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Question
The study of environmental science is concerned with
Answer the interactions among human systems and those found in nature.
biotic and abiotic interactions with human systems.
only abiotic factors.
only biotic factors.
Both A and B

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The Neuse River is considered a system because it involves
Answer components that influence each other irreversibly.
specifically interacting biotic components that influence each other.
interacting abiotic components.
components that interact and influence one another through material or energy change.
components that influence one another only through the water.
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An ecosystem is a location on Earth that includes
I. only biotic components.
II. only abiotic components.
III. interacting living and non-living components.
Answer I only II
only III
only
I and II only
I, II, and III

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The difference between an environmentalist and an environmental scientist is
Answer negligible because both care about Earth.
that an environmentalist is involved in a social movement; whereas an environmental scientist is concerned with the methods of
science.
that an environmental scientist has a background in biology and chemistry; whereas an environmentalist studies the humanities.
an environmentalist is generally a radical.
an environmentalist is involved in a social movement; whereas an environmental scientist is concerned with politics.

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Environmental Studies cover
Answer ethics.
policy.
literature.
economics.
All of the above

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A good example of direct human manipulation of the natural environment is seen in
Answer adding emissions to the atmosphere from driving cars.
converting land from forest to growing crops.
growing clover and wheat in a laboratory.
raising goldfish in a fish tank.
Both A and B

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The extinction of mastodons and giant ground sloths in the Americas is attributed to
Answer climatic change.
competition with dinosaurs.
a meteor impact in Central America.
overhunting by humans.
introduction of the American bison which acted as a competitor.

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Question
Native Americans on the Great Plains
Answer were responsible for the expansion of the tallgrass prairie.
had hunted the passenger pigeon to extinction by the 1880s.
had hunted the American bison to extinction by the 1880s.
used fire to burn the tallgrass prairie.
were completely gone by the 1600s.

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Which is a correct statement from the point of view of an environmental scientist?
Answer Human manipulation of the environment is completely acceptable in any modern society.
Human manipulation of the environment is outpacing the rate at which natural systems can evolve.
Natural systems will evolve at an appropriate rate to compensate for human manipulation.
Natural systems will be undamaged by human interference because engineering discoveries will fix the problems.
Adaptation and relocation are acceptable and reliable solutions for organisms that are affected by climate change.

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Ecosystem services
Answer are the processes by which life supporting resources are produced.
can be provided by a forest.
can be provided by an aquifer.
can be provided by soil.
All of the above

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Environmental indicators
Answer enable scientists to accurately predict the future of an environment.
describe what is causing a change in the environment.
do not always describe what is causing a change in the environment.
do not provide information that is considered valuable in creating public policy.
Both A and C

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Living in an environmentally sustainable way necessitates
Answer using Earth's resources efficiently whenever convenient.
living without basic ecosystem services.
living in a tent.
living in a rural area.
sensitivity to the needs of future generations.

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Evidence of biodiversity is seen in the
Answer genetic variation among human populations.
number of species in a region.
number of ecosystems and habitats in a region.
variety of nutrients available in a region.
All of the above

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The population with the greatest ability to respond to environmental change most likely is the one with
Answer high genetic diversity.
low genetic diversity.
one type of dominant organism.
two types of dominant organisms.
more animals than plants.

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The number of species on Earth that have been identified is approximately
Answer 10 billion.
1 billion.
100 million.
2 million.
 5 of 12

100,000.

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The number of species on Earth that have not yet been identified is estimated at
Answer 50–100 billion.
5–10 billion.
5–100 million.
1–2 million.
5,000–100,000.

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The health of frog populations is used as an indicator of environmental health because frogs
Answer are exposed to the water.
are amphibious.
eat insects which are very low on the food chain.
live in the tropics.
may ingest toxins on land.

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The comparison between the rate of speciation and background extinction rate is that
Answer speciation is natural and background extinction rate is human induced.
speciation and background extinction rate are very slow, natural processes.
speciation is much faster than background extinction rate.
environmental stress may cause species to go extinct faster than new ones can evolve.
Both B and D

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Question
Two square km is equal to _ square meters.
Answer 200,000
2,000,000
20,000,000
200,000,000
2,000,000,000

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Five square miles is equal to acres. (1 square mile = 640 acres)
Answer 0.32
320
2500
3200
32,000

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Question
Seventy-five square kilometers is equal to square miles. (1 km = 0.6214 mile)
Answer 28.96
2890
5625
39,600
46.61

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2
Twenty square kilometers is equal to _ hectares. (1 hectare = 10,000 m )
Answer 20,000
200
2000
200,000
40

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 6 of 12

Question
Fifteen hundred acres is closest to _ hectares. (1 hectare = 2.47 acres)
Answer 300
6000
60
3000
600

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Total world grain production has
Answer increased fairly steadily since 1950.
dropped dramatically since 1950.
leveled off recently.
increased recently.
gone up and down with no overall trend.

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Question
According to Figure 1-1, which of the following statements about the overall trends in per capita wheat production is correct?
Figure 1-1

Answer Per capita wheat production increased from 1950 through the mid-1980s and then started to decrease.
There is no discernible trend.
Between 1950 and 1960, per capita wheat production was stable and then decreased through 2005.
Per capita wheat production has not changed since the 1950s.
Per capita wheat production has steadily increased since the 1950s through today.

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Factors that are responsible for grain production not keeping up with worldwide population include
Answer crop diseases.
soil degradation.
use of food crops for fuel.
government encouragement to let land remain uncultivated.
All of the above

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New innovations in food production are
Answer sure to find new efficient ways to produce enough food to feed the world.
not keeping pace with food needs of the world.
not needed to keep pace with food needs of the world.
frequently the cause of soil degradation.
Both B and D

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Greenhouse gases in the atmosphere are
Answer concentrated near the equator.
completely the product of human activity.
responsible for constant temperatures near Earth's surface.
causing a decrease in atmospheric temperature.
primarily the result of volcanic activity.

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 7 of 12

Question
The concentration of carbon dioxide in the atmosphere
Answer is increasing in part due to fossil fuel use.
has not significantly changed in the past 200 years.
is increasing in part due to deforestation.
has been decreasing since the 1800s.
Both A and C

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Human population today is closest to
Answer 3 billion.
5 billion.
6 billion.
7 billion.
12 billion.

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If the worldwide number of births daily is 364,000 and the number of deaths is 152,000, then annually there are an additional _ people.
Answer 7,000,000.
77,380.
100,000,000.
77,380,000.
212,000.

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Human population is expected to stabilize at _ by the year _.
Answer 68–105 billion; 2050
68–105 billion; 2100
6.8–10.5 billion; 2100
6.8–10.5 billion; 2150
6.8–10.5 billion; 2200.

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The following are non-renewable resources except
Answer aluminum.
oil.
coal.
copper.
timber.

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Economic development goes hand in hand with
Answer decreased use of non-renewable resources.
increased consumption of resources.
smaller more efficient living styles.
better planting strategies for crops.
sustainable use of renewable resources.

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_ % of the world's most developed population consumes % of the world's energy.
Answer 20; 58
20; 20
10; 90
2; 75
2; 95

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The poorest _ % of the world's people consume no more than _ % of the world's energy, paper, fish and meat.
Answer 20: 20
20; 5
5; 20
5; 35
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2; 45

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Question
If a forest is cleared at a rate of 875 acres per day, approximately how many hectares per year are being cleared?
Answer 2160
319,000
3500
129,000
13,000

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Question
If land is cleared at a rate of 456 hectares per week, approximately how many acres per year that are being cleared?
Answer 16,5000
180
9500
66,400
58,600

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Sustainable development
Answer was demonstrated on Easter Island.
requires resources to be saved and stored for one generation.
is achieved when food is raised by the people who are eating it.
balances human needs and economic development.
allows for clear-cutting of trees.

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Question
The following are examples of sustainable practices.
I. Forests cut for timber are replanted.
II. Steel is recycled.
III. Plastic is disposed of in landfills because that it is less expensive than recycling.
Answer I only
II only
I and III only
I and II only
I, II, and III

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Sustainable development would incorporate
Answer the development of alternative materials.
efficient use of energy.
replacement of nutrients in soil.
evaluation of residential patterns.
All of the above

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The action that can reduce the ecological footprint of people in the highly developed world to levels that are sustainable is
Answer eating more fish.
shopping only in stores that use organic cotton.
traveling to the developing world.
using more fertilizer.
None of these actions alone will result in a sustainable level of consumption.

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The concept of ecological footprint is measured in terms of the amount of
Answer resource an individual consumes daily.
land area.
resources an individual consumes over the course of a lifetime.
resources an entire nation consumes yearly.
resources an individual consumes yearly.

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Calculating ecological footprint involves consideration of
Answer the impact of activities on the resources of Earth.
lifestyle.
water usage for crops and direct consumption.
food calories required for continuing normal activity.
All of the above

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Question
The world's calculated human ecological footprint is _ % of the Earth's total usable land area.
Answer 40
75
100
125
200

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Question
If every person on Earth today lived with the average lifestyle of people in the United States, the land of Earths would be required.
Answer 2
5
8
10
20

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Question
Passage 1-1
An experiment is set up to determine if wheat grows better when it is planted by itself or together with clover. The setup involves three pans of each
treatment. Set-ups A, B, and C contain wheat alone. Set-ups D, E, and F contain clover and wheat planted together, in rows alternating one seed of
each type. One hundred seeds are planted in each pan. All treatments contain the same type of soil, are planted in the same size of pan, are
exposed to the same amount of sunlight, and are maintained at the same temperature throughout the course of the experiment.
Reference: Ref 1-1

Use Passage 1-1. The treatments planted with wheat alone are the
Answer constant.
controls.
independent variable.
dependent variable.
replication.

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Passage 1-1
An experiment is set up to determine if wheat grows better when it is planted by itself or together with clover. The setup involves three pans of each
treatment. Set-ups A, B, and C contain wheat alone. Set-ups D, E, and F contain clover and wheat planted together, in rows alternating one seed of
each type. One hundred seeds are planted in each pan. All treatments contain the same type of soil, are planted in the same size of pan, are
exposed to the same amount of sunlight, and are maintained at the same temperature throughout the course of the experiment.
Reference: Ref 1-1

Use Passage 1-1. Which of the following statements provides a hypothesis for this experiment?
Answer Wheat grows taller when planted by itself than when it is alternated with clover.
Clover grows better when planted by itself
Wheat grows better when planted together with clover.
Clover grows better when planted together with wheat.
Both A and C

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Passage 1-1
An experiment is set up to determine if wheat grows better when it is planted by itself or together with clover. The setup involves three pans of each
treatment. Set-ups A, B, and C contain wheat alone. Set-ups D, E, and F contain clover and wheat planted together, in rows alternating one seed of
each type. One hundred seeds are planted in each pan. All treatments contain the same type of soil, are planted in the same size of pan, are
exposed to the same amount of sunlight, and are maintained at the same temperature throughout the course of the experiment.
Reference: Ref 1-1

Use Passage 1-1. Several setups of each treatment are prepared to fulfill a very important requirement of scientific experimentation, specifically the
need for
Answer replication.
constants.
a control.
an independent variable.
a dependent variable.
 10 of 12

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Question
Passage 1-1
An experiment is set up to determine if wheat grows better when it is planted by itself or together with clover. The setup involves three pans of each
treatment. Set-ups A, B, and C contain wheat alone. Set-ups D, E, and F contain clover and wheat planted together, in rows alternating one seed of
each type. One hundred seeds are planted in each pan. All treatments contain the same type of soil, are planted in the same size of pan, are
exposed to the same amount of sunlight, and are maintained at the same temperature throughout the course of the experiment.
Reference: Ref 1-1

Use Passage 1-1. Constants in this experiment are

Answer the pan of wheat, temperature, and soil type.
temperature, number of seeds in each pan, and sunlight.
number of seeds in each pan, sunlight, and one pan of wheat and clover.
the pans of wheat alternated with clover.
the same as the independent variable.

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Question
Passage 1-1
An experiment is set up to determine if wheat grows better when it is planted by itself or together with clover. The setup involves three pans of each
treatment. Set-ups A, B, and C contain wheat alone. Set-ups D, E, and F contain clover and wheat planted together, in rows alternating one seed of
each type. One hundred seeds are planted in each pan. All treatments contain the same type of soil, are planted in the same size of pan, are
exposed to the same amount of sunlight, and are maintained at the same temperature throughout the course of the experiment.
Reference: Ref 1-1

Use Passage 1-1. The dependent variable in this experiment could be the
Answer height of the clover.
number of leaves on the clover.
height of the wheat.
presence of nodules on the roots of the clover.
number of clover seeds that germinate.

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A hypothesis is different from a belief because it is
Answer testable.
proven.
the same as a theory.
sensible.
false.

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Accuracy is
Answer how close a measured value is to the actual value.
how close a measured value is to repeated measurements of the same sample.
a measurement.
an estimation.
only measured in the metric system.

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Precision is
Answer how close a measured value is to the actual value.
how close a measured value is to repeated measurements of the same sample.
a measurement.
an estimation.
only measured in the metric system.

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Inductive reasoning
Answer is the process of making general statements from specific facts.
is the process of applying a general statement to specific facts.
doesn't require facts.
is the same thing as a hypothesis.
is the same thing as observation.

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 11 of 12

Question
Deductive reasoning
Answer is the process of making general statements from specific facts.
is the process of applying a general statement to specific facts.
requires observation.
is the same thing as a hypothesis.
Both B and C

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Dissemination of scientific results
Answer is an essential part of the scientific process.
allows for scientists to discuss results.
furthers critical thinking.
assists researchers in developing alternative explanations to observable phenomena.
All of the above

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Question
An idea that has been repeatedly tested and confirmed by multiple groups of researchers is called a(n)
Answer hypothesis.
induction.
deduction.
theory.
natural law.

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A phenomenon that has been rigorously tested and to which there are no known exceptions is called a(n)
Answer hypothesis.
induction.
deduction.
theory.
natural law.

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Passage 1-2
An experiment uses two groups of mice with 20 individuals in each group. Both groups are fed the same amount of water and food every day. They
are kept in similar cages in a climate-controlled room. The experimental group is given five doses of a pesticide every day. After two months, the
amount of an enzyme in the brains of the mice was measured.
Reference: Ref 1-2

Use Passage 1-2. The independent variable in this experiment is the

Answer climate control of the room.
enzyme in the brain.
pesticide fed to the mice.
time of the experiment.
food.

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Question
Passage 1-2
An experiment uses two groups of mice with 20 individuals in each group. Both groups are fed the same amount of water and food every day. They
are kept in similar cages in a climate-controlled room. The experimental group is given five doses of a pesticide every day. After two months, the
amount of an enzyme in the brains of the mice was measured.
Reference: Ref 1-2

Use Passage 1-2. The group of mice not exposed to the pesticide is called the
Answer control.
independent variable.
dependent variable.
experimental constant.
dosage control.

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Passage 1-2
An experiment uses two groups of mice with 20 individuals in each group. Both groups are fed the same amount of water and food every day. They
are kept in similar cages in a climate-controlled room. The experimental group is given five doses of a pesticide every day. After two months, the
amount of an enzyme in the brains of the mice was measured.
Reference: Ref 1-2

Use Passage 1-2. The climate controlled room is important to establish

 12 of 12

Answer constants.
controls.
variables.
doses given to the mice.
None of the above

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Question
Passage 1-2
An experiment uses two groups of mice with 20 individuals in each group. Both groups are fed the same amount of water and food every day. They
are kept in similar cages in a climate-controlled room. The experimental group is given five doses of a pesticide every day. After two months, the
amount of an enzyme in the brains of the mice was measured.
Reference: Ref 1-2

Use Passage 1-2. The dependent variable in this experiment is the

Answer climate control of the room.
enzyme in the brain of the mice.
pesticide fed to the mice.
time of the experiment.
climate.

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Question
Controlled experiments in nature are difficult because
Answer it is impossible to determine what kind of conditions are needed for the experiment.
large amounts of land are sometimes required to produce natural conditions.
animals cannot be studied because they do not stay still.
scientists do not like to do the fieldwork required.
Both A and B

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Natural experiments can be done when a
Answer natural event changes an ecosystem.
volcanic eruption destroys a forest.
fire sweeps through a prairie.
tornado uproots a section of a forest.
All of the above

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Natural experiments lack
Answer any basis for comparison.
an exact replication of the experiment.
similar constants.
a dependent variable.
All of the above

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When studies are done to determine the effect of pesticides on humans,
Answer human subjects are used to test the pesticides.
the health of similar groups of people who have not been exposed to the pesticides are used as a basis for comparison.
it is very difficult to find more than a single person exposed.
higher primates are tested because their systems are close to those of humans.
Both A and B

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The study of environmental science differs from study of the natural sciences such as biology and chemistry because it
Answer doesn't encourage critical thinking.
isn't included in most institutions of higher learning.
involves politics, law, and economics.
eliminates the consideration of physics.
doesn't take into account the scientific process.

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 13 of 12

Question
Environmental justice is
Answer the body of law that deals with environmental issues.
the type of legal system that environmental lawyers use to defend nature.
a social movement that works toward equal enforcement of environmental laws in poor communities.
a type of legal punishment for polluters.
not needed because pollution is equitably distributed around the world.

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Question
Which of the following statements is/are correct?
Answer If more efficient automobile are built, consumption of gasoline will decrease.
Even though more efficient cars are built, consumer behavior dictates the trend in consumption of gasoline.
Interactions between natural and human-dominated systems are fairly easy to predict.
Interactions between natural and human-dominated systems are complicated to predict.
Both B and D

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The San Francisco Sustainability Plan, adopted in 1997,
Answer applies environmental indicators to monitor and encourage sustainable development of the city.
will never be put into place.
relies on consumers to create a market for eco-friendly products.
ignores the need for public education.
ignores the principles of economics.

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Which of the following are environmental indicators used to show that the San Francisco Sustainability Plan is successful?
Answer Increase in the number of parks and in the number of department stores
Decrease in the amount of solid waste produced and increase in the size of houses
Improved air conditioning in private homes
Decrease of wastewater produced and increased biodiversity
All of the above

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Helping men own farms. Mead, E. (Ag ’20)
Henry Elizabeth. McCarthy, J. H. (S ’20)
Henry V, king of England, 1387–1422
Mowat, R. B. Henry V. (D ’20)
Hero of the longhouse. Laing, M. E. (F ’21)
Hero stories of France. Tappan, E. M. (Je ’20)
Heroes
Dimmock, F. H., ed. Scouts’ book of heroes. (F
’21)
Lanier, H: W. Book of bravery. (Ja ’21)
Heroes of early Israel. Wood, I. F. (F ’21)
Hesitant heart. Welles, W. (My ’20)
Hey-rub-a-dub-dub. Dreiser, T. (Je ’20)
Hidden Creek. Burt, K. N. (O ’20)
Hidden eyes. Levison, E. (F ’21)
Hidden people. Miller, L. E: (Ja ’21)
Hidden trails. White, W: P. (O ’20)
Hidden treasure of Rasmola. Rihbany, A. M. (F
’21)
Hide and seek. Morley, C. D. (D ’20)
High company. Lee, H. S. (O ’20)
High life. Rhodes, H. G. (F ’21)
High school boy and his problems. Clark, T: A. (N
’20)
High school farces. Hill, F: T. (Ja ’21)
High schools
 Parker, S: C. Methods of teaching in high
schools. (Jl ’20)
Highacres. Abbott, J. L. (D ’20)
Higher psychical development. Carrington, H. (N
’20)
Highway to leadership. Slattery, M. (F ’21)
Hiker Joy. Connolly, J. B. (Je ’20)
Hills of Han. Merwin, S: (D ’20)
His friend and his wife. Hamilton, C. (Je ’20)
His Majesty’s well-beloved. Orczy, E. (Ap ’20)
Hispanic anthology. Walsh, T:, ed. (D ’20)
Historical child. Chrisman, O. (F ’21)
Historical portraits, 1700–1850. Fletcher, C: R. L.
(D ’20)
Historical sources of Defoe’s Journal of the plague
year. Nicholson, W. (S ’20)
History
Reade, W. Martyrdom of man. (Ag ’20)
Outlines, syllabi, etc.
Putnam, G: P., comp. Tabular views of
universal history. (Ap ’20)
Philosophy
 Adams, H: Degradation of the democratic
dogma. (Ap ’20)
Partridge, G: E. Psychology of nations. (My
’20)
Study and teaching
Hasluck, E. L: Teaching of history. (F ’21)
Tuell, H. E. Study of nations. (Mr ’20)
History, Ancient
Murray, G. Our great war and the great war of
the ancient Greeks. (Ag ’20)
History, Modern
West, W. M. Story of modern progress. (Jl ’20)
History, Universal
Bryce, J. B. World history. (F ’21)
Wells, H. G: Outline of history. (D ’20)
History and power of mind. Ingalese, R: (Ag ’20)
History of a literary radical. Bourne, R. S. (F ’21)
History of American literature. Boynton, P. H. (Mr
’20)
History of Cuba. Johnson, W. F. (S ’20)
History of education. Cubberley, E. P. (Ja ’21)
History of Europe, ancient and medieval.
Breasted, J. H:, and Robinson, J. H. (O ’20)
History of everyday things in England. Quennell,
M. and C: H: B. (Jl ’20)
History of France. Davis, W: S. (Ag ’20)
History of France. Duruy, V: (D ’20)
History of imperialism. Tucker, I. St J: (Ja ’21)
History of journalism in the United States. Payne.
G: H: (Ag ’20)
History of modern colloquial English. Wyld, H: C.
K. (D ’20)
History of Persian literature under Tartar
dominion. Browne, E: G. (F ’21)
History of sea power. Stevens, W: O., and
Westcott, A. F. (Ja ’21)
History of the A. E. F. Thomas, S. (D ’20)
History of the American field service in France. (N
’20)
History of the Atlantic coast line railroad. Dozier,
H. D. (Je ’20)
History of the great war. Doyle, A. C. (Ap ’20)
History of the Japanese people. Brinkley, F., and
Kikuchi, D. (O ’20)
History of the thrift movement in America. Straus,
S. W: (Ap ’20)
History of the United States from Hayes to
McKinley. Rhodes, J. F. (Ag ’20)
History of the world war. Simonds, F. H. (O ’20)
History of trade unionism. Webb, S. and B. (Je
’20)
Hither and thither in Germany. Howells, W: D.
(Mr ’20)
Holland, Henry Fox, 1st baron, 1705–1774
Ilchester, G. S. H. F. Henry Fox. (N ’20)
Holy fire. Wylie, I. A. R. (Ag ’20)
Home—then what? (Ap ’20)
Home economics
Cooley, A. M., and Spohr, W. Household arts for
home and school. (My ’20)
Cooley, A. M., and others. Teaching home
economics. (My ’20)
Willard, F., and Gillett, L. H. Dietetics for high
schools. (F ’21)
Home-education of children. Forbush, W: B. (Ap
’20)
Homespun and gold. Brown, A. (Ja ’21)
Honest thief. Dostoevskii, F. M. (Ap ’20)
Honor Bright. Richards, L. E. (O ’20)
Hoover, Herbert Clark, 1874–
Kellogg, V. L. Herbert Hoover. (Je ’20)
Lane, R. Making of Herbert Hoover. (N ’20)
Hope of the world. Wilson, W. (Jl ’20)
Horses
Poetry
Frothingham, R., comp. Songs of horses. (N
’20)
Horsley, Sir Victor Alexander Haden,
1857–1916
Paget, S. Sir Victor Horsley. (D ’20)
Hosiery manufacture. Davis, W: (O ’20)
Hot bulb oil engines and suitable vessels. Pollock,
W. (Ja ’21)
Hours of labor
Leverhulme, W: H. L. Six-hour shift and
industrial efficiency. (Jl ’20)
House of Baltazar. Locke, W: J: (Mr ’20)
House of dreams-come-true. Pedler, M. (S ’20)
House of dust. Aiken, C. P. (N ’20)
House organs
O’Shea, P: F. Employees’ magazines. (O ’20)
Ramsay, R. E. Effective house organs. (Ap ’20)
House with a bad name. Sheehan, P. P. (D ’20)
Household arts for home and school. Cooley, A.
M., and Spohr, W. (My ’20)
Housing and the housing problem. Aronovici, C.
(S ’20)
Housing problem
Aronovici, C. Housing and the housing problem.
(S ’20)
Knowles, M. Industrial housing. (Ja ’21)
Whitaker, C: H. Joke about housing. (Ag ’20)
How I filmed the war. Malins, G. H. (Ap ’20)
How it feels to be fifty. Butler, E. P. (Ag ’20)
How many cards? Ostrander, I. E. (Ja ’21)
How presidents are made. Dunn, A. W. (Je ’20)
How the war came. Loreburn, R. T. R. (My ’20)
How to become an office stenographer. Mason, W.
L. (Ap ’20)
How to develop your will power. Major, C. T. (N
’20)
How to reduce. Donnelly, A. (Ja ’21)
How to study music. Farnsworth, C: H. (D ’20)
How to teach in Sunday-school. Schmauk, T. E.
(Ag ’20)
How to use cement for concrete construction for
town and farm. Campbell, H: C. (Je ’20)
How to write special feature articles. Bleyer, W. G.
(Mr ’20)
How we advertised America. Creel, G: (Ag ’20)
Human and industrial efficiency. Chellew, H: (N
’20)
Human costs of the war. Folks, H. (Jl ’20)
Human efficiency and levels of intelligence.
Goddard, H: H. (D ’20)
Human factor in education. Munroe, J. P. (D ’20)
Human factor in industry. Frankel, L. K., and
Fleisher, A. (S ’20)
Human nature in business. Kelly, F. C. (Jl ’20)
Human personality and its survival of bodily
death. Myers, F: W: H: (Ag ’20)
Human psychology. Warren, H. C. (Jl ’20)
Human traits and their social significance.
Edman, I. (N ’20)
Humanism in New England theology. Gordon, G:
A. (My ’20)
Humanizing industry. Feld, R. C. (O ’20)
Humor
Ade, G: Hand-made fables. (Ap ’20)
Cobb, I. S. Abandoned farmers. (D ’20)
Cobb, I. S., and Rinehart, M. R. Oh, well, you
know how women are! and Isn’t that just like
a man! (My ’20)
Robey, G: My rest cure. (Ap ’20)
Humours of a parish, and other quaintnesses.
Money, W. B. (O ’20)
Hunger. Hamsun, K. (D ’20)
Hungry hearts. Yezierska, A. (D ’20)
Hunting
Caswell, J: Sporting rifles and rifle shooting. (S
’20)
Clapham, R: Foxhunting on the Lakeland fells.
(Ja ’21)
Newbolt, H: J: Book of good hunting. (F ’21)
Roosevelt, K. Happy hunting grounds. (D ’20)
 Stebbing, E: P. Diary of a sportsman naturalist
in India. (Ja ’21)
Husband. Anstruther, E. H. A. (Jl ’20)
Hygiene
Camp, W. C. Handbook on health and how to
keep it. (My ’20)
Miles, E. H. Self-health as a habit. (D ’20)
Proceedings of the international conference of
women physicians. (Ja ’21)
Hygiene, Public
Henry, A. Forests, woods and trees in relation to
hygiene. (Ja ’21)
Hyphen. Schem, L. C. (Ja ’21)

I wonder why. Goldsmith, M. (O ’20)

Ibos (Nigeria)
Basden, G: T: Among the Ibos of Nigeria. (Ja
’21)
Idea of atonement in Christian theology. Rashdall,
H. (Je ’20)
Idea of progress. Bury, J: B. (N ’20)
Ideals of America. City club of Chicago. (Je ’20)
Idling in Italy. Collins, J. (D ’20)
Idolatry of science. Coleridge, S. (F ’21)
Idyl of the split bamboo. Holden, G: P. (Ja ’21)
If you don’t write fiction. Cushing, C: P. (Ag ’20)
Ignition devices
Pagé, V: W. Automobile starting, lighting, and
ignition. (D ’20)
Illinois
Social life and customs
Reed, E. H. Tales of a vanishing river. (F ’21)
Illustrating of books
Whiting, J: D. Practical illustration. (Ja ’21)
Imagination and its place in education.
Kirkpatrick, E. A. (D ’20)
Immigration
Davis, P., and Schwartz, B., eds. Immigration
and Americanization. (Mr ’20)
Drachsler, J. Democracy and assimilation. (F
’21)
Orth, S: P. Our foreigners. (D ’20)
Immigration and Americanization. Davis, P., and
Schwartz, B., eds. (Mr ’20)
Immortality
Heagle, D: Do the dead still live? (Jl ’20)
 Tweedale, C: L. Man’s survival after death. (D
’20)
Imperfect mother. Beresford, J: D. (Jl ’20)
Imperial trans-Antarctic expedition, 1914–
1917
Shackleton, E. H: South. (Ap ’20)
Imperialism
Tucker, I. St J: History of imperialism. (Ja ’21)
Impressions that remained. Smyth, E. (My ’20)
In April once. Percy, W: A. (D ’20)
In Berkshire fields. Eaton, W. P. (N ’20)
In chancery. Galsworthy, J: (N ’20)
In Kut and captivity with the Sixth Indian
division. Sandes, E: W. C. (F ’21)
In Lincoln’s chair. Tarbell, I. M. (My ’20)
In lower Florida wilds. Simpson, C: T. (O ’20)
In Morocco. Wharton, E. N. (D ’20)
In old Pennsylvania towns. Wharton, A. H. (F ’21)
In the days of the Pilgrim fathers. Crawford, M. C.
(Jl ’20)
In the garret. Van Vechten, C. (Mr ’20)
In the house of another. Mantle, B. (D ’20)
In the mountains. (N ’20)
In the prison camps of Germany. Hoffman, C. (Ja
’21)
In the shadow of Lantern street. Woodworth, H.
G. (Jl ’20)
In the tracks of the trades. Freeman, L: R. (N ’20)
In the world war. Czernin von und zu Chudenitz,
O. T. O: M. (My ’20)
Inbreeding and outbreeding. East, E: M., and
Jones, D. F. (Ag ’20)
Income
Pickard, B. Reasonable revolution. (My ’20)
Index number for state school systems. Ayres, L.
P. (F ’21)
Index to St Nicholas. Guthrie, A. L., comp. (Ap
’20)
India
Bannerjea, D. N. India’s nation builders. (N ’20)
Ladd, G: T. Intimate glimpses of life in India.
(Mr ’20)
History
 Moreland, W: H. India at the death of Akbar.
(F ’21)
Politics and government
Macdonald, J. R. Government of India. (D
’20)
Mookerji, R. Local government in ancient
India. (D ’20)
Young, P. N. F., and Ferrers, A. India in
conflict. (F ’21)
India at the death of Akbar. Moreland, W: H. (F
’21)
India in conflict. Young, P. N. F., and Ferrers, A.
(F ’21)
Indiana
Description and travel
Parsons, J: Tour through Indiana in 1840. (O
’20)
Indians of North America
Laing, M. E. Hero of the longhouse. (F ’21)
Social life and customs
Autobiography of a Winnebago Indian. (S
’20)
India’s nation builders. Bannerjea, D. N. (N ’20)
Indiscretions of the naval censor. Brownrigg, D. E.
R. (Je ’20)
Industrial administration. Berriman, A. E., and
others. (Ja ’21)
Industrial arts
Griffith, I. S: Teaching manual and industrial
arts. (Ag ’20)
Industrial gases. Greenwood, H. C. (Ag ’20)
Industrial housing. Knowles, M. (Ja ’21)
Industrial management
Muscio, B. Lectures on industrial psychology.
(N ’20)
Tead, O., and Metcalf, H: C. Personnel
administration. (D ’20)
Industrial relations
Baker, R. S. New industrial unrest. (Je ’20)
Bloomfield, D., comp. Selected articles on
modern industrial movements. (Ag ’20)
Goodrich, C. L. Frontier of control. (Ja ’21)
Holmes, J: H. Is violence the way out of our
industrial disputes? (Je ’20)
Leverhulme, W: H. L. Six-hour shift and
industrial efficiency. (Jl ’20)
Litchfield, P. W. Industrial republic. (Jl ’20)
Thomas, E: Industry, emotion and unrest. (O
’20)
Industrial republic. Litchfield, P. W. (Jl ’20)
Industrial research
Mees, C: E: K. Organization of industrial
scientific research. (S ’20)
Industrialism
Eckel, E. C. Coal, iron and war. (S ’20)
Industry and state
Berriman, A. E., and others. Industrial
administration. (Ja ’21)
Industry, emotion and unrest Thomas, E: (O ’20)
Inevitable. Couperus, L: M. A. (D ’20)
Inflation and high prices. Academy of political
science. (F ’21)
Influence of animism on Islam. Zwemer, S: M. (Ag
’20)
Influence of oversea expansion on England to
1700. Gillespie, J. E: (F ’21)
Influence of Puritanism on the political and
religious thought of the English. Flynn, J: S. (F
’21)
Inland navigation
Ogilvie, P. M. International waterways. (Je ’20)
Inorganic chemical synonyms. Darling, E. R. (Mr
’20)
Inscrutable lovers. MacFarlan, A. (Ap ’20)
Insects
Herrick, G. W. Insects of economic importance.
(O ’20)
Inside story of Austro-German intrigue.
Gori[)c]ar, J., and Stowe, L. B. (Ap ’20)
Inside story of the peace conference. Dillon, E. J.
(Mr ’20)
Insomnia
Walsh, W: S. Yours for sleep. (S ’20)
Instigations of Ezra Pound. Pound, E. L. (S ’20)
Insurance, Marine
Huebner, S. S. Marine insurance. (D ’20)
Intellectuals and the wage workers. Cory, H. E.
(My ’20)
Interim. Richardson, D. M. (Ag ’20)
Internal-combustion engines. Lind, W. L. (F ’21)
International commerce and reconstruction.
Friedman, E. M. (Jl ’20)
International labor legislation. Ayusawa, I. F: (Ja
’21)
International law and relations