JUL 21 N24 VOL. I, NO. 5 paRIODICAL ROUS peroea RA - sat Research Bulletin OF THE National Education Association S66G66RSO66666666650666 Facts on the Public School Curriculum Shaping the Nation’s Growth Through the Public School SES el eerie ee Tere kore 313 Statutory and State Board of Education Requirements Relative to Elementary School Curricula....................205: 317 Facts on Time Allotments for Subjects in Elementary Schools SET CCE ET ORT LTTE ee 325 Vote of Expert Opinion on Most Helpful Books Dealing with Curriculum Problems together with Selected Annotated EE oes ss ve hahiaby ated oie bane ere coals ves aka 337 ES 8 344 | OS EES! Ss ae . 351 PUBLISHED BY THE RESEARCH DIVISION OF THE NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET NORTHWEST, WASHINGTON, D.C Entered as second-class matter February 10, 1923, at the Post Office at Washington, D. C., under Act of August 24, 1912. Acceptance for mailing at special rate of postage pro- vided for in Section 1103 Act of October 3, 1917, authorized February 10, 1923. ala. Sein? Ceding? SAI? Sea? Sea? Seal loot alg ga 7 aS € = a? Sal em > Gi 1 " A BAaBee BAaAGSase 7) aE ae FLT) 1B Bi 7) ‘Be 44 B Y Lae.) - ——e- Research Bulletin of the National Education Association Published five times each year in January, March, May, September, and November by the Research Division of the National Education Association of the United States. The payment of the $5.00 membership fee of the National Education Association entitles one to receive the Research Bulletin and certain other publications of the Nationa! Education Association for one year. One dollar of each $5.00 membership fee is for a year’s subscription to the Research Bulletin. Single numbers may be purchased for 25 cents, and in quantities at a reduced rate. Regular subscriptions to the Research Bulletin are accepted only in connection with the payment of the $5.00 membership fee. Those entitled te receive the Research Bulletin regularly are asked to report at once any change of address, giving old as well as new address. Statute Ou Entered as second-class matter February 10, 1923, at the Post Office at Washington, D. C., under Act of August, 24 1912. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized February 10, 1923 A ( Le Director of Research, John K. Norton. Re Assistant Director of Research, Margaret M. Alltucker. Qact Executive and Editorial Offices, 1201 Sixteenth Street Northwest, Washington, D. C. Wh The Hor He )\ Are Are Fees and Publications of the National Education Association = Wh: The National Education Association has three classes of membership: Vote of ] Sele 1. The $2.00 N. E. A. Membership entitles one to all of the privileges of membership 7 s and to receive The Journal of the National Education Association for one year. New Cou Are 2. The $5.00 N. E. A. Membership entitles one to all the privileges of membership Wha and to receive the following publications of the National Education Association for one year: Whe (a) The Journal of the National Education Association; (b) The Annual Volume of Addresses Index to and Proceedings; (c) The Research Bulletin; (d) Occasional Bulletins, and Reports. 3. The $100.00 N. E. A. Life Membership entitles one to the privileges of membership and to receive the publications listed under the $5.00 N. E. A. Membership for life. ubjects or by Fees and Publications of Departments of the National Education Association Several Departments of the National Education Association have their own separate membership fees and issue Department publications. One of the N. E. A. membership fees listed above must be paid before one can become a member of any Department of the Association. The payment of one of the membership fees of the National Education Association (see above does not i ship in any Department having a membership fee. The membership fees of the Departments which issue publications follow: 1. The Department of tendence—$5.00 Membership entitles one to receive for one year: (a) The Y: of the Department of Superintendence; (b) The Official Report of the Winter Meeting and Occasional Bulletins. 2. The Department of Elemen School Principals—$2.00 Membership entitles one to receive for one year: (a) The Y of the Department of Elementary School Prin- cipals; (b) The Quarterly Bulletin of the Department of Elementary Schoo! Principals. Membership fees of the National Education Association and its Departments, and in- rm concerning all publications should be sent to 1201 Sixteenth St. N. W., Washington, . Cc. [ 310] —_—_ we = Vy f TABLE OF CONTENTS. Shaping the Nation’s Growth through the Public School Curriculum...... The Public School Is Civilization’s Life Insurance.............-..-++ An Eighteenth Century School Cannot Effectively Train For Twentieth Century Life What is the School Trying to Do?.. ' Ane How is a Child’s Time Divided Between Subjects?. ae Is the School of Today More Efficient than That of Y esterdi ay? How About the Curriculum and School Costs?....... Can the Nation Afford a Liberal Education for its : Child ren? Statutory and State Board of Education Requirements Relative to aeatanie School Curricula Outstanding Facts Revealed by a Study of State Regulations of Elementary Curricula. Who Is Responsible for What Is Tenght i in the meray ary Sc hools?. Should There Be Specific Steniaiey Rietanaths Reg: arding Curricula? ni ca tanta s What Opinions Do State — Hold Regarding Statutory Requirements?...... or A Criticism of Educational Legislation...... Legislation Affecting the Curriculum Put « ona a Scientific Basis » wank et aes aaah os Essential Relationships between State Legislatures and State Boards of Education. . Facts on Time Allotments for Subjects in Elementary Schools and Junior High Schools. . What a Comparison of Time Allotments Reveals..............0000eeeeeeeees The Why and Wherefore of Variation in ety Cutriculet.. oes ces dees ds veacie What an Elem. Pupil Faces When He Vinieies from One City School System to Another. What a Junior H. S. Pupil Faces When He Transfers from One City School System to Another... Vote of Expert Opinion—Most Helpful Books on Curriculum Problems.............. Selected and Annotated Bibliography................ a ia nin one osclaSbbcnedsh dbebioma bon Are Teachers Satisfied With Present Courses?.. What Are the Og Facts Reve: aled by a Review of Recent Courses of Study? LIST OF TABLES Subjects and Topics Required to Be Taught in the Elementary Schools by State Legislative Enactments or by Rulings of the State Boards of Education (Table 1)...............0 cece eee ee eeeees Days Required by State Legislative Enactment or by Rulings of State Board of Education to Be Observed by Special Programs or as Holidays DDT. . 9.0 c.csoe Ste Uae Sep aE Eas i aehee he Subject Matter Prescribed by Statute in New Jersey (Table 3)............00000eeeee eens: omparison of the Time Allotments in Number of Minutes Per Week by Grades in the Seattle Sc arn with the Average Allotments in 49 Large Cities (Table 4)... .. 2... 2.0.0.0. eee e eee eee umber of Minutes per Week by Grades Allotted to Elementary School Subjects (Table 5) Time Allotments in Minutes per Week for the Subjects and Activities Found in Grades 1-6 in the re kk. eco cnccsaeduMbwemaenchecetiosesscbane omparison of Time Allotments for the Subjects and Activities of Grades 1-6 in 60 Cities with Those in a RE Are. ec, eS er es ae omparison of Weekly Time Allotments of Seattle and 49 Representative Cities (Table 8 and Gre iraph).. tades in Which Silent Reading Is Taught (Table 9).......... 2.00. c ec cee eee eee eee ees aay ades in Which Geography Is Taught (Table 10). ..... 2.00... 0 ce cece cece ee eee eee eee Soe SANS tades in Which American History Is Taught (Table 11).... 0... 0.0... c cee cee eee ee eee ene ade Combinations for Elementary Subjects Found in 375 City School Systems (Table 12)..... ‘umber of Combinations of Grades in Which 17 Elem. School Subjects are Taught (Table 13). . . tade Combinations in Which Junior High School Subjects Are Required and Elective in 5 or More City School Systems out of a Total of 375 (Table 14)......... 0.0... cece cece eect eee eee eees srade Combinations in Which 50 Junior H. S. Subjects are Taught in 375 Cities (Table 15).. Books Most Helpful to Chairmen of Course of Study Committees in One City (Table 16).. Helpful Books on Elem. and Sec. School Curricula Selected on the Judgment of 25 Educators (T able 17). kepresentative Elementary Courses of Study Published Since 1920 (Table 18)...................05. [ 311 ] . 326 \ _ 339 .. 344 1 . 344 Bi | 345 \ 351-355 i . $32 | 4 _ 334 bi ww Ww _ eA) a _ ~ \ PRT aS MEE EE - w tro w i 4 328 i” F - 330 331 331 ; 334 : 336 i 337 | Oe oe nme 344 Page if Se . 318-319 if . 320 Fi . 326 Be 321 ’ He 327 ; ; 328 . 329 , i 330 | 332 333 334 335 336 337 338 346-350 FOREWORD Bpes CURRICULUM of the of the public school during the past generation has been in a state of rapid evolu- tion which is still in process. Hundreds of school systems are revising their curricula. As this work continues discordant voices arise. One deplores ‘‘the movement to break away from the hard and fast curriculum of classical studies and to meet the multiform educational demands of the new industrial order.””’ Another demands that we close the school doors to all but the few at an early age so that “the mounting cost of education may be stayed.” Others tell us the schools are implanting “‘a spirit of lawlessness in those who come under their influence. ” Still others say the schools are running to “fads and frills’’ and straightway fall to quarreling as to what is meant by “fads and frills.” These are the voices of false prophets. They have been with us from the beginning of public school history. Their destructive criticism must not be allowed to interfere with the school’s great work. The facility which the American public school has shown in adjusting itself to a rapidly developing civilization is its greatest virtue. A static school is useless in a dynamic civilization. He who commands the school to stand still while civilization moves on would relegate the public school to a place of insignificance. If an efficient school system can be maintained for less money, well and good. If it requires more, the Nation can well afford it. We are spending many times the cost of the schools for purposes of infinitely less importance to the Nation’s welfare than is a sound system of public education. ; In this Bulletin has been concentrated current in- formation concerning the public school curriculum. It is of the type that will be of practical value to the hundreds of school systems now revising their cur- ricula. It is hoped that it will be an aid to those grap- pling with the problem of evolving a curriculum of maximum potency in producing a citizenry that is physically, intellectually, and morally sound. . W. CRABTREE, Secretary, National Education Association. [312] again wealt right ilizat It off start Th It de: child ‘ thinki a part Natio school. a Nat measu The tue is 1 shown content in the recogni The Public School Is Civilization’s Life Insurance The public school is civilization’s insurance against the loss of its most valuable form of wealth—its knowledge, ideals and habits of right conduct. The public school is also civ- ilization’s method of insuring future progress. It offers a Nation a chance to make a new start with each new generation. The influence of the school is deep-seated. It deals with plastic children. It fixes in the child’s developing nervous system ways of thinking and habits of conduct that will be a part of him throughout his life. When a Nation shapes the curricula of its public schools, it shapes its future. The interest of a Nation in the curricula of its schools is a measure of its interest in its own future. An Eighteenth Century School Cannot Effectively Train for Twentieth Century Life The American public school’s greatest vir- tue is its flexibility. The ability which it has shown to modify its organization and the content of its curriculum stands out as unique in the history of educational systems. It has recognized that the educational methods which sufficed in the eighteenth century will not do for the twentieth. As a result the public school is one of the great spiritually constructive institutions that as held its own in an age of materialism. here is not a supporter of a new cause who does not attempt to have it adopted as a sub- ject in the school curriculum. School attend- ance has increased three times as rapidly as he general population since 1913. The in- tease in attendance in the upper divisions of he schools, where attendance is wholly op- ional, has been most rapid. These facts lemonstrate the clear recognition of the im- portance of the school’s influence on the life bt the individual and the Nation. It is true that the public school has not chieved its growth without growing pains. Any rapidly growing institution makes mis- akes. However, the growing pains of the [ 313 J Shaping the Nation’s Growth Through the Public School Curriculum public school should not be mistaken for or- ganic disease. He who condemns the school for its efforts to adapt its organization, meth- ods, and curriculum content to the needs of an age of rapid change condemns the greatest virtue that the school possesses. It is this characteristic that has enabled the school to hold and strengthen its position as a construc- tive institution. A static school in a dynamic civilization soon loses its influence. What Is the School Trying to Do? The present objectives of the public school are fundamentally sound. The school’s major objectives as stated in recently published courses of study may be summarized under the following heads: 1. Character development.—The public school aims to create an environment in which right habits of conduct—fundamental to the development of solid moral integrity—are fixed in the lives of children. This is the all-inclusive aim. The other objectives are subsidiary and contributory to this one funda- mental aim. 2. Command of the fundamental processes. —Command of the Three R’s is recognized as one of the principal outcomes of the school. Over half of the time of elementary school children is given to mastering these subjects. 3. Health and physical efficiency —The training of children in habits of healthful living is one of the objectives of education from the kindergarten through all the grades. 4. Good citizenship.—Schools are being or- ganized more and more in a manner definitely designed to give children practice as good citizens. It is recognized that being a good citizen is more important than merely know- ing how to be one. 5. Training for home life-—‘“The loss in influence of the home” justifies the inclusion in school curricula of activities designed to make children better cooperators in the life of the family. 6. Vocational efficiency —Basic training and practical skills necessary to vocational efficiency together with an appreciation of the other man’s job are set up as one of the objec- tives for modern school systems. 7. Worthy use of leisure —The school defi- nitely aims to equip each child with simple and wholesome tastes so that the increasing leisure time that civilization is making possi- ble may be an asset rather than a liability to the race. The ability to read, for example, is not enough. The habit of reading should be one of the results of the public school course. 8. General mental efficiency —The ability to study effectively, to concentrate attention, and to do independent thinking is also one of the principal objectives of the public school. The complete realization of these funda- mental aims by the school would solve most of our social and economic ills. The public school is squarely facing the responsibility of achieving these great purposes. Every re- source at the disposal of school people is being used to devise more effective means of attain- ing the fundamental objectives of education. Curricula are being revised on the bases of a re-evaluation of social institutions and a more scientific understanding of child nature. The public school is the only great institution whose sole reason for existence is the attain- ment of the eight fundamental objectives listed above. Society’s greatest hope of attain- ing these objectives is by strengthening its public schools. How Is a Child’s Time Divided Be- tween Subjects? In recent years much has been heard about “fads and frills” in the public schools. There is often disagreement as to what “fads and frills” are. What appears as a “fad” to one man is an “essential” to another. The subject that is “fundamental” in one person’s think- ing is a “frill” in another’s. The division of a child’s time in present- day elementary schools does not show that the newer subjects are being given undue that in his elementary school career a child time is divided as follows: Subject oat The Three R’s [reading, writing, arith- metic, spelling, and language]........ 51 Other Fundamentals [history, civics. geography, and science]............. 4 Health and Hygiene [hygiene, physical training, and recess]................ 15 Industrial Arts, Drawing, and Music.... |4 All Other Subjects, Opening Exercises. etc. Over half of a child’s time in the elemep- tary school is still given to mastering the Three R’s. This is enough since life is made up of far more than the ability to write, to do sums, and to call words from a printed page Is the School of Today More Eficient Than That of Yesterday? Man is prone to magnify the glories of the past. This human failing leads many t: compare unfavorably the schools of yesterday with those of today. : evidence to show that the schools of a genera- tion ago were more efficient than present day schools. Such evidence as exists points in the opposite direction. The Springfield Tests Show that the Three R’s Are Better Taught Today Than They Were Two Generations Ago In 1905 several sets of old examination papers, written in 1846, were discovered in the attic of a school building in Springfield, Massachusetts. These 1846 have been given to children in present day schools and the results compared. The results of such comparison may be examinations summarized in the following quotations from] The Springfield Tests.? “1. Whatever may be said regarding the schools of half a century ago, these old test emphasis. A survey just completed’ shows papers present indisputable evidence of their es of Superintendence Second Yearbook. The Elementary School Curriculum. National Education Association, 1924 oe John L. The Springfield Tests—A Study in the Three R’s. Springfield, Mass., Holden Patent Book Cover Co , 1% [ 314] However, there is no inferi the p “9g yr mi sass accept f Sp ‘there excell: [penn skill.’ childr attain > and a hildre they re accura the sar How EF The ‘of the inefhici vas m; ably ai ime. trom t x: he Bo hildre inable hould answer many a ng, in “9 ae | by the: loubt, f our irls of alled xpress vithout annot ar, in hould ®' daug hildren areer : |The sta Y., Wo a child’s Per cent of Time irith- elemen- ring the is made te, to do ed page. ‘fficient lories of many to esterday re is no _ genera- sent day ts in the e Three | They nination vered in ingfield, linations ent day may be ns from ling the old test of their tion, 1924, Co., 1903, | feriority as compared with the schools of he present day. “2 Anybody who would examine the eighty »r more sheets of specimen penmanship of the lass of 1846 would be almost willing to accept the statement of the School Committee of Springfield in their report of 1853 that there are but few in our schools who attain xcellence in this beautiful accomplishment [penmanship] or even a moderate degree of Kill.’ The results [of present day school hildren] seem decidedly superior to those attained under old-time methods. “3. The results of these two tests [spelling and arithmetic] seem to indicate that today, hildren are not only better spellers, but that they reason better in arithmetic, and are more accurate in ciphering than children of about the same age half a century ago.” How Efficient Were the Schools of a Genera- tion Ago? There is definite evidence that the schools of the middle of the last century were very inefhcient. A survey of the Boston schools vas made in 1845. These schools were prob- ably among the best in the country at that ime. The following statements are quoted from this 1845 Survey of Boston’s Schools: “1. It is very difficult to believe that, in he Boston schools, there should be so many hildren in the first classes [eighth grades] nable to answer such questions; that there should be so many who try to answer, and answer imperfectly, that there should be so many absurd answers, so many errors in spell- ng, in grammar, and in punctuation. “2. There is another sad retlection suggested by these answers. They show, beyond all loubt, that a large proportion of the scholars of our first classes [eighth grades], boys and irls of fourteen or fifteen years of age, when talled upon to write simple sentences, to xpress their thoughts on common subjects, without the aid of a dictionary or a master, annot write, without such errors in gram- mar, in spelling, and in punctuation, as we hould blush to see in a letter from a son @' daughter of their age. And most of these hildren are about finishing their school areer; they are going out into life.” The Common School Journal for October, 1845, commented on the results of this inves- tigation of the Boston schools as follows: “We have no wish to blazon abroad the defects of these schools; but if this occasion should not be made use of, for admonition and warning, the calamity of their present condition would not only be gratuitously suf- fered, but it might be perpetuated for years tO COMM. .. « “No one can look carefully into the details of this examination without discovering an accumulation and redundancy of evidence in support of the declaration made by both of the committees, that the children have been superficially taught.” The Schools of Today Are Doing More and Doing It More Efficiently The burdens placed upon the modern school have been tremendously increased in recent years. Parents have turned over many duties in the training of their children that were formerly performed in the home. These the schools perform, not because they particu- larly desire to be responsible for them, but because if not cared for by the school they would often be neglected altogether. In spite of these additional burdens, the school is performing its traditional work more effectively than ever before. How About the Curriculum and School Costs? Under the influence of the general demand for reduced taxation some people have de- manded a reduction of school privileges. They speak of “fads and frills” and assume that the elimination of these will result in lowered school expenditures. This is a false hope. These people fail to realize that it costs little if any more to conduct a school that includes the newer subjects in its curriculum than one that limits itself wholly to the Three R’s. For the proper education of a child in a public school thé following are essentials: 1. A trained and capable teacher. ' The statements given are quoted from: Then and Now in Education, 1845-1323. Caldwell and Courtis. Yonkers-on-Hudson, -Y., World Book Co., 1923. P. 46 and following. [315] ee pin a ea 2. A seat in a properly constructed school building. 3. A reasonable sized class—not over 40 pupils. 4. A school year of at least 180 days of not less than five hours per day actual instruction. These are necessary to any effective public school, no matter what is taught. When these are provided, practically the whole cost of a school has been met. Whether this equip- ment is used in giving five full hours of drill in the Three R’s, or whether part of the time is used in giving instruction in such subjects as history, hygiene, and music makes but little difference from the point of view of cost.* The only way whereby a substantial saving may be made is by closing the school’s doors to children at an early age and thereby forc- ing them into industry untrained. According to this plan, only a small percentage of our population would be allowed anything in addition to an elementary education. This method has already been advised by our lead- ing reactionaries as the means whereby “the mounting cost, of education may be stayed.” Whether this is wise democratic doctrine or not need not be debated here, except one phase of the whole situation, which may be discussed under this question: Can the Nation Afford a Liberal Edu- cation for its Children? If the economic resources of our Nation are so meagre that we must limit the educa- tion of the great mass of our children to a few years of intensive drill in the Three R’s, the problem of revising our curriculum is a very different one from that involved if we expect to offer the opportunity of a liberal education to all. In the first instance, the curriculum prob- lem is one of creating an effective educational treadmill on which the great mass of children will labor for a few years and then go into industry. In the second instance, our task is one of revising and refining our present A detatied dievenion on thio point pound = S Pe deo Educational Finance I School Costs in the State of New Og A report reviewed and pr New York, Macmillan, 1924. curriculum so as to bring the public up to maximum efficiency in economic, social, and political problems. This vital issue can be answered definite, and truthfully on the basis of facts. Nation can easily afford to give a libe, education to all its children. The Federal Census just completed p| the wealth of the United States at 320 Silli,, dollars. Our annual income during recep years has averaged well over 60 billion dollar Against this we have spent for education average of less than 1% billion dollar year. An insignificant fraction of our wealth and income is sufficient to provide for present educational costs and also for increased cos should increased numbers of children app) for the advantages of a liberal education. It is true that if we assume that everything else is of prior importance and should take precedence over education, there will not be surplus left whereby every American child can be guaranteed the opportunity of a liberal education. Instead of spending 20 billions for luxuries each year, we may have to cut this expense to 18 billions. Or even better, we can set up education as one of the primar needs—one of the “fixed charges’”—of civili- zation and then let the non-essentials take care of themselves. The American people have enough good judgment and _ sufficient faith in education to do just this. They will do it during the coming years. In short, the problem of the public school ig not one of deciding as to just what small per: centage of our population should be trusted with an education, but of revising and refinin curricula content so that every child wh desires a liberal education may have it—wit! maximum benefit to himself and to thd Nation. The facts presented in the subsequent sec tions have been collected for the purpose o aiding those who are laboring to remake thé curriculum of America’s democratic publi school. solving op; Chapter X to cu ex! tiv ou ant gre ger tiv det Ic school ying our ms, definitely ts. The a liberal ed places 0 billion gz recent 1 dollars. ‘ation an lars each alth and present ed costs, en apply ition. rerything uld take not be a an child a liberal } billions e to cut n better, primary of civili- ials take n people sufficient ‘hey will school is nall per : trusted _ refining ild wh it—wit to thé uent sec irpose 0 nake thq ce publi d presente Statutory and State Board of Education Requirements Relative to Elementary School Curricula “Religion, morality, and knowledge being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged.”—OrviNAnce oF 1787. Outstanding Facts Revealed by a Study of State Regulations of Elementary Curricula The principal objective of this section is to make available for those charged with curriculum revision a bird’s-eye view of the existing situation as to State regulations rela- tive to elementary courses of study. The outstanding features revealed are these: 1. Practically every State has a large num- ber of prescriptions as to what all schools must include in their curricula. 2. Whereas a few laws are very specific and tend to produce undue uniformity, a great many of the prescriptions are rather general and leave proper freedom and initia- tive to local school authorities. 3. The prescriptions as set up now are determined by two methods: (a) By legislative enactments. (b) By rulings of State Boards of Education. 4. Too much of the legislation in the past has been ill considered, the result of tempo- rary enthusiasms, the action of propagandists. 5. The regulating of the elementary school curriculum through State action is of great significance. Who Is Responsible for What Is Taught in the Elementary Schools? The expansion of the elementary school curriculum has often been laid to local school officials. As a matter of fact, it has come in response to demands made by the public in general. All groups of our population have sincere faith in the effectiveness of the public school—in its ability to shape modes of thought and habits of action. This faith is shown by the determined efforts, of those who have some idea which they want to func- tion in the lives of the people, to have it included as a required subject of instruction in the public school. Changing domestic and economic condi- tions have resulted in the public demanding new forms of service from the school. Pres- sure from outside the schools have changed them from places for the intellectual training of a selected few to public service stations whereby and wherein all may be served irre- spective of race, color, creed, economic status, or parental occupation. Society has demanded physical and hedith education, courses in civics and patriotism, in fire and accident prevention, in music and drawing, in industrial and household arts, in science and commercial studies, expanded options in foreign languages, history, etc., not alone for the sake of children, but more particularly for its own sake. No clear-thinking citizen would say that a local community or a State does not have the right to determine what its schools shall teach. It can be argued with considerable justice, however, that the methods which have been used in the past in exercising this control have not always brought the best results in the effective functioning of the school system. In short, there are certain principles that should guide those who would determine the instruction that is given in our common schools. It is with this problem in mind that the facts presented in this section have been gathered. [317] — —— et gee RIP en > Si DOESN ees Sages To What Extent Are Elementary Cur- for each State. The requirements of ricula Determined by State Re- State Board of Education were also included quirements? when the law gave all power to this body. The preliminary tabulations giving the of subjects required by legislative enactny or by rulings of State Boards of Education as well as days to be observed as holidays 0; To determine what the State elementary curriculum requirements are in each of the several States, State school superintendents were asked to list the subjects or topics re- quired to be taught by law in their States, also by special programs, were returned to Sta the name of the document, page, article, and superintendents to be rechecked. Tables section where the law citing these require- and 2 present tabulations as finally approved ments may be found. These were tabulated by the forty-eight superintendents. TABLE 1.—SUBJECTS AND TOPICS REQUIRED TO BE TAUGHT IN THE ELEMENTARY SCHOOLS (Asterisk indicates sub- | 2 | | | .| } | @ . . “ | . ‘ Z P | | a — TEICIEIRLIE laldialgielglsleldisigisigigis & 2/2/2 SiS islalSislslSiSidieisisislslSlSlsiss Bek +l Resell ara Eases’ eel Kell heal Leal Deal Bend Bead B 1 2|3/4/6|6|7}|8| 9/10) 41| 12| 13| 14) 16] 16| 17) 18| 19| 20) 21! 22| 23 | 2 a See Hee Gens ewe es F Reap! Satake Reading........ e#/aelelelealalelelel] jwelel] |e] el] «| * | * e | « Spelling... popeatss*s** sh al oh « *| el ele) ale |e] e | * | * |) *| x | * «| * Penmanship. .... SEK *| [ele lelele] jelel ele] jw) ee] #} * | * * | * sel ea a * | oe ee ee ee ee ee * | * e | * English!........... oem *\* Pe ee ee ee ee ee ee ee le le] «| «x | * | * i...) * | Rr gi "Ve le ee ee ee ee ee ee ee |e | a | * “el * | x ag: ee ve "le > ae Pape] el ele) el ALTE o|« * |e | ® | * * | * Constitution of the U. S..... 1. Aik Oh eee teed OPO. s)...| * |. ..f, sah]. * * tion of Independence... .|...|...|-.-|-.-|-+-fen-Jeeefecefee-[e- [eee ]e sel: |. * State Hist. and Constitution) * Bee SN SRS AS ee hd ee ee Ran pe, Cowl! SPI) wena * * Citizenship*?........... SS bell he bal EF * *|*)|* *;@#;e;e)/*/)*/ *]...) *| * Morals and Manners ‘..... (ae SS: whee? * | |. *)...5°%)*]*® | 2] ¢ 2 ei ean aa ala * STOLL CLO 2 @1 4 e/*#)/e;e@e) el) ee) ee) ae) *] ee] #| St aaa *|*|*#/|* 9 f3 *)e)e)e)*)*) * Sie i @ *\*#)*#] #*] « Scientific emperance *...... . wet Lect Bok OO LS oy FR A 8 | *|/*#/*/)*)e) +] * Physical Education......... ae ie RE Se ee es ee ee ee ee de * * ects and Prevention of ae. oe Tuberculosis............. ee pee i St Oe 2 A Re 2s A Be ; Communicable Diseases.... . Ne ES BSE re SS RR ee a Oe ee I. * Nature Study or Ele. Sci..... * | * Nh ee uu BN Be Ss es es | *|* tary Agriculture.. .| * | ..| * *|* ee ee *|* Horticulture............... Loh ae ie a eee vsnsnreense ses} + Cotton Grading............ eee ou Art or Home . Eoomomics.. ............ ae ae Bie ens *| me +9) Manual Tr. or Hand Work..|...|...|...| * |...|...| * |.-.]..-]..-]..-]..-].--].../..- *9). a Te . Se A es es fos ae peed es ees os Ce ee ee ate . ae oe ‘ : epee Dra SS Ere ef * il lies * * * * SS ee St ae Be Safety First-Accident Preven.|...|...|...|...]...|.-<}---]-.-[ee-[eefene lee |-- ‘WN SR, ae Sy ge Ge & Humane Treatment Animals.| * |...|...| * | * |...|..-| * |.--]---] * [.-«|---]---] ® ]---] * [>> +] Fire Prevention............ BS ee 2 a ae ee PO! ee ee ee ey , " ee ey T° ae NE Bed ee ee! Oe a ee et eel eroded etefelelel..jiel.fele|*|*|« | 1 English includes r, composition, and literature. * Includes State Geography in New Jersey. “a State His- tory but not State tution in Massians. 3 Citizenship includes community civics, Americanism, patriotism, and Civil Government. ‘4 Stated in some laws ae “Good Behavior.” 5 Hygiene includes health education and sani- tation. * Scientific Tem nee or effects of stimulants and narcotics in many States is part of the Hygiene and Physi- ology courses. 7“ Provided that Elementary Agriculture shall not be required to be taught in independent school [ 318 ] BY S ject is ot the ncluded ody. the list actmen ucation idays or to State ‘ables | pproy ed a SHOOLS ates sub- a 1 Sisis Zale 23 | 24 | 25 * | * | x *|* | * + * « - * . *| «| * * # 7 * a * - - * * A * «| #* | * * | * * * * | * * - * * + * | * | * * * | * te His- m, and id sani- Physi- school — In addition to the days specifically listed, the following days are indicated in Column 17 of Table 2. ative enactment or by State Board of Edu- They are required by legis- ation in certain States to be observed as school holidays or by special programs: Robert E. Lee Day, January 19th, is ob- served in Arkansas, Georgia, and Virginia. Maine Memorial Day, February 15th, observed in Connecticut. sS ject is required) Good Friday is listed as a school holiday by Connecticut and Maryland. Patriots Day, April 19th, is Maine and Massachusetts. March 2nd is celebrated in schools as the anniversary of the Declaration observed in the Texas of the Independence of the Texas republic. June 3rd, the birthday of Jefferson Davis, President of the also observed in Texas. Good Roads Day must be observed in Col- orado on the second Friday of May. Southern Confederacy, is BY STATE LEGISLATIVE ENACTMENTS OR BY RULINGS OF STATE BOARDS OF EDUCATION ~ e : = | . | | § atl ais 5 S Rise lieain ic ialeia| @i ;|4 5 |> - | 6 | | eo | ° - 1S) | * = wn ES 2 | ® . : | é Pe a ad ~ |g - » ®o | @ ss J od : . = S/R RRB RHA (O/O/Ol|a le HG l|G lela |b |F | >| BE EB ¥) ot ay —% ~ > F rir, ti : 6 | 27 28 | 29 | $30 | 31 | 32 | 33 | 34 | 36 | 86 | 87 | 38 | 39 | 40 | 41 | 42) 48| 44 | 45 | 46) 47 | 48 | 49 annie | a ee See eee a SOE ~ _ Meat » a a eee EE - « x + * . * * * * | * * * « * * * * * | * ee * * * * * - * *x +e ok * * * * * * * * * oe Oe Fe * * * * * * * * +. * * * * * * * * | * * a a * * * * * * * + * * * * * « * * * . x bene * 7 * « * * * * ~ eS i © * 7 * * 7 - * * * 3 Gee =. * . * | * * * + * « * * * * * * * . * > - * * * * * | * * * * * * * * + + * * | |--- * * * | * . * * + * * * i owe Gace - * | - | #2 « e ” a * * * * * * * + + * * . . . « | « * « * * * . * * * « x * * * * | Pe cl * * * * * * * + * * * | * - | * * * * * * * | « « * * * | * * * * * * * * e f-s Pa. © * * * * Sle i * * * * | * * * * « * « +8 * ee * * = * * - * * | * . * * * * * * 4. | * . 7 * * * * | | | te -| * | * | ae eae * } a Py Hie . * | : * * * * ~ *7 * * | | | YS | | = * * | * | | * | | el * | | | * | } | oa * ~ = * * * * * 10 | * * * A -| * * * * * * * | . “2 fa * | * * * * | | | a kiow | = are Ro | | * | | peter es rae ° oS (og ee ae * ewiel * | * + * * whe gunidre . ee Res arte I. fe ; * |} * * | * | * * . *;}* $ es fal * | * | * * + * * ‘ — |_| ——_|-—_ —_ ae | —a a —_ oun = —E—— — = iat bebe | * * + * | * * * + * | + x * ” * * * * * + « Tr | | districts having a scholastic pete of 300 or more, unless so ordered by school boards.” includes the Preservation of Fish and Game. *® Required in cities of 20,000 or over. , " will be noted that requirements relative to the reading of the Bible in the public schools are study. In the Public Schools. 8 In some States this 1° Includes business forms. not included in this For a complete report on these requirements see U. 8. Bureau of Education Bulletin, 1923, No. 15, The Bible [319 ] ’ q ‘ , 4s = Ny Ce y ' — ire Ras — Adoption of Federal Constitution Day, September 17th, must be observed in Mich- igan. Carlton Day is observed on October 21st and Roosevelt’s birthday is celebrated on October 27th. Fire Prevention Day must be observed in the schools of Connecticut on October 12th. TABLE 2.—DAYS REQUIRED BY STATE LEGISLATIVE ENACTMENT OR BY RULINGS OF STATE BOARD OF EDUCATION TO BE OBSERVED BY SPECIAL PROGRAMS OR AS HOLIDAYS Pioneer Day must be observed in schools of Montana and Utah. Uncle Remus Day is celebrated in Georgi, on December 19th. Woodrow Wilson Day is observed in South Carolina. These do not represent all the days which (Asterisk indicates day is observed) Sere er eeeeeeeees ee ee ee ee ee ee ee ee es Ce Pee eeesewenee eee * re oe * * * * *e ee * “#eee * * re eo “ee ee * “eee. * * * * * * * “#eee * * * *3 * ee ee nenee see vee RHEE xe 8 eee RHE * * , : * . ron : Sala ee et FDok... * ty ema s-|--4 ~ Seed..... ae hee ee ope) * * fee eee ram..| ° 1 Date varies in different States. * School Boards determine calendar. * Holiday only when school-house is used as polling place. . * Arbor Day, not Bird and Arbor Day gia (z 5 gig 12/2 lez zie | 2 Alt » | A 1B [4/8 [24/4/84 » | @ a b> £ g 2 | ee | 2/8 aC ESR eie ~ a> «> > 2@ | | mS | io | 2 e am a : eo < s 2 z 33 = 24 E 3a | -|4| 8 z ; 3 = § st | $8 - Ba | § -| & - a ug = x af =: av La a ba ie 3 | ra s - “> = = e | = © 23 | 6H >» ES 3 | BBl Bo] & | eB! €!| ¢ % gif°\z E = E 3 } é le Bia |2|als 1 #|/s|4}6tet7i{e|oe|20{ wa | se] as | | 1] 16 | 4 TERR AEN: CLE Se as SORE Aa yy SS ae Mer tenes one Sa ab | SL in'sie's 64.4 6.06-s0 0 * * * *3 * * ee * ee” ere * * * * * * | « Gaiters. sc) spe pa) faci) safer pocpape de Golorado....... 1... efetelel..... e719 2... Ny gee | * . Connecticut........... * * . ° * ° . + a N lee * * J Delawsre. * * * *3 eR hes aes « * ee PAF ess * Florida. . z AA ty . 2 ro oe : eins. r ade Ceres Pee a : * eee cS: Seb pee cb a |: . * « [ 320 ] 88 888 894 | 907 | 909 | o1t | 913 13 13 | 16 | | a1 | 919 | | 19 | ; 019 | 19 | 90 | celebrated as school holidays or by special ool programs. Many States, such as Idaho example, include in their School Laws ements similar to the following: “Addi- nal holidays—such other days as the State rd may designate, following a proclama- o of the governor of the State.” ricula result in the best possible plan of edu- cation for each local district is a question that be answered without careful study. “Those whose duties bring them in contact with local educators who are obliged to meet the requirements and who have an opportunity to observe results, are among those who have a right to venture an opinion. Charles J. Strahan, Deputy-Assistant Com- missioner of Education of New Jersey, has given special attention to this subject. He presents the facts given in Table 3 which Georgia cannot in South ‘s which hould There Be Specific Statutory Re- F STATE quirements Regarding Curricula? AYS Whether specific statutory requirements as Dec. 25, Christmas 1 6 * . * * * o * * * se ee ee eee > * eae eR RHR RR HRHREHR HEE SE HF Miscellaneous content and time allotments of school cur- pictures the situation in his State. TABLE 3.—THE SUBJECT MATTER PRESCRIBED BY STATUTE IN NEW JERSEY: School Law Edition | of 1921 | Subject Matter | Arbor Day to be observed by special exercises for the day. Day preceding all legal holidays to be observed by exercises for de- velopment of patriotism. | Manual training subsidy of 50% when course is approved by the State | Board of Education. Study of nature of alcoholic drinks and narcotics to be taught in all schools as thoroughly as other like branches. Fourteenth of June to be celebrated as Flag Day with appropriate | exercises. Medical inspection compulsory. Two fire drills each month in all schools of two or more rooms. Vocational Schools—Industrial education, agricultural education, household arts education; 50% paid by the State up to $10,000 in | any district. All schools, public and private, to teach ways and means of preventing accidents. Each principal shall arrange yearly for a lecture in accident preven- | tion by a representative of American Museum of Safety. Compulsory reading of at least five verses of the Old Testament and | repeating of the Lord’s Prayer. Recommends teaching of thrift and saving fund deposits. the English language. Physical Training Law requires teaching of exercises, community and vigor. In the High Schools—American Democracy and Community Civics shall be taught. Elementary schools shall give course in geography, history and civics of New Jersey. Fire Prevention shall be taught. Estimated Time Required .| One-half to one day each year. Ten half-days. No definit demanded. hours | One hour per week r day each One-half year. | One-half hour each year for each pupil. One-half hour each month. Not required. Fifteen minutes per week required. Three-quarters of an hour per year. Fifteen minutes per day. : : f s | Not required. Every child shall attend school in which at least reading, writing, spell- | ing, English grammar, arithmetic, and geography are taught in | Not specified | Thirty minutes per health and safety, with instruction in citizenship relating to com- | munity welfare with special reference to developing bodily strength | day required. 120 hours’ quired. Sixty hours. time re- One hour each month required. ‘Report of a Public Conference on the School Curriculum of New Jersey, State Department of Public Instruction, Trenton, New Jersey. Commenting on the statutory course of study requirements of New Jersey, Strahan writes: It would seem that there has been too much legis- lative action in determining school curricula, both by direct requirement as to content with time allotments, as well as indirectly by subsidies. The specific statutory requirements have decided for many districts practically the entire curricula, while optional subjects added to the courses of study in accordance with the desires of the respective com- munities have been liberally subsidized. The State Board of Education and city and township boards as laymen, acting upon the professional thought of educators, will not only give a sane view to curricula and methods, but they can interpret the common thought of the State and their respective communities in the light of a developing civilization much better than legislative action, the influence of which too fre- quently extends beyond the time it was formulated to serve. Legislative action in the main has been helpful in the promotion of education in the State. The legislative field, however, lies not in determining by statute the means and processes of education, which belong to boards of education and educators, but in the enact- ment of such laws as will: 1. Protect and promote the welfare of the State by requirements as to schools being kept open, teachers trained, and pupil attendance. 2. Determine relation of districts to each other and to the State. 3. Guard the schools against detrimental influences. 4. Lastly and of most importance, help the Legis- lature, itself, to comply with the mandate of the con- stitution, that the Legislature shall provide a thorough and efficient system of free public schools; and in this most important duty to fix, with equal justice, the responsibility for the support of the schools and the distribution of the benefits of public school education. What Opinions Do State Superinten- dents Hold Regarding Statutory Requirements? 1. What are the Fundamental Underlying Principles? State Superintendents and Commissioners of Education when listing the subjects re- quired to be taught by law in their States were asked to state briefly principles which they felt should govern the enactment of laws requiring the teaching of these subjects. The following opinions were expressed : The ideals to be attained rather than the subjects to be taught should be the basis of legislative enactment. Those principles which have to do with active participating citizenship should govern the enactment of laws requiring the teaching of certain subjects. [322] The common consensus of opinion and p) the country should be the guiding principk membering that the purpose of public preparation for citizenship. Statutes should be so generally stated that be a harmonizing with general courses. should prescribe only essentials. Such laws should be fundamental and rat to insure adaptability. The needs of the community to be e tion of the people, nationality, and native lang factors which should govern the enactment requiring the teaching of certain subjects Universality of application should be a fur principle underlying legislative enactments. Details should be left to State Boards of Ed organize. The school program is a technical doc should not be detailed by interested superintendents, school boards, and Stat education. I do not favor laws requiring the teachin Entire procedure of adding subjects t by legislative enactment is unscientific and improy 2. Should Present Statutor Requirement Rescinded? In the light of the above statements answers of fourteen State commissioners of public instruction o1 deputies to the question, Which of the lay requiring certain subjects to be taught ir State should be rescinded?, are of interest Eleven were of the opinion that none shoul be rescinded. One commissioner qualified | statement by saying: scinded because such action would be misur Another gave as his reason t! fact that in his State the law does not requi definite amounts of subjects named. ing to a third commissioner, there is no nee of rescinding the laws, since they are suf ciently elastic not to thwart the plans of !o The replies from offices ¢ only three State superintendents stated thi all sections of the law dealing with statutot school subjects and prescribed time allotmen should be rescinded. The reasons given ! this opinion were as follows: derstood.” school boards. The legislature should indicate objectives rather t subjects. The curriculum should be made more flexible | leaving such matters in the hands of the State Depa ment of Public Instruction and the State Board Education. The State Board of Education of my State has am power to cover the field. superintendent “None should be ré dou in t by § T the legis Tea It been been which meast so bac condit which Laws of an society a upc bilities represe of the overlog point y ments, intendent f the rht in y £ interest one shoul ualified h uld be re be misut reason tl not requil |. Accor is no nee y are sul ans of loc 1 offices 4 stated thé h statuto - allotmen s given f + es rather thé “e fle xible State Depat ate Board ate has amp 3. Should there be Additional Statutory Re- quirements? The question as to what additional sub- ‘ects or topics should be required to be taught by law was answered by fifteen State super- Twelve answered One that no additional subjects should be required intendents. pointedly, ” “None. superintendent commented until certain other subjects have been dropped from the curriculum. Another left no doubt as to his views. He wrote: “We do not want laws along this We prefer to have power in hands of State Board of Education.” line. Only three State superintendents stated they were in favor of additional statutory curriculum requirements. “T'wo superintend- ents would have laws in each of their States requiring physical education in all the ele- mentary grades. Another superintendent would have a law making the teaching of elementary his State. science compulsory throughout A Criticism of Educational Legislation The preceding material casts considerable doubt upon the wisdom which has functioned in the prescription of curricular requirements by State legislatures. There is some justification apparently for the following statement regarding curricular legislation by C. L. Phelps, president, State Teachers College, Santa Barbara, California: It is obvious that educational legislation has not been based on any scientific principle, but that it has been €nacted at the request of some interested body which was able to muster sufficient votes to pass each measure as it was presented. so bad if educators or persons familiar with educational conditions as a whole always gave the advice upon which legislation is based. Laws are quite as likely to be enacted on the advice of an agriculture club, a woman’s club, a humane society, or an organization for the promotion of thrift as upon the counsel of students of educational possi- bilities and limitations as a whole. Such legislation represents, of course, a combination of partial views of the whole field. It is cumulative and may easily overload the machinery of education to the breaking point without exhausting the possible additions." Even so, it might not be But such is not the case. Legislation Affecting the Curriculum Put on a Scientific Basis Before legislation affecting the curriculum can be put on a scientific basis there must be: A clear definition of the fundamental ob jectives of school work. People see education from many different They are apt to emphasize values The person who makes laws relative to what chil anyles. according to their own special interests. dren shall be taught in the public schools should have a clear conception of what the schools are trying to accomplish in terms of human product. 2. There of budgeting school time. must be a more scientific method When the fundamental objectives of school that they are not all of equal importance—some When according to work are listed, we at once recognize must be given more time than others. time allotments are budgeted values placed upon outcomes, it will be easier to keep out the hobbies of short-sighted indi viduals. In other words, the value of each subject should be considered in relation to other subjects. While any single piece of legislation rela- tive to curricular requirements considered in itself may be good, it must be remembered that there are only five hours in a school day and there are limits to the rate of a child’s learning. The comparative value of each requirement must be considered. Is it better than the others? Is it best for the particular pupils of a particular school? ‘To gain a bet- ter balance of values, C. L. Phelps proposes a tentative weighted scale for use in elemen- tary schools, consisting of 100 points distrib- uted according to the average judgments of 62 city school superintendents and teachers’ college presidents located at different parts of the United States. In this scale, the amount of emphasis to be given to each objective is indicated by numerical coefficients. Since “ethical character” is inclusive, and for that IC. L. Phelps, A Weighted Set of Educational Objectives, Sierra Educational News, September, 1923 [ 323 ] a alee : reason cannot be weighted in terms of the other objectives, it is not included in the rating. Following is the weighted set of objectives :* A SR ers: 5 18.4 Command of Fundamental Processes . 30.8 Worthy Home-Membership ...... 12.3 i. ee RTS ES: SD oa 10.4 8 EAE A eae ae 17.6 Worthy Use of Leisure .......... 10.4 This tentative scale when extended to include all the best professional and lay thought of the Nation would lead to more scientific curricular revision than do the pres- ent “gas attacks’ which deal largely in generalities. 3. There must be more scientific relationships developed between the general public, the State Legislature, the State Board of Education, and the local community. (a) The State has a right to control public education within its borders; but this control should not be detailed—except insofar as to guarantee certain minima essential to every school. Included in these are: length of term, safe and sanitary plant, and reasonably well- trained teachers. Ellwood P. Cubberley, in his Public Edu- cation in the United States,? analyzes the fundamenta! principles of legislative enact- ments. He shows that the State may not only levy taxes for the support of schools, compel attendance, but may also set standards. In regard to this point he writes: “While either too much liberty or too much State 1 oversight may result in weakness in the |, systems maintained, some State oversight an control must be exercised if strength is to be The formulation of minimum standards from time to time, the protection of these standards from being lowered by any private or sectarian agency, and the stimula- tion of communities within the State to addi- tional educational activity, these have now come to be accepted both as fundamental developed. rights and duties of the State.” (b) The State Board of Education, advised by educational experts, should be trusted to exercise the functions for which it exists. Essential Relationships Between State Legislatures and State Boards of Education The following statements define the rela- State Legislatures and State Boards of Education tionships that should exist between relative to elementary curricula: 1. The State legislature should state only major educational objectives in general terms. Laws should be fundamental and general t insure adaptability. In most bases of the laws should be the ideals to be attained rather than the subjects to be taught. 2. The State Board of Education, in con- ference with and advised by its educational experts, both State and local, should set up in not too great detail, only such curricula: requirements and time allotments as are deemed absolutely essential to the attainment of the major educational objectives fixed the legislature. 1The objectives given above are those set_up by the Committee on the pergepaiostion of Secondary Education. See: U.S Bureau of Bulletin, 1918, No. 35, Cardinal Princi ples of Secondary ion. 2 Ellwood P. Cubberley, Public Education in the United States, Boston, Houghton Mifflin, 1919. pp. 490-495. Note—In connection with this topic see also W. W. Theisen, The City Superintendent and the Board of E iucation. Teachers College, Columbia University. New York —Horace Mann. A™ INTELLIGENT thinkers upon the subject now utterly discard and repudiate the idea that reading and writing, with a knowledge of accounts, constitute education. The lowest claim which any intelligent man now prefers in its behalf is, that its domain extends over the threefold nature of man; over his body, training it by the systematic and intelligent observance of those benign laws which secure health, impart strength and prolong life; over his intellect, invigorating the mind, replenishing it with knowledge, and cultivating all these tastes which are allied to virtue; and over his moral and religious susceptibilities also, dethroning selfishness, enthroning conscience, leading the affections outwardly in good will toward man, and upward in gratitude and reverence to God. [ 324 ] instances the tices allo scho ? of s of tl 3. divis betw R’s, 4, tion Foi twice of rea does a of tw allots siX gr other teach eight teach ; : Depa 1924 Dy low al it and to be imum ection Vy any imula- ) addi- > NOW nental dvised ted to 'S. State ds of e rela- State ication e only terms. eral to “eS the ; to be taught. in con- ‘ational set up tricular as are linment ‘xed by Facts on Time Allotments for Subjects in Elementary Schools and Junior High Schools What a Comparison of Time Allotments Reveals The data relative to time allotments in the Second Yearbook of the Department of Super- intendence' present comprehensive and relia- ble information as to time allotted elementary school subjects in different cities. This sec- tion of the bulletin, based on the outstand- ing results of this study, and on additional material : |. Furnishes a statement of current prac- tices throughout the time allotted to various subjects of the elementary country as to school curriculum. 2. Gives an exact statement of the range of subjects taught in the elementary schools of the country. 3. Includes an accurate statement of the division of the elementary school pupil’s time between various types of subjects, the Three R’s, the fundamentals,. special subjects, etc. 4+. Reveals a tremendous amount of varia- tion in different cities in: (a) Grades in which any particular subject is taught. (b) Amount of time given in any year or throughout the school career of a child to any one subject. For example, it shows that one city allots twice as much time per week to the teaching of reading in one of the elementary grades as does another city of the same size. A study of two school schedules shows that one city allots 7.3 per cent of its total time in the first six grades to the teaching of arithmetic, an- other city allots 20.6 per cent. Some cities teach American History during the entire eight years of the elementary school; others teach it only one year. _—_— 5. Reveals the difficulties that a child en counters when he transfers from one school system to another. there 6. Raises the question as to why should be variation in time allotments and how far this variation should go. The Why and Wherefore of Variation in Elementary Curricula lack of result ot Much of the uniformity in time allotments is the present desirable and carefully thought out experimentation in the direction of adapting curricula to differ- ences in community make up, capacity of children, length of school term, type of school Lack of this basis cannot be criticised. organization, etc. uniformity on It is essential if the school is to be effective. However, much of the lack of uniformity is doubtless the result of the expression of individual opinion, often unsupported by sound educational philosophy, scientific data, or knowledge of common practice. In short, it is unintelligent or accidental variation and is not conducive to greater educational effi- ciency. Lack of uniformity on this basis is not justified and should be eliminated insofar as conditions permit. It is of special interest that the data reveal that the older subjects still consume more than half of each child’s time. In the light of sound educational objectives it does not appear that the newer subjects are receiving undue emphasis. The striking agreement between the data presented in this section resulting from two independent studies as to typical time allot- ments in the first six grades indicates the reliability of the data in the following tables. ‘Department of Superintendence, Second Yearbook, The Elementary School Curriculum, National Education Association, 1924. pp. 139-172. [ 325 ] eer See ee are _— How the Elementary Pupil Spends His Facts Revealed by a Study Time. of 50 Cities Table 4, taken from the Second Yearbook of the Department of Superintendence, where it is discussed at some length, is based a careful study of time allotments in 50 cities It furnishes a reliable indication of the amount of time which elementary pups devote to the seventeen subjects of the firs eight grades of the elementary school. TABLE 4.—COMPARISON OF THE TIME ALLOTMENTS IN NUMBER OF MINUTES PER WEEK BY GRADES IN THE SEATTLE SCHOOLS WITH THE AVERAGE ALLOTMENTS IN 49 LARGE CITIES Grades Subjects Taught ‘ I I i IV v VI | wo | vi Total Language {49 Cities | 130 141 167 176 187 194 | 207 | 215 | 1417 | Seattle 0 50 75 110 200 225 | 225 225 | 1110 Reading {49 Cities | 421 404 332 245 182 141 | 142 136 | 2003 | Seattle 600 525 425 310 135 135 | 225 | 212 | 2567 Spelling { 49 Cities 39 82 87 85 82 -_. 2 73 598 Seattle 0 75 | 100 | 100 | 60 60 | 60 | 60 | 515 Penmanship 49 Cities 67 72 77 7 | 75 63 | 58 567 : Seattle 50 75 75 75 60 60 | 60 | 60 515 Arithmetic 49 Cities 64 143 193 206 211 211 | 212 | 211 | 1451 Seattle 0 150 250 240 225 255 250 200 | 1570 History 49 Cities 17 19 30 54 84 97 148 167 616 Seattle 100 30 50 75 | 135 135 | 250 125 900 Civics 49 Cities 9 12 ll 12 | 14 1 | 23 | 27 123 Seattle 0 30 25 25 | 35 30 | 0 | 75 220 Geography 49 Cities 11 14 59 137 156 162 | 137 84 760 ; Seattle 0 0 50 100 180 180 0 112 622 Science 49 Cities 22 23 23 23 21 2 | 32 26 181 | Seattle 38 20 25 25 25 40 40 40 253 Hygiene 49 Citiee | 16 16 18 22 27 a7 | 25 22 | 173 Seattle 37 20 25 25 25 6s | 3 35 227 Physical Training 49 Cities 90 87 8 90 90 89 98 | 104 737 Seattle 0 0 50 50 50 50 50 | 50 300 Supervised Play 49 Cities 22 19 18 14 16 16 16 15 136 Seattle 150 150 100 50 50 50 50 | 50 650 Recess 49 Cities 105 106 106 96 91 90 | &| 74 752 Seattle 100 100 100 100 100 100 | 100 | 100 800 Industrial Arts 49 Cities 22 22 25 30 50 65 | 90 106 410 Seattle 60 60 0 | 0 | 0 258 Drawing 49 Cities | 87 88 87 86 82 75 | 77 79 | 661 ttl 75 75 75 75 | 75 75 563 Music 49 Cities 71 74 74 77 76 74 | 70 75 | 591 Seattle 75 75 75 80 80 80 | 80 | 80 | 625 Miscellane us 49 Cities 93 99 97 99 98 88 87 758 Seattle 0 0 o}| 5 | 50 | 50 | 50 | 50 | 250 s I z ie : Hi : 1. Read Table 4 as follows: Forty-nine cities over 100,000 in population allot an av of 130 minutes per week first grade; these t dramatics udes physical oorery science includes nature study and gardening supervised study includes games; industrial arts includes hand wood and metal work, domestic science, etc i unassigned time, etc. 3. The 49 cities from which data in the above table were gathered included: 4. All the cities do not offer all the subjects, or do not offer them in the same grades. In that case, the time allotment For example, but 24 out of 49 cities report spelling for the first grade. same 49 cities an average of 141 minutes per week to language in the second no time to language in the first grade; in the second grade she allots 50 minutes per week, etc includes composition and grammar; reading includes phonics, literature, stories, opening exercises, study, \. Reading, Pa. Ind. Richmond, Va. NJ. Rochester, N. Y. , Kans. San Antonio, Tex. , Mo. San Francisco, Calif Calif. Salt Lake City, Utah Scranton, Pa. Seattle, Wash Spokane, Wash. Springfield, Mass. Syracuse, N. Y. Trenton, N. J. Washington, D. C. Wilmington, Del. Worcester, Mass. IL Youngstown, O. In computing the average for the 49 [ 326 ] TAB Lan Rea Spel Pent Aritl] Hist Civit Geog Scier Hygi Phys Supe Rece Indu: Draw Musi Open Miser nee eco of Sch ed upon 50 ¢ ities, of the y pupils the first . R WEEK ) LARGE Total 1417 2567 week cond , ete pries, ning; etc. ; h. ment e 49 Table 5 affords a better idea of the actual length of time allotments as units of a weekly program. It shows the average time allot- ments for the elementary subjects in the vari- ous grades. It is based on data from the same 49 cities listed under Table 4. In Table 5 the averages include only those cities which actually allot time for the subject and for the particular grade. ‘The number of cities offering the subject is also shown for each grade. For example, only 42 of the 49 cities offer “Language” in Grade I. The average, 127 minutes per week, allotted to Language in Grade I is based on data from these 42 cities. TABLE 5.—NUMBER OF MINUTES PER WEEK BY GRADES ALLOTTED TO ELEMENTARY SCHOOL SUBJECTS — Grades Subjects Taught ~ - ~ _ I I Il IV Vv VI Vil Vill Language { Minutes 27 136 153 174 180 187 199 206 No. Cities 42 44 45 46 47 47 41 35 Reading Minutes | 430 413 339 250 185 165 146 140 \No. Cities | 47 47 47 47 47 47 47 35 Spelling {Minutes | 79 87 90 89 85 82 76 73 | No. Cities | 24 45 | 46 46 46 46 40 34 Penmanship {Minutes | 74 ay 78 80 «| 79 77 68 63 \No. Cities | 44 45 47 47 | 47 47 39 33 Arithmetic { Minutes 96 | 143 193 206 211 211 212 211 No. Cities | 32 48 | 48 48 48 48 42 36 History {Minutes | 54 69 | 65 89 | 101 | 110 152 167 \ No. Cities | 15 15 22 29 40 41 41 36 Civies { Minutes 49 55 54 51 54 55 70 81 No. Cities 9 10 10 11 12 | 13 14 2 Geography { Minutes 45 | 50 76 143 159 166 152 137 | No. Cities a 13 37 46 47 47 38 22 Science, {Minutes | 49 49 52 48 48 49 54 61 No. Cities Ss (CO 23 | 22 24 2 21 7 16 Hygiene i Minutes 38 30 CO 40 41 49 48 48 40 | No. Cities 20 «(| 20 | 22 26 | - | 27 22 19 Physical Training {Minutes | 102 oo I 99 100 =| 100 101 98 104 No. Cities | 43 oe i-# 44 | 44 43 37 32 Supervised Play {Minutes | 90 «| 83 89 7e 4 85 85 88 79 No. Cities | S | 11 10 10 i) 9 x 7 Recess Minutes | 123 12% 123 a 111 110 102 No. Cities 42 42 | 42 41 | 40 40 33 27 Industrial Arts (Minutes | 60 60 | 60 — 81 103 109 | No. Cities | 18 18 20 22 35 39 38 36 Drawing {Minutes | 91 92 CO 91 88 83 77 79 81 | No. Cities 47 a 47 48 48 48 42 36 Music {Minutes | 71 74 74 77 76 80 70 76 \ No. Cities | 49 49 | 49 49 49 49 43 36 Opening Exercises f Minutes | 60 59 9 50 54 5 55 54 \ No. Cities | 41 | 41 41 42 40 40 34 31 Miscellaneous {Minutes | 88 74 8i 80 83 S4 80 | 75 \ No. Cities 25 28 29 31 31 30 CO 23 19 Table 5 should be read as follows: ab : Forty-two cities teach language in Grade I on an average of 127 minutes per week, 44 cities teach it in Grade II on an average of 136 minutes per week, etc. S THE list of subject courses increases, teachers feel a growing dismay at the accumulation of material. What to do to simplify the task! Let us begin with the simple thesis that the most important subject is the child. He determines He may be dirty, overfed, able to talk fluently but not to write, well-informed on our American fathers but given to prevarication, up in arithmetic and down in spelling; or he may the use of all the rest. be just the opposite-in all these characteristics. In either case, the teacher selects her material from the appropriate subject and applies it to the need. It may be a lesson on the use of the handkerchief today, it may be our harbor—or it may be Looking at the subjects in this way, they are helps—a rich storehouse of material to be carefully used.—Ethel |. Salisbury, Course of Study Bulletin, Los Angeles City economy in the use of paper. Schools, April 28, 1924. p. 3. [ 327 ] How Is the Elementary Pupil’s Time of the elementary grades. These da; Divided? summarized in Table 6. It shows that Facts Revealed by a Study of 60 Cities percentage of time allotted in one city {o, Another study, where time allotments in # Particular elementary school subject is often 60 cities for each subject in grades 1-6 were three and four times as large as the percentace considered, showed the same lack of uniform- of time allotted by another city for tne sam ity in time allotted to the various subjects subject. TABLE 6.—TIME ALLOTMENTS IN MINUTES PER WEEK FOR THE SUBJECTS AND ACTIVITIEs FOUND IN GRADES 1-6 IN THE ELEMENTARY SCHOOLS OF 60 CITIES Total minutes | Average num- | Average num- | Subjects and Number of y week (ber of minutes cent of per [ber of minutes} Lowest per | Highest per ties in cities jotted each r week om ry per week | cent of total | cent of tota! elemen school allotting subject in tted in all | | atlorted each | time allotted | time allotted 60 cities time those cities 60 cities to cities * flotted | subjectin | by any city by any city ing i each subject | each subject _ those cities | offering it Opening exercises... Recess QOaonw- wOW et Ot OO G2 GO or 50 60 60 37 57 om 2 ysi pene. 57 Reading P 60 i 59 60 19 46 38 8 27 60 tS NON ONE Go me VIS o by _ NWN tom Spelling . andwriting. . soueenen ucation.. at Arts.. Supervised Study... Unassigned Time. . oe Oro ore ¢ ~ 535,935 Read Table 6 as follows: Of the 60 cities concerned 50 report time allotted to “ Opening exercises.” The total ti allotted by the 50 cities to opening exercises was 15,199 minutes per week, or an average of 253 minutes per week whe all 60 cities were considered ; 2. 8 per cent is the average per cent dt tal time which the 60 cities allotted to opening exer cises; 304 is the average of tes per wom jotted to opening exercises by the 50 cities which had them; t! lowest per cent of total time allotted by any city to opening exercises was 1.2; the highest was 6.7. The sixty cities from which data in the above table were gathered included: —t ‘- Fort Smith, Ark. Richmond, Va. Foes, © Cali f. San Diego, Calif Ang _— Savannah, Ga. Indianapolis Scranton, Pa. yom ae. Sheboygan, Wi — Mass. Somerville, Mass. i i Spokane, Wash. Toledo, oO. Topeka, Kans. } Trenton, N. J. , Mass. ys Troy, N. J. Tucson, Ariz. Colorado ings, Colo. Utica, N. Y. Council Bluffs, Ia. "N. J: Washington, D. C. a Mich tsburgh Pa. Wheelin we t, " it . eeling, W. Va Elizabeth, N. J. th, N. H. Wilmington, Del. El Paso, Tex. a Worcester, Mass ie, i % A Yonkers, N. Y. Everett, Wash. i is. Youngstown, 0. HE TRANSFER pupil is too often demoted. It is usua'ly reasoned that “our school environ- ment is new,” “our books and methods are different,” “our standards are higher,” and “the child has lost some time in moving’’; therefore, “he had better enter a lower grade where he will be sure to make good.”” Thousands of children are thus demoted every year. . . The important thing for a principal or a teacher to ask about any child is “What can he do?” not “Where did he work before?” or even “What has he accomplished?” If he has not accom- — what he should, the first question to answer is ‘“‘Why?’’ Can arrangements be made which og ere greater accomplishment?—Virgil E. Dasipan. Mental Tests and the Classroom Teacher. pp. 212-213. [ 328 ] lata are that the cit) tor is often rcentage he same IVITIES a ghest per it of total e allotted any city ————__—— ——--—-———} viron- > child rill be } do?” ccom- which acher, Table 7 is compiled from data in Tables activities in grades 1-6, as revealed by two 4and 6. It reveals a strikingly close agree- independent studies, carried on with two ment between the time allotments in average different groups of cities.’ number of minutes per week in subjects and The Studies referred to here and which are the basis of Tables 4 and 6, were conducted by Fred C. Ayer, director of research Seattle Public Schools, and Ray Latham, assistant superintendent, Duluth Public Schools. These studies are described in greater detail in the Second Yearbook of the Department of Superintendence, pp. 139-145 TABLE 7.—COMPARISON OF TIME ALLOTMENTS FOR THE SUBJECTS AND ACTIVITIES OF GRADES 1-6 IN 60 CITIES WITH THOSE IN 49 CITIES Time allotments average number of minutes per week - , in Grades 1-6 Subjects and Activities 60 Cities 49 Cities Reading is see po 1914 1725 Arithmetic. ..... 1077 1028 Language. . ; OR4 99% Recess ore 582 5G4 Physical Training..... 552 Ban Geography os ae 537 939 Drawing or Art Education 527 505 Penmanship , 474 446 Spelling bis 468 453 Music had 449 History = 299 Opening Exercises. . ‘ 5 Unassigned or Miscellaneous Health Education or Hygiene Elementary Science Manual or Industrial Arts Supervised Play Supervised Study : 82 Civies or Citizenship. . . 74 PL Pixvis}s ye. 8932 8795 “he average number of minutes in which reading is taught in all six grades in 60 cities is 1914 minutes, etc Read Table 7 as follows: 7 minutes; in 49 cities it is 1725 Wun CONDUCT becomes an aim in education the situation becomes much more complicated and the subject material more diversified. Moreover, since conduct is specific rather than general and grows by small working units rather than by general principles, it is necessary that a great mass of detail be added. Character is built step by step under situations in which great principles effect character only by specific application to specific situations, so that the amount of material studies will need to be doubled.—W. W. Charters, Curriculum Construction, p. 145. The reorganized curriculum should: (a) Make provision for children to engage in participating experiences through which they will form the habits, skills, attitudes, and methods of behavior constituting efficient growth in the desirable activities of life itself. (b) Make provisions for the fullest possible use of questions, problems, and interests of importance and of appreciable value to the children themselves from the environment and activities in which children are participating or in which they can be led to participate with profit and satisfaction. (c) Make provision for using the the race experience, the subject matter from the subjects of study, needed to carry forward these activities, and for leading to interests in new activities on higher levels. (d) Make provision for the mastery of those mechanical or technical facts and processes we call the tool subjects as the motives for these become apparent through needs for them, and as capacities are sufficiently ripened for them. (e) Make provision through the form of the organization of the work to utilize all important interrelationships of problems and elements of subject matter that duplication may be avoided and that the work may proceed in harmony with the laws of learning. (f) Make provision for that flexi- bility in standards of achievement, outcome, and promotions required by the individual differences of children and controlling factors of environment.—F. G. Bonser, Official Report, Department of Superintendence, National Education Association. 1924, p. 91. [ 329 ] Are the Three R’s Crowded Out by mentary schools, namely: the Three | Fads and Frills? fundamentals, and the special subjects also shows the amount of time allotted Table 8 arranges the various subjects, so average number of minutes per week to e; as to conform with the three different groups of these groups of subjects. The chart beloy of subjects which ordinarily appear in ele- shows these data graphically. TABLE 8.—-COMPARISON OF WEEKLY TIME ALLOTMENTS OF SEATTLE AND 49 REPRESENTA. TIVE CITIES a Minutes Minutes | Per Cent Per Cent | Subjects Per Week Per Week Total Time Total Time | Seattle | 49 Cities Seattle 49 Cities | | The Three R's: , reading, spelling and writing 3 19 } Arithmetic The Special Subjects: Hy, Tusa Physical Training and Play and Recess ustrial Arts and Drawing } Exercises and Miscellaneous... ... . Total Special Subjects... ll 034 Table 8 derived from the totals in the last mage of Table 2, should be read as follows: 4707 is the aggregate nu of minutes per week allotted to langu reading, spelling, and writing in all the eight grades in Seattle 4585 i is total of the average num er of minutes per week devoted to language, reading, spelling, and writing the eight grades in 49 cities over 100,000 in ulation. Seattle devotes 39.41 per cent of her total school time to language, spelling, and writing; the other 49 cities devot 38.42 per cent of their time to it. PER CENT OF TIME ALLOTTED ELEMENTARY SCHOOL SUBJECTS THIS CHART IS BASED UPON FIGURES OF TABLE 8 Spec cial ibjects Fundamental Subjects All Ele supe jects, lotted k to eact 1 art below ESENTA- ee Per Cent ‘otal Time 49 Cities The Three R’s are not crowded out. In 49 of our largest cities, over 50 per cent of 4 child’s time in the elementary school is devoted to language, reading, spelling, writ- ing, and arithmetic. These subjects, together with history, civics, geography, and science, consume approximately two-thirds of all ele- mentary pupils’ time in the cities studied. Only one-third of their time is devoted to physical training, play, drawing, music, shop work, domestic science, etc. Are We Giving Too Much Time to the Three R’s? Instead of blindly eliminating certain sub- iects from the curriculum or planning new forms of school organization in order to have more time for the Three R’s, we should ask ourselves whether or not more time is neces- Would it not be better to use the generous time that is available for these studies in such a way as to secure better results? Enough work has already been done in studying rates of learning under different conditions to demonstrate that it is often pos- sible to reduce the time devoted to a subject and at the same time child’s knowledge of the subject. There is no question that in many instances an undue amount of time is devoted to the Three R’s. If scientific methods of teaching were used, the child’s interest secured, and materials of instruction, fitted to the ability, interest, experience, and environment of the individual child, in many cases the hours of drill spent on the Three R’s could be ma- terially reduced. At the same time there would be an increase in the speed of learning, length of memory span, and practical applica- tion of facts learned. Better results accomplished in a shorter period of time can only come through the efforts of trained teachers curricula built on scientific principles. sary. increase the using What Does an Elementary Pupil Face When He Transfers from One City School System to Another? Data gathered from 375 cities show wide variation in combination of grades in which elementary subjects are taught in different ! The data referred to resulted from the Inquiry Know and Help Your Schools The variation in this regard is even that studies of time allotments stated in minutes cities.' greater than shown in the preceding per week. Tables 9 to 11 combinations of grades in which silent show the variations and read history are ing, geography, and American taught. In interpreting Tables 9 to 11, these points should be kept in mind: 1. Grade 1B means low first grade; grade 1A means high first grade; similarly for the other grades, B means low, and A, high. 2. In tabulating data the cities were ar- ranged in the following groups: (1) cities with population from 8,000 up to 30,000; (2) cities with population from 30,000 up to 100,000; and (3) cities of 100,000 and over. In every case the population was based upon the 1920 census. In the arranged in the following geographic groups: tabulations, the cities were also Group A. Eastern (Industrial), including Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, New York, Penn- sylvania, Rhode Island, and Vermont. Group B. Southern States, including Ala- bama, Arkansas, Delaware, District of Co- lumbia, Florida,.Georgia, Kentucky, Louisi- ana, Maryland, Mississippi, North Carolina, South Carolina, Tennessee, Texas, Virginia, and West Virginia. Group C. Great Lakes (Manufacturing), including Illinois, Indiana, Michigan, Ohio, and Wisconsin. Group D. Great Plains (Agricultural), including Iowa, Kansas, Minnesota, Mis- souri, Nebraska, North Dakota, Oklahoma, and South Dakota. Group E. Western, including Arizona, California, Colorado, Idaho, Montana, Ne- vada, New Mexico, Oregon, Utah, Wash- ington, and Wyoming. The total number of varies with each table. cities represented This is due to incom- plete returns from some cities. Tables 10 and 11 those in Table 9 for geography and history, give data similar to and should be interpreted in the same way as the data on silent reading. Results are presented in greater detail on page 143 and following of the Second Yearbook of the Department of Superintendence. [ 331 ] TABLE 9.—GRADES IN WHICH SILENT READING IS TAUGHT 28 Combinations ' Population of Cities Geographical groups ‘ , —invisim—ttincd: Gen . ities OO 2! ES ERS total 30,000- | 100,000 | Great Great 100,000 | and over Eastern Southern | Lakes Plains | | | | 26 wd 31 16 Uruk = NN =~ & w - POWNUK OR Re We NE NWESTN Ue ew ~- ~ mDONMW Ome nN 41 83 48 8 R Table 9 as follows: Of the 102 cities which eagavted that silent reading was taught in all grades from 1B-SA from 8,000 up to 30,000 in population; 26 were from 30,000 up to 100,000; and 20 were over 100,000. Thirty-on« cities were in the Eastern geographical group; 13, Southern; 31, Great Lakes; 16, Great Plains; and 11, Western 1 In the 305 cities reporting on the teaching of silent reading, there were 28 combinations of grades in which silent jing was taught. TABLE 10.—GRADES IN WHICH GEOGRAPHY IS TAUGHT 28 Combinations Population of cities Geographical groups | { 8000- 30,000- | 100,000 Eastern | Southern pues Geant Western ? - na Swwr sw to s. wn NONN Dh Ree Oe OO we Ne Ne Uh tO ON _ POOR Pee. ae 26 1B-8A irty-one Veste rn h silent Western TABLE 11.—GRADES IN WHICH AMERICAN HISTORY IS TAUGHT . 59 Combinations Population of cities | g000- 30,000- 100,000 | | 30,000 | 100,000 | and over | Grades , | 5 3 i 3 em Ne bos NK he NAH 4B-8B.. 4B-6A.. SB-SA.. — -— = ON K NOK NWwWe th -_ — _ 5B-6B. 5B &7 5A-SA N COW me Nee Om ew OO chk. «.. 6A & 8B-SA..... 7B-8A | i) CO) PROM Sm NNW Geographical groups Great Lakes Eastern | Southern Pat Western 29 Similar tables for seventeen elementary school subjects are found in the 1924 Year- book of the Department of Superintendence of the National Education Association. ‘The findings have been partially summarized in Table 12. Wide as are the combinations. of grades in which elementary school subjects are taught as revealed in Table 12, they do not represent the entire spread of variability. For in this table only those combinations of grades are listed which exist in five or more [ 333 ] are — i as wenn ese TABLE 12.—GRADE COMBINATIONS FOR ELEMENTARY SUBJECTS FOUND IN 5 OR Morp CITY SCHOOL SYSTEMS OUT OF A TOTAL OF 375 ° ae. 1 | g\2 Grades =f _2| g i a 22/32 vid aE: 1 2) 3/4 elTerel 6) T ls = | Bat c - g x s as | 3 3S | ee 2 2 3 26 a 5 3 ‘to ow } a z eo > od v iS eae s | 53| 3 : ee Oe ee 3 9 10 ll 12 13 14 15 16 17 18 _ = “Ibo a bo through the high eighth; 195 cities teach oral readi , ete. = grades 1B— 39 cities teach it from 1B-6A, ete. Table 12 should be read as follows: 102 cities out of 375 teach silent reading throughout all the grades from low first in these same ‘ 7A, 11 cities teach silent reading; nowhere is it taught from grades 1B-7A inclusive: grades; 154 cities, language and composition; 13 cities | city school systems. Many different com- binations exist in from one to four cities throughout the United States. Table 13 shows the entire number of com- binations of grades in which each of the 17 subjects of the elementary curriculum are taught as summarized from replies from 375 cities. What Does a Junior High School Pupil Face When He Transfers from One City School System to Another? The Second Yearbook of the Department of Superintendence of the National Educa- tion Association also presents an extensive study of the combinations of grades in the junior high schools of 375 cities in which various subjects are elective and required. This study shows the almost complete lack of uniformity between junior high school pro- grams of different city school systems. The findings are summarized in Tables 14 and 15 TABLE 13.—NUMBER OF COMBINATIONS OF GRADES IN WHICH 17 ELEMENTARY SCHOOL SUBJECTS ARE TAUGHT IN GRADES 1-8 : Number of Combina- Subject | tions of Grades in Which Subject is Taught nk ctlnhn stiunhbe ke « 62 ican History.... , : 59 EG Rada -<+ 6 cee on whos 46 a aie: eile — 37 and Composition 30 ARPES. ty eee 28 Silent RR eee 28 Cooking in. 62 sranekex wens 26 ss o's.) wh dae is bees « 24 Penmanship 22 Spelling Pas 6s fo cwawrea® .a-e 21 I or s.bsv ws tired ens 21 ee 20 Physical Education......... 16 Drawing........ 16 Oral Reading 15 NT as. 5s «+ so aeh okra de. 13 Table 13 should be read as follows: In elementar grades 1 to 8, of the cities replying there ar - 62 combinations of reported in which hygien is taught ; for American history, 59 combinations, et: [ 334 ] [) 2ATQ09]9 SyoofGns assay} 21aM PIIPNyS SVI}I0 GE BY} JO sUOU UI ‘WG-9 sepusT at Satglo gE UI (yq{) ParIMbas are UOTRISOdUIOD puB aBunBuawy] ‘93a ‘sent ZZ UI sapBis aso} U j) AATPVATE 4 pe}s0d 91 APO OU ' YG-E[Q SOPVsT UI SaIIIO [Z UI 40 xfqns [oo {98 YSIy s01UT ‘(uy poumber B St Zuipvsy SMOT[O] SB FL F[QBT, PBeRy “FIOM [BIOL 3 aug ‘Suyjuug Buidesyyoog Aydvisousyg Burplimed’y, "*** “3 JOMPOO AA *AydeisowAyGg -kydes300f) [Blo1eUIWIOZ ‘ang Mousy ve wi 49 5-00 ee a0usIIg [BreUer) uolzByIURg SvYVeqiy *** "SOOT ISITBD "°° * SUIsan Ny ‘** “UBULIEr) ‘°° gstredg ‘qouerg “uney AiOYSI FT Uspoyy ** AJ0BSIF] [BASBIDOPY Ai104sIfT JueDUYy *£10981H uBolLleUly P * A1y@UIOer) osUIG WAY [erossUTUIOD) we ‘oljewygyy SOiJVUIEYIBPY [Barsuer) But MBIC] “ “OIsNy ** ABo0jowAGT * Aydeiso0er) , ar eke. Mid or . reurweiy se Te" Pee - woquodenag pus ye oe 1% | | | | | } | | | | ala Ted a bs a\al|a rjula|e kakak ula 1s */=|*|=|*|=\<[eteeiais Dou ax) a x | 8}20(qng ooyrg Y8IH J0;uNL V6o-a6| v8 | vo- vs| as | v8 ae | V6- as | | as- Vi | v8 Vs | aZ Vl-a. as-al | V8-a. | V6-aL | Vo-a9 | VL-a9 | a8-d9 | V8-a9o | vo-a9o sZ€ AO TVLOL V JO LNO SWHLSAS TOOHOS ALIO FAOW UO § NI ZAILOAITA GNV GANINOAA AUV SLOALANS IOOHOS HSIN AOINO! HOIHM NI SNOILVNIGWOOS AGV4O— tI ATAVL ee = ty Lt a RS ysompoom | 2 3 tie om 4 — OR- Cee| o) , . am < fe = 2g 2 S Pen ses rEes “ = 2 '¢ ey ase Cc 2s Eqs g209 Zuryoo) | & = . a So -me 5 oo} ons oS | Eek; » Se OE EEE ——— Se Wide as is the variation of the combina- tions of grades in which junior high school subjects are “elective” and “required,” as revealed in Table 14, it does not represent the entire spread of variability. For in this table only those combinations of grades are listed which exist in five or more city school systems. Many different combinations exist in from one to four cities throughout the United States. In these cities additional sub- jects are also often found. Table 15 shows the entire number of com- binations of grades in which 50 junior high school subjects are taught as summarized from replies from 375 cities. What Is Most Needed in Curriculum Revision? The data in this section plead the necessity of creating machinery whereby those who draft our curricula and distribute pupils’ time may have the effective help that would result from readily available information as to: . Best prevailing practice. 2. Results of sound experimentation in places where advanced work is being done. 3. Scientific data relative to the capacity, interests, and environment of the individual children to be taught—upon which evidence any sound curriculum practice needs to be based. 4. New interpretation of the social objec- tives so that curricula may be best adapted to community, State, and National needs. 5. Analysis of best scientific research studies, indicating minimum essentials in functional content. TABLE 15..-NUMBER OF COMBINATIONS op GRADES IN WHICH 50 JUNIOR Hicy IN SCHOOL SUBJECTS ARE TAUGHT GRADES 6-9 IN 375 CITIES . Number of comt ina- Subject tions of grades i in wi subject is taug} Sewing . 25 Physiology 29 Civies. : 22 Cooking. 20) Wood Working. : 1 American History..... 1 General Science..... 18 Arithmetic 17 Seepeactip 17 Music. . 17 Geography....... ; 16 Drawing. . 16 Physical Education. . . 16 Spelling ' ; 15 ing. : l Athletics. .. 1 Commercial Geography. ... I Grammar. . 1 Sanitation. . l Printing. . I Calisthenics 12 Bookkeeping 12 La age and Composition 11 Algebra... Fi eerk ll Sheet Metal Work 10 mmercial Arithmetic. . . 10 General Mathematics... 9 Geometry.... Ki s French... . 8 Spanish...... Typewriting... Ancient History English History Sex Hygiene Stenography Setinewsl History. iculture ysiography Biology iedee History General History German... General Shop Zoology . . Botany “a iodthanteni Drawing... . Salesmanship and Advertising. . NNNNAIOS ee oe ie Oe m bobo ho Table 15 should be read as follows: In the junior high schools of 375 cities, there are 25 combinations of grades in which sewing is taught; physiology, 22 combinations, ete. High School Council. 1923. p. 75. HE TIME SCHEDULE. When the junior high school plan was first adopted in Rochester, the school day of six hours was divided into four periods of ninety minutes each. On days when school activities (assembly program, student clubs, class meetings, and the like) took place, each period was shortened to provide the necessary time for these activities. The next step in the de- velopment of the junior high school day was to make four regular periods of eighty minutes each, with a definite short period of thirty-five minutes for school activities. This plan also failed to provide the necessary flexibility. The latest plan, the one now in use in all the junior high schools, divides the school day into six periods of sixty minutes each. It allows one period for class meetings and faculty meetings. and homemaking courses are still provided for on the ninety-minute period plan.— The Junior High Schools of Rochester, New York, Report Prepared by the Rochester Junior of € hav into Fut pub inte wor sum i, sibil tion dv ters to | tary four ciali or I ricu thei: T T care inte on chai Cou hane most were most TIONS oF OR HIGH UGHT IN of combina- des in which is taught junior nations iology, er, the when , each he de- , each, rovide livides ss and period Junior = Vote of Expert Opinion—Most Helpful Books on Curriculm Problems The results of such scientific work as has been done in the development and revision of elementary and secondary school curricula have been concentrated by leaders in this field into a number of textbooks on the curriculum. Future progress in the shaping of America’s public school curricula, if it is to be most intelligent, should consider the foundational work which has been gathered together and summarized in these studies. As an aid to those upon whom the respon- sibility of curriculum revision rests, this sec- tion presents a list of texts selected on the advice of 25 representative educators. Let- ters were sent to this asking them to list the twelve books dealing with elemen- tary or secondary curricula which they had found most helpful. cialists' and 9 city and State superintendents, or members of their staff in charge of cur- riculum problems,? who had recently revised their courses of study replied. Table 17 is a compilation of their answers. Those who replied selected their lists with care, as illustrated by the work of one super- intendent. ‘To select the twelve best books on the curriculum, he asked the nineteen chairmen of the Elementary and Secondary Course of Study Committees of his city to hand in a list of books which they had found most helpful in their work. From this list were taken the twelve which were mentioned most often. They are listed in Table 16. group, Sixteen curriculum spe- ' This group of curriculum specialists included: John 8. Alger, president, Rhode Island College of Educatior TABLE 16.—BOOKS MOST HELPFUL TO CHAIRMEN OF COURSE OF STUDY COMMITTEES IN ONE CITY Title Author The Elementary School Curriculum The Curriculum. . Child Life and the Curriculum How to Organize the Curriculun Elementary School Standards Minimum Course of Study Curriculum Construction The Junior High School The Child and the Curriculum A Project Curriculum Curriculum Making in Secondary Scho Problems in Secondary Education have cc Since the influences, which may sulted in the choice of these particular books, are not known, the place in the list that any particular book has is not so important, as is the fact that it is one of the twelve books most frequently mentioned. It is also sig- nificant that nine of these twelve books are also among the twelve most frequently men tioned by the 25 contributors whose lists are summarized in Table 17. The succeeding section may therefore be accepted as: 1. A list of books now in compile the best current curricular practice. 2. An indication of the most helpful books in this field, from the total supply available. Of those books that are most frequently men- tioned, a brief review is given to aid busy school people engaged in curriculum revision. The first 11 books in Table 17 existence that were Fred C. Ayer Rooctee of research, Seattle Public Schools; J. F. Bobbitt, Department of Education, University of Chicago; F. G. Bonser, Teachers villege, Columbia University: Thomas H. Briggs, Teachers College, Columbia University; J. A. Clement, School of Education Northwestern University; William S. Gray, dean of the College of Education, University of Chicago; Arleigh C. Griffin, director of High School Research, Los Angeles; Ernest Horn, College of Education, State University of Iowa; James F Hosic, Teachers College, Columbia University; William H. Kilpatrick, Teachers College, Columbia University; H. G. Lull, director of Teacher Train- ro Kansas State Teachers College; C. A. Phillips, acting president, Central Missouri State Teachers College: Ethel I. Salisbury irector of Course of Study, Los Angeles; J. B. Sears, Department of Education, Stanford University; and G. M. Wilson, Schoo! of Education, Boston University. , Among these school administrators were: A. S. Barr, assistant director in charge of supervision, Detroit; William J Superintendent of schools, Trenton; Edwin C. Broome, superintendent of schools, Philadelphia, Pa.; C. E sickett, Douglass, assistant ng ae of schools, Baltimore, Md.; John M. Foote, rural school supervisor, State Department of Education, Louisiana; ames M. Glass, director of junior high schools, State Department of Education, Pennsylvania; Margaret Madden, chairman, Education Committee, The Chicago Principals’ Club; Worth McClure, assistant superintendent of schools ton; H. B. Wilson, superintendent of schools, Berkeley, Calif. Seattle, Washing- [ 337 ] Cee ne ey — ae Miia pear =-— — ee ey T i ia i \ | mentioned from 9 to 24 times by the 25 edu- cators, submitting lists of the 12 most helpful TABLE 17.—HELPFUL BOOKS ON ELEMENTARY AND SECONDARY SCHOOL CURRICULA SELECTED ON THE JUDGMENT OF 25 EDUCATORS books on the curriculum. books were mentioned from | to 8 times The remaini: Author Publisher Curriculum Construction....................000000- Charters Macmillan. . Elementary Sc IIS se ss a 'ead wa pendence 6 es bs owen s Saeeien The Ee es ots ines Ceecdccmnenwenwuwn ee cos cece hton Mifflin. . Child Life and the Curriculum.............. 2.6.0.0 ee sso a 6's wa id Book Co.... um Making in Secondary Schools.............. UO ce 500. cs0e H. Holt & Co.... How to Make a NL kasd 0% bic dalselaehe obey DWiakds wetune vis suevehaw eres Koos. . Harcourt, Brace & Howe. The Development School Cur vale i 1 the North ent rer ttt Uae Book On Press... ool Curricula in the No i é niv. o icago Press. . Central States from Educational Sociology....................:0esseeeees Snedden. ies as aa Among the outstanding ideas discussed in these OJeCUve requires that many puj letters are the following: ; pation, and that some pursur “Vocational schools should be organized separately ' basis for advanced work in high time to specific preparation for a d and apart from general schools; and individual depart +h, use of leisure c far co Ss ments organized for particular y= eer should rthy use of leisure calls for cour timately identified with the industries or _other industri al fields for which they give preparation. “The State University should not be placed in a music, and science so taught as to It necessitates also a margin of f hosen on the basis of personal avi ’ : - . : ‘Due recognition of these obj position of oversight or responsibility for the secondary schools.” elements of distribution and schools. ‘There is a place in secondary education for the recognized as essential for a tion. study of agriculture purely as a subject of liberal eauceu study The author’s viewpoint as to the value and content Davis, Catvin O. High § of courses in Latin, modern languages, English history, World Book Company social science, mathematics, physics, and chemistry, New York. 1914. 172 py biological science, general science, home economics, in and physical education are clearly set forth in letters \ constructive study ewp addressed to each of these subject teachers of the First three chapt rs line secondary schools. American secondary educatior far as th wert embodied in courses of study in 1914 pecific examples CoMMISSION ON THE REORGANIZATION OF SECONDAR are given in the brief analveie of the t ge re EDUCATION OF THE NaTIONAL EpucaTION ASSOCIA with which the New York evst rion. Cardinal Principles of Secondary Education. |pwing the analvsis of the general and special se« U. S. Bureau of Education, Bulletin, 1918, No. 35. — .¢hool courses in use in New ck City in 2908 the 32 pp. uuthor lists his criticisms and recommendations. His Statement of Cardinal Principles which, in the — study of the high school personnel yws the need for udgment of the Commission, should guide the reor the building of curricula ‘to meet the needs of six ganization and development of secondary education in “‘case-groups’’: (1) those who plan to enter colleges of the United States liberal arts, (2) those who plan to enter technical “Secondary education should be determined by the _ schools, (3) those who plan to enter the various paths of needs of the society to be served, the character of the directive business upon graduating from high school, individuals to be educated, and the knowledge of +) those whose ability, ambitions, and yurces lead er educational theory and practise available. These them to seek to fit themselves fo! te profes- cott factors are by no means static.” sional, business, and commercial offi . (5) those who . No curriculum in the secondary school can be purpose to become elementary teachers, and (6) a very regarded as satisfactory unless it gives due attention to — group who do not expect to complete the four ectives each of the following objectives. year high school course, and who will eventually per- mm, such as “Health, as an objective, makes imperative an form office duties in very subordinate places, or fill study of each adequate time assignment for physical training and clerkships, or engage in industrial work. Differentiated credited wit requires science courses properly focused upon personal high school courses must be provided to meet the they did not and community hygiene, the principles of sanitation, individual needs of these six groups ch subject e tentati Fe curricul: ttendance in T LAST the young child seems to be coming into his legitimate inheritance of scientific inves- faster than tigation and education. Up to the present time no period has been so neglected as that of child Pan the last hood. It has been left to drift with the tide of ignorance and chance in physical, mental, and standa! moral care. But today the situation is changing. _teaching of . Health propaganda which has been so intelligently conducted by child specialists, both in fetish. It is medicine and nursing, is raising the physical care given infants and young children in the home and in ional! the school. Laudable as this movement is, however, it must be followed by an equally vigilant investigation of all those conditions which make for mental and emotional life. One might timidly venture to prophesy a better future for both school and society when the behavioristic conception of education shall be applied in the early impressionable years of child- hood.—Patty Smith Hill, Introduction, A Conduct Curriculum for the Kindergarten and First Grade. [ 343 ] New Courses of Study for Old Are Teachers Satisfied with Present Courses? We constantly hear our elementary cur- ricula described as: “Out of date,” “full of dead wood,” “an old patch-work,” “a hodge- podge, produced by paste-pot and scissors,” “non-functioning,” and filled with “fads and frills.” It is time some one raised the ques- tion, Are school boards, superintendents, and teachers generally satisfied with present courses—if not, what are they doing to improve them? The 1924 Yearbook Committee of the Department of Superintendence recently un- dertook a review of representative current curriculum practice which involved a nation- wide search for material. It was found that in hundreds of places curriculum revision has taken place since 1920, is now under way, or is being considered. The Yearbook Commit- tee’s study, which was representative rather than comprehensive, showed that since 1920, 35 States had revised their State Elementary Courses of Study, 117 cities, including most of the large cities of the United States, and 8 counties had also revised their elementary courses since 1920. The total number of course of study bulletins included in these 160 courses was 482. Letters from State, county, and city superintendents whose courses of study have been recently revised brought out the following facts: 1. A vast amount of work is being done in the field of curriculum revision. 2. There is wide variation as to the amount of distribution of the new courses of study. Some superintendents have distributed thou- sands of copies—by actual count one city superintendent has distributed 3,277 mono graphs—others have made practically no dis- tribution outside their own State. 3. There is need for some effective means by which experience and work in the field of curriculum revision can be more widely dis- tributed, particularly to superintendents and course of study committees. This is indicated by the decisive manner in which superintend- ents answered in the affirmative the question put to them: Of what value would it be to your school system to receive regularly some of the best courses of study as they are issued? 4. Many school people throughout the country are giving time and thought to the “preparation of an American public school curriculum based on American needs and American ideals.” What Are the Outstanding Facts Re- vealed by a Review of Recent Courses of Study? Some of the facts that come out of a review of recent courses of study are these: 1. Classroom teachers are serving on prac- tically all course of study committees. In some cities nearly 90 per cent of the teaching body has a share in curriculum revision. 2. Two distinct plans of curriculum o1 ganization are in use. According to one plan, a curriculum specialist is called in who directs the local supervisors and classroom teachers throughout all work of revision and carries on special research. In some instances the writing of the curricula begins with him, and when the courses are tentatively formulated. they. are taken up by the teachers for stud) and criticism. According to the second method, the plan- [ 344 ] mono no dis- > Means field of ely dis- nts and dicated ‘intend- juestion t be to yY some issued ? ut the to the school ls and s Re- fecent review | prac- ~ In aching m or- > plan, directs achers -arries 2s the 1, and lated, stud) plan- ning of the course of study begins with the local teachers and principals. After they as a group have prepared the various suggestions to the best of their knowledge and ability, it becomes the task of the educational expert to coordinate this material into a harmonious whole. Some cities call in a subject specialist to work with each subject course committee for a brief period of time. Others have only one specialist who works with all the committees, often for a whole school year. 3. Separate bulletins for each subject course, or for all the work of one particular grade, are the form in which most of the newer city courses are published. Many are tentatively issued in mimeo- graphed form; after a year’s trial they are revised and printed. A few are issued in loose-leaf form. ‘The State courses are usu- ally bound together in one large volume. Where Can the Best New Courses of Study Be Obtained? The object of this section is to indicate to those responsible for curriculum revision, the cities and States in which work has recently been done or is being done in this field. It is impossible to review here the hundreds of course of study monographs pub- lished since 1920. However, Table 18 pre- sents a list of representative courses, and indicates the form in which they are issued, the number of pages of each bulletin, whether or not it is available for distribution, and when it is not free, what price is charged for it. Courses of study marked with an asterisk are available for distribution in Jimited num- ber to those making a special study of elemen- tary curricula. When information as to the price per copy could be ascertained, it is indicated in the table. THE IMPORTANCE OF THE CURRICULUM : In the solution of any problem in the field of education the curriculum is one of the essential factors. Practical school men argue that investigations involving the use of educational and mental tests make a very small contribution unless they result in the modification of pupils’ experiences. Studies of the cost of teaching various subject courses are of little value unless compared with parallel studies where the value of each subject is estimated in terms of human needs. Classroom teachers are right in raising the question: Can experimentation with different methods of teaching accomplish what it should unless the methods are used in connection with a sound curriculum? Experience shows that equal ability grouping does not accomplish its purpose unless curriculum differentiation is provided for. Studies of scholarship failures and resulting pupil retardation, school mortality, and the inability of students “‘to make good” after graduation all suggest the need of constant scientific study and re-evaluation of the curriculum. In other words, before any of the outstanding problems of education can be solved satisfactorily, it is necessary that curriculum practice be carefully surveyed and adequately provided for. WHOM DOES THE CURRICULUM CONCERN? The child— he is the direct objective and bears the first shock. The teacher—she is the interpreter of life. She must make the course of study a living thing for a group of rioting youngsters. The parent—he is the State’s most interested trustee—more inclined than ever before to examine the procedure to which his children are exposed during school hours. The local community—it is the co-operating critic, asking for a precise statement of aims and objectives in terms easily understandable. The tax-payer—he foots the bills for the education of his own children or those of his neighbors. He wishes a statement of achievement in terms of cost He is willing to pay after he has been shown. The enthusiast—with a special plea for particular propaganda which he wishes the school to assume. The Nation—its future progress and prosperity are at stake. Its security depends upon the suitable education of its future citizens. , The next generation—it depends upon us, not merely for its physical but also for its social heritage. The children of 1955 will be dependent for their social inheritance upon the skill, wisdom, and foresight with which we of today prepare their parents for tomorrow. The real measure of the worth of education in 1924 cannot be taken until thirty years later, when the children whom we have taught have put our teaching to the acid test of life’s responsibilities. [ 345 ] TABLE 18.—REPRESENTATIVE ELEMENTARY COURSES OF STUDY PUBLISHED SINCE {92 Year | Title Ee. of Title ges | | emer Oakland—contd. | Dictionary Work H-5, H-9 Synopsis of Course of Stody, Elementary 22 Penmanship, Grades 1-4. ools usic, Grades 1-2. . Manual of Instruction—Elem. Schools: Physical Education, Grades 1- 1923 Part I: Arith., Hist., Lang., Read., and Spell. Physical Education, Grades 3- 4 1923 Part Il: Supv. Study, Citizenship Tr., Physical Education, Grades 5-6 Health, Science, and Geography. ~ Physical Education, Grades 7-9 1923 | Part I: Drawing Home args Music,. Drawing, Grades 1-3... . | Man. Tr., ——— kd., ee Sis : Drawing, Grades 4-6 1923 | Typ., Short., Com. Arith. Grades 7-9 Special First Grades. . ealth Education, Kgn. Grades 1-4 ontgomery* Health Education, Grades 5-6 Course of Study Bio Schools... .. Graphic Me sthods in Arith., Spell., Read., Pen., Kgn.-9. CALIFORNIA Woodwork, Grades 7, 8, and 9 Berkeley Arithmetic, Grades 1-9. Course of Study Monographs: Drill Cards in Arith., Grades 3-9 No. I, The Course of Study in the work of Social Studies, Grades 7-9. the Modern School. (Supp.) History and Geography L-7 No. II, Home Economics. (Supp.) Standards of Attainment, 7-9 No. I, Nature Study....... (Supp.) Civics and Geography H-8 No. IV, Geography ‘ Gurr. ) History H-7 and L-8 No. V, Penmanship, .... 28 cupations H-8 No. Vi History and Civies. . ; Sanquege and Grammar, Limited, Classes No. vil, Visual Instruction 2-6. ; Ed. of Study—4th, 5th, 6th, . H. 8., Senior, Part- Time and Science, Geaden 7 7-9. Handbook for Atypical Classes .. Home Economics, H-7 and L-8 Fresno Arithmetic, Limited Classes 2-6 Course of Study in Nature Work Social Studies, Grades 1-6. Tentative Course of Study—Arts, Com'l. Econ. and Voc. Civies 9. .. Work, Sp., na Pen .8. Thrift—Kegn., Elem., and H. 8 Sa Glen Tentative Course of Stud —Spell., Read., ‘ Pasadena Gr. and Comp., ‘Arh. —7th and 8th Elem. Course of Study with Tentative Stand ards for Promotion.... . History and Civics; Geog. Grades B7 and A7 Supp. Course for Grades 1-6 . 8. San Diego County* Manual for Elementary Schools. . Long Beach Elementary Course of Study: San Francisco* Course of Study Geography ona Elementary Science History, Civics, and Ethics... Santa Barbara* Course of Study: English, Grades 1-8 Arithmetic, Grades 1-8 First Grade Reading and Phonics : Geography, Grades 1-8. Second Grade Reading and Phonics Music, Grades 1-8. Third Grade ae and Phonics I History and Civics, Grades 1-8. First + eee ke nguage I nd Grade Language and Spelling Sonoma County* Third Grade Language and Spelling Elem. Course of Study, $.06 postage....... Los COLORADO Course of Study: Colorado Springs Kindengarie Course of Study: English Spelling Arithmetic Geograph First Grade Arithmetic and Projects Second Grade Arithmetic and es _ Grade Arithmetic and Projects. . SeRSSI8E Pueb! Course of Study for the Grades: Arithmetic Hygiene and Physical Education. . Readi Ing Music and Art.. History and Civics. CONNECTICUT port Course of Study in Geography. . Waterbury Outline in Arithmetic. . 23 Outline in History and Civics. . 44 Outline in Spelling hele Pain wile’s «1am pres Outline in Gecasanies ay at In press GEORGIA—State Course Manual for Georgia Teachers............ 322 IDAHO—State Course* State Courses of Study one Methods (Price of this Course $.35).. NCE 1929 44 In pre SS In press 322 LE 18. Continued REPRESENTATIVE ELEMENTARY COURSES OF STUDY PUBLISHED SINCE. 1920 No. of | Year ILLINOIS Chicago Revised Course in Arithmetic Iil’s’'t. Manual in Math., Grades 7-8 Elem. Soe. Sci., Geog., Hist Safety Education I nglish in Elem. Schools Course of Study—Elem. Grades Supplement to Course in Englist Chicago Heights Elgin irse of Study for Elem. Grades Evanston, Dist. 76* omplete Course INDIANA Elkhart urse of Study: First, Second, and Third Grades Fourth, Fifth, and Sixth Grades Fort Wayne* ‘ourse of Study: Art (Price of this bulletin, $1.00) Geography and General Science... English. . 2 History... . Mathematics Physical Education Penmanship... .. ‘ ert ; iat 2 1920 1922 Indianapolis 1922 ‘ourse of Study: American Citizenship. . Reading i keang . Geography and Nature Study Art Instruction . Oral Drill in Fractions Physical Education and Hygiene Manual Arts—Woodwork, Mech. Dr., Print., Shoe Repair., Upholstering, Sh Metal, Press. and Repair., Odd Jobs English Ayes Ss Arithmetic, Grades 1-3 South Bend Yourse of Study: Hist., Civics and Geog., Grades 1-3 Geography, Grades 4-6 Geography, Grades 7-8.. English, Kgn., Grades 1-6 Terre Haute* ourse of Instruction: Grades 1, 2, 3 Grades 4, 5, 6, 7, and 8 IOWA Des Moines* Arithmetic, Grades 7-12 Geography, All Grades ; English, Kindergarten to Grade 6... English, Grade 7-12 : History and Civics, Kgn.-Grade 8 (Complete set of bulletins, $1.50) » sa eae ads oe . Sioux City Course of Study, Grades 1-6 and J. H. S Revision of Course of Study. . cle KANSAS : State Course* State Course of Study Florence Announcement of Courses of Study of the Florence Consolidated Schools. . . : Lawrence* Course of Study: Price, $.25 _Read., Eng., Geog., Arith. .. Kindergarten KENTUCKY Bowling Green 38th Annual Report—Revised Course of ae ‘ sis KENTUCKY—contd. Lexington* Course of Study Kindergarten Elementary Schools Junior High Schools Louisville Tentative Course of Study Englisl! Owingsville irse of Study and Manual LOUISIANA—Stat=2 Course* urse of Study—Home Economics MARYLAND Baltimore (City) * Course of Study: History, Grades 4, 5, and 6 Arithmetic, Grades 4, 5, and 6 English, Grades 4, 5, and 6 Read., Comp., Lit., Spell., and Pen., Grades 1-3 and Kgn ‘og., Hist., and Arith., Kgn Grades 1-3 and Baltimore County Baltimore County Course of Study MASSACHUSETTS State Course Bull. 8, Hanawriting—Elem. Schools gull. 4, Phys. Ed. in Public Schools Bull. 6, Teachers’ Man. U. 8. Hist Beverly Arithmetic, Language and Reading Boston Physical Education, Grades 1-8 Special Syllabus Shopwork, Gr. 6-9 New Boston Spelling List Sp. Syllabus Draw. and Man. Tr., Gr. 1-3 Sp. Syllabus Draw. and Man. Tr. Gr. 4-8 Outline in History, Grades 7-8 French, Grades 7 and 8 Mathematics, Grades 7 and 8 Chelsea Prov. Course of Study: Elem. and J. H.8 New Bedford* Course of Study—Elem. Grades $.60 History. Geography Nature Study.... Arithmetic. . . Outline in Language History, Grades 7-8 Geography, Grades 7-8 List of Textbooks MICHIGAN Detroit‘ Library Standards—Platoon and Platoon Types Course in Nature Study Course of Study, Health Instruction Manual in Boys’ Construction Work, Grade 4 Non-Platoon Schools Opportunities and Requirements in Local Occupations, Part Opportunities and Requirements in Local Occupations, Part 2 Opportunities and Requirements in Local Occupations, Part 3 Tentative Plan for Teaching Phonics 300k of Phonic Games and Exercises Course of Study in Science, Gr. 1-6 Primary Arithmetic Games Pupil’s Guide for Speech Correction Silent Reading Exercises. Highland Park* Elementary Course of Study, Group II Cultural Part I Language Outlines Elementary Course of Study, Penmanship Group I Formal TABLE 18.—REPRESENTATIVE ELEMENTARY COURSES OF STUDY PUBLISHED SiNcp | (Continued) Year Title No. of Pages Year 1922 MICHIGAN—contd. ‘ackson* ice, $1.00: Course of Study: and Lit., Spell., English—Read., Lang., Course of Study: Book II, English... Book V, Art., Ind. Arts, Household Arts, Man. Tr., and Voc. Studies Lansing | Course of Study: Hist., Civics, and Econ., Grades 5-12 Man. Arts and Ind. Arts, Grades 5-12 Mathematics, Grades 1-12 English, Grades 1-12 cuenes Grades 1-12.. . Edue. and Hygiene, Grades 1-12.. Inds ustrial Education, Grades 10-1 nship, Grades 1-9 Fine Arts, Grades 1-12 For. Lang.; Lat., Fr., Music, Grades 1-12 MINNESOTA State Course* Curriculum for Elem. Schools $.75) Minneapolis* Drawi ieee... Curriculum Grammar, Outline and Exercises. . Course of ‘Study, Arith. Prim. Course of Study—aArith. Intermd Penmanshi Course of Rate ie in Math. Gr. 7-9 Art Outlines Course of Study: Cones $1.50 ing, Grades 1-6 Fine and Industrial Arts, Grades 1-6. Course of Study, Manual Training —, Hattiesbur, Course of Study and Manual for Elementary Schools, Grades 1 McComb* sHandbook of McComb City Schools Handbook of McComb City Schools. . MISSOURI State Course Course of Suei--Emeaaiees Schools Fou c Ci Safety Instr. for Elem. Sc History Kansas ng in the Primary G sewn dt in the Primary Goalie... Inf ng Tests Lafayette Coun Vocational Guidance, Grades and 8 St. ap Outline for Elementary Schools St. Louis Course of Study in Music MONTANA Course of St ity Elem. Schools State Course of St Rural Schools (Price $1.10, Missoulian Pub. b. Co.) Book I, Early Elem. Dept................ Commercial Education, Grades 7-12....... — Economies, Grades 5-12............ St. Paul . Outlines for the Public Schools.............. Title NEBRASKA Lincoln Course of Study in Geography Course of Study in History and Ci Tentative Course of Study—Arith Outline in English, Grades 7 and 8 English in the Elementary Schools | Course of Study in Art, Grades 7-9 Course of Study in Art : : Omaha Course of Study: Art —Elementary Grades Arithme etic—Tentative English—Elementary Grades Geography—Elementary Grades History—Elementary Grades NEVADA State Course* Elementary State Course of Study Supplement to 1922 Course of Study 1923 Textbook Adoptions NEW HAMPSHIRE Manchester* Course of Study in Arithmetic Course of Study in History (Price per set bulletins, $.35).... NEW JERSEY Bayonne Course of Study in English Newark* Reading Survey: Monograph No. 10 Nationality and Age—Grade Surveys (Pr per set, $.25) Paterson Course of Study in Arithmetic Trenton* Elementary Course of Study ($.50 Industrial and Fine Arts Home Economics Arithmetic ee and Literature Nature Study Handwriting Hygiene.......... Geography English and Spelling.... Tentative Course of Study—History Report of Committee; Elem. Course Geography Reading and Literature Handwriting. . Music. ... Industrial and Fine Arts. Nature Study. . Home Economics. . . Elementary Course of Study: Histor: English, Literature and Spelling Mathematics, Grades 7-9..... NEW YORK State Course* Syllabus, Civics and Patriotism. Syllabus, Eng. Lang. and Lit... Syllabus, Hygiene, Kgn. and Gr. 1-6 Syllabus in History Course of Study: eens Tr. Schools Art and Industrial Arts. = ae Elementary Syllabus, Music. . Elementary Syllabus, Arith New York* Course of Study and Syllabus: Geography Drawing English’ Grades 1A-8B.. "ABLE 18.—REPRESENTATIVE ELEMENTARY COURSES OF STUDY PUBLISHED 1923 1920 1920 1922 1923 | 1921 | 1922 1923 1923 | 1923 | 1922 1923 1923 1922 | 1923 | 1920 1922 | (Continued | Course of Stud NEW YORK—contd. New York—contd Music, Grades 1A-9B.... . Science. é Arithmetic Cooking “t- Sewing and Constructive Work Penmanship. Syllabus on Manners and Conduct General Summary of Course of Study. Nature and Environment. ... Preliminary Report of Committee Grading and Course of Study. 2 a ' on oak Accident Prevention. NORTH CAROLINA State Course Course of Study—Elementary Schools. Charlotte Courses of —— of Board of School Com- missioners. Fire Winston-Salem* Course of Study—Grade Schools... . NORTH DAKOTA—State Course Voc. Ed., Agr., H. Econ., and Tr. and Ind OHIO State Course State Manual for Teachers on tion. . Suggestions for Use of E lem. Schools. Americaniza- Akron lc ‘ourse of Study—Arithmetic. . Course of Study—Music. . Summary of Course of Study by Grades Cincinnati* Course of Study—Kindergartens.. . Industrial Arts, Grades 5-8 Cleveland* Course of Study—Hist. Gr. 3-6 ($.50) Dayton Tentative Revision of all Courses... Lorain Elementary Course of Study......... Richland — Elementary Course of Study.. Springfield Course of Study and Regulations. . Warren County* Manual and Course of Study, Price $1.00 OKLAHOMA McAlester* Course of Study for Grades.......... Okmulgee Manual: in. Essen., Drills Gr. 1-3 Standards, Drills Gr. Standards, Min. Essen., Tulsa | Course of Study—Kindergartens............ OREGON pd Course* Education. . vention. Safet Fire ane of Study for J. H. S’s hysical Education. . History of n—Teachers’ Outline Moral Instruction Manual and Outline—Agriculture.......... Club Work for Oregon Boys and Girls Portland | Course of Study, Elementary No. of Pages } Year 1920 1920 |} 1921 1921 1922 1923 1923 1923 1920 | 1922 | 1923 } 1921 | 1923 | 1920 1923 1921 1921 1921 1923 | 1920 | PENNSYLVANIA State Course Manual and Syllabus, Elem Course of Study: School Health—Hyg. Agriculture. . Art E ducation, Years 1-12 Music—Elem. ‘and High English—Years 7-12... History and Social Science Mathematics, Years 7-12 Commercial Education and Phy. Gr Munhall Tentative Course of Study Philadelphia* Course of Study, Arithmetic Geog. and Nature Study, Gr. 1-6 Course of Study, History, Gr. 1-8 Course of Study, Civies, Gr. 1-6 Lang., Mus., and Illus., Material, Health Education, Grades 1-6 Geog. and Introductory Science, Gr Handwriting Teachers’ Manual! (Price per set of bulletins, $2.91) Kgn 7-8 Pittsburgh Elementary Course in Arithmetic Scranton Course of Study, Kgn. and First Grade SOUTH DAKOTA State Course* Course of Study, Elem. Schools Lead Course of Study Supplement TENNESSEE Nashville Handbook and Course of Study Shelby County Course of Study, Elem. Schools TEXAS Austin Course of Study, Elem. Grades Bryan* Tentative Outline, Course of Study El Paso* Teachers’ Handbook Fort Worth Course of Study—Primary Grades Galveston* Elementary Course of Study Marshall Elementary Course of Study San Antonio Elementary Course of Study UTAH—Salt Lake City Course of Study: Morals and Manners, Hist. and Nature Study, Geog. and Arith Kgn. Music, Art, Home Econ., Ind. Physical Education ; English, Grades 1-12.... VIRGINIA State Course Civics, Art Course of Study, Rural and Elementary Elizabeth City County Tentative Course, Arith., Read., Spell., Nature Study, Ind. Arts, Geog., Hist., Lang. (Price per set, $3.00) Norfolk* | Elementary Course of Study ($1.80)... SINCE 1920 TABLE 18.—REPRESENTATIVE ELEMENTARY COURSES OF STUDY PUBLISHED SINCE }») (Continued) " Year i | No. of | Year Pages WASHINGTON WISCONSIN—contd. State Course La Crosse—contd. Bull. 37, English, Elem. and Sec Safety and Fire Prevention. . Heaith, Manners, and Conduct Seattle Bird Study. Course of Study in Terms of Children’s Activities, Kgn. and Prim Milwaukee* History and Civics Music, Drawing and Household Arts Reading Projects and Games—Primary Grades Language G Racine* Tentative Course of Study Arithmetic Hygiene and Physical Education Sheboygan* Course of Study, Elementary Schools Fine and Industrial Arts WEST VIRGINIA—State Course * Course of Study, Elementary Course of Study: WISCONSIN Primary Language. . . State Course Reading, Elementary Grades Course of Study, Elementary Schools Arithmetic, Grades 1-6, with Projects Course of Study, Elementary Schools usau Wau Eau Claire Manual! of the Public Schools Course of Study, All Grades Wisconsin Rapids Kenosha Outline of Elem. Course of Study. Course of Study: Arithmetic, Elementary WYOMING—State Course* Geog. and Nature Study, Elementary Outlines in Agr. Rural Gr. 7-8.. Story Telling... WISCONSIN Outlines in Agr. Rural Gr. 1-6 LaCrosse* Teaching Wyoming History by Counties Course of Study: Price, $.50 1922 | Physical Education in Rural Schools English Composition Superior 1m. s. Mimeograph sheets. 2In sddition to the elementary courses listed, a large number of course of study bulletins have been pre; for Smith-Hughes and continuation classes, as well as for junior and senior high schools. . l. Loose-leaf sheets. 4In addition to the elementary courses listed, Detroit has recently issued a number of separate bulletins special subjects for both elementary and secondary schools. The Bureau of Educational Research of the Ohio City Elementary Courses of Study: Ann At: State University reports that in addition to the above Mich.; Beaumont, Texas; Bellingham, Wash.; Buf elementary courses of study which have been revised N. Y.; Davenport, lowa; Elkhart, Ind.; H since 1920 are the following: Mass.; Houston, Texas; Ithaca, N. Y.; Lima, O! ; Norwalk, Conn.; Oklahoma City, Okla.; Owensbor State Elementary Courses of Study: Alabama, Ari- Ky.; Passaic, N. J.; eaerenn, MN, 3: Peoria. | zona, Colorado, Connecticut, Indiana, Iowa, Maine, Rochester, N. Y.; Springfield, Ill.; Springfield, Mass Michigan, New Hampshire, New Jersey, Rhode Island, Waco, Texas; West Union, Ohio; White Plains, N. } South Carolina, Tennessee, Texas and Vermont. Wilkinsburg, Pa. EW COURSES of study, not merely formal revisions of old ones, are necessitated by changes in our economic, social, and industrial life, by improvement in educational theory and science, and by the increased numbers and heterogeneity of pupils. PRINCIPLES TO GUIDE IN MAKING COURSES OF STUDY 1. Subject-matter should have some positive justification. 2. Subject-matter should be selected and arranged in accord with the four following outstanding contributions of modern educational theory: (a) General transfer is not automatic and inevitable: (b) There is no general desirable “discipline” from what is merely difficult or distasteful; Adaptation must be made to individual differences of all kinds, and (d) Social education is of increased importance. Subject-matter should be so selected and presented as to: (a) Explore the interests, aptitudes, and capacities of pupils by means of worth-while material; (b) Reveal to them by material other- wise justifiable the possibilities in the higher phases of activities of many kinds, and (c) To be of maximum good to the extent to which it is pursued. Education must be considered an investment by the State. ei The selection of subject-matter demands for education a directive Golden Rule, which wil! guide but not restrict. The following is proposed: The first duty of the school is to teach pupils to do better the desirable things that they will do anyway. . . Each course should be so made that any normally intelligent and industrious pupil can pass. _Missautt State Committee on Organization and Administration, Principles to Guide the Differen'! Course of Study Committees for Missouri. prepared etins ol Ann sh.; Buffa Lima, Oh Owensbor Peoria, | ield, lains, N. } anges in nce, and standing svitable; eful; (c ion is of stitudes, al other- To be of lich will h pupils in pass. Different ost OF Puysicat INCOMPE! Arbor Holyoke, M 8s. INDEX TO VOLUME I MERIC ANIZATION: Millions of Foreign-born and Native-born Democracy..... a Rank and Per Cent by States of Foreign-B The States and the Americanization Probler ITENDANCE: Are All Children in Your Enrollment and Attendan Part-Time Attendance and Shor The People Through a State Law Should Requir Attendance Laws (Table State Attending S e Increase 1920-22 tage of Seats b State Compulsory School qiLD LABOR: i Labor Denies Thousan ds { Laborers and Rank « ” (Table 13) sii The School's Influence on the Coming Gener ational Opportunity} f Children an Edu tates ir ~hildren not Ens oNSOLIDATED SCHOOLS: Number of Consolidated Schools by The People Should Consolidate Those States 1920 Sct ost OF EDUCATION: An Analysis of the Fictitious Increase in School Costs During the War ™ Burden of School Costs Did Not Increase Du War De ‘an the Nation Afford to Educate Its Childre : Cost of Education in One-Room School and Gr eal d Sc heal (Table : osts and Increase Ne ring the Fictitious Increase in School C essary to P: Attendance (Table 7) P a Increased Cost Due to Increased Attendance Is the One-Room School Costly? (Table 4). National Income and School Costs (Table 4) (also Table 25, No. 4 The Purchasing Power of the Money Expended for Schools Was L« (Table 6) ENCY URRICULUM: Are the Three R's Crowded Out by Fads and Frills? Comparison of Time Allotments of Grades 1—6 in 60 Cities with Th Comparison of Weekly Time Allotments of Seattle and 49 Repr« Days Required by State Legislative Enactment or by Rulings of Special Programs or as Holidays (Table 2) Essential Relationships between State Legislatures onal Stz ate Bo Facts on Time Allotments for Subjects in Elementary Schools ar Grade Combinations for Elementary Subjects Found in 5 or More Grade Combinations in Which Junior High School Subjects Are Re Systems out of a Total of 375 (Table 14 Helpful Books on Elem, and Sec. School Curr How Is the Elementary Pupil's Time Divided? Is the School of Today More Efficient Than That of Yester " ay Legislation Affecting the Curriculum Put on a Scientific Basis Number of Combinations of Grades in Which 17 Elementary School Subje Number of Combinations of Grades in Which 50 Junior High School Subje Number of Minutes Per Week by Grades Allotted to Elementary Representative Elementary Courses of Study Published Sin« Selected and Annotated Bibliography : Should There Be Specific Statutory Requirements Regarding Curricula? Statutory and State Board of Education nay arnE Relative to Ele Subjects and Topics Required to Be Taught in the Element: ary Scho is } Ruling of the State Boards of Education ( Tat yle 1) Vote of Expert Opinion—Most Helpful Books on Curriculum Proble: T icula Selected on To What Extent Are Elefnentary Curric ula Determined by State Requitr What Are the Outstanding Facts Revealed by a Review of Recent ( What a Comparison of Time Allotments Reveals bane a What Does an Elementary Pupil Face When He Transfers from O: What Does a Junior High School Pupil Face When He Transfers What is Most Needed in Curriculum Revision? ; What Opinions Do State Superintendents Hold Res soidleg | Statucory Re Where Can the Best New Courses of Study Be Obtained? [ 351 ] f 49 Cities cts are School e 1920 (Tabl Speak English ( Maintain Modern Sc} (Table 5 294) 1920 Than in 1913 (Table 7) ve Cities (Table 8) Board of Education to Be Obs« f Education High Schools School Systems (Table d and Elective in 5 or M 1dgment of 2 Taught in Grac cts are Taught in Grad Subjects (Table 5) ; 18 ‘ xa 350 339 1entary School by State Legislative En: Curricula ements? es of Study? School System to Another? e City School System to An juirements? INDEX TO VOLUME I (Continued) Errictency oF SCHOOLS: Public School Efficiency, Earning Power and Thrift by States (Table 36)..... Public School Efficiency, General Intelligence and Leadership in National Affairs by Ste ates (Table 3 Public School Efficiency and the Production of Men and Women of Leadership (Table 32) School Efficiency 1900 and Literary Digest Circulation 1922 (Table 29).. What Was the Rank of the States in Public School Efficiency a Generation Ago?........ 3 Enrolment: Enrolment by States by Dec ier 1870 t. to 1920 (Table 9) .. EXPENDITURES—EDUCATIONAL: Educational Expenditures and Other Expenditures 1920 (Table 2). Expenditures for Education and Federal Taxes Paid by States and Per Cent ~ rease 1912 2 Growth in Physical Property, National Income, and Public School Expenditures (Table 10) Per Cent of National Income (Table 1) Rank of the States in Per Capita Expenditures for Education Compared with Wealth, Income and Saving posits (Table 6) . Rank of States in Per Pupil Expenditure, Average Length of Term, and Per Cent Rural i City Teacher Salary (Table 9) os »? (Table EXPERIENCE OF TEACHERS: ‘ Amount of Experience Accepted from Other Cities in Adjusting Salary (Table 44) Experience and Maturity of Rural School Teachers by States (Table 7).. FOREIGN-BORN POPULATION: Number and Rank by States in Per Cent Foreign Born (Table 19) Percentage of Illiteracy in Countries from which Nearly Half of Our Suscion- Bere Ceume (Table 11) Rank and Percentage by States, of Number of Foreign-Born from Countries where over 25 Per tion are Illiterate (Table 13) . The States and the Problem of Foreign-Born, Per Cent of Population Porei »ign-Born a R: ail able 10) Cent of Px ILLITERACY: Federal Census and Army Draft Illiteracy (Table 17) y a Illiteracy in the United States and Foreign Countries (Table) (also Table 14, No. 4, page 278) The Illiteracy Problem Among the Foreign-Born White Population by States—Per Cent and Rank (Table 12 Increase in Number of Illiterates in 12 States 1910 to 1920 (Table 15) Number of Illiterates and Rank of States in Per Cent Illiterate (Table 16) Number and Rank of States in Per Cent Native-Born and Native-Born White Illiterates ( T: able 18) Percentage of Illiteracy in Countries from which Nearly Half of Our 14,000,000 Foreign-Born Come (Table Rank by States and Percentage of Native-Born Illiterates 21 Years of Age and Over (Table 15) Rank by States and Percentage of Illiteracy in Rural and Urban Populations (Table 17)... Rank by States and Per Cent Illiterate 10 Years of Age and Over (Table 22) , Rank by States and Per Cent Illiterate Among the Native-Born 10 Years of Age and Over (Table 23) Rank by States and Per Cent Illiterate Among the Negro Population 10 Years of Age and Over (Table 25 Rank by States and Per Cent Illiterate Among the Native-Whites 10 Years of Age and Over (Table 24) School Efficiency and Literacy (Table 28) INDEX NUMBERS: Index of Cost of Living and Purchasing Power of Teachers’ Salaries (Table 11). Loss in Purchasing Power of Teachers Salary (Table 8) Purchasing Power of Teachers Salaries (Table 18) INEQUALITIES OF OPPORTUNITY: Average Number of Days Schools in Session, Rank by States, and Per Cent of Population 5 to 18 Attending School 1920 (Table 16) Children of the United States Do Not Have an Equal Opportunity to Obtain an Education The States and Inequalities of Opportunity The State School Equalization Fund Should Be Distributed among the Loca! Districts in a Manner That Woul Guarantee Every American Boy and Girl an Educational Opportunity LENGTH oF ScHoo, TERM: The People Through a State Law Should Require All Schools to be Open at Least Eight Months Each Year Rank by States of Average Number of Days of School Session and Per Cent of Population 5 to 18 Attending School in 1920 (Table 16) LUXURIES: Estimated Annual Expenditures for Luxuries 1920 (Table 3) (also Table 27, No. 4, page 297)... PuysicaL EDUCATION: Number and Rank of States in Per Cent of Men Disquelified for General Military Service (Table 23) Preventable Physical Defiziencies Are Costing the Nation Miliions Each Year [ 352] INDEX TO VOLUME I (Continued beoFESSIONAL ADVANCEMENT (see Summer Scho ther Methods of Encouraging Professional Advancement Salary Allowances for Completion of Professional Courses Durir ,minG OF TEACHERS’ Rating of Quality of Teaching Service (Table 46) ETARDATION: The Cost of Retardation ee oe ‘ . Retardation Among Schoo! Children Makes Us a Nation of Sixt} ETIREMENT: iography on Retirement = ic School Efficiency and Teacher Retirement Systems State Teacher Retirement Laws (Table 30). . Teacher Retirement Systems in Cities 1922-23 (Table 53 RURAL SCHOOLS: Experience of Rural School Teachers nadequacy of Rural Schools Revealed by Illiterary Among Native Whites The One-Room School, an Ineffective but Expensive Instrument of Education Great Numbers. . Rank by States and Per Cent Rank by States and Per Cent of Teachers in One-Room Schools | ALARIES: ADMINISTRATIVE OFFICERS: Distribution of Salaries Paid 1922-23 (Tables 58 to 61, in ulso Tables 67 to 71 Increase in Salaries of Administrative and Supervisory Officers 1913-14 (Table 19) Median Salaries Paid 1922-23 (Table 3) Pew es Salaries Paid Administrative Officers 1922-23 (Table 55 DIRECTORS OR SUPERVISORS: Distribution of Salaries Paid 1922—23 (Tables 62 to 65, incl. ulso Tables 72 to 76, incl 3, pp. 96-98 Salaries Paid 1922-23 In Cities Over 100,000 in Population (Tables 56 and 57) ELEMENTARY PRINCIPALS: Distribution of Salaries of Supervising and Non-Supervising Elementary Principals Distribution of Salaries Paid Elementary Principals (Both Teaching and Supervising) (Tables Distribution of Saiaries Paid Supervising Elementary Principals (Tables 42 to 44, incl.) Distribution of Salaries Paid Supv. Elem. Principals Cities 100,000 Population and Over Median Salaries Paid Non-Supervising and Supervising Elementary Principals, 1922-23 (Table ELEMENTARY TEACHERS: Comparison of Median Maximum Salaries Paid Teachers in 1918-19 and 1922-23 (Tabi Comparison of Median Minimum Salaries Paid Teachers in 1918-19 and 1922-23 (Tab Distribution of Salaries Paid Elementary Teachers 958 Cities in 1922-23 (Table 5 Distribution of Salaries Paid—Cities over 100,000 in Population (Table 62) Distribution of Salaries Paid 1922-23 (Tables 22 to 26, incl Median Salaries Paid 1922-23 (Table 57) (also Table 12, No. 2, page 86 GENERAL: Average Salaries All Schools (Table 21). City Salary Increments in 1922-23 (Table 23) : Comparison of Median Salaries—Rural and Urban with Percentages and Rank by States (Tabl Distribution of Salaries Paid City Teachers in the U. S. 1913-14 to 1922-23 (Table 17) Distribution of Salaries Paid Teachers and Principals Maximum Salaries for Cities—1922-—23 (Tables 32 to 36 incl Median Salaries Paid City Teachers and Principals in 1922 Minimum Salaries in Cities in 1922-23 (Tables 26 to 30 in Present Tendencies in Solving Salary Problems. : Rank of States in Per Cent Rural is of City Teachers Salary, Length of School Term and Expendit Pupil in Attendance (Table 9)...... Salary Bonus in Cities (Table 22). Salaries Paid in Cities in 1923 Salaries and the Supply of Teachers Selected Bibliography on Salaries Sick Leave with Salary (Table 51) o-o/aia canal : Special Provisions Affecting Teachers’ Salaries in the United States Teachers’ Salaries and the Depreciation of the Dollar. min ae wea iced Trends in the Median Salaries in City Schools for the Period 1913-14 to 1922-23 (Table 16 >2 OR Hicu-ScHoo. PRINCIPALS: Distribution of Salaries of Junior High School Principals. . Distribution of Salaries Paid 1922-23 (Tables 45 to 49 incl. .