PEBEESEESEISSGOGG9GE5900 VOL. III, NOS. 4 and 5 SEPTEMBER and NOVEMBER, 1925 Research Bulletin OF THE National Education Association SOHGOROOTOOO BES ESGEEGGGG6G06666666660646 6 6) the eve 1out arge y of Keeping Pace With the Advancing Curriculum uIp- ligh the val f- it in ting ded lust rich ace. rth- ‘on- half SREY SESE SST TTT TST SETS SETS ) ©) 2) 5 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 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, 1925. 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 Asso- ciation entitles one to receive the Research Bulletin, the Annual Volume of Addresses and Proceedings, and certain other publications of the National Edu- cation Association for one year. One dollar of each $5.90 membership fee is for a year’s subscription to the Research Bulletin. Single numbers may be pur- chased for 25 cents. (This issue, which is a double number, is 50 cents per copy.) Those entitled to receive the Research Bulletin regularly are asked to report at once any change of address, giving old as well as new address. 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. Director of Research, John K. Norton. Assistant Director of Research, Margaret M. Alltucker. 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See page 192 of this Bulletin for further information concerning this service. ied che be ial 92 TABLE OF CONTENTS Why the Curriculum Commands National Attention Rapidity of Change in Modern Life—Its Relation to C seeheads " ( ‘omplexity of Modern Life—Its Relation to Curricula , Increases in School Attendance and Pupil Heterogeneity—Their Re r ition to Curricula Advances in Educational Science and Psychology—Their Relation to Curricula Educational Theories Affecting Curriculum Building. ....... Varied Opinions as to the Purpose of the Public School Two Intermediate Points of View....... Dialed eto Opposite Poles in Educational Theory Seven Approaches to Curriculum Building Summary and Reconciliation of Curriculum Theories. Synthesis of Curriculum Theories Necessary and Possible Decisions Preliminary to the Launching of a Local Program Shall the Curriculum Be Built from the Outside or the Inside? Should the Classroom Teacher Participate?.............. In What Ways Can Teachers Give and Receive Help?. What Part Should the Principal Play? ...... * How May the Entire Teaching Corps Be Inte rested?.. What Form of Committee Organization Results in Maximum Teacher Particip: ation? Should Courses of Study Be Suited to the Abilities of Teachers as Well as Pupils? How May the Local Community Be Interested? What Part Should the Outside Curriculum Speci: alist Pla uy? What Part Should the Local Research Department Play?. How Shall Time Allotments Be Determined?.............. Putting a New CourSe of Study into Practice. Contributions of Research to Curriculum Building. ......... Should Research Findings Influence Curriculum Revision? Summary of Research Findings . SatME MEN ine Min cn dwn abe Resnastlh and the Curriculum in Handwriting Research and the Curriculum in Arithmetic Research and the Curriculum in Spelling. . Research and the Curriculum in Reading. Research and the Curriculum in Language and Grammar Research and the Curriculum in Social Studies. ....... Research and the Curriculum in Health and Physical E Wace ation Research and the Curriculum in Music. . Looking Backward at the Curriculum......... Books on Curricular Problems Which Have Been Tried and Found Helpful Expert Opinion as to Best Books in General Field. . . Expert Opinion as to Best Books in Subject Fields... . Bases for Evaluating Courses of Study............ What Is a Course of Study and What Is It For?. Criteria for Evaluating Courses of Study...... New Courses of Study for Old...............00006. Nation-wide Curriculum Revision Now in Progress Availability of Local Courses of Study............ No Brief for Scissors and Paste Pot................ Legitimate Uses of List of Course of Study Bulletins Intangible Results of Curriculum Revision ............... Nes dacusdepecuabes 195 PAGE 109 112 1? 113 114 114 114 115 116 117 118 119 119 119 119 120 120 120 121 121 _—_ Nm MN iv aw — — Nm tN —_— ww 7 Ae ie 1 Nm hm t ee a a a * 131 138 141 146 150 156 158 162 168 168 108 179 179 180 182 182 182 182 182 183 199 FOREWORD By J. W. Crabtree Three hundred school systems are working this year in the Cooperative Plan fo: Curriculum Revision sponsored by the National Education Association. Since Janu ary 1, 1923, a thousand new course of study bulletins have been issued by the schoo! systems of the country. Great as has been the contribution of the school to social progress the teaching profession is still unsatisfied. It is determined to make the schoo a still better instrument for the production of citizens with sound intellectual and mora training and with adequate preparation for the everyday activities of life. The difficult and complex work of curriculum revision is often carried on under severe handicaps. Many courses of study are “developed out of the necessities of life in school systems not highly endowed financially.” It is with such systems in mind that this Bulletin has been prepared. Committees working on programs of curriculum revision will find in this Bulletin the results of a painstaking winnowing of the best available material. It gives a bird’s-eye view of what has already been accomplished. It plays the spotlight upon present trends in curriculum progress. It offers superintendents, principals, supe: visors, and classroom teachers an opportunity to clarify their thinking concerning the larger aspects of the movement. For those who would gain more than an elementary knowledge of this movement, it tells where carefully selected material for furthe: study may be obtained. The National Education Association is leading in a nation-wide movement fo: getting “the entire profession at work on its problems.” It takes pride in offering this issue of the Research Bulletin as one of its valuable contributions of material for this work. Owing to its content, arrangement, and timeliness, I predict that this Bulletin will be used as a basis for study and discussion in a larger number of teaching groups than has any other published by this Association. The Research Division has performed several outstanding pieces ef work. This is one of the best. [ 108 | Or ol al al er fe id Why the Curriculum Commands National Attention The twentieth century has given us a new nception as to the function of the public hool. Not so long ago, even vet in some ommunities, the school was looked upon as the means whereby a child might attain skill n a few of the simple tools of life. The work of the school was complete when the child had attained the ability to write a legible hand, to read, and to perform simple mathematical cal- culations. These hurdles accomplished, the child’s education was complete, life could be commenced. Far different is the present conception of the public school. Its work has only begun when it has drilled a few simple skills into the child’s nervous system. It is not enough that the child be able to read aloud in a halting voice. He must learn to read silently, accu- rately, and with rapidity. He must acquire the habit of reading. He must be given the ability, insofar as his innate capacity permits, to discriminate between trash and literature. No lower ideals than these should be accepted in the teaching of reading if the foundation for intelligent citizenship is to be laid. And so it is with every subject in the cur- riculum. The modern school seeks to create an environment made up of real life situa- tions. The period of school attendance is not merely a preparation for future life—it is a section of life lived under the guidance of in- telligent teachers. The child acquires the valuable skills known as the three R’s; and through their use, in such subjects as history, civics, science, music, and art, under skilled direction, ‘he comes into possession of habits of thought and action destined to be a part of his personality throughout life. This larger conception of education as a creator of habits of action and attitudes of thought is remaking the school. It is changing it from a formal institution, dealing out a few pellets of knowledge which it is hoped may be used in the future, to one that offers an op- portunity to practice life. It accepts the theory that sound character is the outcome of right conduct continued over a period of years until it becomes a habit. Is the modern school aiming too high? Should it stop when it has succeeded in teach ing the three R’s better than they have ever been taught before—as all available evidence and then turn the child indicates it is doing loose to complete his education in the uni versity of hard knocks? “No,” must be the answer to both of these questions if we accept the mandates of the people. A recent review of legislation prescribing what shall be taught in the schools arrives at this conclusion: Schoolmen have frequently been criticised for introducing into the schools many so-called “fads and frills.” They have been accused of doing this to the neglect of the fundamental subjects. It therefore, somewhat startling to discover that the representatives of the people have almost never made any special provision to! reading, writing and arithmetic. Of course these subjects are everywhere taught, but nine States have never passed laws expressly declaring that they must be It seems to have been taken for granted that th three R’s would be adequately cared for On the other hand, in the last twenty years, there has been a sixty per cent increase in the number of subjects prescribed by legislation. Until recently the schools of California were required to teach no less than 28 subjects among which were: nature study, agriculture, animal life, bird life, music, drawing, ele- mentary bookkeeping, humane _ education, thrift, manual training, household economics, and fire prevention. Whatever view may be taken of such legis- lation, one fact cannot be denied. The people have clearly decreed that they expect the school to do far more than impart a few simple skills. Not only have the people decreed that the schools shall teach a wide range of subjects, but they hold the school responsible for results far beyond those involved in learning to read and write. Has the school escaped a generous share of the blame for the “crime wave’? Is not the school held jointly responsible with the home and the church for the moral fibre of the nation? Can such a responsibility be based upon the imparting of a few tool skills, or must it be the outcome of a school whose cur- riculum is as broad as life itself? ‘J. K. Flanders. “Lawmakers Encroach Upon the Schoolmen.” The New York Times, September 6, 1925. [ 109 ] The people are not satisfied with explana- startling fact that 42 per cent of our inr tions. When Chaplain Reed of the Ohio are virtually illiterate, while an addition Penitentiary states—‘“‘an educational survey of per cent have never received more th our institution, recently completed, shows the fourth grade education’”'—the people 1T. O. Reed, “Salvaging Man-Power Which Had Gone to Waste.” Trained Men, November, 1923, p. 246 ONE MAN~ Scissors AND PASTE~ Pot "THIS SECTION READS WELL! | WILL INCLUDE IT IN MY COURSE OF STUDY" S = CURRICULDM CONSTRUCTION IN 1900 fms dace [110] ) | i likely to reply with a stricter compulsory at- schools of today do a better job than the mates tendance law and a mandate requiring train- schools of yesterday did when they trained the nal 37 sat in morals. The people do not want ex- present adult population. han a cuses. "They want results. By decree as to It is not hard to see why hundreds of school © ate what is to be taught and by declarations as to systems are struggling with the problem of uutcomes expected, they demand that the curriculum revision. If the school is to meet _ POOLING oF LEADERSHIP ORGANIZATION = COURSE « STUDY REVISION SUPERINTENDENT ¥ scROOds I FX FCUTTYT Comoe rit ROKR — Class-room Teachers : \ Director 4 Research { Supervisor J Superintendent College Expert. School Princtpal ae arom Abseareh Division CURRICULUM CONSTRUCTION IN 1925 = -*4taaal aisoation ovis wt es h [111] i et its responsibilities, the curriculum of a gen- eration ago will not do. A new curriculum must be built. The old curriculum called for the mastery of facts and skills, the new cur- riculum calls for the mastery of life. Life as it is today and as it is to be tomor- row becomes the basis of curriculum content. This makes the problem of drafting a new course of study an extremely difficult and com- plex task. A consideration of some of the factors involved will reveal the truth of this statement. Rapidity of Change in Modern Life—Its Relation to Curricula One has only to consider how large a part of his daily life is the product of that small fraction of human existence, the last century, to realize the rapidity of change in modern life. Consider a man’s food.—A century ago, there was more than an even chance that he either produced it himself or personally super- vised its production. Only a small part of his food came from outside the radius of a day’s journey. Now the ends of the earth often contribute to the fare of the humblest citizen. Fruit from California, sugar from Louisiana, meat from Australia, coffee from Brazil, and fishing products from New England are not an unusual combination today. Changes in transportation and communica- tion —The ship propelled by steam, the train driven by steam, or electricity, the automobile and the aeroplane are all recent developments. In 1825, man used methods of transportation similar to those known for centuries. In 1925, almost all transportation is by means which have been developed during the last century. Less than a century ago, the possibility of making California a part of the Union was ridiculed in Congress, because transportation was so slow that a Congressman from that section would find it impossible to return to his constituency between sessions. Today, a Congressman from San Francisco may reach Washington in less than four days. The President of the United States simultaneously speaks to audiences scattered from Boston to San Diego and from Cuba to Seattle. Life as it exists today would be completely disorganized were we suddenly thrown back Pp. to the means of transportation and com: cation existing a century ago. A new science in fifty years.—Fifty ago, Pasteur was still battling to secu: acceptance of the results of his bacterio] researches. “Spontaneous generation” w cepted as the cause of gangrene. But lit the knowledge upon which present m science and health conservation rest had accumulated. When life is being remade within a ¢ tion, when it is being fundamentally m within the space of a decade, a static cu lum is an anomaly. The rapidity of changes in modern life demands consta: vision of the curriculum if the school continue to hold its place as a const: force in advancing civilization. Complexity of Modern Life—lIts R tion to Curricula There was a time when the frontie open to those who found the demands of zation irksome. The amount of know necessary for successful endeavor as an « and a citizen was small. It was not too to attempt to read all the books in the library. Those days are gone forever. last frontier has been reached. The man does not receive specific training both for tion and citizenship, is likely to be a earner and ineffective citizen. No on hope to know all there is to be known in a limited section of human knowledge. In short, life has become tremendous) plex. We must learn how to get along our fellow beings. We cannot escape | We must select from the vast stores of k: edge which the race has built up. We ca master it all. This means a new curriculum. Its co: must be the result of extremely careful : tion. There is no room for material that not contribute positively and liberally t equipment for successful living with one’s low beings. What dead wood shoul: pruned out? What new topics have a to come in? How can training for citize: and morality be most effectively given? are the questions hundreds of course of s' committees are facing. “They must be swered correctly or the nation will be \ poorer a generation hence. 1Joy Elmer Morgan. “The New Curriculum.” The Journal of the National Education Association, December, 269. {112] nn 10d an whi ir voca- » them. know!l- cannot content 1 selec- at does to the e's fel- uld be a right zenship These f study be an- . vastly er, 1925, Tncreases in School Attendance and Pupil Heterogeneity—Their Rela- tion to Curricula Larger numbers of children are enrolled in ol today; they attend more regularly, and + a longer period of time.—The age for com- ilsory school attendance is gradually being tended. In 27 States, attendance is required oughout the State up to the age of 16; and 13, the upper age limit is 17 to 18, at least some localities... In 1870, six children out f every ten from five to eighteen years of age re enrolled in a public school. In 1922, ‘ht out of every ten children from five to rhteen were enrolled in a public school. General population increased 183 per cent be- rween 1870 and 1922, while the number of day's schooling provided in public elementary ind secondary schools increased 461 per cent. At one time, it was the brighter and more ipt pupils who remained in school. children of all mental and physical conditions knock at the school door and continue their Today, ittendance well up into the upper grades. They come by the thousands, speaking many languages, with varying customs, and diverse social and racial backgrounds. What does tiris mean in terms of the cur- riculum? It means that not one but many curricula must be created. The state cannot insure its stability and future progress merely by requiring that larger numbers of children shall be enrolled in school for longer periods of time. . Such security can only be the out- come of guaranteeing every child in attendance the training and experiences that will best capitalize his latent talents. And so we find course of study committees facing new prob- lems that are the outgrowth of the increase in numbers and heterogeneity of our school popu- lation. Advances in Educational Science and Psychology—Their Relation to Cur- ricula Education as a science is almost wholly a creation of the last twenty-five years. 1900, research has built up a body of exact knowledge concerning the various subjects of the curriculum which is largely remaking their Since Considet one of spelling. organization and content. the simple tool subjects Twenty five years ago, “learn the dictionary” was the objective set up before the child. been The fallacy of this procedure has now We know that the school of yesterday assigned more words than the child demonstrated. could learn to spell in a reasonable amount of time. We now know that the number of new words a child can learn to spell each day is considerably less than we once imagined. Re search in spelling has also shown that the num ber of words used in every day writing is much smaller than it was once believed to be. One make up considerably more than half of those thousand words and their repetitions used in ordinary writing. If the average per son can spell the 3000 most common words in the English language, he will seldom find it necessary to use the dictionary. Standard tests now exist which make it possible for a teacher in Maine to compare the spelling ability of his pupils with those in California. Guesswork need no longer be the only basis for selecting the words to be taught: in de ciding as to the prope! procedure in teaching them; and in testing the results obtained from that teaching. Some exact information is available to guide ‘The amount of such information is rapidly increas The cannot procedure in every school subject. ing. recent findings of educational be disregarded in building a The tional research are coming to be as significant science modern curriculum. results of educa for teachers as medical research is for phy sicians. construction is no longer a take the new conception of the purpose ot the pub Curriculum casual procedure. It must account of lic schoo]. The growing complexity and the rapidity of change which characterize modern life cannot be disregarded. New content and new procedure are essential to meet the needs and more varied of a constantly school population. growing The facts that are rapidly creating the new science of education deserve more consideration with each succeeding year. These factors have lifted the problem of curriculum revision to a plane of national interest. ‘ Child Labor in the United States, Bureau Publication No. 114, U. S. Department of Labor, Children’s Bureau, 1924, 29. [113] Educational Theories Affecting Curriculum Building Varied Opinions as to the Purpose of On the other hand, there is an importa: the Public School for the freest possible self-expression ir . child’s education. Just what should a school do? What is a , . In attacking the problem of curricu! school for? All do not give the same answers Pe ee ‘ ° " » vision, it 1s not necessary to be eithe: to these questions. Even educational leaders oe 99 ‘ ie aes , pressionist” or an “expressionist.” It j disagree as to what the answers should be. The publications listed in the section entitled Books on Curricular Problems Which Have Been Tried and Found Helpful reveal widely differing philosophies of education, or points able to understand that two opposite ; educational theory do exist; and th quently they constitute the real basis agreement as to proper procedure in . mining curricula. of view as to what a school should do and 5 how it should do it. Is it possible to isolate the conflicting theories and methods of attack growing out of differing viewpoints, so that they may be studied individually and clarity of thinking ns _ aided thereby? This difficult task is attempted in the following section. It offers no new con- Educational theory determines procea curriculum revision—Ilf a course of committee accepts the “‘repression”’ thx its entirety and without modification, it a traditional logical course, ignores chology of individual differences and | no provision for the spontaneous activi! | . : > corr = =4 cr > ‘ + tribution. It singles out some of the major children. lhe simplicity of the plan educational theories and methods of curricu- lum attack. Those who desire a more com- plete grasp of these fundamental prerequisites to intelligent curriculum revision should read extensively from the carefully selected bibli- unnecessary any directions, as to the n in which the book is to be taught or stu | For learning, rely on drill; memorizat information, and practice for the skills. | subject-matter will be selected in the ho, : ’ : : : ime, s ‘he > pupil will h: ographies and references in this Bulletin. some time, somewhere, the pupil will ha From the welter of conflicting viewpoints one discovers two opposed philosophies of edu- cation. ‘These may be sharply defined by stating them in the exaggerated form in which they appear on the opposite page. These two educational theories will fre- for it; and when this occasion arises, son the pupil will immediately take it fr mental cold storage chamber and a; surely and effectively. Two Intermediate Points of View quently be encountered in the literature deal- Child activities directed toward socia ing with curriculum construction. They con- —Between these two extremes in educat stitute the framework upon which is hung theory are various degrees of liberalisn most of the discussions of modern educational conservatism. ‘Two intermediate point philosophy. Which of these theories should view deserve mention here. According be accepted? The answer is—neither. Both first, the teacher is a trained observe: theories, contrasted on the opposite page, when guides the interests of her pupils into act stated in their most intelligent form, however, that are purposeful and which have have much to recommend them. value. In the classroom, subject-matte: Few would deny that most children, at subordinate to activities. Whereas the t some time in their lives, have to be told to do has clearly in mind a unified and car something and made to do it whether they like -- organized core of subject-matter, she do: it or not. Traffic regulations have to be made __ rigidly require that it shall be covered and enforced or society ceases to be civilized. set order. : 1 As a basis for further reading on this subject the following article is suggestive: Mossman, Lois Coffey. An ; of the Theories Basic to Curriculum Construction. Teachers College Record, May, 1925, p. 734-739. i 2See page 165. [114] ant In ‘ulun er a ‘“‘r t is d » pole that is oO! in det cedurt of heor it | the id maki ivities of 1 re man tudi ation { ls. 7] lope t! have ome!) from apply View ‘tal ends. icati lism and oints of iz to the ver wl 4 activit re. social er is stl 2 teacher -aretully does d in any not ee ee SSR ge Opposite Poles in Theory of Repression |. Education is preparation for adult life, t ends when maturity is reached. It is pri- marily a reshaping, reformatory process for the child, who is looked upon as a bundle of iginal sin. 2. The aim of the curriculum is to prepare for future opportunities and responsibilities. lhe curriculum necessarily involves much that is distasteful and foreign to the child’s imme- diate interests. 3. The method of teaching is formal drill Rigid discipline moulds the child into adult con- on set assignments logically arranged. formity. 4. Training results from acquiring, through memorization, the facts that make up the social heritage of the race. 5. Learning is a cold storage process by which the child stores up facts and skills for future use. 6. Through education the child is incul- cated with accepted doctrines and imbued with and the sanctity of established institutions vested rights. 7. School equipment is simple—a room, a 7 teacher of the drill-master type, a rod, and a book. 8. Child activity in itself has no justifica- tion. Childhood is merely a period of inten- sive preparation for successful participation in adult life. 9, Too much education is feared. Educa- tion beyond one’s station is to be deplored. Karly entrance into industry and the early assumption of adult responsibilities should be encouraged, Educational Theory Theory ot Expression 1. Education is life; it continues through out life. It is an unfolding process. Spon taneous self-expression is the means employed ; and unrepressed child nature is its own best guide. 2. The aim of the curriculum is to stimulate and encourage children to grow by providing for them, through a rich and suggestive en vironment, activities in which they joyously engage. 3. The method of teaching is following the inner urge of the child which results in spon taneous activity. Freedom and self-expression best develop latent talent. 4. Training results from meaningful a tivity growing out of the child’s needs and interests. 5. Learning is the acquisition of facts and skills essential to the fulfillment of the child’s immediate interests. 6. Through education the child is imbued with a spirit of irreverence for blind tradition and a critical attitude toward things as they are. 7. School equipment is varied and attempts to duplicate life situations. The teacher is a sympathetic observer of childhood. 8. Childhood is its own justification. It should be a period of carefree self-expression demands of adulthood untrammeled by the with its unfulfilled anticipations. 9. The more education the better. “Through child higher level or station in life. education every can be brought to a The period of youth and school attendance should be ex- tended. [115] Use of child play and socialized recitation. —The second intermediate viewpoint has two varieties of interpretation. In one case child play is the means for organizing adult mate- rial. In the second case, the subject-matter is logically arranged, but the method of present- ing it is through the socialized recitation. The teacher controls the situation but permits and encourages pupil participation. Seven Approaches to Curriculum Building Among the various methods of curriculum construction are these: 1. Acceptance of tradition According to William McAndrew, superintendent of schools, Chicago, “We have long treasured some old ideas which we call eternal verities, and when we make a course of study we are prone to start with these lest some critic will find them absent from our course and ridicule us.” Tradition gives prestige to certain material in the course, out of all proportion to its pres- ent-day life value. ‘What always has been should be” is apparently the guiding principle of some curriculum writers. To support this viewpoint it is contended that the courses in force in representative schools are the result of careful thought and thorough winnowing by succeeding generations of teachers and hence represent the best thought available. 2. Imitation or scissors and paste-pot.—Col- lecting courses of study from different parts of the country, written from many different standpoints and to meet divergent needs, clip- ping such sections as appeal to the personal bias of local school officials and fitting these clippings together to form a “new course” has been the method too often followed in the past. As a result, until recently as one reviewed a large number of courses of study, he met cer- tain phrases so frequently that they became familiar friends even though they were seldom dressed up in quotation marks. 3. Acceptance of prevailing-style-as-shown- by-frequency-of-occurrence.— Those who argue for this method hold that course of study building represents a progressive development or a “sifting process,” and that each time a course of study is built, it represents the selec- tion of what educators at that time considered the most valuable material. Hence, they would build a new course by collecting a suffi- cient number of courses in present us representative of all sections of the and selecting those topics which occurr: frequently in all the courses collected time allotments, they would also t median or average practice as a safe ¢g Those opposed to this method argue is not always wise to follow tradition tices and particularly the median of m cordant practices of school systems w! the result of wholly different ideas education is and ought to be. Some would modify this practice by ' the frequency of occurrence of topic limited number of carefully selected courses.” Those topics which occur n quently in these selected courses wou! the basis for the new course; and the | or average practice, the time allotment 4. Determining activities through pational or job analyses —TVhis method base the curriculum upon the results . tific analyses of adult human needs co: by trained investigators. Such analyses discover the many specific types of act which men engage. For example, in tors have tried to discover the ten t! words which men spell most frequent mathematical operations that are perfo: actual business practice, as for instan particular knowledge involved in man checking account in a bank, the mar people perform in caring for their heal so on for the thousands of specific a involved in modern civilized life. This method aims at social utility, seeks to discover through the analysis | most important activities, the abilities must be developed in the school. Some of those who employ the met! job analysis admit that it does not decid thing about the spirit, attitude or pur; which the activity is to be controlled. | a question of ideals. These ideals m selected through conference and dis Others view the relationship betwee activities revealed by an analysis of a }: the factor of ideals in a different light. look upon the ideal that may be ass: with the performance of a particular as an integral part of learning how to ) this activity. For example: A boy in le to drive an automobile is not merely how to operate levers and foot-brakes. [116] ethod “ide rpos | must scus een joo SSOK per lea: learns the speed that is safe under varying ditions and that safety requires the rigid -rvances of certain rules such as passing a + car on the right. Ideals such as these declared to be an integral part of the cess of learning to drive an automobile. (hey are no more separate from the whole irning process than is the act of operating a foot-brake. If ideals have not been acquired a result of instruction, the job of teaching ias been poorly done. 5. Statement of adult abilities and selection of pupil experiences necessary to their acqui- sition.—When careful scientific analysis of ommunity needs by trained investigators are lacking, this method is suggested. It offers as a substitute the pooled judgment of thoughtful men and women. According to this method, course of study committees make more or less comprehensive lists of human abilities and characteristics which in their judgment are idvisable or desirable for men and women in , particular community. After these lists have been classified, each department in the school system selects those, toward the attainment of which it will direct its efforts. The next ques- tion faced is this: What are the activities and experiences on the part of the pupils which ire necessary for achieving these objectives? The pupil experiences and activities agreed upon are the curriculum. 6. Study of children and their normal ac- tivities—Some educators maintain that a study of the mental and emotional life of chil- dren should direct the teacher. They hold that the position of teacher is that of guide rather than dictator. His duty is to observe the spontaneous activities of children and to act accordingly. According to this viewpoint, the kinder- garten teacher should be looked upon as the mature member of a social group of immature beings, in which her wider experience, wiser judgment, greater knowledge and technique are at the disposal of the children, when there is need of adult direction. This viewpoint influences both the selection of curriculum content and the method of teaching. It suggests these two general prin- ciples: (1) Subject-matter should be selected because of its inherent significance to pupils; (2) Subjects must be selected, graded and used with the pupil of today, rather than the adult of tomorrow in mind. 7. Study of errors —This method will not produce an entire course in all the subjects of the elementary school curriculum. For par- ticular subjects, however, such as grammar, it has been used as one means of selecting con tent. Charters, in the October, 1924, of the Educational Research writes: “It is extremely difficult to list all the facts of are used in spoken and written English. Not Issue Journal of language and grammar which only is it difficult, but it is relatively useless, because many of the ‘operations’ of English no difficulties. been found that if an analysis of the errors of present Consequently, it has English composition, including both oral and written speech, is made, and if these errors, together with methods and reasons for the taken up, the result provides us with a seemingly methods of correcting the errors, are adequate language curriculum for the grades.” A study of errors is probably more often made for the purpose of determining the amount of emphasis to be put on certain topics. Frequency of error is to some extent a measure of the difficulty or ease of learning. For example: The spelling difficulty of a word is indicated by the relationship of its frequency of use and misspelling. Summary and Reconciliation of Curricu- lum Theories It was pointed out in the preceding section that new courses of study, not merely formal revisions of old ones, were needed for these three reasons: 1. Changes in our economic, social and in dustrial life 2. Advances in educational science and psychology 3. Increases in school attendance and pupil heterogeneity. The very causes which demand that new courses of study be built also justify the methods of attack which have been developed. —1ts place in curriculum building—If changes in our eco The survey of adult activities nomic, social and industrial life are to be one of the bases for determining curriculum con tent, the survey of adult activities furnishes the best means whereby these activities may be discovered with accuracy. In addition to the general survey some would also employ the communicy survey to determine the activi- ties of special importance to a particular com- [117] a ee munity. Educational objectives can then be based upon the demands of life, and the train- ing given necessary to meet these demands ef- fectively. The survey or job analysis method of approach to course of study revision is justi- fied, therefore, in so far as we look upon the school as a place which trains children for the responsibilities of adult life. Children’s interests and capacities—their place in curriculum building.—Modern edu- cational science and psychology emphasize the value of work which children understand and appreciate. It is contended that the most effective learning takes place when interest and pleasure in the results accomplished, rather than the rod, are the driving forces in school work. Psychological investigations have largely discredited the doctrine of formal mental dis- cipline—based upon the belief that results of mental activity in one field are completely carried over into another. This doctrine justi- fied the inclusion in the curriculum of almost anything, so long as it was difficult and abstruse. Modern educational investigation has revealed the fact that the amount of learn- ing gained in one form of mental activity which can be transferred and used in another form of mental endeavor is often disappoint- ingly small. If this is true, then mental train- ing should be specific rather than general; and curriculum content must be selected with this fact in mind. In so far as one accepts the findings of modern educational science and psychology, he will make a study of children’s interests and capacities one of the bases of curriculum build- ing; and he will be unwilling to accept a cur- riculum founded on the doctrine of formal mental discipline. Increases in school attendance and pupil heterogeneity—their influence on curriculum building.—In the last half century there has been an increase in the number of children attending school and in the length of the At one period they remained in school. the school dealt with a selected group of which learned readily in spite of p: struction. Today practically all ch attend school—the mentally and phy handicapped along with the norma! superior. Psychology has revealed ¢! portance of studying each pupil. Ca tories of individual children furnish a s basis for meeting individual needs. In as one accepts the findings of the psy: of individual differences, courses of stud be remade to minister to a variety of needs. Recognition of pupil differences to the inclusion in the course of stud) wide range of material, from which te may select to meet the specific needs res from varying abilities, school expectancy; conditions, or temporal interests. Synthesis of Curriculum Theories ! essary and Possible No one method of course of study bu used by itself results in a satisfactory « “Education must clearly see child and but not in a social vacuum.” ‘There m a union of the approaches to curriculu vision that have been discussed. A curriculum should not be built w on the basis of children’s interests and taneous activities. These must be di: toward goals that are socially desirable. On the other hand a curriculum should be built wholly upon the basis of adult : and activities. The learner must retain rightful place in the scheme of things. thermore, courses of study should not lb signed merely for children of one lev: ability. A curriculum can be built which has social adult values, appeals to the interes children, is suited to their growth wants at the same time is sufficiently differentiat. meet the needs of pupils of varying lev ability. invulnerable to them.—Horace Mann. Bp COMMON school is the greatest discovery ever made by man. Other social organizations are curative and remedial; this is a preventive and an antidote. They come to heal diseases and wounds; this, to make the physical and moral frame [118] uld not t needs ain his | be di vel of § iar “ests of ts, and ated t Ve ls al ne Decisions Preliminary to the Launching of a Local Program Shall the Curriculum Be Built from the Outside or the Inside? There are two plans of curriculum revision. In one plan, aged and they, vether with the local supervisors and spe experts are eng cialists, construct the course of study and it is handed “ready-made” to the teacher. This is building a course of study from the outside. Another plan calls for the full cooperation of the whole teaching force under the guidance of specialists. This is working from the inside. It is the plan now widely accepted. In the last analysis, the effectiveness of course of study depends upon the intelligence with which it is used in the classroom. A course of study revision program must consist of more than getting proper content and tech- nique on a printed page. ‘Teachers must see the significance of it all. The biggest problem in curriculum revision, according to one super- intendent of schools, is not in revision at all. It is this: “How may the teachers who are to use the new material be brought into a sufh- cient familiarity with it, so that its objectives may be realized in their work?” Should the Classroom Teacher Participate? Questions such as these are constantly rising in many teachers’ “How much time do I spend teaching children facts in which they are not interested and for which they will probably have little use? the public school civic service or the develop- ment of individuals to be financial successes? minds: Is the purpose of Isn’t the course of study to be covered in grade six too difficult, while that in grade five is comparatively easy? Isn’t my method of teaching a particular unit of subject-matter better than that suggested in the course of study, and would it not be used by many teachers if they had means of knowing about tr No longer does the teacher merely raise such as these in his own mind. ‘The questions time has come when they function in the building Today the study which no classroom teacher sees until it ot a course ot study. course ot handed him in final printed form is an anachronism. It has no place in a modern school system. ‘Teachers in daily touch with the throbbing life of the nation’s children have a vital contribution to make.' In What Ways Can Teachers Give and Receive Help? Under the leadership of specialists, teachers can give and receive help in these seven ways: (1) By reading the best books on the curricu lum, (2) by helping to analyze present Ameri can life needs, by becoming familiar with the local growing up, (4) by evaluating the existing local study, (5) by themselves with the best current practice, (6) environment in which pupils are course of familiarizing by studying the abilities, interests, and growth wants of developing children, and the special needs of individual children, and (7) by bring ing to bear on the problem of curriculum re vision the results of their experience as to what is practical and advisable in the way of class- room procedure. Teachers who have participated in building a course of study come to realize that the task itself. Their lack of knowl in solving the problems is as big as life which arise seek the aid of specialists and scientific experimen edge motivates them to further study and tation Superintendents of schools generally agree that: ing is the “More intelligent and purposeful teach result of teacher participation in course of study revision.” ‘For a more detailed discussion of the question briefly touched upon in this paragraph see Second Yearbook, The Elementary School Curriculum, “Participation of Teachers in Curriculum Making,” Bonser, Frederick G. The Elementary Part II, American Educational Dige School Curriculum. Association, January, 1925. p. 207, Macmillan, 1923 p. 5-8 Nati nal Yu tion [119] j * s | What Part Should the Principal Play? In some school systems principals assume leadership in curriculum revision programs. In many places, it is expected that they will help all committee members rather than the members of a particular committee. Some feel that the principal should be concerned with the work of every committee whose sub- ject-matter field is included in the program of studies of his school. His interest, then, is in the whole program and he sees the bigness of the task in a way that he could not, if he were tied down to the work of a particular com- mittee. Whether a principal should be chair- man of one committee or ex-officio adviser of several, is a question which local circumstances largely determine. An important responsibility of the principal, according to Courtland V. Davis, principal, J. E. B. Stuart School, Norfolk, Virginia, is the development of proper teacher attitudes toward curriculum study and revision. He outlines the principal’s responsibility as fol- lows: He will keep his staff informed of the work at every stage. He will encourage and assist those members of his staff who are working on curricu- lum problems in the various committees. By his attitude in teachers’ meetings he will make the teachers feel the importance of the task in which they are engaged. . He will lend every assist- ance which the resources of his plant afford to teachers who are carrying on classroom experi- ments in connection with curriculum problems. He will make the teachers feel that the problem of building the courses of study is their problem and that he is keenly interested in the work which they are doing.’ While much of the work of curriculum re- vision is done through committees not organ- ized about a particular school as a unit, never- theless it is always the school unit which applies and tests out the finished product. No course of study can function effectively unless it is understood by all teachers and its objec- tives are worked toward by an effectively func- tioning school. Whether this will happen or not largely depends upon the principal. His ' Davis, Courtland V. “The Principal and the Building of Courses of Study.” The Third Yearbook of the | position makes him the logical leade: should interpret the course of study broader aspects to his teachers, so that may see their classroom work, not in is: but in relation to the larger objectives whole school system. Bobbitt? compares the position of the cipal in a curriculum revision program | director of an orchestra who must coord all of the parts in the making of on monious whole. The teachers initiate p! to details. The principal initiates the general plans and policies which cont: total work of the building.® The principal should have sufficient of the fundamentals of curriculum revis that he can lead his teachers in const: criticism of the curriculum as it is, and them a background by which they can w: represent their school in committee work How May the Entire Teaching Corp Interested? What is the first step to take in a pr of curriculum revision? Answers to this tion will be reported in the 1926 Yea of the Department of Superintendence. will show that motivating the teaching is often one of the necessary steps in riculum revision program. Motivation be accomplished by: Inviting teachers to out defects in present courses of study, paring accomplishments of local pupils standard norms, presenting the findings comprehensive age-grade study, inviting side speakers to address groups of teachers, encouraging teachers to study riculum problems and to participate in a gram of curriculum revision under ti leadership. What Form of Committee Organizat Results in Maximum Teacher P ticipation? How may committees be organized so secure maximum teacher participation? y T ment of Elemerttary School Principals, National Education Association, 1924. p. 489-492. ® Bobbitt, Franklin. How to Make a Curriculum. Houghton, Mifflin, 1924. p. 280. 8 See also the section in the Second Yearbook of the Department of Superintendence entitled: The Principal a Machinery for Devising, Revising, and Supervising the Curriculum by Worth McClure. { 120] er, 0 lat y isol he n ti ord ne plans as le nn trol isior truc nd vive yort rk. rps Be ration Par- ) as tO Some ana i ries have found that this can best be accom- shed by having subject committees made up rgely of teachers and by having a teacher act chairman of every subject-matter committee. \lost cities find it advisable to have commit- tees distributed among all the schools of the city as far as it is practicable. in the larger cities it is impossible to represent each ele- mentary school on each committee. However, an equitable representation can be secured by selecting committees so that the school which 4 does not have one of its teachers on the arith- metic committee, has one on some other com- mittee. To secure the interest of all teachers, some principals have helped committee members by giving them opportunity to report on the work of their several committees at the regular faculty meetings of the school. This offers an opportunity to obtain criticisms and sugges- tions from every teacher in the building. In answer to the question, Are there ad- vantages in having three sets of committees, one for the elementary schools, one for the junior high schools, and one for the senior high schools? A. L. Threlkeld, superintendent of schools, Denver, Colorado, writes: “Such a plan often insures more com- plete participation. When all twelve grades are covered by one committee in a given sub- ject-matter field, a certain part of the school system is apt to dominate other parts. Each group of teachers: elementary, junior high school, and senior high school, should each make their contributions in an unrestricted manner and from the viewpoint of the field which they represent.” assistant Should Courses of Study Be Suited to the Abilities of Teachers As Well As Pupils? A course of study which the specialist may rank very high, may not be the best course for a particular community. If teachers who are to use it are not in sympathy with it, do not understand it, and are not trained to carry out Second Yearbook of the Department of Superintendence, Association, 1924. p. 37-49. Kyte, George C. The Cooperative Development of a Course of Study. December, 1923. p. 517-536. Threlkeld, A. L. Curriculum Revision: How a Particular City May Attack the Problem April, 1925: p. 573-582. the methods which it suggests or to interpret its contents, it is a poor course for that com- munity. It is like a pipe organ placed in an auditorium where no one is trained to play anything but a common organ. How May the Local Interested ? Community Be In the curriculum revision program of a large commercial high school, assistance was had from the local papers. One paper sent a reporter to spend a day in the school, writing up the high spots of the school’s work as it was reorganized. Another reporter prepared biographical sketches of the leading teachers engaged in the work. This was a part of the school publicity program already in progress. Heading off misunderstanding.—One school superintendent, recognizing that the junior high school course in social studies introduced many innovations which might be misinte: preted, submitted units of the course as they were compiled, to the local newspaper editors in advance, and secured their criticism pri- vately. In connection with such criticism, the superintendent of schools had an opportunity to give the editors of his city a grasp of the aims and purposes of the modern school. Without any specific request from the super intendent, the newspapers not only refrained from public criticism, but, from time to time, prepared news items about the progress of the work of curriculum revision in the local schools and wrote editorials supporting it. Not only was the curriculum revision program guaranteed smooth sailing, but other phases of the city’s educational development became easier. The curriculum fails to carry editors, civic leaders, and other revision program which intelligent laymen along with it, will en- counter active opposition or luke-warm sup- port. It is important that school people realize and clearly face the fact that the modern school is at present developing with unpar- alleled rapidity. “Interpreting the schools to the public” was never more needed than today. ‘For additional material on this question so briefly treated here see: The Elementary School Curriculum, National Education Educational Administration and Supervision, Elementary School Journal, [121] Newspaper publicity by school official—In local news staff. Figure I reproduces another city the primary school supervisor, tion of one of these. Headlines of othe during the curriculum revision program wrote cles follow: (1) What Do You Know an article each week entitled, “Snapshots of a _————’s Schools—First of a Series of A Modern Primary School,” for one of the local on Methods of Teaching and the Curri: Sunday papers. These articles told of some (2) Proper Home Making Now Tau of the new educational methods and current City’s Up-to-Date Schools; (3) Tax; school practices. Parents read these articles Are Saved Much by Crews of Expert with interest and commented upon the fact vising Studies to Keep Them Up-to-Date that children could be taught to read without Child Gets Sciences by Simplest Syst: learning their A B C’s. So great was the lay Helping Curiosity—Fanciful Names and interest that the primary supervisor was in- necessary Facts Ignored in New Met vited to address local men’s and women’s clubs (5) History Is Regarded as Social Scie: on the subject of the new curriculum. Modern City Schools—Mere Dates Feature articles on curriculum revision— Names Ignored—Study Cause and Efi Front-page news articles dealing with the local Turning Points in Civilization; and (6 program of curriculum revision appeared for dents Disciplined by Teaching Instead thirteen consecutive days in two of the leading Old Floggings—Children Schooled to ( local papers in one city. The news stories Selves by Developing Social Instinct, were written by a special feature writer of the ment, Loyalty and Moral Stamina.’ 1 For further information as to how the public may be kept in touch with the advancing curriculum see: Series of reprints of articles from the Rocky Mountain News and the Denver Times concerning the cu: revision program of the Denver Public Schools. Maryland School Bulletin, School Publicity a Professional Opportunity and Obligation, State Department of tion, Baltimore, Maryland. November, 1923. FIGURE I {The Denver Times, November 22, 1924] PUPILS READ WORDS AS UNITS IN METHOD USED IN CITY SCHOOLS Old Style of Chanting Aloud Dropped and Aim Is to Train Youngsters in Rapid and Silent Recognition This is the seventh of a series of articles on Denver schools. New phases of the subject will be covered in articles to be presented in The Times and Sunday News. Watch for them. BY GEORGE LOOMS “A B abs” hammered into his skull. If the reader of this article is 30| Then he started in with such com- years old or clder he will recall that | plex arrangements of letters as cat before he became an entered appren-|and “rat” and “dog” and “cow” and tice in the art of reading he had his| certain salient and esoteric facts { 122] eS a sec. ther rti- w About F Articles Ticulum: aught in ‘axpayers erts Re- ate ; (4) ystem of and | n- Alethods: cience in tes and effect ot (6) Stu- id of by oO Guide Judg- curriculum of Educa it — — — Laymen serve on course of study commit- oes—In some communities, informed and terested laymen are invited to serve on course { study committees with members of the local school department. Quickened community -onsciousness on the subject of education hould be one of the big results of curriculum rev ision.? What Part Should the Outside Curricu- lum Specialist Play? In one city, specialists were brought in for definite personal work with committees. They came not for general lectures or general dis- cussions, but at a time when committees had their problems defined and were able to state issues clearly and to ask definite questions about them, and were looking to the specialist for specific assistance. School systems which invite an outside spe- cialist to make initial addresses in a curriculum revision program often find that the teachers accept the speaker’s point of view without properly evaluating it or comparing it with those of other specialists. For this reason many argue in favor of a preliminary reading course before an invitation is extended to an outside specialist. Other superintendents of schools find that the stimulus which an outsider brings acts as a motivating force for the teaching body to engage in a curriculum revision program. As the program proceeds, however, expert guid- ance and direction, which only the specialist can give, are usually needed. What Part Should the Local Research Department Play? x fe . . Some cities give standard achievement tests throughout the schools before the old courses Later the new courses Often, the director of research works out with each sub- of study are displaced. are checked by the same method. ject committee a series of tests covering the actual content of the new courses. The aim of these tests is to offer help in evaluating the effectiveness of the content and the method used. In this way the weak spots in the new courses are discovered and the teacher is enabled to analyze better teaching problems. Many courses of study include standards of achievement in terms of standardized subject tests. Where this item is included, the ques- tion arises as to which achievement tests to use and why. When courses are to be differ- entiated to fit children of various levels of ability, data gathered by the local director of research furnish one of the best bases for dif- ferentiation. A carefully made age-grade and progress study with simple and graphic inter- pretations of its findings has in many cases served as an excellent indication of the neces- sity of a revised course of study.” How Shall Time Allotments Be Deter- mined? Is current practice a safe guide? G. T. Buswell and C. H. Judd answer this question as follows: it is appropriate to imsert a warning against a tendency which has come to be not un- common, namely, the tendency to regard the median or average practice in time allotment as a safe guide. . There are spheres of school administration, such as the field of finance, in which the forces of outside economic life react upon the judgments of school officers in such a way as to produce a kind of workable average practice. In the organization of the curriculum the influence of such forces is relatively small, and the averaging of many di- vergent judgments is much less likely to result in * See Second Yearbook of the Department of Superintendence, The Elementary School Curriculum, 1924. p. 13-14 and 38, 48-49, Judd, Charles H. of Superintendence, National Education Association, 1923. “How Modern Business May Aid in Reconstructing the Curriculum,” Official Report, Department p. 95-100. ? For further practical suggestions momgee | relation of local directors of research to curriculum revision programs see: c Report No. 4 of the Superintendent of gram to the Needs of the Pupils. April, 1925. p. 1-27. Renews of the Survey of the Sc cols of Watertown, p. 129-136, Snedden, David. Youths of 12-14 Years of Age.”’ hools, Lincoln, Nebraska. New York. What Is Being Done to Adapt the School Pro Teachers College, Columbia University, 1925. “The Character and Extent of Desirable Flexibility as to Courses of Study and Training for Proceedings of National Education Association, 1916. p. 965-976. Dickson, Virgil E. Mental Testing and the Classroom Teacher. World Book Company, 1924, p. 178-181. { 123] a useful figure. It is often the highest exhibition of wisdom to depart from the traditional practices and certainly from the median of many discordant practices of school systems which are controlled by wholly different ideas of what education is and ought to be.’ Definite standards of achievement—the ulti- mate goal.—According to Fred C. Ayer,’ director, Department of Research, Seattle Pub- lic Schools, scientific time allotments cannot be made for a particular subject in any grade until it is agreed officially as to what knowl- edge and skill in that subject we may right- fully expect of a child in a given grade. For the present the administrator who contem- plates a readjustment of the time element in his elementary school program must derive his justification from proposed changes out of the practical experience of our better school systems.°® Putting a New Course of Study Into Practice After a new course of study has been writ- ten the next step is to get every teacher in the school system to use it and to comply with its principles. These are some of the methods commonly used by superintendents of schools: During the building of the course of study secure as much teacher participation and interest as possible by giving all teachers an opportunity to point out the weak spots in the present course and to suggest ways for its improvement. 2. Through meetings of the entire teaching corps, explain the general principles underlying the course of study revision program, the aims to be accomplished through the new course, and the essential points of difference between the new course and the old. 1 Buswell, G. T. and Judd, C. H. 3. Place a tentative mimeographed co, the new course of study in the hands of teacher, asking her to give it a fair tri report her criticisms in writing on a « date. Ask the supervisors to call m: meetings to discuss with their teache: actual working out of the new course. supervisor may also plan a series of d stration lessons, showing the best type of that is being done. This gives teachers crete interpretation of a small unit of th: course. 4. Organize the new course of study s every teacher who reads it can share wit committee who makes the course, the lems which were involved and considerat which were before the committee in ar: at a given solution. Roscoe L. West points out in the Jou of Education for April, 1925, the difficult keeping every member of the teaching co: a large school system in vital touch wit phases of a curriculum revision pro; Hence, many teachers are not familiar the new course when it is introduced. Ac ing to Mr. West, “Even if the teacher : the course thoroughly, the changes fail to in and she goes on in the same old way w! she has always used.” The solution suggested is to have the course of study so organized that it will : that the committee was faced with cert problems; “that it consulted certain so for help on those problems; that it foun these sources certain arguments pro and concerning the problem; that it present solution for reasons given; and that it re nizes that certain other phases of the pro! still remain unsolved.” “Summary of Educational Investigations Relating to Arithmetic,” Supplen Educational Monographs, University of Chicago, Chicago, Illinois. Number 27, June, 1925. p. 22 Ayer, Fred C. June, 1924. p. 9-25. * For extensive studies in the field of time allotments see: . E Second Yearbook, Department of Superintendence, The Elementary School Curriculum, National Education As tion, 1924. p. 138-172. Kyte, George C. A Study of Time Allotments in the Elementary School Subjects. Bulletin No. 1, University of California, 1925. Studies in Administrative Research, Bulletin No. 1, Department of Research, Seattle Public S California Curriculum S HE NEW curriculum helps us to vision education as a many-sided process which concerns the entire life of the child on the one hand and the whole life of society on the other.—Joy E. Morgan, Journal of the National Education Association, Decem- ber, 1925, p. 270. [ 124] l cop, of s of « ich trial and a certain month!y hers the se. Lhe - demon of w ork rs a con the new y so that with the he prob lerations arrivin Journal iculty of corps In with all rogram. ar with Accord- er reads | to sink y which the new ill show certain sources ound in ind con ents its tT recog- yroblem lementary : Schools Assoc la n Study, ch ty m- Contributions of Research to Curriculum Building Should Research Findings Influence Curriculum Revision? The barber pole reminds us of the time when the barber and the doctor were one. The same person, using an identical instrument, performed both tonsorial and surgical services. That these services are no longer blended due primarily to medical research. Those forms of human endeavor that have made conspicuous progress within the memory of man have built upon an expanding founda- tion of exact knowledge—the product of re- search. The future advances of the public school in power to serve and in the public’s esteem will be very largely determined by the readiness with which it applies the results of scientific research. Educational research has but little more than begun. A little over two decades ago Rice’s' pioneer studies claimed the attention and aroused the ire of school people. Yet there now exists a body of exact information that is already remaking our schools. In the field of the curriculum, research has advanced to the place where its results cannot be ignored by those who would draft a truly modern course of study. In such subjects as spelling, many school systems are already find- ing in the results of research a firm foundation upon which to base content and procedure. Progress already made encourages one to look forward to the time when research will give us the same grasp of such complex subjects as social science that we now have of the field of spelling? This does not mean that education is to be mechanized, and that a cold scientific pro- cedure can ever become the sole basis of edu- cational development. But it does indicate the necessity of some familiarity w th scientific investigations of the curriculum on the part of those charged with the education of children. A Summary of Research Findings In this section an attempt is made to point out some of the major conclusions affecting the curriculum that need to be held in mind by those charged with drafting courses of study. A complete statement has not been at tempted. Even the most important points could be given but brief attention and rather dogmatic consideration. The necessity of such procedure is apparent when one realizes that 212 pages were recently consumed in sum marizing the research findings in one subject arithmetic. This section will be inadequate for those who would gain a sure grasp of the implica tions of rese eae for curriculum construction. This can be gained only by consulting the pub lications upon which the succeeding summary is based* and in many cases it will be necessary to go back to original reports of the investiga- tions upon which these publications are based. This section should serve these purposes First, it will indicate some of the methods that have been used to determine what should be included in the curriculum. Second, it will point out a few of the least tentative conclu- sions that may be based upon these findings. Third, it will offer ready reference to addi- tional publications to be consulted by those seriously attacking the job of drafting better courses of study. Subject Time Allotments Chart I compares time allotted to subjects of the elementary schools in 1904 and 1924.° 1 Rice, J. M. ‘Educational Research: A Test in Arithmetic,” Forum, Vol. 34, p. 281-97. October-December, 1902 ary-March, 1903. “Educational Research: Causes of Success and Failure in Arithmetic,” Forum, Vol. 34, p. 437-52. Janu Scientific Management in Education. New York. Hinds, Noble and Eldridge, 1912. ? Research in Constructin of ‘ea ate ee School Curriculum, Third Yearbook, Department of Superintendence, National —— Ferny se 192 ‘wenty-fourth Vocrbook a the National Society for the Study of Education, Part I., Report of the National C maaan eading, Public School Publishing Company, 1925. 356 p. Suna é of Investigations Relating to Reading by William S. Gray, University of Chicago Press, Chicago, Illinois 1925, 275 p. Summary of miecational Investigations Relating to Arithmetic by Guy T. Buswell and Charles H. Judd, University 2 p. of Chicago Press, 1925, Curriculum aciraction by W. W. Charters, The Macmillan Company, 1924, 352 p ® While the data in these different studies for a number of reasons are not exactly comparable, they are the best that are available. The Charts III, V, VII, IX, XI, XIII, XV, XVII should be accepted mS, as showing trends. This s.atement also applies to the data presented in [ 125 ] CHART I PER CENT OF TIME ALLOTTED TO EACH ELEMENTARY SCHOOL SUBJECT IN GRADES 1-8 1904 ~1924 Per Cent of total time Fer cent of total t: allotted to Each subject allotted to each su! 1904 1924 Reading Readin Arithmetic Arithn Language rs Langu Physical Physic Training Trainins Geography Geogr ay Recess Reoess FistoryOvics History-C: Dr awing Drawing Spelling Spellins Music Music om Penmansh: Penmanship J" my Industrial Industyal FF Arts sas Arts Pliscellaneous ) fhscellaneous oO ning Eereisel pening Science me Science Kesealah LDA AL AMatianal Lducatiats Ash. Based on data im Table 49,7132 , Fred C. aor Studies in Administratice Research, Vol. 1 Department of Research, Public Schools. [ 126] ul time Subject dings hme te Tatey lca ning V-CIVIC. han that of a few. is and subsequent charts in this section will veal the practice as to subject time allot- ents in large cities of the country. Is such practice a safe guide to those charged th the drafting of courses of study? This iestion cannot be answered with certainty. (he opinion and experience of a considerable imber of persons is generally more reliable On the other hand, the prevailing practice is not necessarily the best +y i rat tice. om many discordant ideals may be worthless. An average of the practice resulting CHAR AMOUNT or SCHOOL TIME DEVOTED © PENMANSHIP | Grade dovcbel eedomens penmanship I c-val I wie Le | he mri-3 GS | a-°-8 Avera rT that con Most people would agree, however. siderable deviation from common practice is justified only for carefully thought out rea sons. If for some good reason a cit wished to lift the above the average standard in a particular sub ability of its children considerably ject such as handwriting, an allotment of time to handwriting above that of common practice might be defended. Such an also be defensible as a part of a scientific ex On the to deviate allotment might periment. other hand, it would be indefensible significantly from gen = 20 Per cent of all school RK & KJ LeXe: On vi CMe: Vit Average Aaeniah Liason MNetanal Lducation Qsén BNE: Eo Rsy’ Vel. I Based. on data in Table 48, Pred C. Ayer, Studies 2 Cdministratwe Aesearch, Il, Department of Research, ‘Satie Public amas. [ 127 } eral practice on no other basis than the vigor- ously expressed opinion of a few individuals. The amount of time set apart definitely for a subject such as penmanship would also vary according to the attention incidentally given to this subject by the teachers of other subjects. In short, the facts concerning time allotments presented in this section need to be considered, but should not be uncritically accepted as a basis for course of study preparation. Research and the Curriculum in Hand- writing Penmanship was one of the first subjects to come under the influence of the modern move- ment for the scientific study of education. The results of a considerable number of thoroughly scientific studies are available in published form. The findings of these investigations cannot be ignored by those who would draft modern courses of study in penmanship. What are some of the questions that confront every committee charged with the drafting of a course of study in penmanship which may be illumined by the results of research in this field ? How Much Time for Handwriting? In a careful study made in 1924, forty-nine large cities of the country reported the time allotments to penmanship indicated in Ch These allotments pertain to the eight type of elementary school. It is possib|, they do not apply to the upper grades the junior high school organization exi Is the tendency to increase or to d: the time given to handwriting? ‘This tion is answered in Chart III. Much le is being given to handwriting now tha given a generation ago. ‘The addition of jects to the curriculum during the last ty years seems not to have reduced the allotted to penmanship. Charts II and III reveal the pract to the time allotted to handwriting in cities of the country. What Quality and Speed in Handwriting Children Attain? The capacity of children must be a | consideration in the drafting of all cou: study. Freeman’s studies give us reasoi reliable figures as to what speed and qu children attain in handwriting under va amounts and kinds of training.' The standards given in Table | are t sults of testing thousands of children in a number of school systems scattered throu the country. The standards given are not | averages for all children tested. ‘They ar 1 Research in Constructing the Elementary School Curriculum. Third Yearbook, Department of Superint National Education Association, Washington, D. C., p. 206 CHART III 1888 1904 1914 1924 Tota, Minutes Per Week. ALLOTTED » PENMANSHIP IN GRADES 1-8 IN ELEMENTARY SHOOLS _ ABsearokh Dunston Matioaal Faucatian As Seattle Public Schools, p.134. Based on data in Studias uw Odaiustratwe Keseareé. Vol U, Department of Research, { 128 } 1 Chart IT. ight-grade ssible thar des where exists 0 decrease Chis ques. b less time than was NN Of sub- ist twenty the time ractice as in large iting Can a prime Ourses ot ‘asonably 1 quality various e the re la large ‘oughout not the rare the ntendence, a tual achievements of children in a large number of selected schools taught by teachers with good training and ability using good methods of instruction. TABLE 1.—ACTUAL ACHIEVEMENT IN SPEED AND QUALITY OF HAND- WRITING ON AYRES SCALE IN SELECTED SCHOOL SYSTEMS | Grade Il Il IV v VI | VII | VIII J — Speed.......] 35 | 48 | 56 | 65 | 69 | 73 | 78 Quality......| 44 46 | 49 5 9 65 68 Read table thus: In a large number of selected school systems where writing is taught under the best conditions, children in the second grade on the average write 35 letters per minute of a quality 44 on the Ayres Scale. Similarly read the figures for the other grades. Data from Research in Constructing the Elemen- tary School Curriculum, Third Yearbook, Depart- ment of Superintendence, National Education Association, Washington, D. C., 1925, Table 24, p 206. The scores indicated in Table 1 were not attained as the result of an excessive amount of time given to handwriting. Cities attaining these standards allotted 73.4 minutes per week for penmanship. ‘This approximates the aver- age of 71 minutes given in Chart II. Speed and Quality Defined Where figures are given for “speed” in pen- manship, they mean number of letters written per minute. 1 First Revision of Bibliography of Educational Measurements, Bureau of C Bloomington, Indiana. 1925. p. 59. Quality is measured in terms of the stand ards of the Ayres Handwriting Scale, Gettys- burg Edition. This is necessary since many of the pertinent studies in this field used this scale as an instrument of investigation. Copies of the complete scale should be consulted by those not familiar with it. cates what quality of 60 means on this scale. It should be added that the Ayres is but one of several scales with which course of study committees should be familiar. An excellent annotated bibliography of handwriting scales now available has just been published by Indi- Figure II indi- ana University.’ A Suggested Standard for Quality and Speed From the study of a large amount of data and a consideration of the various factors in- volved, Freeman suggested the tentative norms or standards given in Table 2 TABLE 2.—PROPOSED STANDARDS FOR QUALITY AND SPEED ON AYRES SCALE Grade II III Iv | Vv | VI | VIX | VIM Speed 36 48 56 65 72 | 80 90 Quality 14 17 50 55 59 64 70 | | Research in Constructing the Elementary School Curriculum, Third Yearbook, Department of Super intendence, National Education Association, 1925, Table 25, p. 207 wperative Research, Indiana University, FIGURE II Score 60 on Ayres Scale, Gettysburg Edition dew ACO And Aten yeild oi all Curr nn thrtupon- Cher a Netty nNete OVW, Concttvt A ww me hat, ancl deicatel te the { 129] These standards are somewhat higher than to handwriting, and as to the speed and qu those found in the majority of cities actually in handwriting that children have attai; - surveyed. They have been attained in some ‘This evidence is not enough. It might be : cities, however, and are not unreasonable to the demands of life call for conside; expect with an average allotment of time to greater skill in handwriting than children handwriting, provided capable teachers using attaining. Increased time and higher st good methods are directing children in the use ards would then be justified. of that time. What quality and speed in handwriting life demands require of children when Need for Standards leave school ? A recent investigation indicates that a dis- appointing percentage of cities have failed to make the progress that might have been ex- pected in setting up standards for measuring A scoring of specimens of writing of a | achievement in handwriting. Considering the number of correspondents reveals the fact | validity and simplicity of writing tests, now 86.5 per cent of adults in social correspond: readily available, no city should draft and put Write with a quality of 60 or less on the A into effect a course of study that does not set Scale; the average of the whole group by up definite standards to be attained in this 49-5. subject in each grade. Investigation has also been made of Part of the failure in the past in this regard judgment of adults as to the quality of ha is probably due to the attention that has been Writing adequate for social corresponde: given to this matter by the advocates of differ- Of 827 adults, made up of various types ent systems of handwriting. The standards individuals, 81 per cent considered the qua suggested by six systems of penmanship in- 60 or more on the Ayres Scale as satisfact struction are reported in a recent study, where for social correspondence. A majority of | they may be consulted by those interested.! Whole group considered 50 satisfactory. T! The value of the standards set up by penman- who were not teachers set slightly hig ship systems differ considerably from a scien- standards than did teachers. More than ( Penmanship Demands in Social Corre spondence tific viewpoint. per cent of the non-teachers considered qua Definite standards for each grade both in 60 on the Ayres Scale satisfactory. speed and quality of penmanship should be a In the light of these facts it appears reaso! part of every modern course of study. The ble to accept the conclusion of Koos that standards suggested in Table 2 may tenta- difficult to see why, so far as the demands tively be accepted, to be later modified on the social correspondence are concerned “a pu; basis of experience and further scientific inves- should be required to spend the time necess tigation. A better procedure might be for a learn to write better than the quality ¢ committee of teachers, under a trained leader, There is even considerable justification to study the scientific literature on penmanship setting the ultimate standard at 50 as | referred to in this Bulletin and, on the basis demand touches every member of society. A of the material in these studies and of their the children in the schools should be requi knowledge of particular conditions in their ‘© attain the standard set.’” community, to agree upon tentative standards that seem best for their city. Penmanship Demands in Occupations Information has been gathered concerni What Quality and Speed in Handwriting Does the judgment of business firms as to the quali Life Demand? of handwriting demanded in the various ty; In the preceding paragraphs evidence is of occupations. The majority of the firm: given indicative of the time schools are giving select 60 on the Ayres Scale as being sat 1 Ayer, Fred C. Studies in Administrative Research, Volume II. P. 80. * Research in Constructing the Elementary School Curriculum, Third Yearbook, Department of Superinten«: National Education Association, Washington, D. C., 1925, p. 210. P1301 quality ttained be that dera! ly ren are ' stand ng will ni they rre- a large act that yndence 4 Ay res » being of the f hand- ndence. ypes of quality factory of the Those higher lan OU quality reason- at it is inds of | pupil cessary ity 60. on tor as this y. All quired ons erning quality 3 types firms - gatis- endence factory in quality in the occupations which they represent, although a quality above this was frequently regarded as an asset. In a few specialized callings, such as addressing en- velopes, a still higher quality is demanded. Speed is usually recognized as of less import- ince than quality, although a reasonable de- ree of speed is desirable. What to Expect of a Sixth Grade Child From the evidence given we may tentatively conclude that “fat the end of the sixth grade the child should be expected to write a reason- ably fluent and a plain, legible hand. More specifically each child should have set before him as a minimum standard a quality equal to 50 on the Ayres Scale and a speed of 70 letters per minute. Those children who have not attained this standard by the end of the sixth grade should be given continued drill in the seventh grade or the junior high school. The class median standard in quality for the end of the sixth grade should be 60 on the Ayres Scale.””! If these standards are attained the general demands of life in such activities as social cor- respondence will have been met and a sufficient foundation will have been laid for special training demanded in certain vocations. How- ever, such special training should not be at- tempted in the elementary school. The work of the junior and senior high school should result in some improvement without specialized handwriting drill. When special training is demanded as a preparation for particular occupations it should be given in vocational classes in the grades beyond the sixth. Research and the Curriculum in Arithmetic Research in arithmetic has provided us with findings which no arithmetic course of study committee can afford to overlook. Three hun- dred and twenty educational investigations ‘relating to arithmetic have recently been col- lected and analyzed by Judd and Buswell? of Chicago. Many of these same studies are re- viewed in Chapter III of the Third Yearbook of the Department of Superintendence. Those in charge of curriculum revision in arithmetic should carefully study both of these books. In many cases it will be found desir- able to consult the original studies which they summarized. Major Curriculum Problems in Arithmetic Among the questions which all arithmetic course of study committees face and relative to which there are some scientific data by way of answer are these: I. How much time is allotted to arith metic in the elementary grades? Il. When should systematic instruction in arithmetic begin ? III. What are the socially useful processes in arithmetic ? IV. What topics should be eliminated from traditional arithmetic courses? V. According to what criteria should drill be organized ? VI. What is the best procedure for build ing up ability to handle concrete or reasoning problems? VII. What contributions have psycholog ical studies made to the arithmetic course of study? VIII. What help from standard tests? IX. What has experimental education to contribute ? X. What shall be the method of curricu lum determination in arithmetic ? None of these questions can be answered with finality, but there is some scientific evi- dence on each of them. I. How Much Time Is Allotted to Arith- metic in the Elementary Grades? The average number of minutes per week and the per cent of all school time devoted to arithmetic in grades one to eight in 49 large cities in 1924 is shown in Chart IV. _' Research im Constructing the Elementary School Currculvm, Third Yearbook, Department of Superintendence, National Education Association, Washington, D. C., 1925, p. 216 : ? Buswell, Guy T. and Judd, Charles H., Summary of Eiucational Investigations Relating to Arithmetic. University of Chicago Press, 1925, 212 p. [131] Is the tendency to increase or decrease the withheld until a careful analysis of loca amount of time devoted to arithmetic? Chart munity and individual needs has been m V shows that in the past twenty years the v 4 average tendency has Sm to ea slightly I]. When Sivould Systematic Instruct the time devoted to arithmetic. A review of Arithmetic Begin? time schedules in individual school systems, While the available data relative + however, shows wide divergence as to time question are incomplete, they point to t! allotted to arithmetic. Criticism of this sirability of more attention to reading spread of variation from the median or aver-_ in the first grade and the omission of { age practice in any one school system should be number work, except for counting. * See Second Yearbook, The Elementary School Curriculum, Department of Superintendence, National Educat ciation, 1924, p. 139-148. CHART IV AMOUNT oF SCHOOL TIME DEVOTED © ARITHMETIC Grode devoted ortimeti WGeetvaiians Grai I I 0 I m1 0 Ww Vv v V WI WI VI wo Average Based. on Table 46,p131, Fred C. Ayer, Studies th Cdminstrative escatch, Vol. 11, Dep mt of Reséarch, Seattle Public Schools. cal m mad iction in > to this ) the de g ability f forma] ation yverase Laas ae Walter A. Jessup summarized the reports § 754 city school superintendents in 1914 rela- e to the time for beginning formal arith- metic text-book instruction and found that formal text-book work ordinarfly did not be- vin until the second or third grade and in some cities even later. From the small amount of available data, ne draws the tentative conclusion that the time usually spent on formal number work in the first grade might, perhaps, better be spent developing comprehension-ability in silent reading. ‘There is some evidence which shows that with this ability developed, children who did not begin formal arithmetic until some- time in the second or at the beginning of the third grade would at the end of the third grade not be handicapped in competition with children who had had formal number work regularly during the first and second grades. There appears to be agreement on these points : The introduction of number work should deal with concrete objects. Games have been recommended by many supervisors as among the best devices for early number training. 2. Experience must in all cases precede formal work in calculating. There is little or no point to having children attempt to solve problems when the setting of the problem is entirely unknown to them. III. What Are the Socially Useful Processes in Arithmetic? What shall be included in the study? A number of research studies have attempted to analyze the demands of practical life as a basis for selecting processes used course of business practice. What has been done to determine the de- mands of business? 1. Tests made of the metical abilities of employees in com have been arith mercial establishments. 2. Statements have business men as to what arithmetic they actually employ in everyday life. 3. Courtis arithmetic tests have been given to several hundred employees of one of been secured from the largest trust companies and one of the largest department stores in Boston and the results achieved compared with those of pupils in the eighth grade in the Boston schools. Courtis arithmetic tests have also been given to members of Rotary and Kiwanis Clubs and re achieved compared made by eighth grade pupils. 4. There has been analyzed 14,583 prob lems contributed by 4,068 different per representing 155 different pations to determine the arithmetic used by adults in their social sults with those sons occu nature of CHART V : 1888 | 1904 1914 1924 ‘Tora, Minutes Per Week. ALLOTTED t ARITHMETIC ‘ IN GRADES 1-8 IN ELEMENTARY SCHOOLS Depar Based, on data an page 133, Fred. C. Ayer, Studies ui Camunstratie asearck . Volt, tment of Research, Seattle Publ Schools { 133 ] At and business relations. In addition, 7,345 problems were gathered from six states. 5. A study has been made of the arith- metic used in a cook-book, factory pay- roll, marked-down sales advertisements, and general hardware catalogue. 6. A more or less reliable index of arith- metic needed by the clerk in selling goods and by the consuming public in purchasing goods was secured by an analysis of 4,661 bills of sale. 7. The extent to which mechanical calcu- lating devices are made use of in busi- ness houses has been investigated. In- quiry was also made as to the use of short-cut methods, and the nature of arithmetic utilized by salesmen and consumers. 8. Analysis has been made of question- naires sent to bank employees in nine states, relative to the facts in banking that all people in a community should know. 9. Mathematics necessary to carry suc- cessfully a course in freshman chemistry and also a freshmen college course in clothing has been determined by ana- lyzing text-books in each of these sub- jects. 10. Mathematics employed in the news, special articles, editorials, advertise- ments, legal notices, market reports, sporting pages, etc., has been discovered by analyzing one issue of twenty news- papers and magazines widely read by the general public. The findings of each of these studies are reported in Chapter III of the Third Year- book of the Department of Superintendence. Course of study committees are referred to this chapter and also to the Judd, Buswell study. A bulletin of this length cannot attempt to set forth in detail findings relative to the ten types of research just listed. Scien- tific work in each of these fields is available, however, in easily accessible and well sum- marized form. These ‘findings should be known to every course of study committee responsible for arithmetic revision. Disregard of them can no longer be excused. Such pro- cedure frankly accepts ignorance as a basis for work when intelligence is possible. As an introduction to further stud principal conclusions (many of them sti tative), which may be drawn from t! types of investigations listed above, are cated below. Research Findings As to Business Use Arithmetic 1. Many arithmetical processes consu much time can be omitted from the cou: study without loss, according to surve social and business usage. 2. The schools and the course of should take into consideration the indu and commercial interests of the communi: 3. Problems solved in actual usage are and simple. ‘They chiefly require the n fundamental and more easily mast processes. 4. Several studies are more or less in agre: ment in suggesting the inclusion of topics: Buying and selling of goods, especial! food and clothing, saving and loaning mo: mortgages, modern banking methods, buildin; and loan associations, keeping simple acc investing money, bonds as investments, and wages, interest and rent, and insuranc: 5. The range of variation in arithmet ability of even small groups of emp! shows that this ability is but one of factors in determining the efficiency of employee. 6. In one study of business and social! tions, eighty-five per cent of all problem: volved the use of money in either the bu or selling of goods. 7. The most common rates of discount 5, 10, 20, 25, 30, 35, 40 and 50 per cent. 8. Results achieved in the Courtis test pupils in Grade VIII of the Boston sc! were lower than the trust company and de; ment store employees in addition; in su! tion, the pupils were slightly slower but n accurate; in multiplication, the pupils s almost as many problems and were much n accurate; and in division, the pupils exc: the employees in both speed and accuracy In general, the members of Rotary Kiwanis Clubs attempted more exercises | children in the eighth grade, and were : accurate in addition and less accurate in | tiplication than the children as indicat Courtis general standards. { 134] udy, the still ten- the ten are indi- Usa ge oft Msuming course of irveys ot of study ndustrial qunity. are brief the more mastered in agree- of these especially g money, building accounts, its, labor rance. thmetical mployees of many y of an cial rela- blems in e buying bunt are: ent. s tests by n schools d depart- - subtrac- but more Is solved uch more - excelled racy. tary and ‘ises than ere more e in mul- icated by SAAR et nie, ae OS Sennen elt 2 ah anes seat Ranney sede Rieddiall-atinsngneee 9, Arithmetic needed by any individual for actual computation is limited, and is being further reduced by the introduction of calcu- lating machines. 10. An analysis of the arithmetic required in college chemistry and clothing courses led to the conclusion that with the basic arith- metic taught and with the evident need at hand, college students will master additional arithmetic as needed. 11. The essential processes which represent the minimum requirements in arithmetic work for grade pupils, according to Wilson are: a. Writing and reading numbers—integers, common fractions, decimals. b. Fundamental processes in integers, com- mon fractions, and decimals. c. Simple factoring (L. C. M., G. C. D., and cancellation). d. Denominate numbers, addition, subtrac- tion, and one-place reduction. e. Use of the common aliquot parts. f. Simple percentage, with simple interest and bank discount. g. Mensuration—perimeter, surface, and contents of common plane figures and solids. Square root. h. Business practices—borrowing, saving, loaning, and investing money; banking; taxes and public expenditures; keeping simple accounts. 12. As to the difficulty of problems, one may conclude from the more or less incomplete studies made up-to-date that if the following types of problems involving the four funda- mental operations are included in a course of study, their mastery will assure the great majority of children the successful handling of most of the problems met in daily life. For the most part, the standards suggested below include the greatest degree of difficulty that any one research study recommended, rather than an average of several studies. (a) Addition—problems with not more than five places in any addend or more than six addends. The most common form of prob- lem in certain types of salesmanship consists of adding two three-place numbers. (b) Multiplication—problems in which the multiplicand is not over five figures in width, and the multiplier not over four figures in width. In the vocation of department store selling, Charters found that the chances are ninety-seven out of one hundred that in multi- plication the multiplier will be twelve or less and the multiplicand three places or less. (c) Division—the dividend, five figures in width; the divisor, four figures in width. A study of arithmetic needed in certain types of salesmanship showed that by far the most com- mon problems in division had two or three place numbers in either the dividend or the divisor. (d) Fractions—the most used are halves, thirds, fourths, fifths, sixths, eighths, tenths and twelfths. Ninths, twenty- fourths and one-hundred-and-forty-fourths are used, but much less frequently. (e) Denominate numbers—the most frequently used in problems involving sixteenths, terms common weights and measures are: Inches, feet, yards, ounces, pounds, dozens, gross and quarts. IV. What Topics Are Being Eliminated from Arithmetic Courses? According to the arithmetic report in the Third Yearbook of the Department of Super- intendence : Most superintendents of would agree to the elimination of the following processes : schools today Compound numbers: their addition, subtraction, multiplication, division Greatest common divisor, and least common mul- tiple beyond the power of inspection Long confusing problems in commori fractions Complex and compound fractions Reductions of denominate numbers Cases two and three in percentage Annual interest Compound interest, except savings True discount Proportion Ratio beyond the ability of fractions to satisty Partnership with time Longitude and time Exchange, domestic and foreign Apothecaries’ weight Troy weight Table of folding paper, surveyor’s table, table of foreign money Much of mensuration polygons, frustrums, spheres Cube root The metric system. trapezoid, trapezium, The curriculum in arithmetic should make no provision for formal drill on the above processes. This does not preclude some informational atten- tion to them, or some special attention whenever one of them is involved in a life situation studied in detail by the pupils. { 135] V. According to What Criteria Should Drill Be Organized? Judd and Buswell in their Summary of Educational Investigations Relating to Arith- metic list thirty-three references dealing directly with the subject of drill. Only the briefest mention is made here of some of the findings of these studies. 1. How much time should be devoted to drill? The great variation in time allotted to drill in arithmetic by different teachers, re- flects the lack of scientific information with regard to the amount of time that ought to be provided. 2. Should drill be systematic or incidental ? According to the arithmetic report of the Third Yearbook of the Department of Super- intendence : The trend of evidence is that in the intermediate grades, when drill is confined to processes that are useful and well understood, regular time spent upon systematic drill gives results unequalled by any other type of procedure. In general, while research has shown that the effect of drill varies according to the length and distribution of the practice period, no par- ticular length or distribution has been shown to be of outstanding value. 3. Can drill be formulated to meet definite specifications? F. B. Knight lays down these eight specifications for drill organization for maintaining acquired skills: a. Drill should be on the entire process. b. Drill should come frequently and in small amounts. c. Each drill unit should be a mixed drill. d. Drills should have time limits. e. Drills should have accuracy standards. f. Examples in a unit of drill should be in order of difficulty. g. Drill units should include verbal prob- lems. h. Drills should facilitate diagnosis. VI. What Is the Best Procedure for Building Up Ability to Handle Concrete or Rea- soning Problems? What are the causes of pupils’ failure or inability to reason correctly? Research has shown that some of the causes are these: 1. Lack of general ability in silent reading. 2. Lack of familiarity with technical terms in arithmetic. 3. Carelessness in reading. 4. Lack of experience necessary to u: stand the “setting of the problem.”’ 5. Inadequate skill in computing. 6. Lack of knowledge of such essentia! | as tables of weights and measures. 7. Inability to see the relationships in problem so as to choose the proper o; tion. W. J. Osburn in his Study of D nostic and Remedial Treatment of EF; in Arithmetic Reasoning states that of 30,000 errors made by 6,000 chi! on the Buckingham Problem Test, | I, “about 60 per cent of the w answers are due to failure right in beginning to understand what is ¢ done.” 8. Inability to do reflective thinking: mental capacity. How to increase the ability of pupil solve arithmetic problems.—Tests have made to show that problem solving ability be increased, (1) by teaching pupils to ana text-book problems, (2) by solving prob! containing data from actual life situati (3) by solving problems without numbe: actual computations, and (4) by studying dificult words that appear in text-book lems. Relation of reasoning ability to genera telligence.—Studies have been made w! seem to justify the conclusion that there closer relationship between reasoning a! and general intelligence than between rea ing ability and skill in computation. Con: quently, pupils with low intelligence are likely, even under the best instruction succeed well in arithmetic reasoning. ( versely, pupils with high intelligence are to reason fairly well without any systen instruction in problem solving. VII. What Contributions Have Psycholo. Studies Made to the Arithmetic Cow of Study? These statements result from studies made to discover the psychological ; ciples which should underlie the organiza‘ of the curriculum: rese 1. Arithmetic is the most difficult sub attempted in the school for pupils low-grade intelligence. [ 136] > uNnder- 2.” tial facts Ss. S in the Pr Opera- of Diag- f Errors that out children st, Form > wrong tt in the is to be ng: low upils ve been ility can analyze sroblems tuations, nbers or ying the ok prob- neral in- = which ere is a y ability | reason- Conse- are un- tion, to ° Con- are able stematic tological Co urse research cal prin- nization subject upils of ANN Ny tg i 1A cwtslts Mes acento ?. Mastery of number is usually a mark of general intelligence. 3. Arithmetic is one of the most sources of non-promotion in the schools. Reading of numbers and counting are serious +. the two chief uses which the child has for arithmetic in the early grades. 5. Many facts of social life have to be learned by children before certain sec- tions of present courses in arithmetic are intelligible. VII. What Help from Standard Tests? Only the briefest mention is made here of the results derived from the application of arithmetic tests. The reader is referred to Judd and Buswell’s Summary of Educational Investigations Relating to Arithmetic for dis- cussion of the questions: What kinds of arith- metic tests have been devised? What kinds of standards do the applications of these tests vield? What refinements have been made in the construction and administration of tests? What is the effect on the schools of the use of tests ?? Chief helps from standard tests.—Research shows that standard tests are helpful in the following ways: They supply both teachers and pupils with objective standards by which they can estimate their rate of progress. This en- courages pupils to do better work. By emphasizing tool material, cording to Wilson, have helped in eliminating the traditional and useless. 3. Properly used tests help in motivating drill on either a class or individual basis. They also show whether or not further drill is neces- sary. ’ 4. Standardized tests make it possible to write drill specifications that are specific and definite. 5. Standard tests have helped to emphasize the fact of individual differences. 6. Tests have made it possible to develop definite norms of accomplishment that are adapted to different levels of intelligence. 7. By means of tests, difficulties of indi- vidual pupils can be diagnosed. tests ac- ‘See also First Revision of Bibliography of Educational Measurements versity, Bloomington, Indiana, 1925. * See: Chapter V, Summary of Educational Investigation Relating to Judd, University of Chicago Press. sg For an excellent discussion of the value of the survey method see Addresses and Proceedings of the National Education Association, 19 Also see How to Make a Course of Study in Arithmetic by M. E. October 12, 1925. Teachers, by the aid of discover the actual needs of classes and of individuals. tests, yg W hat Has Educati n 0 Experimental Contribute? lhe nature of the various arithmetical proc- esses has been analyzed in a large group of studies.” Only a few questions are raised here. How many number combinations should be taught in addition? It is generally agreed at present that many more combinations should be taught than formerly. Osburn goes so far as to recommend drill in all the combinations used in column addition up to a sum of 40. What method of subtraction is most effec- tive? ‘This is one of the most debated ques tions in arithmetic. Experimental evidence to date seems to favor the “addition”? method of subtraction rather than the method of “decomposition.” X. How Shall the Curriculum in Arithmetic Be Determined? The Third Yearbook of the Department of Superintendence suggests these points, drawn directly from accumulated scientific data and experience, as the basis for a tentative curricu- lum-making procedure in arithmetic. 1. The survey method is employed. This method, as a result of detailed and painstaking study, reveals what arithmetical knowledge and skill is actually the “arithmetic of use and application in the affairs of life” as that which the school should teach. The use of the content of used in life, and accepts common survey method has greatly modified the method is arithmetic courses. The valuable not only in determining content, but survey also in furnishing effective means of over- coming prejudices of parents and of teachers. before the Custom and tradition give facts which an arithmetic survey of a com- way munity brings to light.® Motivation is specifically provided for.— Formal text-book work and meaningless drill bring poor results. Motivation is essential if the most effective learning is to be accom- plished. It is not enough that motivation Bureau of Cooperative Research, Indiana Uni Arithmetic by Guy T. Buswell and Charles H Reoort of Committee on Arithmetic Revision, 324-330 Bulletin, 1924. p Herriott, University of Illinois, Urbana. { 137] should be hoped for. A course of study should recognize motivation as an integral part of arithmetic instruction. 3. Experience should precede drill.—Drill is important, but drill must keep behind mean- ing, if it is to avoid becoming a meaningless process. The arithmetic course must, there- fore, make definite provision for organizing and extending the knowledge basic to intelli- gent arithmetical calculation. The course of study should recognize this fact in its sugges- tions to the teacher for administering the cur- riculum. ‘The teacher should be offered defi- nite helps whereby isolated written problems may be replaced by those involving life situa- tions—trips, the study of business procedures, the use of the school bank, the review of adver- tising in local papers—these and other methods should be employed to bring children into close contact with life situations in which arithmetic is used. Research and the Curriculum in Spelling Research has perhaps yielded more definite results in the field of spelling than in any other elementary school subject. Courses of study and text-books in spelling are being com- pletely made over as a result of research find- ings.'. These are among the questions which course of study committees face, and relative to which some scientific research findings are available. Time Allotted to Spelling Chart VI shows the average number of minutes per week, and the per cent of all school time devoted to spelling in grades one to eight in forty-nine large cities in 1924. Chart VII shows that in the past ten years there has been a slight decrease in the total number of minutes per week allotted to spell- ing. ‘This decrease is probably due to one or more of these factors: 1. A certain amount of spelling is now taught incidentally. 2. Improved methods of teaching require less time. 1 For detailed review of research studies in spelling see: 3. Fewer and more carefully selected are taught. What Words Shall be Taught? The spelling lists in older texts many words of infrequent use and ur difficulty. Economy of time and eff teaching demand a vitalized spelling list sisting of words commonly used in the w of children and adults. W hat words are most frequently writ life outside the school? A number of re investigations provide us with a minimun of such words. Word lists, showing freq of occurrence of each word, have been piled from thousands of personal and bu letters, communications to newspapers magazines, committee reports, minutes resolutions, parents’ excuses to teachers, written by literary men, correspondence single individual over a period of years letters of application and recommendat The number of running words includ these studies amounts to several million. A study is now under way which brin; gether all existing data, collected fron above studies, concerning adult writing n: The total frequency of each word has determined, the words arranged in orde frequency and the 10,000 most import words listed. In determining these 10,000 words, ac: was taken not only of the total numbe: times a word was used but also of the nun of different types of writing in which it found. Some selected results from this stud will be published in the 1926 Yearbook ot ' Department of Superintendence, availab): February, 1926. The words which wi! pear in this publication should be valuab! those constructing courses of study in spel! What is the noun most frequently used both the English and German langua What would be your answer to this ques' on the basis of guesswork? Would it bx agreement with the fact revealed by H: Research in Constructing the Elementary School Curriculum, Chapter IV, Department of Superintendence, ington, D. C., National Education Association, 1925. Eighteenth Yearbook, Part II, National Society for the Study of Education, Chapter III, Bloomington, I: Public School Publishing Company, 1922. Tidyman, W. F. The Teaching of Spelling, Yonkers, N. Y. World Book Company, 1919. For an analytical review of these studies, see Chapter IV, Research in Constructing the Elementary School Cw lum, Department of Superintendence, National Education Association, 1$25. [ 138 ] ted \ rds it? OP hess 1 un efor list le Writir vritt if relia imum frequi een | business pers | utes and rs, letters nee ot Pars, and endati: luded yn. * rings t rom the lg needs nas been order of nportant account mbe1 or number 1 it was is study k of the lable in will ap- 1able to spelling used in guages? yuestion t be in Ho: n's e, W Ind Curricu -xtensive study of adult writing, that time is e most frequently written noun in the Eng h language? Would you have guessed that 1 a similar study of nearly eleven million Ger- man words the noun ranking first in frequency f usage is Zeit (time) ? Here is an excellent example of how re- words, grade for grade, children use in theit own tree written speech, and what words. therefore, they need to know how te spell in their own writing, a number of studies have been made, involving analyses of from as few In each used Was Each study showed a relatively small vocabulary in total Among the lists compiled, there } as 180 to as many as 75,000 themes. study the number of different words search may replace opinion with fact. Detailed ind patient study such as this is rapidly making listed and the frequency of use tallied irriculum construction a scientific procedure. proportion to the number of words What words are most frequently used in analyzed. writing done in school? ‘To determine what was considerable lack of agreement. Both of CHART VI AMOUNT OF SCHOOL TIME DEVOTED t SPELLING Minutes per weel _ Per cent of all . Grade yo or spelling — : 4 we Siaaitie I I 4h a AASCALGL LOS. Matai Lducation Ass Based on data in Table 48, p.131, Fred C. Ayes, «~ des in Ctlainistratwe Kesearch, Vol.Il, Department of Research, Seattle Public Sonos. { 139 ] these results are probably due to the fact that the list of topics upon which the children wrote themes was too limited to discover the total list of words which a child is capable of using. One author draws this conclusion, “The vocabulary of theme investigation falls so far short of adult requirements as to constitute inadequate preparation for adult needs.” Minimum word lists based on words most frequently missed in children’s compositions have also been compiled. To discover what should be the content of a high school spelling course, the misspelled words of all written work, including note-books of a certain group of high school pupils, were listed. Misspelled words in the written work of 2,414 candidates for the College Board Entrance Examination in English over a period of seven years were also listed. ‘These ten words contributed over six per cent of the errors: foo, its, believe, together, their, principal, committee, therefore, separate, and pleasant." Choice of hypothesis influences to a large degree the course of study in spelling. This point is illustrated by Horn? when he states these two possible bases for selecting the 1,000 most important words: 1. The frequency with which words are written. 2. A combination of these factors: (a) The fre- quency with which words are writt Difficulty of spelling them. Discussing these two hypotheses writes: It is obvious that the 1,000 words select: basis of the first hypothesis would be ver from the 1,000 selected on the basis of th hypothesis. For example, the word action about ten times as often as the word ac« It occurs in the first 1,000 words while a date occurs in the third thousand. If frequ use is taken as the measure of importanc: would be included among the 1,000 most im words and accommodate would not. But « misspelled by only one eighth grade student hundred, while accommodate is misspelled eighth grade students in a hundred. Taking use and importance into account, accomm more than five times as likely to be misspel is action. Using the product of frequen difficulty as a measure of importance, accon would be included among the first 1,000 im words while action would not. How many words can an elementary s pupil of average ability learn to spell? search has not yet determined a definite n mum number. Horn writes: “We have able data to show that, using modern impr methods, it is possible for ‘the average bo girl’ by the end of the eighth grade to more than 4,000 words with an accura more than 90 per cent.’”® ' Research in Constructing the Elementary School Curriculum, Department of Superintendence, National | Associat ion, Pp. 143. *Horn, Ernest. The Curriculum Attacked Scientifically. Official Report, Department of Superintendence > p. 180-182 ®* Research in Constructing the Elementary School Curriculum, Association. p. 112 Department of Superintendence, National | CHART VII 1914 1924 - pls. Tota. Minutes Per Weex AttorreD © SPELLING IN GRADES 1-8 IN ELEMENTARY SCHOOLS Aassatch DG AMetanal Stucatioa Assi Based on da in Steactope “£ Cmuuuscratue Kesearcte,Vol.U, Department of Research, [ 140 } Principres of Method in Teaching Spelling Derived from Scientific Investigation’ In Chapter III, Part Il, The Eighteenth Yearbook of the National Society for the Study of Education, Horn lays down forty- one principles of method in teaching spelling. \aturally some are of greater importance than others. Each principle, however, is based on the findings of one or more research studies. Teachers of spelling should familiarize them- selves with these principles of method and test them out, for as yet evidence as to the most economical method of teaching spelling is not complete. In the opinion of Horn, there are five factors of major importance on which evi- dence is clear. Horn expresses these five factors in the following rules: 1. Test all words before teaching. Note: This will make it possible for each pupil to work on those words which he has missed. The only practicable way of obtaining reli- able information relative to the difficulty of words for a particular child is the use of a preliminary test. 2. Let each child work only on the words difficult for him and provide him with a definite method of learning them. 3. Provide for rigorous reviews. 4. Show the pupil his progress daily, weekly, monthly, and yearly. 5. Keep up the interest. Should the Pronunciation, Meaning, and Use of Words be Taught as Part of the Spell- ing Lesson? According to Tidyman, the pronunciation, meaning, and use of words are more properly taught in connection with other phases of language work. He writes: The old practice of spending one-half to two- thirds of the time in spelling in laboriously work- ing out, with dictionary in hand, the pronunciation, meaning, and use of words was a natural conse- quence of the teaching of large numbers of strange, technical and unusual words. The new content of spelling renders this extreme emphasis unnecessary. By selection, the words that we teach are the words with which the child is familiar in his oral and written composition.” Study of Education. > Tidyman, Willard F. *Gray, William S. Summary of Investigations ‘The Twenty-Fourth Yearbook of the National Society for the Study of Educatiun. Company, Bloomington, Ill., 1925. 356 p. * Research in Constructing the Elementary School Curriculum, Department of Superintendence, “National Association, 1925. The Teaching of om. World Book Company, 1919. p. elating to Read J Research and the Curriculum in Reading Three notable summaries of research find- ings in the field of reading.—Studies are avail able which that habits of intelligent reading are essential both provide concrete evidence to successful participation in the activities of modern social life and to satisfactory progress in school. A larger number of research studies have probably been made in the field of read- ing than in any other elementary school sub ject. Within the past year three outstanding publications, analyzing and summarizing re search studies in reading, have been issued. Four hundred and thirty-six reading inves tigations were summarized in Gray's study for the Commonwealth Fund.’ This report provides school officers and teachers with the facts and principles which must be considered in any serious effort to reorganize courses of study in reading or to improve the technique of teaching. It not only gives a complete statement of progress to date in the scientific study of reading, but also suggests additional problems for investigation. Part I of The Twenty-Fourth Yearbook* of the National Society for the Study of Edu- cation contains a 309-page report of the Na- tional Committee on Reading. This Com- mittee was appointed to prepare recommenda- tions concerning debatable issues in the field of reading, based on experimental evidence as far as possible, and on expert opinion when evidence was lacking. Recommendations of this outstanding committee are made relative to twelve major problems in reading. These recommendations are of particular help to course of study committees, since they diffe: entiate clearly between what is known in the field of reading, what is merely the best opinion, and what is yet unknown and in urgent need of investigation. This same Committee, under the leadership of William S. Gray, prepared Chapter V of the Third Yearbook® of the Department of ‘For more detailed discussion see: Chapter III, Part II, The Eighteenth Yearbook of the Natiunal Society for the 34-44, ing, University of Chicago Press, 1925. 275 5p Part I, Public School Publishing Education Superintendence. In this Chapter the results of a large number of reading investigations, relating to these twelve specific problems which arise in organizing courses of study in reading are briefly summarized : 2 mn > 6. A 8. 9. 10. ll. 12. Aims of reading instruction Fundamental habits in oral and silent reading Growth periods or rates of progress in important phases of reading . Children’s interests in reading Results of reading materials Scientific studies in the field of litera- ture Studies of reading vocabularies The evaluation of teaching technique The place of phonetics in teaching reading Provision for individual differences Diagnosis and remedial work Time allotment investigations of Only the briefest mention is made here of the research findings relative to a few of the topics mentioned in the three recently com- pleted summaries just cited. Those engaged in revising reading courses and teachers of reading will want to study these three books and, in many cases, review the original re- search studies which they summarize. Among the questions which all reading course of study committees face and relative to which some research findings are available are these: Time Allotted to Reading Chart VIII shows that in forty-nine large cities in 1924, more time was given to read- ing in the first grade than in any other grade; that the amount of time given to reading de- creased more or less gradually from the first to the eighth grade; and that approximately seventeen per cent of all school time during the whole eight grades was devoted to reading. Chart LX.shows that the amount of time devoted to reading in 1924 was slightly less than that formerly devoted to reading. This does not mean, however, that less reading is done in the elementary school. Encourage- ment of silent reading, improved methods of instruction, and provision for many more sup- 1 Gray, William S. “The Importance of Silent Reading.” plementary books have probably result: more reading being done both in schoo! out of school in less time. Studies of time allotments show: (1) Vi differences among cities and within scho tems as to the amount of time devot reading in any one grade; and (2) ther tendency, particularly in the eighth grades, to give less attention than merly to arbitrary daily time allotments. seventh What Consideration Should Be Given Silent Reading? Silent reading is of greater social value oral.—Oral reading exercises formerly h prominent part in the daily school progra all elementary pupils. Today teachers r nize that reading is primarily “a mea: extending experience and stimulating thinking powers of boys and girls.” Furt more, the chief purpose of adult reading secure information and to keep in touch wit current events. Practically all adult read is done silently. Hence, “if elementary 1 ing fulfills its obligation, it must provide quate training in habits of intelligent s reading. This means, not only more read than is found in the classroom today, but addition, more interesting, significant, thoughtful reading.’ Children read faster and comprehend » when they read silently.—Several studies | been made to discover the number of w per second adults can read silently and o1 The findings show that many adults silently from three to five times as rapid|, they read orally. Children also read sil: with greater speed. Studies have been made which show both children and adults reproduce gained from silent reading, more clearl) those gained from oral reading. ‘Tests | been made covering definite periods of | such as two minutes, and also those whic! quired the reading of passages of presc: length, such as two hundred words. |! studies show clearly that comprehensi usually better in silent than in oral readin Scientific evidence of the greater s value, economy, and efficiency of silent as pared with oral reading shows the need the development of effective habits of The Elementary School Journal, January, 1924, p { 142] urther ig is t th with reading 5 read de ade t silent reading but, in d more es have words orally. 's read idly as silently ideas, ly than ts have f time, rich re sion din eading in the elementary school. This does mean that oral reading is to be neglected even though it is to receive relatively less em- hasis than formerly. It still has a definite ice in the elementary school program. How Much Reading Should Be Required of Elementary Pupils? How many pages are read in the first grade? Woody! reports that the median number of Woody, Clifford. Practices in Teaching First-Grade Rea nal Reference and Research Bulletin 58. Ann Arbor, p 34. pages read in the first grade in ten school sys tems of Michigan in 1923 was 157 for the first five months and 371 for the second five months. The range was from less than twenty-four pages to nearly nine hundred pages. Recommendations based on current pra tices—On the basis of the above findings, Woody suggests as a reasonable requirement 175 to 200 pages for the first five months, and ling in the | tc § Michigan. chools Michigan Bureau of Edu of Education, University of M CHART VIII — Minutee per week Grade devoted to reading” AMOUNT or SCHOOL TIME DEVOTED te READING fer cent: of all school tune devoted to reading Grode. ee Z AESEALCL LAS OL Fdacatcn « WAloona Based on data in Table 48, pl31 Fred.C. Aver. Stuaias wt Qdimirmstratie Keseateh, Vol. IL, Department of Research, Seattle Public Scl as limits of a “zone of safety,” 140 to 250 pages; for the second five months, he suggests 375 pages as a reasonable requirement. A large number of readers and supplemen- tary books should be provided—A _ study’ made in Louisiana shows that in one year the average number of basal texts read in Grades I-VII was increased from two and three- fourths to twelve and that in addition, on the average, seven supplementary books were read in each grade. In the second grade fifteen readers were read. In every grade, the rate and comprehension of the pupils, as measured by the Monroe Standardized Silent Reading Tests, were decidedly below standard at the beginning of the year and distinctly above standard at the end of the year. From these data one draws the conclusion that: The ability of children to read more rapidly and to understand better what they read increases with the amount read. How Shall Individual Differences Be Pro- vided for in the Teaching of Reading?’ Seven ways of providing for individual differences in teaching reading.—A survey’ of current practice shows that among the methods Testing individual abilities in rat comprehension . Arranging pupils in small groups | ability basis Grading materials read to fit indi abilities Varying amount of reading p: through: (a) Voluntary reading in free pe: (b) Home reading . Giving personal attention to indi, pupils through: (a) Special help for specific defect (b) Use of better pupils to help | Choosing materials to suit indi, interests Using one or more of these four m of instruction: (a) Centering ‘attention upon tho either through silent readin; through the use of thought ques: (b) Motivation (c) Word and phonetic drills (d) Phrase drills. Experimentation is needed to test out relative merits of these practices. most frequently used by teachers of reading are these: 1 Ford, F. A. . Supervision,” Journal of the Louisiana Teachers Association, A rril, 1924. Pp: 30-35. 2 See Chapter VII, Summary of Investigations Relating to Reading, by William S. Gray, University of Chicago Ww. 8 Theisen, W. “Provisions for Individual Differences in the Teaching of Reading,’”’ Journal of Edu Research, September, 1920. p. 560-71. CHART IX TOTAL MINUTES PER WEEK. ALLOTTED PREADING IN GRADES 8 IN ELEMENTARY SCHOOLS 1888 1904 1914 1924 Aesearch Divison ~ Aatiatal fducatioa Based on data en pl3aFred C Ayer, Studies th Qdministratios kesceare Voll, Departs of Resear Seattle Public Schogls [144] ethods ought, ng or estions ut the Children’s Interest in Reading Children’s interest in reading is of vital neern to all teachers, and particularly to mmittees engaged in outlining courses of idy in reading. Children prefer prose to poetry.—Several studies have been made which show that chil- dren favor prose. The data available do not provide evidence as to whether this seeming dislike for poetry is due to the inherent nature of poetry, to the specific selections assigned them in the past, or to the methods of teaching employed. liction is popular among girls and adven- ture among boys.—This is one of the points on which studies made of children’s interests in reading agree. Until further study is made of children’s reading interests, it would ap- pear that the only safe guide for teachers to follow is to provide a rich variety of carefully selected reading material and to study the interests of individual pupils. Scientifically graded book lists based on children’s interests can be compiled—Until recently, graded book lists have been based upon the observation of teachers and librarians, who know in a general way which books are suitable for children of different schools, grades, and ages. The Winnetka Graded Book List' when published will include seven hundred books which boys and girls have read and enjoyed, annotated with the children’s own comments, and based on the opinions of 36,750 children in thirty-four cities and towns. The age and the exact degree of reading ability of each of these children were taken into con- sideration in grading the seven hundred books, as well as statements from twenty-five or more children as to how well and why they liked each book. Teachers, librarians and parents will find this list a help in answering the perplexing question, What books should | recommend to my boys and girls? Children’s reading interests a fertile field for further study—The whole question of children’s interests in reading is a complicated one, and will remain so until experimentation reveals just how far it is possible to develop ‘ Washburne, Carleton, and Vogel, Mabel, “Books Children January, 1926. Ill., 1926. interests in particular directions as a product of good teaching. It is interesting to note, however, that completed studies indicate some disagreement among librarians as to what material is intrinsically of greatest interest to children. The expressed preferences of children for certain books also show some disparity with book lists suggested by librarians. This whole question offers a large field for experimenta- tion. Forward looking work in the study of children’s reading interests should yield large returns in the next few years. What Help from Standard Tests? Objective tests of reading are essential both to successful school practice and to the scien- tific study of reading problems. The fact that forty different reading tests and scales are now on the market—2,000,000 copies of one test were sold in 1924—bears witness to the fact that school people find reading tests helpful. William S. Gray states that a review of cur- rent reading tests shows that they represent widely different views of reading and that they measure different types or phases of read- ing ability. Among the phases of reading measured by standard tests are: (1} Accuracy of word recognition, (2) rate and accuracy of oral reading, (3) rate of silent reading, and (4) comprehension in silent reading. If the names of standardized tests which measure these phases of reading are desired, see list recommended by the National Reading Com- mittee on pages 44, 54, and 63, Part I, Twenty-fourth Yearbook of the National Society for the Study of Education. Appropriate Materials for Instruction in Reading The National Committee on Reading divides the program of instruction in reading into these five periods :* First period. “The period of instruction and experience which is prerequisite to reading.” (Kindergarten and frequently the early part of the first grade. ) Second period. “Instruction to introduce pupils to reading as a thought-getting process and to develop considerable independence in word Like,” Journal of the National Education Association, '_ — -——., Winnetka Graded Book List, American Library Association, 86 East Randolph St., Chicago, *See Part I, The Twenty-Fourth Yearbook of the National Society for the Study of Education. p. 177. recognition.” (Following Period 1 in Grade I and sometimes extending into Grade II.) Third period. “Vigorous emphasis on the funda- mental attitudes, habits and (Grades II and III.) Fourth period. “Period of (Grades IV, V, and VI.) Fifth period. “The period of refining reading and study habits.” (Junior and senior high associations.” wide reading.” schools. ) For each of these five periods, this Com- mittee on Reading has made specific recom- mendations as to books from which children will get training and enjoyment. All teachers of reading will be interested in reviewin children’s book lists presented in Chapter of Part I, Twenty-fourth Yearbook ot National Society for the Study of Educ Research and the Curriculum in guage and Grammar A review of the research studies a\ in the field of grammar leads to the conc! that an important function of a cour grammar is to give a elimination of the oral rational basis fo and written lan CHART X Minutes per week Grade devoted to language AMOUNT or SCHOOL TIME DEVOTED % LANGUAGE Fer cent of all school time devoted to language Grad | 10,04 BUESy4 KAesearah A DwtSton National Lducattott Qs: Based on data in ee Vol. Il, Deparbment 131, Fred. C. Ayer, Staaias sn Qdaunistcats Research, Seattle Public Schools. oe esearch, [ 146] vail nelu urse for an geu - ors of school children. In other words, m the day children enter school, one of the ponsibilities of the teacher is to discover it errors in grammar each individual child in the habit of making, and to try and help m correct these. Whether or not this is epted as the chief function of a course in vrammar, no course of study committee can ford to overlook the basic investigations vhich have been made of children’s oral and written grammatical errors. These investigations are reported in The Sixteenth Yearbook of the National Society for the Study of Education, Part I; Charters’ Curriculum Construction, Chapter XVII; and the Third Yearbook of the Department of Superintendence, Research in Constructing the Elementary School Curriculum, Chapter VIII. Only the briefest mention is made here of a few of the research findings relative to language and grammar. Among the questions upon which research throw some light are these: Amount of Time Devoted to Language Chart X shows that in 49 cities in 1924, the average number of minutes devoted to language, increased from 130 minutes in the first grade to 215 minutes in the eighth grade. Despite the fact that some formal grammar has been dropped from the course of study, the total number of minutes per week devoted to language in grades 1-8 has increased in the past ten years. See Chart XI. As has been previously stated the average of prevailing practice need not necessarily be looked upon as correct practice. Objectives of Language and Grammar What language skills seem necessary for men in various occupations? ‘To find an an swer to this question J. W. Searson consulted 7752 persons in forty-two states. His findings are summarized in Table 3, page 149. Somewhat similar to the language objectives listed by Searson are those reported by Pen delton' who also studied actual linguistic usages of many adults. Children’s Grammatical Errors the Basis of a Course in Grammar W hat type of oral errors are most frequent? According to Charters: All the investigators agree in the finding that errors in verbs are most frequent, constituting, as they do, aroun, sixty per cent of the grammatical errors, except nandolph, whose stenographic r« ports show the verbs to be about ten.’ The question arises, Are the most frequent errors the most serious? to the teachers of Pittsburgh, who listed what they considered the ten worst errors, and then They are according compared them with a second list based on frequency of occurrence. What are the twenty-three most frequent grammatical errors? The teachers of Pitts 1 Pendelton, Charles S. The Social Objectives of School English. Nashville, Tennessee, George Peabody Colle Teachers. 2 Charters, W. W. Curriculum Construction, Macmillan, 1923. p. 201 CHART XI / 1886 1904 1914 1924 TOTAL MINUTES Per Week ALLOTTED TO LANGUAGE IN GRADES 1-8 IN ELEMENTARY SCHOOLS Vation ducal Research, Seattle Rublic Schools a Based on data on pl33, Fred C. Ayer, Studies in Odmunstmtive kesearoh . Vol. 11, Department: of ene burgh listed a total of 23,676 grammatical errors. Among these the twenty-three errors which occurred from 1555 to 202 times were the following: Error Frequency TIGA. vn ces cee ts add aiens te 1555 I ME iits stb asinvdes eens ce 1513 No NN a i ee ll aia dia he 1361 SS SF er rer rrr 1150 UF vcd aba dp OO rei decees seed an 895 ee Mi idl Od bvebaeccus cawaodeed 2 777 ogee ee ee ee 721 Ee Cer ere am 684 FS SE eee eee er, ETT 671 i Mind... nkés cacae edn senee gen 531 gE ES oF Or ee Fe ee 479 Ge TR. én vensevcunadoaare dabeein sd 472 DE. Su ipatcesscxedecddaetedace cea 443 kee eee Te Cn eee 439 iin sc 30 as ae rte sve 435 ge are: gee ee 350 ee ee oe 340 FN ss. os 50s URDRRens seh eae 330 NE on do 5's én RR ded Ks 302 ee Wee ls GoW bd st cis'e B04 £0 GEMS CO genes 280 a We isaac ss tauadeneesahae was 276 Wer es a5ccss came sacuse ess 245 OR Be Ss « cakcie+vehacancebewcades 202 What should be the order of teaching em- phasis in correcting language errors of high school pupils? R. I. Johnson tabulated the errors in 83,064 words of written compo- sitions of 132 high school freshmen and 66 college freshmen in Kansas City, Missouri. From these data, he derived the following order of teaching emphasis upon the different classes of errors, the first being’ most im- portant: . Mistakes in capitalization . Mistakes in the use of the apostrophe . Mistakes in punctuation . Mistakes in the use of adjectives and adverbs . Mistakes in spelling . Mistakes in pronouns, not including case . Careless omissions and repetitions . Mistakes in the use of verbs . Mistakes in the use of prepositions and con- junctions 10. Sentence meaning not clear 11. Sentence structure not grammatical 12. Mistakes in the use of quotation marks 13. Mistakes in the cases of pronouns.’ CONAN & WH — Can children’s grammatical errors be used as a basis for determining what grammatical rules should be taught? Charters and Miller developed a technical grammar for Kansas 1 Johnson, R. I. “The Persistency of Errors in English City by means of an investigation of chil. errors. Its purposes were to find: 1. What errors in the use of oral and language forms, violating rules of gr were made by the children of the Kans elementary schools ? 2. What rules in grammar were neces order to include and understand thes 3. What items in the course of study in | City are unnecessary ? 4. What items should be omitted? Building a course in grammar accordi this method involved, first discoverin; grammatical errors made by children, th statement of rules broken by these errors instance, the simple statement of error, Su of the verb not in the nominative, had | changed to a statement of the rule brok namely, The subject of a verb is in the » native case. ‘This procedure, carried out all the errors made, resulted in a list of sixty rules, which had been broken by children. The next step was to discove connection with each rule, the definitions essary to understand it. ‘The rules and nitions thus determined were accepted a technical grammar necessary to compre! ing the reason for correct grammatical sp: What can be omitted from the p: courses in grammar? In the Kansas City study (referred to a it was found that the following could be « from the course of study which was in op« in the schools at the time of.the investigation exclamatory sentence, the conjunction, the a) tive, the nominative of address, the nominati exclamation, the objective complement, the bial objective, the indefinite pronoun, the ob} used as a substantive, the classification of a the noun clause, the conjunctive adverb, t! tained objective, the moods (except, possib! subjunctive of to be), the infinitive (except split infinitive), the objective subject, the part (except the definition and the present and forms), the nominative absolute, and the ge: What is the relative difficulty of a « of study based on grammatical errors o/ dren? Charters in his Curriculum Cons! tion and in Chapter VIII of the Third ) book of the Department of Superintend summarizes the grammatical rules and nitions included in the course of study, b on the errors of Kansas City children. © Composition,” School Review, October, 1917. 2 Charters, W. W. Curriculum Construction, Macmillan, 1923. p. 207. [ 148] rdin ing then the rs. For Subject d to be broken, é@ nomi- out tor yf about by the over, in Ns nec- nd defi- | as the rehend- speech. present abov omitted yperat Phe } appos! ative eS ¢ obj« ctl adver! the sibly cept the articip! ind past gerund. tr course of chil- pnstruc- d Y ear- endence id defi- 7, based Char- ; writes that a review of this course of study outline shows: Grammar is greatly simplified as to both the plexity of the sentences used and the narrow ve of facts to be learned. Much of the diff- of grammar is eliminated. Unusual tenses, indives, infinitive constructions, and most of mood forms are among those in which mistakes infrequently made or not made at all. Investigations seem to indicate that the amount of technical grammar included, in some courses at least, is greater than the use, in every day life of the grammatical forms involved, justifies. Apparently much of the technical grammar being taught children owes its presence in the course to the force of tra- dition or to the belief in the doctrine of formal mental discipline. Committees charged with revision of grammar courses may well study their local curricula for the purpose of dis- covering the percentage of technical grammar which can be justified only on the bases just stated. ‘The question may well be raised as to whether time consumed in teaching certain technical grammar cannot better be devoted to actual practice in correct writing and speaking. TABLE 3.—LANGUAGE SKILLS NECESSARY FOR ORDINARY SUCCESS IN LIFE (7,752 PERSONS FROM 42 STATES) Language skills demanded by public Merchants S salesmen Clerks “I “I | » Traveling | Speaking Skills: Accurate pronunciation Good conversation Clear presentation Persuasive skill— With customers With parishioners.......... With constituents. ........ After dinner speaking Trade and civic addresses Directing work of others........ Total of Speaking Skills Reading Skills: Books Technical journals Plans and specifications. . Definite directions Letters, orders, contracts Description of goods Signs and advertisements Total of Reading Skills Writing Skills: Correct §pelli Good penmanshi Business letters, forms, briefs, reports Social Technical articles a and directions... ‘lever advertisements Clever new stories ysicians editors > laborers ~ Teachers a is 7 | ~ & x | # Authors and | Unskilled | &8 Ministers = Ph | 204 |1,102 200 {1/019 205 |1,114 to Wt 2.9 ae NR) Total of Writing Skills General Language Skills: Skill to gather, organize, in- te t facts Thinking clearly, cleverly Expression-sense Total of General Language Skills REN ak Reh oheaess a Jove: ete. Read Table 3 as follows: Of the 714 merchants questioned, 527 stated that they needed skill in accurate pronunciation, Research and the Curriculum in Social problems are of greatest social value. Studies permits only the briefest mention of th ings of a few of these studies. Cou Research has made available certain evi- study committees will want to revie dence concerning the socially valuable activi- social science research studies included ties of citizens. While this evidence is not Yearbooks of the National Society { conclusive, in some instances, it does indicate Study of Education and also the Third certain trends as to what facts, topics, and book of the Department of Superinten _1See: The Fourteenth, Fifteenth, Sixteenth, Seventeenth, Nineteenth, Twentieth, and particularly the Twer Yearbooks of the National Society for the Study of Education, Bloomington, Illinois, Public School Publishing CHART XII AMOUNT ~ SCHOOL TIME DEVOTED SOCIAL STUDIES ( GEOGRAPHY, History. @ CIVICS ) Minutee per week Fer cent of all school time Grade devoted to social studies devoted to social studies. Grade | 1967. Aeseatch DWwWtSioh Sathotd Ldwcation Qsés0Ca Based. on data in Table 48, p131, Fred C. Ayer, Studies a Admunisteatice Lascaret , Vol.Il, Department of Research, Seattle Public Schools [150] Research Mcthods Most Frequently Used Research workers have used a variety of methods to determine the topics or problems of contemporary society to be included in the Most of them may ( | ) Ask ing laymen what problems should be taught, social studies curriculum. be listed under one of these heads: 2) analyzing political platforms, (3) using the judgment of “frontier thinkers,” (4) list- ing social problems diseussed in periodicals, and 5) compiling evidence as to what historical ind geographical facts are needed in the in- telligent reading of current books and peri odicals. What are some of the questions faced by every committee on social studies, which may be illumined by investigations, using these methods? Time Allotted to Social Studies The studies on time allotment by Ayer list separately the average number of minutes per week for each grade in geography, history and In Charts XII and XIII these have combined under the heading, ‘Social Studies.” Chart XII shows that the per cent of total time devoted to social studies, increases rapidly from the first grade to the seventh. To help children orient themselves in the complex social conditions of modern life, more civics. been time is being given to the social studies in the elementary schools today than ever before. See Chart XIII. 1See Research in Constructing the Elementary School Curriculum S 5.99 National Education Association, 1925. p. 225-227. How Determine Content of Social Studies? What topics do representative citizens want emphasized in the teaching of citizenship? In answer to this question, an attempt was made to obtain a cross section of the public opinion of a whole state. Table 4 lists the ten most frequently and the ten least frequently mentioned topics out of 274 suggested by 593 people, representative ot leading protessions and vocations.' W hat Specifr any program of citizenship training? traits should be promoted in “De velopment of good citizenship” is frequently given as the chief aim of our public schools. This statement is of little value, unless one discovers, specifically by investigation, what are the detailed duties or responsibilities of a citizen. As yet no detailed “job analysis” of citizenship has been published. A summary was made of the five or more traits considered most essential to efficient citi zenship by 148 people listed in ““Who’s Who,” and representing fifteen occupations and pro fessions in which the majority of the American people are engaged. This summary of traits or qualities sup posedly essential to an efficient citizen shows that he: honest and industrious, he must be intelli interested in the affairs of the nation, the community, and actively respect and obey the law and Loyalty, patriotism and must be gently state, and the in them, he advocate its enforcement. participate must Third Yearbook, Department of Superintendence, CHART XIII 1888 1904 1914 1924 TOTALMINUTES PER WEEK ALLOTTED * SOcIAL STUDIES (GeocraPny, History & Civics) IN GRADES +8 IN ELEMENTARY SCHOOLS Aeseareh Dwision, ~ National fducation Ass Research, Seattle Public Schools. Based, on data on pl33, Fred C. Ayer , Studies tn Administrative Kescarph Voll, Department of [ 3553 too eral to offer specific help in determining public spirit must rank high in characterizing him. The topics listed in Table He must have religious ideals developed within him. To these traits must be added courage, toler- ance, intelligence, integrity, open-mindedness, good health, willingness to serve, liberal education, co- operation, unselfishness, and character. are riculum content. ‘They do which need further analysis. What particular problems having to do labor, with corporations, and with foreig: lations should be included in a course of in civics? suggest For exai W hat civic instruction will make intelligent voters? ‘To determine the questions upon which people have most frequently been called upon to vote, B. B. Bassett analyzed the na- tional platforms of all political parties since the first national convention in 1832 and also many State platforms. Table 5 summarizes the results of his investigation.’ What problems and questions of conte; “Fron carefully sel: rary life are basic according to thinkers’? Hundreds of books in the social science field have been lyzed for statements of contemporary | 1 For a more detailed report of this study see: Seventeenth Yearbook of the National Society for the Study 63-80. cation, Part I. 1918. p. TABLE 4.—TOPICS SUGGESTZD BY LAYMEN TO BE EMPHASIZED IN T TEACHING OF CITIZENSHIP Number of Topic times mention: ‘Individual duties, responsibilities, and privileges as a citizen........ 2.2... 60. e eee eee enees Duty to vote Respect and obedience for law................ Responsibility of the individual to the community . esgeraten in community affairs EE ED stadia » don 6640 0006 00es Honesty Government, its puihingly importance, growth, benefits, ‘and principles Payment of taxes willi Respect for the rights o I Ce ie ails ee wbwde nee « Symbolic meaning of our national capitol............ LL) « Kane EDDY Ch GaEaN 640 hs we Kd OS Heke Hh dde cr eFEE ROLES 66k cee sEC he Bt ceeKT Seeds eee ess CER wh he vind 644064. 0 Rednewa Whe deed seenneeecnncense? Boy Scouts . ee eR lies 55 Dn ds pi udiic Uso 4 66s ch bMME THe WORMS OER s 460 ad enaemedesé a as is 2 a i a eee ts nach bee chide es Seabees ay Efforts toward advancement................ ° rs re ee CES la ee as Ube ccesccessecnces cscs esse Cépabeweds sce cs a ie a inne scbnsecnnseees sé cae baba dea Grebe ss TABLE 5.—-PROBLEMS MENTIONED MOST FREQUENTLY IN PARTY PLATFORMS ( 152] Rank All Parties Democratic Republican Democrat and Highest Five in | Party Party Republican Each Campaign a ee oe PE 6 cn cnede sed CO es ED aes cs 6s Finance Si Gs Piles «iB Gnake 23. Industry ER ae SR, Gs 0.9 ien pee Cul | cerning immigration, land, industry and ing Immigration are illustrated by Table 6. t topics business, population, community life in the In Table 7 examples are given of other prob- xampie : American city, education, governmental prob- lems involved in some of the major social do wits lems, and world affairs, have been compiled. _ issues.’ PegN re- Besides these major types of insistent problems, What social problems are discussed in cur- of study detailed questions have been listed under each rent magazines? ‘This question is answered ra ‘more detailed statement of this method of investigation and of its results see: Harold O. Rugg, “Problems of intem po- Contemporary Life as the Basis for Curriculum Making in the Social Studies,’ Chapter XV. The Twenty-third Year ‘fre National Society for the Study of Education, Bloomington, Illinois, Public School Publishing Company, 1923. Dnitler selected : een ana TABLE 6—CONTEMPORARY PROBLEMS OF IMMIGRATION USED AS A BASIS FOR SOCIAL SCIENCE CONTENT Y prob- (Selections from a larger-list) y of I ‘ No. 1. Problem of determining on what bases to admit immigrants. No. 2. Problem of safeguarding the transportation of immigrants from their homes to America No. 3. Problem of assimilating immigrants into American industry so that at the earliest possible moment they will be economically independent. No. 4. Problem of devising methods by which immigrants can be effectively distributed among the different regions of the 1 THE United States No. 5. Problem of improving conditions under which immigrants work. No. 6. Problem of raising the immigrant to the American standard of living. No. 7. Problem of utilizing public schools effectively in the education of adult immigrants and their children. No. 8. Problem of naturalizing the immigrant so that he can participate intelligently at the earliest possible moment in er of our political life. entioned No. 9. Problem of getting the American business man and the immigrant to cooperate in buying and selling. ei No. 10. Problem of securing the cooperation of the foreign language press as an agency for assimilation t l 3 1 TABLE 7.—SOME CONTEMPORARY SOCIAL PROBLEMS i] 4. Problems of Immigration. (Samples were included in Table 6.) 2 B. Problems which deal with Natural Resources. l @ Examples: 1. How can we provide for the wide-spread ownership and development of farm land and homes? l 2. Problem of making available adequate rural credits. 1 C. Problems of Industry and Business. l Examples: 1. Problems of securing the fullest cooperation between labor and capital. l 2. Problem of providing continuous employment for all. I 3. Problem of utilizing government control to secure efficient and fair administration of concentrated forms l of industry and business. l 4. Problem of determining what shall constitute a fair price l D. Problems Involved in Developing and Maintainirig an Adequate and Efficient Transportation System in America l Example: 1. Problem of correlating our rail, water, and motorized transportation. 1 E. Problems of the American City. Example: 1. Problem of how to give to community life, both urban and rural, the physical situation and the intimate ———— neighborhood relations which are typical of the American suburban community. F. Problems of Education and the Formation of Intelligent Public Opinion. Examples: 1. Problem of adult education in citizenship. “ 2. Problem of adult education by the dissemination through the press of the essential facts concerning con- -ORMS temporary economic, social, and political matters. five in — TABLE 8—SOCIAL SCIENCE TOPICS MOST FREQUENTLY MENTIONED IN / . CURRENT MAGAZINES tions. 3. | Frequencies Frequencies Topics from Study I | from Study II — .|)0t(‘(‘(té‘ rE ocean efotaie 235 26 " hd a sPVERM his d W's hae 5d.0¥ 060 069003406 sessceg scone | 164 1 REGGE 4 ws o oe baw dd oa 006600 o0scewoeses edna eevee eres a 159 | 12 ed UL aTS Lay ep eecdbeccincadateoesssewnvere ee 129 9 ces. COMB EE SAG Fino vs crib secevsaceseseune each cde REC AEs 111 9 bi we Ee 3 siamese ee ‘Le 104 0 ‘ i ee nine aides Saevvareicsvaeses Sahin action 99 7 : EIN, nn ccc cccccscccccscscccecs emo ke pik 97 5 hts. ) CRS Lawn doch ibedisaavec¥¥areprccedevacvecses a eal 87 2 ‘4 TOME ND SH ak oe vce ceascsvaceces sess ussédene ena enel 76 5 # a |”t”t”t«*«‘(‘( rk ER Re ee ; 71 7 i Regulation and enforcement of prohibition....................... - Ae 68 7 e Oa on, vic ahhh bee ehsscevebdipeessecccesacen i 66 f a ec Sed eee ctncecceennne Fieawerun was ren 66 | 3 | Neen ne a spadesiwraiekenss 64 | 3 PRUE IER cbbsc bode ar edes veins tecesescoscves eres ree 64 5 4 C00 hrc Sie Wi viele cewce gun eworrewes< BEE ae 58 4 ‘ iti (té‘(<‘(‘(‘zéSzL RR RR Ag CE. Ee ee Ae 58 3 —_—— E mee EE ere rere Tee Pere errr Pree 56 15 anh 0a E60 GOES ES EEY ow DUES Due vos UESeenee re 55 by two studies—one based on an analysis of What Are the Basic Facts in Geogra 205 issues , r. 5 azines , ; 205 issues of twenty-one standard magazines, What map locations should all and another based on the Readers’ Guide to gyoqy?—In geography it is impossible | ae Literature. The most frequently the location of all cities. countries. = — topics in both studies are listed in mountains, islands, etc. To detern able 8. ae Ths ty al , wi : relative importance of map locations ir his study shows that coursesin the social day life, these criteria have been used studies, to be of value in giving students the é ; Lee ‘ 1. Population. Used as one criterion necessary background to read understandingly oe “gt i os : Ming . ’ mining relative importance of cities, bot! current periodicals, have to cover a wide range United States and foreign countries. of economic, sociological, and political topics. 2. Foreign trade. Total exports and What civic questions do children meet in vetaged for several years. Used as a their own homes? Another investigation * the commercial importance of count: ‘ ie 3. Bank clearings. A measure of the co sought to determine civic knowledge most importance of the cities of the United Stat needed by the child outside the school, by ask- 4. Area. Used as a minor measure ing school children to bring a record of recent tance of countries. civic transactions of members of their families. * nop or oa I A “frontier thi rr ° . critical magazines anc OOKS. ['ransactions reported included: Purchase of 6. N — , om , ake wit ain . Number of articles, dealing with n War Savings Stamps, income tax, census re- tions, in all important magazines. port, property sale, property tax, dog license, 7. Number of references to each geogray organization of corporation, etc. In one study found in random samplings of magaz made by eighteen civics classes, 1784 specific "*WSP@PETS- situations were reported in which civic knowl- On the basis of these criteria the fo! edge was required by laymen.’ rankings have been made :° 1 For a more detailed report of this study see: Research in Constructing the Elementary School Curriculu Yearbook, Department of Superintendence, National Education Association, 1925. p. 231-232 ; 2See pages 266-269 of the Third Yearbook of the Department of Superintendence of the National Educa ciation ®* See: Research in Constructing the Elementary School Curriculum, Department of Superintehdence, Nati cation Association, 1924. p. 234-238 for complete lists. TABLE 9.—MOST FREQUENTLY MENTIONED PERSONS IN BOOKS AND CYCL‘ PEDIA ARTICLES Person Different | Number of times Product - problems | mentioned | Books i i in nein uedic’s 10 25 250 | Cleveland, President............... cckaae 7 9 63 i Rc. chee vb de endo raic beets wel 5 9 45 a6 Cbs cee Eee UTE TITS VOR ces T , Elementary Hom in Sewing Matthews, Mary L...| Litt’e Brown and Co..... 1921 Fl Textiles, Food and one J the ¢ Care of the Household Arts for Home and School.................. Costes Agee M. and | Macmillan.............. 1920 r, W. H. First Course in Homemaking.....................004+- Calvert, Maude R...| Turner Smith and Co 1924 Principles ¢ Clothing Belestion eS errr Buttrick, H. G...... cd cekees sos 1923 Be OS GI gs Whe 6 bcdccccvcscrccccesccs Van_ Rensselaer, Phas eéscvessees 1919 Martha and Flora, Reorganization of Home Economics—Courses in Secon- Commission on Re- | U. S. Bureau of Educa- 1923 dary School (Bulletin, 1922, No. 5). organization of tion. Secondary Educa- tion. Home Economics in American Schools. ....... simbteeee Trilling, Mabel T....| De mt of Educa- 1920 tion, University of i “ Basic Study in Home Economics, Educational Problems.| Robertson Annie I..| Bureau Research in | Unpublis! Hocseknld Arts Educa- tion, Teachers College, Columbia University. [172] 924 919 924 922 B22 925 923 B11 918 p21 925 ysical »*hila- ment ir of ication 922 19 120 blished A lt AER EINE eo at HOME ECONOMICS (Continued) Title Home Economics Education, Organization and Adminis- tration (Bulletin No. 28). Course of Study for High Schools—Home Economics Home Economics for Girls............+... Practical Arts Below the Seventh Grade....... Home Economics State Course of Study for Secondary Schools. Course of Study in Home Economics for the Public Schools of Louisiana, Syllabus for Homemaking and Home Economics....... Course of one | - Home Economics (Home Economics Bulletin No. 3 Xx Home Economics for Elementary Schools (Home Econo- nomics Bulletin No. 2, 1924). Syllabus—Home + “oe (Bulletin No. 9, Home Economics Series No. A Two-year Course of Study in Home Economics for County High Schools of Tennessee. of Vocational Home Eco- Suggested Outlines for por ce 1£ oois in 1lexas. nomics in Rural and Smal Food Planning and Preparation. ..................... School and Home Cooking............... Domestic Science Books, I, II, III.. Spending the Family Income........ Meal Planning and Table Service. . Successful Canning and Preserving . Houseticiccevasaness Home Economics in Education............... ULC CEE eee a of Survey of the Public School System, Stamford, onnecticut. Report of the Survey of the Public School System of Baltimore. Board fo Philadelph: focational Education, Washington, D. C. Chicago, Illinois. Author Bawden, Wm. T.. Arkansas State De- partment of Edu- cation. Florida State De- partment of In- struction. Indiana State De- artment of Pub- ic Instruction. Indiana State De- artment of Pub- ic Instruction. Louisiana State De- partment of Edu- cation. Universit the State pend York Oklahoma State De- partment of Edu- cation. Oklahoma State De- partment of Edu- cation. Pennsylvania State Department of Public Instruction. Tennessee State De- partment of Edu- cation. Texas State Board for Vocational Education. Wellman, Mabel T.. Greer, Charlotte C. Austin, Bertha J Donham, 8S. Agnes Bailey, N. Beth... Powell, Ola......... | ia Public Schools, Philadelphia, enensteantes Cc. Jla M. w, School of Household Economics, Simmons College, Boston, Massachusetts; Superintendent of Schools, Detroit, Michigan; Treva E University of the State of New York, Albany, New York; Wilhelmina Spohr Columbia University, New York; and Mabel W. Trilling, Department ~ Home Economics, University of Chicago, Balderson, L. R Bevier, Isabel. Dyer, Elizabeth. Institute of Educa- tional Research. Cooley, Anna G Henrietta W. Calvin, | | Kaufiman, Supervisor of Home Publisher Federal Board of Voca- tional Education, Gov- ernment Printing Office. | State Department of Education. Florida State Depart- ment of Instruction. Indiana State Depart- | ment of Public Instruc- tion. Indiana State Depart- ment of Public Instruc- tion. Louisiana State Depart- ment of Education. University of the State of New York. Oklahoma State Depart- ment of Education. Oklahoma State Depart- ment of Education. Pennsylvania State De- partment of Public In- struction. Tennessee State Depart- ment of Education. Texas State Board for Vocational Education. Lippincott... Allyn Lyons... ; Little Brown Co Manual Arts Press. Lippincott. . . Lippincott... . Lippincott. . Houghton, Mifflin . Teachers College, Colum- | bia University. Teachers College, Colum- bia University. Division of Home ©. G. Year of Pubhcation 1923 1922 1924 1916 1923 1924 1924 1924 1924 1924 1924 1923 1923 1920 1915 1921 1924 1919 1921 1924 1923 1922 1920 aor Voeat conteResting to the above list were: Ade laide Steel Baylor, Chief, Home Economics Division, Federal Director, O. Davis, University of Michigan, Economics, Ann Arbor, Michigan: Frederick, Assistant Economics Education, . School of Practical Arts, Teachers College, the INDUSTRIAL ARTS Title Author Industrial Arts for Elementary Schools Elementary Industrial Arte... ..........0.00cceceeees Social and Industrial Studies.......................05- The Place of Industries in Elementary Education ....... The Elementary School Curriculum................... Pr drs cop auedavevsvevesesaccess Hlustrative Handwork Manual Arts in Junior High Schools (Bulletin 1924, No. 1) Bonser, Frederick G. Mossman, L. Winslow, Leon L..... Welling, Jane Betsy and Calkins, C. W. Dopp, Katherine E. Bonser, F. ? ee oe Dobbs, E. V Ssecsecoe Dobbs, E. V........ MeMur. C., Ee- gers, W. and Mc- Murry, O. Roberts, W. E...... Publisher Macmillan..... Maecmillan....... Lippincott... . University of Chicago Press. Macmillan... Macmillan..... ahs Macmillan........ Macmillan..... U. 8. Bureau of Education Year of Publication 1923 1922 1923 1903 1922 1914 1917 1923 1924 Contributors: University; Manual F. G. Bonser, Teachers College, Columbia University; J. F. Hosic, Teachers College, Columbia ; Clara P. Reynolds, Director, Fine and Industrial Arts, Seattle Public Schools; W. E. Roberts, Supervisor of rts, Cleveland. Public Schools, Cleveland, Ohio. { 173] LANGUAGE AND COMPOSITION Title Yearbooks, National Society, 16th, 17th and 20th Speaking and Writing English. ................... Teaching English in Elementary and Junior High Schools; | a manual of method. Standards in English... The Teaching of English in 1 Elementary ‘and. Secondary Schools. Our Living Language: How to Teach It and How to Use ¢. The Teaching of English in Elementary and Secondary Schools. Literature in the Elementary School............. Course of Study in Grammar based upon the grammatical errors of school children of Kansas City, Missouri. The Reorganization of English in Secondary Schools, (Bulletin 1917, No. 2). Teaching the Language Arts: position. RE vn dee and seeSeseut cnee Speech, Reading, Com- Self-Improvement in English he eS eee Elementary Course in English...................se000- Report of the Committees on Secondary School Subjects of the National Education Association. Essential Ly ws. my of Teaching Reading and Literature Supervised Study of English The Teaching of Oral English.................. English Composition as a Social Problem............. Sheridan, Author National Society for the Study of Edu- cation. Bernard Klapper, Mahoney, John J.. Carpenter, G. R. and others. Driggs, Howard R.. Chubb, Percival... .. MacClintock, Por- ter L. Charters, W. W.. and Miller, Edith. Hosic, J. F Hinsdale, B. A...... Hatfield, Walter W. and McGregor, A. Davis, H. W. SS | ee Committee on Reor- ganization of Sec- ondary 9 one Leonard, 8. McGregor, a nna Laura Bolenius, Emma M.. Leonar [a ‘ Publisher Publie School Publishing 0. Sanborn..... Appleton.... World Book Co Longmans... . University Publishing Co. | Maemillan... University of Chicago Press. University of Missouri. . tion. Appleton. Doubleday, Page Doubleday, Page University of Press. Chicago | | | U. S. Bureau of Educa- | tion. Lippincott... . Macmillan... . Lippincott Houghton, Mifflin Contributors: C. O. Davis, University of Michigan, , Year of lication Title Author Publisher Publication N7 Teaching of Handwriting......... Freeman, Frank N Houghton, Mifflin 1914 tow to Teach Handwriting........... Freeman, F. N. and | Houghton, Mifflin 1923 ; Dougherty, M. L 1917 Pesearch in Constructing the Elementary School Cur- | Penmanship Com- | National Education As- 1925 - ilum, Chapter VI. mittee, Dept Su- sociation 192 perintendence \ Preliminary Study of Penmanship Systems (Chapter IV | Ayer, Fred C Seattle Public Schools 1925 1919 f Studies in Administrative Research, Bulletin No. 2, 191 eattle Public Schools). enc aching Elementary Subjects Rapeer, L Scribner's 1917 1920 Me isuring the Work of the Public Schools (Chi apter [Vin | Judd, Chs td H Cleveland Foundation 1916 Cleveland Survey Report). : 1902 Educational Tests and Measurements. . .. Monroe, W. S., De- | Houghton, Miffiin 1917 voss, J. C. and 1907 Kelly, F. J Fourteenth Yearbook of the National Society, Part I, | Freeman, F. N repee School Publishing 1919 etin 19] ( ‘hapter V. a E Kighteenth Yearbook of the National Society, Part II, Freeman, F. N P ublie School Publishing 1919 1917 Chapter I Co The Teaching of the Common Branches Charters, W. W Houghton, Mifflin 1917 1897 leaching of Penmanship . Seo a ciate ; ; Houston, Harry Harry Houston, 162 Wil- 1913 lard Street, New Haven 1922 Connecticut 4 Course of Study in Handwriting. Board of Education | Department of Pub- | Board of Education, Bos- 1920 Bulletin No. 6. | lie Instruction, ton Public Schools | 1925 | Boston, Massa- 1917 chusetts he Teaching of Penmanship......... Department of Pub- | Board of Edueation, 1912 1921 he Instruction, Trenton Public Schools Trenton, N } Psychology and Pedagogy of Handwriting Thompson, Mary E Baltimore Warwick, York 1911 1922 Normal Child and Primary Education. .. Gesell, A. L. and | Ginn 1912 1921 Gesell, B. C The Primary School . “ee =e Moore, Annie E Houghton, Mifflin 1925 1916 Handwriting Movement... : Freeman, Frank N.. University of Chicago 1918 1917 Press ‘olun Among those contributing to the above list were: Theodocia Carpenter, Supervisor of Handwriting, Grand Rapids keley Michigan; 0. G. Frederick, Assistant Bensciebendens of Schools, Detroit, Michigan; Frank N. Freeman, University of neolr Chicago, Chicago, Ilinois; ‘Harry Houston, Supervisor of Pe ger New Haven Public Ss hools, New Have n, Connecti ent of cut; George C. Kyte, California Curriculum Study, University of California, Berkeley, California; Joseph 8. Taylor, District Superintendent of Schools, New York City; H. C. Walker, Supervisor * Penm tn St. Louis Public Schools, St. Louis, Missouri; and H. B. Wilson, Supe srintendent of Sec hools, Berkele y, California READING a . | , Year of Title Author Publisher Publication ear of — _ a blication — Materials for Reading: Their Selection and Organization Uh!, W. L | Silver, Burdett 1924 Yearbooks of the Nationa! Society, 16th, 17th, 18th | National Society for Public School Publishing 1919-21 1919 and 20th. 1 the Study of Edu- | Co 1922 cation | Silent and Oral Reading.................. , ....] Stone, Clarence P Houghton, Mifflin 1922 The Teaching of Reading................ - Wheat, Harry G Ginn 1923 1921 Reading Objectives... ..............000-: as Anderson, C. J. and | Laurel Book Co 1925 Davidson, Isobel | 1913 Essential Principles of Teaching Reading and Literature | Leonard, 8. A Lippincott , 1922 in the Intermediate Grades and High School. | 1921 Summary of Investigations Relating to Reading. . Gray, W.S... University cf Chicago 1925 *ress . ee oss sx ce couib vans ae eb vid-a's Pennell, M. E. and | Houghton, Mifflin 1923 1925 Cusack, A. M | Fundamental Reading Habits (Supplement Educational | Buswell, Guy T. . Department of Educa- 1922 1914 Monthly, Number 2) tion, University of Chicago. 1923 SS ia ics Cae yaadaecessceesesces ..| Germane, C. E. and Row, Peterson 1922 1917 &. ee eae O'Brien, J. A Maemillan.... 1921 *sychology and Pedagogy of Reading... . Huey, E. B | Macmillan 1908 a Experimental Study of the Eye-voice Span in Reading. Buswell, Guy T. | University of Chicago 1920 1 Re 7 - Press Eeien, 4 Silent Reading: A Study of the Various Types......... | Judd, Charles H. and University of Chicago 1922 City | Buswell, G. T Press. ollege Interest Factors in Primary Reading Material...........| Dunn, F. W .....| Teachers College 1921 1 Teaching Children to Read. Ee iS car ig Klappe r, Paul.......| Appleton 1916 Deficiencies in Reading ‘Ability: Their Diagnosis ‘and eS «ae | D. C. Heath 1922 ——_— Ff Remedies 5 SOR 255s wiicinicnvecdsecevedewsesses Thorndike, E. L... Teachers College, Colum- 1921 | bia University. READING (Continued) . ‘ | Ye Title Author Publisher Pub | is etna tweeaaitnn es Mahoney, J. J...... World Book Co........ Empirical Studies in School Reading... .. . . die Be Oe a ccsceces Teachers College, Colum- bia University. Ee ee he ae ee . ...| Green, Jenny L..... Richard G. Badger..... Course of Study in Reading................... socccee) O6. Cleue — of | Board of Education, St. 1 Education Cloud, Minnesota. Literature in the Elementary Schools.................. = ne Porter yd of Chicago | a 88. | EPO CO IT Haliburton, Margaret} Johnston.............. 1 Children's Interests in Reading.............. Jordan, A. M....... Teachers College....... 1 Research in Constructing the Elementary School Cur- Reading Committee, | National Education Asso- l riculum Chapter V Dept. of Superin- ciation. tendence Twenty-fourth Yearbook of the National Society for the —— 1 —pamemes Public School Publishing 1 Study of Edueation, Part ~~ * 0. EE See A ee Tee am? ary L.| Houghton, Mifflin.......| l | Among those contributing to the above list were: Walter D. Cocking, Division of Research, St. Louis Public Sc! | St. Louis, Missouri; O. G. erick, Assistant Superintendent of Schools, Detroit, Michigan; Armand J. Ger Associate Superintendent of Schools, Philadelphia, Pennsylvania; William S$. Gray, Dean, School of Ed ication, | versity of Chicago, Chicago, Illinois; J. F. Hosic; Teachers College, Columbia University, New York City: Fra Jenkins, University of Cincinnati, Cincinnati, Ohio; S. A Leonard, University of Wisconsin, Madison, Wisco Maude Rupel, Dayton Public Schools, Dayton, Ohio; W. W. Theisen, Assistant S iperintendent of Schools, Milwau Wisconsin; W. L. Uhl, Department of Education, University of Wisconsin, Madison, Wisconsin; C. W. Washb Superintendent of Schools, Winnetka, Illinois; C. C. Willard, Assistant Siperintendent of Schools, Chicago, I! | H. B. Wi'son, Superintendent of Schools, Berkeley, California; and Laura Zirbes, Teachers College, Columbia | versity. MUSIC Title Author Publisher —— Education Through Music....................+--: Farnsworth, Charles.| American Book Co ; l High School Music Teaching for Superintendents, Music | Giddings, T. P. and | E. L. Baker, 428 Franklin l Supervisors, Grade and High School Teachers. Baker, E. L. Street, Appleton, Wis- | consin PS er er ree eee ree ee Cundiff, Hannah M. | C. C. Birchard, and Co., | 19 and Dykema, Peter Boston Introduction to School Music Teaching............... Gehrkens, Karl...... + Birchard and Co., oston Grade School Music Teaching for Superintendents, | Giddings, T. P...... Cougdon Co., New York 19 Music Supervisors, and Grade Teachers Music in Secondary Schools, Bulletin 1917, No. 49....... Earhart, Will and | U. 8. Bureau of Educa- | 19 McConathy, A. tion. The Psychology of Musical Talent................... Seashore, Carl E....| Silver, Burdett ‘ l Music Supervisor: His Training, Influence and Oppor- | Tapper, Thomas... . Oliver Ditson Co., —— I tunity Recent Advances in Instruction in Music—Bulletin, | Earhart, Will and | U. S. Bureau of Fduca- | 19 1923, No. 20 Boyd, C .N. tion. Melodic Method in School Music: Manual for Teachers | Taylor, David C....| Macmillan.... coe l and Supervisors Publie School Orchestras and Bands................... | Woods, Glenn H.....| Oliver Ditson Co : 19 ee GE heat dane selbneksoscccretedece ae Charles | Macmillan...... j 19 Proceedings Music Supervisors’ National Conference, | G. O. Bowen, Editor | G. O. Bowen...... . 19: 1923, 1924, 1925 (Tulsa, Oklahoma) Creative Music for Children. .....................+..: Coleman, 8. N...... Putnam........ 19 A Standard Course in Music for Graded Schools (Bulletin | Music Supervisors’ | George Oscar Bowen, 19 1921, No. 1) National Confer- Tulsa, Oklahoma. ence. Music in the Junior High School (Bulletin 1923, No. 4)..| Musie Supervisors’ | George Oscar Bowen, 19 a Confer- ‘Tulsa, Oklahoma. Music in the Secondary Schools (Bulletin 1917, No. 49). . Earhart, Will and | U. S. Bureau of Educa- 19 McCona thy, O. tion Set Bee Bat Be Eh tin cho < cnddd dwedbc vives vas Holburn, John B. 8..| G. Arnold Shaw..... 19 Progressive Series History of Music.................... Forsyth, Cecil....... Art Publication Society . 19 Introduction to Music Appreciation and History. ....... Moyer, Dorothy T...| Oliver Ditson Co........ 19 = i cdot tt BGR ehhh can dk 6sdaneb 0k Hamilton,Clarence G.| Oliver Ditson, Co... .... 19: Education and the Larger Life. .....................4.. Henderson, Charles | Houghton, Mifflin....... 19( \ Hanford. i Among those contributing to the above !ist were: C. 0. Davis, Carne of Michigan, Ann Arbor, Michie Peter W. —_ Director, School of Music Education, Teachers Col umbia University, New York ‘ Will Earhart, Director of ot Music, a -_— Schools, Sauboch t Pennsylvania; ©. G. Frederick, Assist a of 5 Schools Detroit, Michi F. Hosic, Teachers College, umbia University, New York C Jacob Kwalwasser, Head of Department ° Public School Music, University of Iowa, Iowa City, Iowa. 1914 1907 1908 192 1925 frances consi! rau kee ibur ne Hinois ia | Year of ublication 1909 1922 1923 1920 1918 1919 1919 1916 1923 1918 1920 1921 1923-25 1922 1921 1925 1917 1915 1923 192 1920 1902 chigs: k City sistant c City SOCIAL STUDIES ; : Year of Title Author Publisher Publication he Teaching of History in Junior and Senior High School.| Tryon, R. M Ginn 1921 (wenty-second Yearbook, Part II, National Society for | 1922 Yearbook Com- | Public School Publishing 1923 the Study of Education. _ mittee ‘o rhe Teaching of History in Elementary and Secondary | Johnson, Henry Macmillan 1915 Schools RR... Geography by Problems....... ‘ Smith, E. Ehrlich Doubleday, Page 1921 How to Teach American History; a Handbook for Wayland, John W Macmillan 1914 Teachers and Student. Study of History in the Elementary Schools........... American Historical | Scribner's ae 1909 Association. Education for Citizenship in a Democracy.............. Woellner, Fredric P Scribner's 1923 Education for Lag my og CO ae Almack, John C Houghton, Mifflin 1924 Study of History in the Elementary Schools | Kendall, Calvin W Houghton, Mifflin 1918 and Stryker, Flor- ence E The Mistety TAGMG i. 2 vivciserccaseccas aaa dara ire | Dawson, Edgar... McKinley Publishing Co., 1924 Philadelphia. | The Teaching of Government: Report of the American American Political | Macmillan 1916 Political Science Association by the Committee on Science Associa- Instruction. tion. Maryland School Bulletin, Vol. III, No. 4 | Maryland State De- | Maryland State Board of 1921 4 | partment of Edu- Education cation. Study of History in the Elementary Schools ...-| Committee of Eight | Scribner's 1909 of the American Historical Associa- tion Social and Industrial Studies for the Elementary Grades.| Welling, Jane Betsy | Lippincott 1923 and Calkins, C. W. Home and Community Life; Curriculum Studies for-the | Hartman, Gertrude Dutton 1923 Elementary School. Teaching the Social Studies......... saais-ws Dawson, Edgar Macmillan 1926 Citizenship in School and Out; the First Six Years of Dunn, Arthur W Heath 1919 School Life. and Harris, Han- nah M The Teaching of History and Civics in Elementary and | Bourne, Henry E.. Longmans 1902 Secondary Schools. Special Methods in Geography...... ene ‘ |} MeMurry, Charles A.| Macmillan 1903 Content of American History: as Taught in the Seventh | Bagley, William C University of Illinois 1916 and Eighth Grade. | and Rugg, Harold oO Community Life and Civic Problems....... Miata | oe, B.C... Ginn 1922 Social Studies in Secondary Education....... ; |} Dunn, A. W.. U.S. Bureau of Education 1916 Courses in the Social Studies for Junior High Schools. | Pierce, Bessie L | University of Iowa 1923 (Extension Bulletin No. 97). | The Education of the Consumer; a study in curriculum Harap, Henry... Macmillan 1924 material. Teaching of Geography; emphasizing the project, or | Branom, Mendel FE Ginn ; 1921 active method. and Branom, Fred Lessons in Civics for the Six Elementary Grades of City | Harris, Hannah M...| U.S. Bureau of Education.| 1920 Schools (Bulletin 1920, No. 18). | Ce he danske cand es s0eeesses | Snedden, David 8 World Book Co 1922 ee | Frye, A. E. and At- | Ginn.. Sak 1920 | wood, W. W. EE ee ee ...| Brigham, A. P. and | American Book Co 1920 | MeFarlane, C. T. | Commercial and Industrial Geography................. Keller, A. G. and | Ginn We 1912 Bishop, A. L. ee aia ig a Sb achee chi ksd kh od dadecsecas Tarr, R. 8S. and Me- | Macmillan 1918 Murry, F. M. Research in Constructing the Elementary School Curric- | Committee on Social | National Education As- 1925 Superintendence. | ulum Part Ul, Chapter VII. Studies, Dept. o sociation | Among those contributing to the above list were: Walter D. Cocking, Division of Research, St. Louis Public Schools, St. Louis, Missouri; Edgar Dawson, Secretary National Council for Social Studies, Hunter College, New York City: O. G. Frederick, Assistant Superintendent of Schools, Detroit, Michigan; Armand J. Gerson, Associate Superintendent of Schools, Philadelphia, Pennsylvania; J. F. Hosic, Teachers College, Columbia University, New York City; Ida Odelle Rudy, Primary Supervisor, Dayton Public Schools, Dayton, Ohio; Earl U. Rugg, Head, Division of Education, Colorado State Teachers College, Greeley, Colorado; Maude Rupel, Dayton Public Schools, Dayton, Ohio; F. E. Spauld- ing, Dean, School of Education, Yale Univeristy, New Haven, Connecticut; R. M. Tryon, University of Chicago, Chicago, Illinois; C. C. Willard, Assistant Superintendent of Schools, Chicago, Illinois; H. B. Wilson, Superintendent of Schools, Berkeley, California. Te WHOLE problem of setting up objectives in curriculum building is exceed- ingly important. Until we are able to make progress in solving it, we shall continue our educational “joy ride,” going nowhere, only going—H. G. Lull. “Teacher-Training in Curriculum Building,” Educational Administration and Super- vision, October, 1925. p. 454. [177] SCIENCE I ai is cece nets aeennens The Reorganization of Science in Secondary Education (1920, Bulletin No. 26). ai y of Science Teaching in Secondary Schools (1925, Bulletin No. 13). Elements of General Science....................0-0e00% eh Ts BO Recker dcndvinesdccccsccasveccens Science Remaking the World...................... is ke chen as hes. ce bdnniasedaetes Then and Now in Education...................... 5 all A Description of the Science Laboratories of the Lincoln School of Teachers College. Some Values Derived from Extensive Reading in General Science. Children’s Interests as a Basis as to What to Teach in General Science Textbook in the Principles of Science Teaching........ Ee ee Teaching of Biology in Secondary Schools.............. Teaching of General Science...................20005. Teaching of Science in Elementary School............... iene Ca nie deena ends 8606 es ene ebeens Civie Science in Home and Community................. ere Course of Study, Baltimore County, Maryland.......... i Nig no x60 6 ctben ceded bens cavesses RE Ge IIE os osc cccsvncmenrticusesesecd Author ; | Yea Publisher | Publ Woodhull, J. F...... Committee on Reor- ganization of Sec- ondary Education. Glenn, Earl R. and Walker, Josephine. Caldwell, Otis W. and _ Eikenberry, William F. Caldwell, Otis W. and Meier, W. H. Caldwell, Otis W. and Slosson, Ed- win E. Mearns, Hughes.... . Caldwell, Otis W. and Courtis, S. A. Glenn, Earl R., Fin- ley, Charles W. = Caldwell, Otis Curtis, Frances Day. Pollock, C. A....... Twiss, George Ran- som. Ganong, William F .. Lloyd, Francis E. and Bigelow Maurice A. Rikenberry, William L. ond Caldwell, Otis W Trafton, Gilbert H.. Bowden, Garfield A. . Hunter, George W. and Whitman, W. Patterson, Alice Jean. Tall, Lida Lee; Da- vidson, Isobel, and Comstock, Anna B.. Macmillan... U. 8. Bureau of Educa- tion. U. 8. Bureau of Educa- tion. | Ginn.. a ade ] Doubleday, Page } Doubleday, Page l World Book Co . | Lincoln School of Teache ra| llege. | Teachers College, Colum- bia University Ohio State University RS Ss cates deedet I! Macmillan... . —r 18 Longmans...... 19 University of Chicago 19 ress. Houghton, Mifflin........ Blackiston. . . ions American Book Co nee School Publishing 192 0. Williams and Wilkins.... 19 a Comstock Publishing Co 19 Among the contributors to the above list were: Otis W. Caldwell, Director, Lincoln School, Teachers College, ( lumbia University; C. O. Davis, wy ey of og oe versity, New York City; } x Ay C. W. Finley, Lincoln | of Education, H School, Teachers College, Columbia | University; George W. Hunter, Depar ment of Biology, Knox Col lege, Pa me mo Illinois; Edwin E. Slosson, Director, Science Service, Washington, D. ‘ E. Underhil Editor and Manager, General Science Quarterly. | IS coming to be believed that health education results from 168 hours of healthful living each week, that training in practical home arts results from prac ticing the home arts under the conditions of home responsibilities, that the ability t read comes from doing much reading under normal conditions with normal reading motives, that training for healthful leisure occupations results from participating in normal healthful recreations wherever these may be found within the community that civic training is the result of living the life of the good citizen wherever one may be, and, in general, that competence in the performance of activities results from ; the proper performance of these activities under normal conditions.—Franklin Bob- : bitt, “Difficulties To Be Met In Local Curriculum-Making,” The Elementary Schoo! Journal, May, 1925, p. 658. } i - ey 1917 1899 1914 1922 1918 1923 1923 1923 1919 1912 1911 e, Co- a Uni- epart- D. C . of rac- y to ding g in rity, may rom 30b- hoo! Bases for Evaluating Courses of Study What Is a Course of Study and What Is It For? What is a course of study? 135 1924 | Dayton, Ohio, Social Science and nemmmnatis, 1923 Glendale, Satie, Course for Kindergarten and Ce Ph cékataeRekeeees 113 | 8 Sr ere 39 1924 | Denver, Colo., Arithmetic, Gr. 1 6. 228 1925 masdinaen Kans, Course for Kindergarten 1923 | Detroit, Mich., Primary Arithmetic Games 31 and Elementary Se 508 1924 | Detroit, Mich., Arithmetic, Gr. 2-8... 135 1924 | Ithaca, N. Y., Course for Kindergarten ....... 21 1924 | East Chicago, Ind., Elem. Arith. ...,.. 63 1924 | Los Angeles, 'Calif., Course for Kindergarten 1924 | Elmira, N. Y., Arithmetic, Gr. 1-3. nee 191 1924 | Erie Co., O., Arithmetic Exercises, Gr. 1-2 *30 1924 | New _= > Y., Course for Kindergarten 1924 | Erie Co., O., Arithmetic Exercises, Gr. 5-8 69 RE 80 1925 | Erie, Pa., Arithmetic Outline....... *13 1923 Pitteborsh Pa, Kindergartens. ............ 18 1924 | Fort Smith, Ark., Arithmetic Elem. Grades. *50 1923 | Racine, Wis., Course for Kindergarten. . ; 10 1923 | Fort Wayne, Ind., Math. for Graded Schools 44 1924 | San Francisco, Calif., Course for Kindergarten 1924 | Fresno, Calif., Arithmetic, Gr. 1-4 *3 ES ar 121 1923 | Glendale, Calif., Arithmetic, Gr. 7-8. *5 1924 | Warren, Pa., Outline of Courses—Kinder- 1924 | Hartford, Conn., State Board of Ed., Course DCCA L Cs doe bSanGoesdeccsicreces *2 in Arithmetic Peaseddnend bad 29 1925 | Hartford, Conn., State Board of Ed., “Te paching ARITHMETIC are: 7 1924 | Ann Arbor, Mich., Arith., Gr. 1-Sincl......... 52 1924 | Harvard, IIl., Sugge stions for Arithmetic *7 1923 | Attleboro, Mass., Standards in Arith. . .| *20 1924 | Hawaii, Dept. of Public Inst., Arithmetic, 1924 | Baltimpre, ~_ Geog.-Hist.-Arith., Kinder- Ro ER ae ey ; 16 garten, TE a as ews 78 1924 | Hinsdale, Ill., Course in Arithmetic. ...... *8 1924 | Baltimore, Md., aoe ree 111 1924 | Indiana, ‘Arithmetic for the Elem. Schools. 80 1925 | Baltimore Co., "Md., A Working Basis for a 1923 Indianapolis, Ind., Arithmetic Games, Gr. 1-3 55 Revision of Ay Course of Study in Arith. tl 1924-| Iron Mt., Mich., Arithmetic Outline, ‘ *8 1925 we nociaag , Course in Arith.......... *55 1925 | Lakewood, Ohio, Commerce, General Science 1923 town, i — I caw adidas ss *6 and Mathematics.................- 44 1923 Bollisghees Wash., —1 “a0 eee er pe 127 1923 | Lawrence, Kans., Elem. Arithmetic . 1923 | Boston, Mass., Mathemat Sa 25 1924 | Litchfield, Conn., Math., Gr. 2-9. 25 1924 Seghaaiiicewsbury West! Boylston, Mass., 1924 | Long Beach, Cailif., First Grade Arith. and Le eh bt ason ans ons sive *8 Proj 28 1923 | Long om. Calif. ‘Second Gr. Arith. and Projects . Ea AE RA oe eS a 40 * Mimeographed sheets. t Chart. [ 183 ] TABLE 12.—ELEMENTARY COURSES OF STUDY PUBLISHED SINCE JANUA! 1923 (Continued) Year 1924 1923 1924 1924 1925 1925 1925 1925 1923 1923 1923 1925 1925 1924 1924 1924 1923 1923 1923 1925 1925 1923 1924 1923 1924 1923 1923 1924 1923 1923 1923 1923 1924 1924 1924 1923 1925 1923 1923 1924 1923 1923 1925 1924 1924 1924 1923 1923 1924 1925 1923 1924 1924 1925 1924 Title ARITHMETIC— Contd. Long Beach, Calif., Third Grade Artihmetic. . . | Long Beach, Calif., Third Gr. Arithmetic... . Long Beach, Calif., Fourth Gr. Arithmetic. . . Long Beach, Calif., Arith., Gr. 5-6 and Pro- DchhtAdA sina ds rte kath een 608 66s Lynn, Mass., Arithmetic, Gr. 1-4.......... Lynn, Mass., Arithmetic, Gr. 5-6 Lynn, Mass., Arithmetic, J. H.S........... Maryland State Dept. of Education, Arithme- tic Goals, Suggestions for Testing and | Corrective Work Methuen, Maas., Arithmetic............... Middletown, Conn., Course in Arithmetic. ... . | Middletown, N. Y., "Syllabus in Arithmetic. Millville, N. J., Course in Arithmetic Milwaukee, Wis., Course in Arithmetic, Elem. | Minneapolis, Minn., Arithmetic............. | Minneapolis, Minn., Arithmetic, Primary Intermediate Grades............... Montrose, Colo., Arithmetic. .............. Morris, il., Course in Arithmetic . oa New Bedford, Mass., Arithmetic, Gr. 7- a, Newburgh, N. Y., Course in Arithmetic. .... New Jersey, State Dept. Ed. Bul. No. 5.... New Orleans, La., Arithmetic, Gr. 1-8. | No. of | Oakland, Calif., Arithmetic for _ Spec cial Limited Classes, Gr. 1-6. Olympia, Wash., Arithmetic............ Math., ee State Dept. of Ed., Piedmont, Calif., Math., Gr. 1-6inel........ Portland, Me., Arithmetic, Elem. Gr........ Providence, R. I., Course in Arith.......... Pueblo, Colo., Arithmetic Elem........ . we Raleigh, N. C., Elem. Arith............... Roanoke, Va., Arithmetic Elem. Gr........... Rochester, N. Y., Arith. Gr. 2-6............. Rockford, Ill., Arithmetic, Gr. 1-8.......... Rock Island, Ill., Science and Math., Gr. 1-6. Spokane, Wash., Arithmetic............... Staunton, Ill., Arith., 3rd, 5th, 6th Gr......... Superior, Nebr., Arithmetic................ : Toledo, Ohio, Arithmetic................... Trenton, N. J., Elem. Arithmetic. .......... Trenton, N. J., Math., Gr. 7-9............ Trenton, N. J., Elem. ‘Arith.. Washington, D. C., Arith. Elem. ‘Schools, Gr. Washington, D. C., Math., J. H.S.......... Wicomico Co., Md, Arithmetic, Gr. 1-7.... Winona, Minn., Course in Arith ART Birmingham, Ala., Elementary Art.......... Broome Co., N. J., Drawing, Gr. 1-4. ....... Cicero, Ill., Art, Gr. 1-3 Cumberland Co., N. J., Drawing Outline... .. Detroit, Mich., Art, Elementary............ East Chicago, Ind., Course in Art........... El Paso, Texas, Course in Art.............. Ferndale, Mich., Art, Gr. 1-6 inel........... Joliet, Ill., Tentative Art Program.......... Lakewood, Ohio, Art, Music and Physical RRS SERA RE ea Litchfield, Mass., National Science, Fine and Practical M aie Gr. ‘Course i ES ~~ PA I cn ees aseecess Oakland, alif., Sup. Drawing, Gr. 1-3...... Olympia, Wash., Course in Art Ng, ge State Dept. of Ed., Art Ed.. t. Cloud, Minn., Fine and Ind. Arts, Gr. 1-6 South Bend, Ind., Art and Music Depts hweeees Spokane, Wash., CourseinArt.............. Trenton, N. J J., Course i in Fine and Ind. Arts. . Pages Year Title ART—Contd. 37 1923 | Tulare Co., Calif., Drawing Outline for Rura 35 Neate iia ime 19 1924 | Virginia, Minn., Art, Kindergarten : thru Gr. 6 1923 | Washington, D. C., Drawing, J. H.S 39 *12 CHARACTER AND MORAL EDUCATION *10 1924 | Berlin, N. H., Character Development. *6 1925 | Berlin, N. H., Fortieth Annual Report ‘of the Board of Education, Character Deve loy ment p. 5-17...... 67 | 1924 | Boston, Mass., Course in Citize nship T prough *10 Character Development, Gr VIIl.. 15 1925 | Boston, Mass., Citizenship through C harac 7 ter Deve lopment. . *21 1925 | Detroit, Mich., Gems of Thought from our 21 Juniors in the 7th Gr. 51 1925 | Elgin, Iil., Taare Report of the Public Schools, Part III. A Course in Character Educa 44 | SN eis nhs berate 35 1923 | La Crosse, Wis., Safety Fire Preventior *12 Health, Manners and Conduct, Bird 6 SNARE a 10 1925 | La Crosse, Wis., Educ: ational and Social 192 OS ERE *43 1923 | Los Angeles, Calif., Character and Conduct 1925 | Newark, N. J., Character Tr: 1ining, Gr. 1-9 *27 «(| New York City, N. Y., Syllabus on Manners ine i and Conduct of Life. . | 1925 | Oakland, Calif., Progress in Characte r Educa 40 tion, Covering School Years 1923-1924 8 and 1924—1925, Series of School and Class 24 room Activities Conducted by the Oak 16 land Teachers... . 22 1925 | Oakland, Calif., Bibliographies on Character 63 Education Reported by Schools *4 1923 | Oregon State Dept. of Ed., Moral Instructio: 126 through the Story.. *13 1923 | Salt Lake City, Morais and Manners, History *4 and Civics....... R 1925 | Utah State Dept. of Education, Character *3 Education, Supplement to the Utah Stat« Course of Stu y for Elementary and Hig! “#31 RRP 96 1924 | Virginia, Minn., Patriotism and Loyalty 118 Morals and Manners, Safety Ed 8 Physiology and Hygiene... one 29 HEALTH AND PHYSICAL EDUCATION *9 1923 | Berkeley, Calif., a4 Ed. incl., Hygiene, 69 Elem. and J.H.S..... ‘a *22 1923 | Boylston-Shrewsbury-West Boylston, Mass., Course in Physiology F 1924 | Columbus, O., Physical Ed. Program. : *4 1924 | Connecticut State Board of Ed., School *] Health Program . *5 1924 | Connecticut State Bd. of Ed., Normal Course 14 in Health and Ph 50 1924 | Danville, Ill., Ph ere and Hygiene, , Gr. 1-8 *28 1924 | Detroit, ‘Mich., races Lam and P’ layground 3 EE ee *19 1924 | Detroit, Mich., Folk Dancing ti 1923 | El Paso, Texas, Physical Education i 1924 Ferndale, Mich., Health Education 1-6. 21 1924 | Fort Smith, Ark., Course in Hygiene 1923 | Fort Wayne, Ind., Phy. Ed., Graded Schools ... 1924 | Fresno, alif., Physical Education a 40 1924 | Hawaii, Course in Hygiene-Civies, Gr. 4 8. 18 1923 | Huron, 8. D., Physical Education, Gr. 1-7 *1 1924 —_ ate Dept. of Ed., Physical Ed. Bulle- . » Se eo SR rrr err ...f 1924 Ithaca. N. Y., Health Education. 44 1924 Kalamazoo, Mich., Course of Study, Book VI, 288 Part 1, Ph ical Education. . . 52 1923 Crosse, is., fety-Fire Pr evention, 72 Health, Manners and Conduct, Bird- 1s SD cipaa@aetidae 62-40 SiGe * Mimeographed Sheets. t+ Charts. { 184] — No. of | ) l ; l 8 r 1 , r 1 ; ol i e | ad 2 | = i| “nH | } 4 7 i » | ———— sRLE 12.—ELEMENTARY COURSES OF STUDY PUBLISHED SINCE JANUARY 1, 1923 (Continued) * Mimeographed Sheets. | Detroit, Detroit, Title HEALTH AND PHYSICAL EDUCATION contd. Lakewood, Ohio, Art, Music and Physical Education... Los prom es, Calif., C orrective P hy. Ed. Lynn, Mass., Hygie ne, Gr. 5-6 Mass: achusetts State Dept. of Ed., Minimum Essentials for Phy. Ed. in Normal School Michigan State Dept. of Ed., Phy. Ed. Un- | graded Material for Elem. Schools Michigan State Dept of Ed., Physical Train- ing, Graded Schools... . Millville, N. J., Health, Gr. 1-8... i Milwaukee, Wis., Health Habits, Gr 1-3 Newburgh, N. Y., Course in Physiology Newburgh, N. Y., Course in stars Training New Orleans, La., Hygiene... = ha Norfolk, Va., Phy. Ed. and Recre ation North Carolina State Dept. of Ed., in Phy. Ed., Elem. Gr. Oakland, Calif., Rules for Athletic Grs. 3-4 Oakland, C alif., Physics al Ed. for J.H.8 Oregon State Dept of Ed., A Course in Physi- cal Education ‘ Oshkosh, Wis., Syllabus of Game 8, Gr. 7-8 Oshkosh, Wis., Syllabus of Games, Gr. 1-3 Oshkosh, Wis., Syllabus of Games, Gr. 4-6 Passaic, N. J., Health and Hygiene. . P she ania State Dept. of Ed., Hes alth, Gr. 1-8. . | " of ‘Ed., Hygiene Lessons in Games, Phy Pe anayivenia State De pt. and Physiology, Gr. 1-8 Philadelphia, Pa., Health Ed., Gr ir. 1-6 Ed., Helps Philadelphia, Pa., Health for Teachers. ae Pueblo, Colo., Hygie ne and P hy. Ed Roanoke, Va., Hygiene and Phy. Ed Richmond, Va., Course in Hygiene.. . Spokane, W ash., Health Education Trenton, N. J., Elementary Hygiene Virginia, Minnesota, Patriotism and Loyalty, Morals and Manners, Safety Ed., Phys- iology and Hygiene Washington, D. C., Phy. West Virginia State Dept. of Ed., Physical Education Wheeling, W. Va., Physical Education HOME ECONOMICS Lakewood, Ohio, Home Economics and Man- Training, J. H.S Manual of ual Arts. : : Los Angeles, Calif., Home Economics, Gr 1A-8B. Louisiana State Dept. of Ed., Home Economics ye | eee Lynn, Mass., Home Economic Ss, Gr. 7-9.. New York State Dept. of Ed, Syllabus for Home making and Home Economics Oklahoma State Dept. of Vocational Educa- | tion, Elem. H~me Economics. Tallahassee, Fla., Home Economics Trenton, N. J., Elem. Home Economics Trenton, N. J., Elem. Home Economics Washington, D. C., Domestic Art, J. I INDUSTRIAL ARTS Berkeley, on. Industrial Ed., Gr. 4—6, the | 8. and Senior, Part-time and Even- ing High School. ane Cincinnati, Ohio, Industrial Arts, Gr. 5-8 Denton, Tex., College of Industrial Arts Mich. ., Students’ Manual in Boys’ Construction Work. Mich., Opportunities and Require- ments, scan. tees Detroit, Mich., Opportunities and Require- ments, a apgnapmpeapanenimes Detroit, Mich., Meck. Draw. Standards and a REIS Se SES ee eee + Charts No. of | ’ | Year pages a | 1923 | 1924 21 | 1923 16 | 1925 *3 | 1925 19 | 1924 109 1923 1923 312 1923 *20 | 1924 *10 | 1924 14 1924 68 | *35 123 1924 120 | 34 | 1924 72 | 1923 } 1924 118 | 1924 *22 4 1923 *28 | *24 | 1924 *33 | 1923 1923 292 924 4 1923 163 |} 1923 130 | 1924 1924 *12 24 | 1923 *2 i] *O7 ] 1925 17 «| «1924 18 1923 | | 1924 18 *1] 1925 1925 195 1925 1924 1923 37 1923 1925 38 1924 | 1924 71 1923 *17 | 1923 | 1924 77 +} 1924 | 1924 64 | 1923 *13 | 1923 11 | 1923 8 } 1924 *2 | 1923 } 1924 } 1923 | 1923 1923 143 1923 42 1923 238 1925 1923 64 1923 1923 101 1924 909 1924 44 | Oakland, Cs Title INDUSTRIAL Detroit, Mich., Mech. Draw. Lesson Sheets Detroit, Mich Auto Mechanics FE] Paso, Texas, Manual Arts Ithaca, N. Y., J. H. 8S. Manual ARTS—contd. Arts Lakewood, Ohio, Home Economics and Man ual Arts Litchfield, Mass., Natl. Science, Fine and Prac. Arts, Gr. 2-8 Los Angeles, Calif., Industrial Arts N. Y., Manual Training N. Y., Industrial Arts alif., Industrial Arts, Gr. 1-5 J., Industrial Arts, Gr. 1-4 J., Industrial and Fine Arts Newburgh, Newburgh, Passaic, N Trenton, N LANGUAGE, GRAMMAR, COMPOSITION, and ENGLISH Baltimore, Md., Reading—Composition— Lit erature Spelling— Handwriting, Kinder garten and Gr 3 Baltimore, Md., English, Gr. 4-6 Bellingham, Wash., Course in English Bridgeton, N. J., English, Gr. 1-6 ——, N. J., English, Gr. 7—12 Che : Wash., Tr. School, Language, Gr Buffs alo, N. Y., English, 5-8 Chicago, Ill., English Elem Chicago 'Hets . LiL, English, Elem. Schools Cicero, Lil., English, Gr. 1-8 |} Columbus, Nebr., English Course Columbus, Nebr., Picture Study Conn. State Bd. of Ed. Oral and Written Eng Conn. State Normal School, Read and Lit Oral and Written I ng., Library C vurse Cumberland Co., N. J., Suggestive English Lessons Dayton, Ohio, Course in Expression ,Gr. 1-8 Dayton, Ohio, Reading, English, Gr. 1—4 Detroit, Mich., Pupil’s Guide for Speech Cor rection Detroit, Mich., Drill for Foreign Children in Word Recognition Detroit, Mich., Course in English Detroit, Mich., Self-Help Remedial Lessons in Grammatical Forms Detroit, Mich., Self-Help Remedial Lessons in Capitalization and Punctuation Detroit, Mich., Studies with Foreign Born East Chicago, Ind., English-Language East Longmeadow, Mass., English Expression Erie, Pa., Language Outline Erie Co., Ohio, English Ex., Gr. 3-8 Escanaba, Mi 7 , Course r: Language Essex Co., N , English, Gr. 3-5 Evansville, tad , Language Courses Ferndale, Mich., English, Gr. 1-6 Fort Smith, Ark., Language, Elem. Gr Fort Smith, Ark., Story Telling, Elem. Gr Fort Wayne, Ind., English, Gr. Schools Fresno, Calif., English Glendale, Calif., Grammar and Comp., 7-8 Gr Hawaii, Language, Gr. IV Ill Highland Park, Mich., Language Outlines Howell, Mich., English, Gr. 7-12 Indianapolis, Ind., Course in English Indianapolis, Ind., Elem. English Comp Jackson, Mich., English, Elem. Gr Kansas City, Mo., English for Elem. Schools La Crosse, Wis., English for Lower Grades Lakewood, Ohio, English, French, Latin Lawrence, Kans., Elem. Eng Lima, Ohio, English Art Lincoln, Nebr., Outline in Eng., 7-8 Gr nn Id, Conn., Eng. and Handwriting, Gr Long Be ach, C: , First Gr. Language No. of Pages 8 * I%3- Ohh OOS [ 185 ] TABLE 12.—-ELEMENTARY COURSES OF STUDY PUBLISHED SINCE JANUA 1923 (Continued) | Year | Title Zs | Year | Title LANGUAGE, GRAMMAR, COMPOSITION, | MUSIC—contd. AND ENGLISH. —contd. 1923 | Los Angeles, Calif., Music ; 1924 | Long Beach, Calif., Lang. and Spell, Gr. 2... . .| 49 1924 | Michigan State Dept. of Ed., Music Memor 1924 | Long Beach, Calif. Lang. and Spell., Gr.3.. 53 Test. Suggested Outline for Elem., Jr. H 1925 | Long Beach, Calif., Lang. and Spell., Gr. 4.... 82 Sr. H., and Adult Contests er 1923 | Los Angeles, Calif., English,7B-11B........ 202 1924 | Modesto, Calif., Elem. School Music 1923 | Los Angeles, Calif., Speech Correction........ 7 1923 | Newburgh, N. Y., Course of Study, Music 1925 | Lynn, Mass., Outline for Lang., Gr. 1-4.......| *9 1923 | Oakland, Calif., Music, Gr. 3-4 1924 | Manchester, N. H., Course in English....... | 244 1923 | Oakland, Calif., Music, Gr. 3-4 1923 | Mason City, Iowa, Language papers re *] 1924 a Calif., Music Appreciation for G 1923 | Michigan State Dept. of Ed., Lang. Lessons 158 1- 1925 | Millville, N. J. , Composition, Gr. 1-8 had 20 1925 Oakland: Calif., ‘Music for J. H. 8 1925 | Minne sapolis, Minn., Eng., Ed. Bul. No. 6..... 52 1924 | Clympia, Wash., Music 1925 | Montrose, Col., Language................. *60 1923 | Pennsylvania State Dept. of Ed. Cours 1923 | New Bedford, Mass., Lang. in Elem. Grades 22 UE a ae 1923 | New Bedford, Mass., English, Gr. 7-8....... 28 1923 | South Bend, Ind., Art and Music Depts 1923 | Newburgh, N. Y., Course in English. etneew en 13 1924 | Spokane, Wash., Music 1925 | New Orleane, La., English, Gr. 1-8........ *39 1923 | Trenton, N. J., E lem. Music 1924 wins” Lion City, N. Y., Course in Eng. for 2 1924 | Trenton, N. J., Elem. Music.......... EE One a ree errr 111 1924 | Virginia, Minn., Course in Music 1923 Mew’ York State De »pt. of Ed. Elem. in Eng. LS eilnehlt neck ha.wdAe anes Ken de 121 NATURE STUDY AND ELEMENTARY 1923 | Oakland, Calif., Lang. and Gram. for Special SCIENCE Limited Cinsses, i Gives sacesedees 30 1923 | Bryan, Ohio, To the Teachers of Agriculture 1924 | Olympia, Wash., Lang. and Gram........... ee 1923 | California State University, College of Agr 1923 | Oshkosh, Wis., Primary 7 —E ae : *58 Agricultural Nature Study for Rural Sc} 1923 | Oshkosh, Wis., English, 4-6............... *22 1924 | Connecticut State Board of Ed., Elem. Agr 1923 | Oshkosh, Wis., English, Gr. 7 and 8........ *24 ae 1924 | Oshkosh, Wis., Prim. English ............. *41 1924 | Denver, Colo., General Science and Biology 1923 | Passaic, N. aN TN ES eae eee 1924 | Fernds ale, Mich., Nature Study and Geog. 1924 Pennsylvania ‘State Dept. of Ed., Eng. 'Gr.7 7 1924 | Ft. Smith, Ark.,Science, Elem. Grades ies he aslo ed atest eebwbeder ts 60 192% Fort Wayne, Ind., Geog. and Gen. Science OO 5 GR IS 6 an cng KA 6 065660060 6-08s ccmes 1923 | La Crosse, Wis., Safety-Fire Prevention, 1925 | Raleigh, N. C., English, Gr. 3.............. *} Health, Manners and enieel, Bird 1925 | Raleigh, N. C., English, Gr. 1-6............ *3 | ae Pann 1923 | Roanoke, Va., ‘Eng., Elementary Gr.. . *Q 1925 | Lakewood, Ohio, Commercial, Genera 1924 | Rock Island, il., Language Arts, Gr. 1-6. *4 Science and Mathematics. . . 1923 | Salt Lake City, U tah, Eng., Gr. 1-12. 102 1925 | Long Beach, Calif., Course in N¢ ature Study 1923 | San Diego State Teachers College, Calif., Plan 1923 | Los Angeles, Calif., General Science...... of Procedure in the Teaching of Func- 1925 | Lynn, Mass., General Science. . tional Eng. in the Elem. School.......... 11 1923 | New Bedford, Mass., Nature for the Elem 1925 | Schenectady, N. Y., English, Elem. Gr........ 249 Grades... . 1923 | Sioux City, lowa—Applied Eng., Gr.7....... 203 1923 | North Dakota State Dept. of Ed., : ‘Elem 1923 | Springfield, Mass., Elem, Se 27 Nature Study and Agr.............. 1923 | South Bend, Ind., Eng., Kdgn. and Gr.1-6. . . 32 1923 | Oakland, Calif., Science, Gr.7-9.......... Oe FS rn ID ooo c cv cacdas ccc scdcckecccvcs 1924 | Oakland, Calif., Agriculture for J. H.8.. 1923 | Trenton, N. J., Elem. Eng. Lit. and Spell... . . . 124 1923 | Oregon State Dept. of Ed., Outline Teaching 1923 | Trenton, N. J., Elem. Course in Reading... . . 16 of Elem. Agr.. eauua a 1924 | Trenton, N. J., Elem. Course in Eng. and 1923 | Pennsylvania State Dept. of Ed., Course in Far a: ee ae 8 Agriculture. . “ee 1924 | Trenton, N. J., English, Gr. 7-9.....¢....... 72 1923 | Philadelphia, Pa., Nature Study and Intro- 1924 | Virginia, Minn., Lang. and Gram. ie. 2-8... .. 28 Ss dW ees ncesecceee 1924 | Virginia, Minn., Public Speaking, Gr. 7-12... . 7 1923 | Roanoke, Va., Nature Study and Home Geog- 1923 | Washington, D. C., Eng. Elem.. chavasaen 65 ra hy in Prim. Gr... 1923 | Waukesha, Wis., Course in English Sin dGaewe 48 1924 | Rock Island, IIl., Science and Mathematics, 1925 Waukesha, Wis., Language Games........... *13 2 SPS eee 1925 | Waukesha, Wis., Good English Drive. . *13 1924 Toledo, Ohio, Nature Study (inc 1. Gardening 1925 Waukesha, Wis., English Suggestions, Gr. 4-6. *3 1923 | Trenton, N. i, Elementary Nature Study 1924 | West Hoboken, N. J., Correct Speech Habits, 1924 Trenton, N. 3. Elementary Nature Study ONE tine aio Span *15 1924 | Walden School, N. Y. C., Creative Science 1924 | Wyoming State Dept. of Ed., Course for Rural Teaching. . sw clbicvedns acibaddunevavanudes 53 1923 — D. Ge. "Nature Study, Elem. Gr MU 1923 Wedenies. D. C., General Science for J. H 1924 Columba Ce neers | BF Miiiccamadacvag beeedebesercccce Teer TT eee ee TTT TT eee Te 23 1924 Connecticut State Normal School—1. Music, PENMANSHIP EEE OEP, Pe FeO *12 1924 | Baltimore, Md., Reading—Composition 1924 Detroit, Mich. I, PRs 660 0c chee scekee 60 Literature — 1g — Handwriting, 1924 | El Paso, BO Cee Serer Kindergarten and Gr. 1-3......... 1924 Englewood, Colo., Course of Study, Music. . .. *8 1924 | Connecticut State Board of " i. ‘Handwriting 1924 | Ferndale, Mich., Music for the Grades...... *5 1923 | Courtland, N.Y., High School Course in Pen 1923 | Ft. Wayne, Ind., Course of Study, Music... . . 24 1923 | Detroit, Mich., Handwriting A. I. Grade... . 1924 | Hawaii, Course in Music, Gr. 4-8........... 10 1923 | Detroit, Mich., Handwriting B. 2. Grade. 1924 | Iowa State University, College of Ed. Series 1923 | Detroit, Mich., Practice Tests in Handwriting No. 2. Music for Elem. Schools. .......... 35 Gr. 3B-SA......... 1924 | Jefferson Co., Iowa, Songs for Community 1923 | Detroit, Mick, Practice Tests in Handwriting eli dh cna beet bat saadinesé> os 46 oy =) Sr ernS 1925 | Lakewood, Ohio, Art, Music and Physical 1923 | East Longmeadow, Mass., Course in Pen- BN 5 cn ac seniewnadedetscasceees 21 REE Er ree * Mimeographed sheets. t-Charts. [ 186] ee ee ee COS Ol BS DO DO BO BO DO bo DO bO BS DS BO bo 0S 03 1 C3 CO COC * Mimeographed Sheets. TABLE 12.—ELEMENTARY COURSES OF STUDY PUBLISHED SINCE JANUARY 1, 1923 (Continued) Title PEN MANSHIP—Contd. Evansville, Ind., Course in Handwriting Fort Smith, Ark., Penmanship, Elem. Gr Fort Wayne, Ind., PD, Graded Schools. . . cilice Hawaii, Course i in Handw riting . Highland Park, Mich., Elem. Penm: unship. L ene ‘id, Conn., Eng. and Handwriting, Gr Long Be ac h, C: alif., Penmanship, Gr. 1-8 incl Lynn, Mass., Writing, Gr. 1-4... ie Newburgh, N. Y., Course in W riting . New York City, N. Y., Pen. with Syllabus Philadelphia, Pa., Handwriting, Teachers’ sg op Portland, Maine, Penmanship, Elementary.. Spokane, Ws ash., Course in Penmanship. . Trenton, N. J., Elements ary Handwriting. Trenton, N. J., Elementary Handwriting Virginia, Minn., Course in Penmanship Washington, D. C., Penmanship, J. H. 8. . READING AND LITERATURE Baltimore, Md., Reading-Composition-Liter- | ature — Spelling Handwriting, Kin- dergarten and Gr. 1-3....... Baltimore Co., Md., A Working Basis for the | Rev ision of the ¢ Jourse of Study in Reading | nee see. Mich., Literature for Gr. 1-6 Be ia ™ »y, Calif., Reading and Phonics Berlin, Wis., Library Reading. . - Boylston-West Boylston- Shrewsbury, Mass., Course in Reading...... Bridgeton, N. J., Reading, Gr 1-6 Cherryvale, Kans., Reading, Gr. 1-6 Cicero, Ill., Reading , Cleveland Hats., Ohio, Literature... Connecticut State Bd. of Ed., Res ading and ee dois an bee 6 cee aes Danville, Ill.. Reading, Gr. 1-8...... Danville, Ill., Reading Survey...... ae a Dayton, Ohio, Reading, English, Gr 1-4 ; Des Moines, Iowa, Reading and Literature, Kindergarten * aa Detroit, Mich., Picture tery Reading. I seasons for Beginners ilocos Detroit, Mich., Phonic Games and Exercises Detroit, Mich., Exercises in Silent Read.. Detroit, Mich., Plan for Teaching Phonics. Detroit, Mich., Coursein English. . East Chicago, Ind., Reading, Gr. 1-6........ Erie Co., Ohio, Poems for Grades 1—4........ Ferndale, Mich., Reading.................. Fort Smith, Ark., Reading, Elem. Grades. .... Reading, Primary ......... Fort Wayne, Ind., Glendale, Calif., Reading, Gr. 7-8.... Indiana State Dept. of Ed., Reading, Elem.. Ithaca, N. Y., Outline of Phonetics eke view barge Joliet, N., Reading Program. . Kalamazoo, Mich., Reading and Literature | Western State Normal Training Schools Lawrence, Kans., Elementary Reading... . Long Beach, Calif., First Grade Reading and ee Long Beach, Calif., Reading and Phonies, Gr. 2 Long Beach, Calif., peeeeemmney nonten,¢ Gr. 3 Long Beach, Calif., Reading, Gr. 4 Los Angeles, Calif., English 7 B-11 RB. Lynn,Mass., Read. and Lit., Gr. 5-6........ Lynn, Mass., Literature, Gr. 1-4 Maryland State Dept. of Ed., Silent Read. . Mason City, Lowa, Primary Reading. . Middletown, N. Y., Syllabus in Read., Gr. 1-3. Millville, N. J., Reading, Gr. 1-8 Newark, N. J., Reading AE Newburgh, N. Y., Reading................. | New Castle, Pa., Bilent Reading Exercises +t Charts. No. of Pages *9 *) Go Go a ee Title READING AND LITERATURE—contd. New Orlk ans, La., Elem. Read. andLit Niobrara Co., Wyo., Course inReading Ohio State Dept. of Ed., Read. Manual, I Olympia, Wash., Reading Pueblo, Colo., Reading, Elem. and Gram. Gr Riverside, Ill., Primary Reading Riverside, Ill., Reading Roanoke, Va., Course in Reading Rochester, N. Y., Lit., Ken. and Gr. 1-6 Rochester, N. Y., Attainments in Reading | Saginaw, East Side, Mich., Read. Gr. 1 Sand Springs, Okla., Reading, Gr. 1-8 | Sioux City, lowa, Reading, Prim. Grades South St. Paul, Minn., Reading, Types I ©SSOnNS | Spearfish, 8. Dak., Tr. Dept. State Nort School, Course in Read.-Lit St. Cloud, Minn., Reading, Gr. 1-6 Superior, Nebr., Reading Trenton, N. J., Elem. Eng. Lit. and Spelling Trenton, N. J., Elem. Reading Trenton, N. J., Elem. Readi ng t and Literature Trenton, N. J., English, Gr. 7-9 SPELLING Baltimore, Md., Reading—Composition—I erature—Spelling— Handwriting Kit dergarten and Gr. 1-: Boylston-Shrewsbury-West Boylston, Mass., Spelling | Chicago, Ill., Spelling Survey Cicero, Ill., Basic First Gr. Reading Words Danville, Ill., Spelling Survey Detroit, Mich., Progressive Lessons in Spelling Handwriting Series 1-7 Detroit, Mich., Spelling 2B-2A Detroit, Mich., Spelling Sup., Gr. 2B-SA East Chicago, Ind., Spelling 1-9 East Longmeadow, Mass., Spelling Essex Co., N. Y., Spelling by Grades Ferndale, Mich., Spelling Outline Fort Smith, Ark., Spelling Elem. Grades Glendale, Calif., Spelling, Gr. 7-8 Iron Mountain, Mich., Spelling Irvington, N. J., Spelling sa Jersey City, N. J., Spelling List for Gr. 1A-4B Long Beach, Calif., Lang. and Spell., Gr. 2 Long Beach, Calif., Lang. and Spell., Gr. 3 Long Beach, Calif., Lang. and Spell., Gr. 4 Lynn, Mass., Spelling, Gr. 5-6 Middletown, N. Y., Syllabus in Spelling Millville, N. J., Spelling, Gr. 2-8 Newburgh, N. Y., Course in Spelling New Orleans, La., Spelling. . Raleigh, N. C., Spelling, Gr. 1-6B Roanoke, Va., Spelling Trenton, N. J., Elem. Eng. Lit. and Spell Trenton, N. J., English and Spelling Waukesha, Wis., Course in Spelling SOCIAL STUDIES Civics Berlin, Wis., Civics ae Crook Co., Oregon, Civies, Gr. 1-4 Glendale, Calif., Civies Course of Study Hawaii, Course in Hygiene, Civies, Gr. 4-8 Milwaukee, Wis., Outline in Civies Milwaukee, Wis., Study of Citizenship Newburgh, N. Y., Civies and Patriotism New Orleans, La., Civics Plan Showing Ain of Each Grad : New York City, N. Y., Course in Civics with Syllobus ims Oakland, Calif., Ninth Yr. Economics and Voer _—— Civics 1924 Oakland, f., Civies for Kindergarten [ 187 TABLE 12.—ELEMENTARY COURSES OF STUDY PUBLISHED SINCE JANUs 1923 (Continued) . No. of | : Year Title pages Year | Title SOCIAL STUDIES—contd. SOCIAL STUDIES—contd. Civics —contd. History 1923 | Revere, Mass., Syllabus in Civies.......... 39 1924 | Baltimore, Md., History, Gr. 4-6 1925 | Somerset Co., Md., Civics for Public Elem. 1923 | Bayonne, N. J., Course in History | ie ee ei, eee ed Aad ae ee 6 38 1924 Berlin, Wis., U.S. History 1923 | Stamford, Conn., TA OR ait: Teale 1923 | Boston, Mass., History, Gr. 7-8 1924 | Superior, Nebr., Americanization............ aah F 1923 | Chicago, IIL, E lem. Social Studies, History 1923 Trenton, N. du, Course in Civics............ | 11 1923 | Chicago, lil., Francis W. Parker Scho 1924 | Trenton, N. J., Course in Civies............. 22 Course in History... 1923 | Cleveland Hgts., Ohio, History, Gr. 4-6. Geography | 1924 | Coumbus, Ohio, History, Gr. 1-6.... 1924 | Baltimore, Md., Geog., Gr. 4-6 | 74 1924 | Crook Co., Oregon, History, Gr 1923 | Baton Rouge, La. , State Dept. of Ed. Supe r- | 1923 | Fort Wayne, Ind., Course of Seede. "iis ry visory Program in Geog........... *4 1923 | Glendale, Calif., ‘History Course for Inter 1924 | Battle Creek, Mich., Course in G jeog Se Oe ahd | 15 mediate Schools j 1924 | Boylston, Mass., Course in Sp } *11 1924 | Hawaii, History, Gr. 5-8 1923 | Bridgeport, Conn., Course in Geog.......... } 192 1925 | Lynn, Mass., History, Gr. 6 1924 oe N. J., Geography, Gr. 1-6. eg 1923 | Manchester, N. H., Course in History 1924 | Calif. State Dept. of Ed., Geography, Gr. 4-6 | 83 1923 | Middletown, Conn., Course in Am. History 1923 | Cheyenne, Wyo., State Dept. of Ed., Material 1924 | Milwaukee, Wis., History, Gr. 1-6 for the Teaching of Wyoming Geography > 1923 | New Bedford, Mass., Hist., Elem. Gr. | Rural Schools, Gr. 4-6.......... } 64 1923 | New Bedford, Mass., Hist., Gr. 7-8 1924 | Columbus, Ohio, Geog., Gr. 1-6 and VII-B of 1923 | Newburgh, N. Y., Course of Study, History EE oe RU ee Cee oe hae a.0, 60-8 30 1923 | New York City, N. Y., History for Eler 1923 | Concord, Mass., Course in Geog.............! 6 ae 1923 | Cranston, R. 1., Outline in Geog............ | *30 1924 | Olympia, Wash., Course in History 1924 Denville, Il., Geography, Gr. 3-8 24 1923 | Omaha, Nebr., History, Elem. Grades 1923 | East Longmeadow, Mass., Outline of Geog.. *3 1923 | Passaic, N. J., Course in History 1923 | Essex Co., N. J., Home Geog., Gr. IV *22 1923 Stamford, Conn., Civies. . — 1924 | Ferndale, Mich., Nature Study and Geogra- 1924 | Shorewood, Wis., History, J. H. 8 | ERR Ry © ae ree pes er *21 1924 Shrewsbury, Mass., Course in History . 1924 | Fort Smith, Ark., Geography, Elem. Gr.. .| *49 1923 | Sioux City, Iowa, Progress and Patriotisn 1923 | Fort Wayne, Ind., Geog. and Gen. Sci.. ey, 26 Course in History . 1924 Fresno, Calif., Geography «ree ..| 1923 | Trenton, N. J., Elem. Course in History 1923 | Glendale, Calif., Geog. Gr. B7 and A7. a = 1924 | Trenton, N. J., Elem. Course in History 1924 | Gloversville, N. , = Geography arian avert Seb *2 1924 | Trenton. N. J., Hist., Gr. 7-8 1925 Hackensack, N. J., "Geography . ee ae 38 1923 | University of State of N. Y., American His 1924 | Hawaii, Geography, Gr.4-8................ 51 tory, Gr. 5-8...... 1923 | Lawrence, Kans., Elem. Geog...............}.....- 1924 | Virginia, Minn., Course of History 1923 — Ohio, Geog. for Elem. Schools and 1923 | Washington, D. C., Course in History | ttt hedehs Cheewhebenneee sen 6 60 1925 | Lynn, Mass.. Geogra “the = ee Ee *19 Social Studies Combined ; 1923 | Middletown, Conn., Course in Geography... . . 12 1924 | Baltimore, Md., Geog., Hist., Arith., Kinder | 1923 | Middletown, N. Y. | Syllabus in See *6 garten, Gr. 1-3. | ! 1925 | Millville, N. 3., Geog., ert tieiata ica a n'y *30 1925 | Baltimore, Md., Social Studie 1s, J. H. S., and 1924 | Milwaukee, Wis., Course in Geography....... 23 S| @tpprapesagiag | 1924 | poms Colo., ‘Course in Geog...... cae *29 1925 | Bridgeton, N. J., Social Science, Gr. 7-12 1923 | New Bedford, Mass., Geography, Gr. 7- lh cae 15 1923 aie, Ill., Elem. Social Science, Geog 1923 | New Bedford, Mass.. Geog. ‘lem. | EPS D ee I ek eas i 1923 | Newburgh, N. Y., Course in Geog......... = 15 1925 Cleveland. Ohio, Social Sciences, J. H.S ’ 1924 New Orleans, La., Geography, Gr. 1-8........ *117 1924 Connecticut State Bd. of Ed., Social Studies : 1924 New York City, N. Y., Course in Geog... .... . 15 1924 | Connecticut State Normal School, Socia : 1923 | Omaha, Nebr., Geography, Elem. Gr... ...... 56 Studies, Hist., Citizenship, Ge ogre aphy f 1924 Oshkosh, Wis., Geography, Gr.3-5..........| *58 1924 | Dayton, Ohio, Social Science, Gr. ! 1924 | Oshkosh, Wis., Geography, Gr.6-8.......... *49 1924 | Dayton, Ohio, Social Science aaa Arithme: tic, . 1923 | Passaic, N. J.. Geography, Gr. 1-4...........}....... I kb et ines « ; ; 1923 | a, Pa., Geog. and Intro. Science, Gr. 1924 | Denver, Colo., Social Science, Gr 7-9 REAR A Es 07 > RE : 85 1923 | Detroit, Mich., Geog., Hist., Civiss, Gr. 1-6 1924 | Philedelphia, Pa., Helps for Teachers, Current 1924 | East Chicago, ind., Social Studies | PRP ae, qe EES pie <5" ee 19 1924 | Fort Smith, Ark., History and Citize onshiy 1923 | Port Arthur, Texas, Outline forGeog......... *8 Elementary ta are 1925 | Portland, Me., Geography, Gr. 3-7.......... 47 1924 | Fresno, Calif., Social Science st 1923 | Pueblo, Colo., Geog. for the Grades......... 24 1923 | Huron, 8. Dak., History and Civics 1923 | Richmond, Va., Course in Geogra hy . .| 35 1925 Lakewood, Ohio, History and Civics, Geogra- : 1923 | Roanoke, v a., Nature Study and Home Geog. phy and Vocations............. RR ea *23 1924 | Lawrence, Kans., Social Studies 1923 | Saginaw, Mich., Geog., Gr. °. 5 inel.. 5 ae 49 1924 | Litchfield, Conn., Social Studies, Gr. 2-8 1923 | San Juan, P. R. CN Ee 90 1923 | Little Rock, Ark., Teachers Manual, Course | 1923 | South St. Paul, Minn., Third and Fourth Gr. in Geog., Hist., Civies for Gram. Gr. Geography Ai ote oe Ce geht a oe we *] 1923 | Los Angeles, Calif., Social Studies ae 1923 | South St. Paul, Minn., Geog. of So. St. Paul. . . *4 1925 | Lynn, Mass., Social Science, Gr. 8..... 1923 | South St. Paul, Minn., Travel and Transpor- 1925 | Lynn, Mass., Civics and Vocations... .. ON. 5 Ride alds « haves Chaat no & 4 *7 1925 | Lynn, Mass., Social Science, J. H.S ; 1923 | Superior, Nebr., Geography........... Ria 13 1925 | Millville, N. 7 Hist. and Civics, Gr. 1-8 1923 | Trenton, N. J., Elem. Geog................. 13 1925 Milwaukee, Wis., Social Science Interests for 1924 | Trenton, N. J., Elem. Geog................ 28 8}! rae 1923 | Washington, D. C., Course in Geog., J. H. 8. 27 1924 | Milwaukee, Wis., Social Science, Gr. VII 1923 | Washington, D. 3 " SS & eRe 13 1924 | Milwaukee, Wis., Outline in Geog., Hist., and 1924 | Whatcom Co., Wash., Geog. Outline. ....... *4 SK ss dalek Geos os —- ~ * Mimeographed Sheets. + Charts. { 188 ] : I, r- by 1 l TABLE 12.—ELEMENTARY COURSES OF STUDY PUBLISHED SINCE JANUARY 1, 1923 (Continued) Title SOCIAL STUDIES—contd. Social sciences combined—contd. Minneapolis, Minn., Social Science Projects Elem. Gr...... History and Civics, Gr. 1-8 Social Studie s, Elem. Cycle History and Montrose, Colo., Oakland, Calif., Pennsylvania State Dept. of Ed - Social Studies, Gr. 4—6 incl Pueblo, Colo., History and Civics... Richmond, Va., Hist., Civics, Geog., Elem Roanoke, Va., History, Civics i tock Island, Ill., Social Science, Gr. 1-6 Salt Lake City, Morals and Manners, History and Civics Spokane, Wash. History and Civics i | Virginia, Minn., Patriotism and Loyalty, Morals and Manners, Safety Ed., Physi- ology and Hygiene de ; 1 | Wyoming State Dept. of Ed., Rural School History, Geography, Primary Safety Education ) Birmingham, Ala., Safety Education for Elem Schools and Junior Safety Council Ed 9 Chicago, Ill., Safety Ed., A Plan Book for Elem. Schools : Omaha, Nebr., Safety Instruction and Sug- gestions for Junior Safety Council Organi- See ee , , La Crosse, Wis., Fire Preve ntion, Health, Manners and Conduct ‘ 2 La Crosse, Wis., Safety- Fire Prevention, Health, Manne rs and Conduct, Bird- Study Ce aia ; 124 | Virginia, Minn., ‘Patriotism and Loyalty, Morals and ‘Ms anners, Safety Ed., Physi- ology and Hygiene 1924 | Wyoming State Dept. of E id. Course for Safe- ty Instruction............ ce ; Miscellaneous 23 | Oakland, Caiif., Thrift, A Preliminary Course of Study in Kindergarten, Elementary and High School........ 1923 | South St. Paul, Minn., Industries of So. St on iS aaa GENERAL COURSES 1923 Akron, Trae Summary of Course of Study by 123 Auaiaiin, ‘Ind., Announcement and Course of eae eee ae ea 1923 | Arlington, Texas, Nineteenth Annual An- EDs & 4 0% 3.0.6.5 5 «0.5 1923 | Austin, Minn., Outline of Work, Gr. 1-6 1925 | Austin, Texas., Elem. Course of Study 1925 | Bakersfield, Calif., Course of Kindergarten _. 3 eee 1924 | Banggr, Maine, Elem. Course of Study 1924 | Barberton, Ohio, Bulletin No. I. ’ 1923 | Benton, Ark. , Manual. i 1923 | Berkeley, Calif., Elem. Visual Instruction. ... . 1923 | — Mass., Syllabus Elem. Schools, Gr., | /23 | Birmingham, Ala., Manual of Instruction, Elem. Arith., Hist., Lang., Read., Spell.. 1923 | Birmingham, Ala., Manual of Instruction, | Elem. Sup. Study, Citizen Tr., Health, | Science, Geography 1923 | Birmingham, Ala., Manual of ‘Instruction, | Elem. Draw., Home Ec., Man. Tr., Music, Phys. Ed., Writing. .......... 1923 | Birmingham, Ala., Synopsis, Elem. Course of | 0 eee ee 24 | Birmingham, Ala., Synopsis, Elem. Course } RE Dl ons 05 hee +s 1925 | Birmingham, Ala., Synopsis, Elem. Course of I Re tak Ls d's dances oss 923 | Branford, Conn., Course of Study. 1923 | Bristol, R. L., School RR ere * Mimeographed Sheets. t Charts. No. of 48 | 1925 | Year Pages | 1923 1924 32 1923 50 1923 3l 1924 7 | 1924 16 1925 4 1923 *16 1924 *3 1923 | 1923 1924 1924 48 | } 1923 16 | | 1924 { 4 1923 46 | 1923 | 1923 160 \ 1923 1923 28 1924 37 1923 | 1924 37 | 1923 | 1923 48 1924 | } 1924 23 | 1925 1923 1923 1925 j 1923 23 1923 } 1923 *2 | 1925 H 1924 | 75 1923 1923 15 | 1924 29 =| 5 | 1923 | 129 | 1923 | 312 *39 1923 *25 1924 27 1924 119 | 1924 | 1923 226 1924 1923 72 1923 1923 43 1923 1923 1924 21 1924 1923 15 1923 1924 16 1925 1924 22 *96 1923 Title GENERAL COURSES —-contd. sasper, Wyo., Course of Study, Gr. 1-3 sharleston, W. Va., Elem. Course of Study *harlotte, N. C., Course of Study ‘hester, 8. C., Grammar and Prim Study Arar Course { Cicero, Ul., Gre ide Outline Cliffside, N. J., Curriculum Studies Clifton, N. J., Course of Study, Gr. 1-8 Coeur D'Alene, Idaho, Grade Outlines Columbus, Georgia, Annual Report Corsicana, Texas, Course of Study Dallas, Texas, Teachers’ Handbook, Elem Gr ' Davenport, lowa, Synopsis of Courses of Study Dayton, Ohio, Course of Study, Elem. Scho and Kindergarten Denton, Texas, Teachers Manual and Courss of Study Denver, Colo., Courses of Study, Kindergarten Mono, No. | Downers Grove, Il., Course of Study, Ele Ecorse, Mich., Course of Study Elberton, Georgia, Twenty-third Annual Report Eldon, Mo., Course of Study Electra, Texas, Course of Study, Rules and Regulations Elizabeth, N. J., Outline Courses of Study Elem. and Kgn Enid, Okla., Ninth Annual Report Etowah, Tenn., Bulletin Florence, Kans., Course of Study, Consoli dated Schools Fort Worth, Texas, Course of Study, Prin Gallipolis, Ohio, Course of Study, Elem. Gr Glendale, Calif., Elem. Course of Study Glendale, Calif., Elem. Course of Study Grand Forks, N. Dak., Course of Study Grand Island, Nebr., Schedule of Subjects Hanibal, Mo., Course of Study, Gr. 1-H. 5 Hollister, Calif., Course of Study Holton, Kans., Course of Study Houston, Texas, Course of Study Hutchinson, Kans., Course in and Elementary Grades Independence, Iowa, Outline of Minimum Re quirements Kindergartet Ionia, Mich., Outline Course of Study Kalamazoo, Mich., Early Elem. Dept., Course of Study Kent, Ohio, Course of Study, Elem. Schools Gr. 1-6 Lanett, Ala., Eleventh Annual Bulletin Lead, 8S. Dak., Course of Study Sup., Read Lang., Hist., and Plans for Future Changes Lorain, Ohio, Blem. Course of Study Los Angeles, Calif., Course of Study, Gr. 3-4 ‘alif., Course of Study, Gr. 5-6 Ludlow, Ky., Annual Report of Bd. of Ed Macon, Ga., Fifty-first Annual Report Maquoketa, Iowa, Course of Study Marinette, Wis., Course of Study, Special Work Marquette, Mich., Outline of Grades Marshall, Texas, Course of Study Maysville, Ky., Annual Report Mexia, Texas, Course of Study Milford, Conn., Course of Study Mingo Junction, Ohio, Course of Study Los Angeles, ¢ Gr. and Modesto, Calif., Course of Study Montgomery, Ala., Elem., Course of Study Muncie, Ind., Elem., Course of Study New Orleans, La., Course of Study Newton, Iowa, Course of Study, Elem. Gr 1-6 Norfolk, Va., Course of Study, Elem. Schools Oakland, Calif., Sub-Primary Classes No of pages { 189 ] TABLE 12.-ELEMENTARY COURSES OF STUDY PUBLISHED SINCE JANuUs 1923 (Continued) Ability Groups, 4-8 . Pittsfield, Mass., ‘ourse of Study, Elem....... Portland, Oreg., Elem. Course of Study Pueblo, Colo., Course of Study Racine, Wis., Elem. Course of a eae 1923 | Rocheste r, N. Y., Elem. Course of Study. 192: Rome, Ga., Course of Study, Gr. 1-H.8..... 1924 | Rushville, Ind., Course of Study, Bulletin... on oe 1924 | Sac City, Iowa, Elem. Course of Study....... 1924 | San Antonio, Texas, Course of Study........ 1924 | Sandusky, Ohio, Elem. Course of Study....... 1923 | Secaucus, N. J., Course of Study........ 1923 | Sioux City, lowa, Course of Study, Senior re ee 1923 | Sioux City, Iowa, Course of Study, Junior and gg SIE ne Say ie 5 oh 1923 | Sioux City, Iowa, Course of Study, ‘Junior and LE, Gch dbath tedekereseamenes hs 1923 | Sioux City, Iowa a, Calendar and Desc ription of Material used in Construction Work, Jr. Cr. §.. : TEeTCCELOL CTL 1923 Spart: unburg, 8. we “Thirty- ninth Annual Report reepenbeceeekartecnese ; 1923 | Springfield, Ohio, Courses and Rules and EE Se eee 1923 | Texarkana, Ark., Outline Course of Study, __* = * }owioae SeieS 1924 | Trenton, N. J., Courses for Special Classes 1925 | Trenton, N. J., Curriculum Yearbook, Ele- ne 1923 Union City, Tenn., Course of Study.......... 1923 | Van Wert, Ohio, ‘Courses. of Study, Assign- __. SPER Cpe etre 1923 | Victoria, Texas, Courses of Study............ 1923 | V a. | Minn., Courses of Study, Manual 1925 | Vi none, ‘Mina. ‘Courses of Study, Manual A” Gs a cleene mela up elds wh sn ceeding Ame bee 1924 | Waco, Sessa, Course of Study, Gr. 1- i.s 1924 | Warren, Pa., Outline of Courses, Gr. 1-34 6-7 1925 Warren. Pa. Outline of Courses, Gr. 3 and 5... 1923 | Watertown, N. Y., Annual Report........... 1924 | Wausau, Wis., Course of Study, Kg.-H. 8... 1924 | West Hartford, Conn., Elem. Course of Study I iit ot de Fee nd ands Sa. 0 1923 | Wichita Falls, Texas, Outline Elem. Courses. 1923 | Winston-Salem, N. C., Course of Study....... 1924 | York, Pa., Course of Study, Gr. 1-6.......... STATE AND COUNTY COURSES | ma 1924 | Alabama State Dept. of Ed., Course of Study Se Fe, i cctcncbboksipdéendees Alask. 1923 | Alaska Territorial Bd. c Ed. Manual and Course of Study, Elem. Schools.......... Arizona 1923 | Arizona State Dept. of Ed., General Course of IONE aitinc' a nat chien ods paditekn dale 1923 | Tempe State Normal School, Bulletin. ....... California 1924 Butte oo School Manual and Course of Ms + eabde oon oe hee nd deetenesanesa’ 1924 | Calveras Co., Public School Manual. ......... | | No. of | Year Title GENERAL COURSES—contd. 1923 | Oakland, Calif., Handbook of Suggestions for | | use in Atypic val Classes............... } 1923 | Oak Park, Ill., Outlines, Elem. Course of Study 1923 Opelika, Ala., Course of Study, Announce- | ment, Rules and Regulations. ....... bP ~~ hr & > & ~ > & hh > & > B + -_> > o P= 113 168-178 112 113 162 11? 119 183 116 119 119 119 120 115 116 117 115 115 114 114 91-99 91 94 98 96 188 163 172 184-185 156 157 158 156-157 188 165 Lf =a z La age and Gra : 92 Bibliogra \ ( ildre Gra I | ( ( ses Pul 1 J 1, 1923 Objective I iG Rese I 1 the (¢ i i 78 Time Allot t Xa I } ( l } is V IX Ex 1 ) } Is A I ( Manufactured Product Ir c : Test , I e Allotment (( XVI 1 Re We I N e Study a I Bibliog ) Co es P ished § Ja 1, 1923 Nota and Ed Are t at Leaders B i ( I Birthplace of N é B la 1870 E ati and Le (Cha III E at und Pr t M I 1 Since January 1, 1923 : in O ard Q Spec Ayre I ed—WI! Can ire A Quality and ed—What Does Life De i Researcl e ( K Handw r Sixth Gra lard Time Allotment (Charts II and III Physical Education: (See Health and Physical Ed Professional Improvement: Financial Reward for (Table 44 See: Leave of Absence Publicity: Essential Feature of Educational Work How May Local Community Be Interested in ¢ im Re References on Schx t Purchasing Power: Of Teachers’ Salaries (Table 7) and (Chart IV Of the Dollar in 19 Cities (Table 9 See: Earning Power; and Value of an Ed Reading: Appropriate Materials for Instru Bibliography Children's Interests ir Courses Published Since January 1, 1923 How Much Reading Should Be Required of E entary Pupi Research and the Curriculum in Read Silent Reading—What Consid Be ¢ It? Standard Tests—What Help f Them? : Time Allotment (Charts VIII and IX i 14 Winnetka Graded Book List i [ 197 ] Index to Volume III (Continued) Bulletin No. Salaries: Administrative Officers: eee Gr ee t,o we sceccecnscancnceasvesecesdeseqneascece 1&2 ee nee en I NG es onc dcccdocncds ctuvecésmecnceesseveesisneees 1&2 Assistant or Vice Principals or Deans: ees er ns EE OD go on. cncctnnccseedeebaeaneeesetdccresesece 1&2 Average: (See Median) Clerks in Administrative and Supervisory Offices: A ae nd eee cane aese Nenad ee eo dawedeneesan’ 1&2 Median Salaries Paid Clerks in Principals Offices (Chart IX) ............ cc cece cece cece reece eeeees 1&2 Galestes Paid Clavie in AGasieistrative Giiees Cas’ Zh)... oc ccc ccc cccccccccccccscvccteccsccccccs 1&2 Directors and Supervisors: Distribution of Salaries Paid, 1924-1925, in Cities of Five Population Groups (Tables 26-30).......... 1&2 Median Salaries Paid Supervisors of Music in 842 Cities (Chart XII).............. 0.0 cece eee eee 1&2 Salarcies Paid Disectors and Guperviness te 1906-1985. ..... nc ccccccccccccscccscccccecccesecsscscce 1&2 Elementary Principals: Median Salaries Paid School Principals in 1923 Cqmpared with Those Paid in 1925 (Chart II)........ 1&2 Median Salaries Paid Teaching and Supervising Elementary Principals in 1924-1925 (Table 15)........ 1&2 Elementary Teachers: Median Salaries Paid Elementary and High School Teachers, 1924-1925 (Table 11).................. 1&2 Median Salaries Paid Elementary Teachers in 1443 Cities (Chart VI)................ 5.2 c cece eeeeee 1&2 Median Salaries Paid Elementary Teachers in Rural and Urban Sections of the United States (Chart VIII) 1 & 2 Median Salaries Paid Kindergarten and Elementary Teachers, 1924-1925 (Table 12)................. 1&2 Minimum, Median and Maximum Salaries Paid Elementary Teachers in 1925 (Chart XIII).......... 1&2 ee Be ne es Se I OD Gok cece coc ccc csnddvcedactesecessectcancésedee 1&2 High School: (See Junior and Senior High School Principals and Teachers) Increases: ee eS te arenes cece dbs bebasenasecetesdedcenssteben 1&2 a ee i pec decdbedwesce heeds cebnneeneensceweroonense 1&2 Median Salaries Paid in 1923 Compared with 1925 (Table 3, Chart I)... 2... 6... ce cece eee eee 1&2 Janitors : Distribution of Salaries Paid Janitors in 1165 Cities in 1924-1925 (Table 19)..............0.eeee eens 1&2 ee ee es pa eee dn and bhss 80s stcbdelveee segs Seka Retin neoeseeees 1&2 Junior and Senior High School Principals: Median Salaries Paid Principals in 1924-1925 (Table 16)........ 2... 2... ccc ccc cece cece ee eeeeceees 1&2 Salaries Paid School Principals, 1923 and 1925, Compared (Chart II)............. 0. cece eee eeeeeeees 1&2 Junior and Senior High School Teachers: nae ins cov ncedcesseeeReeebesbeenssnnesee eet se 1&2 i ne nnn cccncccnccedeces cee bese eb ascccestecoencs 1&2 Minimum, Median and Maximum Salaries Paid in 1925 (Chart XIV). ............. ccc eeceeeeeeeees 1&2 Kindergarten Teachers: Median Salaries Paid Kindergarten Teachers, 1924-1925 (Table 12)... 2... 2... ccc cece new ween enees 1&2 Medians: Median Salaries Paid Teachers in 1923 and 1925 (Chart I)..... 2.0... cece cece cece cece e eee ee eeees 1&2 Median Salaries Paid Teachers, Principals, Administrative Officers, Directors and Supervisors in 1922 and SOG CHE oon S064 0c SSEENSESAES ADS remeedcccencccescesteestshassheberschsdcveptapes ee 1&2 aie Se I gana 5 ko cadkedaws cenct seks wor bc cb6086s cngdcdcsnsapanentatbusdesaes césatees 1&2 Rural Teachers and Principals: Median Salaries Paid Rural Teachers and Principals by States Compared With Those Paid in 1923(Table6) 1 & 2 Median Salaries Paid Rural Teachers and Principals in 1922-1923 and 1924-1925 (Table 4)............ 1&2 Salary Schedules: Examples of Recently Adopted Salary Schedules. ..........0.ccceccccecercceeeeseeeseseereseeees 1&2 Five Reasons for Adequate Salary Schedules. .... 2.2... cece ccc cece cece cc enc en ence eeseeeeeeeees 1&2 Minimum Salaries in 1924-1925 in Cities of Five Population Groups (Tables 33-37)..............++- 1&2 Maximum Salaries in 1924-1925 in Cities of Five Population Groups (Tables 38-42)...............+- 1&2 Percentage of Cities With Salarz Schedules (Table 32)... ....... 2. cece cece cece cee neeeeneeeeees 1&2 Annual Increases Provided for in City Salary Schedules, 1924-1925 (Table 43)... .........0-000 2200s 1&2 Relief from Classes During School Hours (Table 48)... . 0.6... cc ccc cece cece eect eee eee eeeeeeees 1&2 Leave of Absence for Study and Professional Improvement (Table 45)... ..... 0.6.5.0 eee cece eee eees 1&2 Teachers’ Salaries Continue During Attendance at Institutes (Table 49)... ...........0 2 cece eee eeee 1&2 Financial Reward for Completion of Additional Professional Training (Table 44)..............0.+555 1&2 Salary Schedules in Jersey City, Minneapolis, St. Louis, Washington... ............000eeeeeeeeeeees 1&2 Salary Schedule Provisions for Minimum Salaries... ..........6. cc cc ies cece n ene sceceeeeeeeeeeeees 1&2 Salary Schedule Provisions for Maximum Salaries... ..... 2... 66. c cece cece eee eee eeeeeeeenes 1&2 Salary Schedule Provisions for Number of Annual Increases. . ...... 2.62.0. cece eee eeeeeee Pt 1&2 Salary Schedules and Salary Schedule Features, 1924-1925... 2... 0... cece cece ence eect ee eeeeeeee 1&2 ery Ce ee I bo on. 0s obi cdc icindcc ccc cccccecetwnsedeebeecbesebesscecse 1&2 Special Features of 1924-1925 Salary Schedules. ...... 2.0... cece cece eee e ee ween eee e en eeeeeeenes 1&2 School Nurses: Median Salaries, 1924-1925 (Table 14). . 2... 2... cc ccc eect cece eee cece een eeneeenee 1&2 Page 36-40 36 32 33 34 34 42-46 48 61-62 12 12-13 35 35 31 14 23 28 49 27 12 27 16 58 50-52 53-56 biel Index to Volume III (Continued Salaries (Continued) Senior High Schoo! Principals: Median Salaries Paid in 1923 Compared with Those Paid in 1925 (Chart II Median Salaries Paid Senior High School Principals in 1924-1925 (Table 16 Senior High School Teachers: Maximum, Median and Minimum Salaries Paid (Table 31) Median Salaries Paid in 1309 Cities (Chart VII) Median Salaries Paid in 1924-1925 (Table 13).. Single Salary Schedules: Partial List of Cities Having Single Salary Schedules Use of the Single Salary Schedule. Special Class Teachers: Median Salaries in 1924-1925 (Table 14) Special Salary Service, National Education Association Superintendents: Distribution of Salaries Paid, 1924-1925 (Tables 21 to 25) Median Salaries Paid in 1134 Cities (Chart XI) Teachers’ Salaries and National Progress. . Teachers’ Salaries Paid in Cities in 1925.... ' Trends of Median Salaries in City Schools (Table 5) Savings: Amounts in Savings Accounts (Charts V and VI) Annual National Savings and School Costs... Are School Costs Making it Difficult to Save Money? School Costs and Increase in Capital “Ee ; Percentage of National Income Saved 1909 to 1918 (Table 3) Per Cent of Income Saved and Expended for Education (Chart IV) School Support and Savings Accounts Per Capita (Chart XII) School Attendance: Compulsory School Attendance Laws le eee ae oe ace Be a aiinbed whee ede uns Science: (See, Nature Study and Elementary Si. ience) Social Studies: ais an ab had Sia ee bares nena ne da Content of Social Studies—How Shall It Be Deteruniacd? ‘ Courses Published Since January 1, 1923....... : ; Geography—What Are Its Basic Facts?............... Historicai Information Essential to Citizenship....... History Text Books—Do They Put Emphasis Where it ulonen? Research and the Curriculum in Social Studies. ............ Res earch Methods Most Frequently Used.... Social Science Topics in Current Magazines (Table 8) Time Allotment (Chart XII and XIII)... Spelling: eee ree ' Courses Published Since January 1, 1923 seit Principal Methods in Teaching Spelling................. Meaning and Use of Words In Spelling Lesson? . Research and the Curriculum in Spelling............ su ath Time Allotment (Charts VI and VII)................... What Words Shall Be Taught?........... Time Allotments: Arithmetic (Charts IV and V).. Ba ee ee How Determined?............ Language (Charts X and XI)... Music (Charts XVI and XVII).... Penmanship (Charts II and III). ; Physical Training (Charts XIV and XV).... Reading (Charts VIII and IX). : Social Studies (Charts XII and XID. Spelling (Charts VI and VII)..... Tobacco Expenditures: (See Luxuries) Value of an Education: Education and Earning of Farmers..................00e00eeee- Education and Earning Power.................0ceceeecess Wages: Industrial Wages, Cost of Living and Purchasing Power (Table 8) In Building Trades in Six Representative Cities (Chart III).. Wealth: Schools Costs and Increase in Capital. avin aa wales ete Corporation Surplus, 1910 to 1921 (Table 4) ee ee ae How Much Economic Power Has the United States?.. Increase in Value of the Nation's Tangible Wealth (C ‘hart TID. { 199 ] www ww we w —_— oo oe —_ ~ > + + + + & + e s Page 14 $1 85 83 84 81 83 R3 113 113 177 151 187-189 154 155 155 150 151 153 150-151 174 187 141 141 138 139-140 138 132-133 123 146-147 159-160 127-128 156-157 143-144 150-151 139-140 94 96 94 81 4 MIGH MORALE comes from the # feeling on the part of each that he is engaged in a great work under a plan which enables him to see the best of his own life expressed in it. Service to a great cause is the source of life. Curriculum making is the great work of our profession. All else that is done in a school system must, in the last analysis, come to bear as a means to the solution of this problem. Certainly the cause is big enough. It is as signifi- cant as life itself. Give every member of our profession a chance to do his best for it and the results need not be feared. This is a challenge of curriculum making to every community. 4. L. Threlkeld, 1925 Official Report Department of Super- intendence p. 201.