.&. lern Branch of the University of California Los Angeles Form L 1 \\v D TEACHING THE SCHOOL LIBRARY Elementary and Rural Willis H. Kerr Number 32 A JOURNAL PUBLISHED BY THE STATE NORMAL SCHOOL AT EM.PORIA. KANSAS. TEACHING Published every month by the Kansas State Normal School at Emporia, representing the official and professional interests of the School. Sent free of charge, on request, to any teacher, editor, public official, alumnus, or citizen. Entered as second-class matter at the Emporia post office under the act of August 24, 1912. Address communications to The Editor of TEACHING, State Normal School, Emporia, Kan. PRES. THOS. W. BUTCHER, Editor in Chief. BAKER BROWNELL, Editor. Vol. Ill, No. 2. December 15, 1916. Whole No. 32. CONTENTS. The School Library, Elementary and Rural. page Editorial 3 The Alien Tradition. The School Library. Why Mary Does n't Swear. Why School Libraries? 7 WILLIS H. KERB, the librarian and professor of library science at The Kansas State Normal School. The Books to Begin With 8 HORACE M. CULTER. AGNES KING. WILLIS H. KERB Putting a School Library in Order 12 WILLIS H. KERR. The Picture Collection in Everyday Use 15 WILLIS H. KERR. Subject Headings for Picture Collection .- . . 17 AGXES KING, FATE HUFFMAN . Story Telling: Bibliography 21 Compiled by GERTRUDE BUCK, the professor of library science at The Kansas State Xormal School. Can Your School Library Answer These Questions?. . . 23 WILLIS H. KERR. School Library Aids 24 WILLIS H. KERR. Magazines for Teachers and Schools 24 WILLIS H. KERR. Recreation and Entertainments for Schools 26 HORACE M. CULTER, the professor of rural education at The Kansas State Normal School. WILLIS H. KERB. A Suggestive List of Books for Teachers 26 Compiled by SUPERINTENDENT J. B. HEFFELFINGER, Arkansas City, Kan. A Preliminary Report of an Investigation of the Value of Marks Given to College Classes ' 27 J. C. DEVOSS. TEACHING nitr EDITORIAL. THE ALIEN TRADITION. If specific legislation such as a rural credits bill or an eight- hour law could correct the spiritual impotence which our na- tion has revealed during the last two years, powers would arise no doubt which would force it through at any cost. A specific and localized danger as great as the slow sickness of soul that has come over us could be met by specific measures, and reaction would be instant and vigorous. Specific and local groups of men because specially affected would rise to the emergency. They would lead the others to a more intense realization, and the danger would be overcome. A concrete situation open to defined attack is always clearer to the popu- lar eye. The public perhaps rightly demands specific and material reference. But the nation's greatest danger at the present moment, a debilitated patriotism, is not concrete. It is a danger with unfortunately few specific references. We feel towards it a vague moral uneasiness and humiliation, but few or none of our citizens are aroused to definite recuperation. We look around mildly for a method of reaction, but find little in leg- islation or propaganda directly to overcome it. It is true, future dangers, most intense and specific, can arise from it, but such is not immediately evident to most Americans. The serious national danger is not localized; it is general. It af- fects no man very much. It affects all of us a little. An anaemia hardly to be located in a special organ has faded and enfeebled the body of American patriotism. Lacking ex- pression, lacking realization of earlier impulses, we have all fallen more or less into indifference. We have eaten the classic lotus. We have been doped with pacifism and lie in inert dreams. In this spiritual crisis our danger is not from the wild, red- eyed anarchist, nor from the violent English or German hy- phenate. These can be met with definite attack. These are positive and state an issue. The danger is from the quiet, colorless, everyday citizen who "does n't see any sense in all this excitement," who "stays home and minds his own busi- ness," and nothing else. Our moral and patriotic insecurity lies in the very stuff of the nation, its human material, its common citizen. TEACHING This comfortable man, who seems, if popular expressions count, to be the average American citizen, shows few interests beyond the quiet respectabilities of his locality. Summing him up he has few enthusiasms on which he will act beyond the region of his particular business and his family of four. His grasp of ideals, of concepts and emotions such as na- tionality or religion is meagre. It is unimaginative and in terms of small domesticity. This is the man who can not con- ceive of the state as more than an organization for making postage stamps and silver half dollars. He sees no sense in a nation whose function is greater than his own coziness and pur- suit of wealth. His is a snug individualism, comforting and personally pleasant, and it irritates him to feel cold draughts from Scythian lands without. This man wonders what there is in the concept of the nation to get emotional about. He prefers to love his wife and his warm breakfast. It- vaguely annoys him to be beset by talk of national pride and national honor. Such things, he feels, may be causes of disturbance. "After all," he says, "when you come down to the common sense of it, a nation is no more than an arrangement whereby we individuals may remain undisturbed." He is gently contemptuous of vision; he is softly indifferent to staunch national prejudice; he appreci- ates no spiritual value in a national ideal. "You may see all that," he says, "but I am a common man ; I can't see any more reality in a nation than that it helps you and me -in- dividually." He loves his wife because she gets warm break- fasts for him, mends his socks, and is a comfortable person to have around. He loves his church because he likes to be with respectable people, and it helps his business. He loves his country because it keeps him in peace and supplies him with postage stamps. This is the status of the average American, and in him lies our gravest danger. It is a general danger, this spiritual death of the nation. It refers to all of us, but not very much to any of us. It is a rather vague danger, without exact defi- nition. It injures no one specifically as yet. It has no special vulnerability to an attack or correction. It is for this very reason that the slow, fatal shadow of it is our most ter- rible enemy. TEACHING The causes and realities of this condition have many aspects. Underlying many of them are those things in a man's life that we call roots. Not the ultimate reality of a social unit, they still explain much in particular that is vague in general. Roots are uncertain things in history without statistical bulk. They are sometimes vague things, such as sentiments or sym- pathies, or little, seemingly trivial, home customs and atti- tudes. Every great people has its roots, traditions and sym- pathies peculiar to the group. The Frenchman is bred in a world different from the German's; the Japanese to a life different from the Spaniard's. Not blood so much as inherited, homogeneous tradition gives a people its distinction and real- ity. Those deep commonplaces of life, the home way of ac- cepting the world, the massive little realities of the soil on which one is raised, are a man's deepest stabilities. They, and the realization that he has long belonged to them, give him firmness and place in the world. They make the community reveal itself to him its deeper life, not merely a collection but one reality. They, above all things, are passionately defended. It is this primarily which gives to nations their vital distinc- tions, their breeding and language, their rich expressiveness in music and the other arts. It is this which makes a people say with sacred emphasis, "We are one people." America, however, is unfortunate in this respect. With nearly one-half of her population of alien parentage, America's homes are comparatively rootless homes. Her citizens have not grown long on American soil. They have changed; they have wandered ; they have been torn from their roots in their own land; they have broken from the loves and traditions of their past and have not yet remade them in the new land. No man, perhaps, is so accustomed to live next door to a foreigner as is an American. No community, perhaps, is so variously split by various alien traditions as the American community. The average man in America finds less of the common community about him, fewer general sym- pathies and enthusiasms, less of a common attitude toward life than his European cousin. If of old colonial stock he gulps when he says, "We are one people." If of foreign stock he does not say it at all. A great and abundant foliage has followed America's politi- cal development, but the root growth has been small. Com- forts and personal success are satisfying more and more the ideal of the American average man. "Why get excited," he asks, "over this nationality and patriotism business ; I do n't see anything special in it?" It is the force of the alien tradi- tion that is behind much of our national indifference. B. B. THE SCHOOL LIBRARY. "If there could be placed in each of the 8000 school dis- tricts of Kansas even a small but well-chosen library, and a score of choice books added each year, the time would soon come when the country youth would have a knowledge and apprecia- tion of the best that there is in the world's great literature. If country life is to be enriched, if the country boy and girl are to be saved for the farm, if we are to have a cultured as well as an intellectual farming class, it is high time the rural teachers awake to the necessity of placing a library in every district school in the state, and adding to it every year." This is a statement by State Superintendent W. D. Ross, which strikes vitally the modern book problem. He might have added further that Kansas has, wielding its books, at least some of them, a cool and clever strategist, and a mas- ter of prodigious labor. If the above-mentioned country boy and girl escape two years longer without a book's being thrust into their hands by W. H. Kerr it will be because they have left Kansas. B. B. WHY DOES N'T MARY SWEAR? A reader has asked after noting last month's editorial, Why Johnnie Swears, the following pertinent question, "Why doesn't Mary swear?" More than a brief and tentative an- swer can not be given. First of all Mary does swear. The facility with which Mary says darn, and worse, is astonishing to those of the older tra- dition. Unfortunately but truly a group of rather influential young women have somehow become acquainted with this word. It is true that the group is still limited to the older young women and the more sophisticated, but it is hardly to be hoped that they will refrain from revealing the word to their less-informed sisters. They even now use it more and more recklessly without regard for woman's prestige in these matters. A fair prophecy concerning the outcome of the problem is TEACHING. this: These young women will learn other words, and the usage unfortunately will spread. It is a new freedom that can not be denied them now that the breach is made. This increase, in turn, will stop eventually for one of two reasons. Either (1) women will grow through the swearing stage and eventually reject it, much as peoples have grown through feudalism or the stone age, or (2) women will accept swear- ing to such an extent that it will become commonplace and merely tiresome. Dam will then lie down meekly beside grac- ious and goodness sakes. It will grow a little fleecy coat of lamb's wool. It will enter into baby talk. Swearing being then no longer forbidden by any one will die a neglected death. B. B. Why School Libraries? WILLIS H. KERB, the librarian at The Kansas State Normal School. Four propositions underlie these pages on "The school library, elemen- tary and rural." 1. As schools are now-a-days, the teacher can no more teach without the school library than the old-timer could hold school without a hickory stick and a blue spelling book. 2. A minimum of two or three hundred carefully selected books will furnish bone and sinew and meat for all the subjects of all the grades some for information, some for recreation, some for power, but all for a definite and necessary part of the educational process. 3. These books, with their accompanying pictures and pamphlets and maps, must become an organic whole in order to be dynamic. There- fore: put the books in order, know where they are, care for them. Thus you make a library out of a miscellaneous lot of junk. 4. The school library, thus selected and put in order, will be used by the teacher in teaching. Boys and girls taught by a teacher plus a library have more than glib tongues, ready wits, and prodigious memories. They know a fact when they meet it, because they have learned that facts are related with other facts, that the fact of two-plus-two on the blackboard is the same as two runs in the seventh plus two in the ninth on the playground and the same as two days of storm plus two days of calm in that book by Dana about "Two years before the mast." They know a beautiful thing when they meet it, because teacher had it in a vase on her desk, and it sparkled at them in the morning dew, and it was in that picture of the sheep going along the road which Mauve painted. They know a noble deed because teacher told them about it, and they saw it in mother's eyes, and it was in that book where the boy held his hand in the dyke all night and saved Holland. The school library is the great equalizer and interpreter, and that is a great part of the business of education. TEACHING The Books to Begin With. Selected by H. M. CITLTER, the professor of rural school administration; AGXES KING, the school department librarian; and WILLIS H. KERR. Dozens of lists of recommended books are made every year. No list is final or complete. All are suggestive. It is thought that the fol- lowing list will be useful as a standard by which to measure Kansas school libraries. The books named will serve the work and life of the school at all points. The grading is only approximate. For the general form of the list, and for many suggestions in the selection, the compilers are indebted to the list of "Two hundred books for a rural or graded school library," published by the Minnesota State Department of Edu- cation. The publishers' list prices are quoted. Submit your list to several book dealers before ordering, asking for school or library prices. Men- tion publisher and list price in order to assure getting the right edition. BOOKS FOR GENERAL REFERENCE. Bancroft. Games. Macmillan $1 . 50 Bryant. How to tell stories to children. Houghton 1 . 00 Champlin. Young folks' cyclopedia of common things. Holt 3.00 Champlin. Young folks' cyclopedia of literature and art. Holt 3.00 Champlin. Young folks' cyclopedia of persons and places. Holt 3 . 00 Chapman. Bird Life. Appleton 2.00 Children's catalogue of 1000 books. H. W. Wilson Co / 2.00 Elson. History of the United States. Macmillan 1. 75 Hammond. Comprehensive atlas. Hammond 1.50 Holtz. Nature study. Scribner 1 . 50 Hornaday. American natural history. Scribner 3.50 Olcott. Children's reading. Houghton 1.25 Robert. Rules of order. Scott-Foresman ~. 75 Schauffler. Christmas. Moffat 1-00 Schauffler. Thanksgiving. Moffat 1-00 Schauffler. Washington's birthday. Moffat. 1.00 Stern. Neighborhood entertainments. Sturgis ^ 1.00 World almanac (1917 or current year). Press Publishing Co., cloth 60 BOOKS FOR GRADES 1-3. Bigham. Stories of Mother Goose village. Rand $0.45 Blaisdell. Polly and Dolly. Little-Brown 40 Cooke. Nature myths. Flanagan -35 Eggleston. Stories of great Americans. American Book Co .40 Hazard. Three years with the poets. Houghton 50 Holbrook. Book of nature myths. Houghton 45 Holbrook. Hiawatha primer. Houghton 40 Lansing. Rhymes and stories. Ginn 35 Mother- Goose. Mother Goose melodies. Houghton 1.50 Mother Goose. Only true Mother Goose. Lothrop .60 Norton. Rhymes, jingles, and fables. Heath 25 Potter. Tale of Peter Rabbit. Warne 50 Smith. Eskimo stories. Rand, MeNally 40 Stevenson. Child's garden of verse, illustrated by Storer. Scribner 60 Treadwell and Free. Reading-literature primer. Row 32 BOOKS FOR GRADES 3 AND 4. FOLKLORE AND LITERATURE. JEsop. Fables, edited by J. H. Stickney. Ginn $0. 40 Anderson. Fairy tales, 'edited by Stickney, 2 vol. Ginn, set . . 90 Baker. Children's book of poetry, books 1, 2, 3. American Book Co., set 1.20 Brown. In the days of giants. Houghton 50 Coe and Christie. Story hour readers, book 1. American Book Co 30 Field. Eugene Field book, edited by Burt and Cable. Scribner 50 Grimm. Household stories, translated by Lucy Crane, illustrated by Walter Crane. Macmillan 1 . 50 Jacobs. English fairy tales. Burt 1 . 00 Maeterlinck. Blue bird for children. Silver-Burdette 56 Serl. In fableland. Silver-Burdette 45 Tappan. Golden goose. Houghton 1 . 00 Thorne-Thomsen. East o' the sun. Row -60 Wiltse. Folklore stories and proverbs. Ginn 30 TEACHING 9 KM'HY AND HISTORY. Andrews. Seven linle sisters. (Jinn $0.50 Chance. Little folks of ninny lands. (Jinn 4~> Peary. Snow baby. Stokes 1 .25 Pratt. Stories of colonial children. Educ. Pub. Co 60 Pumphrey. Pilgrim stories. Hand -45 Snedden. Do.-.-is the Indian boy. Heath 40 IMifSTRIKS 4lND 8CIKN< K Andrews. Stories Mother Nature told. Oinn $0.50 Beard. Little folks' bandy book. Scribner Fultz. Flyaways and other seed babies. Pub. Sell. Pub Johnson. When mother let's us cook. Moffat ~ ' Kirby. Aunt Martha's t-orner cupboard. Kduc. Pub. Co 40 Xida. Ab, the cave man. Flanagan Shillig. Four wonders. Rand 50, STORIK-. Brown. .John of the woods. Houghton $1 .20 Carroll. Alice in wonderland. Macmillan 50 Collpdi. Pinocchio. Ginn 40 Craik. Little lame prince. Rand !._'"> F.ddy. Friends and helpers. (Jinn 60 Kipling. .Just so stories. Doubleday 1 .20 Paine. Arkansaw bear. A It emus BOOKS FOR GRADES 4 AND 5. liKIK.RAI'MV ANT) TRAVKI. Carpenter. Europe. American. Book Co $(l. 7d Carpenter. North America. American Book Co r, Rogers. Earth and sky. Grosset .- 60 Rogers. Trees every child should know. Grosset 60 STORIES. Aanrud. Lisbeth Longfrock. Ginn $0.40 DeFoe. Robinson Crusoe. Jacobs 1 . 00 Dodge. Donald and Dorothy. Century 1.50 French. Junior cup. Century 1 . 50 Kipling. Jungle book. Century 1.50 Lange. Silver Island of the Chippewa. Lothrop 1 . 00 Morley. Donkey John of the tov valley. McClurg 1 . 10 Rankin. Dandelion cottage. Holt 1.50 \\VKK. Swiss Family Robinson. Ginn 45 Zollinger. Widow O'Callaghan's boys. McClurg 1.00 BOOKS FOR GRADES 6, 7 AND 8 AND NEIGHBORHOOD USE. GEOGRAPHY AND TRAVEL. Allen. Industrial studies : Europe. Ginn $0.80 Bishop. Panama. Century 75 Carpenter. How the world is clothed. American Book Co 60 Ferryman. Norway. Macmillan 55 Finnemore. Japan. Macmillan 55 McDonald and Dalrymple. Gerda in Sweden. Little 45 Price. Land we live in. Small 1.50 Slocum. Around the world in the sloop Spray. Scribner 50 Tomlinson. British Isles. Houghton 60 HISTORY AND BIOGRAPHY. Baldwin. Discovery of the Northwest. American Book Co $0.60 Baldwin. Four great Americans. American Book Co 50 Bourne and Benton. Introductory American history. Heath 60 Bourne and Benton. History of the United States. Heath 1 . 00 Dutton. Little stories of Germany. American Book Co.. 40 Famous adventures and prison escapes of the civil war. Century 1.50 Faria. Winning their way. Stokes 50 Hart. How our grandfathers lived. Macmillan 60 Haslcin. American government. Lippincott 80 Keller. Story of my life. Grosset 60 Lang. Story of Joan of Arc. Dutton .50 Meadowcraft. Boy's life of Edison. Harper 1 . Harris. Uncle Remus : his songs and sayings. Appleton 1 . 50> LeRow. Pieces for every occasion. Hinds 1 . 25- Longfellow. Complete poetical works, Autograph edition. Houghton 1 . OO 1 Macleod. Shakespeare story book. Barnes 1 . 75 Shakespeare. Complete works. Cambridge edition. Houghton 3.00 Stevenson. Days and deeds: verse. Doubleday 1 .00 Wiggin and Smith. Golden numbers. Grosset 60 SCIENCES, ARTS, AND INDUSTRIES. Adams. Harper's electricity book for boys. Harper f 1 . 50 Adams. Harper's outdoor book for boys. Harper 1.50 Beard. Jack of all trades. Scribner 1 . 50 Cave. Boy Scout's hike book. Doubleday 50 Dewey. Lessons on manners. Hinds 75 Gibson. How telegraphs and telephones' work. Lippinc 75 Gulick. Emergencies. Ginn 40 Gulliver. Friendship of nations. Ginn .60 Goodrich. First book of farming. Doubleday 1 . 00 Jewett. Body and its defences. Ginn .50 Lane. Triumphs of science. Ginn 30 McCaskey. Favorite songs and hymns. American Book Co .80 Mackay. Patriotic plays. Holt 1 .35 McClauflin. Handicrafts for girls. Manual Arts Pr 1 . 00 Moflfet. Careers of danger and daring. Century 1 . 50 Paret. Harper's handy book for girls. Harper 1 .50 St. John. Things a boy should know about wireless. St. John 1 . 00 Stack. Wild flowers every child should know Grosset 60 Verrill. Gasoline engine book. Harper > 1 . 00 Wheeler. A B C of woodworking. Putnam 1 . 50 Wilson. Agriculture for young folks. Webb 1 . 00 STORIES. Alcott. Little women. Illustrated edition. Little- B : f 2 . 00 Barbour. Crimson sweater. Century 1 . 50 Brooks . Master of the Stronghearts. Dutton 1 . 50 Cooper. Last of the Mohicans, illustrated by Smith. Holt 1.35 Craik. John Halifax, gentleman. Crowell 1 . 50 Dickens. Tale of two cities. Dutton (libr. binding) 50 Dix. Merrylips. Macmillan 75 Dodge. Hans Brinker. Scribner .60 Duncan. Adventures of Billy Topsail. Revell ' 1 .50 French. Lance of Kanana. Lothrop 1 .00 Grinnell. Jack, the young ranchman. Stokes 1 . 10 Hale. Man without a country. Little- B 30 Harris. Joe, the book farmer. Harper 1 . 00 Kipling. Captains courageous. Century 1 . 50 Loring. African adventure stories. Scribner 1.50 Montgomery. Anne of Green Gables. Grosset 60 Nash. Polly's secret. Little-B 1 . 30 Ollivant. Bob son of battle. Burt 75 Pyle. Men of iron. Harper 2 . 00 Scott. Ivanhoe. Dutton (library binding) 60 Stevenson. Treasure island. Scribner 60 Twain. Prince and the pauper. Harper 1 . 75 Wallace. Ben Hur. Grosset 60 Wiggin. Rebecca of Snnnybrook farm. Grosset 60 12 TEACHING Putting the Library in Order. W. H. KERR. The minimum routine advised for putting thejibrary in order is as follows : 1. Classification. 2. Accession record. 3. Property mark. 4. Charging system. CLASSIFICATION. A school library should be classified from its very beginning, because it is easier done, and because the less the amount of material the greater the need for having it in definite order. The use of a classification number makes it possible to arrange all books about a given subject together. "A place for everything, and everything in its place." A standard classification scheme, like the Dewey decimal, should be used. It is in use the world over. It remains the same, while teachers and superintendents who make original classification schemes change frequently. Following is a suggested modification for school use: 000 General Works: Cyclopedias 030 Periodicals 050 .100 Philosophy: Psychology 150 Ethics, right living 170 200 Religion B*i>le and Bible stories 2 Mythology 290 300 -Social Science : Government, army and navy, labor, economic conditions 620 Education, pedagogy ^ - 3 Etiquette, national customs 3->* Fairy tales 39 * 400 Language : Spelling, grammar, primers * 500 Natural Science: Science and nature ?y" Mathematics ? Astronomy, sun, moon, stars >" Physics |i! Electricity *' Chemistry ?* Physical geography, geology j>" Man, primitive life, cave-dwellers " Botany, plants, trees, flowers, forestry 5O Zoology, animals 2'J Insects ?2 Fish l Birds J 600 Useful Arts: Industries, inventions, engineering b Cooking, housekeeping *" Manufactures . *? ' " Building, handicraft, tools, how to make and do things .... 6 700 Fine Arts: _ no Arts, crafts, etc Sculpture '2x Painting, artists, pictures '" Music and songs > Sports and games, amusements ' TEACHING 13 800 Literature : Adaptations of great literature gOO Collections, speakers, rhetoric, debating 808 American literature, poetry, essays, orations 810 English literature 820 Plays 822 900 History : Geography and travel 910 Biography, individual and collective . 920 General history, ancient 930 Modern history. Kurope 940 English history 942 Asia, history 950 Africa, history 960 North America, Indians 970 United States history ,....!!! 973 South America, history . 98Q Fiction Picture books for younir-st children p It is advised that the complete Dewey "Decimal classification and relative index" be bought and its use begun, certainly by the time the library has 500 volumes. Order it from Library Bureau, Chicago, 111., price $6.00, clothbound. When you have determined to which class a book belongs, write the number ("class" number) in the book, on the first right-hand page after the title page. Use pencil. Paste a small plain white label on the back of each volume, about one inch from the bottom, and write the class number (in waterproof black ink) on the label. Arrange books on shelves in order of class numbers, from 030 to 980, as given in table. Arrange fiction alphabetically by author's name, on a separate shelf. By the time you have 500 volumes, begin the use also of an "author" or book number, in addition to the class number. This makes it possi- ble always for the books to stand on the shelves alphabetically by authors under each subject. Get Cutter's two-figure alphabetic order table, No. 1036, from Library Bureau, address above, price $1.25. ACCESSION RECORD. The accession record is a chronological record of the books added to the library, and is a most important business record. It is constantly re- ferred to for its information if kept properly. Accession records may be bought from the library supply houses mentioned elsewhere. Fol- lowing is about the usual form used: Left side Date received Number Author's surname Title 1, etc. Right side Publisher Source Cost Vol. or Copy Class No. Notes 14 TEACHING As soon as books are received, enter each on a line of the accession book, and put the number of the line (accession number) in the volume received, at the bottom of the first right-hand page after title page; write it in bold clear figures with ink. This number is called the acces- sion number of the book. Enter only one book to a line, whether a single book or a volume in a set. Do not use an accession number a second time. If the book is lost or withdrawn, make note in the "notes" column, but do not erase entry. Do not accession books that are in bad condition, unbound pamplets, government documents, or state documents unless they are classified as part of the library. PROPERTY MARK. This identifies your book when it is out of the school room, and is indispensable even in the smallest library. A rubber stamp is the cheap- est form. A good style is small Gothic lettering, reading thus, for example : OAK HILL SCHOOL LIBRARY CLAY COUNTY, KANSAS District 37. Rubber stamps may be secured from your bookseller or The J. C. Darling Co., Topeka, Kan., the above three-line stamp, with cushion mount, costing about forty cents postpaid. Gothic type advised is Dar- ling's No. 58. Stamp the title page of every volume, the inside of the front cover, and also a certain arbitrary page (say, 21) of each volume. Inventory, or take stock, of the books each autumn when school opens. With the accession book in hand, go carefully through the shelves and note in the Remarks column, "Not found, Sept. ," for every volume missing. (Use pencil for these remarks, erasing note when book is found.) Make list of missing volumes for your own record, and report it to the school board. CHARGING SYSTEM. The card charging system is advised, because it is more convenient, quicker, and more certain to be correct. In this system each book has a pocket, pasted on either the front or -back cover, inside. Stamp the name of the library on the pocket. Print the "class" number of the book on the pocket near the top at left, and the accession- number at the right. A book card is written for each book, when it is classified and acces- sioned, after the following style: Author's surname Brief title Class Accession Number . Number Date loaned Name of borrower Date returned TEACHING 15 The book card is kept in the book-pocket when the book is in the library. The cards are 3x5 inches in size. Cards and pockets are ob- tained from the library supply houses. To loan a book, take the book card from the pocket, write the name of the borrower on the card, and write or stamp the date in the proper column. File the book card in the charging tray (obtained from library supply houses), alphabetically under the author's name. This enables you to tell at any time where any given book is; it ought to be on the shelf, or else represented by its book card in the charging tray, show- ing that some pupil has it. When a book is returned, find the book card in the charging tray, replace the card in the pocket, and put the book in its proper place on the shelf. MISCELLANEOUS PAMPHLETS. Group or classify roughly together, penciling the "class" number on each pamphlet. File all of a class together in a "pamphlet box." Mark the outside of the box with the class number and arrange the boxes as you would books. Get pamphlet boxes from H. Schultz Co., Superior and Rpberts streets, Chicago, $6.00 per 100 f. o. b. Chicago. Ask for rates on smaller quantities. These boxes are 4x7x10 inches in size, neatly and strongly made. CARD CATALOGUE. A card catalogue, when properly prepared, gives a complete index of all the material in the books in the library. Author, title, and subject cards are arranged in one alphabet, like a dictionary. Cataloguing is a minutely technical process. It should not be at- tempted without instruction. It will probably not be necessary until the school library reaches the number of 800 or 1000 volumes. The newly published "Children's Catalogue of 1000 Books," mentioned elsewhere in these pages, is a complete printed catalogue of the best thousand books for children's and school use. It is the work of experts, and is another of the eminently useful cooperative achievements of American libraries. INFORMATION. The Library of Kansas State Normal School, at Emporia, is always ready to advise regarding school-library questions. Describe your problem; ask for information. The Picture Collection in Everyday Use. WILLIS H. KEBR. The educative possibilities of a picture collection are suggested strongly by the accompanying list of subjects represented in the collec- tion of the School Department library at Emporia. The collection grows and changes with the school. It visualizes. It motivates. It sets prob- lems. It starts lagging imagination; or imagination having been quickened by teacher, the picture corrects and fills in the incomplete image. 16 TEACHING SOURCES. Sources for pictures of all types are well suggested by Miss Whitney's list in TEACHING, No. 30, October 15, 1916 (History in the Grades). MOUNTING. Proper mounting and care of pictures is equally essential with having the pictures. The State Normal-school Library, at Emporia, has found the following methods most economical and useful: Mounting material: Should be firm in substance to stand handling and wear, stiff enough to stand up, and harmonious in color. Princess rough antique cover paper, in sheets 22% by 28% inches, weighing 110 pounds to the ream of 500 sheets, manufactured by C. H. Dexter & Sons, Windsor Locks, Conn., stocked by various paper houses at Topeka and Kansas City, and to be had through any printer, is used by the Emporia Normal library. Thq large sheets are cut into four smaller sheets, with- out waste, size 9% by 11V4 inches. The colors used at Emporia are three: black, bottle green, and chocolate. A beautiful Maltese gray used to be made, but is no longer obtainable. The size here recommended is used because it is more economical of mounting material, of filing space; and because it fits the commercial vertical filing cabinets, letter size, easily obtained through furniture dealers or office-equipment stores in cheap trunk-board ("transfer files") form, or in several grades of more expensive wooden and steel files. How to mount: Trim the print as taste directs. Select the most suitable color of mount. Apply thin coat of paste, not too watery, along upper edge of print, a strip of paste one-eighth inch wide being sufficient. Apply print to mount, rub down carefully, wipe away excess paste, and place mount under weight till dry. Horizontal prints go horizontally on mount, centered from left to right, but a uniform distance from top of mount, about 1% to 1% inches; except where print is too large to allow so wide a margin, in which case it is centered. Vertical prints go vertically, same style. Large size pictures: Pictures too large for the standard-size mount recommended are mounted on the full-size sheets (22% by 28% inches) and filed together in a large, flat drawer or box. No attempt is made to have more than the two sizes of mounts only two places to look for a picture, and more than 90 per cent will be found in the standard file. POST CARDS. These may be arranged as advised in following list of subject head- ings. File in post-card boxes, obtained from office-supply firms (size 4 by 6 inches, "transfer files" of heavy pasteboard covered with green mottled paper, costing about fifty cents each, with cover). List of avail- able cards in TEACHING, No. 30, above referred to. FILING CABINET. See remarks above under "Mounting Material." The commercial filing cabinets may be obtained at cost suiting almost any appropriation or pocketbook. A very satisfactory filing box may be made from an apple box or orange box, with partition in the middle, of the size described above, roughly 12 inches wide and 10 inches deep. Cover the outside and TEACHING 17 line the inside with heavy brown wrapping paper, tacking it down. Use a covered brick for a support back of the mounted pictures. The front portion of the box may be used for picture collection ; the back portion for miscellaneous pamphlets and clippings filed vertically and alphabetically under suitable subjects. Guide-cards (preferably of pearl pressboard with metal label-holders) may be used occasionally through the collection, for ease and rapidity in finding and filing pictures. Subject Headings for Picture Collection. Compiled by ACJXES KING, the school department librarian, and FAVK Hi'KKMAX, an assistant. The proper heading and subdivision is written on upper left-ha'nd margin of each picture-mount, across the long way of the mount. Pic- tures mounted vertically on mounts are thus turned sideways in filing, but all subject headings appear uniformly in upper left-hand corner. Use the following list of subject headings for your collection. Add any headings that you may later adopt; keep your list of headings up to date, as you add pictures. The list serves as a guide in proper classify- ing of material. The pictures, when filed, serve as their own catalogue. The wisdom of filing a picture of Victoria Falls under "Africa Vic- toria Falls" may be questioned, or a picture of a baboon under "Animals Baboon," to cite two examples of geographical and class subdivisions. The advantage of having all pictures of Africa together, instead of having to assemble from the whole alphabet of pictures, is evident. Some may prefer to file pictures of American cities or important foreign cities, Boston or Paris, for examples, directly under the name of the city. It is chiefly necessary to decide which method is to be used and then adhere to it, else related material will be scattered throughout the collection. The following list of subject headings, used for the picture collection in the School Department of the Kansas State Normal School Library, is to be regarded as suggestive, not final, and capable of expansion or adaptation. In the main, it works well. Abbeys. Algiers. Fountains. Arab school. Melrose. Arabs. Rievaulx. Etc. St. Mary's. Angel. Selby. Animals. Westminster. Antelope, prong-horned. Adirondacks. Antelope, Pygmy. Au Sable Chasm. Armadillo. Aerial railways. Baboon. Aeroplanes. Bats. Krupp anti-aircraft gun. Bear, black. Wright. Bear, Grizzly. Africa. Bear, Polar. Buamba Falls. Beaver. Kraal. Etr. Mt. Stanley. Arabs See Algeria. Rhodesia. Archaeology. Ruwenzori mts. Arctic regions. Sahara Desert. Armenia. Vegetation. Arthur, King. Victoria Falls. Assyria. A^iitf. Austria. Airbrake. Aggstein ruin. \]_'rri;i. Badgastein. TEACHING Cracow. Etc. Autumn. Baby. Babylon. Balloon. Battleship. Bedouins. See, also, Algeria Arabs. Bees. Belgium. Antwerp. Rulers Albert I. Beryl. Bible. Old Testament. David and Goliath. Ruth, etc. New Testament. Good Samaritan. Peter and John. Birds. (Avocet. Bird of Paradise. Bittern. Bittern nest. Blackbird, redwinged. Blackbird, yellowheaded. Etc. Bisque kiln. Blacksmith. Bosphorus. Brazil Rio de Janeiro. Brick-making machinery. Bridges. Cable. Cactus. Canada. Banff. Montreal Tandem drive. Montreal Tobogganing. Etc. Canals See Panama, Suez. Carbons. Castles. German. Lismore. Morro. Cathedrals. Caucasian nits. Cavalry. Celts. Cenci, Beatrice. Centaur. Ceylon. Cherub. Child life. China. Basketry. Buddhist priest. Chinese family. Great wall. Etc. Christmas. Carol. Yule log. Church. Circus. Cleopatra. Cliff dwellers. Cliff Palace. Clouds. Alto-cumulus. Alto-stratus. Cirro-cumulus. Etc. Coal mine. Cocoa. Coffee. Coining press, electric. Colleges and universities. Cambridge Trinity College. Oxford. Vassar. Etc. Colonial house. Constantine. Constitution (Old Ironsides). Corals. Hybroyd. Reef building. Etc. Corfu. Corn. Costume. Greek. Medieval. Priest. Etc. Cotton. Cowboys. Crystal balls. Cuba. Bamboo grove. Cane harvest. Havana. Etc. Cubebs. Denmark. Rulers Christian X. Docks. Dragon. Earthquakes. Easter. Egypt Abydos, Colonnade. Alexandria, Pompey's pillar. Ancient. Cairo. Cairo, latticed window. Etc. Elgin marbles. Enamel work. England. Canterbury, Church of St. Martin. Cab. Chester, Eaton Hall. Durham, Cathedral. Etc., to Rulers Alexandria. Edgar. Edward VII. Elizabeth, Queen. Mary, Princess. Richard Coeur de Lion. Victoria, Queen. Etc. Eskimos. European war. Facsimile. Davis, Jefferson. Lincoln, Abraham. Etc. Fairies. Feathers. Feldspar. Fencing. Fire engines, motor. Fish. Bass. Dolphin. Etc. Fishing. Reels. Flowers. Almond, flowering. Anemone. Apple blossoms. Arbutus, trailing. Etc. TEACHING 19 Fossils. France. Amiens, Cathedral. Old Clock. Bordeaux, Belfrv. Etc. Fruit. Apple. Banana. Cherries. Etc. Fungi. Polystictus. Woody. Furnaces. Open hearth. Gall insects. Gardening. Landscape. Germany. Berlin. Cologne. Description and travel. Etc. Geyser. Grants. Gibraltar, Rock of. Glacier. Bondhaus, Hardanger. Norway. Magdalena bay, Spitzbergen. Etc. Gotham, Wise men of. Greece. Aegina, Temple of Minerva. Athens. Acropolis. Agora. Erectheum. Etc. Gun. Gunboat. Guns, Coast defense. Gyroscope auto. Harvest. Harvest, Threshing floor Helen of Troy. Hermit. Hiawatha. Himalaya mts. Holland. Alkmaar. Amsterdam. Canal. Dikes. Etc. Hungary. Illustrators. Parrish, Maxfield. Rackham, Arthur. Richards, E. A. Immigrants. Incense burner. India. Agra, Taj Mahal. Benares, Sacred money temple. Buddhist temple. Etc. Indians. Arapahoe camp. Comanche camp. (iayhead. Hopi. Etc. Insects. Butterflies. Butterfly, gilded. Etc. Dragon fly, American. Moths. Isis. Isle of Wight. Italy. Awisi, Church of St. Francis Baiae, Temple of Diana. Capri, Blue Grotto Child life. Florence. Baptistery. Campanile. Etc. Genoa. Head dress. Messina. Milan, Cathedral. Etc., to Venice. Bridge of sighs. Doges' palace. Gondolas. Lagoons. Lobster pots. Pearl stringer. Etc. Jamaica. Japan. Child life. Children. Country house. Fujiyama. Etc. Java, Embroideress. Jerusalem. Jewels. Birth stone. Diamond. Etc. Knight and lady. Korea. Lace, pillow. Lapps. Lathe, oriental. Licorice. Lighthouse. Lobsters. Locomotive. Madeira. Madonna. Magnet. Mangoes. Manuscript. Marble quarry. Marbles. Matches. Mater' Dolorosa. Mnzeppa. Mermaid. Mexico. Chihuahua, etc. Mills. Minerals. Mistletoe. Mines and mining. Mono-rail. Morocco. Tangier, etc. Mosaic. Mess. Irish. Mother Goose. Motor sledge. Mountain climbing. Mountains. Assiniboioe. Matterhorn. Shasta. Mushrooms. Coprinus, glistening. Fly. Russula, green. Etc. Music. 20 TEACHING Musical instruments. Violoncello. Myths. Greek. Athena. Hera. Roman. Cybele, Minerva. Negro children. Norembega tower. Norway. Finmark. Fjord. Hammerfest. Etc. Nubia. Temple of Aboo Simbel. Nuts. Almond. Walnut. Observatory. Oil well. Ophelia. Ore, Iron. Pagoda. Painters. Botticelli, Sandro. Madonna and child. Boughton, George Henry. William the Testy. Uouguereau, Adolphe William. Burne-Jones, Sir Edward. Hope. Temperance. Wood nymph. Etc. Palestine. Bethel. Bethlehem. Etc. Panama canal. Gatun lock. Locks. Etc. Paper. Paper making machine. Pirates. Plants. Hops. Ivy. Tobacco. Plows. Poland. Cracow. Kiev. Etc. Pope. Julius II, Leo XIII. Porcelain stove. Porto Rico. Portraits. Abt, Franz. Adams, John. Adams, Samuel. Alcott, Louisa May. Home. Aldrich, Thomas Bailey. Etc., to Dickens, Charles. Birthplace. Home. Library. Old Curiosity Shop. Etc., to Lincoln, Abraham. Emancipation statue. Ford's theater. Funeral car, etc. Poultry. Quartz. Railroads. First train. Rice. Robinson Crusoe. Rosetta stone. Rugs, oriental. Russia. Costume. Etc. San Juaii Island. Saw. School days. Scotland. Balmoral Castle. Ben Lomond. Etc. Sculptors. Robbia. Sculpture. Farnese bull. Greek. Italian. Etc. Sea. Sea urchins. Shells. Land. Marine. Murex. Nautilus. Etc. Ships. Construction. History. 13th century. 1512. 1875. Etc. Imperator. Sailing. Steam. Yachts. Silk. Singapore. Skyscraper. South America. Cattle. Drying beef. Ranch. River of doubt. Etc. South pole. Spain. Alcazar, etc. Spectroscope. Spices. Cinnamon. Cloves. Etc. Spinning wheel. Spores. Sports. Coasting. Curling. Etc. Starfish. Stones, ornamental. Submarine boat. Suez canal. Sugar cane. Sugar mill. Sugar plantation. Sun. Sweden. Children, etc. Switzerland. Tea. Tenements, model. Tennis. Tibet. Time. Tourmaline. .TEACHING 21 Trees. Ash. Black or water. White. Bass wood. Beech. Big trees. See, also, Seqnnia. Etc. Trinidad. Troubadour. Tuberculosis. T'.mis. Trrbines, hydraulic. Turkey. Constantinople, etc. U. 8. Arizona, Grand canyon. U. S. California. Arroyo Seco river. Chinatown. Coast. Golden Gate. Los Angeles. Etc. U. S. Colorado. Etc., to I S. Yellowstone national park. U. S. History Early incidents Columbus. I*. S. History Colonial. Champlain, Map of Lake, 1740. Colonial marriage. Crown Point. Mayflower. Penn treaty tree. Etc. V. 8. History Revolution. Boston MasHsacre. Bunker Hill. /;/,-. I'. S. History Civil War. Antietam. Atlanta, Siege of. Barbara Frietche. Bull Run. Etc. Vanilla. Vase. Vegetables. Egg plant. Tomatoes. Venezuela. Vestal virgin. Vikinir fleet. Volcano. Wall paper printing machine. Waterloo. West Indies. Wheat. Windmill. / Winter. Wireless telegraphy. Wood carving. X-ray. Yake. Zeppelin. Story Telling: Bibliography. Compiled by GKRTRUDK BCCK, the professor of library science at The Kansas State Normal School. METHODS. Bailey, For the story teller. 261 pp. Bradley, $1. Story telling treated as a developing factor in life and a subject to be really studied. Includes stories prepared for telling and story programs. Bryant, How to tell stories. 260 pp. Houghton, $1. Presents purpose, selection, adaptation, schoolroom uses. Stories selected and adapted for kindergarten, grade 1, grades 2 and 3, grades 4 and 5. Includes a list of sources. Bryant, Stories to tell to children. Houghcon, $1. Suggestions somewhat in addition to those in How to tell stories. Fifty-one stories. Buckland, Use of stories in the kindergarten, and The happiness of childhood. 40 pp. Steiger, 2!) cents. Two essays read before the London Froebel Society. Cowles, Art of story telling and half a hundred stories. 267 pp. Rand, $1. One hundred four pages devoted to discussion and presentation, emphasizing artistic and ethical value. Stories adapted to lower grades. Forbush, Manual of stories. 310 pp. Jacobs, $l..~>n. All phases of the subject. General list of stories. Hervey, Picture work. 91 pp. Revell, 25 cents. Primarily a book on work with pictures, but touches many things intimately related to story telling. One chapter directly on the topic. Houghton, Telling Bible stories. 285 pp. Scribner. $1.25. Xot in any sense a children's book. Subject thoroughly treated with vital common sense. Principles so perfectly applied to Bible story apply to all educational story telling. Keyes. Stories and story telling. 285 pp. Appleton, $1. :.'.".. Seventy-two pages of principles and methods. Many of the stories given require not more than one to three minutes. Lyman, Story telling. 229 pp. McClurg, 75 cents. Chapters on arranging programs, biographical stories, and epic tales. List of sources. Partridge, Story telling in school and home. 319 Dp., illus. Sturgis, $1.25. Study in educational esthetics. Results of experiences. Full of inspiration. Story telling, a report of the committee to the fourth annual congress of the Playground Association. 27 pp. Playground and Recreation Assoc. of America, 25 cents. St. John, Stories and story telling. 100 pp. Pilgrim Press, 60 cents. Dedicated to all teachers who are disposed to take story telling seriously. Use of stories for moral and religious purposes. Designed for beginners in the art. 22 TEACHING Shedlock, Art of the storyteller. 288 pp. Appleton, $1.50. Part 1, 158 pages devoted to the subject. Part 2, 18 stories as told by the author. Part 3, list of books containing good material.- Sheldon, Old Testament Bible stories. 326 pp. Welch, $1. A collection of stories to read to children, with a paragraph to the teacher at the close of each and a 15-page introduction addressed to teachers. Wiltse, Place of the story in early education and other essays. 132 pp. Ginn, 50 cents. Story occupies but 13 pages. It is an essay read before the Eastern Kindergarten Association of Boston. Other essays are studies of children, material needed by every storyteller. Wyche, Some great stories and how to tell them. 182 pp. Newson, $1. Presents psychological principles and spiritual equipment. Not meant for little children. Includes work in Sunday school, library, playground, and storytelling leagues and clubs. Bibliography. LISTS AND PROGRAMS. Atlanta (Ga.) Carnegie library, Stony hour courses. 10 pp. Atlanta library bulletin vol. 9, Nos. 7-9. For younger children : America in legend and story, Indian folk-lore, Colonial times, Revolution, Civil War, Western frontier. For older children: Chaucer, Spenser, Shakespeare, Dickens. Atlanta (Ga.) Carnegie library, Story hour, local history. Atlanta library bulletin, vol. 10, No. 3. Lists stories for Christmas, about flowers, for spring. Titles are given, but not location in books. Brotherton, Fairy stories to tell and suggestions for the story teller. H. W. Wilson Co., White Plains, N. Y., 10 cents. Ninety stories. Location and short note with each title. Grade given for which each story is adapted. List of sources for the teller. Cleveland (Ohio) public library, Five-minute stories and poems. 8 pp. Teachers' leaf, vol. 1, Nos. 3, 4. L Stories arranged under 61 ethical headings. Location in books given. Stories chosen for kindergarten and primary grades. Day and Wilson, Suggestive outlines on children's literature. 87 pp. Southern Illinois State Normal University, Carbondale, 111., 25 cents. Pages 46 to 59 devoted to story analysis and use. The whole most helpful. Gilbert and Harris, Graded list of stories and poems. 41 pages. Silver, 30 cents. Lists of sources. Books of reference for mythology. Special list for kindergartners. Hawkins, Ghost stories and tales of the supernatural. Bulletin of bibliography, vol. 5, Nos. 8 and 9. Boston Book Co., 25 cents each. Most of these are books to be read, but stories for telling can be adapted from them. Twenty humorous tales listed. Lqgan, Stories for the elementary grades. Ohio State Normal College, Teachers' bulletin No. 8, Miami University, Oxford, Ohio. Account of the story-telling league of the college. Stories and poems for grades 1 to 8. Grade, story, author, and location in book given. MacKenzie, Classified list of stories for telling, prepared for use in the grades. State Normal School, San Jose, Cal., 25 cents. Classes of stories listed: Descriptive and realistic, Fairy and folk-lore, Ethical, Bible, Nonsense, Fables, Nature, Legends, Heroes, Holiday. Pittsburgh (Pa.) Carnegie library, Story hour courses for children from Greek myths, The. Iliad, and The Odyssey. 32 pages, 5 cents. Various sources listed, with mam of the stories definitely located in books. Pittsburgh (Pa.) Carnegie library, Story telling from Norse mythology and the Nibelun- genlied. 48 pp. 20 cents. Three pages on story-telling methods. Twenty pages of stories (lists) arranged for programs, with references for preparation. Fourteen pages annotated list of books bearing on the subject. Pittsburgh (Pa.) Carnegie library, List of good stories to tell to children under twelve years of age. 30 pp. 5 cents. Brief account of the story hour conducted by the children's department for little children and for older ones. Location of story in book is given. List of books re- ferred to. Stories: Bible 25, Fables 15, Fairy 76, Thanksgiving 7, Legend and history 18, Myths 14, Christ -18, Easter 4. Power, Lists of stories and programs for story hours. 110 pp. H. W. Wilson Co., White Plains, N. Y., 20 cents. Selections chiefly from literary sources. Best versions and other versions listed. Graded by years. Index to titles. Programs for special days and story hours. INDEXES. Children's catalog of two thousand books, compiled by Corinne Bacon. H. W. Wilson Co., $4. (Two other editions, including 1000 books and 3500 books, respectively, $2 and $6, same publisher.) Based on 54 selected library lists and bulletins; arranged under author, title, and subject, with analytical entries for 447 volumes. Includes: Author, title, and sub- ject entries; books about children's reading; aids to story telling; magazines for children; lists of books analyzed: directory of publishers. Issued October, 1916. Eastman, Index to fairy tales, myths, and legends. 311 pp. Boston Book Co., $2.25. A title index. List included of book indexed. TEACHING 23 Firkins, Index to short stories. 374 pp. H. W. Wilson Co., |6. Not an index to stories especially for children, but includes many of their favorites. Goss and Baker, Index to Saint Nicholas, volumes 1 to 27 (1876 to 1899). H. W. Wilson Co., $4. (New ed., down to date, in preparation.) Oregon state library (Salem). Index to short stories. School circular No. 9, Nov., 1915. Grade indicated for which story is best adapted. Lists for special days : Christmas, Thanksgiving, St. Valentine's day, Washington's birthday, Lincoln's birthday. Salisbury, Index to short stories. 118 pp. Row, 50 cents. Stories listed by title under subjects arranged alphabetically. Especially helpful for teachers in kindergarten and primary. Can Your School Library Answer These Questions? W. H. KERB. Superintendent Engelman, of the Decatur, 111., schools, used the fol- lowing list of one hundred things not known thirty-five years ago, suggesting to teachers that pupils be encouraged to read it through to see how many were already known to them. Pupils were encouraged to look up the meaning and use of things unknown to them. Informal talks were given upon some of the topics at general exercises. Some were made the basis of current event discussion or other oral or written work. The* interest aroused was carried from the class rooms to hun- dreds of homes; and doctors, lawyers, merchants, mechanics, editors, and others were called upon to answer questions raised by the children. In one school the principal made such use of the list as to motivate some of the most profitable language work and letter writing of the year. The list was originally compiled and displayed by the National Cash Register Company. The sort of school library described in these pages would be able to answer most of these questions. Modern teaching requires that the school library shall be not purely "literature" and cultural, but that it shall be informational, recreative, and educative. It is all of these. But here is the list: 1. X-rays. 31. Ball bearings. 2. Radium. 32. Deisel engine. 3. Pianolas. 33. Mertens press. 4. Asbestos. 34. Pasteurization. 5. Turbines. 35. Boys' gardens. 6. Monorail. 36. Tube railways. 7. Liquid air. 37. Cash registers. 8. Acetylene. 38. Maxim silencer. 9. Aluminum. 39. Reflectoscopes. 10. Multigraph. 40. Asphalt paving. 11. Harvesters. 41. Telautography. 12. Antiseptics. 42. School gardens.' 13. Dictagraph. 43. Safety matches. 14. Mailometer. 44. Electric heating. 15. Aeroplanes. 45. Pneumatic tires. 16. Submarines. 46. Moving pictures. 17. Gas engines. 47. Bertillon system. 18. Air brushes. 48. Electric welding. 19. Motorcycles. 49. High-speed steel. 20. Gas mantles. 50. Vacuum bottles. 21. Air purifiers. 51. Vacuum brakes. 22. Stereopticon. 52. Carpet sweepers. 23. Skyscrapers. 53. Electric lighting. 24. Hydroplanes. 54. Power elevators. 25. Automobiles. 55. Pneumatic tubes. 26. Seismograph. 56. Photoengraving. 27. Kinetophone. 57. Electric furnaces. 28. Parcels post. 58. Adding machines. 29. Kinemacolor. 59. Hot dining plates. 30. Block signals. 60. Automatic scales. 24 TEACHING 61. Telephotography. 62. Vacuum cleaners. 63. Hydro-aeroplanes. 64. Smoke consumers. 65. Steel construction. 66. Measuring pumps. 67. Industrial hygiene. 68. Picture post cards. 69. Smokeless powder. 70. Cream separators. 71. Department stores. 72. Paper milk bottles. 73. Color photography. 74. Wireless telephony. 75. Janney car couplers. 76. Industrial education. 77. Wireless telegraphy. 78. Fireless locomotives. 79. Electric locomotives. 80. Reinforced concrete. 81. Minimum wage scale. 82. Pneumatic appliances. 83. Typecasting machines. 84. Electric street railways. 85. Offset printing press. 86. Automatic typewriters. 87. Rotary printing presses. 88. Industrial welfare work. 89. Edison storage batteries. 90. Electric cooking utensils. 91. Telegraph tape printers. 92. Pneumatic mailing tubes. 93. Commission government. 94. Household heating plants. 95. Automobile fire equipment. 96. Automatic shoe machinery. 97. Sanitary drinking fountains. 98. Industrial safety appliances. 99. Industrial physical education. 100. Miners' electric safety lamps. School Library Aids. Compiled by W. H. KERR. Children's catalogue of one thousand books, compiled by Corrinne Bacon. A guide to the best reading for boys and girls, based on fifty-four selected library lists and bulletins, arranged under author, title, and subject, with analytical entries for 212 volumes. Published 1916 by. the H. W. Wilson Co., White Plains, N. Y., $2. In- valuable to any teacher in purchasing and using books or in preparing lesson material. Davis and Cowing, library aids for teachers and school librarians. H. W. Wilson Co., White Plains, X. Y., 10 cents. Has sections for teachers, high schools, elementary schools, holidays, plays and costumes, and school libraries. Indicates best aids and sources, with publishers and prices. Democrat Printing Company, Madison, Wis. Catalogue of library supplies. Free. Gaylord Brothers, Syracuse, X. Y. Catalogue of library supplies and pamphlet on A Simple Charging System. Free. Globe- Wernicke Company, Cincinnati. Catalogue of filing cabinets and supplies for li- braries. Free. , Kansas State Traveling Libraries Commission, Topeka. Lends fifty books six months for two dollars, which pays transportation both ways. Send for application blank. Library Bureau, 6 North Michigan avenue, Chicago. Catalogue of library furniture and supplies, and pamphlet, How shall I catalogue my library? Free. Library journal. Monthly, $4 per year ($2 to libraries with income less than $2000 per year). 241 West 37th street, New York. General library news and articles, with occasional school library supplement. Public libraries. Monthly, $2 per year. 6 North Michigan avenue, Chicago. General library news and articles, with school library department. Wilson bulletin. Issued occasionally by the H. W. Wilson Co., White Plains, X. Y. Free. Has school library department. Magazines for Teachers and Schools. Compiled by W. H. KERR. Publishers' list prices are quoted. Apply to any bookseller or maga- zine agent for "club" prices if you subscribe to more than one periodical. Some of the notes below are from a list published by the Newark Public Library. - American cookery. Mo. $1 per year. Boston, Mass. Formerly the Boston Cooking School magazine. - American Library Association booklist. Mo. $1. Chicago. Dependable list and annota- tions of current books in all fields. v \merican penman. Mo. $1. New York. Useful in penmanship work. American physical education review. Mo. $3. Athletics as a school subject, hygiene, recreation. American primary teacher. Mo. $1. Boston. Practical helps for the grades, news, textbooks. American school. Mo. $1.50. Milwaukee. 'For those who organize, administer and supervise." TEACHING 25 'American school board journal. Mo. $1.50. Milwaukee. Administration of schools, medical inspection, supplies, furniture. .Atlantic educational journal. Mo. $1.25. Baltimore. Methods, pageantry, plans, news. Aus Nah und Perm. Qr. 50 cents. Chicago. Useful for teaching German. Bird lore. Bi-mo. $1. HarrisburK. l':i. Study and protection of birds. Hoys' life. Mo. $1. New York. Official Hoy Scouts magazine. Wholesome. Breeders' gazette. W. $1. Chicago. Useful wherever agriculture is taught. Business educator. Mo. $1 (Teachers' ed). Columbus. Ohio. Su-L'eMive for general commercial work. Catholic educational review. Mo. $3. Washington, D. C. General articles and news of Catholic schools. Classical journal. Mo. $2.50. Chicago. Especially valuable for Latin in the high school. Country gentleman. W. $1. Philadelphia. Makes agriculture and country life pop- ular. Children will read it. Current events. W. 40 cents. Chicago. Useful summary. Education. Mo. 83. Boston. General articles, tendency somewhat to high-school subjects. Educational administration and supervision. Mo. $2.50. Baltimore. Discussion, re- search, editorials. Educational review. Mo. $3. New York. General articles, news notes, book reviews. Largely college and university. Elementary school journal. Mo. $1.50. Chicago. Progress and achievement in ele- mentary schools. . English journal. Mo. $2.50. Chicago. Extremely useful for teachers of English, es- pecially in secondary schools. General science quarterly. Q. $1. Salem. Mass. Promises to be very useful in its field. First number November, 1916. History teachers' magazine. Mo. $2. Philadelphia. Indispensable for the history teacher. , Independent. W. $4. New York. One of the best general weekly newspapers, useful in school work. Industrial arts magazine. Mo. $1.50. Milwaukee. Arts and manual training in in- dustrial and trade schools. Information. Q. $2. Xew York. Important for quick reference, summary of dates and facts from current newspapers. (Also published monthly, $3; both editions to one address $4.) Journal of education. W. $2.50. Boston. News and comment about schools through- out the country. Journal of educational psychology. Mo. $3. Baltimore. Research, discussion, book reviews. Journal of geography. Mo. $1. Appleton, Wis. Geography in the elementary schools. Journal of home economics. Mo. $2. Baltimore. Official journal of American Home Economics Association. Kindergarten and first grade. Mo. $1.25. Springfield, Mass. Articles, stories, games, songs. Indispensable to kindergartners. Kindergarten primary magazine. Mo. $1. Manistee, Mich. Programs, games, paper work. Literary digest. W. $3. New York. Popular and useful in school work. Manual training magazine. Mo. $1.25. Peoria, 111. Problems, designs, shop notes, news. Mathematics teacher. Qr. $1. Lancaster, Pa. Useful articles and reviews. Mentor. Twice monthly. $3. New York. Useful because of the six-picture gravures in each number. National geographic magazine. Mo. $2.50. Washington, D. C. Intensely interesting. Pictures valuable for reference. Nature study review. Mo. $1. Ithaca, N. Y. Scientific study of nature in the schools. Normal instructor and primary plans. Mo. $1.25. Dansville, N. Y. Plans for lessons. Diaper work, special day exercises. Outlook. W. $3. ($4 after February 1, 1917.) New York. Valuable general refer- ence. Playground. Mo. $2. New York. Official organ of the Playground Association of America. New features in playgrounds, apparatus, games. Popular educator. Mo. $1.50. Boston. Plans, helps, and generally useful material for the lower grades. Popular mechanics. Mo. $1.50. Chicago. This and the next entry are rightfully popular with boys. Popular science monthly. Mo. $1.50. New York. Inventions, mechanics, electricity, all fields of science. Psychological clinic. Mo. $1.50. Philadelphia. Largely devoted to deficient and de- linquent children. Quarterly journal of public speaking. Q. $2. Menasha, Wis. Public speaking, debate, oral English. Articles and discussions. Readers' guide. Mo. Write publishers, H. W. Wilson Co., White Plains, N. Y., for price, stating number of magazines your school receives. Indispensable index to the leading magazines. If you receive eight magazines, this index will multiply their value several times. Saint Nicholas. Mo. $3. New York. Deservedly popular with children. School and home education. Mo. $2. Bloomington, 111. Pungent editorials, articles, news, parent-teacher department. School arts magazine. Mo. $2. Boston. Plans and suggestions for drawing and art teachers. V 26 TEACHING School music. Bi-mo. 50 cents. Keokuk, Iowa. For music teachers and supervisors. School review. Mo. $1.50. Chicago. Secondary school matters and movements. School science and mathematics. Mo. $2. Mount Morris, 111. For secondary school teachers. Stresses science. School and society. W. $3. Garrison, N. Y. Schools of all kinds and progress in education ; notices of research. Scientific American. W. $4. The world's progress in science, invention, engineering, and industrial and commercial achievements. Something to do. Mo. $1. Boston. Something interesting to make, to do, to read, or to know on every page. Story teller's magazine. Mo. $1. New York. Useful for kindergarten and primary. 1 Teachers' college record. Bi-mo. $1.50. New York. Valuable monographs. Wohelo. Mo. $1. New York. Official organ of the Camp Fire Girls. World's work. Mo. $3. Garden City, N. Y. An interpreter of current events Ad- vocates better schools, better financial methods, better government. Youth's companion. W. $2. Boston. One of the oldest and most popular papers for young people. It is assumed that one or all of the Kansas educational journals will be on every teacher's desk. Recreation and Entertainments for Schools. A select list of books compiled by H. M. CULTER, professor of rural education, and W. H. KERB, librarian. Benton, Saturday mornings. 1906. Dana Estes Co., Boston. 75 cents. Bullivant, Home fun. 1910. Dodge Pub. Co., N. Y. $1.50. Chesley, Social activities for men and boys. 1910. Association Press, N. Y. $1. Country Life. Special number of Annals of American Academy of Pol. and Soe. Science, Philadelphia, March, 1912. $1.50. (See page 119.) Dalkeith, Little plays. Dutton, N. Y. 50 cents. Glover, Dame Curtsey's book of guessing contests. 1908. McClurg, Chicago. 50 cents. Kelley, Three hundred things a bright girl can do. 1903. Dana Estes Co., Boston. $1.75. Leverton, Little entertainments and how to manage them. 1910. Fenno, N. Y. 50 cents. Palm, Baroness von. Rainy day pastimes for children. 1910. Dana Estes Co., Boston.. $1. Reisner, Social plans for young people. 1908. Eaton and Mains, Cincinnati. 75 cents. Stern, Neighborhood entertainments. 1911. Sturgis and Walton, N. Y. $1. Wells, Pleasant day diversions. 1909. Moffat, N. Y. $1. Yale, When mother lets us give a party. 1909. Moffat, N. Y. 75 cents. A Suggestive List of Books foi* Teachers. Compiled by SUPERINTENDENT J. B. HEFFELFINGER, Arkansas City, Kan. The following suggestive list of books for teachers was compiled by Mr. Heffelfinger after consultation with the following educational author- ities: W. H. Burnham, Clark University; R. M. Ogden, Cornell Univer- sity; G. D. Strayer, Columbia University; F. J. Kelly, University of Kansas; F. P. Graves, University of Pennsylvania; E. P. Cubberley, Leland Stanford University; C. H. Judd, University of Chicago. The books were exhibited, and a printed list with annotations distributed, at the meeting of the southern Kansas Teachers' Association, Wichita, Oc- tober' 13, 14, 1916. Bagley, Educative process. Macmillan, 1905. Brown and Coffman, How to teach arithmetic. Row, Peterson, 1914. Cabot, Everday ethics. Holt, 1906. Carpenter, Baker, and Scott, Teaching of English. Longmans, 1903. Colvin, Learning processs. Macmillan, 1911. Comstock, Handbook of nature study, two volumes. Comstock Pub. Co., 1911. Cubberley, Rural life and education. Houghton, 1914. Cubberley, Public school administration. Houghton, 1916. Curtis, Education through play. Macmillan, 1913. Dewey, Democracy and education. Macmillan, 1916. Dewey, How we think. Heath, 1910. Dewey, Schools of to-morrow. Dutton, 1915. Dress'lar, School hygiene. Macmillan, 1913. TEACHING 27 Freeman, Psychology of the common branches. Houghton, 1916. Guyer, Being well-born. Bobbs-Merrill, 1916. Hall, Youth. Appleton, 1904. Holmes, Backward children. Bobbs-Merrill, 1915. Holmes, Conservation of the child. Lippincott, 1912. Huey, Psychology and pedagogy of reading. Macmillan, 1908. James, Talks to teachers. Holt, 1899. Johnson, Teaching of history. Macmillan, 1915. Judd, Psychology of high-school subjects.! Ginn, 1915. Kirkpatrick, Fundamentals of child study. Macmillan, 1907. McMurry, Elementary school standards. World Book Co., 1913. McMurry, How to study. Houghton, 1909. Monroe, Principles of secondary education. Macmillan, 1914. Monroe, Brief course in the history of education. Macmillan, 1907. Morehouse, Discipline of the school. Heath, 1914. O'Shea, Social development and education. Houghton, 1909. Parker, History of modern elementary education. Ginn, 1912. Parker, Methods of teaching in high schools. Ginn, 1915. Perry, Wider use of the school plant. Survey Associates, 1910. Starch, Educational measurements. Macmillan, 1916. Strayer, Brief course in the teaching process. Macmillan, 1911. Swift, Learning and doing. Bobbs-Merrill, 1914. Tennan, Hygiene of the school child. Houghton, 1915. Terman, Measurement of intelligence. Houghton, 1916. Thorndike, Education. Macmillan. Thorndike, Mental and social measurements. Teachers' College, Columbia University. Wilson and Wilson, Motivation of school work. Houghton, 1916. A Preliminary Report of an Investigation of the Value of Marks Given in College Classes. J. C. DE Voss, an assistant professor of psychology at The Kansas State Normal School. This investigation and this report were made as a part of the regular administrative work of this institution. Suggestions for the investiga- tion and requests for the following data were made by the president and various committees. Thirty-one members of the faculty gave complete and sympathetic cooperation. Twenty or more others contributed in some way. While this report may not be as good as the cooperation jus- tifies, it is limited by the incompleteness of the material available. Marks are intended to indicate the value of work done in classes in various departments. On the basis of such marks, recommendations are made for positions, scholarships are awarded, various academic honors bestowed, and graduation or continuation in school is granted or with- held. These marks, theoretically, could be of two kinds, either positive' standards or relative standards. The first would be as definite as any physical quantitative measurement as pounds, feet, etc. The second would be based on the estimate that A's work is better than B's, B's better than C's, etc., assigning the highest mark to the group at the upper end of a list made on such an estimate. If this latter plan is followed, and the marking is accurately done, a hundred marks will be found to fall into the normal distribution. This is the same distribution which occurs in the measurements of height, weight, cephalic indices, etc. Small classes might or might not fall into such a distribution. A school, a department, or a class might have a selected group which would effect the distribution of marks accordingly. Assuming that adjustments can readily be made and that exceptions can be considered in any final action which may be taken, this report is based arbitrarily on the premise that the normal distribution is the ideal distribution. All data are compared with this ideal distribution and criticised accordingly. This position is not to be 28 TEACHING interpreted to indicate that a distribution other than the normal is wrong. It does assume that the distributions discovered are, many of them, far from the ideal. Because of limited time, and the fact that the data came in very slowly, the analysis given is not complete. This preliminary report should sug- gest needed reforms, and probably indicates roughly what a complete in- vestigation would give in detail. In response to the first request for data thirty-one instructors re- ported the marks they had given in the Kansas State Normal School prior to September, 1915. These data are shown in Tables I and II. Table I shows the marks given in elementary course and Table II the marks given in advanced courses. In Table I the instructor's reports are arranged in the ascending and descending percentages of 1's. Thus instructor X, who gave the highest per cent of 1's, is at the top, and instructor XXV, who gave the lowest per cent of 1's, is at the bottom. The variation is 59 per cent. This variation is undoubtedly greater than it should be. The variation is almost as great for the 2's, and a little lower for the 3's. At the right of the table the percentages of F's are arranged in the ascending and de- scending order. In Table II the data are treated in a way similar to that used in Table I. A comparison of the two tables shows no very significant differences. The percentages of different marks assigned varies a little more in the elementary courses than in the advanced courses, excepting the 2's. If we turn to. Table V, where the totals of these tables are given, we see that the percentage of 1's given in advanced courses exceeds the per- centage of 1's given in elementary courses, while the 2's, 3's, and F's are lower for the advanced courses. The two tables taken together show one fact clearly. Each instructor is using an individual system of grading. Since they are all dealing with the same class of students they can not all be right. A policy should be determined which all could follow as far as conditions would permit. Table III gives the reports of grades given during the first semester of this school year. These data was received too late to be fully tabu- lated and analyzed. As these data will be gathered each term, it will soon show the trend of our present policy. At the foot of the table the percentages based on the total number of marks assigned show fewer 1's, more 2's and 3's, and 1 per cent less of failures than the reports covering the preceding five years showed. This may be due in part to the weight of marks given by new members of the faculty. This seems the more probable if we note the column at the right of Table V. Instructor XX gave 5 per cent of F's. His report is at the middle of the column, there being 15 above and 15 below. Of the 15 above, 9 have taught in the Normal less than four years. Of the 15 below, 3 have taught in the Normal less than four years. Briefly stated, the new instructors are failing a larger per cent of their students than the old instructors. The new instructors are also giving fewer 1's, for in the column giving the percentages of 1's we find only two new instructors above the middle point. They are instructors XXIV and IV. It may be that we grow more lenient as we teach longer in an institution. TEACHING 29 Table IV gives the totals of Tables I, II and III. Table V gives the percentages of these tables given in Table IV. Table VI gives first the normal frequency or the distribution which may be expected whenever we employ fairly accurate measurements. This is assumed to be the ideal distribution for large numbers of marks, such as those we are studying. Comparing this distribution with that discovered from this study, it may be clearly seen that the policy of marking maintained in this institution permits of too many 1's and too few 3's and F's. This may be seen more clearly in Figures I, II and III. However, the policy might be defended as such, if it existed in fact, but as shown in the earlier part of this report, this is not a policy which the instructors are following, but is only the resultant of a large number of individual policies. Early in the investigation it was seen that some recommendation should be made of a policy to be followed. To secure the assistance of faculty members, a questionnaire, bearing on the definition of the grades we are using, was circulated. Forty-five members of the faculty re- sponded. In selecting one of two definitions of each of the marks used, the replies were as follows: A mark of 1. A mark of high distinction to be given to about 5 per cent of the class. . 15 A mark to be given to a larger number 22 A mark of 2. Superior work 6 Fair and average work 31 A mark of 3. Good average work 11 Poor work, just above failure 24 A mark of F. Lack of application 14 Below dead line of mastery of subbject 8 Lacking the ability to teach the subject 2 This again shows the lack of agreement in definition of marks and in policy of marking. In answer to a question concerning the use of our marks of 1, 2, 3, and F, it was shown that eleven instructors base these marks on a per- centage scale, but only four use the scale 80 to 100 as defined by the registrar's office. RECOMMENDATIONS. The following suggestions are made as a basis for discussion of the vital question of the value of marks given. The author of this report takes all responsibility for such suggestions, realizing that they are on debatable ground. 1. That the percentage basis for marking be abandoned, and the normal or biological frequency be adopted by all instructors. (The span 80 per cent to 100 per cent involves 20 steps above failure. This is more divisions than the instructor can use with any degree of accuracy. It is equivalent to the measuring of distances to the ^loo of an inch with a yard stick.) 2. That five divisions or group classifications be the basis of fre- quency, and that each 100 marks (exclusive of D's) be distributed as follows : 10 marks of 1. 20 marks of 2. 40 marks of 3. 20 marks of 4. 10 marks of F. 30 TEACHING 3. That "plus" and "minus" be dropped from all final marks. We Should agree on a certain number of group classifications, and each of these groups should have a separate mark. 4. That these group classifications be fully advertised to faculty and students. Then a student can know more nearly than he now knows the value of a mark. This would seem necessary before we can adopt a satis- factory system of giving honors. Furthermore, this would strengthen our certificates and degrees. TABLE I. Elementary Courses. TEACHERS' NUMERALS. Years reported. Total marks. Per cent of 1's. Per cent of 2's. Per cent of 3's. Per cent of F's. Per cent of D's. Teachers' numerals. Per cent of F's. X. . 4 567 71 12 2 1 14 XXVII.. 14 XXX 4 1,127 48 29 9 3 10+ Ill 13 VII 3 147 43 35 12 7 3 VI 10 XXI... 5 273 43 25 13 4 15 XIX 10 XIV 3 552 41 46 6 3 4 XXII .. 10 XXIV 5 935 38 40 15 2 4 II 8 XXIII 5 970 37 34 13 5 11 VII 7 XV 2 210 37 45 10 8 XVI . . . 7 XXIX 2 296 36 45 9 9 XX 7 IX 5 2 816 34 40 18 5 3 XXV 7 XXVI 4 627 33 43 15 7 2 xxvi 7 XVI o 363 29 36 15 7 13 XI 6 XXVII 5 280 27 24 16 14 19 XVIII . . 6 XVII 5 741 27 50 19 1 4 XII 5 IV 1 40 27 50 15 5 3 IV 5 XVIII 1 372 26 44 22 6 1 + IX . 5 XI 3 377 26 48 14 6 6 XXIII 5 II 1 39 23 23 38 8 8 V 4 III . 2 246 22 45 12 13 8 XXI 4 I 2 237 21 47 14 18 XIV 3 XIII 2 160 21 66 11 1 1 + XXVIII 3 XXVIII XX 5 4 294 314 21 21 44 30 24 34 3 7 8 8 XXXI XXX 3 3- XXII 4 159 19 28 23 10 20 XXIV 2 XII 4 222 18 39 31 5 * 7 X 1 VIII 5 1,449 18 67 14 .2 .1 XIII 1- V. 4 391 17 48 28 4 3 XVII 1- XIX 1 69 16 53 15 10 6 I .5 VI 2 175 15 26 36 10 13 VIII...: .... .2 XXXI 3 430 14 54 24 3 4 XXIX XXV 3 380 12 42 34 7 5 XV Variation: 59%, 55%, 36%, 14%. TABLE II. Advanced Courses. FACULTY NUMERALS. No. of luaiks. Per cent of 1's. Per cent of 2's. Per cent of 3's. Per cent of F's. Per cent of D's. Faculty numerals. Per cent of F's. x 57 70 19 11 XXII ... 10 XXI 89 66 16 9 2 8 Ill 9 IX 129 60 23 9 4 4 XXV 8 XVI 201 58 32 2 1 6 VII 6 XXIX 155 55 28 5 1 10 XXVI 5 XX 112 50 24 19 7 XXXII 5 XXVII 291 49 33 10 1 6 IX 4 I 6 46 23 31 IV 3 XIV 144 42 42 9 3 3 XI 3 XXIII 149 39 36 10 5 10 XIV 3 XI 291 34 39 18 3 6 XXVIII 2 ni 132 ' 33 47 6 9 5 xvm -. 2 XXVI 391 33 47 14 5 1 XXI 2 VI 139 32 32 26 1 8 XII 1 VII 510 32 44 14 6 4 VI 1 XXII 170 31 24 22 10 13 XXVII 1 XVIII 171 30 48 18 2 1 XXIX 1 XII 93 28 ' 45 21 1 5 XVI 1 IV 124 27 60 10 3 XXXI 1 XXVIII 121 25 52 14 2 7 I XXXI 463 22 57 15 1 5 XX XXV -. 175 14 44 29 8 5 X Variations: 56%, 44%, 31%, 10%. TEACHING 31 5. That the new form of reports headed "Semester Report" be adopted (and that the cards formerly used be discarded or used only as enrollment cards) . 6. That a permanent committee shall prepare a statistical report showing the distribution of marks for each semester and investigate the causes for unusual distribution. It would not be exceeding the practice of other institutions if the committee had the power to demand an ex- planation from the instructor who gave an abnormal number of marks of one kind. TABLE III. GRADES FOR FIRST SEMESTER 191.V16. INSTRUCTOR. Department. Marks. Per cent of 1's Per cent of 2 'a Per cent of 3's Per cent of F's. Per cent of D's. Per cent ofC'g. 41 59 29 3 3 7 Miss Alder Kindergarten 113 7 56 26 2 3 5 81 27 42 16 4 6 5 Mr. Barrett . English 61 25 42 17 7 8 Mr Beach 52 29 36 13 8 6 8 Miss Strousc Music 133 13 55 19 1 12 Miss Shelton Music 57 28 39 15 4 10 4 Miss Eby 64 50 39 6 2 3 Miss Major .... Music 30 30 61 3 6 25 17 64 20 Miss Weatherly . Music . . . 17 46 6 41 6 36 22 72 3 3 Mr. Black I*tin 38 30 30 16 8 11 5 59 37 37 12 7 2 5 49 32 31 18 12 5 3 Mr. Cutler Rural School 132 22 44 26 2 3 3 Mr DeVoss 149 18 44 23 4 7 5 Mr. Drake Physics 20 15 35 30 15 5 Mrs. Eckdall Drawing 152 40 39 11 1 6 2 Mr Ellis 34 29 53 3 14 German 12 50 25 25 Mr. Gilson Public Speaking. . . 131 34 40 10 7 4 5 Drawing 57 37 24 14 19 5 Miss Harris Primary Ed 43 25 58 5 2 5 5 Mr. Holtz .. Latin 52 38 30 25 2 4 Mr. Karr English 108 35 30 24 6 6 Mr. Keller Mr Kelly Mathematics Training School . . 68 131 26 21 26 56 35 13 3 1 5 5 5 1 Miss King. Mr. Lindquist Libr. Science Mathematics 90 226 43 19 44 53 . 7 13 4 5 9 2 German 36 40 43 6 11 Mr. Mayberry Miss Minrow Chemistry American History. . 97 19 28 11 51 11 7 37 2 21 4 15 7 5 Mr. Monroe School Ad 124 4 39 52 2 2 Art 60 38 48 8 5 History and Govt., 76 25 41 9 6 16 3 Mr. Phipps Agriculture Home Econ > . . 63 47 56 38 27 34 8 19 2 2 5 3 7 Mr. Scoglund Commerce 83 23 39 14 2 19 2 English 132 20 48 15 12 5 Mr. Smith Soc. and Econ 116 15 48 22 4 4 6 Miss Tear English 42 17 43 30 5 5 Mr Tidd Physics 12 33 50 17 Mr. Triplett Psy. and Phil Physical Training. 141 59 21 51 50 41 18 8 7 Miss Whitney American History. . 119 35 43 6 2 10 4 Mr. Williams Eu. History Biol. and Geol .... 108 74 28 19 43 64 19 10 1 8 7 1 Miss Wright Mathematics 27 15 11 52 11 11 Physical Training. . 13 46 31 2 6 0. Hiehet percentage 59 72 52 21 25 8 32 TEACHING TABLE IV. 'J'ntiilM. 1'ft. 'H. 8'e. F'S. D'n. 1. Elementary 'courses 14, 472 4,597 6.080 2,389 543 863 2. Advanced courses 4.152 1,537 1,671 578 141 225 3. Totals 18,624 6,134 7,751 2.967 -684 1,088 4. First semester 3,711 996 1,628 626 223 246 5. Grand total 22,335 7,130 9,379 3,593 907 1,334 TABLE V. Percentage of 1's. 2'w. 3'x. F's. D's. 1. Elementary courses. . . . . : 32 42 17 5 6 2. Advanced 'courses 37 40 14 3 5 3. All courses 33 42 16 4 4. First semester 21 44 17 4 6 5. Grand total 32 42 16 4 6 TUBLE VI. Normal frequency g>/< 38 f / f 38 f / r 9% 69}- Percentage of grand totals of marks given... 32 42 16 4 6 TEACHING is sent to five thousand teachers, editors, superintendents, school-board members, libraries of Kansas and the country abroad. Recent numbers of TEACHING will be mailed upon request. The fol- lowing are available: German number, August 1, 1914. No. 1. *Chapel number, October 15, 1914. No. 2. Physics number, November 1, 1914. No. 3. *The question of grades, November 15, 1914. No. 4. *The teaching of nationalism, December 1, 1914. No. 5. ""Playground number, December 15, 1914. No. 6. * School-board number, January 15, 1915. No. 7. *Mathematics number, February 1, 1915. No. 8. Summer schobl number, February 15, 1915. No. 9. "Testing the teacher, March 1, 1915. No. 10. Superintendents' number, March 15, 1915. No. 11. Vocational education, April 1, 1915. No. 12. Vacation activities, April 15, 1915. No. 13. *Scientific methods, May 1, 1915. No. 14. Y. W. C. A number, May 15. No. 15. *Fiftieth anniversary, November 1, 1915. No. 16. Correspondence-study number, November 15, 1915. No. 17. High-school survey number, December 1, 1915. No. 18. *High-school curricula, December 15, 1915. No. 19. Rural school equipment, January 15, 1916. No. 20. *Household physics, February 1, 1916. No. 21. *Folk dance number, February 15, 1916. No. 22. *School and nation, March 1, 1916. No. 23. *Grade school arithmetic, March 15, 1916. No. 24. Defectives in school, April 1, 1916. No. 25. *Some problems of curriculum, April 15, 1916. No. 26. *Kindergarten in Kansas, May 1, 1916. No. 27. "Grade-school reading, May 15, 1916. No. 28. Play and education, September 15, 1916. No. 29. History in the grades, October 15, 1916. No. 30. Some aspects of primary education, November 15, 1916. No. 31. The school library, elementary and rural, December 15, 1916. No. 32. * Exhausted. 6 5119 DC SOUTHERN REGIONAL LIBRARY FACILITY A 000 785 639 6