PART II of the Forty-Second Yearbook of the National Society for the Study of Education, entitled The Library in General Education, is after five years one of the most useful discussions of the values and functions of the library now available. More recently Mishoff and Foster (40) issued a useful bulletin of public library statistics which gave the status of public library service thruout the United States. Fargo (19) described the school library, the bases for its administrative and financial support, and some of the approved methods of functioning. Cole (11) edited Library Literature, an annotated index to 1946 publications concerning the library profession. Library Literature is an annual publication, which, because of the war, was suspended for three years, 1943-1945. It is planned soon to make up these arrears in the indexing of books, theses, periodicals, and pamphlets dealing with the library. Library research for 1942, 1943, and 1944 was surveyed in the June 1945 issue of the REVIEW.

This chapter summarizes studies that were published during the calendar years 1945, 1946, and 1947, and that were concerned with methods of teaching and teaching materials for preschool, kindergarten, and elementary grades I thru VI. For a treatment of the three-year period immediately preceding 1945 the reader is referred to the June 1945 issue of the REVIEW. The areas treated in the present chapter were dealt with in that issue under the chapter headings Methods of Teaching and Auditory and Visual Education. The body of general literature on methods of teaching available for the three years under consideration was substantial and, as noted in the June 1945 report, this literature showed a tendency to cite the findings of research and the summaries of investigations. Altho this three-year period covered the end of World War II, there seems to have been a decrease in the quantity of materials discussing the implications of the armed services educational program. The special commission of the American Council on Education (32) published its report on this topic in 1947. There may have been a tendency to await and accept this statement as definitive. Some general research dealing with grouping, departmentalization, and "progressive education" appears. There was also research dealing with specific technics and materials. It is significant, however, to note the increased emphasis on such topics as the democratic method, group dynamics, and mental hygiene in the classroom. Together with these emphases on child development and group relationships there have been in a few general publications attempts to unify and synthesize the curriculum experiences provided for boys and girls. Examples of such attempts can be seen in the published volumes resulting from the research program of the Horace Mann-Lincoln Institute of School Experimentation (43, 85) . Mursell (61) has devised a series of six psychological principles of teaching. Huggett and Millard (41) dealt with the psychological foundation of instruction and practice, and treated, in separate chapters, the major curriculum areas.

THIS chapter summarizes the research reports and discussions based on research findings dealing with curriculum methods and materials in the secondary school and college during the calendar years 1945, 1946, and 1947. Perhaps the most significant research in this area during the three-year period was reported by the American Council on Education thru its Commission on Implications of Armed Services Programs (10, 13, 21 , 32, 36) . Much attention was given also to methods and materials in general education, intercultural education, international education, and work experience. Moreover, there was considerable emphasis on the use of various auditory and visual aids. While probably not more than a score of scientific investigations on methods were published, other works such as the Report of the Harvard Committee (24) and bulletins of national associations increased the number of studies that merit careful consideration here.

FOUR REVIEWS of the history of teacher education, Evenden (39), Hill (52) , Knight (59), and Lins (61) will be exceedingly helpful to those who wish to gain perspective on problems of in-service teacher education. Lins, for example, found teachers interested in the following topics for discussion in 1862: (a) Can teaching be reduced to a science? (b) Does the pecuniary prosperity of a nation depend upon its intelligence? (c) What are the prominent causes of failure in teaching? (d) Should prizes and awards be made for superior scholarship? (e) By what plan can a teacher best succeed in keeping the students employed? (f) What methods of instruction will best lead students to original investigation? (g) What disposition should a teacher make of his school time after school hours? (h) How can the pupils be taught good manners? and (i) Should a military spirit be encouraged among pupils of our common schools? A study of the literature on in-service teacher education of the past three years indicates that the immediate concerns of teachers today are fundamentally the same as eighty years ago. However, as teachers of today study their problems they find them rooted in deeper and more basic issues of education and of society. The major developments in in-service teacher education in the past three years have been toward more effective organiza­ tion of programs for the study of these basic issues. Accordingly, there has been some shift in the topics covered since the review reported in 1943. Within the limits of space allowed, it was possible to report less than onethird of the material in the literature. Even so, it was necessary to take liberties with the concept of research in deciding to include some of the references. Such liberties seem justified, however, during a period when much significant exploratory work is being done in an area as important as the in-service improvement of teachers.

IFUR REVIEWS of the history of teacher education, Evenden (39), Hill (52), Knight (59), and Lins (61) will be exceedingly helpful to those who wish to gain perspective on problems of in-service teacher education. Lins, for example, found teachers interested in the following topics for discussion in 1862: (a) Can teaching be reduced to a science? (b) Does the pecuniary prosperity of a nation depend upon its intelligence? (c) What are the prominent causes of failure in teaching? (d) Should prizes and awards be made for superior scholarship? (e) By what plan can a teacher best succeed in keeping the students employed? (f) What methods of instruction will best lead students to original investigation? (g) What disposition should a teacher make of his school time after school hours? (h) How can the pupils be taught good manners? and (i) Should a military spirit be encouraged among pupils of our common schools? A study of the literature on in-service teacher education of the past three years indicates that the immediate concerns of teachers today are fundamentally the same as eighty years ago. However, as teachers of today study their problems they find them rooted in deeper and more basic issues of education and of society. The major developments in in-service teacher education in the past three years have been toward more effective organization of programs for the study of these basic issues. Accordingly, there has been some shift in the topics covered since the review reported in 1943. Within the limits of space allowed, it was possible to report less than onethird of the material in the literature. Even so, it was necessary to take liberties with the concept of research in deciding to include some of the references. Such liberties seem justified, however, during a period when much significant exploratory work is being done in an area as important as the in-service improvement of teachers.

HODGKINS (46) gave a summary description of all the new methods of teaching with their applications to the social studies, and concluded that the experimental studies in comparative teaching methods have been thus far rather indecisive. Hockett (45) annotated research studies in the field of social studies in the April 1937 number of the REVIEW OF EDUCATIONAL RESEARCH. In the February 1938 issue of the REVIEW, Wilson (113) did a similar survey of research in the social studies. In both of these summary statements, a special section of the chapter was devoted to methods. Horn (47), in his report in 1937 for the Commission on the Social Studies, attempted to canvass all the recent literature (up to 1937), including unpublished theses, on methods of teaching and learning in the social studies. Phillips (80), in a chapter in the 1937 yearbook of the National Council for the Social Studies, reviewed ten research studies on methods carried out from 1928 through 1935. He listed sixty-three additional studies dated from 1921 through 1935. In this same publication Davey and Hill (17) evaluated six studies, ranging from 1927 to 1931, on the effectiveness of the so-called Morrison unit-mastery plan as compared with other methods of instruction, and reached the conclusion that the superiority of any one method had not been established.