THE UNIVERSITY 
 
 &F ILLINOIS 
 
 LIBRARY 
 
 370 
 
 K.6 
 no.i4H7 
 
 •Woenllsii 
 
<H- 
 
 The person charging this material is re- 
 sponsible for its return to the library from 
 which it was withdrawn on or before the 
 Latest Date stamped below. 
 
 Theft, mutilation, and underlining of books are reasons 
 for disciplinary action and may result in dismissal from 
 the University. 
 To renew call Telephone Center, 333-8400 
 
 UNIVERSITY OF ILLINOIS LIBRARY AT URBANA-CHAMPAIGN 
 
 OCT 18 
 SEP 2? 
 
 
 1982 
 1962 
 
 L161— O-1096 
 
BULLETIN NO. 16 
 
 BUREAU OF EDUCATIONAL RESEARCH 
 COLLEGE OF EDUCATION 
 
 AN ANNOTATED BIBLIOGRAPHY DEALING 
 WITH THE CLASSIFICATION AND IN- 
 STRUCTION OF PUPILS TO PRO- 
 VIDE FOR INDIVIDUAL 
 DIFFERENCES 
 
 by 
 
 Charles W. Odell 
 
 Associate, Bureau of Educational Research 
 
 PRICE SO CENTS 
 
 PUBLISHED BY THE UNIVERSITY OF ILLINOIS, URBANA 
 
 1923 
 
PREFACE 
 
 The making of adequate provisions for individual 
 differences represents one of the most important prob- 
 lems which educators are now facing. The need is 
 beginning to be generally recognized and numerous 
 procedures are being tried out in our schools. Many 
 reports of attempts to provide for individual differences 
 are being made. In order that one who is interested in 
 making such provisions may profit by the experience 
 of others it is necessary that he acquaint himself with 
 the work which they have done. In order to assist the 
 practical school man in this endeavor Dr. C. W. Odell 
 has brought together an extended bibliography on 
 "The Classification and Instruction of Pupils to Pro- 
 vide for Individual Differences." To each of the refer- 
 ences he has added a brief annotation which indicates 
 the character of the information which will be found in 
 the reference. Altho the list probably is not complete 
 it is believed to be more so than any other bibliography 
 on this topic which is now available. 
 
 Walter S. Monroe, Director. 
 November 10, 1923 
 
Digitized by the Internet Archive 
 
 in 2011 with funding from 
 
 University of Illinois Urbana-Champaign 
 
 http://www.archive.org/details/annotatedbibliog16odel 
 
An Annotated Bibliography Dealing with the Classification 
 
 and Instruction of Pupils to Provide for 
 
 Individual Differences 
 
 The bibliography which follows was prepared by the writer in 
 connection with his work described in a previous bulletin of the 
 Bureau of Educational Research entitled "The Use of Intelligence 
 Tests as a Basis of School Organization and Instruction," and may 
 be considered in the light of an appendix to that bulletin. It has, 
 however, been revised and brought up to date, that is practically to 
 the end of the school year of 1922-23. No claim is made for its abso- 
 lute completeness nor that the references given are more important 
 than those not included. An effort has been made to list all impor- 
 tant and most unimportant references that have appeared in the 
 twenty-five or thirty leading educational periodicals of this country. 
 In addition to these references many others are included from books, 
 school reports, bulletins, proceedings of various educational bodies, 
 etc. The writer did not make a thoro search through all of the re- 
 ports of city superintendents and other school officials, proceedings of 
 state and other teachers' associations and various other similar 
 sources. 
 
 The references given have been classified into two main divi- 
 sions. The first part of the bibliography deals with discussions of 
 and provisions for individual differences that involve the use of 
 standardized tests of general intelligence or achievement. The second 
 part contains references about provisions and discussions that do not 
 involve the use of such tests. Articles that deal with both sorts of 
 classification, that based on the results of tests and that upon some 
 other basis, are included in the first part. 
 
 PART I. 
 
 i,J. Adler, Martha. "Mental tests used as a basis for the classification 
 
 of school children," Journal of Educational Psychology, 5:22-28, 
 
 January, 1914. 
 
 In a New York school 160 first and fourth-grade pupils were tested with the 
 Goddard Revision. Almost 50 percent of those tested were placed in advanced 
 sections and of these about 60 percent gained one-half year's time. Only two were 
 retarded. 
 
 [S] 
 
2. Alexander, J. M. "Binet-Simon test in practical use in the public 
 
 schools of Hinsdale, Illinois," Elementary School Journal, 21: 
 146-48, October, 1920. 
 
 Fifty-three first-grade pupils were tested and rearranged on the basis of their 
 ability in three sections, the best of which did extra work. Also special classes in 
 other grades were tested and handled in accordance with the results. 
 
 3. Almack, J. C. and J. L. "Administrative problems connected with 
 
 gifted children," Educational Administration and Supervision, 
 8:129-36, March, 1922. 
 
 In the junior high school of Eugene, Oregon, about 800 pupils were tested 
 with the Army Alpha, Otis and Stanford Revision. Fifty-one with I. Q.'s above 100 
 were selected for superior sections. 
 
 4. Anderson, Rose G. "Methods and results of mental surveys," 
 
 Journal of Applied Psychology, 6:1-28, March, 1922. 
 
 A general discussion of a number of mental surveys and of the number of 
 pupils selected as feeble-minded. This varied from .16 percent to 6.4 percent. 
 
 5. Armentrout, W. D. "Classification of junior high-school pupils by 
 
 the Otis scale," Journal of Educational Psychology, 11:165-68, 
 March, 1920. 
 
 Four hundred junior high-school pupils in Lawrence, Kansas, were tested with 
 the Otis scale and three or four groups in each half year selected according to their 
 I.Q.'s. 
 
 6. Armentrout, W. D. "Grouping pupils by intelligence tests," 
 
 School Review, 28:249-51, April, 1920. 
 
 Another account of procedure in the Lawrence, Kansas, Junior High School. 
 
 7. Armentrout, W. D. "Classification and promotion of pupils," 
 
 Education, 42:506-12, April, 1922. 
 
 A discussion of several flexible plans. Advocates seven, eight, and nine year 
 courses for the elementary school with classification based upon intelligence, physical 
 and educational tests, school marks and teachers' estimates. 
 
 8. Armentrout, W. D. "Classification of junior high-school pupils by 
 
 the Otis scale," Education, 43:83-87, October, 1922. 
 
 Another account of the classification of the junior high-school pupils at 
 Lawrence, Kansas. 
 
 9. Arthur, Grace. "An application of intelligence tests to the prob- 
 
 lem of school retardation," School and Society, 10:614-20, 
 November 22, 1919. 
 
 In a St. Paul elementary school, group and individual tests were used and 
 pupils placed according to the results. In two years failures were reduced from 11 
 to 2.9 percent, special promotions increased from 1.5 to 9.4 percent and 54000 
 saved. 
 
 [6] 
 
10. Ayer, F. C. "The present status of promotional plans in city 
 schools," American School Board Journal, 66:37-39, April, 1923. 
 
 Gives questionnaire replies from 124 cities. Thirty-six different plans are 
 listed. The cities average about ten plans apiece. It was found that there is little 
 evidence as to the value of the various plans. 
 
 H.Badanes, Julie E. "The first practical steps in selecting gifted 
 children in a large city school." New York: Continental Print- 
 ing Company, 1921. 22p. 
 
 A brief history of intelligence testing discussing especially the work and writ- 
 ings of Burt, Meumann, Allen, Pearson and others. 
 
 12. Baer, J. A. "Individual differences among pupils," Cleveland, 
 
 Ohio; Cuyahoga County Public Schools, 1922. 28p. 
 
 A general discussion of the individual differences that exist followed by sug- 
 gestions as to different bases and plans of classification and what the teacher can 
 do to look after individual differences in the different subjects. This is followed by 
 a short bibliography. 
 
 13. Bagley, W. C. "Educational determinism; or democracy and the 
 
 I. Q.," School and Society, 15:373-84, April 8, 1922. Education- 
 al Administration and Supervision, 8:257-72, May, 1922. 
 
 A strong plea against classifying or instructing pupils according to their I.Q.'s 
 as yielded by mental tests. 
 
 14. Bagley, W. C. "Professor Terman's determinism: A rejoinder," 
 
 Journal of Educational Research, 6:371-85, December, 1922. 
 
 An answer to Terman's criticism of Bagley's address on Educational Deter- 
 minism. 
 
 15. Bagley, W. C."Educational determinism again: A rejoinder to 
 
 Professor Whipple's reply," School and Society, 16:141-44, 
 August 5, 1922. 
 
 A further argument against the use of intelligence test results for classifying 
 school children. 
 
 16. Barton, J. W. "School organization on an objective basis," Edu- 
 
 cational Administration and Supervision, 6:187-97, April, 1920. 
 
 In Elk River, Minnesota, 323 pupils in grades one to twelve were tested with 
 the Kansas Silent Reading and an opposites test. Thirteen percent were given extra 
 promotion on the basis of test results and of these all but three made good. Not 
 a single one was injured physically. 
 
 [7] 
 
17. Bates, Grace M. "The work of the students' welfare committee 
 
 of Erasmus Hall High School," Bulletin of High Points in the 
 Work of the High Schools of New York City, 5:20-24, June, 
 1923. 
 
 In this school, group intelligence test results are used to classify the pupils on 
 the first day of actual high-school work. Whatever adjustments seem advisable are 
 made later but it has been found that the original classification is fairly accurate. 
 
 18. Batson, W. H. "The South Dakota group intelligence test for 
 
 high schools," School and Society, 15:311-15, March 18, 1922. 
 
 An account of testing almost 1500 pupils in South Dakota. Shows how test 
 results compare with teachers' estimates, also the amount of variation between 
 pupils and schools. 
 
 19. Berry, C. S. "Classification by tests of intelligence of ten thou- 
 
 sand first-grade pupils," Journal of Educational Research, 
 6:185-203, October, 1922. 
 
 An account of the plan used in Detroit. First-grade pupils are tested and 
 divided into X, Y and Z groups according to their ratings. The course of study 
 differs for the three groups. 
 
 20. Biddle, Anne E. "The superior group," News Letter, 17:3-4, 
 
 May, 1923. 
 
 A brief account of grouping by ability in the high schools of a certain city 
 during the last several years with individual accounts of a number of bright pupils. 
 Superior pupils were selected by the judgment of the teachers verified by intelli- 
 gence tests. The writer is heartily in favor of the plan. 
 
 21. Bliss, D. C. "The application of standard measurements to 
 
 school administration," Fifteenth Yearbook of the National So- 
 ciety for the Study of Education, Part I. Bloomington, Illinois: 
 Public School Publishing Company, 1916, p. 69-77. 
 A general discussion of the question with some illustrations drawn from 
 Montclair, New Jersey. 
 
 22. Book, W. F. "Variations in mental ability and its distribution 
 
 among the school population of an Indiana county," Fifth Con- 
 ference on Educational Measurements, Bulletin of the Extension 
 Division, Vol. 4, No. 4. Bloomington: Indiana University, 1918, 
 p. 100-31. 
 
 An account of the use of Indiana Schedule B in all the schools of a county. 
 Discusses the differences found between pupils, the distribution of ability, the re- 
 liability of the scale used and the adjustments that should be made in the schools. 
 
 23. Bracewell, R. H. "The Freeman-Rugg general intelligence tests 
 
 as an aid to economy in school administration," School Review, 
 29:460-66, June, 1921. 
 
 In the Burlington, Iowa. High School, pupils were tested with these tests and 
 the average of the test results and teachers' rankings used for purposes of place- 
 ment. 
 
 [8] 
 
24. Branson, E. P. "An experiment in arranging high-school sections 
 on the basis of general ability," Journal of Educational Re- 
 search, 3 : 53-55, January, 1921. 
 
 In the Long Beach, California, High School, freshmen were grouped in English 
 according to their scores on the Otis scale. This scale appeared to select inferior 
 pupils better than superior ones, altho it was fairly efficient in both respects. 
 
 reed, F. S. "Shall we classify pupils by intelligence tests?" 
 
 School and Society, 15:406-9, April 15, 1922. 
 
 A general discussion listing a number of principles, cautions, conditions, and 
 steps in using intelligence tests. The conclusion is that altho intelligence test re- 
 sults, the will, and the emotions, etc., are important factors in classifying, the 
 achievement secured must be the final determining factor. 
 
 26. Breed, F. S. and Breslich, E. R. "Intelligence tests and the 
 
 classification of pupils. II." School Review, 30:210-26, March, 
 
 1922. 
 
 An account of an experiment in the University of Chicago High School in 
 which it was found that Otis test results divided pupils better than measures of 
 their ability in arithmetic. The conclusion reached was that no test gives a reliable 
 basis for permanent classification. 
 
 27. Brooks, S. S. "Some uses for intelligence tests," Journal of Edu- 
 
 cational Research, 5:217-38, March, 1922. Improving Schools 
 by Standardized Tests. Boston: Houghton Mifflin Company, 
 1922. p. 96-123. 
 
 Recommends that pupils be placed by intelligence test results rather than by 
 those from achievement tests. 
 
 Buckingham, B. R. "Suggestions for procedure following a test- 
 ing program-I. Reclassification," Journal of Educational Re- 
 search, 2:787-801, December, 1920. 
 
 States that intelligence tests alone are not a safe guide for promotion but 
 should be supplemented by subject-matter tests and measures of non-intellectual 
 qualities. 
 
 29. Burkard, W. E. "Grouping by ability in the Robert Treat Jun- 
 
 ior High, Newark," News Letter, 19:4-5, April, 1921. 
 
 In Newark there were accelerated, normal and retarded groups in grades I-IX 
 based on measurements by a modified form of the Binet Scale. The same course of 
 study was followed but at different rates. The plan appears to have given satis- 
 faction. 
 
 30. Callihan, T. W. "An experiment in the use of intelligence tests 
 
 as a basis for proper grouping and promotions in the eighth 
 
 grade," Elementary School Journal, 21:465-69, February, 1921. 
 
 Almost 300 eighth-grade pupils were divided into sections according to abil- 
 ity. The basis was a combination of results from the Illinois General Intelligence 
 Scale, Monroe's Silent Reading Test, and to some extent teachers' estimates and 
 marks. 
 
 [9] 
 
31. Q 
 
 Campbell, Cora. "Intelligence tests as a basis for classification," 
 The Technique of Supervision by the Elementary School Prin- 
 cipal. The First Yearbook of the Department of Elementary 
 School Principals. Washington: National Education Association, 
 May, 1922, p. 45-49. 
 
 As a result of a number of experiments Kansas City adopted the policy of 
 classifying pupils upon the basis of individual intelligence tests given in the kinder- 
 garten and first grade, group tests given in other grades, and health, attendance, 
 school attitude and certain other factors. 
 
 32,jCampbell, L. H. "Age gradation and grade grouping," Amer- 
 ican School Board Journal, 58:36, May, 1919. 
 
 States that in Providence, Rhode Island, pupils were grouped according to 
 their age and placings verified by the Stanford Revision. Ten good results are listed. 
 
 33. Carback, Clarence. "Grouping of children by abilities and con- 
 sequent change in school procedure. 3. Procedure in Philadel- 
 phia." Ninth Annual Schoolmen's Week Proceedings. Univer- 
 sity of Pennsylvania Bulletin, Vol. 23, No. 1, p. 269-72. 
 
 States that in Philadelphia there are about twenty elementary schools with 
 some or all pupils grouped according to their abilities. The bright pupils take an 
 enriched curriculum. 
 
 34.)Cayco, F. and Pressey, S. L. "Three refinements of method in 
 school surveys," Educational Administration and Supervision, 
 7:433-38, November, 1921. 
 
 A discussion of the need of relating age-grade, achievement and intelligence 
 test data to each other. Also a brief account of testing the pupils of a small system. 
 
 35. Chassell, C. S. and Chassell, L. M. "A survey of the three first 
 
 grades of the Horace Mann school by means of psychological 
 
 tests and teachers' estimates and a statistical evaluation of the 
 
 measures employed," Journal of Educational Psychology, 12:72- 
 
 81, 243-52; February, May, 1921. 
 
 The average of results according to the Stanford Revision, Pressey and Myers 
 Tests and teachers' estimates of maturity and reading ability was found and used 
 as a basis of forming three fairly homogeneous groups. 
 
 36. Clerk, F. E. "Providing for individual differences by grouping 
 
 by abilities. Organization and practical working of the plan." 
 Eighth Annual Schoolmen's Week Proceedings, University of 
 Pennsylvania Bulletin, Vol. XXI, No. 37, Philadelphia, June 18, 
 1921, p. 243-49. 
 
 An account of procedure in Winchester, Virginia, in which teachers' judgments, 
 school marks, achievement and intelligence tests, etc., are used in placing pupils. 
 Accelerated, normal and slow groups are formed in high school as well as grades. A 
 number of cautions are given. 
 
 [10] 
 
37. Cleveland, Elizabeth. "Detroit's experiment with gifted child- 
 
 ren," School and Society, 12:179-83, September 11, 1920. 
 
 The best five percent of seventh and eighth-grade pupils are selected and 
 placed in special classes. The first basis of selection was the teacher's judgment, 
 later the Binet Tests were used and finally group tests. The pupils selected gain 
 a little time and take an enriched course. 
 
 38. Cleveland, Elizabeth. "Some further studies of gifted children," 
 
 Journal of Educational Research, 4:195-99, October, 1921. 
 
 A study of 144 bright and the same number of average children in Detroit. 
 Health, home conditions, tastes, etc., were studied. 
 
 39. Cole, L. W. "Mental age and school entrance," School and So- 
 
 ciety, 8:418-19, October 5, 1918. 
 
 In Denver pupils entering the first grade are tested. It is found that the I.Q. 
 of five-year-olds is high, of six-year-olds next and that of seven-year-olds lowest. 
 The conclusion is that better results could be obtained by selecting new entrants by 
 the Binet Scale than by chronological age. 
 
 40. Cole, L. W. "Prevention of the lockstep in schools," School and 
 
 Society, 15:211-17, February 25, 1922. 
 
 An account of the use of the Binet, and Cole and Vincent Tests in the first 
 grade. It is shown that six-year-old children are not a homogeneous group and that 
 there is a great difference between the best and worst entering the first grade. States 
 that classes should be organized on a mental-age basis. 
 
 41. Colvin, S. S. "The present status of mental testing," Educational 
 
 Review, 64:196-206, 320-37; October, November, 1922. 
 
 A brief account of the testing movement and present knowledge concerning it 
 and a discussion of the use of tests for the classification of pupils, their validity, 
 cautions to be observed in their use, etc. 
 
 42. Colvin, S. S. et al. "Intelligence tests and their use," Twenty- 
 
 first Yearbook of the National Society for the Study of Edu- 
 cation. Bloomington, Illinois: Public School Publishing Com- 
 pany, 1922, 289 p. 
 
 The most complete discussion of the subject published. Part I deals with the 
 nature, history and general principles of intelligence testing and Part II with the 
 administrative use of intelligence tests. The latter part contains both theoretical 
 discussion and actual accounts of what is being done. 
 
 43. Cox, E. M. "Report of committee on promotions and rates of 
 
 progress." Superintendent's Report, Oakland, California, 1917- 
 18, p. 77-79. 
 
 History of acceleration, retardation, special progress, mental testing, special 
 classes, etc., in Oakland. States that the results of special promotions, classes and 
 mental testing have been good. 
 
 [11] 
 
44. Cox, P. W. L. "Providing for individual differences by means of 
 
 grouping by ability." Ninth Annual Schoolmen's Week Pro- 
 ceedings, University of Pennsylvania Bulletin, Vol. 23, No. 1, 
 p. 233-44. 
 
 An account of grouping pupils in junior and senior high schools according to 
 results from the Otis Test, various achievement tests and their interests and apti- 
 tudes. 
 
 45. Coxe, VV. W. "School variation in general intelligence," Journal 
 
 of Educational Research, 4:187-94, October, 1921. 
 
 Gives results of giving the Otis Test in twenty-four Cincinnati elementary 
 schools as a basis for selecting pupils for a special six-year classical course. Great 
 variation in intelligence was found. 
 
 46. Cummins, R. A. "Educational measuring sticks and their uses," 
 
 American School Board Journal, 63:33-5, August, 1921. 
 Contains a discussion of the use of intelligence and subject-matter tests. 
 
 47. Dawson, C. D. "Classification of kindergarten children for first 
 
 grade by means of the Binet scale," Journal of Educational Re- 
 search, 6:412-22, December, 1922. 
 In Grand Rapids 64 percent of 2000 kindergarten children were classified in 
 
 the first grade on the basis of test results. Three groups were formed. Eighteen 
 
 percent had to be shifted from the original classification. 
 
 48. Deamer, Arthur. "An experiment in acceleration," Fargo, North 
 
 Dakota; Board of Education, 1919, 32 p. 
 
 Pupils for fast sections in the upper grades were selected according to their 
 school marks. When measured with standardized tests they showed that their 
 achievement was satisfactory. Likewise their high-school records were good. 
 
 49. Dickson, V. E. "The relation of mental testing to school admin- 
 
 istration." The Normal Seminar Bulletin A, No. 1. Cheney, 
 
 Washington, June, 1917. 
 
 A study of the differences of pupils according to sex, chronological and mental 
 age, I.Q., school mark, and teacher's estimate. The study shows a high correlation 
 between mental ages and school marks. 
 
 50. Dickson, V. E. "What first-grade children can do in school as 
 
 related to what is shown by mental tests," Journal of Educa- 
 tional Research, 2:475-80, June, 1920. 
 
 In Oakland, California, first-grade pupils are classified in three groups on the 
 basis of test results and school marks. Pupils with a mental age below six cannot 
 do regular first-grade work and should be put in a special group. 
 
 51. Dickson, V. E. "The use of group mental tests in the guidance 
 
 of eighth-grade and high-school pupils," Journal of Educational 
 Research, 2:601-10, October, 1920. 
 
 On the basis of scores on part of the Otis Scale and school marks an accelerat- 
 ed class was formed which covered eighth-grade work in fifty-five days, entered high 
 school immediately and made better marks than the average. Two similar groups 
 are also discussed. 
 
 [12] 
 
52. Dickson, V. E. "The use of mental tests in school administra- 
 
 tion," Monograph, Vol. IV. Berkeley, California: Board of Edu- 
 cation, June, 1922. 44 p. 
 
 Advocates the use of test results in determining the grade placement of pupils. 
 Shows that individual intelligence tests are rather highly reliable and group tests 
 fairly so, also that the I.Q. is a fairlv safe measure of prognosis. 
 
 53. Dickson, V. E. "The treatment of gifted children in Oakland and 
 
 in Berkeley." Proceedings of the First Annual Conference on 
 
 Educational Research and Guidance, San Jose State Teachers 
 
 College. Sacramento, California: State Printing Office, 1923, 
 
 p. 26-28. 
 
 A discussion of the basis of segregation and what should be done after segre- 
 gation. Argues that children should be treated differently according to their differ- 
 ences in ability. Also that gifted children should not merely gain time but should 
 also have a broader and surer foundation. 
 
 54. Dickson, V. E. Mental Tests and the Classroom Teacher. Yonk- 
 
 ers-on-Hudson: World Book Company, 1923. 231 p. 
 
 This is, as its name indicates, a general discussion of the use of mental tests 
 in school. The author maintains that group tests are fairly reliable for predicting 
 school success and that pupils should be classified at the time of entering school on 
 the basis of their ability. The results of mental tests should be an important factor 
 in this classification. 
 
 55. Doten, Willard. "Tests for ability grouping," American School 
 
 Board Journal, 63:37-38, October, 1921. 
 
 The Montclair, New Jersey Junior High School pupils were grouped according 
 to the results from the National and Haggerty Tests. The work for the groups was 
 differentiated. Satisfactory results followed. 
 
 )Edmondson, Margaret B. "A mental survey of first-grade school 
 
 pupils," Pedagogical Seminary, 27:354-70, December, 1920. 
 
 A discussion of the mental ages, I.Q.'s, school marks, chronological ages, and 
 teachers' estimates of some grade pupils in Eugene, Oregon. Shows the lack of 
 homogeneity of the group and the relationship between the various data. 
 
 57. Ettinger, W. L. "Economy in school administration," School and 
 
 Society, 14:409-15, November 12, 1921. 
 
 An argument that much of the waste in school is due to crude classification. 
 
 58. Ettinger, W. L. "Crude classification causes waste," School Life, 
 
 7:66, November, 1921. 
 
 A general statement of the need of careful classification. 
 
 59. Fordyce, Charles. "Intelligence tests and classifying children in 
 
 the elementary school," Journal of Educational Research, 4:40- 
 
 42, June, 1921. 
 
 An account of the use of the Haggerty Test on over 1000 pupils. Discusses 
 relation of test results and teachers' estimates. 
 
 [13] 
 
60. Frank, C. D. "A ray of light let in by a study of first-term fail- 
 
 ures," Bulletin of High Points in the Work of the High Schools 
 of New York City, 5:6-7, May, 1923. 
 
 An account of an experiment showing that elementary-school marks furnish 
 a better basis of predicting high-school marks than do intelligence test results. 
 
 61. Freeman, F. N. "Bearing of the results of mental tests on the de- 
 
 velopment of the child," Scientific Monthly, 12:558-70, June, 
 1921. 
 
 States that the traditional method brings together pupils of very different 
 mental ability, while grouping by mental ability brings together pupils whose intel- 
 lectual processes are not equally developed. Ideal grouping would bring together 
 pupils alike in both. 
 
 .-€'2. Freeman, F. N. "Bases on which students can be classified ef- 
 fectively," School Review, 29:735-45, December, 1921. 
 
 States that classification should be based upon mental ability, chronological 
 and physical age, social and intellectual stages of development. Both tests and 
 teachers' judgments should be used. 
 
 63. Frasier, G. W. "The measurement of intelligence as an aid to 
 
 administration," Educational Administration and Supervision, 
 6:361-66, October, 1920. 
 
 An account of administering the Stanford Revision in Spokane and giving 
 pupils special promotions and demotions according to the results. In general the 
 placement of pupils was satisfactory. 
 
 64. Glass, J. M. "Classification of pupils in ability groups," School 
 
 Review, 28:495-508, September, 1920. 
 
 In a Rochester junior-high school pupils were placed by results from several 
 intelligence tests. Most of those so placed did satisfactory work but a few had to be 
 shifted. 
 
 65.Goddard, H. H. "Two thousand children tested by the Binet 
 measuring scale for intelligence," Addresses and Proceedings of 
 the National Education Association, 49:870-78, 1911. 
 
 An account of using the Binet scale to find New York children three years 
 or more below normal. 
 
 66. Goldstone, G. A. "Differentiation of method in teaching reading 
 to slow and bright pupils," Bulletin of High Points in the Work 
 of the High Schools of New York City, 5:11-14, April, 1923. 
 
 An account of an experiment in grouping high-school pupils into bright, 
 medium and slow groups according to the results of the Thorndike-McCall Reading 
 Scale. After the groups were formed each was taught by a different method but 
 with practically the same subject matter. The results were satisfactory. 
 
 [14] 
 
67. Gray, P. L. and Marsden, R. E. "An application of intelligence 
 
 tests," Journal of Experimental Pedagogy and Training College 
 
 Record, 6:33-38, March 5, 1921. 
 
 An account of testing a small group of pupils with the Stanford Revision. 
 Compares the results with those from examinations, teachers' estimates and vocabu- 
 lary tests. 
 
 68. Greenberg, B. B. "Intelligence tests as a basis for reclassifica- 
 
 tion," The Technique of Supervision by the Elementary School 
 Principal. The First Yearbook of the Department of Elemen- 
 tary School Principals. Washington: National Education Asso- 
 ciation, May, 1922, p. 55-58. 
 
 An account of the reorganization of a New York school on the basis of results 
 from individual and group intelligence tests, several achievement tests, sensory and 
 motor tests, etc. Reclassification on the basis of these tests resulted in increased 
 homogeneity in each grade. 
 
 69. Haggerty, M. E. "Recent developments in measuring human 
 
 capacities," Journal of Educational Research, 3 :241-53, April, 
 
 1921. 
 
 States that intelligence must be supplemented by other traits as a basis for 
 estimating capacities. 
 
 70. Hanson, W. A. "Mental measurement and the special class sys- 
 
 tem in New London, Connecticut," American School Board 
 Journal, 63:37, 119, September, 1921. 
 
 Twenty-seven hundred children were tested with the Dearborn and Haggerty 
 Tests. Special classes were formed and the results also used to guide teachers in their 
 instruction. In some cases individual tests were given. 
 
 71. Harper, May M. "Intelligence tests as a basis for homogeneous 
 
 grouping," Elementary School Journal, 22:781-82, June, 1922. 
 
 In a junior high school in Xenia, Ohio, pupils were classified in three groups 
 according to the Haggerty and Terman tests. Reclassifications were made at the 
 end of every two months. About half of the pupils were changed at the end of two 
 months and about one-fourth at the end of four months. 
 
 72. Henmon, V. A. C. "The measurement of intelligence," School and 
 
 Society, 13:151-58, February 5, 1921. 
 
 An argument in favor of the cautious use of tests for purposes of classification. 
 States that these tests should measure social and mechanical as well as abstract in- 
 telligence. 
 
 73. Henry, Mary B. "Mental testing as an aid in guidance and 
 
 classification of school children." Department of Research of the 
 Santa Ana Public Schools, Bulletin No. 1. Santa Ana, Calif- 
 ornia: Board of Education, 1919. 23 p. 
 
 A general account of the use of mental tests in the Santa Ana schools. Dis- 
 cusses their agreement with teachers' estimates, their use for the purpose mentioned 
 above, etc. Pupils are grouped in three sections on the basis of test results and other 
 information. 
 
 [IS] 
 
74. Herrig, Anna B. "Promotions in the practise school as deter- 
 
 mined by the use of standard tests and educational measure- 
 ments," Educational Administration and Supervision, 7:217-25, 
 April, 1921. 
 A theoretical discussion. 
 
 75. Hines, H. C. "What Los Angeles is doing with the results of test- 
 
 ing," Journal of Educational Research, 5:45-47, January, 1922. 
 
 Gives various details connected with the use of both intelligence and achieve- 
 ment tests in Los Angeles. 
 
 76;Hines, H. C. "Measuring the intelligence of school pupils," 
 
 American School Board Journal, 64:35-37, 135, April, 1922. 
 
 A rather good theoretical discussion giving criticisms on both sides of the 
 question and listing what are considered the best tests for the different grades. 
 
 77. Holley, C. E. "Mental tests for school use." Bureau of Educa- 
 
 tional Research Bulletin, No. 4, University of Illinois Bulletin, 
 Vol. 17, No. 28, March 8, 1920. University of Illinois, 91 p. 
 
 A study of the use of a number of mental tests with some theoretical discus- 
 sion. 
 
 78. Holmes, H. W. "The general philosophy of grading and pro- 
 
 motion with relation to intelligence testing," School and Society, 
 15:457-61, April 29, 1922. 
 
 An argument for an enriched course for superior pupils. 
 
 79. Hughes, W. H. "Provisions for individual differences in high- 
 
 school organization and administration," Journal of Educational 
 
 Research, 5:62-71, January, 1922. 
 
 A questionnaire study of plans actually used by high schools. 
 
 80. Hunter, F. N. "Report of the superintendent of schools for the 
 
 year 1917-18." Oakland, California: Board of Education, 1919. 
 353 p. 
 
 Contains considerable discussion of the Otis and Simon-Binet Tests, flexible 
 promotion, etc. 
 
 81. Irving, M. Louise. "Classification into ability groups in Santa 
 
 Rosa," Journal of Educational Research, 6:362-64, November, 
 
 1922. 
 
 In the junior high school of Santa Rosa classification is based upon two or 
 three intelligence tests and several achievement tests. 
 
 82. Jahrling, Robert. "Educating gifted children in Hamburg," 
 
 Pedagogical Seminary, 30:35-39, March, 1923. 
 
 Gifted children are selected by a combination of tests, teachers' estimates and 
 school marks. A special course is provided for them. 
 
 [16] 
 
83. Johnson, O. J. "Teachers' estimates of qualities of gifted pupils as 
 
 related to classroom activities," School and Society, 17:466-69, 
 April 28, 1923. 
 
 Thirty-three teachers of 900 pupils, mostly in high school, answered a ques- 
 tionnaire of ten questions on the general topic given above. The teachers favored 
 separating bright pupils from others and giving them special work. 
 
 84. Jordan, R. H. "An example of classification by group tests," 
 
 Educational Administration and Supervision, 6:198-201, April, 
 
 1920. 
 
 In a Minnesota grade school the seventh and eighth-year pupils were tested 
 with several mental tests. Those above the 75 percentile of the next higher class 
 were considered for extra promotion, those below the 25 percentile of the next lower 
 class for failure or demotion. 
 
 85. Keener, E. E. "The use of measurements in a small city school 
 
 system," Journal of Educational Research, 3:201-06, March, 
 1921. 
 
 This article mentions a few instances of readjustment in school based upon 
 test results. The averages given are from the Richmond, Indiana, schools. 
 
 86. Kelley, T. L. "Again: educational determinism," Journal of 
 
 Educational Research, 8:10-19, June, 1923. 
 
 The writer states that he is in sympathy with Bagley's belief in democracy 
 and Terman's insistence upon the reality of individual differences. His conclusion 
 is that instruction should be properly differentiated. 
 
 87. Kent, R. A. "An experiment in the grading and placing of 
 
 children," American School Board Journal, 62:40-41, February, 
 1921. 
 
 In Duluth, pupils were placed according to results from the Otis test. Dis- 
 cipline was made easier, interest was increased, better work was done and other 
 good results secured. 
 
 88. Ketner, Sarah P. "Grouping by standardized tests for instruc- 
 
 tional purposes," Journal of Educational Research, 2:620-25, 
 October, 1920. 
 
 A Denver school grouped pupils in reading, arithmetic and penmanship accord- 
 ing to the results of tests. The experiment seemed to be successful and the plan 
 was to be extended to other schools. 
 
 89. Kuhlmann, F. "What constitutes feeble-mindedness," Journal of 
 
 Psycho-asthenics, 19:214-36, June, 1915. 
 
 Reaches the conclusion that the I.Q. is the most reliable criterion of an in- 
 dividual's grade of intelligence. 
 
 [17] 
 
90. Kuntz, E. E. "Grouping of children by abilities and consequent 
 
 changes in school procedure. 3. Procedure in Lansford." Ninth 
 Annual Schoolmen's Week Proceedings, University of Pennsyl- 
 vania Bulletin, Vol. 23, No. 1, p. 267-69. 
 
 The Haggerty, National and Terman Tests were used as a basis for grouping 
 pupils. Two or three sections were formed in each of the lower grades and more 
 time given to slow pupils in the upper grades. 
 
 91. Kyte, G. C. "An experiment in the education of gifted children 
 
 in the first grade," The Technique of Supervision by the 
 Elementary School Principal. The First Yearbook of the De- 
 partment of Elementary School Principals. Washington: Na- 
 tional Education Association, May, 1922, p. 71-80. 
 
 In a public school at Berkeley superior first-grade children are selected on the 
 basis of results from the Stanford Revision and certain other data and allowed to 
 gain time. A reading test showed that nothing was lost in achievement. On the 
 whole the plan was satisfactory. 
 
 92. Laws, A. R. and Bowie, S. "Intelligence tests in examinations for 
 
 junior scholarships," Journal of Experimental Pedagogy and 
 
 Training College Record, 6:155-69, December 5, 1921. 
 
 Found that the correlation between intelligence test results and terminal marks 
 ranged from — .04 to +.96. Concludes that no one test is sufficient as a basis for 
 judging pupils. 
 
 93. Layton, W. K. "The intelligence testing program of the Detroit 
 
 public schools," School and Society, 15:368-72, April 1, 1922. 
 
 Much the same as contained in the reference by same author in the Twenty- 
 first Yearbook. Especially describes the X, Y and Z groups in the first grade, 
 membership in which is determined by test results and which have different work. 
 
 94. Lindsay, M. D. and Gamsby, R. S. "Where test scores and 
 
 teachers' marks disagree," School Review, 29:679-87, November, 
 1921. 
 
 An account of the use of the Terman Test in Palo Alto Union High School. 
 It was found that in all cases of poor work by superior students the teachers 
 could have secured better work if they had known the pupils' ability. 
 
 95. Lloyd, S. M. and Ullrich, O. A., Jr. "The progress of pupils in 
 
 an ungraded class," Psychological Clinic, 11:276-87, February 
 15, 1918. . 
 
 Several subject-matter tests were used with the pupils of an ungraded room in 
 Austin. Pupils gained by being placed in this room. 
 
 96. Lowell, Frances. "An experiment in classifying primary grade 
 
 children by mental age," Journal of Applied Psychology, 6:276- 
 90, September, 1922. 
 
 In the practise school of the City Normal School of Rochester, pupils of 
 grades I to III were grouped with the Kuhlmann Revision as a chief basis. 
 
 [18] 
 
97. Madsen, I. N. "Interpreting achievement in school in terms of 
 
 intelligence," School and Society, 14:59-60, July 30, 1921. 
 
 A rather short discussion of the E. Q., A. Q. and I. Q. 
 
 98. Madsen, I. N. "Intelligence as a factor in school progress," 
 
 School and Society, 15:283-88, March 11, 1922. American 
 School Board Journal, 64:37-38, June, 1922. 
 
 A number of towns, mostly in Idaho, gave the Haggerty Test in the elemen- 
 tary school and the Army Alpha in high school to over 12,000 pupils. It was found 
 that the I.Q.'s of the same age group varied directly with the grade placement. 
 
 99. Marshall, Jessica. "Using the results of testing," The Tech- 
 
 nique of Supervision by the Elementary School Principal. The 
 First Yearbook of the Department of Elementary School Prin- 
 cipals. Washington: National Education Association, May, 
 1922, p. 49-55. 
 
 An account of the use of tests for purposes of placing pupils in a Toledo 
 school. In the lower grades classification was chiefly according to the results of 
 various intelligence tests, in the upper grades according to those from achieve- 
 ment tests. 
 
 100. Martens, Elise H. "Better classification," The Journal of the 
 National Education Association, 12:174-75, May, 1923. 
 
 A statement of the problem and our failure to meet it at present followed by 
 an argument that individual differences must be recognized. It is implied that 
 mental and subject-matter tests should be used for this purpose. 
 
 101. Miller, W. S. "General intelligence tests," School Review, 
 28:94, February, 1920. 
 
 A brief statement that the University of Minnesota High School has been 
 classifying entering students according to mental test results with a list of favorable 
 results. States that the highest correlation between mental test results and achieve- 
 ment is in mathematics and science. 
 
 102. Mitchell, David. "Psychological examination of pre-school age 
 children," School and Society, 15:561-68, May 20, 1922. 
 
 Discusses the results of testing 1000 New York children, advocates special 
 classes, differentiated curricula, etc. 
 
 103. Montgomery, E. W. "Group tests for intelligence in the Bedford 
 (Indiana) schools," Sixth Conference on Educational Measure- 
 ments, Bulletin of the Extension Division, Vol. 5, No. 1. Bloom- 
 ington: Indiana University, 1919, p. 54-55. 
 
 The Binet-Simon Test was used to select pupils for special classes. In addi- 
 tion group tests were used in high school as the basis of organizing fast sections. 
 
 [19] 
 
104. Murdoch, Katharine. "Rate of improvement of the feeble- 
 minded as shown by standardized educational tests," Journal of 
 Applied Psychology, 2:243-49, September, 1918. 
 
 The Stanford Revision and a dozen or so subject matter tests were used on 
 a small number of feeble-minded children. Conclusion reached was that the mental 
 age of a feeble-minded is not equivalent to the same mental age of a normal child. 
 
 105. Myers, A. F. "Reclassification of children on basis of tests in 
 
 Port Clinton schools," Journal of Educational Method, 1:24-25, 
 
 September, 1921. 
 
 In Port Clinton, Ohio, a change was made from the annual to the semester 
 system by promoting the upper 40 percent of each grade one semester and demoting 
 the lower 10 percent one semester. The basis of classification was a combined intelli- 
 gence and achievement test score. 
 
 106. Myers, C. E., Myers, G. C. and Layton, S. H. "Group mental 
 testing in Altoona, Pennsylvania," School and Society, 13:624- 
 28, March 28, 1921. 
 
 The Myers' Mental Measure was used. It was recommended that special 
 classes for sub- and super-normal children be formed, that several parallel courses 
 be organized, that pupils be classified according to their I.Q.'s and school marks, etc. 
 
 107. Myers, G. C. "Economy in intelligence classification," Educa- 
 tional Administrtion and Supervision, 6:309-12, September, 
 1920. 
 
 A theoretical discussion of the grouping of pupils, maximum and minimum 
 curricula, etc. Also an account of the testing and grouping of 1500 illiterate soldiers 
 into four groups in each grade. 
 
 108. Myers, G. C. "Intelligence classification and mental hygiene," 
 Pedagogical Seminary, 28:156-60, June, 1921. 
 
 An argument for complete mental surveys of school systems. 
 
 109. Nichols, M. L. "The teaching of science to classes divided ac- 
 cording to ability." Ninth Annual Schoolmen's Week Proceed- 
 ings, University of Pennsylvania, Vol. 23, No. 1, p. 324-26. 
 
 In the South Philadelphia High School for Girls science classes were divided 
 according to results of intelligence tests. Different methods of teaching were used 
 in the different sections. 
 
 110. Omans, A. C. "Provision for ability grouping in junior and sen- 
 ior high school," American School Board Journal, 65:55-58, 138, 
 October, 1922. 
 
 Gives questionnaire replies from fifty schools in all parts of the country. Shows 
 that in general grouping on an ability basis is favored over individual promotions. 
 Slightly over one-half classified on intelligence tests and teachers' estimates, about 
 two-fifths on intelligence tests and school marks and a few on school marks alone. 
 This is a good discussion and summary of practises. 
 
 [20] 
 
111. Patterson, D. G. "A mental survey of the school population of 
 
 a Kansas town," School and Society, 7:84-89, January 19, 1918. 
 
 This is well described by the title. A comparison is also made with Pintner's 
 results in Ohio. 
 
 112. Pintner, R. "A mental survey of the school population of a vill- 
 age," School and Society, 5:597-600, May 19, 1917. 
 
 An account of the survey of an Ohio village with a group of tests. 
 
 113. Pintner, R. The Mental Survey. New York: D. Appleton and 
 
 Company, 1918, 116 p. 
 
 This contains an account of using a number of intelligence and achievement 
 tests, the results obtained from surveying school systems and the relation between 
 educational accomplishments and mental ability, etc. 
 
 114. Pintner, R. and Cunningham, Bess V. "The problem of group 
 intelligence tests for very young children," Journal of Education- 
 al Psychology, 13:465-72, November, 1922. 
 
 A brief account of the organization of three sections in grade I of a school 
 at Toledo, Ohio. The Pintner-Cunningham Primary Tests were used. 
 
 115. Pintner, R. and Marshall, Helen. "A combined mental-edu- 
 cational survey," Journal of Educational Psychology, 12:32-43, 
 January, 1921. 
 
 A discussion of the necessity of combining the results of mental and educa- 
 tional tests. Also states that the schools have been best adapted to dull pupils. 
 
 116. Pintner, R. and Marshall, Helen. "Results of the combined 
 mental-educational survey tests," Journal of Educational Psy- 
 chology, 12:82-91, February, 1921. 
 
 A comparison of school work with capacity by means of mental and educa- 
 tional indices. 
 
 117. Pintner, R. and Noble, H. "The classification of school children 
 according to mental age," Journal of Educational Research, 
 2:713-28, November, 1920. 
 
 About 5000 pupils in a Columbus, Ohio, school were tested with the Stanford 
 Revision. Fifteen percent were either given extra promotion or demoted. Special 
 classes and an ungraded class were formed, acceleration and retardation were both 
 reduced, discipline, work and interest were bettered. 
 
 T18.Pressey, L. C. "The relation of intelligence to achievement in 
 the second grade," Seventh Conference on Educational Meas- 
 urements, Bulletin of the Extension Division, Vol. 6, No. 1. 
 Bloomington: Indiana University, 1920, p. 68-77. 
 
 Describe the use of the Indiana Primer Scale and Scale of Attainment No. 
 I. in an Indiana city. It was found that no inferior pupils were high in achieve- 
 ment but that many superior pupils were low. 
 
 [21] 
 
119. Pressey, S. L. "A systematic plan for selecting sub-normal and 
 super-normal children in the public schools," Fifth Conference 
 on Educational Measurements, Bulletin of the Extension Divis- 
 ion, Vol. 4, No. 4. Bloomington: Indiana University, 1918, p. 
 92-99. 
 
 Recommends that a group test be used first and then the Stanford Revision. 
 
 120. Pressey, S. L. "The 'efficiency' of a group scale of intelligence in 
 prognosticating success and failure in the junior high school," 
 Journal of Applied Psychology, 3:381-85, December, 1919. 
 
 Discusses the use of the Indiana Group Point Scale in Bloomington. States 
 that results are rather highly correlated with failure and success in school work. 
 
 121. Pressey, S. L. "School surveys by means of group tests of in- 
 telligence," Sixth Conference on Educational Measurements, 
 Bulletin of the Extension Division, Vol. 5, No. 1. Bloomington: 
 Indiana University, 1919, p. 46-53. 
 
 Discussion of the use of the Indiana Cross-Out Scale which is useful for gen- 
 eral survey purposes. 
 
 122. Pressey, S. L. "Suggestions with regard to the use of mental 
 tests and in particular with regard to their use in combination 
 with tests of achievement," Seventh Conference on Educational 
 Measurements, Bulletin of the Extension Division, Vol. 6, No. 1. 
 Bloomington: Indiana University, 1920, p. 78-80. 
 
 A discussion of general mental surveys, the use of achievement tests, their 
 prognostic value, etc. 
 
 123. Pressey, S. L. "An attempt to measure the comparative im- 
 portance of general intelligence and certain character traits in 
 contributing to success in school," Elementary School Journal, 
 21:220-29, November, 1920. 
 
 A study of junior high-school pupils. The correlation of health, attitude, 
 preparation and ability with school marks and with age was studied. Ability and 
 attitude were found to be the most important. 
 
 124. Pressey, S. L. and L. W. "Measuring the 'usefulness' of tests in 
 solving school problems," School and Society, 12:531-34, No- 
 vember 27, 1920. 
 
 The Indiana Cross-Out Scale was given to pupils in the upper grades and 
 fast and slow sections arranged according to its results. Likewise the Primer 
 Scale was given in the first grade. A better agreement was found between place- 
 ment by test results and semester marks than between placement by teachers' 
 judgments and semester marks. 
 
 [22] 
 
125. Price, E. D. "The Enid plan of classification of pupils accord- 
 ing to mental ability." Enid, Oklahoma: Board of Education, 
 1921. 12 p. 
 
 Elementary pupils were grouped into three groups according to teachers' 
 opinions. The superior and inferior groups were also tested by the Terman Test, 
 the results of which usually verified the teachers' judgment. 
 
 126. Proctor, W. M. "The use of intelligence tests in the educational 
 guidance of high-school pupils," School and Society, 8:473-78, 
 502-09, October 19, 26, 1918. 
 
 In Palo Alto High School it was found that the Stanford Revision apparently 
 affords as good a measure of success in school as do teachers' estimates or previous 
 school marks. Pupils with I. Q.'s of 95 or below are not likely to be successful in 
 high-school work. 
 
 127. Proctor, W. M. "Psychological tests and the probable school 
 success of high-school pupils," Journal of Educational Research, 
 1:258-70, April, 1920. 
 
 A discussion of the use of the Stanford Revision and the Army Alpha Tests in 
 high school and the connection between intelligence and high-school marks, elimina- 
 tion, retardation, etc. Army Alpha yields a rather low correlation with school marks. 
 
 128. Proctor, W. M. "The use of psychological tests in the educa- 
 tional guidance of high-school pupils," Journal of Educational 
 Research, 1:369-81, May, 1920. 
 
 Shows that pupils guided in the choice of subjects according to Stanford Re- 
 vision results show less elimination and failure than do those who are not so guided. 
 
 129. Proctor, W. M. "The use of psychological tests in the vocational 
 guidance of high-school pupils," Journal of Educational Re- 
 search, 2:533-46, September, 1920. 
 
 A discussion of the occupational levels of intelligence as found by testing in 
 the army, the vocational choices of high-school pupils and the connection between 
 the two. States that pupils should be guided out of vocations that require a great- 
 er degree of intelligence than they possess. 
 
 130. Proctor, W. M. and Ward, Helen. "Relation of general intel- 
 ligence to the persistence of educational and vocational plans of 
 high-school pupils," Journal of Educational Research, 7:277-88, 
 April, 1923. 
 
 Shows that there is a definite relation between results of intelligence tests 
 and vocational plans and persistence and a still higher relation between the former 
 and educational plans and persistence. Implies that groups of pupils formed accord- 
 ing to intelligence test results should receive different treatment in our schools. 
 
 131. Race, Henrietta V. "A study of a class of children of superior 
 intelligence," Journal of Educational Psychology, 9:91-98, Feb- 
 ruary, 1918. 
 
 In a Louisville school, pupils with I. Q.'s above 120 were selected. They did 
 one year's work in one-half year without over twenty minutes of home study daily. 
 The pupils appeared to be greatly benefited by this work. 
 
 [23] 
 
132. Rapp, Anna A. "Grouping of children by abilities and conse- 
 quent changes in school procedure. 2. Procedure in Reading." 
 Ninth Annual Schoolmen's Week Proceedings, University of 
 Pennsylvania Bulletin, Vol. 23, No. 1, p. 263-67. 
 
 The Terman and Illinois Tests were used in the seventh and eighth grades and 
 pupils classified according to scores. 
 
 133. Reeve, W. D. "Homogeneous grouping of high-school students 
 by means of psychological tests," Fourth Yearbook of the 
 National Association of Secondary School Principals. Menasha, 
 Wisconsin: George Banta Publishing Company, 1921, p. 81-94. 
 
 States that it is a waste of time to attempt to teach the best and worst 10 
 percent along with average pupils. Discusses the correlation of tests and school 
 marks and says that classification by test results makes it easier to provide suitable 
 instruction, reduces failures, gives the brighter pupils better training and in general 
 conserves human resources. 
 
 134. Robbtns, Chester. "The initial grouping of pupils." Ninth 
 Annual Schoolmen's Week Proceedings, University of Pennsyl- 
 vania Bulletin, Vol. 23, No. 1, p. 244-48. 
 
 A discussion of various articles in books dealing with this subject. 
 
 135. Rogers, Agnes L. "Mental tests as a means of selecting and 
 classifying college students," Journal of Educational Psychology, 
 11:181-92, April, 1920. 
 
 Discusses results of testing about 300 Goucher college students with the 
 Thorndike and Rogers Tests. Correlations with school marks were low for the single 
 tests but high when the test results were combined. Shows that a division of stu- 
 dents into three groups by test results would misplace about one-half, whereas by a 
 chance placement two-thirds would be misplaced. 
 
 136. Rowland, S. V. "Individual difference among elementary grade 
 pupils as evidenced by group intelligence tests." Eighth Annual 
 Schoolmen's Week Proceedings, University of Pennsylvania 
 Bulletin, Vol. 21, No. 37, Philadelphia, June 18, 1921, p. 
 101-04. 
 
 An account of classification based on results of the Stanford Revision and the 
 Dearborn Tests. Special classes for inferior children were formed, also two or three 
 groups of those remaining, and some individual instruction given. 
 
 137. Ruch, G. M. "An experiment with forced promotion," Educa- 
 tional Administration and Supervision, 6:71-73, February, 1920. 
 
 On the basis of several achievement tests a few pupils in the University of 
 Oregon High School were skipped ahead a semester. Most of them made good. 
 
 [24] 
 
138. Ruch, G. M. "Study of the mental, pedagogical and physical 
 development of the junior division of the University High 
 School, Eugene, Oregon." University of Oregon Publication, 
 Vol. 1, No. 7, 1920. 
 
 A rather good discussion along the lines indicated. 
 
 139. Ruml, Beardsley. "Reliability of mental tests in the division of 
 
 an academic group," Psychological Monographs, Vol. 24, No. 4, 
 
 October, 1917. 
 
 A rather lengthy criticism of the use of marks as measures of ability and of 
 the value of a number of tests for dividing pupils into instructional groups. 
 
 140. Saam, Theodore. "Intelligence testing as an aid to supervision," 
 Elementary School Journal, 20:26-32, September, 1919. Ad- 
 dresses and Proceedings of the National Education Association, 
 57:625-29, 1919. 
 
 Twenty-three hundred and sixty lower-grade pupils at Council Bluffs, Iowa, 
 were tested with the Stanford Revision. Kindergarten pupils were promoted to first 
 grade on the basis of results. This procedure was satisfactory as a high correlation 
 was found between I.Q.'s and school marks. 
 
 141. Schutte, T. H. "A mental survey in the training department of 
 the Moorehead State Teachers College, Moorehead, Minnesota," 
 American School Board Journal, 65:45-47, 53-54, 42-43; Oc- 
 tober, November, December, 1922. 
 
 The Otis, Chicago and Army Alpha Tests were given to elementary- pupils and 
 rapid progress groups formed in each grade. Most of the pupils in these groups 
 gained one semester in the year. 
 
 142. Seashore, C. E. "Sectioning classes on the basis of ability," 
 
 School and Society, 15:353-58, April 1, 1922. 
 
 Presents the following plan which was found successful in college. Two or 
 three competitive exercises are set up at the first of the year and the marks thereon 
 supplemented by mental tests and high-school marks as a basis of sectioning. 
 Discusses advantages and objections. 
 
 143. Seashore, C. E. et al. "Mentality tests; a symposium," Journal 
 of Applied Psychology, 7:229-40, 278-86, 348-60; April, May, 
 June, 1916. 
 
 A general theoretical discussion of mental tests, their significance and use. 
 
 144. Shideler, J. W. "A correlation of teachers' grades and the scores 
 of intelligence tests," School Review, 29:733-34, December, 
 1921. 
 
 An account of giving the Terman Group Test to 170 high-school pupils at 
 Fort Scott, Kansas. Discusses its correlation with marks in the various subjects 
 and finally concludes that intelligence test results should be used to supplement the 
 teacher's judgment. 
 
 [25] 
 
145. Spain, C. L. "Grouping of children by abilities and consequent 
 changes in school procedure. 1. Procedure in Detroit." Ninth 
 Annual Schoolmen's Week Proceedings, Vol. 23, No. 1, p. 257-63. 
 An account of the Detroit plan. 
 
 146. Specht, Louise F. "A Terman class in Public School No. 64, 
 
 Manhattan," School and Society, 9:393-98, March 29, 1919. 
 
 Pupils in grades IVB to VIB were selected on the basis of low chronological 
 age. high school marks, I.Q.'s of 120 or better, etc., and allowed to take an enriched 
 curriculum and make individual progress. From one to four grades were covered in 
 six months. 
 
 147. Stebbins, R. and Pechstein, L. A. "Quotients, I, E and A," 
 Journal of Educational Psychology, 13:385-98, October, 1922. 
 
 A discussion of how to use test results and what should be the basis of 
 
 classifying pupils. 
 
 148. Stetson, P. C. "Homogeneous grouping in the first year of a 
 
 five-year high school," School Review, 29:351-65, May, 1921. 
 
 In the Muskegon, Michigan High School the Chicago Test was found unsatis- 
 factory as a basis of classifying pupils but when supplemented by teachers' opin- 
 ions gave better results. Both teachers and pupils favored having three groups 
 on the basis of ability. 
 
 149. Taylor, J. S. "Grading and promotion," School and Society, 
 17:405-09, April 14, 1923. 
 
 Tells of classification in one New York City district which was based upon 
 I.Q.'s, A.Q.'s, teachers' estimates, etc. 
 
 150. Terman, L. M. "Intelligence tests as a basis for grading." The 
 Measurement of Intelligence. Boston: Houghton Mifflin Com- 
 pany, 1916, p. 16-17. 
 
 A brief statement that promotions should be made chiefly on the basis of 
 intellectual ability. 
 
 151. Terman, L. M. "The use of intelligence tests in the army," 
 Psychological Bulletin, No. 15, p. 177-87, June, 1918. 
 
 A good general account of the army work. 
 
 152. Terman, L. M. The Intelligence of School Children. Boston: 
 
 Houghton Mifflin Company, 1919, 317 p. 
 
 A discussion of many phases of intelligence testing including general principles, 
 the amount of individual differences found, capacity according to mental age, pre- 
 diction according to the I.Q., etc. 
 
 153. Terman, L. M. "The use of intelligence tests in the grading of 
 school children," Journal of Educational Research, 1:20-32, Jan- 
 uary, 1920. 
 
 Mostly a theoretical discussion of individual differences, how many pupils 
 should be accelerated and how many retarded, etc. Summarizes what has been 
 found as to difference of test results and teachers' opinions as showing that tests 
 are usually more nearly right. 
 
 [26] 
 
154. Terman, L. M. "The psychological determlnist; or democracy 
 and the I.Q.," Journal of Educational Research, 6:57-62, June 
 1922. 
 
 An answer to Bagley's speech against the use of the I.Q. for classifying pupils. 
 
 155. Terman, L. M. et al. Intelligence Tests and School Reorganiza- 
 tion. Yonkers, New York: World Book Company, 1922, 111 p. 
 
 A theoretical discussion of the problems accompanied by statements of what 
 is being done in Oakland, Los Angeles and Miami, Arizona. 
 
 156. Thorndike, E. L. et al. "Intelligence and its measurement: A 
 symposium," Journal of Educational Psychology, 12:123-47, 
 195-216, 271-75; March, April, May, 1921. 
 
 A rather theoretical discussion of the nature and measurement of intelligence 
 and the next steps in research dealing with it. 
 
 157. Tildsev, J. L. "Some possibilities arising from the use of in- 
 telligence tests," Bulletin of High Points in the Work of the 
 High Schools of New York City, 3:4-10, June, 1921. 
 
 Tells of various uses of intelligence tests in New York. 
 
 158. Trabue, M. R. "Some pitfalls in the administrative use of in- 
 telligence tests," Journal of Educational Research, 6:1-11, June, 
 1922. 
 
 A critical discussion pointing out certain dangers to be avoided. 
 
 159. Trabue, M. R. and Stockbridge, F. P. "Psychological tests in 
 education," Chapter VII, Measure Your Mind. New York: 
 Doubleday Page and Company, 1920, p. 63-75. 
 
 Among other things contains a brief account of an experiment in Public 
 School No. 64, New York City, wherein mental tests were one of the bases used to 
 select pupils for rapid advancement. Also discusses the predictive value of mental 
 tests in regard to college marks and shows that it is rather high. 
 
 160. Tupper, C. R. "The grading of pupils in Miami, Arizona," Edu- 
 cational Research Bulletin, 2:163-65, May 30, 1923. 
 
 A description of the plan in use in Miami in which class groupings are made 
 more or less on the basis of mental age. The teachers appear to favor the plan. It 
 has reduced failure by more than two-thirds and increased acceleration considerably. 
 
 161.Wallin, J. E. W. "A comparison of three methods for making 
 the initial selection of presumptive mental defectives," School 
 and Society, 13:31-45, January, 1921. 
 
 States that the Pressey Primer Scale is inferior to the judgment of trained 
 individuals in selecting defective individuals. 
 
 [27] 
 
162. Washburne, C. W. "The individual system in Winnetka," Ele- 
 mentary School Journal, 21:52-68, September, 1920. 
 
 Describes the system in Winnetka in which progress and promotion are en- 
 tirely individual in which most of the work is done by using practise material and 
 then taking complete diagnostic tests. States that every teacher favors the plan, 
 that at least five percent were saved from repeating and $5000 saved in one year. 
 
 163. Washburne, C. W. "Educational measurements as a key to in- 
 dividual instruction and promotions," Journal of Educational 
 Research, 5: 195-206, March, 1922. 
 
 An account of the individual system used in Winnetka. 
 
 164. Whipple, G. M. "The problem of selecting and training gifted 
 children in the public schools," Fifth Conference on Educa- 
 tional Measurements, Bulletin of the Extension Division, Vol. 4, 
 No. 4. Bloomington: Indiana University, 1918, p. 6-25. 
 
 An argument for the selection of gifted children by mental tests and the pro- 
 viding of special opportunities for them. States that the 10 percent with I.Q.'s 
 above 115 can probably do two years' work in one. Also discusses the Urbana and 
 other experiments. 
 
 165. Whipple, G. M. "Educational determinism; a discussion of 
 Professor Bagley's address at Chicago," School and Society, 
 15:599-602, June 3, 1922. 
 
 A strong reply to Bagley's address in which the validity and use of intelligence 
 tests are strongly advocated. 
 
 166. Whitcomb, M. Edith. "Intelligence tests in the primary 
 grades," Journal of Educational Research, 5:58-61, January, 
 1922. 
 
 An account of the work done with the Stanford Revision in Council Bluffs, 
 Iowa. Gives various data and shows that the plan of placing pupils by test scores 
 works well. 
 
 167. Whitmire, Ethel D. "Intelligence tests vs. teacher's estimates," 
 
 Psychological Clinic, 13:197-98, May 15, 1920. 
 
 Discusses a couple of cases in which teachers rated pupils by their personality 
 and attitude. 
 
 168. Whitney, F. P. "Provision for accelerant and retarded children 
 
 in junior high school," School Review, 27:695-705, December, 
 
 1919. 
 
 In the Collinswood Junior High School of Cleveland pupils were placed by 
 school marks and test results. 
 
 169. Willett, G. W. "A suggestion for meeting individual differ- 
 ences," School Review, 28:576-84, October, 1920. 
 
 States that cumulative records are better than either teachers' judgments or 
 intelligence test results, but that a combination of all three is best. 
 
 [28] 
 
170. Williams, A. J. "Age-grade distributions and intelligence quo- 
 tients," Journal of Educational Psychology, 11:39-44, January, 
 1920. 
 
 An account of the Otis Test in Brewster and a discussion of its results as 
 compared with the age-grade location of the pupils. 
 
 171. Willis, C. B. "The grading and promotion of pupils," Journal 
 of Educational Method, 1:90-95, November, 1921. 
 
 An argument for the classification of pupils according to their ability. 
 
 172. Winter, O. "Chicago intelligence test in Harrison Technical 
 
 High School," School Review, 28:772-75, December, 1920. 
 
 It was found that the correlation between intelligence test scores and certain 
 achievement tests and also school marks was rather low. 
 
 173. Woody, Clifford. "Tests and measures in the schoolroom and 
 
 their value to the teachers," School and Society, 6:61-66, July 
 
 21, 1917. 
 
 Mentions others but especially tells of an experiment in Chatham, New Jer- 
 sey. On the basis of scores on five achievement tests the best pupils were given 
 extra promotion. All made good and led in the classes in which they were placed. 
 
 174. Woody, Clifford. "Measurement of the effectiveness of differ- 
 entiation of high-school pupils on the basis of the Army intelli- 
 gence tests," Journal of Educational Research, 7:397-409, May, 
 1923. 
 
 A study of the freshman class in a small Michigan high school. Shows that if 
 the class had been divided into three groups according to scores upon Army Alpha 
 the division would have agreed fairly well with achievement as measured by tests 
 in English, Algebra and Latin. 
 
 175.Wurth, Carl. "Intelligence tests and promotions," American 
 School Board Journal, 65:50-51, December, 1922. 
 
 An argument against segregating bright pupils for three reasons. They should 
 spend their time getting work better rather than going more rapidly, their absence 
 reduces the enthusiasm of the class and they acquire vanity and false pride from 
 being classified as superior. 
 
 176. Yates, Dorothy H. "Impressions from two years spent in test- 
 ing gifted children." Proceedings of the First Annual Confer- 
 ence on Educational Research and Guidance, San Jose State 
 Teachers' College. Sacramento, California: State Printing Office, 
 1923, p. 29-33. 
 
 A discussion of gifted children with some argument to the point that training 
 for leadership does not need to be begun early and that bright pupils should not 
 be forced too much. 
 
 [29] 
 
177. Yoakum, C. S. and Yerkes, R. M. Army Mental Tests. New 
 York: Henry Holt and Company, 1920, 303 p. 
 
 A general account of how the Army Tests were made and used with a discus- 
 sion of results and applications. 
 
 178. Zirkle, H. W. "Character and results of special rooms as con- 
 ducted in the Whittier School of Denver," Elementary School 
 Journal, 21:189-97, November, 1920. 
 
 Pupils are placed in regular, accelerated and retarded rooms according to test 
 results, age, school marks, health, etc. 
 
 179. Zirkle, H. W. "Taking care of the gifted child," The Technique 
 of Supervision by the Elementary School Principal. The First 
 Yearbook of the Department of Elementary School Principals. 
 Washington: National Education Association, May, 1922, p. 
 81-86. 
 
 In a Denver school, superior pupils are selected by individual and group tests, 
 school marks, effort and physical condition and are given the opportunity to gain 
 time. Practically all of the pupils selected are able to gain time and still continue 
 to make high school marks. 
 
 180. Zornow, T. A. and Peckstein, L. A. "An experiment in the 
 classification of first-grade children through the use of mental 
 tests," Elementary School Journal, 23: 136-46, October, 1922. 
 
 In Rochester, New York, over 400 entering pupils were tested with the Stan- 
 ford Revision and classified according to the test results. Later the Detroit First- 
 Grade Group Test was used. It was found that but few pupils had to be shifted 
 after being thus placed. 
 
 181. "Classification of pupils according to mentality," The School 
 Magazine, 3:196-97, April, 1921. 
 
 In a Buffalo school A, B and C groups were formed in grades VI -VII I accord- 
 ing to the average of Otis scores, teachers' marks and an average mark. The plan 
 appears to have been successful. 
 
 182. "Classification of pupils in Miami, Arizona," Elementary School 
 Journal, 22:727-29, June, 1922. 
 
 When pupils were classified on the basis of mental tests, the number of fail- 
 ures was reduced and much money saved. 
 
 183. "Double promotion," Elementary School Journal, 23:324-25, 
 
 January, 1923. An editorial. 
 
 In Macomb, Mississippi, all pupils who are recommended by the teacher and 
 have a doctor's certificate of good health, who are not below a certain age, whose 
 previous record in school work and attendance is satisfactory and who make certain 
 scores upon achievement tests are given double promotion if it does not involve 
 skipping certain subjects. 
 
 [30] 
 
184. Educational Research Bulletin, Ohio State University, Vol. 2, 
 No. 8, p. 123-24, April 18, 1923. 
 
 An account of procedure in Painesville, Ohio. In grades VIIB to VIIIA 
 pupils are grouped according to the amount of work they are capable of doing but 
 in the lower grades they are grouped according to ability as shown by the Illinois 
 Examination and school work. Also there is a special room with individual progress 
 and promotion upon effort for upper-grade pupils whose school work is unsatisfactory 
 and whose ability appears to be low. 
 
 185. "Grouping pupils on the basis of ability." The First of a Series 
 of Surveys of the Dept. of Instruction, Cleveland Public Schools, 
 Board of Education, Cleveland, Ohio. p. 18-21. 
 
 In the first and seventh grades pupils were classified chiefly according to re- 
 sults from the Pressey Primer and Illinois Scales, respectively. 
 
 186. "Intelligence tests as a basis for homogeneous grouping at Xenia, 
 Ohio," American School Board Journal, 64:75-76, March, 1922. 
 
 Three groups were made up of seventh and eighth grade pupils on the basis of 
 the Haggerty and Terman Tests. They were regrouped later as was necessary but 
 in most cases stayed in the same group. 
 
 187. Journal of Educational Research, 7:265, March, 1923. 
 
 In Painesville, Ohio, seventh and eighth grade pupils are grouped according to 
 the Illinois Examination results. The sub-normal of these grades are promoted on 
 the basis of their effort. 
 
 188. Journal of Educational Research, 7:454, May, 1923. 
 
 A brief account of the reclassification of pupils in grades V - VIII on the basis 
 of scores upon the National Group Intelligence Test, teachers' marks and the time 
 devoted to home work. Such changes in the original classification as seemed neces- 
 sary were made. The plan seems to have been successful. 
 
 189. Journal of Educational Research, 7:456-57, May, 1923. 
 
 In Miami, Arizona, results from the Otis and National Group Intelligence 
 Tests are used to determine the I.Q.'s of the pupils for the purpose of grouping. 
 Each teacher handles two sections of different ability, the average and the dull. 
 Extra promotions are given to take care of the brighter pupils. The failure rate 
 has been decreased very markedly while results of standardized tests show that 
 achievement has not been lowered. 
 
 190. "Provision for exceptional pupils in Oakland," School and Soci- 
 ety, 14:30-31, July 16, 1921. 
 
 Gives data as to the number of special classes and special promotions for ex- 
 ceptional pupils. 
 
 191. "Pupils classified by mental tests," School Life, 12:13, February 
 1, 1921. 
 
 An account of reclassification of pupils in the W. T. Harris school of New 
 York City by group tests. 
 
 [31] 
 
192. "Reclassified school making good progress," School Life, May 1, 
 1921. p. 12. 
 
 A brief account of the working of the plan in the W. T. Harris school of New 
 York City in which pupils were grouped in sections by group test results. The 
 plan appears to be working satisfactorily. 
 
 193. "Report of the school committee for the year 1917-1918." Provi- 
 dence, Rhode Island: School Committee, p. 49-70. 
 
 Discusses many points in connection with the use of intelligence tests, espec- 
 ially their high correlation with quality of school work and their reliability for 
 classifying pupils. 
 
 194. "Uniform classification by mental age," School Life, 8:88, De- 
 cember, 1921. 
 
 A statement that in Denver it is planned to reclassify all pupils into homogen- 
 eous groups according to their mental ages. 
 
 PART II. 
 
 195. Alderman, L. R. "An effort to make the school fit the needs of 
 the exceptional child," Addresses and Proceedings of the Na- 
 tional Education Association, 52:830-35, 1914. 
 
 An account of provisions for exceptional children in Portland, Oregon, followed 
 by general discussion. Provisions include a special school for defectives and special 
 rooms for other exceptional children. 
 
 196. Aley, R. J. "Care of exceptional children in the grades," Ad- 
 dresses and Proceedings of the National Education Association, 
 48:881-86, 1910. 
 
 A general discussion, its chief point being that superior pupils have been com- 
 paratively neglected. 
 
 197. Appell, I. and Wolfson, A. N. "Plan for organizing the en- 
 trants into the high school of commerce according to their attain- 
 ments in scholarship, their capacities and their aims," School 
 Review, 27:256-61, April, 1919. 
 
 In the New York High School of Commerce pupils were formerly grouped ac- 
 cording to the foreign language they had studied but the result was not satisfactory. 
 Later they were divided for English work according to their marks in English dur- 
 ing the first three weeks, similarly for mathematics. Results were fairly satisfactory. 
 
 198. Bagley, W. C. "The 'Batavia system' of class-individual in- 
 struction," Classroom Management. New York: Macmillan 
 Company, 1916, p. 214-24. 
 
 A description of the "Batavia system." 
 
 [32] 
 
199. Barnard, F. J. "Classification and promotion of pupils." Report 
 of United States Commissioner of Education, Vol. 1, p. 303-56, 
 1898-99. 
 
 An account of a number of flexible plans of promotion including those in 
 operation in St. Louis, Elizabeth, Seattle, Denver, and Cambridge. 
 
 200. Barnard, F. J. "Let pupils be so classified as to allow unre- 
 stricted progress or unlimited time, according to ability," Ad- 
 dresses and Proceedings of the National Education Association, 
 38:163-70, 1899. 
 
 An account of the Seattle plan after it had been in operation eight years. Data 
 are given for over 7000 pupils enrolled in four parallel tracks. The plan appears to 
 have been successful. 
 
 201. Bates, W. C. "Annual Report of the School Committee and the 
 Superintendent of Schools." Cambridge, Massachusetts, 1908, 
 p. 45-51. 
 
 A description of the Cambridge double-track plan. Data are given for seven- 
 teen years' operation showing that on the whole the more rapidly pupils progressed 
 through the grades the better marks they made in high school. 
 
 202. Becht, J. G. "Bright pupils and dull pupils," Journal of Educa- 
 tion, 79:395-6, April 9, 1914. 
 
 A discussion and diagnosis of the causes of retardation and of the fact that 
 bright pupils deserve special help. 
 
 203. Belisle, H. J. "An experiment in retardation," Journal of Ed- 
 ucation, 75:381, 87-9, April 4, 1912. 
 
 An account of the organization of fast, medium and slow classes in Lawrence, 
 Massachusetts. The operation of the plan appears to have been satisfactory. 
 
 204. Bergen, J. Y. "Grading inside of class lines," Educational Re- 
 view, 16:81-85, June, 1898. 
 
 Description of the division of freshmen and other students of the English High 
 School of Boston according to their average marks in various subjects. 
 
 205. Berry, C. S. "Special classes in Michigan for mentally excep- 
 tional children." Report of Superintendent of Public Instruction, 
 Michigan, Vol. 78, 1914-15, p. 57-68. 
 
 Gives the results obtained from a questionnaire answered by over 200 towns. 
 Five different classes of exceptional children are considered. Fifty-eight percent of 
 school administrators favor classes for bright children. 
 
 206. Blewett, Ben. "The system of grading pupils in St. Louis," 
 Educational Review, 8:387-8, November, 1894. 
 
 An explanation of the St. Louis quarterly system. 
 
 [33] 
 
207. Boykin, J. C. "Class intervals in city public schools." Report 
 of the United States Commissioner of Education, Vol. 2, p. 981- 
 1009, 1891. 
 
 A very good sketch of the history of graded schools from the sixteenth century 
 to the time of writing. The St. Louis and other flexible systems are described. 
 
 208. Brehm, J. J. "Variation in the treatment of different groups." 
 
 Ninth Annual Schoolmen's Week Proceedings, University of 
 
 Pennsylvania Bulletin, Vol. 23, No. 1, p. 248-52. 
 
 In the junior high school of Harrisburg pupils are grouped according to their 
 previous records. The school is ''thoroughly committed to this plan." 
 
 209. Brown, S. W. "Some experiments in elementary school organi- 
 zation," Addresses and Proceedings of the National Education 
 Association, 51:458-63, 1913. 
 
 The chief point made is an argument for individual progress in each subject 
 at the rate best suited to the pupil. 
 
 210. Buchanan, Elizabeth. "Classification and promotion," Ad- 
 dresses and Proceedings of the National Education Associa- 
 tion, 39:128-37, 1900. 
 
 An argument for short class intervals, of not more than twelve weeks, or even 
 six. 
 
 211.Burk, C. F. "Promotion of bright and slow children," Edu- 
 cational Review, 19:296-302, March, 1900. 
 
 A description of the Santa Barbara system with A, B, and C sections in each 
 grade. These sections differed in the intensity and extensity of work covered. 
 
 212. Burk, Frederick. "Every child a minor vs. the lockstep. A 
 
 suit in equity." Monograph C. San Francisco State Normal 
 
 School, Fresno, 1915. 
 
 A description of individual instruction in the training school for practice teach- 
 ers. Each pupil goes at his own pace and promotion is made at any time. 
 
 213. Burnell, Elizabeth F. "Instruction in mathematics for gifted 
 
 pupils," Pedagogical Seminary, 24:569-83, December, 1917. 
 
 Gives the results of a questionnaire on provisions for bright children. Also a 
 bibliography. 
 
 214. Buswell, G. T. "The school treatment of mentally exceptional 
 
 children." Elementary School Journal, 23:683-93, May, 1923. 
 
 A brief discussion of a number of plans of providing for mentally exceptional 
 children. The argument favors modification of the curriculum and varying the 
 methods of work rather than varying the rate of progress. 
 
 215. Carfrey, J. H. "Grading and promotions," Journal of Educa- 
 tion, 75:379-80, April 4, 1912. 
 
 States that shorter intervals than semesters are best. In Franklin, Massa- 
 chusetts, a modification of the shorter interval and the group plans are used. 
 
 [34] 
 
216. Chalmers, W. W. et al. "Promotions and gradings," Ad- 
 dresses and Proceedings of the National Education Associa- 
 tion, 38:369-75, 1899. 
 
 A general discussion of semester vs. annual promotions, various flexible plans 
 of organization, etc. 
 
 217. Chalmers, W. S. "Semi-annual promotions." Annual Report of 
 
 the Board of Education of the City of Toledo, Ohio, for the 
 
 school year ending August 31, 1903. Toledo, Ohio: Board of 
 
 Education, 1903, p. 30-41. 
 
 An argument showing the importance of semi-annual promotions as a device 
 for getting away from the annual "lockstep." Contains long quotations from W. 
 H. Harris. 
 
 218. Clerk, F. E. "The Arlington plan of grouping pupils according 
 to ability in the Arlington High School, Arlington, Massa- 
 chusetts. School Review, 25:26-48, January, 1917. 
 
 A description of the Arlington, Massachusetts plan which relocates pupils 
 every two months on the basis of school marks. Nine advantages are stated and 
 eleven objections answered on the basis of six years of experience with the plan. 
 
 219. Cogswell, Francis. "The Cambridge experiment," Addresses 
 and Proceedings of the National Education Association, 33:333- 
 38, 1894. 
 
 A description of the Cambridge, Massachusetts, plan which provides for a 
 four-and a six-year track through grades four to nine inclusive. 
 
 220. Coleman, E. M. "Grading for efficient organization in the inter- 
 ests of pupils," Addresses and Proceedings of the National 
 Education Association, 40:286-7, 1901. 
 
 Describes the plan in use at Ft. Dodge, Iowa, which was adapted from the 
 St. Louis plan. 
 
 221. Collicott, J. G. "The bright pupil," Addresses and Proceed- 
 ings of the National Education Association, 53:457-66, 1915. 
 
 Gives results from a questionnaire sent out to all cities of over 50,000. Dis- 
 cusses briefly about a dozen flexible plans for the selection of bright pupils. Followed 
 by arguments for and against. 
 
 222. Corson, D. B. "Classification of pupils," Educational Admin- 
 istration and Supervision, 6:86-93, February, 1920. 
 
 An argument for rapid, regular and slow sections of pupils. 
 
 223. Cubberley, E. P. "Promotional plans." Public School Adminis- 
 tration. Boston: Houghton Mifflin Company, 1916, p. 300-06. 
 Describes the Pueblo, Batavia, Cambridge, Mannheim, and a few other plans. 
 
 [35] 
 
224. Cummins, R. A. " 'Bright' and 'slow' pupils in elementary and 
 high school," Journal of Educational Psychology, 10:377-88, 
 October, 1919. 
 
 An account of a study in a private school in New York City. It was found 
 that there was a tendency for pupils who were bright and making fast progress to 
 continue to do so and for others to continue to make slow progress. 
 
 225. Dempsey, C. H. "Flexible grading and promotions," Journal of 
 Education, 75:373-5, April 4, 1912. 
 
 Describes the reorganization of the system at Maiden, Massachusetts, which 
 provided opportunity for bright pupils to skip three semesters of work. Lists the 
 principles upon which reorganization was based. 
 
 226. De Voss, J. C. "School success of gifted children." Proceedings 
 of the First Annual Conference on Educational Research and 
 Guidance, San Jose State Teachers College. Sacramento, Cal- 
 ifornia: State Printing Office, 1923, p. 34-38. 
 
 An argument to the effect that gifted children are able to carry extra work 
 and progress more rapidly. To some extent replies to Dr. Bagley's address on educa- 
 tional determinism. 
 
 227. Dougherty, N. C. "Report of the round-table discussion on 
 
 'promotion in city schools'," Addresses and Proceedings of the 
 
 National Education Association, 31:802-3, 1892. 
 
 States that in Chicago promotions are made at all times, only slightly over 
 half being at the end of the year. Argues that a flexible system helps pupils. 
 
 228. Downes, F. E. "Seven years with unusually gifted pupils," Psy- 
 chological Clinic, 6:13-17, March 15, 1912. 
 
 Describes the bright sections organized in the Harrisburg, Pennsylvania, 
 schools, also the special schools for bright pupils of the upper grades. States that 
 attendance, scholarship, discipline and high-school records were all improved by the 
 operation of the plans described. 
 
 229. Downes, F. E. "Other special schools." Report of the Superin- 
 tendent of Schools, Harrisburg Public Schools, 1912, p. 23-26. 
 
 Describes the schools for exceptionally gifted children which allow them to 
 cover work of the eighth and ninth years in one year. States advantages of this 
 plan and that the pupils involved do well in high school. 
 
 230. Dutton, S. T. and Snedden, David. "Grading and promotion." 
 
 The Administration of Public Education in the United States, 
 
 New York: Macmillan Company, 1912, p. 341-55. 
 
 A discussion of homogeneity within a grade, reclassification and flexible grading, 
 minimum and maximum requirements, individual teaching, ungraded rooms, the 
 Cambridge and Batavia plans, etc. 
 
 231. Dyer, F. B. "Superintendent's report." Seventy-ninth Annual 
 Report of the Public Schools of Cincinnati, 1908, p. 66, 67-69. 
 
 A brief account of certain special classes and vacation schools in Cincinnati. 
 
 [36] 
 
232. Dyer, F. B. "Rapid advancement classes." Annual Report of the 
 Superintendent, Boston, Public Schools, 1913, p. 65-67. 
 
 An account of certain classes in which pupils may do three years of work in 
 two. The plan worked well and was to be extended to other schools of the city. 
 
 233. Fisher, G. M. "Report to superintendent." Sixty-fourth An- 
 nual Report of Schools of Worcester, 1912, p. 74-75. 
 
 An account of the summer school provided for failing pupils to make up work 
 and for bright pupils to gain time. 
 
 234. Freeman, F. N. "Provision in the elementary school for super- 
 ior children," Elementary School Journal, 21:117-31, October, 
 1920. 
 
 Gives results of a questionnaire sent out to cities of over 25,000. A rather 
 careful analysis of results is made showing what plans are in use and upon what 
 they are based. Advantages and difficulties are discussed. 
 
 235. Garber, J. P. "A rational system of classification and promotion 
 of pupils in elementary schools," Education, 27:288-302, Janu- 
 ary, 1907. 
 
 Argues that promotional intervals should fit pupils but that bright and dull 
 pupils should not be separated nor should intervals be very short. Also says that 
 failure is not the chief cause of elimination. 
 
 236. Gillingham, Anna. "The bright child and the school," Journal 
 of Educational Psychology, 10:237-52, May-June, 1919. 
 
 A description of a number of bright children and an argument that such 
 children be given more recreation and play rather than extra work leading to ac- 
 celerated progress. 
 
 237. Gist, A. S. "The acceleration of pupils," School and Society, 
 
 5:116-18, January 27, 1917. 
 
 An account of an experiment in grouping pupils according to teachers' estimates 
 in a Seattle school. The experiment was considered a success. 
 
 238. Glass, J. M. "The study-coach or opportunity class organiza- 
 tion." Eighth Annual Schoolmen's Week Proceedings, Univer- 
 sity of Pennsylvania Bulletin, Vol. 21, No. 37, Philadelphia, 
 June 18, 1921, p. 250-56. 
 
 Describes two types of study-coach organization to meet the individual needs 
 of three classes of pupils. Gives a list of advantages of so doing. 
 
 239. Gordon, C. H. "Reorganization of the grammar school and a 
 
 rational system of grading," Education, 21:16-26, September, 
 
 1900. 
 
 An argument for two parallel courses of the same length, one of which has a 
 richer curriculum than the other, and for the basing of promotion chiefly upon effort. 
 
 [37] 
 
240. Gosling, T. W. "The classification of pupils," Educational Re- 
 view, 39:394-399, April, 1910. 
 
 A discussion of the problem as it exists in high school. 
 
 241. Greenwood, J. M. "Shorter time in elementary school work," 
 Educational Review, 24:375-90, November, 1902. 
 
 Gives data concerning the Kansas City elementary schools which do in seven 
 years what most schools do in eight. Shows that the work is satisfactorily done. 
 
 242. Gregory, Christopher. "Holding pupils in school," Atlantic 
 Educational Journal, 11:436-37, April, 1916. 
 
 Describes the semi-annual plan with special classes for retarded and rapid 
 classes for superior pupils in Long Branch, New Jersey. States that it results in the 
 seventh and eighth grades being as large as the fifth and sixth. 
 
 243. Harley, H. L. "The physical status of the special class for bright 
 children in the University of Pennsylvania, summer session of 
 1912," Psychological Clinic, 7:20-23, March 15, 1913. 
 
 Shows that school work done in hot weather did not injure the health of 
 bright pupils. All except one increased in weight while in summer school. 
 
 244. Harris, W. T. "Advantages and disadvantages of the graded 
 system." Fifteenth Annual Report of the St. Louis Public 
 Schools, 1868-69, p. 104-07. 
 
 This discussion implies dissatisfaction with the rigid grading system. 
 
 245. Harris, W. T. "Superintendent's report." Eighteenth Annual 
 Report of the St. Louis Public Schools, 1871-72, p. 24-27, 81-87. 
 
 Mentions the quarterly promotions in use in St. Louis, and discusses the ad- 
 vantages of classification if not too rigid. States that a five-weeks interval is ideal 
 and that a system must be readjusted to meet the needs of its pupils. 
 
 246. Harris, W. T. "Superintendent's report." Nineteenth Annual 
 Report of the St. Louis Public Schools, 1872-73, p. 24-29. 
 
 An explanation of the flexible system used in St. Louis which provided for reg- 
 ular quarterly promotions but also had some groups organized with only five weeks 
 intervals. 
 
 247. Harris, W. T. "Superintendent's report." Twentieth Annual Re- 
 port of the St. Louis Public Schools, 1873-74, p. 121-48. 
 
 An argument in favor of the St. Louis and other flexible plans of organization. 
 Contains quotations from several others in favor of such plans. 
 
 248.Harris, W. T. "Superintendent's report." Twenty-first Annual 
 Report of the St. Louis Public Schools, 1874-75, p. 28-29, 86-93. 
 
 Contains quotations from other exponents of flexibility. 
 
 [38] 
 
 
249. Harris, W. T. "Classification in graded schools." Report of the 
 
 United States Commissioner of Education, Vol 1, p. 601-36, 
 
 1891-92. 
 
 This is merely a collection of what is contained in the various reports of the 
 St. Louis Public Schools on the same subject. 
 
 250. Harris, W. T. "Class intervals in graded schools," Addresses 
 
 and Proceedings of the National Education Association, 39:332- 
 
 40, 1900. 
 
 A statement of the need of flexible organization and of separating weak and 
 strong pupils. It is also argued that promotion should be individual and not by 
 classes. 
 
 251. Harris, W. T. et al. "The early withdrawal of pupils from 
 school: its causes and its remedies," Addresses and Proceed- 
 ings of the National Education Association, 12:260-73, 1872. 
 
 Several causes of elimination are stated of which defective grading is the 
 most potent. Discussion both for and against short intervals of organization follows. 
 
 252. Hartwell, C. S. "Economy in education," Educational Review, 
 
 30:159-77, September, 1905. 
 
 States that the grammar school is not satisfactory and that promotion by sub- 
 jects is one of the changes needed. 
 
 253. Hartwell, C. S. "The grading and promotion of pupils," Educ- 
 ational Review, 40:375-86, November, 1910. Addresses and 
 Proceedings of the National Education Association, 48:294-306, 
 1910. 
 
 An argument for flexible organization and promotion by subjects. The results 
 of a questionnaire are given showing more favorable sentiment on these points than 
 existed several years previously. It is also stated that bright and dull pupils should 
 be given individual attention. 
 
 254. Hatch, W. E. et al. "Provisions for exceptional children in the 
 public schools," Addresses and Proceedings of the National 
 Education Association, 45:360-63, 1907. 
 
 Rather brief discussion of several of the plans. 
 
 255. Heilman, J. D. "The need for special classes in the public 
 schools," Psychological Clinic, 1:104-14, June 15, 1907. 
 
 This deals entirely with classes for inferior pupils. 
 
 256. Henry, T. S. "Classroom problems in the education of gifted 
 
 children." Nineteenth Yearbook of the National Society for the 
 
 Study of Education, Part II, 1920. 125 p. 
 
 A complete account of an experiment in selecting gifted children at Urbana, 
 111., and a brief description of a number of flexible promotion schemes. There is 
 also a bibliography on the psychology and pedagogy of gifted children. 
 
 [39] 
 

 257. Hoblit, M. L. "The high-school unit: quantity, quality, and 
 credit," School Review, 23:303-06, May, 1915. 
 
 A suggestion that high-school graduation be determined by a combined system 
 of units and points, the latter to depend upon the marks made. The scheme is so 
 arranged that a superior student can complete the work in three years, an average 
 student in four years and a poor student in more than four. 
 
 258. Hoblit, M. L. "Is credit for quality sound? — A rejoinder," 
 School Review, 23:712-14, December, 1915. 
 
 States that his suggested plan did not involve the graduation of a pupil who 
 had covered less than fifteen units of work. Also argues in its defense. 
 
 259. Holmes, W. H. "Plans of classification in the public schools," 
 Pedagogical Seminary, 18:475-522, December, 1911. 
 
 Describes a dozen or more of the different plans used in this country, also sev- 
 eral used in England. The discussion is followed by a bibliography. 
 
 260. Holmes, VV. H. "The St. Louis Plan," Journal of Education, 
 75:380, April 4, 1912. 
 
 A brief description of the plan mentioned. 
 
 261. Holmes, W. H. "School organization and the individual child." 
 Worcester: Davis Press, 1912, Partly in Journal of Education, 
 75:376-9, April 4, 1912. 
 
 A long discussion of a number of different plans of classification and promo- 
 tion. Also a theoretical discussion of the subject. Some space is given to mental 
 tests. 
 
 262. Hutton, T. B. "Classification and gradation," School Review, 
 16:543-50, October, 1908. 
 
 Describes the two-group system in use at LeMars, Iowa. States that it pre- 
 vents retardation and saves money. 
 
 263. Jackman, W. S. "The school grade a fiction," Educational Re- 
 view, 15:456-73, May, 1898. 
 
 A strong plea and argument against having eight rigidly defined elementary- 
 grades. 
 
 264. Johnson, F. W. "Credit for courses in the University High 
 School," School Review, 23:715-18, December, 1915 
 
 Gives the plan of credit for quality followed in the University of Chicago High 
 School. The credit ranges from .85 for a grade of 60 percent to 1.25 for a grade of 
 95 percent. States that the University of Chicago admits some students on this 
 basis. 
 
 265. Jones, E. E. "A concrete example of the value of individual 
 teaching," Psychological Clinic, 2:195-203, December 15, 1908. 
 Gives the history of one successful case and states a few general principles. 
 
 [40] 
 
266. Jones, E. E. "Suggestions from cases of unusually rapid or ir- 
 regular progress in public schools," Addresses and Proceedings 
 of the National Education Association, 50:640-45, 1912. 
 
 A study of several hundred pupils who had skipped grades which shows that 
 most of them should have skipped and that a few should not. 
 
 267. Jones, H. S. et al. "II — Report of the committee on city school 
 systems. Pupils-classification, examination and promotion." Ad- 
 dresses and Proceedings of the National Education Association, 
 26:276-84, 1886. 
 
 In this discussion are mentioned various types of classification and the need for 
 considering individual pupils. 
 
 268. Jones, Olive M. Teaching Children to Study. The Group Sys- 
 tem Applied. New York: Macmillan Company, 1909. 
 
 Gives a brief account of a number of plans and a very full one of the 
 Mannheim special class system. 
 
 269. Jones, W. F. "An experimental - critical study of the problem 
 
 of grading and promotion," Psychological Clinic, 5:63-96, 99- 
 
 120, May 15, and June 15, 1911. 
 
 A discussion of a number of double-track systems and of the reasons for fail- 
 ure. States that the pupils' and teachers' reasons for the latter are as often false 
 as true. 
 
 270. Kendall, C. N. "What modifications in organization are neces- 
 sary to secure suitable recognition for pupils of varying ability, 
 particularly for the ablest?" Addresses and Proceedings of the 
 National Education Association, 46:147-55, 1908. 
 
 Discusses the Cambridge and other plans. Is in favor of making some modifica- 
 tions. 
 
 271. Kennedy, John. "The Batavia plan after fourteen years of 
 
 trial," Elementary School Teacher, 12:449-59, June, 1912. 
 
 After fourteen years experience with the Batavia plan the author is still an 
 enthusiastic believer in its advantages. 
 
 272. Kennedy, John et al. The Batavia System of Individual In- 
 struction. Syracuse: C. W. Bardeen, 1914. 299 p. 
 
 A complete description of the Batavia system, with two teachers in each room, 
 one the regular teacher and the other to aid individuals. States that elimination 
 and expense were reduced, teachers freed from worry and the general school spirit 
 bettered. 
 
 273. Kennedy, J. W. "The all-year school," Addresses and Proceed- 
 ings of the National Education Association, 55:795-801, 1917. 
 
 Tells of summer term and "promotion classes" in Newark. Both time and 
 money were saved. 
 
 [41] 
 
274. Kilpatrick, V. E. "Emancipating the individual pupil," Educa- 
 tion, 30:375-85, February, 1910. 
 
 A general discussion of individuality followed by an enumeration of ten plans 
 of school organization. 
 
 275. Kirk, J. R. "Should the school furnish better training for the 
 non-average child?" Addresses and Proceedings of the National 
 Education Association, 45:221-27, 1907. 
 
 A plea for flexible organization. 
 
 276. Leighton, E. V. "At last — a chance for the gifted child," Pop- 
 ular Educator, 30:115, October, 1912. 
 
 Brief mention of several cities making provision for or giving recognition to 
 gifted children. 
 
 277. Lewis, H. P. "Semi-annual promotion." Report of the Public 
 
 Schools of the City of Worcester. Worcester, Massachusetts: 
 
 School Committee, 1904, p. 34-41. 
 
 An argument in favor of semi-annual promotions. Contains quotations from 
 several sources. 
 
 278. Littwin, M. F. "English 'star' classes at the Boys' High 
 
 School." Bulletin of High Points in the Work of the High 
 
 Schools of New York City, 5:4-7, March, 1923. 
 
 On the basis of school marks special sections were formed in the sixth, 
 seventh and eighth semesters of high school. These sections were given differentiated 
 and enriched work in English. A number of advantages were derived from the plan. 
 
 279. Lynch, Ella F. "The bright child," Psychological Clinic, 4:141- 
 44, October 15, 1910. 
 
 A plea that the bright child be given individual instruction and the opportun- 
 ity for individual progress. 
 
 280. McDonald, R. A. F. "Provision for the exceptionally gifted." 
 Adjustment of School Organization to Various Population 
 Groups. Teachers College Contributions to Education, No. 75. 
 New York: Teachers College Bureau of Publications, p. 90-101. 
 A theoretical discussion followed by a brief description of about a dozen plans. 
 
 281.Maennel, B. "The auxiliary schools of Germany." (Translated 
 by Dresslar, F. B.). United States Bureau of Education Bul- 
 letin, No. 3, 1907, p. 43-47, 121-23. 
 
 An account of the Mannheim three-fold plan. 
 282. Mangold, G. B. "The mental classification of children. The 
 education of exceptional children." Problems of Child Welfare. 
 New York: Macmillan Company, 1914, p. 205-27. 
 
 This is almost entirely a discussion of backward children. 
 
 [42] 
 
283. Meyer, M. F. "Is credit for quality sound? — A criticism," 
 
 School Review, 23:708-11, December, 1915. 
 
 An argument in favor of credit for quality which is in use in a portion of the 
 University of Missouri. Especially answers Professor Ruediger's adverse criticism. 
 
 284. Miller, C. A. A. J. "The study of exceptional children," Ad- 
 dresses and Proceednigs of the National Education Association, 
 46:957-63, 1908. 
 
 A theoretical discussion listing ten kinds of exceptional children. 
 
 285. Mitchell, David. "Schools and classes for exceptional chil- 
 dren." Educational Survey. Cleveland, Ohio: Cleveland Foun- 
 dation, 1916. 122 p. 
 
 Discusses provisions for ten classes of exceptional children in Cleveland. Bright 
 children are not included in those provided for. 
 
 286. Mulrey, Cora L. "The rapid advancement class," Educational 
 
 Administration and Supervision, 3:416-19, September, 1917 
 
 A brief account of the Cambridge plan by which three years of work may be 
 done in two. 
 
 287. Myers, G. C "Broadening the course of study for the bright 
 
 child," Educational Administration and Supervision, 3:33-37, 
 
 January, 1917. 
 
 Suggests minimum and maximum courses and answers a number of objections 
 to them. 
 
 288. Neverman, P. F. "New Richmond plan of grade promotion," 
 
 American School Board Journal, 54:38, January, 1917. 
 
 Describes the New Richmond, Wisconsin, plan which provided two tracks 
 through the lower grades. Also a number of principles upon which the plan is 
 based are given. 
 
 289. Parlin, F. E. "Gradation and promotion." Annual Report of 
 the School Committee and the Superintendent of Schools, Cam- 
 bridge, Massachusetts, 1910, p. 19-21. 
 
 A brief explanation of the Cambridge plan. 
 
 290. Parkinson, W. D. "Promotions, accelerated and retarded," Edu- 
 cation, 19:152-57, November, 1898. 
 
 An argument that there is some advantage in the inertia of the graded system 
 and that only a comparatively few pupils should be accelerated and retarded. 
 
 291. Parkinson, W. D. "Individuality and social adjustment as 
 means and ends in education," Education, 29:16-24, 104-12, 
 September, October, 1908. 
 
 A discussion of individual and class instruction and progress. Argues for a 
 fairly flexible organization adapted to the individual. 
 
 [43] 
 
292. Patterson, M. Rose. "A preparatory center in Baltimore," At- 
 lantic Educational Journal, 12:234-38, January, 1917. 
 
 A description of the Baltimore plan in which the best upper grade pupils of the 
 city are brought together at the end of the sixth grade and may either do three 
 years of work in two or two in one and one-half. 
 
 293. Patterson, M. Rose. "The Homewood demonstration school at 
 Johns Hopkins University," School and Society, 16:577-84, No- 
 vember 18, 1922. 
 
 An account of an experiment in which a number of pupils did five months 
 work in two. Especially the under-age pupils succeeded in doing the extra work. 
 
 294. Payne, W. H. "Elastic grading." Report of the United States 
 
 Commissioner of Education, Vol. 2, p. 1376-77, 1899-1900. 
 
 Argues that the best basis of classification is the average of the year's work 
 and that on such a basis few pupils should need reclassification. 
 
 295. Phillips, D. E. "The child vs. promotional machinery," Ad- 
 dresses and Proceedings of the National Education Association, 
 50:349-55, 1912. 
 
 A discussion of changes in school organization that affect promotion. 
 
 296. Pickard, J. L. "Superintendent's report." Twenty-first Annual 
 Report, Department of Public Instruction, Chicago, 1874-75, p. 
 45-57. 
 
 Defends the "graded system" but admits that its evils need correction. Be- 
 lieves that the chief correction should be the promotion of pupils whenever they are 
 ready. 
 
 297. Prince, J. T. "The grading and promoting of pupils," Educa- 
 tional Review, 15:231-45, March, 1898. 
 
 A general discussion with a brief description of several flexible plans. 
 
 298. Prince, J. T. "Some New England plans and conclusions drawn 
 from a study of grading and promotion," Addresses and Pro- 
 ceedings of the National Education Association, 37:423-34, 1898. 
 
 Gives results obtained from a questionnaire, also a description of the Cam- 
 bridge, Middleboro, Woburn, Keene, St. Louis, Dayton, Le Mars and Centralia 
 plans. 
 
 299. Prince, J. T. "Classification and promotion of pupils." School 
 
 Administration. Syracuse: C. W. Bardeen, 1906, p. 125-33. 
 
 A discussion of several different flexible plans of organization including frequent 
 promotions, the "double-tillage" plan, the organization of groups according to abil- 
 ity and individual promotion. 
 
 300. Pvle, W. H. "A psychological study of bright and dull pupils," 
 Journal of Educational Psychology, 6:151-56, March, 1915. 
 Shows that mental differences between pupils may be measured. 
 
 [44] 
 
301. Pyrtle, E. Ruth. "Super-normal children — a study," Journal 
 of Educational Method, 1:273-75, March, 1922. 
 
 Describes the plan used in the junior high school of Lincoln, Nebraska. On 
 the basis of their school records the brightest pupils are selected and allowed to do 
 three years of work in two. Many advantages are listed. 
 
 302. Rathmann, C. G. "The Mannheim system of school organiza- 
 tion," Educational Review, 53:55-60, January, 1917. 
 
 A description of this plan with an account of its effect upon elimination which 
 was much reduced by its operation. 
 
 303. Richman, Julia. "A successful experiment in promoting pupils," 
 Educational Review, 18:23-29, June, 1899. 
 
 In a New York school the pupils of grades I-VI were divided into bright, 
 medium and poor sections, each going at its own rate. The effect was to increase 
 the number of promotions. 
 
 304. Rigler, Frank. "Principles of classification." Thirty-seventh 
 Annual Report of the Public Schools of Portland, Oregon, 1909- 
 10, p. 113-19. 
 
 Description of the Portland plan in which the course of study is divided into 
 fifty-four parts arranged in six cycles of one and one-half years each. At the end 
 of each cycle pupils are reclassified according to their ability, there being two rates 
 at which they may progress. 
 
 305. Roberts, J. E. "A working scheme of promotional efficiency," 
 Elementary School Journal, 17:719-26, June, 1917. 
 
 Tells of the plan used in Fond du Lac, Wisconsin, where pupils are promoted at 
 any time by subjects and not by grades. 
 
 306. Rosier, Joseph. "The graded school — its strength and its weak- 
 ness," Review of Education, 7:175-77, December, 1901. 
 
 States that the lack of individual instruction is not a weakness inherent but 
 one that can be remedied by teachers. 
 
 307. Rosier, Joseph. "A satisfactory basis for the promotion of 
 pupils," School and Society, 1:701-05, May 15, 1915. Addresses 
 and Proceedings of the National Education Association, 53:477- 
 84, 1915. 
 
 A theoretical discussion of flexible grading and promotion, arguing for special 
 schools, ungraded rooms, maximum and minimum curricula, etc. 
 
 308.Reudiger, W. C. "Is credit for quality sound?" School Review, 
 23:450-54, September, 1915. 
 
 An argument against giving credit for quality. States that quality and quantity- 
 are disparate, that we recognize quality by the honor attached, that credit for qual- 
 ity would over-emphasize marks, and that it would vary the educational content 
 covered by different students but indicated by the same diploma. 
 
 [45] 
 
309. Sakaki, Yasusaburo. "Some studies on so-called 'ab-normally 
 
 intelligent' pupils," Psychological Clinic, 6:18-25, March 15, 
 
 1912. 
 
 Classifies "ab-normally intelligent" pupils into seven classes and shows the 
 need for individual instruction. 
 
 310. Search, P. W. "Individual teaching: the Pueblo plan," Educa- 
 tional Review, 7:154-70, February, 1894. 
 
 A description of the Pueblo plan in which all work, promotion and graduation 
 is strictly individual. Lists a number of advantages. 
 
 311. Search, P. W. "The Pueblo plan of individual teaching," Edu- 
 cational Review, 8:84-85, June, 1894. 
 
 A brief explanation of the Pueblo plan supplementary to the reference above. 
 
 312. Search, P. W. et al. "Individualism in mass education," Ad- 
 dresses and Proceedings of the National Education Association. 
 34:398-411, 1895. 
 
 A rather general criticism of the graded system followed by discussion of both 
 sides. 
 
 313. Shaer, I. "Special classes for bright children in an English ele- 
 mentary school," Journal of Educational Psychology, 4:209-22, 
 April, 1913. 
 
 Describes a plan used in a Manchester school in which there are four special 
 rooms by means of which pupils may gain one or more years' time. 
 
 314. Shearer, W. J. "The Elizabeth plan of grading," Addresses and 
 
 Proceedings of the National Education Association, 37:441-48, 
 
 1898. 
 
 In Elizabeth, New Jersey, promotions were made at any time upon the basis 
 of the teacher's estimate and pupils grouped according to ability, each group going 
 as fast as it was able. Many favorable results were obtained from this plan. 
 
 315. Shearer, W. J. The Grading of Schools. New York: H. P. 
 Smith, 1S99. 220 p. 
 
 Suggests that grading should be in groups according to ability and acquire- 
 ments. 
 
 316. Shearer, W. J. "Grading for efficient organization in the inter- 
 ests of pupils," Addresses and Proceedings of the National Edu- 
 cation Association, 40:285-86, 1901. 
 
 A general discussion in which the essentials of good grading are listed as fol- 
 lows: acceleration, classification, proper provision for reclassification and proper ap- 
 portionment of work. 
 
 317. Shearer, W. J. "School children in lockstep," World's Work, 
 14:9252-55, August, 1907. 
 
 A strong argument against the lockstep with a discussion of conditions in 
 New York, Philadelphia, etc. 
 
 [46] 
 
318. Siders, W. R. "In class instruction, how can the individual be 
 reached r" Addresses and Proceedings of the National Educa- 
 tion Association, 47:175-82, 1909. 
 
 Discusses several other plans and describes that in use in Pocatello, Idaho. A 
 combined class, group and individual instruction system is used there. 
 
 319. Smith, H. L. "Plans for saving time in grades VII-XII in- 
 clusive." Bulletin of the Extension Division, Indiana University, 
 Vol. 4, No. 4 (Fifth Conference on Educational Measurements), 
 1918, p. 74-91. 
 
 Presents the results of a questionnaire study of the plans in use in over 400 
 cities. 
 
 320. Snedden, David. "Exceptional children." Monroe's Cyclopedia 
 of Education, New York: Macmillan Company, 1911, Vol. 2, 
 p. 540-41. 
 
 Says that flexible promotion more or less takes care of exceptional children. 
 
 321. Snedden, David. "Grading and promotion." Monroe's Cyclo- 
 pedia of Education, New York: Macmillan Company, 1912, 
 Vol. 3, p. 126-28. 
 
 Mentions several flexible plans and discusses the subject in general. 
 
 322. Spain, C. L. "The platoon school in Detroit." Detroit Edu- 
 cational Bulletin No. 2, November, 1920. Journal of Education- 
 al Research, 3:76-77. January, 1921. 
 
 Describes the platoon organization in use in some Detroit schools. 
 
 323. Spaulding, F. E. "The unassigned teacher in the schools," 
 
 School Review, 15:201-16, March, 1907. 
 
 In Newton, Massachusetts, unassigned teachers are assigned to work with in- 
 dividuals and small groups. They help the better pupils to gain time and the poorer 
 ones to keep up with the class. 
 
 324. Spaulding, F. E. "The Newton educational policy." Report of 
 
 Superintendent. Annual Report of the School Committee in 
 
 Newton, Vol. 74, p. 15-22, 26, 1913. 
 
 States that Newton aims to provide educational opportunities adapted to all 
 individual pupils. Parts of the general plan are to have assistant teachers to help 
 individuals and to make promotions at any time. 
 
 325. Stern, Wm. "The supernormal child," Journal of Educational 
 
 Psychology, 2:143-48, 181-90, March and April, 1911. 
 
 An argument to the effect that special types of instruction must be provided 
 for the super-normal and sub-normal pupils. 
 
 326. Stevenson, R. W. "Superintendent's report." Columbus Public 
 Schools, 1872-73, p. 45. 
 
 States that Columbus, Ohio, allows promotions at any time. 
 
 [47] 
 
327. Terman, L. M. "The mental hygiene of exceptional children," 
 Pedagogical Seminary, 22:529-37, December, 1915. 
 
 States that unusually bright children are not given enough work to do and dull 
 children too much. 
 
 328. Terman, L. M. "Discussion of gifted children section." Pro- 
 ceedings of the First Annual Conference on Educational Re- 
 search and Guidance, San Jose State Teachers College. Sac- 
 ramento, California: State Printing Office, 1923, p. 41-43. 
 
 A summary of several addresses dealing with gifted children, with some argu- 
 ment in favor of rapid progress rather than enriching the curriculum in the ordi- 
 nary way. 
 
 329. Trummer, Mary C. "Instruction adapted to groups of differing 
 ability," School Review, 30:409-11, June, 1922. 
 
 Describes the "accomodation" and "express" classes, the "opportunity," "ad- 
 justment" and "make-up" groups used in a Los Angeles high school. Pupils are se- 
 lected on the basis of their elementary school marks. 
 
 330. Ulrich, Flora. "A year's work in a 'superior' class," Psy- 
 chological Clinic, 5:245-50, January 15, 1912. 
 
 In a Cincinnati school a group of superior children did two years of work in 
 one year but this gain was the least of the benefits derived from the plan. Mental 
 activity and development were greatly increased. 
 
 331. Van Sickle, J. H. "Plan of the Xorth-Side schools of Denver," 
 Addresses and Proceedings of the National Education Assoc- 
 iation, 37:434-41, 1898. 
 
 A description of the Denver plan and a general discussion in favor of flexibility, 
 minimum essentials, etc. In the Denver plan there were no fixed promotion dates 
 until the third grade was reached. Above that the promotions were made every 
 semester. 
 
 332. Van Sickle, J. H. "Provision for exceptional children in the 
 
 public schools," Psychological Clinic, 2:102-11, June 15, 1908. 
 
 A discussion of provisions for all sorts of exceptional children except the super- 
 ior. 
 
 333. Van Sickle, J. H. et al. "Preliminary report of the committee 
 on provision for exceptional children in the public schools," Ad- 
 dresses and Proceedings of the National Education Association, 
 46:348-85, 47:343-67,1908, 1909. 
 
 A discussion of physically, intellectually, and morally exceptional children and 
 of various provisions being made for them in Worcester, Indianapolis, Baltimore, 
 St. Louis, Berlin, and elsewhere. 
 
 [48] 
 
334. Van Sickle, J. H. "Provision for gifted children in public 
 schools/' Addresses and Proceedings of the National Education 
 Association, 48:155-60, 1910. 
 
 Mentions various reports and studies that had been made and tells of the 
 Baltimore plan of giving high-school pupils extra work if they are bright enough. 
 
 335. Van Sickle, J. H. "Provision for gifted children in public 
 
 schools," Elementary School Teacher, 10:357-66, April, 1910. 
 
 States that both inferior and superior children should receive special atten- 
 tion and that there should be groups organized on the basis of ability. 
 
 336. Van Sickle, J. H., Witmer, L. and Ayres, L. P. "Provision for 
 exceptional children in public schools." United States Bureau 
 of Education Bulletin, 1911, No. 14. 92 p. 
 
 A rather complete discussion dealing with methods of finding, classifying, pro- 
 moting, teaching, and in general providing for exceptional children. Also deals with 
 the number found retarded, eliminated, etc. 
 
 337.Wallin, J. E. W.'The mental health of the school child." 
 Public School Provisions for Mentally Unusual Children. New- 
 Haven: Yale University Press, 1914, p. 383-428. 
 
 Gives questionnaire results from over 300 cities and sketches the history of 
 special and ungraded classes. 
 
 338. Wanger, Ruth. "The special class." News Letter, 19:4-5, May, 
 1923. 
 
 An account of provisions for dull pupils of high-school age. A special course in- 
 cluding English, civics, commercial work, sewing, etc. was arranged for those who 
 could not do ordinary academic work. The results have on the whole been favor- 
 able. 
 
 339. Washburne, C. W. "Breaking the lockstep in our school," 
 School and Society, 8:391-402, October 5, 1918. 
 
 An argument for individual progress. 
 
 340. Whipple, G. M. "Supernormal children." Monroe's Cyclopedia 
 of Education. New York: Macmillan Company, 1913, Vol. 5, 
 p. 464-68. 
 
 A discussion of a number of plans for taking care of bright children. 
 
 341. White, E. E. et al. "Several problems in graded-school man- 
 agement," Addresses and Proceedings of the National Educa- 
 tion Association, 14:254-63, 1874. 
 
 A discussion of annual promotion and the need of adapting the schools to 
 individual pupils. 
 
 342. Witmer, Lightner. "The training of very bright pupils," Psy- 
 chological Clinic, 13:88-96, December 15, 1919. 
 
 A discussion of the meaning of brightness, the number of bright and inferior 
 pupils found, etc. 
 
 [49] 
 
343. Woodrow, Herbert. Brightness and Dullness in Children. 
 
 Philadelphia: J. B. Lippincott and Company, 1919. 322 p. 
 
 There are various discussions of retardation and advancement, elimination, 
 special classes, bright and dull pupils and experiments with bright pupils. 
 
 344.WOODS, Elizabeth L. "Provision for the gifted child," Edu- 
 cational Administration and Supervision, 3:139-49, March, 1917. 
 
 A summary of provisions in a large number of cities showing that flexible 
 promotion is very common, special classes or groups fairly so, and that practically 
 all superintendents favor making some such provision. 
 
 345. Young, Ella Flagg. "Grading and classification of pupils," Ad- 
 dresses and Proceedings of the National Educational Associa- 
 tion, 32:83-86, 1893. 
 
 A rather general discussion. 
 
 346. "The Cambridge plan," Journal of Education, 75:375-76, April 
 4, 1912. 
 
 A brief description of this plan. 
 
 [50]