several projects were initiated, of which the planning for the Journal of Educational Research was doubtless the most significant. Although this journal was published by the Public School Publishing Company of Bloomington, Illinois, the editorial activities were carried on as a bureau project until September, 1921. The Announcement of the Bureau of Educational Research issued September 30, 1918, included the proposal of four topics for study : 1. Promotions and non-promotions 2. The relation of instruction in reading to the development of reading ability 3. The construction of a scale and of standards for concrete arithmetical problems 4. ^lodifications of the course of study due to the war- According to the First Annual Report, published October 27, 1919, studies relating to the first three of these topics were undertaken. The activities of 1918-19 also included the initiation of several test- construction projects and of studies relating to the following topics : 1. Memor}- work in the grades 2. Evaluation of intelligence tests 3. Type lessons 4. Titles of graduate theses in education Two studies of promotion and an investigation of the rate of silent reading were reported briefly in the First Annual Report.^ The studies of "memory work in the grades" and of "intelligence tests" were reported as the third and fourth bulletins of the Bureau of Educational Research.* The titles of graduate theses in education for the period January, 1917, to June, 1919, were published in mimeo- graphed form. The First Annual Report listed fourteen "proposed projects" for 1919-20: Standardization of educational tests Collection of information about the usefulness of tests Derivation of new test material Degree of equivalence of the different forms of Monroe's Silent Reading Test Analysis of arithmetical abilities and study of pupils' errors Determination of validity and reliability of educational tests Efficiency of the departmental teaching of mathematics The amount of time spent on topics in arithmetic The supply of trained teachers and the demand for them Supplementary study of memory work The selection of textbooks 'Buckingham, B. R. "Bureau of Educational Research Announcement, 1918-19," University of Illinois Bulletin, Vol. 16, No. 5, Bureau of Educational Research Bulletin No. 1. Urbana: University of Illinois, 1918, p. 22. '"First Annual Report, Bureau of Educational Research, College of Education, Announcement, 1919-20," University of Illinois Bulletin, Vol. 17, Xo. 9, Bureau of Educa- tional Research Bulletin Xo. 2. Urbana: University of Illinois, 1919, p. 13-20. 'Bamesberger, V. C. "Standard Requirements for Memorizing Literary Material," Universit\ of Illinois Bulletin, Vol. 17, Xo. 26, Bureau of Educational Research Bulletin, Xo. 3. Urbana: University of Illinois, 1920. 93 p. Holley, C. E. "Mental Tests for School Use," University of Illinois Bulletin, Vol. 17, Xo. 28, Bureau of Educational Research Bulletin, Xo. 4. Urbana: University of Illinois, 1920. 91 p. Project I. Project II. Project III. Project IV. Project \'. Project VI. Project VII. Project VIII. Project IX. Project X. Project XI. Project XII. The extension of Monroe's Silent Reading Test III for use with college students Project XIII. Superintendents' conference Project XIV. The Journal of Educational Research Projects I and IV eventuated in the publication of Bulletin Xo. 5,' and Project VI, in Bulletin No. S.*^ Late in the scholastic year of 1919-20, the derivation of the Illinois Examination was undertaken. This work was reported as Bulletin No. 6J The results of Project X were published as Bulletin No. 3.^ Project XII was carried on by C. W. Stone, acting professor of educational psychology during the first semester of 1919-20. Resignation of the first Director in the summer of 1921 was ac- companied by the removal of both the Journal of Educational Research and his personal collection of educational periodicals and other printed materials, which had constituted a large portion of the library of the Bureau of Educational Research. These changes, together with the discontinuance of the publication and distribution of educational tests in December, 1920, and the resignation of certain other members of the stafif, led to a redefinition of purposes. The • Library Division was abolished, and the plan of cataloging which was proving imprac- tical was discarded. During the year 1921-22, a new plan of cataloging was worked out, and the remnants of our collection of publications were recataloged. This new plan is still being followed in handling the publications received by the Bureau. This work constitutes one of the major activities, and the bibliographical file has proved to be a valuable research instrument. The collecting of the titles of graduate theses in education has been continued and classified lists have been pub- lished for the following periods : First Compilation — January, 1917-June, 1919 Second Compilation — January 1, 1919-August 31, 1920 Third Compilation — September 1, 1920-January 1, 1922 Fourth Compilation — January 1, 1922-November 1, 1923 Fifth Compilation— November 1, 1923-October 15, 1925 Sixth Compilation— October 15, 1925-October 15, 1927 Throughout its existence, the Bureau has always stood ready to render direct services to the public schools of the state. Although it has been possible to do much of this work by correspondence, mem- ^Monroe, W. S. "Report of Division of Eilucational Tests for '19-20," Uuifcrsity of Illinois Bulletin. Vol. 18, No. 21, Bureau of Educational Research Bulletin, No. 5. Urbana: University of Illinois, 1921. 64 p. ^Monroe, W. S. "A Critical Study of Certain Silent Reading Tests," University of Illinois Bulletin, Vol. 19, No. 22, Bureau of Educational Research Bulletin, No. 8. Urbana: University of Illinois, 1922. 52 p. 'Monroe, W. S. "The Illinois Examination," University of Illinois Bulletin, Vol. 19, No. 9, Bureau of Educational Research Bulletin, No. 6. Urbana: University of Illinois, 1921. 70 p. *Bamesberger, V. C. "Standard Requirements for Memorizing Literary Material," Universitv of Illinois Bulletin, Vol. 17, No. 26, Bureau of Educational Research Bulletin, No. 3. Urbana: University of Illinois, 1920. 93 p. bers of the staff ha\e made trips from time to time to confer witli boards of education, superintendents, and others ; to speak at teachers' meetings ; and to conduct investigations, such as school surveys. Among such investigations, the most extensive was a testing program, carried out during 1920-21 in response to requests by the county superintendents of the state, which resulted in the construction and standardization of the Illinois Examination. Practically all of the major activities of the Bureau of Edu- cational Research since the beginning of the present administration in September, 1921, have culminated in printed publications, of which a complete list appears as Appendix B, page 139. ^lembers of the staff' of the Bureau have contributed also a considerable number of articles to educational periodicals and other publications. Some of these em- body the results of minor activities carried on by the Bureau ; others have no direct connection with the work of the Bureau. An exami- nation of Appendix B will reveal three types of publications: (1) studies contributing to an evaluation, organization and summarization of educational writings, particularly reports of research,^ (2) writings of a more or less textbook nature intended to inform or instruct, ^° and (3) reports of original research. ^^ However, it must not be thought that these lines of distinction have been held to rigidly. In most pub- lications there is some evaluation and summarization of other writings, and publications of the first type often assume something of an author- itative, textbook character. The following description will give a somewhat clearer idea of these three types. "A Bibliography of Bibliographies" (Bulletin Xo. 36) and '"Prin- ciples Relating to the Engendering of Specific Habits" (Circular Xo. 36) are illustrative of the first type of publication. In the former, Monroe and Asher brought together 231 bibliographies. The following information was given for each : period covered, types of sources, degree of completeness, annotations, and scope. An anah-tical index was also provided. In Circular X^o. 36, Reagan presented twenty-five principles which he ""derived from general psychological principles, educational theory, and the reports of certain investigations." A bibliography of the more important books relating to the subject was included. »See Bulletins 16, 26, 29, 36, and Circulars 14, 17, 20, 22, 23, 24, 25, 27, 35, 36, 37, 40, 41, 42, 43, 45, 46. ^"See Bulletins 15, 25, 32, 38, 39, 40, and Circulars 13, IS, 18, 26, 28, 29, 30, 31, 32, 33, 34, 38, 39, 44, 47, 48, 49. "See Bulletins 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 17, 18, 19, 20, 21, 22, 23, 24, 27, 28, 30. 31, 33, 34, 35, 37, 41, and Circulars 16, 19. Bulletin 1 and Circulars 12 and 21 do not appear in any one of these three lists be- cause they are announcements that do not contain reports of research. Circulars 1 to 11 also do not appear. These were issued only in mimeographed form. "Reporting Educational Research" (Bulletin No. 25) and "Ob- jective Measurement of Information" (Circular No. 44) are illustrative of publications of a more or less textbook nature. In the former, Monroe and Johnston set forth "criteria for judging educational writ- ings," gave "illustrations of certain details of form," and described the "process of writing a report" and the "preparation of manuscript for printer." In Circular No. 44, Odell described the uses, limitations, and ways of constructing new-type tests. In addition to a general discussion of the subject, he gave examples of thirty-seven varieties of "objective or near-objective exercises," with a brief discussion of each. "The Teachers' Responsibility for Devising Learning Exercises in Arithmetic" (Bulletin No. 31) and "Are College Students a Select Group?" (Bulletin No. 34) are illustrative of original investigations. In the former, Monroe and Clark set out to answer two basic ques- tions : "(1) the nature and extent of the learning exercises provided by texts in arithmetic and (2) the responsibility of the teacher for supplementing a text in this respect." This task involved making analyses of : "the immediate objectives of arithmetic," "the process of learning and teaching," "the learning exercises of arithmetic," and "the learning exercises provided by texts in arithmetic." As a part of this last, the problem content of the second and third books of ten three- book series of arithmetics was analyzed. The extent to which 333 problem types appeared in these books was discovered. In Bulletin No. 34, Odell reported the results of giving intelligence tests to several thousand high-school seniors who later graduated. The first-year records of most of those who entered college were ascertained. From these data, a partial and tentative answer was given to the question used as a title for the bulletin. During the first three years of the Bureau's existence, the writing of letters was a very prominent activity, but beginning with the academic year of 1921-22, the annual volume of correspondence has been less than one-third of that for the second and third years. ^^° It is obvious that the discontinuance of the publication and distribution of educational tests and the removal of the Journal of Educational Re- search account for a portion of the decrease in this activity, but there has been a conscious efifort on the part of the present administration to curtail correspondence in order to allow more time for research. The efifect of this policy is apparent in the third column of the table. Be- ginning with 1922-23, the publications of "reports of research and other ''"Sec Appendix A for a tabular summary of the number of letters written and the number of pages of publications issued during the past ten years. scholarly writings by members of the staff" have averaged 340 pages per year. The foregoing description of the activities of the Bureau of Edu- cational Research during the first ten years of its existence^- is indica- tive of the general status of educational research during the period. As is made clear in Chapter I, we have not clearly understood what educational research is or should be. The function of a department of educational research in a college of education has been even less clearly defined. It has been necessary for us to feel our way somewhat cau- tiously, and the changes in policy represent the recognition of needs for service. Under the present administration the research activities have varied widely. This policy was adopted intentionally, for it was believed that in this way we could appeal to a larger audience. Al- though we have carried on a number of studies in which objective methods were employed, a large portion of our resources have been devoted to research of the philosophical type. Studies of this character, together with those having to do with techniques of research, are in- dicative of a significant phase of our present policy. The preparation of this bulletin has been a '"family affair." For the most part, the contributions of the several members of the statr of the Bureau of Educational Research have been intermingled to such an extent that specific credit for authorship cannot readily be given. However, three major contributions should be mentioned. Dr. Odell has been chiefly responsible for the chapter on educational measurements, and Mr. Herriott for the one on curriculum construc- tion. Dr. Odell and Mr. Engelhart, assisted by Mrs. Kinison,^^ have done most of the work on the list of reports of educational research and related materials and on the Topical Index. The entire manuscript has been edited by Miss Hull who has also made several minor con- tributions. ]\Iention should also be made of the members of the steno- graphic staff of the Bureau, especially of Miss Helen Putnam, who have rendered various services in addition to typing the manuscript. W'alter S. Monroe, Director. '^See p. 61-62, 138, 139 f. for additional information. "Although not a member of the staff, Mrs. Charles R. Kinison has been employed as a full-time clerk from 1926 to 1928. TABLE OF CONTENTS PAGE P'OREWORD 3 PART I Chapter I. Introduction 15 Chapter II. Educational Research Bep^ore 1918: The Pio- neer Period .... 30 Chapter III. A General Survey of the Period 1918-27 . 46 Chapter IV. Research in Educational Measurements . 88 Chapter V. Curriculum Research 116 Appendix A. Tabular Summary of Activities of the Bureau of Educational Research at the Univer- sity of Illinois, 1918-27 138 Appendix B. List of Printed Publications of the Bureau of Educational Research at the University of Illinois, July 8, 1918, to June 30, 1928 .... 139 PART II Chapter I. Introduction 147 Chapter II. Reports of Educational Research and Re- lated Materials 153 Chapter III. Topical Index to the Reports of Education- al Research and Related Materials .... 326 Chapter IV. List of Doctors of Philosophy in Education BY Institutions 350 Index to Part I 363 LIST OF TABLES PAGE Table L Number of Doctors' Theses in Education, 1918- 27 47 Table IA. Numbers of Theses, Other Reports and Totals Included, by Years 48 Table II. Use of the Coefficient of Correlation with the Probable Error in the Journal of Educational Psy- chology, 1910-27 55 Table III. Frequencies by Years of Bibliographies in "A Bibliography of Bibliographies" 79 Table IV. Vocabulary Studies in the United States Prior TO 1918 118 TEN YEARS OF EDUCATIONAL RESEARCH, 1918-1927 PARTI CHAPTER I INTRODUCTION What is educational research? Although the term "educational research" is widely used, an authoritative definition is wanting. Our educational literature contains a number of descriptive statements, but for the most part they cannot be used as criteria for identifying educa- tional research. Furthermore, obvious differences of opinion in regard to what constitutes educational research are reflected in these state- ments. The situation is illustrated by the following quotations. "Research may be defined narrowly or broadly. Its essence is careful first- hand inquiry directed to the discover)- of facts."^ '■Research aims to discover truth ; it is not satisfied with a priori reasoning, nor with subjective judgments, nor with mere speculation based upon insecure and unproved data."' "All sustained, systematic investigation or inquiry which seeks facts or their application is, then, research. Although investigations and inquiries con- cerning educational procedure are largely inductive, reflective studies that result in new applications of established principles may be included under the term educational research. Any testing of educational beliefs or theories by their consistency with ascertainable facts is research.'"' "This, then, is the essence of research. It is a method that takes nothing for granted, that subjects ever%- fact, every step to careful scrutiny before its acceptance, and absolutely rejects any substitute for the best fact, the best data obtainable. It keeps an open mind; it is free from prejudice; it culti- vates the habit of suspended judgment, and accepts an\- conclusion merely as tentative, valid only so long as it bears the test of trial."* "Research in educational administration seeks to discover, in the light of the purposes of education commonly acknowledged, the most etiicient pro- cedures in the organization, supervision, financing, and evaluation of the pro- gram of educational service. It results in the statement of principles or the description of procedures essential to the development of an efficient adminis- tration of schools. "The research worker in this field employs the methods common to all fields of scientific inquiry". He arrives at the solution of his problems through reflective thinking. In some of the steps in his thinking he is assisted by more or less elaborate techniques. In others he relies solely upon the methods employed in everj'day experience. In any case he inquires concerning the validity of any procedure which he proposes to use, accepting nothing soleh' upon the sanction of tradition or current practice. He tests the results obtained to determine whether they are consistent with all of the facts pertinent to the administrative procedure or principle under investigation. He favors objec- tive measures and is satisfied with nothing less than competent CN-idence."" ^Briggs, T. H. "Needed Research in Secondary Education," Fifteenth Yearbook of the Xational Society of College Teachers of Education. Chicaeo: University of Chicago Press, 1926, p. 67. *Jones, A. J., (Chairman). "An Outline of Methods of Research with Suggestions for High School Principals and Teachers," U. S. Bureau of Education Bulletin, 1926, No. 24. Washington: Government Printing Office, 1927, p. 1. ^Ibid., p. 5. *Ibid., p. 8. 'Alexander, Carter. Educational Research. Suggestions and Sources of Data with Specific Reference to Administration. New York: Bureau of Publications, Teachers College, Columbia University, 1927, p. 1. 16 Bulletin No. 42 Writings labeled educational research. Additional evidence of the vagueness of the meaning associated with the term is furnished by the titles of writings labeled educational research. The theses ac- cepted in partial fulfillment of the requirements for the degree of doctor of philosophy in education constitute a large group of such writings.*' The titles of the doctors' theses for degrees granted during the ten-year period 1918-27 are marked with an asterisk (*) in the list of reports of educational research given in Part II. A few of the titles are reproduced here to indicate the general nature of this group of writings. Shuck, M. E. The History and Development of Teachers Agencies. Andress, J. M. Herder as an Educator. Neumann, G. B. A Study of International Attitudes of High School Students. BuswELL, G. T. An Experimental Study of the Eye- Voice Span in Reading. Jarrett, R. J. Status of Courses in Psychology in State Teachers Colleges in the United States. Garlin, R. E. a Study of Educational Publicity in Texas Newspapers. Slater, C. P. Fundamental Principles for Purchasing Agents of Universities. Hunter, F. M. Teacher Tenure Legislation in the United States. Bane, C. L. The Lecture vs. the Class-Discussion Method of College Teaching. Masso, G. Education in Utopias. Rice, G. A. A Constructive Criticism of the Theory Underlying Educational Authority. Anderson, W. N. The Determination of a Spelling Vocabulary Based Upon Written Correspondence. Small, C. R. Aims and Methods of Civic Education in the Common Schools. Gambrill, B. L. College Achievement and Vocational Efficiency. Curoe, P. R. V. Educational Attitudes and Policies of Organized Labor in the United States. Osburn, W. J. Foreign Criticism of American Education. The National Committee on Research in Secondary Schools has published a "Bibliography of Secondary Education Research, 1920-25."^ The general character of the writings listed is illustrated here by the first reference appearing on pages 5, 10, 15, etc.* of the Bibliography. Miller, W. S. The administrative use of intelligence tests in the high school. Tvi'entj'-first yearbook of the national society for the study of education, 1922, p. 189-222. Meadows, T. B. The status of agricultural projects in the South. George Peabody college for teachers. Contributions to education no. 13. 1924. Thorndike, E. L. The effect of first-year Latin upon the knowledge of English words of Latin derivation. School and society, 18 :260-70, Septem- ber 1, 1923. *There is undoubtedly a general understanding in graduate departments of education that the thesis for the doctorate is to be a product of educational research. The fact that a critical examination of certain theses may lead to the conviction that the label "educational research" Is not merited does not prove that the department accepting the thesis did not consider it to be the result of educational research. 'Windes, E. E. and Greenleat, W. J. "Bibliography of Secondary Education Research, 1920-25," U. S. Bureau of H due at ion Bu'Jctin, 1926, No. 2. Washington, 1926. 95 p. *The forms appearing in the Bibliography have been retained. Ten Years of Educational Research, 1918-1927 17 Mathematical association of America. National committee on mathematical requirements. The reorganization of mathematics in secondary education. A summary of the report . . . Washington, Government printing office, 1921. IZ p. (U. S. Bureau of education. Bulletin, 1921, no. Z2.) D.wvsoN, Edg.\r. The social studies in civic education. In Biennial sur\-ey of education, 1920-22. Washington, D. C, Government printing office, 1924. vol. 1, p. 403-18. (U. S. Bureau of education. Bulletin, 1924, no. 13.) Allen, C. F. OutHnes in extra-curricula activities. Little Rock, Ark., High- school print shop, May, 1924. May, M. a. Predicting academic success. Tournal of educational psjxholog^-, 14:429-40, October, 1923. Hood, W. R. State laws relating to education, enacted in 1920 and 1921. Washington, D. C, Government printing office, 1922. (U. S. Bureau of education. Bulletin, 1922, no. 20.) Factors predetermining success in tvpewriting. Public school messenger (St. Louis, Mo.), 21:20. May, 1924'. Thorndike, E. L., and Bregman, E. O. On the form of distribution of in- tellect in the ninth grade. Journal of educational research, 10 :271-78, November, 1924. P.\RS0NS, R. B. a study of current practice as to parent-teacher associations. School review, 29:688-94, November, 1921. Pr.-\tt, O. C. Status of the junior high school in larger cities. School review, 30:663-70, November, 1922. United States. Bureau of Education. Statistics of public high schools, 1921-22. Washington, D. C, Government printing office, 1922. (Bulletin, 1924, no. 7.) Bonner, H. R. Salary outlook for high-school teachers. School review, 30 :414-23, June, 1922. Briggs, T. H. Prognosis tests of abilit\' to learn foreign languages. Journal of educational research, 6 :386-93, December, 1922. Pressey, S. L., and Pressey, L. W. The relative value of rate and compre- hension scores in Monroe's silent reading test, as measures of reading ability. School and society, 11:747-49, June 19, 1920. In the Biennial Survey of Education for 1920-22, a section on educational research prepared by Bird T. Baldwin was included. Among the "principal contributions" listed in this section, such titles as the following appear :^ Carter, Alexander, and Theisen, W. W. Publicit\- campaigns for school sup- port. New York, World Book Co.. 1921. 164' p. (Editorial.) Recognizing individual differences. Elementary School Tournal, 21:164-166, November, 1920. Lyman, R. L. The Ben Blewett junior high school of St. Louis. School Review, 28:26-40, 97-111, 1920. Philips, H. S. Report of a committee on junior high school. Denver, Colo. Elementary School Journal, 23:13-24, September, 1922. St.ark, W. E. Every teacher's problems. New York, American Book Co., 1922. 368 p. Edwards, A. S. The fundamental principles of learning and studv. Balti- more, Warwick and York, 1920. 240 p. Leonard. S. A. Essential principles of teaching reading and literature. Philadelphia, J. B. Lippincott Co., 1922. 460 p. 'The forms appearing in the bibliography have been retained. 18 Bulletin No. 42 Simpson, I. J. Silent reading; suggestions for testing and for corrective work. Baltimore, State Department of Education, 1922. 32 p. Wiley, J. A. Practice exercises in supervised study and assimilative reading. Cedar Falls, Iowa, Iowa State Teachers' College, 1922. 112 p. Horn, Ernest, and Ashbaugh, E. J. Lippincott's Horn and Ashbaugh speller. Philadelphia, J. B. Lippincott Co., 1920. 102 p. Walters, Raymond. Statistics of registration of 30 American universities for 1920. School and Society, 13:120-128, January 29, 1921. Frami^on, J. R. College extension departments and the study of music. Edu- cation, 41:192-198, November, 1920. Snedden, David. Civic education. Yonkers-on-Hudson, N. Y., W'orld Book Co., 1922. 333 p. Williams, J. F. Organization and administration of physical education. New York, Macmillan Co., 1922. 325 p. In a number of teacher-training institutions and colleges of educa- tion, state departments of education, and city school systems, an ex- plicit organization usually called a "bureau" has been created for the avowed purpose of carrying on educational research. Examination of the activities of these bureaus as indicated by their publications reveals that they vary widely in type, frequently extending beyond the limits commonly assigned to educational research. In many cases it is prob- able that there was an explicit recognition of the activity as being out- side the field of educational research, but in other cases it is apparent that the activity was considered as educational research. The fol- lowing publications are labeled as research and appear to have been considered as such. However, upon examining them, one finds that they are essentially only compilations of information. "Facts on the Public School Curriculum," Research Bulletin of the National Education Association, Vol. 1, No. 5. Washington: Research Division of the National Education Association, 1923, p. 310-50. BiscHOFF, Adele. "False Definition Test in the Seventh and Eighth Grades," Bureau of Research in Education. Berkelev : University of California, 1922, p. 9-13. "Can We Afford It?" Research Bulletin of the National Education Associatio}i, Vol. 2, No. 4. Washington : National Education Association, 1924, p. 122-134. Kramer, G. A. "Improvement in the Teaching of Reading," Bureau of Re- searcli Monographs, No. 1. Baltimore: Department of Education, 1926. 129 p. A general definition of educational research. The evidence pre- sented in the preceding- pages makes it clear that the meaning as- sociated with the term "educational research" is vague. Lack of agreement is undoubtedly due to the ready acceptance of the phrase "educational research" without a systematic attempt to define it. In fact, many persons use the term without seeming to have given nuich if any consideration to its meaning. It is applied as a label to several types of activity. Even writers who give exi)licit descriptions of Tex Years of Educational Research, 1918 1927 19 educational research do not appear to have a clear and comprehensive concept of it. As the term implies, educational research is but a special phase of research in general, the "process of conscious, pre- meditated inquiry." The nature of research has been described by Frederic A. Ogg in the recent "Report of a Survey Conducted for the American Council of Learned Societies." There is no need of laboring over a definition of research. The term obvi- ously excludes (although there is much popular confusion on the point) that which is only search by one man for what another already knows, or the mere rearranging of facts and materials. But the name is worthily bestowed on any investigative effort — in librar}', laboratory, field, or shop — which has for its ob- ject an increase of the sum total of human knowledge, either by additions to the stock of actual present knowledge or by the discovery of new bases of knowl- edge, which for the research worker, and ultimately for the future of intellectual life, is of course far the more important. Research may or may not come to success ; it may or may not add anything to what is already known. It is suffi- cient that its objective be new knowledge, or at least a new mode of orientation of knowledge." This concept may be condensed into the statement that research is the process of conscious, premeditated inquiry for the purpose of making additions to our stock of present knowledge or of discovering new bases of knowledge. Such inquiry, for such purposes, of and in itself demands that it be carried on by the process of critical, reflective thinking. Hence, a description of the process of critical, reflective thinking about educational questions should clarify the concept of ed- ucational research. Each of the steps or phases of this process con- stitutes a requireiuent to be met if the work is to qualify in a critical sense as educational research. The first requirement is that there be a problem w^hich is defined sufficiently to serve as a guide in collecting data. This means that in educational research, collecting data is not merely gathering facts or other information; it is rather collecting those data that are called for by the problem. The second requireinent relates to the data. It is not essential that they be objective. It is not necessary that they be quantitative. They, however, should be adequate for the problem or at least as nearly so as reasonal^ile effort can make them. Gross inadequacy naturally invalidates the results, even if the worker has been in- telligent and persistent in attempting to collect the needed data. In addition, the data must be reasonably accurate. The necessary degree of accuracy varies. Sometimes relatively large errors in (luantitative data do not destroy their usefulness. In other cases, a much higher degree of accuracy is required. '"Osg, F. A. Research in the HiDiianistii: and Social Sciences. New York: The Century Company, 1928, p. 13. 20 Bulletin No. 42 An equally important requirement is that the data be used critic- ally. In educational research we seldom, if ever, work with perfect data. Hence, it is imperative that the worker know his data and use them with full recognition of any limitations that may exist. The final requirement is that the hypotheses be subjected to critical verification. Obviously, the application of these criteria in classifying educa- tional writings cannot be objective. It is likely that any group of competent persons who accepted these criteria would differ in their classification of a list of educational writings ; some judges would accept certain writings as research that others would doubtless reject. Another criticism of the criteria is that they do not include an explicit basis for evaluating routine compilations of data, such as the enroll- ment and attendance statistics of a city school system or of a state. Compilation of such data may be defended as educational research by pointing out that a clearly defined problem preceded their collection, that they are adequate and sufficiently accurate, that they have been used critically, and that the hypotheses have been subjected to critical verification. As shown on pages 35-36, some authorities are inclined to reject such activities as educational research. They appear to add the requirement that the work must not be primarily routine, not merely an assembling of facts alread}^ known to others or such as may be collected by means of relatively simple or elementary procedures. Anothei" weakness of the four criteria derived from the process of reflective thinking is that there is no specification of the nature ot the problem. A question may be simple and narrow in scope ; for example, "How many children are enrolled in building?" In answering this question, one might employ the questionnaire method, interview the teachers, or visit the rooms and secure the needed data by counting the children or examining the register. The data would be adequate, valid, and reliable, but the answering of the question probably would not be classified as educational research by any competent authority. The question is too simple and too narrow, and the facts too patent. The procedures employed in collecting and .using the data are merely clerical. The questions answered by a state educational directory are equally simple but broader in scope. How- ever, the compiling of a state educational directory does not qualify as educational research. A question asking for the average size of classes in a large high school or the medians of the scores resulting from the administration of a battery of educational tests to a grovip of pupils is slightly more complex. A still higher degree of complexity Ten Years of Educational Research, 19\8-IQ27 21 is attained when the question calls for the calculation of a coefificient of correlation. How complex must a question be before the answering of it qualifies as educational research ? No definite answer can be given. A general requirement is that the question require real reflective thinking rather than mere "gathering, compiling, and distributing statistical information." Four views of educational research. With the concept of educa- tional research set forth in the preceding pages as a basis, the several points of view of educational writers with regard to what constitutes educational research may be examined. Some writers place emphasis upon the purpose of research ; others upon the character of the process and the means employed in arriving at conclusions. The fol- lowing four views appear to include the more prominent interpreta- tions. 1. Educational research as Iiigh-grade accounting and publicity. Many educators, including most superintendents and principals, appear to think of educational research as consisting of the activities of col- lecting, organizing, and disseminating information about schools. Ac- cording to this point of view, the research worker is primarily a combination of a high-grade accountant and publicity agent. This concept is clearly indicated in the organization and activities of re- search departments in city school systems. The following statement is quoted from a recent announcement of the Department of Research in the Denver Public Schools. The department of research will take care of both instructional and ad- ministrative research. In instructional research the present comprehensive testing program will be continued. The major portion of this program is de- voted to the construction and giving of tests based on new curricula. These tests are used for evaluating the courses of study and for the improvement of teaching. Another function of the testing program is the classification of pupils by means of achievement and intelligence tests. An important phase of in- structional research is the direction and supervision of investigations of educa- tional procedures, of which a large number are being carried on at the present time in the Denver public schools. In the field of administrati\c research the department will have charge of the following : (1) Budget preparation and research. (2) Building program research. (3) Studies of administrative functions. (4) All regular statistical reports. The department will also take care of miscellaneous assignments such as answering questionnaires and inquiries from other school systems, assist in the gathering of data for public school monographs, edit and prepare The Denver Public Schools Bulletin, and the like." ""The Department of Research of the Denver Public Schools," School and Society, 27:162-63, February 11, 1928. 22 Bulletin No. 42 Martens says : "The term 'educational research' is a vague ex- pression that must often bear the burden of almost any interpretation which the school administrator wishes to place on it."^^ A reading of the study by Martens makes it clear that this writer is thinking of educational research as consisting of certain functions included in the administration of a city school system. ^^ Courtis and Packer^* also appear to think of educational research as a phase of school adminis- tration. They state that in a "fully developed school system, educa- tional research will be carried on by some fourteen departments or divisions, each with a responsible head and each with research or clerical assistants." These fourteen departments are designated as ; (1) sociological research, (2) child accounting, (3) organization and administration, (4) buildings and grounds, (5) organization and ad- ministration, (6) equipment and supplies, (7) "selection, classification, assignment, and promotion of both the personnel of the educational corps and of the children," (8) instructional research, (9) health edu- cation, (10) educational finance. (11) vocational guidance and con- tinuation schools, (12) adult education and Americanization. (13) records, reports, and publicity, ( 14) "pure, scientific research, the development of new technical methods of measurement, new tests, new devices, and new organization of existing science." 2. Educational research as objective methods. Another view of educational research is that its essential characteristic is the employ- ment of objective methods ; that is, procedures such that the data collected and their interpretation are independent of the one making the investigation. In other words, the essential requirement of educa- tional research is that opinion and prejudice be eliminated. Hence, when a person employs objective methods, he is engaging in educa- tional research ; if his methods are subjective, he is not doing so. A sub-committee of the National Committee on Research in Secondary Education commented on this view as follows : It may be well at this point to call attention to a marked ditifcrence of opinion regarding edncational research. This difference has to do largelj- with the data to be used and with the importance of complete verification. Some authorities clearly indicate that the only data admissible in research are ob- "Martens, E. H. "Organization of Research Bureaus in City School Systems," U. S. Bureau of Education City School Leaflet, Xo. 14. Washington: Government Printing Office, 1924, p. 1. "The following twenty-eight functions are listed: testin.g (mental and educational), classification of school children, surveys and statistics, supervision of special classes, educa- tional guidance, vocational guidance, devising record forms, curriculum making, publicity, test construction, professional library, information bureau, standards of promotion, attend- ance, placement in industry, instructional problems, school building program, textbook evalu.ition, supervision of elementary grades, school finance, Americanization, budgeting, psychiatry, part-time school, registration of minors, selection and placement of teachers, visual instruction, speech defects. "Courtis, S. A. and Packer, P. C. "Educational Research," fourttal of Educational Research. 1:5-19, January, 1920. • Ten Years of Educational Research, 1918-1927 23 jective data, i. c, data that can be weighed and measured by definite standards and scales, and from which all subjective elements are excluded. They give as examples of this the data that form the basis for studies on the weight and height of school children, age-grade classification of pupils, achievement in read- ing, writing, and arithmetic measured by standard tests. They say that all research should be based upon data of such nature that anyone else could take them and come to the same or similar conclusions. Anything else than this is not research. They also affirm that research must verify conclusions." The objective-methods view of educational research is frequently implied in references to a "science of education" or "scientific method." "During recent years the demand for a thorough and comprehensive study of schools by scientific methods has led to a number of investigations which can be offered as an optimistic beginning of a science of education. It would, indeed, be far beyond the truth to assert that science has settled all the problems of teaching and of school organization. There is, however, a very respectable body of fact which has been clearly enough defined so that it can in no wise be set aside. In certain details the requirements of a scientifically valid educational scheme are known and can be described.'"" "The results obtained from their [educational tests] use have been so important that they bid fair to change completely the nature of schoolroom supervision by putting scientific accuracy in the place of what was often only guesswork.'"' The same point of view^ seems to be held by many of those who insist that there is no such thing as educational research. Their argu- ment is that research is not possible until we are able to secure accur- ate measures, and this we cannot yet do. In a recent editorial, "Education — A 'Pseudo-Science'," in the Journal of Educational Re- search, S. A. Courtis asserts that the science of education is in the "stage of biased observation and uncritical acceptance of assumptions." In elaborating this point he says : We have measuring instruments of a sort, but no means of interpreting the results of our measurements except in terms of assumptions which have not been proved to fit the conditions. We speak of ability, capacity, nature, nurture, although none of these concepts is more than a vague suggestion of obscure trends. Who is able to define ability in any helpful way? Who has demonstrated beyond doubt that the doctrine of specificity is better than the general and specific factor theory, or than any other? We have statistical pro- cedures and experimental techniques, it is true, but statistical analysis alone is inadequate to establish natural law. Who ever heard of experimentation in education which conformed sufficiently to the law of the single variable to enable two investigators to obtain identical results? Even repetition of educa- tional experiments by different observers is seldom attempted because each in- vestigator can find so many flaws in the procedures of his predecessors that he would consider it a waste of time to repeat their mistakes."* ^'Jones, A. J. (Chairman). "An Outline of Methods of Research with Suggestions for High School Principals and Teachers," U. S. Bureau of Education Bulletin, 1926, No. 24. Washington: Government Printing Office, 1927, p. S. ^"Judd, C. H. Introduction to the Scientific Study of Education. Boston: Ginn and Company, 1918, p. 3. ^'Cubberley, E. P. An Introduction to the Study of Education and to Teaching, Boston: Houghton Mifflin Company, 1925, p. 258. ^^Courtis, S. A. "Education — A 'Pseudo-Science'," Journal of Educational Research, 17:131-32, February, 1928. 24 Bulletin No. 42 Although educational research is not mentioned in this statement, a reader of the editorial gets the impression that Courtis would also label our present educational research as "pseudo," because we do not 3-et have satisfactory measuring instruments. In other words, we do not yet have real educational research because our methods are not sufficiently objective/^ 3. Educational research as a means of arriving at final answers to questions about education. The point of view that educational re- search is a means of arriving at final answers to questions about educa- tion is closely allied with the one just described ; in fact, it is implied in the last three statements quoted. It is also implied in the following : The educational research movement is significant because it indicates a growing distrust in the adequacy of tradition and authority as the basis for rules of action. It is an attempt to get at the real facts at all cost, to learn their true sig- nificance, and to construct a new educational program in the light of the facts discovered."" Formerly, educational questions and issues were debated, the best debater winning the argument, but his opponents did not consider the matter settled. Hence, it was natural that there should be a wide- spread desire for a procedure that would "get at the real facts" and thus yield final answers to the questions that arose. In the physical sciences, research had revealed the falseness of many popular beliefs. In agriculture and other fields of applied science, research had dem- onstrated the relative merits of different methods. Consequently, it was to be expected that "educational research" would be interpreted as "a means of arriving at fmal answers to questions about education." It is probable that most persons who have considered the meaning of educational research have associated this concept with the term. 4. Educational research as critical, reflective thinking. A rela- tively small group appear to think of educational research as the process of critical, reflective thinking about educational questions. They con- sider objective methods desirable but not necessary. Their thesis is that the thinking must be critical at all points. The data may be sub- jective or faulty in other respects, but they must be the best obtainable ; and more important, they must be used vvith full recognition of their limitations. The conclusion is expected to be dependable, but not necessarily final. In fact, no definite answer may be obtained for the question being studied. This point of view with respect to educational "This concept of educational research is commented on again in Chapter III. See p. 46 f. "Chapman, H. B. "Organized Research in Education," Ohio State University Studies, Bureau of Education Research Monographs No. 7. Columbus, Ohio: The Ohio State University Press, 1927. 22\ p. Ten Years of Educational Research, 1918-1927 25 research is described by the sub-committee of the National Committee on Research in Secondary Education. Immediately following the de- scription of educational research as objective methods, (sec p. 46-48) they say : Opposed to this are many who contend that all data, even those called objective, have their subjective aspects; that purely subjective data based upon the judgments of teachers are valuable, often of even greater value than data that seem to be more objective, since educatiot: involves many elements not yet capable of objective determination; that opinions of people arc legitimate ob- jects of investigation and arc admissible as data. They also atlirm that analysis and hypothesis are in themselves research, even without complete verification. They point out the fact that many of our most valuable scientific truths and laws have been the result merely of analysis, of deductive reasoning based upon known truths, reasoning that has gone no further than hypothesis; for example, the research into differentiated content or method for differing ability groups.^' Under the head of "Types of Research Problems," this sub-com- mittee lists (1) historical, (2) experimental, (3) philosophical, and (4) survey. Of the third they say: "The philosophical type of research problem was inuch more common some years ago when the study of education or 'pedagog\^' was considered merely a branch of philosophy. It still has a very legitimate place in educational research. "^^ The steps of philosophical research are described as: "(1) A clear state- ment of the concept of interest as applied to teaching; (2) an analysis of the concept to determine the various elements involved; (3) the application of each of these elements to the process of teaching to show what elements are likely to be useful and what are not, and to make clear the utility and the limitations of the concept as a whole and each element in particular.""' "While this method is not often used exclusively in educational research, it occupies an important place in many investigations. Indeed, it might be said that one of the greatest needs of education today is this type of research, in order that there may be developed a real philosophy of education that takes into account the most up-to-date contributions of modern science.""^ Educational research viewed as critical, reflective thinking is implied in several criticisms of what is commonly labeled educational research. For example, Newlon states: "Strictly speaking, the gather- ing, compiling and distributing of statistical information regarding schools is not -research."^' This writer points out that "this is very much akin to research" and that it needs to be done in a scholarly man- ner, but he does not appear to favor a broad definition of the term. Judd^'' also criticizes the recognition of "gathering, compiling, and dis- ^'Jones, A. J. (Chairman). "An Outline of Methods of Research with Suggestions for High School Principals and Teachers," U. S. Bureau of Education Bulletin, 1926, No. 24. Washington: Government Printing Office, 1927, p. 6. '■Ibid., p. 12. 'Ubid., p. 17. ^Ibid., p. 18. "Newlon, J. H. "What Research Can Do For the Superintendent," Journal of Edu- cational Research, 8:106-12, September, 1923. ^"Judd, C. H. "Needed Research in Elementary Education," Fifteenth Yearbook of the National Society of College Teachers of Education. Chicago: University of Chicago Press, 1926, p. 56-65. 26 Bulletin No. 42 tributing statistical information regarding schools" as research. He ob- serves that industry in doing these things "will not serve as a substitute for real research." Apparently he believes that much of what is being published under the label of educational research is not "real research." He says : One finds, by reading the technical journals, that research follows in the trail of that which has been done. We have a few studies on the superior retention of the reconstructed school. We have some studies on the degree of success achieved in teaching algebra in what used to be the grades. One feels however, that science is not the leader in the movement of reorganization. Science is merely the bookkeeper recording transactions which others have initiated and executed." In discussing statistical methods, Rugg says that "most of our so-called 'educational research' is not educational research at all."" The same position is taken in an editorial in the School Review for September, 1926, commenting on the "Bibliography of Secondary Edu- cation Research 1920-25. ""^^ As one reads the titles and comments in this bulletin, one wonders whether the demand for fundamental research has yet secured adequate recognition in the minds of the members of the committee or of secondary-school teachers and principals. At least nine-tenths of the titles cited in the bulletin refer to purely descriptive accounts of what is going on in some department of some high school It cannot be denied that the distribution of information about practical experiments in classrooms is very desirable and worthy of all possible encouragement. There is danger, however, that a certain complacence and con- sequent neglect ot real research will result from the use of the word research to cover descriptive and trivial writings on educational matters. The ascendant view: educational research as critical, reflective thinking. The preceding examples and discussion of differing views of educational research give added weight to the statement made at the beginning of the discussion that there is no generally accepted clear and comprehensive concept of educational research, that, m fact, there are wide differences of opinion. However, there is evidence that the fourth of the views of educational research described in the pre- ceding pages is becoming the dominant one. Criticisms similar to those just cited are becoming more numerous;'^ and at the same time, the worship of objective methods seems to be passing.^^ There is also a growing recognition that to obtain a f^nal answer to some questions is very difficult if not impossible.^^ ^S ''h. "a ''""Staifstical Methods Applied to Educational Testing." Tt^W^r.^ Yearbook of the National Society for the Study of Education. Bloommgton, Illmo.s. Public School Publishing Company, 1922, p. 45-91. 2»See D. 16-17 for illustrative references. 3<"'What is Research?" School Review. 34:488, September, 1926. (An editorial.) ^^See p. 85-87 for additional criticisms. '^S^e p. 46-48. ^^See p. 51. Tex Years of Educational Research, 1918-1927 27 The view of educational research as the process of critical, re- flective thinking- about educational questions is essentially the same as the broad concept which was derived from the concept that research in general is the "process of conscious, premeditated inquiry." Such a view places educational research on a par with research in other fields. Complete educational research. Since education is essentially an applied science, there is the implication that a complete piece of educa- tional research should yield an answer to some question about what should be. In practice, however, such questions are extremely difficult to answer by means of research techniques and require greater ex- penditures of time and energ}- than most investigators have at their dis- posal. Consequently, practically all of what we call educational research consists of studies that deal with only one, or at the most a few, phases of complete educational research ; some researchers go little farther than to define problems : others merely contribute facts : still others only develop the means, such as scales, by which research may be prosecuted. The term partial educational research would be an appropriate title for most of what we commonly call educational re- search. By directing attention to this distinction, the writers do not intend to imply that studies dealing with a phase of complete educational re- search may not be valuable. Fact-finding studies, which according to this distinction would be classified as partial educational research, fre- quently make important contributions. The information they provide is very useful, if not absolutely essential, in attempting complete educa- tional research. Likewise, studies that are restricted largely to the definition of problems or to the development of techniques frequently are valuable. However, a person who desires to understand educa- tional research should keep this distinction in mind. Otherwise, he is likely to place an unjustifiably high value upon fact-finding studies and other types of partial educational research and as a consequence neglect complete educational research. If we view the present situation critically, it appears that one of the most serious shortcomings is the neglect of this latter t}-pe of research. Relatively few workers appear to have the concept of complete educational research, and as a conse- quence, many of the partial studies that are being turned out in in- creasing numbers will be found to represent wasted effort, because those who attempt complete educational research will find that many such investigations fail to make contributions that can be used. The scope of educational research. What is the boundary beyond which research is not educational but belongs in another field? It is 28 Bulletin No. 42 not easy to answer this question. Presumably, a thesis accepted in partial fulfillment of the requirements for the degree of doctor of philosophy in education is considered to be within the field of educa- tion. The following titles are representative of the more unusual educational topics and of those bordering on or usually accepted as be- longing to other fields of study, such as psycholog}-, sociology, and theolosrv. ^t^j 1. Pr.\tt, K. C. a Study of Early Infantile Behavior. 2. Keith, H. H. The Papillary Lines of the Palm as an Index of Inherited Tendencies. 3. Horn, J. L. The Education of Non-Typical Children with Special Refer- ence to Incorrigibles and Truants, Speech Defectives, the Deaf, the Blind, and the Crippled. 4. Job, L. B. Business Management of Institutional Homes for Children. 5. Garber, J. A. The School Janitor. 6. Davis, R. L. The Application of Motion Pictures to Education. 7. Washburne, C. W. a Course in General Science for the Intermediate School. 8. Maverick, L. A. The Vocational Guidance of College Students. 9. Granrud, J. The Organization and Objectives of State Teachers As- sociations. 10. Eapen, C. T. The Problem of Mass Education in India. 11. Mull, L. B. The Status of the Bible in the Public Schools of the United States. 12. Sprowls, J. W. War and Education. 13. Benedict, M. J. The God of the Old Testament in Relation to War. 14. Buller, F. P. A History of Ministerial Education in the Baptist Churches of the United States to 1845. The first two titles suggest problems in the field of psychology. The third relates to a highly specialized phase of education. The fourth appears to belong in sociology or some division of the de- partment of commerce. The thirteenth title does not appear to be directly related to the field of education. The remaining titles include some allusion to education, but they indicate the highly specialized problems that are being studied. Hence, if the titles of doctors' theses in education are taken as the basis for determining the scope of educational research, it is apparent that the scope is very broad. It encroaches upon psychology and a number of other related fields,, including religion. The Topical Index of Part II is indicative of this breadth of scope; exclusive of duplication, this Index includes 605 topics. It may be unfortunate that educational research has not been confined to a more limited field, but for the present it does not appear that a more restricted definition of "educational" would be in con- formity with prevailing practice. The meaning of educational research in this bulletin. In describ- ing educational research activities, it is difificult, if not impossible, to tl Tex Years of Educational Research, 1918-1927 29 avoid using this term with the meaning associated with it by the writers whose work is being considered. The use of "educational re- search" in this way tends to be confusing, because different writers appear to assign different meanings to it. However, it does not seem feasible to give the term a precise meaning, and the reader of this bulletin will find that sometimes it means one thing and sometimes another. Probably the term is most frequently used as a designation for work involving objective methods. This is due to the fact that the concept of educational research as objective methods has been very prominent during the past ten years. The plan of the following chapters. A general account of re- search prior to 1918 is given in Chapter II in order to provide a background for considering the ten-year period 1918-27. A general survey of this period is presented in Chapter III. Chapters IV and V are devoted to two special fields of research, educational measure- ments and curriculum construction. The principal reason for giving special recognition to these two fields is that certain members of the staff of the Bureau of Educational Research were particularly inter- ested in them. This emphasis may, however, be justified on the grounds that each refers to a relatively definite field in which there has been much activity during the past ten years. It may be noted also that summaries of research have been made for other particular fields.^* blC, tOB ^■'References to a number of these summaries are given on p. 78. CHAPTER II EDUCATIONAL RESEARCH BEFORE 1918: THE PIONEER PERIOD The beginning of educational research. The chronological place- ment of the beginning of educational research depends upon the in- terpretation given to the term. If educational measurements and the use of objective data are made the significant characteristics, Rice's' work initiated in 1894 may be taken as the beginning of our present interest in educational research. If the idea of determining the merit of an educational procedure by trial — that is, by experimentation — is made the significant characteristic, much earlier dates may be listed. Pestalozzi tested his theories by applying them in the teaching of children and noting the results. Herbart established his peda- gogical seminary and small practice school connected with it soon after going to Konigsberg in 1809. "This constitutes the first attempt at experimentation and a scientific study of education on the basis now generally employed in universities."^ Froebel was noted for his kindergarten at Blankenburg. In the United States, E. A. Sheldon began his experimentation with objective materials at Oswego, New York, in 1860.^ The work of these men and of others who might be mentioned probably would not be rated today as educational research, but the germ of the idea of experimentation may be identified in the accounts of their activities. If educational research is thought of in terms of laboratory studies of learning, another group of origins would be listed, beginning probably with Wundt's laboratory estab- lished at the University of Leipzig in 1879. If statistical methods are made the basis of our inquiry. Sir Francis Galton's development of the method of correlation, 1877-88, might be defended as an important origin. Hence, it is obvious that the question of the beginning of educa- tional research is very complex. Numerous origins may be cited, but it appears certain that the work of Rice is an outstanding source of what we today call educational research. The severe disapproval aroused by Rice's presentation of his spelling investigation at the meeting of the Department of Superintendence in February. 1897, is evidence that practically no educators were willing to admit the possibility oi - ^Rice, T. M. Scientific Management in Education. New York: Hinds, Xoble, anc Eldredge, 19f2, Chapters V-X. ^Graves, F. P. A Historv of Education m Modern Times. New York: Th Macmillan Company, 1922, p. 196-'97. 'Dearborn, N. H. "The Oswego Movement in American Education," Teacher College, Columbia University Contributions to Education, No. 183. New York: Bureau o Publications, Columbia University, 1925. 189 p. 30 Tex Yf.ars of Educational Research, 1918-1927 31 educational research that involved the measurement of the results of teaching. Ayres has described that event as follows : The educators who discussed his findings and those who reviewed them in the educational press united in denouncing as foolish, reprehensible, and from every point of view indefensible, the effort to discover anything about the value of the teaching of spelling by finding out whether or not the children could spell.^ Although Rice's work did not bear immediate fruit, it was a source of inspiration to Thorndike, Courtis, Stone, Ayres, and others who have contributed to the research movement. Soon after 1910, the construction of educational tests became the most conspicuous phase of educational research, although activities were not confined to this field. There were also studies of retardation and elimination, teachers' marks, eye-movements in reading, and a number of other phases of education. Rice's proposal of a department of research. The idea of a de- partinent of educational research was suggested by Rice in 1902.' In this connection, he mentioned the United States Bureau of Education, the National Education Association, and "departments of pedagogy in our universities." Anj- or all of these institutions would be suitable; but they are slow in according recognition to new ideas and in carr3nng them to a point of practical usefulness. I do not doubt that in due course of time the work would be taken up, officially, in one little corner, by one of the bodies I have mentioned, and would leap from it to another little corner, and that in the course of twenty-five years it would be generally recognized. But why should we wait twenty-five years ? Why not act at once ?° Rice then proposed that local school systems organize depart- ments of research. While the plan is simple, it entails considerable labor; and in order that the work may be properly and systematically performed, some one must be designated to do it and to be held responsible for it. As the city superintendent has his hands full enough at present, a special office must be created for the purpose. To the superintendent, however, such assistance would be of great value. Upon him devolves the work of supervising teachers, and largely that of recommending? their appointment or reappointment, of preparing courses of study, time tables for the different grades, etc. ; and in all these matters the records prepared b\- a special assistant would be an invaluable guide. ^loreover, by repeating the tests from time to time, he would have a much clearer idea of how his recommendations were working out than he can have when he shoots at random, as he now does, and there is no one to tell him when he hits or misses the target. Besides taking tests and tabulating results, the work of the special as- sistant would lie in endeavoring to account for the differences in results on the *Ayres, L. P. "History and Present Status of Educational Measurements," Seven- teenth Yearbook of the National Society for the Study of Education, Part II. Bloomington, Illinois: Public School Publishing Company, 1918, p. 11. 'Rice, op. cit., p. 13-16. 'Ibid., p. 14. 32 Bulletin No. 42 part of different teachers in his locality; and it would be the duty of the special assistant in each city to work in harmony with similar assistants in other cities, in order to account for differences in results in various branches in different localities. Under these circumstances, the children could at once receive the benefit of every new discovery. The small additional expense involved in maintaining an office of this kind should not be considered any more than people consider whether, by reason of expense, their school halls shall be illuminated with candles or electric lights. If one enterprising city will take the initiative, others will be sure to follow, just as others followed the leader in engaging a city superintendent.' Establishment of departments of educational research. Btireaus or departments of educational research have been created by colleges and universities, by state departments of education, and in city school systems. Chapman* identifies the founding of research bureaus during this period with three movements : the school efficiency movement, the adjustment movetrient, and the testing movement. In addition. bureaus of reference were established. The report of the New York School Inquiry, 1911-12, included the recommendation that a "Bureau of Investigation and Appraisal" be established. As a result of this recommendation, a Division of Reference and Research was established in 1913. Similar departments were organized in other cities : Balti- more, 1912; Rochester, N. Y., 1913; New Orleans, 1913; Boston, 1914; Kansas City. Missouri, 1914; Detroit, 1914; Schenectady, N. Y., 1914; Oakland, California, 1914. The establishment of departments of educational research in educational institutions was due largely to the suggestion of S. A. Courtis, who had developed the idea of comparative testing advocated by Rice. At first, Courtis directly solicited the cooperation of super- intendents and teachers in standardizing the tests he devised. As the interest in the testing movement grew, he foresaw the desirability of having centers in each state for distribtiting the tests, receiving and coiupiling the scores obtained, and incjtiiring into conditions that ap- peared unusual. Such centers were established at the University of Oklahoma, 1913; Indiana University, 1914; Kansas State Normal School. Emporia. 1914; University of Iowa, 1914; University of Minnesota, 1915. The first state bureau was the Division of Edu- cational Tests and Measurements of the Wisconsin State Department of Public Instruction, organized in 1916. As implied in the preceding paragraphs, the activities of the formally established departments of research in both city school sys-, tems and teacher training institutions were confined largely to the] 'Rice, op. cit., p. 15-17. 'Chapman, H. B. "Organized Research in Education," Ohio State University Studies, Bureau of Educational Research Monographs, No. 7. Columbus: The Ohio State Univer- sity Press, 1927. 221 p. I Ten Years ok Educatioxal Research, 1918-1927 33 tield of educational measurements. A few studies were made in other elds,^ but they were the exception rather than the rule. Furthermore. :ie reader should bear in mind that then, as now, many important ludies were being carried on as individual enterprises, by either graduate students or members of the stafifs of departments of educa- tion. Of course the Federal Bureau of Education had been established long before these bureaus of research were organized, but it had never included any appreciable amount of research among its functions. In 1910. the Bureau began the creation of a series of divisions, such as the Division of School Administration and the Division of Higher Education, which have carried on research activities of a sort, es- pecially the collection of data relative to various branches of educa- tional work. In 1917, the Federal Board for Vocational Education was set up. Naturally, it lias functioned most since 1918; in fact, it can scarcely be said to have carried on any research prior to 1918. Educational research by foundations. Of the foundations, the Russell Sage Foundation was most active during this period, its Divi- sion of Education being under the direction of Leonard P. Ayres. Notable contributions were the studies of retardation^" and of medical inspection, the development of writing and spelling scrdes. and com- parisons of state school systems. The Carnegie Foundation for the Advancement of Teaching, the Carnegie Institute, and the General Education Board carried on or encouraged some educational research. Encouragement of educational research by voluntary organiza- tions. Of the voluntary organizations of educators, the National Society for the Study of Education, the Educational Research As- sociation, and the National Society of College Teachers of Education were the most important. Most other volunteer organizations of edu- cators and educational institutions that are well known today for the research sponsored or carried on by them have been organized or have taken up such activities since 1918. The first of the three organi- zations just mentioned originated as the National Herbart Society in 1895 and has functioned as a stimulus for research and discussion of research ever since. As is pointed out in Chapter V, most of the cur- riculum research in the period just prior to 1918 was done at the in- 'For example, the following was one of the first studies made by the Bureau at Emporia. Kansas: Monroe, W. S. "Cost of Instruction in Kansas High Schools," Kansas State Normal School Bulletin, Xew Series, Vol. 4, No. 6, Studies by the Bureau of Educational Measure- ments and Standards, No. 2. Emporia: Kansas State Normal School, 1915. 35 p. ^"Sce p. 41-42. 34 Bulletin No. 42 stance of this society. The Educational Research Association was organized in 1915 as the National Association of Directors of Educa- tional Research. This association produced Part II of the Seventeenth Yearbook of the National Society for the Study of Education, entitled "The Measurement of Educational Products." The National Society of College Teachers of Education was organized in 1902. Its first yearbook, published in 1911, was devoted to the subject "Research within the Field of Education, Its Organization and Encouragement."^^ This yearbook furnishes a valuable index of the status of educational research at that time. The major part of the volume consists of four papers presented by Cubberley,^^ Dearborn,^^ Paul Monroe^* and Thorndike.^^ The view of educational research taken by each of these men was determined by his interests and the aspect of education being considered. Cubberley felt that the principal need in educational ad- ministration was for the collection of facts. This problem of taxation and apportionment is the most thoroughly fundamental problem in the administrative side of education today. Careful statistical studies of conditions and needs shoidd be made in each state, .... With the facts and figures thus collected, the campaign for a better financing of education can be begun." He also urged that studies be made "which would do much to help along a movement for rational county school organization."^' Dear- born gave consideration to experimental research, his principal thesis being "that so far as the educational experimenter is concerned," many problems thus far studied mainly in the psychological laboratory "may now best be studied in the form of the school experiment."^® He also argued for full use of data already existing in the form of school records. Paul Monroe was concerned with cooperation among re- search workers in education. However, he used "cooperation" in no narrow sense. The following statement makes clear both his concept of the term and to a somewhat lesser degree, the status of educational research. Co-operation in research is made possible now by a number of factors. Publishers are willing and anxious to bring out the product; the professional public is clamoring for light ; men of wealth are willing to assist in any such effort that promises to be of value; and scientifically trained students, inter- ested in education, are more abundant." ""Research within the Field of Education. Its Organization and Encouragement," School Rcvieiv Monografhs, No. 1. Chicago: University of Chicago Press, 1911. 71 p. ""Fundamental Administrative Problems." ''"Experimental Education." ""Co-operative Research in Education." ""Quantitative Investigations in Education: with .'Special Reference to Co-operation within this Association." '•/b.rf., p. 3. "/6!(i., p. 4. "/bid., p. 6. '9/fcirf., p. 32. Ten Years of Educational Research^ 1918-1927 35 Thorndike was interested in the opportunity and need for quanti- tative investigations, whether the investigator was primarily "inter- ested in the student body, in the teaching staff, in the curriculum and material plant, in the receipts, in the expenditures, or in the com- munity's aims from which all these arise .... the number of useful studies to be made is, for all practical purposes, infinite."^" However, quantitative investigations were dependent upon the de- velopment of "proper units and scales." Thorndike outlined briefly several lines of investigation that should be pursued as quickly as ap- propriate units and scales should make it possible. In so far as the status of educational research is concerned, the most significant facts about this group of papers are those character- istics that they possess in common : their emphasis on the need for research, the opportunity for research, in brief, their forward look ; their definition of problems ; and their "soft-pedaling" of accomplish- ments of the past. It is true that Cubberley mentioned "the pioneer studies of Elliott and Strayer,"-^ that Dearborn mentioned the experi- ments of Winch,^- and that Thorndike indicated that "the first steps taken by IMeriam, Strayer, and Ruediger .... should encourage us,"^^ and commended "the studies on eye-movements made by ... . Dodge, Huey, Dearborn, and Judd."-^ However, these were only in- cidental to the more fully expressed expectation of and hope for effective educational research in the succeeding years which were epitomized by Paul Monroe : "Truly a decade of the future should show greater results than have generations of the past."'"^ Another indication of the status of educational research at this time is the establishment of the Journal of Educational Psychology in January, 1910. The complete title, The Journal of Educational Psy- chology, Including Experimental Pedagogy, Child Physiology and Hygiene, and Educational Statistics, is indicative of the range of the articles that have appeared in it. Tn the editorial announcement in the first number, the editors voiced their belief "that the time is ripe for the study of schoolroom problems in the schoolroom itself and by the use of the experimental method. Educational practice is still very largely based upon opinion and h}-pothesis, and thus will it continue until competent workers in large number are enlisted in the applica- tion of the experimental method to educational problems. Little more than a beginning has been made in this important movement." ^Op. cit., p. 34. "/fcid., p. 4. ^Jbid., p. 8-10. ^Ibid., p. 40. ■*Ibid.. p. 47. ^Ibid., p. 32. 36 Bulletin Xo. 42 Research techniques. Before 1918, the techniques employed were crude in many respects, although most of those being used today originated during that period. The Thorndike Handwriting Scale was published in 1909 ; Stone Arithmetic Tests in 1908 ; Courtis Standard Tests, Series A in 1909 ; Courtis Standard Research Tests, Series B, in 1913; Ayres Handwriting Scales in 1912 and 1915; and the Binet General Intelligence Tests in 1905 and 1908. Otis and others had devised group intelligence tests just prior to 1918. Judd and his co-workers had developed apparatus for photographing eye-movements in reading. Thorndike's well-known volume. Introduction to the Theory of Mental and Social Measurements,-'^ was published in 1904 and revised in 1913. Although Cattell and other psychologists had been using somewhat refined statistical methods, the appearance of this book may be taken as the beginning of the application of statistical methods to educational problems. Two English books, one by Brown.-' and the other by Yule,'* came from the press in 1911. Although Brown's treatise received some use in this country and Yule's was very com- monly used in courses in statistics given by departments of mathe- matics and economics, they did not meet satisfactorily the need in education. In 1917, however, Rugg's Statistical Methods Applied to Education appeared.-^ This book, which dealt with tabulation, aver- ages, variability, rectilinear correlation, the normal frequency curve, and so forth, in easily understood language, began at once to receive wide use. It was commonly employed as a textbook in universities and teacher-training institutions, and served to give thousands of workers in the field of education an elementary but practical knowledge o^ statistical methods. Development of the questionnaire. Sir Francis Galton has beer credited with having devised the method of the questionnaire aboul 1875,^° but it is evident that this means of gathering data was in use prior to his time. For instance, forty years earlier, at a meeting oi the Statistical Section of the British Association in Bristol in 1836, !• ot A"; tOI iod IIii Liz ^•Thorndike, E. L. Introduction to the Theory of Mental and Social Measurements. New York: Teachers College, Columbia University, 1904. 277 p. The stimulation of Boas, at Columbia University, and, less directly that of fialton ai; his pupil and colleague, Pearson, undoubtedly had much to do with the writing of thi book. Karl Pearson has unquestionably made more extensive contributions to the develo; ment of statistical methods than anyone else and is generally ranked as the leading statistic! of the world. His work has appeared chiefly in Biometrika and the publications of t Royal Society. -'Brown, William. The Essentials of .\[cntal Measurement. London: Cambrid University Press, 1911. 152 p. ^Yule, G. U. An Introduction to the Theory of Statistics. London: Charles Gri and Company, 1911. 376 p. =="Rugg, H. O. Statistical Methods Applied to Education. Boston: Houghton Miffli Company, 1917. 410 p. '"Henderson, E. X. "Francis Galton," Cyclopedia of Education, Vol. 3. Xew Vorl The Macniillan Company. 1012, p. 4. ■«C Ten Years of Educational Research, 1918-1927 Zl there was submitted "a short paper on the State of Education in that City, founded on returns obtained by circuhir from the clergy and other ministers of religion. "-"^ It is significant that the writer of this paper was aware of the imperfections of the questionnaire: "Those returns were professedly and from the very nature of the mode of inquiry, partial and imperfect." In another committee report, this statement appears: "It is impossible to expect accuracy in returns obtained by circulars, various constructions being put upon the same question by different individuals, who consequently classify their re- plies upon various principles."^- The fact that the questionnaire method was being employed in the United States contemporaneously with these early investigations in England is evident from some of the activities of Henry Barnard. In his efforts to secure information relative to educational conditions in Connecticut, he made use of a questionnaire that included the follow- ing among its questions : When was the school-house erected? What arrangements are there for the seating of pni)ils? What educational periodicals do you take? Are the pupils classified according to age? What improvements do you consider desirable in the organization or administration of your school?" Sigismund, in his pioneer work on child psychology, secured many of his data by means of the questionnaire. In the Introduction to Kind und Welt, published in 1856, he stated, "I concluded therefore to put together the results of my observations and to send them in copy to several mothers of good judgment, in order to obtain through them a collection of methodical biographies of children, from which, by induction, I might derive those laws of human development for which I had sought in vain in books. "^* A similar method was employed by Lazarus^'*^ in his study of the content of children's minds. This investi- gation, which was carried on at Berlin, in 1870, served as a model for G. Stanley Hall,^^ who began his study in Boston in 1880 for the pur- pose of obtaining information relative to the knowledge possessed by ''Committee of the Statistical Society of Bristol. "Statistics of Education in Bristol," Journal of the Statistical Society of London, 4:250, October, 1841. ""Report of a Committee of the Manchester Statistical Society on the State of Education in the County of Rutland in the Year 1838," Journal of the Statistical Society of London, 2:303, October, 1839. ^'"Common Schools in Connecticut," Barnard's American Journal of Education, 1:669-722, May, 1856. '*Sigisraund, B. Kind und Welt. Bruo. F., Vieweg, 1856, p. 10. Quoted by Gault, R. H. "A History of the Questionnaire Method of Research in Psychology," Pedagogical Seminary, 14:369, September, 1907. '^"Bartholomai, F. und Schwabe. "Der Vorstellungskreis der Berliner Kinder beim Eintritt in die Schule," Berlin Statistischcs Jahrbuch, 1870, p. 59-77. '^Hall, G. S. Life and Confessions of a Psychologist. New York: D. Appleton and Company, 1923, p. 378. 38 Bulletin No. 42 children on entering school. A written questionnaire of one hundred items was placed in the hands of several teachers, many of whom used it orally with the children. Hall sa3-s in regard to the report of this investigation, " 'The Contents of Children's Minds' attracted more comment, was translated into more Languages, and set the pattern for more similar studies than anything I have ever written. "^*^ From that time on, the questionnaire method was much in vogue. Its use was widespread among the members of the National Society for Child Study, founded in 1893. Hall, as editor of the Pedagogical Seminary, received over twenty thousand returns in response to his questionnaire syllabi. ^^ The preceding paragraphs have indicated something of the de- velopment of the questionnaire as a means of collecting data in edu- cational research. It is, unfortunately, impossible to present adequate quantitative evidence of its use during the years just prior to 1918. It is significant, however, that in 1911, Thorndike made the following statement : "One vice of statistical studies in education today is the indiscriminate use of lists of questions as a means of collecting data by correspondence."^^ This statement implies a rather widespread use of the questionnaire at this time, a use which was receiving the censure of critical workers. The fact that the questionnaire continued to be used, in spite of its recognized limitations, is shown by the fact that more than one-third of the research articles to be found in the School Review for 1917 were based on this technique. School surveys. Although a number of studies embracing many features similar to those now included in school surveys had been made before 1907, the use of "survey" to refer to a study made of the Pitts- burgh schools in that year appears to have been the first occasion on Avhich the term was employed in such a manner. Very soon, however, it began to be used generally and within three or four years was com- monly accepted and understood. Not only did the term become com- mon, but the movement which it represented soon became general, as is indicated by a bibliography^^ which lists about 125 surveys*" as being -, made within the ten years following 1907. Apparently there were two ^ chief causes, one economic and the other scientific, for the rapid spread '«Hall. op. cit., p. 381. "Gault, R. H. "A History of the Questionnaire Method of Research in Psychology," I'cdaijngical Seminary, 14:366-83, Septeml)er, 1907. ^'Thorndike, E. L. "Quantitative Investigations in Education," School Review Mono- graph. Vol. 1, 1911, p. 43. '"Whipple, G. M. (Edited by). "Bibliography, Divisions H and I: City Surveys and State, County, and Other Surveys," Seventeenth Yearbook of the National Society for the Study of Education, Part II. Bloomington, Illinois: Public School Publishing Company, 1918, p. 183-90. *°Many of these were not complete surveys but merely very brief and partial ones, yet such that the author of the bibliography deemed them worthy of inclusion. Ten Years of Educational Research, 1918-1927 39 of the survey movement. The chief factor in the former was the desire of the average citizen both to Hmit expenditures and to know for what they were being made. The scientific influences, on the other hand, had to do with the desire of educators to subject objectives, curricula, methods of teaching and of administration, and so forth, to critical analysis. Three or four years after the Pittsburgh Survey came those of Montclair*^ and East Orange,*^ New Jersey, and immediately follow- ing these the much larger and more important one of New York City.*^ These three surveys differed from earlier ones in that their chief pur- pose was to inform the public concerning the schools. Moreover, the survey of New York City was the first in which educational tests were employed to assist in evaluating the efficiency of instruction, Courtis, a member of the Survey Commission, having his Series A Arithmetic Test given to about 30,000 children. Among other notable city surveys before 1918 may be mentioned that of Butte, by Strayer and others/* that of the Portland schools directed by Cubberley,*^ that of Salt Lake City"^ by Cubberley, that of San Antonio by Bobbitt,'*' and that of Springfield, Illinois, by Ayres.*® By far the most complete, however, was that of the Cleveland Public Schools*^ made by Ayres with the assistance of Judd and others. The report consisted of twenty-five volumes, each dealing with a different phase of the public school sys- tem. Of the men mentioned above, three perhaps deserve the most credit for the stimulation and guidance of the school survey movement ; .\yres and Cubberley were prominent in its very early stages, and Strayer became one of the leaders soon thereafter. At first, there was a tendency to devote most attention to the legal aspects of the public schools, the status, powers, and organization of boards of education, and so forth, with buildings and building pro- grams perhaps ranking second. Even after the New York Survey, it "Hanus, P. H. "Report on the Programme of Studies in the Public Schools of Montclair, X. J." Cambridge, Mass., 1911. 28 p. ""Report of -the E.xamination of the School System of East Orange, New Jersey." East Orange, N. J.: Board of Education, 1912. 64 p. ""Final Report of Committee on School Inquiry. Board of Estimate and Apportion- ment." New York City: The Committee, 1911-1913. 3 vols. "Strayer, G. D. (Director). "Report of the Survey of the School System of Butte, Montana." Butte, Montana: Board of School Trustees, 1914. 163 p. ^^"Report of the Survey of the Public School System of School District No. 1, Multnomah County, Oregon, City of Portland." Portland: The Committee, 1913. 441 p. Also published as follows: Cubberley, E. P., ct al. Portland Survey. Yonkers: World Book Company, 1916. 441 p. ""Report of a Survey of the Public School System of Salt Lake City, Utah." Salt Lake City: Board of Education, June, 1915. 324 p. ■"Bobbitt, Franklin. "A Survey of the San Antonio Public School System." San An- tonio, May, 1915. 257 p. **Ayres, L. P. The Public Schools of Springfield, Illinois. New York: Russel Sage Foundation, 1914. 152 p. *'Ayres, L. P. (Director). "The Cleveland Education Survey." Cleveland: Survey Committee of the Cleveland Foundation, 1915-1916. Vols. 1-26. 40 Bulletin No. 42 was several years before the measurement of achievement came to occupy the prominent place that it has held more recently. With the exception of the use of intelligence tests, however, practically all of the phases covered in most modern school surveys were being dealt with to some extent during this period. It may be said that by 1918 the movement was thoroughly accepted, that methods were fairly well standardized, that it was even expected that progressive city systems would have school surveys made every few years, and that several state surveys''" had already been published. The child study movement. Although G. Stanley Hall"^ dis- claims all credit for originating the child study movement, there is little reason to doubt that he, above all others, was most responsible for its early development in the United States. Reference has been made on pages 37-38 to his early work in Boston in 1880. His responsi- bilities at Johns Hopkins, and later, his duties as first president of Clark University, prevented his return to this field until 1893. In 1894, he printed the first of a series of questionnaire syllabi in an efifort to secure data pertaining to children. Although some of these syllabi had to do primarily with child psychology', many were in the field of education, some of the topics being, "The Beginnings of Reading and Writing," "Moral Education," "School Statistics," "Number and Mathematics," "Examinations and Recitations," and "Some Characteristics and Tend- encies of School Children in the Grades." The wide distribution of these questionnaire syllabi resulted in interesting people in child study, not only in the United States, but in other countries as well. Fre- qently, the recipient merely answered the questionnaire and returned it to Hall. Sometimes, teachers would place the questionnaire on the blackboard and get "returns" from their pupils. In a few cases, in- terested persons re-distributed the questionnaire, and upon writing up their investigation would send it for publication to Hall as editor of the Pedagogical Sc}ni)wry. The magnitude of the child study move- ment in the early years of this century is shown by the following quotation from Hall. -|| "Most of the so-called "state surveys" published prior to 191S were very general, the reports occupying perhaps only twenty or thirty pages, but there had been several more complete and elaborate ones. As examples of these the following may be cited: I Sargent, C. G. "The Rural and Village Schools of Colorado. An Eight- Year Survey I of Each School District, 1906-13, Inclusive," Colorado AgrUuUural College, Series 14, No. ' 5, 1914. 106 p. "A General Survey of Public High-School Education in Colorado," University CT Colorado Bulletin. Vol. 14. October, 1914. 92 p. Brittain, H. L. "Report to the Governor of Ohio by the Ohio State School Com- mission." Columbus: F. J. Heer Printing Company, 1914. 352 p. '•Hall, G. S. Life and Confessions of a Psyeholoijist. New York: D. Appleton and Company, 1923, p. 378. ll,* Ten Years of Educational Research, 1918-1927 41 The movement of child study was, however, by no means limited to questionnaire methods .... To understand the full scope of genetic paidology we may here refer to the annual bibliography printed at Clark by L. N. Wilson from 1898 to 1911 each year containing from three or four hundred at first to nineteen hundred titles in 1910."^" Research activities before 1918. Some indications of research activities prior to 1918 have appeared in the preceding pages, but a more explicit consideration is needed in order to give a true descrip- tion. The facts that there were only very limited formal provisions for educational research until near the close of this period, that practically no achievements tests were available until about 1915, and that group intelligence tests were not available until after 1918 probably suggest that relatively little significant research was completed before 1918. However, examination of published reports of research reveals a num- ber of important studies. A few of these are described briefly.^^ 1. Transfer of training. Although a number of the studies of transfer of training fall in the field of pure psychology rather than in education, it is appropriate to note the research bearing on this subject. In 1916, H. O. Rugg published an analytical summary of the "experi- mental literature of mental discipline."^* He listed twenty-nine studies, the earliest of which bears the date 1890. Two others appeared before 1900 and only six others during the next five years, but twenty are listed for the period 1906-16. These facts indicate the growth of esearch in this field during the period considered by Rugg. It is sig- nificant that although ten of the investigators studied transfer under choolroom conditions only one such study was made before 1906. 2. Retardation and elimination. In 1904, Superintendent Maxwell f New York City included in his annual report an age-grade studv )f the elementary schools of that city.^^ The appearance of this report ippears to have stimulated interest in the questions of retardation and limination. Within a period of less than ten years a number of elaborate studies were inade, of which Thorndike's study, "The Elimi- lation of Pupils from School,"^® in 1907 appears to have been the first. t was concerned chiefly with elimination, but some attention was given o retardation and acceleration. A couple of years later, 1909, Ayres mblished a somewhat more comprehensive investigation under the title Sum! i Xd "Hall, o/j. cit., p. 392. H "Studies in the fields of educational measurements and curriculum construction have ilv 'W*** been included here. For research in these fields see Chapters IV and V. H "Rugg, H. O. The Experimental Determination of Mental Discipline in School iQfXtudies. Baltimore: Warwick and York, Inc., 1916. 132 p. n "Maxwell, W. H. "Sixth Annual Report of the City Superintendent of Schools." iaiiir«w York, 1904, p. 42-49. '"Thorndike, E. L. "The Elimination of Pupils from School," U. S. B-iireaii of ducation Bulletin, No. 4. Washington: Government Printing Office, 1907. 63 p. « 42 Bulletin No. 42 "Laggards in Our Schools. "=^ In 1911, Strayer published a study^® that presented age-grade data for a number of city school systems, colleges, and universities. In the same year two other reports appeared, one"'^ of which dealt chiefly with the progress of pupils, rather than with age- grade conditions, and the other*^° with retardation. These pioneer studies have served as models for numerous inquiries. IMost school surveys and many annual reports of city superintendents have included..; an age-grade table from which conclusions relative to retardation and elimination have been drawn. As implied in the preceding sentence, measures of retardation and elimination were usually derived from an age-grade table that showed the number of pupils of each age group belonging in each grade. Obviously, this technique does not lead to accurate measures of re- tardation, because the age of entering school is not the same for all children. In his 1909 study, Ayres devoted one chapter to "rates of progress" and set up a progress table in which "years in school" wa used instead of chronological age. However, this technique appears to have attracted relatively little attention, and during this period prac tically all investigators employed the age-grade technique. 3. Teachers' marks. A large number of studies prior to 1918 related to teachers' marks. Three general techniques were employed. In one group of investigations, distributions of marks were studied. The study by Meyer*^^ at the University of Missouri appears to have been the first of this t3'pe to attract much attention. By tabulating separately the marks for different instructors, he found that the dis- tributions differed widely. In a second type of investigation, the marks received by the same pupils in successive years were compared. Ii 1909, Dearborn*"'- reported a study in which he compared the grades received by certain students in high school with those received in col lege. In 1911, Carter''^ compared the marks received by the eighth' grade pupils in certain elementary schools of J\Iilwaukee, Wisconsi with the marks these same pupils received when they entered a centr "Ayres, L. P. Laggards in Our Schools. New York: Charities Publication CoB mittee, 1909. 236 p. "^Strayer, G. D. "Age and Grade Census of Schools and Colleges," U. S. Bureau Education Bulletin, No. .S. Washington: Government Printing Office, 1911. 144 p. '»Keyes, C. H. "Progress Through the Grades of City Schools," Teachers Collegi Columbia University Contributions to Education, No. 42. New York: Bureau of Public* tions, Columbia University, 1911. 79 p. I «»nian, L. B. "A Special Study of the Incidence of Retardation," Teachers Collegi Columbia Unirer.'tity Contributions to Education, No. 40. New York: Bureau of Public tions, Columbia University, 1911. Ill p. "Meyer, Max. "The Grading of Students," Science, 28:243-52. '^Dearborn, W. F. "The Relative Standing of Pupils in High School and in University," University of Wisconsin Bulletin, No. 312, 1909. 44 p. ''Carter, R. E. "Correlation of Elementary Schools and High Schools," Elementa School Teacher, 12:109-18, November, 1911. Ten Years of Educational Research, 1918-1927 43 high school. The third technique was employed by Starch and Elliott, who had facsimile copies of an examination paper in English marked by a number of teachers of that subject."* Later, they made similar studies in geometry and history. In 1914, F. J. Kelly reported a com- prehensive study of teachers' marks*'^ in which he employed each of these three techniques, as well as certain additional ones. The work of Starch and Elliott and of Kelly was very intiuential in arousing in- terest in the study of teachers' marks, and in stimulating numerous other investigations. 4. Chicago reading studies. The Chicago reading studies, due largely to the inspiration of Charles H. Judd, Director of the School of Education since 1909, involve a unique research technique. During the period of liis appointment at Yale University, 1902-9, Judd de- vised the "kinetoscopic photographic method" for the study of eye- movements. His experience at Yale was supplemented by the work of Dearborn, who had worked with apparatus devised by Dodge. After Dearborn left the University of Chicago, Freeman continued experi- mentation with his apparatus; and during the scholastic year of 1913- 14, Schmidt*^" carried on a study of eye-movements in reading under the direction of Judd and Freeman. In June, 1915, the Department of Education of the University of Chicago received an appropriation from the General Educational Board for laboratory studies in reading and writing. During the scholastic year of 1915-16, C. T. Gray improved the apparatus left by Dearborn and carried on a series of studies.*'^ In 1918, Judd reported the results of two years of experimental work on reading, of which Gray's study was one phase.''* Although other tech- niques were employed, the photographing of the eye-movements of readers is the distinctive characteristic of this experimental work. By means of a somewhat elaborate apparatus, a continuous record of the subject's eye-movements was secured on a film. By comparing this record with the text read and the conditions under which the reading was done, certain conclusions became apparent.*'® iifiii "Starch, Daniel and Elliott, E. C. "Reliability of Grading High-School Work in English," School Reviciv, 20:442-57, September, 1912. ""Kelly, F. J. "Teachers' Marks," Teachers Collef/e, Columbia University Contributions to Education, No. 66. New York: Bureau of Publications, Columbia University, 1914. 139 p. "Schmidt, W. A. "An Experimental Study in the Psychology of Reading," Supple- mentary Educational Monographs, Vol. 1, No. 2. Chicago: The University of Chicago Press, 1917. 126 p. Chapter II of this monograph gives a description and summary of previous studies. "Gray, C. T. "Types of Reading Ability as Exhibited Through Tests and Laboratory Experiments," Supplementary Educational Monographs, Vol. 1, No. 5. Chicago: The University of Chicago Press, 1917. 196 p. "^Judd, C. H., et al. "Reading: Its Nature and Development," Supplementary Educational Monographs, Vol. 2, No. 4. Chicago: The University of Chicago Press, 1918. 192 p. "^The laboratory studies of reading carried on at the University of Chicago since 1917 are described in Chapter III, p. 70-71. 44 Bulletin No. 42 5. Other types of educational researcli. The studies described in the preceding pages do not represent all of the educational research prior to 1918. Until about 1910, history of education was a favorite field of inquiry. Referring to the period around 1900, Henry Suzzallo says: The methods of that day were not exact in educational thinking. The comparative and statistical inquiries of the educational administrators had not yet transformed that field of practice; nor had the educational psychologists begun their scientific work in tests and measurements. The one field of educa- tional study which possessed a thoroughgoing scholarly method of inquiry was the history of education. It set the standard for graduate study and established an ideal of accurate investigation for students of education. Its demand set up a standard of respectability for every other field of educational thought.'" In commenting on the influence of Paul Monroe, Professor of History of Education at Teachers College who became a member of the faculty in 1897, Cubberley says : In a published list of Doctor of Philosophy degrees granted at Teachers College, from 1899 to 1921, the theses for forty-six of the one hundred and ninety-one degrees have been in the field represented by the work of Professor ^lonroe.'' There were a few studies in educational finance, but this field of educational research did not become prominent until after 1917. There were also a few attempts to evaluate methods of teaching and other procedures by experimentation under school conditions. In fact, for almost all types and fields of educational research, it is possible to identify beginnings prior to 1918. Concluding statement. The foregoing account of the pioneer period of educational research is convincing evidence that the idea of research in education had become firmly established by 1918. The ex- tremely hostile attitude that existed in 1897 when Rice reported his findings relative to spelling before the Department of Superintendence'^ had been replaced by a distinctly friendly attitude. By 1917, stand- ardized educational tests were beginning to be widely used ; research departments were being established in public school systems as well as in teacher-training institutions; most of the instruments and tech-, niques of educational research employed today had been devised, at. least in crude form ; a number of important studies had been com- pleted ; courses in statistical methods and other research techniques were beginning to be offered in departments of education. The period '"Suzralo, Henry. '"Introduction," p. xiii i« .• Kandel, I. L., et al. Twenty-five Years of American Education. New York: Thej Macmillan Company, 1924. 469 p. "Cubberley, E. P. "Public School Administration," p. ISO in: Kandel, op. cit. '■Sec p. 30. Ten Years of Educational Research, 1918-1927 45 of pioneering was nearing its close ; in fact, one might say that in many respects it had ended by 1918. No attempt has been made in this chapter to summarize the re- sults of studies, but it is obvious that, although the findings tended to be fragmentary and some are ncjw known to be partially or wholly erroneous, several important contributions had been made to our knowledge in the field of education before 1918. It is true that some studies did little more than provide convincing evidence for beliefs growing out of experience, but even in such cases the research may be considered to have made an important contribution. CHAPTER III A GENERAL SURVEY OF THE PERIOD 1918-1927 Quantity production attained. As indicated in the Foreword, edu- cational research today appears to have attained the status of "quantity- production." Prior to 1918, only seven bureaus or departments of educational research had been established in teacher-training institu- tions, and only eighteen in connection with public school systems. In 1925-26, the latest date for which information is available, the corre- sponding numbers were twenty-nine and sixty-nine.^ The trend of this period is also shown by Table I, which gives the number of doctors' theses in education by years for the period from 1918 to 1927. The average number of theses during the first five years is 55. In 1923. the number increased to 94, and in 1926 to 181. That this latter figure does not represent an abnormal or temporary condition is indicated by the fact that 189 theses were reported for 1927. This same trend toward quantity production is also shown by Table lA and Figure 1, which give the number of "Reports of Educational Research and Re- lated Materials" by years for the period 1918 to 1927. It is clear that the rapid increase in production began about 1922. This list, which appears as Chapter II of Part II of this bulletin does not include arti- cles in periodicals, and certain other materials, but the total number of items is 3,714. If reports of research published as articles in periodi- cals and all unpublished studies^ had been included, the total would probably have been twice as large. Similar data are not available for the period 1908-17, but it is certain that the number of reports of ed- ucational research and related publications would be much less than the total for the period 1918-27. It seems reasonable to estimate that tlie number for the earlier period was not more than one- fourth of the total for the latter. These facts appear to justify the use of the phrase, "quantity production" as descriptive of the present status of educational re- '. search. It is, of course, true that much of what is labeled educational research probably is not real research.^ This fact, however, does not appear to invalidate the use of the term "quantity production." Faith in objective methods. Another significant aspect of edu- cational research during the past ten years is the faith in objective | 'Ch.ipman, H. R. "Organized Research in Education," Ohio State UniTcrsity Studies, Bureau of Educational Research Monographs, No. 7. Columbus, Ohio: The Ohio State] University Press, 1927, p. 19. ^A few of the doctors' theses included have not been published. 'See p. 27. 46 Tex Years of Educational Research, 1918-1927 47 Table I Number of Doctors' Theses ix Educatiox, 1918-27 Institution 5 ton College . ston brown l I "As long as learning experiments arc handled by ps3xhologists alone we ;.!, -khall make slow progress so far as education is concerned. . . . We have a lot I piecework but no quantity production. The only persons who can supply the leed in this respect arc the teachers."' "These problems in these bearings can never, in my judgment, be pursued ■y anyone as successfully as by the teacher.'" J II connection with such appeals, teachers have been told that participation in experimentation and other types of educational re- search is relatively simple and requires little it any special training;. 'nuckingham, op. cit., p. 369. Hbid., p. 374. so Bulletin No. 42 For example, in the book just referred to, it is asserted that "it is by no means necessary that you should set up formal experiments in- volving control groups in order to serve the cause of education as a research worker."^ A similar assertion was made in an editorial an- nouncement in the English Journal for February, 1923, page 138. The editor proposed an experiment to determine the relative merits of two instructional procedures. After explaining the plan of the experiment and soliciting the cooperation of teachers, he stated : No technical training in the use of measurements will be necessary, and there will be no great additions to the teacher's out-of-class labors. Only the ■ collection of a few samples of his own pupils' compositions and fairly close J I adherence to definite teaching policies in two classes — these will be the total ■ j burden of each co-operator. The popularization of educational research has been greatly aug- mented during the past ten years by numerous grants from founda- tions, other organizations, and individual contributors. The general i t attitude appears to be represented by the Commonwealth Fund, estab- | I' lished in 1918. In 1921, the directors created a research fund of $100, 000 a year for a period of five years. This fund was used in sub sidizing, and hence making possible, investigations by various in dividuals and organizations. The attitude of the committee adminis- tering the fund is indicated in the following paragraph from a state ment issued by the secretary of the committee at the end of the first year : The Educational Research Committee believes that there should be many more appeals for subventions than have thus far come to it and that requests should be made by a much wider range of institutions. Indeed the conditions of the grant and the policy of the committee are so flexible that any first-class: project which can be clearly defined and budgeted is likely to receive favorabl consideration. The committee meets three times a year, in the autumn, in the^ early spring, and in the early summer." The annual expenditure for educational research since 1917 ha never been calculated, but the amount is evidently very large. Th 1926 issues of School and Society carried announcements of appro priations and donations of more than three million dollars specificalh designated for educational research. The 1927 issues carried an nouncements of more than a million dollars. These amounts do no include expenditures by city and university bureaus in the course o their regular work. In addition, there were undoubtedly many ex penditures of the type announced which received no publicity in th pages of School and Society. An estimate of five million dollars year for educational research is apparently conservative. i 'Buckingham, op. cit., p. 377. '"Editorial. Elementary School Journal, 22: 404, February, 1922. Tex Years of Educational Research, 1918-1927 51 Although most of the grants from foundations and other sources for educational research have been made to persons experienced in such work, some of the funds have gone, either directly or in- directly, to persons rating as 'amateurs.'" In general it has been rela- tively easy to secure financial assistance for a clearly defined project and the availability of funds has undoubtedly been a potent factor in popularizing this field of activity. The pseudo-simplicity of educational research. As implied in some of the preceding paragraphs, the popularization of educational research has been stimulated by the belief that as a rule the techniques required for the study of educational problems are relativeh- simple. The prevailing attitude is strikingly illustrated in the following state- ment by T. L. Kelley : Some years ago I felt that it would be a rather simple m.atter to determine experimentally the relative influences of heredity and environment upon mental performance. This appeared to involve merely a collection of ample data of a sort easily obtainable, and the analj'sis of such data by prosaic methods. As a beginning it seemed well to examine tentatively all the statistical steps which would arise in the undertaking. The attempt to do so proved disheartening because of the number of difficulties which it revealed. These were both logical and mathematical. To meet the mathematical ditficulties certain new m.easures have been derived . . . and are used here for the first time in an experimental study. To meet the logical difficulties a number of explicit functional definitions If^are herein given. Since the final issues of the study deal with heredity and environment it has been necessary to arrive at certain quantitative measures of these two fac- irs. and at this point a great shortcoming (?) of the statistical method re- vealed itself. Whereas 1 had for j-ears engaged in vigorous argument with colleagues as to the parts played in mental life by nature and nurture, I found (I might as well admit it now) that I had never to myself clearly defined either term and, still more surprising, that 1 could not find in the literature any pre- cise functional definitions." Kelley 's experience probably is typical of that of many researchers. When they have attempted to derive fundamental and dependable an- swers to apparently simple questions, they have discovered that availa- ble techniques were inadequate and that instead of educational research being so simple that it rnight be engaged in by any enthusiastic amateur. it required, in many instances, highly trained research specialists. Al- though the evidence is fragmentary, it appears that the wave of popu- larization is receding and that there is a growing conviction that em- phasis should be placed upon the quality of the work done rather than upon quantity production. Development of research techniques since 1918. Althouo-h de- velopments in the fields of educational measurement and curriculum _,, .',''^<="?>". T. L. The Influence of S'urture ufon Kafive Differences. New York- The -Macmillan Company, 1926, p. v. 52 Bulletin No. 42 are described elsewhere,^^ certain points may be noted here. Many improved tests have been devised since 1918, but no essentially new techniques of test construction have been evolved. Group intelligence tests are a characteristic of the period, but Otis and other investigators had worked out the general procedure before this date. The achieve- ment quotient (A. Q.) and similar derived scores probably represent the most original developments in educational measurements. Job- analysis, the most conspicuous curriculum construction technique, may be traced back to studies prior to 1918.^"^ As pointed out on page 31, the idea of determining the merits of a proposed method of teaching or other procedure by experimentation under school conditions was advocated by Rice and may be identified in earlier events, but this type of educational research was not prominent during the period prior to 1918. Only ten of the twenty- nine investigations of transfer of training listed by Rugg in 1916 in- volved experimentation under school conditions.^* An analysis of the volumes of the Journal of Educational Psychology from its beginning in 1910, to 1927, revealed a very marked increase since 1917 in the number of experiments under school conditions. ^^ The Teachers Col- lege Contributions to Education reflect a similar trend. The refinement of the technique of experimentation is one of the most significant developments of this period. Most of the earlier ex- perimentation was not controlled ; that is, a control group was not pro- vided. During the present period, a control group has been recognized as essential and the availability of group intelligence tests has greatly facilitated the formation of equivalent groups. ^'^ The rotation method was devised to neutralize the eltect of factors that could not otherwise be controlled or equalized. In addition, there has been a much clearer recognition of the limitations of the experimental method and conse- quentl}' a more critical interpretation of the data collected.^' The questionnaire has continued to be widely used as an instru- ment for collecting data. Naturally it has continued to be criticized and there is a growing conviction that unless the sender of a question- naire is sponsored by a reputable educational organization, his com- munication should find its way into the wastebasket. Some of the critics of the questionnaire, however, are becoming more discriminating ^-Scc Chapters I\' ami V. "S^fc p. 118 f. ^*Sec p. 41. '^Thirteen were reported in the first eight volumes anil fifty-three in the next ten. "The "Selection of Experimental Subjects" forms one chapter of McCall — How to Exf'criirtcnt in Education. "Several refinements of the experimental method are apparent in CoUings, Ellsworth. An Experiment with a Project Curriculum. New York: The Macmillan Company, 1923, p. 7-21, 225-83. M Ten Years of Educational Research, 1918-1927 53 and are pointing out that it is an appropriate instrument for collecting facts that are not directly accessible to the investigator. Its use for collecting opinions is generally condemned. The following criticism by Butterfield probably represents the attitude of a large group. A questionnaire is not a device to record facts for future evaluation. It is L method by which graduate degrees may be brought to earth. No degree with- ut a dissertation, no dissertation without a questionnaire. I know this because I am a courteous man— doubtless the result of study of future less vivid con- |Clitions— and I run an efficient otTicc where all letters must promptly be answered. .\s a result I answer a questionnaire a day and rejoice that I am godfather to many degrees. . . . For a time I was disturbed when I was obliged to give Iccisivc answers to questions in fields where I had not the slightest interest or xperience. At last I began to see the true principle of the questionnaire. The ndiv!dual answer may be ill-considered or given in jest or even written on the ^vrong line. It may be the answer of a philosopher or a fool, a savant or a sophomore. It does not matter even if all the answers are wrong. All that is lecessary is to gather them in sufficient number, count them, give them ap- iropriate weights, apply the formula and in some mysterious way pure truth [IS the result." There has been an increasing disposition to give attention to er- i)rs and other limitations of data. It is now generally known that test •cores are subject to both constant and variable errors^*' and the more ritical test-makers now attempt to furnish information in regard to he probable magnitude of these errors in the scores yielded by their (-•StS. The period since 1917 has been notable for the number of books lealing with statistical methods applied to education. Alexander's 'hool Statistics and Publicity-" appeared in 1919. No volumes de- oted wholly to educational statistics appeared within the next five ears, but there were a number on educational measurements which ncluded one or more chapters on statistical methods. -'^ The year 1925 •as marked by the appearance of four new texts, by Otis," Rugg,-^ U; "Rutterfield, E. W. "The Plenary Inspiration of the Dotted Line," Educational Rc- ■tf, 68: 2, January, 1925. '"For evidence of these errors, see: -Monroe, W. S. "The Constant and Variable Errors of Educational Measurements," iiivcrsity of Illinois^ Bitiletin, Vol. 21, No. 10, Bureau of Eilucational Research Bulletin <). 15. Urbana: University of Illinois, 1923. 30 p. '"Alexander, Carter. School Statistics and Publicitv. Boston: .Silver, Burdett and 'inpany, 1919. 332 p. -'.\nionf; the most widely used of these are: (irepory, (". A. Fundamentals of Educational Measurement. New York: D. Appleton id Company, 1922. 382 p. McCall, W. A. How to Measure in Education. New York: The Macmillan Company, '22. 416 p. Monroe, W. S. An Introduction to the Theory of Educational Measurements. Bos- 'u: HouKhton, Mifflin Company, 1923. 364 p. Traljue. M. K. .Mcasuriny Results in Education. New York: American Book Com- .ny, 1924. 492 p. -■■'Otis, A. S. Statistical Method in Educational Measurement. Yonkers-on-Hudson, ew York: World Book Company, 1925. 337 p. "Rugg, H. O. A Primer of Graphics and Statistics for Teachers. Boston: Houghton, lifflin Company, 1925. 142 p. 54 Bulletin No. 42 Thurstone" and Odell.^^ A year later, one by Garrett^® appeared. Still more recently, Holzinger^^ has produced one that is easily the most complete and advanced text in educational statistics to date. In addi- tion to the texts already mentioned, reference should be made to Kelley's Statistical Methods, ^^ which, although written from the mathe- matical, rather than the educational point of view, has been used ex- tensively by educational statisticians. This book contains a number of new formulae, many of which deal with the determination of the re- liability of standardized tests and other measuring instruments. A study of statistical writings and of procedures actually em- ployed during the past few years reveals that the outstanding tendency has been toward the development of a decidedly critical attitude. In- creasing emphasis has been placed upon reporting probable and stand- ard errors, coefficients of reliability, and other measures of reliability in all cases to which they apply. The interpretation of statistical meas- ures and procedures, especially of coefficients of correlation, has also received considerable attention. ^^ As evidence of the trend just re- ferred to, Table II has been prepared. It shows the number of articles in the Journal of Educational Psychology^° in which the coefficient of correlation was used, and the number and per cent of times in which the probable error of the coefficient was given. It will be seen that for the eight-year period ending in 1917 the probable error was given in only slightly more than one-third of the articles. For the ten-year period from 1918 to 1927, it appeared in 45 per cent of the articles. Furthermore, the number of articles in which the coefficient of corre- lation appeared has been more than three times as great in the past ten years as in the eight years preceding that time. The present situation with respect to statistical methods appliec to education may be summarized as follows : considerable critical anc constructive eff^ort is being put forth ; an adequate supply of high-clas; treatises has been published ; teacher-trainuig institutions recognizi that teachers should be able to use at least some of the simpler method: as well as to understand discussions in which they are employed =^Thurstone, L. L. The Fiindawoitals cf Statistics. Xew York: The Macmilla Company, 1925. 237 p. "bdcll. C. W. Ediicatioiiat Statistics. New York: Century Company, 1925. 334 | -''(larrett, H. E. Statistics in Psyclioloc/y and Education. New York: Longman Green and Company, 1926. 317 p. "Holzinger, K. T. Statistical Methods for Students in Education. Boston: Ginn an Company, 1928. 372 p. ^Kelley, T. L. Statistical Methods. New York: The Macniillan Company, 192 390 p. -'Odell. C. W. "The Interpretation of the Probable Error and the Coefficient < Correlation, University of Illinois Bulletin, Vol. 23, No. 52, Bureau of Educational R search HuUetin No. 32. tjrbana: University of Illinois, 1926. 49 p. '"The Journal of Educational Psychology is the most notable of several education periodicals that have devoted considerable space to articles dealing with the derivatio criticism and interpretation of statistical procedures. ' Ten Years of Educational Research, 1918-1927 33 Table II Use of the Coefficient of Correlation with the Probable Error IN THE "Journal of Educational Psychology," 1910-27 1. 2. 3. 1 4. 1. 2. 3. 4. Year Number Number Per cent Year Number Number Per cent of times of times of times of times of times of times used* P. E. P. E. used» P. E. P. E. given'' given given'' given 1910 3 1918 13 4 31 1911 3 2 67 1919 11 4 36 1912 4 1 25 1920 14 8 57 1913 13 2 IS 1921 9 6 67 1914 5 2 40 1922 15 7 47 1915 10 2 20 1923 25 9 36 1916 7 4 57 1924 28 13 46 1917 11 7 64 1925 20 10 50 1926 21 8 38 1927 21 11 52 1910-17 56 20 36 1918-27 177 80 45 •In counting the number of times the coefficient of correlation was used, each article in which one or more coefficients appeared was counted as one. ■"If the probable errors of any of the coefficients of correlation given in an article were stated. the article was classified under this heading. finally, such ability is possessed by an ever-increasing number of teachers. Attention to the technique of reporting educational research. There has been a growing interest, during the past ten years, in the reporting of educational research. More effort is being expended to- day than formerly in so organizing reports of investigations that read- ers may grasp the salient points and may locate particular items of in- formation with a minimum expenditure of time and effort. Much at- tention is being given to mechanical devices, such as paragraph head- ings, which enable the reader to follow easily the trend of thought and prevent his being lost in the maze of details. A comparison of the eight Teachers College Contributions pub- lished in 1918 with a like number selected at random from those pub- lished in 1927 reveals several improvements in form in the latter. In the first place, the introductory material, including the definition of the problem, sources of data, and method of procedure, are given less prominence in the studies of 1918 than in those of 1927. In the former, such material usually appears in the Preface, Foreword, or Introduc- tion on a page or pages preceding Chapter I. In the 1927 Contributions, with one exception, the entire first chapter is devoted to the introduc- tory material, and in most cases, the different divisions, statement of problem, sources of data, etc., are distinctly marked oft' by means of paragraph or center headings. The use of paragraph headings as a 56 Bulletin No. 42 means of indicating units of thought within chapters appears to be much more common in 1927 than in 1918. This is indicated by the fact that five of the 1927 studies examined as compared with one of the 1918 studies make use of paragraph headings. There seems to be a greater tendency among present-day writers than among those of ten years ago to include Hsts of tables in reports containing a number of tables. C. \\ Good points out the need for such procedure b}' saying, in regard to cases in which tables are given and no list of them is included: The reader finds it necessary to thumb through the volume until he locates the desired data, whereas if a list of tables is provided the search for a particular item of information is greatly facilitated. Certainly if statistical data are worth including in a book, it seems that the reader deserves the guidance of simple mechanical aids in locating desired information.'' All but one of the reports of investigations in 1918 contain tables (ranging in number from 9 to 75 per report), but in only one case is a list of tables given. All of the studies of 1927 examined include lists of tables. Moreover, in the studies of ten A-ears ago, there is evidence of carelessness in referring to tables. There are many instances of refer- ences appearing at a distance of three or four pages from the tables to which they refer and four instances of tables to which apparently no reference whatever is made in the text. Another distinction between the two groups of reports which may be worth noting is in regard to the number of footnotes. Although there is no appreciable difference in the average length of the reports, the average number of footnotes in those of 1927 is 200 as compared with approximately half that number in those of 1918. This fact may be interpreted as an indication of the present attempt to simplify re- ports of research by subordinating supplementary material to that which is essential to the trend of thought. Finally, there appears to be considerable improvement in the form of bibliographical references used in the reports of research in 1927 as compared with those of 1918. This improvement is mainly in the completeness of references; there was and still is inarked inconsistency* in form of references, not only among different writers but also in; individual writings. Typical examples of book references appearing inil the studies of 1918 are the following: |[ Davis, C. O. Public Secondary Education. Terman : School Building Siti-rcy. Denver, Colo., 1916. Beverly, Robert, History of Virginia, 1722, 238. In decided contrast to these inadequate references are the follow- ing, which are representative of 1927 educational writings in their. '■Good, C. V. "EditiiiK .ind Errors," Sc/ioo/ nmt Society, 27:14", February 4, 1928 u Ten Years of Educational Research, 1918-1927 57 completeness of information as well as in their variability of form : Reisner, Edward H. Nationalisvi and Education since 1789. The Macmillan Co.. New York City, N. Y. 1922. pp. 575. Cubberley, E. P. Public School Administration in the United States. Houghton Mifflin Company, Boston, 1922, 479 pp. Alexander, Thomas. Prussian Elementary Schools. New York : The Mac- millan Compan}', 1918. 571 pp. There are other evidences of interest in the form of educational writings. For instance, C. V. Good and D. A. Worcester, in two ;irticles^- which have appeared in recent numbers of School and Society, omment on weaknesses of form of current educational textbooks, and ;ive suggestions for improvement. The point of view of these two rticles is suggested in the following: The strong book with a real message, by virtue of its content vahic, may ransccnd lapses in mechanics and form. However, an interesting observation s that, almost without exception, educational writings most suggestive on the ontent side are almost perfect in the mechanics of construction.'^ The popularity of such writings as Reeder's little book, Hozc to lyite a Thesis,^* is also indicative of the recognized need for au- horized forms in educational writings. The existence of such a need s further evidenced by the fact that so much interest has been ex- ibited in the bulletin, "Reporting Educational Research," by Monroe nd Johnston, ^^ that a large reserve stock has been exhausted in a datively short time. Formal provisions for educational research. Another view of the ducational research activities of this period is obtained by a survey f the formal provisions for conducting and encouraging research, ince a comprehensive report of organized research is available, ^'^ no tteinpt will be made to give a full account of such provisions. Rather, le purpose here is to give a broad survey, indicating the research G^encies involved, their extent, and the character of the research car- ed on or encouraged. For convenience, the fonnal provisions for ucational research are considered under live heads : ( 1 ) city school stems, (2) colleges and universities, (3) foundations, (4) federal itMMid state governments, and (5) others. JsoT "Good, op. cit., p. 146-50. Worcester, D. A. "Some Characteristics of a Good College Text-Boole," School and jcicty, 27: 193-96, February 18, 1928. "Good, ot- cit., p. 146. "Reeder, W. G. How to Write a Thesis, rjlooinington, Illinois: Public School Pub- ding Company, 1925. 136 p. "Monroe, W. S. and Johnston, N. B. "Reporting Educational Research," University Illinois liuUctin, Vol. 22, No. 38, Bureau of Educational Research Bulletin No. 25. Ur- la: University of Illinois, 1925. 64 p. (Out of print.) "Chapman, H. B. "Organized Research in Education," Ohio State University Studies, ireau of Educational Research Alonographs, No. 7. Columbus: The Ohio State IJniversity iss, 1927. 221 p. 11 I i 58 Bulletin No. 42 1. Provisions in city school systems. During the past ten years, the number of research bureaus in city school systems has greatly in- creased, although the annual rate of increase has been somewhat lower since 1922.^^ Chapman^^ found 69 such bureaus in the United States, out of a total of 105 bureaus of educational research. The typical city bureau was established in 1920, has a staff of four persons, a salary budget of $7,800, an operating budget of $1,500, and has studied seven distinct projects during the course of a year.^^ 2. Provisions in colleges and universities. Chapman*° has de- scribed the typical bureau in teacher-training institutions as being es- tablished in 1920 and staffed by three persons, each of whom devotes a small portion of his time to the bureau. The typical university bureau was established in 1922, and has a staff of five persons who devote all or nearly all of their time to the bureau. However, the pro- visions for educational research in universities and teacher-training, institutions vary widely. In some instances, a "Bureau of Educational Research" is little more than a name. The "director" is a member of the instructional staff" whose teaching schedule has been reduced some- what so that he may engage in research. The "staff" consists of a stenographer or clerk and there is usually a small appropriation for maintenance and printing.'*^ In such cases a very large portion of the collecting and tabulating of data is done by students working on gradu-; ate theses or assignments in courses. At the other extreme we have the Institute of Educational Research at Teachers College, Columbia University, which has a large staff and annual budget. Its activities are relatively independent of the instructional divisions of Teachers College. This Institute was established by action of the trustees, Februarj 10, 1921, to promote the scientific study of education in cooperatiot with the several departments of the College and with other institutions interested in investigation and research.*^ It was organized in thret divisions as follows: (1) Division of Educational Psychology, witl Edward L. Thorndike as director, (2) Division of School Experi- mentation, with Otis W. Caldwell as director, (3) Division of Field Studies, with George D. Strayer as director. The extent of its ac tivities during the first year of its existence is indicated by the statg swt .•ece ifflt Co; ■:::a. Mtli tide t-ind. HI ^.\ 3'Chapman, op. cit., p. 210-11. ^Ibid., p. 20, 118-21, 210-12, 219-20. ^^Ibid., p. 210-12. «/6!(i., p. 212. *'The writer knows of two bureaus that are essentially self-supporting. ,. ■•-"The Trustees Establish an Institute of Educational Research," Teachers Collet m^""^ Record, 22:259, May, 1921. Tex Years of Educational Research, 1918-1927 59 nent of the Dean of Teachers College in his report for the academic .•ear ending June 30, 1922, that altogether, the Institute has received luring the year in gifts and grants for special studies the sum of ^47,725, besides some $9,900 expended upon the Educational Finance nquiry for work done at the College, and $130,000 received from the "icneral Education Board for the support of The Lincoln School. In the report of the Dean of Teachers College for the academic ■ear ending June 30, 1924, the character and range of the studies com- )leted during the first three and one-half years of its existence are ndicated by the following lists : I. Drvisiox OF Educatioxal Psvchology Subject. An Inventory of English Constructions, 'ublication. Report in progress, "inanced by : Teachers College. 'ubject. The Psycholog>' of Algebra. 'ublication. The Psychology of Algebra, 483 p. The Macmillan Company, 1923 ; also separate articles in various educational and other scientific journals, "inanced by : The Commonwealth Fund. ubject. Tests for Vocational Guidance of Children. 'ublication. Tests for Vocational Guidance of Children Thirteen to Sixteen, Contributions to Education No. 136, Teachers College, inanced by : The Commonwealth Fund. abject. New-Type Examinations in Algebra and Ancient History, inanced bj- : College Entrance Examination Board. ubject. The Teaching of Latin. ublication. Parts of the official report of the Latin Inquiry, also separate ar- ticles in educational journals. , inanced bv : General Education Board and American Classical League. ^ ubject. Fundamental Units of Intellect and Capacity. ublication. Report in progress. Separate articles have appeared in educational journals. Ill* inanced by: Carnegie Corporation of New York. n* 1 '•' ibject. Mental Discipline in the High School Subjects, tx? ublication. Report in Journal of Educational Psychology, Vol. 15, p. 1-22 and 83-98; also separate articles in other educational journals, inanced by : The Commonwealth Fund. its jfsa ibject. Application of Vocational Tests. inanced by : The Commonwealth Fund. ibject. Stud\' of the Educational and Industrial Histories of Two Thousand Children, iblication. Report in progress. nanced by : The Commonwealth Fund. 60 Bulletin No. 42 Subject. Experiment with a Class of Children of Exceptionally High Intel- lectual Status. Publication. Report in progress. Partial report in Twenty-Third Yearbook o) National Society for the Study of Education, p. 221-237 and 275-289. Financed bj- : Carnegie Corporation of New York. II. Divisiox OF School Experimextatiox 1. General Subject. Rural Experimental School. (In cooperation with the Board of Edu cation, Allamuchy Township, X. J.) Publication. Report in progress. Financed by : Mr. Felix M. Warburg. Subject. Extent, Nature and Causes of Failure of School and Community t Deal Effectively with Special Cases. (In cooperation with Public Schoc Xo. 165 Manhattan.) Publication. Report in preparation. Financed by: The Laura Spelman Rockefeller Memorial. Subject. The Psycholog>' of Children's Fears. (In cooperation with the Heck;, cher Foundation.) The Value of Eggs in the Diet of Young Children. (I cooperation with the ^lanhattanville Day Nursery.) Publication. Reports in progress. 2. Ill connection with The Lincoln School 1 Subject. The Lincoln School. Publication. See bulletins published by The Lincoln School. Financed by : General Education Board. Subject. The Present Conditions and Tendencies of History Teaching in El mentary and Secondary Schools. Publication. Report in progress. III. Division of Field Studies Subject. Chamber of Commerce Inquiry. Publication. Report of the- American Cit)' Bureavi. Financed by : The Commonwealth Fund. Subject. Civic Education. Financed by: Inter-racial Council and Mr. Felix M. Warburg. Subject. Educational Activities of the Young Men's Christian Association.' Publication. Report published by the Y.M.C.A., New York City. ."subject. Baltimore School Survey. Pubiication. Report of Board of School Commissioners, Baltimore. Financed by : City of Baltimore. Subject. Stamford School Survey. Publication. Report of The School Committee, Stamford, Conn. Financed bv : Town of Stamford. He Ten Years of Educational Research, 1918-1927 61 , Subject. Atlanta School Survc}\ Publication. Report of Board of Education, Atlanta, Ga. j Financed by : City of Atlanta. Subject. Augusta School Survey. [Financed by: City of .\ugusta. subject. Springfield School Survey. Publication. Report of The School Committee, Springfield, Mass. Mnanccd by : City of Springfield. jSubject. Providence School Survey. [Publication. Report of The School Committee, Providence, R. I. jFinanced by : City of Providence. [The total of the contributions for the period is given as $690,399.00 nd the statement is made that Teachers College had contributed di- rectly or indirectly as much more. In addition to the Institute of iducational Research as originally organized, a Practical Arts division lad grown up by 1924 and active experimentation was being carried )n in the Horace ]\Iann School. The Report of the Dean of Teachers [!ollege for the academic year ending June 20, 1927, lists an Institute "or Child Welfare Research and a Bureau of Curriculum Research ivhich appears to be independent of the Institute of Educational Re- search. Another outstanding university research bureau is the Iowa Child Welfare Research Station. The station was established in 1917 at the niversity of Iowa for the purpose of investigating the "best methods jinftf conserving and developing the normal child, training research stu- [ients, and dissemination of information obtained through research. "^^ he work of the station is indicated by the following divisions of its itafif : Psychology, Anthropometry, Nutrition, Sociology, and Eu- enics. Although primarily concerned with research, the station also erves the state in many phases of child welfare work. It furnishes )sychological and physical examinations to children free of charge, .nd provides mothers with information relative to the care and feeding" »f children. The results of investigations are published in the series f monographs entitled, "The University of Iowa Studies in Child Velfare." Less technical accounts appear in the "Service Studies" of he Station, or in the Extension Bulletins of the University of Iowa ilxtension Division. The Bureau of Educational Research at the University of Illinois ; the research division of the College of lulucation. The present stall iiatioi ""Administration and Scope of the Iowa Child Welfare Research Station," University lotca Studies, Aivis and Proyiess of Research, Vol. 1, No. 14. Iowa C'ty: University ■ Iowa, 1924, I). 6. 62 Bulletin No. 42 I consists of eight persons.** A limited amount of teaching is done by three of them, but the other five devote all of their time to research. During the first three years of its existence, the Bureau of Educa- tional Research permitted graduate students to undertake some of its projects as a basis for theses or contributed clerical service or other assistance to projects originated by certain students. This practice proved to be unsatisfactory and was discontinued as soon after Sep- tember, 1921, as outstanding obligations were fulfilled. Since then the projects of the Bureau of Educational Research have been independent : of the activities of graduate students. The work on Bureau projects is done by either the members of the Bureau or by clerks employed by the hour. Occasionally the work of a graduate student has been published, but in such cases the Bureau did not contribute to the project until the student had completed his work on the manuscript.*^ 3. Provisions by foundations. In 1910, Ayres described "Seven Great Foundations. "■*'' He set forth briefly the origin, purposes, and activities of these institutions.*" Only slight mention was made of edu- cational research in connection with the activities of these foundations: in fact, the only two references were in connection with The Carnegie Foundation for the Advancement of Teaching and The Russell Sage Foundation. With respect to the former, Ayres said, ". . . . from time to time the foundation publishes in pamphlet form studies in educa- tion."*^ Somewhat fuller mention was made of the studies of medical inspection in schools, retardation and elimination, open-air schools, and educational measurements carried on by The Russell Sage Founda-. tion.*^ Today a description of the activities of foundations would be' wholly inadequate if it did not contain an account of the relation of the foundations to educational research. Of the many foundations established with an educational pur- pose, not all engage in or subsidize educational research. Among such may be named The John F. Slater Fund for the Education of Freed- I: '"See the Foreword for additional information about the Bureau of Educational Re search at Illinois. «9rc Bulletins 24, 27, 28, 35, and Circulars 20, 24, 26, 28, 32, 39. 40. 47. ■"The original descriptions were published in a series of seven articles in the Jouma' of Education during September, October, and November, 1910. These articles were latei collected, brou.ijht up to date by minor alterations, and published in a small booklet: Ayres, I^. P. Sizcii Great Foundations. New York: Russell Sage Found.ition, 1911 79 p. *'The seven are: 1. The Peabody Education Fund 2. The John F. Slater Fund for the Education of Frecdmen 3. The Carnegie Institution of Washington , 4. The General Education Board 5. The Carnegie Foundation for the Advancement of Teaching 6. The Russell Sage Foundation 7. The Anna T. Jeannes Foundation *''.\yres, o/>. cit., p. 56. *'Ibi^., p. 67-70. Ten Years of Educational Research, 1918-1927 63 nen and The Anna T. Jeannes Foundation. Only indirectly can The Peabody Education Fund be said to subsidize educational research hrough endowment of the George Peabody College for Teachers. The Russell Sage Foundation had a Division of Education through which t carried on much educational research for several years, but this de- partment was discontinued in 1921. During the past ten-year period, the two national benefactions hat have exerted the greatest influence on educational research are he Carnegie Corporation of New York and The Commonwealth -"und. In 1920, the Commonwealth Fund undertook a five-year pro- gram of educational research, the purpose of which was stated to be "primarily the stimulation of educational research."^** An Educational vesearch Committee-^ was appointed which made a large number of [rants to various studies. These grants totaled approximately $100,000 vear for six years."'- Among the more ambitious studies financed in \hole or in part by grants of this Fund are The Educational Finance nquiry made under the auspices of The American Council on Edu- ation;'^ the California Curriculum Study i'^* the summaries of edu- ational investigations relating to arithmetic and to reading f^ a survey if the Winnetka, Illinois, Public Schools.^® and the investigations re- >orted in the first two volumes of Genetic Studies of Genius.''' In '"a ^"The Commonwealth Fund. Annual Report, 1927." Xe«- York: The Commonwealth |und, 1928, p. 53. "The committee consisted of: Max Farrand, Chairman Samuel P. Capcn, Secretary James R. .\ngell P.arry C. Smith Leonard P. Ayrcs Henry Suzzallo Charles H. Tudd Edward L. Thorndike Ibid., p. 7. •"^"The Commonwealth Fund, Annual Report, 1926." X'ew York: The Commonwealth |und, 1927, p. .T.v The appropriations for the additional year beyond the original five-year period were jde for the completion of studies then tnider way. The question of permanent continuance '■the work was under consideration. With the resignation of Max Farrand as Director of Division of Education, the work was discontinued. ". . . the Board of Directors felt that primary purpose of the original program had been eflfected. Educational research is now |ing carried on by many organizations in many different fields, and it is believed that ther grants by the Fund are not necessary in view of this development." "The Commonwealth Fund, Annual Report, 1927." New York: The Commonwealth iind, 1928, p. SA. "The Educational Finance Inquiry Commission produced thirteen volumes, which were uhlished by The Macmillan Company. **Bagley, W. C. and Kyte, G. C. The California Curriculum Study. Berkeley: Uni- rsity of California Printing Office, 1926. 430 p. "Buswell, G. T. and Judd, C. H. "Summary of Educational Investigations Relating 1 Arithmetic," Supplementary Educational Monographs, No. 27. Chicago: University of Chi- !go, 1925. 212 p. Gray, W. S. ".'Nummary of Investigations Relating to Reading," Supplementary Edu- itional Monographs, No. 28. Chicago: University of Chicago, 1925. 275 p. ^Washburne, C. W., Vogel, Mabel, and Gray, W. S. "A Survey of the Winnetka ublic Schools," Supplementary Educational Monograph, Journal of Educational Research. loomington, Illinois: Public School Publishing Company, 1926. 135 p. "Terman, L. M., ct al. "Mental and Physical Traits of a Thousand Gifted Children," rnctic Studies of (jcnitis. Vol. 1. Stanford University: Stanford University Press, 1925. 48 p. Cox, C. M., ct al. "The Early Mental Traits of Three Hundred Geniuses," Genetic tudics of Genius, Vol. II. Stanford University: Stanford University Press, 1926. 842 p. 64 Bulletin No. 42 printed list of the publications of the Commonwealth Fund in educa- tional research" which "have been accredited in whole or in part to the grants of the Commonwealth Fund for the encouragement of Edu- cational Research," a list of fifty-nine books, monographs, and the like are given and a note is appended, stating, "In addition there have been numerous articles published in educational journals. "^^ The Carnegie Corporation of New York has published (through the Macmillan Company) live "preliminary studies in adult education." i In addition, they have made grants to twelve organizations^^ for in- vestigations in the field of education. The following items taken at random from the Carnegie Corporation's reports of expenditures for the years 1922 to 1927 are indicative of the educational research to which support has been given : Beneficiary Teachers College, New York City Regents of the University of the State of New York Teachers College, New York City Modern Foreign Language Inquiry Society for the Promotion of Engineering Education Carnegie Foinidation for the Advancement of Teaching Name of Appropriation Research relating to the preparation of teachers — Annuity Study of educational laws of New York Research relating to the preparation of teachers Preliminary Administrative Investigation Alaintenance of Study by American Council on Edu- cation, including Canada Study of Engineering Education Study of Public School Cur- ricula by Department of Superintendence, Nation- al Education Association Amount Paid $10,000.00"^ 656.26"° 10,000.00° 3,500.00 1923-24* 19,000.00 1923-24' 24,000.00 36,000.00 48,000.00 1923-24 1924-25 1925-26 5,000.00 1924-25' "^The Director of the Bureau of Educational Research sent a letter to foundations a similar organizations. Some of the preceding and later statements are based upon replies ceived; consequently, no exact bibliographical reference can be given in several instances. ^"The twelve organizations are: 1. American Association for Adult Education 2. American Classical League 3. American Council on Education 4. Modern Foreign Language Study .S. American Historical Association 6. Buffalo Educational Council 7. Carnegie Foundation for the Advancement of Teaching 8. Cleveland Conference for Educational Cooperation 9. Institute of Educational Research of Teachers College 10. National Board of Medical E.Kaminers 11. Society for the Promotion of Engineering Education 12. National Society for the Promotion of Industrial Education '"Report of 1922, p. 26 and 29, respectively. "Report of 1923, p. 64. '^Report of 1924, p. 28. "Report of 192S, p. 35. I Tex Ye.xrs of Educational Research^ 1918-1927 65 Beneficiary Name of Appropriation Amount Paid Study of Examinations in $ 5,000.00 1924-25'' Science by University of the State of New York \merican Classical League Examination and Study of Classical Education in the United States 10,000.00 10,000.00 10,000.00 1924-25 1925-26 1926-27 Vational Education Association Study of business admin- istration of school sys- tems 15,000.00 1925-26' American Historical Association Investigation of historical study in schools 15,000.00 1927-28' nstitute of Educational Research in theory and 20,000.00 1926-27 Research (Teachers practice of measurements 20,000.00 1927-28" College) of intellect and capacity It is interesting to note that although The Carnegie Corporation ti Xew York made its first annual report for the 3'ear ending Sep- ember 30, 1912, there was no report of expenditures for research un- il 1916, when $7,000.00 or two-tenths of one per cent of a gross ex- )enditure of $3,433,232.03 for the year was listed as being expended or research of all kinds. During the succeeding years, the proportion if expenditures devoted to research grew rapidly until in 1922 more han 14 per cent of the total was so expended.'^'' That such expendi- ures have been continued or even increased is attested to by the num- er of organizations given grants recently. During the earlier part of the ten-year period under consider- tion, the General Education Board was an important source of aid or educational research, although in the main its resources have been e voted to other kinds of enterprises. The Board is especially well nown for its surve3-s of education in various states ; however, the urvey of the Gary, Indiana, schools probably attracted the most at- .ntion. The report of this survey was published in eight volumes dur- ig 1918 and 1919. Several other foundations, although expending most of their re- 'Urces along other lines of service, have devoted part of their funds ' educational research. Among these should be mentioned : the Carne- e Foundation for the Advancement of Teaching, the Childrens oundation, the White-Williams Foundation, the Harmon Founda- on, the Laura Spelman Rockefeller Memorial, the Phelps-Stokes "Report of 1926, p. 45. «^Report for 1927, p. 27. ''These figures were either taken directly from or calculated from data given in: Pritchett, H. S. "The Carnegie Corporation — Report of the Acting President for the ar Ended September 30, 1922." Xew York: The Carnegie Corporation of Xew York, 1922, -ert between p. 76-77. 66 Bulletin No. 42 II i. Fund, the Cleveland Foundation, the Julliard Musical Foundation, ^ and the Bureau of Educational Experiments. 4. Provisions by federal and state governments. The national government has established two organizations — the United States Bureau of Education and the Federal Board for Vocational Education — which, although not primarily established for this purpose, carry on some educational research. a. The United States Bureau of Education. In 1923, the state- ment was made with respect to the Bureau of Education that "the activities involving promotion, advice, and investigation have origi- nated within the last fifteen years, and the history of most of them is brief. "^' Research is one of five non-administrative activities of the Bureau: (1) collecting and disseminating educational information, (2) collecting and disseminating expert opinion on education, (3) ad- vising on educational matters, (4) promoting better educational meth- ods, and (5) carrying on research work."^ Although some work of a character that is often labeled research has been done in connection with the first four activities, research did not attain a position of prominence in the work of the Bureau until 1919. In that year a plan for establishing research stations in cooperating institutions was con- summated, and sixteen such stations were established, only to be abandoned in 1921. However, this attempt is indicative of the role of coordinator that the Federal Bureau assumes with reference to re- search. As a clearing-house, it serves somewhat indirectly ; as or- ganizer of such a committee as the National Committee on Research in Secondary Education, it serves directly.^'® In summarizing the aC' tivities of the Federal Bureau, Smith points out that "the trend in policy of the institution [is] avray from the historical and biographica: ajfe toward the more immediate and utilitarian; away from the stati( functioning as a repository and clearing house to the more dynamit work of promotion and opinion."'^ Taken in connection with hi resume of the activities of the Bureau, this statement carries with i the implication of a growing emphasis on research. h. Federal Board for J^ocational Education. The Federal Boar for \^ocational Education was established under the Smith-Hughe 2n m jniai •'Smith, D. H. "The Bureau of Education — Its History. Activities and OrRanization. Institute for Government Research. Serzice Monoaraphs of the United States Covenuuen No. 14. Baltimore: The Johns Hopkins Press, 1923, p. 29-30. ^^Ibid., p. 57. •"For fuller accounts, see: Chapman, H. B. "OrRanized Research in Education," Ohio State Vniversi Studies, Bureau of Educational Research ]\Ionographs, No. 7. Columbus, Ohio: TI Ohio State University Press, 1927, p. 135-3S. Smith, op. cit., p. 29-56, 75-77. '"Smith, op. cit., p. 77. II Ten Years of Educational Research, 1918-1927 67 Vet in 1917, and in 1921 had allotted to it additional duties and re- sponsibilities under the civihan rehabihtation act. "In the earlier stages of its existence the board was naturally mainly con- , rned with the establishment of effective machinery for the discharge of its idministrative responsibilities. ... As the administrative situation has become •tabilized and as effective working relations have been established, the attention )f the board and of its technical staff has been more and more directed to re- earch service.'"' "In general the policy of the board with regard to research work has been )ased upon the idea that the board could best assist the States through con- lucting researches and studies of an experimental character, in order that h rough such experimental work effective methods could be worked out and ilaced at the disposal of the States. In many cases these researches have been arried on in cooperation with State officials, and these State officials have al- ways shown themsehes very ready to assist the board in its research work in iiy way that they could."'' The research work of the board has been carried on along six ues :'^ (1) development of a technique of job analysis, (2) develop- lent of a plan for improving work of employed foreman, (3) secur- ig of special information, (4) working out methods of carrying on ivilian vocational rehabilitation, (5) developing ways of securing co- peration between the home-economics school and the home, and 6) development of agricultural teacher-training courses. The board sues bulletins from time to time which embody the results of these -search projects. c. Provisions by state govcrnmoits. Individual states have done )mparatively little by way of providing for educational research. Of le five state bureaus that cooperated with Chapman in his study, only iree were highly developed.'* The five bureaus were located in Con- ecticut, Georgia, Minnesota, New York, and Wisconsin.'^ Bureaus ■e also maintained by the state departments of Arkansas, Louisiana, [aryland, Mississippi, and North Carolina.'*^ 5. Other provisions. Formal provisions for educational research vtend beyond the work of city, university, state, and federal bureaus id the foundations into voluntary organizations of educators and edu- tional institutions. It would be an almost impossible task to name 1 such organizations that have either been formed for the purpose ' conducting or encouraging research or have taken on such respon- Mlities since being founded. Chief among these organizations may be entioned the National Society for the Study of Education, the ■'"Eighth Annual Report to Congress of the Federal Board for Vocational Education, ishington: Government Printing Office, 1924, p. 24. "/&! I Physics examinations of the Regents of the State of Xew York i June, 1925 : 31,025 pupils; the third stud}- was a second survey simila to the first. Buswell made an intensive study of eye-movements i reading foreign languages; "altogether, 192 different subjects wer used in the investigation, . . . 601 different photographs were taken, Buchanan, M. A. (Compiled by). "A Graded Spanish Word Book," Publications > the American and Canadian Committees on Modern Languages, Vol. — . Toronto, Canad. The University of Toronto Press, 192- — . — p. "Report of Progress on the Modern Foreign Language Study," Submitted by the Exec live Committee and Special Investigators to the Committee on Direction and Control at i Meeting in Chicago, Illinois, December 31, 1925, to January 2, 1926. 44 p. (Mimeographi and bound.) »«Dawson, Edgar. "The History Inquiry," Historical Outlook, 15:239-72, June, 1924 *'A11 four investigations received grants of money or technical assistance from found tions or similar organizations: the Mathematical Investigation from the General Educatit Board of New York City; the Classical Investigation from the General Education Board; t Modern Language Study from the Carnegie Corporation of New York; and the History I quiry from the Institute of Educational Research of Teachers College, Columbia University **Henmon, V. A. C. "A French Word Book Based on a Count of 400,000 Runnii Words," Unit'crsity of IVisconsin, Bureau of Educational Research Bulletin, Xo. 3. Madiso University of Wisconsin, 1924. 84 p. •"The number was approximately 50,000. Tex Years of Educational Research, 1918-1927 11 md 2,040 paragraphs were read by the subjects, who were elementary- ichool, high-school, and college students, and expert adult readers of he languages studied : English, French, German, Spanish, Latin. Six housand six hundred feet of kinetoscope film were used. 4. School surveys. The school survey movement, which had eached approximately its present form by 1918, has lost none of its igor since that date. Certain new features and tendencies have ap- peared, however, within the past ten years. Probably the most im- :)ortant have been the use of intelligence tests as well as tests of ichievement and the development of a group of "professional sur- eyors." This latter development is indicated by the establishment of he Division of Field Studies of the Institute of Educational Research it Teachers College in 1922. Under the direction of G. D. Strayer, his division has conducted about twenty-five city school surveys and ■ imilar studies. Another tendency has been the replacement of the ormal survey, made chiefly by outside experts, by the so-called "con- inuous survey," made entirely or mostly under the direction of local ;chool officials. In this type of survey, certain phases of the school '.ystem are studied one year, other aspects the next year, and so on, so hat once within a period of years each important phase is rather horoughly and critically studied. In other words, although at first >urveys were usually thought of as something outside of the regular outine of administration and supervision, in many cases being made o justify a superintendent or school board or to settle certain questions it issue, they have been incorporated into the regular routine of many chool systems. Nevertheless, there is still a legitimate place for formal surveys by ■utside experts. Many such surveys have been made, although none tppear to be as distinctive as some of those prior to 1918. The most laborate ones have been state-wide rather than confined to a single ity as were the New York Survey in 1911-12 and the Gary Survey in 916. Among the more important state-wide surveys were those of he Virginia schools, ^°° of Mississippi,^"^ and of the rural schools of Vew York State.^o^ 5. Summaries of reports of previous investigators. The sum- nary for reading by Gray^*'^ and the one for arithmetic by Buswell and ""Inglis, A. J. (Director). Virginia Public Schools. Yonkers: World Book Companv, 020-21. Parts I and II. '"'O'Shea, M. V. Public Education in Mississippi. O'Shea, M. V. A State Educational System at Work. 1927. 368 p. ""Works, G. A., ct at. Rural ScJtool Suitcv of New York State. Ithaca, New York: oint Committee on Rural Schools, 1922-23. 8 volumes. '"^Gray, W. S. "Summary of Investigations Relating to Reading," Supplementary Edu- ational Monographs, No. 28. Chicago: University of Chicago, 192S. 275 p. Supplemented in the Elementary School Journal, 26:449-59, 507-18, 574-84, 662-73; 27:456-66, 495-510; 28: f43-S9, 587-602. Bulletin No. 42 Judd^°* are probably the most ambitious attempts to bring together in an organized form the results of studies within given fields, but educa- tional writings of the past ten years include a number of other sum- maries.^"^ The development of the interest in summarizing reports of researches within given fields is probably indicated roughly by the number of bibliographies published. Table III gives the frequencies by years of those included in "A Bibliography of Bibliographies."^"* Although this compilation includes bibliographies from 1900 to 1926, nearly half of them bear the date of 1923 or later. The need for com- piling bibliographies is much greater than formerly, but the develop- ment of an interest in summarizing reports of previous investigations is a characteristic of the educational research of the period 1918-27. The accomplishments. In attempting an appraisal of educational research during the period 1918-27 it is necessary to bear in mind that there have been many types of investigations. Experimentation and other studies involving the administration of educational tests are probabh' most numerous, but educational research also includes studies of educational history, school finance, buildings and equipment, train- ing and experience of teachers, eye-movements of readers, social com- position of the school population, and the like. It is also necessary tc keep in mind the distinction between collecting descriptive facts anc determining principles or rules specif3'ing what should be. It is obvious that during this period from 1918 to 1927 an enor- mous mass of descriptive data has been collected and, in many cases ^•"Buswell, G. T. and Judd, C. H. "Summary of Educational Investigations Relating t Arithmetic," Supplementary Educational Monographs, No. 27. Chicago: University of Ch cage, 1925. 212 p. Supplemented in the Elementary School Journal, 26:692-703, 745-58 27:685-94, 731-44; 28:702-9. io5-fi,g following are some of the more important ones: Alexander, Carter. "Research in Educational Publicity," Teachers College Rccort 29:479-487, March, 1928. Brown, J. C. "A Summary of Some Significant Conclusions Reached by Investigatoi Relative to Arithmetic," Elementary School Journal, 25:346-57, January, 1925. Good, C. V. "The Literature on College Teaching," School and Society, 27:481-48! April 21, 1928. Gunthorp, Horace, and Mudge, E. L. "The Research Contribution of the Smalk Colleges," School and Society, 11:656-60, May 29, 1920. Kepner, P. T. "A Survey of the Test Movement in History," Journal of Education, Research, 7:309-25, April, 1923. Lane, M. R. "Some Recent Researches in Guidance," School and Societv, 20:268-7 August 30, 1924. Strayer, G. D. "The Scientific Approach to the Problems of Educational Administr tion," School and Society, 24:685-95, December 4, 1926. Symonds, P. M. "Methods of Investigation of Study Habits," School and Sociel 24:145-52, July 31, 1926. Theisen, W. W. "Recent Progress in Educational Research," Journal of Education Research, 8:301-14, November, 1923. Trabue, M. R. "Educational Research in 1925," Journal of Educational Researc 13:336-44, May, 1926. Woodring, M. N. and Flemming, C. W. ".\ Survey of Investigations on Study Teachers College Record, 29:527-549; 605-617, March and April, 1928. Woody, Clifford. "A Survey of Educational Research in 1923," Journal of Edui tional Research, 9:357-81, May, 1924. '"".Monroe, W. S. and Asher, Ollie. "A Bibliography of Bibliographies," University Illinois Bulletin, Vol. 24, .No. 44, Bureau of Educational Research Bulletin No. 36. Urban University of Illinois, 1927. 60 p. f Ten Years of Educational Research^ 1918-1927 79 Table III Frequencies by Years of Bibliographies in "A Bibliography of Bibliographies" Year 1 Frequency Year Frequency 1900 1 1915 3 1901 1916 6 1902 1 1917 9 1903 1918 7 1904 1919 13 1905 1920 9 1906 1921 19 1907 3 1922 7 1908 3 1923 28 1909 2 1924 34 1910 3 1925 34 1911 3 1926 18 1912 4 1913 11 1914 14 Total 1 232 immarized and published. The coUecticais iiichide such items as .ironological ages of children, test scores, school marks, interests of hildren, enrollment data, size of classes, expenditures, tax rates, eye- lovements of various types of readers, words appearing in children's ritings. training and experience of teachers, duties of teachers, legal ^atus of the superintendent, social composition of boards of education, 'uties of janitors, types of school equipment, arithmetical problems icountered by adults, and topics appearing in the Literary Digest. .s a basis for a general appraisal, it may be noted that many of the ems of information collected are inaccurate or faulty in other re- )ects, and in most cases the collections are fragmentary. Conseciuent- , the total accumulation of data must be heavily discounted when leir usefulness is considered. For example, the tabulations of scores Jbtained by a state-wide administration of a silent reading test have a ler}- limited usefulness. The scores from the several schools proba- cy involve constant errors, and the organization of the school sys- •ms and the instruction vary widely. .Since these factors are un- jnown, any interpretation of the data collected must be qualilied. The 'ermanent value of the information is even less. In order to obtain an index of contributions in the form of princi- les or rules, the volumes of the Journal of Educational Research from anuary, 1920, to June, 1927, were analyzed. The total number of rtides was 467. Of this number. 72. or approximately 15 per cent, [ipear to qualify as experimental investigations in which an attempt jas made to evaluate a method of teaching or some other procedure ?1ative to instruction. Thirty-five of these studies or slightly less than 80 Bulletin No. 42 half, were controlled experiments. Only seven were definitely built upon previous investigations and in only seventeen others was any comparison made with the results of previous investigations. Thus, forty-eight, or two-thirds of the total number, may be considered rela- tively isolated studies. If the conclusions reached in the experimental studies reported in the Journal of Educational Research are accepted at face value, what contributions do they make? The answer to this question may be indicated by giving a few typical conclusions : 1. Success in reading came to all problem cases "through careful, thought- ful diagnosis, and an application of such remedial measures as seemed likely tc meet each child's difficult}'.'""' 2. Improvement in comprehension in reading will result from drill, tht children of lesser ability profiting most."' 3. Among the conclusions of one study it is stated that concentrated atten tion on drill in arithmetic resulted in increased skill no matter what method wa: used, but the teacher was found to be a factor."" 4. The inability of children to hold their attention to the task of adding : long column ma}' be remedied by requesting them to di\ide the column into t\v< parts and add them separateh'."" 5. The lecture-demonstration method is superior for bright students.'" 6. "The chief conclusion to be drawn ... is that there is no advantage ii having children write their spelling words in sentences.""" 7. In another investigation the conclusion is reached that "grouping word of similar difficulty together in spelling is a significant factor, and that groupin of words for study secures approximately 10 per cent better results than a stud of words in a chance order.""^ 8. Note-takers show marked superiority in quiz results except when a trm false examination is given immediately following the lecture. Note-takers ha\ greater organization and retention."^ 9. "Knowledge that there may be a final examination will produce wortl while resuhs.""' When all of the conclusions are brought together the result : disappointing. Some of them approach being platitudinous ; othei deal with relatively unimportant details of instructional procedure. ^ already pointed out, most of the studies have no connection with oth( investigations. ^"'Geiger, Ruth. "A Study in Reading Diagnosis," Journal of Educational Keshan 8:283-300, November, 1923. "'Alderman, G. H. "Improving Comprehension Ability in Silent Reading," Journal Educational Research, 13:11-21, January, 1926. '"^Kelly, F. J. "The Results of Three Types of Drill on the Fundamentals of Ari metic," Journal of Educational Research, 2:693-700, November, 1920. ""Ballenger, H. L. "C)vercoming Some Addition Difficulties," Journal of Educatioi Research, 13:111-17, February, 1926. ^"Anibel, F. G. "Comparative Effectiveness of the Lecture-Demonstration and ! dividual-Laboratory Method," Journal of Educational Research, 13:355-66, May, 1926. ''^Hawley, W. E. and Gallup, Jackson. "The 'List' Versus the 'Sentence' Method Teaching Spelling," Journal of Educational Research, 5:306-10, April, 1922. ^"Tidyman, W. F. and Johnson, Edith. "Value of Grouping Words According Similar Difficulties in Spelling," Journal of Educational Research, 10:297-301, Novemb 1924. '^^Crawford, C. C. "Some Experimental Studies of the Results of College Note-t ing," Journal of Educational Research, 12:379-86, December, 1925. '"Schutte, T. H. "Is There Value in the Final Examination?" Journal of Educatio Research, 12:204-13, October, 1925. Ten Years of Educational Research, 1918-1927 81 If we examine critically the research techniques employed by the 'irious investigators, it becomes apparent that most of the conclusions lust be discounted. The seventy-two reports of experiments were ossified under three heads: (1) research technique satisfactory, or oen only to minor criticisms; (2) research technique reasonably satis- ictory but generalization not justified; (3) research technique open I such serious criticism that the conclusion is not dependable. Only e out of the seventy-two articles were placed in the first group ; t enty were assigned to the second ; and forty-seven, nearly two-thirds, Mve listed as being open to such seriovis criticism that the conclusion culd not be accepted as dependable. One of the chief reasons for assigning studies to the last group MS the abnormality of the experimental conditions. In several in- smces, the improvement in achievement noted appeared to have been ue to the enthusiasm of the teacher for the procedure rather than to ; y inherent worth. The fact that a procedure is new frequently re- Its in unusual enthusiasm on the part of the teacher which is com- ! -inicated to the pupils. In fact, the pupils themselves are likely to ! stimulated directly by a procedure that lifts their work out of the lual deadly routine. Another reason for classifying nearly two-thirds these experimental studies as being essentially worthless is the .;quent failure of the investigator to give proper attention to faults i his data. A somewhat extreme illustration of abnormal experimental con- ions is furnished by an investigation designed to discover the value final examinations.^^" In describing the experimental procedure, t writer says : '"The examination group was told once or twice a ■ek that the material should be mastered, since it might be called for the final test. On the same days, the other group was cautioned to the work thoroughly from day to day .... because no final examina- u would be given." This procedure is hardly that of normal class- im teaching, and doubtless the efifect was to accentuate the differ- es on which the conclusions were based. However, a more glaring idence of abnormality is apparent when the reader is told : "at the se of the two periods of experiment the groups not expecting a al test were given the same one that the other sections were given," d also that the students were given "their choice as to whether the >re made on the final examination should be considered in making up t Mr term marks." Such techniques probably affected the scores of I I non-examination group. "^Schutte, op. cit. 82 Bulletin No. 42 An illustration of failure to give attention to faults in the data is furnished by an investigation in which the probable errors due to sampling were not calculated. On the basis of a difference of 4.4 be- tween the average gains of the two groups, the following conclusior was stated : "Our results seem to indicate that carefully directed stud\ or work of children in writing compositions is decidedly valuable tt children receiving such supervision.""' However, this conclusion wa; not allowed to go unchallenged. Four months later, there appeared ii the same journal a criticism of the investigation in which it was showi that the conclusion could not be accepted when the results were inter preted in light of the probable error of the difference between th^ means. The chances of the true value of one mean being greater thai the true value of the other mean were only 5 to 1. To quote the word of the critic : "These are hardly safe betting odds on which to bas scientific conclusions.""^ This appraisal of the reports of experimental studies which hav appeared in the Journal of Educational Research is subjective, an another person would doubtless make some changes in the classifies tion. However, the conditions discovered are indicative of the extei to which it is necessary to discount the conclusions that experimenter announce. On the whole, it appears justifiable to state that vti meagre contributions have been made by this group of experiment investigations. It should be borne in mind, however, that most of the expert mental studies reported in educational journals are minor investig tions. As an index of contributions in the form of principles or ruk' they need to be supplemented by an evaluation of larger studies, sui as those made by candidates for the Ph. D. degree. Practically all of the Teachers College Contributions to Educati( have been accepted in partial fulfillment of the requirements for t degree of doctor of philosophy. During the period from 1918 to 19 inclusive, 141 volumes were published, of which 26 qualify as repoi of experimental investigations. Seventeen of these experiments we controlled and 18 were definitely built upon the work of previous vestigators. In only 5 cases there was no comparison witli ])revio investigations. These facts indicate that the experiments report J from Teachers College are distinctly superior to those reported in t 1 Journal of Educational Research. This conclusion is reinforced by ! 1 "'Heckert, J. W. "The Effects of Supervised .Study in English Composition," Jow of Educational Research, 5:368-80, M.iy, 1922. "''HolzinKer, K. J. "Inferences from Small Samples and Oifferences," Journal Educational Research, 6:175-76, September, 1922. Tex Years of Educational Research, 1918-1927 83 examination of the several reports. An attempt to classify the 26 con- ^.ributions resulted in 5, or nearly 20 per cent, being listed as distinctly satisfactory with respect to technique, and onh- 11 being listed as not vielding dependable conclusions. A critical examination of some of the more careful experiments )f the period reveals the general character of the limitations to which he results of this type of educational research are subject. For ex- imple. in an experiment with a project curriculum,' ^^ which extended . er a period of four years, Collings provided a control group and sup- ilemented the measurement of achievement by means of a large battery 'f standardized tests by collecting evidence of changes in attitudes ward the school and education and of changes in the community life. Jn the whole, the plan of the experiment and the techniques employed re distinctly superior to those of most experimental investigations, nd the differences between the experimental school and the control roup are so large that no reasonable allowance for error in the meas- rements would reverse the findings. A critical examination of the eport of this experiment indicates, however, that the data should not le interpreted as proving the superiority of the project method in gen- ral. As Collings points out.'-" there were a number of variable factors hich might account for the differences in outcomes in the two groups. '^ other words, Collings demonstrated the superiority of the school -ing a project curriculum under the conditions of the experiment, but appears doubtful whether lie demonstrated the superiority of a "oject curriculum in general. In commenting upon the controlled experiment as a method of lucational research, Morrison has pointed out a limitation due to the mplexity of the problems we would like to solve. It is exceedingly dilticult to raise an issue in the teaching process which is iricicnth' definite. ~ Most issues are apt to be deceptive as to complexity. Think- ,' that we have a perfectly simple issue, we carry on the experiment, over a riod ot months it may be, and in the end the findings are disappointing. Other vestigators find disparate results with the same procedure. What seemed :nple may well have been complex. For instance, the following problem : A mparison of the direct and grammatical methods of teaching first-year French. He result of experimentation under the control-group plan on any such issue i!d hardly fail to be inconchisive and unconvincing, whatever the outcome. ■ e terms, apparently simple, are actually complex and undefined. There is no tended assumption as to the test to be used as the criterion. If the problem re stated as toHows, some light might be shed: Assuming that the objective first-year French is maximum ability to react to the meaning (defined) of ench discourse, as measured by such and such test, will a given direct method iefined and procedure defined) prove more economical than a given gram- '"Colhngs, Ellsworth. An Experiment u-ith a Project Curriculum. Xew York: The craillan Company, 1923. 346 p. '=»/6.J., p. 13f. 84 Bulletin No. 42 matical method (defined and procedure defined) ? Obviously, an issue thus hedged in can have only the most limited application. Hence the adaptability of the method for settling minor details in broader forms of investigation."' Although no systematic survey has been made, it appears that the permanent accomplishments of educational research during this period are much less than the quantity of production would lead one to expect. This is especially true of experimental studies. Valuable facts have been collected and assembled in usable form, but there has been rela- tively little progress in evaluating school procedures. In addition to the accomplishments that can be listed as facts or principles, there are less tangible gains that may be designated as atti- tudes. For example, under the caption "The Chief Contributions of the Inquiry," Carter Alexander, Assistant Director of the-Educationa Finance Inquiry, has written as follows : The greatest good from the Inquiry, in the writer's judgment, will not h immediate. Nor will it consist only of things on which one can put a fingei This is written despite the facts that the list of such specifically valuable thing is lengthy and that practically all states will soon have various similar studies now that the pioneer work on the methods of study is available. This good lie rather in certain somewhat intangible and deferred values such as change points of view of both educators and laymen and in the training of scho( administrators. The volumes "will undoubtedly stimulate a wholesome type of thinkin about school finance which has never been possible before because the factu; basis has not been at hand in any such comprehensive body of material. Thei will probably follow a series of discussions in the public press as well as in tl technical journals." [School Review, Editorial, March, 1924, p. 162.] As a r suit educators and teachers generally will acquire a better understanding of ti ' complexity of the problems involved in financing education, a keener sympatl with the taxpaj-er, and a surer realization that many of the difficulties of educ tional finance arise from the need of general tax reform which cannot possib be secured for sometime.'" The status of educational research. Certain aspects of the prej ent status of educational research have been noted in the precedir pages. Quantity production has been attained; research in educatic] has become popularized; there is a widespread faith in objectii methods ; the facilities for educational research have been greatly e ; panded. In order to complete the picture, the qualit}^ of current educ] tional research must be considered. Critical observers have called i] tention to numerous shortcomings. The following quotations frc- recent writings lose something of their force fulness by being remov from their context, but they are representative of evaluations by rece, writers. ^-^ "'^Morrison, H. C. "The Major Lines of Experimentation in the Laboratory Schoo ' Supplementary Educational Monographs, No. 24. Chicago: University of Chicago, 1923, p ""Alexander, Carter. "The Work of the Educational Finance Inquiry," Teachers i^ lege Record, 25:219-20, May, 1924. ^^See also p. 25-26. Ten Years of Educational Research, 1918-1927 85 "We have observed in many of the practices of educational research work- ers a tendency to shallowness. We have taken occasion to point out more than once a lack of sustained effort, a willingness to flit from one thing to another, and an unwillingness to stay with a problem until fundamental — the word seems to haunt us — until fundamental results are secured. . . . We are threatened with becoming mere dabblers in research, foolishly confident of the virtues of a fresh start.'"" "We must use greater care to make certain that the conclusions we state in our reports follow logically from the data presented. Too many reports state conclusions that are not fully supported by the research data included in them. This association should interest itself in the quality as well as in the quantity of educational research."^"^ "If I may borrow a descriptive phrase from the game of golf, many would- ae educational scientists 'do not follow through.' By the time their observations md records have been made, some more attractive activity is sighted in the ucallf distance, and they hurry off in pursuit of it. A sufficient number of standard tests have been administered in the past ten years to have solved more than half 3f the instructional problems of which we have any knowledge, if only the right tests had been given at the right time and the scores used as the basis for re- lective reasoning of the type required in the scientific method.""" "Nevertheless, I can not evade the conviction that, relatively speaking, the iublished research in education is, on the whole, inferior in quality, and more ;specially inferior in ultimate significance, to the published research in other )ranches of scientific endeavor. Too many contributions seem essentially futile. \fter you read them, vou feel like saving: 'Well, suppose it is true; what )f it?' ""^ "The mills of the gods grind slowly. Nothing of the sort can truthfully )e said, however, of a good many of those used by our contemporaries in iducation. In the name of 'science' results are achieved overnight and announced an expectant world with all the assurance of the enthusiast not too much lampered by practical experience. "Perhaps the extreme case is that of the examination and treatment of a ourth-grade pupil, found to be deficient in reading. After a brief diagnosis ind application of 'remedial measures,' the announcement is gravely made that 11 the light of this experience we may safely assume that the proper method >i dealing with all fourth-grade pupils having similar disabilities is that used |n this case. Making a sweeping generalization on the basis of a single in- jtance would seem, to exhaust the possibilities of the scientific method in educa- iion and leave nothing to be desired in the way of economy, efficiency, and Hspatch. Many of the 'conclusions' appended to recent 'scientific' investiga- ions have little more to support them. We are in a fair way to be able to irove anything. A few figures and a graph will turn the trick.""^ "Researchers in this field must cultivate to a higher degree ability to hold udgment in suspense until all the evidence is in. . . . "We are too prone to be carried away by the new thing. Just now the iatelligence tests are attacked by the type of criticism that they should have tad from their friends from the first, friends who, because of inability to hold I U-i) '-■'Editorial. "Fundamentalism in Research," Journal of Educational Research, 9:331, inSP'' |.pril, 1924. '^Trabue, M. R. "Educational Research in 1925," Journal of Educational Research, 13:344, May, 1926. 1 *=«Trabue, M. R. "Special Applications of the Scientific Method to Educational Meas- irements," School and Society, 21:486, April 25, 1925. j "'Whipple, G. M. "The Improvement of Educational Research," School and Societv. 6:251, August 27, 1927. ' ^^„ '^Editorial. --Assuming the Major Premise," The Journal of Educational Method, :229. February, 1923. lllOl 86 Bulletin Xo. 42 final judgment in suspense and a lack of technique in presenting results, claimed too much without intending to do so, and have been unwittingly led into a false situation."*™ The present writers are inclined to accept these criticisms as just evaluations of the educational research of the past ten years. By this statement they do not mean to imply that some of the research is not of high merit. There have been a number of valuable studies, espe- cially of the fact-finding type, but on the average the educational re- search of the past ten years cannot be rated very high on the scale of quality. It is difficult, perhaps impossible, to compare the quality of the educational research of the past ten years with that before 1918. The earlier period v,as one of pioneering and crudities were to be expected, but with the passing of the pioneer period the standards for judging the quality should be materially higher. If comparisons are made on an absolute basis, it is undoubtedly true that the quality is much high- er, but it seems doubtful whether the growth in quality has kept pace with the other phases of development. Some enthusiasts have given the impression that educational re- search is revolutionizing school practice. The following statement from the first issue of the Journal of Educational Research is typical. Investigations have never been more numerous. Old prejudices have beer abandoned. Precedent has meant less than ever before. A new sense of values has been created, and time-honored processes have been challenged. Some o\ them have stood the test and have been retained; others have been rejected while still others have been modified and redirected."" Such assertions appear to express a hope rather than an accom- plishment, and more critical writers have frankly pointed out that a; yet research is exercising only a limited influence upon educationa practice. "Scientific method in college administration and college teaching must stii be mainly a prophcc}'. Not much can be said about its application to date. . . . "I can not refrain from recording here that anything closely approachin exactness in measurem.ent of the products resulting from college teaching is nc believed possible at this time. All measurement is subject to some error c variation, and measurements of the less tangible things — character changes an the like — must always remain less exact than the more tangible things, such i weight and distance."'" "The chief service of contributions in the field of educational research u to the present time has undoubtedh' been in pointing out problems and metho( of approach. We are not yet ready to accept the conclusions of research studii as final. We are not always satisfied that the answer found is correct. Vei '^Newlon, J. H. '"What Research can do for the Superintendent," Journal of Educ tional Research, 8:111, September, 1923. '"Buckingham, B. R. (Editor). "Announcement," Journal of Educational Rcscar. 1:4, January, 1920. '^'Kelly, F. J. "Scientific Method in College Administration and College Teae School and Society, 20:390, September 27, 1924. Ten Years of Educational Research, 1918-1927 87 few, if ail}-, lines of investigation have been carried to their logical conclusion. Nevertheless we are finding how to arrive at the truth. What has been done thus far has stimulated the educational world to the point of doing some real thinking as to whither it is bound and how it is to make the point proposed.""" The outlook. Although the present status of educational re- search is frequently disappointing to the practitioner who seeks as- sistance from pubHshed reports, the outlook is not without promise. The fact that numerous authorities in the field are calling attention to shortcomings of current research is encouraging. There appears to be 1 recession from the enthusiasm for popularizing educational research md a growing realization that most problems require trained workers. \n increasing number of reports of research reflect an appropriately .ritical attitude on the part of the worker and the worship of objec- ive methods appears to be passing. The interest in summarizing in- vestigations within a given field is also a wholesome tendency.^^^ The present Director of the Bureau of Educational Research at he University of Illinois has been intimately connected with research ictivities since 1914. As he has critically examined his own work and hat of others, he has, at times, been pessimistic in regard to the value 'f educational research. Much of the material published appears to le subject to such serious limitations that it can not be credited with nuch value. However, after spending several months in examining eports of educational research and in reading the coinments of others, lis attitude is, on the whole, optimistic. To him, one of the most en- ouraging signs is the critical attitude reflected in the writings of a lumber of the leaders in the field. When research workers become ritical of their own efforts and tend to appraise them at their true alue. there is hope for the future. The day of '"high-pressure sales- lanship" is passing and the dawn of critical, persistent, intelligently irected endeavor is approaching. "^Theisen, W. \V. "Recent Progress in Educational Research," Journal of Education- Research, 8:314, November, 1923. ^^^Scc p. 77-78. CHAPTER IV RESEARCH IN EDUCATIONAL MEASUREMENT PART I. BEFORE 1918 The beginning of educational measurement. Although there has been educational measurement practically ever since education began, the movement as known toda}' is of comparatively recent origin. With- in a generation, standardized objective testing, both of intelligence and of achievement, has grown from very rudimentary beginnings until it is now a widespread, indeed almost a universal, movement. Undoubt- edly many early teachers had conceived the idea of objective or standardized tests, or both, but practically no accounts thereof have been handed down, and it appears that no attention was attracted by such eftorts before the beginning of the present century. Apparently, the only definitely reported work of this sort is that of an English schoolmaster, the Reverend George Fisher, about 1864.^ He con structed a "Scale Book" by assembling samples of various degrees of proficiency and typical questions in several school subjects. The samples of proficiency were arranged in order of increasing merit and were numbered from one to five by fourths. The questions were de signed to serve as models for the construction of future examinations that would be of the same nature and difficulty as previous ones. Ah though this "Scale Book" of Fisher's contained the germ of a numbei of the principles employed in educational measurement today, his wori appears to have been isolated and to have left no enduring results. The work of Rice (1894-97). It was not until thirty years later, in 1894, that a second event worthy of mention in connection with thi!:| measurement of achievement occurred. In this year. Dr. J. M. Ria conceived the idea of giving a uniform spelling test^ to pupils in ; number of cities. A year or two later, he tested a considerable numbe of pupils in arithmetic and language.^ His work at once attracted soni' ^Chadwick-, E. B. "Statistics of Educational Results," The Museum, A Quarter Magacinc of Educntionnl Literature and Science. 3:179-84. Tanuarv, 1864. i 2Rice, T. M. "The Futility of the Spelling Grind," Forum, 23:163-72, 409-1! April, June, 1897. 3Rice, J. M. "Educational Research: A Test in Arithmetic," Forum, 34:281-97, Oct ber-December, 1902. Rice, J. M. "Educational Research: Causes of Success and Failure in Arithmetic Forum, 34:437-52, January-March, 1903. Rice, J. M. "Educational Research: Talent vs. Training in Teaching," Forum, 3 588-607. April-Tune, 1003. Rice, J. M. "Educational Research: The Results of a Test in Language," Forum, 3 269-93, October-December, 1903. Rice, J. M. "English, the Need of a New Basis in Education," Forum, 35:440-5] January-March, 1904. Rice, T. M. Scientific Management in Education. New York: Hinds, Noble aij Eldredge, 1912. Chapters V, VI, VII, VIII, IX, X, and XI contain the same material as ' given in the preceding six references by Rice. 88 Ten Years of Educational Research, 1918-1927 89 attention and discussion, most of which was hostile. Indeed, when his results were reported at the meeting of the Department of Superin- tendence in 1897, they were scorned and ridiculed. Despite the gen- eral unfavorable attitude, however, a few farseeing educators dis- agreed with the majority, so that the idea suggested by Rice was not permitted to sink into oblivion. For ten years, however, no apparent progress was made along the line of testing the achievements of pupils. Galton (1869 — ) and Cattell (1890 — ). In the meantime, more definite activity was taking place in the other of the two major divi- sions of educational measurement, now commonly referred to as in- telligence testing. The work of Sir Francis Galton* on the differences in the mental abilities of individuals, and that of J. McKeen CattelP and other American psychologists who did further work of the same sort and refined the methods of measurement, may be said to have marked the beginning of modern intelligence testing. As a result of their studies, these men secured more definite evidence of the existence of individual differences. Most of their tests dealt with sense-percep- tion, although some of the traits measured were practically the same IS those measured by portions of many of our present-day mental tests. These pioneers, however, did not combine the results of separate tests :o secure a general mental rating or score. Although their tests ap- pear crude in comparison with the intelligence tests of today, these nen rendered valuable service by stimulating interest in mental neasurements. Thorndike (1904 — ) and Binet (1905-11). About the middle of he first decade of the twentieth century there occurred two events vhich marked distinct advances in educational measurement, and vhich had a strong stimulating influence upon workers in this field. Thorndike, who for some years had been working under Cattell, Boas, lud others in the fields of statistics and psychology, published the first )ook° dealing directly with mental measurement. This volume was de- oted to statistical methods and fundamental principles of test con- struction. For ten years or more it remained the standard, indeed the •nly, book of its kind and was generally studied by students of educa- ional measurements. A vear later, in 1905, Binet, who had been ■•Galton, Francis. Hereditary Genius: An Inquiry Into Its Laivs and Consequences. j.ondon: Richard Clay and Sons, 1869. (New and revised edition, with American Preface.) few York: D. Appleton and Company, 1871, 390 p.; second edition, London: The Mac- (illan Company, 1892, 379 p. Galton, Francis. Inquiries into Human Faculty and Its Development. London: The acmillan Company, 1883. 387 p. 'Cattell, J. McK. "Mental Tests and Measurements," Mind, 15:373-80, July, 1890. Cattell, J. McK. and Farrand, Livingston. "Physical and Mental Measurements of the tudents of Columbia University," Psychological Review, 3:618-48, November, 1896. ;, ^Thorndike, E. L. An Introduction to the Theory of Mental and Social Measurements. ew York: Teachers College, Columbia University, 1904. 277 p. (Revised edition, 1913.) i 90 Bulletin No. 42 working with psychological tests in France for some ten or fifteen years, devised and published in collaboration with Simon the now well- known Binet-Simon General Intelligence Scale. ^ This was an indivi- dual scale which combined tests of a number of different kinds into a single scale and provided for the interpretation of pupils' responses in terms of mental age. It was revised in 1908* and again in 1911.^ It has been translated with more or less modification into many languages and has generally been accepted as the standard for intelligence scales. American revisions of the Binet-Simon Scale (1908-16). The first noteworthy use of the Binet-Simon Scale in this country was made by Goddard,^" beginning in 1908. At first he emplo^-ed a fairly exact translation, but in 1911 he published a revision^^ of the scale. In 1912, a revision by Kuhlmann^^ appeared. Although these and one or two other American revisions were used by a number of psycholo- gists and investigators, it was not until the appearance of the Stanforc Revision by Terman, assisted by Childs and others, that individual inj telligence testing really became fairly common. This scale, which firs appeared in 1912^^ and was made generally available in 1916," becam( practically at once the standard individual intelligence scale in the Eng lish language and has continued so to the present, although one or twi others of high merit have appeared. Early tests by Thorndike and his co-workers (1908-13). Durin; this period of the development of individual intelligence scales, a be ginning was also made in the construction of standardized tests fo measuring achievement in school subjects. In 1908, Stone, a studer '■ under Thorndike, published his arithmetic reasoning" test,^^ which i considered the first standardized achievement test, as those used b Rice hardlv fulfilled all the necessarv conditions. This was foUovve "Binet, A. et Simon, T. "Methodes Xouvelles pour le Diagnostic du Niveau 1 tellectuel des .\normaux," L'Annec Psycholojjigue, 11:191-244, 1905. ''Binet, A. et Simon, T. "Le Developpement de I'lntelligence chez les Enfant' L'Atntee Psychologiquc, 14:1-90, 1908. ''Binet, A. "Xouvelles Recherches sur la Mesure du Niveau Intellectuel chez les 1 fants d'Ecole," L'Aniicc Psvcholoqiquc, 17: 145-201, 1911. '"Goddard, H. H. "Four Hundred Feeble-Minded Children Classified by the Bitlj Method," Pcdacjoi/ical Seminary, 17:387-97, September, 1910. , Goddard, H. H. "Two Thousand Children Measured by the Binet Measuring Scale Intelligence," Pedagogical Seminary, 18:232-59, June, 1911. "Goddard, H. H. "A Revision of the Binet Scale," Training School Bulletin, 8:S6-i June, 1911. '^Kuhlmann, F. "A Revision of the Binet-Simon System for Pleasuring the Inte gence of Children," Journal of Fsycho-Asthenics, Monograph Supplement, Vol. 1, No. September, 1912. "Terman, L. M. and Childs, H. G. "A Tentative Revision and Extension of i Binet-Simon Measuring Scale of Intelligence," Journal of Educational Psycholo 7:63-80, February, 1916. "" ^Trabue, M. R. "Completion Test Language Scales," Teachers College, Colum University Contributions to Education, No. 77. New York: Bureau of Publications, Colli bia University, 1916. 118 p. "Thorndike, E. L. and McCall, W. A. Thorndike-McCall Reading Scale for Understanding of Sentences. New York: Bureau of Publications, Teachers College, Col bia University, 1920. Ten Years of Educational Research, 1918-1927 93 . number for any standardized test of achievement, and is among the few most widely-used reading tests. For years the Thorndike Drawing ^cale was practically the only one employed, although recently one or ■\o others of high merit have appeared. The Kansas Silent Reading Tests, constructed by F. J. Kelly, were used extensively for a few ears, but are chiefly deserving of mention as forming the basis for he Monroe Standardized Silent Reading Tests. ^- These tests, includ- ng both the original and a revised edition,^^ have had the widest use of ■'.}' tests in the subject covered. Trabue's Completion Test Language ales have also been used in large numbers, but for the measurement : general intelligence rather than for that of language ability. Influence of the school survey movement (1907 — ). The school ur\ey movement''* is generally considered to have begun with the 'ittsburgh Survey in 1907, but achievement tests were not used until he survey of Xew York City^^ was made in 1911-12. Courtis, who as a member of the Survey Commission, had his Arithmetic Tests, eries A, given to about 30,000 pupils. Since that time, there have ren few surveys of any note which have not employed standardized sts. The survey movement, therefore, has exerted a very strong imulating influence upon the development and use of educational ■sts. 1 Influence of educational periodicals. The demand for tests was :reased also by the fact that educational periodicals began to devote nsiderable space to articles dealing with the construction and use of ^ts, the statistical methods involved, and related topics. One of the ore important of such periodicals was the Teachers College Record, which appeared several of Thorndike's important studies dealing •-th tests and also a number by other writers. Although the Journal Educational Psychology, founded in 1910, did not at first devote as "ge a proportion of its pages to this movement as it did some rears er, it contained many articles on measurement. Educational Ad- nistration and Supervision, from the date of its first publication in '15, included many reports of work with tests. School and Society, lich likewise first appeared in 1915, made a policy of including one >earch article each week. In most cases these articles were in the Id of measurements. The Elementary School Journal, originallv ^Monroe, W. S. "Monroe's Standardized Silent Reading Tests," Journal of Educa- ■ d Psychology, 9:303-12. June, 1918. "Monroe, W. S. "The Illinois Examination," University of Illinois Bulletin, Vol. 19, 9, _Bureau of Educational Research Bulletin No. 6. Urbana: University of Illinois. /Op. (• movement. f Estimate and Apportion- ■^i,f P- 38-40 for a description of the school survey movei ,^ Final Report of Committee on School Inquiry, Board o t. New York City: The Committee, 1911-1913. 3 vols. 94 • Bulletin No. 42 called the Elementary School Teacher, and the School Reviezv fre- quently contained one or two articles along this line in each issue. In addition to these, other periodicals of less importance or devoting less attention to the educational measurement movement in the aggregate exerted a great influence in acquainting teachers with what was being done and with the possibilities to be realized from the use of standard- ized tests. Indiana University Conference on Educational Measurements (1914 — ). The growth of the educational measurement movement has been greatly stimulated by addresses and demonstrations at local teachers' meetings, educational conferences, state associations, county institutes, and so forth. Among such meetings, the Indiana University ^ Conference on Educational Measurements deserves special mention. The first one was held in the spring of 1914 and since that time the Conferences have continued annually without a break. The speakers at these meetings have included Ashbaugh, Ayres, Ballou, Buckingham. Charters, Courtis, Cubberley, Dearborn, Goddard, Gray, Horn. Judd Monroe, Pintner, the Presseys, Seashore, Strayer, Thorndike, Whipple and Woody. In addition, members of the faculty of Indiana Univer- sity and a number of schoolmen of the state have contributed to tht programs. The organization of research bureaus (1912 — ). Reference shouU probably be made here also to the stimulus given the testing movemen by the organization of state, city, university, and other bureaus of re search or measurements. Since the founding and development of sucl bureaus is treated elsewhere'^'' in this publication, little will be saiti about them here. The establishment of these organizations for educa tional research began about 1912 and a number became active withii the next three or four years. In most cases, attention during the nr< few years of their existence was centered almost entirely upon the con struction and use of tests. The combined influence of the variou bureaus in developing and popularizing standardized tests was ver. great. .' The first group intelligence scales (1917). Near the end of th period prior to 1918, activities began in several divisions of the ger eral field of educational measurements in which little had been dor previously. Otis, working under Terman, was completing his work u; on what is generally considered the first group intelligence scale. ^^Scc p. 32-33. "Otis, A. S. "An Ab.solute Point Scale for the Group Measurement of Intelligenwl Journal of Educational Psyiholoyy, 9:239-61, 333-48; May, June, 1918. Ten Years of Educational Research, 1918-1927 95 'intner'"'^ had employed several group tests in making what he called mental survey, but they were not really combined into a single scale, nd they ditTered significantly from the modern intelligence tests. Uis' scale was practically complete when the United States entered the \'orld War, but its publication was temporarily delayed because Otis irned over the products of his work to the committee in charge of the sychological testing in our military forces. This committee adopted His' scale as the basis in constructing the well-known Army Alpha cale^^ in 1917 and 1918. This committee also constructed the Army eta Tests*" during the same period. As most readers probably know, lese were a series of non-verbal tests intended for use with illiterates, hereas the Army Alpha Scale required the possession of at least a loderate degree of reading ability. The first score card for school buildings (1916). The score card )r school buildings represents another type of measuring instrument hich was developed prior to 1918. The first of the Strayer-Engel- irdt series of score cards appeared in 1916,*^ and seems to have been le first attempt of any consequence to formulate comprehensive ob- ctive standards and to apply them to the rating of school buildings. Books on educational measurement (1904-17). Thorndike's In- oductioii to the TJicory of Mental and Social Measurements, already ferred to.*- stood alone as a textbook in this field for more than ten 'ars,*'' but shortly before 1918 several other volumes of interest and sistance to workers came from the press. In 1916 appeared vStarch's ducational Measurements,*^ which consisted of two or three chapters '1 school marks, followed by ten or twelve chiefly devoted to the re- oduction of tests and scales in as many school subjects. These, of hich a large proportion were constructed by Starch himself, included ■actically all those available at the time the book was published. In Idition to reproducing the tests. Starch included norms for most of '^Pintner, Rudolf. "A Mental Survey of the School Population of a Village," School J Society, 5:59/-600, May 19, 1917. Pintner, Rudolf. The Mental Suifcv. New York: D. Appleton and Company, 1918. 5 p. '''\ erkes, R. M. (Editor). Psychological Examining in the United States Army,. Mem- f of the Xntional Academv of Sciences, Vol. 15. Washington: Government Printing ' ce, 1921. 890 p. ^Ibid. ^'Strayer, G. D. "Score Card for City School Buildings," Fifteenth Yearbook of the iionat Society for the Study of Education, Part I. Bloomington, Illinois: Public School ilishing Company, 1916, p. 41-51. "See p. 36. "Whipple's Manual of Mental and Physical Tests had been published in 1910, but it V. concerned with psychological tests as distinguished from educational tests and, therefore, ■value for workers in psychological laboratories rather than for those chiefly interested in ■iinarv classroom teaching. See: . Whipple, G. M. Manual of Mental and Physical Tests. Baltimore: Warwick and rk, 1910. 534 p. (Revised edition, 1914. Part I, 365 p. Part II, 336 p.) •'1 . "Starch, Daniel. Educational Measurements. New York: The Macmillan Company, 96 Bulletin No. 42 them, brief accounts of their derivation, and in some cases criticism and suggestions for use. A second pubhcation of the same year \\ a Part I of the Fifteenth Yearbook of the National Society for the Stud of Education*^ prepared by a committee headed by Strayer. Th- yearbook dealt chiefly with the use of about a dozen different achiext ment tests, but also included chapters on physical measurements, ratiii school buildings, and intelligence testing. It was not, however, unt the appearance of Monroe, DeVoss, and Kelly's Educational Tests ai. Measurements*'^ in the following year that there was available in single volume a fairly comprehensive treatise on the use of achieveme tests. This book described practically all of the tests available at tl time of its publication, but devoted most of its space to the criticis of these tests and to a discussion of the uses to which test resu!:l( should be put. Within a short time, this volume became decided popular with classroom teachers and others, and has remained so ev since. It undoubtedly deserves credit for doing more than any othj single publication to encourage the use of tests and to acquaint the employing them with proper methods of use. In 1917 also appear j Rugg's Statistical Methods Applied to Education,*'^ which was the fi book to furnish workers with a fairly adequate treatment of the eJ ments of statistical method necessary for handling test scores aj similar data. Status of the educational measurement movement at the begd ning of 1918. To sum up in a few sentences the status of the eduifc tional measurement movement at the beginning of 1918, the followfc; generalizations may be made. Many school administrators and othi were still definitely hostile and probably still more were neutral towJ the movement, but it had passed its most critical period from the staj point of survival, and had acquired considerable momentum. A ni| ber of well-standardized and widely-used achievement tests in elementary-school subjects and also several excellent individuall telligence scales were available. Few standardized tests had appe< in the high-school subjects, and group intelligence tests were in t- infancy. A beginning had also been made in the objective meas-i ment of school buildings. Onh* a few texts or complete volumes clt% ing with the movement had yet appeared, but of these, two or t;j * ^'Strayer, G. D., et al. "Standards and Tests for the Measurement of the Effic of Schools and School Systems," Fifteenth Yearbook of the National Society for the B'"" of Education, Part I. Chicago: University of Chicago Press, 1916. 172 p. ■""Monroe, W. S., DeVoss, J. C. and Kelly, F. J. Educational Tests and Me ments. Boston: Houghton, Mifflin Company, 1917. 309 p. (Revised and enlarged ei 1924. 521 p.) "Rugg, H. O. Statistical Methods Applied to Education. Boston: Houghton, '. Company, 1917. 410 p. k Tex Years of Educatiox.u, Research, 1918-1927 97 were of distinctly high merit and were rapidly becoming well known. Furthermore, many periodicals were in the aggregate devoting a con- siderable amount of space to the movement; many speakers were ex- plaining and advocating the use of objective methods of measurement; and many administrators, teachers, and others were actually employing them. PART II. 1918 TO 1927 Testing in the United States Army (1917 — ), Probably the one outstanding event in the field of educational measurements which marked 1918 was the continuation and elaboration of the testing pro- gram initiated in the United States Army in 1917.'*^ A group of the most prominent psychologists of this country constructed the tests ijused, and formulated and directed the program, and many other psy- fichologists. probably a majority of those of any professional standing, ^participated in carrying it out. Most of the testing was done by means of the Army Alpha and Beta Scales, but the Stanford Revision of the Binet-Simon Tests, various performance scales, tests of mechanical ability and aptitude, literacy tests, and so forth, were also employed. The chief purpose was to measure the general intelligence of recruits so that those who appeared to be of too low ability to become accepta- 'ble soldiers could be detected and employed for the necessar}- simple manual labor connected with the army and also so that those of various nigher degrees of intelligence could be classified and trained or em- ployed in the most efficient way. Another important type of testing had as its purpose the discovery of vocational abilities of various sorts, so that carpenters, plumbers, masons, and workers in many other oc- cupations could be selected and employed. Altogether, about two mil- ilion men were tested, a number sufficient to render this by far the ::reatest psychological and educational measurement program ever car- ried out. The work did not cease with the end of the war but was adopted to some extent as a permanent feature of army routine. Ii as inevitable that such an extensive application of tests should have a eat influence in encouraging their use elsewhere. Perhaps this stimu- ition was greater than was best for the development of the movement. t seems probable that much of the non-critical use of tests and the warranted interpretation of results which were so common during e few years following the war may in large measure be traced back :o the more or less wholesale methods used in the army. Early group intelligence tests (1918-20). The year 1918 was also e date of the appearance of the first group intelligence scale designed *^See p. 94-93. 98 Bulletin No. 42 for school use, that of Otis.*** This was soon followed by a number of others of which probably the most notable were the National Intelli- gence Tests. ^° These tests, which consist of Scales A and B, were prepared under the auspices of the National Research Council by five of the leading educational psychologists of the country, Haggerty, Ter- man, Thorndike, Whipple, and Yerkes. The members of this com- mittee had played a large part in the psychological testing in the army, and it was hoped that this experience could be capitalized by collabora- tion and that in this way a well-nigh perfect intelligence test could be produced. Although it appears that this expectation was not realized, the National Intelligence Tests are generally considered the best yet available for use in the intermediate and upper grades of the elemen- tary school, and from the time of publication to the present they have received very wide use. It is interesting to note that within a short time after these tests appeared each of the five co-authors except Yerkes devised a group intelligence scale, thus implying that the Na- tional Intelligence Tests could be improved. In addition to these tests, a few other group intelligence scales appeared during 1919 and 1920, and since that time every year has been marked by the appearance ofi a considerable number. During the past two or three years, however,! fewer scales have been constructed. The Seventeenth Yearbook (1918). The year 1918 was also, marked by the publication of Part II of the Seventeenth Yearbook of the National Society for the Study of Education,^'^ which was devoted^ to educational measurement. This volume was prepared by a commit-i tee of the National Association of Directors of Educational Research.^^ Courtis was chairman of this committee. The volume consists of thir-i teen chapters, each being contributed by a leader in the field of educa-; tional measurement. Taken as a whole these chapters present a fairly! complete and satisfactory discussion of the history, status, and purposes of the measurement of achievement. The work of various research bureaus and organizations is discussed, almost all of the then existing tests and scales are described, practical uses of measurement are pointed out, elementary statistical methods are explained, several types of educational research are briefly discussed, and a very com- plete bibliography of more than six hundred references completes th^ iHi *<>See p. 94. _ '"Whipple, (".. M. "The National Intelligence Te.>;ts," Journal of Educational Research 4:16-3!. Tune, 19.?1. •"Courtis, S. A., et al. "The Measurement of Educational Products," Scvcnteent} \ Yearbook of the National Society for the Stiidv of Education, Part II. Bloomington, Illinois i Public .School PuhlishinR Company, 191S. 192 p. 1 '^This organization has since changed its name to the Educational Research Association * Tex Years of Educational Research, 1918-1927 99 olume. Altogether, in view of the time at which it appeared and the [uahty and scope of the contributions that compose it, Part II of the t'eventcenth Yearbook ranks as one of the outstanding pubhcations in he field of measurements. Although this volume contains much that is valuable, one sentence las probably been outstanding in its influence. At the very beginning if Chapter II, which is entitled "The Nature, Purposes, and General dethods of Measurements of Educational Products," Thorndike placed lis now well-known dictum : "Whatever exists at all exists in some mount." This statement stimulated much controversial discussion. t has been attacked and defended with equal warmth. On the whole, lowever, it has been generally accepted by workers in this field, and ine may say that this statement has become the cornerstone upon > hich the structure of educational measurements has been raised. General survey tests — Pintner's work (1918-20). One of the nportant developments of this period has been the organization of ests into groups or batteries for general survey purposes. Such bat- eries include achievement tests in several school subjects and frequent- \" also an intelligence test. The publication of a number of tests in single booklet relieves the teacher or other user from the task of electing the particular tests to be used. It also facilitates the admini- tration of the tests. Usually, the author of a battery of tests pro- ides a method for combining the several achievement scores into a ingle measure. Pintner's Educational Survey Test^ consisted of short selections rem eight already existing standardized achievement tests. Xo in- Hligence test was included, but the recommendation was made that le Mental Survey Scale^* by the same author be used in connection ith the achievement tests. In connection with the combined use of le educational and mental survey scales, Pintner suggested a mental idex to express general intelligence and an educational index to ex- ress achievement,'^ and recommended that the difi:'erence between lese two indices be taken as a measure of how well a school pupil ; capitalizing his mental ability."'^ ^Pintner, Rudolf and Fitzgerald, Florence. "An Educational Survey Test," Journal ■ Educntioual Psycholoyy, 11:207-23, April, 1920. ^^Pintner, Rudolf. "A Non-Language Group Intelligence Test," Journal of Al'pUcd urged that they be used in connection with the Scales of Attainment and that the scores made on the latter be interpreted in the light ol pupils' capacities. The Stanford Achievement Test (1922). During the period sinc< the appearance of the batteries of tests already mentioned, a numbei of others of the same general character have.been constructed and pub ^'Monroe, W. S. and Buckingham, B. R. Illinois Examination. Teacher's Hand hook. L'rbana, Illinois: Bureau of Educational Research, University of Illinois, July 1920. 32 p. Monroe, W. S. "The Illinois Examimtion," University of Illinois Bulletin, Vol. I No. 9, Bureau of Educational Research Bulletin No. 6. Urbana: University of Illinoi 1921. 70 p. "^Pressey, L. C. "Scale of Attainment No. 1. — An Examination of Achievement i the Second (jrade," Journal of Educational Research, 2:.S72-81, September, 1920. "Pressey, S. L. "Scale of Attainment No. 2. — An Examination for Measurement History, Arithmetic, and English in the Eighth Grade," Journal of Educational Reseat. 3:359-69. May, 1921. ""Pressey, L. C. "Scale of Attainment No. 3. — For Measuring 'Essential Achievemc- in the Third Grade," Journal of Educational Research, 4:404-12, December, 1921. Tex Years of Educatioxal Research, 1918-1927 101 ished. IMost of these have been intended for elementary-school use, lilt two or three cover high-school subjects. The Stanford Achieve- aent Test,*^^ published in 1922, undoubtedly holds first place. It con- ists of the Primary Examination for Grades II and III, which in- ludes reading, arithmetic and spelling, and the Advanced Examination or Grades IX to YIll, which includes nature-study and science, his- ory and literature, and language, in addition to the subjects in the Mmary Examination. Besides being the most complete and most re- iable of the batteries of tests, the Stanford Achievement Test in many ^ther ways deserves the high rank it has been generally accorded and he wide use it has received. Although it does not possess the diag- nostic value of some series of tests, everything considered, it probably ■epresents as high a point as has been reached in the technique of est construction. The accomplishment quotient and ratio suggested by Franzen 1920-22). About the same time that the Illinois Examination and fie accompanying achievement quotient became known, Franzen sug- ested the same idea, using, however, the expression "accomplish- lient quotient."*^- The term "attainment quotient" has also occasionally een used with the same significance. Franzen and others employed subject age" instead of "achievement age" to refer to achievement 1 a single subject, and "educational age" to refer to average achieve- lent in several subjects. These ages were accompanied by the sub- set quotient and educational quotient, obtained by dividing subject jge and educational age, respectively, by chronological age. In other ''ords, the subject quotient and educational quotient are measures of chievement relative to age and not to ability. A little later Franzen |lso suggested the use of the accomplishment ratio,®^ seemingly de- iring to substitute this expression for accomplishment quotient, since je gave it the same meaning. T-scores and B-scores (1921 — ). In addition to Pintner's indices {nd the various ages and quotients already referred to, two or three Ither kinds of derived scores — that is, means of expressing point :ores in uniform terms or units — have been suggested. The best- nown of these are undoubtedly the T-scale*'* and corresponding T- "Kelley, T. L., Ruch, G. ^r., and Terman, L. M. Stanford Achievement Test. onkers-on- Hudson, New York: World Book Company, 1922. '-Franzen, Raymond. "The Accomplishment Quotient of School Marks in Terms of Jdividual Capacity," Teachers College Record, 21:432-40, November, 1920. I "Franzen, Raymond. "The Accomplishment Ratio," Teachers College, Columbia Uni- yrsity Contributions to Education, No. 125. New York: Bureau of Publications, Colum- ^ University, 1922. 59 p. *'The name T-scale was given by McCall in honor of Terman and Thorndike. 102 Bulletin No. 42 score, proposed by McCall"'' soon after the appearance of age and quotient scores. The T-scale is based upon the distribution of abiHty of an average or complete group of twelve-year-old pupils. Tables for transmuting point scores into corresponding T-scores have been pre- pared for a number of tests published by the Bureau of Publications of Teachers College and for a few other measuring instruments, but the T-scale has not been as widely accepted as the age-scale. Another method of expressing scores which has received some use is that of the grade-score,'"* also sometimes called the B-score.*' This expresses achievement in terms of grade standing, using an integer in units' place for the grade, and a second integer in tenths' place for the month of the school year.''* Thus, a B or grade-score of 4.3, for example, denotes the average achievement of fourth-grade pupils in the third month of the school year. The new examination (1920 — ). In 1920, there appeared ar article by McCall''^ which seems to have been the first published dis- cussion of the new examination. This article attracted considerabk attention and within a short time many persons began to experimeni with and employ tests of the sort advocated. The new examinatior merely represents the application of the methods and types of exer- cises used in the construction of standardized tests to those made b) the classroom teacher. The true-false type of test received most em- phasis at first, but the multiple-answer, the completion, the matching, the incorrect statement, the rearrangement, and many other types anc varieties have since been suggested and used. Since 1920, literally hundreds of articles describing, advocating, and criticizing new-typ<; tests have appeared. They have also been treated in a number O' books, and within the past three or four years several volumes, mos of them rather small, have been devoted entirely or chiefiy to the sub'' ject. The first full-size book dealing with this topic was Russell': Classroom Tests,'" dated 1926. Much more complete is Odell's Tra ditional Examinations and Ncui'-Typc Tcsts.'^ It is hardly too much t( say that in many schools interest in the new examination has exertec' ji ^'McC'all, W. A. ".\ Proposed Uniform Method of Scale Construction," Tcachet College Record. 22:31-52. January. 1921. ""Ihickingham, R. R. Research for Teachers. New York: Silver, Rurdett and Con pany, 1926, p. 181-SS. "'The name B-score was suggested by McCall in honor of Binet and Buckinfrham. Set "B Scores." I.eaflet published by Public School Publishing Company, Bloomingtoi ' Illinois. ''The assumption is made that the school year is composed of ten months. ""McCall, W. A. "A New Kind of School Examination," Journal of Educatiotu Research, 1:33-46, January, 1920. '"Kussell, Charles. Classroom Tests. Boston: (iinn and Company, 1926. 346 p. f "Odell. C. W. Traditional E.vaDiinations and New-Tvpe Tests. New York: Centui Company, 1928. 469 p. f Ten Years of Educational Research, 1918-1927 103 revolutionary influence on the character of the examinations admin- tered. Books on intelligence tests (1919-27), As was natural after the ilucational measurement movement was well under way, the number f published volumes devoted to its various phases rather markedly icreased. For the first two or three years following 1918, there were notable additions to the few volumes already mentioned'- dealing ''ith achievement tests or with educational measurements in general. 1 1919, however, Terman published his Intelligence of School Chil- ren,~^ a companion volume to his earlier Measurement of Intelligence. ; deals with the interpretation and use of the information gained from itelligence tests and thus supplements the former volume, which is evoted to the actual administration of the Stanford Revision. In 1922, le National Society for the Study of Education devoted its year- :)o\c* to this general topic, the committee in charge being under the liairmanship of Colvin. Part I deals with the nature, history, and pneral principles of intelligence testing, and Part II with the practical ise of such tests and their results. This yearbook constituted the first '^asonably complete treatm.ent of the topic. As regards the phases )vered by Part I, comparatively few volumes worth mentioning have ppeared since that time. Pintner"' published one a year later which )vers about the same scope as the yearbook. Two years later, in 1925, eterson's Early Conceptions and Tests of Intelligence''^ appeared. As le title implies, this volume deals almost entirely with the history of itelligence testing, and brings it down to about 1911, but some at- ntion is also given to the general problems involved. Freeman,'' in ^26, published what is easily the outstanding treatise dealing with the neral field of intelligence testing. The history of the movement is aced in considerable detail, all important existing tests are described, id the interpretation and use of test results critically dealt with. The )lume is not limited to intelligence tests in the usual sense of the rm, but takes in other mental tests, such as those of personality and ) forth. Another volume of an entirely different sort, but equally as atstanding as Freeman's, is Thorndike's Measurement of Intelli- '-See p. 95-96. "Terman, L. M. The Intelligence of School Children. Boston: Houghton, Mifflin mpany. 1919. 317 p. "Colvin, S. S., et at. "Intelligence Tests and Their Use," Twenty-First Yearbook of 'c National Societv for the Stiidv of Education. Bloomington, Illinois: Public School jiblishing Company, 1922. 289 o. "Pintner, Rudolf. Intelligence Testing. New York: Henry Holt and Company, 123. 406 p. ' "'Peterson, Joseph. Early Conceptions and Tests of Intelligence. Yonkers-on-Hudson, •w York: World Book Company, 1925. 320 p. "Freeman, F. N. Mental Tests. Boston: Houghton, Mifflin Company, 1926. 503 p. 104 Bulletin No. 42 gence.''^ This large volume, published in 1927, does not deal with th general field as does Freeman's, but is limited to a consideration o certain important problems of intelligence testing. It is based chief! upon the result of experimental work by Thorndike and his associate; A Manual of Individual Mental Tests and Testing, by Bronner an others,'^ likewise appeared in 1927. This volume is not limited t general intelligence tests in the narrow use of the term, but, in th words of the authors, describes "every adequately standardized ind vidual mental test," as well as a number inadequately standardized. '. also contains some helpful discussion of testing. A still more recei book in the same field has been written by Dearborn.^" It is devote to the interpretation and use of intelligence tests and their resuli rather than to the description of existing tests or the history of th movement. Practically all of the outstanding work in this field is sun marized and evaluated. With regard to the field covered by the second part of the Twent} First Yearbook — that is, the practical use of intelligence tests — ^tl" number of books, bulletins, magazine articles, and so forth, is alma innumerable. No attempt will be made here to single out any of thei discussions or reports as of unusual merit. | Books on achievement tests (1918-28). At the very beginning j this period, Monroe's Measuring the Residts of Teaching^^ came o the press. This book was devoted to the use of tests and subsequei remedial instruction rather than to their description. Soon after 192' a number of other books dealing with achievement tests and testk in general began to appear. Most of these were of the same gener type as Monroe, DeVoss, and Kelly's Educational Tests and Measuri ments.^^ They differed from it chiefly in that since they appeared laHl new tests were described. Probably only two or three of these booi which were published prior to 1927 merit special mention. McCalli Hozu to Measure in Education^^ appeared in 1922. It deals with tl use of measurements for classifying pupils, diagnosing, teachini evaluating the efficiency of instruction and vocational guidance, at the construction and standardization of tests. It was followed a ye ffi. %« "Thorndike, E. L., ct at. The Mcasuicincnt of Intelligence. New York: Bureau Publications, Teachers College, Columbia University, 1927. 616 p. "Bronner, A. F., et al. A Manual of Individual Mental Tests and Testing. Bost< j Little, Brown, and Comnany. 1927. 287 o. '"Dearborn, W. F. Intelligence Tests, Their Significance for School and Socii Boston: Houghton, Mifflin Company, 192S. 336 p. '''Monroe, W. S. Measuring the Results of Teaching. Boston: Houghton, Mi£ | Companv. 1918. 297 t). ^-See p. 96. The 1924 revision of this book is at present one of the two most C< plcte texts on st.'uidardized testing in the elementary school. ' ''McCall, W. A. How to Measure in Education. New York: The Macmillan C( , pany, 1922. 416 p. Ten Years of Educational ResearcHj 1918-1927 105 iter by Monroe's Introduction to the Theory of Educational Mcasure- lents,^* a book of the same general type, but even more critical and Ivanced. In 1927 appeared the first volumes devoted to testing in |ie high school, Ruch and Stoddard's Tests and Measurements in High •chool Instruction,^^ and Symonds' Measurement in Secondary Edu- Uion}'^ Both of these texts deal with tests constructed by the teacher ; well as with those that have been standardized. Symonds" volume is le more inclusive of the two, having chapters on measurement of con- jct, prognosis, guidance, ability grouping, and so forth, to which Ruch id Stoddard pay little or no attention. Kelley's Interpretation of Edu- •tional Measurements,^'' which treats only certain limited problems the general field but offers in most cases the best critical discussions ^\v available, also came oiT the press in 1927. A prominent and un- gual feature of this book is that it contains ratings of practically all e existing standardized tests of much merit by a number of experts the measurement field. The most recent volume dealing with achieve- ment tests, by Hoke and Wilson, represents a thorough revision and alargement of an earlier book.®® In its general plan it resembles many hers, devoting most of its chapters to tests in the various elementary id high-school subjects. In addition to books and other writings dealing with achievement id intelligence tests, the measurement movement was aided consider- ly by the appearance in 1925 and later of a group of new texts iling with statistical methods in education. Since these have been -scribed elsewhere,®^ they are not listed here. Besides these, half or lore of the books dealing with educational measurements in general, icluding McCall's and Monroe's, devote one or more chapters each statistical methods. Another publication that should be mentioned, although it is not all of the nature of a textbook, is the Bibliography of Educational asurements^" compiled by the Bureau of Cooperative Research of liana University. This is by far the most complete and useful list tests and scales in the school subjects and related fields which is "^Monroe, W. S. A)i Introduction to the Theory of Educational Measurements. -ton: Houghton Mifflin Company, 1923. 364 p. '^Ruch, G. M. and Stoddard, G. D. Tests and Measurements in High School In- ction. Vonkers-on-Hudson, New York: World Book Company, 1927. 381 p. "Symonds, P. M. Measurement in Secondary Education. New York: The Macmillan ;pany, 1927. 588 p. *"Kelley, T. L. Interpretation of Educational Measurements. Yonkers-on-Hudson, ■ York: World Book Company. 1927. 363 p. ^Wilson, G. M. and Hoke, K. J. How to Measure. New York: The Macmillan Com- i .V, 1920. 285 p. Revised and enlarged, 1928. 597 p. ^^See V. 53. ^Biblioyrafhy of Educational Measurements. Bloomington, Indiana: Bureau of Co- rative Research, Indiana University, 1923. 120 p. (First revision, 1925, 147 p.; second ision, 1928, 251 p.) 106 Bulletin No. 42 generally available. The description of each test includes, among sev- eral useful facts, information as to where the test can be obtained. Intelligence tests, with a few exceptions, and those in some other closely related fields are not included. Development of high-school tests. In the summary of the his- tory of educational measurements down to 1918, it was stated thai practically no high-school tests were then available. One of the markec characteristics of the movement since that time has been the develop-, ment of such tests. Beginning in algebra, geometry, Latin, English composition, and one or two other subjects, they have been develope( until now the number available in many secondary subjects runs fron ten up to twenty or thirty, and in practically every one there are a least three or four. It cannot be said, however, that test developmen in this field is yet equal to that in the elementary field. Indeed thi will probably never be true because of the somewhat different natur of the desired outcomes of elementary and high-school instruction. As examples of recent tests dealing with high-school subjects, tw outstanding series may be mentioned. The Iowa Placement Exam: nations, ^^ the first of which appeared in 1924, consist of a number c training tests, which measure work taught in high school, and als several aptitude tests, which are intended to predict ability to carr different subjects. The subjects included are chemistry, English, mo( ern foreign language, mathematics, and physics. Both training an aptitude tests are intended for use at the time of completing higi school or entering college. The second general series referred to is ti Columbia Research I'ureau Tests, '*^ which have appeared within tl last two years. The subjects covered at present are physics, p! geometry, Spanish, German, English, French, and algebra. Testing in institutions of higher learning. In addition to tl high-school tests a number for use in colleges and universities ha'.i been developed. Some of the tests employed in such institutions a not intended exclusively for this purpose but are also adapted to hig school use.^'^ Tests of this nature exist in such subjects as algebi* geometry, the various foreign languages, physics, chemistry, and I forth. In addition to these, however, there are also other more or le standardized tests for use in subjects not commonly or at all taught secondary schools. Among the subjects with which these tests deal 3 \ j)hilosophy, logic, education and psychology', medicine, law, and libraS I fl "'Stoddard, (i. I). "Iowa I'lacemcnt Examinations," L'liifosity of Iowa Studies Education, Vol. 3, No. 2. Iowa City: I'niversitv of Iowa. 192.S. 103 p. "-Wood, B. D., ct al. "Columbia Research Bureau Tests." Yonkers-on-Hudson, ^(j York: World Book Company, 1926 and 1927. (These appear as seven separate publicatioi • "'The Columbia Research Bureau Tests are examples of such tests. Ten Years of Educational Research, 1918-1927 107 vork. Xot only are standardized achievement tests being employed in nstitutions of higher learning, but many instructors are devising ob- ective tests for their own use. The most complete account of such ests is that given by Wood,^* who gives lengthy examples and many lata concerning their use at Columbia University. In colleges and universities much more attention has been given () the use of standardized tests of general intelligence than to achieve- nent tests. Dozens, probably even hundreds, of the higher institutions 'f this country have made some use of such tests in connection with Toblems of admission, educational and vocational guidance, the group- ng of students for instruction, the study of failure, and similar ques- ions. One of the best accounts of what has been done at a particular istitution is that of Wood,^'' who describes in some detail the use of le Thorndikc Iniclligcncc Examination for High School Graduates in lonnection with the admission of students to Columbia University, 'he most comprehensive account of the use of such tests at a large umber of institutions is that by MacPhail,^'' who several years ago ammarized practically all of the reported studies or experiments along kis line. In many higher institutions, intelligence tests have become a egular part of entrance examinations or a regular feature of some ther phase of college personnel work. Rating of school buildings. In addition to the development of :hievement and intelligence tests, the last decade has witnessed con- 'derable activity along other lines of educational measurement. Ref- ;"ence has already been made to the beginning of objective rating of hool buildings.®' Following this beginning, which consisted of a iieral score card for city school buildings, Strayer and Engelhardt jso constructed and made available score cards and sets of standards 'ir high-school buildings,®* rural-school buildings,®® and administration jildings.^"" Although these compose the most notable and generally- ied score cards, a number of others have also appeared and received nie use. Score cards are available not only for l)uildings but also r their maintenance and equipment. I^xamples of these are one by "Wood, B. T>. Measurement in Higher Education. Yonkers-on-Hudson, New York: Id Book Company, 1923, Chapters VIII to XIII. »/fcid.. Chapters I-VII. ""MacPhail, A. H. The Intelligence of College Students, lialtimore: Warwick and k, 1924. 176 p. '■See p. 95. "Strayer, G. D. and Engelhardt, N. L. Standards for High School Buildings. New ,rk City: Teachers College, Columbia University, 1924. 95 p. j "Strayer, G. D. and Engelhardt, N. L. "Score Card for Village and Rural School lildings of Four Teachers or Less," Teachers College Bulletin, Eleventh Series, No. 9, .'luary 3, 1920. New York: Teachers College, Columbia University, 1920. 22 p. '""Strayer, G. D., Engelhardt, N. L., and El.sbree, W. S. Standards for the Ad- 'istration Building of a School Svstem. New York City: Bureau of Publications, Teacli- CoUege, Columbia University, 1927. 40 p. 108 Bulletin No. 42 Engelhardt and others for rating janitorial and engineering service,'"- i and one by Anderson for rating pupils' seats and desks. "- Measurement of personality, character, etc. (1919 — ). Another field in which a number of workers have been engaged is measurement of personality, character, temperament, and related traits. In most of the attempts along this line, rating scales have been employed whicl" call for the rating of the subject by one or more persons upon a num- ber of specified and weighted points. This plan, which is also com monly used in teacher rating, is not new, although it has developec considerably within the past few years. In addition to such schemes o rating, however, there are a few tests which call for pupils' response to various sorts of exercises and situations. Among the best knowi of these are the Downey Will Temperament Tests. ^°^ These tests' which were constructed in slightly different forms for individual an for group testing, consist of subtests designed to measure such trait as speed of movement, freedom from inertia, flexibility, speed o decision, motor impulsion, assurance, resistance, motor inhibition, car for details, and coordination of impulses. Pressey is the author of test^°^ in this same general field. It consists of various lists of word most of which evoke emotional responses to be indicated by those tal ing the test. Another test intended to measure emotional attitudes hi been constructed by Watson. ^°^ This test undertakes to secure reai tions to a fairly large number of statements dealing with more ( less prominent international, political, economic, and social problem The Kohs Ethical Discrimination Test^°^ is typical of several tes intended to measure knowledge of ethics and morality rather thj emotional reaction or actual conduct. It requires the classification ai evaluation of certain actions according to their moral significance, tl definition of terms, and so forth. In addition to the tests just described, two or three rating seal may be mentioned as illustrative of the best of those now available very simple one is that for school habits b}'' Cornell, Coxe, and C leans,^°^ which provides for the rating of pupils on each of nine trai i<"Engelhardt, N. L.. Reeves, C. E., and Womrath, G. F. Score Card for P»l School Jatiitorial-Engineerivg Service. New York City: Bureau of Publications, Teadkj College, Columbia University, 1926. 6 p. "•=.\nder.son, C. A. "Tentative Score Card for Elementary School Desks and Sea American School Board Journal, 69:46-47, July, 1924 >*'Do\vney, J. E. "The Will-Profile, A Tentative Scale for Measurement of Volitional Pattern," Bulletin of the University of Wyoming, No. 3. Laramie, Wyomi j Department of Psychology, University of Wyoming, 1919. 40 p. "xPressey, S. L. Pressey X-0 Tests. Chicago: C. H. Stocking Company, 1920. '"^Watson, G. R. A Survey of Public Opinion on Sotne Religious and Econoi Issues. New York: Bureau of Publications, Teachers College, Columbia University, Uj 16 p. j '"•Kohs, S. C. Ethical Discrimination Test. Chicago: C. H. Stoelting Conqp] 1922. 8 p. 1_ •"'Cornell, E. L., Coxe, W. W., and Orleans, J. S. Rating Scale for School Ha^ Yonkers-on-Hudson, New York: World Book Company, 1927. Tex Years of Educational Research, 1918-1927 109 attention, neatness, honesty, and so forth. Three degrees of each trait are described, but individuals may be rated at any point between these degrees. Among the more elaborate scales is one published by the California Bureau of Juvenile Research, designed for rating juvenile .iffenses^"* on a definite scale of points. It provides for the rating of aumerous ofifenses, from such a slight one as playing hookey to at- :end a circus up to committing murder. As a further example of what las been done along the line of character rating, the work of Voelker"^ should be mentioned, although his tests are not standardized in the ordinary sense of the term. He employed a series of ten actual situ- ations which offered opportunities for overstatement, untruthfulness, tlishonesty, and so forth, in which there was apparently little chance of pupils being caught. Needless to say, the conditions were such that hose giving the tests were able to detect cases of untrust worthiness n all of the qualities concerned. "Man-to-man" rating scales. In connection with the measurement pf personal traits, mention should be made of what is commonly called he "man-to-man" plan of rating. This plan had been used more or less before the World War but received its greatest use and develop- nent in connection with the rating of recruits on various traits. It ap- )ears to have originated in a seminar at the Carnegie Institute of Technology conducted by W. D. Scott, now President of Northwestern niversity. and is perhaps best described in a series of articles by ^ugg.^^° The scale used in this plan of rating was formed by having ,he rater select ''the best man you ever knew" and write his name at he top, "the poorest man you ever knew" and write his name at the lOttom ; and fill the spaces between with the names of an "average- han," a "better-than-average-man," and a "poorer-than-average-man." ^-lumerical ratings such as 15, 12, 9, 6, and 3 were then assigned to the )ve steps and the scale was ready for use. Ordinarily, such a scale [ealt with a single trait or perhaps a group of related traits, such as hysical qualities, or leadership. When a man was rated by means of his scale, he was compared with those named on the scale and was 'iven the rating of the one whom he most resembled, or perhaps a ating between those of two of the men named on the scale. Although lis method of rating involved many subjective elements, the results •"Clark, W. W. "Whittier Scale for Grading Juvenile Offenses," California Bureau 'Juvenile Research, Bulletin, No. 11. Whittier, California: California Bureau of Juvenile esearch, Whittier State School, April, 1922. 8 p. '"■■'V^oelker, P. F. "The Function of Ideals and Attitudes in Social Education," eachers College, Columbia University Contributions to Education, No. 112. New York: ureau of Publications, Columbia University. 1921. 126 p. "°Rugg, H. O. "Is the Rating of Human Character Practical?" Journal of Edu- itional Psvchologv, 12:425-38, 485-501, November, December, 1921; 13:30-42, 81-93, Tanu- y, February, 1922. 110 Bulletin No. 42 secured were found to be of distinct value, being much more reliable than ratings made with no such scale in mind. Because of these fea- tures, the "man-to-man" comparison scale has received considerable use in industry and in education. Vocational tests. Another g-eneral field in which there has been considerable activity is that of predicting vocational or occupational aptitude. Not only have intelligence and achievement tests been used for this purpose, but also tests have been designed especially to de- termine the ability or probable success of individuals in various occu- pations. A number of such tests have appeared for engineering, clerica work, and stenography, and for many other occupations there are on( or more available. As examples of workers included in this lattei group may be mentioned bricklayers, chauffeurs, farmers, firemen hospital attendants, journalists, painters, and policemen. There an also a number of tests of more or less general mechanical ability am technical information and several tests and series of tests intended fo purposes of general vocational guidance. Of the various books whicl have dealt with vocational tests, the outstanding one is undoubtedl that of Hull.""'^ This very recent and ample volume discusses in de cidedly adequate fashion both the principles and methods of aptitud testing. It is not limited to vocational aptitudes, but covers a muc wider field. Measurements of physical abilities. Physical abilities were, o course, measured long before the educational measurements movemen in its present form developed, but it is only within the last few year that what may be called- standardized tests of physical traits have ap peared. Two examples of such tests will be given. The Winter Ph]! sical Ability Test^^^ is intended primarily for the measurement of coni petitive activities. It consists of such exercises as knee-bendin; pull-ups, balancing, and so forth, each of which is to be done undt specified conditions and counts a certain number of points. Anoth«l more recent series of tests is that by Brace" ^ for measuring mote ability. The tests of this series are e.xercises more or less similar t those of Winter, although the particular ones included are not tl same. Miscellaneous tests and scales. In addition to intelligence test tests dealing with the various school subjects, score cards for ratir """Hull, C. L. Aplitudc Testing. Vonkers-on-Hudson, New York: World B( | Company, 1928. .S3.S p. '""Winter Phy.sical Ability Test," Physical Education and Health Bulletin, 1, Ser ^ 1924-25. Hartford, Connecticut: State Board of Education, 1924. 12 p. "'lirace, ]). K. Mcasuriny Motor Abilitv. \e\v York: A. S. Barnes and Compa' 1928. 138 p. " • Tex Ykars of Educational Research, 1918-1927 111 buildings and teachers, and other measuring instruments already men- tioned, there are a number of miscellaneous tests and scales more or less directly applicable to public school education. There have been published, for example, tests of creative ability, of disciplinary values, of dramatic judgment, of scientific thinking ability, of learning ability, if study habits ; also score cards for rating school budget practices, school records and reports, textbooks, rural schools, and so forth. In addition to tests and scales of character and moral reactions, which lave already been mentioned, a number dealing more directly with "eligious education have been constructed. ]\Iost of these deal with he content of the Bible and other material commonly taught in Sun- lay school, but there are also rating scales for clergymen, for church )lants. and so forth. Another purpose for which a number of scales lave been developed is the rating of community and home conditions. Acceptance of standardized tests as part of routine procedure. •ne of the marked tendencies of the past decade in educational mea- urements has been the development of rather complete testing pro- .rams in many school systems and the incorporation of such pro- j^rams as an integral part of instructional and supervisory routine. Al- hough beginnings along this line had been made prior to 1918, notably fV Courtis at Detroit, it was not until later that such a program was dopted by even a single city system. Xow, many if not most large ity systems, of which Detroit is still probably the best example, as well s hundreds of small city and town schools, and likewise those of punties and other units, have accepted the use of standardized tests as list as much a matter of course as the use of teacher-made examina- ons, or any other long established procedure. Many cities, among hich are Detroit, Denver, and Philadelphia, develop and publish prac- xally all of their own tests, although some other large systems and iiost smaller ones use tests purchased from publishers. State and nation-wide testing programs. Reference was made, in le first portion of this chapter, to the efifect of the school survey lovement upon the development and use of tests. Within the past few ears, this effect has grown in two or three directions. It is now not all uncommon for the bureau of research of a state department of iucation, a state university, or some other institution to promote a late-wide testing program that is not a part of a more general state 'irvey. Frequently, from fifty to one hundred thousand pupils or even ore are tested in each subject. Indeed, this movement is not even nited to states. One of the leading publishers of educational tests iS during the past four years promoted annual nation-wide testing 112 Bulletin No. 42 programs involving the use of several tests each year. The last pro- gram of this sort"^ included over 500,000 pupils, ever}- state in the Union except one being represented. Growth of the critical attitude. Perhaps the most significant tendency in educational measurements within the last ten years is the growth of the critical attitude. In the early days of standardized tests, many superintendents, principals, teachers, and others administered tests merely because it was considered progressive to do so, or because they had a vague idea that simply giving tests and scoring papers would in some more or less mysterious way improve the efficiency of instruction and the achievement of pupils. Very commonly all that was done with the results was to announce them to the teachers, after which the papers were destroyed or stored away out of sight and all details connected with the testing forgotten. As the thoughtful leaders of the movement protested against this misuse of testing materials andj waste of time and effort, and as those actually in the field came to give^ more careful consideration to the matter, they realized that tests had little value unless the results were carefully analyzed and followed up by the procedures for which the need was indicated. There was also, an increasing realization that tests and test scores could not safely bej taken at their face value, that many tests did not fulfill their an-i| nounced functions, and that what was needed in many cases was 3 critical study and improvement of already existing tests rather than the production of new ones. No longer are well-trained administratorsrj supervisors, and teachers content to give almost any standardized tes' in the belief that it is a well-nigh perfect measuring instrument, oi indeed to employ any tests at all without knowing just why they arij being employed and what use is to be made of the results. In thi!: earlier years of achievement tests, the results if used at all were comj monly emplo3"ed to determine the general efficienc}- of school systemic or perhaps of buildings or teachers within a s^'stem, and little attentioiij was paid to the scores of individual pupils. Now, however, the em:j phasis has changed, and the chief functions of tests are usually conj ceived as being to aid in the improvement of instruction, in the bettei classification of pupils, and in the more desirable forms of school or ganization. Diagnostic tests, described in the following paragraph, ar receiving increasing use, and the same is true of prognostic tests b which pupils may be better guided in their school and after-scho(j "^Retort of the Fourth Annual Nation-lVidc Testing Surzey, Project No. ^, ' ' telligence Testing. Bloomington, Illinois: Public School Publishing Company, 1927-2 11 32 p. (I Report of the Fourth Annual Nation-Wide Testing Survey, Project No. II, Engh,^ Composition. Bloomington, Illinois: Public School Publishing Company, 1927-28. 32 p. Ten Years of Educational Research, 1918-1927 113 areers. No longer are standardized tests quickly made and published, 'hey are constructed and standardized by months, often years, of ibor, and in some cases thousands of dollars are spent upon a single ?st before it is made available for general use. Validity and reliability re largely determined before regular publication rather than after- rard. Fairly complete data as to the merit of a test are, therefore, Mailable in most cases when the test is first announced, and this, oupled with the fact that the number of tests has become very large, lakes it unnecessary for the user to choose blindly or without ade- aate information. Also, more refined statistical techniques are being inployed and more emphasis is being placed upon interpretation. Diagnostic tests. As a result of the growing critical attitude, one end within the past few years has been the increasing use of diag- ostic tests of achievement instead of more general ones. Increased nphasis has been placed upon diagnosis of pupils' abilities and thievements, and upon remedial instruction. In arithmetic there are sts that measure a single operation with the numbers in a single type example, as the single digits, two-place numbers, or common frac- bns. In algebra, each operation and type of equation is dealt with :parately. In foreign language, know^ledge of declension, conjugation, pcabulary, and so forth, is tested. Similar procedures are followed in inumber of other subjects. Some use in still made of survey tests yield- ■^ brief general measures of achievement, but they do not fill nearly important a place comparatively as they did ten years or more ago. Practice tests. Another development of the past few years has en the construction and use of what are generall}' called practice ists in a number of the school subjects. Although a very few series ' such tests"* were constructed rather early in the educational mea- :|irement movement, not until within the past few years have any ]rge number of them appeared. The distinguishing feature of practice Ists is that they consist of series of exercises so arranged that pupils itt, I'Vanklin. The Curriculum. Boston: Houghton, Mifflin Company, 1! ' 29S p. 116 CHAPTER V CURRICULUM RESEARCH The problems of curriculum research. The curriculum consists of objectives, materials of instruction, and learning exercises.^ This definition gives a cue to the central problems of curriculum research which may be stated briefly as the determination of objectives, mater ials of instruction, and learning exercises. In addition to these prob lems of determination, there are problems of organization that an often considered to be primarily administrative, but which are not al ways kept separate from the former. The three major problems o organization center about: grade placement and sequence of schoc subjects and topics, time allotment, and pupil programs. Since thes problems are commonly placed in the field of administration, the treat ment of curriculum research in this chapter is confined in the main t a description of studies relating to the problems of determination. Curriculum construction a prominent type of educational researcl Even a casual survey of educational research shows that much ai tention is being given to the curriculum ; in fact, few educational prol lems tdday are being more widely investigated. Although the cui riculum has probably been a subject of educational discussion and ii quiry since the time of the first schools,- and several investigation notably those under the direction of the Committee on Economy ( Time of the National Society for the Study of Education,^ had bet made prior to 1918, the present wave of interest in curriculum coi struction began about that year. The appearance of Bobbitt's TJ Curriculum,^ the first systematic treatise in this field, seems to ha* stimulated the attention of a number of educators to focus their a Ten Years of Educational Research, 1918-1927 117 ention upon the curriculum. Since 1918, many books have been de- oted to the subject. It is interesting to note, however, that compara- ively few of these books appeared during the five years following 1918, )ut that beginning with 1923, they appeared in rapid succession.* The leriod 1918-22 was one of incubation. After careful search. Charters eported only fifty-six curriculum studies that had appeared in the ten- ear period prior to 1923.^ Since then the increase has been prodigious, 'arly in 1927, Hockett made the following statement: While the earh' objective investigations of what to teach date back about fteen years, certainly the vast majority of the important scientific curriculum udies have appeared since 1915. There are at present hundreds of titles dealing with the curriculum and ^le technique of curriculum-construction, and if we include those relating to ic content and organization of materials in specific subjects, the total runs into le thousands.' In all probability, the development of curriculum-research techni- ues largely accounts for the increased activity centering around the jrriculum. By 1923, fairly well-defined techniques had been de- doped, which enabled research workers to attack curriculum problems iiore effectively than formerly. Curriculum construction and objective methods. Curriculum re- jarch is commonly interpreted to mean the eiiiployment of objective lethods or at least methods that minimize the effect of the opinions id prejudices of the investigator. A large number of persons, in- uding some curriculum experts, appear to believe that the aims or jrposes of the school in general and of particular subjects may be htermined by objective methods. This belief is suggested by the irase "scientific curriculum construction." ]\Iany writers have at- .cked this attitude toward curriculum-making. Bode" in particular iows the impossibility of determining zvhat should be merely by col- fcting factual descriptions of what is, or by collecting opinions. The fesent writers are in general agreement with this criticism, but since i is not their purpose here to evaluate the educational research of 'e past ten A-ears, the limitations of the studies mentioned in the 'llowing pages will not be pointed out. The reader, however, should •ar in mind that very few, if any, of these studies have eventuated *Of a list of thirty-four curriculum books, not including monographs and the like, Mch were available to the author of this chapter, nine appeared during the years 1918-22, Ueen appeared during 1923-24, and ten have appeared since 1924. 'Charters, W. W. Curriculum Construction. New York: The Macmillan Company, J3, p. 113-17, 169-70. I 'Hockett, J. A. "The Literature of Curriculum-Making: A Selected and Annotated yliography," Twenty-Sixth Yearbook of the National Society for the Study of Education, Irt I. Rloomington, Illinois: Public School Publishing Company, 1927, p. 449. J Tabulation of the ninety-five different titles in Hockett's selected bibliography shows •t.t only thirty-four of them appeared prior to 1923. Only thirteen appeared prior to 1918. 'Bode, B. H. yiodern Educational Theories. New York: The Macmillan Company, 7. 351 p. + 118 Bulletin No. 42 Table IV Vocabulary Studies in- THE United St \TES Prior TO 1918* Investigator Date Chancellor, W. E i 1910 Eldridge, R. C i 1911 Ayres. L. P | 1913 Jones, W. F I 1913 Cook, W. A. and O'Shea, M. V i 1914 Investigator Date Nicholson, Anne (Editor) 1914 New Orleans Public School List. ... ' 1916 Kansas City Public School List. . . . 1916 Houser, J. D 1916 Anderson. \V. N 1917 ♦The data for this table were taken from the following: Ashbaugh, E. J. "The Iowa Spelling Scales: Their Derivation, Uses, and Limitations," Jour nal of Educational Research Monographs, No. 3. Bloomington, Illinois: Public School t'ublishin; Company, 1922, p. 8. Horn, Ernest. "A Basic Writing \'ocabu!ary," University of Iowa Monographs in Education First Series, No. 4. Iowa City: University of Iowa, 1926, p. 7. References to source materials are given in the same monographs, p. 26-27, and p. 7, respectively. in a curriculum. For the most part, the hndings are merely facts tha might be useful to a curriculum-maker, particularly as determinant of so-called minimum essentials. In a certain sense, these studies ar not curriculum research, but merely fact-finding investigations relatin to the curriculum.® Curriculum studies prior to 1918. Curriculum investigators be gan their "objective" studies with the relatively more tangible subjecli matter fields — spelling (vocabulary), grammar, arithmetic — and gradft all}" broadened to include the less tangible — reading, language, histor and other social studies. The tabulation of vocabulary studies pre sented in Table IV gives some idea of the development of such studif '^ prior to 1918. The earliest is dated 1910. Charters has compiled similar table for studies in language and grammar prior to 1917. Onl one study is dated earlier than 1915. Three studies were published i 1915, two in 1916, and four others were unpublished when the table Wc\j prepared.^ The earliest curriculum study in arithmetic was made i 1911 by G. M. Wilson. ^° Charters' Curriculum Construction, 192' "represents tlie first attempt to formulate the objective methods uses bv curriculum builders. "^^ Such a book could scarcelv have been wri-' *Much the same point of view is expressed in the Preface to a recent book on t curriculum: \ "The work [of curriculum-making] thus far has been largely of a pioneer nature. ^ have not yet entirely cleared the woods. "Very few curriculum studies are complete and coherent projects." Harap, Henry. The Technique of Curriculum Making. New York: The Macmill Company, 1928. 315 p. J "Charters, W. W. "Minimal Essentials in Elementary Language and Grammas ] Sixteenth Yearbook of the National Society for tlic Study of Education, Part I. Bloo ington, Illinois: Public School Publishing Company, 1917, p. 87. '"This is Wilson's first .study made in Connersville, Indiana. Business men wi ^ asked to give their judgment as to which topics should and which should not be included the arithmetic course. This study is summarized in: Wilson, C M. "A Survey of the Social and Business Use of Arithmetic," Sixtett' Yearbook of the National Society for the Study of Education, Part I. liloomington, Illinfl Public School Publishing Company, 1917. p. 128-29. "Charters, W. W. L'lirriciihnn L onstniction. New York: The Macmillan Compa: 1923, p. 169. Ten Years of Educational Research, 1918-1927 119 en in 1918, for so few careful studies had been made before that date s to render the attainment of an adequate perspective improbable, rhe status of curriculum investigations at that time was suited much nore to an empirical presentation of principles, such as Bobbitt gave n his pioneer book. The Curriculum, than to a summarization of tudies and techniques. Among the vocabulary studies, Ayres'^- investigation stands out s the most significant pioneer study. He undertook "to find out v'hether or not there exists a fairly definite body of words so generally sed in ordinary correspondence that they should form the core or asis of the spelling vocabulary taught in the lower grades of our ele- lentary schools." By tabulating 23,629 running words of personal nd business letters, he discovered 2,001 different words. He also ibulated the first word in each line of 2,000 other letters. The entire tudy revealed 542 words which had a frequency of use of six or here. ' Among the grammar-language studies, the one by Charters and liller^^ in Kansas City, Missouri, occupies the premier position. The urposes of the study were : "first, to determine the rules of grammar roken, and second, upon this as a basis to determine a grammar cur- culum."^* The method used involved two procedures : first, all gram- [latical errors made by the elementary-school children in the school- Dom or around the school buildings and heard by the teachers w^ere ipposed to be recorded ; second, all papers, except dictated exercises, ritten in the elementary schools during one month were collected and \amined for errors. In the field of arithmetic. G. M. Wilson's^"^ study of the social and isiness use of arithmetic stands out most prominently. The purpose as to determine the arithmetic "actually needed by social and busi- :ss usage." The main part of the study involved employing sixth, ;venth, and eighth-grade pupils to collect "every problem solved by ther the father or the mother . . . through a period of two weeks." ihe problems collected, 5036 in all, were distributed according to the ; "Ayres, L. P. "The Spelling Vocabularies of Personal and Business Letters." iniphlct No. E 126, Division of Education. New York: Russell Sage Foundation, 191.^. ()ut of print.) Reviewed in: Charters, op. cit., p. 171. "The results of this study were oriRinally published as Education Bulletin No. 9, Uni- rs'.ty of Missouri. For a resume of this and closely related studies, see: Charters, W. W. "Minimal Essentials in Elementary Language and Grammar," xteenth Yearbook of the National Society for the Study of Education, Part I. Blooming- 1, Ilhnois: Public School Publishing Company, 1917, p. 85-110. '*Ibid., p. 100. "Wilson, G. M. What Arithmetic Shall ll'c Teach? Boston: Houghton ^lifflin mpany, 1926, p. 7-9, 30-51, 58-63. 120 Bulletin No. 42 occupation of the one who worked them and were analyzed for tlu arithmetical operations and life situations'*^ involved. In the social studies, the most significant pioneer study is the in- vestigation of the content of seventh and eighth-grade American his- tory by Bagley and Rugg.'^ The purpose of the study was "to preseiv facts and raise problems rather than to set forth conclusions or outlim solutions." The facts presented were "the present [1906-12] conten of this basic historical instruction and the significant changes that thi: content has undergone in the past half century." The technique usee was as follows : twenty-three American history texts ranging ove the period 1865 to 1915 and intended for use in the seventh and eightl grades were selected in a "random" fashion and the number of word in each computed. The books were then analyzed by graduate studentf From the resulting data, the following things were noted with respec to each of several periods or epochs of history : the topics and name common to all of the books, those common to at least three- fourths o the books, those common to at least one-half of them, and finally, th amount of space devoted to each topic. These data were careful! checked in order to reduce the error that is inevitable when many pei sons collaborate in work of this sort. A second pioneer investigation in the social-studies field involve the use of a technique that has recently been applied on a large seal Horn'® set out with the hypothesis "that the chief purpose of teachin history in the elementary school is to make pupils more intelliger with respect to the more crucial activities, conditions and problems ( present-day life."'^ Heads of the departments of political scienc sociology, and economics made lists of such problems and of bool that they thought furnished the best treatment of each. One book f( each problem was finally chosen for analysis. Books of a clearly hi torical character were not used. The analysis was carried on in manner similar to the method used by Bagley and Rugg. The reader has possibly noted that most of the studies mention( in the preceding pages were reported in part or wholly in the Fourteen and Sixteenth Yearbooks of the National Society for the Study of E ucation. The Committee on Economy of Time of this society was t ''That is, one part of the analysis was on the basis of the activities involved, buyi selling, and so forth, or of the commodities involved, stocks, bonds, groceries, corn, he and so forth. Wilson called such sitn.itions "suhiect matter." "Bagley, W. C. and Rugg, H. O. "The Content of American History as Taught the Seventh and Eighth Oadcs," University of Jllitiois Bulletin, Vol. 13, No. 51, Scb of Education Bulletin No. 16. Urbana: University of Illinois, 1916. 59 p. (Out print.) "Horn, Ernest. "Possible Defects in the Present Content of American History Taught in the Schools," Sixteenth Yearbook of the National Society for the Study Education, Part I. Bloomington, Illinois: Public School Publishing Company, 1917, 156-72. ^*Jhid., p. 156. Printed in italics in original. Ten Years of Educational Research, 1918-1927 121 lutstanding agency organized for the purposes of curriculum research luring the period and furnished the stimulus for most of the investi- gations. One other type of curriculum research carried on under the lirection of this Committee should be mentioned. Holmes^'' reported study of time-allotment to and grade-placement of school subjects, ^he method used was simply to collect official tables and tabulate the ata. To summarize, by 1918, curriculum studies of two types were un- er way: studies designed to ascertain the status of the existing cur- iculum, and investigations designed to determine what should be the ature of the curriculum. For the first purpose, the techniques in- olved analysis of existing materials of instruction and compilation of me-allotment and grade-placement data. For the second purpose, the xhniques involved analysis of activities and records of activities of Dth children and adults, attention being given either to use or to dif- culties (errors). Types of curriculum research. As has been previously mentioned, lirly well-defined techniques of curriculum research had been de- ?loped by 1923. Some are adapted to more than one kind of approach ' the problems of the curriculum, but in the main each has been close- identified with one type of curriculum research. For instance, the lestionnaire technique is used both in making activity analyses and determining consensus of opinion. The interview technique has •en limited chiefly to use in activity analyses. The description of hniques and of approaches to curriculum problems can best be ac- nplished by describing them together. Most curriculum investiga- iis may be classified, according to the approach made, under one of I e rubrics :^^ A. Activity analysis B. Determination of consensus of opinion C. Determination of consensus of school practice D. Analysis of textbooks E. Determination of pupil reactions addition, a few outstanding investigations have been made which •mot be classified readily under any one of these rubrics. A. Activity analysis. In a relatively simple way," both Bobbitt d the Commission on the Reorganization of Secondary Education "Holmes, H. W., ct al. "Time Distributions by Subjects and Grades in Representa- 1 nr'"^^' f o«r/f f nr/i Yearbook of the Watiotinl Society for the Studv of Education Part 1 liloommeton. Illinois: Public School Publishing Company, 191". p. 21-27. Although these five rubrics overlap somewhat, they provide a helpful basis for a Tiption of curriculum research. ^he technique employed in making such .analyses is simple in that it does not employ uy developed statistical and related procedures. However, the thinking mav be of the lest order. 122 Bulletin No. 42 used an activity-analysis technique in formulating their well-known classifications of educational objectives. Both analyzed "the broad range of human experience into major fields" by observing the activi- ties of life. The Commission arrived at a classification of seven rubrics ;^^ Bobbitt obtained a list of ten.^* When the analytical procedure is carried to the point where th( units are minute and closely interrelated, the technique assumes man} different aspects intended to secure greater accuracy, objectivity, am reliability. Charters describes four techniques of "activity analysis": 1. "Introspection," in which a participant in the major activity Hsts all o the subsidiary activities or duties of which he can think ; 2. "Working on the job," which is a modified form of introspection; 3. "Interviewing," in which a trained interviewer asks the participant i the major activity to give a list of his duties; 4. "Questionnaire," which is essentially a type of interviewing." Examination of activity-analysis studies discloses two other methods 5. Observing workers and noting the particular duties they perform ; 6. Analyzing records of activities performed. Each of these activity-analysis techniques is described somewh; more fully in the following pages, and at least one illustration is giv( for each. An entire investigation, however, is seldom confined to oi technique. A combination of two or more of them produces belt results. 1. Introspection. Introspection, as the name signifies, is an activit analysis technique that can be employed effectively only by one who already familiar with the duties of the activity to be analyzed. If o. who had worked at the. machinist's trade were analyzing the duties a machinist, it would be natural for him to begin b}' listing all of t specific duties he could recall. This might be supplemented later other technicjues, but nevertheless, it is the initial technique for t experienced worker. Introspection was used by Lundin,-" who setCj to construct "a curriculum in horticulture for the high school." 1 accepted the position that the steps of curriculum construction ai (1) determination of conduct objectives; that is, the activities ! which the student is to be trained; (2) determination of control i jectives, or the abilities required for performance of the duties enti erated as conduct objectives; (3) determination of learning activit -'"Cardinal Principles of Secondary Education," U. S. Bureau of Education Sh/Zi/JJ 1918, Xo. 35. Washington: Government Printing Office, 1918, p. 9-11. «■ ^Rohbitt, Franklin. How to Make a Curriculum. Hoston: Houghton Mifflin Comp ^ 1924, p. 7-31. particularly p. 8-9. ] "'Charter.^, \V. W. Curriculum Construction. New York: The Macmillan ComP' 1923, p. 38. '^Monroe, W. S., Hindman, D. A., and Lundin, R. S. "Two Illustrations of ' riculuni Construction," Universitv of Illinois Bulletin, Vol. 25, No. 26, Bureau of E< , tional Research Bulletin No. 39. "Urbana: University of Illinois, 1928, p. 33-53. Ten" Ye.\rs of Educatioxal Rese.\rch, 1918-1927 123 .vhich, if engaged in. will produce these abilities; (4) determination of he requisite learning exercises : and {5) determination of the materials it instruction that will form an adequate basis for the learning exer- ;ises and learning activities. Having acted as a county agricultural igent for six years, as well as having been a farmer, Lundin was in a )Osition to make an analysis by introspection of the duties of a horti- ulturist. However, his introspection was made on the basis of care- ully worked-out principles and was checked by interviews with eachers of vocational agriculture, members of the department of ■.orticulture of the University of Illinois, and students in courses in orticulture. 2. Working on the job. A curriculum-maker who is not familiar iih the activity for which a curriculum is being made may deliberate- engage in the duties of the job and in this way make an analysis of . job while gaining an acquaintance with it. This technique, which relatively rare, is well illustrated by the work of C. A. Gilkerson. upervisor of Training and Education of the Public Service Company :' Northern Illinois, in developing job manuals. Students working on '■ jobs to be analyzed gathered the material for the manuals. The udent "not only learns the work and gets a very good understanding • the function of the department but gathers material for the manual .^ht off the job."-' In a more academic setting, this working-on-the-job technique was nployed by Reagan,-* who set out "to determine what particular items mathematics are needed in solving high school physics problems." e solved all of the problems requiring quantitative treatment and Iding quantitative results, exclusive of the review list in the Ap- ndix. in Millikan and Gale's A First Course in Physics. The solu- ns were analyzed to determine what knowledge and skills acquired the study of arithmetic, algebra, and geometry are needed to solve - problems. "Xo fact, principle or process treated in the body of the \t was tabulated :" hence, all the mathematical knowledge tabulated ay be regarded as presupposed equipment of the pupil." From this alysis, Reagan derived the outlines of a curriculum in mathematics r.ch would furnish an adequate basis for this particular physics text. 3. Interz'ie^i'ing. In employing this technique, the investigator nterviews" a person on the job, asking him to give a list of the duties r formed. After the list has been recorded, it may be returned to the •rker for correction and additions. Usuallv. several workers are in- "Quoted from a. letter by Mr. Gilkerson. _^*Reagaii, G. W. "The Mathematics Involved in Solving High School Phvilc^ Prob- ." School Science and yfathetnatics, 25:292-99, March, 1925. 124 Bulletin No. 42 terviewed, and a composite list of duties is obtained. Charters am Whitley^^ undertook "to ascertain what duties are actually performe( on the job by secretarial workers," from which the investigators be lieved could be derived "an exact formulation of the fundamental sub jects, such as accounting, economics, and so on, upon which the ef ficient performance of these duties is based. "^° The procedure for ob taining the list of duties was as follows : Trained workers, using series of carefully prepared questions, interviewed 125 secretaries eir ployed by leaders in the major professions and types of business, a classified in the Federal Census. Eight hundred seventy-one dutie were discovered. After these had been ascertained, the intervie^ technique was supplemented by a questionnaire in which the 871 dutit were submitted to secretaries and stenographers for checking. Th relative frequency of the 871 duties was ascertained from a tabulatio of 715 checked duty lists. Relative frequency of duties was determine not only for the total group of 715 secretaries and stenographers, bi also for each of fifteen groups into which the 715 were divided accon ing to the profession or business of the employers. 4. Questionnaire. Use of the questionnaire Is essentialh^ a tyj of interviewing in which the range of the investigation is extendf greatly without increased expenditure of energ}'.'^ If the questionnai; asks for an enumeration of duties, it differs from the interview on in that the inquiry is conducted at long range and without the adva; tages of personal contact of interviewer and worker. If the questio naire lists duties to be checked, it takes on more of the characteristi of introspection conditioned by interviewing. Fuller^^ undertook "to determine what problems and process would be involved in a manual arts course, based upon work whii is done or may be done around the home by a handy man with a cor mon carpenter's or painter's tools." He developed a questionnai from data obtained by means of fifty interviews and the inspection twelve houses. ^^ This questionnaire, containing a list of 328 jobs, w answered by 430 high-school and college students who were assist- by their parents or landladies. The student underscored each job th was in need of being done around the house in which he lived, or coi: ^Ch.irters, W. W. and Whitley, I. B. "Summary of Report on Analysis of S« tarial Duties and Traits," Service Bulletin, No. 1. New York: National Junior Person Service. Inc., 1924. 62 p. "/birf., p. 11. "For a discussion of the limitations of the questionnaire as a job-analysis technie; see : Charters, W. W. Curriculum Construction. New York: The Macmillan Compi' 1923, p. 133-34. "Fuller, L. R. "Manual Arts Based on Home Rcpaii;," Journal of Educational search, 3 : 173-79, March, 1921. "The techniques for developing questionnaires which embody an analysis of job* ^ identical with the techniques of activity-analysis which are described in this section. II Ten Years of Educational Research, 1918-1927 125 be recalled as having been done in that or any other house with which the student, his parents, or landlady had been acquainted. Jobs not on the list were to be added from a summary of the information obtained, the tool processes involved were "drawn off," and the frequency of their use in home repair and construction was ascertained. These data were used as a basis for evaluating the common manual-arts course. This analysis could also be made one basis for revising an established :ourse, or for constructing a new one. 5. Observing workers. In lieu of either interviewing or working m the job, the investigator may simply observe the workers and note the duties they perform. This is illustrated in the study by Strong,^* »vho undertook to analyze the job of the manager in industry. Al- though several techniques were employed, one of the most prominent appears to have been the observation of executives at work : Our job analyses contained six parts. First we listed the duties of the sition — what the executive did. Second, we noted the essential qualifications. . Third, we added the qualifications not essential but of value. Here were tcorded such groups of information as the executive himself pointed out he ^ught to possess to handle his job better or such as appeared to the investigator 'o be of value to the executive. . . . Fourth, the route to the job the official had limself pursued. Fifth, the probable line of promotion upwards. . . . Sixth, ommendations and notes of any sort.^^ 6. Analyzing records of activities. Wherever records of activities rformed are available, they may be analyzed for the purpose of ob- aining a list of specific duties. Charters^® wished to discover what ithinetical operations were of importance for salespeople. He at- icked the problem by selecting at random 7,337 charge checks (rec- rds of purchase transactions in which the goods are charged to cus- •mers' accounts) and analyzing them for the addition and multiplica- in combinations involved. In determining the subtraction opera- 'Hs, he examined 4,304 cash checks. The division operations were termined from 7,337 charge checks supplemented by 2,458 sales hecks. This study by Charters, however, is hardly typical of the record- lalysis technique, for printed records have probably been used more ten than such records as sales slips. Most analyses of printed rec- rcis have been made from one of two points of view — either to ascer- in the "activities of inan's life," or to determine the activities in which aders engage. Several studies have been reported recently in which "Strong, E. K., Tr. "Job Analysis of the Manager of Industry," School and Society, 436-62, April 16, 1921. "/birf., p. 458. The observation-of-\vorkers technique is made somewhat more explicit in the descrip- "1 of this investigation given by Charters in Curricuhim Construction, p. 202-97. "Charters, W. W. Curriculum Construction. New York: The Macmillan Company, -'3, p. 231-36. 126 Bulletin Xo. 42 elaborate analyses of records have been made from the former poinl of view. For example, the Reader's Guide to Periodical Literature for the three-year period of 1919-21 was analyzed,^' the purpose being "'tr. use the eleven thousand specific topics appearing in the Index in ordei to discover the major activities of man's life and, in some degree, tht subordinate fields into which the major fields naturally divide them selves."^* The major assumption involved in making this analysis i: stated as follows : In magazines, bulletins, and proceedings of organizations, there is an end less flood of printed materials which constitute a continuous mirror of th world's action and of the things and relations with which that action deals. Th Reader's Guide to Periodical Literature provides, among other things, a subjec classification of the matters treated in somewhat more than one hundred of th more serious of these publications. This composite index therefore ought t show with considerable accurac}' what man is thinking about, what he is dealin with, and what activities he is performing.^' A card was made for each of the eleven thousand topics appear ing in the Index, and the number of articles bearing on each topi noted. The cards were then sorted into piles, "one pile for each ger eral field of human action or interest that seemed to be indicated < called for by the cards themselves." This was done several times ur til a seemingly satisfactory grouping was achieved. The result was list of 46 topics with a range of from 9,920 articles on the topic i government down to 89 for mathematics. The total frequency for tl 46 topics was 63,148. Each of the topics was also further divided ini sub-topics ; for instance, of the 9,920 articles on government. 3.61 pertained to "military and naval affairs and war." The general conclusion as to the results of the study were state as follows : The foregoing tables" go a long way toward showing the things whi function in human life today. The\' do not show what functioned long at They cannot, therefore, be used to justify survivals from ancient days. Th do not show, nor do the}' attempt to show, what educationists, whether ol fashioned or new-fashioned, think the world should be concerned with. Th show what it is concerned with." Two of the better-known analyses of printed records made for t purpose of determining the activities in which readers engage a Washburne's investigation of the basic facts needed from history ai geography,^- and the study of biology in the public press by Finley ai ''I'obbitt, Frankim, ct ol. "Curriculum Investigations," SuCflcvuiiliny Ediicatio Monographs. Xo. 31. Chicago: University of Chicago, 1926, p. 7-22. "/fr.d., p. 8. "/bid., p. 7. "Tables given in I!obbitt"s monograph. ' , *^Ibid., p. 20. . ' ^^Wasliburne, C. W. "Basic Facts Needed in History and Geography; A Statist Investigation," Twoxty-Second Yearbook of ihc Xntional Society for the Study of Edn lion, Part H. Bloomington, Illinois: Public School Publishing Company, 1923. p. 216; Ten Years of Educational Research^ 1918-1927 127 Caldwell.*^ The analytical procedures of the two studies differ in cer- tain details, but the general plan may be illustrated by a description )f the latter. Finley and Caldwell undertook to determine the char- acter and the extent of biological material appearing in the public >ress. "Representative daily newspapers were collected, seventeen full months' issues in all. Four hundred and ninety-two diliferent papers were collected, these having an estimated total of thirteen thousand <.dven hundred ninety-six pages. From these pages, a total of three thousand sixty-one biological articles were secured."** These articles were classified under eight main topics, of which four included more than 90 per cent of the articles. The investigators were of the opin- ion that biological instruction should train pupils to read such articles intelligently. B. Determination of consensus of opinion. Curriculum construc- tion on the basis of consensus of opinion is of long standing, but the ■systematic procedures now vised for securing expressions of opinions ire of comparatively recent origin. The following three studies by P)0bbitt, Nietz, and Rugg illustrate difir'erent techniques employed in he consensus-of -opinion approach to curriculum problems. Over a period of twelve years, several hundred objectives were ollected by Bobbitt*^ from some fifteen hundred members of graduate lasses in "The Curriculum." The tentative list was submitted to citizens, school officials, and teachers of Los Angeles." The critical examination made by some twelve hundred high-school teachers formed he chief basis of revision. The list finally accepted represented a onsensus of their opinions. The method just sketched is a perfectly straightforward way of securing a consensus of opinion. More re- cently, Bobbitt has directed certain investigations*" which have gone -^omewhat indirectly about the task. In one of these studies,*' Nietz ttempted to determine a consensus of the opinions of leaders of cur- ent thought in regard to the duties and traits of a good citizen — this leing conceived as a first step in the formulation of the citizenship urriculum. He combined two techniques : analysis of writings (news- 'aper editorials and special magazine articles on citizenship) and the nterview. The result was a list of 1,243 civic traits and activities "Finley, C. W. and Caldwell, O. \V. Bioloqy in the Public Press. New York: The incoln School of Teachers College. Columbia University, 1923. 151 p. **Ibid.. p. 142. ^'Hobbitt, Franklin. "Curriculum-Making in Los Angeles," Supplementary Educational 'onographs, No. 20. Chicago: University of Chicago, 1922. 106 p. (Out of print.) Sec pIso : Bobbitt, Franklin. How to Make a Curriculum. Boston: Houghton Mifflin Company, >24. 292 p. "Bobbitt, Franklin, et al. "Curriculum Investigations," Supplementary Educational onographs, No. 31. Chicago: University of Chicago, 1926. 204 p. "Ibid., p. 54-68. 128 Bulletin No. 42 classified under 12 main divisions and 39 subdivisions. The list o traits and activities is very similar to the sort of list that would h obtained by activity analysis, but in reality it is a compilation of wha recognized leaders think should be the traits and activities rather thai the actual traits and activities. Of course, if it were possible to secur lists in both ways, as it is in some instances, the two would supplemen and reinforce each other. In an attempt to discover the insistent problems and issues o modern social life, Rugg has employed the consensus-of-opinion techn: que in much the same form as that just reported.*^ He decided th; no group of people was so "well equipped to state the issues" as th group of writers and publicists he calls "frontier thinkers," such i Boyce, Frances Kellor, Gibbons, and Commons. In order to secui the consensus of their opinions as to the insistent problems and issue he canvassed books written by several scores of such frontier thinker This method was thought to be superior to the use of question blanl which such authorities might have been asked to fill out. Howeve the books were selected on the basis of their quality, as judged by r viewers and specialists, rather than because they were written by fro: tier thinkers. C. Determination of consensus of school practice. One of tl earliest analyses of curriculum practices was Holmes'^^ study of tir allotment and grade placement of subjects. Since then numero studies have been made, some investigators attempting to ascerta current practice, others making historical studies. Of the many studi which have attempted an analysis of school practice, three publish by the University of Chicago are outstanding: the investigations Stout,^° Glass, "^^ and Counts.^^ Stout's purpose was "to trace the c velopment of high-school curricula in the North Central states frc n i ^'For a description of Rugg's procedure, sec: Rugg, H. O. "Problems of Contemporary Life as the basis for Curriculum-Making the Social Studies," Twcvty-Sccond Ycorhook of the National Society for the Study of E cation. Part II. Bloomington, Illinois: Public School Publishing Company, 1923, p. 260 Also, Hockett, J. A. "A Determination of the Major Social Problems of American Li Teachers College, Columbia Uuiz'crsity Contributions to Education, No. 281. New Yc Bureau of Publications, Columbia LTniversity, 1927. 101 p. This technique was used in a somewhat more elementary form by Horn several y< ■ earlier, but Rugg's more recent work has brought it into prominence. See: '. Horn, Ernest. "Possible Defects in the Present Content of American History J Taught in the Schools," Sixteenth Yearbook of the National Society for the Study of If cation, Part I. Bloomington, Illinois: Public School Publishing Company, 1917, p. 156 v *^See p. 121. , ' ''"Stout, J. E. "The Developinent of High-School Curricula in the North Central St s from 1860 to 1918," Supf^lementarv Educational Monographs, No. 15. Chicago: Univer ' of Chicago, 1921. 322 p. ' j, *H;iass, J. M. "Curriculum Practices in the Junior High Schools and Grades 5 and' Supplementary Educational Monographs, No. 25. Chicago: University of Chicago, 1924. \ii- ''-Counts, G. S. "The Senior High School Curriculum," Supplementary Educate f Monographs, No. 29. Chicago: University of Chicago, 1926. 160 p. Ten Years of Educational Research, 1918-1927 129 .860 to 1900." Although he cited a few authorities, his "tabulations ind discussions [were] for the most part based upon data secured rem original sources, . . . chiefly pubHshed courses of study and text- )Ooks." The courses of study selected were in Stout's judgment fairly epresentative of the schools of the region during the period studied. Textbooks were "selected on the basis of their general use as shown by ists displayed in pubUshed courses of study."^^ \.fter these sources were determined, the titles of curricula and lames of subjects appearing in the courses of study were tabulated, "his procedure was supplemented by careful inspection and compari- on of the content of textbooks, but there was no attempt to employ tatistical methods. Glass and Counts studied existing curriculum practices rather lan trends of previous practices over a period in which trends could e identified. Much the same technique was employed by both Glass nd Counts. A few cities (fourteen and fifteen, respectively) were elected for intensive study. Where possible, Counts limited his study ) one high school in each city. Most of the data were secured by leans of carefully prepared questionnaires. Counts followed up the uestionnaires by interviews and by classroom observation. The cur- cula and subject offerings were ascertained, grade placement and me allotment determined, and finally, the time emphasis on topics or ■aching units of subjects was also ascertained. Glass carried this last irt of the analysis farther than did Counts. D. Textbook analysis. Textbook analysis is one of the older )bjective" approaches to curriculum problems. It was used by Bagley id Rugg in 1916.^* A bibliography of textbook-analysis studies, pub- ihed in 1921,^^ includes 31 titles of articles and theses, all but one of hich appeared during the years 1916-20. The analysis of textbooks IS varied from identifying the major topics treated and counting the imber of pages devoted to each, to classifying the content under an aborate scheme designed for the purpose. Monroe and Clark^^ recently undertook "to determine the nature id extent of the learning exercises provided by texts in arithmetic." heir examination of problems provided in arithmetic texts revealed '3 problem types. These were used as a basis for analyzing the sec- "Stout, op. cit., Preface. ^See p. 120. ^^Doherty, Margaret. "The Selection ot Textbooks," Journal of Educational Research, 68-70, January, 1921. '"Monroe, W. S. and Clark, J. A. "The Teacher's Responsibility for Devising Learn- Exercises in Arithmetic," University of Illinois Bulletin, Vol. 23, No. 41, Bureau of ucational Research Bulletin No. 31. Urbana: University of Illinois, 1926. 92 p. 130 Bulletin No. 42 ond and third books of ten three-book series of arithmetics. WilliamsSl undertook to discover the amount of mathematical knowledge needel to handle freshman chemistry, using a particular text. Seven stani dards or principles were set up as guides to the study. A careful ej amination was made of the expository portion of the text "to deteij mine what words or expressions were used which were distinctlll mathematical or which implied mathematics. All others were omittec These were then classified and their frequency determined. "^^ E. Determination of pupil reactions. Pupil interests, pupil need(| and closely related factors have been more or less prominent in educij tional thinking during the past decade, and their influence is apparerj in certain curriculum studies. The first of the following investigatiorl is an attempt to ascertain the appropriateness of materials of instruij tion on the basis of pupil interest ; the second is an attempt to asce| tain appropriateness on the basis of the ability of pupils to learn ce tain content ; the third is an attempt to develop a curriculum direct] from the normal activities and interests of children. Washburne^® attacked the problem of grade-placement of readinj materials by ascertaining the reactions of children to books. Over orl hundred thousand ballots were cast, by means of which approximate thirty-six thousand children indicated whether they liked or dislikf] books that they read. The validity of the ballot-records and the co:1 sistency of the pupils in voting were checked and found to be satisfa] tory. A list of seven hundred titles was compiled, with the followii facts recorded for each : the number of boys and of girls who had re^| and reported on the book, the per cent liking it, its interest value, tl median age of the boys and of the girls who reported, the medii) reading grade of the pupils who liked it, the school grade of those wl liked it, the number of cities from which data were secured, and. : index of popularity. The books were also classified according to agi| as well as school grades. '''° "Williams, L. \\'. "The ^fathematics Needed in Frc^llman Chemistry," Sck\ Science and Malhematics, 21:65-f-65, October, 1921. Summariccd in : Charters, W. W. Currictiliim Coiisinictioii. Xew York: The Macmillan Compail 1923, p. 238-41. ■'"Williams, o/". cit., n. 654. '^'Washburne, C. W. "A Grade-Placement Curricnlnm Investieration," Journal Educational Research, 13:284-92, .^pril, 1926. Washburne, C. W. and Vogel, Mabel. "Books Children Like," Journal of Xaiional Edttcation Association, 15:27-28, January, 1926. ™In continuinR this investigation, those books which have the greate.st interest vaJ and have a well defined grade-placement are being an.ilyzed to determine their characlj istics: appearance, form, and content. A refined book-analysis technique is involved whicb| not described in detail by Washburne. Ten Years of Educational Research^ 1918-1927 131 Webb''^ made a study of the adaptability of general science ma- erials to pupils of the fifth, sixth, seventh, and eighth grades. After naking an analysis of the content of eighteen general-science text- )Ooks, twenty-five important and characteristic topics were selected rem each of the five principal sciences represented in these books : )hysics. physiography, biology, physiology-hygiene, and chemistry. For ■ach topic, tests were designed to measure the knowledge of the topic Iready possessed by the pupils, the ability of pupils to understand a imple presentation of the topic, and their ability to apply the principles if the topic to another problem such as might be propounded by the leacher in ordinary class discussion. In this way, Webb arrived at onclusions relative to the adaptability of the various science materials or the different school levels. For example, he decided that astron- imy, botany, chemistry, and zoology are not suitable for instruction .lelow the sixth grade, and that chemistry is of doubtful value in any ■i the elementary-school grades. Meriam*'- developed a curriculum from the "out-of-school interests :id activities of children." At first the school work was verv informal, ,nd although an organization of a sort did develop, it alwaA's remained cry flexible and was never "allowed to crystallize in a fixed organiza- on.'"*^^ The unique characteristics of JMeriam's approach were: de- olopment of materials and activities directly from the pupil's out-of- hool interests and activities, and organization determined on the basis f pupil reactions. This experiment is a whole-hearted application of pupil-reaction approach to the problems of the curriculum compared ) which the Washburne and Webb studies are onlv fragmentary. luch the same procedure was followed by Collings in his experimental ural school.'"'"' F. Miscellaneous. Two studies are summarized under the caption Miscellaneous" because they cannot be said to typify approaches that ,ave been made by any considerable number of investigators. Harap'"""' pproaches the curriculum through an analysis f)f current American «'Welil). H. .\. "(;eneral Science ]nsl ruction in the Crades," George Peabody Collcac Jcaclicrs C oiitnbiUions to Education, Xo. 4. Nashville, Tennessee: George Peabodv lege for Teachers, 1921, j). 41-105. Snmmnriccd in: Curtis. F. n. Invrsti(jntions in the T cm-hind of Science. Philadelphia: P. Blakiston's n and Company, 1926, p. 187-97. «-"Meriam. J. L. Child Life and I he Cunicuhnn. Vonkers-on-Hudson, New York- rid liook Company, 1920. 538 p. '^Ihid., p. 14. "Collinirs, Ellsworth. An Experiment with a Project Curriculum. New York- The cmillan Company. 192,1. 346 p. "■^Harap, Henry. The Education of the Consumer. New York: The Macmillan Com- 'ly, 1924. 360 p. 132 Bulletin No. 42 I economic life. He enumerates "five factors which condition the cur- riculum" : .- 1. The fundamental elements of efifective social life 2. The nature of the learner 3. The laws of learning 4. The nature of the teacher 5. The attitude, resources, and limitations of the community He conceives that determination of the first set of factors is thdj task of specialists who detennine curriculum objectives and furnisbl the sociological basis of school activities; that is, educational sociolo-J gists. Determination of the second and third factors is the task of thdl psychologists. The fourth and fifth are allotted to the school admini-i strators. In relation to this five-fold cooperative task, Harap though'; of his investigation as an attack upon the first phase: It is the purpose of this study to discover the objectives of education fo.( American economic life with special reference to the consumption of food] shelter, fuel, and clothing. The conclusions of this inquiry will be termec' educational objectives because they are the habits, skills, knowledge, or attitudei! which should be achieved by educational activity."" The procedure is in general as follows : first, to ascertain "thfj present economic habits of the people of our nation" ; second, to "comif pare these habits with standards of good living which have scientifiij support"; and third, to discover by means of the foregoing proceduriij the habits that "are utterly bad and should be discontinued," those thaj "are poor and should be improved," and those "good habits thus fai neglected which should be developed." The method used to ascertains "present economic habits" was to examine "quantitative data describii ing actual life conditions." Evidence was gathered from such source,^ as the Census Reports, United States Bureau of Labor Statistics, ami reports of independent studies. "Standards of good living" were obi tained from several sources. Nutritive standards were taken fror those worked out by the United States Department of Agriculture am |^ budgetary standards from the work of economists such as W. Il^ Ogburn. The standards and the original data on habits were selectei with a view to making comparison possible. In order to accomplis.] this, they frequently had to be revamped. Once the comparison waj made, the objectives were fairly obvious. However, the objectives ot,'^ tained were stated almost wholly in terms of conduct rather than ii; terms of "habits, skills, knowledge," and "attitudes." Except for "t. know" objectives, the following relative to the selection of food ar, representative: "To consume more vegetables and fruit by weight,] *°Harap, o('. cit., p. 4. Ten Years of Educational Research, 1918-1927 133 To spend less money for meat," "To eat more potatoes," "To select ood with an eye to its dietary functions. "^^ Harap called attention o the fact that the statements were "objectives and not school ac- ivities. In some cases the school activities are easily recognizable and iften even coincide with the objectives. In other cases the school ac- ivities are only remotely suggested by the objectives. ""^^ Bruner and Stratemeyer^^ have begun an investigation to de- ermine the "actual status" of present curriculum practices through an xamination of courses of study. The first report made of their study eals almost exclusively with the technique employed in rating eight lundred to a thousand courses of study in each of the subject-matter elds of the elementary school. One hundred twenty-one judges rated he courses of study, using criteria for evaluating them which had been eveloped from an examination of a large number of courses of study, 'hese criteria were formulated as rating scales, the scales differing inewhat for each of the various types of courses of study. The chief ntributions of the study thus far are : criteria for evaluating courses t study, a list of courses of study which most nearly conform to the best points of the criteria," and a few tentative statements of major ■ends in elementary education. Extent of curriculum research during the past ten years. It is im- ossible to make definite statements regarding the amount of cur- culum research conducted during the past decade or of the relative rominence of the curriculum as compared with other educational roblems. However, a few facts may be cited as evidence of the wide- read interest that has prevailed and of the vast amount of research lat has been carried on. In the first place, an enumeration of promi- ?nt educators whose names are closely linked with curriculum re- arch is a good indication of the importance that has been attached to e problems involved; such names as Bobbitt, Bonser, Charters, ounts, Horn, McMurry, Meriam, Rugg, Stout, and Uhl come to mind once. Some indication of the large number of articles, monographs, )oks, and so forth published during this period was given at the first this chapter. A somewhat more precise idea may be had from an spection of the extensive list of reports of educational research dur- g the past ten years which appears in Part II of this bulletin. Of ^'Harap, op. cit., p. 288. ^^Ibid., p. 2S7. ^Stratemeyer, F. B. and Bruner, H. B. "Rating Elementary School Courses of Jdy," Studies of the Bureau of Curriculum Research of Teachers College, Columbia Uni- 'sity Bulletin, No. 1. New York: Bureau of' Publications, Teachers College, Columbia uversity. 1926. 193 p. 134 Bulletin No. 42 the 3,714 titles, 230 have been classified by the compilers as curriculur studies. This number may be compared with 233 for intelligence test ing and 71 for ability grouping. Both volumes of the Twenty-Sixt Yearbook of the National Society for the Study of Education'^ wer devoted to "an inventory and appraisal of curriculum-making in Amei ican schools — past and present." These are undoubtedly epoch-mal ing volumes in the long series of yearbooks of this Society. All excej the first of the six yearbooks of the Department of Superintendence of the National Education Association have been devoted to either th elementary or secondary-school curriculum.''^ Perhaps the most irr portant influence of the Commission on the Curriculum of the Depar ment of Superintendence which has made its reports through thej yearbooks has been the stimulation of "teachers, principals, supei visors, superintendents of schools, and college specialists" to work c problems of the curriculum. They inaugurated a "Cooperative Pla of Curriculum Revision in which three hundred school systems an colleges and universities" participated. No doubt many persons woul hesitate to classify as research all work done in this and related ui dertakings ; but needless to say, it is indicative of widespread intere and extended activity. Three issues, one of them a combinatic of two numbers, of the Research Bulletin of the National Educatic Association'- have been devoted to summarizing and chronicling tit work being done on the curriculum throughout the nation. In the set ond of these two issues there was given a list of 889 courses of stuc published between January 1, 1923, and November, 1925. One h: tr '"KiiKK, n. O., (■/ al. "The Foundations and Techniiiue of Curriculum-Making Twenty-Sixth Yearbook of the National Society for the Study of Education, Parts I, '. ]51oominKton, Illinois: Public School Publishing Company, 1926. 47S p., 236 p. '^Jones, R. G., ct nl. "The Elementary .School Curriculum," Second yearbook of t Department of Siiferiiitciidcncc. Washington: Department of Superintendence of the T tional Education Association, 1924. 296 p. Hroome, E. C, ct al. "Research in Constructing the Elementary School Curriculun: Third Yearbook of the Dcpnrti.ienf of Supenittcudencc. Washington: Department of Supi intendence of the National Education .\ssociation, 1925. 40S p. i?roome, E. C, ct al. "The Nation at Work on the Public School Curriculun Fourth Yearbook of the Dctartment of Superintendence. Washington: Department of Sup intendence of the National Education .Association, 1926. .S20 p. liroome, E. C, et al. "The Junior High School Curriculum," Fifth Yearbook of I Pcpdrliiicnt of Superintendence. Washington: Department of Superintendence of the I tional Education .\ssociation, 1927. .S62 p. Broome, E. C, ct al. "The Development of the High School Curriculum," 5i.r//i Ye book of the Department of Superintendence. Washington: Department of Superintendei of the National Education Association, I92S. .'i84 p. ""Facts on the Public School Curriculum," Research Bulletin of the National Edu tion As.iociation, Vol. 1, No. .S. Washington: Research Division of the National Educati .Association, 1923, p. 310-.=i0. "Kcei)ing Pace with the -Vdvancing Curriculum," Research Bulletin of the Natiot Education Association, Vol. 3, Nos. 4 and .S. Washington: Research Division of the Nattoi Education .\s,sociation, 192.\ [>. 107-92. "Creating a Curriculum for .Adolescent Youth," Research Bulletin of the .\'atiOl Education Association, Vol. 6, No. 1. Washington: Research Division of the National Edu tion Association, 1928, p. 1-80. 9n Ten Years of Educational Research, 1918-1927 135 but to mention Los Angeles,"'' Denver/* St. Louis/' Berkeley,'" Win- netka,"' and other cities to recall some of the big curriculum-revision rojects that have been undertaken by school systems throughout the ountry. Many of these cities (notably Denver) have established lurcaus of curriculum research to carry on continuous revision of the -urriculum. 1 In addition to the many investigations and studies that are usually hought of in connection with curriculum research, several outstanding •xperiments have been conducted in experimental and laboratory ■hools, such as the L^niversity Elementary School at the University of Missouri, the I-'rancis W. Parker School of Chicago, the Wisconsin High School at the University of Wisconsin, and the Horace Mann ind Lincoln schools of Teachers College, Columbia University.'* These -chools can scarcely be said to make the study of curriculum problems heir prime purpose, yet their distinctive features center largely around he curriculum. Furthermore, many such schools, by the very force if circumstances, make an empirical rather than a scientific approach ') their curriculum problems. Consequently, we are not justified in tl)plying the term "educational research" to many of their efforts. lowever, the number of such schools and their contributions to the olution of curriculum problems cannot be ignored in any complete iccount of curriculum research ; they emphasize the prominence of uch researcli during the past decade. Finally, the inauguration of a Bureau of Curriculum Research at cachers College, Columbia Universitv, in 1924, is indicative of the ■'Bohbitt, Franklin. "Curriculum-MakinR in Los Angeles," Supf'lementary Educational lonoj/raphs, No. 20. Chicago: University of Chicago, 1922. 106 p. (Out of print.) Bobbitt, Franklin. Hon' to Make a Curriculum. Boston: Houghton, Mifflin Company, 924. 292 p. ■'Threlkeld, A. ~ L. "Curriculum Revision: How a Particular City May Attack the roblem," The Elementary School Journal, 25:573-82, April, 1925. Xewlon, J. H. and 'Ihrelkeld, A. L. "The Denver Cnrriculnm-Revision Program," wenty-Sixth Yearbook of the Xatiiinal Society for the Study of Education, Part I. Bloom- igton, Illinois: Public School Publishing Company, 1926, p. 229-40. Xewlon, J. H. "Curriculum Revision in Denver," Journal of Educational Research, : 262-63, March, 1924. "Judd, C. H., ct al. "Survey of the St. Louis Public Schools." Yonkers-on-Hudson, ell, C. \V. "The Progress and Elimination of School Children in Illinois," University of Illinois Bulletin, \'ol. 21, No. 38, Bureau of Educational Re- search Bulletin No. 19. Urbana : University of Illinois, 1924. 76 p. reitz, Ruth. "Educational Diagnosis," University of Illinois Bulletin, Vol. 21, No. 41, Bureau of Educational Research Circular No. 27. Urbana: University of Illinois, 1924. 16 p. *TALEY, S. C. "The Program of Sportsmanship Education," University of Illinois Bulletin, Vol. 21, No. 49, Bureau of Educational Research Circular No. 28. Urbana: University of Illinois, 1924. 27 p. (Out of print.) xroe, W. S. and Mohlman, D. K. "Training in the Technique of Study," University of Illinois Bulletin, Vol. 22, No. 2, Bureau of Educational Re- search Bulletin, X^o. 20. Urbana : University of Illinois, 1924. 66 p. (Out of print.) XROE, W. S. (Director). "A Survey of the City Schools of Marion, Illinois," University of Illinois Bulletin, Vol. 22, X''o. 3, Bureau of Educational Re- search Bulletin No. 21. Urbana: University of Illinois, 1924. 60 p. ell, C. \V. "The Use of the Question in Classroom Instruction," University of Illinois Bulletin, Vol. 22, Xo. 5, Bureau of Educational Research Cir- cular Xo. 29. Urbana: University of Illinois, 1924. 18 p. (Out of print.) i;LL, C. W. "The Evaluation and Improvement of School Buildings, Grounds and Equipment," University of Illinois Bulletin, Vol. 22, X'o. 6, Bureau of Educational Research Circular No. 30. Urbana: University of Illinois, 1924. 18 p. XROE, W. S. "The Planning of Teaching," University of Illinois Bulletin, Vol. 22, X'o. 7, Bureau of Educational Research Circular X'^o. 31. Urbana: . University of Illinois, 1924. 41 p. 142 Bulletin No. 42 *MiLLER, F. J., Flickinger, R. C, Sargent, R. L., Luke, E. J., Thompson, G D., and others. "Latin in High Schools," L'nizersity of Illinois Bitlleiii.^ Vol. 22, No. 12, Bureau of Educational Research Circular No. 32. Ur bana : University of Illinois, 1924. 28 p. Odell, C. W. "Educational Tests for Use in Elementar}' Schools, Revised, University of Illinois Bulletin, Vol. 22, No. 16, Bureau of Educational Rej search Circular No. 33. Urbana : L'nivcrsitj- of Illinois, 1924. 22 p. Odell, C. W. "Conservation of Intelligence in Illinois High Schools," Univei\ sify of Illi)wis Bulletin, ^'ol. 22, No. 25, Bureau of Educational Research Bulletin No. 22. Lrbana : University of Illinois, 1925. 55 p. Streitz, Ruth. "Teachers' Ditilicultics in Reading and Their Correctives," Un 7'crsify of Illinois Bulletin, Yo\. 22, No. 30, Bureau of Educational Rd'j search Bulletin No. 23. Urbana : University of Illinois, 1925. 35 p. *Sevbolt, R. F. "The Evening School in Colonial America," Uniz'ersity c i Illinois Bulletin, \'o\. 22, No. 31, Bureau of Educational Research Bullet)'] No. 24. Urbana : L^niversity of Illinois, 1925. 68 p. OuELL, C. W. "Educational Tests for Use in High Schools, Revised," Uniiersii , of Illinois Bulletin, \'o\. 22, No. 37, Bureau of Educational Research G:j cular No. 34. L'rbana : University of Illinois, 1925. 19 p. Monroe, W. S. and Johnston, N. B. "Reporting Educational Research," Un\ versity of Illinois Bulletin, \'ol. 22, No. 38, Bureau of Educational Ri search Bulletin No. 25. Urbana : University of Illinois, 1925. 63 p. (O't of print.) *Bro\vnell, W. a. "A Study of Supervised Study," Utiii'ersity of Illinoil Bulletin, Vol. 22, No. 41, Bureau of Educational Research Bulletin No. 2] Urbana: University of Illinois, 1925. 48 p. (Out of print.) Monroe, W. S. "Making a Course of Study," University of Illinois Bulk^\ Vol. 23, No. 2, Bureau of Educational Research Circular No. 35. Urbans] University of Illinois, 1925. 35 p. (Out of print.) *Glick, H. N. "Effect of Practice on Intelligence Tests," University of Illino\ Bulletin. \'o\. 23, No. 3, Bureau of Educational Research Bulletin No. 2| Urbana: University of Illinois, 1925. 23 p. (Out of print.) *Seybolt, R. F. "Source Studies in American Colonial Education (The Privaj School)," University of Illinois Bulletin, \'o\. 23, No. 4, Bureau of Eduol tional Research Bulletin No. 28. Urbana: L'niversitv of Illinois, 192j 109 p. (Out of print.) Re.\g.\n, G. W. "Principles Relating to the Engendering of Specific Habitjl Unii'ersity of Illinois Bulletin, \'ol. 23, No. 5, Bureau of Educational R[ search Circular No. 36. Urbana: University of Illinois, 1925. 23 p. Herriott, M. E. "How to Alake a Course of Study in Arithmetic," Uniz-ersti of Illinois Bulletin, \'o\. 23, No. 6, Bureau of Educational Research Ci| cular No. 37. Urbana : L'niversity of Illinois, 1925. 50 p. Odell, C. \\\ "The Assignment of Lessons," University of Illinois BuUell \'o\. 23, No. 7, Bureau of Educational Research Circular No. 38. Urban] University of Illinois, 1925. 20 p. (Out of print.) *Prescott, H. W., Flickinger, R. C, Woodruff, L. B., Wh.\ley, I. G., a I others. "Appreciation of Latin," Unii'ersity of Illinois Bulletin, \'o\. A No. 15, Bureau of Educational Research Circular Xo. 39. Urbana: Ui) versitj- of Illinois, 1925. 35 p. Herriott, M. E. "Modifying Technique of Instruction for Gifted Childrei] Unii-ersiiy of Illinois Bulletin, \'o\. 23, No. 18, Bureau of Educational Fj search Circular No. 41. I'rbana: University of Illinois, 1926. 17 p. Ten Years of Educational Research, 1918-1927 143 i;kkiott, ]\[. E. "How to ^^akc a Course of Study in Reading," University of Illi)iois Bulletin, \'ol. 23, No. 18, Bureau of Educational Research Cir- cular No. 42. Urbana: University of Illinois, 1926. 37 p. )r.\ta, p. T. "Adaptation of Subject-'Matter and Instruction to Individual Differences in the Elementary School," Unizersity of Illinois Bulletin, Vol. 23, No. 20, Bureau of Educational Research Circular No. 40. Urbana : University of Illinois, 1926. 19 p. DELL, C. W. and Blough, J. H. "An Annotated Bibliography Dealing with Extra-Curricular Activities in Elementarj' and High Schools," University of Illinois Bulletin. \'o\. 23, No. 24, Bureau of Educational Research Bulletin No. 29. Urbana : University of Illinois, 1926. 40 p. oxROE, W. S. "Projects and the Project Methotl," University of Illinois Bulletin, Vol. 23, No. 30, Bureau of Educational Research Circular No. 43. Urbana: University of Illinois, 1926. 20 p. ()ELL, C. W. "Objective Measurement of Information," University of Illinois Bulletin, Vol. 23, No. 36, Bureau of Educational Research Circular No. 44. L'rbana : University of Illinois, 1926. 27 p. JoNROE, W. S. "The Duties of Men Engaged as Physical Directors or Athletic Coaches in High Schools," University of Illinois Bulletin, \o\. 23, No. 38, Bureau of Educational Research Bulletin No. 30. Urbana : Universitv of Illinois, 1926. 22 p. 1XROE, W. S. "Teachers' Objectives," University of Illinois Bulletin, Vol. 23, No. 39, Bureati of Educational Research Circular No. 45. Urbana : Uni- versity of Illinois, 1926. 24 p. )XR0E, W. S. and Clark, J. A. "The Teacher's Responsibility for Devising Learning Exercises in Arithmetic," University of Illinois Bulletin, \'ol. 23, No. 41, Bureau of Educational Research Bulletin No. 31. Urbana: Uni- versity of Illinois, 1926. 92 p. : L, C. W. "The Interpretation of the Probable Error and the Coetticient of Correlation," University of Illinois Bulletin, Vol. 23, No. 52, Bureau of Educational Research Bulletin No. 32. Urbana: University of Illinois, 1926. 49 p. • ROE, W. S. and Herriott, M. E. "Objectives of United States History in Grades Seven and Eight," Uniz-ersity of Illinois Bulletin, \'o\. 23, No. 3, Bureau of Educational Research Bulletin No. 33. Urbana : University of Illinois, 1926. 68 p. vKiOTT, M. E. "How to Make Courses of Study in the Social Studies," Uni- versity of Iliinoh Bulletin, Vol. 24, No. 5, Bureau of Educational Research I Circular No. 46. Urbana : University of Illinois, 1926. 52 p. *pER, D. R., DuGuiD, Genevieve, Kukets, W. R., ]McHarrv, L. J., Taylor, S. H., and Thomsen, Anne. "Instructional Activities in The University High School," Uni^rrsity of Illinois Bulletin, Vol. 24, No. 13, Bureau of Educa- tional Research Circular No. 47. Urbana : Universitv of Illinois, 1926. , 28 p. QiLL, C. W. "Educational Tests for Use in High Schools, Second Revision," University of Illinois Bulletin, \'o\. 24, No. 33, Bureau of Educational Re- search Circular No. 48. Urbana: University of Illinois, 1927. 43 p. 1|:ll.. C. \V. "Are College Students a Select Group?" Unizrrsity of Illinois Bulletin, \'o\. 24, No. 36, Bureau of Educational Research Bulletin No. 34. Urbana: University of Illinois, 1927. 45 p. *l contain rather extensive bibliographies. Indeed, a few of them a mere bibliographies and nothing else. Several types of writings have been omitted. Materials of p^ marily local interest, such as surveys or reports of test scores or oth data for a single city or county system, or in some cases for a sm; group of systems,' have been omitted unless distinguished by sor, special feature which indicates that they are not of a routine charact and hence would be of value to persons at work elsewhere. Amo)i such special features are unusual analyses of test results, collections comparative data not available, or at least not readily available, eh where in the same form, and the use of research procedures not co> monly employed in similar situations. Although the regular reports state departments of education have not been included, state surve reports of scores from the state-wide use of tests, and other more less similar material derived from studies covering whole states, even fairly large portions thereof, have been included as possesst more or less general interest. Mere descriptions of procedures or sj cial features of a school system, even though they are decidedly t usual, have not been included. Reports of psychological research whl appear to have no direct connection with education have been omitt Some writings that might be classified as educational research hj been omitted on the general ground that they are too unimportant be worth giving. Many of these are very brief, perhaps only a portr of a page, and frequently are summarized 'or quoted from a much me complete study that has been included. It was found impossible to secure and examine all writings which the title was known. In the case of books, an eflfort was ms to find reviews which might give helpful information. In most cas however, it was necessary to base the decision as to whether to inch the publication merely upon the title, perhaps aided by a genei knowledge of the kind of writing usually done by the author. It probable that a small numl)er of references have been included wh J i i \ Ten Years of Educatioxal Rese.\rch, 1918-1927 149 not belong in the list and perhaps a few "worth-while" ones have een excluded. Method of compiling list. Persons using this list of reports of icational research and related writings will doubtless ask concerning completeness. Xeedless to say, absolute completeness is impossible, s is likewise a definite statement of how nearly that desirable goal has n attained. An effort was made, however, to make the list just as jniplete as possible without an unreasonable expenditure of time and loney to secure additional references. Some idea of how nearly it Dproaches completeness may be gained from the following list ot the lief sources which were consulted in its preparation. 1. All material filed or indexed at the Bureau of Educational esearch, University of Illinois. 2. All material shelved or cataloged at the Education Seminar of le University of Illinois. 3. All material classified under education, psycholog}', and other ■lated headings in the general library of the University of Illinois. 4. Material in the professional libraries of several members of the :ulty of the College of Education, University of Illinois. 5. The United States Bureau of Education record of current edu- tional publications. »6. Lists of publications received by the following periodicals : A. Journal of Educational Research B. Journal of Educational Psychology C. Elementary School Journal D. School Review E. Educational Administration and Supervision F. Journal of Applied Psychology 7. All bibliographies in publications of the Bureau of Educational search and those listed in the "Bibliography of Bibliographies." 8. All known educational series such as yearbooks, monographs, search bulletins, and so forth. In addition, a circular request for information concerning publica- ^ns issued since January 1, 1918, which might be classified under the id of reports of educational research, was addressed to all State Apartments of Education, State Teachers' Associations, and to mdations and other educational associations. In compiling the list foundations and other educational associations, the 1926 JJandhook Educational Associations and Foundations in the United States, is- ;d by the United States Bureau of Education, was used as a source I information. A similar letter of inquiry was addressed to a number 'The Bureau of Educational Research has issued coniiiilations of the titles of mas and doctors' theses since 1917. 150 Bulletin No. 42 of colleges of education and educational publishers. The response these two circular inquiries was very gratifying. Examination of 1 : replies indicated that information had been contributed by practica all of those addressed who probably had published reports of edui tional research during the period under consideration. Only one ec cational institution known to publish monographs and bulletins < clined to supply the information desired. In compiling the titles of doctors' theses in Education, prelimim ■ lists for all institutions conferring this degree were prepared from i : records in the Bureau of Educational Research.^ These prelimim^ lists were mailed to the several institutions for correction. Correc' I lists were received from all institutions. Hence, it is believed that • : list of titles of doctors' theses in education for the period 1918-27; complete and accurate. Doctors' theses for this period are indica 1 in the following pages by an asterisk (*). The date is that of 'p calendar year during which the degree was actually conferred. Inf •■ mation in regard to the publication of the thesis has been incluc I ' whenever it was known. In case the thesis has been published ii i r form not known to be identical with the original, the reference > li given after the word See. A few titles for degrees to be confer: 1 during the calendar year of 1928 have been included, but no effort Ij^ been made to secure such titles. A number of titles of theses for < grees conferred prior to January 1, 1918, have been published sis this date. These, of course, have been included, but no attempt 1 been made to identify them. The form of bibliographical references. Since the list of title; a very lengthy one, it seemed desirable to shorten the form of biblll graphical references as much as possible and yet give the essential formation. The shortening has been accomplished by omitting sup fluous information and by using abbreviations. The names of w known publishers have been changed by using a single word for complete name. For example, The Macmillan Company is given "Macmillan," and Charles Scribners' Sons as "Scribners." In the c of the publications of the United States Bureau of Education i other departments of the Federal Government, the "Superintendent Public Documents, Government Printing Office" has been omitted cause it is generally understood that this office should be addres when ordering government publications. The name of an educatio 1 institution or of a Bureau of Educational Research has been omit! Ten Years of Educational Research, 1918-1927 151 \ien preceding information in the reference clearly indicates the in- jtution or Bureau to be addressed in ordering a copy of the publica- t>n, In giving information concerning the titles of doctors' theses in ■ iication, the name of the institution conferring the degree has been rtened, usually to a single word. For example, "Illinois" has been led in the place of University of Illinois, and "Peabody" in the place ( George Peabody College for Teachers. In general, initials have ten used for given names unless there was only one. Other abbre- \itions have been used for various words and phrases. The following It is given for reference. ABBREVIATIONS^ .ad., Academy -ct., Accounts, Accounting m., Administration v., Advancement , Agriculture, Agricultural ^er., America, American , Annual sn.. Association ' , Board , Book ' , Bulletin '., Bureau h., Catholic th. U., Catholic University of America > ., Circular Ll., College Cm., Commission, Committee C|mp., Comparative C|n., Council if., Conference It., Contribution , City - r., Curriculum 1 pt., Department 1 ;t., District 1 ., Division I c, Document 1 , Education, Educational 1 . Elementary J ?., English E. R., Educational Research Exp., Experiment, Experimental Ext., Extension Fed., Federal End., Foundation Gen., General Govt., Government, Governmental Grad., Graduate Hist., Historical Hlth., Health H. S., High School I., Illinois Inst., Institute, Institution Instr., Instruction Internatl., International J. E. R., Journal of Educational Research Jour., Journal Lf., Leaflet Lib., Library Math., Mathematics, Mathematical Meas., Measurement Med., Medicine Mono., Monograph Mtg., Meeting N. A. S., National Academy of Science Natl., National -It was not considered necessary to include in this list well-known abbreviations, such a*hose for names of states. ' In some cases, an abbreviation stands for one of two or more forms of the same " I, instance, "Stat." stands for "Statistics" or "Statistical," and "Teh." for "Teacher," ^chers," or "Teaching." The conte.xt will enable the reader to determine the form of the il tor which the abbreviation stands. 152 Bulletin No. 42 N. C. A., North Central Association N. E. A., National Education Asso- ciation N. S. C. T. E., National Society of College Teachers of Education N. S. S. E., National Society for the Study of Education Off., Office, Official p., page Phys., Physical Pr., Press Prin., Principal Proc, Proceedings Psy., Psychology, Psychological pt., part Ptg., Printing Pub., Public, Publishing, Publications ji Sc, Science Sch., School Sec, Secondary sen, series Soc, Society, Social St., State Stat., Statistics, Statistical Stud., Study, Studies S. U. I., State University of Iowa Supp., Supplement, Supplementary Supt., Superintendent, Superintended Sur., Survey T. C, Teachers College, Columbia University T. C. C, Teachers College Contributior] Teh., Teacher, Teaching Tr., Training Trans., Transactions Qr., Quarterly Rcf., Reference Reorg., Reorganization Res., Research Rpt., Report R. S. F., Russell Sage Foundation Rv., Review U., University v., volume Vent., Ventilation Wk., Week Wlf., Welfare Yrbk., Yearbook i CHAPTER II :EPORTS OF EDUCATIONAL RESEARCH AND RELATED MATERIALS, 1918-1927 1. Abbott, Ali.ax, et al. Covipositioi Standards. Xew York: Bur. of Pub., T. C, 1927. 66 p. 2. .\bbott, J. W. "Kindergartens Past and Present," Bur. of Ed. Kinder- garten Cir., no. 11. Washington. 5 p. 3. Abel, J. F. "State Aid to Weak Schools," Bur. of Ed. Rural Sch. Ef., no. 7. Washington, 1922. 12 p. 4. Abel, J. F. "An Annotated List of Official Publications on Consolida- tion of Schools and Transportation of Pupils," Bur. of Ed. Rural Sch. Ef., no. 9. Washington, 1923. 12 p. 5. .Abel, T. F. "Consolidation of Schools and Transportation of Pupils," Bur. of Ed. Bui, 1923, no. 41. Washington, 1923. 135 p. 6. Abel, J. F. "Training Courses in Consolidation of Schools and Trans- portation of Pupils," Bur. of Ed. Rural Sch. Ef., no. 23. Washington, 1924. 6 p. 7. Abel, J. F. "Recent Data on Consolidation of Schools and Transporta- tion of Pupils," Bur. of Ed. Bui, 1925, no. 22. Washington, 1925. 24 p. S. Abel, J. F. "A Study of 260 School Consolidations," Bur. of Ed. Bui, 1924, No. ?>2. Washington, 1925. 39 p. ). Abel, T. M. "Tested Mentalitj- as Related to Success in Skilled Trade Training," Archives of Psx., no. 77. New York: Columbia University, 1925. 82 p. ' ).*Abelson, H. H. The Improvement of Intelligence Testing. Teachers College, 1927. T. C. C. no. 273. New York: Bur. of Pub., 1927. 71 p. 1. Achilles, E. M. "Experimental Studies in Recall and Recognition," Archives of Psy., no. 44. New York : Columbia University, 1920. 80 p. ?. AcKERSON, Luton. "A Correlational Study of Proficiency in Typing," S. U. E Mono, in Ed., ser. 1, no. 7. Iowa City, 1926, p. 88-95. ).*Adams, C. L. a Study of \'ariability and Grade Progress. Peabody, 1927. Ad.\ms, E. S. See 869. L Adams, E. W. "A Study of Continuation School Pupils," 10th An. School- men's Wk. Proc. Philadelphia: U. of Pa., 1923, p. 189-200. j. Adams, F. J. The Present Status of Certain Beliefs Related to Public School \'ocational Guidance Programs and Activities. California, 1928. To be pub. by Div. of Yoz. Ed., U. of Calif. '.*Ad.\ms, J. E. Curricula for Small High Schools. Indiana, 1925. See : "Determinants of Curricula for Small High Schools," Proc. H. S. Priii. Conf. Bloomington, 1925, p. 30-44. Adams, W. R. See 797. . Adamsox, T. W. a Short History of Education. Cambridge : Harvard I U. Pr., 1919. 371 p. j. Adee, J. N. "The Use of Educational Measurements in Formulating Changes in the Course of Studv," 5th An. Schoohnen's Wk. Proc. Philadelphia: U. of Pa., 1918, p. 111-14. :.*Agxew, W. D. The Administration of Professional Schools for Teachers. ( Teachers College, 1924. Baltimore: Warwick and York, 1924. 262 p. ■■. Akagi, R. H. "The Educational System in Japan," Japanese Students' ■ Christian Assn. in N. A. Pamphlets, ser. 1, no. 2. New York, 1926 m 48 p. 153 154 Bulletin No. 42 21. Alberty, H. B. "Vocational Interests of High-School Pupils as a Fac in High-School Education," 3rd An. O. St. Ed. Conf. Proc. Columbi O. St. U., 1923, p. 285-98. 22.*Alberty, H. B. a Study of the Project Method in Education. Ohio St:i| 1926. 0. St. U. Stud., no. 2. Columbus, 1927. Ill p. | 23.*Alderman, G. H. The Lecture Versus the Question-and-Answer Aletl of Class Instruction. Iowa, 1920. 24. Alderm.ilN, G. H. "The Effect of Certain Kinds of Drill Exercises Comprehension," 10th Conf. on Ed. Meas. Bloomington : Ind. 1923, p. 12-25. 25. Alderman, G. H. "Improving Comprehension Ability in Silent Readii Bill, of the Sch. of Ed., v. 1, no. 3. Bloomington: Ind. U., 1' p. 28-37. 26. Alderm.\x, L. R. "Public Evening Schools for Adults," Bur. of Ed. I 1927, no. 21. Washington, 1927. 22 p. 27. Alexander, Carter. School Statistics and Publicitw New York : Sil Burdett, 1919. 332 p. 28. Alex.\nder, Carter. "The County Training Schools of Wiscons 7th An. Schoolmen's Wk. Proc. Philadelphia : U. of Pa., 1920, p. 93 29. Alexander, Carter. "Bibliography on Educational Finance," Rpt. of Ed. Finance Inquiry Com., v. 4. New York: Alacmillan, 1924. 25.' 30. Alexander, Carter. "A Transplanted American Educational Admi tration : The Philippine School System," 15th Yrbk. N. S. C. T Chicago : U. Pr., 1926, p. 128-45. 31. Alexander, Carter and Theisen, W. W. Publicity Campaigns for BiJ^ School Support, Yonkers, N. Y. : World, 1921. 164 p. 32. Alexander, Carter, et al. Educational Research. New York: Bur Pub., T. C, 1927. 47 p. Alexander, Carter. See 943. 33.*Alex.a.nder. Thomas. The Prussian Elementary Schools. Teachers - lege, 1918. New York: Macmillan, 1918. 571 p. Alexander, Thomas. See 1241, 1568. v34.*Allen, C. B. Factors Contributing to the Growth in Public High Sc Enrollment. California, 1927. 35. Allen, C. F. and Roemer, Joseph. Extra-Curricular Activities in Jw and Senior High Schools. Boston: Heath, 1926. 333 p. Allen, C. R. See 2396. 36. Allen, F. J. A Guide to the 'Study of Occupations. Cambridge: 1 vard U. Pr., 1921. 183 p. 37.*Allen, R. D. The New Function of Educational and VocationalG ance : — A Scientific Selective Agent in Public Educational Adminij tion. Brown, 1921. 37a..\LLEN, W. O. "Methods of Admission to College," 13ih An. Scl men's IVk. Proc. Philadelphia : U. of Pa., 1926, p. 163-67. Wh 38. *.\llen, W. S. a Studv in Latin Prognosis. Teachers College, ^ n T. C. C, no. 135. New York: Bur. of Pub., 1923. 41 p. 39.*Alltucker, Al. M. The Case Method in Education. California, 1922,B I 40. Alltucker, AI. Al. "What are the Aims and Objectives in EducatiB I 2nd Yrbk., Dept. of Supt. Washington: N. E. A., 1924, p. 81-96. Jivs 41. Alltucker, AI. AI. "What are some of the Present Alethods of Deter ing Curricula?" 2nd Yrbk., Dept of Supt. Washington: N. EB'ivii 1924, p. 98-104. I F( 42*Alm.\ck, J. C. The Adaption of the School Building to a Prograi^% Educational Efficicncj'. Stanford, 1923. ^ Ten Years of Educational Research, 1918-1927 155 43. Almack, T. C. The School Board Member. New York: ^lacmillan, 1927. 281 p. 44.*Alth.-\us, C. B. The Distribution of the Tax Burden of Township and Community High Schools in Illinois. Chicago, 1927. Chicago : 111. Ag. Assn., 1927. 98 p. 45.*Ames, W. R. Intelligence of High School Seniors in Montana. Wis- consin, 1926. 46.*Andf.rsen, W. N. The Determination of a Spelling Vocabulary Based upon Written Correspondence. Iowa, 1918. .S". L'. /. Stud, in Ed., V. 2, no. 1. Iowa City, 1921. 66 p. 47. Anderson, C. J. "The Status of Teachers in Wisconsin." ]\Iadison, Wis. : Dept. of Pub. Instr., 1923. 156 p. 48. Anderson, C. J., et al. Visiting the Teacher at Work; Case Studies of Directed Teaching. New York: Appleton, 1925. 382 p. Anderson, Cecilia. Sec 3097, 3099. 49.*Anderson, E. J. Factors Determining Success in Teaching English to Chinese Students. Chicago, 1924. See: English Teaching Efficiency in China. Shanghai : Commercial Press, 1925. 182 p. 50.*Andersox, E. W. The Teacher's Contract and Other Legal Phases of Teacher Status. Teachers College, 1927. T. C. C, no. 246. New York: Bur. of Pub., 1927. 180 p. 51. Anderson, E. W. and Keeler, Li:wis. "A Critical Analysis of the Kansas School Readers," U. of Kan. Bill, of Ed., v. 1, no. 3. Lawrence, 1927, p. 5-9. 52.*Anderson, H. W. A Method for Determining the Housing Requirements for Junior High School Programs. Iowa, 1925. 5". L^ /. Stud, in Ed., V. 3, no. 3. Iowa City, 1926. 56 p. Anderson, H. W. See 2258. 53. Anderson, L. D. "The Relationships of Certain Environmental Factors to Measures of Mechanical Ability," 27th Yrhk., N. S. S. E., pt. 2. Bloom- ington. 111. : Pub. Sch. Pub. Co., 1928, p. 137-50. i4. Anderson, L. F. History of Manual and Industrial School Education. New York : Appleton, 1926. 251 p. '5.*Anderson, AI. L. Experimental Study of Intelligence Tests. New York," 1922. i6.*Anderson, R. G. a Critical Examination of Test-Scoring Alethods. Columbia, 1925. Anderson, R. G. See 1678. Anderson, W. T. See 943. 7.*Andress, J. AI. Herder as an Educator. Clark, 1919. New York: Stechert. 8. Andrews, B. F. "The Land Grant of 1862 and the Land Grant Colleges," Bur. of Ed. Bui, 1918, no. 13. Washington, 1918. 63 p. 9.*Andrews, W. H. a Study of the Educational Legislation and the Ad- ministration of the Public School System of Kansas. Chicago, 1923. 0.*Andrus, Ruth. A Tentative Inventory of the Habits of Children from Two to Four Years of Age. Teachers College, 1924. T. C. C, no. 160. New York: Bur. of Pub., 1924. I. Annusson, Juri. "Public Instruction in Estonia," Bur. of Ed. Bui, Foreign Ed. Ef.. no. 2 Washington, 1926. 24 p. 2.*Antonia, Sister M. The Preparation of the Religious Teacher — A Foundational Study. Cath. U., 1926. 3.*Archdeacon, J. P. The Week-Day Religious School. Cath. L'., 1927. 4.*Archer, C. p. Transfer of Training in Spelling. Iowa, 1927. 156 Bulletin No. 42 65. Archibald, R. C. "The Training of Teachers of Mathematics," Reon of Math, in Sec. Ed. Math. Assn. of Amer., 1923, p. 429-508. (Obtair. able from J. W. Young, Dartmouth College, Hanover, N. H.) llj( 66.*Arent, Emma. The Relation of the State to Private Education in Noi way : A Study of the Historical Development of State Regulation |S| Governing the Various Types of Private Education in Norway. Teacl ers College, 1927. T. C. C, no. 235. New York: Bur. of Pub., 192; 94 p. Armentrout, C. B. See 1073. 67.*Armentrout, W. D. The Conduct of Student Teaching in State Teacher Colleges. Harvard, 1926. Colo. Teh. Col. Ed. Ser., no. 2. Greek 1927. 198 p. 68. Armentrout, W. D. "A Comparison of Time Allotments of Subjects i Elementary Training Schools and Elementary Public Schools," Colo. S Teh. Col. Bui., ser. 26, no. 4. Greeley, 1927. 20 p. 69. Armentrout, W. W., et al. Child Labor in the Sugar Beet Fields ( Michigan. New York: Natl. Child Labor Com., 1923, p. 51-68. 70. Arnett, Trevor. "Teachers' Salaries in Certain Endowed Colleges an Universities in the United States." New York: Gen. Ed. Bd., 192 42 p. 71. Arnett, Trevor. "College and University Finance." New York: Gen. E Bd., 1922. 212 p. 72. Arnold, H. J. "The Standing of College Students in Two Elemental School Subjects," Research Ad-irntures in U. Teh. Bloomington, 111! Pub. Sch. Pub. Co., 1927, p. 107-12. 73. Arps, G. F. "Work with Knowledge of Results Versus Work withoi Knowledge of Results," Psv. Mono., v. 28, no. 3. Princeton, N. J.: Ps Rv. Co., 1920. 41 p. 74. Arps, G. F. "Intelligence Tests and Their Applications," Proc. of the 1 An. Ed. Conf. Columbus : O. St. U., 1921, p. 25-31. 75. Arrowsmith, M. N. "The Subject Matter of Safety Education," 25l Yrbk., N. S. S. E., pt. 1. Bloomington, 111. : Pub. Sch. Pub. Co., 192' p. 25-54. ,- Arrowsmith, M. N. 'See 737. - '" 76. Ash, W. C. "Standardization of Mechanic Arts in the High Schools 7th An. Schoolmen's Wk. Proc. Philadelphia: U. of Pa., 1920, p. 311-1 77. Ashbaugh, E. J. "Cooperative Work from a University Center," 17i Yrbk., N. S. S. E., pt. 2. Bloomington, 111. : Pub. Sch. Pub. Co., 191 p. 57-70. 78. Ashbaugh, E. J. "A Spelling Scale for 3,000 Common Words," S. U. Ext. Bui, no. 43. Iowa City, 1918. 79.*AsHBAUGH, E. J. Iowa Spelling Scales, Their Development, Uses ai Limitations. Iowa, 1919. .9. U. I. Ext. Bui, no. 43, ser. 1, no. 24. Als J. E. R. Mono., no. 3. Bloomington, 111. : Pub. Sch. Pub. Co., 192 1^ P- Ul% 80. AsHBAUGH, E. T. "Some Recent Developments in Spelling," 6th Conf. <■ Ed. Meas. Bloomington: Ind. U., 1919, p. 113-22. " ' 81. Ashbaugh, E. J. "Senior High School English as Revealed by Standard Test," Bui. of the Sch. of Ed., v. 2, no. 2. Bloomingto j Ind. U., 1925, p. 12-18. Sla.AsHBAUGH, E. J. "How Shall We ^Measure the Teaching of English^, 14th An. Schoolmen's ll'k. Proc. Philadelphia: U. of Pa., 1927, p. 216-:B'^ Asher, Ollie. See 2040. Bk 82.*AsPiN.'\LL, R. Some Legal Phases of Religious Education as Related ^ the Work of Public Instruction in the United States. New York, 19*] Ten Years of Educational Research, 1918-1927 157 83. Athearn, W. S. Religious Education Survey Schedules. New York: Do ran, 1924. 271 p. 84. Athearn, W. S., et al. The Indiana Survey of Religious Education. New York: Doran, 1923. 3 v. 85. Athearn, W. S., et al. "The Religious Education of Protestants in an American Commonwealth," Ind. Sur. of Religious Ed., v. 1. New York : Doran, 1923. 580 p. 86.*Atkinson, W. R. Limits of Learning as Related to Intelligence and to Mechanical Speed. Peabody, 1927. 87.*Aucamp, a. J. Bilingual Education and Nationalism with Special Refer- ence to South Africa. Teachers College, 1926. Pretoria, South Africa : J. L. Van Schaik. 88. Aurxer, C. R. Historv of Education in lon'a, v. 1-5. Iowa City : St. Hist. Soc. of la., 1914-1920. 89. Austin, C. ]M. "An Experiment in Testing and Classifying Pupils in ' Beginning Algebra," H. S. Conf. Proc, 1923. Urbana : U. of I., 1924, p. 294-302. JO.*Avent, J. E. The Summer Sessions in State Teachers Colleges as a Factor in the Professional Education of Teachers. Teachers College, 1925. Richmond, Va. : Wm. Byrd Pr., 1925. 393 p. '1. Averill, L. A. Educational Hygiene. New York : Houghton Mifflin, 1926. 546 p. 1. Avery, G. T. "Technique of Procedure in Collegiate Registration," Bur. of Ed. Bui, 1924, no. 22. Washington, 1924. 26 p. '3. Aydelotte, Fr.\nk. "Honors Courses in American Colleges and Uni- versities," Bui. of the Natl. Research Con., v. 7, pt. 4, no. 40. Washing- ton : N. A. S., 1924. 57 p. (Rev. ed., 1925.) *4. Ayer, a. '\i. "A Study of Rural School Attendance," N. E. A. Proc, V. 63. Washington, 1925, p. 526-39. '5.*Ayer, a. M. Some Difficulties in Elementarj^ School History. Teachers College, 1926. T. C. C, no. 212. New York : Bur. of Pub., 1926. 70 p. 6. Ayer. F. C. "Present Status of Instruction in Drawing with Respect to Scientific Investigations," ISth Yrbk., N. S. S. E., pt. 2. Bloomington, 111.: Pub. Sch. Pub. Co., 1919, p. 96-110. 7. Ayer, F. C. "Time Allotment, the Curriculum, Upper Grade Organiza- tion, Progress of Pupils," Pub. Sch. Bui, no. 1. Seattle : Dept. of Res., 1924. 117 p. >!. Ayer, F. C. "Time Allotments in the Elementary School Subjects," Bur. of Ed. Ct. Sch. Lf., no. 19. Washington, 1925. 22 p. I Ayer. F. C. "Pupil-Participation in Extra-Curricular Activities in the High Schools of Everett and Seattle, Washington," 25th Yrbk., N. S. S. £., pt. 2. Bloomington, 111. : Pub. Sch. Pub. Co., 1926, p. 67-80. 3. Ayer, F. C. A Checking List of One Thousand Duties of School Ad- nvinisfrators. Austin : U. of Tex., 1927. . Ayer, F. C, ct al. "Facts on Time Allotment of Subjects," 2nd Yrbk., Dept. of Supt. Washington : N. E. A., 1924, p. 139-72. I Ayer, F. C, et al. "Comparative Time Allotments," Stud, in Adm. Res., V. 2. Pub. Sch. Bui. no. 2. Seattle : Bd. of Directors, 1925, p. 127-47. Ayer, F. C, et al. "The Organization of Supervision," Stud, in Adm. Res., ^ v. 2, Pub. Sch. Bui. no. 2. Seattle : Bd. of Directors, 1925, p. 1-75. 1|-. Ayer, F. C, et al. "Penmanship Systems," Stud, in Adm. Res., v. 2, Pub. Sch. Bui. no. 2. Seattle: Bd. of Directors, 1925, p. 76-106. . Ayer, F. C, et al. "Promotions and Failures," Stud, in Adm. Res., v. 2, Pub. Sch. Bui. no. 2. Seattle : Bd. of Directors, 1925, p. 107-26. 158 Bulletin No. 42 f 1''. 106. Ayres, L. p. "History and Present Status of Educational Measure ments," 17th Yrbk., N. S. S. E., pt. 2. Bloomington, 111. : Pub. Sch Pub. Co., 1918, p. 9-15. 107. Ayres, L. p. An Index Number for State School Systems. New Yorki R. S. R, 1920. 70 p. 108. Ayres, May, et al. Healthful Schools; Hoiv to Build, Equip, and Main tain Them. Boston : Houghton Mifflin, 1918. 292 p. 109. Ayres, M. a., et al. "Report of Sub-Committee on English," N. C. A Qr., V. 1, no. 4. Ann Arbor, Mich., 1927, p. 445-66. 110. Bach, Theresa. "Educational Changes in Russia," Bur. of Ed. But 1919, no. 37. Washington, 1919. 26 p. 111. Bach, Theresa. "Education in Czechoslovakia," Bur. of Ed. Bui, 192? no. 39. Washington, 1923. 26 p. 112. Bach, Theresa. "Education in Poland," Bur. of Ed. Bui., 1922, no. 4 Washington, 1923. 21 p. 113. Bachman, F. p. and Bowman, Ralph. "The Gary Public Schools; Costi School Year 1915-16." New York: Gen. Ed. Bd., 1918. 86 p. Bachman, F. P. See 945, 2857. 114. Bacon, A. F. and Edmondson, E. H. "Child Welfare Legislation," Bui. c the Ext. Div., v. 7, no. 1. Bloomington : Ind. U., 1921. 96 p. 115. Badanes, J. E. The First Practical Steps in Selecting Gifted Children » a Large City School. New York: Continental Ptg. Co., 1921. 22 p. • 116. B.\ER, J. A. "Individual Differences Among Pupils." Cleveland: Cuy; hoga County Pub. Sch., 1922. 28 p. 117. Baer, W. C. "Summary of Recent Study of High School Libraries Illinois with an Enrollment of 500 or Alore," H. S. Co)if. Proc, 192 Urbana : U. of I., 1927, p. 177-95. 118. Bagley, W. C. "Report on New Mexico State Educational Institutions Santa Fe : N. M. Pub. Co., 1921. 62 p. 119. Bagley, W. C. "National Objectives in Education," 3rd An. O. St. E Conf. Proc, Columbus: O. St. U., 1923, p. 37-48. 120. Bagley, W. C. Determinism in Education. Baltimore : Warwick ai York, 1925. 194 p. 121. Bagley, W. C. "Education and Crime in Europe and America," Proc. the 6th An. 0. St. Ed. Conf. Columbus : O. St. U., 1926, p. 3-18. 122. Bagley, W. C. and Kyte, G. C. The California Curriculum Sim Berkeley: U. of Calif., 1926. 430 p. ; 122a.B.A.GLEY, W. C, et al. "Teachers and Teacher Preparation," Rural Sc Sur. of N. V. St., V. 4. Ithaca, N. Y. : Cornell U., 1922. Bagley, W. C. See 1581, 1715, 1906. M i» Bailey, E. W. See 797. PBtxi 123. Bailey, W. A. "Physical Education in the American High Schooi 2nd Yrbk., Dept. Sec. Sch. Prin. Washington : N. E. A., 1919, p. 31-" 124.*Bailor, E. M. Content and Form in Tests of Intelligence. Teachers G lege, 1925. T. C. C, no. 162. New York: Bur. of Pub., 1924. 74 125.*Baker, H. J. Mental Tests as an Aid in the Analysis of Alental Cons tution. Michigan, 1920. See: Jour, of Applied Psy., 6:349-77, 19: 126. Baker, H. J. "Development of Aleasurements in Vocational Industr Education," 23rd Yrbk., N. S. S. E., pt. 2. Bloomington, III.: Pi Sch. Pub. Co., 1924, p. i(i2>-77. 127. Baker, H. J. "Objective Measurements in Educational and Vocatioi Guidance," 23rd Yrbk., N. S. S. E., pt. 2. Bloomington, 111. : Pub. S< Pub. Co., 1924, p. 151-71. 128. Baker, H. J. Characteristic Differences in Bright and Dull Piih Bloomington, 111.: Pub. Sch. Pub. Co., 1927. 118 p. lit U I Ik [' Vh I 51 Cli I Mat Tea( lias II Ten Years of Educational Research, 1918-1927 159 129. Baker, H. AI. "The Survey and Its Applications," Colo. St. Teh. Col. Bui, ser. 18, no. 6. Greeley, 1918, p. 7-41. 130.*Baker, R. E. The Educational Theory and Practice of William Torrey Harris. Oregon, 1927. 131. B.AKER, R. P. A Chapter in American Education — Rensselaer Polytechnic Institute 1824-1924. New York: Scribners, 1925. 170 p. 132. Baldwin, B. T. "The Physical Growth of Children from Birth to Maturity," 5". U. I. Stud, 'in Child IVlf., v. 1, no. 1. Iowa Citv, 1921. 411 p. 133. B.\ldwin, B. T. "Educational Research," Bur. of Ed. Bui, 1923, no. 42. Washington, 1923. 76 p. 134. Baldwin, B. T. "The Grouping of Pupils by Abilities in Elementary and High Schools," 10th An. Sclwohnen's Jl'k. Proc. Philadelphia: U. of Pa., 1923, p. 50-62. 135. Baldwin, B. T. "The Capacity of the Child for Education," 2nd Yrbk., Dept. of Supt. Washington': N. E. A., 1924, p. 15-29. 136. Baldwin, B. T. "2\Iethods of Selecting Superior or Gifted Children," 23rd Yrbk., N. S. S. E., pt. 1. Bloomington, 111. : Pub. Sch. Pub. Co., 1924, p. 25-47. 137. Baldwin, B. T. 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A., 1924, p. 326-37. King, W. A. See 1088. J1620. Kingsbury, F. A. "A Group Intelligence Scale for Primary Grades," Psy. Mono., V. 33, no. 6. Princeton, N. J. : Psy. Rv. Co., 1924. 60 p. Kingsley, C. D. See 797. 230 Bulletin No. 42 1621. Kinney, L. B. "Measurement of Results of Teaching in Commercia Arithmetic," 5". U. I. Mono, in Ed., ser. 1, no. .7 Iowa City, 1926, p 96-112. 1622. KiRBY, T. J. "A Study of Silent Reading in Western Pennsylvania,' U. of Pittsburgh Bui., Announcement Series, v. 16, no. 17. Pittsburgh! Pa. : Smith Bros. Co., 1920. 37 p. 1623. KiRBY, T. J. "Subject Combinations in High School Teachers' Programs,' 5. U. I. Ext. Bui., no. 136. Iowa City, 1925. 48 p. 1624. KiRBY, T. J. "Extra-Curriculum Activities in Small High Schools o Iowa," Official Rpt., Dept. of Supt. Washington: N. E. A., 1928. p. 170-71 1625. KiRKLiN, C. D. "The Administration of Athletic Funds in Indiana Higl Schools," H. S. Prin. Conf., 1925. Bloomington : Ind. U., 1925, p. 57-66 1626. KiRKPATRiCK, Clifford. "Intelligence and Immigration," Mental Meas Mono., no 2. Baltimore : Williams and Wilkins, 1926. 127 p. 1627. KiRKP.ATRiCK, E. A. Imagination and Its Place in Education. Bostomj Ginn, 1920. 214 p. KiRKP.\TRicK, E. A. See 2243. 1628. KiRKWOOD, J. A. "The Learning Process in Young Children," S. U. Stud, in Child IVlf., v. 3, no. 6. Iowa City, 1926. 107 p. 1629. KiTSON, H. D. "Trade and Job Analysis as an Aid in Vocational Curri- culum Building," 23rd Yrbk., N. S. S. E., pt. 2. Bloomington, 111. Pub. Sch. Pub. Co., 1924, p. 237-56. 1630. KiTSON, H. D. The Psychology of Vocational Adjustment. Philadelphia Lippincott, 1925. 273 p. 1631. KiTsoN, H. D. "Research in Vocational Guidance Through the Burea of Appointments," Rpt. of the 3rd An. Mtg. of the Natl. Assn. c Appointment .Secretaries, 1926, p. 26-32. 1632. KjERST.\D, C. L. "The Form of the Learning Curves for Memory^ Psy. Mono., v. 26, no. 5. Princeton, N. J.: Psy. Rv. Co., 1919. 89 p. 1633.*Kl.mn. Zor.\. Quaker Contributions to Education in North Carolin! Pennsylvania, 1924. Philadelphia : Westbrook Pub. Co., 1925. 351 p. 1634. KxAPPER, Paih,. College Teaching. Yonkers, N. Y. : World, 1920. 583 1635. Klein, A. J. "The Administration of Correspondence-Study Departmen- of Universities and Colleges," Bur. of Ed. Bui, 1919, no. 56. Washinj ton, 1919. 54 p. 1636. Klein, A. J. "Class Extension Work in the Universities and Collegt of the United States," Bur. of Ed. Bui, 1919, no. 62. Washington, 192. 48 p. 1637. Klein, A. J. "Correspondence Study in Universities and Colleges," Bii\ of Ed. Bui., 1920, no. 10. Washington, 1920. 34 p. 16v38. Kline, L. W. and Carey, J. L. "A Measuring Scale for Free-Hand Dra» ing," Johns Hopkins U. Stud, in Ed., no. 5. Baltimore, 1922. 61 .9^^; "The Kline-Carey Measuring Scale for Free-Hand Drawing Johns Hopkins U. Stud, in Ed., no. 5a. Baltimore, 1923. 15 p. 1639. Klingaman, O. E. "Minimum Essentials of English Composition," 5". U. Ext. Bui, no. 68. 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Washington, 1921, p. 358-62. 2998. Trabue, M. R. Key for Completion-Test Language Scales. New York : Bur. of Pub., T. C, 1919. 7i p. 2999. Trabue, M. R. "The Use of Intelligence Tests in Junior High Schools," 2lst Yrhk., N. S. S. E., pt. 1 and 2. Bloomington, 111. : Pub. Sch. Pub. Co., 1922, p. 169-88. 3000. Trabue, M. R. Measuring Results in Education. New York: Amer. Bk. Co., 1924. 492 p. 3001. Tr.-\bue, M. R. "Reports of Teachers to Parents," N. E. 4. Res. Bui, V. 5, no. 5. Washington, 1927, p. 267-73. 3002. Trabue, M. R. and Stockbridge, F. P. Measure Your Mind: The Mcnti- meter and Hozv to Use It. New York: Doubleday Page, 1920. 349 p. Trabue, M. R. See 1299. 3003. Tre.^t, Katherine. Vocational Adjustment Bureau for Girls. New York: Vocational Adjustment Bur., 336 E. 19th St., 1926. 54 p. 3004. Trilling, M. B., et al. "Home Economics in American Schools," Supp. Ed. Mono., V. 2, no. 6. Chicago : U. of C, 1920. 122 p. 3005.*Troth, D. C. History and Development of Common School Legislation in Washington. Washington, 1925. Seattle : U. of Wash., 1927. 257 p. 3006. Trouxstixe, H. S. "Retardation in Cincinnati Public Elementary' Schools," Stud, from the Helen S. Trounstine End., v. 1, no. 1. Cin- cinnati, O., 1918. 44 p. 3007. Trow, W. C. Scientific Method in Education. Boston: Houghton AliflF- lin, 1925. 159 p. 3008.*Troxel, O. L. A Study of Certain Phases of State Control of Secondary Education. Minnesota, 1926. 3009. Troxel, O. L. and Koos, L. V. "An Analysis of High School Record Forms," 10th Yrhk., Dept. of Sec. Sch. Prin. Washington : N. E. A., 1926, p. 33-57. Troxel, O. L. See 2896. 3010.*Trueman, G. J. School Funds in the Province of Quebec. Teachers Col-" lege, 1919. T. C. C, no. 106. New York: Bur. of Pub., 1920. 152 p.; 3011. Trusler, H. R. Essentials of School Lazv. Milwaukee, Wis.: Bruce Pub. | Co., 1927. 478 p. 3012.*Tu, Horace Tsou Chow. The Effects of Different Arrangements of the] Chinese Language upon Speed and Comprehension of Silent Reading. Iowa, 1924. 3013.*TuBBS, E. V. A Study of Certain Items of Expenditure of the Board of | Education of the City of Chicago. Chicago, 1924. 3014.*TuLLER, A. L. The Teaching of Art in the Public Secondary Schools of! the United States, with Special Reference to Junior High Schools.] Harvard, 1920. * Tex Years of Educational Research, 1918-1927 297 3015.*TUPPER, C. R. The Problem of the Bonded School Debt of the State of Arizona. Stanford, 1927. TuppER, C. R. See 2925. Turner, H. B. See 2714. Tu-RNER, J. M. See 940. 3016. TuRRELL, A. W. "Interesting Pupils in Reading," ///. Assn. of Teh. of Eng. Bui, v. 19, no. 6-7. Urbana : U. of I., 1927, p. 19-28. TuTTLE, H. X. Sec 1075, 1076. 3017.*T\vENTE, T. W. Budgetary Procedure for a Local School System. Teach- ers College, 1923. ^Montpelier, Vt. : Capital Ct. Pr., 1923. 184 p. Also: Durham : U. of N. H., 1923. 1&4 p. 3018.*Tvviss, G. R. Science and Education in China : A Survey of the Present Status and a Program for Progressive Improvement. Teachers College, 1926. Shanghai, China : Commercial Press. 361 p. 3019.*Tyler, R. W. Statistical Methods for Utilizing Personal Judgments to Evaluate Activities for Teacher-Training Curricula. Chicago, 1927. 3020. Tyson, G. R. "Results of Intelligence Examinations Held in the Colleges and High Schools," 7th An. Schoolmen's Wk. Proc. Philadelphia: U. of Pa., 1920, p. 262-70. 3020a.TvsoN, T. H. "Interscholastic Athletics," 12th An. Schoolmen's Wk. Proc. Philadelphia : U. of Pa., 1925, p. 325-32. 3020b.TYSON, J. H. "Supervision in the High School." 14th An. Schoolmen's Wk. Proc. Philadelphia : U. of Pa., 1927, p. 122-27. 3021.*Uhl, W. L. Scientific Determination of the Content of the Elementary School Course in Reading. Chicago, 1921. U. of Wis. Stud, in the Soc. Sc. and Hist., no. 4. Madison, 1921. 152 p. 3022. Uhl, \V. L. The Materials of Reading. New York: Silver Burdett, 1924. 386 p. 3023. Uhl. \V. L. Seco)idary School Curricula. New York: Macmillan, 1927. 582 p. Uhl, W. L. See U23. 3024. Uhrbrock, R. S. "An Analvsis of the Downev Will-Temperament Tests," T. C. C, no. 296. New York : Bur. of Pub', 1928. 78 p. Uhrbrock, R. S. See 2875. 3025.*Ullrich, O. A. An Experimental Study of the Effect on Learning of Sectioning College Classes on the Basis of Ability. Texas, 1926. Austin : U. of Tex., 1926. 56 p. 3026. Updegr-\ff, H.\rl.\n. "Teachers' Salaries and the Increasing Cost of Liv- ing," 5th An. Schoolmen's Wk. Proc. Philadelphia: U. of Pa., 1918, p. 61-74. 3027. L'PDEGR.\FF, Harlan. "Application of State Funds to the Aid of Local Schools," 6th An. Schoolmen's ll'k. Proc. Philadelphia: U. of Pa., 1919, p. 134-70. 3028. Updegr-\ff, Harlan. "Differences in Wealth of School Districts in Counties of Southeastern Pennsylvania," 6th An. Schoolmen's Wk. Proc. Philadelphia : U. of Pa., 1919, p' 243-55. 5029. Updecr-aff, Harlan. "Rural School Survey of New York State : Financial Support." Ithaca, X. Y. : Joint Com. on Rural Sch., 1922. 234 p. 5030. Updegraff, H.\ri.an. "Constructive Criticism of Proposed Plans for Dis- tribution of State Money to Local School Districts," lOtli An. School- men's Wk. Proc. Philadelphia: U. of Pa., 1923, p. 98-108. 298 Bulletin No. 42 3031. Updec.r.\ff, Harl.^n and King, L. A. "Second Annual Report of the Bureau of Educational Measurements," 6th An. Schoolmen's IVk. Proc. Philadelphia: U. of Pa., 1919, p. 73-113. 3032. Updegr.\ff, H.\rl.\n and King, L. A. "A Survey of the Fiscal Policies of the State of Pennsylvania in the Field of Education." Harrisburg, Pa. : St. Dept. of Pub. Instr., 1922. 208 p. 3033.*Uph.'\us, W. E. A Critical Study of the International Uniform Sunday School Lesson System. Yale, 1925. 3034. Uph.aus, W. E. and Hipps, AI. T. "Undergraduate Courses in Religion at Denominational and Independent Colleges and Universities of America," Natl. Con. on Religion in Higher Ed. Bui., 6. Ithaca, N. Y. : Cayuga Pr., 1926. 94 p. 3035. Upton, C. B. "Standardized Tests in Mathematics for Secondary- Schools," Reorg. of Math, in Sec. Ed. Math. Assn. of Amer., 1923, p. 279-428. (Obtainable from J. W. Young, Dartmouth College, Hanover, N. H.) 3036. Upton, S. M. and Chassell, C. F. Upton-Chassell Scale for Measuring Habits of Good Citizenship. New York: Bur. of Pub., T. C, 1921. 44 p. 3037. \'achon, Marius. "Some Industrial Art Schools of Europe and their Lessons for the United States," Bur. of Ed. Bui., 1922, no. 48. Wash- ington, 1923. 59 p. 3038.*V.alentine, P. F. Theories in Teacher-Training Practice in the Teachers' Colleges of California. California, 1927. 3039.*Vander, B. G. E. The Use of Objective Examinations in the Field of Modern Foreign Languages. Iowa, 1926. 3040. Van De Voort. A. M. "The Teaching of Science in Normal Schools and Teachers Colleges," T. C. C, no. 287. New York: Bur. of Pub., 1927. 96 p. 3041. \'axde\valker. 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Co., 1924, p. 185-207. 3067. Wadepuhl, Walter. "The Need of Standardization Texts for German and French," H. S. Conf. Proc, 1923. Urbana : U. of I., 1924, p. 303-8. 3068. Waesche, M. A. "Vocational Guidance as Applied to the Girl," 7th An. Schoolmen's Wk. Proc. Philadelphia: U. of Pa., 1920, p. 283-85. 3069.*Wagenhorst, L. H. The Administration and Cost of High School Inter- scholastic Athletics. Teachers College, 1926. T. C. C, no. 205. New York : Bur. of Pub., 1926. 134 p. .^070.*Wager, R. E. a Method of Measuring Fatigue of the Eye. Chicago, 1922. See: Jour, of Ed. Psy., 13: 561-72, 1922. ;3071.*Wagner, T. J. Fatigue Values in School and Pupils. New York, 1922. !3072. W.\goner, L. C. "The Constructive Ability of Young Children," 5". U. /. Stud, in Child Wlf., v. 3, no. 2. Iowa City, 1925. 55 p. 3073.*Wait, W. T. a Study of the Criteria for the Selection of High School Teachers. Washington, 1927. 300 Bulletin No. 42 3074. Waite, F. C. "The Progress of Dental Education," Bur. of Ed. Bui, 1925, no. 39. Washington, 1925. 27 p. 3075. Waite, ^[. G. "The Kindergarten in Certain City School Surveys," Bur. of Ed. Bui, 1926, no. 13. Washington, 1926. 44 p. 3076.*Waite, ^I. G. A Study of First Grade Promotion and Non-Promotion. Yale, 1927. 3077.*Wakeman, S. A Study of Drawing in Its Relation to Other School Sub- jects and to General Intelligence. Cornell, 1922. Wald, Elva. See 2959. Walker, D. E. See 1001. 3078.*Walker, H. AI. Development of State Support and Control of Education in Connecticut. Yale, 1925. Hartford, Conn. : St. Bd. of Ed., 1926. 3079.*Walker, J. F. The Place of Certain Sensori-Motor and Kinaesthetic Abilities in the Manual Group of Studies. California, 1924. Walker, Josephine. See 1098. 3080. Wall, Edward. Rejiiiiiisieiices of Princeton College — 1845-1848. Prince- ton, N. J. : U. Pr. 3081. Wallace, D. D. History of the South Carolina Teachers' Association. Columbia, S. C. : Teh. Assn., Executive Com., 1924. 56 p. 3082. W.\LLiN, J. E. W. 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The Story of Northxi^'cstern L'nizrrsitv. New York: Dod<] Mead, 1924. 376 p. Tex Years of Educational Research, 1918-1927 301 3097. Ward, M. A., et al. "Data on Ability-Grouping from the San Francisco State Teachers' College," 24th Yr'bk., N. S. S. E. Bloomington, III.: Pub. Sch. Pub. Co.. 1925, p. 154-59. 3098. Ward, M. A., ct al. "Definite Breaking up of Class Organization for Indi- vidual Work in the Common Essentials," 24ih Yrbk., N. S. S. E., pt. 2. Bloomington, 111. : Pub. Sch. Pub. Co., 1925, p. 58-132. 3099. Ward, M. A., et al. "Time Saving in San Francisco State Teachers' Col- lege," 24th Yrbk., N. S. S. E., pt. 2. Bloomington, 111. : Pub. Sch. Pub. Co., 1925, p. 168-70. 3100.*Waring, E. B. The Relation Between Early Language Habits and Early Habits of Conduct Control. Teachers College, 1927. T. C. C, no. 260. New York : Bur. of Pub., 1927. 125 p. 3101. Warrex, H. C. a History of the Association Psychology. New York: Scribners, 1921. 328 p. 3102.*Washburne, C. W. A Course in General Science for the Intermediate School. California, 1922. 3103. Washburne, C. W. "Progressive Tendencies in European Education," Bur. of Ed. Bill, 1923, no. 37. Washington, 1923. 31 p. 3104. Washburne, C. W. "Data from Winnetka," 24th Yrbk., N. S. S. E., pt. 2. Bloomington, 111. : Pub. Sch. Pub. Co., 1925, p. 198-200. 3105. Washburne, C. W. "Data on Ability-Grouping from Winnetka," 24th Yrbk., N. S. S. E., pt. 2. Bloomington: Pub. Sch. Pub. Co., 1925, p. 151-54. 3106. Washburne, C. W. "Does Individual Instruction Cost ]More Than Class Instruction ?" 24th Yrbk., N. S. S. E., pt. 2. Bloomington, 111. : Pub. Sch. Pub. Co., 1925, p. 201-5. 3107. Washburne, C. W. "Does Individual Instruction Place Too Heavy a Burden on the Teacher?" 24th Yrbk., N. S. S. E., pt. 2. Bloomington, 111. : Pub. Sch. Pub. Co., 1925, p. 206-9. 3108. Washburne, C. W. "Nature of the Investigation at Winnetka," 24th Yrbk., N. S. S. £., pt. 2. Bloomington, 111. : Pub. Sch. Pub. 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Peabody, 1920' Peabodv Cont. to Ed., no. 4. Nashville, Tenn., 1921. 105 p. 3129. Webb, L. W. "The Ability of Men and Women to Judge Intelligence,' Trans, of the III. St. Acad, of Sc., 17th An. Mtg. Elgin, 111. : Elgin H. & and Elgin Acad., 1924, p. 350-55. 3130. W'EBB, L. W., et al. "Report of the Committee on Standards for L'se it the Reorganization of Secondary School Curricula," A^. C. A. Or., v. 1 no. 4. Ann Arbor, Alich., 1927, p. 428-559. Webb, L. W. 5"^^ 561. 3131.*Weber, J. J. Comparative Effectiveness of Some \'isual Aids in Seventl Grade Instruction. Teachers College, 1921. Chicago, 111.: Ed. Screerj 1922. 131 p. 3132.*Weber, O. F. The Direction of Learning Outside of the Class Kecitatio Period. Illinois, 1926. Webster, A. H. See 863. 3133. Weeks, I. D. "Parent-Teacher Associations," 5. V. I. Ext. Bui. no. l!j Iowa City, 1926. 88 p. 3134. Weeks, S. B. "History of Public School Education in Arizona," Bur. c Ed. Bui, 1918, no. 17. Washington, 1918. 141 p. i 3135.*Weersing, F. J. A Study of Certain Aspects of Commercial Education i Public High Schools of Minnesota. Minnesota, 1927. ; 3136.*Weii)Emann, C. C. How to Construct the True-False Examination. TeacI ers College, 1926. T. C. C. no. 225. New York: Bur. of Pub., 192] 118 p. j 3137. Weidemann, C. C. and Wood, B. D. Suriex of College E.xannnationl New York: Bur. of Pub., T. C, 1927. 30 p. 3 138.* Weill, B. The Behavior of Young Children of the Same Familv. Haj vard, 1927. 3139.*Weinke, E. A. The Formulation of Standards of Curriculum Making Secondary I^ducation. Wisconsin, 1926. Ten Years of Educational Research, 1918-1927 303 3140. Weinland, J. D. "Variability of Performance in the Curve of Work," Archives of Psy., no. 87. New York : Columbia U., 1927. 68 p. 3141. Welch, A. W. Some Observations on Scco)idary Commercial Education. New York: Gregg Pub. Co., 1924. 208 p. 3142. Wellman, Beth. 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Cin- cinnati, O., 1921, p. 237-64. 3278.*WoRCESTER, D. A. Some Application of Modern Methods of Scientific Curriculum Building to a First Course in Educational Psychology. Ohio, 1926. 3279. Worcester, D. A. " 'Child Accounting" in Higher Education," Res. Ad- ventures in U. Teh. Bloomington, 111.: Pub. Sch. Pub. Co., 1927, p. 36-44. 3280. Worcester, D. A. "Minor Studies Bearing Upon College Curricular Prob- lems," Res. Adventures in U. Teh. Bloomington, III. : Pub. Sch. Pub. Co., 1927, p. 60-66. 3281. Worcester, D. A. "Profit and Loss in Education," Res. Adventures in U. Teh. Bloomington, 111. : Pub. Sch. Pub. Co., 1927, p. 49-54. 3282. Worcester, D. A. "Twice-Told Tales, or Tautologous Teaching in Higher Education," Res. Adventures in U. Teh. Bloomington, III: Pub. Sch, Pub. Co., 1927, p. 45-48. Worcester, D. A. See 914, 2188. 310 Bulletin No. 42 3282a. Works, G. A. "The Community Unit," Rural Sch. Sur. of N. Y. St., v. 2. Ithaca, N. Y. : Cornell U., 1922, p. 543-76. 3283. Works, G. A. "Agricultural Education," Bur. of Ed. Bui., 1925, no. 32. Washington, 1925. 11 p. 3284.*WoRKS, G. A. Distribution of State Aid to Schools in Texas. Harvard, 1925. 3285. Works, G. A. "General Report," Tex. Ed. Sur. Rpt., v. 8. Austin: Tex. Ed. Sur. Com., 1925. 256 p. 3286. Works, G. A. "Progressive Practices in Making State and Rural School Courses of Study," 26th Yrhk., N. S. S. E., pt. 1. Bloomington, 111. : Pub. Sch. Pub. Co., 1926, p. 163-85. 3286a. Works, G. A., et al. "Preliminary Report," Rural Sch. Sur. of \. Y. St., V. 1. Ithaca, N. Y. : Cornell u', 1922. 272 p. 3286b. Works, G. A., et al. Rural School Sunrv of Nezc York State. Ithaca, N. Y. : Cornell U., 1922-23. 8 v. 3287. Works, G. A., et al. "Organization and Administration," Te.r. Ed. Sur. Rpt., V. 1. Austin : Tex.^Ed. Sur. Com., 1925. 446 p. 3287a. Works, G. A., et al. Texas Educational Surzey Report. Austin : Tex. Ed. Sur. Com., 1925. 8 v. Works, G. A. See 2338. 3288.*WoRLTOX, J. T. Homogeneity versus Heterogeneity in Class Organization : An Experimental Study. California, 1926. 3289. WozxLAK, et al. "Housing the Children," Hamtramck Pub. Sch. Res. Ser., no. 1. Hamtramck, Mich., 1926. 123 p. 3290. \\'right, E. a. "List of Bulletins of the Bureau of Education, 1906-22, with Index by Author, Title and Subject," Bur. of Ed. Bui., 1923, no. 35. Washington, 1923. 52 p. 3291. Wright, E. D. "A Studv of Small Mexican Groups," 5th Yrhk., Dept. of El. Sch. Prin. Washington : N. E. A., 1926, p. 310-15. 3292. Wright, F. L. "Section Six of the Educational Survey of Colorado State Teachers College," Colo. St. Teh. Col. Bui, ser. 21, no. 3. Greeley, 1921. 80 p. 3293.*Wright, F. L. The Certification of Teachers in the Secondarj' Schools of the United States. Harvard, 1925. 3294. Wright, F. W. "State Reports to the Federal Government," A'^. E. A. Res. Bui, V. 5, no. 5. Washington, 1927, p. 287-88. Wright, F. W. See 2745. 3295. Wright, J. C. and Allen, C. R. The Superiision of Vocational Educa- tion of Less than College Grade. New York : T. W^iley and Sons, 1926. 415 p. Wright, J. C. See 797. Wright, Lula. See 2979. 3296. Wright, T. G. Literary Culture in Earlv New England, 1620-1730. New Haven, Conn. : Yale U. Pr., 1920. 322 p. Wright, W. W. See 2735. 3297.*Wyckoff, R. T. Latin Prognosis from the Standpoint of Special Abil- ^'i' ities. Indiana, 1927. 3298.*Wylie, A. T. The Opposites Test. Teachers College, 1925. T. C. C, no. 170. New York: Bur. of Pub., 1925. 94 p. 3299. Wylie, a. T. Enrollment in Modern Foreign Languages in Secondary Schools and Colleges in the United States. New York : Macmillan, 1927. 3300.*Wyman, J. B. On the Influence of Interest on Relative Success. Stan- ford, 1924. Stanford, Calif. : U. Pr., 1925. Ten Years of Educational Research, 1918-1927 311 3301. Wyman, J. B. "Tests of Intellectual, Social, and Activity Interests," Getietic Stud, of Genius, v. 1. Stanford, Calif. : U. Pr., 1925, p. 455-83. 3302.*Yates, D. H. A Study of Some High School Seniors of Superior Intel- ligence. California, 1921. /. E. R. Mono., no. 2. Bloomington, 111. : Pub. Sch. Pub. Co., 1922. 75 p. 3303. Yates, D. H. "Impressions from Two Years Spent in Testing Gifted Children," San Jose St. T. C. Conf. on E. R. Sacramento : Calif. St. Ptg. Off., 1923, p. 29-33. 3303a. Yeager, W. A. "Diagnosis and Remedial Measures in Arithmetic," 12th An. Schoolmen's \Vk. Proc. Philadelphia: U. of Pa., 1925, p. 296-305. 3303b.YEAGER, W. A. "Analysis of the Causes of Failures in a Typical High School," J3th An. Schoolmen's IVk. Proc. Philadelphia: U. of Pa., 1926, p. 131-46. 3304. Yerkes, R. M. "Psychological Examining in the United States Army," Memoirs of the N. A. S., v. 15. Washington, 1921. 890 p. 3305. Yerkes, R. IM. and Foster, J. C. A Point Scale for Measuring Mental Ability. (Rev. edition.) Baltimore: Warwick and York, 1923. 219 p. Yerkes, 'r. M. See 569, 1198. 3306.*Yeuell, G. H. The Special Work and the Office of the State Director of Teacher Training. Cincinnati, 1927. 3307.*YiN, Chiling. The Reconstruction of Modern Educational Organizations in China. New York, 1923. Shanghai, China: Commercial Press, 1924. 3308. YoAKAM, C. S. and Yerkes, R. M. (Editors). Army Mental Tests. New York : Holt, 1920. 303 p. 3309.*YoAKAM, G. A. The Effects of a Single Reading. Iowa, 1922. S. U. I. Stud, in Ed., v. 2, no. 7. Iowa City, 1924. 100 p. See: "The Effect of a Single Reading," 20th Yrhk., N. S. S. E., pt. 2. Bloomington, 111.: Pub. Sch. Pub. Co., 1921, p. 90-102. 3310. YoAKAM, G. A. "An Evaluation of After-Testing Work, with Bibliogra- phy," 2nd Yrbk., Dept. of El. Sch. Prin. Washington : N. E. A., 1923, p. 433-42. 3311. YoAKAM, G. A. Reading and Study. New York: Macmillan, 1928. 502 p. 3312. YocuM, A. D. "Constants Essential to Democratic Courses of Study," 7th An. Schoolmen's Wk. Proc. Philadelphia : U. of Pa., 1920, p. 238-52. 3313. Yoder, C. M. "Occupations Open to Boys and Girls Under Seventeen — Required Training," N. E. A. Proc, v. 57. Washington, 1919, p. 264-69. 3314. Young, H. H. "How to Interpret and Make Use of Mental Tests," Bui. of the Ext. Div., v. 8, no. 11. Bloomington: Ind. U., 1923, p. 26-43. 3315. Young, H. H. "Suggestions on Value and Use of Accumulated Records of Group Intelligence Tests," Bui. of the Sch. of Ed., v. 1, no. 6. Bloomington : Ind. U., 1925, p. 58-65. 3316. Young, H. H. "High School Graduates and their College Success in Re- lation to Intelligence Tests," Bui. of the Sch. of Ed. Bloomington : Ind. U., 1927. Young, H. H. See 984. 3317.*YouNG, Kimball. The Foreign Population in a City School System. Stan- ford, 1921. See: "Alental Differences in Certain Immigrant Groups," U. of Ore. Pub., v. 1, no. 11. Eugene, 1922. 103 p. 3318. Young, R. V. Improvement of the Group Test. Wisconsin, 1928. Zbierski, K. See 836. 3319.*Zeiders, C. E. Herbart's Metaphysical Concept of the Ego and Its Con- sequences for His Pedagogica. Cincinnati, 1925. 3320.*Zeigel, W. H. The Relation of Extra-Mural Study to Residence Enroll- ment and Scholastic Standing. Peabody, 1924. Peabody Cont. to Ed., no. 12. Nashville, Tenn., 1924. 312 Bulletin No. 42 3320a. ZiE<;i,ER, C. W. "School Attendance as a Factor in School Progress," T. C. C, no. 297. New York : Bur. of Pub., 1928. 63 p. 3321.*ZiEGLER, S. H. The Social Studies in the Junior High School. Pennsyl- vania, 1923. Philadelphia: U. of Pa., 1923. Also: Cleveland. O. : Evangelical Pr., 1923. 120 p. 3322.*ZiMMERM.AX, OscvR. Methods of Investigating the Intelligence of School Children in the Light of Experimental Pedagogy'. New York, 1920. 3323. ZiRKLE, H. \V. "Taking Care of the Gifted Child," 1st Yrbk., Dept. of El. Sch. Prill. Washington : N. E. A., 1922, p. 81-86. 3324. ZooK, G. F. "Accredited Secondary Schools in the United States," Bur. of Ed. Bui, 1922, no. 11. Washington, 1922. 96 p. 3325. ZooK, G. F. "Report on the Higher Educational Institutions of Arkansas," Bur. of Ed. Bui. 1922, no. 7. Washington, 1922. 19 p. 3326. ZooK, G. F. "Residence and Migration of University and College Stu- dents." Bur. of Ed. Bui., 1926, no. 11. Washington, "l926. 127 p. 3327. ZooK, G. F. and C.'VPEN, S. P. "Opportunities for Study at American Graduate Schools," Bur. of Ed. Bui, 1921, no. 6. Washington, 1921. 59 p. 3328. ZooK, G. F. ct al. "Report of a Fact-Finding Survey of Technical and Higher Education in Massachusetts." Boston, Mass. : St. Dept. of Ed., 1923. 358 p. 3329. ZooK, G. F., ct al. "Survey of Higher Education in Cleveland." Cleve- land, O. : Cleveland End." Com., 1925. 487 p. 3330.*Zyve, D. L. An Experimental Study of Scientific Aptitude. Stanford, 1926. .See: "A Test of Scientific Aptitude," Jour. of. Ed. Psv., 18:525- 46, 1927. 3331. "An Adequate School Plant," N. E. A. Res. Bui, v. 4, no. 4. Washington, 1926. p. 199-203. 3332. "Administrative Cooperation in the Making of Courses of Study in Ele- mentarj' Schools," A^. E. A. Proc, v. 57. Washington. 1919. p. 675-716. 3333. "Advance in General School Effectiveness," A'. E. A. Res. Bui, v. 5, no. 4. Washington, 1927, p. 221-22. 3334. "The Advance of the American School System." A'. E. A. Res. Bui, v. 5, no. 4. Washington, 1927, p. 194-223. 3335. "The American Program of Education," 5th Yrbk., Dept. of Supt. Wash- ington : A'. E. A., 1927. p. 9-21. 3336. "Analysis of Department Store Occupations for Juniors," U. of Calif. Vo- cational Ed. Bui, no. 2. Berkeley, 1920. 3337. "Analysis of Errors in Oral Speech. Summary of Thirtj'-three Schools." Miinieapolis, Miini. : Bd. of Ed., 1924. 3338. "Analysis of Present and Proposed State Teacher Tenure Laws," A'. E. A. Res. Bui, V. 2, no. 5. Washington, 1924, p. 151-53. 3339. "Apprentice Education." Bur. of Ed. Bui, no. S7, Trade and Industrial Ser., no. 25. Washington, 1923. 521 p. 3340. "Are the Schools Costing Too Much?" N. E. A. Res Bui, v. 3, no. 3. Washington, 1925, p. 77-90. 3341. ".\re the Schools Getting Results?" A'. E. A. Res. Bui, v. 3, no. 3. Wash- ington, 1925. p. 91-99. 3342. "Arithmetic." Ed. Bui Minneapolis Pub. .Sch., no. 5. Minneapolis. Minn.. 1924. 3343. "Arithmetic. Determining the Achievement of Pupils in Common Frac- tions," Dept. of Ed. Investigation and Meas. Bui, no. 15. Boston, Mass. : Bd. of Ed., 1918. 38 p. 3344. ".Arithmetic Goals, Suggestions for Testing and for Corrective Work," Md. Sch. Bui, V. 7, no. 3. Baltimore : St. Dept. of Ed., 1925. 68 p. Ten Years of Educational Research, 1918-1927 313 3345. "Arithmetic Survey, October 22, 1924, "Dcpt. of Res. and Mcas. Bui, no. 6. Pittsburgh, Pa.: Pittsburgh Pub. Sch., 1924. 74 p. 3346. "Backward and Deficient Children," Dept. of Pub. Instr. Bui, no. 25. Lan- sing, Mich., 1918. 22 p. 3347. "Bibliography of Studies in Secondary Education," Bur. of Ed. Bui, 1927, no. 27. Washington, 1927. 30 p. 3348. "Bibliography on School Buildings, Grounds, and Equipment," Bui. of the Sch. of Ed.. V. 4, no. 3. Bloomington : Ind. U., 1928. 3349. "Bibliography on Teacher Tenure," A'. E. A. Res. Bui, v. 2, no. 5. Wash- ington, 1924, p. 167-69. 3350. "Bibliography on the Training of High-School Teachers," 18th Yrbk., N. S. S. E., pt. 1. Bloomington, 111. : Pub. Sch. Pub. Co., 1919, p. 355-58. 3351. "Bibliography on Vocational Guidance — A Selected List of Vocational Guidance References for Teachers, Counselors, and Youths," Fed. Bd. for Vocational Ed Bui., no. 66. Washington, 1921. 35 p. 3352. "Books on Curricular Problems Which Have Been Tried and Found Helpful," A^. E. A. Res. Bui, v. 3, no. 4, 5. Washington, 1925, p. 168-78. 3353. "Books on Health— As Related to the School Child," A^. Y. St. Lib. Bibli- ography Bui, no. 69. Albany: U. of the St. of N. Y., 1921. 37 p. 3354. "Business Education in Secondary Schools. A Report of the Commission on the Reorganization of Secondary Education, Appointed by the Na- tional Education Association," Bur. of Ed. Bui, 1919, no. 55. Washing- ton, 1919. 68 p. 3355. "Can the Nation Afford an Adequate School System?" N. E. A. Res. Bui, V. 1, no. 4. Washington, 1923, p. 293-98. 3356. "Can the Nation Afford to Educate Its Children?" A^. E. A. Res. Bui, V. 1, no. 2. Washington, 1923, p. 69-77. 3357. "Can We Afford It?" A^. E. A. Res. Bui, v. 2, no. 4. Washington, 1924, p. 122-23. 3358. "Cardinal Principles of Secondary Education," Bur. of Ed. Bui, 1918, no. 35. Washington, 1918. 32 p. 3359. "Character Education," Bur. of Ed. Bui, 1926, no. 7. Washington, 1926. 89 p. 3360. Christian Education in China. New York: Com. of Reference and Con. of the Foreign Missions Conf. of N. Amer., 1922. 430 p. 3361. "Cities Reporting the Use of Homogeneous Grouping and of the Winnetka Techni(|ue and the Dalton Plan," Bur. of Ed. Ct. Sch. Lf., no. 22. Wash- ington, 1926. 11 p. 3362. The Classical Investigation, Part 1. Princeton, N. J. : U. Pr., 1924. 305 p. 3363. "The Classification of Pupils in Private Schools," Com. on Intelligence Tests Pamphlet, no. 2. Philadelphia, Pa.: Private Sch. Teh. Assn., 1927. 24 p. 3364. "Cleveland Recreation Survey." Cleveland, O. : Sur. Com. of the Cleve- land Fnd., 1918-1920. 7 v. 3365. "College Courses in Education," Ed. Mono., N. S. C. T. E., no. 8 Chicago- U. Pr., 1919. 86 p. 3366. "College Entrance Requirements," Reorg. of Math, in Sec. Ed. Math. Assn. of Amer., 1923, p. 43-54. (Obtainable from J. W. Young, Dartmouth College, Hanover, N. H.) 3367. "College Entrance Requirements," 16th An. Rpt. New York: Carnegie Fnd. for the Adv. of Teh., 1921, p. 73-85. 3368. "Comparative Results of a State-Wide Use of Standard Tests and Meas- urements," U. of N. C. Record, Ext. Ser., no. 29. Chapel Hill, 1918. 24 p. 3369. "A Cooperative Study of Reading in Sixteen Cities of Indiana," Ind. U. Stud., v. 5. Bloomington, 1918. 43 p. 314 Bulletin No. 42 3370. "County School Systems of Oregon." Salem, Ore.: St. Ptg. Dept., 1921. 26 p. 3371. "Court Cases Affecting Teacher Tenure," A^. E. A. Res. Bui, v. 2, no. 5. Washington, 1924, p. 147-50. 3371a. "Creating a Curriculum for Adolescent Youth," A^. E. A. Res. Bui, v. 6, no. 1. Washington, 1928. 79 p. 3372. "The Curriculum and the Seven Objectives," 9ih Yrbk., Dept. of Sec. Sch. Prin. Washington: N. E. A., 1925, p. 112-29. 3373. "Data on Professional Status of Teachers," A^ E. A. Res. Bui, no. 1. Washington, 1922, p. 54-61. 3374. "A Defensible Standard of Alerit for Teacher Tenure," N. E. A. Res. Bui, V. 2, no. 5. Washington, 1924, p. 159-69. 3375. "The Determination of Objectives in the Professional Education of Teach- ers," Ed. Mono., N. S. C. T. E., no. 12. Chicago: U. Pr., 1923, p. 21-62. 3376. "The Development of the High School Curriculum," 6th Yrhk., Dept. of Supt. Washington : N. E. A., 1928. 584 p. 2>2>77. "Development of Pension Systems and Progress of Pension Legislation," 15th An. Rpt. New York: Carnegie Fnd. for the Adv. of Teh., 1920, p. 87-110. 3378. "Distribution of Ability Groups in the 6A Grades." Minneapolis, Minn. : Bd. of Ed., 1924. 3379. "Do Good Schools Pay?" A^. E. A. Res. Bui, v. 1, no. 4. Washington, 1923, p. 299-306. 3380. "Do Tests of Alental Ability Predict Success in High School?" Bur. of Standards and Stat. Res. Bui, no. 2. Chicago : Bd. of Ed., 1924. 3381. "The Economic Position of Public School Teachers," N. E. A. Res. Bui, v. 5, no. 3. Washington, 1927, p. 139-58. 3382. Educating for Responsibility. The Dalton Plan in a Secondary School. New York : Alacmillan, 1926. 310 p. 3383. "Education in Forestry," Bur. of Ed. Bui, 1921, no. 44. Washington, 1922. 69 p. 3384. "Education in Twelve Cape Towns, 1925-26." Norwood, Alass. : Ambrose Pr., 1927. 152 p. 3385. "Educational Conditions in Arizona," Bur. of Ed. Bui, 1917, no. 44. W^ash- ington, 1919. 200 p. 3386. "Educational Study of Alabama," Bur. of Ed. Bui, 1919, no. 41. Wash- ington, 1919. 522 p. 3387. "Educational System of South Dakota," Bur. of Ed. Bui, 1918, no. 31. Washington, 1918. 304 p. 3388. "The Effect of the War on Secondary Schools," Proc. of the 24th An. Mtg. of N. C. A. Ann Arbor, Mich., 1919. 3389. "ElTicient Teaching and Retirement Legislation," N. E. A. Res. Bui, v. 4, no. 3. Washington, 1926, p. 93-161. 3390. "Elementary Courses of Study Published Since January 1, 1923," A^ E. A. Res. Bui, V. 3, no. 4, 5. Washington, 1925, p. 183-92. 3391. "The Elementary School Principalship— A Study of Its Instructional and Administrative Aspects," 4tli )'rbk., Dept. of El. Sell. Prin. Washing- ton : N. E. A., 1925. 479 p. 3392. "Engineering and Mechanic Arts," Bur. of Ed. Bui, 1925, no. 5. Wash- ington, 1925. 75 p. 3393. "English. Determining the Achievement of Pupils in Letter Writing," Dept. of Ed. Investigation and Meas. Bui, no. 16. Boston, Mass. : Bd. of Ed., 1918. 35 p. 3394. "The Essentials of a Sound Plan of State and Local Taxation," A^. E. A. Res. Bui, v. 5, no. 1. Washington, 1927, p. 42-51. Ten Ye.\rs of Educational Research, 1918-1927 315 3395. "Evening and Part-Time Schools in the Textile Industry of the Southern States," Bur. of Ed. Biti, no. 30, Trade and Industrial Ser., no. 5. Wash- ington, 1919. 106 p. 3396. "Evening Industrial Schools," Bur. of Ed. Bid., no. 18, Trade and Indus- trial Ser., no. 2. Washington, 1918. 55 p. 3397. "The Evolution of the Carnegie Foundation," 22iid An. Rpt. Xew York: Carnegie Fnd. for the Adv. of Teh., 1927, p. 17-23. 3398. "Extent and Growth of the Junior High School ^lovement," 5tli Yrbk., Dept. of Snpt. Washington : N. E. A., 1927, p. 22-30. 3399. "Extra-Collegiate Intellectual Service. Status of Faculties in University Government," Bui of the Amer. Assn. of U. Professors, v. 10, no. 5. Easton, Pa., 1924. 108 p. 3-WO. "Facing the Facts on School Costs," A*. E. A. Res. Bui., v. 2, no. 1, 2. Washington, 1924, p. 5-10. 3-tOl. "Facts About Teachers' Salaries," A". E. A. Res. Bui, v. 2, no. 1, 2. Wash- ington, 1924, p. 20-26. 3402. Facts Concerning Public Education in Missouri. Jefferson City, Mo. : Hugh Stephens Pr. 139 p. 3403. "Facts on City School Finance in 1923," A'. E. A. Res. Bui, v. 2, no. 1. 2. Washington, 1924, p. 33-46. 3404. "Facts on the Cost of Public Education and What They Mean," A''. E. A. Res. Bui, no. 1. Washington, 1922. 65 p. 3405. "Facts on the Public School Curriculum," A\ E. A. Res. Bui, v. 1, no. 5. Washington, 1923, p. 310-50. 3406. "Facts on Time Allotments for Subjects in Elementary Schools and Junior High Schools," A^. E. A. Res. Bui, v. 1, no. 5. Washington, 1923, p. 325-36. 3407. "The Financing of Education." Charleston, W. Va. : St. Dept. of Ed., 1926. 94 p. 3408. "The Financing of Education," 19tli An. Rpt. Xew York: Carnegie Fnd. for Adv. of Teh., 1924, p. 121-34. 3409. "The Financing of Public Education in Ohio." Columbus : O. St. Teh. Assn., 1923. 72 p. 3410. "Financing of Public School Education in Colorado," U. of Colo. Stud., V. 24, no. 1. Boulder, 1924. 93 p. 3411. "First Annual Report of the Commission on Scholastic Aptitude Tests." New York : Col. Entrance Examination Bd., 1926. 38 p. 3412. "The Function Concept in Secondary School Mathematics," Reorg. of Math, in Sec. Ed. Math. Assn. of Amer., 1923, p. 64-73. (Obtainable from J. W. Young, Dartmouth College, Hanover, X. H.) 3413. "Fundamental Issues in Secondary School Curriculum Building," 6th }'rbk., Dept. of Supt. Washington : X. E. A., 1928, p. 9-286. 3414. "Further Use of Standard Tests and Scales as a Basis for a Cooperative Research Plan," L'. of X. C. Record, no. 176, Ext. Ser., no. 37. Chapel Hill, 1920. 21 p. 3415. "A General Analysis of Present Elementary School Practice," 2nd Yrbk., Dept. of Supt. Washington : N. E. A., 1924, p. 77-224. 3416. "A General Survey of Progress in the Last Twenty-Five Years," 1st Yrbk., Xati Con. of Teh. of Math. Oak Park, 111., 1926. 210 p. 3417. "Government Publications of Interest to Home Economics Teachers and Students," Bur. of Ed. Lib. Lf., no. 5. Washington, 1923. 16 p. 3418. "Growth of Teachers in Service," A'. E. A. Res. Bui, v. 4, no. 4. Washing- ton, 1926, p. 227-32. 3419. "The Growth of the University in the Xext Quarter Century," Bui of the U. of Minn., v. 23, no. 25. MinneapoHs, 1920. 50 p. 316 Bulletin No. 42 3420. Guidebook to Some European School Systems. New York: Bur. of Pub., T. C, 1927. 47 p. Also: Geneva, Switzerland: Internatl. Bur. of Ed. 3421. "Guides to Salarj' Scheduling," N. E. A. Res. Bui, v. 5, no. 3. Washing- ton, 1927, p. 159-80. 3422. Health Material in Science Textbooks. New York: Lincoln Sch., T. C., 1927. 104 p. 3423. "Health Trends in Secondary Education," Fifty-three Schools A}taly::e their Health Programs. New York: Amer. Child Hlth. Assn., 1927. 153 p. 3424. "High-School Buildings and Grounds," Bur. of Ed. Bui, 1922, no. 23. Washington, 1922. 49 p. 3425. "High School Opportunities in Colorado," Colo. St. Teh. Col. Bui, ser. 27, no. 5, Res. Bui., no. 12. Greeley, 1927. 83 p. 3426. "Home Economics Education, Organization and Administration," Fed. Bd. for Vocational Ed. Bui, no. 28, ser. no. 2. Washington, 1919. 64 p. 3427. "How City, County, and State School Systems arc Attacking the Problem of Curriculum Revision," 4th Yrbk., Dept. of Supt. Washington: N. E. A., 1926, p. 28-58. 3428. "How to Strengthen the Public Schools?" .V. E. A. Res. Bui., v. 2, no. 4. Washington, 1924, p. 116-21. 3429. "Income and Outgo for Retirement Systems in Representative States," N. E. A. Res. Bui., v. 2, no. 3. Washington, 1924. 84 p. 3430. "The Increase of Mileage Tax and Such Other Subjects as Shall Relate to the Levying of the State School Tax and the Distribution of the Same," Rpt. of the Com. to Im-estigate the Subject of the Distribution of St. Sch. Moneys. Trenton, N. J. : MacCrellish and Quiglej" Co., 1923. 160 p. 3431. "Increased Costs Analyzed in a City," A'. E. A. Res. Bui, v. 2, no. 1, 2. Washington, 1924, p. 15-19. 3432. Increased Salaries for Teachers and Members of the Supcrz-ising Staff of the Boston Public Schools. Boston, Mass. : Ptg. Dept., 1919. 47 p. 3433. "The Increasing Cost of Education," N. E. A. Res. Bui, no. 1. Washing- ton, 1922, p. 4-13. 3434. "Industrial Education in Wilmington, Delaware," Bur. of Ed. Bui, 1918, no. 25. Washington, 1918. 102 p. 3435. "Inequalities in Educational Opportunity in Louisiana." La. Teh. Assn., 1926. 76 p. 3436. "The Inequality of Educational Opportunity in Nebraska," Neb. St. Teh. Assn. Res. Bui, no. 1. Lincoln, 1926. 33 p. 3437. "Jamestown Eye Survey; A Study of 8,000 School Children," U. of the St. of N. v. Bui, no 847. Albany, 1926. 26 p. 3438. "The Junior High School," Bur. of Reference, Res. and Stat. Bui, no. 17. New York: Bd. of Ed., 1919. 51 p. 3439. "Junior High School Costs," 5th Yrbk., Dept. of Supt. Washington: N. E. A., 1927, p. 65-67. 3440. "The Junior High School Teacher," 5th Yrbk., Dept. of Supt. Washing- ton : N. E. A., 1927, p. 53-63. 3441. "The Junior High Schools of Rochester, New York." Rochester, N. Y. : Bd. of Ed., 1923. 230 p. 3442. "A lust and Effective Method of Providing School Support," A". E. A. Res. Bui, V. 4, no. 4. Washington, 1926, p. 209-17. 3443. "Keeping Pace with the Advancing Curriculum," N. E. A. Res. Bui, v. 3, no. 4, 5. Washington, 1925, p. 105-99. 3444. "The Kindergarten Curriculum," Bur. of Ed. Bui, 1919, no. 16. Washing- ton, 1919. 74 p. Ten Years of Educational Research, 1918-1927 317 3445. "A Kindcrgarten-First-Grade Curriculum," Bur. of Ed. Bui., 1922, no. 15. Washington, 1922. 66 p. 3446. "Legal Eciucation," 15th An. Rft. New York : Carnegie Fnd. for the Adv. of Teh., 1920, p. 116-24. 3447. "Length of School Sessions in Grades One and Two," Bur. of Ed. Ct. Sch. Lf., no. 6. Washington, 1923. 4 p. 3448. Libraries and Adult Education. New York: Macmillan, 1926. 284 p. 3449. "List of Propositions in Plane and Solid Geometry," Reorg. of Math, in Sec. Ed. Math. Assn. of Amer., 1923, p. 55-63. (Obtainable from J. W. Young, Dartmouth College, Hanover, N. H.) 3450. "List of References on the Economic Value of Education," Bur. of Ed. Lib. Lf., no. 4. Washington, 1919. 7 p. 3451. "List of References on Education for Citizenship," Bur. of Ed. Lib. Lf., no. 30. Washington, 1925. 16 p. 3452. "List of References on Education of Women in the United States," Bur. of Ed. Lib. Lf., no. 19. Washington, 1923. 7 p. 3453. "List of References on Educational Tests and Measurements," Bur of Ed. Lib. Lf., no. 2. Washington, 1919. 18 p. 3454. "List of References on Higher Education," Bur. of Ed. Lib. Lf., no. 28. Washington, 1924. 31 p. 3455. "List of References on Home Economics," Bur. of Ed. Lib. Lf., no. 21. Washington, 1923. 21 p. 3456. "List of References on the Junior High School," Bur. of Ed. Lib. Lf., no. 5. Washington, 1919. 15 p. 3457. "List of References on the Money Value of Education," Bur. of Ed. Lib. Lf., no. 24. Washington, 1924. 7 p. 3458. "List of References on Play and Playgrounds," Bur. of Ed. Lib. Lf., no. 3. Washington, 1919. 11 p. 3459. "List of References on the Project Method in Education," Bur. of Ed. Lib. Lf., no. 17. Washington, 1923. 9 p. 3460. "List of References on Rural Life and Culture," Bur. of Ed. Lib. Lf., no. 26. Washington, 1924. 12 p. 3461. "List of References on Secondary Education in the United States," Bur. of Ed. Lib. Lf., no. 22. W^ashington, 1923. 10 p. 3462. "List of References on Student Self-Government and the Honor System," Bur. of Ed. Lib. Lf., no. 31. Washington, 1925. 6 p. 3463. "List of References on Teachers' Salaries," Bur. of Ed. Lib. Lf., no. 8. Washington, 1919. 16 p. 3464. "List of References on Visual Education," Bur. of Ed. Lib. Lf., no. 18. Washington, 1923. 11 p. 3465. "List of References on Vocational Education," Bur of Ed. Lib. Lf., no. 7. Washington, 1919. 16 p. 3466. "List of References on Vocational Guidance," Bur. of Ed. Lib. Lf., no. i2. Washington, 1925. 11 p. 3467. "A Manual of Educational Legislation," Bur. of Ed. Bui., 1924, no. 36. Washington, 1925. 51 p. 3468. "A Manual of Educational Legislation," Bur. of Ed. Bui., 1926, no. 22. Washington, 1927. 67 p. 3469. "Material for Grades Seven, Eight, and Nine," Reorg. of Math, in Sec. Ed. Math. Assn. of Amer., 1923, p. 21-31. (Obtainable from J. W. Young, Dartmouth College, Hanover, N. H.) 3470. "A Measuring Stick for Libraries of Teacher-Training Institutions," A'^. E. A. Proc, v. 61. Washington, 1923, p. 7i7Ai. 3471. "Minimum Essentials and English Teaching in North Carolina High Schools," Bui. of the Ext. Div., v. 3, no. 2. Chapel Hill : U. of N. C. 318 Bulletin No. 42 3472. "Monroe's Silent Reading Test," St. Col. Pub., no. 4, ser. 2. New Bruns- wick : St. U. of N. ]., 1921. 23 p. 3473. "The Nation's Ability to Lift Teacher Compensation to a Professional Level," N. E. A. Res. Bui, v. 5, no. 3. Washington, 1927, p. 135-38. 3474. "The Nation's Economic Abilitj' to Meet School Costs," N. E. A. Res. Bui, V. 4, no. 5. Washington, 1926, p. 239-48. 3475. "New Courses of Study for Old," N. E. A. Res. Bui, v. 1, no. 5. Wash- ington, 1923, p. 344-50. 3476. "New Materials of Instruction," 19th Yrbk., N. S. S. E., pt. 1. Blooming- ton, 111. : Pub. Sch. Pub. Co., 1920. 194 p. 3477. "The Notable Rise in College Salaries," 21st An. Rpt. New York: Car- negie Fnd. for the Adv. of Teh., 1926, p. 17-33. 3478. Nursing and A'ursing Education in the United States. New York: Mac- millan. 585 p. 3479. One Hundred Y^ears of Western Reserve. Hudson, O. : James W. Ells- worth End., 1926. 52 p. 3480. "The Organization of College Departments of Education," Ed. Mono., X. S. C. T. E., no. 11. Chicago: U. Pr., 1922, p. 65-100. 3481. "Origin of the Issue of Teacher Tenure," A'. E. A. Res. Bui, v. 2, no. 5. Washington, 1924. 141 p. 3482. "Part-Time and Continuation Schools Abroad," Part-Time Ed. Ser., no. 8. Berkeley: U. of Calif.. 1921. 48 p. 3483. "Part-Time Education of Various Types," Bur. of Ed. Bui, 1921, no. 5. Washington, 1921. 21 p. 3484. "Part-Time Trade and Industrial Education," Bur. of Ed. Bui, no. 19, Trade and Industrial Ser., no. 3. Washington, 1918. 52 p. 3485. "Per Capita Costs in City Schools," Bur. of Ed. Stat. Cir., no. 1. Wash- ington. 4 p. 3486. "The Place and Importance of the Public School in our Republic," A'. E. A. Res. Bui, V. 4, no. 4. Washington, 1926, p. 169-74. 3487. "The Place of the Junior High School in the American Program of Edu- cation," 5th Yrbk., Dept. of Supt. Washington : N. E. A., 1927, p. 9-82. 3488. "Principles and Standards Involved in the Making and Administration of Teachers' Salary Schedules," A''. E. A. Res. Bui, v. 1, no. 3. Washing- ton, 1923, p. 71-81. 3489. "The Printing Trade," Industrial Ed. Sur. of the Ct. of X. Y. New York, 1918. 104 p. 3490. "The Problem of Adult Education in Passaic, New Jersey," Bur. of Ed. Bui, 1920, no. 4. Washington, 1920. 26 p. 3491. "The Problem of the Elementary School Principal in the Light of the Testing Movement," 2nd Yrbk., Dept. of El. Sch. Prin. Washington : N. E. A., 1923. 480 p. 3492. "The Problem of Immigrant Education in Massachusetts," Bd. of Ed. Bui, V. 4, no. 4. Boston : Mass. Bd. of Ed., 1919. 14 p. 3493. "Progress in Developing a Living Curriculum," A^. E. A. Res. Bui, v. 5, no. 4. Washington, 1927, p. 212-13. 3494. "Progress in Lengthening and Enriching Life," N. E. A. Res. Bui, v. 5, no. 4. Washington, 1927, p. 201-3. 3495. "Progress in Lifting Teacher Compensation to a Professional Level," A^. £. A. Res. Bui, v. 5, no. 4. Washington, 1927, p. 208-11. 3496. "Progress in Providing Adequate School Plants," A^. E. A. Res. Bui, v. 5, no. 4. Washington, 1927, p. 204-5. 3497. "Progress in School Attendance," A'. E. A. Res. Bui, v. 5, no. 4. Wash- ington, 1927, p. 206-7. Tex Years of Educational Research, 1918-1927 319 3498. "Progress in Securing Adequate School Support," A^. E. A. Res Bui., v. 5, no. 4. Washington, 1927, p. 216-20. 3499. "Progress Toward Becoming a Nation of Eighth Graders," N. E. A. Res. Bui., V. 5, no. 4. Washington, 1927, p. 214-15. 3500. "Projects in Supervision," 6th Yrbk., Dept. of El. Sch. Prin. Washington: N. E. A., 1927. 388 p. 3501. "Public Education in Delaware." New York: Gen. Ed. Bd., 1918. 202 p. 3502. "Public Education in Indiana." New York: Gen. Ed. Bd., 1923. 304 p. 3503. "Public Education in Kentucky." New York: Gen. Ed. Bd., 1922. 213 p. 3504. "Public Education in North Carolina." New York: Gen. Ed. Bd., 1921. 137 p. 3505. "Public Education in Oklahoma," Bur. of Ed. BuL, 1923, no. 14. Wash- ington, 1923. 92 p. 3506. "Public School Efficiency and Teacher Retirement Systems," N. E. A. Res. Bui., V. 1, no. 1. Washington, 1923, p. 58-62. 3507. "Public School Salaries in 1924-25," A^. E. A. Res. BuL, v. 3, no. 1, 2. Washington, 1925. 71 p. 3508. "Publications of the U. S. Bureau of Education of Special Interest to High-School Teachers," Bur. of Ed. Washington, 1924. 6 p. 3509. "Publications of the U. S. Bureau of Education on the Training and Pro- fessional Status of Teachers," Bur. of Ed. Washington, 1925. 3 p. 3510. "Pupil Personnel in Part-Time Schools." New York: Natl. Con. of Ed., 1926. 48 p. 3511. "The Quality of the Educational Process in the United States and in Europe," 20th An. Rpt. New York : Carnegie End. for the Adv. of Teh. 3512. "Recent Changes In College Entrance Requirements in Fifteen Eastern Colleges," N. C. A. Qr., v. 1. Ann Arbor, Mich., 1926, p. 280-82. 3513. "Recent Developments in Teachers' Pensions," 18th An. Rpt. New York: Carnegie End. for the Adv. of Teh., 1923, p. 96-112. 3514. "Recent Tendencies in Salary Schedules," A^ E. A. Res. BuL, no. 1. Wash- ington, 1922, p. 50-53. 3515. "References for Facts Bearing Upon Educational Costs," N. E. A. Res. BuL, no. 1. Washington, 1922, p. 63-65. 3516. "The Relation of Medical Education to Medical Progress," 16th An. Rpt. New York: Carnegie End. for the Adv. of Teh., 1921, p. 49-70. 3517. "Relation of Size of Class to School Efficiency," Bur. of E. R. BuL, no. 10. Urbana: U. of I., 1922. 39 p. 3518. "Reorganization of Home Economics in Secondary Schools," Bur. of Ed. BuL, 1922, no. 5. Washington, 1922. 38 p. 3519. The Reorganisation of Mathematics in Secondary Education. Math. Assn. of Amer., 1923. 652 p. (Obtainable from J. W. Young, Dartmouth College, Hanover, N. H.) 3520. "The Reorganization of Mathematics in Secondary Education," (A sum- mary). Bur. of Ed. BuL, 1921, no. 32. Washington, 1922. 7i p. 3521. "Reorganization of Science in Secondary Schools," Bur of Ed. BuL, 1920, no. 26. Washington, 1920. 62 p. 3522. "Report of the Committee on Arithmetic Revision," A'^. E. A. Proc, v. 62. Washington, 1924, p. 311-36. 3523. "Report of the Committee on Retirement Allowances," A^. E. A. Proc, V. 65. Washington, 1927, p. 201-8. ! 3524. "Report of the Committee on Standards for Reorganization of Secondary I School Curricula," A^ C. A. Proc, 29th An. Mtg., pt. 3. Ann Arbor, Alich., 1924. 48 p. 320 Bulletin No. 42 3525. "Report of the Committee on Standards for Use in the Reorganization of Secondary School Curricula," A'. C. A. Qr., v. 1, no. 4. Ann Arbor, Mich., 1927, p. 428-44. 3526. "Report of the Committee on Teachers' Salaries, Tenure, and Pensions," A^. E. A. Proc, V. 56. Washington, 1918, p. 721-89. 3527. "Report of the Indiana Rural Education Survey Committee." Indianap- olis, Ind. : W. B. Burford, 1926. 130 p. 3528. "Report of the Joint Committee on Elementary School Library Stand- ards," 4th Yrbk., Dept. of El. Sch. Prin. Washington : N. E. A., 1925, p. 326-59. 3529. Report of the Neiv York State Commission on Ventilation. New York: Dutton, 1923. 620 p. 3530. Report of the Special Commission on Teachers' Salaries Appointed by the Governor. Boston, Mass.: Wright and Potter Ptg. Co., 1920. 159 p. 3531. "Report of Special Drive Against Illiteracy Among Men of Draft Age." Montgomery, Ala. : Brown Ptg. Co., 1918. 36 p. 3532. "Report of the Special Legislative Committee on Education as .Authorized by Senate Concurrent Resolution No. 21." Sacramento: Calif. St. Ptg. Oflf., 1920. 96 p. 3533. "Report of the State Board of Education Upon the Revision of State Aid." Minneapolis, Minn. : Syndicate Ptg. Co., 1920. 98 p. 3534. "The Report of the Student Committee of Seventeen," Purdue Stud, in Higher Ed., 6. Lafayette, Ind. : Purdue U., 1926. 32 p. 3535. "Report of Sub-Committee on Chemistry," A'^. C. A. Qr., v. 1. Ann Arbor, Alich., 1927, p. 527-31. 3536. "Report of the Sub-Committee on Curriculum," N. E. A. Proc, v. 57. Washington, 1919, p. 717-39. 3537. "Report of the Sub-Committee on Latin," A^. C. A. Or., v. 1. Ann Arbor, Mich., 1927, p. 483-504. 3538. "Report of the Sub-Committee on Physical Education," N. C. A. Qr., v. 1. Ann Arbor, Alich., 1927, p 544-59. 3539. "Report of the Survey of Accounting and Business Systems of the School Districts in New Jersey." Trenton, N. J. : St. Dept. of Pub. Instr., 1923. 46 p. 3540. "Report of a Survey of the State Institutions of Higher Learning in Kan- sas," Bur. of Ed. Bui, 1923, no. 40. Washington, 1923. 160 p. 3541. "Report of a Survey of the University of Arizona," Bur of Ed. Bui, 1922, no. 36. Washington, 1923. 88 p. 3542. "A Report on Illiteracy in Texas," U. of Tex. Bui., no. 2328. Austin, 1923.- 3543. "The Report on Undergraduate Education of Dartmouth College, Senior Committee, Part I." Hanover, N. H. : Dartmouth Col., 1924. 3544. "Report on the Use of Intelligence Examinations in Columbia College, 1922." New York: Columbia U., 1922. 27 p. 3545. "Report or Survey on Intermediate Schools and Classes," Pub. Sch. Doc- ument, no. 19—1920. Boston, Mass. : Ptg. Dept., 1921. 83 p. 3546. "Report upon Methods of Teaching English in Illinois High Schools," 111. Assn. of Teh. of Eng. Bui, v. 16, no. 8; v. 17, no. 1. Urbana: U. of I., 1924, p. 1-12; 1-11. 3547. "Research Bureaus in Citj- School Sj'Stems," Bur. of Ed. Ct. Sch., Lf., no. 5. Washington. 23 p. 3548. "Research in Secondary School Subjects," 6th Yrbk., Dept. of Supt. Washington : N. E. A., 1928, p. 287-454. 3549. "The Rising Cost of Education," 17th An. Rpt. New York: Carnegie Fnd. for the Adv. of Teh., 1922, p. 93-117. Ten Years of Educational Research, 1918-1927 321 3550. "Rural Schools of Vermont and Their Improvement." Montpelier, Vt. : St. Rd. of FA., 1922. 64 p. 3551. "The Rural Teacher of Nebraska," Bur. of Ed. Bui, 1919, no. 20. Wash- ington, 1919. 67 p. 3552. "Salaries in Universities and Colleges in 1920," Bur. of Ed. Bui., 1920, no. 20. Washington, 1920. 43 p. 3553. "Salaries of Public School Teachers in Cities of Over 200,000 Population in the United States and in Selected Cities and Towns in Massachu- setts," Fuh. Sch. Document, no. 19—1919. Boston, Mass. : Ptg. Dept., 1919. 96 p. 3554. '"Salaries of Teachers in the Public Day Schools of Massachusetts, 1921." Boston, Mass.; Dept of Ed., 1921. 24 p. 3555. "Salaries of Teachers in the Public Day Schools of Massachusetts, 1926," Dept. of Ed. Bui., no. 5. Boston, Mass., 1926. 45 p. 3556. "Salaries Paid in Cities in 1923," N. E. A. Res. Bui. v. 1, no. 2. Washing- ton, 1923, p. 85-134. 3557. "Salary Schedules and Public School Efficiency," A'. E. A. Res. Bui, v. 1, no. 2. Washington, 1923, p. 83-84. 3558. "Salary Schedules in the Cities of the United States, 1922-1923," .V. E. A. Res. Bui, V. 1, no. 3. Washington, 1923, p. 35-47. 3559. "Salary Tables and What They Reveal," N. E. A. Res. Bui, no. 1. Wash- ington, 1922, p. 14-40. 3560. "Scholarship Rating of Accredited Secondary Schools, as Determined by Records of Freshmen, 1926." Berkeley : U. of Calif., 1927. 38 p. 3561. "School Building Survey, State of New Jersey, 1922." Trenton, N. J.: St. Dept. of Pub. Instr., 1923. 128 p. 3562. "School Costs and Economic Resources of the Various States," A'. E. A. Res. Bui, V. 5, no. 1. Washington, 1927, p. 7-29. 3563. "School Costs and Economy in Public Expenditures," N. E. A. Res. Bui, V. 4, no. 5. Washington, 1926, p. 249-58. 3564. "School Finances," Bur. of Ed. Bui, 1919, no. 4. Washington, 1919, p. 31-37. 3565. "School Financial Accounting and Budgeting," A^. E. A. Res. Bui, v. 1, 2. Washington, 1924, p. 31-32. 3566. "School Grounds and Buildings," Bur. of Ed. Bui, 1919, no. 4. Washing- ton, 1919, p. 41-45. 3567. "School Population, Enrollment, and Attendance," Bur. of Ed. Bui, 1919, no. 4. Washington, 1919, p. 19-31. 3568. "School Records and Reports," A'. E. A. Res. Bui, v. 5, no. 5. Washing- ton, 1927. 352 p. 3569. "A School Term of Reasonable Length with High Regularity of Attend- ance," A^. E. A. Res. Bui, v. 4, no. 4. Washington, 1926, p. 204-8. 3570. "School Textbooks," Bur. of Ed. Bui, 1919, no. 4. Washington, 1919, p. 59-68. 3571. "Schools and Classes for Feeble-Minded and Subnormal Children, 1918," Bur. of Ed. Bui, 1919, no. 70. Washington, 1920. 37 p. 3572. "Second Preliminary Report of the Committee on Spelling," Bur. of Res. and Efficiency Bui, no. 3. Kansas City, Mo. : Bd. of Ed., 1918. 3573. "Secondary Education in Virginia," L'. of Va. Record, Ext. Ser., v. 11, no. 10. 'Charlottesville, 1927, p. 547-664. 3574. "Section Seven of the Educational Sur\ey of Colorado State Teachers College," Colo. St. Teh. Col. Bui, ser. 21, no. 5. Greeley, 1921. 99 p. 3575. "Sections One and Two of the Educational Survey of Colorado State Teachers College," Colo. St. Teh. Col. Bui, ser. 20, no. 5. Greelev, 1920. 148 p. 322 Bulletin No. 42 3576. "Sections Three, Four, and Five of the Educational Survey of Colorado State Teachers College," Colo. St. Teh. Col. Bui., ser. 20, no. 9. Greeley, 1920. 60 p. 3577. "Selected and Annotated Bibliography on School Records and Reports," A^. E. A. Res. Bui, v. 5, no. 5. Washington, 1927, p. 325-46. 3578. "Selected Bibliography of Current Thought on Teachers' Salaries," N. E. A. Res. Bui, V. 3, no. 1, 2. Washington, 1925. 71 p. 3579. "Selected Bibliography on Salaries," A'. E. A. Res. Bui, v. 1, no. 3. Wash- ington, 1923. 115 p. 3580. "Selected References on Teacher Retirement Sj'stems," A^. E. A. Res. Bui., V. 2, no. 3. Washington, 1924, p. 87-88. 3581. "Shall the Junior High School be Freed from the Responsibility of Direct Preparation for College Entrance," 5th Yrhk., Dept. of Supt. Wash- ington : A^. E. A., 1927, p. 31-46. 3582. Social Studies iu Secondary Schools. Chicago: U. Pr., 1922. 117 p. 3583. "Some Tendencies in Health Education," Ri: of the Hlth. Programs in 16 Teh. Training Inst. New York: 'Amer. Child Hlth. Assn., 1926. 112 p. 3584. Spanish: Its Value and Place in American Education. Stanford U., Calif. : Amer. Assn. of Teh. of Spanish, 1923. 88 p. 3585. "Special Provision Aflfecting Teachers' Salaries in the United States," A^. E. A. Res. Bui, v. 1, no. 3. Washington, 1923, p. 48-57. 3586. The Sphere of Private Agencies. Cleveland, O. : Sur. Com. of the Cleve- land End., 1920. 178 p. 3587. "Standard Educational Tests and Measurements as a Basis for a Coopera- tive Research Plan," U. of N. C. Record, no. 154, Ext. Ser., no. 27. Chapel Hill, 1918. 29 p. 3588. "State Advance toward Sound School Finance Programs," A^ E. A. Res. Bui, v. 5, no. 1. Washington, 1927, p. 30-41. 3589. "State and Local Retirement Systems Now in Effect," A*. E. A. Res. Bui, v. 2, no. 3. Washington, 1924, p. 82-83. 3590. "State Educational Needs and Illiteracy," A'. E. A. Res. Bui, v. 1, no. 1. Washington, 1923, p. 46-53. 3591. "State Subsidies for Special Education in Ohio." Columbus: O. St. Teh. Assn., 1926. 69 p. 3592. "State Tenure Laws and the Public School," A'. E. A. Res. Bui, v. 1, no. 1. Washington, 1923, p. 54-57. 3593. "Statement of Principles and Procedure Affecting Grades VH-XII in the Reorganized Plan of Secondary Instruction, with Special Reference to Grades VII-IX, Inclusive," Pub. Sch. Document, no. 2 — 1921. Boston,, Mass.; Ptg. Dept., 1921. 31 p. 3594. "The States and the Americanization Problem," A". E. A. Res. Bui. v. 1, no. 1. Washington, 1923, p. 28-34. 3595. "The States and Inequalities of Opportunity," A''. E. A. Res. Bui, v. 1, no. 1. Washington, 1923, p. 34-45. 3596. "The Status and Professional Activities of the Elementary School Prin- cipal," 3rd Yrbk., Dept. of El. Sch. Prin. Washington: N. E. A., 1924. 634 p. 3597. "The Status of Dental Education," 19th An. Rpt. New York: Carnegie End. for the Adv. of Teh., 1924, p. 80-93. 3598. "Statutory and State Board of Education Requirements Relative to Ele- mentary School Curricula," N. E. A. Res. Bui, v. 1, no. 5. Washington, 1923, p. 317-24. 3599. "Studies in the Elementary School Principalship," 5th Yrbk., Dept. of El Sch. Prin. Washington : N. E. A., 1926. 492 p. ij Ten Years of Educational Research, 1918-1927 323 3600. "The Study of Dental Education," 17ih and 20th An. Rpt. New York: Carnegie Fnd. for the Adv. of Teh., 1922, p. 53-59; 1925, p. 68-79. 3601. "A Study of Engineering Students at the Time of Entrance to College," Bill, of the Investigation of Engineering Ed., no. 1, 1926. 2>2 p. 3602. "The Study of English," 20th An. Rpt. New York: Carnegie Fnd. for the Adv. of Teh., 1925, p. 118-31. 3603. "The Study of Legal Education," 21st An. Rpt. New York: Carnegie Fnd. for the Adv. of Teh., 1926, p. 60-145. 3604. "A Study of the Professional Training of Teachers of Vocational Agricul- ture," Fed. Bd. for Vocational Ed. Bill., no. 122, Ag. Ser., no. 2>2>. Wash- ington, 1927. 68 p. 3605. "A Study of Student Loan Funds and their Administration Throughout the United States." New York : Harmon End., 1924. 3606. "Suggestive Salary Schedules in Operation — 1923," A'. E. A. Res. Bid., v. 1, no. 3. Washington, 1923, p. 58-70. 3607. "Supervised Study and the Longer School Day," Commomi.'calth of Mass. Bui, no. 3. Boston : Bd. of Ed., 1918. 40 p. 3608. "A Survey Made by the Committee on Recommendations of the Kansas State Teachers College Relative to the Qualifications, Recommendations, and Employment of Teachers," Bui. of the Kan. St. Teh. Col., v. 23, no. 5. Pittsburgh, 1927. 13 p. 3609. "A Survey of Education in Hawaii," Bur. of Ed. Bui., 1920, no. 16. Wash- ington, 1920. 408 p. 3610. "Survey of Education in Utah," Bur. of Ed. Bui., 1926, no. 18. Washing- ton, 1926. 510 p. 3611. "Survey of Financial Administration of the Public Schools of Arizona." Phoenix, Arizona: Dept. of Pub. Instr., 1922. 115 p. 3612. A Siin-ey of Libraries in the United States, Conducted hy the American Library Association, v. 1. Chicago: Amer. Lib. Assn., 1926. 316 p. 3613. "Survey of Local Teacher Tenure Regulations," A'^. E. A. Res. Bui, v. 2, no. 5. Washington, 1924, p. 154-55. 3614. "Survey of the Needs in the Field of Vocational Home Economics Educa- tion," Fed. Bd. for Vocatiofial Ed. Bui., no. 37, Home Economics Ser., no. 4. Washington, 1920. 27 p. 3615. "A Survey of the Public Educational System of Porto Rico," Stud, of the Internatl. Inst, of T. C, no. 8. New York : Bur. of Pub., 1926. 453 p. 3616. "Surveys in Mental Deviation in Prisons, Public Schools and Orphanages in California." Sacramento: Calif. St. Bd. of Charities and Corrections, J 1918. 87 p. fl 3617. "Teacher Tenure Provisions in Foreign Countries," N. E. A. Res. Bui, <\ V. 2, no. 5. Washington, 1924, p. 156-58. i\ 3618. "Teacher Training," ]5th Yrhk., N. S. C. T. E. Chicago : U. Pr., 1926, jl p. 1-55. ii 3619. "Teacher Training Departments in Minnesota High Schools." New York: 'I Gen. Ed. Bd., 1920. 79 p. l\ 3620. "Teacher Training in Agriculture. Status, Development, and Methods in the Field of Teacher Training," Bur. of Ed. Bui., 1924, no. 94, Ag. Ser., no. 20. Washington, 1924. 3621. "Teacher Turnover in the United States," A''. E. A. Res Bui., v. 2, no. 5. Washington, 1924, p. 142-46. 3622. "Teachers' Salaries and Cost of Living," A"'. E. A. Res. Bui, no. 1. Wash- ington, 1922, p. 41-49. 3623. "Teachers' Salaries and Cost of Living. Special Report, Julv, 1918." Washington: N. E. A., 1918. 71 p. 324 Bulletin No. 42 3624. "Teachers' Salaries and Salary Trends, 1922-23," A^. E. A. Res. Bui, v. 1, no. 3. Washington, 1923, p. 11-34. 3625. "Teachers' Salaries and Salary Trends in 1923," A''. E. A. Res. Bui., v. 1, no. 3. Washington, 1923. 115 p. 3626. "Teachers' Salaries, Tenure, and Retirement P'ensions," Bur. of Ed. Bui., 1919, no. 4. Washington, 1919, p. 52-59. 3627. "Teaching Load in 136 City High Schools," Bur. of Ed. Ct. Sch. Lf., no. 9. Washington, 1923. 6 p. 3628. "The Technique of Supervision by the Elementary School Principal," 1st Yrbk., Dcpt. of El. Sch. Prin. Washington : N. E. A., 1922. 143 p. 3629. "Terms and Symbols in Elementary Mathematics," Reorg. of Math, in Sec. Ed. Math. Assn. of Amer., 1923, p. 74-85. (Obtainable from J. W. Young, Dartmouth College, Hanover, N. H.) 3630. "Three Problem Children. Narratives from the Case Records of a Child Guidance Clinic," Pub. of the Joint Com. on Methods of Preventing Delinquency, no. 2. New York. 146 p. 3631. "Titles of Completed Research from Home Economics Departments in American Colleges and Universities, 1918 to 1923," Bur. of Ed. Home Economics Cir., no. 18. Washington, 1924. 14 p. 3632. "Trained, Capable, and Conscientious Teachers," N. E. A. Res. Bui., v. 4, no. 4. Washington, 1926, p. 175-91. 3633. Training for the Professions and Allied Occupations: Facilities Available to Women in the United States. New York: Bur. of Vocational In- formation, 1924. 742 p. 3634. "The University Intelligence Tests, 1919-1922," Cont. in Psy., no. 1. Colum- bus : O. St. U., 1922. 36 p. 3635. "Vocational Agriculture in the Secondary Schools of Virginia," St. Bd. of Ed. Bui., v. 2, no. 3. Richmond, Va. : Davis Bottom, Supt. of Pub. Ptg., 1919. 71 p. 3636. Vocational Education in Mar\hind. Baltimore, Aid. : St. Dept. of Ed., 1919. 63 p. 3637. "Vocational Education in Virginia," St. Bd. of Ed. Bui, v. 9, no. 1, Supp., no. 6. Richmond, Va. : Davis Bottom, Supt. of Pub. Ptg., 1926. 104 p. 3638. "Vocational Guidance in- Secondary Education," Bur. of Ed. But., 1918, no. 19. Washington, 1918. 29 p. 3639. "Vote of Expert Opinion — Most Helpful Books on Curriculum Problems," N. E. A. Res. Bui., v. 1, no. 5. Washington, p. 337-43. 3640. "War's Effects on the High Schools of Connecticut," H. S. Bui., 3, Sen, 1918-1919. Hartford, Coim. : St. Bd. of Ed., 1918. 26 p. 3641. "Wealth, Educational Expenditures and Productivity," A^ E. A. Res. Bui, V. 1, no. 1. Washington, 1923, p. 7-27. 3642. "What Arc the Weak Spots in Our Public School System?" A^. E. A. Res. Bui, V. 1, no. 4. Washington, 1923, p. 259-75. 3643. "What National Defects Result from the Weak Spots in Our Public School System?" A^. E. A. Res. Bui, v. 1, no. 4. Washington, 1923, p. 276-86. 3644. "What's Right with the Public Schools?" A^. E. A. Res. Bui, v. 2, no. 4. Washington, 1924, p. 101-15. 3645. "Who Should Control City School Expenditures?" A^. E. A. Res. Bui, V. 2, no. 1, 2. Washington, 1924, p. 27-30. 3646. "Why Have City School Costs Increased?" A^ E. A. Res. Bui, v. 2, no. 1, 2. Washington, 1924, p. 11-15. 3647. "Why School Costs Appear Burdensome," A^. E. A. Res. Bui, v. 1, no. 2. Washington, 1923, p. 78-82. Tex Years of Educatioxal Research, 1918-1927 325 3648. "Wide Use of Mental Tests,"' Bill, of the Sch., no. 8. Albany : U. of the St. of N. Y., 1922. 102 p. 3649. "Wisconsin Rural School Survey. Report of Finance Survey Committee," Bui of IVis. Teh. Assn., 1926. Madison, 1926. 37 p. 3650. The Work of the College Entrance Examination Board, 1901-1925. Bos- ton: Ginn, 1926. 300 p. CHAPTER III TOPICAL INDEX TO THE REPORTS OF EDUCATIONAL RESEARCH AND RELATED MATERIALS Formulation of topics. In preparing the topics to be used in the Index, a preliminary list was taken with some modifications from a topical outline which has been employed since 1922 by the Bureau of Educational Research for the classification of educational writings, including those in bound volumes, periodicals, reports, and bulletins. This outline consists of twenty-five main headings or divisions each of which is subdivided. The subdivisions of the main headings range in number from only a few up to more than forty topics. As the reports of educational research and related writings were examined, some topics were modified and quite a number of others were added, usually by way of additional subdivision. If it appeared desirable to do so, those topics upon which a considerable number of references were found were subdivided and new topics formed. In a few cases, two or even more closely related topics were combined into one. For example, two of the original topics were "Physical Education" and "Administration of Physical Education," but when it was found that there were practically no references dealing with research in the lat- ter, it was combined with the former under the title of "Physical! Education." By the procedures just described a list of approximately six hundred and fifty topics was prepared. Arrangement of topics. In alphabetizing the topics, the arrange- ment has been based upon what seemed to be the most important or: outstanding word in each topic. In order to save space, the words - "school" and "education" have been omitted wherever it seemed that such an omission would not impair the meaning. For example, in- stead of such topics as "Education in Canada" and "School Account- ing," the shorter forms "Canada" and "Accounting" have been em- ployed. Moreover, since all the references are restricted to the field of education, it is to be understood that every topic given refers to some phase of education. Hence, such topics as "Libraries" and "Finance" refer to "School Libraries" and "School Finance" respec- tively. Cross-references. In addition to the almost six hundred and fifty topics actually employed, about two hundred cross-references are given. A large number of these deal with topics about which there might be some doubt as to the word to come first, and therefore as to where to look in the Index. Thus, "Administration in Small Cities" 326 leii «li Ten Years of Educational Research, 1918-1927 327 appears with a reference to the topic "Small Cities, Administration in." Similarly, "Intelligence of Negroes" is followed by a cross- reference to "Negroes, Intelligence of." Other cross-references are given in the case of more or less synonymous terms or topics. If one looks up "Bonding" he is referred to "Indebtedness," and if he looks up "Games" he is referred to "Athletics." It has not seemed necessary to give many cross-references for topics actually followed by lists of references to others of the same sort, for at least two reasons. In the first place, many references have been listed after two or more topics and thus may be found by looking up one of the topics without the necessity of consulting any other. For instance, a certain reference which has the title "Deficiency and Delinquency and the Interpreta- tion of Mental Testing" has been classified under the following three topics : "Delinquents," "Subnormal Children," and "Intelligence Tests." In the second place, the more general and inclusive topics are commonly followed only by the numbers of those references which are also general. For example, the only references included under the topic "Foreign Education" are those which deal with foreign ed- ucation in general or in a considerable number of countries, not with that in any one country or even in a limited number of countries. To give a second example, the topic "Achievement Tests" includes only those references which deal with such tests in general or with tests in a large number of different subjects, not with those particu- larly devoted to tests in one or a few subjects. Classification of references. In the effort to make the classifica- tion of references as uniform as possible, it was done entirely by one person. An actual examination was made of all writings available except those with which the classifier was already familiar. In the paragraphs stating what references were included in this list,^ men- tion was made of the fact that a number were included without being directly examined. Naturally these had to be classified without examination, and it is probable that in a number of cases erroneous classifications were made or possible additional ones omitted. Many of the references, probably most of them, were classified under only one topic, but a large number were placed under two or three and some under even more. However, there was no intention of making the classification exhaustive. For example, not every reference which includes the use of intelligence tests has been listed, but only those that in the judgment of the classifier possess distinct value for anyone interested in that topic. ^Moreover, books and some other references ^See p. 147 f. lip 328 Bulletin No. 42 dealing with a rather large number of more or less closely related topics were ordinarily classified under a single general topic rather than under each of several subordinate ones. For example, Gilliland and Jordan's Educational Measurements and the Classroom Teacher, a book dealing with various types of tests and also with related topics, was not classified under each topic dealt with, but merely under the general heading "Achievement Tests." However, if such a book in addition to its general contents contained a rather outstanding or lengthy contribution on some one or two topics, it was also classified under these. How to use the Topical Index. As will be seen by glancing at the Index, the topics included are followed by numbers. These are the serial numbers of the references. Anyone seeking references upon a certain topic should, therefore, find this topic in the Index, note the numbers that follow it, and look up the references having these num- bers in the preceding list. Even though rather detailed topics have been employed, and a considerable number of cross-references given, , the Index does not contain every possible topic. It will, therefore, sometimes be necessary for anyone seeking information on a certain topic to think of all possible wordings or ways of stating the topic and to look for these in order to find the one desired. Furthermore, search should be made for as detailed a topic as possible ; that is, one who is seeking references upon any specific phase of school finances5^gel rather than upon school finances in general, should look for the par- ticular topic in which he is interested, such as "Accounting," "Indebt- edness," "State Aid," and so forth, rather than for the general topics of "Finance." Abilities, Development of. See Conduct Controls, Development of. Ability Grouping. 89, 115, 134, 153, 331, 336, 342, 451, 562, 563, 577, 605, 619, 637, 638, 646, 650, 656, 717, 784, 883, 1058, 1102, 1126, 1154, 1223, 1236, 1237, 1379, 1408, 1481, 1604, 1706, 1709, 1814, 1916, 2030. 2102, 2109, 2192,. 2193, 2195, 2220, 2274. 2357, 2383, 2404, 2420, 2603. 2618, 2667, 2683. 2732,. 2772, 2777, 2884, 2925, 3025, 3060, 3088, 3092, 3097, 3105, 3108, 3163, 3262,. 3263, 3288, 3315, 3361, 3378. Ability, Previous Training, and Status of College Students. 72, 286, 289, 304, 592. 671, 1280, 1437. 1438, 1492, 1532, 1733. 1771, 1867, 2185, 2202, 2377, 2378, 2453, 2476, 2664, 2872, 2995, 3020, 3179. 3316, 3544, 3601, 3634. Abilitv to Support Education. 252, 545, 1173, 1201, 1765, 1991, 2066, 2067, 2168, 2169. 2216, 2275a, 2306, 3028, 3340. 3355. 3356. 3435. 3474. 3498. 3562, 3588, 3595. Abnormal Children. Sec Exceptional Children. Acceleration. See Retardation and Acceleration. Accident Prevention. See Safety Education. Accomplishment Quotients. Sec .Achievement Quotients and Ratios. Accomplishment Ratios. See Achievement Quotients and Ratios. Accounting, Financial. 546. 888. 889, 975, 1183, 1304. 1608, 2230. 2231. 2232, 2622. 3017, 3539, 3565. U ir ten 1 keri ij:-:.:i !'•,■« .'a Ten Years of Educational Research, 1918-1927 329 Accrediting of Schools. 709, 1882, 3324, 3560. Achievement of Negroes. See Negroes, Achievement of. Achievement Quotients and Ratios. 985, 1741, 1872, 2800. Achievement Ratios. See Achievement Quotients and Ratios. Achievement Tests. 56, 77, 106, 126, 142, 181, 191, 212, 214, 287, 378, 403, 469, 470, 520, 540, 634, 636, 641, 645, 663, 747, 765, 792, 914, 946, 948, 958, 1011, 1071, 1082, 1167, 1190, 1194, 1199, 1217, 1287, 1345, 1356, 1374, 1388, 1410, 1525, 1588, 1651, 1675, 1676, 1762, 1811, 1873, 1937, 1969, 2016, 2017, 2020, 2023, 2025, 2028, 2029, 2032, 2034, 2035, 2051, 2083, 2086, 2117, 2127, 2135, 2188, 2196, 2200, 2203, 2204, 2225, 2274, 2281, 2358, 2379, 2428, 2561, 2566, 2735, 2764, 2900, 2901, 2903, 2923, 2952, 3000, 3051, 3052, 3053, 3054, 3082, 3115, 3212, 3368, 3414, 3453, 3491, 3587. Activity Analysis. 5"^^ Job Analysis. Activity Schools. 764. Administration. 59, 686, 691, 1272, 1895, 2133, 2403, 2488, 2614, 2710, 2740, 2752, 2903. Administration in Small Cities. Sec Small Cities, Administration in. Adolescence. 255, 2490. Adult Education. 26, 1308, 1309, 1330, 2294, 2824, 3448, 3490. Africa. 1540, 1541. After-School Careers. 386. Age-Grade Studies. Sec Retardation and Acceleration. Agriculture. 154, 159. 163, 365, 586, 669, 776, 845, 936, 1022, 1040, 1162, 1326, 1384, 1497, 1498, 1514, 1516, 1693, 1703, 1846, 1861, 1951, 1980, 2052, 2115, 2159, 2160, 2619, 2669, 2848, 3190, 3249, 3250, 3283, 3604, 3620, 3635. Agriculture Tests. 2751. Aims of Education. See Objectives. Alabama. 201, 565, 799, 1511, 1738, 2894, 3386, 3.531. . (\laska. 2896. Algebra. 89, 738, 1825, 2165, 2616, 2704, 2724, 2899, 2959, 3520. Mgebra Tests. 805, 806, 1418, 2586, 2632, 2638, 2969, 3035. Mi-Year Schools. 3127. \mbridge, Penn. 910a. merican-born Children of Foreign Parentage, Intelligence of. 708, 894, 1546, 1650, 2269, 3291. [Americanization. 218, 1250, 1302, 1482, 1546, 1875, 2280, 2427, 2767, 2947, 3492, 3594. Amount and Distribution of Expenditures. 544, 733, 734, 826, 938, 1172, 1187, 1187b, 1233, 1303, 1386, 1452, 1504, 1681, 2095, 2140, 2321, 2338, 2412, 2459, 1^ 2658, 2705, 2845, 2890, 3013, 3029, 3106, 3340, 3357, 3400, 3403, 3404, 3409, 3430, 3431, 3498, 3515, 3563, 3641, 3646, 3647. "''wPPointment of Teachers. See Teachers, Selection of. SJ^pprenticeship. 1415, 1697, 2396, 2986. ptitudes. See Special Abilities and Aptitudes, ptitudes, Special. See Special Abilities and Aptitudes. '-wrabian Contributions. 2990. rithmetic. 242, 364, 370, 427, 428, 441, 442, 541, 542, 824, 825, 1057, 1182, 1273. 1315, 1401, 1429, 1470, 1556, 1619, 1710, 1800, 1801, 1976, 2019, 2021, 2044, 2097, 2119, 2126, 2182, 2226, 2237, 2238, 2439, 2512, 2649. 2653, 2694, 2723, 2842, 2868, 2929, 2939, 2957, 3182, 3185, 3206, 3209, 3211, 3344, 3520, 3522. rithmetic Tests. 153, 215, 373, 420, 930, 961, 1165, 1184, 1307a. 1449, 1472, 1551, 1617, 1722a, 1949, 2019, 2022, 2024, 2041, 2182, 2226. 2551. 2567, 2841, 2911, 2935, 2969, 3031, 3035, 3254, 3255, 3258, 3265, 3267, 3303a, 3342, 3343, 3344, 3345. 330 Bulletin No. 42 Arizona. 3015, 3134, 3384, 3611. Arizona, University of. 3541. Arkansas. 72>?>, 1134, 1484, 1583, 2892, 2894, 3325. Army, Education in. 1752, 1798, 1888. Art. 96, 909, 910, 1810, 1910, 2410, 2621, 2727, 3014, 3077, 3229. Artistic Ability, Measurement of. 1954. Association and Memory. 347, 674, 688, 874, 1628, 1632, 1719, 1770, 1788, 1795, 2832, 2976, 3101. Athletics. 221, 1598, 1625, 2037, 2625, 3020a, 3069. Attendance. 94, 358, 612, 613, 765, 882, 891, 953, 955, 1073, 1511, 1512, 1973, 2078, 2194, 2429, 2555, 3275, 3320a, 3497, 3499, 3567, 3569. Attitude, Measurement of. See Social Attitudes and Interests, Measurement of. Attitudes. See Personality and Character. Attitudes of Children. See Children's Knowledge and Attitudes. Austin, Tex. 1505. Australia. 578, 2056, 2973. Austria. 905, 2292. Ayres' Index Number. See State Systems, Ranking of. Baptist Education. 388, 1750. ; Barnard, Henry. 2804. ,' Beginning Teachers. 588, 964. j Belgium. 2061. ' Benton, T. H. 1817. Berkeley, Calif. 2382. , Bible in Public Schools. 1396. ; Bilingual Instruction. 87, 922. , Biology. 817, 928, 929, 1460, 1461, 1955. i Blind, Education of. See Visual Defectives, Education of. ^ Boards of Education. 43, 189, 343, 475, 633, 752, 753, 757, 1283, 1307, 1364; 1827, 2068, 2077, 2217, 2736. Bonding. See Indebtedness. Bosco, Don. 1669. Boston. 164, 846, 3342, 3393, 3432, 3545, 3593. Botany. 1968. Bowdoin College. 1263. Briggs, Le B. R. 357. Brougham, Lord, Work of. 1079. Brown University. 591. Budgets. See Finances ; Accounting. Buffalo County, Neb. 2216. Building Programs. 42, 52, 108, 609, 827, 871, 887, 1247, 1444, 1990a, 2256, 2258, 2313, 2501, 2714, 3196, 3289, 3496, 3566. Buildings. 396, 610, 797, 820, 821, 977, 1246, 1259, 1824, 2073, 2646, 3331, 3348 3424. Buildings, Rating of. 229, 433, 1913, 1995, 2421, 2860, 2861, 2864, 3561. Bulgaria. 2600, 2808. Business Administration. See Boards of Education. California. 122, 240, 902, 967, 1015, 1179, 1597, 2123, 2313, 2614, 2658, 2889 2940, 3038. California, University of. 314. Canada. 227, 721, 952, 1077, 1211, 1563, 1690, 1714. 1855, 1861, 1868, 1870 1960, 1990, 2056, 2449, 2488, 2517, 2615, 2785, 2937, 3010. Catholic Education. 266, 443, 483, 672, 1215, 1291, 1499, 1520, 1574, 1735 1829, 1855, 1924, 2322, 2524, 2633, 2644, 2786, 3187. Central America. 1793, 2015, 2060. 'A '•:'ni ■:nii Tex Years of Educational Rese..\rch, 1918-1927 331 Certification of Teachers. 600, 604, 1614. 1791, 3293. Character. See Personality and Character. Character Education. 515.' 1109, 1180. 1466, 1680, 1744, 1912, 1920, 2304, 2559. 2647, 2742, 2919, 3062, 3100, 3217, 3359. Chemistry-. 467, 1095, 1808, 1837, 2142, 2330, 2359. 2360. 3535. Chemistr>- Tests. 1062, 1879a, 2360, 2361, 2481, 2721, 2835. Chenev State Normal School. 2215. Chicago. 2095, 3013. Chicago, University of. 1118, 2080. Child Accounting. 196. 879. 882, 885. 1030, 1031. 1159. 1161. 1279, 1354. 1809, 1900. 1966. 1972. 2005. 2078, 2320, 2346, 2430, 2432, 2443, 2679, 2707, 2753, 2858. 2859. 3001. 3009, 3294. 3567. 3568. 3577. Child Labor. 69, 114, 264, 565, 566, 891, 953, 1014, 1072, 1073, 1074, 1075, 1076, 1511, 3275. Children's Kno%vledge and Attitudes. 60, 421, 461, 499, 1084, 1427, 1929, 1958, 2137. 2302. 2494. 2909, 2951. Children's Reading. 145, 313, 499, 500, 1427, 1545, 1915, 1994, 2422. 2924, 2949, 2950. 3016. 3114. China. 49, 505, 528, 530. 532. 534, 535, 866, 1012. 1020, 1024, 1424. 1425. 1724. 1745. 1751, 1777. 1780. 2013, 2015, 2668, 2696, 2916, 3012, 3018, 3307, 3360. Choice of College. 897. Church of the Brethren Colleges. 2157. Cincinnati. 3006. Citizenship Training. 168, 374, 572, 710, 819, 1083, 1271, 2063, 2147, 2434, 2575, 3233, 3451. Ciyics. 169, 349, 422, i593a, 2065, 2718. Class Size. 606, 714, 2821, 2822. 3064, 3517. Classification and Promotion. 101. 303, 384, 654. 950, 1045, 1301, 1552, 1675, 1851. 1898a, 2018, 2053, 2074a. 2125. 2178, 2298, 2430, 2454, 2556, 2623, 2732. 3052. 3076, 3110, 3116, 3276, 3303b, 3363. Clerical Tests. 2592, 2985. Cleyeland. 3329. Coaches. See Athletics. Colgate Uniyersity. 2547. Collecting Taxes, Cost of. 886. College Degrees. 352, 1434, 1513. College Enrollment. 1267, 2503, 3157, 3419. College Entrance Examination Board, Work of. 37a, 1403, 3175. 3236, 3411, 3650. College Entrance Requirements. 307, 1771, 1852, 1866, 2324, 2393, 2395, 2442, 2629, 2987, 3235, 3366, 3367, 3512, 3581. College Finances. 70, 71, 418, 521, 1433, 1580a, 2069, 2172, 2384, 2385, 2464, 2655, 2717, 2814, 2815, 2964, 3477, 3552. See also Finances of College Stu- dents. College Registration. 92, 2222. College Success. See Student Success in College. College Success, Prediction of. 74, 177, 591, 1266, 2205, 3316, 3634. College Work. See names of various subjects and types of \vork. Colonial Education. 2671, 2672, 3145, 3271. Colonial Schools. See Colonial Education. Colorado. 543, 1074. 2692, 2693, 2889, 3410, 3425. Colorado College. 1594. Colorado State Teachers College. 3292, 3574, 3575, 3576. Columbia University. 429, 2873, 3544. Commerce, College Work in. 2897. 332 Bulletin No. 42 Commercial Subjects. 155, 249, 250, 251, 447, 597, 111, 1593a, 1671, 1749, 1781, 1806, 1807, 1881, 1919, 2113, 2213, 2813, 2877, 3090, 3091, 3135, 3141, 3354. Commercial Subjects, Tests in. 1621. Commissioners of Education, State. See State Superintendents. Community and School. 302, 464a. Community Center Work. 154, 478, 1100, 1101. Community Health. Sec Health, Community. Composition. 290, 291, 1280, 1416, 1428, 1639, 1733, 1845, 2276, 2809, 2993, 3049. Composition Scales. 1, 164, 531, 822, 1416, 1428, 1746, 1891, 2096, 2353, 2664, 2935, 3049, 3050, 3201, 3234, 3393. Comprehension. See Reading. Compulsory Attendance. 198, 219, 459, 881, 1233, 3239. Conditions in Industry. See Industry, Conditions in. Conduct Controls, Development of. 1808, 3100. Connecticut. 362, 726, 1322, 1698, 1945, 2705, 2706, 2825, 2974, 3078, 3640. Consolidation. 4, 5, 8, 188, 232, 343a, 485, 602, 956, 1701, 1833, 2419, 2654, 2682a, 2745, 3282a. Constructive Ability, Measurement of. See ^Mechanical Ability and Interest Tests. Continuation Education. 14, 853, 898, 940, 1404, 1582, 1674, 2460, 2881, 3118, 3482. Correspondence Study. 1635, 1637, 2158. i Cost of Collecting Taxes. Sec Collecting Taxes, Cost of. County Training Schools. 28, 911. Crime and Education. 121. Cripples, Education of. 222^, 2765. Critical Studies of Intelligence Tests. See Individual Intelligence Tests, Deriva- tion and Critical Studies of; Group Intelligence Tests, Derivation and Critical Studies of. Cuba. 1793. Current Conditions in the United States. 622, 749, 932, 952, 1021, 1338, 1713, 2140, 2166, 2605, 2606, 2607, 2615, 3334, 3428, 3486, 3499, 3511, 3642, 3643. See also various states and cities. Curriculum. 16, 102, 122, 268, 269, 272, 273, 297, 316, 332a, Z12>, 336, 346, 376, 582, 632, 651, 720, 739, 755, 903, 941, 1090, 1091, 1196, 1219, 1269, 1271,' 1333, 1339, 1347, 1380, 1413, 1520, 1530, 1537, 1575, 1577, 1730, 1818, 1859: 1881, 1967, 2164, 2167, 2174, 2395, 2431, 2468, 2473, 2505, 2508, 2519, 2543., 2583, 2610, 2850, 2856, 2945, 2955, 2963, 3023, 3214, 3216, 3249, 3352, 3358; 3371a, 3372, 3390, 3405, 3475, 3476, 3536, 3574, 3598. 3639. Curriculum Construction. 18, 41, 109, 143, 169, 170, 182, 207, 233, 234, 245, 270 271, 274, 283, 297, 310, 318, 344, 345, 365, 368, 390, 392, 399, 446. 447. 461 498, 505, 513, 518. 519, 525. 559, 561, 631, 642, 662, 672, 111, 798, 817, 818 830, 837, 843, 850, 925, 948, 951, 981, 997, 1012, 1123, 1126, 1152, 1162 1166, 1228, 1229, 1234, 1235, 1296, 1315, 1316, 1317, 1352, 1368, 1412, 1432 1451, 1524, 1537, 1538, 1543, 1593a, 1629, 1682, 1726, 1748, 1749, 1787, 1810 1846, 1906, 1934, 1968, 2036, 2047a, 2052, 2064, 2070, 2134, 2147, 2261, 2304 2325, 2417, 2466, 2467, 2513, 2581, 2582, 2584, 2585, 2586, 2590, 2591, 2628 2649, 2680, 2746, 2762, 2763, 2773, 2812, 2850, 2870, 2875, 2905, 2944, 2954 2955, 2962, 2979, 3019, 3021, 3130, 3139, 3147, 3183, 3206, 3209, 3211, 3217 3221, 3229, 3278, 3286, 3312, i},}>2, 3376, 3413, 3427, 3443, 3444, 3445, 3493 3519, 3521, 3522, 3524, 3525, 3535, 3537, 3538. Czecho-Slovakia. Ill, 1772. Dalton Plan. See Individual Instruction. Dartmouth College. 3543. Davidson, Thomas. 1766. Tex Years of Educational Research, 1918-1927 333 Deaf, Education of. 2428, 2948. Dean, Work of. 581. Degrees. See Collccc Degrees. Delaware. 612, 613, 1250, 2487, 2863, 3501. Delinquents. 278, 323, 419, 437, 538, 554, 859, 1104, 1248, 1502, 1996, 2423, 2487, 2965, 2982, 3083, 3194, 3616. Delinquents, Schools for. 97, 280, 2122. Demonstration Schools. 2599, 3156. Demonstration Teaching. 3191. Demonstration Teaching. Sec Practice Teaching and Observation. Denmark. 952, 1254, 2615. Dental Education. 1077, 3074, 3597, 3600. Departmental Teaching. 2823, 3091. Dependents. 460, 1248, 2487, 3616. Derivation and Critical Studies of Intelligence Tests. See Individual Intelli- gence Tests, Derivation and Critical Studies of; Group Intelligence Tests, Derivation and Critical Studies of. Des Moines. 2501. Detroit. 156, 635, 637, 638, 639, 2004, 2257, 2776, 2779, 2852. Development of Conduct Controls. See Conduct Controls, Development of. Dewey, John. 1203. Directed Study. See Supervised Study. Discussion Examinations. See Examinations. Distribution of Expenditures. See Amount and Distrii)ution of Expenditures. District of Columbia. 1248. Domestic Science. See Home Economics. Dominici, Cardinal. 625. Dormitories. 1700. Drawing. See Art. Drawing Scales. 1115, 1638, 1892. Dull Children. See Subnormal Children. Dutton, S. T. 1743. Early American Education. See Colonial Education. East Indies. 2838. Economic Factors. 1362, 1971. Economic \'alue. 548, 972, 1025, 2615, 3341, 3379, 3450, 3457. Economics. 1378, 2065, 3203, 3231. Education, College Work in. 6, 19, 208, 352, 407, 432, 495, 496, 629, 658, 670, 863, 992, 1087, 1193. 1426, 1530, 1590, 1657, 1771, 1932, 1979, 2038, 2417, 2431, 2570, 2371, 3041, 3207, 327S, 3280, 3281, 3282, 3365, 3375, 3480. Education for Illiteracy. See Illiteracy. Education in Army. See Army, Education in. Education in Foreign Countries. See Foreign Education ; also names of coun- tries or continents. Education in Large Cities. See Large Cities, Education in. • Education in Various States. See names of states. Education of Blind. See Visual Defectives, Education of. Education of Cripples. See Cripples, Education of. Education of Deaf. See Deaf, Education of. Education of Immigrants. See Americanization. Education of Negroes. See Negroes, Education of. Education of Visual Defectives. See Visual Defectives, Education of. Education of Women. See Women, Education of. Educational Cxuidancc. 37, 127, 320, 321, 693, 897, 898, 942, 1006, 1207, 1363, 1734, 2010, 2033, 2205, 2267, 2390, 2440, 2554, 2835, 3159, 3380. 334 Bulletin No. 42 Educational Measurement. See Achievement Tests; also names of various subjects. Educational Methods. See Methods of Teaching. Educational Methods, Courses in. 980. Effect of Health on Achievement. See Health, Effect of on Mental Activity. Effect of Physical Condition on Achievement. Sec Health, School. Effect of Practice. See Practice, Effect of. Effect of Tobacco on Mental Efficiency. See Tobacco, Effect of on Mental Efficienc}^ Effects of Heredity and Environment. See Heredity and Environment. Egj'pt. 2056, 2597. ' Elementarv Education. 33, 295. 344, 376, 642, 941, 1339, 1537, 1556, 1686, 1730, 2064, 2174. 2452, 3184. 3332, 3390, 3391, 3415, 3599. Elimination. 1603, 1903, 2197, 2527, 2702. Eliot. C. W. 626. Emerson, R. W. 210. Emotions. 875, 1904, 2075, 2103. 2500, 2502, 2612. Emotions, Measurement of. 1904, 2475, 2750, 3024. Employment of Teachers. Sec Selection of Teachers. Engineering, College Work in. 241, 1155, 1514, 1516, 1886, 2062, 2211, 2898, 2968, 3392, 3601. English. 49, 109, 147, 210, 274, 313, 335, 390, 498, 499, 500, 516, 623, 671, 676, 678, 718, 777, 837, 896, 1123, 1222, 1261, 1270, 1423, 1476, 1509, 1524, 1706, 1764, 1792, 1885, 1915, 1982, 2000, 2070, 2111, 2180, 2225, 2296. 2353, 2354, 2427, 2674, 2832, 2874, 2961, 2962, 3016. 3100. 3125, 3337, 3471, 3546, -3602. English Tests. 81, 81a, 215, 351, 490, 511, 512. 1156, 1165, 1280, 1477, 1612, 2225, 2352. 2373, 2418, 2835, 2998, 3208, 3256, 3259. • , Enid, Okla. 2383. 1 Environment. See Heredity and Environment. Episcopal Education. 319. Equipment. 205, 787, 1784, 2942, 3348. Essay Examinations. Sec Examinations. Esthonia. 61. Etiquet, Training in. 1865. 3489. Europe. 764. 1713, 3037, 3103, 3420, 3511. Evening Schools. 26. 2671. 3395, 3396. Examinations. 150, 334, 510, 759, 878, 914, 1119, 1675a, 2031, 2050, 2207, 2271, 2564, 2565, 2566, 2568, 2596, 2769, 3039. 3136, 3137, 3235. Exceptional Children. 324, 1065, 1066, 1355, 1372, 1414, 1481, 1572, 1930, 2153, 2348, 2380, 2713, 3083, 3084, 3630. Extra-Curricular Activities. 35, 103, 819, 851, 963, 968, 1007, 1023, 1593a, 1624, 1664, 1665, 1668, 1830, 1853, 1928, 2208, 2314, 2436, 2539, 2540, 2593, 2651, 2831a, 2930, 2931, 2933, 2963, 3230, 3270. Sec also Athletics and other ac- tivities. Extra-Ctirricular Activities in College. 2624, 3534. See also Athletics and other activities. Eyesight. 217, 1483, 3437. Failure. See Classification and Promotion. Fatigue. 1044, 1894, 3071, 3140. Federal Aid. 1581, 1703, 1876, 2703, 2791, 2910, 3120. Federal Board for Vocational Education. 260, 1383, 1876, 2283, 2791. Federal Department of Education. 1517. Feebleminded Children. See Subnormal Children. Ten Years of Educational Research, 1918-1927 335 Finances. 29, 113, 140, 149, 341, 396, 397, 413, 431, 491, 547, 611, 620, 748a, 775, 888, 895, 972, 987, 1171, 1187a, 1202, 1452, 1553, 1560, 1618a, 1784, 1836, 1838, 2006, 2008, 2081, 2117, 2128, 2413, 2463, 2577a, 2597, 2601, 2698, 2706, 2862, 2863a, 2889, 2892. 2894, 2895, 2896, 2938, 3010, 3017, 3032, 3373, 3407, 3408, 3410, 3433, 3549, 3564, 3611, 3641, 3645. Finances of College Students. 521, 1130, 1324, 3605. Financial Accounting. See Accounting, Financial. Financial Support of Rural Schools. 140, 151a, 257, 341, 343, 598, 756, 1422, 2720, 2997, 3119, 3532, 3649. Finland. 1761. Florida. 571, 3230. Foreign Born, Education of. See Americanization. Foreign Born, Intelligence of. See Immigrants, Intelligence of. Foreign Criticisms of American Education. 2236. Foreign Education. 65, 355, 1491. See also names of particular countries. Foreign Language. 194, 426, 580, 1122, 1221, 1759, 1816, 1902, 2241, 2498, 2762, 2763, 2878, 3039, 3151, 3299. Foreign Students in the United States. 49, 456, 533, 3161, 3291, 3317. Forestry. 3382. Form Board and Similar Tests. 748, 1469, 1602, 1711, 2072, 2268, 2880. Formal Discipline. See Transfer of Training. Foundations. 2655, 3397. Fountain County, Ind. 416. France. 952, 1565, 1567, 1744, 2482, 2483, 2484, 2542, 2615. Fraternities. See Extra-Curricular Activities. Free Schools. 1871, 1945. Free Textbooks. 1397, 1421, 3570. French. 279, 426, 1176a, 1298, 1449a, 1689, 2466, 2467, 3067. French Tests. 299, 526, 527, 1220, 1299, 1964, 2835, 3236. Games. See Athletics. Gary, Ind. 113, 439, 634, 945, 1225, 2485, 2857, 3173. Gaul. 1186. General Achievement Tests. See General Survey Tests. General Science. 561, 699, 835, 873, 1607, 2145, 2522, 3102, 3121, 3128. General Science Tests. 150, 187, 835. General Status of Teacher Training. See Teacher Training, General Status of. General Status of Teachers. See Teachers, General Status of. General Survey. Tests. 568, 654, 984, 1589, 1796, 2024, 2251, 2331, 2332, 2366, 2414, 2553a, 2563, 2835. Genius. See Gifted Children. Geography. 308, 310. 506, 933, 1080, 2138, 2455, 2494, 2587. Geography Tests. 309, 2565. Geometry. 524, 1571, 2303, 2991, 3148, 3449, 3520. Geometry Tests. 1997, 2969, 3035. Georgia. 627, 2709, 2826, 2827. "German. 426, 1189, 3067. German Reformed Church Education. 1778. German Tests. 1300, 2405, 3236. Germany. 33, 952, 1567, 1568, 1679, 1728, 1729, 1730, 1731, 2542, 2615, 2754. Gifted Children. 115, 128, 136, 137, 138, 209, 317, 350, 392, 568, 648, 656, 657, 725, 760, 768, 769, 883, 947, 995, 1104a, 1224, 1305, 1306, 1318, 1332, 1360, 1373, 1374, 1375, 1491, 1531, 1609, 1685, 1687, 1814, 1909, 2274, 2432, 2438, 2544, 2640, 2739, 2801, 2865, 2866, 2908, 2922, 2923, 2926, 2982, 3059, 3066, 3115, 3162, 3163, 3165, 3168, 3204, 3246, 3301, 3302, 3303, 3323. 336 Bulletin No. 42 Girard College. 1311. Girls, Education of. 5"^^' Women, Education of. Grades. See Marks and Marking Systems. Grading. Sec Alarks and Alarking Systems; Organization of School Systems. Graduate Work. 365, 1434, 1435, 1657, 1856, 1932, 3327. Graduation from College. See College Degrees. Grady, H. W. 2928. Grammar. See Language and Grammar. Grammar Tests. See English Tests. Grand Rapids, Mich. 2852. Graphic ^Methods. Sec Statistical Methods. Great Britain. 200, 410, 506, 616, 952, 1079, 1211, 1535, 1567, 1689, 1732, 1815, 1856, 1862, 1889, 2059, 2166, 2173, 2174, 2175, 2299, 2300, 2301, 2542, 2625, 3118, 3220. Greece. 412, 2410, 2611. Group Intelligence Tests, Derivation and Critical Studies of. 141, 339, 694, 695, 696, 705, 745, 767, 801, 931, 1099, 1115, 1191, 1192, 1198. 1366, 1523, 1616, 1620, 1776, 1907, 1992, 2024, 2041, 2071, 2118, 2135, 2247, 2248, 2249, 2250, 2251, 2332, 2336, 2337, 2365, 2372, 2650, 2761, 2921, 2969, 3304, 3308, 3315, 3318, 3634. Group Intelligence Tests, Practical Use of. 45, 74, 127, 192, 285, 286, 289, 314, 330, 331, 342, 451, 463, 466, 563, 569, 591, 592, 761, 779, 946, 965, 1154, 1301, 1404, 1443, 1492, 1576, 1617, 1723, 1866, 1867, 2102, 2131, 2192, 2366, 2390, 2404, 2428, 2453, 2457, 2460, 2503, 2560, 2561, 2563, 2761, 2872, 2881, 2925, 2960, 2966, 2968, 2987, 3020, 3025, 3150, 3235, 3304, 3308, 3314, 3317, 3634. Grouping According to Ability. See Ability Grouping. Guidance. 254, 790, 1354, 1380, 1402, 1436, 1440, 1443a, 1576, 1767, 1866, 1932, 2062, 2146, 2205, 2327, 2392, 2433, 2435, 2794, 2803, 2843. Habits. 3200. Hall, G. S. 2398. Hampton Institute. 1515, 2288. Hamtramck, Mich. 3289. Handedness. 190, 813, 1544, 2266. Handwriting. 100, 810, 994, 997, 999, 1000, 1005, 1321, 1786, 2480, 2680, 2912, 3152, 3153, 3154, 3155. Handwriting Scales. 246, 949, 991, 1165, 1775, 1947, 1948, 1949, 2151, 2414, 2935. Harris, W. T. 130, 1203, 2506. Harvard University. 171, 1378. Hawaii. 3609. Health. See Health, Child; Health, School; Health, Community; Teachers, Health of; also other divisions of subject. Health, Child. 1067, 1132, 1385, 1844, 3171. Health, Communit}^ 3058. Health Education. See Health, School. Health, EtYect of on Mental Activity. 1880, 2538. Health, Aleasuremcnt of. 2286, 3244. Health, School. 91, 108, 155, 234, 398, 438, 553, 628, 884, 1052, 1292, 1356, 1360, 1453, 1503, 1605, 1740, 2143, 2287, 2305, 2305a, 2443. 2536, 2613, 2685, 2719, 2786, 2854, 3188, 3240, 3241, 3353. 3422, 3423, 3494, 3583. Heating. 1756. Hebrew Education. 833, 1028, 1110, 19-14, 2887. Helvetius, C. A. 1177. Herbart. J. F. 3319. Herder, J. G. 57. Tex Years of Educational Research, 1918-1927 337 Heredity and Environment. 53, 120, 401. 402, 403, 404, 406. 594. 641, 643, 908, 1002, 1051, 1289. 1328, 1374, 1534, 1578, 1587, 1943, 1970, 2528, 2795, 2927, 2958, 3138. 3202. Higher Education. 118, 193, 206, 268, 294, 456, 483, 488, 574, 587, 892, 893, 1197, 1207, 1262, 1320, 1455, 1464, 1480, 1495, 1577, 1592, 1738, 1889, 1950, 1986, 2157, 2376, 2381, 2465, 2511, 2655, 2696, 2972, 2973, 3143, 3164, 3186, 3199, 3325, 3328, 3329, 3399, 3454, 3534, 3540. History. 95, 170, 377, 1293, 1333, 1348, 1599, 1770, 1859, 1874, 1906, 2001, 2047, 2112, 2239, 2328, 2441, 2577, 25&4, 3321. History of Education. 17, 54, 151, 184, 203, 301, 348, 409, 440. 480, 486, 682, 683, 684, 697, 735, 786, 932, 1078, 1176, 1186, 1205, 1214, 1230, 1231, 1253, 1262, 1291, 1486. 1487, 1566, 1643, 1644, 1S87, 1898, 1984, 2189, 2270, 2322, 2416, 2469, 2470, 2594. 3388. History Tests. 334, 729, 1981, 2565, 2568, 3045, 3048. Holland. 782. Home Economics. 322, 444. 445, 446, 798, 1516, 1802, 2262, 2513, 2588, 2757, 3004, 3171, 3173, 5417, 3426, 3455, 3518, 3614, 3631. Home Economics Tests. 1613, 2110. Home Project Work. 416, 586. Homogeneous Grouping. See Ability Grouping. Honor Societies. 2933. Honors Courses. 93. Hunger. 3065. Idaho. 1238, 1603. Illinois. 44, 195, 252, 359, 423, 851, 1102, 1172. 1173, 1227, 1304, 1426, 1884, 2066, 2067, 2081, 2197, 2412, 2463, 2740, 2896, 3189, 3546. Illinois, University of. 1493. Illiteracy. 1308, 2824, 3531, 3542, 3590. Immigrants, Education of. Sec Americanization. Immigrants, Intelligence of. 213, 284, 894, 1546, 1626, 3317. Improvement in Service. 146, 640, 776, 873a, 990, 1550, 1998, 2595, 3180, 3418. Indebtedness. 549. 762. 766, 802, 826, 976, 1382, 3015, 3189. India. &40, 2056, 2214, 2489, 3151. Indiana. &4. 85, 246, 286, 413, 414, 415, 417, 529. 926, 1076, 1364. 1426, 1625, 1846, 1972, 2018, 2230, 2231, 2232, 2465, 3369, 3527. Indiana University. 1903, 2733, 2734, 3502. Indian Territory. 144. Individual Differences. 13, 116. 128, 285, 717, 1043, 1053, 1054, 1121, 1310, 1379, 2152. 2312. 2560. 2885, 3116, 3150. Individual Instruction. 272. 381, 564, 577. 640. 1058, 1611, 1673, 1845, 1850, 2193, 2220, 2264, 2521, 2809, 2834. 3060, 3098, 3104, 3106, 3107, 3109, 3110, 3111, 3112. 3113, 3115, 3116, 3117, 3361, 3385. Individual Intelligence Tests, Derivation and Critical Studies of. 170a, 2>2>7, 481, 789, 960, 1046, 1116, 1329, 1651, 1677, 1678, 1959, 2072, 2135, 2345, 2349, 2350, 2406, 2545, 2790, 2855, 3305. Individual Intelligence Tests, Practical Use of. 138, 562, 656, 979, 2390, 2609, 2920. 2925, 2926.2996. 3144, 3146. 3150, 3194,3274. 3301, 3302, 3304, 3308, 3616. Industrial Schools. 54, 183, 280, 809, 853, 1093, 1297, 1596, 3396. Industrial Training. See Manual Training; Vocational Education; Industrial Schools. Industry, Conditions in. 36, 225, 391, 454, 552, 599, 791, 846, 1174, 1264, 1292a, 1519, 1925, 2011, 2074, 2212, 2259, 2396, 2813, 2986, 3313, 3336, 3633. Instinct. 462. Insuring School Property. 1957, 3436. Intelligence. 2562, 2833, 3200. 338 Bulletin- No. 42 Intelligence, American. 119, 330, 1131, 1650, 2309, 3146. Intelligence, Judging. 563, 965, 2758, 3129. Intelligence of American-born Children of Foreign Parentage. See American- born Children of Foreign Parentage, Intelligence of. Intelligence of Immigrants. See Immigrants, Intelligence of. Intelligence of Negroes. See Negroes, Intelligence of. Intelligence Tests. 9, 10, 55, 56, 86, 124, 125, 135, 222, 267, 304, 320, 360, 403, 469, 470, 522, 551, 589, 590, 592a, 618, 746, 765, 771, 779, 780, 792, 795, 868, 893, 914, 998, 1003, 1026, 1027, 1071, 1117, 1135, 1136, 1163, 1167, 1178, 1313, 1314, 1327, 1345, 1346, 1356, 1453, 1542, 1588, 1651, 1670, 1719, 1760, 1762, 1929, 1933, 1969, 1993, 1996, 2071, 2111, 2135, 2310, 2331, 2333, 2334, 2335, 2379, 2428, 2486, 2526, 2538, 2562, 2573, 2677, 2712, 2782, 2793, 2833, 2901, 2922, 2999, 3000, 3002, 3052, 3057, 3084, 3086, 3087, 3089, 3164, 3202, 3273, 3322, 3453, 3648. Intentions and Interests of Pupils. 21, 592, 665, 715, 760, 814, 978, 2807, 2953. Interests, ^Measurement of. See Social Attitudes and Interests, Measurement of. Intermediate School. See Junior High School. Iowa. 88, 353, 435, 628, 760, 762, 775, 988, 1158, 1160, 1161, 1350, 1386, 1406, 1408, 1426, 1475, 1495, 1624, 2563, 2599, 2601, 3126. Iowa, University of. 1734, 2907. Italian. 624. Italy. 1848, 1901, 2055, 2788. Jamaica. 2056. Jamestown, N. Y. 3437. Janitorial Service. 890, 1032, 2462. Japan. 20, 1357, 1918, 2057, 2626, 2905. Jesuit Education. See Catholic Education. Jews, Intelligence of. 575. Job Analysis. 36, 223, 224, 225, 517, 536, 906, 1022, 1358, 1508, 1543, 1629, 1753, 1754, 1925, 2144, 2209, 2669, 2875. Johns Hopkins University. 277. Joliet, 111. 2852. Journalism. 1721. Journals. See Periodicals. Judging Intelligence. See Intelligence, Judging. Junior College. 162, 204, 902, 903, 971, 1015, 1438, 1524, 1597, 1661, 1662, 1663, 1834, 1835, 2179, 2394, 2852, 3126, 3226, 3532. Junior High School. 52, 182, 325, 346, 375, 529, 557, 649, 713, 716, 717, 755, 798, 860, 861, 915, 925, 933, 951, 1009, 1091, 1092, 1120, 1121, 1122, 1123,- 1215, 1278, 1347, 1529, 1593a, 1656, 1658, 1710a, 1749, 1797, 1805, 1810, 1916, 2074a, 2146, 2324, 2325, 2329, 2344, 2358. 2382, 2394, 2559, 2603, 2623, 2749, 2763, 2779, 2781, 2798, 2812, 2817. 2831a, 2930, 2931, 2932, 2940, 2994, 2999, 3014, 3150a, 3321, 3335, 3398, 3438, 3439, 3440, 3441, 3456, 3487, 3545, 3581, 3593. Juvenile Reading. See Children's Reading. J Kansas. 59, 1548, 2181, 2184, 2187, 2188, 2720, 3540. " Kansas State Teachers College. 3238. Kant, Immaiuiel. 2989. Kentucky. 796, 1072, 1292, 2141, 3503. Kcnvon College. 2755. Kindergarten Education. 2, 139. 247, 399, 727, 966, 1106, 1117, 1522, 1593a, 1854, 1862, 2198, 2944, 3041, 3042, 3043, 3044, 3075, 2>222, 3444, 3445. Knowledge Possessed by Children. See Children's Knowledge and Attitudes. Labor. See Child Labor. Labor and Education. .S>i' Organized Labor and Education. Tex Years of Educatioxai. Research, 1918-1927 339 Laboratory Method. 838. Lafayette College. 37a. Land-Grant Colleges. 58, 159, 261, 418, 1497, 1514, 1515, 1516, 2848, 3392. Language and Grammar. 518, 1803, 2684, 2849. Language Tests. See English Tests. Large Cities, Education in. 754, 3046. Latin. 38, 354, 558, 731, 923, 1139, 1140, 1175, 1212, 1213, 1261, 1567, 2355, 2497, 2631, 2743, 3245, 3297, 3362. Latin Tests. 38, 354, 435, 558, 1465, 1704, 2227, 2228, 3149, 3261. Latvia. 913. Law.- 2444, 2445, 2446, 2447, 2448, 2449, 2450, 3446, 3603. Laws. 50, 58. 59, 82, 165, 180, 296, 341, 459, 600, 604, 862, 891, 927. 941, 1114, 1219, 1240, 1307, 1336, 1351, 1392, 1393, 1394, 1395, 1398, 1399, 1400, 1406, 1456, 1701, 1773, 1774, 1855, 1983, 2068, 2084,2230, 2231, 2278, 2328, 2613, 2645, 2670, 2791, 2847, 2910, 2932, 3005, 3011, 3042, 3124, 3338, 3389, 3467, 3468, 3484, 3532, 3592. Learning. 11, 73, 86, 166. 178, 194, 288, 290, 291, 502, 641, 688, 984, 989, 1013, 103>, 1041, 1268, 1310, 1312, 1441, 1533, 1628, 1632, 1799, 1804, 1917, 2026, 2177, 2293, 2303, 2307. 2308, 2311, 2407, 2408, 2491, 2494, 2562, 2631, 2760, 2766, 2883. 2967, 3132, 3204, 3281. Legislation. See Laws. Length of Service. See Tenure. Length of Sessions. See Sessions, Length of. Length of Terms. See Terms, Length of. Lesson Planning. 587, 2100. Letter Writing. See Composition. Lexington, Mass., State Normal School. 2295. Liberal Arts Work. 455, 1516, 1591, 2464, 2526, 2570, 2727, 2846. Liberalism. 1231. Libraries. 117, 167, 359, 493. 1216, 1654, 2402, 3470, 3528, 3612. Library Schools. 2341, 2904. Lighting. 550, 993. Lincoln, N. C. 1422. Lincoln School. Sec Cohimbia Univeisity. Literature. See English. Local Support. 44, 934, 1585, 1681, 2703, 3247, 3394, 3S32. Locke, John. 687, 1923, 2934. Londcm. 1850. . Lord Brougham. See Brougham, Lord, Work of. Los Angeles. 270, 2884. Louisiana. 1242, 1484, 2156, 2738, 3435. Lunches, School. 963, 1056. McGill University. 1870. Malay States. 2121. Mann, Horace. 690. Manual Training. 54, 76, 203, 283, 311, 567, 858, 2485, 2509, 2731, 2798, 2812, 2876, 2902, 3172, 3434. Marks and Marking Systems. 276, 666, 868, 1403, 2125, 2127, 2549, 2550, 2602, 2716, 2770, 2784, 3205, 3227, 3238. Marvland. 1563, 3636. Massachusetts. 202, 592, 690, 1014, 1183, 1404, 1693, 2747, 2895, 3328, 3383, 3492, 3530, 3553, 3554, 3555. Mathematics. 65, 316, 317, 318, 355, 557, 814, 1604, 1781, 2325, 2461, 2548, 2586, 2628, 2636, 2637, 2639, 2702, 2725, 2978, 3366, 3412, 3416, 3469, 3519, 3520, 3629. 340 Bulletin Xo. 42 Mathematics Tests. 1963, 2525, 2642, 2835, 3035. Maxwell, W. H. 1832. Measurement. See Achievement Tests; Intelligence Tests; also names of sub- jects or traits measured. Alechanical Ability and Interests Tests. 53, 86, 1443a, 1869, 2805, 2806, 2984, 2985, 3072. Medical Education. 160, 569, 944, 2387, 3058, 3478, 3516. ^ledical Inspection. See Health, School. Memor}'. See Association and ^Memory. Mennonite Education. 1260. Mental Growth and Activity. 138, 338, 576, 641, 704, 744, 770, 774, 794,- 1017, 1068, 1069, 1070, 1284, 1293, 1370, 1450, 1518, 1526, 1627, 1813, 1905, 1921, 2103, 2224, 2240, 2343, 2364, 2411, 2647, 2722, 2782, 2837, 2839, 2917, 2>27i. Metal Trades. 1543. Methodist Education. 2941. Methodist Episcopal Church and Education. 834, 2853. Alethods of Teaching. '23, 39, 148, 524, 807, 845, 918, 980, 1113, 1221, 1281, 1338, 1367, 1593, 1634, 1647, 1692, 1764, 2039, 2160, 2173, 2369, 2417, 2518, 2541, 2718, 2816, 2908, 3055, 3056, 3093, 3095, 3132, 3215. Mexico. 1793. Michigan. 69, 214, 215, 862, 1426, 1487, 1945, 2003, 2008, 3256, 3257, 3258, 3259, 3261, 3267, 3268, 3270, 3346. Alichigan, University of. 1243, 2385, 2682. Migration. 1251, 3326. Migration of College Students. See Residence and Migration of College Stu- dents. Military Science. 501, 2425. Mill, J. S. 2493. Minneapolis. 3343. Minnesota. 573. 886, 1467, 1585, 1601, 2457, 2666, 2730, 2896, 3135, 3619. Alinnesota, University of. 1200, 1593. Missionarv Education. 2015, 3143. Alississippi. 1484, 1485, 2155, 2242, 2244, 3124. Missouri. 583, 747, 970, 1075, 1548, 1715, 2918, 3402. Modern Foreign Language Tests. 2835. Alontana. 45. Montessori, Maria. 1203. Moral Education. See Character Education ; Religious Education. Motivation. 7i, 238, 246a, 585, 1463, 1741, 2323, 3054, 3094, 3300. Motor Abilitv. See Motor Coordination and Reaction. Motor Coord'ination and Reaction. 1034, 1054, 1446, 1609, 1899, 2426, 2771, 3070, 3079, 3142. Moving Pictures, Use of in Education. See Visual Education. Municipal Universities. 852. Music. 182, 841, 842, 843, 907, 908, 912, 1430. 1646, 1682, 1684, 1822, 2634, 2659, 2660, 2663. 2783 2795. Music Tests. 315, 1055, 1337, 1683, 2099, 2400, 2661, 2796. National University, Movement for. 504. Natural Science. 662, 1368, 2059. Near East. 2451. Nebraska. 2172, 3436, 3551. Nebraska, University of. 669. Negroes, Achievement of. 2273. Negroes, Education of. 612, 707, 911. 1132, 1515, 1539, 1991, 2155, 2288, 2619, 2690, 2853, 3199, 3248. Ten Years of Educational Research, 1918-1927 341 Negroes, Intelligence of. 1131, 1650, 2273, 2309, 2311, 3146. Neighborhood Rating. 555, 2708. Neurotics. 2546. Nevada, University of. 800. New Examination. See Examinations. New England. 1176, 1858, 2105, 3296. Newfoundland. 400. New Hampshire. 1693, 2079. New Haven. 1066. New Jersey. 180, 1240, 1693, 1781, 2895, 3250, 3272, 3430, 3539, 3561. New Jersey, College of. See Princeton University. New Mexico. 118, 598. Newsboys. 1325. New-Type Tests. See Examinations. New York. 122a, 270a, 332a, 343, 343a, 366, 433, 464a, 538, 544, 611, 654, 655, 844, 879a, 919, 927, 1078, 1194, 1202, 1233, 1351, 1383a, 1383b, 1452, 1552a, 1562, 1675a, 1693, 1858, 1987, 2083, 2085, 2086, 2093, 2133, 2223, 2225, 2228, 2305a, 2314, 2419, 2682a, 2845, 2862, 2895, 3282a, 3286a, 3286b. New York City. 833, 2409a, 3438. New Zealand. 1849, 2056, 2973. Non-Intellectual Traits. See Personality and Character ; Emotions. Normal Children. 138, 1103, 2686, 2980. Normal Schools. 67, 90, 307, 408, 581, 900, 1010, 1026, 1209, 1218, 1323, 1336, 1447, 1455, 1496, 1509, 1579, 1580, 1580a, 1863, 2003, 2098, 2172, 2285, 2295, 2319, 2518, 2576, 2627, 2687, 2882, 2946, 3038, 3040, 3177, 3179, 3219, 3470. t North Carolina. 468, 599, 1512, 1633, 2076, 2154, 3368, 3414, 3471, 3504, 3587. North Central Association. 719, 2046. Northwestern University. 3096. Norway. 66, 1506, 2701. Nursery Schools. See Kindergarten Education. Nurses, School. 2534. Nursing. 262. Nursing Education. See Aledical Education. Oakland, Calif. 778. Objectives. 40, 398, 630, 736, 933, 1009, 1124, 1180, 1182, 1228, 1229, 1466, 1647, 2035, 2047, 2296, 2323, 2466, 2481, 2523, 2637, 2718, 2742, 2756, 2940, 2963, 3130, 3358, 3372, 3375. Observation. Sec Practice Teaching and Observation. Occupational Efficiency. 1226, 1405, 2986. Occupational Opportunities. See Industry, Conditions in. Ohio. 296, 383, 384, 1426, 1983, 2088, 2114, 2459, 2495, 2652, 3409, 3591. Ohio State University. 614, 1961. Ohio Valley. 1230. Oklahoma. 206, 264, 2894, 3505. Old-Type Tests. See Examinations. Oneida County, N. Y. 460. Opposites Tests. See Vocabulary Tests. Oregon. 1738, 2413, 2414, 2810, 3370. Organization of Systems. 593, 864, 1029, 1206, 1259, 2256, 2732. Organized Labor and Education. 698. Oswego Movement. 742. Out-of-School Activities and School Work. 282. Palestine. 2056. Panama. 1793, 2060. 342 Bulletin No. 42 Parents and Children. 1708, 3395. Parent-Teacher Associations. 3133. Part-Time Education. 226. 853, 1383a, 1490, 2282, 2409a, 2728, 2729, 2831, 3218, 3339, 3395, 3482, 3483, 3484, 3510. Pasadena, Calif. 1439. Passaic, N. J. 3490. Peace Education. 1641. Pedagog}'. See Education, College Work in. Pennsylvania. 151a, 458, 620. 748a, 802, 871, &73a, 1187. 1187a, 1187b. 1201, 1580, 1580a, 1614, 1615, 1617, 1618a, 1622, 1639a. 1693. 1750, 1778, 1897, 1999, 2116, 2117, 2161, 2275a, 2496, 2497, 2498, 2552, 2645, 2681, 2876, 2915, 3020b, 3030, 3032, 3271. Pensions. Sec Retirement Systems. Periodicals. 730. Persistence in College. See Student Persistence in College. Personality and Character. 304, 360. 522, 523, 1059, 1343, 1680, 1808, 1843, 2103, 2218, 2423, 2502, 2515, 2787, 3301. Personality and Character, Measurement of. 437, 503, 514, 554, 725, 811, 812, 1252,' 1256, 1257, 1369, 1389, 1440, 1507, 1736, 1762, 1843, 1890, 2218, 2347, 2480, 2803, 3036, 3062, 3122. Personnel Administration for Pupils. See Guidance. Personnel Work. Sec Guidance. Pharmacy, College Work in. 519, 2569. Philadelphia. 17^0a. 2074a. 2831a, 3150a. Philanthropy in Higher Education. Sec College Finances. Philippines.' 30, 469, 470, 484. 2014, 2015, 2107, 2245. Philosophy. Sec Theory' and Philosophy. Physical Condition, Effect of on Achievement. See Health, School. Physical Directors. Sec Athletics. Physical Education. 123, 155, 234, 265, 387, 628, 876, 1225, 1319, 1521, 1737, 2052, 2131, 2425, 2478, 2627, 2685, 2792. 2811, 2847, 3193. 3242. 3243, 3538. Physical Growth. 132, 744, 1070, 1105, 1375, 1518, 1763, 1905, 2257, 2364, 2722, 2837, 2839. Physical .Measurements. 132. 135. 137, 298, 305, 452, 479, 487, 1375, 1705. 1883, 1929, 2364, 2406, 2530, 2531, 2561. 2793, 2922, 2926, 2980, 2996. Physics. 395, 838, 1095, 1431, 1432, 1462. Physics Tests. 395, 450, 983, 1431, 1879a, 2S35, 2969, 3236. Pittsburgh. 3227, 3345. Placement of Teachers. See Teachers, Selection of. Plant, School. 1063, 2863, 3348, 3424. Plato. 1033. Platoon Schools. 161, 841. 2277, 2776, 277S. Play and Recreation. 2&2, 1016, 1083, 1225, 1276, 1277, 1726, 1727, 1977, 2012, 2533, 2700, 2965, 3364, 3458, 3586. Playgrounds. See Play and Recreation, Poland. 112, 823, 836, 1028. Polish National Alliance College. 2007. ,i Porto Rico. 2246, 3615. * Port Royalists. 151. Practical Use of Intelligence Tests. Sec Individual Intelligence Tests, Practical Use of; Group Intelligence Tests, Practical Use of. Practice, Effect of. 23S, 420, 660, 692, 989, 1053, 1099, 1401, 1953, 2312 2316, 2411, 3265. Practice Teaching and Observation. 67, 159, 436, 965, 969, 982 1114 114=^ 1^4 1946, 2399, 3172, 3191, 3292. Ten Years of Educational Research, 1918-1927 343 Predicting College Enrolment. 5"^^ College Enrolment. Prediction of Teaching Success. See Teacher Rating. Presbyterian Education. 1330, 1466, 2492, 3339. Pre-School Education. See Kindergarten Education. Previous Training of College Students. See Ability, Previous Training, and Status of College Students. Prevocational Education. 1108. Primarv Education. 399. 787, 1453, 1593a, 1780. 1854, 2198, 2936, 2944, 3041, 3445. 3447. Princeton University. 1857, 3080. Principals. 174, 326, 570, 677, 711, 839, 872, 1085, 1659, 1660, 1783, 1819, 1823, 1841, 2009, 2087, 2088, 2089, 2504, 2643, 3181, 3391, 3491, 3596, 3599, 3628. Principles of Education. See Theory and Philosophy of Education. Printing Trade and Instruction. 1255. Private Schools. 165, 579, 583, 1642, 1773. 1774, 1987, 2672, 3363. Professional Ethics. 1691. Prognosis. See Guidance; Educational Guidance; \'ocationaI Guidance; College Success, Prediction of. Programs of College Students. 923, 1536, 1911. Programs, Teachers'. See Teachers' Loads and Programs. Progress through School. 13, 97, 639, 783, 988, 1546, 1828, 2018, 2149, 2197, 2432, 3099, 3113, 3320a. Project Method. 22, 497, 582, 681, 1162, 1570, 1593a, 1606, 1826, 2159, 2820, 3121, 3459. Promotion. See Classification and Promotion of Pupils. Protestant Education. 1718. Psychological Tests. See Intelligence Tests. Psychology. 139, 448, 449, 510, 595, 675, 679, 706, 810, 973, 992, 1016, 1048, 1089, 1203, 1334, 1445, 1496, 1692, 1727, 1745, 1840, 1922, 1929, 2243, 2253, 2289, 2297, 2363, 2424, 2452, 2472, 2686, 2774, 2797, 2959, 3055, 3093, 3190, 3278. Publishers. 2401. Publicity. 27, 31, 1035, 1344, 2128, 2477, 2983. Pupil Accounting. See Child Accounting. Pupil Diagnosis and Remedial Work. 370, 385, 427, 702, 917, 958. 1048a, 1050, 1057, 1137, 1144, 1146, 1147, 1148, 1150, 1153, 1185, 1307a, 1489, 1584, 1673, 1722a, 1779, 1811, 1879a, 1914, 1975, 1976, 2017, 2276, 2281, 2389, 2551, 2553a, 2653, 2753; 2800, 2867, 3051, 3086, 3153, 3154, 3201, 3208, 3276, 3303a, 3310. Pupil Self-Government. See Self-Government. Pupils' Interests. See Intentions and Interests of Pupils. Purdue University. 671, 1188, 1266. 1267, 2471, 2794, 3534. Purposes of Education. See Objectives. Quaker Education. 203, 1633, 1962, 2608, 3271, 3272. Questioning. 2042. Radio Education. 1097. Ranking of State Systems. See State Systems, Ranking of. Rate of Mental Growth. See Mental Growth and Activity. Rating of Buildings. See Buildings, Rating of. Rating of Teachers. See Teacher Rating. Rating of Textbooks. See Textbooks, Ratnig of. Reading. 24, 25, 51, 211, 248, 340, 342, 369, 372, 424, 425, 426, 476, 653, 675, 785, 793, 831, 1047, 1050, 1060, 1061, 1081, 1088, 1112, 1137, 1138, 1142, 1143, 1144, 1146, 1149, 1150, 1151, 1152, 1153, 1232, 1241, 1286, 1316, 1340, 1342, 1343, 1401, 1413, 1413a, 1417, 1419, 1451, 1558, 1559, 1672, 1786, 1936, 1975, 2134, 2190, 2191, 2235, 2254, 2255, 2342, 2529, 2694, 2744, 2748, 2840, 2869, 2929 344 Bulletin No. 42 2936, 2977, 2978, 3012, 3021, 3022, 3070, 3220, 3257, 3309, 3311. See Chil- dren's Reading for that not done as a school subject. Reading Tests. 215, 393, 394, 653, 655, 761, 785, 848, 962, 1048a, 1141, 1147, 1148, 1150, 1153, 1157, 1158, 1165, 1170, 1191, 1274, 1340, 1342, 1547, 1617, 1622, 1768, 1779, 1949, 2024, 2027, 2041, 2367, 2520, 2549, 2617, 2716, 2911, 2935, ^w 3031, 3158, 3205, 3267, 3369, 3472. * Recommendation of Teachers. See Selection of Teachers. vhoi Records and Reports. See Child Accounting. Recreation. See Play and Recreation. Recreational Reading. See Children's Reading. xiet Registrars, Work of. 2222. Registration in College. See College Registration. '?aet Rehabilitation Work. 664, 1864. . ko Religious Education. 62, 63, 82, 83, 84, 85, 199, 207, 233, 259, 300, 306, 348, 525, 615, 681, 689, 690, 707, 832, 901, 935, 1127, 1180, 1269, 1320, 1420, 1466, 1570, 1595, 1640, 1690, 1724, 1789, 1790, 1831, 1897, 1898, 1922, 2101, 2108, 2297, 2612, 2668, 2737, 2746, 2747, 2825, 2851, 2919, 2941, 3033, 3034, 3187, 3226. Remedial W^ork. See Pupil Diagnosis and Remedial Work; also subject in which interested. Rensselaer Polytechnic Institute. 131. Reports. See Child Accounting; Publicity. J|^ei Requirements for College Degrees. See College Degrees. 1 Research. 32, 133, 327, 382, 507, 590, 652, 668a, 1129, 1474, 1533, 1555, 1592, 1671, sen. 1821, 2028, 2040, 2045, 2048, 2080, 2206, 2510, 2635, 2689, 2988, 3007, 3019, xss 3061, 3224, 3225, 3290. Research Bureaus. 507, 1794, 1821, 1908, 2148, 2733, 2734, 3547. je.x Research Technique. 235, 702, 1113a, 1811, 1812, 2630, 3061. jliv Residence and Aligration of College Students. 3326. JB Retardation and Acceleration. 176, 179, 740, 988, 1045, 1217, 1223, 1224, 1909, 2197, 2702, 3006, 3111, 3192, 3346. Retirement Systems. 788, 847, 1018, 1019, 1350, 2260, 2388, 2681, 2879, 3377, 3389, ^ \xi 3429, 3506, 3513, 3523, 3580, 3589, 3626. kci Rhode Island. 472, 473, 474, 475, 947. j«i Rhode Island Normal School. 661. Joci Rochester, N. Y. 3441. Rochester, University of. 2547. Rousseau, J. J. 1033, 1203. Rural High Schools. 16, 465, 850, 919, 920, 921, 1227, 2183, 2187, 2507, 2572, 2610. 2945, 3223. J Rural School Finances. See Financial Support of Rural Schools. ^ Rural Schools. 94, 122a, 141, 256, 270a, 332, 353, 414, 433, 434, 453, 464a, 468, 577, 603, 613, 663, 685, 722, 758, &44, 95.5, 970, 1011, 1036, 1194, 1383a, 1383b, 1399, 1423, 1506, 1511, 1512, 1552a, 1562, 1574, 1675a, 1698, 1699, 1702, 1877, 1971, 1977, 2104, 2186, 2267, 2305a, 2340, 2429, 2468, 2474, 2495, 2688, 2752, 2775, 3240, 3286a, 3286b, 3460, 3527, 3550. Rural Teachers. 47, 408, 464, 465, 1485, 1614, 1615, 2116, 2673, 2676, 3551. | Russia. 110, 1028, 1716, 2130. Rutgers College. 763. Safety Education. 75, 737, 1181, 1296, 1297, 1381, 2284, 2285, 2340, 2817, 2818, 2819, 2870, 3169, 3176, 3197, 3198. St. Cloud, Minn. 1342. St. Louis. 1550, 1551, 1552, 1560, 2577a. San Francisco. 2259, 3251. San Francisco State Teachers' College. 3097, 3099. XVf Ten Years of Educational Research, 1918-1927 345 Santa Ana, Calif. 1302. Scheubel, Johann. 738. School and Community. See Community and School. School Boards. See Boards of Education. School Expenditures. See Finances. School Lunches. See Lunches, School. School Nurses. See Nurses, School. School Plant. 2421. School Reports. See Publicity. Science. 143. 186, 240, 439, 700, 701, 815, 816, 818, 951, 1096, 1098, 1111, 1119, 1341, 1735, 1781, 1931, 1956, 2059, 2145, 2326, 2557, 3040, 3422, 3521, 3582. Scientists. 1349. Secondary Education. 21, 34, 44, 123, 181, 195, 197, 295, 297, 327, 328, 423, 509, 559, 560, 593, 607. 630, 631, 651, 652, 715, 720, 721. 726. 803, 807, 864, 906, 915, 926, 1078, 1109, 1124, 1169a, 1176, 1227, 1272, 1322, 1365, 1436, 1452, 1473, 1495, 1527, 1548, 1554, 1557. 1565, 1642, 1648, 1658, 1666, 1679, 1720, 1829, 1878. 1941, 1965, 1984. 1986, 1987, 2047a, 2082, 2166. 2175, 2278, 2313. 2315, 2395. 2437, 2496, 2504, 2505, 2523, 2543, 2572, 2610, 2740, 2836, 2850, 2938, 2963. 2992, 3008. 3020b, 3023. 3139, 3183, 3225, 3347, 3358, 3376, 3388. 3413, 3425, 3461, 3508, 3525, 3548, 357^. Selection of Teachers. See Teachers, Selection of. Self-Government. 1510, 2575, 3462. Sensationalism. 1177. Sessions. Length of. 3-147. Seven-Year Elementary Schools. 1484, 1563, 1893. Sex Education. 867. Slavery. 1282. Slides, Use of. See Visual Education. Small Cities, Administration in. 750. 1030. Smith College. 2665. Social Attitudes and Interests, Measurement of. 1252. Social Conditions and Problems. 955, 1353, 1471, 1511. Social Sciences. See Social Studies. Social Studies. 732, 924, 925, 1317, 1332, 1538, 1561, 1934, 2046, 2065, 2574, 2589, 2828, 3321. Social Training. See Citizenship Training. Socio-Economic Status, Measurement of. See Neighborhood Rating. SocioIog>'. 1334, 2065. South Africa. 87. 275, 904, 922, 1785. 1877, 1878, 1879, 2056, 2754. South America. 1712, 1793, 1896, 2015, 2054, 2060. 2132. South Carolina. 230, 231, 680, 766. 2265, 2836, 2943, 3081. South Dakota. 1525, 2306, 2362, 2896, 3387. South, Education in the. 1642, 1643, 1644, 1951, 2315, 2676, 2894. Spain. 2058. Spanish. 379, 426, 1494a. 3537. 3584. Spanish Tests. 380. 1220, 2835. 3236. Special AbiUties and Aptitudes. 152. 178. 288, 502. 704, 769, 774, 1037, 1327, 1443a, 1450, 1799, 2711, 2771, 2799, 3079, 3089, 3330. Special Schools. 723, 743, 1414, 2090, 3591. See also particular types of schools. Speech Tests. 2830. Speech Training. 258, 389, 772, 1646, 1974, 2648, 2678. 2829. Spelling. 46. 64. 457. 1047, 1285, 1376, 1407, 1412, 1479, 1742, 1748, 1828, 1847, 1927, 2981, 3252, 3260. 3264, 3266. Spelling Tests. 78, 79, 80, 215. 220, 329. 877. 959, 1048a, 1847, 1949. 2085, 2150, 2935, 3252, 3253, 3267, 3572. i 346 Bulletin No. 42 Sport. Sec Athletics. Springfield, 111. 1244. State Aid. 3, 44, 482, 938, 1433, 1585, 1601, 1681. 1701, 1703, 2076, 2079, 2092, 2093, 2094, 2499, 2703, 2709, 2888, 2891, 2893, 3027, 3030, 3078, 3284, 3394, 3436, 3442, 3532, 3533, 3591. State Associations. 1133, 3081. State Commissioners of Education. Sec State Superintendents. State Departments. 608, 686, 906, 916, 1564, 1966, 2456, 2641, 2679, 2707, 3008, 3078, 3294, 3306, 3532. J "a State Superintendents. 366, 686, 2458. State Systems, Ranking of. 107, 474, 1454, 3333. Statistical Methods. 27, 404, 595, 666. 759, 914, 957, 1038, 1167, 1345, 1390, 1391, 1586, 1588, 1762. 1811, 2032, 2199; 2201, 2252, 2371, 2566, 2578, 2579, 2580, 2712, 2914, 2970, 3000. 3195, 3237. Stenographic Tests. 12, 1008. 1359, 1361, 2210, 2514. Student Councils. See Self-Government. Student Employment. 2873. Student Persistence in College. 2907. Student Success in College. 185, 276, 293, 917, 1188, 1324, 1670, 1717, 1866, 1939, 1940, 1985, 2211, 2368, 2370. 2374. 2378, 2171, 2503, 2537, 2624, 2629, 2662, 2827, 2946. 3279, 3316. .Student Teaching. Sec Practice Teaching and Observation. Study, Technique of. 292, 293, 430, 667, 668, 679, 1060, 1086, 1111, 1143, 1536, 1804, 2049, 2988, 3147, 3309, 3311. Subject-Matter Tests. See Achievement Tests; also the various subjects. Subnormal Children. 128, 278, 281, 350, 584, 724, 1064, 1065, 1103, 1226, 1371, 1501, 1531, 1532, 1696, 1969, 1996, 2075, 2279, 2347. 2351, 2380, 2686, 2697, 2866, 2908, 2980, 3047, 3082, 3085, 3170, 3204, 3246, 3277, 3346, 3571. Substitute Teachers. 596. Summer Sessions. 90, 423, 870, 880, 1549. 3127. ^Pacl Superintendents. 104, 494, 804, 1195. 1842, 1942, 2084. 2710. flacl Superior Children. See Gifted Children. Supervised Study. 361, 363, 808, 1290, 1989, 2455, 3607. Supervision. 48, 99, 156, 157, 158, 202, 266. 343, 343a. 361, 372. 414, 443, 540, 601, 659, 839, 1042, 1088, 1640. 1648, 1818, 1823, 1924, 2139, 2176, 2180, 2339, 2356, 2688, 2693, 2775, 3020b, 3182, 3222, 3295, 3500, 3628. Supplies. 2913. Y Supply and Demand of Teachers. See Teachers, Supply and Demand of. Survey Tests. See General Survey Tests. Surveys. 47, 83, 113, 122a, 129, 20l', 263, 270a, 302. 332a, 333, 343a, 433, 439, 464a, 472, 473. 574, 634, 647, 778, 844. 919, 936, 937, 943, 945, 1138, 1194, 1199, 1225, 1238, 1244, 1247, 1249, 1383a, 1383b, 1422, 1504. 1505, 1519. 1548, i 1552a, 1554, 1562, 1580a, 1675a, 1676. 1686, 1722. 1893, 2003, 2004. 2014, '. 2105, 2129, 2163, 2164. 2187, 2242, 2244, 2262, 2305a, 2338, 2403, 2465, 2485, 2656, 2657. 2682a, 2720, 2826, 2S57. 2863, 2892, 3117, 3173, 3282a, 32S?, 3286a, 3286b, 3287, 3287a, 3289, 3292. 3325. 3383, 3384. 3386. 3387, 3402, 3501, 3502, 3503, 3504, 3505, 3527, 3540, 3541. 3574, 3575, 3576, 3609, 3610, 3644, 3649. Sweden. 216, 295, 3160. Switzerland. 539, 1265, 2291. Taxation. 1884, 2463. Taxes, Cost of Collecting. See Collecting Taxes, Cost of. j Teacherages. 2106. Teacher Participation in Administration. 1653. 4i ad Tern' h.. lea. 'r*jitii Ten Years of Educational Research, 1918-1927 347 Teacher Rating. 146, 172, 287, 371, 471, 635, 644, 659, 1335, 1386, 1488, 1500, 1618, 1645, 1819, 2043, 2558, 2768, 2911, 3063, 3178, 3210, 3213, 3374, 3526. Teacher Tenure. 180, 250, 492, 556, 879a, 1455, 1456, 1457, 1458, 1459, 3174, 3338, 3349, 3371, 3374, 3481, 3526, 3592, 3613, 3617, 3621. Teacher Training, General Status of. 62, 65, 122a, 259, 408, 573, 611, 732, 796, 832, 876, 928, 980, 1120, 1134, 1196, 1211, 1331, 1384, 1498, 1528, 1535, 1715, 1755, 1960, 1979, 1988, 2114, 2124, 2154, 2265, 2376, 2508, 2633, 2738, 2764, 2802, 2915, 3019, 3167, 3306, 3350, 3373, 3509, 3532, 3618. Teacher Training in High Schools. 464, 573, 3619. Teachers Attending College. 1197. Teachers' Attitudes. 1239, 1295. Teachers' Colleges. See Normal Schools. Teachers' Councils. 2234. Teachers' Estimates of Intelligence. See Intelligence, Judging. Teachers' Faults. 588, 964. Teachers, General Status of. 47, 50, 122a, 489, 622, 712, 990, 1694, 1747, 1781, 2911, 3399, 3509, 3514, 3559, 3623, 3632. Teachers, Health of. 477, 2535. Teachers' Institutes. 1782, 2552, 2553. Teachers' Loads and Programs. 362, 1179, 1288, 1623, 1655, 1863, 2156, 2181, 2275, 2397, 3107, 3181, 3269, 3627. Teachers' Marks. See Marks and Alarking Systems. Teachers' Qualifications. 781, 825, 939, 967, 2673, 2675, 3177, 3608. Teachers' Salaries. 70, 174, 458, 543, 751, 899, 1160, 1179, 1439, 1485, 1579, 1695, 1839, 2002, 2170, 2171, 2184, 3026, 3232, 3381, 3401, 3421, 3432, 3463, 3473, 3477, 3488, 3495, 3507, 3514, 3526, 3530, 3552, 3553, 3554, 3555, 3556, 3557, 3558, 3578, 3579, 3585, 3606, 3622, 3624, 3625, 3626. Teachers, Selection of. 236, 680, 1120, 1550, 1739, 1932, 2695, 2759, 2975, 3073, 3608. Teachers. Supply and Demand of. 208, 383, 873a, 1639a, 1699, 2802. Teaching Loads. See Teachers' Loads and Programs. Teaching Alethods. See ^Methods of Teaching. Technique of Study. See Study, Technique of. Tennessee. 566, 954, 2523, 2894. Terminology of Research. See Research. Terms, Length of. 621, 2186, 3569. Texas. 167, 256, 333, 574, 722, 849, 936, 937, 1010, 1035, 1073, 1138, 1504, 1519, 1554, 1676, 1718, 1836, 1893, 2163, 2164, 2262, 2338, 3284, 3285, 3287, 3287a, 3542. Texas, University of. 2453. Textbooks. 1208, 2001, 2834, 2954, 2973a, 3570. Textbooks, Rating of. 51, 211, 457, 974, 986, 1208, 1417, 1801, 1938, 2255, 2375, 2699, 2780. Theological Schools. See Religious Education. Theory and Philosophy. 528, 534, 537, 687, 1024, 1033, 1177, 1445, 1448, 1610, 1766, 1767, 1926, 1978, 2479, 2493, 2635, 2785, 2934. Thorndike, E, L. 1445, 2221. Time Allotments, Subject. 68, 97, 98, 105, 1091, 1688, 3268, 3406. Tobacco, Effect of on Mental Efficiency. 1442, 2240. Trade Tests. See Mechanical Interest and Ability Tests. Trade Tests. See Vocational Guidance. Traditional Examinations. See Examinations. Training in Etiquet. See Etiquet, Training rn. 348 Bulletin No. 42 Training in Service. Sec Improvement in Service. Training Possessed bv Teachers. 405, 465, 628, 732, 924, 939, 1197, 1467, 1468, 1475, 1488, 1614, 1667, 1715, 1998, 2000, 2156, 2181, 2673, 2738, 2810, 2878, 3167, 3350, 3440, 3604, 3620. Transfer of Training. 64, 253, 1125, 2221, 3166. Transients. See Aligration. Transportation of Pupils. 4, 5, 7, 188, 232, 411, 1039, 2233, 2666, 2692, 2745, 2886. Trigonometry. 3520. Twins. 1649, 1707, 1970, 2906. Typewriting. 12, 166, 869, 1361, 2290. Typewriting Tests. See Stenographic Tests. Unit Costs. 415, 734, 1169, 1304, 1387, 1388, 1569, 1725, 2123, 2317, 2318, 2319, 2329, 2397, 2815, 2828, 3184, 3439, 3485. United States Bureau of Education. 608, 1876, 2320, 2726, 2791. University Extension. 77, 243, 244, 1210, 1636, 1999, 2275, 3320. University of . See name of university. Urban Education. Sec Large Cities, Education in. Utah. 647, 2402, 2761, 3610. Vacations. 2162, 2263. Ventilation. 1756, 1757, 1758, 1860, 3228, 3529. Vermont. 1693, 2802, 3550. Vincent, J. H. 689. Virginia. 358, 593, 1019, 1036, 1199, 1249, 1871, 2752, 3145, 3573, 3635, 3637. Virginia, University of. 367. Visiting Nurses. See Nurses, School. Visiting Teachers. 1094, 2219. Visual Defectives, Education of. 228, 1004, 1274, 1275, 1483, 1936, 1937, 2415, 2620, 2871. Visual Education. 728, 828, 829, 996, 1001, 1168, 1377, 1494, 1820, 2136, 2302, 2598, 2691, 2715, 3131, 3464. Vives, J. L. 706. Vocabulary. 46, 356, 617, 1049, 1401, 1409, 1411, 1419, 1478, 1600, 2741, 2743, 2773, 2956, 2974. Vocabulary Tests. 239, 673, 1170, 1478, 1952, 2027, 2520, 3298. Vocational Education. 126, 175, 204, 260, 312, 417, 703, 844, 854, 911a, 937, 1128, 1164, 1265, 1296, 1365, 1383, 1490, 1499, 1596, 1697, 1703, 1755, 1990, 2011, 2091, 2105, 2115, 2283, 2326, 2516, 2521, 2524, 2619, 2690, 2730, 2731, 3037. 3251, 3295, 3328, 3434, 3465, 3614, 3636, 3637. Vocational Education for Soldiers and Sailors. See Rehabilitation. Vocational Guidance. 9, 15, 37, 127, 173, 185, 237, 320, 321, 463, 508, 693, 854, 855, 856, 857, 1008, 1010, 1025, 1107, 1128, 1204, 1243, 1245, 1258, 1264, 1292a, I 1363, 1443, 1573, 1584a, 1630, 1631, 1670, 1711, 1790, 1935, 2062, 2120, 2212, 2229, 2267, 2390, 2391, 2532, 2604, 2807, 2844, 2966, 2971, 2985, 3003, 3068, 3123, 3351, 3466, 3638. War and Education. 741, 1652, 1769, 2272, 2789, 3640. Washington (State). 149, 1667, 1738, 3005, 3252, 3253. Washington University. 567. Washington, University of. 1655, 2503. Washtcnau County, Alich. 2654. Weld County, Colo. 1287, 1722. Wesley, John. 2386. Westchester County, N. Y. 2090, 2670. Western Reserve University. 3479. Ten Years of Educational Research, 1918-1927 349 West Virginia. 491, 955, 1720, 2507, 3248, 3407. Will. See Emotions. Wilmington, Del. 3434. Winnetka, 111. 3104, 3105, 3108, 3111, 3112, 3113, 3117. W'innctka Plan. Sec Individual Instruction, Winnetka. Winona, Minn. 2129. Wisconsin. 28, 47, 556, 938, 940, 943, 975, 1382, 1426, 1681, 1971, 2881, 3649. Wisconsin, University of. 1988, 2409. Women, Education of. 254, 1732, 1751, 1858, 2918, 3047, 3159, 3452. Women's Colleges. 254, 739, 865, 2519, 2526, 2527. Work of Registrars. Sec Registrars, Work of. Writing. See Handwriting. Young Alen's Christian Association. 193, 1204. Zinzendorf, L. N. von. 1978. CHAPTER IV LIST OF DOCTORS OF PHILOSOPHY IN EDUCATION BY INSTITUTIONS, 1918-27 The titles of the theses submitted in partial fulhlment of the re- quirements for the doctor's degree in education may be found in the alphabetical list of reports of educational research and related mate- rials beginning on page 153. In the following list of doctors of philosophy in education, the arabic numerals in parentheses after the names of the institutions give the number of degrees conferred during the period 1918-27 in- clusive. For a tabulation by years, see Table I, page 47. Boston College (1) Kennedy, W. H. J., 1925 Boston University (5) Cheverton, C. P., 1918 Kao, F. S., 1923 Fiske, D. G. W., 1919 Linehan, \V. F., 1927 Hawkes, F. P., 1927 Brown University (8) Allen, R. D., 1921 PHnt, E. M., 1922 Bird, G. E., 1918 Liao, S. C, 1921 Crosby, P. R., 1926 AlacPhail, A. H., 1923 Dealey, H. L., 1918 . Wood, H. D., 1925 Bryn Mawr College (1) Neterer, I. M., 1923 i University of California (42) *Adams, F. J., 1928 Groves, T. \\'., 1923 Allen, C. B., 1927 Hamilton, A. J.. 1927 Alltucker, M. M., 1922 Horn, J. L.. 1923 Bennett, G. V.. 1926 Horridge, F, 1925 Bennion, A. S., 1924 Hughes, VV. H., 1927 Berry, R. E., 1924 Hull, O. R., 1926 *Bush, R. H., 1928 Hunter, F. M., 1925 Cairns. L., 1926 Kyte, G. C. 1922 Cole, E. L., 1926 *Lcwis, M. S., 1928 Covvles. L. E.. 1927 Massev, H. N., 1922 *Dav, T. P., 1928 Nanninga. S. P., 1926 Ebv, H. L., 1923 Nyswander, D. B., 1926 Fosdick, A. M., 1922 Patty, W. W., 1926 French, R. S., 1920 Peterson, L. H.. 1923 'Degree conferred in 192S. 350 I Ten Years of Educational Research, 1918-1927 351 Rector, W. G., 1923 Rowell, P. E., 1922 Rutledge, R. E., 1926 Stone, W. H., 1924 Tenney, E. V., 1927 Valentine, P. P., 1927 Walker, J. P., 1924 Washburne, C. W., 1922 Westcott, R. H., 1923 Wiley, R. B., 1927 Wilkinson, W. J., 1927 Woodward, H. M., 1921 Worlton, J. T., 1926 Yates, D. M. H., 1921 Carnegie Institute of Technology (1) Moore, B. V., 1920 Catholic University of America (28) Antonia, Sister M., 1926 Archdeacon, J. P., 1927 Callixta, Sister M., 1926 Cassidy, P. P., 1924 Cote, A. B., 1927 Cronin, J. T., 1927 Daly, W. A., 1924 Poran, T. G., 1926 Hamill, J. E., 1922 Hubbell, L. G., 1924 Jeanette, Sister M., 1918 Johnson, George, 1919 Keavcny, Leo, 1922 Kopf-Seitz, Carola, 1926 Kuntz, L. P., 1927 Larkin, T. E., 1918 McLean, D. A., 1923 McDonald, L. P., 1927 Mahoncy, R. H., 1922 Mary Alma, Sister, 1921 Mary Louis, Sister, 1924 Mary Louise, Sister, 1920 Paschang, J. L., 1927 Pia, Sister M., 1924 Rooney, J. R., 1926 Schuetz, John, 1918 Solnitzky, Othmar, 1920 Thibeau, P. W., 1922 University of Chicago (59) i Althaus, C. B., 1927 Anderson, E. J., 1924 Andrews, W. H., 1923 Bennett, H. E., 1925 Blanch, L. E., 1923 Bossing, N. L., 1925 Breslich, E. R., 1926 Brooks, T. D., 1921 Brownell, W. A., 1926 Burruss, J. A., 1921 Burton, W. H., 1924 Buswell, G. T., 1920 Carter, T. M., 1923 Gavins, L. V., 1924 Crawford, C. C, 1924 Edmondson, T. B., 1925 Gilliland, A. R., 1922 Good, C. v., 1925 Guiler, W. S., 1923 Harrington, F. B., 1921 Henry, N. B., 1923 Hogan, R. M., 1927 Holzinger, K. ]., 1922 Johnson, R. I., 1923 Johnson, W. H., 1923 Lazerte, M. E., 1927 Lehman, H. C, 1925 Loh., S. L., 1922 McClusky, P. D., 1922 McElhannon, T. C, 1926 McCuckcn, W. T., 1927 Nutt, H. W., 1923 Otomo, S., 1924 Pendleton, C. S., 1921 Rainey, H. P., 1924 Reavis, W. C, 1925 Reeder, W. G., 1921 Reeves, F. W., 1925 Reinoehl, C. M., 1920 Richardson, W. L., 1919 Russell, C. P., 1923 Scates, D. E., 1926 Schutte, T. H., 1923 Smith, L. W., 1919 Stormzand, M. J., 1920 Stout, T. E., 1918 Tanner. V. L, 1922 Terry, P. W., 1920 352 Bulletin No. 42 Thompson, C. H., 1925 Tingelstad, O. A., 1925 Tubbs, E. v., 1924 Tyler, R. W., 1927 Uhl, W. L., 1921 Vaughn, J., 1927 Wager, R. E., 1922 Weathersby, W. H, 1919 West, P. v., 1922 Wiliett, G. W., 1923 Wood, E. R., 1923 University of Cincinnati (5) Hendrickson, G., 1927 Lindsley, C. B., 1926 Mary Carmel, Sister, 1925 Yeuell, G. H., 1927 Zeiders, C. E, 1925 Clark University (7) Andress, J. M, 1919 Coe, G. A., 1922 Freeland, G. E., 1920 Richmond, Winifred, 1919 Ridgley, D. C, 1925 Rikimaru, J., 1923 Sprowls, J. W., 1919 Cornell University (12) Baldwin, R. D., 1926 Bayne, T. L., 1926 Blanton, A. W., 1927 Fugh, P. C, 1924 Kehr, M. W., 1920 Lathrop, F. W., 1922 Nelson, M. G., 1926 Reaman, G. E., 1920 *Sexauer, T. E.. 1928 Steere, H. J.. 1927 Wakeman, S., 1922 Woodward, C. R., 1926 University of Denver (1) Shuck, M. E, 1919 George Peabody College for Te.-\chers (51) Adams, C. L., 1927 Atkinson, W. R., 1927 Barnett, Albert, 1926 Bourne, W. R., 1923 Boynton, P. L., 1927 Collier, C. B., 1926 Collins, E. A., 1926 Crabb, A. L., 1925 Cuff, N. B., 1927 Dawson, H. A., 1926 Donovan, H. L., 1925 Falls. J. D., 1926 Garris, E. W., 1926 Garrison, K. C, 1927 Garrison, S. C, 1919 Golightly, T. J., 1926 Graham, J. L., 1927 Grant, J. R., 1925 Grise. F. C, 1924 Hedrick, C. E., 1927 Hillman, J. E., 1924 Ivy, H. M., 1922 Jarrett, R. J., 1927 Judd, C. D., 1919 Leiper, M. A., 1926 Lowrey, R. G., 1927 McClure, C. H, 1926 Mallory, J. N., 1922 Manchester, Paul, 1927 Aleadows, J. C, 1927 Meadows, T. B., 1923 ]Mitchell, M. R., 1926 Napier, T. H., 1926 Parkinson, B. L., 1926 Patrick, Wellington, 1926 Phelps, Shchon, 1919 ReBarker, Herbert, 1926 Robertson, M. S., 1925 Robinson, J. R., 1927 Roemer, Joseph, 1919 ri Ten Years of Educational Research, 1918-1927 353 Shankle, G. E., 1926 Sharp, L. A., 1919 Sherrod, C. C, 1924 Shreve, Francis, 1921 Sisk, T. K., 1925 Smith, N. A., 1924 Storm, A. V., 1919 Terrell, R. P., 1926 Weaver, C. P., 1922 Webb, H. A., 1920 Zeigel, W. H., 1924 George Washington University (11) Barrows, H. P., 1919 Garber, J. A., 1920 Greenleaf, W. J., 1922 John, W. C, 1918 Muerman, J. C., 1922 O'Rourke, L. J., 1922 Phillips, F. M., 1919 Ryan, W. C, 1918 Salisbury, E. G., 1920 Sargent. H. O., 1926 Shinn, E. H., 1923 Harvard University (77) 4 Armentrout, W. D., 1926 Beatley, B., 1923 Benner, T. E., 1923 Berry, E., 1925 Blake, M. B., 1925 Bridge, S. H., 1923 Burlingame, F. M., 1926 Carmichael, L., 1924 Cattell, P., 1927 Chapman, A. D. E., 1922 Ch'u, Shih-Ying, 1926 Churchill, E. A., 1924 Combs, M. L., 1927 Cummings, L. O., 1921 Davis, D. G., 1927 Davis, G. P., 1926 Dewey, G., 1926 Dexter, W. P., 1921 Doermann, H. J., 1925 Dudley, L. L., 1927 Elwell, A. P., 1925 Estabrooks, G. H., 1926 Pick, AT. L., 1924 Flinner, L A., 1926 Freeman, P. S., 1926 Pronabarger, B. P., 1926 Gait, H. S., 1927 Gerrv, H. L., 1923 Glueck, E. T., 1925 Gove, P. S., 1924 Hall, S. B., 1926 Hershey, C. B., 1923 Hodges, W. T., 1925 Hodgkinson, L. M., 1922 Holl, R. C, 1921 Hopkins, L. T., 1922 Humphrey, George, 1920 Jacobs, R. L., 1926 Taqua, E. T., 1919 Kelly, R. W., 1919 Kreager, F. O., 1925 Lancaster, C. P., 1923 Latshaw, H. P., 1925 Lincoln, E. A., 1924 Livingood, P. G., 1925 McCracken, T. C, 1918 Macdonald, N. C, 1921 Alanahan, T. L., 1918 Marvin, C. H., 1919 Alathiasen, O. P., 1927 Maverick, L. A., 1925 Meier, W. H. D., 1919 Michell, P., 1926 Mosher, E. R., 1923 Alurphy, W. M., 1923 Noble, M. C. S., 1924 Partch, C. E., 1926 Payne, A. P., 1923 Prescott, D. A., 1923 Price, R. R., 1923 Purdom, J. L., 1918 Reed, C. A., 1921 Rice, G. A., 1925 Robinson, G. C, 1918 Shaw, E. A., 1918 Small, C. R., 1925 Smith, C. W., 1927 Spaulding, F. T., 1926 Stephens, S. D., 1927 Stoke, S. U., 1926 Tuller, A. L., 1920 Walter, R. W^, 1926 354 Bulletin No. 42 Weill, B., 1927 Wentworth, M. M., 1924 Westbrook, C. H., 1920 Works, G. A., 1925 Wright, F. L., 1925 University of Illinois (13) Broyles, W. A., 1925 Capps, A. G., 1921 Dolch, E. W., 1925 Glick, H. N., 1924 Greene, J. H.. 1920 Knudsen, C. W., 1927 McKinney, H. T., 1921 Nolan, A. W., 1924 O'Brien, J. A., 1920 Odell, C. W., 1922 Reinhardt, Emma, 1927 Stevenson, J. A., 1918 Weber, O. P., 1926 Indiana Univermtv (7) Adams, T. E., 1925 Halnon, W., 1925 Mcintosh, D. C, 1924 Marshall, H. W., 1927 Mull, L. B., 1926 Shannon, J. R., 1927 Wvckoff, R. T., 1927 State University of Iowa (69) Alderman, G. H., 1920 Andersen, W. N., 1918 Anderson, H. W., 1925 Archer, C. P., 1927 Ashbaugh, E. J., 1919 Bane, C. L., 1924 Bassett, B. B., 1918 . Bathurst, T. E., 1926 Benz, H. E., 1927 Bishop, Omen, 1924 Blackstone, E. G., 1926 Brueckner, L. J., 1919 Burgess, T. O., 1926 Camp, H. L., 1921 Carmichael, A. M., 1927 Charles, J. W., 1926 Cordts, A. D., 1925 Cushman, C. L., 1927 DeGraff, M. H., 1925 Del Alanzo, M. C, 1924 Franzen, C. G. F., 1920 Freden, Gustaf, 1927 *Fritz, R. A., 1928 Germane, C. E., 1920 Goetch, E. W., 1925 Gordon, W. E., 1926 Greene, H. A., 1919 Gregory, C. A., 1920 Gribble, S. C, 1925 Hansen, E. A., 1925 Hayes, M. C, 1927 Hilliard, G. H., 1922 Hines, H. C, 1920 Holy, T. C, 1924 Huflfaker, C. L., 1923 Inman, J. H., 1927 James, H. W., 1923 Jorgcnsen, A. N., 1927 Lemon, A. C, 1926 Lessenger, W. E., 1925 Lindquist, E. F., 1927 Lindsay, E. E., 1922 Luse, E. M., 1925 Lutes, O. S., 1926 McCoy, J. P., 1924 McDowell, F. M., 1918 AIcKee, P. G., 1924 Aladsen, I. N., 1923 Martin, H. F., 1918 blasters, H. V.. 1927 Meyer, J. W., 1918 Noyer, R. W., 1922 Peterson, E. T., 1927 Pollock, R. L., 1926 Ritter, E. L., 1920 Roberts, L. F., 1927 Rogers, D. C, 1923 Russell, R. D., 1923 Searle, A. H., 1927 Slater, C. P., 1927 Tai, Tse-Chien, 1925 Tallman, R. W., 1925 Taylor, W. H., 1925 Tircman, L. S.. 1927 I I i* Tex Years of Educational Research, 1918-1927 355 Tu, Horace Tsou Chow, 1924 Vander Beke, G. E., 1926 White, Wendell, 1926 Woods, R. C, 1927 Yoakam, G. A., 1922 ToHXs Hopkins University (7) *Broening, A. M., 1928 Hoke, R. E., 1922 *Doughertv, M. L., 1928 Franklin, E. E., 1924 Hoke, E. R., 1922 Nagle, J. S., 1926 Snyder, Agnes, 1927 University of Kansas (2) Bermajo, F. V., 1923 Hoover, T. H., 1920 Leland Stanford Junior University (31) Almack, T. C, 1923 Balyeat, F. A., 1927 Benjamin, H. R. W., 1927 Burch, AI. C, 1927 Cady, V. M, 1926 Darsie, AI. L., 1924 Dickson, V. E., 1919 Douglass, H. R., 1927 Eells, W. C, 1927 Tensen. AI. B., 1927 *kibby, I. W., 1928 Kohs, S. C, 1919 Lang, A. R., 1924 AlacQuarrie, T. W., 1924 Alerriam, Curtis, 1922 Alerrill, A. N., 1926 Mirrielees, L. B., 1924 Otis, A. S., 1920 Proctor, W. Al., 1919 Root, W. T., 1920 Ruch, G. AL, 1922 Salisburv, F. S., 1924 Sias, A. B., 1926 Staffelbach, E. H.. 1926 Stockton. T. L., 1920 ^Tavlor, H. R., 1928 Thomas, F. W., 1926 Tupper, C. R., 1927 Wyman, T. B., 1924 Young. Kimball, 1921 Z\-\-e, D. L., 1926 L^niversity of AIichigan (14) Baker, H. L. 1920 Brown, A. W., 1924 Courtis, -S. A., 1925 Ellis, AL AL, 1926 Harris, W. L, 1925 Tosselyn, H. W., 1921 Aloehlman, A. B., 1923 Purdom, T. L.. 1925 Rankin. P. T., 1926 Sangren, P. V., 1925 Schmidt, A. G., 1923 Searles, C. K., 1923 Shriner, W. O., 1926 Spain, C. L., 1923 L'niversity of AIinnesota (21) Bohan, J. E., 1926 Carreon, AL L., 1923 Dickinson, Sherman. 1926 Distad, H. W., 1926 Dvorak, August. 1923 Hughes, J. AL, 1924 Hutson, P. W., 1925 Johnson, O. J., 1921 Johnson, W. E., 1919 Jordan, R. H., 1919 Olson, W. C, 1926 Powers, J. O., 1925 Powers. S. R., 1923 Reeve, W. D.. 1924 Saupe. W. T.. 1924 Smith, H. T., 1926 Tiegs, E. \V., 1927 Troxel, O. L., 1926 Von Borgersrode, F. R. W^eersing, F. L, 1927 Whitney. F. L.. 1922 1927 356 Bulletin No. 42 University of Missouri (7) Crouch, R. A., 1926 Diefendorf, J. W., 1926 Foster, H. L., 1926 Montague, J. R, 1926 Schott, E. L., 1925 Taft, Linwood, 1918 Watkins, R. K., 1923 New York University (80) Anderson, M. L., 1922 Aspinall, Richard, 1926 Barrow, H. R., 1926 Bay, J. C, 1927 Benson, N. P., 1919 Best, E. M., 1920 Blashfield, H. W., 1927 Bliss, J. G., 1926 Bradshaw, O. S., 1926 Bruning, W. C, 1922 Bullova, Alma, 1923 Chou, Wo Min, 1920 Corson, D. B., 1924 Creager, J. O., 1925 Crow, Lester, 1927 Davis, R. L., 1923 Drushel, J. A., 1927 Eapen, C. T., 1925 Edmund, Gertrude, 1919 !=Evans, E. B., 1928 Eyters, Ebenezer, 1918 Forcheimer, Estelle, 1919 Gardner, E. A., 1923 Gast, I. M., 1925 Geiss, M. H. M., 1919 Gill, C. M., 1927 Gills, U. B., 1927 Gjesdahl, F. L., 1922 Goldman, Henry, 1918 Goldrich, L. W., 1918 Grover, E. C, 1925 Halbert, A. E., 1925 Henig, M. S., 1925 Hsiao, T. E., 1924 Hu, Chang-Ho Jiugow, 1918 Hunter, G. W., 1918 Jahrling, Robert, 1922 Kaplan, Gordonson, 1927 Keith, H. H., 1918 Keller, Fred, 1919 Kramer, E. L., 1927 Lee, A. S., 1925 Levine, A. J., 1921 *Li, Shu Tang, 1928 Lomax, P. S., 1927 Lu, Pao-Ching, 1927 McDonald, M. L, 1923 Manalac, G. R., 1918 Maruyama, Kazuteru, 1920 Maynard, T- A, 1919 Mendenhail, R. E., 1925 Meyer, J. G., 1926 Newlon, H. T., 1927 Nobis, Georgia, 1926 Noonan, J. F., 1926 Palmland, Rebecca, 1918 Paul, F. H. J., 1924 Pennock, G. L., 1919 Picard, Maurice, 1919 Pickett, R. E., 1924 Pullman, W. S., 1919 Rabus, Maximilian, 1926 Rich, S. G., 1923 Rider, L. A., 1926 Roberts, J. S., 1918 Roberts, R. S., 1924 Seto, Yau S., 1927 Silberstein, Nathan, 1920 Skinner, C. E., 1923 Skinner, H. C, 1927 Smits, M. N., 1926 Stitt, E. W., 1924 Strumpf, B. E., 1926 *Takayama, Keyoshi, 1928 Taylor, J. S., 1924 Van Bauer, Alice, 1924 Wagner, T. T., 1922 Wills, E. v., 1923 Yin, Chiling, 1923 Zimmerman, Oscar, 1920 it Ohio State University (35) Albcrty, H. B., 1926 Bruce, W. F., 1926 Chambers, O. R., 1926 Chapman, H. B., 1926 Cohen, L L., 1927 Conners, F. H., 1927 i Ten Years of Educational Research, 1918-1927 357 Eckelberry, R. H., 1927 Ekdahl, A. G., 1925 Ekdahl, N. M. G., 1925 Erffmeyer, C. E., 1925 Farnsworth, P. R., 1925 Ferguson, J., 1927 Gatewood, E. L., 1919 Heck, A. O., 1924 Heer, A. L., 1926 Hullfish, H. G., 1924 Kiefer, F., 1927 Koch, H. C., 1926 Landsittel, F. C., 1926 Martz, v., 1927 Morton, R. L., 1925 Grata, P. T., 1927 Pratt, K. C. 1927 Reamer, J. C., 1920 Renshaw, S., 1925 Rickey, E., 1924 Saleste, P. H., 1925 Scholtz, T. L., 1926 Schrammel, H. E., 1925 South, E. B., 1927 Stevenson, D. H., 1926 Stewart, A. W., 1927 Thompson, L. A., 1927 Williamson, F. J., 1925 Worcester, D. A., 1926 University of Oregon (1) Baker, R. E., 1927 University of Pennsylvania (28) Bardy, J., 1923 Boyer, P. A., 1920 Brooks, J. D., 1925 Cole, R. D., 1927 Davis, S. B., 1921 Doughton, I., 1925 Evans, Florence, 1926 Ferguson, A. W., 1924 Garver, F. M., 1920 Grizzell, E. D., 1922 Groves, W. A., 1925 Hamblen, A. A., 1923 Haskell, R. I., 1924 Hauser, C. A., 1922 Hawkes, E. J., 1927 Hutchinson, R. C, 1925 King, L. A., 1920 Klain, Z., 1924 Kramer, F. H., 1920 Lowerv, M. L., 1924 Lyons, F. W., 1925 Maria, Sister J., 1925 Minnich, J. H., 1918 Rohrbach, Q. A. W., 1925 Ross, Carmon, 1922 Shaw, R. T., 1926 Waples, Douglas, 1920 Ziegler, S. H., 1923 University of Pittsburgh (5) Champlain, C. D., 1925 Guy, J. F., 1923 Hollinger, J. D., 1926 Maxwell, P. A., 1927 Sones, W. W. D., 1925 University of South Carolina (1) Crum, AI., 1925 University of Southern California (1) Lefever, D. W., 1927 Chou, Fu Chuan, 1921 Hung, M. E., 1922 Syracuse University (3) Moi, Chin Yeu, 1918 358 Bulletin No. 42 Teachers College, Columbia University (306) Abelson, H. H., 1927 Agnew, W. D., 1924 Alexander, Thomas, 1918 Allen, W. S., 1923 Anderson, E. W., 1927 Andrus, Ruth, 1924 Arent, Emma, 1927 Aucamp, A. J., 1926 Avent, J. E., 1925 Ayer, A. M., 1926 Bailor, E. M., 1925 Bamberger, F. E., 1922 Barringer, B. E., 1925 Bartlett, L. W., 1926 Belting, P. E., 1919 Bender, J. P., 1927 Benedict, M. J., 1927 Bennett, H. G., 1926 Benson, C. E., 1922 Bere, May, 1924 Berkson, I. B., 1919 Blankenship, A. S., 1926 Boehmke, M. J. W., 1919 Borgeson, F. C, 1927 Brace, D; K., 1927 Brim, O. G., 1920 Brinkley, S. G., 1925 Brooks, P. D., 1921 Brown, A. W., 1926 *Brubacher, J. S., 1928 Bruner, H. B., 1925 Buckner, C. A., 1918 Burdge, H. G., 1922 Burgess, M. A., 1920 Burgess, W. R., 1920 *Burns, R. L., 1928 Butterweck, J. S., 1927 Carpenter, W. W., 1926 Carr, J. W., 1927 Carroll, R. P., 1927 Carrothers, G. E., 1924 Case, A. T., 1924 Chang, Peng C, 1924 Chassell, C. P., 1920 *Chassell, J. O., 1928 Childs, H. G., 1918 Chou, H. H. C, 1923 Chu, Jennings Pinkwei, 1922 Chuang, Chai Hsuan, 1922 Clark, H. P., 1924 Clark, T. R., 1925 Clem, 6. M., 1924 Collings, P. E., 1924 Cook, J. H., 1925 Cooper, H. E., 1924 Coryell, N. G., 1927 Cox, P. W. L., 1925 Coy, G. L., 1923 Crabbs, L. AL, 1925 Craig, G. S., 1927 Crane, A. G., 1920 • Cross, E. A., 1926 Crow, C. S., 1924 Cummins, R. A., 1918 Cunningham, B. V., 1923 Cunningham, K. S., 1927 Curoe, P. R. V., 1926 Curtis, P. D., 1924 Daily, B. W., 1926 Davis, M. D., 1925 Day, I^I. S., 1926 Dearborn, N. H., 1925 Demiashkevich, M. J., 1926 Denworth, K. M., 1927 Douglass, B. C, 1924 Dunn, P. W., 1920 Dushkin, A. M., 1918 Dyer, W. P., 1927 Edgerton, A. H., 1926 Eickenberry, D. H., 1926 Elliott, R., 1927 Emmons, P. E., 1926 Engelhardt, Fred, 1925 Engelhardt, N. L., 1918 Ensign, P. C, 1921 Evenden, E. S., 1919 Finley, C. W., 1926 Flanders, J. K., 1926 Flemming, C. W., 1926 Ford, W. S., 1927 Forest, I. G., 1927 Fowlkes, J. G., 1924 Franzen, R. H., 1923 Frasier, G. W., 1922 Pretwell, E. K., 1919 Frost, Norman, 1921 Gambrill, B. L., 1922 Gamoran, Emanuel, 1924 Ganders, H. S., 1926 ♦Garrison, N. L., 1928 Gifford, W. J., 1918 Granrud, J., 1927 Graves, K. B., 1924 Grossman, Al., 1926 Hall, E. L., 1923 Hall-Quest, A. L., 1925 li Ten Years of Educational Research, 1918-1927 359 Hamilton, F. R., 1925 Hamilton, O. T., 1927 Hansen, A. O., 1926 Hanson, W. L., 1925 Harap, Henry, 1924 *Harper, M. H., 1928 Hart, F. W., 1920 Helseth, I. O., 1926 Henzlik, F. E., 1924 Herring, J. P., 1924 Hertzberg, O. E., 1926 Hertzog, W. S., 1921 Higbie, E. C, 1921 Hildreth, G. H., 1925 Hill, C. M., 1927 Hill, L. B., 1922 Hockett, J. A., 1927 Hoffsommer, W. E., 1918 Holton, E. L., 1927 Hosic, J. F., 1920 Hotz, H. G., 1918 Howard, George, 1924 Hudelson, Earl, 1923 Humphreys, H. C, 1924 Hunsicker, L. M., 1925 Hunt, C. W., 1924 Hurt, H. W., 1920 Hypes, J. L., 1927 Irion, T. W. H., 1925 Irvin, O. W., 1927 Jacobs, C. L., 1927 *;ewett, I. A., 1928 Tob, L. B., 1926 Johnson, G. B., 1927 Jones, V. A., 1926 Tones, W. B., 1926 Jordan, A. M., 1919 kennon, L. H. V., 1926 Klyver, F. H., 1926 Knight, F. B., 1920 Kcos, F. H., 1927 Landis, B. Y., 1927 Larson, E. L., 1925 Laws, Gertrude, 1927 Leary, D. B., 1919 Lee, A. L. F., 1925 Leger, S. H., 1926 Lentz, T. F., 1925 Leonard, R. J., 1923 Lerrigo, M. O., 1926 Lew, T. T., 1920 Lewis, E. E., 1920 Lewis, I. B., 1919 Linton, Clarence, 1927 Liu, H. C. E., 1922 Loomis, A. K., 1926 Lowe, F. i\I., 1923 Lundgren, Leonard, 1923 McGaughy, J. R., 1924 IMcHale, K., 1926 McKown, H. C., 1925 McLure, J. R., 1925 McMullen, L. B., 1927 Maddox, W. A., 1918 Malan, J. R., 1923 Malan, W. D., 1924 iMalherbe, E. G., 1926 Masso, Gildo, 1927 Mathews, C. O., 1927 Meek, L. H., 1925 Meister, Alorris, 1921 Melchior, W. T., 1925 Meltzer, H., 1926 Melvin, A. G., 1923 Moore, C. B., 1924 Morehart, G. C., 1927 Morphet, E. L., 1927 Morris, J. V., 1921 Morrison, F. W., 1925 Morrison, L C., 1922 Morse, F. M., 1925 Mort, P. R., 1924 Mosher, R. M., 1926 Mossman, L. C., 1924 Moxcey, M. E., 1922 Murdock, Katherine, 1918 Myers, A. F., 1927 Myers, C. E., 1923 Neale, M. G., 1921 Nesmith, M. E., 1927 Neumann, G. B., 1927 Noble, S. G., 1918 Noffsinger, J. S., 1925 Noonan, M. E., 1919 Nordgaard, M. A., 1922 Norman, J. W., 1920 Norton, J. K., 1926 O'Brien, F. P., 1918 Olcott, M., 1926 Olsen, H. C., 1926 Oppenheimer, J. T., 1924 O'Rear, F. B., 1925 Orleans, J. S., 1926 Ortman, E. J., 1925 Osburn, W. J., 1922 Osuna, J. J., 1923 Packer, P. C., 1924 Percival, W. P., 1927 Perry, W. M., 1925 Pettit, W. W., 1918 360 Bulletin No. 42 Pittman, M. S., 1921 Pryor, H. C, 1926 Quance, F. M., 1927 Race, H. V., 1922 Randolph, E. D., 1924 Raup, R. B., 1926 Reavis, G. H, 1920 '=Reed, M. M., 1928 Reeder, E. H., 1926 Reeves, C. E., 1925 Reynolds, O. E., 1927 Reynolds, R. G., 1923 Rogers, F. R., 1925 Rosen, E. K., 1925 Rosenberger, N. B., 1921 Ross, C. C, 1925 Rufi, John, 1927 Ruggles, A. M., 1924 Russell, Charles, 1922 Sanford, V., 1927 Saxman, E. J., 1926 Schorling, Raleigh, 1925 Schwartz, H. M., 1927 Schwesinger, G. C., 1926 Sealock, W. E., 1918 Sears, J. B., 1920 Shaw, F. L., 1927 Simons, L. G., 1925 Simpson, A. D., 1927 Singleton, G. G., 1925 Smith, H. B., 1922 Smith, H. P., 1926 Smith, J. M., 1927 Smith, Meredith, 1927 Sokes, Mordecai, 1924 Somers, G. T., 1924 Spence, R. B., 1927 Spence, R. E., 1925 Steele, R. M., 1926 Stenquist, J. L., 1923 Stevenson, P. R., 1925 Stoops, R. O., 1924 Strang, R. M., 1926 Streitz, Ruth, 1927 Stroh, M. M., 1927 Struck, F. T., 1920 Stuart, H., 1927 Symonds, P. M., 1923 Tai, Swang-Chow, 1927 Taylor, G. A., 1923 Taylor, H. C., 1920 Taylor, R. B., 1926 Taylor, W. S., 1924 Teagarden, F. M., 1924 Thompson, H., 1927 Thurber, C. H., 1925 Tilton, J. W., 1926 Tirapegui-Leiva, Luis, 1924 Todd, W. H., 1927 Toops, H. A., 1921 Totah, K. A., 1926 Touton, F. C., 1919 Trueman, G. J., 1919 Twente, J. W., 1923 Twiss, G. R., 1926 Vanuxem, Mary, 1925 Van Wagenen, M. J., 1918 Vincent, E. L., 1924 Voelker, P. F., 1920 Wada, Tomi, 1922 Wagenhorst, L. H., 1926 Walters, F. C., 1927 Waring, E. B., 1927 Waterfall, E. A., 1923 Watson, G. B., 1925 Weber, J. J., 1922 Weidemann, C. C., 1926 Wellons, R. D., 1927 Wells, G. F., 1923 Wells, M. E, 1921 Whitman, A. D., 1926 Willing, M. H., 1926 Wilson, G. M., 1918 Wilson, L. M., 1920 Woellner, F. P., 1923 Wood, B. D., 1923 Woodring, M. N., 1925 Woody, W. T., 1918 Woodyard, E., 1926 Wylie, A. T., 1925 University of Texas (5) Garlin, R. E., 1927 Jennings, E. D., 1924 Lcdlow, W. F., 1926 Spell, L. M., 1923 Ullrich, O. A., 1926 TuLANE University of Louisiana (1) Bond, N. B., 1924 I Tex Years of Educational Research, 1918-1927 361 University of Washington (11) Barber, D. A., 1925 Draper, E. M., 1927 Fuller, W. D., 1927 Hughes, C. L., 1927 Tensen. A. S., 1927 brr, P. J., 1927 Roberts, A. C, 1923 Troth, D. C, 1925 Wait, W. T., 1927 Westerberg, I. S., 1923 Willard, D. \y., 1927 University of Wisconsin (26) Ames, W. R., 1926 Bell, W. T., 1918 Carlile, A. B., 1926 Dexter, E. S., 1923 Finner, P. F., 1924 Fish, O. C, 1927 Hein, F. W., 1921 Hirsch, E. C, 1921 *Hrudka, Ladimar. 1928 Hutchinson, M. E., 1926 Hvdle, L. L.. 1925 Kiang, W., 1925 Kutz, R. M., 1927 Lauterbach, C. E., 1924 Lehman, E. E., 1918 Marberrj', J. O., 1926 Ponsler, R. E.. 1920 Roecker, W. F., 1921 Smithey, W. R., 1918 Sudweeks, J., 1925 Thiel, R. B., 1926 Weinke, E. A., 1926 Wilker, M. E., 1927 Willey, G. S., 1926 Winner, H. E., 1921 *Young, R. v., 1928 Yale Unia'ersity (24) Brewer, C. H., 1922 Brownell, S. M., 1926 Buell, I. A., 1925 Buller, F. P., 1927 Culver, M. P., 1926 Culver, R. B., 1924 Dale, A. B., 1923 DeWeerdt, E. H.. 1923 Gage, Brownell, 1924 Hertzler, Silas, 1927 Knapp, F. L., 1927 Li, Chen-nan, 1927 Martin, W. H., 1927 Mever, H. H., 1927 Mueller, A. D., 1927 Prince, T. W., 1924 Sims, V. M., 1926 Smith, H. S., 1923 Smith, R. S., 1927 Stewart, George, 1921 Thomas, L. M., 1927 Uphaus, W. E., 1925 Waite, ^L G., 1927 Walker, H. M., 1925 ill I INDEX TO PART I AUTHOR INDEX Alderman, G. H, 80 Alexander, Carter, 15, 53, 71, 78, 84 Alexander, Thomas, 57 Anderson, C. A., 108 Angell, J. R., 63 Anibel. F. G., 80 Ashbaugh. E. J., 118 Asher, Ollie and Monroe, \V. S., 7, 78 Ayres, L. P., 31. 33, 39, 42. 62, 63, 91, 92, 94, 118, 119 Bagley, W. C. and Kyte, G. C., 63 Bagley, W. C. and Rugg, H. O., 120, 129 Baldwin, B. T., 17 Ballenser, H. L., 80 Ballon. F. W., 94 Bamesberger, V. C., 5, 6 Barnard, Henry, 37 Bartholomai. F. und Schwabe, 37 Beverly, Robert, 56 Binet, A., 89, 90, 102 Binet, A. et Simon, T., 90 Blan, L. B., 42 Boas. Franz, 36. 89 Bobbitt, Franklin. 39, 116, 119, 121, 122, 126, 127, 133, 135, 136 Bode, B. H., 117 Bonser, F. G., 133 Brace, D. K.. 110 Briges, T. H., 15 Brittain, H. L., 40 Bronner, A. F., 104 Broome, E. C,., 134 Brown, J. C., 78 Brown, William, 36 Bruner, H. B. and Stratemejer, F. B., 133, 136 Buchanan, M. A., 76 Buckingham, B. R., 4, 5, 48, 49, 50, 86, 91. 94. 102 Buckingham, B. R. and Monroe, W. S., 100 Burdge, H. G., 71 Buswell, G. T., 70, 75 Buswell, G. T. and Tudd, C. H., 63, 70, 78, 136 Butterfield, E. W., 53 Caldwell, O. W., 58 Caldwell, O. W. and Finlev, C. W., 127 Campbell, M. M., 71 Capen, S. P., 63 Carter, R. E., 42 Cattell, T. -McK., 36, 89 Cattell, J. McK. and Farrand, Living- ston, 89 Chadwick, E B., 88 Chancellor, W. E., 118 Chapman, H. B., 24, 32, 46, 57, 58, 66, 67 Charters, W. W., 94, 117, 118, 119, 122, 124, 125, 130, 133, 136 Charters, W. W. and Whitlev, I. B., 124 Childs, H. G. and Terman, L. M., 90 Clark, J. A. and Monroe, W. S., 8, 9, 129 Clark, W. W., 109 Collings, Ellsworth, 52, 75, 83, 131 Colvin, S. S., 103 Cook, W. A. and O'Shea, M. V., 118 Cornell, E. L., Coxe, W. W'., and Or- leans, J. S., 108 Counts, G. S., 128, 129, 133 Courtis, S. A., 23, 24, 31, 32, 39, 91, 93, 94, 98, 111, 113 Courtis, S. A. and Packer, P. C, 22 Cox, C. M., 63, 73 Coxe, W. \V., Orleans, J. S., and Cor- nell, E. L., 108 Crabtree, J. W., 68 Crawford, C. C, 80 Cubberlev. E. P., 23, 34, 35, 39, 44, 57, 94 Cubberley, E. P. and Sears, J. B., 72 Curtis, F. D., 131 Davis, C. O., 56 Dawson, Edgar, 76 Dearborn, X. H., 30, 34, 35, 42, 43, 94 Dearborn, W. F., 104 DeVoss, J. C, Kellv, F. J., and Mon- roe, W. S., 96, 104 Dewej% John and Dewej', Evelj^n, 135 Dodge, Raymond, 35, 43 Doherty, Margaret, 129 Downey, J. E., 108 Eldridge, R. C, 118 Elliott, E. C, 72 Elliott, E. C. and Starch, Daniel, 43 Elliott, E. C. and Strayer, G. D., 35 Engelhardt, N. L., 95 Engelhardt, N. L., Elsbree, \V. S., and S^trayer, G. D., 107 Enselhardt, N. L., Reeves, C. E., and Womrath, G. R, 108 i 363 364 Bulletin No. 42 Engelhardt, N. L., and Strayer, G. D., 107 Engelhart, M. D., 9 Farrand, Livingston and Cattell, J. AIcK., 89 Farrand, Alax, 63 Finley, C. \V. and Caldwell, O. W., 127 Fisher, Reverend George, 88 Fitzgerald, Florence and Pintner, Ru- dolf, 99 Flemming, C. W. and Woodring, M. N., 78 Franzen, Ravmond, 101 Freeman, F.'N., 43, 103 Froebel, 30 Fuller, L. R., 124 Gallup, Jackson and Hawley, W. E., 80 Galton, Francis, 30, 36, 89 Garrett, H. E., 54 Gault, R. H., 38 Geiger, Ruth, 80 Gilkerson, C. A., 123 Glass, J. M., 128, 129 Goddard, H. H., 90, 94 Good, C. v., 56, 57, 78 Graves, F. P., 30 Gray, W. S., 43, 63, 70, 71, 11, 94, 136 Gray, W. S., Washburne, C. W., and Vogel, Mabel, 63, 135 Greenleaf, W. J. and Windes, E. E., 16 Gregory, C. A., 53 Gunthorp, Horace and Mudge, E. L., 78 Haig, R. M., 71 Haig, R. M. and Strayer, G. D., 72 Hall, G. S., 37, 38, 40 Hanus, P. H., 39 Harap, Henry, 118, 131, 132, 133 Hawley, W. E. and Gallup, Jackson, 80 Heckert, J. W., 82 Henderson, E. N., 36 Henmon, V. A. C, 76 Henry, N. B., 72 Herbart, 30 Herriott, AI. E., 9 Herriott, M. E. and Monroe, W. S., 116 Hillegas, \\. B., 91 Hockett, J. A., 117, 128 Hoke, H. J. and Wilson, G. M,, 105 Holley, C. E., 4, 5 Holmes, H. W., 121, 128 Holzinger, K. J., 54, 82 Horn, Ernest, 94, 116, 118, 119, 128, 133 Huey, E. B., 35 Hull, C. L., 110 Hull, \\. R., 9 Hunt, C. W., n Johnson, Edith and Tidyman, W. F., 80 Johnston, ]Mrs. C. H. and Monroe, W. S., 8, 57 Jones, A. J., 15, 23, 25 Jones, R. G., 134 Jones, W. F., 118 Judd, C. H., 23, 25, 26, 35, 36, 39, 43, • 63, 70, 94, 135 Judd, C. H. and Buswell, G. T., 63, 70, 78, 136 Kandel, I. L., 44 Kelley, T. L., 51, 54, 105 Kelley, T. L., Ruch, G. M., and Ter- man, L. M., 101 Kellor, Frances, 128 Kelly, F. J., 43, 80, 86, 92, 93 Kelly, F. J., IMonroe, W. S., and De- Voss, J. C., 96, 104 Kepner, P. T., 78 Keyes, C. H., 42 Kinison, Mrs. C. R., 9 Kohs, S. C, 108 Kuhlmann, F., 90 Kyte, G. C. and Bagley, W. C., 63 Lane, M. R., 78 Lima, Margaret and Terman, L. M., IZ McCall, W. A., 52, 53, 74, 75, 101, 102, 104, 105 McCall, W. A. and Thorndike, E. L., 92 McGaughy, J. R., 72 I^IcAIurry, C. A., 133 McMurrv, F. M., 133 MacPhail, A. H., 107 Marshall, Helen and Pintner, Rudolf, 99 Alartens, E. H., 22 :^Iaxwell, W. H., 41 Meriam, J. L., 35, 131, 133 Meyer, Max, 42 Aliller, Edith, 119 Mohr, Louise and Washburne, C. W., 48 Monroe, Paul, 34, 35, 44 Monroe, W. S., 6, 33, 53, 75, 93, 94, 100, 104, 105 Monroe, W. S. and Asher, Ollie, 7, 78 Monroe, W. S. and Buckingham, B. R., 100 Monroe, W. S. and Clark, J. A., 8, 9, 129 Monroe, W. S., DeVoss, J. C, and Kelly, F. J., 96, 104 I Ten Years of Educational Research, 1918-1927 365 Monroe, W. S. and Herriott, M. E., 116 Monroe, W. S. and Johnston, Mrs. C. H., 8, 57 Morrison, H. C, 72, 83, 84 Mudge, E. L. and Gunthorp, Horace, 78 Newcomer, Mabel, 71, 72 Newlon, J. H., 25, 86, 135 Nietz, J. A., 127 Odell, C. W., 8, 9, 54, 75, 102 Ogburn, W. F., 132 Ogg, F. A., 19 Orleans, J. S., Cornell, E. L., and Coxe, W. W., 108 O'Shea, M. V., V O'Shea, M. V. and Cook, W. A., 118 Otis, A. S., 36, 52, ':,i, 94, 95, 98 Packer, P. C. and Courtis, S. A., 22 Pearson, Karl, 36 Pestalozzi, 30 Peterson, Joseph, 103 Pintner, Rudolf, 94, 95, 98, 99, 100, 103 Pintner, Rudolf and Fitzgerald, Flor- ence, 99 Pintner, Rudolf and Marshall, Helen, 99 Pressey, L. C, 94, 100 Pressey, S. L., 94, 100, 108 Pritchett, H. S., 65 Putnam, Helen, 9 Raubenheimer, A. S., 74 Reagan, G. W, 7, 123 Reeder, W. G., 57 Reeves, C. E., Womrath, G. F., and Engelhardt, N. L., 108 Reeves, F. W., 12 Reisner, E. H., 57 Rice, J. M., 30; 31, 2>2, 44, 52, 88, 89,90 Rosenburg, ^lax, 74 Ruch, G. M. and Stoddard, G. D., 105 Ruch, G. M., Terman, L. M., and Kel- ley, T. L., 101 Ruediger, W. C, 35 Rugg, H. O., 26, 36, 41, 52, 53, 96, 109, 127, 128, 133, 134, 136, 137 Rugg, H. O. and Bagley, W. C, 120, 129 Russell, Charles, 102 Russell, W. F., 72 Sargent, C. G., 40 Schmidt, W. A., 43 Schutte, T. H., 80, 81 Schwabe und Bartholomai, F., TH Sears, J. B. and Cubberley, E. P., 12 Seashore, C. E., 94 Sheldon, E. A, 30 Sigismund, B., 2i7 Simon, T. et Binet, A., 90 Smith, B. C, 63 Smith, D. H., 66 Starch, Daniel, 92, 95 Starch, Daniel and Elliott, E. C, 43 Stevens, E. B., 72 Stoddard, G. D., 106 Stoddard, G. D. and Ruch, G. M., 105 Stone, C. W., 6, 31, 90, 91 Stoops, R. O., 72 Stout, J. E, 128, 129, 133 Stratemeyer, F. B. and Bruner, H. B., 133, 136 Strayer, G. D., 35, 39, 42, 58, 71, 11, 78, 94, 95, 96 Strayer, G. D. and Elliot, E. C, 35 Strayer, G. D. and Engelhart, N. L., 107 Strayer, G. D., Engelhardt, N. L., and Elsbree, W. S., 107 Strayer, G. D. and Haig, R. :M, 12 Strong, E. K., 125 Studebaker, J. W., 113 Suzzalo, Henry, 44, 63 Symonds, P. M., 78, 105 Terman, L. M., 56, 63, li, 74, 90, 94, 101, 103 Terman, L. M. and Childs, H. G., 90 Terman, L. M., Kelley, T. L., and Ruch, G. ^L, 101 Terman, L. M. and Lima, Alargaret, li Terry, P. W., 70, 71 Theisen, W. W., 78. 87 Thorndike, E. L., 31, 34, 35, 36, Zl , 41, 58, 63, 70, 12, 89, 90, 91, 92, 93, 94, 95, 98, 99, 101, 103, 104 Thorndike, E. L. and McCall, W. A., 92 Threlkeld, A. L., 135 Thurstone, L. L., 54, 69 Tidyman, W. F. and Johnson, Edith, 80 Trabue, M. R., 53, 78, 85, 92, 93 Uhl, W. L., 133 Voelker, P. F., 109 Vogel, IMabel, Gray, W. S., and Wash- burne, C. W., 63, 135 Vogel, Mabel and Washburne, C. W., 130 Washburne, C. W., 126, 130, 131, 135 Washburne, C. W. and Mohr, Louise, 48 Washburne, C. W. and Vogel, Mabel, 130 Washburne, C. W., Vogel, Mabel, and Gray, W. S., 63, 135 Watson, G. B., 108 366 Bulletin No. 42 Webb, H. A., 131 Whipple, G. M., 38, 85, 94, 95, 98 Whitley, I. B. and Charters, W. W., 124 Willett, G. W., 72 Williams, L. W., 130 Wilson, G. M, 118, 119, 120 Wilson, G. M. and Hoke, H. J., 105 Wilson, H. B., 116, 135 Wilson, L. N., 41 Winch, N. H., 35 Windes, E. E. and Greenleaf, W. J., 16 Womrath, G. F., Engelhardt, N. L., and Reeves, C. E., 108 Wood, B. D., 75, 106, 107 Woodring, M. N. and Flemming, C. W., 78 Woody, Clifford, 78, 94 Worcester, D. A., 57 Works, G. A. 77 Wundt, Wilhelm, 30 Wylie, A. T., 75 ■Yerkes, R. M. 95, 98 Yule, G. U., 36 TOPIC INDEX Accomplishment quotient, 101 Achievement, early tests of, 90 f ., 104 f . Activity analysis, 121 f. American Council on Education, 68 Army Alpha, 97 Activity analysis, 121 f. Binet-Simon scale, 90 Bureau of Educational Research, his- tory of, 3 f., 138; publications of, 139 f. Chicago reading studies, 43, 70 Child studj- movement, 40 Classical Investigation, 75 Complete educational research, 27 Controlled experimentation, 74 Curriculum construction, activity an- alj^sis, 121 f. ; by consensus of opin- ion, 127 f . ; by consensus of school practice, 128 f. ; based on pupil re- actions, 130 f. Currictilum research, problems of, 116; prominence of, 116 f . ; types of, 121 f. ; extent of, 133 f. ; an evalua- tion of, 136 Departments of educational research, establishment of, 32, 57 f. Diagnostic tests, 113 Doctors' theses in education, compila- tions of, 6; number of, 47 Educational Finance Inquiry, 71 Educational research, definitions of, 15 f. ; as high-grade accounting and publicitj', 21 ; as objective methods, 22; as a means of arriving at final answers, 24 ; as critical reflective thinking, 24 f . ; scope of, 27; begin- ning of, 30 f. ; department of, pro- posed by Rice, 31 ; by foundations, 33 ; by voluntary organizations, 33 f . ; in history of education, 44 ; popular- ization of, 48; expenditures for, 50; an evaluation of, 79 f. ; status of, 84 f. ; the outlook, 87 Educational measurement, beginning of, 88; books on, 95 Educational tests, number used annu- ally, 114 Experimentation, an evaluation of, 79 f. Federal Board for Vocational Educa- tion, 66 General survey tests, 99 Genetic studies of genius, 73 Group intelligence scales, 94, 97 High-school tests, 106 History Inquiry, 75 Indiana University conference on ed- ucational measurements, 94 Institute of educational research at Teachers College, 58 f. Intelligence tests, books on, 103 Iowa Child Welfare Research Station, 61 IMajor researches, 1918-1927, 70 f. "Man-to-man" rating scales, 109 blasters' and doctors' theses, compila- tions of, 6 Mathematics, investigation of, 75 Modern Foreign Language Study, 75 National Education Association, Re- search Department, 68 National Research Council, 69 Nature and nurture, studies of, 74 New examination, 102 Objective methods, 22, 46, 117 Personality, measurement of, 108 Physical abilities, measurement of, 110 Practice tests. 113 4> Ten Years of Educational Research, 1918-1927 367 Quantity production in educational re- search, 46 f. Questionnaire, development of, 36 f. Quotient scores, 101 Reading, see Chicago reading studies Reporting educational research, 53 f. Research techniques, early develop- ment of, 36; development of since 1918, 51 f. Retardation and elimination, studies of, 41 School buildings, score cards for, 95, 107 School surveys, 38 f., 77 Seven Great Foundations, 62 Statistical methods, 53 Summaries of reports of previous in- vestigators, 77 Teachers' marks, studies of, 42 Testing in institutions of higher learn- ing, 106 Textbook analysis, 129 Thorndike's study of the measurement of intelligence, 72 Transfer of training, studies of, 41 T-scores, 101 United States Army, testing in, 97 United States Bureau of Education, 66 Vocational tests, 110 •ch a /5 on, ^^ Blul,' i £?. T" UNIVERSITY OF ILLINOIS BULLETIN Vol. XXV Issued Weekly August 21, 1928 No. 51 [Entered as second-class matter December 11, 1912, at the post office at Urbana, Illinois, under the Act of August 24, 1912. Acceptance for mailing at the special rate of post- age provided for in section 1103, Act of October 3, 1917, authorized July 31, 1918.] BULLETIN NO. 42 BUREAU OF EDUCATIONAL RESEARCH COLLEGE OF EDUCATION TEN YEARS OF EDUCATIONAL RESEARCH, 1918-1927 By Walter S. Monroe, Director Charles W. Odell, Assistant Director M. E. Herriott, Associate Max D. Engelhart, Assistant Mabel R, Hull, Assistant price one dollar I PUBLISHED BY THE UNIVERSITY OF ILLINOIS, URBANA 1928 The Bureau of Educational Research was established by act of the Board of Trustees June 1, 1918. It is the purpose of the Bureau to conduct original investigations in the field of education, to summarize and bring to the attention of school people the results of research elsewhere, and to be of service to the schools of the state in other ways. The results of original investigations carried on by the Bureau of Educational Research are published In the form of bulletins. A list of available publications is given on the back cover of this bulletin. At the present time five or six original investigations are reported each year. The accounts of research conducted elsewhere and other communications to the school men of the state are pub- lished in the form of educational research circulars. From ten to fifteen of these are issued each year. The Bureau is a department of the College of Education. Its immediate direction is vested in a Director, who is also an instructor in the College of Education. Under his supervision research is carried on by other members of the Bureau staff and also by grad- uates who are working on theses. From this point of view the Bureau of Educational Research is a research laboratory for the College of Education. Bureau of Educational Research College of Education University of Illinois, Urbana UNIVERSITY OF ILLINOIS THE STATE UNIVERSITY URBANA DAVID KINLEY, Ph.D., LL.D., President The University Includes the Following Departments The Graduate School The College of Liberal Arts and Sciences (Curricula: General with majors in the Humanities and the Sciences; Chemistry and Chemical Engineering; Pre-legal, Pre-medical and Pre-dental; Pre-journalism, Home Economics, Economic Entomology and Applied Optics) The College of Commerce and Business Administration (Curricula: General Business, Banking and Finance, Insurance, Accountancy, Railway Adminis- tration, Railway Transportation, Industrial Administration, Foreign Com- merce, Commercial Teachers, Trade and Civic Secretarial Service, Public Utilities, Commerce and Law) The College of Engineering (Curricula: Architecture, Ceramics ; Architectural, Ceramic, Civil, Electrical, Gas, General, Mechanical, Mining, and Railway Engineering; Engineering Physics) The Collfxie of Agriculture (Curricula: General Agriculture; Floriculture; Home Economics; Landscape Architecture; Smith-Hughes — in conjunction with the College of Education) The College of Education (Curricula: Two year, prescribing junior standing for admission — General Education, Smith-Hughes Agriculture, Smith- Hughes Home Economics, Public School Music; four year, admitting from the high school — Industrial Education, Athletic Coaching, Physical Educa- tion. The University High School is the practice school of the College of Education) The School of Music (four-year curriculum) The College of Law (three-year curriculum based on two years of college work. For requirements after January 1, 1929, address the Registrar) The Library School (two-year curriculum for college graduates) The School of Journalism (two-year curriculum based on two years of col- lege work) The College of Medicine (in Chicago) The College of Dentistry (in Chicago) The School of Pharmacy (in Chicago) The Summer Session (eight weeks) Experiment Stations and Scientific Bureaus : U. S. Agricultural Experiment Station; Engineering Experiment Station; State Natural History Survey; State Water Survey; State Geological Survey; Bureau of Educational Re- search. The Library collections contain (June 1, 1927) 733,580 volumes and 162,783 pamphlets. For catalogs and information address THE REGISTRAR Urbana, Illinois BULLETINS OF THE BUREAU OF EDUCATIONAL RESEARCH, COLLEGE OF EDUCATION, UNIVERSITY OF ILLINOIS, URBANA, ILLINOIS Price No. 8. Monroe, Walter S. A Critical Study of Certain Silent Reading Tests 50 No. 10. Bureau of Educational Research. Relation of Size of Class to School Efficiency (Out of print) 50 No. 11. Monroe, Walter S. Relation of Sectioning a Class to the Effectiveness of In- struction (Out of print) IS No. 12. Odell, Charles W. The Use of Intelligence Tests as a Basis of School Organ- ization and Instruction 50 No. 13. Monroe, Walter S. and Foster, I. O. The Status of the Social Sciences in the High Schools of the North Central Association 50 No. 14. Monroe, Walter S. and Carter, Ralph E. The Use of Different Types of Thought Questions in Secondary Schools and Their Relative Difficulty for Students 30 No. IS. Monroe, Walter S. The Constant and Variable Errors of Educational Measurements (Out of print) 25 No. 16. Odell, Charles W. An Annotated Bibliography Dealing with the Classification and Instruction of Pupils to Provide for Individual Differences (Out of print) .50 No. 17. Monroe, Walter S. and Souders, Lloyd B. Present Status of Written Exam- inations and Suggestions for Their Improvement JO No. 18. Streitz, Ruth. Teachers' Difficulties in Arithmetic and Their Correctives 30 No. 19. Odell, Charles W. The Progress and Elimination of School Children in Illinois .50 No. 20. Monroe, Walter S^ and Moblman, Dora Keen. Training in the Technique of Study (Out of print) SO No. 21. Monroe, Walter S. (Director). A Survey of the City Schools of Marion, Illinois .50 No. 22. Odell, Charles W. Conservation of Intelligence in Illinois High Schools 30 No. 23. Streitz, Ruth. Teachers' Difficulties in Reading and Their Correctives 30 No. 24. Seybolt, Robert Francis. The Evening School in Colonial America JO No. 25. Monroe, Walter S. and Johnston, Nell Bomar. Reporting Educational Research (Out of print) 50 No. 26. Brownell, William Arthur. A Study of Supervised Study (Out of print) 50 No. 27. Click, H. N. Effect of Practice on Intelligence Tests (Out of print) 30 No. 28. Seybolt, Robert Francis. Source Studies in American Colonial Education — The Private School (Out of print) SO No. 29. Odell, Charles W., assisted by Blough, John H. An Annotated Bibliography Dealing with Extra-Curricular Activities in Elementary and High Schools... .50 No. 30. Monroe, Walter S. The Duties of Men Engaged as Physical Directors or Athletic Coaches in High Schools 25 No. 31. Monroe, Walter S., assisted by Clark, John A. The Teacher's Responsibility for Devising Learning Exercises in Arithmetic 50 No. 32. Odell, Charles W. The Interpretation of the Probable Error and the Coeffi- cient of Correlation 50 No. 33. Monroe, Walter S. and Herriott, M. E. Objectives of United States History in Grades Seven and Eight 30 No. 34. Odell, Charles W. Are College Students a Select Group? 25 No. 35. Ojemann, R. H. The Constant and Variable Occupations of the United States in 1920 25 No. 36. Monroe, Walter S. and Asher, Ollie. A Bibliography of Bibliographies 25 No. 37. Odell, Charles W. Predicting the Scholastic Success of College Freshmen 25 No. 38. Monroe, Walter S. and Engelhart, Max D. The Techniques of Educational Research 50 No. 39. Monroe, Walter S., Hindman, Darwin A., and Lundin, Roy S. Two Illustra- tions of Curriculum Construction 50 No. 40. Odell, Charles W. A Glossary of Three Hundred Terms Used in Educa- tional Measurement and Research 50 No. 41. Monroe, Walter S. and Herriott, M. E. Reorganization of the Secondary- School Curriculum : Its Meaning and Trends 50 No. 42. Monroe, Walter S., Odell, Charles W., Herriott, M. E., Engelhart, Max D.. and Hull, Mabel R. Ten Years of Educational Research, 1918-1927 100 i 4 i&i=: ^ n