of Spanish-speaking children in the schools of New Mexico and Arizona. She has prepared outlines for teachers on the teaching of reading and arithmetic in the elementary grades, prepared a test designed to determine the relative value, in some of their phases, of the phonic and sentence methods of teaching reading; tabulated material obtained by questionnaire from primary teachers on methods of teaching reading, and on the use of certain forms of school activities; and made a comparative study of the contents of readers intended for use in the primary grades. She gave instruction for 16 weeks in the summer school of the University of Virginia, and in teachers' institutes in the State of Montana, on the phonic method of teaching reading in the primary grades and on other phases of primary instruction.

The chief of this division has about completed a manuscript for a bulletin of statistical information on school administration and supervision in cities having a population of more than 25,000, and has begun the preparation of copy for a "Transfer book" for the use of children of Government officials and others who move frequently from one city to another. The purpose of this book is to aid in the keeping of accurate records of the work and attainments of children in terms that will be easily understood by officers and teachers in all schools.

The chief of the division has also begun the preparation of a professional reading course for principals of schools in small cities and towns. He has investigated and made a report on those schools of Newark, N. J., which continue through the whole of the year, and prepared and issued an outline of essential features of school surveys for smaller cities and towns for the purpose of assisting local school officials in making surveys of their own schools. He has made a report on the cost of textbooks and supplies in larger cities, and has outlined a plan for determining the comparative standing of pupils in different schools. He assisted in making, under the direction of the Commissioner, a survey of the schools of the suburban city of Webster Groves, Mo., and assisted in a brief survey of the schools of Jamestown, N. Dak., the results of which were used by him and the Commissioner in making recommendations for the reorganization of these schools.

This division has prepared for the Annual Report of the Commissioner chapters on current school legislation and on current progress in school administration in smaller cities and towns. prepared circular letters on school legislation and on other subjects, and made a card catalogue containing brief digests of the more important topics treated in about 150 city school reports. It has prepared, in response to requests from the field, memoranda on schools for exceptional children, school credit for home work, the study of

foreign languages in the elementary grades, authorized textbooks on State history, on legal provisions pertaining to kindergartens, and on other subjects. Upon request it has criticized courses of study in the schools of several cities and offered suggestions for their improvement. The chief of the division addressed educational associations and teachers' institutes in many States, and kept up the correspondence and routine work of the division.

SCHOOL HYGIENE AND SANITATION.

The work of this division has been done by two special agents, one stationed at the George Peabody College for Teachers at Nashville, Tenn., and the other working in the office at Washington, and one clerk. The special agent at Nashville gave approximately 100 days of service, the one in Washington 21 days. With the assistance of the clerk at Washington, they attended to the correspondence of the bureau regarding schoolhouse construction, school equipment, and the health of school children. The special agent at Nashville has given most of his time to assisting school officers and architects in planning school buildings and grounds. This has been done by correspondence, by conferences with school officers and architects who have visited him at Nashville for that purpose, and by visits to cities and towns where new buildings were to be erected. In making plans for smaller buildings for towns and rural communities he has made use of the services of the class of graduate students in the Peabody College. He has continued to send, on request, the muchused and badly worn models of rural schoolhouses constructed under his direction several years ago, and has kept these models in repair until too badly worn for further use. These should be replaced by other models. He has criticized courses of study on hygiene and sanitation for various cities and has assisted the joint committee of the American Medical Association and the National committee of the Council of Education on the health of school children, and other national committees and associations interested in the improvement of school buildings and grounds and the improvement of the health of school children. At the request of the Commissioner he assisted in the survey of the schools of San Francisco, and as director of the Nashville substation of the bureau he has assisted in planning for the survey of the schools. of the State of Tennessee, which survey has been begun by Dr. W. T. Russell, a special collaborator attached to the Nashville substation. He has continued work on manuscripts for a supplementary bulletin on American school architecture and a bulletin on school baths, and has corrected proof for a bulletin on open-air schools, in the preparation of which he assisted.

The specialist in Washington has revised manuscript for a bulletin on Medical Inspection in England, continued the selection of material for a bulletin on health-teaching agencies, prepared the chapter on educational hygiene for the report of the commissioner, and represented the bureau at the annual meeting of the New Jersey Association of Medical Inspectors.

Besides assisting in the correspondence of the division the clerk has brought the card catalogue of school hygiene and medical inspection up to date, and has prepared bibliographies on this subject.

INDUSTRIAL EDUCATION AND EDUCATION FOR HOME

MAKING.

The division of industrial education and education for home making consists of one specialist in industrial education and two specialists in home economics, assisted by one clerk.

Since the last report the specialist in industrial education has spent nearly one-half of his time in the field and away from the bureau. In response to numerous requests he arranged a schedule by which he gave courses of lectures on vocational education in summer schools in 1915. During July and August one week was spent at each of five important summer schools, and one day at each of three others. He organized and presided at seven conferences of special teachers and directors of industrial education and the manual arts, called by the Commissioner of Education in the leading cities of Illinois, Minnesota, Washington, Oregon, California, and Utah. During the winter approximately 30 days were spent in field work in North Dakota, as a member of the commission organized by the bureau to make a survey of the institutions of higher education in that State. In the spring 55 days were spent in assisting in the San Francisco educational survey, in which the specialist in industrial education served as personal representative of the Commissioner of Education, in charge of the field work. Eight days were spent in the State educational survey in Delaware, and in addition four days were given to conferences with the commissions in charge of the Iowa State educational survey and the Minneapolis vocational education survey.

During these absences from the bureau he made 93 addresses on various phases of vocational education to audiences of teachers, school patrons, members of boards of education, labor unions, commercial organizations, and others, attended sessions of five educational conventions, and visited schools in 36 cities, in 14 States, as follows: Ohio, Indiana, Illinois, Wisconsin, Minnesota, North Dakota, Washington, Oregon, California, Utah, Kansas, New York, New Jersey, Delaware. He also served as chairman of the subsec

tion on industrial education of the Second Pan American Scientific Congress, and chairman of the committee which drafted the program for its sessions. He served as representative of the Bureau of Education in a special conference of State officials for vocational education in New York City, called by the National Society for the Promotion of Industrial Education.

While in the office he prepared for the Report of the Commissioner of Education a chapter on vocational education. He also prepared for distribution a list of institutions offering special courses for the training of teachers for industrial education and the manual arts, a list of schools in which trades are taught, seven letters in the "vocational education letters" series, and a special summer-school letter on the training of teachers. In addition, nearly two months have been spent in the office in the study of data and composition of the reports of the educational surveys in Delaware, North Dakota, and San Francisco. Notwithstanding protracted absences from the office, the correspondence in industrial education has increased more than one-third over that of last year: 1915, letters received, 1,351; sent, 1,052; total, 2,403; 1916, received, 1,717; sent, 1,511; total, 3,228. In addition, a large volume of printed and multigraphed matter emanates from this division.

One of the specialists in home economics spent approximately three months in educational surveys made under the direction of the Commissioner of Education in San Francisco and in the State of lowa. She attended the sessions of 9 educational conventions, visited 65 schools and colleges and studied the work in home economics, and made 47 addresses before audiences of teachers, women's clubs, and cthers in 23 cities in 14 States, as follows: North Carolina, South Carolina, Georgia, Alabama, Texas, Pennsylvania, Indiana, Kansas, Iowa, Wyoming, Utah, California, Arizona. She also organized and directed a conference of home-economics teachers in land-grant colleges, called by the Commissioner of Education, which met at the University of California. While in the office she spent about eight weeks in the study of data collected in the Iowa survey and the San Francisco survey, and in the preparation of home-economics sections of the reports of these surveys. She also cooperated with the Bureau. of Standards by reading the proof of a bulletin on "Measurements for the Home," with a committee of the American Home Economics Association in the preparation of a report on terminology, with the faculty of the McKinley Manual Training High School, Washington, D. C., in grading the papers in a home-economics competition, and with the department of home economics in the Washington, D. C., public schools. She also served as a member of the council of the American Home Economics Association and a committee member of the National Association of Farmers' Institutes.

The second specialist in home economics spent approximately two weeks in a study of home economics in schools for Negroes. For this purpose 22 schools in five States Alabama, Georgia, Tennessee, North Carolina, and Virginia-and the District of Columbia were visited. The special study of courses for the training of teachers and supervisors of home economics in State normal schools and other institutions has been continued. In the prosecution of this work 56 institutions were visited in 17 States and the District of Columbia, as follows: North Carolina, Tennessee, Mississippi, Alabama, Texas, Arkansas, Missouri, Kansas, Iowa, North Dakota, Minnesota, Michigan, Illinois, Pennsylvania, New York, New Jersey, Delaware, District of Columbia. She organized and directed five conferences of teachers of home economics in normal schools, called by the Commissioner of Education in Tennessee, Missouri, Minnesota, Illinois, and Pennsylvania. Sessions of nine educational conventions were attended, and 49 addresses were made at various places on important phases of home-economics work in the schools. These studies have resulted in the formulation of courses of study in home economics for rural teachers, home makers' classes, and schools for Negroes.

The two specialists in home economics have collaborated in the preparation of a chapter on home economics for the Annual Report of the Commissioner of Education, in the drafting of a special summer-school letter, and 10 letters in the "home-economics letters " series relating to the organization and administration of home economics departments in the schools, and in the compilation of a mailing list of special teachers of home economics in universities, colleges, State normal schools, and other institutions. The correspondence in home economics has increased materially as compared with the previous year: 1915, 4 months, letters received, 83; sent, 141total, 224; 1916, received, 605; sent, 1,233-total, 1,838.

Two sets of lantern slides have been prepared and are now available for use.

RURAL EDUCATION.

The work of the division of rural education was divided during the year among three subdivisions—namely, rural-school practice, rural-school extension, and agricultural education and rural-school administration.

Rural-school practice. The specialist in rural-school practice organized and promoted during the year the National Rural Teachers' Reading Circle with definitely outlined courses of reading prepared especially for persons engaged in rural-school teaching and supervision. The work has been accepted by 42 States, and 3 of them, Alabama, Nebraska, and Washington, have taken steps to substitute