iGESGSoGooeooo sooo soeeeoeaeceaoeeaaeas 23 PERIODICAL ROOM ENEAR A! BRARY VOL. VI, NO. 1 tINIV. OF MICt Research Bulletin National Education Association TOTS SESE SE STE STS Creating a Curriculum For Adolescent Youth an ‘ \ ~~ ee I» 4 >= \ ly a eS a 4°) ad oy ae Ned, Ne Sais I Sak Bak’ 7 ‘ SY 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 Research Bulletin of the National Education Association Published five times each year in January, March, May, September, and November by the Research Division of the National Education Association of the United States. President, CoRNevia S. ADAIR Secretary, J. W. Crasrret The payment of the $5 membership fee of the National Education Association entitles one to receive the Kesearch Bulletin, the Journal, the Annual Volume of Ad- dresses and Proceedings, and certain other publications of the National Education Asso- ciation for one year. One dollar of each $5 membership fee is for a year’s subscription to the Research Bulletin. The Research Bulletin may be subscribed for separately at a subscription price of $1 per year. Single copies may be purchased for 25 cents, and in quantities at a reduced rate. Those entitled to receive the Research Bulletin regularly are asked to report at once any change of address, giving old as well as new address. Entered as second-class matter February 10, 1923, at the postoffice at Washington, 1D. (¢ \ct of August 24, 1912 \cceptance f matlhing at special rate of postage provided for > 1103, Act of October . 3937, aut rized February 10, 1923 Director of Research: John K. Norton. Assistant Directors of Research: Margaret M. Alltucker; Frank W. Hubbard. Executive and Editorial Offices - - 1201 Sixteenth Street N. W., Washington, D. C. How to Secure Additional Copies Additional copies of this issue of the Research Bulletin may be obtained at the following prices, postpaid if remittance accompanies order: Single copies of this issue 25c. 2 to 9 copies—l10% reduction. 10 to 99 copies—25% reduction. 100 or more copies—33 1/3% reduction. Orders for Research Bulletins not accompanied by remittance are subject to trans- portation charges. Make checks payable to National Education Association. Subscriptions to Research Bulletins The Research Bulletin may be received regularly through a special subscription at $1 per year. Only those holding the $5 membership (see statement at top of this page receive the Research Bulletin without such subscription. Many of the early issues of the Research Bulletin are already out of print. The special subscription at $1 per year offers an opportunity to maintain a complete file of future Research Bulletins. Reproduction of Material in Research Bulletins Electro-mat-slide service: The National Education Association maintains a special service to aid those reproducing material appearing in its publications. Send orders or requests for further information to the Division of Publications. Tables, charts, and any other material appearing in Research Bulletins may be reproduced for the advancement of education. No authority other than this notice is needed previous to such reproduction. For further information on this subject or others affecting the work of the Research Division, address the Division of Research, National Education Association, 1201 Sixteenth Street, N. W., Washington, D. C. 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. U, Nos. 1 and 2, January and March, 1924. 64 pp. (Out of print.) Teachers’ Retirement Allowances. Vol. 11, 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. U1, No. 5, November, 1924. 40 pp. Price per copy, 25 cents. Public School Salaries in 1924-1925. Vol. 1, Nos. 1 and 2, January and March, 1925. 72 pp. Price per copy, 50 cents. Taking Stock of the Schools. Vol. UI, No. 3, May, 1925. 32 pp. (Out of print.) Keeping Pace With the Advancing Curriculum. Vol. Vil, 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. 1V, 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 il. 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. V1, 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. V1, No. 4, September, 1928. 52 pp. Price per copy, 25 cents. CONTENTS Foreword \ 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 School 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 Rens “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 School Pro- grams Relation of Size 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 Curriculum 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 Expert Opinion as to Best Books on Junior High School Subjects Value of Selected Bibliographies : P ; 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 1920 List of Tables, Charts, and Figures 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 Y- Se | 8 | | s rs | * se ifs | si ss : baad | 8]0049g 431] JO1Uag-soFuNf | BE sjooyrs y3IH 0 € 0 0 07 0 I £ 0 I I I 0 ol 0 0 | | Oo | | o |o | ¢ 0 0 Ps 0 0 | 0 0 0 | 0 0 0 | O 0 | z | oO 0 ; # 0 . te 13 0 ge. | Oo I i | oO o1 | 191 l 9 P a) 7) 5 D a a e@ e a | vr @ x | e+ @ | eooonr O9Cooco ocoooceo + OI ‘6 ‘8 SapBig 26 ‘8 ‘Z Sepeig 78 ‘£4 ‘9 sepeing sorunf poejzeBeiBeg Sfooqos q3ry sorun{ pojed -a13908 loquinu [BO], Ayonquay sesuey “BMO] eueipuy] '**sfounly “<< -Oyepy lid babs BIB100") d600 64 bee vies epuoly “* “RIQUIN[OS Jo I9EISIG] MEME hie ynonoeuU0+D je Bie. 9'e opes0joy ByusO RYE) sesuByiy euozuy **89781S pouy) 2381S Ad GNV ‘Saavao Ad NOILVZINVOAO AO AdAL Ad +«.STOOHOS HDIH GAZINVDNO-ae,, AO NOILNAINLSIG—Zz AIAVL 926I—-SALVLS [ 10 } 6 9 0 0 0 0 0 ol 0 9l 0 ol 0 0 0 0 ! I Ss — 0 0 ol 0 0 0 0 0 0 0 0 0 ING u A-xIsS Put 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 i OF FIGEL “P97 ) er el aBed It ear I 1 BS aBed ‘ze FIGeL ‘“p1q] NeOnpA jo nesing “Ss ) WIOM AIPUATIAIS 40 SIT “SAY | somas !JOTUAS-I 0 SI oI LI 8 SZ Li l it » L St s 0 L $ 91 IZ t d ol 0 0 7Z t ~ a t t d 0 0 t 0 I I oF 1Z IZ I 0 I tt tf R9 19 zé 16 i tl SI I 0 fT tt ot cl Z 9 ” t 9 ol 0 9l ol t 0 f I 6 02 Z S L (a: RZ 09 £1 SZ ft sf l St | Ls 1s 60 | t 97 we, £ Z s » Z or 0 0 I 0 0 0 0 0 0 tun 0 0 0 0 0 0 v 0 0 0 0 0 67 a1Gt Ws { jo aqe] I > sadA} 0 hn eke — NT << O 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 om 4 NwMnw 0 0 81 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 07 of ta) SUTWIOA V uls ISTAY 1Ta41 4 sea UOTRUIYSe A, PIUIsItA JUOULIOA yey) sexe] BIOAeG YyIMNes eurole-) yINOS pues] ap elueaAyAsuuag Ra1Q) eMOYeTAO ong 104k YON Jore YUION YIOA MAN OOTXA PY MAN Aasiof MAN sdureyy MAN BpeAadnN BYsesiqen euEwOoW LInossi jy 1ddIssiss! jy eVOSIUUT PY UBBIQOIPL Si EsNYoRsse yy pueyAreyy auleyy eUPISINO’] of 1,767,130,142 in that year. More pupils Table 3, and Chart II, on page 9, show were enroled in high schools in each of the fol- that for the United States as a whole in 1926 lowing states in 1926 than in the whole nation there were 32 pupils in public high schools to in 1870: California, Illinois, Indiana, Kansas, each 1,000 population. This number varied Massachusetts, Michigan Minnesota, Mis- from 57 in Kansas to 13 in Georgia. While souri, New Jersey, New York, Ohio, Okla- this variation between states is greater, per- homa, Pennsylvania, Texas, and Wisconsin. 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 Total enrolment | Enrollment in all r Number of in segregated public high otal population | students in high States junior high schools (regular, in 1926 school to each Rank schools! pues and senior)? 1000 population 1 2 3 4 5 6 Continental United States....... 628 , 8094 3,741,0734 117,135,645 31.94 Alabama oebhpee obadb x chacdesad 2,597 41,890 2,526,000 16.58 44 Arizona... oa eee re eee 661 10,037 445 ,000 22.55 39 Arkansas ; patie ade wis 2,896 29,952 1,903 ,000 15.74 45 California odem welle ahead es 60 , 563 228 , 866 4,316,000 53.03 SIRS Ai eis apt delle De OR eke 11,547 7,768 1,059,000 45.11 Connecticut es ee bodhactebee 7,347 45,738 1,606,000 28.48 32 Delaware bp Cy ee 0 6,038 240,000 25.16 35 District of Columbia............ 5,397 16,593 528,000 31.43 25 Florida Pe Dah die dado dee 10,859 38,430 1,317,000 29.18 30 Georgia Hs 9,464 42,300 3,139,000 13.48 49 Idaho Py | er ee er 1,446 20,647 522,000 39.55 14 Illinois ‘ ta&e ini eT r 12,001 214,341 7, 203.000 29.76 7 Indiana AS a ae 5 eb ahd 16,985 139, 460 3,124,000 44.64 10 lowa Weade ’ ‘ ; , 12,032 118,879 2,423,000 49.06 3 Kansas didn ventavaines 22,824 103,187 1,821,000 56.66 1 Kentucky. .. | ie adn eee ‘as ceeen 2,932 49,079 2,524,000 19.44 42 Louisiana mae ved 1,400 29,777 1,919,000 15.52 46 Maine ‘ , j 2,398 26,974 790,000 34.14 22 Maryland ; hah trie i wiekhiots 12,812 41,781 1,580,000 26.44 33 Massachusetts... a ae a , 55,736 170,426 4,197,000 40.61 11 ' Michigan.......... fe hb otea + \ 37,084 ' 163,407 4,396,000 37.17 16 Minnesota....... ddan whs 4s + 18,342 106 , 831 2,651,000 40. 30 1 Mississippi . ‘ ea tode cnelvee 1,252 25,147 1,790,618 14.04 48 Missouri * eeaes , Few aia 12,081 105.515 3,498 ,000 30.16 6 Montana wae gu@euh« ‘ 1,497 22,620 695 ,000 32.55 24 Nebraska. . . , hate hiciaenide 6,021 65 ,694 1,385 ,000 47.43 5 Nevada Shares ell dcniiaelacs 653 3,096 77,407 40.00 13 New Hampshire onmides : 2,909 16, 203 454,000 35.69 19 i Cs. odin nach ewe ds ; 19,423 105 , 963 3,680,000 28.79 31 New Mexico idivade ken dachedbnes 963 8,845 388 ,000 22.80 38 New York. alé bale do dw bén0 tikes 84,631 407 . 851 11,304,000 36.08 7 North Carolina. . . i eee 1,798 66 , 303 2,858 ,000 23.20 37 North Dakota Pe re soa 949 23,075 641,192 35.99 18 Ohio ‘aie pedbetenevad : 46.629 250,240 6,600 ,000 37.91 5 Oklahoma... ‘ s0iwn bpltewe ‘ 6,865 80,930 2,342,000 34.56 1 Oregon petedh babes ; 7? 3,305 39,733 877,000 45.31 8 Pennsylvania 0G dinate é i 62,072 285,261 9,614,000 29.67 28 EE Dh. i a/ndieu mon We < = 1,349 14,051 693 ,000 20.28 40 South Carolina ft chia bee Wisc eae aad 0 27,828 1,826,000 15.24 47 South Dakota 1,620 24,502 689,000 35.56 20 Tennessee. . . me Oy ee 4,566 45,005 2, 468 ,000 18,23 43 | Texas sein os cavfeand 19,725 124,843 5,313,000 23.50 | Utah 6,707 25.165 514,000 48 .96 4 | Vermont. hawk agi ee agree 1,029 10,299 352,428 29.22 29 WR «ang: vcahereetwke i ae 7,911 50,402 2,519,000 20.01 41 | Washington eA! Pa ee 6,259 71,111 538,000 46.24 6 _. |) ee ree | 8,683 42,074 1,669,000 25.21 34 Wisconsin. ...... 5 ialene - os 11,980 96,213 2,885 ,000 33.35 3 | WE: dhinnes pe veukectas : i, 609 10,703 235,000 45.35 2. ! Based on data in Tables 26, 29, 30, 32, and 33 of U. S. Bureau of Education, Bulletin, 1927, No. 33. This total | enrolment includes pupils i 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 high schools (grades 7 7 and 8, Oe 8 and 9); and also those in the few four-y« | og high schools ar ad 7, 8, 9, and 10); * Based on data in Table 14, U. S. Bureau of Education, Bulletin, 1927, No. 33 . 28-29; * Data from U. S. Census Bureau; ¢ Based on replies from 17, Hoot the 21,700 high schools in the U nited States ~ ‘. = - | i [12] L CHART III NUMBER or PUPILS in PUBLIC HIGH SCHOOLS 10 EACH 1000 in TOTAL POPULATION UNITED STATES [KLEE D MKW“~W'CWisi SCCWisd Alabama ove Arizona Arkansas California Colorado Connecticut Delaware Dist. of Columbia Florida Georgia Idaho lilinois Indiana lowa Kansas Kentucky Louisiana Maine Maryland Tlassachusetts lich sane rississippi flissouri 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 Washington West Virginia Wisconsin Wyoming; esearch Duisiwon, Natuonal Education fA Based on data in Table 1, U.S. Bureau of Education, Bulletin , 1927 N@ 39, Statistics of Stat ‘choo! Systems 1925-26, p-8 a is making real progress toward providing its mentary school has been carried over and som children a sufficient number of years of school- of the ninth-grade subjects of the four-yea ing to prepare them for successful living. In high school have been pushed down into the 1890 only 3 pupils were enrolled in public junior high schooi. high schools to each 1,000 population as com- Courses of study should meet new demand pared with 32 in 1926. (See Chart II on and should be adapted to the characterist; son @ theteten « aa , ; , ; ae econ gn activities gen the schools work which differentiates the junior hig »rovide for s “reas sts ey , provice Tee thee MmcrenNg _ of jumtor school period from other periods of education. and senior high school pupils? Vari ; . : : ar aried curriculums or a core curriculum wit! Problems faced in developing a curriculum . oh saa variables are necessary to meet the individua for adolescent youth—lIt is generally agreed by : 7 needs of pupils of the adolescent age. Methods those who have made an intensive study ot : t cagrip ayer ; the junior high-school program that a thorough of teaching i t a high school should reorganization of traditional courses of study *e"d te make pupils more and more independ ent of the teacher than they were in the ele is essential to the success of the junior high school movement. In some school systems this ™entary grades. All this means that there are has been done well; in others, rather poorly certain issues which local boards should face and incompletely. Too often the content of preliminary to the adoption of the junior high the old seventh and eighth grades of the ele- school plan of organization. ‘THE COMPREHENSIVE high school democratized secondary education. With 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. This be- came the mission of the junior high school. ‘. New functions demand new materials and new methods. Exploration of ap- 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. The experienced junior-high-school 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. There is revealed the whole range of the expansion of life physically, mentally, socially, and morally. 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.—jJames M. Glass, Journal of the National Education Associa- a tion, May, 1928, p. 146. t t I t t a! [14] 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 boards of education, school officers, and pa- trons before the adoption of a junior high- school plan of organization. It is essential that there be a common understanding that the establishment of a junior high school does considered by local 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. common reasons given by school administra- Among the most 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. 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- It is more economical 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. 1 The Junior High School Curriculum, Fifth Yearbook, ation, Washington, D. C., 1927, Chapter VI. Department of Superintendence, National 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 \ a ] il, rious kinds of service, industrial, profession: 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 pe: 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 in name, but not in opportunities offered. Hence their costs are often comparatively low. Education Associ- [15] ~ coat ff ok pameany oe sn 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 Education Association, Washington, D. C., 1927. in any community should be delayed unt this question can be answered affirmatively an issue that should be faced squarely. 1; the junior high-school teacher is to succeed he must have a clear understanding of th: objectives of the junior high school, its unde: lying principles and its methods. He mus: also be a specialist in the subjects which | expects to teach, since departmentalization a feature of the junior high school. More in portant still he should be endowed with a pe: sonality that peculiarly fits him to associat: with and inspire adolescents. The teacher the junior high school is a guide, adviser, an counselor, as well as a disseminator of know edge. A study as to the source and preparation o! junior high school teachers in cities over 30) 000 in population (where junior high scho have been established five or more years shows that in 83 of these 87 cities, wher junior high schools were introduced, ¢! majority of teachers were taken from th: seventh and eighth grades of the elementa: schools. Forty-five of these cities report tha: they have discontinued this practice. Sixt five of the 87 cities offered their local teacher, special opportunities to prepare for juni high-school work when junior high schools were opened. Extension courses, summe school courses, and lecture series were t! most common opportunities offered. Fitt four out of the 87 cities studied now requi that their junior high-school teachers sha have training equal to that of senior hig school teachers. 1See Chapter V, The Junior High School Curriculum, Fifth Yearbook, Department of Superintendence, Nat TABLE 4.—MEDIAN SALARIES PAID TEACHERS AND PRINCIPALS IN CITIES 1926-1927" Teachers Principals | — El J High | Senior High | Su J High | Se High ementary | Junior Hi ior Hi pervising | Junior High Senior Hig! School School Elemen School | School FEL 1 2 4 5 ey 7 j Dicnes 59 cities over 100,000 in population. . $2,008 $2,213 $2,583 $3,437 $3,946 $4,813 147 cities 30,000 to 100,000 in popula- Uh n6in bedtinine chhan cndn@ele «ware 1,565 1,804 2,060 2,536 i. 4,138 298 cities 10,000 to 30,000 in popula- SD, « cidic dds o mah es 66h wkd eee ° 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 popuiation. 1,176 1,346 1,550 2,319 1,779 2,333 1 Based on data in Research Bulletin, Vol. V, No. 2, March, 1927, Salaries in City School Systems 1926-1927, Nationa! Education Association. Those desiring more extensive data relative to teachers’ salaries should consult this Bulletin also Research Bulletin, Vol. V, No. 3, May, 1927, The Scheduling of Teachers’ Salaries. [16] 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 high schools, usually designated as junior high-school certificates or intermediate certificates .. . are becoming Junior high-school certificates, or certificates increasingly recognized or demanded. good in grades 7 to 9, are issued in California and Connecticut. Illinois high school and liana, a certificate good in “high school and the issues a certificate good in seventh and eighth grades; In seventh and eighth grades to teach the subjects indicated,” also a junior high-school certificate good in issues both junior and senior high-school certif- seventh and eighth grades. Louisiana certificate to teach in approved Maryland, a cates; Maine, a high schools; certificate for junior high schools and high schools of second and third Nevada, a certificate for high-school grades which requires special training junior grades; junior for teaching in the grades assigned; New Hamp- issues a certificate good in grades 7 to 12 and one for grades 7 to 11; New junior high-school certificate good in junior shire Mexico issues a high schools and one-, two-, and three-year high schools; valid in two-vear high Tennessee, a certificate schools; Utah issues a certificate for grammar and junior high-school grades; and West Virginia, a certificate good in junior and senior high schools. 5. Are special needed in the junior high school? -A buildings and equipment real junior high school is distinguished by its lab- oratory-library methods, exploratory courses, This implies a library, club activities. laboratories, shops, gymnasium, special rooms and 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 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- high-school education. ings and equipment in each city will vary widely. On page 18 is an a junior high school building which Oak- example of land, California, has developed as a standard building, housing 1200 junior high-school pupils. This particular type of junior high-school 1927, No Bureau of Education, Bulletin, ee ; p *See page 24. * Francis T. Spaulding, The Harvard University Press, 1927, Small Junior Hig p. 9 building is not recommended over other well buildings. It is reproduced here that the fully junior high school involves the construction dey eloped merely to indicate developed of buildings and the installing of equipment ot a type not generally found in the tradi tional elementary school. 6. How many pupils are necessary to ca on areal junior high school? Each local com munity should ask itself this question, Have we a sufficient 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. Homogeneous grouping, however, re that taking a particular subject to permit julres there be a sufficient number of pupils rrouping into more than one section. If departmental high specially his presupposes several teachers for each school characterize the junior teachers, teaching is to school, there must be trained, who teach particular subjects. which in turn, usually demands a certain lhe student enrolment because of the cost involved. organization and administration of activities in accordance with the needs and interests of adolescent pupils demands num bers. An important issue is also dealt with High School It shows that there is the in the section on The Junior Program of Studies*. a direct relation between size of enrol subjects the If numbers are so small as to ment and number of oftered—the smaller the enrolment, fewer the sub jects oftered. preclude homogeneous grouping, departmental! teaching, elective subjects, and organization of adequate student activities tion as to whether a new school unit should be there is a ques 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 Kegulations Gove its Possibilities 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 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 carefully CHART IV TYPICAL JUNIOR HIGH SCHOOL BUILDING FOR THE OAKLAND PUBLIC SCHOOLS ’*—CAPACITY 1200 ] | | | Per Cent sas | Standard Activities and Rooms | Ares | of Total | Auxiliary [cisssroom | Available | (Sq. Ft.) hoon Rooms | Units |C!#ssrooms | } Regular Classrooms: 22 x 30 Approx. | 10,560 13.85 16 16 Library Suite: Library 22 x 50 or 30 x 50 14 1 Workroom for Lib. 8 x 10 4,172 5.47 Textbook room 22 x 24 | 2 1 Study Hall 22 x 56 | 2 Science Suite: | } General Science Lab. 22 x 40 : oo. 2.31 3 Note: Small storeroom out of above space. | Home Economics Suite: Cooking Lab. 22 x 38 3 Model Dining Room 14 x 18 | | 1 | Domestic Sci. Lunch Rooms: 1 i Teachers’ Lunch Room 7,004 | 9.18 1 4 Students’ Lunch Room | } 1 1 Kitchen 22 x 36 | | Counter 10 x 40 3 Sewing and Millinery 22 x 38 Art Suite: | Freehand Draw. 22 x 38 | 3 2 Mech. Draw. 22 x 38 3,762 | 4.94 3 Work room. . | 1 Music Suite: | Choral and Orchestra 22 x 35 1% 1 Classroom 22 x 30 | 1 1 Piano room (Stage dressing rooms to be used for individual | 1,430 1.88 piano lessons). Instrument storage under stage | | Assembly Hall: | Capacity 900—with stage balcony, motion picture booth | 10,360 13.57 and 4 small dress-rooms arranged for piano practice rooms. Physical Education Suite: Boys’ Gymnasium | Girls’ Gymnasium } 7,560 9.91 11% 1 Shower, locker and dressing rooms... | , Commercial Suite: | 1 room 22 x 35 1 room 22 x 30 | 1,430 1.88 3 Shop Suite: | Electric 30 x 40 2 1 Sheet Metal 30 x 40 2 1 Utility Shop 40 x 60 7,200 9.44 4 1 Woodwork Shop 40 x 60 4 1 Washrooms and toilets out of above space 2 Administrative Suite: General office and lobby 1 Principal's private office | 1 Vice-prin. and Counselor's private office | 1,496 1.96 1% Teachers’ room i , Halls: 16 ft. with abundant exits to include lockers |} 15,040 19.72 Toilet Facilities | 4,192 5.50 Storage Space: | For supplies and equipment 300 39 Total | 76,266 100.00 2 73 39 Total Instructional Rooms | 47,144 61.82 1 Taken from Superintendent's Bulletin, Vol. VI, No. 7, “The Oakland Junior High Schools,’’ Oakland Public Schools Oakland, Calif., October 1, 1925. is some semblance to a real junior high school. So far no one has been bold enough to say whether this minimum number should be 150 or 100 or even less. Spaulding ' summarized his conclusions in terms of junior high schools of various sizes as follows: I, The economical offering of a program of elec- tives within single grades is possible only to the school enrolling (a) 50 pupils or more per grade, or (b) between 30 and 35 pupils per grade. 1. Schools enrolling more than 55 pupils per grade: With adequate teaching staff and equipment, the three-year school of more than 165 pupils, or the two-year school of more than 110 pupils, may expect to in- augurate economically any desired pro- gram of election on a_paired-elective basis, together with a limited program of election on the one-out-of-three basis. 2. Schools enrolling from 50 to 55 pupils per grade: The three-year school of between 150 and 165 pupils, or the two-year school of between 100 and 110 pupils, may offer economically any desired program on the paired-elective basis. It cannot, however, expect to provide economically any sub- stantial program of election on the one- out-of-three basis; and it may be obliged to fall back upon a limited number of grade- or section-combinations to com- pensate for the necessary sub-division of over-large elective groups. 3. Schools enrolling from 30 to 35 pupils per grade: The three-year school of between 90 and 110 pupils, or the two-year school of between 60 and 75 pupils, may expect to offer one-third or more of its work on a paired-elective basis without reducing its average class-enrolment below the standard. II. Schools enrolling fewer than 30 pupils per grade must resort to combination of grades Spaulding, Francis T., The Small Junior High j of 19 junior high schools in Massachusetts, having an enre ! ] im elective Classes or required Classes or both, in order to mainta! 1 ah economical average of class-enrolments Such schools will find the combined junior-senior high school organization of definite advantage n the provision of suitable grade-combina tions, III. Schools enrolling fewer than 25 pupils per grade or grade-section cannot offer any sub- stantial program of election with the ex- pectation of attaining an economical average of class-enrolments. Do not drift into a junior high-school or ganization; face issues first. he essential idea in this Chapter is “Look before you leap.” It emphasizes the importance of studying the functions of a real junior high school, its rela tive cost, the special training and personal qualifications of junior high-school teachers, their certification requirements, special build ings and equipment needed, and the number of pupils necessary to carry out the functions of a real junior high school. It is a poor policy to drift into a junior high-school organiza tion without facing issues. Where there is a will, when issues are faced squarely they usu ally can be met. Under these conditions the possibilities of the small junior high school can be capitalized and its limitations can be overcome to some extent. Unless this is the case, it may be better for a particular com munity to improve its traditional school rather than to try to organize a separate junior high- school unit. Many small communities are finding that the six-year school, the combined junior-senior high school, offers the best means for providing enlarged opportunities fer sev- enth and eighth grade pupils. Cambridge, Harvard University Press, 1927 : tudy ment of approximately 160 pupils or less ‘THE TEACHER WHO works with pupils of adolescent age must have special qualifications. In addition to the qualifications, scholarship, training and success- ful experience, and the important phases of ability sought in all teachers, vitality, personality, social intelligence, professional spirit, control over method, leadership, executive ability and adaptability, additional special qualifications are required. This teacher. must have a good knowledge of adolescent characteristics and really enjoy working with young people. Sympathy, and a saving sense of humor. functions of the junior-high-school this teacher must have a keen sense of the deeper meanings of life and life’s relations and definite training in educational diag- nosis, prognosis, and guidance.—Flint Bulletin of Education, Junior High School Number, March and April, 1925, p. 42. She must have extra patience, extra Because of the explesetory and guiding [19] Se { Junior High School HROUGH WHAT subjects are the pur- poses of the junior high school realized? No junior high-school program of studies can be prescribed as standard. Many people rightly feel that standardization at this time is highly undesirable. The junior high school is a new educational unit with functions exclusively its own. It would be unfortunate if it were overwhelmed through compromises with con- ventional procedures ; or if it were crystallized in the form of the average or median of cur- rent practices. In the last analysis, the curriculum con- sists not in words, facts, or subjects, but rather in what the pupils themselves do. Ac- cording to one writer: The curriculum includes all of the activities and experiences provided or encouraged by the school whereby all the children at the dawn of adolescence may learn to participate effectively in civil life Program of Studies and whereby each one may realize, harmonize, and express himself adequately. What subjects at present are most fre quently selected by junior high schools as means for developing in each individual the “knowledges, interests, ideals, habits, and powers whereby he will find his place and use that place to shape both himself and societ toward ever nobler ends’’? ' To discover current practice regard:ng sul jects offered in junior high schools through out the country, a list of junior high schools of various sized enrolments and of wide geo graphical distribution was selected. A personal letter was sent each of the principals of these junior high schools, asking for copies of the program of studies followed in their schools during the Spring term of 1927, and for the following information: 1. What grades are included in your junior high school? ..................... 2. Number pupils enrolled during Spring term of 1927? ............00..000005 3. What subjects are required in each grade? sdeeseeber Grade ee Ltn ceux Pe Periods Periods Periods Required Subjects per week Required Subjects per week Required Subjects per week 4. What subjects are elective in each grade? ‘Scamakeee Grade is vetabene Se aw aae ae Periods Periods Periods Elective Subjects per week Elective Subjects per week Elective Subjects per week Nore.—In 3 and 4 please do not merely list large subject heads such as art and mathematics, but list subjects cluded under these heads. To illustrate: Mathematics—arithmetic, algebra, general mathematics, business ari! metic, etc. 5. iow many minutes are there in each class period? .................. Of the great mass of material received, only those programs of studies could be used which specified the number of periods pe: week allotted to each subject, and which class ‘Cardinal Principles of Education, U. S. Bureau of Education, Bulletin, 1918, No. 35, page 9. [ 20 ] fied the subjects as constants and electives. One hundred and thirty-nine such programs were selected for analysis. These programs of studies merely suggest formal class activities. In addition, one ust remember the educational influences of the assembly, student council, scout troop, student clubs, lunch-room, class organizations, ind various teams and student groups which onstitute so large a part of the complete junior high-school program. types An analysis of junior high-school programs from Four of programs of studies thirty-one states shows that they fall into these four main classifications: (1) The single- curriculum type, (2) the pure multiple- curriculum type, (3) the constants-with-vari- ables type, and (4+) the combination type. Under the single-curriculum type of pro- gram all pupils take identical work. It is of- fered in only a few schools—usually those that are junior high schools in name and not in practice. The multiple-curriculum plan provides for two or more fully prescribed curriculums to be pursued by as many groups of pupils. A pupil selects one of these type curriculums and is supposed to follow it throughout the junior high school period. In its “pure” form all the subjects in each year are prescribed, no variation being allowed except in selecting the curriculum pursued. 1 These 139 programs came from 31 different states For he most common type of junior high school program is the constants-with-variables This type of program requires that all pupils in each grade ot the junior high school take particular subjects called constants. In ad dition, variable subjects or electives are o from which each pupil may elect a given be: unior high The combination forms of school programs have some characteristics of all three of the types described above. Subjects most frequently offered in one hun dre d The studies for junior high school and thirty-nine junior high schools following four composite of result programs are the of tabulating the courses in one hundred and thirty-nine junior high schools, located in thirty-one states, and classified according to number of pupils enrolled. The enrolments ranged from eight pupils to twenty-four hun dred. The fifth program of studies is a union of the first four. In each of these five com- posite programs, subjects are arranged in the order of relative emphasis as indicated by the amount of time devoted to each subject. If subjects occur with equal frequency, prece- dence is given to that subject which is oftered the most periods per week. For example, in the list of seventh-grade subjects for junior high schools with an enrolment of 250 pupils or less, English courses rank ahead of social studies (ranked second), since more periods per week are devoted to them. In like manner, purposes of analysis, they were arranged in four groups according to size of pupil enrolments in the junior high schools where they are used The following ties, repre senting 14 different states, submitted programs of sttidies from junior high schools having an enrolment of 250 pupils or less; Caleanor, Ala.: Fresno and Oakland, Ca ; Newington, Conh.; Homer, Ind.; Cedar Falls and Clarinda, Iowa; Boston, Falmouth, Longmeadow, Nahant, and Wenham, Mass.;- Stambaugh, Mich.; Franklin, N. J Valhalla, N. Y.; Ashtabula, Marion, and Mt. Gilead, Ohio; Willow Grove, Beaver Falls, Chadds Ford, and Narberth, Pa.; Hills boro, Va.; McComas and Springton, W. Va.; and Fond du Lac and Superior, Wis The following cities, representing 17 different states, submitted programs of studies from junior high schools having enrolments ranging from 251 to 500 pupils: Fresno, Long Beach, Oakland, and San Francisco, Calif Denver, Colo.; Meriden, Conn.; Pocatello, Idaho; Rock Island, Ill.; Logansport and South Bend, Ind.; Dubuque, Iowa; Iola, Kans.; Lexington, Ky.; Boston, Holyoke, Lexington, Pittsfield, South Boston, and Watertown, Mass Grand Rapid and Kalamazoo, Mich.; Montclair and Princeton, N. J.; Massillon and Piqua, Ohio; Eugene, Oreg.; Salt Lake City, Utal Charleston, W. Va.; and Marshfield and Watiwatosa, Wis The following cities, representing 22 different states, submitted programs of studies fron rT hig hools having enrolments ranging from 501 to 1,000 pupils: Little Rock, Ark.: Berkeley, Fresno, Long Beach, Oakland, Petaluma, Sacramento, Santa Ana, and San Francisco, Calif.; Denver, Colo.; New Haven, Conr Washingt D. ¢ Richmond, South Bend, and Terre Haute, Ind.; Emporia and Lawrence, Kans.: East St. Louis, Ill.; Sioux City, lewa; Arkansas City, Hutchinson, and Wichita, Kans.: Lexington, Ky Arlington, Boston, Chelsea, and Lowell, Mass Bay City, Holland, and Kalamazoo, Mich.; Duluth and Minneapolis. Minn.: Trenton, N. J.; Jamestow and Syracuse, N. Y.; Reno, Nev.; Canton, Columbus, and Dayton, O (Ambridge, Easton, and Johnstown, Pa \berdeer D>. D5 Burlington, Vt.; and Huntington, W.: Va. The following cities, representing 14 different states, submitted programs of studies from junior high schools having enrolments of over 1,000 pupils: Little Rock, Ark.; Berkeley, Los Angeles, Oakland, Pasadena, Riverside, and San Diego, Calif.; Denver, Colo.; Des Moines, Iowa; Baltimore, Md.; Springfield, Mass.; Flint, Lansing, and Detroit Mich.; Minneapolis, Minn.; St. Louis, Mo.; Lincoln, Nebr.; New York, N. Y.; Cleveland and Youngstown, Ohio; New Castle and Philadelphia, Pa.; and Tacoma, Wash * For a detailed discussion of these four types, see: K Le urd =\ The ‘ r Hig ( ( pany, 1927, pp. 143-168. ‘Similar studies based on data collected 1914-15, 21, and 1925-26, are ed be : Aubrey A, Douglas, “The Junior High School,” Tj é f the Nat S , of ‘cation, 1916, Part III, pp. 77-83 = Harvey Rodgers, “Junior High School Curricula at grat Scho Re wv, Ma l XX R. M Tryon, H. L. Smith, and Allan F. R . Progra f Studies in Seventy-eight High S Centers,” School Review, February, 1927, Vol. XXX\ 7 7 tay oy a a ae ae (Based on Practices in 27 Junior High Schools) I-—PROGRAM OF STUDIES FOR A JUNIOR HIGH SCHOOL WITH AN ENROLMENT OF 250 PUPILS OR LESS Seventh Grade Subject English ! Social Studies ' Mathematics Health Music Home Economics Art Industrial Arts Average number periods per week whew wns Eighth Grade Subject English Social Studies Mathematics Music Health Art Industrial Arts Home Economics Average number periods | per week wWanmranuwnd-~) Ninth Grade Subject English Mathematics Social Studies Health. Science *Foreign Language *Music *Industrial Arts *Home Economics *Art ; ' Each of these subject groups has more than five periods a week because it includes two or more subjects * Variable. Average number periods per week AAA IU mh 6 6 II. —PROGRAM OF STUDIES FOR A JUNIOR HIGH SCHOOL WITH AN ENROL. MENT OF 251-500 PUPILS (Based on Practices in 32 Junior High Schools) Seventh Grade Subject English Mathematics Health Industrial Arts Music ; Home Economics | Art : | } | | Social Studies . ] NMen~nwweunns Eighth Grade Subject English Social Studies Mathematics Health Music Industrial Arts Home Economics Art Science *Foreign Language PeNMwWwSNNWAD Average number periods per week | Ninth Grade Subject English . Health Social Studies. *Mathematics ” *Foreign Language *Industrial Arts... *Home Economics *Science. ; *Music.. *Art. 1 Each of these subject groups has more than five periods a week because it includes two or more subjects. * Variable. ? Mathematics is a required subject in the ninth grade in 15 out of the 32 programs of studies analyzed. —_——_ Average number periods per week wn Puna & tw III .—PROGRAM OF STUDIES FOR A JUNIOR HIGH SCHOOL WITH AN ENROL. MENT OF 501-1000 PUPILS s Based on Practices in 49 Junior — be Seventh Grade Average Subject number per week Social Studies 7} English ia, anaes 7! Mathematics 5 Health : 3 Music 2 Industrial Arts 3 Home Economics 3 Art ads 2 cteanen Grade | Ninth Grade —— Re ea panne | | : number ‘ Subject periods | Subject | per week | — = a va = Social Studies 6! | English | English 6! Health. .... Mathematics | 5 | Social Studies. Health 3 | Mathematics Industrial Arts seul 3 | *Music... | Home Economics é 3 | *Foreign Language | Music ; 2 *Industrial Arts. . *Art? 2 | *Home Economics *Foreign Language ide 5 *Commercia! Studies | *Science * ; 4 SS 5 45.0.6 % *Commercial Studies ¢ 5 *Science. . 1 Each of these subject groups has more than five periods a week, because it includes two or more subjects. * Variable. * Art is a required subject in eighth grade in 22 out of 49 pape of studies analyzed. * Science is a required subject in the eighth grade in 23 out o ¢ Commercial studies are offered as an elective in 24 out of the 49 programs of studies analyzed. the 49 programs of studies analyzed. Average number periods per week T22] rt a | the aggregate number of periods per week is greater for social studies than for mathe matics (ranked third), and so on. The is the sions each week for each subject during the | , Listed “number of periods per week’’ ] average of the number of class ses- entire year. A subject offered five times a week for a half-year is considered equivalent to a subject offered two and one-half times a No attempt was made to Table 5 on week for a year. equalize length of class periods. page 2+ in junior high schools of different sizes. shows the length of class periods Sub- jects required of all pupils where the multiple curriculum, plan was followed were inter- preted as constants. In the multiple-curricu- lum plan, subjects were tabulated as_ vari- The “term variable is used here as synonyn vith e fered, but which the pupil may choose t take not IV.—PROGRAM OF STUDIES FOR A JU = adles + which were not common to all cut riculums, and hence not required of all pupils The composite programs on pages 22 to 23 tor junior high schools ot various sized enrol ments are made up of the subjects which ap peared in a majority of the programs for each of the groups of various sized junior high schools. No subject has been included as a constant that is not offered as a constant in more than one-halt of the selected programs which were analyzed. No subject has been included as a variable which is not offered either as a con stant or as a variable in a majority of the pro grams. In the ninth-grade list, constants of fered in a minority of the programs have been rated as variables. lective \ iriable or ’ is he desire NIOR HIGH SCHOOL WITH AN ENROL- MENT OF OVER 1000 PUPILS (Based on Practices in 31 Junior High Schools) Seventh Grade Eighth Grade Ninth Grade Average Average Average : number : number : a number Subject periods Subject periods Subject periods per week per week per week English 6! Englist 6 Englis 5 Social Studies 6 Social Studie 5 Healt! ; Mathematics 5 Healtt 3 Social Studies 4 Health 3 Mathematics 5 *Mathematics 5 Industrial Arts 4 Musi *Musi : Music ) Scien 3 *Industrial Arts 6 Home Economics 4 Industrial Arts 4 *Home Econon 6 Art ? Home Economics 3 *Foreign Languag 5 Art *Commercial Stud 5 *Fore gn Lar guage 5 *Art 5 *Commercial Studie 4 *Science 5 1 Each of these subject groups has more than five per per week, because it includes tw *Variable. ? Mathematics is required in the ninth grade in 13 out of the 31 programs of studies analyzed V.—PROGRAM OF STUDIES FOR A JUNIOR HIGH SCHOOL (Based on Practices in 139 Junior High Schools) Seventh Grade Eighth Grade Ninth Grade Average Average Average : number . number : number ie Si t ‘ r Subject periods Subjec periods Subject periods per week per week per week Social Studies 7 Social Studies 6 Englist 5 English 7 Englist 6 Health ; Mathematics 5 Mathematics 5 Social Studies 5 Health 3 Health ] Mathematics 5 Music 2 Music *Foreign Language 5 Industrial Arts 3 Industrial Arts 3 *Industrial Arts 6 ome Economics 3 Home Economics ; *Home Economics 6 Art 2 Art 2 *Musi 4 *Foreign Language 5 *Commercial Studies 5 : ; *Science 5 *Art 5 ! Each of these subject groups has more than five periods per week because it includes two or more subj * Variable. ? Science is a required subject in 67 out of the 139 programs analyzed 3] es | Bye Table 6 on pages 26-27 supplements these programs of studies by showing the make-up of each particular subject which occurs as a constant in the junior high school. For ex- ample, geography, history, and civics are the three junior high-school subjects commonly classified as social studies. Table 6 shows all the variations from these three leading sub- jects. On page 25 are listed the topics in- cluded in each subject group of variables. Tendencies revealed by an analysis of one hundred thirty-nine junior high-school pro- grams—Those charged with the responsibility of organizing junior high-school programs of study will want to examine the composite pro- grams presented on pages 22-23 in detail. These appear to be some of the general ten- dencies : 1. Introduction of variables into the eighth grade of the majority of programs. Less than half of the programs analyzed previded some opportunity other than extra-curriculum activities for variability in the seventh grade. 2. In the ninth grade few constants are re- quired of all pupils, and there is a choice of many variables. 3. In practice there is no clear-cut distinction between what is constant and what is variable. Certain subjects which are prescribed in one junior high school are elective in another. This variation in practice is, of course, justified when it is based on differences in pupil and community needs. It would appear, however, that the func- tions peculiar to the junior high school had not always been the criterion for the selection of those subjects which are required of every pupil in a particular junior high school. 4. Practice is by no means uniform as to what particular opportunities for exploration and guid- ance should be offered through such subjects as industrial arts, home economics, fine arts, and commercial subjects, judging from the different topics ingluded under each of these subject heads in different junior high schools. Relation of size of enrolment in the junio high school to variety of subjects offered- Compare the composite program of studie for junior high schools with an enrolment o1 250 pupils or less with that for junior hig! of There is not only a greater number of subject groups from which to choose in the large junior high schools, but there is also a muc! wider range of topics included in each sub schools with an enrolment ject group. The size of enrolment, doubtless, also ds termines, to a greater or less amount of sectioning of pupils on an ability basis that is administratively establishing junior high schools, school boards should face this question: What is the mini mum enrolment at which a bona fide junio: high school can actually function? What constants form the core curriculum of the junior high school? over 1.0 extent, pe ssible. ()( the In English, social studies, mathematics, health, music, industria! arts, home economics, and art are the eight subjects which most frequently form the core of required subjects in the junior high school. An analysis of programs of ‘studies in one hundred and thirty-nine junior high schools shows that English, social studies, health, and mathematics are required subjects throughout the seventh, eighth, and ninth grades. Table 6 on pages 26-27 lists all subjects offered as constants, and shows the number of times each subject occurs as a constant in each grade. What subjects are elective in the junior high school? Below are listed the variables offered in one hundred and thirty-nine junio: high schools. In many cases the subjects in cluded in this list duplicate those in the list of constants. This is due to the fact that in one junior high school a particular subject may be prescribed and in another it is ele TABLE 5.—LENGTH OF CLASS PERIODS IN JUNIOR HIGH SCHOOLS WITH DIF- FERENT SIZED ENROLMENTS ~ z Length of Class Period Size of Junior High School Number of Schools Cf " _ Median Upper and Lower Limits 1 2 3 4 250 or Less...............:. Wr n. 60-35, BSS ; 45 m 70-40 i nites ehdkd vaneha ‘ " 70-30 SEC Sn astcdtbscas deere 31 | 50 min. 60-32 tive. The wide range of topics presented here does not mean that any one junior high-school pupil has opportunity to choose his electives from these extensive offerings. It is a com- posite list of the electives offered in one hun- dred and thirty-nine different scheols. Cer- Variables or Electives in the Programs English: 7th Grade: Extra English, English_ expression, penmanship, spelling, literature, and dra- matics. Sth Grade? Penmanship, spelling, language, dra- matics, English, debating, literature, extra English, journalism, public speaking, Bible literature, and drama. — 9th Grade: Penmanship, journalism, dramatics, gral English, English, news writing, public speaking, and Bible literature. Mathematics: 7th Grade: Arithmetic.” 8th Grade: Algebra and arithmetic. 9th Grade: Algebra and general mathematics. Social Studies: 7th Grade: Geography.’ 8th Grade: Industrial geography, civics, and geography. 9th Grade: Social studies, vocational civics, an- cient history, civics, world history, general geography, medieval history, citizenship, and modern Europe. Industrial Arts: 7th Grade: Wood-work, agriculture, shop, man- ual training, manual arts, printing, practi- cal arts, and auto-mechanics. 8th Grade: Wood-work, mechanical drawing, agriculture, shop, practical arts, manual art, electrical shop, mechanic arts, printing, pre- vocational, sheet-metal, household mechanics, drafting, and elementary mechanics. 9th Grade: Sheet-metal, electric wiring, wood- work, mechanical drawing, manual train- ing, agriculture, shop, printing, practical arts, auto shop, drafting, metal shop, radio, shoe repair, home mechanics, and mechanic arts. Home Economics: 7th Grade: Sewing, cooking, household arts, domestic science, and home-making. 8th Grade: Sewing, cooking, domestic art, do- mestic science, household arts, practical arts, home-making, personal appearance § and clothing selection, home economics, and cafe- teria. 9th Grade: Sewing, cooking, domestic art, home economics, domestic science, household arts, practical arts, dinner cookery and hospital- ity, and millinery. = For definitior activities. 2 Required in all programs analyzed except é *® Required in all programs analyzed except of a variable or elective subject, sec tain of the subjects are taught in only one o two schools. ‘The variety of these elective subjects shows that a real effort is being made to ofter junior high-school pupils opportunity for exploration; the kind of opportunity of fered varies widely between schools. of Studies of 139 Junior High Schools Health: 7th Grade: Physical training 8th Grade: Hygiene and physical education.” 9th Grade: Physical education Music: 7th Grade: Band, music, orchestra, instrumental music, glee club, and chorus 8th Grade: Music, band, orchestra, glee club, chorus, instrumental music, and music ap preciation. 9 ~ h Grade: Music, band, orchestra, glee club, notation and sight-singing, instrumental mu sic, and music appreciation, Art: 7th Grade: Art and drawing. 8th Grade: Art, drawing, appreciation, design, freehand drawing, commercial art, craft, costume design, and interior decorating. 9th Grade: Art, freehand drawing, drawing, art appreciation, lettering and printing, and design. Science: 7th Grade: General science and science. 8th Grade: General science 9th Grade: Science, general science, biology, botany, natural science, earth science, and physiology. Foreign Languages: 7th Grade: Latin, French, Spanish, German, and general language. 8th Grade: French, Latin, general language, Spanish, and German 9th Grade: Spanish, French, Latin, and Ger man. Commercial Subjects: 7th Grade: Typing, business English, and com mercial arithmetic. 8th Grade: Junior business training, business practice, typewriting, business arithmetic, business, pre-commercial, stenography, busi ness English, business forms, and clerical practice. 9th Grade: Bookkeeping, junior business train- ing, commercial geography, commercial arithmetic, typewriting, business practice, exploratory stenography, and stenography Seventh Grade The majority of the one hundred and thirty-nine junior high-school programs ana- te on page 23. This list does not i: e extra Zz 4 Ss 0 0 d é i § 0 0 0 0 0 0 ISN [220A 6 6 8 t b r t Pb b é I 0 I 0 0 sni0y,) Zz z z 0 I I I 0 I 0 0 0 I I 0 uonepeddy sisnyw oF L8 96 1 1z 0z tl £7 It 6 $7 97 ra 6l 6l 2 ISN gs 86 1Oll tI SZ 197 07 67 1 6f a Sz 1 9% £1 61 161 dnoi3 ssn 0 0 I 0 0 0 0 0 I 0 0 0 0 0 0 sonemeyiyeyy sons Ss i 0 ~ s 0 72 S 0 a Z 0 ol z 0 , phe eigaa[y tt or or 1 Z t Ss tl SI t it ® t t t SONeWEyIwPY [esieuer) 8 6£ of S$ SI tl 1 ra 6 1 . 8 I l S ; “| SoNneMAyIeY 0 | ¢9 zl 0 il tI 0 +7 tZ 0 £1 91 0 tl 8! onemyjuy 9L rel 16€1 £1 87 11€ | 8 St | 16b st 1¢ 17 07 LZ 7) dnoi sonewayie yy £ :- - 0 0 =. | oO Ee 0 0 I 0 0 0 | 0 0 4: A108! PHOM 0 I Zz 0 0 | 0 0 ‘= 0 0 I z 0 0 0 igh " WOrNNINsUdD t 0 0 0 | oO | oO I | oO 0 0 0 0 £ 0 0 Alo stp JueHuy -s | a ilUCUek 9 l ; y | § | oon ol 9 9 L 0 L 4 "* "5" "g BUIDS [Bos Lf : & | (9 0 | I | oO I £ £ 0 I z 0 ra I — SPNIANIY qnID ¢ 1 z 0 0 o | oO 0 1 0 0 0 f 1 r | ™---sjuaaq quaun>) s wt it t Ss | s I s s 0 0 0 0 Zz Z dhe ah 2 SAIpPNIs [BIOS 8s | Lad | el 6 8 £ tZ s £ ol tI s st L Zz | . "'*" “STAT rt 6|)COOt SI £ Zz Ss s Ss 9 £ I I 0 Z £ suonedns0Q9 pue souepinsy 1 | ze $6 0 7 LI | 0 L tf 0 L wz I or Iz : Aydeis0ary 9 06 | 68 i ee ae. ee 1¢ 97 0 tz tZ f 61 $Z A10181} 06 | off | 16EI Iz 1 | onde | ¢¢ 6F 1 6F 81 zs 17g 81 LZ ao dnoi8 saipnis esos | = — — a | ——— —_ J I 0 I 0 0 | 0 I 0 I 0 0 0 0 0 0 K Buryeads oyqng I I I 0 1 0 I 0 I 0 0 0 0 0 0 | «K ystyauq [Rap 0 I 9 0 0 0 0 0 0 0 I 0 0 0 0 ‘ SOISSES) 8 tI ol 0 f S S l 8 Z f z I I I } ainqesawy 0 t I 0 I 0 0 0 0 0 0 0 0 ¢ I aBensuey z S 6 0 z § z r ¢£ 0 0 I 0 I Z uontsoduio-) + L ct 0 0 Zz f S 9 0 0 I I c £ IeuluIest) 0 L L 0 0 0 0 I z 0 I I 0 ¢ t Sulpeay £ Fc lg 0 f l i 6 tl I Ss ol 0 9 drysuewueg s gt Sz 0 I f f 9 . 0 § 9 i . 7 Buyyjeds sel Lz ez If 67 87 Lt St fF zg If if SZ zz IZ . ystauq oft sel 1 6£1 1f If ig 6t Rt 1 6F zé zé ze Lz Lz 17 Gnoss ys[suq 91 st tI £1 zt I ol 6 8 Ll 9 s t £ z I | S]OOyrS JO JequINY S]OCYIS jo JequIN sjooyrs jo Jequiny sjooyrs jo saquiny S]OOuIS JO JaquINN 6 ms qu 6 ws WL 6 ms mL oe) ps WL 46 ys WL sepelsy sepely sapey sepelng sepeiy sdnois y9efqrs stidnd 00b7—8 w01j Burjjo1ue spdnd OOO 12A0 BuTjorUe stidnd 9001-10 Butjjosue stidnd 00S-—1¢z #uryposue spidnd ssa] 10 O¢z Bulpjosue sjooyos Yysty so1UNl 6¢T sjooyos yBry sorunf 1¢ sjooyos yZry Jorun{ 6F sjooyos y3iq sorun z¢ sjooyos qBry sorunf 27 aaTIOANG SiTidnd dO YREWOAN OL ONIGHODDV GAONVANY ‘STOOHDS HDIH AOINNL 6€1 NI SLNVLSNOOD SV GaxadAAO SLOALANS—9 ATAVL 6 Wt tetgae-OS o 0 9s tI 62 tl tol 9l 901 ol 0 0 tm we 1672 0 0 mw whe ~ st 0 0 0 0 wt So oc 161 mos ‘sj1dnd OOS—1S7 ye dno’ y 1 ul yaeiBo0ary It Aud Apnis einen ABoO1g NIG AIBUIWIAT| QUaTIS IQUIIDG [eseUer) dnoiB sues uonEDeiddy wy Zuimeiqg pueyeei4 BuImMeig uy dnois wy AVI BOTUE yu IW awoyH [PIV -I290NS AIOMPOO MA, Sty [eonoelg aunynousBy SuUIMBIGG [ROURYa WOM COUS suly jenueyy Mulely jenuepy dnoia syiy [eujenpuy Aipuney] Suryeyy-ewoy suy ppoyesnoy ; SOMMOUODY ewoY suy yeonoeg suy NsIWOGg suryoo ) BUIIIG IsSeUMIOG Zutmae dnoi3 ss1m0uolg euLoyy winiseuuAs) ABojowAyg uolneonpy [eosAyd 2 WHPPH Buluresy peowAyd oualsApy dnois yqyeey lyzed do not offer elective subjects in the sev- enth grade. 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 constant in the eighth grade in the majorit of junior high schools. In the social studies group, history is th: most popular eighth-grade subject ; civics tak: second place, and geography third. Table 6 suggests that there is considera! lack of agreement among junior high-scho authorities as to the exact nature of the sub ject-matter appropriate to the newer social science courses and to the proper place ot 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 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 on 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 En; lish. Each junior high-school course of stud; Should still be described as “tentative.” TY) extensive list of junior high-school variables on page 25 indicates the present wid spread experimentation with junior high- school courses. The present situation is d namic, since it is prophetic of greater progress yet to come. An analysis of one hundred an4 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 on: of the most healthful characteristics of th: junior high-school movement. Time, de! erate judgment, scientific experimentation, and research are all needed before any stand junior high-school program of studies can ¢ velop. This is particularly true, because the strategic position of the junior high as ¢! intermediate school of transition. 1 See Chapter XII of the Fifth Yearbook of the Department of Superintendence, The Junior High School Curr also Chapter XIII of the Sixth Yearbook. The Development of the High School Curriculum. National Educatior S. ciation, 1201 Sixteenth Street, N. W., Washington, D. [ 28] Contributions of Research to Junior OW FAR HAS reésé€ari h gone of study in deter- mining the course of the junior high school? Research has gone a long way in determining the content of such elementary school courses as spelling, writing, reading, and arithmetic. ‘The same degree of progress has not been made in junior high school sub- jects. Yet even in these fields results are available which should not be ignored by those who would draft a truly modern course of study. the way toward the fields in which prolonged Many findings are tentative, and point experimentation and extensive research are necessary to determine what cluded in the junior high school curriculum. This does not mean that one should look for- ward to the time when junior high school edu- cation is mechanized or that a cold scientific should be in- procedure can ever become the sole basis of educational development. The exploratory function of the junior high school can best be realized when teach- ers themselves have an experimental attitude and seeking better to the needs of adolescent youth, the complexity of modern life, and the social adjustments which each individual must make. As long as civili- zation progresses, curriculum will be necessary. ‘This means that teachers must be forward-looking, making use of such are understand adjustments research findings as are available and working with an open mind and an experimental atti- tude. By an a priori, haphazard, guessing method one may write out what may be taught in the junior high school. A better method to 1s High School Curriculum Building seek scientifically to discover what specific in id@ais shoul formation, habits, attitudes, and be provided through pupil activities. Research and the philosophy of the junior high school—Research from one point oft view includes philosophical inquiry; from another point of view it tests, selects, and renders effective the solution which philosophy offers. Without the descriptive and speculative proc esses, experimental or scientific activities lack Without philosophical inquiry lacks concreteness. interpretation. scientific methods, People have been philosophizing for years on the psychology of the adolescent, his phy } siological development, his orientation in the lhe sult has been the development of a new school social group, and his school needs. re unit, designed and administered to meet the For fifteen there has been investigation, experimentation, needs of adolescent youth. vears and some scientific research relative to junior What findings, the central tendencies ? are the salient Let cover these, realizing, however, that the quan- high school curriculums. us dis titative results will be incomplete and will require rational interpretation, and will only point the way toward further thought, meas urement, comparison, and rationalization. A partial summary of research findings— This brief findings relative to the junior certain research high Bie hool section presents curriculum. A complete statement has not been attempted. Those who desire more detailed informa- tion should consult the publications upon which the succeeding summary is based and in many cases it will be necessary to go back to set up a program of investigation that will the original research studies. 11. The Junior High School Curriculum Fiftl Yearbook, Department f Superintendence Nat al |} Association, 1201 16th St., N. W., Washington, D. C., 1927, 562 1 2. Research in Constructing the Elementary School Curriculum, Third Yearbook, Department of Supe National Education Association, 1925, Chapter VII, Social Studies 3. Bobbitt, Franklin, Curriculum Investigation Supplementary Educational Monogr N P of Chicago Press, Chicago, Ill., Tune, 1926 4. Curtis, Francis D., A Digest of Investigations in the Teaching of Science in the Ele ntar Schools. Philadelphia, Pa., P. Blakiston’s Son & Co., 192¢ 5. Douglass, A. A., The Junior High School, The Fifteenth Yearbook of the National Socis f t ~ Education, Part III. Public School Publishing Company, Bloomington, IIl., 1920 6. Glass, James M., Curriculum Practices in the Junior High School and Grades 5 and 6, Supy ‘ I ) Monograph, No. 25, November, 1924. The Universit f Chicago Press, Chicago, III , 7. The Social Studies in the Elementary and Secondary Schor The Twenty-Second Yearbook e N . ¢ for the Study of Education. Public School Publis ompany. Bloomington, IIl., 192 8. Extra-Curricular Activities, The Twenty-Fift! ok of the National Society for the Stu of } Public School Publishing Company, Bloomingtor Chapter III, General Survey of Practices: Tu Schools. f 29] J ‘This section is designed to serve these pur- pe ses: 1. It will indicate some of the methods that have been used to determine what should be in the junior high school curriculum. included 2. it will point out a few of the teast tentative conclusions which may be based upon these findings 3. It will offer ready reference to additional pub lications to be consulted by those seriously attack ing the job of drafting better junior high school courses of study. Research and the Curriculum in Social Studies What are the social studies? According to the Fifth Yearbook of the Department of Superintendence, the social studies should be interpreted as being that body of subject-mat- ter which includes the present acts of men, their background and their outlook. The committee on intermediate social studies of St. Louis! pointed out that: Geography, as such, has to do with man’s rela- tion to his natural environment in which he lives. History, as such, deals with his relations as they have been controlled by the growth of community consciousness and the development of cooperative democracy. Civics as a formulated subject is the study of community cooperation and the practice of group activity. Since the trend of social studies in the junior high school is away from military and political history and toward social and industrial problems, and that of geography is toward the human approach, these two subjects are approach- ing a common ground. While many school systems treat the vari- ous social studies—history, geography, civics, and economics—as separate subjects, there is evidence of a trend to unify and synthesize the materials of the curriculum below the senior high school. The composite junior high school programs on pages 22 and 23 show that social studies form an essential part of the core curriculums of the seventh, eighth, and ninth grades. An analysis of current practice reveals wide vari- ation as to topics included in the social science courses of different school systems. Available research findings only partially indicate trends as to what facts, topics, and problems are of greatest social value. Space permits here of only the briefest mention of some of these findings. Course of study committees will want to review the social science research studies cited, the Yearbooks of the National Society for the Study of Education * and the — Third and Fifth Yearbooks of the Depart ment of Superintendence of the Nationa! Fducation Association. Research in Determining Content How determine content of social studies? Until recently, the question as to what should be taught in history and related subjects has been determined almost entirely by the per sonal opinions of small national committees and by textbook writers. The chart on page 31 lists the recommendations made during the last thirty years by nine national commit tees, relative to what should be taught in grades 6-9. An analysis of this chart shows that, while conspicuous advances have been made in introducing community, political, eco nomic, and vocational civics courses, national! activities, and the economic and social histor) of the United States, curriculum making has been organized, for the most part, about the limited scope of separate school subjects and not about the larger question of “how people live together.” These four approaches have been made recently to determine objectively the major problems of contemporary life: 1. Extensive summarization of opinions of rep resentative laymen. 2. Careful of all political over a long period of years, in the thought that they would reflect the issues that confront society. 3. Listing of all topics mentioned in many issues of a large number of newspapers, magazines dea! ing with current events, and the Reader’s Guide to Periodical Literature, in the belief that they “mi: ror’ what man is thinking about and what he has to deal with. 4. Detailed analysis of writings of thinkers,” scholars who have spent years in both theoretical and practical study of America’s prob lems and hence are qualified to state significant issues and difficulties of political and social life. analysis platforms “frontie! ' Social Studies for Grades VII, VIII and IX, Curriculum Bulletin No. 13, Board of Education, St. Louis, Mo ll. 1926, p. i 2See: The Fourteenth, Fifteenth, Sixteenth, Seventeenth, Nineteenth, Twentieth, and praticularly the Twenty Second Yearbook of the National Society for the Study of Education, Public School Publishing Co. Bloomington, I! [30] CHART V* RECOMMENDATIONS MADE BY OUTSTANDING COMMITTEES RELATIVE TO THE SOCIAL STUDIES, GRADES 6-9 Name of | Membership of Sixth Grade Seventh Grade Eighth Grade Ninth Grade Committee Committee Committee of | 7 Professors siography an American History Greek and Ten } Principals yt y and ivil Gov- man Hist N. E. A.? rnmer with Orier 4. H. A.? | Connections Committee Professors Medieval and =ngl History Americar History Seven A. H. A Principal Modern History Course suggested by one member of the committee, Grad Committee Professors : pear 3ack- Early American Later Americar Eight 2 Supt’s nd History, 1500 History, 1789 A. H. A. | 2 Teachers 1789. Still more 1909 Civics Also some em phasis on Mod ern Europeat History Committee | 1907 Professors High School Only—Grades Five Principal Social Studies Professors Geography, Eu- American His Polrtical E« Committee Supt's ropean History, tory, Commu nomic and Voca 1. E. A. Teachers and Community nity Civics and tional Civics Unclassified Civics Geography Inci with History } dentally Incidental] of Professors A study of simple Supt. community ac- tivities Little Community Civics (emphasis upon functions but textbook work treatment of the machinery of government Grades 4-6 Committee on Professors of The Making of American History in its World Setting History and | History the United Education for Professor of States (Grades Citizenship Education 3-6 Th « The World be- | The World since Community an A. H. A. Supt. United States fore 1607 (in- 1607 with em Nat'l Activities N. E. A. Teacher 1877 to date 4 cluding Spain in phasis on Eco- including (cor | year; civics, 4 America) nomic and Social mercial ROOK year History of the graphy) civics United States social and eco nomic history 1 Adapted from Twenty-Sixth Yearbook, Part 1, National Society for the Study of Education, Public School iblishing Company, Bloomington, I!!., 1926, pp. 48-49 ? National Education Association. * American Historical Association. ‘* American Political Science Associatior * The following bibliography includes the seven committee reports referred to in the above chart 1. National Education Association, Report of the Committee of Ten on Secondary School Studie Conferences Arranged by the Committee. American Book Company, New York, 1894 2. American Historical Association, Report of the Committee of Seven on the Study of Schools. The Macmillan Company, New York, 1899 3. American Historical Association, Report of the Committee of Eight on the Study of Schools. Charles Scribner’s Sons, New York, 1909 4. American Historical Association, Report of the Committee of Five on the Study of History in The Macmillan Company, New York, 1912. 5. National Education Association, Committee on Social Studies of the Commission on the Reorganization of Se« Education, Report on the Social Studies in Secondary Education, Bulletin 28, 1916, U. S. Bureau of Educatior ington, D. C., 1916. r 6. American Political Science Association, Report p Teaching of Government. The Macmillar my Oss " 7. American Historical Association and the Nationa ucation Association, “Reports of a Joint Con and Education for Citizenship,” The Historical Outl« Vol. X, 73-281; Vol. XL, pp. 78-83, 111-11 pp. 87-98, 119-143, 165-184, and 208-218. atone In the fourteen studies of common tacts and skills, reported in the Third and Fifth Yearbooks of the Department of Superintend- ence, these four approaches were used: 1. Samplings of periodical literature to deter- mine with what historical events and geographical locations readers must be familiar to read under- standingly. 2. Analysis of books and encyclopedia articles as criteria for determining persons, dates, place, location, and facts of greatest relative importance. 3. Combined judgments of scholars as to com- mon essentials. 4. Combination of criteria such as population, trade, bank clearings, area, frequency of use by “frontier thinkers” in critical magazines and books, and number of articles in all important magazines to determine relative importance of map locations, such as countries, cities, islands, rivers, and other bodies of water. These studies are based on the theory that one can determine objectively the facts in the social studies that are likely to be most needed in life. Since the number of specific known facts increases each year, the selection of minimal essentials becomes increasingly im- portant. The itemized knowledges, skills, abilities, and traits, ascertained by objective study to be of greatest common value, have primary justification in a reorganized social studies program. After having selected those materials which apparently have greatest social value, they must be so organized that they will be in harmony with the laws of learning and de- velop new outlets for the energy of adolescent youth. Good citizenship is an attitude of mind which makes for right living in an organized society. Fortunately, teachers are learning that attitudes of mind are not of spontaneous origin ; they result fram vivid experiences. Time allotted to the social studies in the junior high school—The composite programs of studies presented on pages 22 and 23 and based on practices in 139 junior high schools show that on the average seven periods per week are devoted to the social studies in the 7th grade; six periods, in the 8th grade; and five periods, in the 9th grade. With the exception of English, no other required sub- ject in the junior high school is allotted this National Education Association, Washington, D. C., 1925. much time. In other words, there is a tendency today to make the social subjects the center of the junior high school curriculum. In the more progressive junior high schools, provision is also made for related activities, such as student councils, assemblies, and clubs —activities which reproduce life situations within the school. By this means, “reading” courses in citizenship are supplemented with a variety of student activities which aid in the interpretation of the larger communities of city, state, and nation—even the world itself—in terms of wider human relation- ships. What traits are essential to efficient citizen- ship? In the Third! and Fifth Yearbooks of the Department of Superintendence, six research studies presenting objective data in answer to this question are reviewed. Space permits mention here of only one, an analysis by Bobbitt of eighteen books of essays for the purpose of discovering socially approved ac tivities and characteristics of human behavior. These were the six qualities of human con- duct which were mentioned with approval most frequently in the eighteen books: Obedience to standards of virtue. Acceptance of the world’s highest valuations. Friendly attitudes, feelings, and reactions. Courtesy, graciousness, magnanimity. Vision, intelligence, alertness, wisdom. Original, not second hand, vision. What are the strong points and weaknesse: of social studies textbooks? According to Earle U. Rugg * these general interpretations can. be drawn from the investigations which have been made of the content of social studies textbooks : 1. The textbooks are as a rule rather compact logical, systematic, and comprehensive treatments of a given field of subject-matter. They are verita ble encyclopedias. 2. On the whole they are fairly accurate and scholarly and attempt to give the truth. 3. By virtue of their organization most of the social studies texts are little more than an amplif cation of syllabi suggested by national committees organized in more readable form. They should be used merely as manuals or outlines and supple mented with wide and varied collateral reading t make the generalizations understandable to pupils 1 Department of Superintendence, Research in Conctemating the Pipmonters School Curriculum, Third Yearbo Cc Chapter V ? Department of Superintendence, The Junior High School Curriculum, Fifth Yearbook. National Education Assox tion, Washington, D. C., 1927. Chapter XII. * Department of Superintendence, The Development of the High School Curriculum, Sixth Yearbook. National Educa tion Association, 1928, p. 295. [ 32] 4. There are tremendous variations atment of topics in books intended fo: irpose. History is still the predominant social study has changed from that a subject largely military haracter to one emphasizes political the senior high school with some attention » social and economic activities of the past According to Dawson books for new “problem rses vary in emphasis upon political problems rom sixty -five to thirteen percent, upon ec nomics rom eighty-one to nine percent; and upon social juestions from eighty-three to ten percent Research in Determining Method Ten between old and methods of teaching social studies— A contrasts neu review f recent course of study bulletins in the field of the social studies reveals these ten con- trasts with past procedures; some apply to other subjects as well as to the social studies. Carefully selected content vs. encyclopedic ma- terials. Vivid oral presentation vs. book teaching Study vs. memorizing. Discussions and work periods vs. recitations. Pupil initiative vs. explicit teacher directions. Pupil incentive or compelling interest vs. merely meeting school requirements. Learning where and how to find facts vs. trying to learn all facts. Correlation of compartments. Vivid, dramatic idea of time, space, vs. dull, disconnected facts. Basis for interpretation of present life vs of discovery of relation of cause and effect. subject-matter vs. water-tight and events lack Social real—A review of recent course of study bul- shows that the social such pupil activities as these: Studies made graphic, dramatic, letins studies include Dramatizations, pageantry, impersonations. Excursions and imaginary journeys. Construction, handwork. Special reports by pupils on assigned tppics. Sandtable representations. Maps, graphs, and posters. Debates. Y Making relief maps and models. . Club organizations. t . Collecting pictures and illustrative materials Making notebooks and scrap-books. Arranging holiday programs. 13. Keeping bulletin board up-to-date, event activities. —_— a _ nm current ' Tryon, R. M., “Standard and New ’ April, 1927. _2 Ayer, A. M., Some Difficulties College, Columbia University Osburn, W. J., Are We Mak Ill., 1926. 14. Games, group drills 15. Use of stereopticon WVehat a recent help survey, from standar Tryon types Certain writers « (1) Many are standardized for nm tional use as are those dealing standardized and new social studies. tests as follows: ficiently tary school drill subjects such penmanship. (2) Some tests based upon an assumption range of present content is socially valuab! without reference to objective studies of the facts, skills, and appreciations of the social studies needed most frequently and universal] by adults or even pupils in life outside the Practically all greatest emphasis on factual knowledge. school. these tests put the What are the common learning difficulties An and which pupils meet in the social studies? difficulties in fifth seventh grade history shows from actual tests investigation ? of that pupils in these grades fail to comprehend what they read largely because of : 1. Difficult words essential to history hension in general, but perhaps unessential in ele mentary history. 2. Difhcult words not prehension in general. 3. Long, involved sentences 4. Abstract thought. compre essential in history com Few tests in the social studies have repre sentative norms. As pointed out in Chapter XIII of the Sixth Yearbook of the Department of Superintendence, essay tests and judgments are still predominant in determin teacher ing pupil accomplishment and diagnosing pupil errors. Osburn’s analysis * of 56,000 exami nation questions in history showed hundreds of questions of the traditional variety—define, discuss, explain, give, how, outline, who, what, when, where, etc. At least 74 percent of the work in history consists in teaching pupils to remember what the textbook records; and onl) cent involves thinking or reflective judgment. But slight attempts are evident to concentrate upon abilities and pointed out as desirable outcomes in the study 26 per appreciations of the social sciences. » Social Studies,”” The Histori History, Contribution Which is more important, factual knowl- edge or a right attitude of mind? Which is more important—to teach pupils all the facts of the Revolutionary War without regard to the spirit that animated our forefathers, or to have them know less of the facts, but be en- thused by the spirit.of sacrifice and patriotism? History is more than a series of events; it is a series of causes and effects. “It is a drama, and the world is the stage. The teach- er’s concern is the setting of the stage’’-—to show how the stage was set at different epochs in the world’s history, and how the stage has been set for the act of the drama now being played. How shall the child see in imagina tion the houses, the people, the industries, the modes of communication and transportation of past ages? How can he visualize the be ginnings, the spread, and the later growth of civilization? How can he gain a concept of the part each country and its people have con tributed? It cannot be done by questions and answers memorized by the pupil. Research in Junior High School Science’ What sciences are taught in the junior high school? Of the subjects in the science group, general science is the one most commonly taught in the junior high school; general bi- ology is second. General science is an attempt to give a unified view and a single interpre- tation of the phenomena of nature without an attempt to segregate these phenomena into the various compartments of physics, chemistry, botany, and the other specialized sciences. General science, as a school subject, has been developed almost wholly within the last twenty years. In 1908 it was a curiosity as a high school science, since only about a dozen schools offered such a subject.? Previous to 1910, the various high school sciences were each taught as separate and entirely inde- pendent subjects, generally by someone who was familiar with and interested in only one science. There was a distinct need for some unifying course,-which would give the pupil a sense of the continuity of the whole field of science, and not an idea that botany, biology, chemistry, and physics dealt with distinct and unrelated fields. While it may be necessary to differentiate these phases of science for pur- poses of research, it is an entirely different matter when one is dealing with the training of immature minds and is eager to give them a unified view. ; General science is coming to be a part of and learning research studies in science: the core curriculum—The composite programs of studies presented on pages 22 and 23 and based on 139 junior high school programs show that there is a tendency to make general science a required subject in the eighth grade. It is more frequently offered as an elective in the ninth grade than in the seventh. Extent to which investigations in the teach ing of science have been summarized—Forty- four*learnmg and-eurriculum research studies in the field of science are summarized in the Fifth and Sixth Yearbooks of the Depart ment of Superintendence; seventy are re viewed by Curtis in his /nvestigations in the Teaching of Science. Space permits only brief mention here of some of the major find ings of certain studies. What are the aims of junior high school science teaching? According to J. W. Jack son,® the nine aims most frequently mentioned in 169 sources—beoks, courses of study, and magazines—are these: ve Aims of Science Teaching iy sated ’ Choice of and efficiency in a vocation..... 114 RR noe er eee 111 To understand one’s environment......... 93 A knowledge of life activities............ 92 I CEU e oianicbavcs assis sees 73 I Sg ea ybeee esas vecce 35 Worthy home membership ............... 28 UN WN PE cs asec serccsccesencs 28 Skill in the scientific method.............. 8 1 The reader is urged to consult the following references for more detailed bibliographies and summaries of curri Department of Superintendence, Research in Constructing the Elementary School Curriculum, Third Yearb« National Education Association, Washington, D. C., Chapter IX, pp. 297-302, 1925. ie . Department of Superintendence, The Junior High School Curriculum, Fifth Yearbook. National Education Ass tion, Washington, D. C., Chapter IX, 1927. Department of Su tional Association, Washington, D. C., Chapter XVI, 1928. rintendence, The Development of the High School Curriculum, Sixth Yearbook. National Ed Curtis, Francis D., A Digest of Investigations of the Teaching of Science in the Elementary and Secondary Sch P. Blakiston’s Son & Co., Philadelphia, 1926. Glenn, Earl R., Bibliography on Science Teaching in Secondary Schools, U. S. Cc 13, 1925. Government Printing Office, Washington, D.* ? Frank, J. O., How to Teach General Science. Bureau of Education, Bulletin, Castle-Pierce Press, Oshkosh, 1925, p. 15. 3 See Fifth Yearbook, Department of Superintendence, National Education Association, p. 149. [ 34] ams and ams aral CTal rty- dies the the ynly nd } loo! ack ned ] and ncy tion TT we wee aes OOS Slay This Bulletin raises the question as to the validity of the above aims of junior high school science teaching. “The most important thing that should result from the teaching of science is barely mentioned—namely, insight into methods of investigation and thinking upon which modern advance is based. Science teaching should point out the preponderant place which an unbiased search for facts has in the real solution of present-day problems, as opposed to the older procedure where facts were twisted to bolster up preconceived no- tions. The scientific method requires that people observe, reflect, and compare before drawing conclusions. One of the chief aims of science teaching should be to train pupils to use the scientific method in the solution of all their problems. How can scientific facts be presented so as to make the greatest appeal to junior high school pupils? cent age is an age of hero-worship and that Many teachers feel that the adoles- the science course is best presented largely in terms of biographies. They maintain that the discoveries of great scientists, illustrations of their methods of work, their devotion to the search for truth, their sacrifices, and their triumphs, all bring vividly to the pupil an ap- preciation of what the development of science has cost the race and an understanding of the scientific attitude of mind along with a desire to make it his own. Local geography, chief industries of the community, and special interests of pupils all help to determine what shall be the dominat- ing themes of the general science course. . The following are suggested by the Junior High School Science Committee of the Fifth Year- book of the Department of Superintendence: For the seventh year, a study of plant and animal life; for the eighth year, the mainte- nance and upbuilding of individual and com- health; and for the sources of material and energy and the trans- munity ninth year, formation and uses of both. Learning Studies Value of project teaching in junior high chool science as compared with traditional types of teaching. Experimenters* to date re- ‘See: Watkins, Ralph Knupp, “The Technic and Va sarterly, Vol. VII, May, 1923, pp. 235-256; and *Curtis, Francis D., Some Values Derived from E-xte No. 163. Teachers College, Columbia University, 1924. port that project teaching is superior t ditional types of teaching in that it insures attainment of more aims, gives a greater pos sibility of learning in general, insures in creased expenditure of effort on the part of pupils, develops greater initiative and inde pendence, gives greater opportunity for ‘‘so cialization,” teaches pupils to think for them selves, and develops the problem-solving attitude, encourages a wider range of read ing, provides better for the needs of pupils of varying capacities, and provides better op portunities for real and genuine teaching and for teacher growth. Why the junior high school needs a gen eral science library as well as a laboratory A study*? was made with eighth and ninth grade pupils to determine whether extensive reading of general science increases the amount of knowledge of scientific facts and principles when the extensive reading is given as an extra course ouside of the regularly scheduled program of studies, when substi tuted for part of the work usually required in a general science course, and when given in addition to all the regularly required work. Two libraries of about 40 books each were selected from 347 scientific books, none of them textbooks, and all widely variant in subject, treatment, style, and reading diffi culty. Each book was expected to contribute in some degree to the satisfaction of the inter ests of children and adults, to the training needed for a reading of science in newspapers, and to afford some training in scientific atti tudes. Special effort was made to stimulate in all possible ways the voluntary and exten After several months of careful observation and checking, sive reading of these books. the experimenter came to these conclusions: 1. Extensive reading functions in adding to the pupil's achievement in general science, whether this reading be done entirely apart from any course in general science, or as an integral or a supplementary part of the regular course in general science. 2. Pupils 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 Proiect Tez ing in General Science Vol. VIII, Nov., 1923, pp. 311-341, and Feb., 1924, pp. 387-44: nsive Reading rencral Science, Contributions to Ed 0 at cme AL ET A te aoe _ ye 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 Supplement developed the special environment. 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 Or: gon, three in New York City, and one i; Oklahoma. There is a striking similarity b: tween the 20 most important scientific in terests of children as shown by these tw: studies. What materials should be offered in gen eral science in the seventh and eighth grades and what methods of presentation should b, used? A questionnaire study * summarizing the opinion of 53 science teachers in 29 states reveals these tendencies: 1. Science material for the seventh and eight! 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 | 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- 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 techni whereby the burden of responsibility for teach ing correct English expression may be more ! See article by C. A. Pollock in Ohio State University, Educational Research Bulletin, January 9, 1924, Vol. III, » I, pp. 3-6. : 2 Cairtis, Frances D., Some Values Derived from Extensive Reading of General Science, Contributions to Ed tion, No. 163. Quarterly, Nov., 1924, Vol. LX, pp. 1-7. * Those who desire more detai Department of Superintendence tion, Washington, D. C., 1927, ¢ Department of Superintendence, hapter IX. Department of Superintendence National Educational Association, Washington, D. C.. New York, Teachers College, Columbia University, 1924. ; J * Meier, Lois, “Current Practices in the Teaching of Science in the Seventh and Eighth Grades, ° . Generai SS ed information should consult the following publications: A The Junior High School Curriculum, Fifth Yearbook. National Education Asso he Development of the High School Curriculum, Sixth Yearbook. Nat Educational Association, Washington, D. C., 1928, Chapter XIV. Research in Constructin 1925, the Elementary School Curriculum, Third Yearboo! hapters IV, V, VI, and VIIL. Gray, William S., Swmmary of Investigations Relating to Reading, University of Chicago, Supplementary Educatior Monographs, No. 28, 1925. Gray, William §., Chairman, Report of the National Committee on Reading, Part I, The Twenty-Fourth Yearbo the National Society for the Study of Education. ordan, A. M., Children’s Interests in Reading. Public School Publishing Co., Bloomington, Ill., 1925. University of North Carolina Press, 1926. 103 p. National Education Association and National Council of Teachers of English, Reorganization of English in Second Scheels, R the National ’ » Secondary Education, i F. Hosic, Chairman, U. S. Pendleton, Charles S., The Social Objectives of School English. Stroh, M. Margaret, Literature for Grades VII, VIII, and IX, Teachers College ‘oint Committee on English Representing the Commission _on the Reorganization ureau of Education, Washington, D. -» 1917. Nashville, Tenn., (Published by the author), 19-4 Contributions to Education, No Bureau of Publications, Teachers College, Columbia University, New York City. Uhl, Willis L., Company, 1924. Washburne, Carleton, and Vogel, Mabel, Winnetka Graded Booklist. id Diagnosis in High-School Composition. New York Willing, Matthew H., Valid College, Columbia University, 1926. * Department of Superinte tion, Washington, D, C., Chapter IX, pp. 87-146. The Materials of Reeding, Their Selection and Organization. New York, Silver, Burdett Revised Edition. Rand, McNally, 1927 » Bureau of Publications, Teache mdence, The Junior High School Curriculum, Fifth Yearbook. National Education Asso [ 36] 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 socially valuable form of 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 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- writing as a written com- composition subjects are sion and the mastery of vocabulary. . The basic spelling list contains only words in common use. Pupil- and class-lists of words supplement this basic list. . Projects are frequently made the basis for oral and written composition. . There is full recognition of the value of 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-y 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. t“Report of Committee on Place and Function of English in American Life,” English Journal, \ ol February, 1926. ? Several studies are reported in the Third and Fifth Yearbooks of the Education Association, Washington, D. C. x 5. Recognition is given to the socializing and in- tegrating value of literature Recognition is given to the ethical value of literature. Emphasis is given to reading for joyment. 8. Recognition is given to the need for vidualized remedial In testing and measuring: There is wide application of modern measure- ment instruments and technic to all phases of English work. The revealed by measurement the basis for remedial tempted reorganization of subject-matte: the use of pupils of different levels of ability pure en- indi- work. individual differences been made the at have work and for for What should be the content of the junior high English Among the various methods which have been used to de- school course? termine the content of junior high school English courses are these: of sent to people in many occupations, asking them to list the they 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. son is reviewed in the Third Yearbook of the Deparment of Superintendence. These merely illustrative—other examples can be found in the references cited earlier. 2. Analysis of prevailing school practice— 1. Survey vocational needs—Inquiries uses which make of A similar study by Sear- are Inquiries sent to heads of English departments of high schools and representatives of colleges. Davis’s study in the September, 1926, issue of the North Central Association Quarterl cites current English requirements in junior and senior high schools as to credits, recita- tions per week, length of period, pupil group- ing, and relative emphasis on literature, lan- li- guage, oral composition, argumentation, brary instruction, outside reading, magazine and newspaper study, and textbooks. Stroh, in her Literature for Grades VII, VIII, and 1X, also presents an analysis and discussion of prevailing practice. 3. Analysis of pupils’ themes to discover their good points and their shortcomings.’ Guiler, in the February, 1926, issue of the Journal of Educational Method, reports punctuation and capitalization needs based on a study of 1731 writings from grades two to nine. XV, pp. 110-134, Department of Swuperintendence, National [37] 4. Statistical studies of children’s errors in capitalization and sentence structure.' 5. Summary of judgments of teachers and pupils—Jordan, Stroh, Uhl, Washburne, and Weiser * have all made extensive Studies of pupils’ interests in reading. The Winnetka Graded Book-List includes 700 books on each of which 25 or more children’s judgments were secured. Stroh found that the seven selections which teachers consider most suitable for pupils grades 7-9 are: The Man Without a Country Boys’ Life of Theodore Roosevelt Treasure Island Tom Sawyer The Call of the Wild The Perfect Tribute Boys’ Life of Lincoln Uhl found that the five most common quali- ties which make books undesirable for chil- dren are: (1) Too mature, (2) hard words, (3) unfamiliar subject-matter, (4) abstract or hard symbolism, and (5) no story, lacks action. On the other hand, among the quali- ties ranked according to teachers’ judgment which make them intrinsically interesting are: Dramatic action—adventure and heroic, interesting action, humor, fairy and super- natural, interesting characters, interesting problems and character study, kindness and faithfulness, animals and _ personification, dramatization, interesting repetition, and i teresting information. 6. Testing pupils’ ability to comprehend certain literary selections *°—Irion found that (a) literary comprehension of ninth-grade pupils can be fairly accurately measured; (b) comprehension varies with literary type— poetic types being most difficult; and (c) literary comprehension correlates to a con- siderable degree with intelligence and with scores on the Thorndike-McCall Reading Scales. Analysis of social and business corre- spondence—The 10,000 words most com- 1 See articles by S. L. Pressey in the English Journal, 2 Weiser, A. B Research Bulletin, Ohio State University, Columbus, Ohio, and October 1, 1924 monly used in writing and ranked according to frequency of use are included in Ernest Horn’s Basic Writing Vocabulary, published by the University of Lowa. Chapter LX of the Fifth Yearbook of the Department of Superintendence includes a list of spelling “demons” for the junior high school. In constructing this list two factors were taken into consideration: (1) Frequency with which each word is used in writing done in life outside the school, and (2) the percent age of eighth-grade students who misspell them. 8. Arranging an environment which sets free the creative spirit of youth, and helps teachers discover the capacities of youth. Reports from the Lincoln School * describe the sympathetic understanding with which the members of the teaching staff receive the literary efforts of each pupil. Their phi losophy of education does not lead them to set limits to a pupil’s achievement at any stage of his growth. It leads them to believe that education is not put on like stucco on a wall, but comes primarily from within. It leads them to receive without question any sincere product, and keeps them from intruding at every stage of growth with a too severe or too unnatural standard of perfection. While there are certain selections in the world’s literary heritage which contribute so much to individual growth and appreciation that they probably should be the common heritage of every child, in selecting the con- tent for junior high school literature courses, we should always’ remember that children’s tastes ought not to be coerced by impressing them with the weight and reputability of opinion concerning what literature is good. Dorothy Canfield Fisher® in discussing methods of acquainting children with litera- ture, writes: “Don’t open the doors for the children. Give them the keys.” We are tempted to hurry children’s literary appre- “We cannot believe it possible that ciations. May and December, 1924; and September, 1925 , and Ashbaugh, E. J., “What Books Do Junior and Senior High School Students Read?” Educat Vol. III, pp. 223-228, 250-253, and 265-266, September See reference to Jordon, Stroh, Uhl and Washburne, on page 36. * Irion, Theodore W. H. Colle e, Columbia U niversity, New York City, 1925, 116 p. Mearns, Hughes, Creative Youth. Garden City, Dy oa Comprehension Dificulties of Ninth-Grade Students in the Study of Literature. Teache Doubleday, Page & Company, 1925, 234 p. Zachey, Caroline B., Jilustrations of English Work in the Junior High School. The Lincoln School, Teachers College, Columbia University, "New York, Scribners, 1925, 75 p. * Fisher, Dorothy Canfield, Jntroduction to The Girl's Book of Verse, compiled by Mary Gould Davis. Frederick H Stokes Co., pp. AVII-XVIII. [ 38] a ™ or — there, at least, we cannot help forward the formation of good taste by talking about it, explaining it, analyzing fine poems, teaching literary appreciation in classes, shoving chil- dren through the door by main force. And nowhere is it more imperative to keep our hands off.” Hughes Mearns in his Creative Youth re- ports that Willa Cather asked a group of English teachers why the formal side of litera- ture was stressed in the school “at the expense of the sole reason for its value, namely its effect on the mind and the spirit of man.” Two of the answers given were these (1) The recognition of the formal side of litera- ture—its arrangement and its organization— is easier to teach, and (2) teachers know noth- ing else. How can drill be made effective? * Drill in capitalization, punctuation, sentence struc- ture, grammatical usage, and diction need carry with it no threat against spontaneous facile written expression. It is effective in the degree that it fulfills the following condi- tions: Involves socially valid material. Calls for natural reactions. Is systematically and regularly administered. Involves pupil self-correction. 1 2 3 4. Is enthusiastically administered. 5 6. Is individualized. Language texts—The conclusions drawn by R. L. Lyman from an analysis? of language texts published since 1920, twelve for junior high school and twelve for upper elementary grades, are these: (a) One-half the space of modern language texts is devoted to gram- mar; (b) books show wide variation; (c) oral composition is slighted; (d) study helps are beginning to appear; (e) an increasing number of problems is included; (f) little attention is given to objective standards; and (g) there is little difference between the two sets of texts. Recommendations of Fifth Yearbook Committee—The Junior High School Eng- lish Committee of the Department of Super- intendence made these recommendations : ‘In this connection see: O’Rourke, L. J., Self-A in Educational and Personnel Publishing Company, 1927 "See: Lyman, R. L., “A Study of Twenty-four Recent School Journal, Vol. XXIV, pp. 440-452, February, 1924 * Department of Superintendence, The Junior High Sch tion, Washington, D. C., 1927, Chapter IX. 1. Written composition on the junior high school level should be taught primarily for the purpose of giving to pupils an effective instrument of social communication. 2. Oral composition should be taught for its own worthwhile social values and not merely as an ad junct to written composition 3. Grammar should be taught not as an end in itself but as an aid to correct and effective ex pression. 4. The basic spelling list should contain only those words which are likely to be used frequently in writing by junior high school pupils. Other words should be added to this list as the needs and the capacities of individual pupils require and permit. 5. Training in the mastery of an extensive vo cabulary should be given by all teachers, not merely by the teachers of English. 6. The reading abilities of all junior high school pupils should be measured carefully and frequently so that adequate provisions may be made for meet ing the individual needs which these measure ments reveal. 7. The literature which is read by junior high school pupils should be extensive, varied, humaniz ing, and uplifting. Adult standards should not ignore the interests and the limitations of youth 8. All sorts of social situations should be used to motivate oral and written expression. The normal procedures of the classroom, extra-curricular ac tivities, dramatics, amateur like are rich in opportunity for teaching English effectively. 9. There should be a clear delimitation of the functions of the teacher of English so that he may journalism, and the not be expected to achieve the impossible. 10. The laboratory method of teaching should replace the conventional recitation. The aim should be to provide a situation in which pupils are amply supplied with all kinds of material; a situation in which they work singly or in groups as occasion may suggest; make progress at their own rate; check the results of their achievement; contribute to the social welfare of their group or of others outside of the group as their opportunities and abilities may permit; and find satisfaction and growth in the creative performance of tasks in trinsically worthwhile. 11. A library in charge of a trained librarian is essential to a well-organized junior high school. In this library pupils should read freely and widely books of their own choosing. Here they should find the opportunity and the stimulus for intelle« tual growth and for enrichment of spirit 12. All teachers in the school should have a share in the task of teaching correct and effective English expression. Oniy through the cooperation of all members of the staff can any school maintain the social requirements of good usage the Essentials of Grammatical Usage. Washington, D. ‘ Seventh and Eighth Grade Language Texts,’’ Elementar Curriculum, Fifth Yearbook National Education Associa [ 39] yo ee ee The composite program of junior high school subjects on page 23 shows that mathe- matics is taught five periods a week as a re- quired subject in grades seven, eight, and nine. Even in 13 out of 31 programs of studies in junior high schools having an enrol- ment of over 1000 pupils, mathematics was found to be a required subject in the ninth grade. What are the valid aims or objectives of mathematics in the junior high school? Ac- cording to Clark * the major aims are: 1. To help pupils think quantitatively about the problems of the home, the store, the bank, ete — to develop dependable habits of computation. 2. To develop an understanding of the simple, generally used, facts and processes of business practice. ‘ 3. To develop an understanding of the proper- ties of common space forms and relations, together with the development of the ability to solve the more practical problems pertaining to these forms. 4. To emphasize the notion of relationship be- tween quantities that change together according to some mathematical law. To teach pupils to think in terms of mathematical law, to use its language or notation, and to develop some facility in apply- ing, and discovering, wherever possible, these laws in the solution of problems. This “function concept” is illustrated by the re- lationship between distance (in feet) and the time (in seconds) in the case of a falling body. Other iN\ustrations are the relationship that exists be- tween amount of interest and rate, time and prin- cipal; the volume of a gas is inversely propor- tional to the pressure to which it is subjected, etc. 1 For more detailed information the reader is urged to consult: Department of Superintendence, Research in Constructin 1925, C National Education Association, Washington, D. C.., Research in Junior High School Mathematics ' What to teach in junior high school math matics—The best evidence of the present trend or trends of “what to teach”’ is fur nished by a survey of the contents of recent mathematics texts, prepared for junior high schools. C. L. Thiele * found in his analysi of four recent texts that authors differ widely) as to what constitutes a junior high school mathematics program. In the “mathematical” type of text, the majority of the chapter head ings read: How to Construct, Measure, and Use Angles”; ‘Geometric Forms’; “How t Find Areas and Perimeters of Plane Figures” ; “How to Find Volumes and Surfaces of Sol ids”; “Finding Inaccessible Distances’; and “Positive and Negative Numbers in Mathe- matics.” In the so-called “social” type of junior high school mathematics texts, chapter headings such as these appear more frequently: ‘“Sim- ple Accounts and Business Forms’; “Banks and Banking”; “The Meaning and Nature of Insurance”; “How our Food is Produced and Distributed”; “Keeping Household Ac counts”; “What the Investigator Should Know about Stocks and Bonds’; “How our Taxes Are Collected and Used”; “The Cost of an Education”; and “Clothing the Fam ily.” These chapter headings in the so-called “mathematical” and “social” types of junior high school mathematics texts reveal radically the Elementary School Curriculum, Third Yearb« aster ITI. Department of Superintendence, The Junior High School Curriculum, Fifth Yearbook. National Education Associatu Washington, D. C., 1927, Chapter XI. Department of Superintendence, The Development of the High School Curriculum, Sixth Yearbook. National Educa tien Association, Washington, D. C., 1928, Chapter XV Bobbitt, Franklin, Curriculum Investigations, Supplementary Educational Monographs, No. 31, 1926. University Chicago Press, Chicago, Ill., Chapter XIII. Buswell, Guy Thomas, Summary of Educational Investigations Relating to Arithmetic, Supplementary Educatio1 Monographs, No. 27. University of Chicago Press, Chicago. Ill., 1925. 212 p. 3 Judd, Charles Hubbard, Psychological Analysis of the Fundamentals of Arithmetic, Supplementary Educational Mo: graphs, No. 32. University of Chicago, Chicago, Ill, 1927. 121 p ational Committee on Mathematical Requirements, The Reorganization of Mathematics in Secondary Education, B letin, 1921, No. 32, U. S. Bureau of Education. National Council of Teachers of Mathematics, 4 General Survey of Progress in the Last Twenty-Five Years, ‘| First Yearbook. National Council of Teachers of Mathematics, Curriculum Problems in Charles M. Austin, Oak Park and River Forest sounehee, High School, Oak Park, IM., 1926 ‘eaching Mathematics, The Second Yearboo! Bureau of Publications, Teachers College, Columbia University, 525 West 120th St., New York City. ; Reeve, W. D., A Diagnostic Study of the Teaching Problems in High-School Mathemetics. Ginn and Company, B ton, 1926. Schorling, Raleigh, A Tentative List of Objectives in the Teaching of Junior High School Mathematics, With Invest gations for the Determining of Their Validity. George Wahr, Publisher, Ann Arbor, Mich., 1925. 137 p. Thorndike, E. L., and others, The Psychology of Algebra. The Macmillan Company, New York, 1923. Wilson, Guy M., What Arithmetic Shall We Teach? Houghton Mifflin Company, Boston, 1926. 2 Clark, John R. “Mathematics in the Junior High School,” Teachers College Record, Vol. XXVIII, No. 4, Decembe 1926, pp. 360-373. * The National Council of Teachers of Mathematics, Curriculum Problems in Teaching Mathematics, Second Yearb: Bureau of Publications, Teachers College, Columbia University, New York City, pp. 154-172. [40 ] vavbes oh nat f opposing viewpoints. Whether the acceptance f one necessitates the rejection of the other both least or whether should be at par- ; tially accepted is a question which those harged with building junior high school mathematics courses will have to decide. What should be the bases for revising junior high school mathematics? According to Bar- r,' a revision of the course of study in math- ematics may have its basis in a study of the mathematics itself, or in a study of the com- munity’s use for mathematics, or, more im- portant still, in a study of the child. The study of the mathematics itself aims to bring about its division into convenient units of instruction and to exhibit in an effective The study of the life of the community and the mathematics way the relation of its parts. it uses points the way to a practical mathe- matics. The study of the child leads to this question, What mathematics is best suited to his needs—his needs for subsequent use and enjoyment; but more emphatically, what he needs for the immediate development of his mind ? Arrangement of topics—The strictly logical arrangement of teaching units in mathematics is giving way to the social and psychological. Hence, no hard and fast lines can or should be laid down. troductory course in General mathematics is an in- arithmetic, larger, more fundamental aspects of algebra, geometry, and trigonometry organized around pupils’ needs. The following is merely illustrative of one form of organization of content in the junior high school mathematics course: and the Seventh grade: Applied arithmetic and intiutive geometry. Eighth grade: Applied arithmetic, intuitive ge- ometry, numerical trigonometry, simple equations, formulas, and the interpretation of tabular and graphic data. Ninth grade: The essentials of algebra through quadratics, commercial arithmetic, or a general re- view of basic material for special groups. Tenth grade: Plane geometry. Intuitive ge- What is intuitive geometry? g ometry, according to Clark * is a study of the properties of space by investigation and ex- measure, make inferences, and check up these They In these respects, intuitive geome- inferences. learn to use the methods of science. try is unlike both the mensuration of the older arithmetics and the demonstrative or logical Euclid. It ; measure length, area, and volume; geometry of teaches pupils to to classify geometric forms, to construct many geomet rical figures and designs; and to appreciate the wide role of geometry in art, furniture, clothing, architecture, and nature. Intuitive geometry is an ideal preparation for demon- strative geometry. Bases for selegting junior high school math- ematics texts—According to Pieters * at least fifteen series of mathematics textbooks written especially for the three-year junior high school are available. He suggests that these ques- tions be asked by those who would evaluate a What manifest junior high school mathematics text: are the educational theories that are Is its essence growth How book appear in the light of the new education? throughout the work? and expansion of child life? does the Pieters suggests the following principles in answer to these questions: teaching of 1. The mathematics in the controlling theory in the seventh, eighth, and ninth grades is to stimulate the mental growth of the pupils through efforts to understand, to appreciate, and to act in accord with the interrelation of all human interests. 2. Pupil initiative and activity are basic to pres ent and permanent interest. 3. The general values to be realized through mathematics in the junior high and cultural. the teaching of school are utilitarian, disciplinary 4. Problems, in the child’s point of view, must be suitable to his capacity and experience and rich in elements of immediate interest. §. Richness and meanings are dependent upon varied presentation. 6. New principles are more intelligently grasped order to be appropriate from flexibility or applicability of through a presentation in which the inductive method is predominant. 7. Quantitative and space perception is of vital significance to the child’s present and future life. 8. The general meaning and the worth of mathe matics are best realized through the interrelated plan of presentation. What help from standardized tests? ‘Tests periment. It is a laboratory subject. Pupils adapted to junior high school grades for diag 3arber, Harry C., Teaching Junior High School Mathematics Boston, Houghton Mifflin Compas 4 p. 5 * Clark, John R., “Mathematics in the Junior High School,” 7: ers | ege Record, Vol. XXVIII, No. 4, Decen ber, 1926, pp. 360-373. ee * Pieters, C. E., of Juni High-School Textbooks Mathematics,’’ Educational } “Some Bases for the Selectior earch Bulletin, Vol. VII, No. 1, Ohio State University, ¢ umbus, Ohic January 11; 1928. [41] 4 > ee ee nosing mathematical ability, reasoning ability, tion has been answered by several authorities and achievement, speed, and accuracy in alge- Their statements may be accepted as a goo bra and arithmetic are available. This ques- approach to the study of this problem. Research in Modern Foreign Languages ” Much of the most valuable research work 2. Those whose probable future will make a fo in the teaching of modern foreign languages ¢!8" language useful in social or business relation: has been produced in the past two years through the Modern Foreign Language Study. ‘Through this study a wealth of data has been gathered on all phases of the teaching of mod- ern foreign languages, such as: Course con- tent, enrolment in foreign language high school more than twenty-five percent of all junio classes, administration of modern language in- high school pupils to study a foreign languag: struction, post scholastic use of modern lan- Wittcsini’c® erady eatimated that the tota guages, prognosis of modern language ability, enrolment in modern language classes of pub laboratory studies of the reading of foreign}; and private secondary schools in 1925 wa languages, training of secondary school mod- 794 352; in Latin, 793.076. This means that ern language teachers, testing for achievement, approximately 19.35 percent of high schoo and influence of foreign language study on pupils were taking modern language; and English. A detailed biblography of the studies 19.57 per cent, Latin.* Courses in Latin a: made relative to each of the above topics IS enrolling more high school students than presented on pages 360-363 of the Sixth Year- courses in all other foreign languages com The experience of some cities indicates that from forty to fifty percent of the pupils ma profitably take up foreign language study i: grades 7 or 8. Others believe that this pri portion is too large, and would not advis book ot the Department of Superintendence. bined Who should and who should not study a foreign language? ‘The composite programs Wheeler also found that the percentage ot of studies on pages 22 and 23 show that for- modern language enrolment varies directly and eign language is offered as an elective in the the percentage of Latin enrolment varies in majority of junior high schools in grades 8 versely with the size of the community. That and 9. is, modern languages are an urban subject and According to the Committee on Foreign Latin enrolment is larger in the rural com Languages in the Junior High School, which munities. The foreign language situation 1: reported in the Fifth Yearbook of the Depart- junior high schools varies in different regions ment of Superintendence, these two groups of In the Southern, North Central, West Cen children should be encouraged to study foreign tral, and Northwestern regions, Latin is th language: chief foreign language in junior high schools 1. Those whose previous work and personal in Ses Sng, Se madern language or qualities lead the adviser to believe that they will predominant. ; find in it “spontaneous joyous adventure.” Table 7 shows the percentages of enrolmen' 1 Bureau of Cooperative Research, Indiana University, First Revision of Bibliography on Educational Measuremen School of Education, Indiana University, Bloomington, Ind., 1925, pp. 4-23. National Committee on Mathematical Requirements, The Reorganization of Mathematics in Secondary Educatt Report of National Committee under the auspices of the Mathematical Association of America. Houghton Mifflin Cor pany, Boston, 1927. Part II, Chapter XL. Standardized Tests in Mathematics for Secondary Schools, by Cli trewster Upton. Touton, Frank Charles, Junior-High-School Procedure. Ginn and Company, Boston, 1926, pp. 344-347 2 Space permits only the briefest mention here of a few selected studies. For detailed reports of these and additio studies see: Department of Superintendence, The Junior High School Curriculum, Fifth Yearbook, National Education Asso tion, Washington, D. C., 1927, Chapter XIII. . . - Department of Superintendence, The Development of the High School Curriculum, Sixth Yearbook, National Ed tion Association, Washington, D. C., 1928, Chapter XVII. Wheeler, C. A., and others, Enrolment in Forcign Languages at the Secondary Level. The Macmillan Compar New York, 1928. O'Shea, M. V., The Reading of Modern Foreign Languages, Bureau of Education, Bulletin, 1927, No. 16 Buswell, G. f.. A Laboratory Study of the Reading of Modern Foreign Languages, on of the American a Canadian Committees on Modern Languages. The Macmillan Company, New York, 192 Stuart, Hugh, Training of Modern Foreign Language Teachers for the Secondary “Schools of the United Stat Teachers College, Columbia University, New York City, 1927. Additional monographs prepared by the Modern Foreign Language Study will be published shortly by Macmilla ® Wheeler, C. A., and others, Enrolment in Foreign Languages at the Secondary Level, The Macmillan Compa New York, 1928. * Total high school enrolment, public and private: 4,053,091. See Statistics of State School Systems 1925 U. S. Bureau of Education 1927, No. 39, pp. 8 and 48. [ 42 ] 0 nd an m all public This table shows a of pupils in foreign languages in high schools, 1890-1922. decided decrease in the percentage of public high school pupils taking Latin and Greek, and an increase in those taking French and Spanish. Wheeler’s data show that in 1925 for both private and public high schools less than 20 percent of the total enrolment were taking Latin or any modern foreign language. For puplic high schools alone this percent is considerably less, since the proportion of pupils in private secondary schools taking foreign languages is considerably larger than in public high schools." What foreign language should be studied Latin modern first? The case of versus language is still on trial. ‘Those in favor of Latin argue that Latin is a better introduction to a modern language, especially to a Romance language, than French or German can possibly be to Latin; traditional American practice has been to begin with Latin; fairly equipped teachers of Latin can be secured in many places where a tolerably competent teacher of a modern language is impossible to find; and that Latin has more influence than any other language in developing good English. Others believe that the first foreign lan- guage studied should be a modern language because in general structure French, German, or Spanish vary less widely than an ancient language from English. For how long a period do most secondary school pupils study a foreign language? Evi- dence shows that only sixteen percent of those who begin continue for a third year in mod- ern languages, and seventeen percent in Latin. Under present conditions, the public secondary school course in foreign languages is a two vear course tor the vast majority of beginners even after allowance is made tor the unknown number who enter college with two units and who may or may not continue their roreign language study there. Do pupils who have studied a modern for eign language in high school ever read the language in the original after graduation? O’Shea’s* study those who had pursued French for two years shows that 69 percent of in the high school have not read anything in the original since graduation. Sixty percent of those who had studied it for three years and 37 percent of the four-year group have not read anything in the original since graduation. The situation is even less favorable in respect to German. Seventy-nine percent of the two year group, 74 percent of the three-year group and 67 percent of the four-year group have read no material since graduation. A still larger percentage of those who pursued Span ish in high school have read nothing in the original since graduation. What value has a course in general lan guage? Where competent teachers are avail- able, the evidence at hand indicates that an introductory course in general language is of real value. ‘These are among the claims made for such a course: It furnishes a background for language study, a study of English in its relations to other languages, and is a tryout course to guide the pupil in his election of a particular foreign language, or in his decision not to pursue the study of any foreign lan- guage. While the content of general language TABLE 7.—PERCENTAGES OF ENROLMENT OF PUPILS IN FOREIGN LANGUAGES IN ALL PUBLIC HIGH SCHOOLS, 1890-1922 Year Latin Greek German French Spanish 1890 34.69 3.05 10.51 5.84 1895 43.97 3.10 11.40 6.52 1900 50.61 2.85 14.33 ] 8 1905 50.21 1.47 20.25 9.14 1910 49.05 75 13. 69 9.90 67 1915 37.32 39 24.39 8 80 » 39 1922 27.52 09 65 15.46 11.26 Data taken from U. S. Bureau of Education, Biennial Survey of Education 1920-22, Vol. Il, p. 578 ‘For detailed information on this point see: Wheeler, ( A., and others, Enrolment in Foreign nguage 1 Secondary Level. The Macmillan Company, New York, 1928 2O’Shea, M. V., The Reading of Modern Foreign Langua B 927, N I S } Washington, D. C., 1927, pp. 27-29 a ee ee ee courses varies in different school systems, it usually includes: (1) The story of the devel- opment of language in general, and the origin of English and its relation to other languages ; (2) some information as to the history and etymology of our English words and the re- lation between them and the words of other languages; (3) a foretaste of the study of foreign language, which gives pupils what has been termed a language sense; and (4) a general background of the national customs, home life, civilization, literature, and history of Rome, Germany, France, and Spain. The general language course is a course about foreign languages and the people who speak them rather than a course in several foreign languages. It emphasizes content val- ues rather than form values. The success of such a course depends largely upon the teach- er’s breadth of background and skill and the good judgment with which the content of the general language course is selected and or- ganized. Are the vocabularies of modern language texts well selected? individual judgment has been the chief basis Up to the present time, for the selection of material contained in modern language texts. The Modern For- eign Language Study is making available word books and idiom lists in French, German, and Spanish based on range and frequency of use. The French’ and Spanish? lists are based on counts of 850,000 and of 1,200,000 running words respectively, in texts widely representa- tive of the various types of writing. ‘The German® list represents a count of 10,910,000 running words. The idiom lists in French * and Spanish follow the same general technic as the word lists in those languages. Each is based on a count of 800,000 to 1,000,000 running words. These Word Books and Idiom Lists will undoubtedly help to determine the content of modern foreign language textbooks of the future. Research in Junior High School Commercial Education ° Four stages of progress—The variety of electives in commercial subjects presented on page 25 illustrates the present experimental character of the junior commerce curriculum. Commercial subjects were the first of the non- college preparatory subjects to be introduced into both the junior and the senior high schools. The sources from which these com- mercial subjects were drawn (according to the Junior Commerce Curriculum Commit- tee which reported in the Fifth Year-book of the Department of Superintendence) indicate these four stages of progress in junior high school curriculum construction: 1. Certain commercial subjects were pushed down into grades 7, 8, and 9 from the senior high school with little or no change in subject-matter or in the methods of presentation. 2. An attempt was made te make the old aca- demic subjects in the junior high school, such as language, composition, arithmetic, geography, and history, more practical by prefacing the term “com- mercial” to these subjects and then modifying their content to harmonize with the new name. 3. Courses of study were composed of a diversity of closely related commercial subjects into which were introduced introductory elements of business practices, typewriting, and bookkeeping, along with junior business training and the study of com- mercial pursuits. 4. In a few junior high schools a fusion or uni- fied course has emerged in which only two, or at most three, distinct commercial subjects appea! and these only as units of a whole. These schools have gotten away from a conglomerate of variables and have organized an all-inclusive junior busi- ness training course similar in design to general language, general science, and general mathe- matics. 1 Vander Beke, George E., Editor, 4 French Word List. To be published by the Modern Foreign Language Study. 2 Buchanan, M. A., A Spanish Word Book. University of Toronto Press, 1927. ® Morgan, B. Q., and Purin, C. M., A. German Word Book. Tabulated for frequency on the basis of Kaeding’ Haufigkeits Wérterbuch. The Macmillan Company, New York, 1927. ; . * Cheydleur, F, D., Editor, A French Idiom List.. To be published by the Modern Foreign Language Study. * Keniston, Hayward, Editor, A Spanish Idiom List. To be published by the Modern Foreign Language Study. * For more detailed reviews of research studies see: Department of Superintendence, The Junior High School Curriculum, Fifth Yearbook. National Education Asso tion, Washington, D. C., 1927, Chapter XVIII. Department of Superintendence, The Development of the High School Curriculum, Sixth Yearbook. National E cation Association, Washington, D. C., 1928, Chapter XXIII. Blackstone, E. G., Research Studies in Commercial Education, University of Iowa Monograph in Education, First Series, No. 7, July, 1926. 160 p. [44] eee CAN fn ma What are the general aims of junior bust- ness training? ‘These five are frequently quoted : 1. To give to pupils an understanding of those fundamental principles of business which are use- ful to all persons, whatever their occupations 2. To inculcate habits of thrift and to teach the means that are available to promote it. 3. To meet a definite and increasing demand for business training in the junior high school without offering advanced types of commercial work to boys and girls too immature to profit by taking them. 4. To fit those who must leave school at the end of the eighth or ninth grade for the kinds of posi- tions that are open to them in business offices. 5. To serve as a try-out course to the end that the pupil may know whether or not he wishes to continue with commercial subjeets in the senior high school.’ According to the report of the Committee on Research in High School Commercial Studies in the Sixth Yearbook of the Depart- ment of Superintendence, commercial curricu- lums can have no specific objectives except when planned: a. In connection with a definite group of pupils. b. In relation to definite commercial positions. c. In the community in which the curriculums are to be given. How may we discover what to teach in our local junior commerce courses? ‘These four are among the best sources of information: 1. Analysis of the exact office and store occupa- tions in the community employing a sufficient num- ber of junior beginners to justify a study of the duties and abilities required in these occupations. 2. Survey of the exact positions reached through promotion from these initial positions within a rea- sonable time after leaving the junior high school. 3. List of the abilities and attitudes commonly expected by employers of those in each of these initial and subsequent positions.” 4. Case studies of the pupils for whom the junior commerce curriculum is planned. What positions are open to boys and girls 14-16 years of age? Practically all surveys of junior occupations show that these posi- tions may be classified into four groups: Mes- senger, clerical, selling, and store service. * The Junior High School Curriculum, Fifth Yearbook, De partment Each school system will want to discover what proportion of the local junior emplovees are in each of these four groups, and provide courses of training suitable to each What kinds of work are done by clerical workers in large offices.’ “The answer to this question depends upon the types of offices where clerical workers are employed. Through questionnaires sent to certain office managers and a personal canvass of clerical workers, Nichols found that: 1. With the exception of a relatively small but significant number of office workers, the general clerk still holds sway in the modern office; few confine their activities to a single type of work, or even to a few closely related duties. 2. An adequate clerical training course should be based on duties performed rather than on payroll jobs. There are at least a few fairly well-defined clerical jobs for which training can and should be given. 3. Relatively few office clerks who are doing special types of work for which some skill is needed have gone directly from school to theis present positions, 4. Secondary school education is desirable as a preparation for office work. 5. Since non-bookkeeping clerical workers do not do significantly better work because of their train- ing in bookkeeping, it is evident that this subject cannot be relied upon solely to provide preparation for clerical pursuits other than those definitely involving bookkeeping knowledge. 6. Since only ten percent of the 34,513 ofhce workers employed by the firms participating in this study are stenographers, the practice of en- couraging nearly all boys and girls who elect commercial work in our secondary schools of all kinds to take shorthand cannot be defended. 7. In employing office workers, business men give the preference to trained people as against untrained applicants. 8. The need for clerical workers who are skilled in the use of various calculating devices is uni versal. 9. From the standpoint of clerical training, it is clear that not all clerks need extensive courses in business arithmetic, but it is equally clear that the need for short, intensive drill in this subject exists and that present courses in secondary should be modified. schools 10. Practically all office clerks use longhand in their work. Hence the development of high-grade business writing ability should be one of the aims of commercial education. 11. Not all clerical jobs require the same kind or degree of ability in the use of the English a of Superintendence. National Education Ass tion, Washington, D. C., 1927, p. 433. ? Reviews of illustrative surveys are included in the Fifth and Sirth Yearbooks of the Department of Superintendence For a detailed answer to this question from firms employing 34,513 office workers, see Nichols, Frederick G., 4 New Conception of Office Practice Harvard Bulletins in Education, N ‘I i University Press, Cambridge, Mass., 1927. [45 ] << 4 . a aan —T a language. Obviously, a highly specialized course in fundamental grammar or business correspond- ence will fail to meet the needs of many clerical workers. 12. Departmentalization and specialization within departments have lessened an office worker's op- portunity to “learn the business” through experi- ence. Hence, supplementary business training of the non-skilled type must be provided for those who would advance beyond the clerical level. 13. Evening schools should provide clerical train- ing courses on a strictly unit basis for the benefit of clerks who need special training in one or more kinds of office work as extensive training. What quality of handwriting is needed by clerical workers? The director of commercial education in the Philadelphia public schools* secured 2000 specimens of vocational hand- writing from employees in 21 large concerns. Each specimen was rated by twenty different judges. They agreed that while quality 60 of the Ayres Handwriting Scale is acceptable for social correspondence and non-commercial groups, quality 70 should be reached by all who wish to engage in commercial pursuits. Points to be considered by local course of study committees—These were among the recommendations made by the Junior Com- merce Curriculum Committee in the Fifth Yearbook of the Department of Superintend ence. They deserve thoughtful evaluation by committees charged with the building of courses of study. Commercial subjects should be organized and taught so as to contribute as fully as possible to the broad, general objectives of the junior high school. The entire commerce curriculum of the junio: high school should be fused or unified into a gen eral junior business training course. The introduction of any commercial subjects in the seventh grade is not recommended except in connection..with, and as a part of, the regula: basic subjects of this grade. The junior business training course should be required of all pupils in the eighth grade as a general and exploratory subject. There should be only two commercial courses in the ninth grade—namely, the junior business training course and two semesters of typewriting These should be elective. The courses in the ninth grade should be planned both for drop-outs and to give preparation to the group which will continue the commercial course in the senior high school. Stenography and bookkeeping should be deferred until the senior high school. Research in Junior High School Industrial Arts * Industrial arts in the junior high school are prevocational—Courses in industrial arts in the junior high school are very different from training in an industrial occupation in a voca- tional school, where courses are organized about a single trade or about groups of trades. In junior high school industrial arts, instruc- tion is organized about certain types of work, the emphasis being placed on general, cultural, and educational values as opposed to specific trade training. The junior high school course in industrial arts is rich in activities which enable the boy to explore his interests and abilities. the Committee on Industrial Arts in the Jun ior High School in the Fifth Yearbook ot the Department of Superintendence : 1. To develop handiness 2. To promote the immediate carrying over of ideas into action 3. To help, through exploratory courses, in the discovery of special interests and attitudes important for proper educational and voca tional guidance 4. To provide a means for developing technica! skill 5. To provide a means for imparting technica! knowledge 6. To enable the pupil to apply the test of prac tice to some of his thinking is bs : : 7. To develop the mind by providing constructive Objectives of the manual or industrial arts problems, in materials, which demand a vig —These twelve objectives were formulated by orous mental reaction Kirk, Sale G., “Handwriting Survey to Determine Finishing Standards for the Philadelphia Public Schools,” The Journal of Educational Research. March- April, 1926. 2 For more detailed information see: Department of Superintendence, The Junior High School Curriculum, Fifth Yearbook, National Education Associati Washington, D. C., 1927, Chapter XV Department of Superintendence, The Development of the High School Curriculum, Sixth Yearbook, National Educa tion Association, Washington, D. C., 1928, Spare XXII. Edgerton, A. H., Industrial Arts and Pre-V ocational Milwaukee, Wis., 1922. Edgerton, A. H., Findings Related to Industrial Arts Instruction, University of Wisconsin Press, Madison, Wis., 192 National Society for the Study of Education, Vocational Guidance and Vocational Education for the Inc dustries, Tl Education in Junior High Schools. Bruce Publishing Co so < Twenty-Third Yearbook, Part II]. Public School Publishing Company, Bloomington, IIl., 1924, pp. 201-327. Roberts, William E., Manual Arts in the Junior High School, U. S. Bureau of Education, Bulletin, 1924, No. 11. 89 5 Snedden, David, and Warner, William E., et al., Reconstruction of Industrial Arts Courses, with Special Referet to Aims and Objectives in Junior High Schools, Teachers College, Columbia University, 1927 [ 46 ] interest in school work, through the ee crete application of theory to practice con those pupils to whom the academic studies do not appeal strongly 9. To create interest in without industries the reference to arts and any their vo ational significance 10. To enable the minor repairs and the undertaking of minor pupil, through the making of construction in the home, to contribute to its economic ard material upkeep 11. To enable the pupil, through participation in his 4 cooperative problems, to perform better duty as a member of his home, his school, an his country 12. To serve as an introduction to vocational prevocational training and How determine the content of industrial arts courses? In determining the content of the industrial arts curriculum, as well as that of such subjects as art, music, and home eco- nomics, little work has yet been done which Studies have been of a practical type, dealing with the formulation of purposes, selecting materials can qualify as “‘scientific research.” to make courses harmonize with the purposes, and organizing the material selected into usa- ble form for teachers. Little tempted by way of evaluation through scientific has been at- testing. The following are suggestive sources of material for junior high school industrial arts courses: 1. A study of the backgrounds, capacity, and probable educational careers of the pupils to be trained. 2. The application of the psychology of inter- est, which leads to the development of more projects and fewer formal exercises. The making of kites, sailboats, bird houses, radio sets, and many other articles used in connec- tion with pupils’ leisure-time activities, and the performing of many production and ser- vice jobs found in connection with the home and community life are now commonly cepted practices in junior high school. 3. A community survey of the economic, social, and industrial conditions to determine what courses in industrial arts should be given as prevocational courses. Such a survey should be valuable quite as much for the elimination of certain activities as for the inclusion of other activities. 4. A local advisory committee to work with the school people in formulating courses in indus- ac- §. An studies examination of research studies, if such do industrial found, which the value of certain activities of can be have to with the schools arts courses in the junior high 6. A listing of projects in junior high school indus trial arts which individual teachers have helped pupils develop. 7. The experience of other cities with industrial arts courses in the junior high school. For example, some cities have abandoned short unit exploratory courses in industrial arts in the junior high school, on the basis that six eight, or ten weeks is too short a time for in structors to determine the aptitudes and abili If a study of the this should be carefully considered by cities con templating the introduction of ties of pupils. experience of many cities shows basis to be true it short-unit ex ploratory courses. 8. Questionnaire sent to the homes of every boy in the junior and senior high schools of a par ticular community to determine what activi repair and performed in the homes. ties of construction are being On the basis of the frequencies thus determined it is believed that a course of study can be developed that will function in meeting the immediate life needs of boys. Certain criteria for the selection and evaluation of this survey material are needed These were the criteria set up by the Denver junior high school industrial arts committee 1. From the standpoint of the home a. Frequency of home activities b. Frequency of tool processes c. Economic and social status of the home 2. From the industrial standpoint: Frequency of adult activities in the com munity. 3. From the viewpoint of the school situation: a. Child ability b. School facilities—Housing conditions, ap paratus, teaching force, supplies, and time. Current practice in junior high school indus trial arts—The composite programs of studies 2? presented on pages and 23 show that in- dustrial arts is a required subject in the sev enth and eighth grades and an elective subject in the ninth grade, in the majority of junior The topics included under “industrial arts” on page high schools. wide variety of elective 25 shows that much experimentation is going on. Current practice in junior high school in- dustrial arts is reported in the Fifth Yearbook of the Department of Superintendence for 30 trial arts. cities over 100,000 in population. Accord 1 For z complete report of the Denver industrial arts survey, see Research Monograph on Industrial Arts issued by the Department of Curriculum Revision of the Denver Public Schools. A review of this monograph neluded ir Fifth Yearbook, Department of Superintendence, National Education Association, Washington, D. C., 1927, pp. 4 r | L 47 ] a hs A lee ing to this report, the length of the short-unit course varies all the way from six to twenty weeks—the median length being ten weeks. Woodwork is given most frequently through- out the junior high schools; printing is sec- ond; electricity, third; sheet metal, fourth; and machine shop, fifth. The list of elective subjects offered in 139 junior high schools (see page 25) shows that the industrial arts program becomes progress ively richer from the seventh to the nint! grade—in fact, twice as many industrial a: subjects are offered in the ninth grade as com pared with the seventh. Art in the Junior High School! Changing conceptions as to the purposes of art education—Formerly all children whether talented or not were put through exercises in drawing for the purpose of acquiring skill. Today the major emphasis is upon teaching ap- preciation of fine quality of design—particu- larly in those objects and materials which now or in the future the child will need to select, arrange, or contemplate. To help children to know what is appropriate and beautiful, love that which is beautiful, and to cultivate good taste in selection and arrangement is the primary purpose in the teaching of art in the public schools. In what ways does the general public use its knowledge of art? Few people are pro- ducers of art, but all are consumers. People in all walks of life are called upon to select clothing, homes, and home furnishings. The choices which they make will depend, in part, upon their knowledge of the principles under- lying the right use of the three fundamental elements of art ; namely, line, mass, and color. In the past, teachers were sometimes more concerned with securing an exhibit of pretty drawings than they were in creating within pupils the ability to appreciate what is fine, and to make choices based upon this ability. The making of artists is not the primary purpose of an art course in the junior high school. However, in giving major emphasis to the development of appreciation, one of the duties of art teachers is also to discover and encourage art talent and lay the foundation for the later productive work of the talented few. 1 For more detailed information see: Creative expression versus imitation—A\ cording to the Art Education Committee ot the Sixth Yearbook of the Department of Su perintendence, another significant tendency is that of allowing and encouraging the child t express his ideas, conceptions, and visions free! and in his own way in some art form. ‘This phase of art education, known as creative ex- pression or creative design, includes work in many materials——painting, drawing, sculpture, and design. The progressive teacher lets the child express himself as a child, and leads him through these efforts to an appreciation ot the laws which govern all fine expression in terms of the elements of art—line, mass, and color. The value of creative expression, according to one art teacher ? is this: Through such attempts, crude and unusable as they may seem to us who have lost the vision ot the child, beauty as something to be achieved be comes a reality. The art instructor who grasps the opportunities contained within the present experiences of th: pupils to give expression to the creative imagina tion within, will through such directed child inte: est develop not just pretty objects, but power: power to again express, perhaps in finer form and in widely different medium; power to choos: rightly when choice rather than production is es sential. The course of study in art must be flexihl: —To a great extent, it should be based upon and guided by children’s interests, according to the Art Education Committee of the Six//i Yearbook of the Department of Superintend ence. For this reason, it is difficult and inad visable to make a hard and fast art program. This Committee points out that a fully out ttment of Superintendence, Research in Constructing the Elementary School Curriculum, Third Yearbook. \ urriculum, The Fifth Yearbook. National Education As: Superintendence, de Development o the High School Curriculum, Sixth Yearbook. National Edu Depa tional Education 2 es, hele ag . mn, D. ee My ter XTII Department of Superintendence, wnior Hi ¢ —. Leto > D. C., 1927, Chapter XV Department ce) tion Association, Washingto L' 2. Chanter Boas, Belle, Art in the S Se Doubleday, Page & Company, 1924, 128 p City, ? Poore, Shirley, “Blind ATs or bases Roads,” Fhe Journal of the National Education Resselation, Vol. XIV, No [48] December, 1925, pp. 283-284. lined and tabulated course of study, with every minute assigned and accounted for, may be satisfactory to administrators, but is most difficult for teachers to follow who are ear- nestly trying to develop sensitive, creative ability in children. When such a plan is fol- lowed, the tangible results may satisty those who ask for accurate and unimaginative pro- ductions. ‘The educational gain, however, may be negligible. Art education should lead not only to individual development but should contribute to the social well-being. Problems in art appreciation—These prob- lems should be organized to lead from chil- dren's immediate interests and needs in the home and community, into remote cities and countries. Roughly, the sequence of topics, according to Sixth Yearbook of the Department of Su- perintendence might be as follows: (1) Dress; (2) home; (3) minor arts, such as textiles, pottery, rugs, and metal-work; (4) local architecture ; (5) American architecture ; (6) architecture in other countries—styles and periods; (7) painting; and (8) sculpture. In the art appreciation course children should be given plenty of opportunity to criti- cize, judge, and select—especially those objects with which they come in contact now or will in later life. Research in Junior The composite programs of studies pre- sented on pages 22 and 23 show that music is a required subject in the seventh and eighth grades and an elective in the ninth grade in the majority of junior high schools. What constitutes musical talent? Accord- ing to the Committee on Research in High School Music which reported in the Sixth Yearbook of the Department of Superintend- Correlation—Art work presents an oppor- tunity for correlation with most subjects in the curriculum. Correlation, however, should not be carried to a point where art becomes merely the handmaid to other subjects. General welfare—W illiam McAndrew would have “art taught not for art’s sake but art for America’s sake.” According to him, consideration of others, courtesy, is subserved by a habit of harmonious coloring and suitable design in dress, in the painting and decoration of a house, a fence, an automobile, or a boat. A homelike and hospitable atmosphere about the place in which one lives; the decoration of personal letters with little drawings, colored initial letters, proper spacing and margin; consideration for the enjoyment of others, valentines for children in the hospitals, posters for public service; improvement of conduct satisfactorily advanced by the cultivation of refined taste, enjoyment of pictures, sculpture, architecture—all these contribute to the gen eral welfare. The school intends that the leisure time of its human output shall be helped: toward higher and away from lower pleasures. Art exercises and the work of the art teacher may and should be directed away from selfish enjoyment toward an increase of the happiness of others. High School Music? ence, musical talent is a hierarchy of talents, consisting among other things of many measur- able capacities; such as, the sense of pitch, the sense of time, the sense of intensity, sense of rhythm, tonal memory, etc. Persons who are endowed with musical capacities may with proper development become musicians, but it is very unlikely that training and practice in themselves can overcome deficiencies in musi- cal endowment. 1 See: Department of Superintendence, The Junior High School Curriculum, The Fifth Yearbook. National Eduea tion Association, Washington, D. C., p. 338. 2 See also: Department of Superintendence, Research in Constructing the Eiementary School Curriculum, Third Yearbook. Na tional Education Association, Washington, D. C., 1925, Chapter XIV. Department of Superintendence, The Nation at Work on the Public School Curriculum, Fourth Yearbook Na tional Education Association, Washington, D. C., 1926, Chapter XI. Department of Superintendenee, Tie Junior High School Curriculum, Fifth Yearbook. National Education Asso ciation, 1927, Chapter XIV Department of Superintendence, The Development of the High School Curriculum, Sixth Yearbook. National Educa tion Association, Washington, D. C., 1928, Chapter XIX. National Research Council of Music Education, Report, Bulletin No. 4, Music Supervisors National Conference Published by Paul J. Weaver, Editor, Music Supervisors Journal Chapel Hill, North Carolina, 1925 ykema, Peter , “Tests and Measurements in Music Education,” Music Supervisors National Conference, Pro ceedings. Paul J. Weaver, Chapel Hill, North Carolina, 1925. . Earhart, Will, High School Course of Study in Music, Bulletir No. 9, Department of Curriculum Study and Educa tional measurement and Research. Pittsburgh Board of Education, Pittsburgh, Pa., 1927. [49] es ~~ (7 = is based on the above Research Monograph. Trilling, M., Williams, F., and Wellman, M. T., Girls’ Philadelphia, 1926. Whitcomb, Emeline S., and Philli Problems in Home Economics. J. B. Lippincott Compar . Frank M., Statistical Study of Home Economics in Public High Schools, U. S Bureau of Education, Washington, D. C. Study completed, but not yet printed. [ $0] H ii 3. How they learn—by what method. +. What they are interested in. 5. What they know before starting on a course What they should know and be able to apply at the completion of each year of work What supplementary home practices and know] edge may be acquired at home. 8. Investigation of present-day practices and acti ities in the home—in various types of homes and communities. Is a carefully formulated junior high school home economics course, based on the pupil and community needs of one school system, suitable for all school systems? A son of the home economics activities of girls and mothers in the city of Denver and in rural communities and small towns of Kansas shows compari- such wide variation that it is impossible to use the same course of study in both places with equal success.’ There is a marked contrast between the two surveys regarding the relative frequency of purchase and home construction of cloth- ing and household articles. In the rural com- munities studied 82 percent of the clothing is made in the home; while in the city, the amount of this home sewing is 21 percent. In the rural communities more cooked home-made bread, and canned fruit is eaten —while in the city more ready-prepared cereal, baker’s bread, hot biscuits, and fresh fruit is The country girls have more care of cereal, eaten. the younger children in the family and do more laundry work. adult garments are remade for children in the country than in the city. How to ascertain the trend of activities in the homes of a particular city—The director of household arts in one city asked all junior and senior high school girls to fill out inquiry blanks consisting of 200 questions on the gen- eral topics of personal habits, food habits, girls’ responsibilities in the home, clothing, laundry, preparation of foods, finances, and extra activities. “These were among the find- ings: A great many more 1. Many meals are eaten outside the home and many foods are purchased already prepared; ' Carlisle, Lilybelle Lewin, 4 Comparison of the Home Xural Communities. Master's Thesis prepared at the | conomt letavities Iniversity of this seems to indicate that emphasis should be placed on selection as well as preparation of food. 2. Marketing or buying in its various phases, from the simple errands of the younger girls to banking by the older ones, is general, indicat ing that much more instructional material of this type is needed. 3. There is great lack of knowledge of finance of home. any form in the 4. Some care of little children is almost universal 5. Clothing is quite largely purchased readymade, showing that selection rather than construc tion must be emphasized—there was great lack of knowledge of cost of clothes. 6. A larger number of girls assist with laundry work and less electrical equipment is used than was supposed. 7. Girls do much outside the home—there is need of great emphasis being placed on use of leisure time. Studies similar to the above might well be made in many communities. “They would in- dicate the shortages of present curriculums in those home economics, and also point out problems which call for study and help from home makers, teachers, and other interested persons, if girls are to be prepared more ade quately to solve their problems. Efforts made to meet individual and com through home economics fifty munity needs review? of between and high courses showed that in addition to the foods and clothing units, such units as these Courses: A sixty junior school home economics usual were offered in one or more junior high schools: Personal hygiene, marketing and shop ping, budgeting, house planning, house deco- ration and furnishing, child feeding and care, home nursing including first aid to the in- jured, elementary textiles from consumer’s standpoint, care and repair of clothing, ethics in shopping, costume designing, mil- linery, art needlework, craft work, hospitality, higher life in the home, and wise use of leisure. Trips to stores, factories, canneries, laun- dries, and bakeries are incorporated as a fea- ture of many of the units of instruction. Girls and Mothers in a City a Colorado and filed in the library at the Universit \ugust, 1926. A detailed review is presented in the Fifth Yearbook of the Department of Superintendence Education Association, 1927, pp. 367-369 *See: The Junior High School Curriculun Fifth Yearbook, De tme r Su pe tendence, N I Association, Washington, D. C., 1927, pp. 380-38 wh : Research and the Curriculum in Scope and content of the field of health and physical education—Health and Physical Education as an administrative department, according to the Fourth Yearbook of the Department of Superintendence,’ includes logically these three phases: (1) Health serv- ice, (2) health education, and (3) physical education. Some feel, however, that physical education can best be administered in a separ- ate department. Health service includes the various protec- tive measures adopted by the school to con- serve and improve the health of children. Among these measures are: Health examina- tions; the follow-up program and correction of remedial health defects; daily health spection ; school sanitation ; first aid and safety provisions; immunization of school children against infections and communicable disease ; hygiene of instruction; and health of teachers, janitors or custodians, and other school officials and employees coming in contact with school children. Health education is the sum of experi- ences, in school and elsewhere, which favorably influences habits, attitudes, and knowledge re- lating to individual and community health. Physical education is the contribution made to the complete education of the child through big brain-muscle activities, including play, games, athletics, gymnastics, dancing, swim- ming, hiking, scouting activities, and similar programs. Space permits here of only brief mention of some research findings relative to health and physical education.? The goals of health education—According to the Committee on Health and Physical Education in Junior and Senior High Schools which reported in the Sixth Yearbook of the Department of Superintendence, these are the goals of health education: Health and Physical Education 1. To establish health habits and standards. 2. To instill a working knowledge of practica facts relating to cleanliness and sanitation, t food, fresh air, rest, exercise, games, sports and other types of recreation, the causes o preventable diseases, and the means of check ing them. 3. To build ideals regarding health, beauty, an service for self, school, and community tha: will result in better living, including props use of leisure time. 4. To develop the individual’s sense of respons bility, not only for his own health, but fo that of the community. Time devoted to health instruction in th: junior high school—The composite programs of studies on pages 22 and 23 show that health instruction is offered three times week as a required subject in all the junio: high school grades. Even in the ninth grade it is offered as a constant in more programs ot studies than is any other subject except Eng lish. All departments in a secondary schoo should contribute to health education *— Many school administrators are convinced that it will never be possible to set aside definitely for health teaching enough of the daily time available for school use so that al! the necessary habits may be formed and in formation acquired concerning health. Al school courses must be devised and taught in such a manner as to permit frequent oppor tunities for correlation with the various parts of the health program. ‘This adds interest not only to health teaching, but to the othe subjects. To illustrate, history becomes mor real when one realizes the influence of health and disease on the great movements of histor Health program of the junior high schoo must take into account individual difference: as well as general characteristics of adole: cence—In the junior high school, pupils are in the late pubertal and early adolescent period t Department of Superintendence, The Nation at Work on the Public School Curriculum, Fourth Yearbook. Nat Education Association, Washington, D. C., 1926, Chapter VIII. * For more detailed information see: Department of Superintendence, Research in Constructing the Elementary School Curriculum, Third Yearbook. tional Education Association, Washington, D. C., 1925, Chapter X. : Department of Superintendence, The Nation at Work on the Public School Curriculum, Fourth Yearbook. Nati Education Association, Washington, D. C., 1926, Chapter VIII. “2 Department of Superintendence, The Dez elopment of the High School Curriculum, Sixth Yearbook. National Ed tion Association, Washington, D. C., 1928, Chapter XXIV. Joint Committee on Health Problems in Education of the National Education Association and the American Me Association, Health Education. National Education Association, Washington, D. C., 1924. 161 p. a - Lerrigo Marion O., Health Problem Sources, Contributions to Education, No. 224. Bureau of Publications, Teac! College, Columbia University, New York City, 1926. 151 p. Rogers, Frederick R., Physical Capacity Tests in the Administration of ._ ‘satel Education, Contributions to Educat No. 173. Bureau of Publications, Teachers me ; Columbia University York City, 1925. 93 p. Wood, Thomas D., and Cassidy, Rosalind F., The New Physical Education. New York, The ‘Macmillan Com; 1925. 457 p. ® See: Department of Superintendence, The De volopenent of the High School Curriculum, Sixth Yearbook, Nat [ 52] Education Association, Washington, D. C., 1928, p. 470. in pe ns th ims hat 1101 IOT arts rest lore 1c les Ce ll 10d i GHa with the girls physiologically about a vear Content of courses in healt} id physical older than boys of the same age. education—The questions which conf se the The avoidance of overstrain is an essential makers of curriculums in health and physical factor in the care of the junior high school education cannot in any instance be completely group. ‘The injection into the junior high of and fully answered by available research. the senior high school athletic program—too In the meantime, the schools of the country often an apeing of the less desirable aspects are looking for the best available guidance, of the college program—is lamentable. relative to immediate health teaching. Two Physical capacity tests* are being developed Tecent reports * are available which give an so that individual needs can be met in physical authoritative compilation of technical state education classes. Without the application ments and a consensus of protessional opinions. of these tests, those whose physical condition All teachers of health and physical education and fitness are low are often given the same will find these reports of interest. training as those in perfect condition. Mental hygiene—The tendency has been Each pupil should be given a physical ex- too largely to consider a child as an ensemble amination at the beginning of each semester Of lungs, tonsils, teeth, eyes, feet, and posture to discover remedial physical defects. In- with little attention to the child as a whole. dividual daily or weekly health charts should One of the hopeful phases of health work is be kept, since checking up at home and at the increasing use by school departments of school is necessary if proper health habits are psychologist and psychiatrist in inaugurating to become part of the daily life of the child. definite mental hygiene programs. l See: Ro gers, Frederick Rand, Physical Capacity Tests in th nistratior f Pi 1 ! ( Educatic No. 173. Bureau of Publications, Ts ers College, Columbia University, N. \ * An intensi ve ey aluation of present practices relative t ealth education is being made by the Ame an Child Healt Association 0 Seventh Ave., New York, N. ¥ Joint Conesi ttee on Healt h Problems in Education of the National Education Association and t ‘ ‘ {. Association, Health Education National Educatior Asso iation, Washington, D. C., 1924 ’ Department of Superintendence, Sirth Yearbo Chapter XXIV, Health and Physical Ed t ‘ High Schools. National Education Association, Washington, D. ¢ 1928 CHART VI a niente | THE FOUNDATION FOR HEALTHFUL LIVING | IS LAID IN THE PUBLIC SCHOOL Yearly Death Rate Per 1000 People a7 4 28.0 98 | a 26.0 ve “aa o4 a x 2 — 8 -| iTS ” e7 -_ 15.0 I a | q ’ Pin ig a . | 10 Cw. 815 to 1850 Gulesotoi90 1800 1905 110 1915 1920 1925 * Health as a rd is a pucchasable commodity and the pric a is education.” Diusion of Research Natioadl Fducatioa Cssanation ee 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. Helpful Books Dealing with Junior High School Problems 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 professiona! reading. What books dealing with the gen eral problems of the junior high school ar: 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 JUNIOR HIGH SCHOOL ties and Limitations. i Title Author Publisher Year of Publication Junior High School Education Davis, Calvin Olin | World Book Company 1924 Junior High School Procedure Touton, Frank Ginn and Company 1926 Charles, and | Struthers, Alice Ball) The Junior High School Briggs, Thomas H...| Houghton Mifflin Com- | 1920 pany The Junior High School Smith, William Aus- | The Macmillan Company .| 1925 ’ ten The Junior High School Koos, Leonard V | Ginn and Company 1927 Junior High School Life. . Thomas-Tindal, Em- | The Macmillan Company 1924 ma V., and Myers, | } Jessie du Val | Psychology of the Junior High School Pupil Pechstein, L. A.,.and | Houghton Mifflin Com- | 1924 | | McGregor, Anna pany | | Laura The Junior High School at Work.... Bruner, Herbert Bas-| Teachers’ College, Co- | 1925 ; : |} com | lumbia University | 4 Junior High School Practices: a collection of articles | Lyman, Rollo L.and | Laidlaw Brothers. . | 1925 dealing with junior high. Cox, Philip W.L. | | | ~The Junior High School Curriculum | Department of | National Education As- | 1927 | ; Superintendence. | _ sociation. | The Junior High School...... | Bennett, G. Vernon..| Warwick & York. . 1919 The Junior High School Idea . | Van Denburg,| Henry Holt and Com- | 1922 ; } Joseph King. pany. | | Junior High School Curricula Hines, Harlan The Macmillan Company .| 1924 ee Cameron. | 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. | Creative School Control gy Cox, Philip W. L | J. B. Lippincott a 1927 | Our Evolving High School Curriculum... Davis, Calvin, O. ...| World Book Company. . 1927 | A Guide to Educational Measurements | Hines, Harlan | Houghton Mifflin Com- 1923 } Cameron. pany. | The Practice of Teaching in the Secondary School | Morrison, Henry | University of Chicago 1926 | Clinton. Press, Chicago, Ill. Pupil Adjustment in Junior and Senior High Schools | Reavis, William | D. C. Heath & Co..... 1926 Claude. Extra Curricular Activities in Junior and Senior High | Roemer, Joseph, and | D. C. Heath & Co...... 1926 Schools. Allan, Charles | Forrest. | Ability Grouping in the Junior High School Ryan, Heber Hinds, | Harcourt, Brace......... 1927 | and Crecelius, | Philipine. Constructive School Discipline. . | Smith, Walter Rob- | American Book Company. 1924 inson. | The Small Junior High School; A Study of its Possibili- | Spalding, F. T. | Harvard University Press 1927 New York City, N. Harrisburg, Pa.; Calvin O. Angeles, Among those contributing to the above list were: W. D. Armentrout, Director of Training Schools, Colorado State Teachers College, prey, Colo.; Thomas H. Briggs, Professor of Education, Teachers College, Columbia University, Y.; W. H. Bristow, Assistant Director, Secondary Education, Department of Public Instruction, Philip W. L. Cox, Professor of Secondary Education, New York University, New York City, N. Y.; vis, Professor of Education, University of Michigan, Ann Arbor, Mich.; Jesse B. Davis, Professor of Educa- tion, Boston University, Boston, Mass.; Leonard V. Koos, Professor of Secondary Education, University of Minnesota, lis, Minn.; Jessie D. Myers, Instructor in English, Oliver Wendell Holmes Junior High School, Philadelphia, Pa.; J. Orin Powers, George Washington University, Washington, D. C.; Joseph Roemer, Professor of Secondary Educa- tion and High School Visitor, Gainesville, Fla.; William A. Smith, Department of Education, University of California, Southern Branch, Los Angeles, Calif.; Alice Ball Struthers, Principal, Thomas Starr King Junior High School, Los Angeles, Calif.; P. W. Terry, University of North Carolina, Chapel Hill, N. C.; Emma V. Tindal, Principal, Oliver Wendell Holmes Junor my. School, Philadelphia, Pa.; Frank C. Touton, Professor of Education, University of Southern California, Los alif.; and Joseph K. Van Denburg, Examiner, Board of Education, New *’ork City, N. Y. [ 54] . lists. The first ten books in this table were 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 actrtvities in English, science, and social studies should Should the curriculum be organized on the subject the junior high school pupil engage ? 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 of the first steps is to discover what scientific work has already been done in each subject, and what is the con- sensus of expert opinion as to further desirable development. ‘This is sometimes difficult to discover. Some of this thought, however, is crystallized in the more desirable texts. In 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 by: (1) subject, or (2) by a lack of agreement as to 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 a cording to subjects should not lead the reader to inter that the suggestion is made that cur riculum should be content organized in “water-tight” subject compartments. Value of Selected Bibliographies Since the influences which may have re sulted in the choice of particular books are not known, the number of times that any one book is mentioned should not be given too much weight. The fact that some of the books listed are more recent than others, and hence are not so well known, undoubtedly accounts for their not being mentioned more often. It would appear that the total list of 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. 2. 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 Author Publisher Pcttnelen Art Through the Ages; an Introduction to Its History Gardner, Helen Harcourt, Brace ind 1926 and Significance. Company Art in the School Boas, Belle Doubleday, Page & Com- 1924 pany The Fine Arts, A Manual Brown, Gerard | J. Murray, London 1916 Baldwin Composition: A Series of Exercises in Art Structure for Dow, Arthur Wesley Doubleday, Page & Com- 1924 the use of students and teachers pany Applied Art, Drawing, Painting, Design, and Handi- | Lemos, Pedro Joseph.| Pacific Press Pub. Assn 1920 craft; Arranged for Self-Instruction of Teachers, Mountain View, Cali- Parents and Students. fornia Enjoyment and Use of Color Sargent, Walter Charles Scribner's Sons 1923 Junior High School Life Thomas-Tindal, Em- | The Macmillan Company 1925 ma V., and Myers, Jessie du Val Organization and Teaching of Art; a Program for Art | Winslow, Leon Loyal.| Warwick & York 1925 Education in the Schools. Better Citizenship Through Art Training, a Syllabus | Beck, Minna McLeod] A. L. McClurg & Co 1921 for High Schools, Colleges, or Study Clubs. Twelve Great Paintings; Personal Interpretations Bailey, Henry Turner| The Prang Company 1913 L 55 J * Dae 2 pS ee ee eee eee ms ART EDUCATION—(Continued) Applied Drawing History of Art The Domain of Art Art, for Amateurs and Students Junior High School Education Essentials of Design F Course of Study in Art for Grades Seven, Eight and Nine, Course of Study Monograph Number 7 Fifth Yearbook, The Junior High School Curriculum. Theory and Practice of Teaching Art History of Architecture on the Comparative Method: _for Students, Craftsmen and Amateurs Vision and Design ails Curriculum Practices in the Junior High School and | Grades 5 and 6; Supplementary Educational Mono- graphs No. 25. Art in Every Day Life Junior High School Curricula Applied Art: A Collection of Designs Showing the Tendencies of American Industrial Art. The Beginnings of Art in the Public Schools Teaching of Industrial Arts in the Elementary School Minimum Course of Study A Color Notation; an Illustrated System Defining All Colors and Their Relations by Measured Scales of Hue, Value and Chromo; Made in Solid Paint for the | Accompanying Color Atlas. The Appreciation of Art. On Drawing and Painting A Study of Costume; From the Days of the Egyptians to Modern Times. The Appreciation of Sculpture, a Handbook P's and Q's; A Book on the Art of Letter Arrangement Your Home Beautiful; A Manual of Interior Decora- ee. — estions to Fit Your Means—to Suit Your - | Walker, C. Howard, Taste—to Express Your Individuality. The Significance of the Fine Arts Color in Everyday Life. A Manual for Lay Students, Artisans and Artists; The Principles of Color Com- bination and Color Arrangement and Their Applica- tions in Dress, Home, Business, the Theater and Community Play. Figure Construction A Method for Creative Design Potter's Craft Goldstein, | Mc Murry, Author Brown, Harold Haven; Hal James; Izor, Es- telle Peel; Watson, Ernest W.; and Ensign, Raymond. Carotti, Giulio | Conway, Sir William Martin. Cox, George James... Davis, Calvin O.. . De Garmo, and Winslow, Leon Loyal. Denver, Colorado. . Department of | Superintendence, National Educa- tion Association. Dow, Arthur Wesley. | Fletcher, Sir Banis- ter Flight. Charles, Publisher Atkinson, Mentzer & Company, Chicago. | E. P. Dutton & Company. J. Murray, London Doubleday, Page & Com- | pany. World Book Company Fry, Roger Eliot... | Glass, James M Harriett Irene, stein, Vetta. Hines, Harlan Cameron. Martini, Herbert E., | Editor, et al. Mathias, | E Margaret oA 3.3 Eggers, G. W.; and McMurry, c A. Moore, Ernest C., Chairman, Re- ports of Commit- tees on Minimum Essentials of Ele- mentary Educa- tion Munsell, Albert Henry. Neuhaus, Karl Eugen. Ross, Denman Waldo. Sage, Elizabeth Sturgis, Russell Tannahill, Sallie Bell. Taylor, Lucy D and others on Committee on Education of the American _Insti- tute of Archi- tects. Weinberg, Louis Bement, Aion Best Maugard, Adolpho. | Binns, C. F | University The Macmillan Company Public Schools, Colorado. Department of Superin- tendence, National Education Association. Denver, Teachers College, Colum- bia University. Charles Scribner's Sons Brentano's, New York City. of Chicago, Chicago, Ill. | The Macmillan Company and Gold- | The Macmillan Company | F. K. Ferenz, New York City. | y | Charles Scribner's Sons. The Macmillan Company. The Macmillan Company Munsell Color Company, Boston. Ginn and Company..... Houghton Mifflin Com- | pany. Charles Scribner's Sons.. Baker & Taylor Co., New York. Doubleday, Page & Com- | pany. George H. Doran Com- pany. Marshal] Jones Company. Moffat, Yard and Com- pany, New York. Gregg Pub. Co Alfred A. Knopf.........| Van Nostrand Co...... Year of Publication 916! 1923 1901 1926 1924 1924 1925 1927 1919 1924 1923 1919 1924 1912 1926 1904 1923 1925 1926 1921 1926 1922 Among those contributing to the above list were: C. Valentine Kirby, Director of Art, Department of Public Instruc- tion, Harrisburg, Pa.; C. Edward Newell, Di University of California at Los Angeles, Los An Seattle, Wash.; Lucy S. Silke, Director of Art, rector of Manual Arts, Boston, Mass.; hicago Public Schools, Art Education, Baltimore Public Schools, Baltimore, Md. hicago, II1.; Walter H. Klar, Supervisor of Art and Hand Work, Department of Public Schools, Springfield,Mass.; (Miss) Shirley Poore, Assistant Director, Art eles, Calif.; Clara P. Reynolds, Director of Art, Seattle Public Schools, and Leon L. Winslow, Director of Department, [ 56] COMMERCIAL EDUCATION “ommerci ols. ourse of Study in ¢ Senior High Sch« Commercial Subjects in the Jur Elements 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 Curriculum Bulletin No. 18 Survey of the Commercial Education in the Jur Senior High Schools of Racine, Wisconsin. The Junior High School . 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 liylles Survey of Junior Commercial Occupations, Bulletin No. 54. Commercial Studies, Course of Study Monograph N > 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: E. Iowa City, lowa; Walter D. Cocking, Teachers College, ¢ M irks, Hurlburt, Brewer, ] ‘loyd s, James M Kirk, John and Wage Mary A St. Louis Board tion Blackstone, Ea Briggs, Thomas Henry. Carkin, Seth Ballou, and Haynes, B. R ‘Davis, Calvin Olin. Denver, Colorado. Department of Su- perintendence, Na- tional Education Association. Federal Board for Vocational Educa- tion. Los Angeles Schools. McGill, Florence City Nichols, Frederick George. Prosser, Chas Ray and Allen, Charles Arthur W.; William Staples, Ross, Anderson, L.; and Cc Schoch, Parke, and Gross, Murray Touton, Frank Charles, and Struthers, Alice Ball. Wilkes, Frederick A.; York, G. M.; and Terrill, C. J University of the State of New York Year of Publisher her Publication University Chicago, Ill. The John C Company, phia. Board of Louis, Educat Missouri Board of Educati Racine, Wisconsin Houghton Mifflin ( pany. Rochester Public Sch World Book Company Public Schools, Denver Colorado Department of tendence, Education Su perin- Nati Association Federal Board for Vo« tional Education Los Angeles City Scho« Gregg Publishing Com pany, N. Y American Book Compar The Century Co American Book Company American Book Comp Ginn and Company Ronald Press Compar New York. University of the State of New York Press, Al- bany. G. Blackstone, College of Education, State University of lowa, umbia University, New York City; R. I Hamilton, Assistant Superintendent, Sioux City, Public Schools, Sioux City, lowa; and F. G. Nichols, Graduate School, Harvard University, Cambridge, Mass. ENGLISH Title 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 Schools. | Webster, Author Cleveland, Board of tion. Leonard, Andrus. Harlan Smith, D. \ Bolenius, Miller. Ohio, Educa- Sterling | J. B. Lippincott Com- pany. Edward | World Book Company , and Emma Year of Publisher Publication Board of Education Cleveland, Ohio. 1921 192? 1927 Houghton Mifflin pany. Com- 1917 pots ee A ahd H* ENGLISH—(Continued) Course of Study in English, Grades VII, VIII, [X and xX Curriculum Adjustment in the Secondary Scho« Fifth Yearbook, The Junior High School Curriculum, p 87 The Te aching of Literature Teaching English in Junior High Schools Report on Reorganization of English in Secondary Schools, Bulletin No. 2 Teaching English in Elementary and Junior High Schools, A Manual of Method Supervised Study of English Program of Studies and Standards for Organization of Junior High Schools. Course of Study in English, Years VII-XII The Junior High School How Much English Grammar? Literature for Grades VII, VIII, and IX The Teaching of English in the Secondary School Teaching of Spelling Junior High School Procedure Among hese quasetation + to the above list were: New York University, New York, N. Y New York, N. Y.; R. L. Boston, Massachu- | Board of Education, Bos- 1925 setts, Board of ton, Massachusetts Education. Cox, Philip W. L., | J. B. Lippincott Com- 1925 and Lyman, R. L. pany. Department of Su- | Department of Supe rin- 1927 perintendence, Na- tendence ational tional Education Educ ation Associ ation Association. Fries, Charles C.; | Silver, Burdett and Com- 1926 Hanford, i ae pany. and Steves, H. R Hawley, H. L Houghton Mifflin Com- 1924 pany. Hosic, James Flem- | U. S. Bureau of Educa- 1917 ing. tion. Klapper, Paul D. Appleton and Com- 1925 pany. McGregor, Anna | The Macmillan Company 1921 Laura. Montgomery, Ala- | Department of Educa- 1924 bama, Depart - tion, Montgomery, ment of Educa- Alabama. tion. Pennsylvania State | Pennsylvania State De- 1923 Department of partment of Public Public Instruction. Instruction. Smith, W. A The Macmillan Company 1225 Stormzand, Martin | Warwick and York 1924 James and O'Shea, Michael W. Stroh, Mary Margaret, Teachers College, Colum- 1926 bia University Thomas, Charles | Houghton Mifflin Com- 1917 Swain. pany. Tidyman, Willard F..; World Book Company 1919 Touton, Frank | Ginn and Company 1926 Charles, and Struthers, Alice Ball. Howard R. Driggs, Aesodene Piste « of the Teaching of English .; James F. Hosic, Lyman, Department of English, University of Chicago, Chicago, Illinois; Professor of English, University of Nebraska, Lincoln, Nebr Professor of Education, Teachers College, Columbia University and J.W searson FOREIGN LANGUAGES = Title Methods of Teaching Modern Languages Art of Teaching and Studying Languages The Principles of Language Study The Teaching of German in Secondary Schools French—Junior and Senior High School—Grades VIII to XII, Course of Study Monograph No. 15 The Cleveland Plan for the Teaching of Modern Lan- guages with Special Reference to French. French Pronunciation; Principles and Practice and a Summary of Usage in Writing and Printing. Sillent Reading: A Study of the Various Types, pp. 149. The Administration of Secondary Schoo! Units The Practice of Teaching in Secondary Schools, pp 436-437 The Oral Method of Teaching Languages; a Monograph on Conversational Methods. Modern Studies Precis de Prononciation Francaise Spanish in the High Schools; a Handbook of Methods with Special Reference to the Junior High Schools : Year of Author Publisher Publication ~~ Charles | World Book Company 1923 art. Gouin, Francois. . . Philip & Son, London 1896 Palmer, Harold E. . G. G. Harrap & Com- 1921 pany, Ltd., London. Bagster-Collins, Eli- | The Macmillan C ompany 1904 jah William. Denver, Colo., Pub- | Public Schools, Denver, 1925 lic Schools. Colo. de Sauzé Emile | John C. Winston Com- 1924 Blais. pany. Geddes, James Oxford University Press 1913 Judd, Charles Hub- | University of Chicago 1922 bard, and Buswell, Press, Chicago, III. Guy Thomas. Koos, Leonard V. University of Chicago 1917 Press, Chicago, III. Morrison, Henry | University of Chicago 1926 Clinton Press, Chicago, III. Palmer, Harold E. Heffner & Sons, Ltd., 1921 Cambridge, Eng. Report of the Com- | His Majesty's Stationery 1918 mittee on the Posi- Office, London, Eng. tion of Modern | (Eyre and_ Spottis- Language in the wood, Ltd., Printers). Educational Sys- tem of Great Britain | Rousselot, Pierre | H. Welter, Paris ....... 1902 Jean, and Laclot- te, Fauste. Wilkins, Lawrence | B. H. Sanborn & Co..... 1921 Augustus. Among those contributing to the above list were: Maro S. Brooks, Superintendent of Schools, Medford, Mass.; B. de Sauzé, Director of Foreign Languages, Board of Education, Cleveland, Ohio; Jacob Greenberg, Director of Ponti -ign 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 The Laws of Health and How to Teac! School Program in Physical Educat The Organization and Administration Education Subject Matter in Health Educat yn Source Book in Health and Physical Official Handbook on Athletics for Girls an Pedagogy of Physical Training How to Live: Rules for Healthful Living Gates-Strang Health Knowledge Test High Schools and Sex Educatior Health Education, A Program for Publ Teacher Training Institutions The Normal Course in Play in the training of playground and recre: Health Problem Sources The Newer Knowledge of Nutrition he for the preservation of vitality and health Exercise in Education and Medicine Course of Study, Physical Education for Senior Hi Schools. x} gn The Child, His Nature and His Needs; a survey of present day knowledge concerning child nature and the promotion of the well being and education of the young. Education in Health Course of Study in School Health, Hygiene and Physi- ology, Grades 9 to 12. Manual of Personal Hygiene; proper training upon a physiological basis by American authors Individual and Mass Athletics Our Health Habits The Principles of Physical Education Personal Hygiene Applied The New Physical Education Health, Through the Prevention eases. and Control of Dis- Among those contributing to the above list were H. Keene, M. D Education, Public Schools, Philadelphia, Pa. . Professor of Hygiene and Director of Physical Education, University of Buffalo erick W. Maroney, M. D., Director, Department of Health Education, Atlantic City Public Schools N. J.; Jay B. Nash, Associate Professor of Physical Education, School of Education, New York University N. Y.; N. H. Pearl, Supervisor of Health Education, Detroit Public Schools, Detroit, Mich; Carl Schrader Physical Education, Department of Education, State House, Boston, Mass.; and W 4. Stecher, Director of Phy 3 Supervisor Author Publisher Year of Publication Winslow, Charles E Charles E. M \ ur William- pa son, Pauline Brooks Hetheringt Clark World B k « ) WwW Williams, Jesse | The Macm ( ) Strang, Ruth May Bureau Pub 1926 Teachers ( leg ( lumbia Universit Wood Thomas D The Macmillan Com ) and Brownell Clifford I Committee on Wo- American Sports Pub 19 men's Athletics, ing Co 45 R American Physical Street, New York Education Associ- ition Cramptor Dr. ( The Macmillan ¢ ) Ward Fisher, Irving, and Funk and Wag 191 Fisk, Eugene Ly- Company man Gates, Artl Irv- Teachers College, ¢ 925 ing, and Strang, bia Universit. y Ruth May York City Gruenberg, Benja- | U. S. Public Health S 19 min ¢ vice, Treasury D r ment, I S. Gov ment Printing Off Joint Committee on Thomas D. Wood, 525 1924 Healt Problems W. 120th Street, > in Education of York ¢ National Educa- tion Association ind American Medical Associa- tion Lee, Josep! 4. S. Bart New 1925 Lerrigo, Maria ) Bureau Pub Teachers Colleg ( lumbia Universit McCollun Elmer The Macmillan ¢ 1925 U., and Simmonds, Nina icKenzic Robert Ww B. Saunders ( 1923 I pany, Philadelp! P Oakland, California Board of Educati oO 1925 Board of Educa- land, California tion O'Shea, Michael Children's Foundat 1924 Valpar iso, Indiar Payne, Er h Lyons and Carna ) George Pennsylvania State | Pennsylvania State D 1923 Department of partment ': F Public Instruction Instruction Pyle, Walter Lytle, | W B. Saunders ¢ 191 Editor pany Staley, Seward Charles 4. S. Barnes 1925 Whitcomb, C har- otte Townsend, and Beveridge, John H Rand McNally & ¢ 1926 Williams, Jesse F W. B. Saunder- ( 19? Williams, Jesse F W. B. Saunders Con 192 pany Wood, Thomas D., | The Macmillan ‘ 192 and Cassidy, Rosa- | lind F Wood, Thomas D., | World Book Company 1926 and Powell, Hugh | Grant Walter W. Davis, Seattle Public Schools, Seattle, Wash.; Charles Bufta N. Y.; Fred Atlantic City New York iCa ECONOMICS Home Economics in the Elementary and Secondary Curriculum Construction Home Economics, Research Monograph No. 1 The Elementary School Curriculum........ Course of Study for Junior High Schools and Goates 7, 8, and 9, Course of Study Monograph No. Art In Every Day Life Foundations of Method of Home Economics in Secondary Schools, Bulletin No. 5. The House and Its Care 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 Home Economics in Education | Curriculum Making in Los Angeles, Educational Monogra . 20. How to Make a Curriculum The Junior High School Principles of Clothing Selection. . 5 riment with a Project Curriculum Essentials of Sewing Household Arts for Home and School, Vols. land II..... Junior High School Education. . Course of Study for ge High Schools, Course of Study Monograph No. Fifth Yearbook, The ‘alatl High School Curriculum. . fae dn Te i at Sl oe The Education of the Consumer The Redirection of High-School Instruction...... ae ete Elementary Home Economics The Practice of Teaching in the Secondary School. . Adolescence and High-School Problems How to Know Textiles Home Economics Education Problems of Secondary Education eS How to Make a Curriculum.......... Bobbitt, John Frank- | Houghton Mifflin Com- 1924 lin. pany Industrial Arts for Elementary Schools Bonser, Frederick | The Macmillan Company 1923 Gordon. Principles and Methods of Industrial Education for Use Dooley, William | Houghton Mifflin Com- 1919 in Teacher-Training Classes. Henry. pany. Essentials of Sheet-Metal Work and Pattern Drafting Dougherty, J. S F. J. a ake & Co., Chi 1918 Mechanical Drawing for High Schools French, Thomas McC raw-Hill Book Com- 1919 Ewing and Sven- pany. sen, Carl L Exploring the Manual Arts Friese, John Frank The Century Co 1926 Manual Arts in the Junior High School Friese, John Frank St. Cloud, Minn., Board 1925 of Education. Supervision of Special Subjects; with Special Applica- | Greene, Leon Sher- | Bruce Publishing ( 1922 tion to the Supervision of Manual and Industrial man. Milwaukee, Wis. Arts. Teaching Manual and Industrial Arts; a Textbook for | Griffith, Ira Samuel Manual Arts Press, Peo- 1924 Normal Schools and Colleges. ria, Ill. Woodwork for Secondary Schools; a Textbook for High | Griffith, Ira Samuel Manual Arts Press, Peo- 1916 Schools and Colleges. | ria, I. Psychology of High School Subjects....... Judd, Charles Hub- | Ginn and Company 1915 bard. Mechanics of the Household; a Course of Study Devoted | Keene, Edward | McGraw-Hill Book Com- 1918 to the Domestic Machinery and Household Mechan- ics. Examples of Industrial Education............. Spencer. pany. Leavitt, Frank Mit- | Ginn and Company 1912 chell. Administration of Vocational Education P . yne, Arthur | McGraw-Hill Book Com- 1924 Frank. pany Organization of Vocational Guidance Payne, Arthur McGraw-Hill Book Com- 1925 Frank. pany. How to Teach a Trade............. Selvidge, Robert anual Arts Press, Peo- 1923 Washington ria, Reconstruction of Industria] Arts Courses; with Special | Snedden, David, and | Teac hers C ollege, Colum- 1927 Reference to Aims and Objectives in Junior High | Warner, William bia University. Schools. E., et al. Vocational Education...... a ee Snedden, David | The Macmillan Com- 1920 Samuel. pany. Job Sheets in Household Mechanics Tustison, F. E Bruce Publishing Co 1924 Milwaukee, Wis. Among those contributing to the above | list were: C hasies F. Bauder, Director, Industrial Arts, Philadelphia, 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, Ill. [ 61 J = LATIN Title The Classical Investigation, Part I An Inventory of English Constructions with Measures of their Importance. Vocabulary of High School Latin, Contributions to Education No. 9 An Etymological 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 First Latin Lessons Junior Latin Lessons Elementa Prima Principles 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 Monographs No. 20, pp. 99-101. Junior High —_ < ne Chapter 10, Foreign Languages, pp, tee. Denver Junior High School eee in Latin, Mono- graph No. 5, Latin in Grades 7, 8, and 9. Curriculum Practices in the Junior High School and Grades 5 and 6, Supplementary Educational Mono- graphs No. 25. Latin for Grades 9 to 12, Curriculum Bulletin No. 43 Author American Classical League — Advis- ory Committee. Thorndike, E. L Lodge, G. 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, = D., and Ewing, L. L. Gray, Mason D Gray, Mason D., and a. , 3 Otis, A. T Hurlbut,Stephen A Bobbitt, John Frank- | lin Davis, Calvin Olin Denver, Colo., lic Schools. Glass, James M Pub- St. Louis, Mo., Board tion. of Educa- Publisher Princeton Press. University Teachers College Record Vol. 28, pp. 580-610 Teachers College, Colum- bia University Indiana University Silver, Burdett and Cuow- pany pane York State Depart- ment of Education Scott, pany. Ginn and Company Foresman and John C. Winston Co Rochester Board of Edu- cation. Ginn and Company D. C. Heath & Co St. Albans Press University of Chicago Press, Chicago, II! World Book Company Public Schools, Denver, olo. University of Chicago, Chicago, III. Board of Education, St. Louis, Mo. Year of Publication 1924 Feb., 1927 1909 1925 1922 1926 1925 1926 1927 1926 1926 1922 1925 1924 1924 1926 ~ Among those contributing to the above list were: Mason D. Gray. Head of Latin and Greek Departments, Rochester Public Schools, Rochester, N. Y. ; Wren Jones Grimstead, artment of Education, University of Pennsylvania, Phila- delphia, Pa.; Frances E. Sabin, Director, Service Bureau i lassical Teachers, Teachers College, Columbia University, New York City. Tests and Measurements in Music C. C. Birchard & Co. Boston. MUSIC Title Author Publisher Year of 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- | C. C. Birchard & Co., 1919 son. Boston. Psychology of Musical Talent 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. cinta. Chapel Hill, The Voice of the Boy; a New Conception of Its Nature |Dawson, John James.; E. L. 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 oes. Charles | American Book Company. 1909 } ubert. How to Study Music.............. a 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. o ,; ee Baker, olis, Minnesota. ; ar | Music Appreciation in the Schoolroom Giddings, Thaddeus | Ginn and Company 1926 PS rhart, Will; | Newton, Elbridge } { W.; and Baldwin, | Ralph. | | Music Appreciation Based Upon Methods of Literary | Hamilton, Clarence | Oliver Ditson Company, | 1902 | Criticism. Grant. Boston. Kwalwasser, Jacob. . 1927 MUSIC—(Continued) Instrumental Technique for Orchestra and Bands Maddy Joseph E The W s M Exhaustive and Practi Text Book for Te er nd G ngs, 1 pany Conductors and Students P Introduction to Music Appreciation and History Mover Dorothy Oliver Dits ( Trembk Bostor Everybody's Guide to Radio Musi Scholes, Percy A Oxford University | New York The Melodic Method in Sct 1 Mus Taylor, David Clark The Macmillan Con & Among those contributing were: John W. Beattie, Director, Public School Music, Northwestern U1 rsity S of Music, Evanston, IIl.; Will Earhart, Director of Mus Pittsburgh Public Schools, Pittsburgh. P | Kwalw Professor of Music Education, College of Fine Arts, Syracuse University, Syracuse, N. Y.: Russell V. Mors Dir Supervisor, Department of Music, Board of Education, Cleveland, Ohio; Max Schoen,Carnegie Institut i ogy. Schenley Park, Pittsburgh, Pa.; and Carl E. Seashore, Dean, The Graduate School, State Unive tw of low City, lowa MATHEMATICS Year of Title Author Publisher Publication Teaching Junior High School Mathematics Barber, Harry ( Houghton Mifflin Com- 1924 pany Reorganization of Mathematics in Secondary Education., Young, J. W., Chair- | Houghton Mifflin ( 19 man, National pany Committee on Mathematical Re- quirements Fifth Yearbook, The Junior High School Curriculun Department of Su- Department of Superir 19 perintendence, Na- tendence, National Ed tional Education ucat on Association Association Tentative List of Objectives in the Teaching of Junior Schorling, Raleigh George Wahr, Ann Arbor 1925 High School Mathematics; with Investigations for Michigan the Determining of Their Validity Mathematics in the Junior High School Clark, John R Gazette Press, Yonkers 1925 New \ ork The Second Yearbook—Curriculum Problems in Teach- National Council of Bureau of Publications 19 ing Mathematics Teachers of Math- Teachers College, Co ematics lumbia University The First Yearbook—General Survey of Progress ir National Council of Charles H. Austin, Oak 1926 the Last Twenty-five Years Teachers of Math- Park High School, Oak matics Park, Ill The Psychology of Algebra Thorndike, Edward The Macmillan Company 1923 Lee; Cobb, Marg- aret V.: Orleans, Jacob V.3 and others Mathematics Course of Study for Senior and Junior | Baltimore, Mary- | Department of Educa 1924 High Schools land, Department tion, Baltimore, Mary of Education land Illustrated Manual in Mathematics for Grades Seven | Chicago, Illinois, | Board of Education, Cl 1923 and Eight. Board of Educa- cago, Illinois tion Mathematics for Junior High School, Grades 7, 8 and Denver, Colorado, | Public Schools, Denver, 1926 9, Course of Study Monograph No. 17 Public Schools Colorado 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 Junior High School Mathematics Hart, Walter Wilson.| D. C. Heath & Co 1921 and Wells, W Teaching of Arithmetic Lennes, N. Johann The Macmillan Company 1923 The Teaching of Elementary Algebra Ligda, Paul Houghton Mifflin Com 1925 pany. Self-Directed School Miller, Harry Lloyd | Charles Scribner's Sons 1925 and Hargreaves, New York. Richard T Practice of Teaching in Secondary Schools Morrison, Henry | University of Chicag 1926 Clinton Press, Chicago, II] The Teaching of Algebra Including Trigonometry Nunn, T. P Longmans, Green & C« 1912 Corrective Arithmetic for Supervisors, Teachers, and | Osburn,Worth James | Houghton Mifflin Com 1924 Training Classes. pany Arithmetic for Teachers Roantree, William, | The Macmillan Company 1925 and Taylor, M.S Reconstruction of 9th Grade Mathematics Rugg, Harold Ord- University of Chicag: 1918 way, and Clark, Press, Chicago, II! J. Roscoe Mathematics for Grades VII, VIII and IX, Curricu- | St. Louis, Missouri, | Board of Education, St 1926 lum Bulletin No. 12. Board of Educa- Louis, Missouri tion. The Teaching of Junior High School Mathematics Smith, David Eu- | Ginn and Cympany 19 gene, and Reeve, William David New Methods in Arithmetic Thorndike, Edward | Rand McNally & Com- 1921 Le. pany. The Psychology of Arithmetic ‘ Thorndike, Edward | The Macmillan Company; 1922 et Among those contributing to the above list were: E. R. Breslich, President, School of Education, University of Chi 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, Superintenden t 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 Referen and Research, University of Michigan, Ann Arbor, Mich 63 | stn ee ee ee ee ed — SCIENCE Title Author | Publisher | Year of } Publication Investigations in the Teaching of Science in the Ele- | Curtis, Francis Day.| P. Blackiston's Son & Co 1926 mentary and Secondary Schools. | The Reorganization of Science in Secondary Schools, | Caldwell, Otis D., | U.S. Bureau of Education | 1920 Bulletin No. 26. Chairman, Com- | mission on the | Reorganization of | Secondary Edu- cation, Appointed by the National Education Associ- | ation. | The Teaching of General Science .| Eikenberry, William | University of Chicago | 1922 | Lewis. Press, Chicago, Ill. How to Teach General Science | Frank, Joseph Otto. .| Castle-Pierce Press, Osh- | 1925 kosh, Wis. Fifth Yearbook, The Junior High School Curriculum; | Department of Su- | Department of Superin- | 1927 Chapter XI. perintendence, Na- tendence, National Ed- tional Education ucation Association. } | Association. Teaching Science in the Schools. ... Downing, Elliott | Universit of Chicago 1925 Rowland. Press, Chicago, III. Bird Biographies. ................. | Ball, Alice Eliza....| Dodd, Mead & Company. | 1923 Sixteen Units of Study Pamphlets on Science | Boston, Massachu- | Board of Education, Bos- 1924 setts, Board of ton, Massachusetts. Education. Concerning the Nature of Things............... Brags. Sir William | G. Bell & Sons, Ltd..... 1924 enry. The Teeching of Science and the Science Teacher; the | Brownell, Herbert, | The Century Co....... 1925 relation of science teaching to education in general. General Science in the Junior High School at Rochester, oad Wade, Frank Carpenter, Harry A.. General Science Quarterly 1917 New York, Part I, Organization and Aims. 1:46-53; and 2:255—267. | 1918 po > eS ee | Clark, AustinH.....| Van Nostrand Co... . | 1925 Ge DS oc jk cawkiewdn eva 640060 .....| Downing, Elliott University of C hicago 1924 Rowland. Press, Chicago, Ill. Biology in Secondary Schools—A Yearbook in the | Finley, Charles | Teachers College, Co- | 1926 principles of the training of biology teachers. William. lumbia University. The Education of the Consumer................ ..| Harap, Henry.. .| The Macmillan sey mod 1924 an c Crete deen eehtead duds cascceee’s ae. Vernon Ly- Hall-McCleary and Com- | 1908 pan DOGG TR. o 5g casa ce wenivss se ' Lee, Willis Thomas. .| Van Nostrand Co..... 1926 Los Angeles Course of Study i = General Science, Course | Los Angeles, Cali- | Board of Education, Los 1926 of Study Monograph No. 2 fornia, Board of Angeles, California. | _ Education. Evenings ie es ea ead wi | Proctor, Mary......| Cassell & Co., N. Y...... 1924 ST eee | Slosson, Edwin E....| The Century Co...... 1924 The Teaching of General Science in Element: ary Schools | Trafton, Gilbert... .. Houghton Mifflin Com- 1918 pany. ee ree eee Twiss, George Ran- | The Macmillan Company 1917 cour. New York Syllabus in General Science, Bulletin No. 821.) University of the | University of the State of 1925 ? | State of New York. New York, Albany. | General Science Instruction in the Grades. ...... Webb, Hanor A..... | George Peabody College. . 1921 Teaching of Science seeeednras | Woodhull, J. F...... | The Macmillan Company.| 1912 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, University of Michigan, Ann Arbor, Mich.; Otis W. Caldwell, Professor of Education and Director, Lincoln Institute of School Experimentation, Teachers College, Columbia University, New York City; Joseph R. Lunt, Acting Supervisor of Science, Intermediate Schools, Teachers’ College of the City of Boston, Boston, Mass.; Edwin E. Slosson, Director, Science Service, Twenty-first and B Streets, Washington, D. C.; Ralph K. Watkins, School of Education, University High School, University of Missouri, Columbia, Mo.; W. G. Whitman, Editor and Man- ager, General Science Quarterly, State Normal School, Salem, Mass.; and Edward E. Wildman, Director, Division of Sci- ence, Philadelphia Public | Senects, emmeatien BuiGng No. 3, 1522 ) Coamey Street, vamaaeigms, | Pa. SOCIAL STUDIES Title Author Publisher : | Year of | 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. } 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. 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. | Experimental Curriculum-Making in the Social Studies.| Gambrill, J. M...... } ——. Publishing 1924 | om Twenty-Second Yearbook, Part III, The Social Studies | National Society for | Public School Publishing | 1923 in the Elementary and Secondary School. the Study of cation. Company, Blooming- ton, II. SOCIAL STUDIES—((Continued) The Teaching of Government; report to the Am Political Science Association by the Committe: 1 ience Associa Instruction tic The Teaching of Community Civics, Bulletin N Barnard, James Lynn; Carrier, F W.; Dunn, Arthur W.; and Kingsley, Clarence D The Curriculum Bobbitt, Franklin Houghton Mifflin pany Curriculum Investigations, Supplementary Education Bobbitt Franklin, | University of ( Monographs No. 31. and others Department of tion, How to Make a Curriculum Bobbitt, Franklin, .. Houghton Mifflin ¢ pany Modern Educational Theories Bode, Boyd H The Macmillan Company Essentials of Americanization Bogardus, Emory | Jesse Ray Miller, [ Stephen versity Avenue, Los Angeles Curriculum Problems. . Briggs, Thomas | The Macmillan Compar Henry Curriculum Construction Charters, Werrett | The Macmillan Company Wallace Senior High School Curriculum, Supplementary Edu- | Counts, George Syl- | University of cational Monographs No. 29. vester Department tion. Reports of the National Council for Teaching the Social | Dawson, Edgar, Sec- | Hunter College, Studies. retary, National City Council ot the Social Studies Teaching of the Social Studies Dawson, Edgar, Sec- The Macmillan ¢ retary National Council of the Social Studies Fifth Yearbook, The Junior High School Curriculun Department of Su- Department of Superi: Chapter XII. perintendence, Na- tendence, National tional Education ucation Associat Association The Reorganization of the Social Studies in the Secon Dunn, Arthur W., J. S. Bureau of Educ ary School, Bulletin No. 28. Chairman, Com- tion mittee on the Re- organization of Secondary Educa- tion, A ppointed by the National Education Asso- ciation. Citizenship in School and Out; for the first six years of Dunn, Arthur W., D. C. Heath & ( school life and Harris, Han- nah Margaret Geography in World Power............. . |Fairgrieve, James E. P. Dutton & ¢ pany, N. ¥ Lessons in Civics for the Six Elementary Grades of City Harris, Hannah M U. S. Bureau of Ex Schools, Bulletin No. 18 tion. Training in Citizenship, Chapter XX Hatch, Roy W Charles Scribner's Sor 1926 New York Principles of Human Geography. ... Huntington, Ell- | J. Wiley & Sons, | 1920 worth, and Cush- 432 Fourth Ave ing, Sumner W. York. Teaching of History in Elementary and Secondary | Johnson, Henry The Macmillan Company 1915 Schools. Te aching of History, with Chapters on the Teaching of Klapper, Paul D. Appleton and Com 1926 Civics; a Manual of Method for Elementary and pany. Junior High Schools. f History as a School of Citizenship; with a Foreword by Madeley, Helen M Oxford University Press 1920 the Master of Balliol London Type Studies from the Geography of the United States, | McMurry, Charles | The Macmillan Company 1904 ist Series. Alexander Teaching Technique of the Secondary School Morrison, Henry | Edwards Brothers I 1924 Clinton Arbor, Michigan Bulletins on Character Education ; Oakland, California, | Public Schools, Oakland 1926 Public Schools California. Keeping Pace with the Advancing Curriculum, Re- | Research Division, | Research Division 1925 search Bulletin, Volume 3, Nos. 4 and 5. National Educa- tional Education Ass tion Association ciation Social Science Pamphlets, Essentials in Geography, Rugg, H. O., Rugg, | Lincoln School, Teachers History, Civics. E. U.. and College, Columbia Ur Schweppe, Emma versity, New York Citizenship and the School Showan, P. B The Macmillan Company Guide to Readings in Civic Education, Bureau of Re- | Thompson, Olive University of Californi search in Education, Study No. 11 A Press, Berkeley, ( Teaching of History in Junior and Senior High Schools Tryon, Rolla Milton Ginn and Company A Scale for Measuring the Importance of Good Citi- | Upton, Mrs. Sieg- | Teachers College, Colum zenship. ried M., and Chas- bia University, New sell, Clara F York City Educ Among those contributing to the above list were: William L. Connor, Chief, Division of Records and Special Ser Board of Education, Cleveland, Ohio; Henry Harap, Cleveland School of Education, Cleveland, O} Roy W. Hat Teachers College, Columbia University, New York City, N. ¥ : Howard C. Hill, Department of History ar ther Soc Studies, School of Education, University of Chicago, Chicago, Ill.; Daniel C. Knowlton, Assistant Pr f Education, Graduate School, Yale University, New Haven, Conn.; L. A. Pechstein, College of Educati of Cincinnati, Cincinnati, Ohio; and Earle U. Rugg, Head, Department of Education, Colorado State T« Greeley, Colo. [ 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 likes and “The adolescent child has more his talents and his weaknesses, his dislikes. problems to meet inside himself than ever happened to him before or than ever will happen again,” according to Henry C. Mor- While general exploratory free electives, and opportunity for creative pupil activities all aid in the realization of rison. courses, school counseling make them really effective Many of the more progressive junior high schools have scientifically with a keen understanding of adolescent youth who are freed from classroom duties to c ordinate all the activities of the school having to do with personnel problems. 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 ? 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! programs are necessary to trained counselors The counse! Ten special faculties. Table 10 is a compilation of their answers. The books are arranged according to frequency of mention. such functions of the junior high school as recognition of individual differences, explora- tion, pre-vocational training, and orientation, TABLE 10—BOOKS DEALING WITH SCHOOL COUNSELING AND GUIDANCE® | Publisher Year of Publication 4 Proctor, William M.| Houghten, Mifflin Co. Myers, George E....| The Macmillan Company Edgerton, A. H. oa we Macmillan Company Reavis, William C. . C. Heath and Co. Kitson, Harry D.. ae “©. Lippincott Company | Allen, Frederick J. arvard University Press. | Réucatiens! apd Vocational Guidance The Problem of Vocational Guidance Vocational Guidance and Counseling. . Pupil Adjustment in Junior and Senior High Schools Psychology of Vocational Adjustment A Guide to the Study of Occupations (Bibliography) . Principles and Problems in Vocational Guidance Allen, Frederick J...| McGraw-Hill Book Co. The Occupations. Teachers Manual, by Mildred E. Gowin, E. B., Wheat- | Ginn and Company. . Lincoln. ley, M. A., and Brewer, John M. | Brewer, John M. Davis, Jesse B. | Allen, Frederick 14 Brewer, John M., and others. Payne, A. F. Bliss, Walton B. Fryer, Douglas . > y n 7 Ss 1924 | Fresno, Calif., Course of Study in French, of Study, Part VI, Modern Language J.andS. H.S : *7 } B and Ss. H.S 77 1926 | Fresno, Calif., Course of Study in Latin *6 1924 | Vermont State Dept , Manual ane von ge 1926 | Fresno, Calif., Spanish, J. and S. H. S *12 of ry Past IX, Latin and Greek, J ‘ 1926 | Fresno, Calif., German in J. and S. H. S *3 a Vv and r D Hi Thee \ = 1926 | Fresno, Calif., Course of Study in French * | 1924 = Se igh 7 ‘No. bee 35 Fresno, Calif., Spanish, J. and S. H. S *5 aa w Foreign Languages, ‘ ol. 7, No. 1 Harrisburg, Pa., J. and S. H. S. Course in 1923 ee. HS” Provisional Cours #3 Foreign Language, Latin *10 923 | Wast rencn, J D. Cc p a, 1924 | Johnstown, Pa., Modern Languages—French 192 ashington, -. wep 9S TOVIRONS Culm . and Spanish *12 _ Spanish, J. H. S . 5 1925 | Lakewood, Ohio, English, French and Latin 1923 le ag | 7. + Provisional Cours: *s Courses of Study 42 , Latin, J. H. m 1922 | Lansing, Mich., Courses of Study in Foreign 1926 | Wilmington, Del., Program of Studies, Latin Languages: Latin, Gr. 7-12; French, Department, H. S 6 Gr. 7-12; Spanish, Gr. 11-12 47 e . _ 1923 | Los Angeles, Calif., Course of Study Mono- } GENERAL OONSTEMS ew graph No. 13, Latin 48 | = 2 1925 | Lynn, Mass., French, Tentative Course, J 1922 | Ardmore, Okla., Course of Study, J. and H , 4 ee “6 Ss ” * Mimeographed sheets. [71] eae ae oe oe os | Cee Raa > Bee 4 Pgh Twa 7 AA ee stipe Oe Per Ea. + cee ote ap ey a — 1 A mn — Delccasy — a tae? TABLE 12.—JUNIOR HIGH SCHOOL COURSES OF STUDY PUBLISHED SINCE 1920—Continued N f Yy | Titl °o. 0 | ry No. of ear itle pages Year | Title pages GENERAL COURSES IN cITy SCHOOL | GENERAL COURSES IN CITY SCHOOL SYSTEMS—contd. | | SYSTEMS—contd 1921 Amarillo, Tex., Course of we Rules and — a aN penn increases Study ra | Regulations, J. and S a 39 | @eetk, eed tel 8 Oe & Came of Ghee +] “22 | : 1923 | South Bend, Ind., J. H. S. Course of Study. 15 1926 | Athens, Ohio, Brief ADLE of Aims, re and Content of the Courses in | is | — “Mass. : hepdea - bea ee of 8 1922 pom? 5, ge for H. ‘s. =a +4 1927 | Springfield we Fpegeset J. _ yg = aH m4 oe | oe “| | oropali, Nev urriculum Study, Gr. / *35 1921 | Berkeley. Calif. Ene Cousse of Study in the - 1926 | Vallejo, my Coaree of Study, Geo. Wash- Modern School... . . . . aT 4 5 Serre 15¢ 1921 | Boston, Mass., School Document No. 2, | Warren, Ohio, Courses of Study for the War- | Statement ‘of Principles and Procedures ren High Schools...... . #20 sos La ae Page | - 1923 | Washington, D. C., Plan of Organization of es | See Me Ee eee i | sis bindetiiacetss cies’ | 97 | Organization and Administration of In- | GENERAL oma IN STATE SCHOOL termediate Schools............... a YSTEMS 1926 Boston, Mass., School Document No. 17, | — oe Course of de 4 for J. fst 4 49 | P z i ~ . : oloraco e ourse 0 tudy for DRE - — -wedieenederestrel Ie Public Schools: Vol. Il, Outline for J 1926 Bryan Cit T ~ | rT en ee: eee eee ee ee ee ee eee 255 ies City, Tex. a 2a Suady. Gr. 611. 1920 me gee and Course of Study, J. and too eee ere | wm | 2 | LSA HLS. oe eee tee eee eee 155 B City, eagle ; af 1925 ee Ad Dept., J. H. S. Manual..... 43 ryan ity. om one ae Siaey, J. and #31 | 1925 —"t} conse of Study and Manual, J. 926 | Ch . Wis., Course of Study, ( se, . ONG Se FE. Son cece ccseccrscers 108 an topeme Pots — _ — . — - ; *] 1921 | Massachusetts State Dept., J. H.S S. Manual 60 1926 | Charleston, West Va., Organization and Ad- | | 1923 ee, [om and Course of Study, J. 133 | ~ | | BE Ge The Dec cccesbcecvesesoce x | Jrand and Courses of Study for | 301 | +1925 Miesourt a ae Courses of Study, Bul- 925 | Charlotte, N. C., Course of Study, J. and S. ‘|e etin No and S. H.S....... 132 . “aL eS iach m0 Comes of Study, J. and S. | 111 1923 — ep Training High Schools, 926 | Charlotte, N. C.. Supplementary Cou | ourse of Study............ 65 192 | ar’ tee My a a 1925 oy teed Dept., Bulletin No. 14, tory, Health, dA - H. | RC MONE COE Fo Bie Be sc cccsceecce 110 1924 | Columbus, Ohio, y-H. Sees cal t 1923 | Utah State Dept., Coie of Study, J. H.S.. 520 1925 | Elizabeth, N. J.. Course of Study, J. and S. | 1927 | Utah State Dept., J. H. S. Organization and od aaa , 16 | Administration............... 72 1920 |Fort Wayne, Ind., Course of Study, J. H. S.. | | 1923 | Virgin Islands, Course of Study for the J.H. Ne tea ite a ead n'g kk ol | 95 | 1 Gr. 7-9... os owen eee ee 86 1926 | Hannibal, a Course of Study, H. S., J. | 1921 West, Virginia ots Dept., Course of Study 191 i | > epee : i thse” acd aaah © beet eda le 1925 | Highland Park, Mich., High School Yearbook.| Mi 1926 | West, Virginia State Dept., Organization, 1924 | Holton, Kans., Course of Study, J. H. S | 3 anne a Courses of Study 201 h | -a 5 CD weccccsecesoresese ) 1925 | Jo nstown, Pa.. ae ee and Senior High | 39 1927 | SS State mh. Goenaimsion. 1921 | Kalamazoo, Mich., Course of Study and | ministration an ourses of Study . : - } for J. and S. H. S. (Revised Edition) 417 Manual of Instruction, Book IV, J.and | | 4924 | Wisconsin, Manual for the High Schools of 1924 | Kent, Ohio, Course of Study, J.H.S_. |||. ‘| 945 WOME. csc ccc cccccsescscceses 195 Laurel City, Miss., Course o Study, J. and | HEALTH AND PHYSICAL EDUCATION PEE io hae r ae | 88 | 1926 | Baltimore, Md., Hygiene Course of ®tudy, 1920 | Lexi gton, Ky., Course of Study, J. and S. | EO RES 2 8S ee } 84 ESE AEE ASAE ON to 1923 | Berkeley, Calif., Physical Education, includ- 1926 | Lincoln, Nebr., Curriculum and Building | ing Hygiene, Elementary and J. H. S. 63 Needs in the H. S., Report No. 8, Supt. | | 1920 | Boston, Mass., Physical Education for Latin hist Mats badankadess vx > = and Day High Schools and for Ninth 1923 | Lorain, Ohio, Course of Study for J. H.S.... asl *73 | Grade in Intermediate Schools........ 34 1923 Macomb, Ill., Course of Study o yaad | 17 | 1926 Boston, Mass., Physica! Education for the 1924 | Muncie, Ind., Course of Study, J.andS.H.S. 47 | a he - ~ pgeetsl and Day Intermediate 1924 | New Hampshire State Dept., Program of | ae ee rea 16 Studies, Grades VII and VIII, Adminis- | | Charleston, W. Va., Health and Physical i itnnkes Cidkwinhs penne een04s. 30 | +}. Education............... 00 .eeees 1/ 1927 | Newton, Mass., J. and S. H. S. Curricula Charleston, W. Xe, Physical Training and | | SiG hen kh aes ebenhd e060 29 ealth—J. ee ee 20 1925 | Nutley, N. J., Bulletin No. 2,J.andS.H.S..| 27 1921 | Cleveland, Lio, Course of Study, Hygiene, 1925 | Nutley, N. J., Bulletin No. 4, J. and S. H.S 38 H.S.. 2.2.0.2. eee seer ees 16 1926 | Oakland, Calif., Handbook for Course of 1926 | Detroit, Mick. Athletic Manual of the High Study Committees... .....0.sscceees. 55 Schools, 1926-1927............... 54 Tors | Pittsfield, Mass., Courses of Study, J. H.S.. *R1 1924 | Duluth, —_. Physiology and Home Nurs- . NS, SR ei aes 1! 1926 ~~ Sere. Comoe ounee, 7s 1923 ey A 4 Physical Education, : 1924 | Richmond, Va., Course of Study, J. H.S..... 148 EN ERE AA ide yaad pel = 25 23 sermon mi. << Weert eel tudy, J.a S © SOrrrrirrrririree 54 Harrisburg, Pa., Hygiene, J. and S. H. S *4 1925 | Salt Lake City, Utah, Courses in J. and S. Harrisb rom Pa., ease. J J. and S. H. S GU kr cebachiciedndes bh eencaes 6040s il (Supplementary SS» s shtuncs os *6 Santa Monica, Calif., Program of Studies, Bereee. siiee J. and S. H. S. Physical vos WYTTTTTITIL LT 5 Ce SSCSECERSEN Ocodeegeocece ) 1926 Shorewood (Milwaukee), Wis., Course of 1925 | Ithaca, 'N. ny. Health Education in the ’ hen" = 9 Sea erres *99 Ithaca Public Schools............... 10 * Mimeographed sheets. [72] TABLE 12.—JUNIOR HIGH SCHOOL COURSES OF STUDY PUBLISHED SINCE 1920—Continued No. of No. of Tit Year itle pages Year Title pages ; HEALTH AND PHYSICAL EDUCATION HOME ECONOMICS—-contd. contd. : , 9? onan te non alas { Kenosha, Wis., Physical Education, J. H S *19 1924 Bay hold’ “ J ‘ae set = wc : Hic - Kenosha, Wis., Physical Education, J. H. S *12 y mae A, He \aeraains 7 1923 | Los Angeles, Calif., Course of Study Mono- 9? B yo - - Id , cfnm Be si graphs, Corrective Phy. Ed 14 1926 - “yo shew m1 = ned — 1922 | Massachusetts State Dept. of Education, vay . ot kon * _ 4 - Set , , A — Physical Education, Manual for Teach- De tons o No. — sate Schools ers in Elem. and J. H. S 104 sen. | teeta ie, Ges ad Dei _ 1924 | Massachusetts State Dept. of Education _ — ~ ‘ehold \ ut G, 9 9 es : Physical Education in the J. and S. H.S 64 Cl aan WW Va H td : "aia iH 4 1925 | Missouri State Dept. of Education, Physical ar ston, oy SES SCOURGE - Education in J. and S. H. S 212 > be , 1925 | Missouri State Dept. of Ed., Physical Educa- a sco aa oe ne tion Syllabus, Part II 3 ost | Dicer "Colo "'R a h N 1924 | New Jersey State Dept., Course of Study 192: a “E +. oe h Monograt : , Physical Education 47 . fr agg seen 1923 | Oak: ad. Calif., Physical Education for J 1925 Denver, ¢ i , Course of Study Monograph H. Ne ». 12, Home Economics, J. H. S., Gt pias 9 135 ? j 3 fo tic Gs . 1923 one ind, Gi f., Rules for Athletic Game 34 1922 De wo it, Mich., Course of Study, Domestik wot : Science, Intermediate Grades 40 Os cos N Ss S y z & Oo (Cs »*< > rSica , chkosh, Wis. a 7 : ames, Physical *>? 1926 Detroit, Mich., Recipes for Instruct 1923 Pennsylvania State Dept., School Health, eee ry Mee ang . ee ee ? is « ze « 8) G . 2! 9 | : > = . 1923 ie eee te : School Health ; 1924 | Duluth, Minn., Physiology and Home Nurs 2: sylvania Stz 4 ' ; a 15 Hygiene and Physiology, Grades 9-12 148 > ing, 1926 | Philadelphia, Pa., Course in ‘Health Educa- 1926 | Duluth, Seee., Food Study, Ge 1S tion, J. H. S., Gr. 7-9 46 +34 ere ay + poees ay ookery, Gr. 9 1 . 2 uluth, Minn., Garment Making, Gr 13 heste cs Ss s, 7 , ee oy Y., Athletics and Stunts, J. H. 6 1924 | Duluth, Minn., Related Art, Gr. 9 17 Rocheste ~ N.Y Athisticn Stunts and 1925 | Duluth, Minn., Elementary Dresemaking N. - ! cs, § s and Gr 9 *12 Tumbling, J. H. S. Boys *10 ; 1925 Duluth, Minn., Foods, Gr. 8 *( ‘ Yan ; . —— 4 N. ¥., Folk Dancing for J. H. S *2 1925 | Duluth, Minn., 7. Making and St . ; ‘ of Clothing, s 11 ches , N. . Fo al Gy astics fo Roc Hes ter Y., Formal ymnastics for J ii 1925 Duluth, Minn., Housekeeping, Gr *4 - 7 : ation 1925 | Duluth, Minn., Textiles, Gr. 7 *5 ache ester, N. ¥., Formal Gymnastics, J. H. #2 1925 Florida State Dept., Course of St . ~ -— wa Ye " ha anstirva Home Economics *¢ Rochester, N. .. Formal Gymnastics, J — 1923 | Indiana State Dept., Bulletin 65, Hom Rochester, N. Y., Games, J. H. S. Boys *3 1925 | Lak ee . - ° = aay i ” Rochester, N. Y., Gymnastic Dancing, J. H ” - Sao » Ohio, Home Econom . 7 Boos #9 Manual Arts. . 3 Rochester, N. Y., Health Topics, J. H. S 1922 | Lansing, Mich., Course of Study, Hom: —s 1923 | Detroit, Mich., Mechanical Drawing, High ay SRE trees. ee 122 | Schools, Elementary Projection, Devel- 1926 | Portland, Maine, Home Economics... . 7: 2 i opments, Sheet Metal Drafting... .. 41 1923 | Porto Rico, Spanish, * ‘Curso De Estudios En | 1923 | Detroit, Mich., Opportunities and Require- . and s STIS sia di: ache: ms teat oped 12 Mg my : —— 1925 | Pueblo, Colo., Outline of C ourse of Study in | mente in Local Occupations, Part II 111 Home Economics, 5 ae 29 1924 pam. Mich., Auto Mechanics Lesson f | ig i | Es Ka bass oer ep weaned» 104 | noms — Legmasheld Arts, Relation of | *> ff 1924 | Detroit, Mich., or anical Drawing, " Inter- Rockford, Ill., Tentative Course, Household | | 1925 eae? ee Sieciticat ans Sa ae SI SS nnn ienataeiak teeth eee .--| %36 eal . - — 1926 | St. Lo ) "79 | | j tectural Drawing, J. H.S... 59 rome ew sa pone Sree, | Gr. 7-9, | gs || 1926 Detroit, Mich., Meckadicel Drawing Stand- | San Diego, Calif., Course of Study for. Home } I ards and Conventions, J. 44 Economics, Dept. of J. and S. H. 22 | 1924 Duluth, Minn., Electricity, Gr ‘8. 13 San Francisco, Calif. Clothing, Gr. SA +g | 1924 | Duluth, Minn., Forging, Gr. 7. 10 1925 | San Francisco, Calif., Femtetive Course, a. Datatk? ae then Ori er ®. 4 \ | a € r Deum Seoncien, J. Two-year Course, | = , 1924 | Duluth, Minn., Printing, Gr. 8 . 12 Home Economics, Co. H. S......... | ag | 1924 Duluth, Minn., ne Metal, Gr. Bo on 10 1923 | Texas State Dept., Suggested Outlines for | _ 1924 | Duluth, Minn., Wood Turning, a oh 4 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 | Pree tucation, 1922-27. ‘Tand SHS ” Ss a re, J. anc * A ry a ’. — baeneneanen J. 54 1927 Fresno, Calif., Smith-Hughes Shop Courses *28 1923 | Washington, D. C., Provisional Course ot | 1927 Fresno, Calif., J. H. S., Industrial Education *39 os | w Study in Domestic Science for J. H.S....| *7 | a ~~we Pa., J. and S. H. S., Practical si 192 ee ee a, ee ne ms it ee ee eae a0 1926 | West Allis, Wis., Suggestive A ANWTR | — ny on Y Np om. J. > qi “H's *27 H : s y, rinting in the wi perme aAERNS. 7: and *22 eenenion, spay), American — ekg: sak Oe ee 8 eera “} ! ounders Company)............- 24 | INDUSTRIAL ARTS || 1938 | Johnwtown, Bengal Ane J HS) 8 ‘ . . Study, Book V, 1925 Aanngeee, Mass., Mechanical Drawing, J. H. | . " Art one iagestatel Arts, Gr. Aa 12 90 ck ath cle Pete abel aie. A eno: ual T » Ss *5 1925 Ae. Tex. ‘ Course of Study in Manual enetinn Wis. onal ae J. *) OS FF Sap peep : 60 > 1926 | a a. Industrial Arts Education, LaCroeee. _— ? SON TO " widance, 1.8. *38 | Sf SOR re ere eee : 121 1923 | Lo f m.s 73 1923 Berkeley, Calif., Industrial peuestion, | 1923 yk sy Cones of Staty. J. B.S... No. page a a Study Monographs, No. aS 159 oh SRP ERT er eh eee .| 143° | 1923 | Los Angeles, Calif., School Publication No. 1923 | Berkeley, Calif., Prevocational Industrial | eR re 105 Education, Gr. 7-9.............. 44 1923 | Los Angeles, Calif., School Publication No. 1920 Boston, Mass., Special Syllabus, Shop Work, OEE: 135 sone a . 9. ospcansssass: sansa as. 57 28 1923 | Los poo. ee School Publication No. » Ma 00 Doc ume oO. x bp A I 8 oc oc cceeweeces 61 _ » hog Manual Training, Gr 48 om 75 1923 | Los Angeles, Calif., School Publication No. oston, Mass., 00 sument No. 16, 69, Carpentry and Mill Cabinet Work 60 4 Manent Training, Mechanic at 1923 | Los Angeles, Call. School Publication No. s, Prevocational, Gr. 6-8........... 9, Machine Shop Practice.......... 128 1923 Cincinnati, Ohio, Industrial Arts, Gr. 5-8. . .. 41 1923 | Los Angeles, Calif., Cabinet Making...... 52 Cae See Oe by oem and - 1925 van, Mass., Tentative Course, Civics and echanica wing, J. Fi. S.......... I: Chee dc nebdwlec dcctvey ss *13 1924 — Ohio, Tek Mechan- ons 1925 | Lynn, Mass., Tentative Course, Industrial ca wing, J. an 5 ere MA 066-0 vale’ caplae Reese rns is ces *16 1923 —— aa ome ——— 1926 Missouri $ State Dept., Industrial Subjects, ucationa uidance, ondary and S. H. S., Bulletin No. 4........ 50 — Emphasizing the Life Career e 1927 mx La ke roe General | cleo eg Den teciteMtieicsesetvese: «+t Gh BF. Rn Rss ok veasa5-0s Ass 109 1922 a. “yn , Sy 1924 | New tee hy State Dept., Program of ry-Out Course, Industrial Course for Studies, Part V, Practical ‘Arts, Gr. 7, 8 30 Intermediate Schools................. 20 1922 | Oakland, Calif., Related Drawing for Smith- 1922 eer * Mich., Bench Work in Wood, Gr. Hughes Classes...........-....-. - 7 SO EES Ore TT 11 1922 | Oakland, Calif, Machine Shop for Smith- 1922 Detroit, Mich. Bectrical Work Ps “ a Classes, Course of Study Series ate ools a echnica’ § 88 FF .. fl .. 4 Feb Wes cer eies Wes ers rsb6sducc ccs 7 1922 | Detroit, Mich., Pattern Making, J. H ‘ 12 1922 | Oakland, Calif., Pattern Making and Cabinet 1922 Detroit, Mich., Mechanical Ree Per- Making, Course of Study Series No. 9. 7 ne pe i es. a ee 25 1922 Oakland, Calif., Course of any Series No. ° ich., mentary in ing, . upations, H-8 and L-9 ........ 12 Book Repair and Rebinding........... 68 1922 | Oakland, Calif., Course of Study Series No. 1922 | Detroit, Mich., Tool Exercises ad Working 31, Shop Mathematics and Elementary Directions, Elem. Shop Work in Wood. . 24 Mechanics for Continuation Classes... 5 1923 | Detroit, Mich., Mechanical Drawing, Inter- 1922 | Oakland, Calif., Course of Study Series No. mediate and H. S.............. 0.000. 26 32, Drawing for Continuation Classes. 6 * Mimeographed sheets. [74] TABLE 12.—JUNIOR HIGH SCHOOL COURSES OF STUDY PUBLISHED SINCE 1920—Continued Year Title oot Year Title pk. INDUSTRIAL ARTS~—contd. MATHEMATICS-contd. 1922 | Oakland, Calif., Course of Study Series N Hackensack, N. J., Mathemat M 33, Auto Repair in Vocational Continua- Arts Course, J. H.S tion School = 5 Harrisburg, Pa., General Out nM 1922 | Oakland, Calif., Course of Study Series N matics, J. H.S *9 34, Cabinet Work for Continuat Harrisburg, Pa., J.andS. H.S.M . Classes Ss Huntington Park, Calif., Syllalt 1922 | Oakland, Calif., Course of Study Series No metic, Gr. 7, 8 "10 36, Oxygen-Acetylene Welding and Kenosha, Wis., Algebra, Gr. 8, 9 . Cutting for Continuation Classes 3 1924 Kenosha, Wis., Arithmetic, Gr 8 *4 1922 | Oakland, Calif., Course of Study Series No 1923 Los Angeles, Calif., Course of Study M 38, Electric Work for Continuati graphs No. 27, Supplementary Prob Classes 6 lems in Algebra 3 1922 | Oakland, Calif., Course of Study Series N¢ 1925 | Lynn, Mass., Mathematics Fentativ 39, Forging for Continuation Classes 6 Course, J. H. S *O 1923 | Oakland, Calif., Mechanical Drawing f 1925 Maryland State Dept., School Bullet H.S 18 Notes on Teaching of H. S. M 1924 | Oakland, Calif., Course of Study Series N matics 40 20, Sheet Metal Work, J. H. S *13 Massachusetts State Dept P 1 ry 1924 | Oakland, Calif., Course of Study Series No Report, Course of Study in Arithmeti 47, Agriculture for J. H. S 31 J. H. S. Grades *10 1925 | Oakland, Calif., Course of Study Series No 1926 Massachusetts State Dept., Course of Study 19, Woodwork, Elem. and J. H. S x in Mathematics, J. H. S. Grad Y 1925 Pennsylvania State Dept., General Bulletin Montclair, N. J., Tentative Course, Mat! on Guidance 123 matics, J. H.S *22 1925 Pennsylvania State Dept., Industrial Arts 1924 New Hampshire State Dept Program of Education, Gr. 7-9, Bulletin No. 4 42 Studies, Part III, Mathematics id 1925 | Pennsylvania State Dept., Agriculture, Gr General Science, Gr. 7, 8 34 7-12, Bulletin No. 15 5 1921 New York, N. Y., Lincoln School of Teacher 1925 | St. Cloud, Minn., Manual Artsinthe J. H.S 301 College, Program of Investigation and San Diego, Calif., Course of Study for In- Cooperative Experimentation in Mathe dustrial Arts Dept., J. H.S 32 matics, Gr. 7-9 204 1925 | San Francisco, Calif., Tentative Course, In- New York State Dept., Syllabus in Algebr 12 dustrial Arts, J. H.S * 4 Norfolk, Va., Mathematics, J]. H. S "14 San Francisco, Calif., Work with Everyday 1925 | Oakland, Calif., Mathematics as a Related Machines, 8B Grade *6 Subject for Smith-Hughes Work "9 Scotia, N. Y., Vocational Guidance Syllabus, 1927 Oakland, Calif., Mathematics for J. H. S 8 J. H.S : *23 1926 | Oak Park, I1l., National Council of Teachers 1924 | Somerville, Mass., Woodworking Course, J of Mathematics, First Yearbook, Survey H.S NY *14 of Progress in the Last Twenty-liv Virginia, Minn., Manual No. 20, Automobile Years 10 Repairing 36 1922 Oklahoma City, Okla., Oklahoma Educatior 1923 Washington, D. C., Provisional Course, Association, Recommended ( rse ot Printing, J. H.S *3 Study, Mathematics, J. H. S 86 1926 | West Allis, Wis., Suggestive Curriculum, 1925 | Oklahoma State Dept., Mathematics, J. and Industrial Arts, Electricity, J. H. S *14 Ss. H.$S 71 1926 | West Allis, Wis., Suggestive Curriculum, 1924 Pennsylvania State Dept., Course of Study Industrial Arts, Woodwork, J. H. S *13 in Mathematics, Gr. 7-12 39 1926 | Philadelphia, Pa., Mathematics, Gr 9 56 Pueblo, Colo., Mathematics, Outlin« { } MATHEMATICS Course of Study for J. H. S. Grades “4 1925 Austin, Tex., Course of Study in Mathe- Rochester, N. Y., Drill and Mental Prob matics, H. S 3 lems, Gr. 7 “~ 1924 | Baltimore, Md., Mathematics, J. and S. H Rochester, N. Y., Report of Committ > 169 on J. H. S. Mathematics "16 1924 | Bayonne, N. J., Mathematics, J. and S. H 1925 | San Francisco, Calif., Tentative Course c 54 Mathematics, J. H. S "S Boise, Idaho, Arithmetic, Gr. 7, 9 *3 1923 | Sioux City, Iowa, Mathematics Course of 1923 Boston, Mass., School Document No. 19, Study, J. H. S. and Gr. 10 Mathematics, Gr. 7-9 5 1926 | St. Louis, Mo., Mathematics for Gr. 7-9 Charleston, W. Va., Mathematics, J. H.S *54 Curriculum Bulletin No. 12 117 1922 | Chicago, Ill., Illustrated Manual, Mathe- Sioux City, lowa, Mathematics, J. H.S "Li matics, Gr. 7, 8, Bulletin No. 23 178 1927 | Sioux City, lowa, Tentative Math. Course 1922 | Cleveland, Ohio, Mathematics, J. H. S 45 Gr. 7-11 *120 Colorado Springs, Colo., Course in Mathe- 1923 | Somerville, Mass., Course of Study, Mathe matics, J. H.S *5 matics, Gr. 7, 8 "2 1927 | Dayton, Ohio, Mathematics for Gr. 5-8 186 South Orange and Maplewood, N. J., Mathe 1926 | Denver, Colo., Course of Study Monograph, matics, Gr. 7-9 No. 17, Mathematics, Gr. 7—9 101 Sterling, Colo., Mathematics, J. H. S 5 1924 | Detroit, Mich., Course of Study, Arithmetic, Superior, Wis., J. H. S. Mathematics *4 Gr. 2-8 142 Toledo, Ohio, Arithmetic, J. H. S "24 1926 | Detroit, Mich., Intermediate School Mathe- 1923 | Trenton, N. J., Secondary Course of Study matics, Gr. 7 84 Mathematics, Gr. 7-9 118 1926 | Fresno, Calif., Mathematics for J. and S. 1924 | Vermont State Dept., Manual and Courses i. S. . 99 of Study, Part 10, Mathematics, J. and 1923 | Glendale, Calif., Arithmetic, Gr. 7, 8 ws *s S.H.S 1x Hackensack, N. J., Mathematics, Academic, 1924 | Virginia State Dept., Course of Study -H.S ae *9 Mathematics, J. and S. H. S 5 Hackensack, N. J., Mathematics, Com- 1923 | Washington, D. C., Provisional Cours mercial, J. H. S %5 Mathematics, J. H. S "12 * Mimeographed sheets. i~m aa ONS 0 TO I ee ee ae TABLE 12.—JUNIOR HIGH SCHOOL COURSES OF STUDY PUBLISHED SINCE 1920—Continued \ Year Title No. of | Year | Title No. of pages | pages MUSIC | SCIENCE-contd. 1922 | Akron, Ohio, Course of Study in Music 30 | 1922 | Boston, Mass., General Science for Inte r- 1924 Co Sncee of tady. Fine Arts wo | mediate Classes, gpaeument No. 7, 0 NE See eee, SS Ee Fe She Deo ooo ‘ amphlet No. 10, Fire... 25 C nee -epaned Ohio, Course in Music, “ 1922 egg gg Rg Bene for Inte r- . ” - ough 2 tele | mediate asses, iocument o. 8, 1927 Pome, Cs Course of ‘Study, Music, J. - | Pamphlet No. 11, Heat... 19 eee — ht hg jl and S.'H S. Music." us | 1922 Benen, Sees, General Science for Inter- 1924 | lowa City, lowa, University of lowa Exten- , Pasnphiet Nov? —- _s 18 =. a Series No. 2, Courses of | 1922 | Boston, Mass., General Science for Inter- eae ean a 3 aoe. WONLA, VVIS., WEUSIC, J. FE. OD. .... +s . amphlet No stronomy 3 1922 as — Course of Study in Music, a 1922 | Boston, Mass., General Science for Inter- 1927 | Long Beach, Calif., “Stories of Orchestral = mediate Classes, oun tedae a a Famous Composers and Bacteria 1 Operas... .. 2s sscceccsceses 79 | 1923 | Boston, Mass., General ‘Science for Inter- 1923 | Los he ali. ‘Cougse of Study Mono- i | mediate Classes, Document No. 3. eoceese . > amphlet No. 1 rganization 29 1925 ac ee y" Courses of Study, 1923 | Boston, Mass., General Science for Inter- u wt o. 3, Music Syllabus, J. and ‘i mediate Classes, “Document No. 4, PP ly gt EF SEER eed P Sded ede . amphlet No. 2, Nature Study... 22 1925 Oakland, Calif ~jCgurae of of Study Series No. 34 1923 eee? ees Seman Sunes por, Sater. se seeces mediate Classes, ocument No. 5, 1923 i ~ ate | Fs j. Course of Study | - me, Pamphlet 1 No. 4, A Study of Food .. i 23 + Siem. and J. Fi. S....-. . oston ass nera ience for Inter- 1924 Penageeem, ate Sai Course of Study, ai mediate Classes, Document No. 6, : 1927 | Pittsburgh, Pa., Course of Study in Music, _ 1923 Qenen ee gq bing 4 for Inter- “i Ps Junior-Senior Divisions, Bulletin No. 9 | 44 mediate Classes, Document No. 7, 1925 | San eet tt. 5 Calif., Tentative Course, | aa Pamphlet No. 6, Clothing and Building ° » sty Leda Gadd MP thy - | chek 0s whe 03 0.x 17 1924 | Sout. aed, ins. ; Some of te Things the | 1923 | Boston, Mass., General Science for Inter- | imArtand Muslessscsc vrs. 82 Peat iet NeeTrA Suelo at Water. —_ : | Je amphlet No.7, A Study of Water . 23 1920 wSteachine Mis and ‘Outlines for | | 1923 Reston, Biase, Ganeset Setence for Inter. . : | mediate asses, ument o. 9, 1923 beeer~ se , Course in Music, J. | ii Pamphlet No. 13. A Study of Blectricity 33 » “et SRS S49 Seas ne tne ce arleston Boo neral Science Ss *18 a ag nepal 3 a and Courses, Claveiond. Quio, Manual for General wage” Fe etd | | as § Sr Seen 15 1924 vee ba Dept., Course of Study, H. s. 1924 Columbus, Ohio, General Science, Gr. .: 16 Coe ese ceeaseccesess nver, Colo ourse of Study Monograph 1926 | W iimington, Dei. Program of ‘Studies in ‘a No. 2 General Science, Gr. 7, 8; Biology, = i ekeldecnedsened bis oe “eer tay ; | 1925 | Emporia, Kansas, Curriculum Building PENMANSHIP Tiestreted bs y J. H.S. Biology. 44 ae wR N. Y., Course in Writing, Gr. —— — Course of Study, Agriculture, be oth dtc wh + oO .S 0.4'<2 *14 and S Lt sameB. Cee oO "4 me Mey Penmanship Course of 1926 | Fresno, a eames ' Course of Study in ~ OS eer | *4 Secondary ools $2 — ~ p Te? Syllabus, caenen, Be “Couree of Study, Elemen- T . * arr 20 tary Science, J. i ieSiciwns on Si Kenosha, Wis., 13 J. H.S. *2 Harrisburg, Pa., Outline, General Science, 1924 ae, * Beach, Calif., Course of Study, Pen- | a Se Ry a ae *15 anship, _and S. etek cakes | 20 1925 | Jamestown, N. Y., Syllabus, General 1925 Oakland. Calif. Wy Penmanship for J. ERS aa 2 Cae ae *3 eae += ., Course of Study Series a Course of Study, Physiology, in Mb PEE sees beh setandas dacdcecarese | 3S 5 £2» »£ ... FRsbhenehe ate sscksneseseces 1923 wage bc it aren Course, | Kenosha, y yt Supplement to Course of enmanship, J. H.S.............. : *5 _ 3 & & ee a "Ss 1926 | Wilmington, ke ‘> of Studies, 1923 Les Aamieh, "Calif., Course of oe Mono- F Handwriting, Sat qalaacaagin *8 graphs, No. 30, Biology, J. H.S...... 154 1923 | Los Angeles, Calif., Course o fat Mono- SCIENCE graphs, No.26, General Science, J. H. S 62 Austin, Tex., Course of Study in Science. . 87 1924 | Los Angeles, Calif., Course of Study Mono- - 1927 | Baltimore, Md., Science, J. and S.H.S...... 216 graphs, Physical Science, J. H. S ' 1924 | Bayonne, N. J., Course of Study in Science, 1924 | Los Angeles, Calif., Course of Study Mono- hs thee bk Leth talk ons « 52 graphs, Upper Grades, Physical Science - 1926 Berkeley, Calif. University of “California, 2 —~ Science, Tentative = rt Tm rnia, eet error ene eee eeee | Norther California, Conference on | | | 1925 | maine Stats Dept Preliminary HS. Man-| | 1922 | Boston, Mass., General Science for Inter- ual, Science Syllabus... ..... Tas mediate Classes, Document No. 5, 1921 | Maryland State Dept., Maryland School Pamphlet No. 8 A Study of Air and Bulletin, Vol. 3, No. 10, Teaching of : WEIS i vasurcaceSisdpsts 17 H. S. Biology. ...........--...... - 1922 | Boston, Mass., General Science for Inter- 1921 | Maryland State Dept... Maryland School mediate Classes, Document No. 6, Bulletin, Vol. 3, No. 9, Teaching of _ Pamphlet No. 9, A Study of the Weather 19 H. S. Physics. .........---...---055 - * Mimeographed sheets. [76] 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 ., Dept , Science Syllabus, ] 1925 Cleveland, Ohio, Evaluating S Ss , and S. H. 139 Objectives 1 New York, N Y., Course of Study and Cleveland Heights, Ohio, History, Gr *4 Syllabus in Scie nce 40 Colorado Springs, Colo., Course in §S 1925 New York, N. Y., Science, Gr. 7, References Science, J. H. S., Gr. 7 10 to Bedf« ety General ey 16 1922 | Connecticut State Dept., A Manual of t 1925 | New York, Y., Science, Gr. 8, References Social Studies for Secondary Sch s to Bedf: nite Geneset Science 16 Gr. 7 2 ; 1925 | New York State Dept., Syllabus in General 1927 Dayton, Ohio, The Social Studies for Gr. 5-8 } Science 8&9 1927 Dayton, Ohio, Extra-Socializing Activities Norfolk, Va., General Science, J. H. S *24 for Gr. 5-8 5 1923 | Oakland, Calif., C ourse of Study Series N 1924 | Denver, Colo., Course of Study M graph 21, — nce, Gr. 7-9 94 No. 3, Social Science Gr. 7-9 171 1923 | Oakland, Calif., Course of Study Series No 1926 | Denver, Colo., Social Science, J. H. S 52, Scie nce as a Related Subject in Course of Study Monograph No. 3 31 ee Courses *27 1923 | Des Moines, lowa, Syllabus for the Study of 1925 | Oakland, 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, Calif., 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 Oakland, Calif., Course of A ad Series No tive Notes and Suggestions ! é 47, he tt or J. S 31 Te aching - Eagtich History in the 8t 1924 | Oklahoma State Dept., bs ourse of Study Grade J. 3 Science, J. H. S 133 1924 | Fresno, Calif., 5 cial Science, J. H. S *5 Pennsylvania State Dept., Courses of Study 1923 | Glen Ng Calif . Course of Study, Geog in Agriculture , sf Ct raphy, Gr. B7, A7 *15 1925 | Pennsylvania State Dept., Course of Study Hackensack, N. J., Study of Civics, Aca in Agriculture, Gr. 7-12 57 demic Dept., J. H.S *20 1925 | Pittsfield, Mass., Courses of Study, J. H.S *75 Hackensack, N. J., Course of Study, Civ 1926 | St. Louis, Mo., Science for Grades 7-9, Cur- Manual Arts, Academic Dept *15 riculum Bulletin No. 14 111 Hackensack, N. J., Course of Study, Ge 1925 | San Francisco, Calif., Tentative Course raphy, Gr. 7, Academic Dept *11 | General Scie nee. u.S ; *39 Hackensack, N. J., Course of Study, Aca- San Francisco, Calif., Life in and about f demic History, Gr. 7, 8 *18 Lakes and Streams, Gr. 9 B *6 Hackensack, N. J., Course of Study, Com San Francisco, Calif., ! lant and Animai Life mercial History, Gr. 7 *38 ina Keg Lot, Gr. 9 A *6 Hackensack, N. J., Course of Study History San Francisco, Calif., Fire and the Pre par: a- for Manual Arts, Gr. 7 *S tion of Food, Gr. 7 B.. - *4 Hackensack, N. J., Course in Geography Trenton, N. J., Secondary Course, Geog- Manual Arts Dept., Gr. 7 *6 raphy and Science : 109 1926 | Harrisburg, Pa., J. H. S. Geography *S6 1924 | Virginia State Dept., Course of Study } 1924 lowa City, lowa, University of lowa Exter Science, J. H. S.. 78 sion Bulletin No. 97, Courses in the 1923 | Washington, D. C., Provisional Course, Social Studies for J. H. S 11 General Science, J. H. *8 Kenosha, Wis., American History, J. H.S *9 West Virginia sate De -pt., c ourse of Study, Kenosha, Wis., Ancient History, J. H. S *3 J. and S. H. ae: ; 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 s , : ‘ " ; S78 1922 | Lansing, Mich., History, Civics and Eco- 1926 | Baltimore, Md., Geography, J. H.S.. 344 nomics, Gr. 5-12 o+ 35 1924 | Bayonne, N. J., Course of Study, Social 1924 | Lawrence, Kans., Social Study Syllabus, Science, J. and S. H.S.. : 128 j. H.$.... A *150 Beaumont, Tex., Course of Study. Part V. 1925 Long Beach, ¢ alif., Social Sciences Gr. 7,8 *27 History and Citizenship oa *17 1923 | Los Angeles, Calif ; Course of Study Mon 1925 | Boise, Idaho, Geography, Gr. 7 *3 graphs No. 23, Social Studies, School Boise, Idaho, Tentative Course, History, Publication No. 74 : 1/6 Se oe . *6, 1925 | Lynn, Mass., Civics and Vocations, Tenta- 1923 | Boston, Mass., School Document No. 26, tive Course, J. H. S "15 Outline History, Gr. 7.8 30 1925 | Lynn, Mass., a) ial Science, Tentative 1923 | Boston, Mass., Outline a Work in & ivics for Course, J. *13 Gr. 9, School Document No. 32 1925 | Lynn, M: ass., Social Science, Gr. 8 *24 1924 Boston, Mass., Outline of Work i in ‘Ge -0g- 1925 M adison, Wis., Bulletin of Wiscor sin Te graphy for Intermediate Classes, School ers’ Assn., Report, Committee Document No. 9 3g Teaching of Civics 14 Charleston, W. Va.. J. H. S. Social Scie nce #35 1925 Madison, Wis., Tent: ative Course, Civics Charleston, W. Va.. Civics, J. *s2 League, J. H. S., Gr. 7 *8 Charleston, W. Va.., 5 H. S. 4 A His- ¢ 1924 | Maryland State Dept » Maryland Sch tory . ay *44 Bulletin, Vol. 6, No. 4, Teaching of the | Charleston, W. Va. wie H. S. Geography *13 Social Studies . 291 1923 | Chicago, Ill, Francis W. Parker School, 1927 | Maryland State Dept., Tentative Goals in Studies in Education, Social Science History, Gr. 4-7, Bi letin Vol. 8, No. 5 52 Series, Course in History... 196 1922 | Massachusetts State Dept., Teachers’ Manu- 1921 | Cleveland, Ohio, Geography, J. H.S.. 24 ual of United States History, Gr. 7-8 1S 1923 | Cleveland, Ohio, Geography, Gr. 7 *4 Massachusetts State Dept., Preliminary 1924 | Cleveland, Ohio, Teaching Units, Social Report, Course in Social Studies, J. H 7 Sciences, J. H. S ‘ *29 > : S * Mimeographed sheets. [77] Pe ~ aT Pe tl a ee, an ts le he. AD TABLE 12.—JUNIOR HIGH SCHOOL COURSES OF STUDY PUBLISHED SINCE 1920—Continued } i] Year Title No. of Year Title No. of pages | pages SOCIAL STUDIES—contd. | | SOCIAL STUDIES—contd. 1925 | Milwaukee. V Wis., Tentative Course, History, | 1926 Richmond, Ind., Social Science, J. and S. | S. ee Pee SS Ff .. £5... Bemsaneas sakes *16 1925 | Milwe aukee, ‘Wis., Professional Pamphlet 1924 | Richmond, Va.. Course of Study, Be H.S 148 | sries, Tentative Course, Geography, 1925 | River Falls, Wis., Bulletin of River Falls Gr. 5 ROPE ep Ae i See | 90-151 | State Normal School, Course of Study, 1925 | New Brunswick, N. J., Civics, J. H. . | %39 | Geography, J. H. S.... 46 1925 | New Brunswick, N. 7 Tent: ative , | 1923 | Rochester, N. Y., Social Studies, J. Ss *4 | Social Science, History, J. H. S. and I Rochester, N. Y., Civics for J. *] i os us iste ae Se *80 | 1925 Rochester N. Y., Tentative amet Consss, 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 | Social Science, History, Geography, Aim of Each Grade......... . 7 | % } Serer PPS *19 1920 | New York, N. Y., Course of Study, Geog- | | 1926 | St. Louis, Mo., Socialising-Integrating raphy, Gr. ¢ 8 a ae 4 , iS | Activities for Gr. 7 -9.. 65 1922 | New York, N. Tentative Syllabus for | 1924 -| Salt Lake City, Utah, History and Civics, High Schuole, ‘Civic Activities....... 48 | Geography, Nature Study and Arith- 1923 | New York, N. Y., Suggested Outlines for Hl =——_ a Saree ee 156 Civics Teachers, J. and S.H.S........ 70 || 1925 | San Francisco, Calif., Tentative Course, Norfolk, Va., Geography, > *" | ial Science, a oe *5 1921 | Oakland, Calif., Course o Study Series No. | | 1925 | Shorewood, (Milwaukee) Wis.. Te -ntative 5, History, Geography, and Civics, J. I Course in Study of History, J. *12 "4 5 3 SRS pa Ae | 13 | 1925 | Shorewood, (Milwaukee) Wis., AA ative 1922 | Oakland, Calif. Course of Study Series No. | Course in the Study of mennonnnd 5, Supplement No. 1, History, Geography _ 2 Sa eee *26 = — Standards of Attainment, | | 1922 | Stamford, Conn., Course of Study, Com- Se are eee 7 *11 | mmity Civics.......... *50 1923 Oakland, Calif., Course of Study Series No. | 1925 | Toledo, Ohio, History with Rel ated Geog- 5, Sup lement_ Ne 2, Suggestive Activ- raphy and Civics, Gr. 7, 8... 76 ities, Geography, History, Gr. 7. | *19 Toledo, Ohio, History, Gr. 7, 3 - *34 1923 | Oakland, Calif., _s of Study Series No. | 1922 | Trenton, N. J., “ae Tentative Course 5, Supplement No. 3, Suggestive Activ- of Study, Gr. 7,8....... ie 62 ities, History, Gr. 7,8.......... 24 | 1923 | Trenton, N. J., Slashers: Gr. 7, 8.. *4 1923 | Oakland, Calif., Course of Study Series No. | 1923 | Trenton, N. J., Secondary Course of Study, 5, Supplement No. 4, Suggestive Activ- Geography and General Scie nce 100 a, Geography, Community Civics, | 1924 | Trenton, N. J., History, Gr. 7, 76 | “Sh Vien S eer s1- *25 | Union City, Tenn., Course of Seedy, History 1923 Oakland. California, Course of Study Series i OT 3 eae *6 No. 49, Suggestions for Teachers, Eco- | | 1923 Vermont State Dept., Manual and C re s nomic and Vocational Civics, Gr. 9. . , ee of Study, Part III, History, J. and S. 1923 | Oakland, Calif., Course of Study Series No. | | 1 cea Cocina 17 Suggestive Activities, Problems, | 1924 | Virginia, Minn., Courses of Study, Manual Projects, and Devices for Motivating | | No. 7, History........... 21 — — Work in H7 and L8 | 1925 | Virginia State Dept., Course of Study, His- | gee Or eae RA *24 tory and Social Science, J. and S. H.S 111 1924 Oakland, “Calif, Course of Study Series, No. Warren, Ohio, Social Studies. .. . | *11 5, Su lement, ogemnainee and Amer- 1923 | Washington, D. C., Provisional Course, fens Seen Ge. 9.6. .05...000050-- SF Geography, J. a... | *11 1924 | Oakland, Cae.. Course al Study Series, No. | Western Kentucky State T. C., Civics, | 5, Supplement No. 5, _, Activ- American Citizenship, J. H.S.... *5 ities, —, —Ud6*e Ee 23 Western Kentucky ae T. C., Course in 1926 | Oakland, Calif., Social ation 3 eS. History, Gr. 8,9....... Sd #19 4! RR Reap 143 Western Kentucky State T. c. . The Social Oklahoma City, Okla., Social Science, Gr.7..| *44 | Sciences, Gr. 7-9....... *] 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 oy 2 + 4 See 63 on Teaching of Civics............... 14 1924 Wis., Tentative Course of Study, po 9 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 eon, .. History and DROIT. 5.5.5 28.630 snacsveees 32 Social Science, Gr. 7-12........... 273 1923 | Faculty of the Francis W. Parker School, | Philadelphia, Pa., Geography and Introduc- Chicago, Ill, Studies in Education, | eT’ |S rare 85 Social Science Series, Course in History 196 1925 Philadelphia, Pa., Civics, Gr. 7, 145 1926 | Ella B. Knight, Clark University, 1925-26, Pueblo, Colo., History, Outline } Course of A Bibliography of Geographical Litera- ED csncatysauieavecs-se< |; *8 ture for Elementary Grades and J. H. S. 48 | * Mimeographed sheets. (78 ] LIST OF TABLES | | Pag ( vth in Total Enrolment in All Public High Schools and in Junior High = S lable i Distribution of “Re-Organized High Schools Type of Organization, by Grades, a , Table 2 nior High School and All Public High School Enrolment in 1925-26, by States Table ] Median Salaries Paid Teachers and Principals in Cities, 1926-2 Table 4 | Length of Class Periods in Junior High Schools with Different Sized Enrolments (Ta 4 ects Offered as Constants in 139 Jun High Schools, Arranged According to Numb cr | roll } lable ( Percentages of Enrolment of Pupils in Foreign Languages in All Public High Scl Table } Books Dealing with General Problems of the nior High School Table 8 } Books Dealing with Junior High School Subjects lable 9 Books Dealing with School Counseling and Guidance Table 10 Addresses of Publishers of Books Listed in Tables 8-1 Table 11 Jur High School Courses of Study Published Since 1921 Table 12 LIST OF CHARTS Number of Pupils Enrolied in Public High Schools, 1870-192¢ Chart | Number of Pupils Enrolled in Public High Schools to Each 1000 Population, 18 192 Cha 1] 9 Number of Pupils in Public High Schools to Each 1000 in Total Population, by States (Chart III Typical Junior High School Building for the Oakland Public Schools (Chart I\ 1s ; Recommendations Made by Outstanding Committees Relative to the Social Studies, ¢ 6 1 } Chart \ { The Foundation for Healthful Living is Laid in the Public School (Chart VI LIST OF FIGURES Formal Drill in Abstract Problems (Figure I ; ‘ Exploration Through Laboratory-Library Methods (Figure II i : j . it t ee tee . a AE ate Reg re ae oe _— — ~~ = -m, bt ~ LAW AND punishment, °B by social agitation and dis- sk ¥ | cussion, society can regulate [oR A and form itself in a more or less haphazard or chance way. But through education society can formulate 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.— Féhn Dewey. : ; : ‘