7 • 5811 -L!Z£__Laal£^_:^ , • 1-. -; ■!-. -, .: . Southern Branch of the University of California Los Angeles Form L 1 UT9 This book is DUE on the last date stamped below iri ■•^ U'' NOV 2 1 «*S Form L-9-2m-12,'23 A Bibliography of Secondary Education BEING A CLASSIFIED INDEX OK THE SCHOOL REVIEW Volumes I-X George H. Locke ^ 2^eS CHICAGO THE UNIVERSITY OF CHICAGO PRESS 1903 /f • -*. 5.e-^t . /So3 9^io^ t i C 4. n oi THE DECENNIAL of an educational journal that aspires to have a literary as well as a mere news value is a sig- nificant occurrence in this country. The educational field is thickly dotted with journals of a more or less educational character, which have a transitory existence, and, unless subsidized by some agency, soon pass away. Their work dies with them because it was never fruit-bearing ; if it attained the blooming stage it did well. But with the higher class of edu- cational journalism there has been a certain amount of conti- nuity. 77ie Academy for seven years served well the interests of secondary education, then for one brief year School a fid College took up the work. It in turn was succeeded some ten years ago by the School Review, under the editorial management of Mr. Jacob Gould Schurman, now president of Cornell University, and Mr. Charles Herbert Thurber, now of the editorial depart- ment of Ginn & Co. Both these gentlemen were at that time members of the faculty of Cornell. As might be expected, the journal assumed a very high tone, and the prospectus issued with the first number might very well be reissued today, so high was the standard then set and so even has been the existence of the journal. It was to deal with the problems of secondary edu- cation, and though it might very well come under the criticism passed by President Hadley, in his article in our issue for Decem- ber last, the interpretation of that term has had to be elastic. Its aim has been to deal particularly with the problems of the high school and the college, and so it justly sets up its claim to be a journal of secondary education, occupying thus a unique place in educational journalism. When Mr. Thurber was called to Colg-ate Universitv he took the School Review with him, and when in 1895 he accepted the invitation of the University of Chicago to become dean of Mor- gan Park Academy and associate professor of pedagogy, this journal became established in its j)rcsent i)lace. It was Mr. Thurber's child ; its growth had been watched bv him with a dee*^ 3 4 THE SCHOOL REVIEW interest ; his care was revealed in its steady improvement ; and its increasing influence in the educational world bore ample tes- timony to the wisdom of his policy. When in igoo Mr. Thurber resigned his academic position to assume the editorial manage- ment with Ginn & Co. his mantle fell on the shoulders of the writer. There have been some necessary adjustments both in man- tle and in wearer, but the policy of the journal remains unchanged ; it is the organ of no particular school of thought, nor does it rep- resent any particular portion of the country ; its idea is to be increasingly useful in helping the teachers of this country to understand the significance of their work and to realize its pos- sibilities. George H. Locke. Editorial Rooms, School Review, January, 1 903. INTRODUCTION. Tins is a classified index of the contents of the School Review during the past ten years. It has been called a "bib- liography " because it is more than an index. It is discrimi- nating and to a certain degree descriptive, in that the arrangement' is based on internal rather than external resemblance. The scheme of arrangement has been devised that it may be easily usable by those engaged in educational work. It makes no pre- tension except to convenience. It is simple and needs no expla- nation. The editorial notes are included as well as the articles. Generally these notes, when of sufficient importance, are followed by the editor's name, e. g. (C. H. Thurber) , (George H. Locke). The difficulties, deficiencies, and perplexities of the ordinary index have suggested this work and this arrangement, and if it is of any aid to educational workers the feeling of indebtedness should be directed toward Mr. Harvey Carr, fellow in Education, as well as toward the editor. IXDF.X. PACE I. Associations ■ ■ ■ 9 II. Bibliography - - - 'o 111. 15IOGRAPHY I" W. I5UILDINGS '° \'. Coeducation lo VI. Curriculum (General) '• 1. Course of Study - - ■ - - - - 1 1 II. Electives -------- 12 VII. Curriculum (Special) 13 I. Classics --------- 13 A. College-Entrance Requirements - - - - 13 B. Courses of Study - U C. Methods of Teaching 15 D. Reports of Committees - - - - - '5 E. General Articles 16 F. Miscellaneous - - ... - - 16 II. Commercial - - - - - " . ' '7 A. Aims and Values - i? B. Courses of Study - - - - - - - i? III. English ------- - - 17 A. Aims and Values - - - - - - - '7 B. College- Entrance Requirements - - - 17 C. Methods of Teaching - - - - - - 18 D. Composition ------- ig E. Miscellaneous - - - - - - . - 20 IV. Ethics, Psychology, and Social Sciences - - - 20 V. History --------- 20 A. Aims and \'alues ------ 20 B. College-Entrance Requirements - - - - 20 C. Courses of Study - - - - - - 21 D. Methods of Teaching - - - - - - 21 VI. Mathematics -------- 22 A. Aims and \'alues ------ P.. College-Entrance Reciuiremeius C. Courses of Study ------- 22 U, Methods of Teaching ----- 22 7 1 -> 8 THE SCHOOL REVIEW PAGE VII. Modern Languages ------.- 23 A. French -------- 23 B. German - - - - -.- - -23 C. General Articles ------ 23 VIII. Natural Sciences ------- 24 A. Biology -------- 24 B. Chemistry -------- 24 C. Physics -------- 24 D. Physiography ------- 25 E. General Articles ------ 25 VIII. Education — Conditions and Tendencies - - - 26 1. Australia --------- 26 2. Canada ---------- 26 3. Egypt --------- 26 4. England - - - - - - - - - 26 5. France - - -- - - - - - 27 6. German}' --.------28 7. Hungary --------- 29 8. Russia ---------- 29 9. Scotland --------- 29 10. Switzerland ---------29 11. United States -------- 29 12. Wales ---------- 30 IX. Higher Education ------- 30 X. High School and College ------ 31 I. College-Entrance Requirements - - - - 31 II. Committees and Reports ------ 33 III. General Articles ------- 3^ IV. Systems of Admission ------- 34 XI. High-School and Grammar Grades - - - - 35 XII. High School and the Pupil 35 I. Adaptation to the Pupil ------ 35 II. Discipline --------- 36 III. Miscellaneous ---..-. 36 IV. Moral Training -------- 37 XIII. HuiH School and Society ------ 38 XI\'. History of Education - 39 ,\\'. Libraries ---.--..- 3^ x\'i. i'sychologv and pedagogy ------ 39 xvi i. suf'ervision and inspection 40 XX'III. Training ok High-School Teachkks - - - - 40 I. ASSOCIATIONS. More Business Purpose in Teachers' Organizations. W. M. Davis, V, 40-42; F. W. Kelsey, IV, 594-603; l\', 690, 691 (C. M. Tluirber). Association of Colleges and Preparatory Schools of the Middle States and Maryland. II, 39, 40; III, 87-110; V, 46, 47, (C. II. Thurber); VIII, 26-37 (F. II. Howard). Association of Colleges and Preparatory Schools of the North Central States. IV, 257-333; V, 38, 39. Association of Colleges and Preparatory Schools of the Southern States. VII, 145-85; VIII, 72-123; IX, 79-119; X, 214-72, 796-8 (George H. Locke). Associated Academic Principals of the State of New York. F. H; Howard, IV, 99-101. Binghamton Conference. L. R. Hunt, I, 296-300. Conference of Affiliated and Co-operating Schools of the University of Chicago. IV, 25-45 ; X, 1-99. Head-Masters' Association. II, 98. Holiday Conference of 1893. II, 99-101. Holiday Conference of 1896. F. D. Boynton, V, 236-9. Holiday Conference of 1897. F. H. Howard, VI, 94-100. Illinois Schoolmasters' Club. X, 711-13 (George H. Locke). Michigan Schoolmasters' Club. 11,373-9; V, 95-128; VI, 116-33. 419-23; VII, 215-45. Classical Conference, Michigan Schoolmasters' Club. Ill, 354-96; V, 605-24 ; VI, 424-81 ; VII, 321-30; VIII, 313-34; X, 154-6; 374-95- National Educational Association, Jacksonville. IV, 232, 233 ; Puiflalo, IV, 539, 540. National Educational Association (Superintendence), Boston. W. A. Baldwin, I, 234-8. National Educational Association, Denver. C. H. Thurber, III, 422-33. National Herbart Society — Its Reorganization. VHI, 562, 563. New England Association of Colleges and Prej)aratory Schools. R. G. Huling, I, 587-667; II, 593-682; III, 152-84, 597-685; IV, 713-83; V, 641-728; VI, 691-781; VII, 577-632; VIII, 569-625 ; IX, 613-81 ; X, 729-77. 9 lO THE SCHOOL REVIEW New Hampshire High-School Institute. I. H. Upton, H, 556, 557. Northern Michigan Teachers' Association. VI, 53-5. Thirty-seventh University Convocation of the State of New York. F. H. Howard, VII, 418-23. The iMeeting Habit. VII, i, 2 (C. H. Thurber). II. BIBLIOGRAPHY. Bibliography on Secondary Education, History of Secondary Educa- tion in United States. E. E. Brown, V, 84-94; 139-47. Books on Natural History Suitable for a School Library. VIII, 563, 564. Most Essential Books for a High-School Classical Library. C. L. Meader, IV, 149-57. Recent Educational Bibliography. J. 1. Wyer, VI, 615-18; VII, 47S-82; VIII, 475-84; IX, 534-42 ; X, 605-14. References on the Report of the Committee of Ten. II, 558-60. References on the Policy of the State Toward Education. 11, 560, 561. Selective Bibliography for Classics. LB. Burgess, V, 625-35. III. BIOGRAPHY. Arthur Herbert Dyke Acland. C. H. Thurber, III, 129, 130. In Menioriam — C. F. P. Bancroft. G. D. Pettee, X, 257-69. Henry Barnard. C. H. Thurber, VIII, 505, 506. George William Curtis. O. B. Rhodes, II, 305-9. S. S. Laurie. C. H. Thurber, II, 465-7. Vittorino Da Feltre. C. H. Thurber, VII, 295-300. IV. BUILDINGS. High School, Colorado Springs, Col. G. B. TurnbuU, 1, 683-7. High School, Fort Wayne, Ind. (illustration). X, 649. High School, Joliet, III. J. S. Brown, IX, 417-32 (illustrated). V. COEDUCATION. .\dvisable Differences between the Education of Young Women and that of Young Men. J. F. Goucher, VII, 577-92 ; Alice Free- man Palmer, 592-4 ; W. C. Collar, 594-6 ; W. T. Sedgwick, S'/J, 597 ; Charles W. Eliot, 597-9- Cant Concerning Coeducation. V, 45, 46 (C. H. Thurber). Ratio of Men to Women in the High Schools of the United Slates. A. F. Nightingale, IV, 86-98. Salaries of Women Teachers. IV, 687, 688. BIBLIOGRAPIl V OF SECOND AR Y EDUCA T/ON i i VI. CURRICULUM (GENERAL). I. COURSE OF STUDY. Amount of Work per Week in High Schools. E. O. Marsh, F. R. Hathaway, V, 99-116. Colleijiate Work in Hi^h Schools. E. C. Peirce, A. W. Tressler, V, 117-28. Course of Study — Concrete Illustrations. VII, 48-50, M. C. Smart, 497-501, E. V. Robinson. Course of Study — An Experiment in Schedule Making. \V. H. Butts, II, 412-18. Course of Study — Committee of the State Teachers' Association of Missouri, IV, 546-8. Course of Study of a Commonwealth School. Foster Watson, X, 304-12. Course of Study (Medford, Mass.). VIII, 433-5 ; IX, 405, 406, George H. Locke. Course of Study for High Schools in Louisiana. II. E. Chambers, VII, 56, 57. Course of Study for High Schools and Academies in the State of New York. VII, 58-60; VII, 483-5, F. D. Boynton ; VIII, 405- 13, F. D. Boynton. Course of Study — Program for Preparatory Schools, Southern Asso- ciation. VIII, 74, 75. Course, Program, and Curriculum. VII, 513, 514 (C. H. Thurber.) Curriculum of a Small High School. E. J. Goodwin, III, 268-81. Determining Factors in Secondary-School Curriculum. W. S. Sutton, X, 687-700. Differentiation of the High School — The Coming Movement in Edu- cation. Herbert Miller, 1, 418-22. Educational Values as Assessed by the Committee of Ten. W. D. Hyde, II, 628-45. Formal vs. Concrete Studies in the College. Charles DeGarmo, II, 21-6. Home Reading for the Secondary Schools. G. P. Du Bois, III, 485-95. Important Reports for Secondary Education. IV, 541-8. Influence of High School upon Educational Methods. John Dewey, IV, 1-12. Meaning and Purpose of Secondary Education. A. T. Hadley, X, 729-41. 12 THE SCHOOL REVIEW What Constitutes a Secondary School. James E. Russell, J. G. Schur- raan, J. C. Mackenzie, IV, 529-34. National Uniformity in Secondary Instruction. W. H. Butts, III, 65-86. National Units. O. L. Elliott, VII, 470-72. Obligations and Limitations of the High School. C. F. Thwing, IX, 333-46. Outlook for the Curriculum. J. G. Schurman, 1,67-73. Principles Underlying the Making of Courses of Study for Secondary Schools. G. B. Alton, VI, 369-78. Preparatory Education of Medical Students. U. L. Benedict, VII, 18-23. Problems in Secondary Education. John Dewey, X, 13-28. Readjustment of School Curriculum. R. S. Keyser, I, 131-40. Recent Tendency in Secondary Education Examined. Paul H. Hanus, III, 193-205. Relative Values in Secondary and Higher Education. M. V. O'Shea, VI, 289-306. Report of the Committee of Ten. J. C. Mackenzie, II, 146-55 ; J. M. Taylor, II, 193-9. Report on Secondary-School Studies. J. G. Schurman, II, 83-97. Secondary-School Programs. Charles W. Eliot, I, 603-19. Six- Year High-School Course. VII, 193-6 (C. H. Thurber). Some Possible Improvements in Curriculum-Making. Abram Brown, VI, 321-7- Time Relations of Language and Science. C. F. P. Bancroft, II, 156-9. Should Language Studies be Limited in the Interests of the Sciences ? D. W. Abercrombie, I, 455-62. Training of the Imagination in Education. George Harris, VI, 692- 709. Waste in High-School Education. E. Van Dyke Robinson, VIII, 422-6. What Constitutes a College and what a Secondary School? R. 11. Jesse, IV, 274-96. What Constitutes a Secondary School? IV, 529-34. What Should the Modern Secondary School Aim to Accomplish? Paul II. Ilanus, V, 387-400, 433-44- What Studies Should Predominate in Secondary Schools? A. F. Nightingale, V, 201-9. II. ELECTIVES. An Alternative Subject for Admission to College — Physiography. W. M. Davis, III, 632-40. BIBIJOGRAPII V OF SECONDAR Y EDUCA TION 1 3 Constants and Electives in the High School. (). I). Robinson, IX, 243-51- Discipline vs. Dissipation in Secondary Education. Paul Shorey, V, 217-30. Electives in the High School at Newton, Mass. Electives at Yale. IX, 190, 191 ((ieorge H. Locke). Elective System — H. Miinsterberg's Opinion. VHI, 307, 308. Electives in the High School. W. H. Smith and Discussion, VH, 232-41. Election in High Schools. A. F. Nightingale, IX, 65-74. Electives in the Small High School. S. D. Brooks, IX, 593-600. Electives in the Secondary School. VII, 65, 66 (C. H. Thurber). Electives — Some Results of the Galesburg Plan. E. D. Thomson, IX, 13-19. Elective Studies — Where? J. H. Harris, VI, 567-76. Freedom from Prescription an Essential Condition of Success in our Secondary Education. S. Thurber, II, 511, 512. Greater Flexibility in High School Work. W. J. Shearer, IX, 137-49, 232-42. Limited Election in High-School Work. E. G. Cooley, IX, 75-8. The New Principal. VII, 67, 68. Options in Admission Requirements. John Tetlow, Charles W. Eliot, E. H. Capen, E. P. Seaver, F. A. Hill, IV, 745-83- Problems in Secondary Education. John Dewey, X, 13-28. Proper Limitation of Elective Work in School and College. C. D. Schmidt, IX, 92-100. Proper Limitations of the Elective System of College Studies. G. W. Miles, IX, 100-105. A Recent Tendency in Secondary Education Examined. Paul H. Hanus, III, 193-205. Rigid Courses vs. Optional Studies. S. Thurber, III, 206-11. Rigid vs. Elastic Courses of Study for Secondary Schools. A. F. Nightingale, VI, 307-20. Secondary Education. W. M. Smiley, IV, 523-8. Some Problems of the Elective System. C. H. Thurber, IX, 79-92. Substitutes for Latin and Greek in Admission Requirements. W. D. Mooney, X, 224-7. VII. CURRICULUM (SPECIAL). I. CLASSICS. A. College-Entrance Requirements. College-Entrance Requirements in Greek. B. I. Wheeler, I, 73-S3, 302, 303. 14 THE SCHOOL REVIEW College-Entrance Requirements in Greek. J. R. Bishop, IV, 434-7. College- Entrance Requirements in Greek — The Report of the Com- mittee of Twelve. J. H. Harris, IX, 183-9. College-Entrance Requirements in Greek. IV, 362-9. College-Entrance Requirements in Latin. IV, 377-87. College-Entrance Requirements in Latin — Report of Committee, New England Association. II, 647, 648. College- Entrance Requirements in Latin. F. W. Kelsey, IV, 443-51. College-Entrance Requirements in Greek and Latin. C. C. Ramsay, John K. Lord, F. E. Woodruff, A. G. Harkness, C. F. P. Bancroft, M. G. Daniell, William Gallagher, W. T. Peck, III, 655-85 ; J. H. Kirkland, VIII, 86-91. Substitutes for Latin and Greek in Admission Requirements. W. D. Mooney, X, 224-7. B. Courses of Study. Aim and Character of First Year's Work in Latin. L. M. Shaw, B. L. D'Ooge, E. V. Robinson, F. W. Kelsey, V, 605-11. Caesar or Substitutes for Caesar. F. O. Bates, VIII, 324-30; John W. Welch, VIII, 330-32; R. S. Garwood, VIII, 332-4. Classical Programs for Secondary Schools — A Selective Bibliography for Use in Framing. I. B. Burgess, V, 625-35. Courses in Latin and Greek for Secondary Schools. F. W. Kelsey, V, 360-66. Four-Year Latin Programs of the Committee of Twelve. C. E. Ben- nett, VI, 239-44; J. E. Barss, VI, 482. Latin in the Seventh and Eighth Grades — The Chicago Experiment. A. F. Nightingale, VI, 379-93- Preparatory Course in Latin. Frank J. Miller, V, 588-604. Six-Year Course in Latin. A. F. West, III, 321-34; W. G. Hale, HI, 334, 335; A. F. Nightingale, HI, 335-53- Enrichment of the Classical Course. C. H. Moore, VI, 461-7. High-School Program Without Greek. W. II. Butts, V, 292-9. Homer in Secondary Schools. Addison llogue, H. C. Tolman, VII, I 7 I -8 . Preparatory Greek in the University. J. 11. Harris, VHI, 38-41. Should the Iliad be Retained in the Schools? B. C. Mathews, IX, 20-25; Walter H. Young, IX, 324, 325. Time Relations of Language and Science. C. F. P. Bancroft, II, 156-9. What Shall we Teach in Lalin? W. C. Collar, HI, 1-16. BIBLIOGRAPII V OF SECONDA R V EDUCA TJON i 5 C. Methods of Teaching. The /Eneid — An Experiment with the Opening Lines. J. 1\. Nelson, VII, 129-32. A High-School Classical Library — The Most Essential Books. C. L. Meader, IV, 149-57. Caesar as a Text-Book. F. H. Howard, V, 561-87. Controlling Conceptions in Syntactical Study. W. G. Hale, X, 417-32. Early Stages of the Latin Course — The Difficulties and Discourage- ments. E. J. Goodwin, IV, 80-85. Elementary Latin — Suggestions for Teachers. 11. L. Wilbur, \T11, 280-84. Greek and Latin Proper Names — The English Pronunciation. George Herapl, VI, 412-18. In the Footsteps of Caesar in Gaul. G. R. Swain, X, 392-4. Latin Composition in the Secondary Schools. H. Preble, VI, 261-9. Latin — Notes on the Roman Pronunciation. W. G. Hale, VI, 394-4 1 1 • Latin Sentence Structure; the P.ridge to Ctesar. II. L.Wilbur, X, 286-9. Latin — Syllabus of Instruction. W. C. Collar, II, 1-13. Notes on Virgil. E. L. Miller, V, 620-24. Pedantries in Classical Teaching. J. E. Barss, X, 290, 291. Prose Composition in the Classics. IV, 31, 32. Teaching of Classics in Secondary Schools. Illustrative Material and the Library. Ill, 186-96. Teaching of Latin in the First Year. B. L. D'Ooge, X, 532-49. Teaching of Latin in the Second Year. H. W. Johnston, X, 69-76. Teaching of Latin. V, 636, 637. Teaching of Latin in German Gymnasium. Paul Carus, VIII, 317-20. Translation in the Classics. IV, 32, n- D. Reports of Committees. Address of the Philological Association on the Study of Greek. Ill, 434-41- Recommendations of the Committee of the Massachusetts Association of Classical and High-School Teachers. V, 489-92.. Report of Committee of the Massachusetts Association of Classical and High-School Teachers. IV, 542-6. Report of the Committee of Twelve of the American Philological Association on the Study of Latin. V\\ 47 --4- Report of New England Association on Latin. II, 647-50. 1 6 J HE SCHOOL REVIEW E. General Articles. Classical Education in the Secondary Schools. Arthur Fairbanks, V, 350-59- Greek and Latin in the Higher Schools of Germany. J. E. Russell, IV, 585-93- 664-74. Greek in Secondary Schools. Hamilton King, F. S. Goodrich, V, 61 i-i 7. Latin and Greek. J. H. Kirkland, VHI, 86-91. Latin in the High School. J. H. Harris, H, 356-66. Latin in German Secondary Schools. I, 260, 320-23. Latin in Preparatory Schools. W. C. Collar, I, 588-90, 597-9; Tracy Peck, I, 590-97; L. Clarke Seelye, I, 599-600; D. Y. Comstock, I, 600—602. Latin in the Secondary School. Charles E. Bennett, I, 269-80. Some Aspects of Preparatory Work in Latin. E. T. Merrill, I, 408-17. The True Spirit of Classical Culture. A. F. West, VI, 630-42. F. Miscellaneous. Athleticism in Greece. E. Norman Gardiner, X, 574-8. Caesar's Account of the Animals in the Hercynian Forest. G. G. Begle, Vin, 457-65- Classical Conference, Michigan Schoolmasters' Club. HI, 354-96; V, 605-24; VI, 424-81; VII, 321-30; VIII, 313-34; X, 154-6, 374-95- Conference in Greek and Latin (Chicago). X, 69-77. Dramatic Incidents in the Conquest of Gaul. J. R. Nelson, IV, 617- 24. English Pronunciation of Greek and Latin Names. George Hempl, VL 412-18. Greek Music from the Modern Point of View. C. W. Seidenadel, VI, 541-6. Greek Participle. S. J. Axtell, V, 617-19. Homeric Hiatus. V.. B. Clapp, IX, 252-6. Notes on Homeric Meter. E. B. Clapp, VI, 472-4. Psychological Background of Indirect Discourse. J. J. Schlicher, X, 399-409. The Olympic Games of 1896. Sidney G. Ashmore, VI, 475-9. The Roman Pronunciation of Latin. W. G. Hale, VI, 412-18. The Science of Meanings. \. J. i>cll, IX, 379-87. Uses of Participle in Greek. S. J. Axtell, V, 617-19. Virgil, Portraits of. H. N. Fowler, VI, 598-605. Virgil's Place in the i I isioi}' of IMiih)S(>|)hy. j. C Tuuison, VI, 458-70. BIBLIOGRAPHY OF SECONDAR Y liDUCA TION 1 7 II. COMMERCIAJ,. A. Aims and Values. Commercial Kducation. IX, 259, 260 (George H. Locke). Commercial Education in England — Curriculum of University College School. \'I1I, 370-72. Commercial l<>ducati()n in Germany and England. A. Heinig, X, '24-37- (^oinuiercial Education in Secondary Work. C. II. Tliurber, VllI, 193-200. Commercial High Schools. VI, 563. Commercial High School as a Part of Secondary Education. E. J. James, II, 577-86. Commercial Studies in High School. C. W. Irish, X, 550-57. Economics, The Teaching of, in Secondary Schools. H. W. Thurston, IV, 604-16 ; F. H. Dixon, VI, 17-27. B. Courses of Study. Commercial Courses. V, 468, 469. Commercial Course (London). VIII, 370-72. Regents' Commercial Course (New York). VIII, 186. III. ENGLISH. A. Aims and Values. English in the Schools — A Parent's Point of View. C. M. St. John, I, 491-500. English Literature in Girls' Education. S. Thurber, II, 321-36. English in Secondary Schools — Some Considerations as to its Aims and its Needs. Samuel Thurber, II, 468-78, 540-49. English — Its Purpose in the High School. G. B. Alton, V, 148-70. Literary Study and Character Formation. E. L. Miller, \TII, 2S5-91. The Training of tlie Imagination in Education. George Harris, VI, 692-709. The Training of the Imagination in the Study of Literature. H. G. Buehler, VI, 709-15. B. College-Entrance Requirements. College-Entrance Requirements in English, Working Conditions in the High School with Regard to. F. G. N. Van Slvck, IX, 316-23. College-Entrance Requirements in English. II, 651-3; 661-82, Report of Conference Committee; G. C. Fox, John Tetlow, III, 642-8; J. E. Russell, V, 332-42; F. N. Scoit, IX, 365-78; VI, 222, 223, 745. 746. 1 8 THE SCHOOL REVIEW Uniform Entrance Examinations in English Language and Litera- ture, II, 562-7. English Requirements. J. V. Denney, VI, 339-43- English Requirements — Special Report of the Joint Committee. C. W. French, VI, 344-9. English in the High School. T. F. Huntington, VII, 92-6. English in New York State, its Outlook. J. M. Hart, I, 195-7. English — The Reaction in its Study. S. B. Knowlton, IV, 682-6. English in School and College. J. H. Penniman, I, 462-70. English — A High-School Course. E. I. Meader, VII, 473-7. English Curriculum. J. H. Harris, X, 566-73. English— The Preparatory Course. V, 445-55. Entrance Examinations in English. A. S. Cook, III, 185-7. First Year English in the High School. J. G. Wright, I, 15-23. The English Conference. C. W. French, V, 343-5- Regents' Diplomas and School Certificates in English. J. M. Hart, I, 24-48. The Regents' Work in English. J. R. Parsons, I, 226-33. Report of Committee of Ten. Discussion of English, III, 92-100. Report of New England Association on English. II, 651-82. Setting of a College Admission Paper in English. D. O. S. Lowell, X, 755-64; Mary A. Jordan, X, 764-9 ; J. W. McDonald, X, 769-77. C. Methods of Teaching. An Experiment in Teaching English. E. S. Johnson, X, 666-74. Binghamton Conference on English. L. R. Hunt, I, 296-300. English in Preparatory Schools of Southern States. J. W. Sewell, VIII, 80-86. An Address to Normal-School Teachers of English. S. Thurber, \TII, 129-45. English As It Is Taught. C. H. Thurber, VI, 328-38. English in the German Reform School. Oscar Thiergen, VIII, 441-8; IX, 150-59. English Clubs. VI, 552., 553. English in the Public Schools. A. P. Marble, I, 198-209. Englisli in the High School. VI, 97, 98. English in Secondary Schools. A Review. Allan Abbott, IX, 388- 402. English Literature, the Teacher's Equipment for Work. S. Thurber, II, 65-74. BIBrJOGRAl'IIY OF SECONDAKY EDUCATION 1 9 How to Make the Study of Literature Interesting. S. Thurber, VI, 483-99. English — The Mastery of. John Greene, I, 546-57. English — Notes on Teaching. A. S. Cook, III, 185-7. English in Translations. IV, 34, 35. English — The Outlook. J. M. Hart, II, 36-9. English Work in Secondary Schools. Barrett Wendell, Samuel Thur- ber, A. B. Thompson, and H. E. Buehler, I, 638-67. Language-Correlation in the High School. O. L. Manchester, VII, 462-9. Methods of Teaching English Literature. W. D. McClintock, Myra Reynolds, IV, 40, 41. The Study of Irving. G. F. Adams, II, 29-35. Teaching English. Brainerd Kellogg, I, 96-105, 152-62. Teaching English. C. B. Gleason, I, 301, 302. Teaching of English in the Elementary Schools. K. S. Shute, X, 332-50- Teaching of English in the Secondary Schools. D. O. S. Lowell, X, 351-63- Teaching of English in Colleges. S. C. Hart, X, 364-73. Teaching Shakespeare. C. L. Maxcy, I, 105-8. Our Work with Longfellow. Gertrude F. Adams, I, 365-8. Reading Tastes of High School Pupils. Allan Abbott. D. Composition. Assignment of Essay Subjects. Louise Bacorn, IX, 298-309. Constructive Side of English Study. R. M. Kavana, X, 298-303. Composition Teaching, Five Axioms of. S. Thurber, V, 7-17. Composition Teaching — Two Problems. J. V. Denney, V, 98, 99. English Composition in the High School. F. A. Barbour, VI, 500- 513; VII, 375, 376 ; C. H. Horn, VII, 309-11. English Composition, the Conditions Needed for the Successful Teaching of. Samuel Thurber, II, 13-21. Faults in Composition. E. H. Lewis, IV, 35, 36. Literary Material for Teaching Composition. B. R. Hooker, X 474-85- Function of the Debating Society. 11. W. Kiltredge, X, 292-7. Quintilian on Extemporaneous Speaking. G. V. Edwards, X, 396-S. Rhetoricals. J. H. Harris, VII, 53-5. Rhetoric, The Teacher's Outfit in. J. F. Genung, III, 405-22. Teaching of Rhetoricals. IX, 60, 61, 129, 130. 2 THE SCHOOL REVIEW Theme-Writing and the Study of Masterpieces. E. L. Miller, IV, 39> 40. Undergraduate Study of English Composition. W. E. Mead X, 317-31- The High School Paper. A. P. Hollis, IX, 174-S2. E. Miscellaneous. Home Reading for the Secondary Schools. G. P. DuBois, III, 485-95- Home Reading for Secondary Schools. A. F. Nightingale, IV, 36-g. ^Language-Correlation in the High School. O. L. Manchester, VII, 462-9. Reading Tastes of High-School Pupils. Allan Abbott, X, 585-600. Reading in the Racine High School. A. J. Volland, V, 36, 37. Psychology of the Sentence Diagram. Gertrude Buck, I. N. Demnion, W. S. Perry, B. A. Hinsdale, V, 95-9, 470-72. Psychology of the Diagram. F. A. Barbour, V, 240-42; Gertrude Buck, V, 470-72. The Teaching of English Grammar. O. F. Emerson, V, 129-38. Social Science and the Curriculum. G. E. Vincent, X, 185-94. Where the Best English is Sp6ken. C. F. Remy, VIII, 414-21. IV. ETHICS, PSYCHOLOGY, AND SOCIAL SCIENCES. Ethics in the High School. Charity Dye, X, 270-85. Psychology in Secondary Schools. E. L. Thorndyke, X, 114-23. V. HISTORY. A. Aims and Values. The Ethical Value of History. W. M. Sloane, VI, 724-44. History in its Relation to the Formation of Character. E. Van Dyke Robinson, IX, 553-9. The Value of History in the Formation of Character. Caroline Hazard, IX, 636-48. B. College -Entrance Requirements. College-Entrance Requirements in History. A. B. Hart, A. L. Good- rich, E. A. Start, John Tetlow, Edward Channing, R. G. Huling, F. A. Hill, D. S. Sanford, G. L. Fox, 111, 597-631- College-E^ntrance Requirements in History. IV, 370-76. College-Entrance Requirements in History. B. A. Hinsdale, IV, 438-42. BIBLIOGRAPHY OF SECONDARY EDUCATION 2 1 College-Entrance Requirements in History. E. D. Eaton, C. W. French, IV, 263-72. College- Entrance Requirements in History — Report of the Confer- ence. HI, 469-85. C. Courses of Study. American History — Its Place in the High-School Course. H. E. Bolton, IX, 516-25. Can American History Be l*ut Into All Courses in the High School ? E. C. Warriner, VI, 10 1-4. History and Geography in the Higher Schools of Germany. J. E. . Russell, V, 257-68, 539-47- History for Secondary Schools — An Ideal Course. E. V. Robinson, VI, 672-8. History in the High Schools. A. F. Nightingale, VII, 11-17. History in Secondary Schools. A. L. Goodrich, VII, 29-35. History in the School. S. S. Laurie, IV, 649-63. History — Preparation for College. O. J. Thatcher, VI, 84-8. Mediaeval and Modern History in the High School. 1^. \'an Dyke Robinson, VIII, 268-70. Place and Teaching of History and Pol^itfcs in School and College. H. B. Adams, J. H. Robinson, H. P. Warren, S. E. Fonnan, III, 88-91. Place of General History in Schools. X, 2-4. Roman Constitutional History in Our High Schools. J. II. Drake, VIII, 146-56. Study of History in the Schools — Report of the Committee of Seven. A. C. McLaughlin, V, 346-9. D. Methods of Teaching. An Experiment in the Teaching of Roman History to Voung Pupils. J. R. Nelson, X, 386-9. History Teaching — Concreteness an Essential. II. E. Bolton, VIII, 528-34. The Relation Between Greek and Roman Historv. A. L. Cross, X, 389-91. The Teacher of American History. G. W. Knight, X, 208-16. The Teaching of History. E. D. Warfield, III, 33-40. The Teaching of History. Webster Cook, VII, 227-32. Teaching of History in Indiana. VIII, 566. Teaching History in Schools. B. A. Hinsdale. III. 312, 313 (note). 2 2 THE SCHOOL REVIEW Teaching History, Some Difficulties in a Small High School. J. T. McManis, VHI, 535-9. The Sentimental in American History. E. E. Sparks, VII, 536-40. United States History — Topics for Supplementary Reading and Discussion. E. V. Robinson, V, 302-8. VI. mathematics; A. Aims and Values. The Study of Mathematics. E. T. Austin, VI, 120-22. The Teaching of Mathematics. Levi L. Conant, I, 210-17. Thought- Values in Beginning Algebra. C. S. Osborn, X, 169-84. What Ought the Study of Mathematics to Contribute to the Educa- tion of the High-School Pupil ? Florence Milner, VI, 105-15. B. College-Entrance Requirements. College-Entrance Requirements in Mathematics. Paul H. Hanus, IV, 535-8. College-Entrance Requirements in Alathematics. IV, 388-94. Committee of Ten — Report on Mathematics. D. E. Smith, III, 520-24. C. Courses of Study. Committee of Ten — Report on Mathematics. D. E. Smith, III, 520-24. Mathematics in the Secondary Schools of Germany. J. E. Russell, II, 479-86, 549-55- Mathematics in Prussian Secondary Schools. I, 259. Mathematics in the High School. VI, 119-25. D. Methods of Teaching. Automatic Diagrams in Geometry. A. L. Baker, X, 486-96. Education in Canada. Condition of Mathematics, I, 388. Failures in Freshman Mathematics. 1'^. J. Townsend, X, 675-86. Geometry, Mathematics in Secondary Schools. B. F. Brown, VIII, 292-8. Geometry — Method of Attack of Originals. 11. B. Loomis, VI, 89-93; Mary E. Trueblood, VI, 122-5. Geometry, Modern Methods in High School. E. C. Goddard, IV, 70-79. Geometry — Modern Methods and Principles. H. Maschke, X, 80-87. Geometry — Related Theorems. G. W. Evans, VII, 517-26. Mathematics — Preparatory Course in Southern Schools. Alfred Hume, VIII, 75-80. BIBLIOGRAPHY OF SECONDARY EDUCATION 23 Mathematics — -Routine Work. 11. I,. Coar, VIII, 271-9. Mathematics — The Teacher's Outfit. J. M. Taylor, IV, 215-27. Methods of Teaching Mathematics. X, 80-98. Preparation of the High School Teacher of Mathematics. Paul H. Hanus, V, 504-18. Some Respects in Which the Teaching of Elementary and Secondary Mathematics Needs Improvement. G. W. Myers, X, 87-98. Teaching Mathematics, Different .Methods Contrasted. J. V. Collins, VII, 97-102. The Teaching of Mathematics. I, 258, 259. The Compound Dozierende Method of Teaching of Mathematics. G. E. Fisher and I. J. Schvvatt, III, 188, 189. The Waste of Mathematics. J. Howard Gore, II, 26-9. ^ VII. MODERN LANGUAGES. A. French. College-Entrance Requirements in French. I\', 342-51. The High-School Teacher's Equipment in French. A. II. Edgren, III, 257-68. B. German. College-Entrance Requirements in German. IV, 352-61. German in the Higher Schools of Germany. J. E. Russell, II, 199-213. Historical Development in Teaching German. P. O. Kern and Camillo von Klenze, X, 60-69. Teaching of German in the Gymnasiiun. Ill, 526-8. The Teacher's Outfit in German. Calvin Thomas, II, 401. C. General Articles. A New Departure in the Study of Modern Languages. E. H. Magill, VI, 257-60. International Correspondence Between Pupils. Oscar Thiergen. \TI. 4-10. Modern-Language Conference (Chicago). IV, 41, 42. Modern-Language Requirements. A. F. Nightingale, 1\', 424-33. Modern-Language Teaching in Secondary Schools. W. M. Payne, II, 74-82. Modern-Language Teaching. VI, 282, 283. Methods of Modern- Language Instruction in Prussian Reahchuleu. I, 256, 257. 24 THE SCHOOL REVIEW Reform in the German Higher Schools and the Reform Movement in Modern-Language Teaching. Oscar Thiergen, VIII, 230-33. Report of Congress of Teachers of Secondary Schools in France. X, 639- Time Relations of Language and Science. C. F. P. Bancroft, II, 156-9. Tours of Recitation Through Germany. Oscar Thiergen, IX, 576-82. VIII. NATURAL SCIENCES. A. Biology. Biology in Secondary Schools. J. M. Coulter, I, i 41-51. Biology in Secondary Schools. F. W. Staebner, I, 303, 304. Biology in the High Schools. VI, 125-32. Biological Work in Secondary Schools — The Nature and Amount That Can Profitably be Attempted. H. E. Walter, VIII, 17 1-6. The Education of a Naturalist. J. C. Branner, III, 134-43. High School Botanical Laboratory — Equipment and Administration. F. C. Newcombe, VII, 301-8. Physiography and Botany. H. N. Whitford, X, 45, 46. Lake and Marine Beaches as to Ecology of Vegetation. H. C. Cowles, X, 48. Methods of Teaching Botany. G. H. Trafton, X, 138-45. Animal Ecology of the Cold Spring Beach. C. B. Davenport, X, 47. Bird-Study in City Schools. H. E. Walter, X, 50, 51. The Differentiation of Zoology for the High-School and College Cur- riculum. H. L. Osborn, IX, 566-75. Zoology in German Gymnasia. I, 260. B. Chemistry. Chemistry — The High-School Course. V, 497-503. Chemistry in the High School. IV, 187, 188. Conference in Physics and Chemistry (Chicago). IV, 42, 43. More Profitable High-School Chemistry. L. C. Newell, IX, 286-97. Outline of Chemistry for Secondary Schools. C. M. Wirick, Mr. Flynn, X, 57, 58. Teaching of Chemistry in Secondary Schools. M. M. Butler, X, 52-6. C. Physics. An ICffective Order of Topics for Teachers' Physics. C. 1'. Warner IV, 572-80. Conference in Physics and Chemistry (Chicago). IV, 42, 43. BIBLIOGRAPHY OF SECOND AR V EDUCA TION 2 5 Outline of Course in General Physics. VI, 28-34. Physics in the High Schools of Michigan. K. A. Strong, VII, 242-5. The Pedagogic Value of the History of Physics. F. Cajori, VII, 278-85. What Can Be Done to Make the Study of Physics a Better "Training for Power"? Henry Crew, \'III. 520-27. D. Physiography. Geography in the Schools. W. M. Davis, I, 327-39. History and Geography in the Higher Schools of Germany. J. E. Russell, V, 257-68, 539-47- Geology in the Secondary Schools. R. S. Tarr, VIII, 11-17. Geology and Physical Geography Field Work. R. S. Tarr, V, 519-29. Physical Geography in the High School. W. M. Davis, VIII, 388- 404, 449-56. Physical Geography in Secondary Schools. A. P. Brigham, V, 530-38. Physical Geography — The Teacher's Outfit. R. S. Tarr, IV, 161-72, 193-201. Physiography as an Alternative Subject for Admission to College. W. M. Davis, III, 632-40. Physiography and Botany. H. N. Whitford, X, 45, 46. Place of Physiography in Secondary Schools. IV, 43-5. The Place the Subject of Forestry Should Occupy in High-School Instruction. J. Gifford, IX, 560-65. Meteorology in the Schools. W. M. Davis, II, 529-39. E. General Articles. An Introductory Science Course for Secondary Schools. H. C. Cooper, IX, 440-45- The Articulation of School and College Work in the Sciences. A. Smith, VII, 411-17, 453-6^ 527-35- College-Entrance Requirements in Science. IV, 395-403. College Entrance Requirements in Natural Sciences. C. S. Palmer, IV, 452-60. Correlation of Science Studies in Secondary Schools. J. M. Coulter, IV, 65-9. Natural Sciences in the Higher Schools of Germany. J. E. Russell, \', 18-31, 65-72. The Place of Science in the Preparatory Schools. C. C. Wilson, E. G. Conklin, VI, 203-21. Sciences in the High School. C. R. Barnes, VI, 643-58. 26 THE SCHOOL REVIEW Time Relations of Language and Science. C. F. P. Bancroft, 11, 156-g. Should Language Studies be Limited in the Interests of the Sciences ? D. W. Abercrombie, I, 455-62. Specialization in Preparatory Natural Science, C. S. Palmer, VL .659-71. Science Teaching in Our Public Schools. Aven Nelson, I, 471-81. Natural Sciences in Elementar}' Education. S. G. Williams, I, 163-72. Laboratory Administration. VI, 1 17-19. Stereopticon in Secondary Teaching. G. R. Swain, X, 146-53. The Culture of the Imagination in the Study of Science. J. M. Tyler, VI, 716-24. The Utility of Knowledge-Making as a Means of Liberal Training — Quotation from Address of J. G. McGregor. VIII, 372-4. The Mission of Science in Education — Quotation from Address of John M. Coulter. VIII, 502, 503. The Teaching of Hygiene and Sanitary Science in Secondary Schools. Delos Fall, VI, 64-74. VIII. EDUCATION — CONDITIONS AND TENDENCIES. I. AUSTRALIA. Secondary Education in Victoria. Thomas Palmer, IX, 489-97; VIII, 559. 560. 2. CANADA. College-Entrance Requirements in Greek. 1, 79, 80 (in B. I. Wheeler's article). Education in Canada — Condition of Mathematics. I, 388. School System of Ontario. W. L. Grant, X, 101-13. Training of Teachers in Ontario. G. W. Ross, I, 400-407. 3. EGYPT. Female Education in Egypt. IV, 124. 4. ENGLAND. Commercial Course in London. VIII, 370-72. Commercial Education in l^ngland and Germany. A. Heinig, X, 124-37- Course of Study of a Commonwealth School. Foster Watson, X, 304-12. Charles Hoole and Elementary Education. Foster Watson, IX, 526-33- firBIJOGRAPIIY OF SECONDARY EDUCATION 27 Charles Hoole's Scholastic Discipline. Foster Watson, IX, 583-92. Charles Hoole, a Schoolmaster of the Commonwealth. Foster Watson, IX, 433-9- Education in I^ngland. 11, 60-62, 252-5, 316, 317, 588-90; III, 55-8, 124-6; IX, 260, 261. Educational Movements in England. W. K. Hill, VI, 514-26; VII, 79-91; VIII, i-io, 507-19; X. 195-207, 649-65. Inspection of Schools in England. IV, 58, 59. Professional Training in England. J. J. Findlay, I, 281-90. Professional Training of Teachers in England. VIII, 561. The Training and Examination of Teachers at Oxford. IV, 484, 485. A Schoolmaster's Diploma. IV, 1896. Recent Tendencies of Education in England. A. F. Palmer, 739, 740. Royal Commission's Report on Secondary Education (review). IV, 641-5. The Preparatory School in England. IX, 545-9 (George H. Locke). The Present Movement for Organizing Secondary Education in England. A. N. Disney, II, 141-5. The Rt. Hon. Arthur Herbert Dyke Acland. Ill, 129, 130. 5. FRANCE. Education in France. I, 449, 579, 580. French System of Education — Decentralizing Tendencies. A. T. Smith, VII, 133-44- French System of Education as Exemplified in Paris. Chart, IX, 269. The Lycees of France. E. L. Hardy, VII, 549-59; VTII, 18-25; IX, 459-75- Recent Tendencies of Education in France. A. F. Palmer, 739, 740. Resolutions of the Congress of Secondary Education, Paris, 1900. IX, 58, 59 (George H. Locke). Secondary Education in France during the Third Republic. IV, 698-703. Education at the Paris Exposition. II. L. Taylor, IX, 201-31 (illus- trated). Secondary Education at the Paris Exposition of 1900. H. L. Taylor, IX, 1-12, 269-85 (illustrated). The Secondary Curriculum in France — Differentiation. J. L5. E. Jonas, VIII, 244-53. The Secondary School System — The Recent Reconstruction (1902). X, 410, 411 (George H. Locke). 2 8 THE SCHOOL REVIEW Some Recommendations of the Commission on Secondary Education in France. George H. Locke, VIII, 254, 255. 6 . GERMANY. Commercial Education in Ensrland and Germany. A. Heiniar, X, 124-37- Cost of Universit}' Education in Germany. IV, 488, 489. Education in Berlin. X, 636, 637 (George H. Locke). Education in Germany. I, 60, 386, 371-3, 449, 703; III, 61-3, 126. English in the German Reform School. Oscar Thiergen, VIII, 441- 8 ; IX, 150-59. German in the Higher Schools of Germany. J. E. Russell, II, 199- 213. History and Geography in the Higher Schools of Germany. J. E. Russell, V, 257-68, 539-47- International Correspondence Between Pupils. Oscar Thiergen, VII, 4-10. Greek and Latin in the Higher Schools of Germany. J. E. Russell, IV, 585-93' 664-74. Latin in German Secondary Schools. I, 260, 320-23. Long Vacation and Afternoon Lessons in Germany. Oscar Thiergen, X, 601-4. Mathematics in the Higher Schools of Germany. J. E. Russell, II, 479-86, 549-55- Mathematics in Prussian Secondary Schools. I, 259. Methods of Modern-Language Instruction in Prussian Realschiilen. I, 256, 257. Natural Sciences in the Higher Schools of Germany. J. Iv Russell, V, 18-31, 65-72. Professional Training of Secondary Teachers in Germany. I, 56, 57, 189, 190, 253, 254, 319 ; III, 315, 316. • Professional Training of Teachers in Germany, j. J. I'indlav, I, 281-90. Recent Changes in Curriculum of Prussian Gyfnnasium. H. A. San- ders, X, 456-73- Reforms in the German Higher Schools. Oscar Thiergen, \TII, 230-33- Results in the Prussian Gymnasium. E. J. Goodwin, VII, 541-8. School Excursions in Germany. I\', 489, 490. Struggle for Equality of Rights between the Gymuasiuiii and Real- gymnasium. Oscar Thiergen, X, 243 8. BIlUJOGRArilY OF SECONDARY hDUCAJION 29 System of Education in Germany as Exemplified in Prussia. Chart, IX, zr:.- Teaching of German in ilie Gyinnasium. Ill, 526-8. Teaching of Latin in the Gymnasium. Paul Cams, \'III, 317 20. Tendencies in Germany. IX, 257, 258 (George II. Locke). Tours of Recitation Through Germany. Oscar Thiergen, IX, 576-82. Z()()!ogv in German Gyiniunia. I, 260. 7. HUNGARY. Reform in Hungary. I, 254. 8. RUS.SIA. Education in Russia. 1, 449. University Attendance in Russia. IV, 123, 124. 9. SCOTLAND. Education in Scotland. L 181, 182, 187, 188,518,519. Education in Scotland — Mr. Carnegie's Gift. IX, 476, 477. Some Foreign Notes on Secondary Education. George 11. Locke, VIII, 124, 125. S. S. Laurie, II, 465-7. 10. SWITZERLAND. Education in Switzerland. II, 587, 588. II. UNITED STATES. History of Secondary Education in the United States. E. E. lirown, V, 84-94, 139-47, 193-200, 269-85 ; VI, 225-38, 357-63. 527-40; VII, 36-41, 103-12, 286-94; VIII, 485-98, 540-48; IX, 34-52. New England Grammar School, 1 635-1 700. W. H. Small, X, 513-31. Cost per Child of Elementary Education. IV, 254. Education in Massachusetts. VI, 623, 624. Ten Years of Education in tlie United States. Wellford .\ddis, I, 339-53- Endowed Schools. A. C. Hill. I. 422-5. The Passing of the Denominational School. A. C. Hill, IV. 15S-60. Free High Schools for Rural Pupils. H. R. Corbett, \'I11, 213-19, 335-63- High Schools in Illinois. IX, 327, 328. High Schools in Massachusetts. VIII, 187, 188. High-School Education in .Minnesota. V, 556, 557. High Schools in Minnesota. \'1I1, 18S-90. so THE SCHOOL REVIEW High-School Situation in Minneapolis. VII, 50-53. High-School Attendance in Nebraska. IV, 640, 641. High-School Statistical Information. IX, 544, 545. Secondary Education in Massachusetts. IV, 244, 245. School Improvement League of Maine. VI, 684-6. System of Education in the United States as Exemplified in the State of New York. Chart, IX, 333. 12. WALES. Some Results of the Welsh Intermediate Education Act. H. Holman, II, 286-303. IX. HIGHER EDUCATION. Church Membership in State Universities. VI, 686. College Degrees. W. D. Mooney, VII, 168-70. Continuous Sessions for Colleges and Universities. J. H. Raymond, VII, 117-24. Education at the School of Ethics. R. G. Huling, II, 506-10. The Federation of Educational Institutions. William MacDonald", VIII, 611-25. Function of the University in the Training of Secondary Teachers. M. V. O'Shea, VIII, 157-70. ' The Future of the College. Talcott Williams, Isaac Sharpless, E. D. Warfield, M. W. Stryker, III, 105-8. Higher Education in the North Central States. C. K.Adams, V, 210- 16. The idea of a University. J. G. Schurman, \T, 183-202. The Integrity of the College Unit. W. J. Tucker, V, 683-96. Medical Examinations in the United States. IV, 565, 566. Most Important Problems in Preparatory and Collegiate Education. Isaac Sharpless, Julius Sachs, J. G. Wight, A. L. Goodrich, VI, 145-82. President Butler's Two-Years' College Course. X, 798, 799 (George H. Locke). The Position of the American College in Our Educational System. Ira Remsen, III, 100-103. Requirements for the Bachelor's Degree. C. W. l^abney, VII, 154-67. The Unification of College Degrees. W. S. Sutton, VIII, 92-123. Report on Unification and Equalization of College Degrees (South). IX, 1 14—19. BIB 1. 1 OCR A / '// }' OF SKCONDA N Y KD UCA TION 3 1 Report of Stale Supervision of Degree-Conferring Institutions. VI, 350-56. The Small College in the Southern States. K. H. Babbitt, X, 228-42. The South, Past and Present. Greenough White, \'l[, 148-53- Technological Schools — Their Purpose and Its Accomplishment. R. H. Thurston, I, 523-34. Technical Education. VIII, 125; IX, 543(C;eorge H. Locke). The Tendency of Students to Omit the College Course that They May Enter Professional Schools Direct from the Secondary Schools. A. F. Nightingale, V, 73-83. Tiie Three Years' College Course. J. H. Wright, T. D. Seymour, Charles W. Eliot, V, 696-728. The Tripartite Division of PMucation. B. A.Hinsdale, IV, 513-22. X. HIGH SCHOOL AND COLLEGE. I. COLLEGE-ENTRANCE REQUIREMENTS. Associations Engaged in the Study of College-Entrance Reciuirements J. R. Bishop, V, 300, 301. College-Entrance Examination Board of the Middle States and Mary land. IX, 130-32. College-Entrance Requirements in Greek — Report of Committee of Twelve. J. H. Harris, IX, 183-9. College- Entrance Requirements in Greek. B. I. Wheeler, I, 73-83, 302, 303; IV, 362-9 (note); J. R. Bishop, IV, 434-7- College-Entrance Requirements in Latin. 11,647.648; IV, 377-S7, (note); F. W. Kelsey, IV, 443-51. College-Entrance Requirements in Latin and Greek — Substitutes. W. D. Mooney, X, 224-7. College Entrance Requirements and Preparatory Courses in Latin and Greek. C. C. Ramsay, John K. l.-ird. F. V.. Woodruff, .A. G. llark- ness, C. F. P. Bancroft, M. G. Daniell, W. T. Peck. William Chilla- gher, III, 655. College-Entrance Requirements in English. G. C. Fox and John Tetlow, III, 642-S; J. E. Russell, V, 332-42: J. V. Denney, VI, 339-43 (note); VI, 222, 223, 745, 746; F. E. N \an Slyck, IX. 316-23; F. N. Scott, IX, 365-78. The English Conference. C. W. French, V, 343-5. English, Report of New England Association. IL 651-3 ; IL 661-82. English Requirements — Special Report of Joint Committee. C. W. French, \\, 344-9. 32 THE SCHOOL REVIEW Report of Committee of Ten on English (discussion). Ill, 92-100. The Setting of a College- Admission Paper in English. D. O. S. Lowell, X, 755-64; Mary A. Jordan, X, 764-9; James W. Mac- Donald, X, 769-77. Uniform College-Entrance Requirements. V, 231-5 (C. H. Thurber), Uniform Entrance Examinations in English. II, 562-7. College-Entrance Requirements in History. A. B. Hart, A. L. Good- rich, E. A. Start, John Tetiovv, Edward Channing, R. G. Huling, F. A. Hill, D. S. Sanford, G. L. Fox, III, 597-631 ; E. D. Eaton, C. W. French, IV, 263-72 ; IV, 370-76 (note) ; B. A. Hinsdale, IV, 438-42. College-Entrance Requirements in History, Report of the Conference on. Ill, 469-85. College-Entrance Requirements in Mathematics. Paul H. Hanus, IV, 388-94; 535-8. Committee of Ten on Mathematics. D. E. Smith, III, 520-24. Committee on College-Entrance Requirements — Portraits of the Mem- bers, J. R. Bishop, J. T. Buchanan, Nicholas Murray Butler, Paul H. Hanus, B. A. Hinsdale, William Carey Jones, A. F. Nightin- gale, James E. Russell, William H. Smiley, Charles H. Thurber. College-Entrance Requirements in French. IV, 342-51. College-Entrance Requirements in German. IV, 352-61. College-Entrance Requirements in Modern Language. A. F. Night- ingale, II, 424-33- Articulation of School and College Work in Science. Alexander Smith, VII,4ii-i7, 453-61, 527-35- College-Entrance Requirements in Science. IV, 395-403 ; C. S. Palmer, IV, 452-60. Physiography for Admission to College — An Alternative Subject. W. M. Davis, III, 632-40. College Admission. X, 11-13. College-I'^ntrance Requirements. VII, 388-408. Report and discus- sion. A. F". Nightingale, D. S. Jordan, S. Thurber, W. Farrand, J. H. Kirk land. College-Entrance Requirements — Preliminary Report of the Com- mittee. IV, 341-41 2. College-Entrance Requirements, Report of the Chairman. A. F. Nightingale, IV, 415-23. I'^ducational Values as Assessed by the Committee of Ten. W. I). Hyde, II, 628-45. BIBT.IOGRAril y OF SECOND AR Y EDUCA TION 3 3 Equalization of Admission Requirements. !•. W. Moore, X, 217-23. National Units. (). L. Elliott, \1I, 470-72. National Uniformity in .Secondary Instruction. \\ . W. Butts, III, 65- 86. Options in Admission Requirements. John Tetlow, C. W. Eliot, 1.. II. Capen, E. P. Seaver, F. A. Hill, IV, 745-83. Physiography — An Alternative Subject for Admission. \V. M. Davis, III, 632-40. Preparation for College. W. J. Chase, X, 28-32. The Preparatory Education of Medical Students. A. L. Benedict, VII, 18-23. Principles Underlying the Making of Courses of Study for Secondary Schools Stated from the Point of View of the University. B. A. Hinsdale, VI, 606-14. Problems in Secondary Education. John Dewey, X, 13-28. Proposed New Requirements for Admission to College (South). R. W. Jones, IX, 105-14. Requirements for Admission to Scientific Schools. T. C. Menden- hall, and discussion. IV, 713-39. Substitutes for Admission Requirements in Latin and Greek. W. D. Mooney, X, 224-7. Tabular Entrance Requirements. IV, 342-403. Uniform College-Entrance Requirements. C. H. Thurber, V, 281-5; A. S. Cook, VI, 745, 746. Uniform Entrance Examinations in English. II, 562-7. II. COMMITTEES AND REPORTS. The Committee on College- Entrance Requirements. A. F. Nightin- gale, V, 321-31. Committees Studying College-Entrance Requirements, V, 367-70. Committee of Ten. C. H. Thurber, III, 130-34. Committee of Ten on Mathematics. 1). \\. Smiili, 111, 520-24. The English Conference. C. W. French, V, 343-5. Important Reports for Secondary Education. IV, 541-8. National Uniformity in Secondary Instruction. W. H. Butts, Hi, 65-8. Preliminary Report of Committee on College- Entrance Requirements. IV, 341-412. References on the Report of the Committee of Ten, and on the Policy of the State toward Education. II, 558-62. Report of Chairman, College-Entrance Requirements. A. F. Night- ingale, IV, 415-23- 34 THE SCHOOL REVIEW Report of Committee of New England Association on Admission Examinations by a Joint Examining Board. Discussion by F. A. Hill, John K. Lord, W. C. Collar, E. H. Hall, George L. Fox, IX, 613-35- Report of Committee on Program of Studies for Preparatory Schools in Southern States. J. H. Kirkland, VHI, 72-91. Report of Committee on Secondary Schools at Milwaukee. V, 556. Report of Committee of Ten on English (discussion). HI, 92-100. Report of the Committee of Ten. J. C. Mackenzie, H, 146-55; J. M. Taylor, H, 193-9. Report of Committee of Twelve on Greek. J. H. Harris, IX, 183-9. Report of Conference on History. Ill, 469-85. Report of New England Association on English. II, 651-82. The Reports on Secondary-School Studies. R. G. Huling, II, 268-80. The Report on Secondary-School Studies. J. G. Schurman, II, 83-97. Special Report of Joint Committee on English. C. W. French, VI, 344-9- The Work of the Committee of Ten. O. D. Robinson, II, 366-72. III. GENERAL ARTICLES. How Far Should High Schools do Collegiate Work ? E. C. Peirce, V, 117-21; A. W.Tressler, V, 121-6; E. C. Warriner, V, i 26, 127. The Influence of the State University on the Public School. R. H. Jesse, VIII, 466-74. Relationship of Colleges to Secondary Schools. R. G. Huling, Ephraim Emerton, F. W. Walker, Charles W. Eliot, J. Tetlow, II, 594-628. Relationship of Colleges to Secondary Schools. John Tetlow, E. J. Goodwin, A. L. Goodrich, James Jenkins, J. B. Taylor, M. H. Morgan, F. D. Allen, Charles W. Eliot, III, 153-84. The Relation of the High School to the Elementary School and to the College. C. B. Gilbert, IX, 167-73. The Tendency of Students to Omit the College Course that They May Enter Professional Schools Direct from the Secondary Schools. A. F. Nightingale, V, 73-83. The Transition from School to College. L. P.. R. Briggs, VIII, 34-7. University Inspection of Secondary Schools and the Schools Exam- ination lioard of Harvard University. Paul H. Hanus, II, 257-67. IV. SYSTEMS OK ADMISSION. Accrediting of Secondary Schools in the University of California. L. J. Richardson, X, 615-19. BIBL [OCR A rir V OF SECO.VD.l A' V EDUCA TION 3 5 Admission Examinations — Report of Committee in New England Association. I, 622-38. Chicago Plan for iMitrance Admission. IV, 30, 31. College-Admission Paper in English. 1). (). S. Lowell, X, 755-64; Mary A. Jordan, X, 764-9 ; James William MacDonald, X, 769-77. Entrance E.xaminations — Some Conflicting Views. .\. T. Hadley, viii, 583-93. ■ Entrance Requirements with a Coinmon iJoard of Examiners. N. M. Butler, Charles W. Eliot, Seth Low, C. D. VVarfield, VIII, 26-34. Federation of Educational Institutions. William MacDonald, VIII, 611-25. Report on Admission on Certificate and by Examination. C. C. Ram- say, VIII, 593-61 I. Report on Admission Examinations (New England). IX, 613-35. Systems of Admission to Universities and Colleges. IV, 301-33: I, Diploma System Michigan, B. A. Hinsdale, 301-7; II, Chi- cago Plan, H. P. Judson, 307-9 ; III, Examination System, C. H. Moore, 309-17; 1 \'. Discussions, 318-33. Uniform Entrance Examination in English. II, 562-7. Work of College-Entrance Examination Board of the Middle States and Maryland. George H. Locke, IX, 130-32, 477-80 ; X, 708-11. XL HIGH-SCHOOL AND GRAMMAR GRADES. From (Grammar to High School. E. L. C. Morse, X, 620-25. Gap between Elementary and Secondary School. J. L. Donahue, X, 701-7. Relation of High School to the Elementary School and to the College. C. B. Gilbert, IX, 167-73. Relation of High School to the Grades. G. II. Rockwood, X, 32-6. Xll. llUili SCIIUUL AXD Till'. I'Li'lL. I. ADAPTATION TO THE rUPII.. Adapting Our System of hxlucation to Present Needs. J. M. Tvler, W. P). Jacobs, X, 742-54. Amount of Work Demanded of Pupils of Michigan I'ublic High Schools. E. O. Marsh, V, 99-107 ; F. R. Hathaway, \', 107-14; E. C. Goddard, \^ 114, 115; M. L. D'Ooge, V, 1 16. The Capacities of Secondary- School Students. F. W. .Atkinson, \', 642-52. 36 THE SCHOOL REVIEW Child Study in Secondary Schools. F. W. Atkinson, V, 461-6. The Development of the Powers of the Pupil. E. L. Harris, V, 286-91 . Habits of Work and Methods of Study of High-School Pupils in Some Cities in Indiana. N. C. Johnson, VII, 257-77. Higher Ideals in Secondary Education. Frederick Whitton, VIII, 257-67. How Can the Public High School Reach Individuals ? F. W. Atkin- son, VIII, 377-87. How Far is the Present High-School and Early College Training Adapted to the Nature and Needs of Adolescents ? G. Stanley Hall, IX, 649-65 ; Charles W. Eliot, IX, 665-73; Edward H. Smiley, IX, 673-6. The Individual vs. the Machine. VIII, 65-71 (C. H. Thurber). A Study of High-School Pupils. M. T. Scudder, VII, 197-214. A Study of High-School Pupils. VII, 376. The New Principal. VII, 67, 68 (C. H. Thurber). Suggestions from the Psychology of Adolescence. W. H. Burnham, V, 652-65. Mary A. Jordan, V, 670-75. The Teacher's Opportunity of Discovering Individual Capacities in His Pupils and so Directing Them to Appropriate Courses. W. H. P. Faunce, Augustine Jones. VIII, 570-83. II. DISCIPLINE. Deportment in the High School. Webster Cook, X, 626-35. High-School Discipline. C. L. Biedenbach, IV, 228-31. High-School Self-Government. C. H. Thurber, V, 32-5. High-School Self-Government. W. A. McAndrew, V, 456-60. School Discipline. Austin Lewis, III, 495-8. School Government. C. W. French, VI, 35-44. School Government — The Problem. C. W. French, VIII, 201-12. High-School Management with Respect to Physical Exercise. L. P. Jocelyn, VII, 225-7. High School and Playground. X, 799, 800 (George II. Locke). Charles Hoole's Scholastic Discipline. Foster Watson, IX, 583-91. Moral Problems in the Public-School System. 11. B. Ryley, III, 281-7. Value of Military Training and Discipline in Schools. T. B. Bron- son, II, 281-5. 111. MISCELLANEOUS. Athletics. X, 4-8. I he Dangers of Examinations. W. B. Jacobs, IV, 675-81. BIBLIOGRAPJIY OF SECOND AR Y EDUCA TION 3 7 Dangers of Examinations. Charles F. Wheclock, \', 43. High-School Attendance. V. D. Hoynton, X, 558-65. High-School Attendance in Nebraska. IV, 640, 641. Temperament and Withdrawal from School. S. D. IJrooks, X, 446-55. The High-School Paper — Its Status and its Possibilities. .\. 1'. Hollis, IX, 174-82. The Long Vacation and the Afternoon Lessons in German)'. Oscar Thiergen, X, 601-4. Nomenclature in Secondary Schools. F. E. Partington, 111, 219-22. Problems in Secondary Education. John Dewey, X, 13-28. Quarter System in Secondary Schools. J. S. Brown, X, 811. School Management from the Side of Social Life. Florence Milner, S. B. Laird, Florence Barnard, VII, 215-24. Separation of Students into Sections upon Basis of Scholarship, X, i, 2. The Unprepared Recitation in Secondary Schools. I. B. Burgess, IV, 13-22. IV. MORAL TRAINING. Education and Crime. IV, 59 (note); A. B. A., \II1, 42-5. School Statistics and Morals. W. T. Harris, I, 218-25. Educational Diagnosis. W. I. Crane, X, 433-45. Ethics in the High School. Charity Dye, X, 270-85. The Ethical Value of History. W. M. Sloane, VI, 724-44. The Value of History in the Formation of Character. Caroline Hazard, IX, 636-48. History in its Relation to the Formation of Character. M. Van Dyke Robinson, IX, 553-9- Literary Study and Character Formation. Edwin L. Miller, \ 111, 285-91. Continuous Moral Influence of the School through College and through Life. Endicptt Peabody, VII, 620-31. The Development of the Moral Selfhood. \\'. I. Crane, IX, 347-64. The Moral Problem in the Public-School System. H. B. Ryley, HI, 281-7. Moral Training. W. I. Crane, X, 35-40. Honor in Student Life. J. C. Mackenzie, VII, 69-78. The Honor System. T. A. Blackford, VII, 486, 487. Spurious vs. Real Patriotism in Education. Woodrow Wilson. \'I I, 599-620. School Patriotism. Lndicott Peabody, III, 498-506. J 8 T//£ SCHOOL REVIEW How the High School May Advance Patriotism. HI, 293-5. Training for Citizenship in the Public Schools. H. W. Thurston, VI, 577-97- XHI. HIGH SCHOOL AND SOCIETY. The Value of Military Training and Discipline in Schools. T. B. Bronson, II, 281-5. Adapting Our System of Education to Present Needs. J. M. Tyler and W. B. Jacobs, X, 742-54. The Future of the American High School. J. R. Bishop, III, 287-95. Country High Schools. IV, 625, 626. High-School Extension. F. A. Manny, V, 17 1-7. The Larger High School. P. VV. Search, VIII, 220-29. Free High Schools for Rural Pupils. H. R. Corbett, VIII, 213-19, 335-63- The High School and its Enemies. Thomas Vickers, I, 83-96. Higher Ideals in Secondary Education. F. Whitton, VIII, 261-7. How Far the Public High School is a Just Charge upon the Public Treasury. F. A. Hill, T. M. Balliet, R. G. Huling, W. N. Rice, VI, 746-81. The Meaning and Purpose of Secondary Education. A. T. Hadley, X, 729-41. The Obligations and Limitations of the High School. C. F. Thwing, IX, 333-46. Opinions as to the Most Important Problems in Preparatory and Col- legiate Education. VI, 145-82. The Place of the High School in an Ideal Scheme of Public Educa- tion. Seth J>ow, 11, 379-S4. Present Tendencies in Secondary PMucation. E. E. Brown, IX, 446-58, 498-515. Problems in Secondary Education. John Dewey, X, 13-28. Secondary Education. W. M. Smiley, IV, 523-8. State Aid to Academies in New York State — Why Not More? Ill, 222, 223. The Teacher in Society. IV, 689, 690 (C. 11. Tlnnber). What Should the Modern Secondary School Aim to Accomplish ? Paul II. Ilanus, V, 387-400; 433-44. Where are llie iligh-Schoo! Boys? V. \\. De Voe and ('. 1 1 . TInirbtT, VIII, 234-43. BIBLIOGRAPHY OF SECONDARY EDUCATION 39 xi\. iiisruRv ()!• I'lnrcA 1 ION. History of Education — What it Stands l-or. I). I,. Kiehle, IX, 310-15. History of Early I^ducation. S. S. Laurie, 1, 263-9, 353~'J4> 482-90, 535-46,668-81; \\, 129-40, 214-36,337-56,419-29, 487-505; HI, 16-33, 143-52, 211-19. The Renaissance and the School. S. S. Laurie, IV, 140-48, 202-14. Charles Hoole and Elementary Education. Foster Watson, IX, 526-33- Course of Study of a C^oiniiionwealth School. Foster Watson, X, 304-12. Charles Hoole, a Schoolmaster of the Commonwealth. Foster Wat- son, IX, 433-9- Charles Hoole's Scholastic Discipline. Foster Watson, IX, 583-91. New England Grammar School, 1635-1700. W. H. Small, X, 513-31. History of Secondary F^ducation in the United States. E. E. Brown, V, 84-94, 139-47. 193-200,269-85; ¥1,225-38, 357-63,527-40; VII, 36-41, 103-12, 286-94; ¥111,485-98, 540-48; IX, 34-52, 446-58, 498-515. Secondary Education in France During the Third Republic. I\', 698-703. Vittorino Da Feltre. C. FI. Thurber, ^T1, 295-300. XV.' LIBRARIES. Libraries. Anna Wallace, \'ll, 183-5. The Library as an Aid to School Work. \\ . 11. Bates, \'II, 179-S2. Most Essential Books for a High-School Classical Library. C. L. Meader, I\', 149-57. Public Libraries and Public Schools. \' 1 1 , 379. XVL PSYCHOLOGY AND PEDAGOGY. Apperception. M. K. Siniili, III, 548-56. The Influence of the High School Upon Educational Methods. John Dewev, W , i-i 2. Essentials and Non-Essentials from a Pedagogical Standpoint. Julia E. Bulkley, IV, 23-6. The Growth of Mind as a Real and the Inlluence of the Formal on the Real. S. S. Laurie, VI, 1-16, 75-S3, 245-56. Psychology and Pedagogy. W . L. Gooding, HI, 556-66. 40 THE SCHOOL REVIEW Psychology and Education. IX, 602. Some Principles of Mental Education. E. W. Scripture, III, 533-48. Suggestions from the Psychology of Adolescence. W. H. Burnham, V, 652-83. XVII. SUPERVISION AND INSPECTION. The Equipment of the High-School Principal. S. O. Hartwell, IX, 160-66. Inspection of Schools in England, IV, 58, 59; VIII, 432, 433. Report on State Supervision of Degree-Conferring Institutions. VI, 350-56. Supervising Private Schools. D. W. Abercrombie, 1,557-61; A.J. Upson, I, 562, 563; A. E. Winship, I, 563, 564; J. G. Schurman, 1, 564-6. Supervision of Private Schools by the State or Municipal Authority. J. C. Mackenzie, I, 391-9. The Supervisory Work of Principals. J. G. Allen, I, 291-6. The Work of a High-School Visitor. S. D. Brooks, IX, 26-33. University Inspection of Secondary Schools and the Schools Examina- tion Board of Harvard University. Paul H. Hanus, II, 257-67. XVIII. TRAINING OF HIGH-SCHOOL TEACHERS. The Certification of College and University Graduates as Teachers in the Public Schools. B. A. Hinsdale, Charles De Garmo, and E. E. Brown, VII, 331-71. Concerning High-School Teachers. M. V. O'Shea, X, 778-95. The Function of the University in the Training of Secondary Teachers. M. V. O'Shea, VIII, 157-70. Influence of High School upon Educational Methods. John Dewey, IV, 1-12. The New Principal. VII, 67, 68. Professional Training — The Problem (Germany and England). J. J. Findlay, I, 281-90. Ratio of Men to Women in the High Schools of the United States. A. F. Nightingale, IV, 86-98. Preparation of the High -School Teacher of Mathematics. Paul II. Hanus, V, 504-1 S. Prcparati(jn of Teachers for Secondary Schools. A. F. Nightingale, I\', 129-39. The Salaries of Woirien Teachers. IV, 687, 688. BIBLIOGRAPHY OF SECONDARY EDUCATION 41 Specialization of the Work of Teachers in Secondary Schools. I. I!. Burgess, \', 1-6. Suggestions From the I'sychology of Adolescence. \\ . \\. lUirnhani, V, 652-65. The Training of Teachers for Secondary Schools. W. IJ. Jacobs, V, 375-86. The Trained Teacher. E. E. Gates, VII, 24-8. The Teacher as a Professional Expert. A. B. Hart, I, 4-14. Training of Teachers in California. George H. Locke, IX, 193-5, 403, 404- Training of Teachers (England). \'II1, 561. The Training and Examination of Teachers at Oxford. IV, 484, 485. Training of Secondary Teachers in Germany. 1, 56, 57, 189, 190, 253, 254, 319; 111, 315, 316. Training of Teachers in the Province of Ontario, Canada. G. W. Ross, I, 400-407. . ,_.„,,.,.,,, iDPf,OV ! £.ri, lT/ AA 000 485 403