SESS SES EESE SESE EB EES SEE EERE ESE SS PERIODICAL ROOM QENBRAL LIBRARY VOL. VI, NO. 1 tINIV. OF MICH Research Bulletin OF THE National Education Association mai td 16) 66) 5) 6) 6) 6) 6616) 6.6) 6). 6) ©, <8 ey ws ya) Bay, Creating a Curriculum For Adolescent Youth SVYSVSY ~~ es —_— y 4 cy \ Ss 4 F} » “a sn Vs; ’ ve 7, rece iss | ae Sa” 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 postoffice 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 SBE ESEGGG0G066EGG00 066000000605 Research Bulletin of the National Education Association Published five times each year in January, March, May, September, and November hy the Research Division of the National Education Association of the United States. 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C. nN [2] OEE Research Bulletin OF THE National Education Association VOLUME VI January to November, 1928 The Research Bulletin is issued by the Research Division, a section of the headquarters staff of the National Education Association. This division was created in February, 1922, for the purpose of conducting scientific studies of special interest to members of the teaching profession. Bulletin One was issued by the Research Division in June, 1922, and Bulletin Two in November, 1922. The first number of the Research Bulletin is Volume I, No. 1, January, 1923, entitled Facts on State Edu cational Needs. With Volume I, No. 1, the Research Bulletin became a regular publication, issued five times each year—January, March, May, September and November. The Research Bulletins composing Volumes I, II, III, IV, V, and VI are listed on the next page. RESEARCH DIVISION THE NATIONAL EDUCATION ASSOCIATION OF THE UNITED STATES 1201 Sixteenth Street Northwest, Washington, D. C. 1928 Research Bulletins Previously Issued Facts on the Cost of Public Education and What They Mean. Bulletin 1, June, 1922. 68 pp. (Out of print.) Facts for American Education Week. Bulletin 2, November, 1922. 40 pp. Price per copy, 25 cents. Facts on State Educational Needs. Vol. 1, No. 1, January, 1923. 64 pp. (Out of print.) Can the Nation Afford to Educate Its Children? Vol. 1, No. 2, March, 1923. 72 pp. Price per copy, 25 cents. Teachers’ Salaries and Salary Trends in 1923. Vol. 1, No. 3, May, 1923. 116 pp. Price per single copy, $1.00. Five Questions for American Education Week. Vol. 1, No. 4, September, 1923. 56 pp. (Out of print.) Facts on the Public School Curriculum. Vol. 1, No. 5, November, 1923. 48 pp. (Out of print.) Current Facts on City School Costs. Vol. II, Nos. 1 and 2, January and March, 1924. 64 pp. (Out of print.) Teachers’ Retirement Allowances. Vol. Il, No. 3, May, 1924. 32 pp. Price per copy, 25 cents. Facts on the Public School for American Education Week. Vol. Il, No. 4, September, 1924. 40 pp. (Out of print.) The Problem of Teacher Tenure. Vol. 11, No. 5, November, 1924. 40 pp. Price per copy, 25 cents. Public School Salaries in 1924-1925. Vol. 111, Nos. 1 and 2, January and March, 1925. 72 pp. Price per copy, 50 cents. Taking Stock of the Schools. Vol. III, No. 3, May, 1925. 32 pp. (Out of print.) Keeping Pace With the Advancing Curriculum. Vol. VII, Nos. 4 and 5, September and Novem- ber, 1925. 96 pp. Price per copy, 50 cents. The Ability of the States to Support Education. Vol. IV, Nos. 1 and 2, January and March, 1926. 96 pp. Price per copy, 50 cents. Efficient Teaching and Retirement Legislation. Vol. 1V, No. 3, May, 1926. 72 pp. Price per copy, 25 cents. A Handbook of Major Educational Issues. Vol. IV, No. 4, September, 1926. 72 pp. Price per copy, 25 cents. Major Issues in School Finance—Part I. Vol. IV, No. 5, November, 1926. 32 pp. Price per copy, 25 cents. Major Issues in School Finance—Part II. Vol. V, No. 1, January, 1927, 64 pp. Price per copy, 25 cents. Salaries in City School Systems, 1926-27. Vol. V, No. 2, March, 1927. 64 pp. Price per copy, 25 cents. The Scheduling of Teachers’ Salaries. Vol. V, No. 3, May, 1927. 64 pp. Price per copy, 25 cents. The Advance of the American School System. Vol. V, No. 4, September, 1927. 32 pp. Price per copy, 25 cents. School Records and Reports. Vol. V, No. 5, November, 1927. 132 pp. Price per copy, 50 cents. Creating a Curriculum for Adolescent Youth. Vol. VI, No. 1, January, 1928. 80 pp. Price per copy, 25 cents. The Principal Studies His Job. Vol. V1, No. 2, March, 1928. 68 pp. Price per copy, 25 cents. The Advance of the Teacher Retirement Movement. Vol. V1, No. 3, May, 1928. 56 pp. Price per copy, 25 cents. Practices Affecting Teacher Personnel. Vol. VI, No. 4, September, 1928. 52 pp. Price per copy, 25 cents. ——— - ee ES Le Se _— none ace i ane a —s z . oo «- tal me ten ate CONTENTS Foreword - 4 New Venture in Public Education New Schools for Adolescents What Are the Functions Peculiar to the Junior High School? How Widely Accepted is the Junior High School Form of Organization? Problems Faced in Developing a Curriculum for Adolescent Youth Issues to Be Faced by Local School Boards Preliminary to the Adoption of Junior High School Plan of Organization What Does the Junior High Sc heat Do That Other School Units Do Not Do? What Is the Relative Cost of Elementary, Junior, and Senior High Schools? Do Local Teachers Possess the Special Training and Personal Qualifications Necessary for Junior High School Teaching? , ’ Is a Special Certificate Necessary in Order to Teach in Junior High School ? Are Special Buildings and Equipment Needed in Junior High School? How Many Pupils Are Necessary to Carry on a Real Junior High School? Junior High School Program of Studies Through What Subjects Are the Purposes of the Junior High School Realized ? Four Types of Programs of Studies oe “Subjects Most Frequently Offered in One Hundred and Thirty-nine Junior High Schools /Vendencies Revealed by an Analysis of One Hundred and Thirty-nine Junior High Schoo! Pro- grams Relation of Sise of Enrolment in the Junior High School to Variety of Subjects Offered What Constants Form the Core Curriculum of the Junior High School? What Subjects Are Elective in the Junior High School? Variables or Electives in the Program of Studies of 139 Junior High Schools Seventh Grade Eighth Grade Ninth Grade Contributions of Research to Junior High School c urriculum Building How Far Has Research Gone in Determining the Course of Study of the Junior High School? Research and the Philosophy of the Junior High School A Partial Summary of Research Findings Research and the Curriculum in Social Studies Research in Junior High School Science Research in Junior High School English Research in Junior High School Mathematics Research in Modern Foreign Languages Research in Junior High School Commercial Education Research in Junior High School Industrial Arts Art in Junior High School Research in Junior High School Music Research in Junior High School Home Economics Research and the Curriculum in Health and Physical Education Helpful Books Dealing with Junior High School Problems Expert Opinion as to Best Books on General Problems of the Junior High School “xpert Opinion as to Best Books on Junior High School Subjects Value of Selected Bibliographies er? Expert Opinion as to Most Helpful Books on School Counseling and Guidance New Courses for New Schools Availability of Local Courses of Study No Brief for Scissors and Pastepot Legitimate Uses of List of Course of Study Bulletins Junior High School Courses of Study Published Since 192( List of Tables, Charts, and Figures > eerste —— FOREWORD Within the last decade there has been wide-spread effort to offer a better type of education for early adolescent youth. The junior high school is specially designed to meet the needs of children in this relatively distinct phase of development. It marks a new venture in public education. It is a distinct educational unit with features peculiar to itself. Features, such as prevocational training, exploration, guidance, departmental teaching, and greater activity on the part of pupils justified its creation. They must not be lost through compromises with conventional procedures. Curriculums should be created to fit the needs of adolescent boys and girls, enabling them to explore their interests and abilities and bringing them into contact with influences that give direction and purpose to their lives. Many theoretical articles have been written; much research and experimentation has been carried on to discover what should be the content of the junior high school curriculum. It is still in the developmental stage, and it is highly desirable that for the present this forward-look- ing experimental conception of the junior high school be maintained. Any attempt at standardization at this time would be unfortunate. Several types of re-organization, such as the 6-3-3, 6-6, and 6-4-4, are being tried out. They have not existed for a long enough period of time to yield absolute proof of the superiority of one type of re-organization over another, or of the superiority of any one type over the traditional organization. In their best forms, however, these re-organizations embody the kind of training and educational opportunities which edu- cational leaders believe early adolescent youth should have. Furth. »re, ex the control of more than one teacher during the 4. Meeting the needs of the early adoles day, thus encouraging self-direction on the part of group pupils. The. fact that the junior high school en- 5. Bridging the gap between elementary and rolment is a relatively homogeneous social group — ..eondary schools—proper coordination between gives it an advantage in orgamizing social and lower and hither stheols schox recreative activities. 6. Development of qualities of gool citizenship— The above statements are in more or less preparation ot pupils to play a larger part in the agreement with the following seven most fre- life of the community.’ quently mentioned junior high-school functions 7. Providing opportunity for profitable self-ac-y . . . ° ° wih —ParT de > ot > re n ivi j contained in an analysis of seventy-nine state- “Y'S early development of leadership, individ ° ; sivas ality, and initiative ments of the special purposes of the junior high school given in the Fifth Y earbook of the “Economy of time,” when interpreted to Department of Superintendence :' mean enrichment (through the earlier intro- 1. Meeting individual differences of pupils—en-\/ duction of particular subjects and administra- abling pupils to follow the lines of their interest tive devices which advance each pupil to and ability. 2. Prevocational training and exploration re- sulting in wise choice of later school courses and well as shortening the period of training life work, — Ae a rightly becomes a function peculiar to the 3. Counseling or guidance—bringing pupils into contact with influences that should give direction and purpose to their lives. higher levels as rapidly as he should go) as junior high school. Some ot these particular objectives rot ‘ Department of Superintendence, Fifth Yearbook, The Junior Hig school Curriculum, National Educat \sso ciation, 1201 Sixteenth St., N. W., Washington, D. C., 1927, pp. 20-21 2 While it may be argued that this is a function of every unit of the American school systen und rt peculiar to the junior high school, it was included in this analysis because it was so frequently mention i which the junior high school, because of its differentiation and flexibilit an. perform in a larger way thar traditional school of eight grades FIGURE II EXPLORATION THROUGH LABORATORY-LiBRARY METHODS 5 | ae | ae | which the junior high-school unit was set up in the 6-3-3 plan of organization in many communities, are being attained in other com- munities through a reorganization and better coordination of the last two years of a seven- or eight-year elementary school and the first years of the traditional secondary school. However, according to Leonard V. Koos’, the ~ junior high school is being increasingly ac- cepted as an established unit in our school sys- tem. Although most of the material of this Bulletin implies the separate junior high school as a part of the 6-3-3 system, it is not intended to signify that the objectives which have re- sulted in rapid growth of this unit are unat- tainable in other forms of administrative or- ganization. Time may prove that the 6-4-4 or some other type of organization is more sat- isfactory. Trends seem to show, however, that some form of school specially designed to meet the needs of adolescent youth will be one of the permanent units of the American system of education. How widely accepted is the junior high school form of organization? Since the de- velopment of the first junior high schools in day there are approximately 1,100 segregated junior high schools. Seventy-four percent of cities over 100,000 in population, i. e., 49 out of the total 68, have already established sep- arate junior high schools; as have also 109, or sixty-one percent, of the 180 cities with . population from 30,000 to 100,000. Table 1 shows that in 1926 the separately organized junior high schools of the United States had increased their enrolment 1,584 percent over that of 1920. Table 2, on pages 10-11, shows that 814, or 73 percent of the total 1,108, separately organized junior high schools consist of grades 7, 8 and 9; and 168, or 15 percent, consist of grades 7 and 8. According to the U. S. Bureau of Education, there were 21,700 pub- lic high schools in the United States in 1926. Of this number 3,526, or approximately 12 percent, were “reorganized high schools,” term applied to the various types of junior, junior-senior, senior, and five, six, and seven year undivided types which have arisen from a reorganization of the traditional or regular high school of four years, preceded by seven, eight, or nine years of elementary work, and often by a kindergarten. The pupil enrolment Berkeley, California, and Columbus, Ohio, during the school year of 1909-1910 the \ in these “reorganized high schools” approxi- junior high school movement has _ rapidly spread within the last sixteen years until to- 1 percent of the total high school en- rolment in 1926.? 1 See: oo J. Orin, The Junior High School, A Study of Instructional Results in a Typical City System, Uni versity of Minnesota Press, 1927, Introduction, p. ? See: Bulletin, 1927, No. 33, Statistics of Public High Schools, 1925. 1926, U. S. Bureau of Education, , TABLE 1.-GROWTH be TOTAL ENROLMENT IN ALL PUBLIC HIGH SCHOOLS AND IN JUNIOR HIGH SCHOOLS, 1920-1926 1922 1924 1926 Type of High 1920. Per- Per- Per- Per- Per- Per- School Enrol- cent cent | cent cent | cent | cent ment! Enrol- in- Enrol- in- in- Enrol- in- in- in- : ment ? crease ment* | crease | crease ment * crease crease | crease over over over over over over 1920 1922 1920 1924 1922 1920 1 2 3 4 5 6 7 8 9 10 11 All public high schools.| 1,999 106) 2,496,234) 24.87) 2,950,408) 18.19) 47.59) 3,741,073) 26.80) 49.87) 87.14 IE 6. 6 0 5:dsk be CEE 1,927,746; 15.61) 2,064,997 7.12) 23.84) 2 67 6.62} 14.21) 32.04 Juniors Se f 215,158) 476.35 383,417! 78.20) 927.07 64.00) 192.25)1584.42 ER Ahn. , wtiale ie 5 63,771| 258.44 132,878, 108.37) 646.88 % 118.59) 355.46)1532.59 ar =~ ad and Un- eae ae 276,504 289,559 4.72 369,116) 27.47) 33.49 620,135 a.o8 114.16) 124.28 4 1 Biennial of 5 1918-1920, Statistics, U. S. Bureau of Education, Bulletin, 1923, No. 29, pages 505-520; * Biennial of Education 1920-1922, Vol. II, U. S. Bureau of Education, Bulletin, 1924, No. 14, pages $40-SS2; 3 Statistics of Public High Schools 1923-1924, U. S. Bureau of Education, Bulletin, 1925, "No. 40, pages 10-23: high school is one not organized on the junior, senior, or junior-senior plan; nized as a separate institution. |i Statistics of Public High Schools 1925-1926; U.S. Bureau of Education, Bulletin, 1927, No. 33, pages 28-73; * A regular [8] Chart I shows that during each decade population of the nation had increased as rap- since 1870 the number of pupils enrolled in idly between 1870 and 1926 as high school public high schools has nearly doubled. Ifthe enrolment, we would have had a populati CHART I t ] n —= NUMBER »F PUPILS ENROLLED » PUBLIC HIGH SCHOOLS | 1870~ 1926 80,227 110,277 ) 1900 SKesearch Dwis ion,Natianal, Educaton Assh Based on data in Tablel,US. Bureau of Education , Bulletin, 1927, N° 39 Statistics of State School Systems 925-26, p.8 CHART II NUMBER ~ PUPILS ENROLLED ™ PUBLIC HIGH SCHOOLS To EACH 1000 POPULATION ~ 1870-1926 Sesearch Quision, Natanak Education Assh Based on data in Table 1, U.S. Bureau of Education Bulletin, 1927, N239 Statistics of Slate School Systems l925~26, p.8 | [9] OO — ——— ee so | ¢ | s |» | l | i 0 0 l eI 0z I 0 € 0 t 0 ©. fitter Pett se 1 epuol 4 8 0 0 0 0 0 0 0 0 0 0 0 0 0 0 8 0 ae eee PIquinjo> jo HSI : . 4 : : : . : : : . . 4 : : H 2 ER ORRCRe oman 87 I £ 0 0 0 0 0 8 z or 0 0 0 0 tl 0 ee bite | Y jnoNDeUUO-) RL I 9 z 6 I 0 0 tz 0z tr 0 0 z 0 tl 0 4 WGecobbbeiee ket opesojo> yt | zz z S Ll 0 0 97 £ 67 0 0 I 0 LL 0 Oh fo 18S dens ep een erusosye>) €s 0 z z Ll 6 z 0 zz 6 ££ t 0 0 I + 0 Wee eededaete cs sesueyy tl I 1 1 £ r 0 0 0 t t . 0 0 1 0 z 0 G [ttt heee secures a6 mS ee euozuy sor | oO £ t tl 81 t 0 1m | 9 iz ol I I 0 £1 0 SR eee) eurequiy gcse | ezt | sez | sor | oe | sis | gs sz sez | zo | \gzer) gz or | zor " vig | zz em } nies ke. s21kIg parup | on 81 uN 91 st tI et zt iT or 6 8 L 9 s t ¢ |e I ee Oe ee eee were eee ee ee 2 ee) oe ee ee Ss Poe 7) . 4 3 @ 4 @ 2 | gs 5 ae Hy) Tl BLE) Ea elle eo} eee = Sea Se oe ee eae ee | a | 8 | ge S 4 » ¥ ? = - i] a e CES arte eee See oe ae ae oe. 3 & 2 7 5 Soe “ Se | Se = @ @ * - x S = x a. = - = i 3 : a s ~ © | i) - 2 : 5 g | ? | * if = + 4 4 So °° oa 9781S & 4 = oo = = 4 °o e e ” ’ S Ss Fad od ‘or = ee eae pay 2S Pepraipuy S10049S 431H J01Ueg-s01unf SIOOG9S YH s0FUNE pozBeiB¥g S4¥°X 4q Wonezue1Q fq sjooqsg jo soquny Ad NV ‘SdavuD Aq NOILVZINVDYO 4O AdAL A . lene = ey emer ae 926I—-SALVLS @ *«.STOOHODS HDIH daZINVOAO-ay4,, 40 NOILNaIaLs1a—z aTaVvL [10] I ¢ oe 0 0 0 0 OF 0 9l ‘8 0 ol 0 0 0 “Ww ~rnn dS w — W728! 61 7O urns wins »quUINN A} peptarpun It 2A ol moOrm~ne SO ° — 0 uulT 6l 0 0 0 ) ey pue te] uuny 2 SI 6 UUINIO™ ¢» xIs put 0 0 0 0 0 0 0 0 0 0 0 } 0 0 0 0 Zed ) et aay pur 0 0 9 0 + | 0 91 ee) Aan “ew onne eI une[ng uone mpaA 10 neoing ~ AIPJUSMIAITS JO SIPAA A mas ‘J 1uas 09 pue fs PIQ] tl Ss Og az ulu J sorunt ‘zorunt I 0 < 0 < 0 0 I I I S | 0 t I t 0 t 0 0 0 0 0 0 0 fl I 0 0 0 0 0 I 0 0 I v0 0 I 0 0 0 0 t 0 0 0 Zz 0 0 0 Z 0 I 0 I z s &. I | < 0 0 0 1 z 0 tf It A198] aTqt | wool) ee aL Nt — 0 0 0 0 0 0 0 0 0 0 0 0 0 99 ot 6 ol $9 t ti put sa a 1 <9 Zed 0 0 0 0 0 0 0 0 0 0 0 0 0 0 9S wns Fe OOYyIs YAY Ie[NFel J ] pezueszi0-a1 1OTIIPRI} GUI F I 1 2UL » SM STA PTUIBITA 182A aass< B1OAeG Beurpose-) yinos yInos pues] epouy PIUBA]|ASUUOd uozaig) PmMoye Wo ono BIOXeG YON euljore>) YON YIOA MAN OOlxa MAN Aasiof Man e1ysdureyy MAN epearn BYSeIGeN eueqwoyw UNosst yy 1ddississ1 BIOSIUUTY UesIQoI s}Jesnyoesse yy pueyArey ouieyy eueIsIno’y] of 1,767,130,142 in that year. More pupils were enroled in high schools in each of the fol- lowing states in 1926 than in the whole nation in 1870: California, Illinois, Indiana, Kansas, Massachusetts, Michigan Minnesota, Mis- souri, New Jersey, New York, Ohio, Okla- homa, Pennsylvania, Texas, and Wisconsin. Table 3, and Chart II, on page 9, show that for the United States as a whole in 1926 there were 32 pupils in public high schools to each 1,000 population. This number varied from 57 in Kansas to 13 in Georgia. While this variation between states is greater, per- haps, than it should be, the nation as a whole TABLE 3.—JUNIOR HIGH SCHOOL AND ALL PUBLIC HIGH SCHOOL ENROL- MENT IN 1925-1926, BY STATES bay somiest we in all ein amies ¢ “| a a high ‘otal population | students in hig States junior high ochesis (regular in 1926° school to each | Rank schools! junior and senior)? 1000 population I 2 3 fd 5 6 Continental United States............. ' 628, 8094 3,741.0734 117,135,645 31.94 BIBIA,, 6 i 0's sn brg chads s ce cegapedus 2,597 41,890 2,526,000 16.58 44 PR Pe a Pee ee eee oe 661 10,037 445 ,000 22.55 39 SE Ds « «keels nize Aeitaaheding 2,896 29,952 1,903,000 15.74 45 California bans or acdids bint bpabetene 60 , 563 228 , 866 4,316,000 53.03 2 aE ee ee ary: 11,547 47,768 1,059,000 45.11 9 a ee Sens een 7,347 45,738 1,606 ,000 28.48 32 ey ng A ERT OE eee 0 6,038 240,000 25.16 35 | District of Columbia........,......... 5,397 16,593 528,000 31.43 25 Florida rT A eee eo ee 10,859 38,430 1,317,000 29.18 30 RE Bary ese es eae 9,464 : 3,139,000 13.48 49 ONIN: 0s. tae Ae oan ate aa eatd orate 1,446 20,647 522,000 39.55 14 Ge re er ee ee ee 12,001 214,341 7, 203.000 29.76 27 5 A Fr eee 16,985 139, 460 3,124,000 44.64 10 PES 7 See Re 12,032 118,879 2,423,000 49.06 3 Rr. ee Pee ere 22,824 103,187 1,821,000 56.66 1 eet ee eee 2,932 49,079 2,524,000 19.44 42 Louisiana b> +6 Ontudiseduale-cb oveneaead 1,400 29,777 1,919,000 15.52 46 NY eee ee 2,398 26,974 790 ,000 34.14 22 ON ES IFRS Sere 12,812 41,781 1,580,000 26.44 33 ee ree 55,736 170,426 4,197,000 40.61 11 en, ath EE eee eee b 37,084 \ 163,407 4,396,000 37.17 16 RIES et te A Se ee 18,342 106 , 831 2,651,000 40. 30 12 Mississippi u's eeu aaees pbes be cawevuts 1,252 25,147 1,790,618 14.04 48 NE, ks s « Dmarsiii Mine es i «ogee paws 12,081 105,515 3,498 ,000 30.16 26 Oe SR SS ee rere 1,497 aa 695 ,000 32.55 24 LF. ss akehei nal he aa kamer eet “6,021 65 694 1,385,000 47.43 5 TS ROGERS SOE. 2- Sere ee 3 3,096 77,407 40.00 13 ND ER eee 2,909 16,203 454,000 35.69 19 OR RRC are 19,423 105 , 963 3,680,000 28.79 31 gg RE A Se ae 963 8,845 388 ,000 22.80 38 WES. « :cadisecih eats cae do muanss 84,631 407 , 851 11,304,000 36.08 17 I Eee 1,798 66, 303 2,858,000 23.20 37 DN, (0. enaetiebatd coves < 949 23,075 641,192 35.99 18 rs £Wabes «0 ctivae need neds «Xena 46,629 250,240 6,600 ,000 37.91 15 ST ee eee 6,865 80,930 2,342,000 34.56 21 ee ee eee 3,305 39,733 877,000 45.31 8 EN SESS ey: eae 62,072 285,261 9,614,000 29.67 28 . wcdeo hele ¢ eidane nil 1,349 14,051 3, 20.28 40 SERN Re are 0 27,828 1,826,600 15.24 47 ML. 6 Cdk oc hes cces en tears 1,620 24,502 689 ,000 35.56 20 4,566 45.005 2,468 ,000 18.23 43 19,725 124,843 5,313,000 23.50 36 6,707 25.165 514,000 48.96 4 1,029 10,299 352,428 29.22 29 7,911 50, 402 2,519,000 20.01 41 | 6,259 71,111 1,538,000 46.24 6 8,683 42,074 1,669,000 25.21 34 | 11,980 96,213 2,885 ,000 33.35 23 | 609 10, 703 235,000 45.35 os 1 Based on data in Tables 26, 29, 30, 32, and 33 of U. S. Bureau of ene Bulletin, 1927, No. 33. This total pet my og includes pupils in three-year junior high schools (organized on the basis of grades 6, 7, 8 and grades 7, 8, 9 and grades 8, 9, 10); those in two-year junior —— (grades 7 and 8, ane 8 ond 9); and also those in the.few four-ye ar junior high schools (grades 7, é. 9, and 10);? n data in Table 14, U. S. Bureau of Education, Bulletin, 1927, No. 33, pp. 28-29; Data from U. S. Census Bureau; ‘ Based « on replies from 17,710 of the 21,700 high schools in the United States. [12] hee ao a Pee ee ae ae CHART III | Arizona NUMBER of PUPILS in PUBLIC HIGH SCHOOLS 10 EACH 1000 in TOTAL POPULATION Unitep States [S Alabama Arkansas California Colorado Connecticut Delaware Dist. of Columbia Florida Georgia Idaho lilinois Indiana lowa Kansas Kentucky Louisiana Maire Maryland Massachusetts Plichigarn Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island, South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washi m West Viosinia Wisconsir Wyoming m ' esearch QDucswn, National Ldiucak. Based on data in Table 1,U.S. Bureau of Education, Bulletin , 1927 N2 39, Statistics of Stat School Systems 1925-26, p-8 Fo a is making real progress toward providing its children a sufficient number of years of school- ing to prepare them for successful living. In 1890 only 3 pupils were enrolled in public high schools to each 1,000 population as com- pared with 32 in 1926. (See Chart II on page 9.) What activities should the schools provide for these increasing hosts of junior and senior high school pupils? Problems faced in developing a curriculum for adolescent youth—lIt is generally agreed by those who have made an intensive study of the junior high-school program that a thorough reorganization of traditional courses of study is essential to the success of the junior high school movement. In some school systems this has been done well; in others, rather poorly and incompletely. Too often the content of the old seventh and eighth grades of the ele- mentary school has been carried over and some of the ninth-grade subjects of the four-yea: high school have been pushed down into the junior high schooi. Courses of study should meet new demand, and should be adapted to the characteristi work which differentiates the junior hig! school period from other periods of education. Varied curriculums or a core curriculum with variables are necessary to meet the individua! needs of pupils of the adolescent age. of teaching in the junior high school should tend to make pupils more and more independ ent of the teacher than they were in the ele mentary grades. All this means that there are certain issues which local boards should face preliminary to the adoption of the junior high school plan of organization. came the mission of the junior high school. ‘THE COMPREHENSIVE high school democratized secondary education. its coming the traditional college preparatory high school ceased to exist as a separate entity. When differentiated curriculums entered into secondary education there arose a need, formerly unknown, to guide pupils’ choices of electives. New functions demand new materials and. new methods. titudes, revelation of opportunities, the starting of each child with conviction of a right start are possible only when courses, as formerly organized in the elementary school and high school, are reconstructed. teacher knows why general courses of study which articulate the allied elementary and secondary courses have been created. Early adolescent psychology is an illuminating study of the awakening and irresistible desire for wider contacts and for new experiences. With This be- Exploration of ap- The experienced junior-high-school . . . There is revealed Methods The teacher-student of early adolescent psychology comprehends the youthful im- pulse to look forward, to glimpse the worlds of vocations and of education, to ex- plore aptitudes for the opportunities of both, and to seek a proper place in each. Then does the junior-high-school teacher understand that the work of the homeroom, the classroom, the club, and the whole organized school environment of early ado- “™lescence must be directed to clarify these visions, to reveal new goals, and to moti- vate intelligent pursuit of vision and aims. . . . There must come the conviction that the pupil is the active participating agent in the classroom and the teacher is the passive, non-talking, directing agent. These pioneer junior-high-school teachers are bringing to the whole secondary field a far-reaching shift in point of view from improvement of the teacher’s method to improvement of the pupil’s learning process. The junicr-high-school teacher is converting the classroom from a recitation room to a laboratory.—James M. Glass, Journal of the National Education Associa- tion, May, 1928, p. 146. the whole range of the expansion of life physically, mentally, socially, and morally. | ( 14] Is tha tior boa trol sch tha the not relic sche ular poin high func con tors of o} a. tradi tent. costs appa numl ordin to bi pupil one c b. tics oO grade ganiz. growl school of ad 7 these cordar are la separa be toc teache high tunity to var 1 The ation, V Issues to Be Faced by Local School Boards Preliminary to the Adop- tion of Junior High School Plan of Organization 1. What does the junior high school do that other school units do not do? This ques- tion should be carefully considered by local boards of education, school officers, and pa- trons before the adoption of a junior high- school plan of organization. It is that there be a common understanding that essential the establishment of a junior high school does not mean merely a regrouping of grades to relieve crowded conditions in the elementary school, or that it is a fad and hence the pop- ular thing tqa,do at the moment. As has been pointed out in the preceding section, the junior high school is a distinct educational unit with functions peculiar to itself. Among the most common reasons given by school administra- tors for favoring the junior high-school type of organization are the following: a. The seventh and eighth grades of the traditional school system are too thin in con- tent. To make these grades richer in content costs more for equipment, library, laboratory apparatus, etc., than is justifiable in the large number of elementary schools found in the ordinary community. It is more economical to bring all the seventh and eighth grade pupils in a particular section of the city to one central, specially equipped building. b. There are enough common characteris- tics of children in seventh, eighth, and ninth grades to warrant grouping them in one or- ganization. The junior high school is the out- growth of attempts to organize a unit of the school which is specially adapted to the needs of adolescent pupils. c. The individual differences in children of these grades warrant grouping them in ac- cordance with their abilities; but unless there are larger numbers than is the case in many separate elementary schools, the groups would be too small to warrant providing separate teachers for the different groups. The junior high school frequently offers better oppor- tunity to adjust the classification and work to varied degrees and types of ability. d. The junior high school looks to different futures for different children, offering explora tory courses and prevocational work, testing their aptitudes, and advising them as to va rious kinds of service, industrial, professional, etc. e. Through its laboratory-library methods and its student organizations, the junior high school offers greater opportunity for profitable self-activity. 2. What is the relative cost of elementary, junior, and senior high schools? \t is a valid principle of school administration that the cost of every educational proposal should be esti mated previous to its adoption. ‘This princi ple should be observed in considering a change from the old 8-4 or 7-4 to the junior high- school type of organization. Since the junior high school involves the special training of capable people as teachers and calls for some equipment not ordinarily found in the tra ditional elementary school, it is to be expected that it will be somewhat more expensive. Data presented in the Fifth Yearbook of the Department of Superintendence’ show that the yearly cost per pupil in junior high schools in cities over 100,000 in population is 39 per cent greater than in elementary schools; and in senior high schools, it is 78 percent more. In cities 30,000 to 100,000 the corresponding per cents are 44 and 89. These data show that the adoption of the 6-3-3 organization means an increase in the cost per pupil in seventh and eighth grades, but a decrease in the cost in the ninth grade. In comparing elementary and junior high-school costs, it should be remem bered that the seventh and eighth grades under the traditional 8-4 plan usually cost something more per pupil than the lower grades. In some cities junior high-school costs are diluted, be cause these cities have not developed bona- fide junior high schools. ‘They are this merely but not in opportunities offered. Hence their costs are often comparatively low. in name, 1The Junior High School Curriculum, Fifth Yearbook, Department of Superintendence, National Education Associ- ation, Washington, D. C., 1927, Chapter VI. [15] h Table 4 shows that the salaries paid junior high-school teachers and principals fall be- tween those paid in elementary schools and senior high schools. In some cases junior high- school teachers are on the same schedule as elementary teachers, but their salaries average higher since they average longer in experience. In other cases, the junior high-school teachers are on a separate schedule somewhere between that of the elementary and senior high-school teachers. In still other cities, the junior high- school teachers are on the senior high-school schedule. The tendency appears to be in the latter direction; i. e., junior high-school teach- ers are put on the senior high schedule as rapidly as they can qualify in terms of prep- aration. In predicting the cost of junior high schools, the possible increase in school enrolment should also be considered. If the junior high school has greater holding power than the seventh and eighth grades of the traditional elementary school, then additional total costs, as opposed to per pupil costs, must be met. A weighing of all these factors justifies the conclusion that the adoption of the junior high school will probably increase, rather than decrease, school expenditures in the seventh and eighth grades, both as to per pupil costs and total costs. The establishment of junior high schools must be based upon a belief that whereas they cost more they are worth more. 3. Do local teachers possess the special training and personal qualifications necessary for junior high-school teaching? Whether or not the establishment of junior high schools in any community should be delayed unti! this question can be answered affirmatively is an issue that should be faced squarely. I the junior high-school teacher is to succeed he must have a clear understanding of the objectives of the junior high school, its unde: lying principles and its methods. He must also be a specialist in the subjects which he expects to teach, since departmentalization is a feature of the junior high school. More im- portant still he should be endowed with a pe: sonality that peculiarly fits him to associate The teacher in the junior high school is a guide, adviser, and with and inspire adolescents. counselor, as well as a disseminator of know! edge. A study as to the source and preparation of junior high school teachers in cities over 3(),- 000 in population (where junior high schools have been established five or more years) shows that in 83 of these 87 cities, when junior high schools were introduced, the majority of teachers were taken from the seventh and eighth grades of the elementa: schools. Forty-five of these cities report that they have discontinued this practice. Sixty five of the 87 cities offered their local teachers special opportunities to prepare for junio: high-school work when junior high schools were opened. Extension courses, summe school courses, and lecture series were the most common opportunities offered. Fitt four out of the 87 cities studied now require that their junior high-school teachers shal! have training equal to that of senior hig! school teachers. 1See Chapter V, The Junior — Y ng” teammate Fifth Yearbook, Department of Superintendence, Nat Education Ancocietion, Washington, TABLE 4—MEDIAN SALARIES PAID TEACHERS AND PRINCIPALS IN CITIES, 1926-1927' Teachers Principals Pes Elementary | Junior High | Senior High Junior High | Senior High emen' unior unior mior Hig School School Elementary School Schoo! 1 2 4 5 6 7 59 cities over 100,000 in $2,008 $2,213 $2,583 $3,437 $3,946 $4,813 a eromanpeeneetcien eves n pepula- ee er pr 1,565 1,804 2,060 2,536 3,229 4,138 298 cities 10,000 to 30,000 in 8 cities 10,000 to 30,000 in popula 1,381 1,575 1,806 2,250 2,609 3,424 374 cities 5,000 to 10,000 in population 1,281 1,440 1,671 2,229 2,068 2,821 557 cities 2,500 to $,000 in population. 1,176 1,346 1,550 2,319 1,779 2,333 ® Based on date in Ranges Batata. Vol. V, No. 2, March, 1927, Salaries in City School Systems 1926-1927, Nationa! Those desiri more extensive data relative to teachers’ salaries should consult this Bulletin, Bulletin, Vol. V, No. 3, "May. 19 1927, The Scheduling of Teachers’ Salaries. Education Association. | also Research — [16] ind £ | issi cat jun jun thit hig’ for shit and juni sche Ten sche juni cert. 5 nee juni orat and labo with indu men! the | high- stude of th high for « study ings widel a jul land, build: pupils Th +a. p. 23, * See ® Fra: Harvar 4. Is a special certificate necessary in order to teach in junior high school? According to the U. S. Bureau of Education :* Special certificates for teaching in junior schools, usually designated as junior high-school certificates intermediate becoming increasingly Junior high-school certificates, or certificates high or certificates are recognized or demanded. good in grades 7 to 9, are issued in California and Connecticut. Illinois good high school and seventh and eighth grades; issues a certificate in In- diana, a certificate good in “high school and the seventh and eighth grades to teach the subjects indicated,” junior certificate in and eighth both junior and senior high-school certifi- Maine, certificate to teach junior high schools; Maryland, a junior high schools and high schools of second and third grades; Nevada, certificate high-school grades which requires special training for teaching in the grades assigned; New Hamp- shire issues a certificate good in grades to 12 and one for grades 7 to 11; New Mexico issues a junior high-school certificate good in junior high schools and one-, two-, and three-year high schools; Tennessee, a certificate valid in schools; Utah issues a certificate for grammar and junior high-school grades; and West Virginia, a also a high-school good seventh grades. Louisiana issues cates; a in approved certificate for a for junior two-year high certificate good in junior and senior high schools. 5. dre needed in the junior high school? equipment A junior high school is distinguished by its lab- oratory-library methods, exploratory courses, and club activities. This implies a library, laboratories, shops, gymnasium, special rooms special buildings and real with special apparatus, such as typewriters, industrial arts and home economics equip- ment, etc., and an auditorium, as an aid in the realization of the accepted aims of junior high-school education. A careful study of the student population to be served and a survey of the local needs of the city where a junior high school is to be built are the chief bases for determining building needs, courses of study, and equipment. Hence the school build- ings and equipment in each city will vary widely. On page 18 example of a junior high school building which Oak- land, California, has developed as a standard building, housing 1200 is an junior high-school pupils, This particular type of junior high-school 1U. S. Bureau of Education, Bulletin, 1927, No. 19, State p. 2 2? See page 24. * Francis T. Spaulding, The Small Junior High School Harvard University Press, 1927, p. 9 [1 = / building is not recommended over other well- developed buildings. It is reproduced here merely to indicate that the fully developed junior high school involves the construction of buildings and the installing of equipment of a type not generally found in the tradi tional elementary school. 6. Hou many pupils are necessary to on areal junior high school? irr Fach local com munity should ask itself this question, Have we a sufhcient number of adolescent pupils to justify the reorganization of our school system to include a separate junior high-school unit? What this minimum number of pupils should be has not yet been scientifically determined. however, re ot Homogeneous that there taking a particular subject to permit gt yrouping, juires be a sufficient numbe: pupils ouping If departmental into more than one section. teaching is to characterize the junior high school, there must be teachers, specialls trained, who teach particular subjects. This presupposes several teachers for each school which in turn, usually demands a certain The student enrolment because of the cost involved. administration of the interests of adolescent pupils demands num organization and activities in accordance with needs and An important issue is also dealt with High-School It shows that there is bers. in the section on The Junior Program of Studies’. a direct relation between the size of enrol ment and number of subjects offered—the smaller the enrolment, the fewer the sub jects offered. If numbers are so small as to preclude homogeneous grouping, departmental teaching, elective subjects, and organization of adequate student activities—there is a ques tion as to whether a new school unit should be organized. Spaulding *, however, after making an in tensive study of junior high schools in Massa chusetts, enrolling approximately 160 pupils or fewer (i. e., five or six class-groups) feels that the number of small junior high schools will increase. The reasons which he gives are these: (1) The spread of the junior- senior high-school organization in cities is producing a corresponding growth in the Laws and Kegulations Governing Teac , Cer 1 A Study of its Possibilities and Limitations, Cambridge, ] number of junior high schools in the smaller adjoining communities which depend upon these cities for tuition of pupils beyond the ninth grade; (2) Building conditions, in some instances, are a deciding factor; (3) There is a desire to increase the retention of pupils; (4) Many believe in the educational ad- vantages of the junior high school; and (5) Community sentiment favoring an approach to the practice of larger systems is also a con- tributing factor. All these arguments should be carefully evaluated and weighed against the evidence as to whether the number of pupils in a par ticular community is sufficient to permit the organization of a new school unit that has CHART IV TYPICAL JUNIOR HIGH SCHOOL BUILDING FOR THE OAKLAND PUBLIC SCHOOLS *—CAPACITY 1200 | Activities and Rooms Per Cent sa: Standard , Area Auxiliary Available (Sq. Ft.) — Rooms |©!88sroom Ga ssrooms Regular Classrooms: RE SS ae A Library Suite: Library 22 x 50 or 30x 50......... es ee rae I I MO, ow. cee nccccceces ee OD Be TH OB. oo cc cic e ne ateh's EEE OD. ok one cccinacwcdiccs REST oe Science Suite: General Science Lab. 22 x 40.................... Note: Small storeroom out of above space. Home Economics Suite: Cooking Lab. 22 x 38............... See oe Model Dining Room 14x 18....... ‘ Teachers’ Lunch Room. Students’ Lunch Room............. LS eee Counter 10 x 40.. ain en allo ave Sewing and Millinery on O05... 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Apparently the work in this grade is regarded as a try-out and practically all pupils follow the same curriculum, made up of social studies, English, mathematics, health, music, industrial arts, home economics, and art. In forty-six out of the one hundred and thirty-nine programs analyzed, or thirty- three percent, science was also a required sub- ject in the seventh grade. In about one out of five of the junior high- school programs analyzed foreign languages are offered as electives in the seventh grade. Frequently they are offered as electives to pupils who can do more work than is pro- vided in the limits of the “core curriculum.” In junior high schools where home eco- nomics and industrial arts are not required subjects in the seventh grade, they are fre- quently offered as electives. More junior high schools, however, require these subjects in the seventh grade than in either the eighth or ninth grades. Geography appears to be the most popular subject in the seventh-grade social studies group. It appeared as a required subject in ninety-four of the one hundred and thirty- nine programs analyzed; while history ap- peared in eighty-nine. Civics was mentioned as a required subject in the seventh grade only thirteen times. It is interesting to note that in more than one-fourth of the junior high- school programs of studies the separate sub- jects which comprise the social studies group in the seventh grade are not designated. There is a question as to whether in these pro- grams this group is labeled “social science” or “social studies” for administrative pur- poses rather than because the subjects have been welded together into a unit course. Eighth Grade Differentiation of junior high-school sub- jects may be said to begin in the majority of schools in the eighth grade. Foreign lan- guages and commercial studies are the sub- jects most frequently offered as variables. In those schools where home economics, indus- trial arts, music, and art are not required in the eighth grade, they are frequently offered as variables. Science has been practically adopted as a constant in the eighth grade in the majority of junior high schools. In the social studies group, history is the most popular eighth-grade subject; civics takes second place, and geography third. Table 6 suggests that there is considerab}: lack of agreement among junior high-schoo! authorities as to the exact nature of the sub- ject-matter appropriate to the newer social science courses and to the proper place of these courses in the curriculum.* Ninth Grade English, health, social studies, and mathe- matics are the four subjects most frequent), required in the ninth grade of the junior high school. Algebra is the subject most often re quired in the mathematics group, and civics in the social studies group. Music is a re- quired subject in the ninth grade in fifty- eight out of one hundred and thirty-nine pro- grams; science is required in forty-six. For- eign language is offered as an elective in one hundred and twenty ninth-grade programs: industrial arts in one hundred and eight; and home economics in one hundred and one. It is significant that health is offered as ninth-grade constant in more programs of studies than is any other subject except Eng- lish. Each junior high-school course of stud, should still be described as “tentative.” The extensive list of junior high-school variables on page 25 indicates the present wide spread experimentation with junior high- school courses. The present situation is dy- namic, since it is prophetic of greater progress yet to come. An analysis of one hundred an thirty-nine junior high-school _ programs twenty-four months from now would doubt less yield quite different results from those obtained in the foregoing study. The present period of evolutionary experimentation is one of the most healthful characteristics of the junior high-school movement. ‘Time, deli) erate judgment, scientific experimentation, and research are all needed before any standard junior high-school program of studies can . age > . 1 arte yA pils given proper encouragement and access to suitable books and magazines will read a great amount of scientific literature for recreation along with their regular school work. * 3. An effective means of providing for individ 1See: Watkins, Ralph Knupp, “The Technic and Value of Project Teaching in General Science’, Gen nce Quarterly, Vol. VII, May, 1923, pp. 235-256; and Vol. VIII, Nov., 19: pp. 311-341, and Feb., 1924, py 87-44; * Curtis, Francis D., Some Values Derived from Extensive Reading of General Science, Contributions to Educat No. 163. Teachers College, Columbia University, 1924. 2 a I - Se lla la ge peel Sa me ose ual and sex differences in the general science course is through extensive reading. 4. Extensive reading of scientific literature stim- ulates the desire of some pupils to proceed further with the study of science in school. Children’s interests as a basis of what to teach in general science \—Eighth grade chil- dren in Columbus, Ohio, were asked to make a list of no more than five things or questions relating to science in which they were most interested. The 3500 questions listed indi- cated 119 interests. The twenty of greatest frequency of mention were: Electricity, stars, radio, heat, lightning, planets, moon, sun, Mars, plants, wind, gravity, air, aeroplane, earth, light, sound, gas, rotation, clouds, and bacteria. A comparison of this interest list with the topics in 15 general science textbooks, showed that the amount of overlapping varied from 21 percent to 64 percent. As a result these recommendations were made: The teacher should tie himself to no particular textbook in mapping out a course in general sci- ence. Let the children’s interest list direct the way. Have the text which contributes most to the interests of the pupils in the foreground and use for references the others which have stressed and developed the special environment. 3 Supplement these with carefully selected readings and refe; ences. A sim'lar study? of children’s scientific in terests was made in six high schools in Ore gon, three in New York City, and one in Oklahoma. There is a striking similarity be tween the 20 most important scientific in terests of children as shown by these two studies. What materials should be offered in gen eral science in the seventh and eighth grades and what methods of presentation should lb: used? A questionnaire study * summarizing the opinion of 53 science teachers in 29 states reveals these tendencies : 1. Science material for the seventh and eighth grades should be organized around problems of everyday life. 2. The ordinary boundary lines of the sciences may be disregarded. 3. There is great variation in methods used by teachers in presenting exercises. The method de pends to a large extent upon the nature of the problem. 4. While teachers seem to prefer the demonstra tion to the individual method, their comments in- dicate that practice is governed in many cases by circumstances rather than by needs of children. Research in Junior High School English * What are the trends in junior high school English? According to the Fifth Yearbook® Committee on Junior High School English of the Department of Superintendence, there is a marked tendency to extend the scope of the English course far beyond its original limits. Dictionary use, penmanship, journalism, li- 1 See article by C. A. Pollock in Ohio State University, Educational Research Bulletin, January 9, & + Uiatiy “ty D. tion, No. 163. * Meier, Lois, Quarterly, Nov., 1924, Vol. IX, * Those who desire more detailed p. 1-7. Department of Superintena’< The uuer High School Curriculum, Fifth he Development of the High School Curriculum, Sixth Yearbook. 1928, Chapter XIV. * Construetin, Nasional gente Association. Washington, D. C., 1925, Investigations Relating to Readmg, University of Chicago, Supplementary Educationa tion, Washington, Department of Superintendence, Educational Association, Washington, D. C., Department of Superintendence, Research in , Sum Hy A 28, 1925. Monographs, ‘No S., Chairman the National Society for the Stud ordan, A. M 7 Education Association and National Council of tional on Comm Secondary y Bilucatfon, James Fy Hoa F. Ghairiman, © c st Pendl — Stroh, udy of Education. Uhl, Willis L., The M Company, 1924. aing, Motor, F- Valid in High-S College, yy 1926. « Children’s Interests in Reading. Universit M. Margaret, Literature te oo Grades oes Tags and IX, Teachers Bureau of Publications, = mbes, Colne. S olumbia University, New York City. eading, Their Selection and O a. Carleton, and Vogel, Mabel, Winnetka Graded Booklist. F amet choal Composition. brary methods, voice culture, debating, and dramatics are now included in the courses of study in English in many junior high schools. Many schools are conducting experiments for the purpose of establishing a_ technic whereby the burden of responsibility for teach- ing correct English expression may be more 1924, Vol. III, N Some Values Derived from Extensive hogs -= of General Science, Contributions to Edu w York, Teachers College, Columbia University, 1 ’ "eases Practices in the Teaching of Science in the ‘Seventh and Eighth Grades,’ General Scie ed information should consult the following publications: Yearbook. National Education Associa National the Elementary School Terre Third Yearbook hapters IV, V, VI, and VIII Report of the National Committee on Reading, Part I, The Twenty-Fourth Yearbo ie School Publishing Co., of North Carolina Press, 1926. 103 p. eachers of English, Reorganization of English in Seconda lish Representing the ureau of Education, Washi 17. Objectives of School English. Nashville, Tenn., (Published X the author), 1924 Bloomington, lli., 1925. Commission on — Reorganization of College Contributions to Education, No. 2 New York, Silver, Burdett and Revised Edition. Rand, McNally, 1927. New York, Bureau of Publications, Teaches rganisation, * Department of Seperate, The Junior High School Curriculum, Fifth Yearbook. National Education Associa tion, Washington, D » Pp. 87-146. ation cation Assoc [ 36] nal ok. } nai widely distributed. It has become apparent that no one department can bear this burden alone. According to this Committee, some specific trends are these: A. In the language-composition group: 1. The time-allotment given to the language- composition group of studies is equal to that given to the reading-literature group. . Oral composition is not only an adjunct to written composition, but it is also an end in itself. . Written composition should usually be short. . Emphasis is given to letter writing as a socially valuable form of written com- position. . There is definiteness of prescription relating to the mechanics of written composition. . There is an elaborate technic for the follow- ing: composition assignments; motivation; prevision; first draft; revision; correction; measurement; and preservation (filing). . Assignments of composition subjects are usually drawn from the life and the ex- periences of pupils. . The work is motivated by means of the audi- ence situation and purposeful activities. . Pupils participate in the correction of their written work. . Written composition which is merely repro- ductive or analytical is minimized. Grammar and rhetoric are useful only as they contribute to correct and adequate ex- pression. . Numerous devices are given for the exten- sion and the mastery of vocabulary. . The basic spelling list contains only words in common use. Pupil- and class-lists of werds supplement this basic list. . Projects are frequently made the basis for oral and written composition. . There is full recognition of the value of J wholesome extra-curriculum activities. . Subjects for oral composition are taken as frequently as possible from the work of other school departments or from extra-!/ curriculum activities; e. g. conversation; telephone calls; sales talks; announce- ments; anecdotes; addresses at school meet- ings; discussion at meetings. the reading-literature group: Instruction in the technic of silent reading is continued and recognition is given to the many different types of silent reading. 2. Oral reading as an adjunct to literary appre- ciation is continued. 3. Technical analysis of literature is eliminated. 4. Generous provision of reading matter of widely differing types is emphasized. The school library is an essential part of a well-organized school. x 5. Recognition is given to the socializing and in- tegrating value of literature 6. Recognition is given to the ethical value of literature. 7. Emphasis is given to reading for pure en- joyment. 8. Recognition is given to the need for indi- vidualized remedial work. In testing and measuring: There is wide application of modern measure- ment instruments and technic to all phases of English work. The individual differences revealed by measurement have been made the basis for remedial work and for the at- tempted reorganization of subject-matter for the use of pupils of different levels of ability What should be the content of the junior high school English course? Among the various methods which have been used to de- termine the content of junior high school English courses are these: 1. Survey of vocational needs—\Inquiries sent to people in many occupations, asking them to list the uses which they make of languages and their typical difficulties. The Clapp report ' shows the frequencies of different language activities from 253 occu- pational groups, including 2615 people in 300 towns in 35 states. oi e ij z " 10 Cw. 1815 to 1850 ulesotoiS00 19800 1905 * Health asa cule is a purchasable commodity and the price is ecucation.” m0 IS15 1920 i925 a e) ~-4 Diveia of Research = - C4 AA ' (ea 7 7 Nationaal Educatioa Association Ww w Helpful Books Dealing with Junior High School Problems Expert Opinion as to Best Books on Gen- eral Problems of the Junior High School One of the first steps in an intelligent pro- . gram of curriculum building for the junior ‘ high school is a careful study of the scientific work already completed and a review of the . statements of frontier thinkers as to the most ‘ practical and forward-looking theories rela- tive to the further development of the junior high school curriculum. ; Busy classroom teachers and public schoo! administrators seldom have the time to read all the literature in a particular field. A thoughtful selection of books must be made, in order that they may gain the most help pos- sible from the hours devoted to professional reading. What books dealing with the gen- eral problems of the junior high school are most helpful to local course of study com- mittees? Sixteen experts were asked this question. They each submitted a list of six books. Table 8 is a compilation of their TABLE 8—BOOKS DEALING WITH GENERAL PROBLEMS OF THE —- HIGH SCHOOL “4 Title : Year of Author Publisher Publication 2 — High School Education....... ie Sime Davis, Calvin Olin. ..| World Book Company.... 1924 unior High School Procedure............... .| Touton, Frank| Ginn and Company...... 1926 Charles, and ; ; Struthers, Alice Ball The Junior High School................ pies , Briggs, Thomas H...| Houghton Mifflin Com- 1920 : ‘ pany The Junior High School........ thie eee de ais ; Smith, William Aus- | The Macmillan Company 1925 a ten The Junior High School.................. ; ae Koos, Leonard V....| Ginn and Company ‘ 1927 BT EE NOD BIR na biel ee c-deweddbudoes Thomas-Tindal, Em- | The Macmillan Company 1924 ma V., and Myers, i F Jessie du Val ie Psychology of the Junior High School Pupil. oni Pechstein, L. A.,and | Houghton Mifflin Com- 1924 -) McGregor, Anna pany ot aura th The Junior High School at Work......... in aa? Bruner, Herbert Bas- | Teachers’ College, Co- 1925 ; a com lumbia University 4 M Junior High School Practices: a collection of articles | Lyman, Rollo L. and | Laidlaw Brothers...... 1925 }, dealing with ih Soe high. Cox, Philip W. L. | ~The Junior High School Curriculum............... .| Department of | National Education As- 1927 ‘ Superintendence. sociation. : The —— Re eee acd Bennett, G. Vernon..| Warwick & York. . 1919 Hh. The Junior High School Idea... ..............0055 Van Denburg, —. Holt and Com- 1922 } bed . : Joseph King. ay Junior High School Curricula............. atic eal 0 = es, Harlan The: Macmillan Company 1924 q ameron. i. Curriculum Practices in the Junior High School and | Glass, James M..... University of Chicago, 1924 i Grades 5 and 6, Supplementary Educational Mono- Chicago, II. H graphs No. 25. CE I oe ve dcincesetecens Cox, Philip W.L.....| J. B. Lippincott... . ” 1927 7 Our mite bana Senool Curriculum............... Davis, Calvin, O. World Book Company... 1927 hy A Guide to Educational Measurements. ... . _....-...| Hines, Harlan | Houghton Mifflin Com- 1923 ‘ae : ‘ Cameron. pany. Nia: The Practice of Teaching in the Secondary School. ... . Morrison, Henry | University of Chicago 1926 4 : Clinton. Press, Chicago, Ill. u Pupil Adjustment in Junior and Senior High Schools... . Reaves. William | D. C. Heath & Co...... 1926 4 aude. Extra Curricular Activities in Junior and Senior High | Roemer, Joseph, and | D. C. Heath & Co....... 1926 Schools. Allan, Charles } ‘ Forrest. S Ability Grouping in the Junior High School...........| Ryan, Heber Hinds, | Harcourt, Brace......... 1927 j an Crecelius, a Philipine. We Constructive School Discipline. ................... .| Smith, Walter Rob- | American Book Company. 1924 yt inson. ah The Small Junior High School; A Study of its Possibili- | Spalding, F. T. Harvard University Press. 1927 ; f ties and Limitations. : K i Among those centribating ¢ to the above list were: W. D. Armentrout, Director of Training Schools, Colorado State 4 Teachers roe Gree! H. Briggs, Professor of Education, Teachers College, Columbia University, ie a New York Ge: B Wek Hi. ibristow Assistant Director, Secondary Education, Department of Public Instruction, \ Harrisbu : Suite W.L — Professor of Secondary Education, New York University, New York City, N. Y.; ; ; Calvin O. ot Professor of Education, pone of Michigan, Ann piner. BD. waoong Jesse B. Davis, Professor of Educa- ; tion, Boston University, Boston, Mass.; Koos, essor of Seco ry Education, University of Minnesota, ‘ Pet Oe Minn.; Jessie D. Myers, Instructor in English, Oliver Wendell Heise Junior High yo oo Philadelphia, Washington University, Washington, D. C.; Joseph Sa. Professor of Secondary Educa- a tion ad High School Visitor, Gainesville, Fla.; William A. Smith, Department of Education, University of California, ie Southern Branch, Los Angeles, Calif.; Alice Ball Struthers, Principal, Thomas Starr xiogse Junior High School, Los Angeles, f Calif.; P. W. Terry, University of North Carolina, Chapel Hill, N. C.; Emma V. Tindal, Principal, Oliver Wendell Holmes na Junor H School, Philadel, . Pa.; Frank C. Touton, Professor of Education, University of Southern California, Los i Angeles, Calif.; and Joseph K. Van Denburg, Examiner, Board of Education, New York City, N. Y. Hy ' ee [ 54] . in su di de se in be pil lis ler The first ten books in this table were lists. mentioned from sixteen to four times by the sixteen specialists submitting lists as to the six best books on general problems of the junior high school. Expert Opinion as to Best Books on Junior High School Subjects After one has clarified his thinking relative to the philosophy of the junior high school— its purposes and the points wherein it difters from an elementary school and a senior high school—his next concern is with the selection of such pupil activities as will aid in the real- ization of these purposes. In what activities in English, science, and social studies should the junior high school pupil engage? Should the curriculum be organized on the subject basis? If so, what subjects should be in- cluded in the junior high school curriculum ? What shall be the content of each subject? These are among the questions which those charged with creating a junior high school curriculum must face. If the curriculum is to be organized on the subject basis, then one discover what scientific done in each subject, and what is the con- of the first steps is to work has already been sensus of expert opinion as to further desirable development. ‘This is sometimes difficult to Some of this thought, however, is In discover. crystallized in the more desirable texts. response to a special request, the best books in each of the junior high school subjects have been listed by experts. Table 9 is a com- pilation of their answers. Some contributors listed only two or three books and wrote at length of the difficulty of selecting “‘six really TABLE 9.—BOOKS DEALING WITH helpful books” in their field because of the dearth of distinctive contributions dealing with the junior high school phase of their subject and interpretative of its best practice. ‘The variation in the length of lists relative to the various subjects is probably explained either (1) subject, or (2) by a lack of agreement as to by: A shortage of books on a particular which books are considered most helpful to course of study committees. The books men tioned most frequently head each subject list. The fact that these books are arranged ac cording to subjects should not lead the reader to inter that the suggestion is made that cur- content “water-tight” subject compartments. riculum should be organized in Value of Selected Bibliographies the sulted in the choice of particular books Since influences which may have re are not known, the number of times that any one book is mentioned should not be given too The fact that of books listed are more recent than others, and much weight. some the hence are not so well known, undoubtedly accounts for their not being mentioned more often. It would appear that the total list ot books presented in Tables 8 to 10 represent: 1. A recent and reasonably comprehensive list of books dealing with general problems of the junior high school, also those dealing with junior high school subjects, and with school counseling or guidance. A rough indication as to which of these books will be found most helpful to local course of study committees and to local junior and senior high school faculties. JUNIOR HIGH SCHOOL SUBJECTS ART EDUCATION Title Art Through the Ages; an Introduction to Its History and Significance. Art in the School The Fine Arts, A Manual Composition: A Series of Exercises in Art Structure for the use of students and teachers Applied Art, Drawing, Painting, Design, and Handi- craft; Arranged for Self-Instruction of Teachers, Parents and Students. Enjoyment and Use of Color Junior High School Life... .. Organization and Teaching of Art; a Program for Art Education in the Schools. Better Citizenship Through Art Training, a Syllabus for High Schools, Colleges, or Study Clubs. Twelve Great Paintings; Personal Interpretations Jessie du Val e Author Publisher ae Gardner, Helen Harcourt, Brace and 1926 Company Boas, Belle Doubleday, Page & Com- 1924 pany Brown, Gerard J. Murray, London 1916 Baldwin Dow, Arthur Wesley.| Doubleday, Page & Com- 1924 pany. Lemos, Pedro Joseph.| Pacific Press Pub. Assn., 1920 Mountain View, Cali- fornia Sargent, Walter Charles Scribner's Sons 1923 Thomas-Tindal, Em- | The Macmillan Company 1925 ma V., and Myers, Winslow, Leon Loyal.| Warwick & York 1925 Beck, Minna McLeod!) A. L. McClurg & Co 1921 Bailey, Henry Turner| The Prang Company 1913 [55] ART EDUCATION—(Continued) ~we } . | Year of Title Author Publisher Publication po ee ee Peet eee | Brown, Harold | Atkinson, Mentzer & 916! Haven; Hall, Company, Chicago. } | James; Izor, Es- | telle Peel; Watson, Ernest W.; and Ensign, Raymond. History of Art...... aS ee Be ee | Carotti, Giulio. ..... E. P. Dutton & Company. 1923 I, da aan dann dene 6 nS bd owe hn OA | Conway, Sir William J. Murray, London “i 1901 | Martin. Art, for Amateurs and Students................ .| Cox, George James. .| Doubleday, Page & Com- 1926 } pany. ite Bligh Goton!d Mawenthes .. onc cc ccc ccsces | Davis, Calvin O.....| World Book Company... 1924 Pn Seo Ai cnc hd eeh es ckie ae oue ds ae's | De Garmo, Charles, | The Macmillan Company 1924 | and Winslow, Leon Loyal. Course of Study in Art for Grades Seven, Eight and | Denver, Colorado....| Public Schools, Denver, 1925 Nine, Course of Study Monograph Number 7 Colorado. | Fifth Yearbook, The Junior High School Curriculum...| Department of | Department of Superin- 1927 Superintendence, tendence, National National Educa- Education Association. | tion Association. Theory and Practice of Teaching Art................ Dow, Arthur Wesley.| Teachers College, Colum- 1912 bia University. History of Architecture on the Comparative Method: Fletcher, Sir Banis- | Charles Scribner's Sons 1921 for Students, Craftsmen and Amateurs. ter Flight. Wee SE weed d'cs sb ch Gadatedsccbes > ctewes Fry, Roger Eliot... . 7. he New York | 1921 ity. Curriculum Practices in the Junior High School and | Glass, James M..... University of Chicago, 1924 Grades 5 and 6; Supplementary Educational Mono- Chicago, Ill. graphs No. 25. | De ee a let ids Hh cee bss dacasianexds Goldstein, Harriett | The Macmillan Company. | 1925 Irene, and Gold- stein, Vetta. | Junior High School Curricula....................... H = es, Harlan | The Macmillan Company 1925 ameron. — Art: A Collection of Designs Showing the | Martini, Herbert E., | F. K. eee New York | 1919 ndencies z American Industrial Art. Editor, et al. Cit The Beginnings of Art in the Public Schools.......... Mages, Margaret Charles Scribner's Sons.. . 1924 Teaching of Industrial Arts in the Elementary School. Deere O. L.; | The Macmillan Company. | 1923 ggers, . 3 — McMurry, c Minimum Course of Study.................0c0ceceee Moore, Ernest C., | The Macmillan Company. 1923 Chairman, Re- ports of Commit- tees on Minimum Essentials of Ele- ht uca- A Color Notation; an Illustrated System Defining All Munsell, Albert Munsell Color Company, 1919 Colors and Their Relations by Measured Scales of Henry. Boston. Hue, Value and Chromo; Made in Solid Paint for the Accompanying Color Atlas. The Appreciation of Art................55. Saiavene Neuhaus, KarlEugen.| Ginn and Company. .... 1924 ee ET nn Wik nk. cee boss checcccres Ross, Denman Waldo. = Mifflin Com- 1912 A Study of Costume; From the Days of the Egyptians | Sage, Elizabeth... .. Charles Scribner's Sons... 1926 to Modern Times. The Appreciation of Sculpture, a Handbook.......... Sturgis, Russell. .... Babes & euater : 1904 ew York. P's and Q's; A Book on the Art of Letter Arrangement... | Tannahill, Sallie Bell.| Doubleday, Page & Com- 1923 pany. Your Home Beautiful; A Manual of Interior Decora- | Taylor, Lucy D..... George H. Doran Com- 1925 > Sug estions 3 Fit Your pape ~t0 Suit Your pany. Your Individuality. Ths Significance Se es osanccéceeccocsas Walker, C. Howard, | Marshall Jones Company. 1926 and others on Committee on Education of the American _Insti- tute of Archi- tects. Color in Everyday Life. A Manual for Lay Students, | Weinberg, Louis..... Moffat, Yard and Com- 1918 Artisans and Artists; The Principles of of Color Com- pany, New York. bination = Color a a and Their a tions in Dress the Theater and Community Play. PU I Che de cn nwaw hey ade dh tic tce vues Bement, Aion....... Gooen Pub, Co.......... 1921 A Method for Creative Design. ....................-. weet, Masgere Alfred A. Knopf......... 1926 Adolpho. DOR i island enn ate es 6c chwaewen OS Se ees Van Nostrand Co........ 1922 Among tame os ao to the above list were: C. Valentine Kirby, Director of Art, Department of Public Instruc- Sie Saneaee. Be . oot. ep Spmervines of Ast and Hand Work, Department of Public Schools, Spri nt Director, Art eld, Mass.; rtment, nolds, Director of Art, Seattle Public Schools, hicago, Ill.; and Leon L. Winslow, Director of COMMERCIAL EDUCATION Title Course of Study in Commercial Education Senior High Schools. Commercial Subjects in the Junior High School Zlements of Business Training Curriculum Practices in the Junior High School and Grades 5 and 6, Supplementary Educational Mono- graphs No. 25 Junior Training for Modern Business Commercial Course of Study for Grades VIII and IX, Curriculum Bulletin No. 18. Survey of the Commercial Education in the Junior and Senior High Schools of Racine, Wisconsin. The Junior High School aes ‘vies Elementary Business Training. . Junior High School Education. ; Course of Study—Commerce—Grades Seven, Eight, and Nine—Course of Study Monograph No. 6. Fifth Yearbook, The Junior High School Curriculum Survey of Junior Commercial Occupations, Bulletin No. 5 Commercial! Studies, Course of Study Monograph N 28. Office Practice and Business Procedure Junior Business Training Vocational Education in a Democracy Clerical Practice: First Lessons in Business Elements of Business Junior High School Procedure Elementary Training for Business New York Syllabus in Commercial Education Among those contributing to the above list were: Author Baltimore land, De of Educat Barnhart, E. W Brewer, Johr ks, Hurlburt Floyd , James M John a nd W Mary A Louis, M Board { I tion Blackstone, I St Briggs, Thon Henry. Carkin, Seth Ballou and Haynes, B. R ‘Davis, Calvin Olir Denver, Colorad Department of perintendence tional Educati Association. Federal Board for Vocational Educa- tion. Angeles City Schools. McGill, Florence Su- iN Na- nm Los Nichols, George. Prosser, Chas * and Allen, Charles Frederick R. Ross, Arthur W Anderson, William L.; and Staples , ie Schoch, Parke Gross, Murray Touton, Fy Charles, Struthers, Ball. Wilkes, Frederick A.; York, G {.;: and Terrill, C. J University of the State of New York E. G. Blackstone, Coll Iowa City, lowa; Walter D. Cocking, Teachers College, Columbia University, Superintendent, Sioux City, Public Schools, Sioux Cit Cambridge, Mass. y, lowa; and F. G. Nic Year of Publisher m5, Publication Department of | tion, Division of Vox tional Education, B timore, Maryland Federal Board for tional Educati Ginn and Company University f Chi Chicago, Ill. The John C, Company, phia. Board of Educati Louis, Missouri Winst Philade n, ot Board of Education, Racine, Wisconsin ughton Mifflin ¢ pany Rochester Public He Schools World Book Company Public Schools, Denver, Colorado Department of tendence, Education Su perin- National Associatic n Federal Board for Voca tional Education Los Angeles City Schools Gregg Publishing Com- pany, American Book Company The Century Co American Book Company American Book Company Ginn and Company Ronald Press Company, New York. University of the State of New York Press, Al- bany. ege of Education, State University of lowa, New York City; R. L. Hamilton, Assistant hols, Graduate School, Harvard University, ENGLISH Cleveland Course of Study in English—Junior and Senior High Schools. Essential Principles of Teaching Reading and Literature in the Intermediate Grades and the High School. Teaching English in the Junior High School... . Teaching Literature in Grammar Grades and High hools. Author Cleveland, Board of tion. Leonard, Andrus. Webster, Edward arlan, and Smith, D. V Bolenius, Emma Miller. Sterling Year of Publisher Publication Board of Education, Cleveland, Ohio. » pany. World Book Company 1921 Lippincott Com- 1922 1927 1917 Houghton Mifflin Com- pany. [ 57] | Literature for Grades VII, VIII, and IX..... ENGLISH—(Continued) Course of Study in English, Grades VII, VIII, [IX and | Boston, Massachu- ee setts, Board of | Education. Curriculum Adjustment in the Secondary School Cox, Philip W. L., x : | _ and Lyman, R. L. Fifth Yearbook, The Junior High School Curriculum, | Department of Su- p. 87. perintendence, Na- tional Education . ; Association. The Teaching of Literature Fries, Charles C.; Hanford, J. H.; and Steves, H. R.. Teaching English in Junior High Schools Hawley, H. L...... Report on Reorganization of English in Secondary Schools, Bulletin No. 2. Teaching English in Elementary and Junior High Schools, A Manual of Method. Hosic, James Flem- ing. Klapper, Paul. . Supervised Study of English. .... McGregor, Anna | Laura. Program of Studies and Standards for Organization of | Montgomery, Ala- | Junior High Schools. bama, Depart - | ment of Educa- tion. Course of Study in English, Years VII-XII Pennsylvania State Department of Public Instruction. eee Stormzand, Martin James and O'Shea, Michael W. Stroh, Mary Margaret Thomas, Charles Swain. Tidyman, Willard F.. Touton, Frank Charles, and Struthers, Alice Ball. The Junior High School.......... How Much English Grammar?.... The Teaching of English in the Secondary School Teaching of Spelling........ Junior High School Procedure........ | Board of Education, Bos- ton, Massachusetts J. B. Lippincott Com- pany. Department of Superin- tendence, National Education Association. Silver, Burdett and Com- pany. Houghton Mifflin Com- pany. U. S. Bureau of Educa- tion. D. Appleton and Com- pany. The Macmillan Company Department of Educa- tion, Alabama. Pennsylvania State De- partment of Public Instruction. The Macmillan Company Warwick and York Teachers College, Colum- | bia University Houghton Mifflin Com- pany. World Book Company Ginn and Company 1926 1924 1917 1925 1921 1924 Montgomery, | 1923 NN — on un 1926 1917 1919 1926 Among those contributing to the above list were: Howard R. Driggs, Associate Professor of the Teaching of English, New York University, New York, N. Y.; James F. Hosic, Professor of Education, Teachers College, Columbia University, New York, N. Y.; Professor of English, University of Nebraska, Lincoln, Nebr. . L. Lyman, Department of English, University of Chicago, Chicago, Illinois; and J. W. Searson, FOREIGN LANGUAGES | | | , | | | | ~ See * ond ie ie Fi ae Sos + es oes i Publisher Title Author oiaitslehliadleaiidiaationd = —— Methods of Teaching Modern Languages............. | Handschin, Charles | art. Art of Teaching and Studying Languages............. | Gouin, Francois. .... The Principles of Language Study................... | Palmer, Harold E... The Teaching of German in Secondary Schools....... . Bagster-Collins, Eli- | jah William. French—Junior and Senior High School—Grades VIII | Denver, Colo., Pub- to XII, Course of Study Monograph No. 15 .....! lie Schools. The Cleveland Plan for the Teaching of Modern Lan- | de Sauzé, guages with Special Reference to French. | Blais. French Pronunciation; Principles and Practice and a | Geddes, James...... Summary of Usage in Writing and Printing. Sillent Reading: A Study of the Various Types, pp. | Judd, Charles Hub- 90-149. | bard, and Buswell, Guy Thomas. Koos, Leonard V.... Emile The Administration of Secondary School Units........ The Practice of Teaching in Secondary Schools, pp. | Morrison, Henry 436-437. | Clinton. The Oral Method of Teaching Languages; a Monograph | Palmer, Harold E.... on Conversational Methods. EY CN es Shite tac ow deebes sna ucatavs Report of the Com- mittee on the Posi- tion of Modern Language in the Educational Sys- tem of Great Britain Rousselot, Pierre Jean, and Laclot- te, Fauste. Wilkins, Lawrence Augustus. Precis de Prononciation Francaise................... Spanish in the High Schools; a Handbook of Methods with Special Reference to the Junior High Schools.. . World Book Company ag & Son, London G. G. Harrap & Com- pany, Ltd., London. The Macmillan Company Year of | Publication Public Schools, Denver, | Colo. John C. Winston Com- pany. , . . Oxford University Press University of Chicago Press, Chicago, III. University of Chicago Press, iaeeee. Ill. of Chicago hicago, III. Universit Press, Heffner & Sons, Cambridge, Eng. Ltd., | His Majesty's Stationery | ce, London, Eng. | (Eyre and_ Spottis- wood, Ltd., Printers). H. Welter, Paris ........ B. H. Sanborn & Co..... 1923 1896 1921 1904 1925 1924 1913 1922 1917 1926 1921 1918 Among those contributing to the above list were: Maro S. Brooks, Su B. de Sauzé, Director of Foreign Languages, Board of Education, Clevela: rintendent of Schools, Medford, Mass.; E , Ohio; Jacob Greenberg, Director of Foreign Languages in Junior High Schools, Board of Education, New York City, N. Y.; and William B. Snow, Assistant Super- intendent of Schools, Administration Building, Boston, Mass. [ 58] HEALTH AND PHYSICAL EDUCATION Title Author Publisher Year of Publication The Laws of Health and How to Teach Them Winslow, ( rles E Charles E. Merrill Con A., and William pany son, Pauline Brooks School Program in Physical Education ..| Hetherington, ¢ k World Book ¢ , ) \ The Organization and Administration of Physical | Williams, Jesse | The Macmillan Com: ) Education Subject Matter in Health Education Strang, Ruth May Bureau of Publications 1926 Teachers Colleg ge, ( lumbia University Source Book in Health and Physical Education Wood, Thomas D The Macmillan Compan; 1925 ‘ and Brownell Clifford I Official Handbook on Athletics for Girls and Women Committee on W American Sports Publ ) men's Athletics ing Co 45 Rost American Physical Street, New York Education Assox ition Pedagogy of Physical Training Crampton, Dr. ( The Macmillan Compar 19 Ward How to Live: Rules for Healthful Living Fisher, Irving, and Funk and Wagnalls 1915 Fisk, Eugetr Ly- Company man Gates-Strang Health Knowledge Test Gates, Artl ry Teachers College, Colun 1925 ing, and Strang bia University New Ruth May York City High Schools and Sex Education Gruenberg, B i- U. S. Public Health Ser 19 min (¢ vice, Treasury Depart ment, | S. Govern ment Printing Office Health Education, A Program for Public Schools and | Joint Committee on Thomas D. Wood, 525 1924 Teacher Training Institutions Health Problems W. 120th Street, N in Educati of York City National Educa- tion Associat and American Medical Associa- tion The Normal Course in Play; practical material for use | Lee, Joseph 4. S. Barnes, New Vork 1925 in the training of playground and recreation workers Health Problem Sources Lerrigo, Maria ) Bureau of Publicat Teachers College ( lumbia University The Newer Knowledge of Nutrition. The use of food McCollum Elmer The Macmillan Company 1925 for the preservation of vitality and health U., and Simmonds Nina Exercise in Education and Medicine McKenzie Robert | W. B. Saunders Con 923 r pany, Philadelphia, Pa Course of Study, Physical Education for Senior High | Oakland. California Board of Education, Oak 1925 Schools. Board of Edu land, California tion The Child, His Nature and His Needs; a survey of | O'Shea. Micha Children’s Foundation 1924 present day knowledge concerning child nature and Valparaiso, Indiana the promotion of the well being and education of the young. Education in Health wr Payne. En Lvons and Carnahan 1921 George Course of Study in School Health, Hygiene and Physi- Pennsylvania State Pennsylvania State De 1923 ology, Grades 9 to 12. Department of partment f Pub Public Instruction Instruction Manual of Personal Hygiene; proper training upon a Pyle, Walter Lytle W B. Saunders Com 191 physiological basis by American authors. Editor pany Individual and Mass Athletics Staley, Seward Charles 4. S. Barnes 19 Our Health Habits...... Whitcomb, C har- lotte Townsend and Beveridge John H Rand McNally & Co 1926 The Principles of Physical Education Williams, Jesse F W. B. Saunder-~ Co 192 Personal Hygiene Applied Williams, Jesse F W. B. Saunders Com 192 pany The New Physical Education | Wood, Thomas D., The Macmillan Co 192 and Cassidy, Rosa- lind F. Health, Through the Prevention and Control of Dis- | Wood, Thomas D World Book Company 1926 eases. and Powell, Hugh Grant. Among those contributing to the above list were: Walter W. Davis, Seattle Public Schools, Seattle, Wash.; Charles H. Keene, M. D., Professor of Hygiene and Director of Physical Education, University of Buffalo, Buffalo, N. Y.; Fred- " erick W. Maroney, M. D., Director, Department of Health Education, Atlantic City Public Schools, Atlantic City, : N. J.; Jay B. Nash, Associate Professor of Physical Education, School of Education, New York University, New York N. Y.; N. H. Pearl, Supervisor of Health Education, Detroit Public Schools, Detroit, Mich; Carl Schrader, Supervisor t Physical Education, Department of Education, State House, Boston, Mass.: and W. A. Stecher, Director of Physical ; | _Education, Public Schools, Philadelphia, Pa. Eo 2 aa inna So oe a oe HOME ECONOMICS Title Author Publisher Teaching Home Hoonmomics..........ccccccscccccees Home Economics in the Elementary and Secondary Schools. TUTE ST TT CPRET ELIT Home Economics, Research Monograph No. 1........ The Elementary School Curriculum.................. | Course of Study for Junior High Schools and Grades 7, 8, and 9, Course of Study Monograph No GE EG GE a hc cbncGepwen céusnscsccasena REEFS POT ET CTE eee Reorganization of Home Economics in Secondary Schools, Bulletin No. 5. ee I Be I i os Snel do whe Ken ckacadcans A Girl's Problems in Home Economics............... Home Economics in American Schools, Supplementary Educational Monograph No. 6. Successful Family Life on the Moderate Income....... Home Economics Education—Course of Study for Ele- mentary, Junior High Schools, and Senior High Schools. Home Economics in Education....... OR ee NE, . igen edd bode van ene bie ess 66 abe on Curriculum Making in Los Educational ya he How to Make a Curricu Se ins 6 ob scd nee bineensbese ccs Prtnsiolee of Clothing Selection riment with a Project | eee ) als of Sewing Household Arts for Home and School, Vols. land II..... , Aagaten, Supplementary eee eee eee ee Junior High School Education....................... Course of Study for get High Schools, Course of Study Monogra Fifth Yearbook, The J enior High School Curriculum... . The Education of ‘i NT hed ak 660 6 dk uwe esas The Redirection of High-School Instruction........... Elementary Home Economics...............6.060055 The Practice of Teaching in the Secondary School. .... . Adolescence and How to Know Textiles............. Oe eee Home Economics Education. .................000055 Problems of Secondary Education. .................. Vocational Home Making Education ................ The Family and Its Members..................60055 Jered Ts Cen. wo ide ee 0 ce Gets cowie sac reese The Junior High School Idea. ............. 6. cee eens Cooley, Anna I1., Winchell, Cora M. Spohr, Wilhel- mina, and Mar- shall, J. A. Hanna, Agnes Keith. Charters, Wailace. Hopkins, L. Thomas, and Kinyon, Kate Frederick Denver, Colo., Pub- lic Schools. Goldstein, Harriett Irene, and Gold- stein, Vetta. Kilpatrick, William eard. Kingsley, Clarence D., Chairman, Commission on the Reorganiza- tion of Secondary Education 7 ae ,™ ational eee tion Association. Matthews, Mary Lockwood. Trilling, Mabel Bar- ra, and Wil- liams, Florence. Trilling, Mabel Bar- bara, Rugg, Harold O., et al. Abel, Mrs. Mary W.. Baltimore, Md., De- partment of Edu- cation. Bevier, Isabel....... Bepeme. John Frank- in. Bobbitt, John Frank- in. Bobbitt, John Frank- in Briggs, enry. Butterick, H.G..... Collings, Elisworth.. . Cook, Rosamond C.. Werrett Thomas Cooley, Anna M., and Spohr, Wil- helmina. Davis, Calvin Olin. . . Denver, Colo., Pub- lic Schools. Department of Sup- erintendence, Na- tional Education and Wilson, H. B. Matthews, Mary Lockwood Morrison, Clinton. Pringle, Ralph W.... S , Cassie —. ‘ ; Henry Spencer, Mrs. Anna n. Thomas-Tindal, Emma V., and ta Jessie du al. Van Denbureg,- Joseph K The Macmillan Company WhitcombBarrows Co. . The Macmillan Company. Public Schools, Denver, Colo. The Macmillan Company. Public Schools, Denver, Colo. The Macmillan Company. | The Macmillan Company. U. S. Bureau of Educa- | tion. Little, Brown, and Com- pany. J. B. Lippincott Com- pany. University of Chicago, Chicago, II. J. -. Lippincott Com- ny. Pe = sa Md., Depart- ment of Education. J. B. Lippincott Com- pany. Houghton Mifflin Com- pany. University of Chicago, Chicago, II. Houghton Miffillin Com- pany. Houghton Mifflin Com- aM The Macmillan Company. The Macmillan Company. - * eatas Press, Peo- The Macmillan Company. World Book Company. . Dept. of Education, Den- ver, Colo. Department of Superin- tendence, National Education Association. The Macmillan Company. J. B. Lippincott Com- pany. Little, Brown, and Com- pany. University of Chicago Press, Chicago, Ll. D. C. Heath & C Ginn and Company...... Teachers College, Colum- bia University. — Miffin Com- Teachers College, Colum- bia University. J. .. Lippincott Com- pany. The Macmillan Company. Henry Holt and Com- pany. Year of Publication 1919 1922 1923 1925 1920 1925 1925 1925 1922 1921 1925 1924 1918 1922 1924 1920 1923 1923 1924 1920 1925 1925 1927 1924 1921 1926 1926 1922 1925 1924 1917 1919 1923 1924 1922 [ 60] HOME ECONOMICS—(Continued) Wardall, Rut! and White, Noble. Wellman, Thacher. A Study of Foods Food Study for High Schools the above list were: Ellen M. Bartlett Mary Beeman, State Supervisor « Instruction, Indianapolis, Ind.; Henrietta W. Calv in, Director, Division « Building, Philadelphia, Pa.; Emma onley, Cornell University, Ithaca, N. Y.; Ula M. Dow, In Charge of the Divisi Simmons College, Boston, Mass.; Adah Hess, State Supervisor of Home Education, Springfield, Ill.; Mrs. Kate W. Kinyon, Director of Home Econ Mabel B. Trilling, Department of Home Economics and Household Admir and Adelaide Laura Van Duzer, Supervisor of Home Economics, Board of Ed Among shose contributing to mar School, San Francisco, Calif.; ~upervisor f Home Ec: f He Acting Professor of Rural Educti n of Foods, Economics Education, mics, istration, ucation, Cleveland, Ohio me Economics, n, New York State ( zinn and Company Little, Brown, and Com pany. of Home Economics nomics Educatic School of House} Board Denver Public Schools University of Chicag Mis n, Department Board of Edu lege ld for Der ( INDUSTRIAL ARTS Author Edgerton, Alanson Harrison Haynes, Way. McMurry, Oscar I Eggers, George William, and Mc- Murry, Charles A. ayne, Arthur Frank. Roberts, Elmer. Vaughn, S and Mays, 3 Allen, Charles Rick- etson. Allen, Charles Rick- etson, and Wright, John Calvin. Bedell, Earl L Industrial Arts and Prevocational Education in Inter- mediate and Junior High Schools. Teaching Shop Work; A Handbook for Instructors in Vocational Schools. Teaching of Industrial Arts in the Elementary Schools Merritt Methods of Teaching Industrial Education P Manual Arts in the Junior High School, Bulletin No. 1 William amuel J., Arthur Content and Methods of the Industrial Arts The Instructor, the Man, and the Job; a Handbook for Instructors of Industrial and Vocational — Supervision of Vocational Education .. job Sheets, Household Mechanics The Manual Arts Charles Bennett, Alpheus. How to Make a Curriculum lin, Bonser, Gordon. Dooley, Henry. Dougherty, Industrial Arts for Elementary Schools.. Frederick William J.s French, Thomas Ewing and Sven- sen, Carl L. Friese, John Frank Friese, John Frank Principles and Methods of Industrial Education for Use in Teacher-Training Classes. Essentials of Sheet-Metal Work and Pattern Drafting Mechanica! Drawing for High Schools Exploring the Manual Arts Manual Arts in the Junior High School Sher- Greene, Leon man. Supervision of Special Subjects; with Special Applica- tion to the Supervision of Manual and Industrial Arts. Teaching Manual and Industrial Arts; a Textbook for Normal Schools and Colleges. Woodwork for Secondary Schools; a Textbook for High Schools and Colleges. Psychology of High School Subjects Griffith, Ira Samuel Griffith, Ira Samuel Judd, Charles Hub- bard. Keene, Spencer. Mechanics of the Household; a Course of Study Devoted Edward to the Domestic Machinery and Household Mechan- Leavitt, Frank Mit- chell. Payne, Frank. Payne, Frank. Selvidge, Robert | Washington. Snedden, David, and Warner William E., et al. Snedden, David Samuel. Tustison, F. E ics. Examples of Industrial Education Administration of Vocational Education Arthur Organization of Vocational Guidance Arthur How to Teach a Trade Reconstruction of Industrial Arts Courses; with Special Reference to Aims and Objectives in Junior High __ Schools. Vocational Education Job Sheets in Household Mechanics.......... Bobbitt, John Frank- Among those contributing to the above list were: Charles F. Bauder, Publisher Bruce Publishing C« Milwaukee, Wis. Ginn and Company The Macmillan Company McGraw-Hill Book Com- pany. U. S. Bureau of tion. The Century Co Educa- me * pany. J. Wiley & Sons, Lippincott Com- N.Y Peo- Peo- Manual Arts Press, ria, Ill. Manual Arts Press, ria, Ill. Houghton Mifflin Com- The ‘Mac millan Company Houghton Mifflin Com- pany. F. J. Drake ago McGraw-Hill Book Com- pany. & Co., Chi- The Century Co St. Cloud, Minn., of Education. Bruce Publishing Co., Milwaukee, Wis. Board Manual ria, I Manual ria, I) Ginn and Company Arts Press, Arts Press McGraw-Hill Book Com- pany. Ginn and Company McGraw-Hill Book Com- pany. McGraw-Hill Book Com- pany. nenaen al ria, Ill. Teachers College, Colum- bia University. Arts Press, Peo- The Macmillan Com- pany. Bruce Publishing Milwaukee, Wis Co., Director, Industrial Arts, P bil: adelphia, Year of Publication 1919 1918 1919 1926 1925 1922 1924 1916 1915 1918 1912 1924 1923 1927 1920 1924 Pa.; Willard E. Givens, Superintendent of Schools, San Diego, Calif.; Frank M. Leavitt, Associate Superintendent, Pitts- burgh Public Schools, Pittsburgh, Pa.; Edward D. Roberts, Associate Superintendent, Cincinnati Public Schools, Cin- cinnati, Ohio; W. E. Roberts, Supervisor of Manual Arts, Board of Education, Cleveland, Ohio; and Robert Woellner, University High School, University of Chicago, Chicago, IIl. [ 61 J Title The Classical Investigation, Part I. An Inventory of 9 Constructions with Measures of their Importanc Vocabulary of High School Latin, Contributions to Education No. 9. An a eomeenoniees Study of 10,000 Words in Thorndike’s Teachers Word Book—Indiana University Studies, Vol. XII, No. 65. Classical Myths that Live Today................... Ancient Languages—Latin and Greek...... Pr tr eee Junior Latin Lessons................ a oc da hawk civ eee aniregeals a vriesehe Underlying the Latin Course in the Junior High Schools of Rochester. Latin for Today, a First Year Course............ Our Roman Legacy: An Exploratory Course in Latin for the Eighth Year. Selected Latin Vocabularies for Second Year Reading. Curriculum Making in Los Angeles, Supplementary Educational choot auc No. 20, pp. 99-101. Junior High — a, Chapter 10, Foreign Languages, op, tee Denver Junior High Schoo! Syllabus in Latin, Mono- graph No. 5, Latin in Grades 7, 8, and 9 Curriculum Practices in the Junior High ‘School and Grades $ and 6, Supplementary Educational Mono- graphs No. 25. Latin for Grades 9 to 12, Curriculum Bulletin No. 43. ‘ Publisher Author | American Classical | | Princeton University League — Advis- | Press. ory Committee. Thorndike, E. L..... BR Til bicddcan mnie Lindsay, Edward Y.. Sabin, Frances E.... New York State De- partment of Edu- cation. Scott, Harry........ D'Ooge, B. J., and Roehm, D. M. Whittemore, L. D., and Ewing, L. L. Gray, Mason D..... Gray, Mason D., and Jenkins, T. Otis, A. T Hurlbut,Stephen A. . Bobbitt, John Frank- lin. Davis, Calvin Olin. . . Denver, Colo., Pub- lic Schools. Glass, James M..... St. Louis, Mo., Board of Educa- tion. | Teachers College Record | Vol. 28, pp. 580-610. bia University. Indiana University Silver, Burdett and Cuoum- pany New York State Depart- ment of Education. Scott, Foresman and pany. Ginn and Company John C. Winston Co Rochester Board of Edu- cation. Ginn and Company D. C. Heath & Co St. Albans Press University of Chicago Press, Chicago, III. World Book Company Public Schools, Colo. University of Chicago, Chicago, Ill. Board of Education, St. Louis, Denver, : Teachers College, Colum- | Year of Publication 1924 Feb., 1927 1909 1925 1922 1926 1925 1926 _ 927 926 = 1926 1922 1925 1924 1924 1926 Among those contributing to the above list were: saa D. Gray, Head of Latin and Greek Departments, Rochester Public Schools, Rochester, N. Y.; Wren Jones Grimstead, rtment of Education, University of Pennsylvania, Phila- lassical Teachers, Teachers College, Columbia University, Tests and Measurements in Music................... n. C. C. Birchard & Co. Boston. delphia, Pa.; Frances E. Sabin, Director, Service Bureau tar | New York City. MUSIC ? i : | y ‘ | . : | ear o Title Author Publisher | Publication | Fifth Yearbook The Junior High School Curriculum, Department of Su- | Department of Superin- | 1927 Chapter XIV. perintendence, Na- tendence, National Ed- | tional Education ucation Association. | Association. | The School Music Handbook.....................-- Cundiff, Hannah M., | C. C. Birchard & Co., | 1923 and Dykema, Boston. Peter. An Introduction to School Music Teaching........... Gehrkens, Karl Wil- <_< Birchard & Co., 1919 son. ton. Psychology of Musical Talent..................0+56. Seashore, Carl Emil..| Silver, Burdett and Com- 1919 pany. | Annual Reports—Music Supervisors National Confer- | Weaver, Paul J., Edi- | University of North Car- | ence. tor. sale. Chapel Hill, The Voice of the Boy; a New Conception of Its Nature |Dawson, John James.| E. Kellogg & Co., 1902 and Needs in Development and Use and of Its Re- New York. lation to the Adult Male Voice. Fourth Yearbook, The Nation at Work on the Public | Department of Su- | Department of Superin- 1926 School Curriculum. perintendence, Na- tendence, National Ed- tional Education ucation Association. Association. Education through Music... ....ccccccccscesccccecs Pe. Charles | American Book Company. 1909 ubert. Blown tp GS his iain os es Cae Sidi os oe —— Charles | The Macmillan Company 1920 ubert. High School Music Teaching for Superintendents, | Giddings, Thaddeus | Earl L. Baker, Minneap- 1922 Music Supervisors, Grade and High School Teachers. be a Baker, olis, Minnesota. Music Appreciation in the Schoolroom............... — Ginn and Company..... 1926 ngs, Thad Will: Pan Elbridge W.; and Baldwin, Ralph. : Music Appreciation Based Upon Methods of Literary | Hamilton, Clarence | Oliver Ditson Company, 1902 Criticism Grant. Kwalwasser, Jacob. . 1927 [ 62] io 2 Fi Tr Jun Tea | The Self Pras The Cort Arit | Rec Mat lu The MUSIC—(Continued) Orchestra Text Bool Instrumental Technique for Exhaustive Practical Conductors and Students. Introduction to Music Appreci: and ation to Radio Music iol ercy ford University Pres New York Macmillan ( Everybody's Guide The Melodic Method in School Musi avlor ( t TI mp Public S rthwestern | Pittsburgh, Pa.; Jacob K Syracuse, N. Y.; Russell V. Morga Max Schoen,Carnegie Institut Graduate School, State University Among those contributing were: John W. Beattie, Director of Music, Evanston, Ill.; Will Earhart, Director of Music, Pittsburg! Professor of Music Education, College of Fine Arts, Syracuse University Supervisor, Department of Music, Board of Education, Cleveland, O} ogy, Schenley Park, Pittsburgh, Pa.; and Carl E. Seashore, Dean, The City, lowa. Music, N« Public Schools MATHEMATICS Year of Title Author Publisher Publication Teaching Junior High School Mathematics Barber, Harry ( Houghton Mifflin Com- pany Houghton Mifflin Com- pany Young, J. W., Cl man, Nati« Committe r Mathematical Re- quirements Department of Su- perintendence, Na- tional Education Association Schorling, Raleigh Reorganization of Mathematics in Secondary Education Fifth Yearbook, The Junior High School Curriculum Department of Superin- tendence, National Ed- ucat on Association George Wahr, Ann Arbor, Michigan Tentative List of Objectives in the Teaching of Junior High School Mathematics; with Investigations fot the Determining of Their Validity Mathematics in the Junior High School Clark, John R Gazette Press, Yonkers New York Bureau of Publications Teachers College, Co- lumbia University Charles H. Austin, Oak Park High School, Oak Park, Ill The Macmillan Company National Council of Teachers of Math- ematics National Council of Teachers of Math- matics Thorndike, Edward Lee; Cobb, Marg- aret \ Orleans Jacob V.: and others. Baltimore, Mary- The Second Yearbook—Curriculum Problems in Teach- ing Mathematics. The First Yearbook—General Survey of Progress in the Last Twenty-five Years. The Psychology of Algebra Mathematics Course of Study for Senior and Junior Department of Educa- High Schools. Illustrated Manual in Mathematics for Grades Seven and Eight. Mathematics for Junior High School, Grades 7, 8 and 9, Course of Study Monograph No. 17. Third Yearbook, Research in Constructing the Ele- land, Department of Education Chicago, Illinois, Board of Educa- tion. Denver, Colorado Public Schools Department of Su- perintendence, Na- Public tion, Baltimore, Mary- land. Board of Education, Chi- cago, Illinois Schools, Colorado Denver, Department of Superin- tendence, National Ed- mentary School Curriculum. tional Euducatior ucation Association. Association, Hart, Walter Wilson ¢. and Wells, W. Lennes, N. Johann Ligda, Paul Junior High School Mathematics Heath & Co The Macmillan Company Houghton Mifflin Com- pany. Charles Scribner's New York. Teaching of Arithmetic The Teaching of Elementary Algebra Self-Directed School Miller, Harry Lloyd Sons and Hargreaves Richard T. Morrison, Clinton. Nunn, T. P Osburn, Worth James Henry University of Chicago Press, Chicago, Ill Longmans, Green & Co Houghton Mifflin Com- pany The Macmillan Company Practice of Teaching in Secondary Schools The Teaching of Algebra Including Trigonometry Corrective Arithmetic for Supervisors, Teachers, and Training Classes. Arithmetic for Teachers Roantree, William, and Taylor, M.S Rugg, Harold Ord- way, and Clark a Roscoe Louis, Missouri, Board of Educa- tion. Smith, David Eu- gene, and Reeve William David Thorndike, Edward Rand McNally & pany The Macmillan Company University of Chicago Press, Chicago, III Reconstruction of 9th Grade Mathematics Board of 1926 Louis, Education, St Missouri Mathematics for Grades VII, VIII and IX, Curricu- | St lum Bulletin No. 12. The Teaching of Junior High School Mathematics Ginn and Cympany. New Methods in Arithmetic Com- ee. Thorndike, Edward Lee The Psychology of Arithmetic Among those contributing to the above list were: E. R. Breslich, President, School of Education, University of ¢ cago, Chicago, Ill.; John R. Clark, Editor, The Mathematics Teacher, National Council of Teachers of Mathematics 425 West 123rd Street, New York City; Walter W. Hart, School of Education, University of Wisconsin, Madison, Wis L. Thomas Hopkins, College of Education, University of Colorado, Boulder, Colo.; Frank G. Pickell, Superintendent of Schools, Montclair, N. J.; Raleigh Schorling, University of Michigan, Ann Arbor, Michigan; Guy M. Wilson, Pro- fessor of Education, Boston University, Boston, Mass.; and Clifford Woody, Director, Bureau of Educational Reference and Research, University of Michigan, Ann Arbor, Mich. [ 63 J i ® Be HE SCIENCE | | | | | | | | J | Title Author | Publisher Investigations in the Teaching of Science in the Ele- mentary and Secondary Schools. | The Reorganization of Science in Secondary Schools, Bulletin No. 26. | The Teaching of General Science..................-. How to Teach General Science. ..................45- Fifth Yearbook, The Junior High School Curriculum; Chapter XI. Teaching Science in the Schools..................... i rR, pene ek eae has ae ads anh bbe. Sixteen Units of Study Pamphlets on Science......... Concerning the Nature of Things.................... The Teaching of Science and the Science Teacher; the relation of science teaching to education in general. General Science in the Junior High School at Rochester, New York, Part I, Organization and Aims. Animals of Land wa RY ay er SE ee IIS, ob 0:06 wren se UEUNS064 sccncscas Biology in Secondary Schools—A Yearbook in the principles of the training of biology teachers. The Education of the Consumer..................... ER pa oy ee Se I GN, 6 ban as ok ca ed hie kos 6 od ae ccer Los Angeles Course of Study in General Science, Course of Study Monograph No. 26. I I an on cd décecnscsdensebameaaan ey EE, GU ce ca nhaddbthbas dash bcaieenss The Teaching of General Science in Elementary Schools. Cg ee ee ee ee New York Syllabus in General Science, Bulletin No. 821. General Science Instruction in the Grades............ pn Pe oe ae ee Curtis, Francis Day. Caldwell, Otis D., Chairman, Com- mission on the Reorganization of Secondary Edu- cation, Appointed by the ational Education Associ- ation. Eikenberry, William Lewis. Frank, Joseph Otto. . Department of Su- perintendence, Na- tional Education Association. Elliott Ball, Alice Eliza... . Boston, Massachu- setts, Board of Education Bragg, Sir William enry. Browne, Herbert, oad Wade, Frank Carpenter, Harry A.. Clark, AustinH..... Downing, Elliott Rowland. Finley, Charles William. Harap, Henry....... Kellogg, Vernon Ly- man. Lee, Willis Thomas. . Los Angeles, Cali- fornia, Board of Education. Twiss, George Ran- cour. University of the State of New York. Webb, Hanor A..... Woodhull, J. F...... | P. Blackiston’s Son & Co.| U. S. Bureau of Education University of Chicago Press, Chicago, III. Castle-Pierce Press, Osh- kosh, Wis. Department of Superin- tendence, National Ed- ucation Association. Uses of Chicago , Chicago, Ill. Dodd, Mead & Company. Board of Education, Bos- ton, Massachusetts. G. Bell & Sons, Ltd...... The Century Co........ General Science Quarterly 1:46-53; and 2:255-—267 ve Nostrand Co...... University of Chicago Press, Chicago, III. Teachers College, Co- lumbia University. The Macmillan Company. Hall-McCleary and Com- pany. Van eamed ass Board of Education, Los Angeles, California. Cassell & Co., . ee The Centu Co’ ee. Houghton iff_in Com- ~ The Macmillan Company. University of the State of New York, Albany. George Peabody College. . The Macmillan Company. Year of Publication 1926 1920 1922 1925 1927 1925 1923 1924 1924 1925 1917 1918 1925 1924 1926 1924 1908 1926 1926 1924 1924 1918 1917 1925 1921 1918 Among those contributing to the above list were: Francis D. Curtis, Assistant Professor of Secondary Education and of the Teaching of Biology and General Science, peereeaty of Michigan, Ann Arbor, Mich.; Otis W. Caldwell, Professor of Education and Director, Lincoln Institute of Sch City; Joseph R. Lunt, Acti ass.; Edwin E. Slosson, School of Education, University High School, University of Missouri, Columbia, Mo.; ence Quarterly, State Normal School, Salem, Mass.; and Edward E. Wildman, Director, Division of Sci- Administration Building No. 3, 1522 Cherry Street, Philadelphia, Pa. ager, General Scie ence, Philadelphia Public Schools, School Experimentation, Teachers College, Columbia University, New York Supervisor of Science. Intermediate 53 Teachers’ College of the City of Boston, Boston, rector, Science Service, Twenty-first and B Streets, he a D. C.; Ralph K. Watkins, W. G. Whitman, Editor and Man- SOCIAL STUDIES . Year of Title Author Publisher Publication Training in Citizenship, Chapter XX................ Hatch Roy Win- | Charles Scribner's Sons, 1926 throp New York. History and the Other Social Studies in the Junior High | Knowlton, Daniel | Charles Scribner's Sons, 1926 School. Chauncey. New York. y Third Yearbook, Research in Constructing the Ele- | Department of Su- | Department of Superin- 1925 mentary School Curriculum. perintendence, Na- tendence, National Ed- tional Education ucation Association. Association. Making History Graphic; Types of Students’ Work in | Knowlton, Daniel | Charles Scribner's Sons, 1925 History Chauncey. New York. F Fourth , eeN The Nation at Work on the Public | Department of Su- | Department of Superin- 1926 ool Curriculum. perintendence, Na- tendence, National Ed- tional Education ucation Association. Association. : Ph Experimental Curriculum-Making in the Social Studies.| Gambrill, J. M...... Bgitintey Publishing 1924 ompany. National Society for nae School Publishing 1923 Twenty-Second eaten, Part III, >s sone Studies in the Elementary and Secondary Sc the Study of cation. ny, Blooming- tou fh Kee Soci H Citi Gui Bo: Tez Stu Edt of ¢ Gre [ 64] SOCIAL STUDIES—((Continued) \merican ymmittee on The Teaching of Government; Political Science Association by Instruction. The Teaching of Community Civics, report to the the Ci Bulletin No The Curriculum Curriculum Investig nal Monographs No. _ yns, Supplementary Educati How to Make a Curriculum Modern Educational Theories Essentials of Americanization Curriculum Problems Curriculum Construction Senior High School Curriculum, lu- cational Monographs No. 29. Supplementary E Reports of the National Council for Teaching the Social Studies. Teaching of the Social Studies Fifth Yearbook, The Chapter XII Junior High School Curriculum, The Reorganization of the S oct il Studies in the Seco ary School, Bulletin No. 2 © oe? in School and Out; for the school life. first six years of Geography in World Power Lessons in Civics for the Six Elementary Grades of City Schools, Bulletin No. 18. Training in Citizenship, Chapter XX Principles of Human Geography Teaching of History in Elementary and Secondary Schools. Teaching of History, with Chapters on the Teaching Civics; a Manual of Method for Elementary Junior High Schools. History as a School of Citizenship; with a Foreword by the Master of Balliol Type Studies from the ¢ ist Series. Teaching Technique of the Secondary School ot and reography of the United States, Bulletins on Character Education Keeping Pace with the Advancing Curriculum, Re- search Bulletin, Volume 3, Nos. 4 and 5. in Geography, Social Science Pamphlets, Essentials History, Civics. Citizenship and the School Guide to Readings in Civic Ex luc — search in Education, Study No. Teaching of History in Junior and Ser nior High Schools A Scale for Measuring the Importance of Good Citi zenship. Bureau of Re- Among those contributing to the above list were Board of Education, Cleveland, Ohio; Henry Harap, Teachers College, Columbia University, Studies, School of Education. University of Chicago Education, Graduate School, Yale University, New of Cincinnati, Cincinnati, Ohio; and Earle U. Rugg, Greeley, Colo. New York City Chicago, Haven, Head, F American Polit Science Assoc tion Barnard, and Ki ngsley Clarence D Bobbitt, Franklin Bobbitt Franklin and others Bobbitt, Franklin Bode, Boyd H Bogardus, Emory Stephen. Briggs, Thom Henry. Charters, Wallace Counts, George vester Werrett Syl- Dawson, Edgar, Sec- retary, National Council of the Social Studies Dawson, Edgar, Sec- retary, National Council of the Social Studies Department of Su perintendence tional Education Association Dunn, Arthur W Chairman, Com- mittee on the Re organization of Secondary Educa- tion, A ppointed by the National Education Asso- ciation. Dunn, Arthur W and Harris, Han- nah Margaret airgrieve, James Harris, Hannah Hatch, Roy W Huntington, E! worth, and Cus} ing, Sumner W Johnson, Henry Klapper, Paul Madeley, Helen M McMurry, Charl Alexander Morrison, Henry Clinton. Oakland, Californi Public Schools Research Division, National Educa- tion we iation Rugg, H. Rugg E. and Sc hweppe, Showan, P. I Thompson, (¢ aS _ mma Tryon: Upton, |! ried M . sell, Clara F Rolla Miltor William L. Connor Cleveland School of E Hill, N. ¥ : Howard ( Ill.; Daniel ¢ Na- Conn.; L. A. Pechstein, Department of Ex Houghton Mifflin Con pany University of Department of E tion Houghton pany The Macmillan Company Ray Miller, Uni- versity Avenue, Los Angeles The Macmillan ( Chik ig duca Mifflin ¢ »m- ompany The Macmillan Company Chicago duca University of Department of E tion Hunter College, N« City w York The Macmillan Company Department of Superi: tendence, National Ed ucation Association S. Bureau of Educa tion D. C. Heath & (¢ gE. P. pany, U. & tion Charles Scribner's New York. J. Wiley & Sons 432 Fourth Ave., York. The Macmillan Company Dutton & ( N. Y. Bureau ym of Educa sons Im New D. Appleton and ( pany. om- Oxford University Press London The Macmillan Company Brothers, Ann Arbor, Michigan Public Schools, Oakland California. Research Division, Na- tional Education Asso- ciation. Lincoln School, Teachers College, Columbia Uni- versity, New York The Macmillan Company University of ( “7 ornia Press, Berkeley, lif Ginn and Company Teachers College, C« bia University, York City Edwards lum- New Division of Records and Speci ation, Cleveland, Ohio; Roy W Department of History and Ot}! Knowlton, Assistant Profess College of Education, | ition, Colorado State Teachers [ 65 ] Expert Opinion as to Most Helpful Books on School Counseling and Guid- ance ' The years of early adolescence are years of exploration in which the pupil tries out his abilities, capacities, and aptitudes and discovers his talents and his weaknesses, his likes and “The adolescent child has more problems to meet inside himself than ever happened to him before or than ever will happen again,” according to Henry C. Mor- rison. While general exploratory courses, free electives, and opportunity for creative pupil activities all aid in the realization of such functions of the junior high school as recognition of individual differences, explora- tion, pre-vocational training, and orientation, his dislikes. school counseling programs are necessary to make them really effective Many of the more progressive junior high schools have scientifically trained counselors with a keen understanding of adolescent youth who are freed from classroom duties to co- ordinate all the activities of the school having to do with personnel problems. The counse!- ing program needs the support of the whole school faculty. What books will put them in touch with the best thought relative to school counseling and guidance? ‘Ten special- ists were asked to submit a list of the ten books which in their judgment would be most helpful to local junior and senior high schoo! faculties. Table 10 is a compilation of thei: answers. The books are arranged according to frequency of mention. TABLE 10—BOOKS DEALING WITH SCHOOL COUNSELING AND GUIDANCE® Title | Educational and Vocational | Guidance baviwewwr ee ewe sis | The Problem of Vocational Guidance................ Vocational Guidance and Counseling................ Pupil Adjustment in Junior and Senior High Schools. . Psychology of Vocational Adjustment................ A pee to the Study of Occupations (Bibliography). . Principles and Problems in Vocational Guidance..... . . bs 2 peoatens, Teachers Manual, by Mildred E. incoln The Vocational Guidance Movement................. Vocational and Moral Guidance..................... Practice in Vocational Guidance..................... Case Studies in Educational and Vocational Guidance. . Organization of Vocational Guidance................. WOME WENOG OBE VOR... 2. ccc cc cscccserecerceces I i, le we cee a g's Waban 2 ob wd Vocational Guidance Magazine............. Bstwbewes Characteristic Differences in Bright and Dull Pupils. . . The Guidance for College Women. .................. ee oa. cred dw was wogict ae en Selected Readings in Vocational Guidance............ Mental Measurements in Educational and Vocational Guidance. ici key 640500000 bawE es Kedwrseis ie Education and Vocations. . . Bibliography on Vocational Guidance, Bulletin No. 66 (Revised ). ET EL a Ee = I TN hits 6 eee EE hak. s-9 gv heck'w'e 4 ork ere eS Ree RT EE ee err ee Guide Posts to Junior jHigh-School Years Book I, Our Junior High Schoo Day Schools for Young Workers...................-. Co EO SR a a ae EE I ines a bb ales s.2avnesea cde samen Vocational Guidance of College Students............. | Year of Author Publisher | Publication , — — | Proctor, William M.| Houghton, Miffin Co. | — 1925 Myers, George E....| The Macmillan Company. | 1927 Edgerton, A. H..... The Macmillan Company 1926 Reavis, William C... C. Heath and Co. 1926 Kitson, Harry D....| J. B. Lippincott Company 1925 Allen, Frederick J... arvard University Press 1925 Allen, Frederick J...| McGraw-Hili! Book Co. 1927 Gowin, E. B., Wheat- | Ginn and Company...... 1923 ley, M. A., and Brewer, John M. Brewer, John M..... The Macmillan Company 1919 Davis, Jesse B...... Ginn and Company.... 1914 Allen, Frederick J....| McGraw-Hill Book Co. 1927 Brewer, John M., | Ginn and Company.... 1926 and others. Payne, A. F. ..| McGraw-Hill Book Co. 1924 Bliss, Walton B..... Allyn and Bacon...... 1927 Fryer, Douglas. . J. B. Lippincott Company 1925 Lyon, Leverett S....| The Macmillan Company. 1926 re a aay = Bureau of Vocational 8 times Guidance, Harvard Uni- per year versity, Cambridge, Mass. Baker, Harry J...... a og Publishing 1927 Blake, Mabelle B.... “Appleton & & Company 1926 Blanton, M. G., and The entury Co. 1927 Blanton, S. Bloomfield, Meyer...| Ginn and Company. 1915 Brewer, John M., | Harvard University Press 1924 others. Burnham, W. H..... D. my tony & emneeny 1924 Eaton, Theodore H..| John Wiley and So : 1926 Federal Board for | Government Printing Of- Dec., 1925 Vocational Educa- fice. tion. Filene, Catherine, | Houghton Mifflin Com- 1920 itor. pany. Freeman, Frank N..| Houghton Mifflin Co. 1926 Gibson, Jessie M....| The Macmillan Company. 1927 Glass, James M., | Allynand Bacon........ 1927 Holbrook, Harold L., and McGregor, Laura A - SS SS Pee The Century Co.. 1924 Lane, May Rogers..| International TextbookCo. 1927 Lyon, L. S., and But- | The Macmillan Company. 1927 ler, A. Marie. Maverick, Lewis | Harvard University Press. 1926 ms. ‘The improvement of conditions for study and methods of work of high-school pupils is also a problem of ma interest to teachers of adolescent youth. A Abe Meee N covering this important topic is not included here, since a car« fully annotated list of 143 articles, prepared February, 1928, issue of Teachers College in directing study of high-school pupils. also “A Partial Bibliography for April, 1928, issue of Teacher College Record. axie Record, pp. 174g. [ 66 ] Woodring and Cecile White Flemming, is available in t! This article is one of a series dealing with proble: e: January, February, and March issues of Teachers College Record for 192° Deans of Women and Girls” by Sarah M. Sturtevant and Harriet Hayes Occ Ext w BOOKS DEALING WITH SCHOOL COUNSELING AND GUIDANCE— (Continued) Occupational Information in the Elementary School McCracken, Thom Houghton Mifflir C., and Lamt pany E Extra-Curricular Activities McKown, Harry The Macmillan ¢ pany Twenty-Third Yearbook, Part II, Vocationa lidar National Society for Public School Publishi: and Education. the Study of Edu Company cation Psychological Tests in the Educational and Vocational | Proctor, William M Public School Publis Guidance of High School Pupils Company Junior Wage Earners Reed, A. ¥ The Macmillan Compar Vocational Education Snedden, David The Macmillan Comp Measurement in Secondary Educatio Symonds, P. M The Macmillan Com; The Intelligence of School Children Terman, L. M Houghton Mifflin Com pany Vocational Guidance and Junior Placement U. S. Department Government Printi: Labor, Children fice Bureau Publ tion No. 149 Vocational and Curricular Guidance in Pittsburgh High ocational Guidance ureau of Vocationa Schools, Vol. 4, No. 5, Pp. 194-256 Magazine Guidance Graduate School of Educati Harvard University Choosing an Occupation Zeigler, S. H., ar John C, Winston Com Jaquette, H pany An Experimental Study of Children at Work and a Wooley, Helen The Macmillan Company School between 14 and 18. Three Problem Children wants Joint Committee or Division of Publications Methods of Pre The Commonwealt! venting Delin- Fund, N quency Among those contributing to the above list were: Richard D. Al ssistant Superintendent, Departm« search and Guidance, Providence Public Schools, Providence, R. 1.; John M. Brewer, Director, Bureau of ' Guidance of the Graduate School of Education, Harvard lt niversity, Cambridge, Mass.; F. E. Clerk, Supe New Trier Township High School, Winnetka, IIl.; Anne S. Davis, Director, Vocational Guidance Bureau, Ci a. M4 hicago, Ill.; Jesse B. Davis, Professor of Secondary Education, Boston University, School of Educatior Mass.; Hardin Hughes, Director of Research and Service, Pasadena City Schools, Pasadena, Calif.; Harry D oe lie of Education, Columbia University, New York ¢ ity; George E. Myers, Professor of Vocational Educ Guidance, University of Michigan, School of Education, Ann Arbor, Mich.; W. C. Reavis, Assistant Profess: cation, The University of Chicago, Chicago, Il].; and Edward Rynearson, Director of Vocational Guidance, Fift! High School, Pittsburgh, Pa. TABLE 11.—ADDRESSES OF PUBLISHERS OF BOOKS LISTED IN TABLES Publisher Address Publisher Ail Allyn and Bacon.... Boston, Mass. Little, Brown and Company Boston, Mass American Book C ompany. : . New York City, N. Y. Longmans, Green & Cx New York Citys American Sports Publishing Co... New York City, N. Y.|| Lyons and Carnahan Chicago, Il D. Appleton and Company..... New York City, N. Y. | The Macmillan Company New York ¢ Atkinson, Mentzer & Company. . Chicago, Il His Majesty's Stationery Office London, Eng Baker & Taylor Co... New York City, N. Y Manual Arts Press Peoria, Ill f bhi New York City, N. Y. | A. L. McClurg & Co Chicago, Il! Lincoln's Inn Fields, McGraw-Hill Book Company New York ¢ ‘ London, McKinley Publishing Company Philadelphi England. Charles E. Merrill Company New York City C. C. Birchard & Co Boston, Mass: Moffat, Yard and Company New York City Blackiston’s Son & Co owda Philadelphia, Pa | Munsell Color Company Boston, Mass Brentano's ait New York City, N. Y. || J. Murray London, En Bruce Publishing Co Milwaukee, Wis. National Education Association Washingtor a o. i mm New York City, N. Y. | Oxford University Press 35 W. 32d Castle Pierce Press... .. Oshkosh, Wis. York City The C entury Ce... ' New York City, N. Y Pacific Press Pub. Assn Mountair Children’s Foundation Valparaiso, Ind. George Peabody College for Teach- | Nashville Oliver Ditson Company........ Boston, Mass. ers, Bureau of Publications. Dodd, Mead & Company New York City, N. Y. | Philip & Son London, George H. co Company New York City, N. Y. | The Prang Company Chicago, Ill ee: © age and Company Garden City, N. Y. Princeton University Press Princeton . J. Drake & Co... abies «arn § a, De Public School Publishing Bloomingtor E P. Dutton & C ompany . = New York City, N. Y. | pany Edwards Brothers . Ann Arbor, Mich. Rand McNally & Company Chicago, II] K. Ferenz. , New York City, N. Y. | Ronald Press Company New York City Funk and Wagnalls Company... New York City, N. Y. | St. Albans Press Mount St Gazette Press. ...| Yonkers, New York. Washingtor Ginn and Company Boston, Mass. . H. Seabors & Co , Boston, Mass Gregg Publishing C ompany jin New York City, N. Y. | B. Saunders Company Philadelphia, Pa Hall-McCleary and Company... Chicago, II. bad Foresman and ( ompany Chicago, III Harcourt, Brace and Company... New York City, N. Y. || Charles Scribner's Sons New York City G. G. Harrap & Company, Ltd....| W. C. 2, London, Eng- || Silver, Burdett and Company New York City, N land. Teachers College, Bureau of Pub- | New York City, N. ¥ Harvard University Press. .......| Cambridge, Mass. lications, Columbia University D. C. Heath & Co ats Boston, Mass. The University of Chicago Press Chicago, Ill Heffner & Sons, Ltd.. aie Cambridge, England | Van Nostrand C« New York City, N. ¥ Henry Holt and Company... . New York City, N. Y. | George Wahr Ann Arbor, Micl Houghton Mifflin Company..... Boston, Mass Warwick & York Baltimore, Md International Textbook Co... Scranton, Pa H. Welter Paris, France Marshall Jones Company..... Joston, Mass Whitcomb Barrows Co Boston, Mass E. L. Kellogg & Co ; New York City, N. Y. | John Wiley and Sons New York City Alfred A. Knopf... ‘ New York City, N. Y. || The Willis Music Company Cincinnati, Ohi Laidlaw Brothers ; New York City, N. Y. | The John C. Winston Company Philadelphia, Pa J. B. Lippincott Company. . Philadelphia, Pa. World Book Company Yonkers-on-Huds 1 N. ¥ { 67 ] 35e- x . OR eas aoc IO hd RR ce 4 New Courses for New Schools “eT-HE REAL BUSINESS of the junior high school is to organize a new cur- riculum, a new body of constructive material which shall be richer and better for children.” This, according to Charles H. Judd, is the legitimate motive for the organization of the junior high school. Since 784 junior high school course of study bulletins, containing 38,986 pages, published since January 1, 1921, have come to the attention of the Research Division of the National Education Associa- tion, it appears that those charged with the development of the junior high school are trying hard to develop a richer and better cur- riculum for children of this age. The 784 bulletins listed in Table 12, by no means represent all the junior high school courses of study published within the past six years. A comprehensive survey of junior high school course of study bulletins was not attempted. Availability of Local Courses of Study Since the junior high school development is so recent, the question as to what should be taught in this new unit of the American school program is still an unsolved problem. Practically every school system issuing junior high school course of study bulletins announces them as “tentative.” The expense of publish- ing these tentative courses is heavy. Fre- quently only a limited number of extra copies are available for distribution outside the local school system. Some school boards find it necessary to place a nominal charge on these bulletins to cover cost of printing and mailing; others distribute a limited number free to su- perintendents of schools and students of educa- tion. Of the bulletins listed in Table 12, it is probable that the number available for dis- tribution is sufficiently small so that requests for them should only be made when there is real need and then only for those bulletins in which one is particularly interested. No Brief for Scissors and Paste Pot In printing the list of courses in Table 12, no brief is held for the traditional scissers and paste pot method of course of study compila- tion. The purposes of publishing the list is not to offer a ready means of furnishing raw material for attacking the problem of curric- ulum revision with scissors and paste pot. The list is printed here because it serves other purposes and because it is nowhere else avail- able. Legitimate Uses of List of Course of Study Bulletins The list of 784 bulletins printed below should serve to show: 1. Extent of the effort which the teaching pro- fession is making to “organize a new body of constructive material which shall be richer and better” for junior high school children. Indirectly these bulletins are tangible evidence of the dis- satisfaction which school people have for the old type of course of study for the traditional seventh, eighth, and ninth grades. 2. What particular school systems are engaged in building junior high school courses of study. Correspondence between such schools should make it possible for each city to check the results of new departures against the experiences of a number of cities. 3. Certain tendencies in revising courses of study. The following list of bulletins shows that the course of study which brings together under one cover all subjects is giving way to the smaller and more flexible manuals dealing with single subjects. The list shows that there is a tendency to group certain subjects. It also shows that more school systems have been building junior high school courses in English and Social Studies than in any other subjects. The fact that several topics are included in each of these subject groups may, perhaps, be the explanation. It is also interesting to note the wide range of topics included under industrial arts, and the fact that “general science’ is the title of the great majority of junior high school course of study bulletins in science. [ 68] Ti 19. 19. 192 192 192 192 192 1924 TABLE 12.—JUNIOR HIGH SCHOOL COURSES OF STUDY PUBLISHED SINCE 1920 Year 1923 1925 1924 1923 1925 1924 1921 1921 1925 1923 1926 1921 1925 1926 1923 1925 1925 1925 1921 1923 1924 Title ART Arlington, Massachusetts, Freehand, Gr. 7-9 Baltimore, Md., Outline of General Art Course, Required of all J. H. S. Pupils Bayonne, N. J., Course of Study, Fine Arts, Crafts, Music, J. H.S eee 4 Oe N. Y. , Art Courses, J. N. Y., Drawing Dept and S. Binghz amton, Drawing or Design, Gr. 7,8 ; Boise, Idaho, Art, Gr. 7, 8 Boston, Mass., Special Syllabus in Art foe High Schools, School Document No Charleston, West Va., lndepe ndent School District, Art, J. H. Cleveland, Ohio, Some a the Things the Are Doing in Cleveland Public Schools Cleveland, Ohio, Fine and Applied Art Denver, Colo., Course of Study Monograph to. 7, Art, Gr. 7-9 Detroit, Mich., Art Education, Schools Detroit, Mich., Intermediate Fine and Allied Arts Harrisburg, Pa., Junior and Senior High School Art. . ‘ Kalamazoo, Mich., ‘Course of Study, Book V, Art and Industrial Arts, Gr. 2-12 Kenosha, Wis., Art, Gr. 7-9 Kenosha, Wis., Drawing, Gr. 7, 8 Lakewood, Ohio, Art, Music, and Physical Education Lansing, Mich., Course of Study, Fine Arts, Gr. 1-12 . eevee Long Beach, Calif., Course of Study in Art Gr. . ese Long Beach, Calif., Art for J. H. S. Lynn, Mass., Art Education, Tentative Course, J. H. Missouri State, Bulletin No. 5, Art Syllabus, J. and S. H. Montclair, N. J., Tentative Course of Study, Arts, J. H. Oakland, Calif., Related Drawing for Smith- {ughes Cc lasses, Superintendent's Bulle- “eee Oakland, Cailif., Drawing for “Junior High Schools and High Schools Cn. Nebr., Course of — in Art, Gr. she dah a, tba Pennsylvania State Dept.. Course of Study in Art Education, Gr. 1-12.. St. Louis, Mo., Art for Grades 7 riculum Bt illetin, No. 17 , San Diego, Calif., Suggestive ‘Course of Study for 7th B Grade in Art San ian i's Calif., Tentative rt S Somerville, Mass., Art Course, i 2 and S. H. S -9, Cur- Course, Washington, b. C.. Provisional. _Course of Study in Drawing for J. ; COMMERCIAL EDUCATION Austin, Tex., Course of Study in Commercial os Baltimore, Md., Commercial Education, J. H.S.,S.H.S Bayonne, N. J., apapeainey Commercial Problems, J. and S. H. S. Boston, Mass., School ioe No. 18, og of Study in Clerical Practice, r. 7- Boston, Mass., Course of Study for the High gr of Commerce, School Document Serer ‘ Boston, Mass., School Document No. 7, Outline in Merchandising and Special Syllabus in Salesmanship... ‘ pages Year 1926 *1 *7 1924 73 1926 *16 1926 *6 1925 *4 1922 46 1923 #13 1925 32 7 1926 99 1925 4? 103 1924 *18 1923 90 1922 *3 *3 1925 21 1924 40 39 62 1925 *Q 1926 136 1924 *6 1922 7 18 1923 39 | i 44 | ee 1922 57 1925 ws | 1921 | | |} 1924 _ 1924 1922 31 *8 | 14 | | 209 «| +1926 | 26 1925 51 | 1926 13 | } 1921 | 1924 87 # 1923 * Mimeographed sheets. Title COMMERCIAL EDUCATION —contd. Boston, Mass., Clerical Practice f in Intermediate Schools or in S. H. S wr Gra ) Charleston, W. Va., Commercial Course J Ss Denver, Colo., Course of Study Monogray No. 6, Commerce, Gr. 7-9, J. H. S Elizabeth, N. J., Business Education for t Public Schools Harrisburg, Pa., Commercial Subjects Lakewood, Ohio, Commercial, Gen. S ind Math., Courses of Study Lansing, Mich., Commercial Education, G 7-12 Los Angeles, Calif., Course of Study M graphs No. 28, Commercial Stu *ublication No. 83 Lynn, Mass., Bookkeeping, Tentative Course, J. H. S Minneapolis, Minn., o iniv. of Minn. Bulle tin, Vol. XXIX, No. 17, Pupil-Activity _ Curriculum in Ste nography New Brunswick, N. J., ¢ J ~ New H: umpshire State Dept., Commerce Gr. 7 New York, “N Y S. Syllabus, Report on Content, J. H Typewriting ind, Calif., Course of Study Series No 18, Typing. Shorthand, Commer Arithmetic, Gr. 7-9 Oakland, Calif., Course of Study Series N 74, Business Penmanship, J. and S. H.S Richmond, Va., Commercial Training, Bulle Oakl tin Vol. 8, "No. 1 Rockford, Ill., Business Practice Rockford, Ill., Tentative Course, Typewriting San Francisco, Calif., Tentative Course Commercial Subjects, J. H. S ouis, Mo., Commercial for Grades 8-9 Curriculum Bulletin No, 18 St. I Vermont State Dept., Courses of Study Bulletin 1, Part II, English, High Schools . Washington, D. C., Preliminary Report on the Senior Commercial Occupations Survey, Giving Data on 2,590 Com- mercial Workers 18-30 Years of Age Washington, D. C., Provisional Course of Study in Commercial Branches for J H.S ENGLISH Akron, Ohio, Akron English Leaflet, Grade 8 Austin, Texas, Course of Study in English Baltimore, Md., Teaching of High School Eng lish Baltimore, Bayonne, Berkeley, Md., N. J., Calif., English, J. and S. H.S English, J. and S. H.S English, History, Science, Math., and Foreign Languages, Course of Study Monographs, J. H. S., No. 1 Beaumont, Tex., Course of Study, Part 2, Language, Grammar, and Rhetoric Binghamton, N. Y., Course of Study in Eng- lish, Gr. 9... ‘ Bisbee, Ariz., Course of Study in English Grades 1-12 Boise, Idaho, Reading Course of Study, Gr 7-8 , Boise, Idaho, oo Gr. 7-8 Boston, Mass., Course of Study in English Gr. 7-10, School Document No. 8 Charleston, W.Va., English Course of Study, J.H.S Charlotte, N. C., Course of Study, J. and S H.S san Ohio, English, J. and S. H. S Ohio, J. and S. H. S. English Heights, Ohio, J. H. S. English Clevela nd, Cleveiand, Cleveland ommercial Work No. of pages 16 9 9 “4 "4 41 64 30 148 »§? 141 *30 *14 *49 110 66 178 *8 [69] od Pa ee 2 4 y mae te TABLE 12.—JUNIOR HIGH SCHOOL COURSES OF STUDY PUBLISHED SINCE 1920—Continued . No. of , No. of Year Title pages | Year Title pages I ENGLISH—contd. ENGLISH—contd. 1925 | Cleveland Heights, Ohio, J. H. S. English. .. *31 1922 | Minneapolis, Minn., The H. S. Course in Colorado Springs, Colo., Brief Outline, Eng- English... eee seul 24 Se ae: epee nee *3 1927 | Missouri State Dept., ‘English, J. and S. ‘HLS 65 1923 | Connecticut State Dept., Manual for Second- Montclair, N. J., Tentative Course of Study, ary School | Sianeli albeenpoamen 45 H. S. English. . ips Se *16 1924 | Connecticut State Dept., English, Composi- 1926 | New Brunswick, N. J. Te ntative Course, tion, and Literature, Secondary Schools, English, J. and S. SS eRe *25 2 Seo ee ate ae 78 1926 | New Jersey State Dept., English, Part I, 1925 | Dayton, Ohio, Course in Expression, Gr. 1-8 51 . Rr 110 1927 | Dayton, Ohio, Library Manual for Gr. 5-8... 55 1926 | New Y ork, N. Y., Home Reading for J. H.S.. 7 1927 | Dayton, Ohio, English for Gr. 5-8.......... 209 1926 | New York, N. Y., Syllabus of J. H. S. Eng- 1927 | Dayton, Ohio, Reading and Literature for | ae , 49 PRG PRED EP COED 82 Nutley, N. J., Course of Study, English, Gr. 1927 | Dayton, Ohio, Spelling for Gr. 5-8.......... 54 | EEE REET : 15 1926 | Delaware State Dept., Guide for Credit in 1921 Cabige?. Calif., Course of Study Series No. Outside Reading by High School Pupils, 3, Language and Grammar, Gr. 7-9..... 19 On Se ae So re *16 1922 Oakland, Calif., Course of Study Series No. 1926 | Delaware State Dept., Objectives in English 17, Dictionary Work, Grades HS and 5. __. MAPECRNer en ee *5 EE a ess nas anbinas , 12 1925 | Denver, Colo., English, » S., Course of 1924 | Oakland, Calif., Course 4 Study Series No. Study Monograph No. 9.............. 241 70, Book List for J. H.S.............. 37 Detroit, Mich., Course of ace: LMerature 1926 | Oakland, Calif., Course d ‘ten Series No. for Intermediate Schools, Gr. 7-9....... *6 94, English, Gr. 7- * eas cats 79 Detroit, Mich., Course in English, ~ 7-9... 94 1923 | Oklahoma State Dept., Course of Study in 1926 Detsolt, Mich., The Use of the Library, Gr. ., (2S SS 66 Sa I a are ah ate ates ain G- 6 9 *77 1926 | Oshkosh, Wis., English, ‘Grades 7-8..... | *56 East Sei Ind., J. H. S. English........ *13 1924 Pennsylvania State Dept., Course of Study 1925 Eliz: abeth , Outline of English, J. and i rere 60 ARE 25 1925 | Porto Rico, Outline for English, 5-8. } 34 1925 Elisebett, N J. Spelling Lists for J. H. S. Pueblo, Colo., English for J. H. S.......... *15 | 5 lian aay area a 15 1926 | Roanoke, Va., J. H. S. English... *16 Fresno, Calif., * Bestia i Secondary Schools..| *48 1920 Rochester, N. Y.. Supplementary Suggestions 1926 | Fresno, Calif., Grammar for J. H.S........ *4 to Outline in Composition, J. H. S : *21 Gary, Ind., Grammar for Grades 9A and 9B *3 1921 | Rochester, N. Y., Supplementary "Sugges- Gary, Ind., Plans and Outlines in English. . *84 tions to Outline in Literature, J. S *13 1923 | Glendale, Calif., Grammar and Compvsition, Rochester, N. Y., Suggestive Questions in ee as *11 anes dee cis e's 3:0 6h 9 es ' *3 Hackensack, N. J., English, Academic De- Rochester, N. Y., General Statement, Eng- tls os ine 48% cd can hs ohis vnvee’ *16 OS ee rer 33 1923 | Harrisburg, Pa., English, Grades 7-12...... 60 6 Rockford, Iil., Tentative Course in J. B..&.. | 1925 | Houston, Tex., Composition + 2S y ee *6 SE Sica cows i... | #15 1925 | Houston, Tex., Reading................... *29 1926 | St. Louis, Mo., English, Gr. 7-9, Curriculum 1926 | Houston, Tex., Book Usage Drill Exercises, Bulletin No. 11................ <1 37s 3 Re ne *15 1924 | St. Paul, Minn., Course of Study in English | 1926 7% | ea Grammar Drill Exercises, and Literature, 3) 5a | *26 “7 ics iad ie Ca Tia ec a a's «6 *13 1923 | Salt Lake City, vee Course of Study in 1926 Houston, Tex, Punctuation and Capitaliza- EET | 102 tion, Drill Rxercises............«..... *24 San Diego, Calif., Course of tiaty in English. *3 Houston, Tex., Objectives of Language and 1925 | San Antonio, Texas, The J. S. Libraries, | IE Sis SOUP ck as aye sc *16 Public Schools Bulletin Vai. III,No.1...} 15 Huntington, Me Dept., of Pagich, Gr. 8. *4 1925 | San Francisco, Calif., Tentative any in 1925 | Ithaca, N. Y a *37 4 5 set , *7 1925 | Janesville, Wis ee Ss. it S., English 1925 | Seattle, Wash., Tentative Course, Oral | ne PEL EE OPE IS 274 _ memmtnne, Gr. 7.......-... 0+. seeeess 14-- 1926 | Kalamazoo, Mich., J. H. S. Spelling Results Sioux City, Iowa, Applied English, J. and S. and a Study Determining the Relative H. S., Tentative Outline.............. | *144 Achivements of and 60-minute Sioux City, Iowa, Applied English, J.H.S....| *33 4% Study Periodsin the J, H.S., Bulletin 39. | *14 1923 | Sioux City, lowa, Applied English, Seventh Kenosha, oe gman Outline, Gram- De ek cie'a ust son ca memmhas 203 NE Gre a os one dina ch teas exe ees *3 1926 | Sioux City, Iowa, General Circular No. 45... *4 LaCrosse, Wis’ Orat Com tion, Gr.7....| *25 1926 | Sioux , Iowa, Tentative English Course, 1922 | Lansing, Mich., English, Sate fF 3 ia Sra 41 | * Mimeographed sheets. [70] Sonatas oa 19 19 19 19 19 12--JUNIOR HIGH SCHOOL COURSES OF STUDY PUBLISHED SINCE 1920—Continued Title ENGLISH—contd. Union City, Tenn., J. H. S. Dept., 8th Gr English Union City, Tenn., J. H.S. Dept., 9th Gr Englist 1924 | Vermont State, H. S., Course of Study, Ne 1, Part II, English 1921 | Virginia, Minn., Manual No. 2, Suggested Reading for Gr. 7-8 1924 | Virginia, Minn., Manual No. 12, Public Speaking, Gr. 7-12 1924 | Virginia State Dept., Vol. 7, No. 1, English i. S., Gr. 8 ea 1923 | Washington, . C., Provisional Course English, J. H. S.... West Hartford, Conn., Introductory Lan- guage and Word Study 1926 | Wilmington, Del., Program of Studies Reading, Gr. 6-8 1921 | Wyoming State Dept., Story Telling for Gr 7-8 of Rural Schools and for H. §S Normal Training Classes Western Ky. State T. C., A Study in Seventh Grade English FOREIGN LANGUAGES Arlington, Mass., Latin Dept., Course of Study, Gr. 8, 9 Austin, Tex., Course of Study, Foreign Languages, J. and S. H. S Baltimore, Md., Teaching of H. S. French, Vol. 3, No. 6 Baltimore, Md., Latin Course of Study, S and J. H.S Baltimore, Md., French Course of Study, S.and J. H.S , Berkeley, Calif., Course of Study Mono- graphs, J. H. S., No. 1, English, History, Science, Mathematics, Foreign Lan- guages : Boston, Mass., Document No. 9, Course o Study in Italian, Gr. 7-9 Boston, Mass., Document No 17, Course of Study in Latin, Gr. 9-10 Boston, Mass., Document No. 14. Course of Study in French, Gr. 7-12 Boston, Mass., Document No. 15, Course of Study in Spanish, Gr. 7-12 Charleston, W. Va., J. H. S. French Charleston, W. Va., Latin, J. H.S Cleveland Heights, Ohio, Latin, J. H.S Denver, Colo., Course of Study Monograph No. 5, Latin, Gr. 7 Denver, Colo., Course of Study Monograph No. 15, French, Gr. 8-12 Denver, Colo., Course of Study Monograph No. 11, Spanish, Gr. 7-9 Detroit, Mich., Foreign Languages, Inter- mediate and S. H. S Fresno, Calif., Course of Study in Latin Fresno, Calif., Course of Study in French, J. and S. H.S.. Fresno, Calif., Course of Study in Latin Fresno, Calif., Spanish, J. and S. H. S Fresno, Calif., German in J. and S. H. S Fresno, Calif., Course of Study in French Fresno, Calif., Spanish, J. and S. H. S Harrisburg, Pa., J. and S. H. S. Course in Foreign Language, Latin : Johnstown, Pa., Modern Languages—French and Spanish. ...... Lakewood, Ohio, English, French and Latin Courses of Study Lansing, Mich., Courses of Study in Foreign Languages: Latin, Gr. 7-12; French, Gr. 7-12; Spanish, Gr. 11-12 Los Angeles, Calif., Course of Study Mono- graph No. 13, Latin Lynn, Mass., French, Tentative Course, J * Mimeographed sheets. 192 1924 1924 1925 1923 1924 1926 1923 1924 1924 1926 1926 1920 1925 1923 1924 1924 1923 1923 1923 1926 Title FOREIGN LANGUAGES— contd Mass., Spanish H.S Maine State Dept., Manual, French Syllabus Maryland State Dept., Teaching of H. S. French Massachusetts State Dept., Prelimi port Course of Study Foreign Languages, J. H. S M sachusetts State Dept r H.S Massachusetts State Dept., J. H. S. Grades nessen, Pa., Latin Course _N. J., Tentative Tentative New Castle, Pa., Latin, Tentative New Hampshire State Dept Studies, Part II, Languags and French) Gr. 7, 8 New Jersey State Dept., Teaching « Languages in J. and S.H.S Bulletin, Vol. 2, No. 4 New York City, N. \ Syllabu German, Italian, Latin, Spa H.S id, Calif., Course of Study Seri« 5, Spanish, J. and S. H.S ind, Calif., Course of Study Ser 2, French, J. and S. H. S Oakland, Calif., Spanish, J. and S Superintendent's Bulletin N« Vise Pennsylvania State Dept., Courses o in Foreign Languages, Latin, German, Spanish Philadelphia, Pa., Latin, French and German, J. H.S Philadelphia, Pa., Suggestions to T: French, Spanish, German, J. H.S Richmond, Ind Outline and Syllabu Foreign Languages, J. and S. H. S Richmond, Ind., Syllabus No. II, Dept Foreign Languages San Diego, Calif., French, Two Year C¢ J S San Francisco, Calif., Tentative Cor Modern Languages, J. H. S San Francisco, Calif., Tentative Course Study in Modern Languages, J. H. S San Francisco, Calif., French, J. H.S San Francisco, Calif., Latin, J. H.S San Francisco, Calif . Spanish, Grades 7-9 Somerville, Mass., Tentative Course, Lati: : Ss Somerville, Mass., French, J. and S. H.S Vermont State Dept., Manual and Courses of Study, Part VI, Modern Languages J. and S. H.S Vermont State Dept., Manual and Courses of Study, Part IX, Latin and Greek, J and S. H. S : Virginia State Dept., High Schools of Va Foreign Languages, Vol. 7, No. 1 Washington, D. C., Provisional Course French, J. H.S Washington, D. C., Spanish, J. H. S Washington, D. C., Latin, J. H. S Wilmington, Del., Program of Studies, Latin Department, H. S Provisional Course Provisional Course | GENERAL COURSES IN CITY SCHOOL SYSTEMS Ardmore, Okla., Course of Study, J. and H Ss TABLE 12.—JUNIOR HIGH SCHOOL COURSES OF STUDY PUBLISHED SINCE 1920—Continued No. of N Y Titl : : | No. of ear itle pages Year Title pages | — GENERAL counsns IN ay SCHOOL | GENERAL Coens IN CITY SCHOOL | YSTEMS—contd SYSTEMS—contd. 1921 | Amarillo, aan Couns df Study, ow | 1922 | Sioux City, oa Course of Study Drills, | Regulations, J. and S.H.S............ 39 | 1923 | South Bead, ind.. J. ii 18 Couirae ofS a ; tudy...| 15 sons | Auber hi “aie eaten fing 1921 | Spriggield, Masi, The J. H.'S. “Course of | the J. H. Ee eee *69 1927 S hel Id, M som P. eather Fy H. yf ey | S. 1922 | Austin, Tex., Course of Study for H.S....... 87 pong aae.. Proposed J. 14. S. Program. > 1921 | Berkeley, Calif., The Course of Study in the Toropali, Nev.. Curriculum Study, Gr.7-12..| #35 Work of the Modern School 14 1926 | Vallejo, feng + Course of Study, Geo. Wash- | Cececersercs ington eden eed eaene .-| 156 1921 Re et al tn ae te oe Warren, + Galo, Couress of Study for the War- 7 Proc ren High Schools........... | *20 eee 54 Se SS 2 Se See s 1923 betes = D. C., Plan of Organization of 1925 | Boston, Mass., = i N. tq . , “| FR Ff (j=—§ § Fe Bie We vescsvececceccoseccccsececess *7 A. By Pye GENERAL COURSES IN STATE SCHOOL termediate Schools. .............+++:: 40 SYSTEMS 1926 | Boston, Mass., School Document No. 17, 1924 | Arkansas, Course of Study for J. H.S....... | 49 Provisional Curricula for General High 1926 Colorado State Dept., Course of Study for | Been ene cea e ttc aes 27 Public Schools, Vol. I1, Outline for J. | 1926 ryan City, Tex., C ; ns oe, eee rrr reer ee eee eee ee ee eee ee 255 Bryan City, Tex. w coop go onigh . 1920 | Idaho, Manual and Course of Study, J. and UNA ao Pa ; i 1926 | West Virginia State Dept., Organization, | or ay ae ‘Mich. ait Yearbook. hu paeerattee ams Courses of Study | h ‘ ees” Ey ews casos cassseess | 301 | 1925 | Johnstown, Ps., The Junior and Senior High’) 5, | yor7 | West Virginia Stave Dept. Organisation, 1921 | Kalamazoo, Mich., Course of Study and mpamnresien ont Lowers of Mucy | ( M _ for J. and S. H. S. (Revised Edition)..) 417 ) Sagi of iirc, Sook VF. Sa) 4 | sone | wing anal or de ch scot | 1924 Kent, Ohio, Course of Study, JH her ae *45 a gaan tg REe sb 6b00 640 6 €i6:0 0 | 195 Laurel te Miss., Course Study, J. and HEALTH AND PHYSICAL EDUCATION sani his bine a paeMiCRink Gama ee 88 1926 es ye Md., Hygiene Course of ®tudy, | 1920 Lexis on, Ky., Course of Study, J. and S. SESE a Serre ere } 84 MEARE LO ORY ah 55 1923 | Berkeley, Calif., Ph ial Bucation, tached 1926 | Lincoln, Nebr., Curriculum and Building ing Hygiene, —> eneatary and J. H | 63 Needs in the H. S., Report No. 8, Supt. 1920 | Boston, Mass., P ical Education for LS Rs: AAEENS < sat theniitenes «« 24 and Day High Schools and for Ninth 1923 | Lorain, Ohio. Course of Study for J. H. S.. *73 Grade in Intermediate Schools......... | 34 1923 | Macomb, Ill., Course of Study, J. H.S....... *17 1926 | Boston, Mass., Physical Education for the | 1924 | Muncie, Ind., Course of Study, J.andS.H.S. 47 Day Elementary and Day Intermediate 1924 | New Hampshire State Program of Ee rare 216 Studies, Grades VII VIII, Adminis- Charleston, W. Va., Health and Physical ihn tbvdvihaewieh cdgiaseeekee 30 Hducation............+.....+..++++:. 17 1927 | Newton, ay J. and S. H. S. Curricula Catan. W. ye Physical Training and , PPR ere 29 — sere ee ee sere c ees eees 20 1925 | Nutley, N. J., Bulletin No. 2, J. and §. H.S.. 27 1921 | Cleveland, Ohio, Course of Study, Hygiene, 1925 | Nutley, N. J., Bulletin No. 4 .and S. H. :. : ee eee eee 8 eae eee ee 16 1926 | Oakland, alif., Handbook for Course of 1926 Detroit, Mich., Athletic Manual of the High Study Committees... .........+-+-+-- 55 i « COREE Eee 54 JoIs”| Pittsfield, Mass., Courses of Study, J. H.S.. *81 1924 a. Minn. Physiology and Home Nurs- 2 Plai COPS O SOHO Kee eee eer ereresess . sens ew, ba ap, Etsostery, Course aay, 75 1923 | Fort . ind. Physical Education, 7 ne | mamma Ye Comey FS | || mane, Ps Pci. 9’) WL MES Ss ok bes vareseeae> 54 Harrisburg, Pa., Hygiene, J. at san 6... *4 1925 | Salt Lake City, Utah, Courses in j. and 5. ts arriabur. Pa., aly and S. Hi. 8. iq PRR ot pre th HRB — Bim tary Course).............. Santa Mopca Calif., Program of Studies, . ~~ Pa., J. and S. H. S. Physical tin Eb Bi ada cb ratte vrdtae soegd sens enes Se re eee 1926 » Cidtiwaukes), Wis., Course of 1925 | Ithaca, N. Y., Health Education in the ’ Study, J.and S. H.S...........2600 05 *99 Ithaca Public Schools...............-. 10 * Mimeographed sheets. [72] Ye 192; 1923 1926 J te w 1924 1923 1925 1925 TABLE 12.—JUNIOR HIGH SCHOOL COURSES OF STUDY PUBLISHED SINCE 1920—Continued : No. of No. of Year Title pages Year Title pages HEALTH AND PHYSICAL EDUCATION HOME ECONOMICS—contd. | contd. : | Kenosha, Wis., Physical Education, J. H S #19 1924 Bay one “ . me “ss me an Ho . Kenosha, Wis., Physical Education, J. H. S *12 duties Lis oe _ 1923 | Los —— yen ty = a A eed Mono- 14 1926 Boston, Mass . Household Science for Aca 1922 | Massachusetts State Dept. of Education, o—_ » { a tens —_ ~" one -: ; ee ‘< pate Physical Education, _ anual for Teach- Do oer —s aie sehemcamacicy _ | ers in Elem. and J. 104 1926 | Bostor aT? ry oO ec ait Sencecates 140 1924 | Massachusetts State “ay ‘of Education, -— - “the P hold’ Pr G 2 RECO " Physical Education in the J. and S. H.S 64 ee eo WwW Va. H 2th K eee ts Se 1925 | Missouri State Dept. of Education, Physical a woes a, Ses Soon : “ Education in J. and S. H. S 212 i ad : 4 S: os 1925 | Missouri State Dept. of Ed., Physical Educa- 1921 | Cle — d, cong ay of Study, Home | tion Syllabus, Part II 73 1925 | Denver. ¢ tig Research M oh No. 1 si 1924 | New Jersey State Dept., Course of Study, és aa . cee ? 1926 | Detroit, Mich., Recipes for Instruction 1923 | Pennsylvania State Dept., School Health, D no nay Meee ony e, Elem. and Inter Physical Education, Gr. 1 289 0? oe a a : 1923 | Pennsylvania State Dept., School Health 1924 | Duluth, Minn., Physiology and Home Nurs “a ——— lll . ’ ing, Gr. 7 15 Hygiene and Physiology, Grades 9—12. 148 ng = ; 7 1926 | Philadelphia, Pa. - Course in Health Educa- oes pan. — ' coed Seance, ee ? ag IS tion, J. H. S., Gr. 7-9 46 a Duluth’ ain o ven -_ om mM ~ +t < uluth, Minn., yvarmen ViaKing, a / 5 > > Ss s, oe < sh Athletics and tunts 3. m. #6 1924 | Duluth, Minn., Related Art, Gr. 9 17 Rochester “N v Athletics. Stunts and 1925 | Duluth, Minn., Elementary Dresemaking ster, N. Y., A Bon s é Gr 9 "12 Tumbling, J. H. S. Boys *10 A , adn ie : 1925 | Duluth, Minn., Foods, Gr. 8 *6 ——. N. Y., Folk Dancing for J. H #3 1925 | Duluth, Minn., Garment Making and Stu G ER po tie Salle of Clothing, Gr. 8 11 a x & N. Y., Formal Gymnastics for J. - 1925 Duluth . Minn.. House ‘keeping, Gr. 7 *4 ee ae oe See Se oes meena 1925 | Duluth, Minn., Textiles, Gr. 7 *5 a. *. Y., Formal Gymnastics, J. H. a 1925 | Florida State Dept., Course of Study in . ead 5 cna Home Economics *6 Rochester, N. Y., Formal Gymnastics, J. ms 1923 | Indiana State Dept., Bulletin 65, Home | Rochester, N. Y. Games, }a FY Boys *3 925 | Lak Economics Course of Study al de | Rochester, N. Y., Gymnastic Dancing, J. H. _ — Ay mm 2p: uc theeppagecedenn | * Manua rts 37 hothena’ Y., Health Topics, J. H. S . 1922 | Lansing, Mich., Course of Study, Home Girls. a. ; ee *3 Economics, Gr. 5-12 58 | Rochester, N. ¥., Marching Tactics and as | A oe cee SS eee ee M: ‘ ~ S o *g graphs, ome Economics. . 120 a... pees. = S Save j ‘H's 1924 | Louisiana State Dept., Home Economics 71 | Boys. ee ee &, J- — 7 1925 Lynn, Mass., Home Economics, Tentative } caso oS gh ha a ach Al etal ia : Course, Gr. 7 *17 aoe. X. H ae Exercises and “ 1920 | Madison, Wis., Course of Study Suggestions ;* £ a oO ac od » 7 ? T. 1926 | Rochester, N. Y., Schedule of Athietic and Lathe = * yrades and High Schoo! 39 | Recreational! Activities, J. H. 11 Maryland State Dept.. Tentative Sugges 1926 | St. Louis, Mo., Health for the H. S., Bulle- ee ne Pag em gy tin No. 33 89 — Se nios of General and Vo | > : ae ee t : ig iona ome Economics *30 ae aa. Callf., Physical Training *6 1922 | Minnesota State Dept., H. S. Curriculum, 1925 | San +e Calif. ’ Physical Education 926 |™M B - “. De — a -_ | for the J. #14 1926 | ! issouri A. tate ov ae tome Ex ome 1922 | Trenton, N. J., , EES Course of Study, | van us, Bulletin No. 6, for J. and ‘ 137 DS bo dios. d\a'e 6.5up 2 | 82 ee ¢ Suas ts 4d 1923 | Trenton, N. J., Report of Committee, ‘Elem. sone ay gh oe ee J. H. ° H.Ss #14 oeme. Misteae. 18 ++ yr a. a ome anning, J. H. § 4 1924 | Virginia State Dept., Course of Study, H. — i. Ss J ome Economics, J. and *9 | . Phy. Ed a ae 113 : ars : : ; a oe. 1925 | New. gE N. J., Tentative Course 1923 weer. D. C., Physical Training for - Home Economics, J. and S. H. S *12 eS Se OS Sb ess tad te 1921 | New York, N. Y., Cooking; with a Syllabus 1925 | W. a Dept., Manual of Physical by the Board of Superintendents 28 erica pia c's had a | . 1921 New York, Sewing —_ S-eauptrective | Work for Elem. and J. 16 HOME ECONOMICS 1924 | New York State Dept., d-ilabes for Home 1924 | Albany, N. Y., University of the State of | Making and Home Economics 77 New York Bulletin, Syllabus, Home- | 1922 | Oakland, Calif., Course of Study, Home making and Home Economics : | 77 Economics 45-65 1923 | Austin, Tex., State Board for Vocational 1924 | Oakland, Calif., Course of Study, Home ucation, Vocational Home Econom- } Economics 43 ics, Rural and Small High Schools 69 | 1924 | Oakland, Calif., Course of Study Series No 1925 Austin, Tex., Home Economics, Gr. 7-12 | 62 | 30, Home Economics, Clothing Section 24 1925 | Baltimore, Md., Home 4 4 Wee Educa- | | 1924 Oklahoma State Dept., Course of Study, tion, Elem., J. and S. 168 | Home Economics 98 if * Mimeographed sheets. [73] TABLE 12._JUNIOR HIGH SCHOOL COURSES OF STUDY PUBLISHED SINCE 1920—Continued | ; No. of | . No. of Year | Title | pages | Year Title | pages HOME ECONOMICS —contd. INDUSTRIAL ARTS—contd. | 1925 | Pennsylvania State Dept., Bulletin No. 9 | , : . ; See : : “4 1923 | Detroit, Mich., Mechanical Drawing, High | a Economics Education, J. and S. ‘inn Schools, Elementary Projection, eet. | sees | Posten thie ee pzseeesese opments, Sheet Metal Drafting...... | 44 1923 Porto Rico, Spanish, “Curso De Estudios En - 1923 a. Sy Re ae soley - : 101 Joana's ow y Bordodo” (Sewing), 12 | 1923 | Detroit, Mich., a and, Require- | ee ee eS . ° ments in Loca cupations, Part III...| 111 $928 Pueblo, Colo., Outline q Course of Study in 22 | 1924 oa. Mich., Auto Mechanics Lesson Ce Mee Oe ei. 6 . = Ps eee tin tee tek ee 0 104 —— = phiguschold Arts, Relation of *) 1924 oor Mich., peeewenl Drawing, Inter- | eerie. 54° mediate an ike wan cm ——- ~~ Ill., Tentative Course, Household _ 1925 | Detroit, Mich., Specifications | ‘eR PAS | 076 | Se eee ge ees ee al ve tectural Drawing, 's 59 1926 | St. Loui, is., Rome Byancasen, _ - m4 85 1926 | Detroit, Mich., Mechanical Drz rawing Stand- a San Diego, Calif., Course of Study for Home ards and Conventions, hag S. -| 4 Economics, Dept. of J. and S.H.S 22 1924 Duluth, Minn., Electricity, ¢ 3r. ‘8 ster ee bee 13 San Francisco Calif. ' Clothing Ge. ar — *9 1924 | Duluth, Minn., Forging, Gr. 7. .| 10 1925 San Francisco Calif. Tentative Course, 1924 Duluth, Minn., Mechanical Drawing, ‘Gr. 9. | i4 Home Econcenics 7 H. S.. P #14 1924 | Duluth, Minn., Machine Woodwork, Gr. 9. . | 10 Tennessee State Dept ' Two-year Cowee, 1924 Duluth, Minn., ee ®| aa 12 Home Economics, Co spies + 41 1924 | Duluth, Minn., Sheet Metal, Gr. 7 grees 10 1923 | Texas State Dept., Suggested Outlines for 1924 | Duluth, Minn., Wood Turning, Gr.7....... 9 Study of Vocational Home Economics 1924 Duluth, Minn., Woodwork, Gr. 7 | 9 in Rural and Small High Schools....... 69 1922 Florida State "Dept., Plan for Voc: ational 1923 | Vermont State Dept., Manual and Courses Preaniueation, 1922-27... JiandS. HS.” = or > Part V, Home Economics, J. 54 1927 Fresno, Calif., Smith-Hughes Shop C ourses. *28 1923 | Washington, D D y Provisional Course < 1927 | Fresno, Calif., J. H.S., oo Education.| *39 Study in Domestic Science for J. H.S.... *7 ern Pa., J. and S. H. S., Practical on 1923 | Washington, D. C., Domestic Art, J. H. S... ee Pr PP SoU Un a a | *20 1926 | West Allis,’ Wis., Suggestive Rilieden. 1925 | Ithaca, N. Y.. Manual Arts, J. H. S- *27 Home Economics, Clothing, J. and S. 1925 | Jersey City, N. J., Printing in the : 4 H. S. Sai saaecsnenae eaten’ -8d. «sy n *22 ee Dept. a American Type ™ ounders Company).................- 2 INDUSTRIAL ARTS = {etastown, +5 Ng ey pata. c oe oy. af 53 alamazoo, Mic ourse of Study, Boo 1925 Astinghen, Mass., Mechanical Drawing, J. H. “a . Art and _ oe, | Gr. - Zs SRP 90 TERR EPS RS... eS ee en is., Manua’ raining. 5 1925 pom -* Tex., Sempee of Study in Manual Kenosha, Wis., Printing, J. H. S | ning. b o6s4 Ss cebakenes tenes 60 Crosse, Wis., Educational Guidance, ‘J. H. | 1926 | Baltimore, Ma., Industrial Arts Education, ae TRG a ee | *38 TES OR RS a ae 1 1923 | Lorain, Ohio, Course of Study, J. H.S...... 73 1923 Berkeley, Calif., Industrial Education, 1923 | Los Angeles, Calif., School Publication No. gy a of Study Monographs, No. 8, ai sont | Ken -. cle, Call, eyo ee .| 159 — 8... |. © GG. sheueeeh hind sieeened aceu 45 eles, Cali 00 u ication No. . 1923 | Berkeley, Calif, Prevocational Industrial 64. Printin LS a ra | 105 A ucation, EN a een e nn, , 44 1923 | Los yao mag Calif., School Publication No. ; 1920 | Boston, ro Special Syllabus, Shop Work, 67, Agriculture ree coeseessess| 135 Ms GA GR, 0 bs nvedothastsdetensigatcsrs 28 1923 | Los Angeles, Calif., School Publication No. ky) 1924 | Boston, Saees. School Document No. 14, 68, Auto Electrics................. ; 61 f Drawing, Manual Training, Gr. 4-8...., 75 1923 | Los Angeles, Calif., School Publication No. e 1925 | Boston, Mass., School ument No. 16, 69, Carpentry and Mill Cabinet Work 60 * Tor. on a Mechanic as 1923 | Los Angeles, Calif., — Publication No. ‘is s, Prevocational, Gr. 6-8........... achine Sho RE os wikkc tae, 06-06 9.06. ° 1922 | Boston, Mass., General Science for Inter- 1921 | M = ng Ss, ““%- Ramage mediate Classes, Document No. 6, ull dle 3, No. 9, Teaching o >5 Pamphlet No. 9, A Study of the Weather 19 PONT oa 55 6 rice ccccrewr gions és * Mimeographed sheets. [76] ee ee 1925 1925 1926 1924 1925 1923 1923 1924 1923 1921 1923 1924 *M PS lata TABLE 12.—-JUNIOR HIGH SCHOOL COURSES OF STUDY PUBLISHED SINCE 1920—Continued Year Title No. of Year Title No. of pages pages SCIENCE-contd. SOCIAL STUDIES-contd. 1927 | Missouri state _De *pt., Science Syllabus, J 1925 | Cleveland, Ohio, Evaluating Social Scic and S 139 Objectives 1 New York, N Y., Course of Study and Cleveland Heights, Ohio, History, Gr *4 Syllabus in Science . 40 Colorado Springs, Colo., Course in S 1925 | New York, N. Y., Science, Gr. 7, References Science, J. H. S., Gr. 7 10 to Bedford's General Scie nce 16 1922 | Connecticut State Dept., A Manual of t 1925 | New York, N. , Science, Gr. 8, References Social Studies for Secondary Schoo! to Bedford's : ‘Ge neral Science 16 Gr. 7-12 $ 1925 | New York State Dept., Syllabus in General 1927 Dayton, Ohio, The Social Studies for Gr. 5-8 42 Science 89 1927 Dayton, Ohio, Extra-Socializing Activities Norfolk, Va., General Science, J. H.S *24 for Gr. 5-8 25 1923 | Oakland, Calif., Course of Study Series No 1924 | Denver, Colo., Course of Study Monograj 21, Science, Gr. 7-9 94 No. 3, Social Science Gr. 7-9 171 1923 | Oakland, Calif., Course of Study Series No 1926 | Der aver. Colo., Social Science, J. H. S 52, Science as a Related Subject in yurse of Study Monograph No. 3 31 Smith-Hughes Courses *27 1923 | Des M ines, lowa, Syllabus for the Study 1925 | Oz akland, Calif., Handbook of Science for Civics 60 Gr. 7-9, Course of Study Series No. 21 58 1926 | Detroit, Mich., Social Science for Inter 1926 Oakland, G alif., Course of Study Series No mediate Schools 304 52, Science as a Related Subject for 1925 | Fredericksburg, Va., State Teachers Colle z¢ Smith-Hughes Courses 21 Bulletin, Vol. 10, No. 4. Some Tent — Calif., Course of study Series No. tive Notes and Suggestions on tl! Agric ulture for J. H. 31 Teaching of English History in the &t 1924 Oklahome State Dept., Ccumes of Study, Grade J. H.S 32 Science, J. H. S.. ; 133 1924 | Fresno, Calif., Social Science, J. H. S *5 Pennsylvania State Dept., ‘Courses of Study 1923 | Glendale, Calif., Course of Study, Ge in Agriculture : Meat PPS 137 raphy, Gr. B7, A7 *15 1925 | Pennsylvania State Dept , Course of Study Hackensack, N. J., Study of Civics, A in Agriculture, Gr. 7 ; 57 demic Dept., J. z S *20 1925 | Pittsfield, Mass., Courses of ‘Study, J. H.S *75 Hackensack, N. J., Course of Study, Civ 1926 | St. Louis, Mo., Science ag er s 7-9, Cur- Manual Arts, & ademic Dept *15 | riculum Bulletin No. , , 111 Hackensac . N. J., Course of Study, Ge 1925 | San Francisco, Calif., Tent: ative Course, raphy, Gr. 7, Academic Dept *11 j General Science, J. H. wih | *39 Hackensat ‘k, N. J., Course of Study, A: | San Francisco, Calif., Life in and about } demic History, Gr. 7, 8 *18 | Lakes and —. Gr.9B *6 Hackensack, N. J., Course of Study, ¢ | San Francisco, Calif., og and Animal Life mercial History, Gr. 7 *38 in a Vacant Lot, Gr. *6 Hackensack, N. J., Course of Study, History | San Francisco, Calif., Fire and the Pre ~para- for Manual Arts, Gr. 7 *5 tion of Food, Gr.7B ; *4 Hackensack, N. J., Course in Geography Trenton, N. J., Secondary Cc ‘ourse, Geog- Manual Arts De ot. Ue. 3 *6 raphy and Science... 109 1926 | Harrisburg; Pa., J. H. S. Geography *56 1924 | Virginia State apt. Course of Study, } 1924 | lowa City, lowa, University of lowa Exten } Science, J. H. S...... . ‘ 78 sion Bulletin No. 97, Courses in the 1923 | Washington, D. e. Provisional Course, Social Studies for J. H. S 117 | General Science, J. H. S *8 Kenosha, Wis., American History, J. H.S *9 | West Virginia wh hecsnaes Course of Study, Kenosha, Wis., Ancient History, J. H. S *3 | J. and S. 191 Kenosha, Wis., Community Civics, J. H. S *5 Kenosha, Wis., Economic Civics, J. H. S *3 SOCIAL STUDIES Kenosha, Wis., Geography, J. H. S *14 1925 | Austin, Tex., History, Gr. 7-12...... 56 |} 1925 | Lakewood, Ohio, History and Civics, Geog 1925 | Baltimore, Md., Social Studies, J. and S. H | raphy and Vocations 50 | RR : 578 1922 | Lansing, Mich., History, Civics and E 1926 Baltimore, Md., Geography, J. H.S 344 nomics, Gr. 5-12 ‘ 35 1924 | Bayonne, N Course of Study, Social 1924 | Lawren e, Kans., Social Study Syllabus Science, J. and S. 128 J.H.S.... 8 z "150 Beaumont, Tex., C ourse °. Study, ” Part Vv, 1925 | Long Beach, ¢ -alif., Social Sciences, Gr. 7, 8 *27 History and Citizenship......... *17 1923 | Los Angeles, Calif., Course of Study Mono- 1925 | Boise, Idaho, Geography, Gr. 7. . 3 graphs No. 23, Social Studies, School Boise, Idaho, Tentative Course, ‘History, Publication No. 74 . 176 Ge. 7,8. an iad! i i *6 1925 | Lynn, Mass., Civics and Vocations, Tenta 1923 | Boston, Mass., School Document No. 26, tive Course, J. H. a "15 Outline History, Gr. 7,8 30 1925 | Lynn, Mass., Social "tite e, Tentative 1923 | Boston, Mass., Outline of Work i . c ivics for | Course, J. H, S.. ois Gr. 9, School Document No. 32 | 1925 | Lynn, Mass., Social Science, Gr. 8 *24 1924 | Boston, Mass., Outline of Work. in Geog- } 1925 | Madison, Wis., Bulletin of Wisconsin Teach- raphy for Intermediate Classes, School | | ers’ Assn., Report, Committee on ocument No.9 .............. 38 Teaching of Civics 14 Charleston, W. Va., J.H. S. Socis al Scie nce *35 | 1925 | Madison, Wis. Te entative Course, Civics Charleston, W. 2 ‘a., Civics, J. *5s |i League, J. 'H. S., Gr. 7 *8 Charleston, W. Va., J. H. S. ie en His- # 1924 | Maryland State | vag Maryland School tory. p |. 68 Bulletin, Vol. 6, No. 4, Teaching of the Charleston, W. Va., 5 H.S. Geography *13 ‘ Social Studies 91 1923 | Chicago, Ill., Francis W. Parker School, 1927 | Maryland State Dept., Tentative Goals in Studies in Education, Social Science History, Gr. 4-7, Bulletin Vol. 8, No. 5 52 Series, Course in History 196 1922 | Massa husetts State Dept., Teachers M anu- - 1921 | Cleveland, Ohio, Geography, J. H.S 24 ual of United States History, Gr. 7-8 18 1923 | Cleveland, Ohio, Geography, Gr. 7.. *4 Massachusetts State Dept., Preliminary 1924 | Cleveland, Ohio, + ewe Units, Social Report, Course in Social Studies, J. H ‘ Sciences, J. *29 5 5 * Mimeographed sheets. (77) TABLE 12.—JUNIOR HIGH SCHOOL COURSES OF STUDY PUBLISHED SINCE 1920—Continued Year Title No. of Year Title No. of pages pages SOCIAL STUDIES—contd. SOCIAL STUDIES-—contd. | 1925 Milwaukee, Wis., , Tentative Course, History, - 1926 me 5 a Ind., Social Science, J. and S. | EE OES Se Pe, ee! en ee ee A eee eae eee Tee *16 1925 | Milwaukee, Wis., Professional Pamphlet 1924 | Richmond, Va., Course of Study, J. H. 148 Series, Tentative Course, Geography, 1925 nove Falls, Wis., Bulletin of River Rails _ 4A Re Ree 90-151 State Normal School, Course of Study, 1925 | New Brunswick, N. J., Civics, J. H.S....... *39 Geography, J. H. S.. wd 46 1925 New Brunswick, “> Tentative Course, 1923 | Rochester, N. Y., Social Studies, 5, We Ss na *4 Social Science, History, J. H. S. and Rochester, N. Y., Civics for J. S *} 8 CRP ee Oe ae *80 1925 | Rochester N. Y., Tentative End EES 1924 | New Hampshire State Dept., Program of Social Science, Civics. ...... | *21 Studies, Part 4, Social Science, Gr. 7,8.. 51 1926 | Rockford, Ill., Tentative Factual Course, 1925 | New Orleans, La., Civics, Plans Showing the ial Science, History, Geography, Aim of Each Grade................... *35 =o Se eee + | 9 1920 | New York, N. Y., Course of Study, Geog- 1926 | St. Louis, Mo., Socializing-Inte grating as on dies dt c-0ws.e-e 15 Activities for Gr. 7-9. .... : 65 1922 | New York, N. Y., Tentative Syllabus for 1924-| Salt Lake City, Utah, History and Civics, High Schools, ‘Civic Activities......... 48 oy ig Nature Study and Arith- 1923 | New York, N. Y., Suggested Outlines for — << “= eee veamiiuecae | 206 Civics ‘Teachers, J. + & Sania 70 1925 | San Francisco, Calif., Tentative Course, Norfolk, Va., Geography, J. H. ee *9 5; “S&S Sees *5 1921 | Oakland, Calif., Course of Study Series No. 1925 | Shorewood, (Milwaukee) Wis., Te ntative 5, History, Geography, and Civics, J. Course in Study of History, ¥, = aS | "4, § -tkel, ey oy eR 13 1925 | Shorewood, (Milwaukee) Wis., Pancubhne 1922 | Oakland, Calif., Course of Study Series No. Course in the Study of Citizenship, 5, nd Civics No. 1, History, Geography se Shea die 0:8) 90-0 5 4-085 .| *26 and ~ ine Standards of Attainment, 1922 | Stamford, Conn., Course of Study, Com- ih Ss nck ee oh 6 a'ee sored <0 ae 6 6 *11 munity Civics......... .| *50 1923 | Oakland, Cait, Course of Study Series No. 1925 | Toledo, Ohio, History with Related Geog- 5, Sup lement No. 2, Suggestive Activ- raphy and Civics, Gr. 7, 8........... , 76 ities, * a hy, History, 3° aaa *19 Toledo, Ohio, History, Gr. 7, ; a .| *34 1923 | Oakland, Cali Cones of Study Series No. 1922 | Trenton, N. J., History, Tentative Course 5, , Supplement N No. 3 _Snaaetive Activ- Oe momar, Ge, 7, ©... 42... ...2 00s ‘ 62 oy * Ss 94 eee 24 1923 | Trenton, N. J., Shkory: Gr. 7, : *4 1923 | Oakland, Calif., Gane Study Series No. 1923 | Trenton, N. J., Secondary AS ‘of Study, 5, Supplement No. 4, Suggestive Activ- Geography and General aoe Eee. 100 ities, Geography, Community Civics, 1924 | Trenton, N. J., History, Gr. 7, 76 SO gS o> Sarre a *25 Union ety Tenn., Course of Study, History 1923 Oakland, California, Course of Study Series | =| # ||. I,J. H.S............... +6 No. 49, Sugg gestions for Teachers, Eco- 1923 | Vermont State Dept., Manual and Courses nomic and Vocational Civics, Gr. 9... .. *11 of Study, Part Ill, History, J . and S. 1923 | Oakland, Calif., Course of Study Series No. eae pagal “| 072 5, ‘Suggestive Activities, Problems, 1924 | Virginia, Minn., Courses of Study, Manual Projects, and Devices for Motivating 5 ORES 21 ool en Work in H7 and L8 1925 | Virginia State Dept., Course of Study, His- REE 6 PRD RRM AL SCR, SOR *24 tory and Social Science, J. and S. H.S... 111 1924 Oakland “Caiit., Course of Study Series, No. Warren, Ohio, Social Studies.............. *11 Supplement, C yen and Amer- 1923 | Washington, D. C., Provisional Course, ed = & 88 Sepp 5 Geography, J. H.S..... Diet ee i *11 1924 | Oakland ag ES a Study Series, No. Western Kentucky State T. C., Civics, 5, Sup -= nent No. 5, Suggestive Activ- American Citizenship, J. H. S ; *5 ities, raphy. Gr. i re 23 Western Kentucky State T. C., Course in 1926 Onkinnd, Sa , Social Studies, J. H. S., a ae ire #19 yh Os > i ea 143 Western Kentucky State T. C., The Social Oklahoma € City, Okla., Social Science, Gr.7..| *44 vo) eer Ae Oklahoma City, Okla., Social Science, Gr. 8 *46 1925 | Wisconsin Teachers’ Association, Bulletin, 1922 | Oklahoma State Dept., Citizenship and His- Oct., 1925. Outline Report of Committee i" ~ poe 4) Sea 63 on Teaching of Civics................. 14 1924 | Oshkosh, ae. We Tentative Course of Study, Geography, Book II, Gr. 6-8.......... 49 1925 | Frederick K. Branom, Chicago Normal 1923 | Pennsylvania State Dept. History and College, Chicago, Ill., A Bibliography of Social Science, Gr. 7-12............... 296 Recent Literature on the Teaching of 1925 | Pennsylvania State Dept , History and co rr um 632 Social Science, Gr. 7-12.............-. 273 1923 | Faculty ‘of the Francis W. Parker School, nn. re 2 raphy and Introduc- Chicago, Ill., Studies in Education, =, oye 85 Social Science Series, Course in History..| 196 1925 Philadelphia, Pa * Civics ES aS 145 1926 | Ella B. Knight, Clark University, 1925-26, Pueblo, Colo., ces. Outline ot Course of A Bibliography of Geographical Litera- antnctcvecepeseesiones *8 ture for Elementary Grades and J. H.S.. 48 * Mimeographed sheets. [78] —— Boe Bor Boo Adi Jun Nun Nun Nun I yp Recc The Forn I xp — LIST OF TABLES Pag (Growth in Total Enrolment in All Public High Schools and n Junior High Scho Table 1 Distribution of “Re-Organized High Schools” by Type of Organization, by Grades, and 1926 (Table 2 ; Junior High School and All Public High School Enrolment in 1925-26, by States Table 3 12 ’ Median Salaries Paid Teachers and Principals in Cities, 1926-2 Table 4 | Length of Class Periods in Junior High Schools with Different Sized Enrolments (Tab! 4 Subjects Offered as Constants in 139 Junior High Schools, Arranged According to Numbe f Pp Enrolled Table ¢ ‘ Percentages of Enrolment of Pupils in Foreign Languages in All Public High Schoo Table 7 . + Books Dealing with General Problems of the Junior High School lable 8 ' Books Dealing with Junior High School Subjects Table 9 Books Dealing with School Counseling and Guidance (Table 1 Addresses of Publishers of Books Listed in Tables 8-10 (Table 11 Junior High School Courses of Study Published Since 1920 (Table 12 LIST OF CHARTS Number of Pupils Enrolled in Public High Schools, 1870-1926 (Chart I Number of Pupils Enrolled in Public High Schools to Each 1 Population, 1870-1926 (Cha 1] 9 Number of Pupils in Public High Schools to Each 1000 in Total Population, by States (Chart II] [Typical Junior High School Building for the Oakland Public Schools (Chart IV 1k , Recommendations Made by Outstanding Committees Relative to the Social Studies, Grades 6 t ) Chart \ 1 The Foundation for Healthful Living is Laid in the Public School (Chart VI LIST OF FIGURES Formal Drill in Abstract Problems (Figure I en Exploration Through Laboratory-Library Methods (Figure II eS * ~~ mee B IY LAW AND punishment, by social agitation and dis- ~ | cussion, society can regulate 20) and form itself in a more or less haphazard or chance way. But through education society can tormu late its own purposes, can organize its own means and re- sources, and thus shape itself with definiteness and economy in the direction in which it wishes to move.- Fohn Dewey. SSW SW SW Sa W SW SW SW a Wo a er ee