High school and elementary teachers of the upper grades will be glad to know that the Municipal Reference Library will furnish them any or all of the public documents and reports published by the government of the City of Chicago if called for in person or by authorized messenger. This is done "as a means of fostering a spirit of co-operation between the Municipal Reference Library and the teachers and pupils of civics." There are on hand a large number of duplicate and special reports issued by the city council, municipal departments, and bureaus. These are available for free distribution. The Library, 1005 City Hall, is open from 9:00 A. M. to 5:00 P. M., and to 12 M. on Saturdays.

** *

No teacher should have failed to hear Professor Cizek's lectures on art technique. His slogan is: "Self-expression." He says that a child to express itself "should brush aside all the things taught in the past." Miss Cowan, one of our former head assistants, and at present Art Supervisor, spent last year studying abroad under Professor Cizek. Through her he has left in Chicago a permanent influence.

An exhibit of paintings by Leonard L. Bailey has been arranged by the members of the Art Department, assisted by Mrs. Bailey and Mr. Karl and Mr. Karl R. Krafft, in

memory of their friend and co-worker. All interested are cordially invited to visit the eighth floor of the Kelly Building, 460 South State Street where the exhibit will be open until November 29, 1924.

Leonard L. Bailey, a member of the Department of Art of the Chicago elementary schools, was a man of sterling character, fine mentality and unusual and varied gifts. He was born in Chicago in 1876. After graduating from the King School, he entered the preparatory school of the University of Illinois, and five years later reveived a B. S. degree in Architecture. His brilliant university work was followed by study at the Art Institute and the Chicago Academy of Fne Arts, and an appointment as teacher of art in the Medill High School when only twentyone years of age. He was assigned to the Department of Art in 1909, and was in charge of the work in old District 4 until his death October 26, 1923.

In that field his tact, insight and friendHis criticisms were never discouraging, liness made him always a welcome visitor. but were an inspiration to both teachers and pupils.. In the Department conferences his quick and well trained mind, his thorough understanding of art principles and his knowledge of the teacher's problems, made him a valuable aid in developing the present course of study in art, and in adapting it to the needs of the schools. He was interested in teaching and was untiring in his efforts to raise the standard of art instruction in the schools which came under his influence.

A former high school pupil said: "Mr. Bailey was a real friend and a most helpful and considerate teacher. We esteemed him highly because of his interest in and sympathetic understanding of our problems." This gift of understanding, combined with a keen sense of humor, made the atmosphere of his home delightful to those who were privileged to know it. His wife and children were his comrades, interested in all that interested him. He read widely, was especially in

terested in modern literature, and wrote both prose and verse. He was devoted to sports and athletics and was an excellent tennis and chess player.

Though handicapped by frequent attacks of illness, with characteristic grit he kept at his work, and even found time for a considerable amount of creative work. This work he never exhibited. His friends and co-workers of the Art De

partment, in appreciation of his fourteen years of loyal and devoted service with them, have prevailed upon Mrs. Bailey to allow them to arrange this exhibition of his paintings and drawings. Mr. Karl R. Krafft has kindly assisted in the selection of the sketches.

"How the High School Student Responds to Different Incentives to Work." Donald A. Laird. Pedagogical Seminary, December, 1923.

In addition to a mastery of the subject matter and the ability to teach the same, the high school teacher must be able to secure the co-operation and whole-hearted work of the high school boy or girl. The teacher must be capable of bringing to bear those motives which are available and which experience has shown are most apt to secure the proper and desired response on the part of the students.

The author requested ninety-two students in educational psychology to report in detail their actual responses to different incentives used by their high school teachers. Among the incentives employed were the following: reprimands before others and in private; sarcasm before others and in private; public and private ridicule; low grades; extra work; conferences with parents; friendly conferences with pupils; public commendation; excuses from work; and commendation to parents.

Space will not permit a detailed interpretation of the data presented. In general it may be stated that reprimands, ridicule, sarcasm, low grades, and additional assignments reduce the seriousness of the student's work rather than increase it. All the other incentives tend to result in an increased fervor of work. Some of

LUCY S. SILKE, Supervisor of Art, Elementary Schools.

the most commonly used incentives are the very ones that produce the most unfavorable results.

BIBLIOGRAPHY ON THE USE OF TESTS

The educational journals print each year a mass of material on the use of tests and their relation to the improvement of instruction. These experiments are often worth while to teachers who are trying to make use of this device. An anotated bibliography of the articles on the testing movement will be given.

"The Sectioning of High School Classes on the Basis of Intelligence." G. A. Feingold. Educational Administration and Supervision, October, 1923.

Objective results show that children do much better work and are better satisfied when in groups according to the rate at which they work. The selection and arrangement of subject matter is simplified very much if a homogeneous group is in the mind of the curriculum maker.

"Intelligence Tests and the Classification of Students in Ninth Grade English." P. V. Sangren. Educational Administration and Supervision, December, 1923.

Any good test will group children fairly well for English instruction in the ninth grade. The author has material to support this argument.

"Grouping Pupils for Instructional Purposes." C. C. Sherrod. American

School Board Journal, December, 1923.

A brief discussion of: (1) A brief history of the methods of grouping pupils; (2) The three outstanding types of grouping; (3) Cases illustrating present practice; (4) Statements of findings in other places; (5) Summary of conclusions.

"Organizing Classes for Gifted Children." H. D. Bixley. Educational Review, April, 1924.

Teachers are beginning to ask that the superior child be given his share of the class time instead of considering him as a person who can get along with very little instruction. The following three items. should be considered in this classification: the social age of the child; his mental age; his physical age; special talents should be also noted.

"A Study of Some Factors Causing a Disparity Between Intelligence and Scholarship in College Students." D. A. Laird. School and Society, March, 8, 1924. The author has made a study of the relation between student's marks on the intelligence tests and marks on school subjects. The following groups were considered: (a) standard group; (b) indolent students; (c) diligent students; (d) students with dates; (e) girls with no dates; (f) students in love; (g) engaged students; (h) students working for their board; (i) students earning their entire way; (j) the psychoneurotic; (k) ap

pearance.

"Superintendent Standard Takes the Mental Test." V. H. Culp. American School Board Journal, December, 1923. The author cites some very interesting criticisms of the testing movement.

“The Army Tests and the Pro-Nordic Propaganda." W. C. Bagley. Educational Review, April, 1924.

A very interesting criticism of a book by Carl C. Brigham, "A Study of American Intelligence." A close study of the

data in this book brings Bagley to believe that people who make the tests have them show just what they want. The author thinks that there are racial differences but he is not willing to make use of the army tests to bring out the particulars as to the final grouping.

"The Modern Test." Benjamin B. James. School and Society, February 23,

1924.

Here is an attempt to show just why the standard test is a better teaching device than the old essay type of examination.

"Psychological Tests and Academic Salvage." F. H. Palmer. Education, April, 1924.

The psychological tests of today are not to be used to discourage the children with low I. Q.'s but should be used to indicate to teachers where their skillful attention and sympathy need to be placed. It is the weak child that needs a little help from the teaching force. Many times a sympathetic word will cause the individual to go ahead and succeed. The test may put children in a place where they will not at all times be staring failure in the face. There is nothing that keeps children going in their school work better than success. The ability to do things in a small way is often very satisfying.

"How Much Dependence Should be Placed on Group Mental Tests in Classifying Pupils?" O. J. Johnson. American School Board Journal, March, 1924.

The following topics are discussed: (1) Differences in intelligence between pupils in the same grade; (2) The reliability of test scores; (3) Tests must be valid measures of mental ability to be used in classifying pupils.

“A Brief Survey of Educational Tests and Measurements." K. O. Bennett. American School Board Journal, April, 1924.

The uses mentioned and discussed by the author: They may be used as standards for comparative purposes. They may be used for analytic or diagnostic purposes. They may be used for classification. The results may be used to motivate the school work.

"Written Examinations Versus Standardized Tests." W. S. Monroe. School Review, April, 1924.

A brief but important survey of the work in achievement tests. Data are given to show that a well organized written examination is just as reliable as a standardized test but that the giving and scoring of the essay type requires a great deal more time to give and score. Thus from the standpoint of a teaching device the standard test is more useable.

"Intelligence Tests at Work." Elizabeth Kenney. Journal of Educational Method, December, 1923.

An article on the reclassification of pupils.

"The Reliability of Tests Requiring Alternative Responses." W. Asker. Journal of Educational Research, March, 1924. True-False-When part of the test is known and the rest answered through guessing there are rather large chances for undeserving individuals to make passing grade and for deserving pupils to fail. With three possible answers the reliability is much improved. The advantage which the short test has over the traditional examination makes it worth

and reliable as the other form. He suggests as a result of this material that in many cases it is better to use this short form of an examination.

"Why Not Include Standard Tests in Your Teaching Program this Term." C. C. Certain. English Journal, September, 1923.

The author shows how to use English tests as a device for improving instruction in English.

"Intelligence Tests at Work.” Elizabeth Kenney. Journal of Educational Research, December, 1923.

Miss Kenney has made an attempt to show just how tests look when the results are used to help the teacher do a constructive piece of work. A piece of work not based upon subjective evidence.

tional Tests." Rev. L. Hubbell. Catholic Educational Review, January, 1924.

"Criteria for the Selection of Educa

There are several things which should be considered when selecting a test for scientific work. The author discusses the that is does the test measure what it is following points as worthwhile: Validity, supposed to measure; reliability-does the test measure the same thing every time; objectivity-does each person have a different answer or does every one get the same answer; the test should be well scaled; it should be standardized; and finally, it should perform a specific

function.

eliminated.

"Reliability of the True-False Form of Examination." W. H. Batson. Education

al Administration and Supervision, Feb

ruary, 1924.

The author concludes that the true-false test has many advantages over the essay examination. He presents quantitative material to show that it is just as valid

chology, May, 1923.

People outside the school system are not very much excited about the testing movement. Here and there we hear a little

objection coming from the cronic grumbler but in general the teacher is left with the job.

"Intelligence Tests and Democracy in Education." T. M. Tompson. Educational

Review, January, 1924.

The following topics are discussed: (1) The purposes and use of tests; (2) Tests and social efficiency; (3) Tests and democracy. A very good article.

"An Educational Test for the Ballot." J. R. Voorhis. Educational Review, January, 1924.

Advice is needed to determine the educational right to vote. Is there any reason why an ignorant person should be given the right to vote? Here is a way to test the voter.

"Mental Test Scores and Self Regard." Norman Fenton. Educational Administration and Supervision, February, 1924. "Students in teacher training institutions should not be told their test scores because telling scores seems frequently to involve hurts and discouragements destructive of students effort and interest, a result of which is apt to be injurious to the best interests of the school system of the state."

"A Rating Scale for Individual Capacities, Attitudes, and Interests." W. Hardin Hughes. Journal of Educational Method, October, 1923.

An analysis of the capacities and attitudes of pupils who do the different grades of work in our schools.

"A Test and Teaching Device in Citizenship for Use with Junior High School Pupils." Clara Chassell and Ella Chassell. Educational Administration and Supervision, January, 1924.

What are habits and attitudes of good citizenship and how may these habits and attitudes be developed?

"Tests in Ability to Weigh Foreseen Consequences." C. Chassell, E. Chassell and L. M. Chassell. Teachers College Record, January, 1924.

"Tests for English Teachers." Allan Abbott. English Journal, December, 1923.

Teachers often are placed in positions which are not suited to their training. This test is to find out whether or not the teachers of English have had enough training.

"Measurement of a New Phase of Reading." C. Woody. Journal of Educational Research, November, 1923.

A reading scale based upon ability to pick out the central thought of a paragraph.

"The Reliability of Measurement in Spelling." R. L. Morton. Journal of Educational Method, April, 1924.

The author concludes that the Ayres scale is not reliable. One point of nonreliability is pointed out by the fact, "There are probably hundreds of words in the Ayres scale which occur less frequently in writing than do many others which have not been included."

"Scales for Measuring Judgment of Orchestral Music." M. R. Trabue. Journal of Educational Psychology, December, 1923.

This study reports an attempt to discover a method which will test a person as to his ability to distinguish between good and poor music.

"Educational Measurements and Home Economics." C. M. Brown. Journal of Home Economics, April, 1924.

A review of some of the work that has been done.

"A New Type Examination in Physics." H. W. Farwell. School and Society, March 15, 1924.

The author has worked out a very interesting set of tests which illustrate the new type of examination very well.

"The Reliability of Non-Standardized Point Tests." L. O. McAfee. Elementary School Journal, April, 1924.

Can teachers get reliable results from tests which call for short definite answers