VOL. VII, NO. 4 SEPTEMBER, 1929 Research Bulletin OF THE ————— "7 2 \ fl r y \ ) a ‘ = SS aa ee National Education Association we . SguBbbaGGUnGGns Gone Bebo pono GoeoES Vitalizing the High-School Curriculum PUBLISHED BY THE RESEARCH DIVISION OF THE NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET NORTHWEST, WASHINGTON, D. C. Entered as second-class matter February 10, 1923, at the Post Office at Washington, D. C., under Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized February 10, 1923. == : em CC aad CD CC OC a CeO sed Cm” men) Tee Tame oe + —2AAAAAAOBAnDDOBABABOOSBGao occ AAAnae First printing, August, 1929—20,000 copies. Second printing, October, 1929-—10,000 copies. 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. 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W., Washington, D. C. { 174] —— eee i CONTENTS / OR SC a ge Ue eg wa ee Ee Ae UE. Se in meucstem fer a Changine Civilisation. ........cccccccccccvcsscccsvcvcsecs : Will a nineteenth century school train effectively for twentieth century life? Illustrations of significant discoveries since 1890.............eceeeeeee The secondary school’s place in the shifting American scene Progress made by the secondary school ...................000- Curriculum Building for Pupils of Different Levels of Ability............... Mo ' Fundamental Principles for the Differentiation of Courses of Study........... a How Shall Course-of-Study Content and Method Be Differentiated for Pupils of How Shall Course-of-Study Content and Method be Differentiated for Dull Pupils?.. Illustrations of Differentiated Courses of Study................. An Introduction to Research in Secondary School Subjects Research in Modern Foreign Languages Research in High-school Latin ss ORS 0 id oie 4s) Aes SR chime es MAME DIED Oeee ds ¢ 4 Curriculum Studies in the Social Sciences.................... geaeceis How Determine the Content of Social Studies?.................... ee ee Ee er eee How Shall the Content of Social Studies Courses be Organized?.. Am Titustration of a Unified Course... ...cccccccsecscccncscess e De WOUND OE CRO DOGED DUREIER ec ce sccctevsccevdccensebenenes “eee Te eee, ed BESOIN, oi occ kc cc ccc ecesicccccccssecss Recent Omissions and Additions to High School Mathematics Courses. Suggested Content for the Mathematics Course in Grades 7-9......... Differentiation of Mathematics Courses for Different Levels of Ability PN ONION ss cu bcdac ve cccdbdedeeeeesesdbvbereeces Curriculum Studies in the Field of Science Learning Studies in the Field of Science High-School Commercial Education Geeemiasy GSoRocl Pome Heomomics. 2... ccc ccccvcecsccsccceces Industrial Arts in the High School ee ND, casa tp wig tdnsscosdedceaspeesasiws Art Education in the High School..............ccccccccsccess tee Ast Demcmios at Varsows Grade Levels... cccccceccciccccecsecs: Certain Trends in Health and Physical Education..................0-000000: Helpful Books Dealing with High-School Curriculum Problems.............. OVE OIE MOI oo .b ode denn scccccscescebaasctodsecs Opinion as to Best Books on High-School Subjects eee Reh 5 ad wh a ial he ei 6 owes oad Seo See Cera dhs ssw whed oa50% re eed ns i ceekeeaned ea keen bh CREE EER bed eee sew I re ee ee a Health and Physical Education es oS RM a irsas waste Ci tatR eB oe weeds Wc POTN S'S Ra bbe ob O00040 EE ee er eee a are eS ae REG hs os ek +R SLi GON CRM a a ee EAE OTC REE Soke cheb eRe eS ee EEE OT A EN Meo ye EEE 7 oe Se eee een, eee eee EGE Se ees oe nee) are [175] Page 176 177 177 177 179 179 182 1386 187 1838 190 193 195 199 201 205 weno ™ w NNNNNNN DS DW DW PV “IW Nore OH >_NNNHR KK SS eS SS o NNN NN NN 2w & nm we & 238 239 243 243 244 245 246 247 249 249 250 251 252 253 254 256 256 258 274 FOREWORD SCHOOL which merely meets the demands of yesterday or even those of today, is A not enough in as rapidly a changing civilization as that in which we are living. An analysis of the economic, social, and industrial changes which are now in process suggests that the public school curriculum must be built for a new world, if it is to function in the lives of children today and tomorrow. The 1,279 high-school course-of-study bulletins, published since 1920 and listed in this Bulletin, are objective evidence of the tremendous effort which secondary school people are making to modernize the traditional high-school curriculum. Much credit is due them. May their efforts continue and expand until every school system in America gives thought and study to the problem of developing vital courses of study, adapted to present growth needs of children and rich in present and future social values. By marshalling some of the more significant facts as to the recent changes in everyday life, and by pointing out recent trends in secondary school development, this Bulletin furnishes in succinct form material needed as a background for those develop- ing high-school courses of study. The material relative to the differentiation of courses of study for pupils of varying levels of ability is particularly timely. The full democratization of the high school waits upon the creation of a series of courses designed to offer every high-school pupil, whatever his innate mental, physical, moral, or emotional talents may be, the particular educational opportunity which promises most in developing those talents. Those who are striving to base curriculum revision less and less upon individual whim and guess-work and more and more upon pooled experience and scientific evidence will especially appreciate the section dealing with research and trends in the various secondary school subject fields. These sections, along with selected references to other materials bearing upon the phases of curriculum construction touched upon in this issue of the Research Bulletin, make it an indispensable handbook for those engaged in the great work of vitalizing the high-school curriculum. J. W. Crastrez, Secretary National Education Association. [176] Education for a Changing Civilization If philosophy declines to observe and interpret the new and characteristic scene, it may erect a well equipped gymnasium wherein to engage in dialectical exercises; it may clothe itself in fine literary art. But it will not afford illumination or direction to our confused civilization. These can proceed only from the spirit that is interested in realities and that faces them frankly and sympathetically—Joun Dewer. Will a nineteenth century school train effec- tively for twentieth century life?—The Com- mittee of Ten? in 1892 made its well known report relative to the secondary school cur- riculum. Are the recommendations of that report valid today? Or do the social and economic changes of the past forty years de- mand that new goals be set for secondary edu- cation, and that new curriculums and courses of study be developed? What answer is sug- gested by even a cursory examination of in- dustrial change? Owen D. Young, writing of the electrical industry in 4 Century of Industrial Progress? states that: “Where static, it has become dynamic; so much so that our chief problem is no longer to adjust our- selves to a well-defined system but to change.” Since 1890 science and the machine have reconstructed our industrial life. We are spending approximately ten billions of dollars a year for automobiles, something that did not exist thirty years ago. It is estimated that the automobile industry now gives employment di- rectly or indirectly to more than 7,000,000 people. Fifty-one years ago the world’s entire tele- phone plant, the instrument Bell invented, could be held in a man’s hand. Now there are more than 17,000,000 instruments, 350- 000 employees, 25,000,000 miles of wire and a total plant investment of $2,000,000,000 in the United States. Today the human voice can be carried over practically any terrestrial distance. The electrical industry of today, with a book value of $25,000,000,000 and a generat- ing capacity of twenty million horse-power, goes back to the single plant in Pearl Street, New York, forty-seven years ago, when Edison put into regular operation his generating sta- civilization was once 1 Report of the Committee of Ten on Secondary School Studies, Charles W. Eliot, Chairman. 249 pp. tion Association and by the World Book Company, 1894 2See: A Century of Industrial Progress, edited by Frederic William Wile. [177] tion and distribution system, which lighted 400 lamps. Such inventions as the automobile and the telephone have also been responsible not only for profound changes in our industrial life, but also have modified social institutions such as the community and the family, and have affected far-reaching changes in social cus- toms. Today a baby often learns the word, “airplane” before it learns the word, “horse.” Below are listed a few of the important discoveries made in each 1890. This list is illustrative. It emphasizes the cumulative character of the advance which has taken place in science and industry in a single year since generation. Illustrations of Significant Discoveries Since 1890 1890—The linotype, a machine designed to do the work of both type setting and type casting, was’ patented by Mergenthaler. The first successful linotype machine had been com- pleted and put into the composing room of the New York Tribune in 1886. Since then it has come into general use by newspapers and printing offices throughout the world. 1891—Berliner patented his loose contact telephone transmitter or microphone. 1892—The automatic telephone was patented by Strowger. The “Hercules” rail, weighing 127 pounds to the yard, was put into service on rail- roads. 1893—The Diesel internal-combustion engine was invented. 1894—The modern steel freight car became a recog- nized unit of American railway service. Successful inoculation against typhoid fever began. Diphtheria anti-toxin was also in- troduced. 1895—Roentgen discovered X-rays. Seldon patented principles involved in the automobile, namely, the application of an internal combustion engine to the propulsion Published by the National Educa- Chapter XXII. of a road vehicle. Up to 1896 automobiles were prohibited from running on the Eng- lish public roads faster than four miles an hour, and even then the law required that a man should walk in front waving a red flag. Edison produced his improved phonograph by which markings were made on the sur- face of wax by a fine steel point, 1896—A serum was prepared to prevent typhoid fever. The steam turbine was patented by Curtis and the monotype machine by Lanston, On April 27, 1896, New York had its first motion picture show. Pictures were pro- jected on a screen at a theatre on Twenty- third Street.’ 1897—The identification of electrons Thompson. 1898—Radium was discovered by the Curies. Santos Dumont equipped a small dirigible with a gasoline motor and made spectacular flights. 1899—Michael Pupin announced the theory under- lying his long distance telephone. By 1901 he had brought his system to such perfection that it was acquired by the Bell Telephone Company and by German telephone interests. Luther Burbank developed the “sugar” prune—one in his remarkable series of new plums and prunes. 1900—Walter Reed and his associates proved that yellow fever was transmitted by mosquitoes. R. E. Olds invented a type of gasoline automobile. A successful sub-marine boat was invented. 1901—Marconi flashed signals by wireless across the Atlantic. Taylor and White secured a patent on high-speed steel. 1902—Rutherford proved that radium oe off active emanations. The first trans-atlantic wireless message was sent.” 1903—Henry Ford produced his first Ford auto- mobile. On December 17th, at Kitty Hawk, N. C., Orville and Wilbur Wright made their first successful flight—approximately 120 feet in twelve seconds. 1904—Fessenden patented his plan of radio-wave production. 1905—Einstein took up the question as to what might properly be understood by time and space—and announced his theory of rela- tivity. 1906—A radio crystal detector was patented by Dunwoody. -1907—McCollum began studies in nutrition, which later made him one of the important con- tributors to the vitamin hypothesis. by J. J. ! Today 225,000 people are permanently employed in the motion picture industry. 1908—All-steel passenger cars on railroads came into use about this time. On April 11th, Delagrange broke the European record by flying two and a half miles “without once touching ground and some distance farther with only two slight touches.” 1909—Mary Pickford took part in her first “movie.” First call for help was flashed from the ocean by a wireless operator when the steam- ship, “Republic,” met in collision with the Italian Ship, “Florida,” off Nantucket. 1910—Goiter was cured in hospitals by the use of iodine. 1911—Curtiss developed, during 1911-12, a hydro- airplane and flying boat, capable of rising from and landing on the water. During the period 1910-1921 over two and a half billion dollars were spent in road con- struction, in the United States. During this same period the consumption of crude oil in the United States arose 68 percent. 1912—Edison gave a demonstration of a “kineto- phone” or talking “movie.” Adolph Zukor presented to the motion picture world the idea of “famous players in famous plays.” 1913—The tungsten filament was patented. 1914—A military tank was invented by General E. D. Swinton. Edison produced synthetic carbolic acid. In September, taxicabs and omnibuses of Paris were mobilized to carry Gallieni’s army out from the capital to drive the in- vading forces back from the Marne. 1915—On September 29, 1915, the same year in which the first continental telephone line was completed, a conversation over the wireless telephone occurred between New York and San Francisco and was heard in Panama and Honolulu. 1916—The Browning machine rifle was invented. 1917—Max Mason invented a submarine detector; and Mendenhall and Williamson an airplane compass. Radio telephony was employed as a means of signaling in military operations. 1918—On May 15th, the first air-mail route in the United States was opened between Washing- ton and New York, in cooperation with the War Department. 1919—From 1914 to 1919, the automobile industry rose from eighth to third place among American manufactures. It was first in 1925, when over four million motor vehicles were manufactured. 1920—Broadcasting was born about this time. The first radio telephone station, KDKA, for regular mass communication service, was erected at East Pittsburgh. It is estimated that in the United States 100,000,000 ple go to the movies weekly. Every day approximately 25,000 miles of motion pictures are handled by the Moti Picture Producers and Distributors. ” — ure Producers *Soon it became compulsory, by international law, for all sea-going vessels carrying 50 persons or more to carry wireless facilities and competent operators, [178] 1921—Trans-continental air-mail route opened. In 1926 the total number of miles covered by the U. S. 1922—Diabetes patients cured by insulin. 1923—Two new anaesthetics—acetylene and ethy- lene—were developed. air mails was 2,256,000. “ The tomb of King Tutankhamen opened on February 18th. 1924—The “Los Angeles” made a non-stop voyage from the heart of Germany to Lakehurst covering the five thousand miles in $1 hours. 1925—Richard Evelyn Byrd and Floyd Bennett reached the North Pole via airplane. A process for sending photographs by tele- graph or telephone was invented in the Bell Telephone laboratories. 1926—The world’s fastest cable, the nineteenth to span the Atlantic, was completed in Septem- was ber. Through the use of permalloy it has been given a speed of 2,500 letters per minute. The world’s longest tube, running 16% miles from North to South London, and serv- ing 2,500,000 people, was opened September 13th. 1927—At 7:52 A. M. on May 20th, Charles A. Lindbergh, flying alone in a monoplane with five sandwiches and a canteen of water for refreshment, set off on a non-stop flight for Paris. He completed the 3,610 mile flight in 33% hours. During 1927, the Atlantic was crossed by four different planes and the Pacific Ocean from California to Hawaii twice. A regular trans-atlantic service was inaugurated. 1928—Large commercial vision. 1929—Airplanes are refueled in the air, and a record of over 400 hours of continuous flight established. The German liner, Bremen, arrived in New York harbor July 22nd, after crossing the Atlantic in 4 days, 18 hours, and 17 minutes. radio-telephone use was made of tele- These developments are as amazing as Aladdin secured by rubbing his copper lamp. Rather than exhausting our creative ingenuity, however, they ought to suggest the enormous possibilities which lie ahead. The extent to which research has become a recognized and valued aid to industry in 40 years is indicated by the fact that the United States is now spending approximately $200,000,000 a year for industrial research. This looks toward direct modification of only one phase of life, the industrial. The secondary school’s place in the shifting American scene—As civilization changes, our secondary school curriculum should strive not only to keep pace, but to lead the way. A static school in a dynamic civilization is an the ondary school to stand still while civilization moves on would relegate it to a place of in- anachronism. He who commands sec- significance. According to the Sixth Yearbook of the De- partment of Superintendence,' a school which aims to fit pupils to take their places in a static world is hopelessly inadequate. It is essential that curriculum builders realize that just as the world today in many ways differs from that of forty, or even ten years ago, so we may expect further and perhaps accelerated change in the future. The conception of edu- cation as preparation for life that is constant We do know what life is to be even a few years hence. The school should help the pupil to achieve poise and balance in the midst of change. Progress made by the secondary school—ls and unchanging is untenable. not A new conception of education is needed. the secondary school measuring up to its re- sponsibilities? Is it being modified to meet the needs of our changing civilization? How does the modern high school differ from that of 1890? The chart on pages 180 and 181 is a partial answer to this question. Whether the schools have been rapid or extensive enough to changes within our high meet the new demands is doubtful. In the majority of high schools they probably have not been. Hence secondary school curriculum and course of study construction and revision is needed in most school systems. : The need is for a curriculum suitable for a rapidly changing civilization, with large social, spiritual and industrial values, and sufficiently differentiated to meet the needs of adolescent youths with varying levels of ability, social and and for the economic backgrounds, hopes future. 1 Department of Superintendence, The Development of the High School Curriculum, Sixth Yearbook, Washington, D. C. National Education Association. p. 41. [ 179] . Then and Now in Changes from The High Schools or 1890 Attended by: The intellectual and social elite—a homogeneous student body with parents in a preferred economic, vocational, or social position. Purpose: ’ To select pupils of unusual capacity and background and to prepare them through a traditional academic curriculum to exercise cultural, social, and economic leadership. Location: High schools were seldom found except in the centers of population. There were only 2,526 public and 1,632 private or a total of 4,158 secondary schools in the whole United States. Enrolment: The high-school enrolment was but 1.6 percent of the total elementary and secondary school enrolment. In Public Schools In Private Schools Total DOs cintnnticicithhitidimenen 85,451 47,534 132,985 eS a er 116,351 47,397 163,748 ET 201,802 94,931 296,733 Organization: The 8-4-4 plan with a sharp break both as to content and method between the eighth and ninth grades with heavy elimination of pupils during the ninth year. Curriculum: Offered a single curriculum composed of subjects organized on a logical basis and intended according to the Committee of Ten, of the National Education Association, for “those boys and girls economically and intellectually capable of attending the secondary school.” The acquisition of this subject-matter was considered more or less an end in itself. Methods: Passive absorption of text-books—memorization of facts as ends in themselves. Teachers considered that their task had been completed when they had rigorously ’ applied the logically organized subject-matter of a static and academic cur- riculum. According to the Committee of Ten, reporting in 1892, “Every subject taught at all in a secondary school should be taught in the same way and to the same extent to every pupil so long as he pursues it.” Results expected: A high school was successful if it succeeded in eliminating all but the intellectually elite and gave the select few who went on to higher institutions of learning the preparation which fitted them to make high marks in college or university. [ 180] Secondary Education 1890 to 1929 The High Schools of 1929 Attended by: All the children of all the people—a heterogeneous student body drawn from every group in the community, with corresponding diversity of background, capacity, and future prospect. Purpose: To take all pupils including those of average and limited capacity and background and to discover for each one the particular curriculum which promises most for him and for society in liberal education and preparation for practical life. Location: High schools are easy of access to all youths, except those residing in backward communities. In 1926 there were 17,710 public and 2,350 private, or a total of 20,060 high schools in the United States. Enrolment: In 1926, the high school enrolment was 15.2 percent of the total elementary and secondary school enrolment. In Public Schools In Private Schools Total hE 1,445,886 114,617 1,560,503 8 RES OE SRE 1,619,123 133,459 1,752,582 BPRS, eral 3,065,009 248,076 3,313,085 Organization: Rapid development of the 6-3-3 plan and other modifications of the 8-4-4 plan so that the transition from the elementary to the secondary school is smoother and elimination of pupils is materially reduced. Curriculum: Offers a series of curriculums, composed of subjects and activities organized on a psychological basis, which according to the Curriculum Commission of the National Education Association, should provide every child of secondary school age an opportunity to develop whatever talent he may possess. Subject-matter is a means to an end and has no place in the curriculum, except as it contributes to the realization of desirable, individual or social ends. Methods: Emphasis is placed on learning through active participation in life-like activities, designed to develop desirable habits, attitudes, and ideals. Instruction aims directly at achieving such major objectives as good citizenship, vocational efficiency, and ethical character. According to the Curriculum Commission, reporting in 1928, the presence or absence of a subject in a particular secondary school curriculum and the manner in which it is taught should be based upon a study of the capacities, present needs, and future plans of individual pupils. Results expected: A high school is successful if it retains children in school and discovers the particular subject-matter and activities which equip them successfully to meet the varied demands of a complex and rapidly changing civilization. [ 181] Curriculum Building for Pupils of Different Levels of Ability How viewpoints have shifted in the past twenty-five years—The recognition of the sig- nificance of individual differences for the sec- ondary school curriculum is almost wholly a development of the last twenty-five years. The objectives stated by the Committee of Ten‘ implied the acceptance of a uniform curricu- lum. This committee approached the task of curriculum construction from the point of view of the subject-matter specialist. It was particu- larly concerned with this question: What topics should be included in order to have a sys- tematized and logical treatment of the sub- ject? Twenty-five years later, the Commission on the Reorganization of Secondary Education * approached curriculum construction from a fundamentally different point of view. It ad- vanced the principle that the larger purposes of secondary education should be the guiding criteria in the selection of materials of instruc- tion, and that these materials would vary ac- cording to the capacity of pupils. The Curriculum Commission of the Depart- ment of Superintendence * maintained that the differentiation of the high-school curriculum should be approached from two viewpoints. First, the child should be studied. The fact must be recognized that children differ greatly in capacities, interest, tastes, and future plans. Second, the child’s environment, from which the materials of instruction are drawn, also needs to be studied. Social, economic, and po- litical conditions vary widely in different com- munities. These variations need to be analyzed in order that their significance for curriculum reconstruction may be discovered. Modern curriculum revision rejects the ear- lier assumption that there is one uniform, logi- cal course of study, suitable for all youths. 1 Report the Committee of Ten on Secondary School Studies. For this conception, it substitutes the principle that both pupil and community differences need to be studied as to their significance for cur- riculum construction. It assumes that not uni- formity but differentiation should characterize secondary school courses of study. The development of a secondary school cur- riculum under the modern principle of differ- entiation is a far more difficult task than that involved under the principle of uniformity. In the latter case, the one carefully prescribed course may be drafted by a committee of ex- perts, and presumably it is applicable to all children in all communities. When the principle of differentiation is ac- cepted, the task is one of drafting a series of curriculums, sufficient in number to meet the demands of the widely varying capacities and needs of individual pupils. Furthermore, this series of curriculums must vary in different communities. Hence, curriculum construction, in many of its features, becomes a local rather than a national problem. Trends in the development of differentiated curriculums and courses of study—The de- velopment of differentiated secondary school opportunities inevitably requires an expansion of the number of units of work offered on the secondary school level. The Committee of Ten! in 1892 dealt with 40 subjects; the California Committee of Fifteen* in 1922 considered 147 subjects. Counts * found that the total number of units of work offered in the high schools of each of fifteen cities in eleven great divisions of subject-matter varied from 51 in Pueblo to 127% in Los Angeles. The number of units of work offered in the high schools of Los Angeles was as follows: English 9, foreign language Published by the National Education Association and by the World Book Company, 1894. 249 pp. (Charles W. Eliot, Chairman.) *? Commission on the anization of Secondary Education, Cardinal Principles of Secondary Education, U. S. Bureau of Reorg. Education Bulletin, 1918, No. 35, pp. 8-9. (Clarence D. Kingsley, Chairman.) * Commission on the Curriculum of the Department of Superintendence, Fourth Yearbook, 942 II; Sixth Yearbook, Chap- ter VIII; Seventh Yearbook, Chapters [IX and XI. fornia * Counts, George S 16. The University of. Chicago, Chicago, I National Education Association, Washington, ‘ “at of the Committee of Fifteen of the California High School Teachers’ Association on Secondary Education in Cali- , The Senior High oe Curriculum, Supplementary Educational Monographs, No. 29, February, 1926, p. [ 182] oe of of of to of les ge the ap- ali- 12, mathematics 6, natural science 61%, social science 614, commercial subjects 16, industrial arts 30, home economics 7, music 12%, art 12, physical education 4, and miscellaneous sub- jects 6. Types of organization of the new content— The mere expansion of the secondary school curriculum is but part of the problem. How is the decision to be made as to what particu- lar units are best suited to the needs of indi- vidual pupils? Modern high schools are solv- ing this problem along three different lines. The first is the elective plan. In its pure form, which is seldom found in actual practice, a pupil chooses, from the wide offerings of the high school, the particular units of work he de- sires. Curriculum specialists rather generally agree today that complete election of subjects by pupils brings far from ideal results. They lack judgment in selecting a well-rounded, co- herent course. Hence a core curriculum with variables is offered in many secondary schools. A second plan of meeting individual differ- ences is that of parallel curriculums. This plan seeks to develop a series of well-rounded cur- riculums designed to meet the needs of indi- viduals of varying aptitudes and interests. The degree of election varies with different schools. Usually some free choice is permitted in con- nection with all curriculums. A modification of this plan for meeting in- dividual differences has been suggested by Sned- den. He advocates the building of curriculums to fit the needs of “case groups.” building curriculums to fit these groups he sets up these theses: + As a basis for 1. Since it is utterly impracticable to make cur- ricula for individual secondary school pupils and utterly unpedagogical to prescribe the same courses for all, the only practicable and helpful method is to offer and, if necessary, to prescribe a plurality of curricula, for determinable groups, of a size consistent with economical school administration, and reasonably homogeneous in at least three re- spects—certain abilities, certain environing condi- tions, and certain prospects. 2. Differentiations of curricula heretofore made have rarely if ever proceeded from systematic analyses of the conditioning qualities and prospects of learners. Rather have they been based upon either traditional or fortuitous considerations. 3. Systematic study of the school history and sub- sequent life history of several generations of sec- ondary school pupils will enable us to distinguish groups of considerable size and persistence, each of which is fairly homogeneous as to its optimum educational needs, and between any two of which optimum educational needs may be widely different. A “case group” is any considerable group of pupils who resemble each other in the common possession of qualities significant to their edu- cation. In any large high school, major case groups should be studied and defined from past experience. When reasonably persistent and significantly differentiated case groups can be diagnosed, then a scheme of educational objec- tives in order of urgency or probable worth for each should be arrayed. From these can then gradually be deduced desirable prescriptions and alternative and optional electives. Variations in content of particular subjects to meet individual differences—Equality of op- portunity does not mean that all children are treated the same way. Mental diet must be varied according to the ability of the individual child to assimilate it. The school must pre- sent to children of little capacity subject-matter that they can grasp, and to children of unusual capacity, subject-matter which will stimulate them to full effort. for all groups is unscientific and ineffective. A uniform course of study Homogeneous grouping, special promotions, and individual instruction all provide that indi- viduals advance at different rates of speed ; but they make the mistake of presupposing that all individuals can ultimately learn the things. The experience of many teachers is that even when dull pupils are given more time, same they do not grasp the same subject-matter as the more gifted children. need merely a diluted form of algebra or Span- ish or Latin, nor will their needs be met by a system of electives or by decreasing the number These pupils do not of subjects taken. The limited pupil frequently demands a different course of study.® | 1Snedden, David, “‘‘Case Group’ Methods of Determining Flexibility of General Curricula in High Schools,"’ School and Society, Vol. XVII, No. 429, March 17, 1923, pp. 287-92. 2See: Dickson, Virgil E., Mental Tests and the Classroom Teacher, p. 139. Yonkers-on-Hudson, World Book Company, 1923. [ 183 ] Failure must not become a habit, and ex- perience shows that a certain degree of success must come to the pupil if further effort is to be carried on with fervor and whole-hearted- ness. Courses of study must be revised so that a proper amount of suitable work is required of those whose mental capacities are limited ; and the course for superior minds must be so enriched that they will receive adequate stimu- lus and development. The problem of adjusting content and meth- ods of instruction to secondary school pupils of different levels of ability is extremely difficult. Its solution waits upon careful analysis of the characteristic differences of dull and bright pupils and the adaptation of subject-matter to these differences. Much experimentation is already in progress, but further observation and extensive research must be completed before anything except highly tentative conclusions can be reached. The subsequent sections of this Bulletin pool the observations and experiences of classroom teachers, as well as the findings of psychologists who have studied the differences in learning capacities of dull and superior children. What do the terms superior, normal or av- erage, and dull or limited mean?—Inasmuch as the term “gifted” is a relative designation— as there is no definite line of demarcation be- tween a normal and a superior or gifted child '—gifted children are often defined only in general terms as those of “rounded” and ac- celerated development. Such pupils constitute approximately the upper one-tenth of ordinary classes. Their I, Q.’s usually range from 130 upward. It is recognized that the I. Q. alone does not measure all phases of intelligence, nev- ertheless it is objective. The normal or average child is one whose physical, mental, and social developments pro- ceed at a rate close to the average for children of his age. In terms of I. Q., normal intelli- gences ranges from 90 to 110, according to Terman.’ 1 Baldwin, Bird T. Society lor the Stuty ui Ba Education. Pu The term “limited” or dull is used in this Bulletin to designate those pupils who do not seem to have the ability to do the work of the traditional high-school curriculum. In terms of I. Q., pupils from 70 to 90 are “limited.” * Six ways in which children differ—Various means have been suggested for determining the individual differences of children. Baldwin in his studies approached the problem of individ- ual differences from six directions. He recog- nized six phases of child development and stud- ied children as to the ages they acquired in each of these phases of growth ; however, he was not able to make equal progress in the measurement of these ages. According to Baldwin, the six parallel ages are: 1. Chronological age—indicating time elapsed since birth 2. Mental age—indicating stage of mental de- velopment 3. Pedagogical age—indicating stage of develop- ment of school abilities 4. Anatomical age—indicating stage of bodily development 5. Social age—indicating stage of social develop- ment 6. Moral or religious age—indicating stage of moral or religious development. Degree of correlation of different phases of development—Terman’s studies* show that generally, where the mental is greater than the chronological age, as it is in the case of the child of superior intelligence, the pedagogical, ana- tomical, social, and moral ages are also greater than the chronological. On the other hand, the development of members of the dull group is often erratic; i. e., physical, mental, and so- cial development may each be at variance with the chronological age. A summary of opinion to date results in the following tentative statements as to the distin- guishing characteristics between superior and dull pupils. They are presented here merely as an introduction to discussion and study by local groups of teachers and principals. **Methods of Srtectins & ey med or Gifted Catton, " Twenty-Third Yearbook, Part l, ~. 37, Nationa Publishing Company, Bloomington, Ill., 1924. sen Lewis M., The Measurement of Intelligence, p. 79. Boston, Houghton Mifflin Company, 1916. *Ter Lewis M., and others, Genetic Studies of Genius, Vol. I. Stanford University Press, Stanford University, California, 1926. Mental and Physical Traits of a Thousand Gifted Children. [ 184] ee “~~ —_ ee Fe al - - 1 V dle ll deli ewe Mental traits of gifted pupils \—These are among the traits most easily recognized : 1. Ease of assimilation and, as a rule, quick reac- tion time—ability to absorb the same amount of material in a fraction of the time required by an average group. Power to learn is a distinctive characteristic of gifted children. They show marked ability to “absorb” knowledge much more quickly than average children. They read more rapidly, remember more, and with greater vivid- ness. Superior students have a greater degree of concentration, waste less time, and grasp an idea at its first presentation. 2. Voluntary power of sustained attention, men- tal endurance,.and tenacity of purpose—gifted pupils have unusual power of focusing their atten- tion upon a task; and they are able to stay by a thing without fatigue longer than the average. 3. Intellectual curiosity, originality, and initia- tive—the superior student is comparatively self- directing. 4. Power of generalization—they quickly see underlying principles, relate similars, and foresee results. 5. Ability to work with abstractions—the gifted student not only learns facts, but he also delves into the principles underlying the facts and into the inferences to be derived from them. Generally speaking, the gifted pupil is superior in quickness of observation, in wealth of associated ideas, in power of discrimination, and in reasoning ability. 6. Ability “to know when they do not know’— many gifted children seem particularly competent in self-criticism. 7. Versatility and vitality of interests—closely allied to their wide range of interests is the degree of special talent found among gifted children. Mental traits of dull pupils *—According to many writers, the following traits are most easily recognized. ‘They are presented here as a basis for discussion and evaluation. 1 See also: Alltucker, Margaret M., Vol. XXXII, No. 3, March, 1924, pp. 193-202. 1. Slow in reaction time—it takes them longer to think things through than the average pupil. They are slow in getting under way and weak in transfer, and use a thing in the situation in which they learn it. They cannot transfer it out of its original setting. Hence the dull child must acquire through direct teaching much knowledge that the bright child acquires incidentally. 2. Short in span of attention—lack ability to carry a sequence of ideas long enough to reach a point off in the distance. 3. Illogical—this is partly due to their limited number of ideas, The amount of material assimi- lated and used in a given situation is limited. The dull pupil usually becomes a pattern-reaction in- dividual, for, lacking the ability to organize things for himself, he tries to live by rule of thumb. Dull pupils have little initiative. They are better able to execute than to plan. The dull pupil understands and learns general processes through situations in which specific habits and automatic responses are formed. Dull pupils are dependent upon constant guidance and sympathetic encouragement of the teacher. 4. Inability to take a body of material and out of it to draw facts which are pertinent to the problem in a given situation. 5. Inability to work with abstractions—dull pupils think most often in terms of immediate ob- jectives, and they deal largely in things concrete. With dull pupils, we must put emphasis upon de- tails, not upon broad general ideas. The dull pupil generalizes and applies processes only to problems well within his training and experience. 6. Lacking in power to evaluate their efforts, and consequently often unable to correct their failures. 7. Narrow range of interests. 8. More emotional in attitude than the superior pupil. Shall both dull and gifted children receive special training?—According to Whipple,’ sub- ject-matter, both as to amount and kind, must “*Is the Pedagogically Accelerated Student a Misfit in the Senior High School?"’ School Review, a Catharine M., Genetic Studies of Genius, Vol. II, Early Mental Traits of Three Hundred Geniuses. Stanford University Stanford University, California, 1926. eT Genevieve Lenore, The Interests, Abilities, and Achievements of a Sees Class for Gifted Children, Teachers College Con- tributions to Education, No. 131. Columbia University, New York City, 1923. Goddard, Henry Herbert, School Training of Gifted Children. Yonkers-on-Hudson, World Book Company, 1928. 226 pp. Hollingworth, Leta S., Gifted Children, Their N ature and Nurture. New York, The Macmillan Company, 1924. 339 pp. Jensen, Dortha Williams, “The Gifted Child,"’ Journal o Practices, No. 1, January, 1927, pp. 34-45; II, Present School Educational Research, Vol. XV rovision for the Gifted Child, No. 2, February, 1927, pp. 126-33. I, Educational Concepts and National Society for the Study of Education, The Nineteenth Yearbook, Part 48 Classroom Problems in the Education of Gifted Children. Public Sc School Publishing Company, Bloomington, Ill., 1926. 120 National Society for the Study of eee Y ing Twenty-Third Yearbook, Pari l, The Education of Gifted Children. Public School Publishing Company, Bloomington, IIl., Stedman, Lulu M., E ucation of Gifted Cc ihildren. Yonkers-on-Hudson, World Book Company, 1924. ? See also: Alltucker, Margaret M., Vol. XXXI, No. 9, November, 1923, pp. 653-61. “*What Can the Secondary School Do for the Student of Low I. Q.?"’ School Review, Baker, Harry J., Characteristic Differences in Bright and Dull Pupils. Public School Publishing Company, Bloomington, Ill., 1927. Hollingworth, Leta S., Psychology of Subnormal Children. New York, The Macmillan Company, 1920. Inskeep, Annie Dolman, Teaching Dull and Retarded Children. New York, The Macmillan Company, 1926. Whipp e, Helen D., Making Citizens of the Mentally Limited. Public School Publishing Company, Bloomington, III., 1927. * Whipple, Helen Davis, Making Citizens of the Mentally Limited. Public School Publishing Company, Bloomington, III., 1927. [ 185] be adjusted to the capacity of the slow-learning child. He cannot deal with the same quantity and, in many cases, with the same quality of subject-matter as the normal child. Hence, differentiation of material and special training are essential. Hollingworth! argues for special training for the gifted on these grounds: One who clearly comprehends that each advance in human usage comes through the mental work of some individual, and that only a minority can originate, will feel that those few are worth con- serving, if he believes that civilization is good. He will at least wish to be convinced by actual experi- mentation of the truth of the premise that a gifted person will perform his work without special op- portunity as well as with it. In like manner, Goddard, in his School Training of Gifted Children ®* states: The best results with gifted children will be ob- tained only by recognizing the gifted child, the bright child, as a new problem requiring a special type of education, and by providing that education. No better proof of this is needed than the ex- perience with the defective child in the schools. . We have learned to segregate the defectives because they cannot do the work that is given to the regular children in the grades. We should seg- regate the bright children because they can do more and better work than the regular children. Justice demands that every pupil in a demo- cratic school system be judged by the best which he can do and not by the median performance of a non-selected' group. Justice further de- mands that school work be provided which is commensurate with each pupil’s ability. In other words, the recognition of the special needs of dull and gifted pupils has placed upon the school the responsibility of providing ade- quately for them. This means differentiated curriculums and differentiated courses of study. In providing these, one of the first steps is to set up certain fundamental principles to be used in the differentiation of all courses of study. 1 Hollingworth, Leta S., Gifted Children, Their Nature and Nurture, p. 297. Fundamental Principles for the Differ- entiation of Courses of Study These six general principles are tentatively presented for consideration by local course-of- study committees: 1. In providing for curriculum and course-of- study adaptation, intelligence tests should not be too exclusively relied upon for the proper classifi- cation of pupils. They are a valuable instrument, but not the sole means to be used in grouping chil- dren for purposes of effective instruction. The judg- ment of teachers and the past achievements, inter- ests, and future plans of pupils must also be taken into account.* 2. The differentiated subject-matter for a specific group should be elastic in content, so that it can be modified to meet individual needs as well as group needs. 3. Differentiation of courses of study does not mean that the public school should develop a series of wholly distinct courses for different groups of pupils. There will always be certain minimum essentials which all pupils should seek to acquire. The percentage of the curriculum made up of these minimum essentials will probably be greater in the elementary than in the junior and senior high school. It is important in a democracy that certain information shall be the common heritage of all. Insofar as they are able to acquire it, all children should have the best of the social heritage. 4. The Aims, objectives, and outcomes of all sub- jects should be set forth for different ability groups. For the most part, there should be a common back- ground for these aims. The methods and emphasis are necessarily different, as are the immediate ob- jectives and outcomes; but the same ultimate aim of education should guide all teaching. The same philosophy of education is back of whatever differ- entiation is made. 5. The course of study should recognize that the rate of progress will not only vary between the dif- ferent ability groups, but also within each group. Even though the practice of homogeneous grouping is followed, there will be a considerable range of capacity and a variety of backgrounds and needs within each group. 6. Much study, research, and experimentation are needed to determine the amount and quality of work which may rightly be expected from pupils of differ- New York, The Macmillan Company, 1926. * Goddard, Henry Herbert, School Training of Gifted Children, pp. 2 and 35. Yonkers-on-Hudson, World Book Company, 1928. 3 The theory of “ specificity "’ raises certain questions about homogeneous grouping by intelligence tests, which may well be the basis of thought and discussion by those working on differentiation of courses of study [ 186 ] es ome apc tite a ' ent levels of ability. Whereas no amount of re- search will make it possible to mechanize education, it will offer a guide in dealing with both individuals and groups. How Shall Course-of-Study Content and Method Be Differentiated for Pupils of Superior Ability? It appears that the capacity of gifted children differs from that of mediocre both in quality and quantity. In other words, gifted children have mental powers which are sufficiently dif- ferent from those of average children to make it probable that there should be a special adap- tation of method as well as content to their peculiar needs. According to Hollingworth,! it is generally agreed by those who have taught groups of the gifted that certain modifications can be derived by corollary from the study of the psychology of these children as well as from the actual ex- periences of the classroom. In assembling the following tentative sug- gestions for modifying content and method to fit the needs of gifted pupils, a variety of sources have been consulted. Anything like a final answer to this question can come only after a much longer period of experimentation. 1. Course-of-study content for the gifted pu- pils should be enriched — Enrichment means something more than additional amounts of core material ; it also involves the introduction of a different and higher type of material which can only be dealt with successfully by those of superior intellect. Hence, curriculum content must differ both in quantity and in quality. This involves more intensive and elaborate study of the material dealt with. 2. Method will be modified for gifted pu- pils—These suggestions grow out of the expe- rience of teachers of gifted classes: a. Greater provision should be made for ini- tiative—Originality is one of the distinguish- ing characteristics of gifted pupils. They are especially amenable to instruction by the proj- ect method because they excel in “thinking things together,” in perceiving the relations be- tween and among all the relevant elements in a given field of endeavor. In recitation, the method of the seminar is feasible and is much enjoyed. Gifted pupils like to impart informa- tion. They like to ask questions and to be questioned. b. Broad underlying principles should be emphasized—More abstract theory should be taught and there should be more teaching by means of principles. Evaluation and organi- zation should be emphasized. More excursions and field trips should be made for observing principles and theories in practice. The following are further illustrations of adaptations which some schools, that recognize a distinction in modes of thinking on the part of gifted children, are making: Superior pupils use more advanced books and are encouraged to find references for themselves. They learn easily how to take advantage of their knowl- edge of the organization of a book to find out what they want. They are urged to make free use of the library. Gifted pupils are given longer assignments, per- haps not including more general ideas, but an elaboration of these ideas. Superior secondary school pupils carry on many special investigations, making individual reports, some involving quite careful research. The superior pupil has great power to originate and carry through the investigation of a subject when once his interest has been enlisted. Superior pupils, in reaching generalizations through observation and inductive reasoning, will need but few primary illustrations. However, they need drilling and checking on the whole process of induction, since they spring quickly to a generaliza- tion. Unless they are guided, this quickness makes for inaccuracy and superficial thinking. c. Drill should be modified—For superior pupils, drill materials should be treated quite differently, both as to standards of attainment and time spent, as compared with dull pupils. Many repetitions are not only unnecessary for the highly intelligent, but they are decidedly irksome. For the same reason, the amount of review should be reduced as well as the num- ber of illustrations cited to establish a particu- lar point. 1 Hollingworth, Leta S., Gifted Children, Their Nature and Nurture, pp. 307-10. New York, The Macmillan Company, 1926. [ 187 ] Although drill can be reduced, it can by no means be abandoned. High standards should be set for bright students in tasks that are of a drill, memory, or routine nature. Equipped with these tools, the bright pupil has more op- portunity for the creative work of which he is capable. d. The amount and detail of explanation can be reduced—Gifted pupils usually have a quicker reaction time. They take in ideas more quickly. They usually grasp an idea at its first presentation. How Shall Course-of-Study Content and Method be Differentiated for Dull Pupils? Experimentation has gone far enough to show that slower rates of progress, or strip- ping present courses to minimum essentials do not completely solve this problem. New mate- rial, different from that commonly found in the traditional secondary school curriculum, will have to be incorporated before ideal courses for slow pupils will have been devel- oped. Texts should be suited to physical and social maturity, while at the same time they contain in concrete form socially valuable ma- terials, selected through analyses of daily ac- tivities of children and adults. Methods of teaching will also need to be rad- ically altered in many cases. In teaching dull pupils, many teachers have found that abstract principles are out of place and drill by verbal methods ineffective. Subject-matter should be presented concretely, and much dependence placed upon learning by doing. Concrete, though tentative, suggestions from psychologists and from teachers engaged in teaching classes of dull pupils, follow. They are presented here for discussion and evalua- tion: 1. Discover lines of work in which a par- ticular pupil can succeed—Nothing succeeds like success. Even the dull pupil should expe- rience the joy of accomplishment. 2. Select material on the basis of its value to the student and to society—lt is necessary that a rigorous and careful selection be made of those materials in the academic curriculum which are most worthwhile in the student's life and are of large social value. For example, the chief objectives in the English class of the limited pupil are: (a) reading for appreciation, and (b) self-expression in its simplest form. 3. Have subject-matter elastic in content so that it can be modified to meet individual and group needs—In working out the details of a course of study for a particular group of lim- ited pupils, the mistake should not be made of seeking for the typical dull youth, possessing a set of imagined qualities. The subject-matter should be varied according to environing con- ditions, interests, and needs of the individual pupils in a particular school. Furthermore, lo- cal course-of-study committees should be guided by what they know almost certainly is ahead of certain groups of students, rather than by custom and tradition. 4. See that the subject-matter is concrete and deals with simple actual life situations— The dull pupil does not seem to have the abil- ity to take a body of material and out of it draw facts pertinent to the problem in a given sit- uation. While superior pupils look for ultimate prin- ciples, casual explanations, and final objectives, children of limited mental capacity seldom seek beyond the immediate and the concrete. For example, some English teachers have found that dull pupils can appreciate the story of The Ancient Mariner, while the philosophy of J/ Penseroso is beyond them. The universal ap- peal in Gray’s Elegy usually reaches limited senior high-school pupils, as do also the life situations portrayed in Captains Courageous. These illustrations may not necessarily be ap- plicable in all situations. They do suggest, however, the direction which curriculum re- vision must take when pupils of limited capacity are concerned. Special text-book materials are now being worked out for dull pupils.’ ' As an illustration of the see of materials now bein Covehannd cust McEntyre, Sophia, and Voorhees, Marietta, Buried ew . Treasure and Treasure Trove. The aim of these York, The Macmillan Company, 1 books as stated in the preface is as follows: It is hoped that Buried Treasure and Treasure Trove will provide enjoyment in “‘literature” classes, to pupils and teachers, and that the books will find their way into many children’s hands outside the schoolroom. _ The material will suggest similar, psychologically timed selections, which teachers in many places have long been using for children who do not respond to the more formal “old-time” ninth and tenth-year material. [188] snares Bi i od sy ied ers, for Rn ih il ACEGIDE TES 00 et Nn am we os os 5. Provide large opportunity for drill work—The dull child understands and learns general processes through situations in which specific habits and automatic responses are found. Contrary to general belief, the slow thinker is not necessarily the accurate thinker. Nor does the pupil who learns slowly generally have a more retentive memory than the bright pupil. According to one teacher, “If you want to benefit dull pupils, take a short, concise, defi- nite unit of material and teach it and reteach it until they get the pattern.” It is generally conceded that the keynote in the education of a pupil of limited mental ability is the establish- ment of specific habits. It is often interesting to note the satisfac- tion and enjoyment which dull pupils get out of the things they have discovered that they are able to do well. Observation seems to indi- cate that dull pupils are prone to read over and over again the same material which is interest- ing to them and within their comprehension. 6. Avoid involved assignments — Assign- ments should be short, definite, concise, direct units of material distinctly and plainly set forth. ‘This is of special importance for dull pupils. All psychological tests show that dull pupils are almost always unable to follow complex di- rections ; they get lost in the maze. Dull pupils cannot carry a sequence of ideas long enough to reach a point off in the distance. For ex- ample, in English composition, it is better to require a few short sentences or paragraphs than to assign a three-thousand-word theme based on references which have to be acquired from many sources. An assignment for dull pupils must be deliberately made, explained, and checked up to see that it is really under- stood, 7. Consider mental age in making academic assignments—One should remember that the mental age of the limited pupil is less than his chronological age, and that in academic assign- ments it is his mental age that should be given first consideration. However, a pupil sixteen vears old with a mental age of ten years should have different assignments from a normal child aged ten. 8. Dull pupils usually learn largely by rule of thumb and imitation—The limited pupil usually cannot reason out general principles or methods of attack, but has to learn largely by imitation and successive experiences. To illustrate, according to W. J. Osburn,’ a dull child who has learned 8 from 13 will probably be confused by the 48 from 53 which occurs in the exercise 534 divided by 6. To a gifted child, this presents little difficulty. Dull pupils must have direct teaching on all the important elements of in- struction, whereas gifted pupils will probably master the material after one-tenth of it has been taught. There are more than 1200 combinations in arith- metic which everyone must know in order to carry oo ordinary computation with integers; yet we know gifted pupils can attain a reasonable mastery of this material by the presentation of 180 combina- tions; that is, the 45 principal combinations in each of the four processes. This is not limited pupil. true of the A successful teacher of long experience with limited pupils states that it is particularly im- portant that their work be carefully laid out for them, if they are to attack it with enthu- siasm and complete it. If left to themselves to work out a project that is at all difficult, they soon give up in despair because of bewilder- ment. Hence, the course of procedure for the limited pupil should be carefully laid down for him. A better plan is the following: Demon- strate the procedure while he observes; allow him to attempt it himself under careful super- vision, have him repeat it until by repetition the various parts of the process come to have for him a habitual relation or association. In time, the whole action becomes easy and me- chanical; then, and not until then, has the lim- ited pupil mastered it. The more technical the subject, the more nearly one has to come to in- dividual instruction. While the “keynote in the education of an exceptional child of any age is to provide a wealth of stimulations of a suitable order,” the keynote in the education of the limited pupil is the establishment of efficient habits. Usually the limited child is not capable of constant ad- justments to new situations. 9. Dull pupils succeed in the manipulative work, but they have difficulty in acquiring un- 1Osburn, W. J., Corrective Arithmetic. Houghton Mifflin Company, Boston, 1924. [ 189 J derlying principles—The dull pupil will do a piece of work over and over again in order to get the desired finish, but he is a poor person to work over a blue print. He can acquire con- siderable speed and accuracy in typing, but usually lacks ability to interpret the materials his employer has to handle, and hence finds it difficult to hold a responsible secretarial posi- tion. He can use computing machines, but does not get beyond the machine and stays with the mechanical part of office work. He cannot do the things which require understanding and where success is dependent upon ability to ma- nipulate or organize abstract ideas. 10. Dull pupils are dependent upon constant guidance and sympathetic encouragement— While it is highly important that course-of- study committees and teachers should recog- nize the fact that limited pupils do not have the ability to do successfully the work of the traditional secondary school curriculum, it is equally important that they remember that the limited high-school pupil has some ability. It is their privilege to cooperate with him in de- veloping the ability which he has. Teachers should find at least one worth-while thing at which the limited pupil can succeed, train him in this, and let him feel honest success. Too often the only thing the limited pupil gets from the high school is a sense of failure. To provide differentiated courses for limited pupils is not sufficient. Wise counseling and careful follow-up are necessary if the purpose of the special opportunities provided for in the curriculum is to be realized. Illustrations of Differentiated Courses of Study * Many school systems report they have not differentiated their courses of study to fit pupils of different levels of ability. They explain that their courses as written are full enough to take care of pupils of high ability, and that selection of material to fit varying needs is provided for but not definitely stated. Something more fun- damental than this is necessary. Some school systems have really tackled this problem and have made promising starts in developing com- pletely differentiated outlines. The following materials are illustrative. Grading assignments in Eau Claire, Wis., to individualized ability—Mimeographed ma- terial is prepared for high-school students along what is called contract lines. ‘To illus- trate, in the social studies a minimum list of references bearing on a particular topic is given, together with questions, problems for study, and certain written assignments, such as the preparation of an outline map, biographical sketch, or abstract. Following these are the references for the B level, with this admonition to the pupil: Do not start on the work for a B until you have mastered everything up to this point. Additional and more difficult assignments are also included for A level. According to the superintendent of schools, there is nothing fixed nor set about the contract ; it is simply a method of grading the assignment a little more effec- tively, as to individualized ability. W orking basis developed in Denver, Colo.— “Differentiation of Curriculum for Slow- Learning Children” ® is the title of a supple- ment to the regular course of study prepared by the Denver Elementary School Special Classes Committee. The affirmative point of view of this Committee is expressed in its own statement of purpose: The purpose of the committee is to present the problem of the slow-learning child from the positive costructive point of view. 1. Stressing as the final goal, fullest development of the individual, through a suitable school environ- ment, to the end that he may attain maximum social! adjustment. 1 For additional help relative to the meeting of individual differences of both dull and superior children, see: Corning, Hobart M., After Testing What? Chicago, Scott, Foresman and Company, 1926. 213 pp. Irwin, Elizabeth A., and Marks, Louis A., Fitting the School tothe Child. New York, The Macmillan Company, 1924. 339 pp a Paul R., The Individual Pupil in the Management of Class and School. New York, American Book Company, 1928. ‘National Society for the Study of Education, The Twenty-Fourth vegans. Part II, Adapting the School to Individual! Differ- ences. Bloomington, Il)., Public School Publishing Company, 1925. 410 pp Ryan, Heber Hinds, and Crecelius, Philipine, Ability Grouping in the Junier High School. New York, Harcourt, Brace and Company, 1927. 223 pp. 2 In the Denver report, the term “‘slow-learning”’ refers to backward, dull, and borderline pupils who differ from normal to such a degree as to need adjustment of subject-matter, methods, and standards suitable to their capacity. [190] eet ee Pp» re vn the ive ent on- cial pp. 28. ffer- and il to eran tse 2. Stressing capacities of the slow-learning child according to mental age rather than incapacities ac- cording to intelligence quotient. 3. Stressing adjustment of the regular curricula by adapting subject-matter, methods of procedure, and standards of attainment, to the capacities of slow-learning children. 4. Stressing the fact that most children in our special classes are dull and borderline cases with sufficient ability to become self-supporting. A second report’ prepared by the Denver Special Classes Committee supplements the regular course of study in arithmetic and sug- gests: 1. The common core which all children should acquire. 2. The limits of difficulty within which most borderline children should remain. 3. Most frequently used type process which should receive most emphasis in drill and problem solving. Principles developed in Lincoln, Neb.— These principles guide course-of-study com- mittees in Lincoln, Neb.: 1. A course of study made up of a series of units conceived of as expanding from a central idea or process. 2. The building of the units in such a way that any degree of expansion will contain prerequisites for an equal degree of expansion of the following units. 3. Provision for sufficient expansion of each unit so that the best pupils will occupy all of their time profitably. 4. Time limits for each unit so that all pupils begin each unit together. Courses of study differentiated on the bases of difficulty, range, and speed in Cleveland, Ohio *—In the Cleveland junior high-school mathematics course of study, separate courses for X, Y, and Z groups are presented in par- allel columns. Difficulties vary with the ability groups. The range of sub-topics under each main objective is much wider for the X pupils than it is for the Y or Z pupils. Rate of learn- ing is cared for by planning the course so as to give Z pupils three years to cover the im- portant topics included in the X outline for the seventh and eighth grades. This is accom- plished by building a Z course for the ninth year out of material omitted from the seventh and eighth-grade outlines, plus other material of recognized social utility, plus the most prac- tical phases of elementary algebra. Plan of work for normal, slow, and fast classes in Lakewood, N. J. plan is based on the theory that it is better In general, the for fast pupils to have a richer course and the slow pupils a less inclusive course in any sub- ject than is given the normal pupils. It rec ognizes the argument that all pupils, of not too low a degree of mentality, who work faith- fully, should have the expectation of complet- ing their high-school course in four years’ time. To illustrate: Work in Algebra I and Geom- etry II is differentiated thus: While it follows the general outline of the nor- mal classes, it is made as objective as possible. A considerable fraction of class time is given to ex- planations and illustration. Only simple exercises are assigned, in order that the pupils may be suc- cessful in solving them and thus gain confidence. The fundamental processes of arithmetic are re- viewed in connection with algebra, putting the em- phasis on accuracy. such a nature that its usefulness is evident. Shop, The problem material is of home, and ordinary business problems are pre ferred. The general principles laid down for teaching first-year algebra are also observed in teaching geometry. The formal proofs of about 30 theorems each semester are required of each pupil and the theorems of as many more are learned. The proofs of the latter are treated informally in class. By way of contrast in the fast classes about 60 theorems are required in Geometry I, and as many more in Geometry II. From 125 to 150 originals (a part numerical) are required each semester. Originals too difficult for the normal and slow groups are proven in the fast group. effort is made to develop some power in reasoning out original exercises. Exercises that require only short proofs are selected. Whenever possible, ap- plications of theorems are made, and many numer- ical problems based on theorems are More time is given to estimating distances, size of In the slow group, an solved. angles, and to space relationships than in the nor- mal and superior groups of pupils. phasis is placed on the mensuration side of the Greater em- subject than on the logical. 1 Differentiation of Course of Study in Arithmetic for the Borderline Child, prepared by the Special Classes Committee, Depart- ment of Curriculum, A. K. Loomis, Director, Denver Public Schools, Denver, Colo. ? See: Tentative Course of Study in Mathematics for Junior High Schools. Cleveland Public Schools, September, 1928. 204 pp. [191] How Sioux City, lowa, differentiates its course in plane geometry—The committee of local teachers charged with the reorganization of the geometry course reported * that experi- ence indicates that segregation is more neces- sary for demonstrative geometry than for most other high-school subjects. According to the Sioux City mathematics course: Emphasis was placed upon individual differences in the planning of three separate courses: A mini- mum course where only the most essential theorems and those necessary to make a sequence are in- cluded. This course is of a much more elementary nature than that recommended by most textbooks. After the mathematics committee selected what, by trial, was in their judgment the most desirable geometry text, it selected from this text a separate and complete list of exercises and originals for each of the courses: minimum, medium, and maxi- mum. These exercises were supplemented by ex- ercises from different texts as well as from other sources. English for Z Pupils is the title of a Los Angeles course-of-study monograph.’ It as- sumes that while reading has the same general aims for Z pupils as for all pupils, it has two distinctive features: 1 See: Tentative Math 1. Selection of material. The stories must be simple in structure and vocabulary; they must ap- peal to the pupils’ interests. Begin with “low-brow” books if necessary, and work up gradually. 2. Reading for comprehension. Drill for compre- hension as a necessary tool in independent reading and thinking. Discover and remove mechanical dif- ficulties. The simple knowing how to read is basic. Without this foundation, reading for pleasure and profit is impossible. How can one instruct children en masse and at the same time individualize?—While differ- entiating the requirements makes possible a high degree of individualization, its successful ad- ministration in the classroom presupposes on the part of the teacher: (1) Knowledge of the educational status of his pupils as individuals, (2) organization of the materials of instruc- tion so as to permit flexible assignments, and (3) the adoption of a technic of instruction which will enable the teacher to use a large share of his teaching time in directing individ- ual work rather than hearing lessons. The whole problem of meeting individual differ- ences has been but partly solved when homo- geneous grouping has been accomplished and differentiated courses developed. tics Course, Seventh to Eleventh Years Inclusive, Sioux City Public Schools, 1927-28, p. 86. *Los Angeles City High Schools Course of Study Monographs No. 32, June, 1923, p. 40. entiation in courses of study. PROGRAM THAT will satisfy cravings of groups of boys and girls—infinitely different but indescribably worthy—implies radical curriculum adjustments and calls for extensive differ- As groups appear or are discovered that require special training, varied and diversified avenues of instruction must be opened to receive them. This is the program of the Boston public schools. Replacing rigid and uniform courses of study, curriculums have been modified and reconstructed to satisfy the varying aptitudes and capacities of groups of children, all equally deserving, all endowed with equality of rights and entitled to equality of opportunity. Through this policy Boston is solving the question of why children leave school. Boston has discovered that if these varied opportunities adapted to their special needs are offered to boys and girls, then these pupils will not leave school; they prefer to remain.—Annual Report of the Superintendent, School Document No. 12—1927, Boston Public Schools. [ 192] ge ind _]} \ os Site Cll ee Ratatat Pre — Cm 5 Vt te NAO ALY 4 sel alate Ae. tw ale An Introduction to Research in Secondary School Subjects Six lines of research of interest to all teachers and to course-of-study committees—A review of recent research studies, bearing on the sec- ondary school curriculum, shows that some- thing has been done in each of these six fields: (1) Determination of objectives of the various secondary school subjects, (2) selection of cur- riculum content on more or less objective bases, (3) discovery of pupils’ interests and methods of teaching’ by which they learn most easily, (4) development of various types of standard- ized tests, (5) analyses of textbooks, and (6) surveys of present conditions in secondary edu- cation. Since all these fields of investigation are illus- trated in subsequent sections of this Bulletin, only brief mention is made of them here. The most common form of research in the determination of objectives is to summarize the published statements which represent the judg- ment of frontier thinkers or committees, and noting wherein their viewpoints agree or dis- agree.* Among the research methods for the selection of curriculum content are job and activity an- alyses, tests of practicality such as frequency of use in business and social practice? and fre- quency of mention in newspapers and periodi- cals, analysis of home activities,? and tabula- tion of interests of pupils and their parents. Studies of how children learn are a guide in the selection of methods, grade placement of materials, and in assignments.* Among the various types of standardized tests which research has developed are prog- nostic, accomplishment, and diagnostic tests. Many local school systems have found it de- sirable to develop tests to cover the content included in their new courses of study.® Analyses of textbooks are made chiefly for these two reasons: (1) To see how nearly the points covered agree with the content outlined in the course of study, and (2) to see whether the materials presented are within the range of comprehension of the pupils using them.® Status studies or surveys of present practices are often as valuable in showing weaknesses as in serving as a direct guide. An evaluation of local conditions is often a good starting point for curriculum revision. Periodic studies of current practices in a large number of school systems are valuable in showing trends.’ Amount of research in each of the secondary school subject fields varies widely—This sec- tion of the Bulletin summarizes briefly some of the essential findings of selected research studies in twelve secondary school subject fields, which have a more or less direct bearing on course-of-study building. In certain fields, such as modern foreign languages, Latin, sci- ence, and social studies, numerous research studies have been made, and their findings have been summarized. Subsequent sections, dealing with these subjects, review these summaries in succinct form. In the case of the Modern For- eign Language Study, which is reported in sev- enteen volumes, space permitted only the brief- est mention here of certain phases of the study. The reader is urged to consult the original studies in this, as well as in other, subject fields. In other subjects, such as home economics, considerable research has been done, but it has not been summarized, and since it is published in more or less isolated periodicals and mono- graphs, it is difficult to locate. In certain subjects, such as art, practically no research has been carried on, so that a sum- mary of the findings makes a very meager show- ing. In subjects where few research findings are available, statements of trends are given and progressive viewpoints are cited. In a few instances, there may be better ma- terial available than here presented, for facili- ties were not adequate for making a complete collection of research studies. “The amount of research material presented here under the va- rious subject fields varies for two reasons: (1) Much more research has been carried on in some fields than in others, and (2) practically 1 See page 233 for an illustration of the rating of industrial arts objectives in junior high school and in senior high school by a jury of 58 people. ? As an illustration of this form of research, see section on modern foreign languages, page 195 3 See section on industrial arts, p. 233. * See page 221 for a review of ten learning studies in the field of science. These studies were made to determine which is better, the individual laboratory or the demonstration method of teaching physics and chemistry. § For an illustration, see page 199, which describes testing for achievement in the modern foreign languages * An example of this type of research is given in the section dealing with research in high-school science. 7 As an illustration, see page 197 for enrolment in modern foreign language classes, and page 199 as to what p school pupils take Latin. See page 218 roportion of high- [ 193 ] ~ fieainn a ig a ee em we + = oe ~~ 4 : 7 Ps, a en oat sn nl a iso ee | all the available research findings in some sub- jects have been collected and summarized, in other subjects this has not been done. Where the latter is the case, the material presented here may be more or less incomplete. The influences which affect the evolution of curriculums may be classified under two heads: (1) Subjective and (2) objective. Under the first may be included such factors as the pooled opinion of experienced teachers, empirical ex- perimentation, and the judgment of frontier thinkers. The objective influence comes from scientific studies which seek to base their con- clusions upon definite, quantitative data. Until recently, practically all course-of-study development was based upon subjective or phil- osophical procedure. In the last decade, there has been a strong tendency to seek objective bases for course-of-study materials. The results of research in the field of the curriculum are in many cases crude and incon- clusive. The importance of many of these studies lies in the promise which they hold for the future of a more scientific basis for cur- riculum revision, perhaps even more than their actual contribution at present. In differentiating between the two bases for curriculum revision, it is not meant that they are mutually exclusive. Reflective thinking should always constitute one of the bases for curriculum change. As rapidly as the r of research permit, however, it should cea be the sole basis. Objective data should place guesswork as a basis for many deci affecting the curriculum. A good omen for the future is the am: of study, discussion, and research concer: secondary education now taking place. This section of the Bulletin seeks to indi a few of the more important influences, bot! the subjective and the objective type, which at present affecting the evolution of the ondary school curriculum. The character of the material presented { each subject differs. In some secondary scli subjects, selection of both content and met! is still based almost wholly upon subjective « dence. In others, this type of evidence is bei: supplanted by research. The amount of the material of each ¢ presented here is influenced by the limitat of space available in a bulletin of this leng: This section does not present even in part the material which an intelligent committee curriculum revision should consult. Rath it seeks to mention some of the more significant lines of development and to cite materials which more comprehensive consideration of both objective and subjective materials is p: sented. transformation of the conditions of living has t materials of the school. NE OF THE chief intellectual purposes of the school is to develop understanding of th: institutions, problems, and issues of contemporary life. Historically, whenever a rapid aken place, the tendency has been for the curricu- lum to lag behind. Because of the great changes in modern life, there is at present a real need in certain fields of a new synthesis of knowledge and, correspondingly, for a new grouping of the | | } School practice, both past and present, has conceived too generally of curriculum-revision as a task for intermittent administrative reorganization. . Because of the dynamic nature of mod- ern society and of the steady accumulation of truth concerning learning and child growth, school systems and colleges should make provisions for the continuous study, evaluation, and testing of the materials of the school curriculum, and the importation of new materials or the elimination of old kinds whenever this proves to be justifiable—The Twenty-Sixth Yearbook of the National Society for the Study of Education, pp. 21-23. [ 194 ] Research in Modern Foreign Languages ; a al ee xfensive research findings available in hing of mode rn foreig i la nguaddges lern Foreign Lanquage Study,? which been completed, is one of the most compre sive ever made in the field ot secondary ication. It presents extensive data on nine ises of modern foreign language teaching rse content, enrolment, organization, post holastic use of modern language, prognosis iding, teacher training, testing for achieve nt in modern languages, and transfer of ning. Most frequently used words in French Spanish, German, and English—The Word bt ks cited in footnote 1 below list the rds most frequently used in writing in four nguages. [he French and Spanish lists are inning werds of 1,250,000 and of 1,200,000 inning words respectively, in texts widely In fact, in any phase of curricu representative of the various types of writing tion in these languages I il course- tudy commit 1 w n ! s interested in improving their teaching are urged t Le = e Content Buchanan, M. A 4 Graded Spanish Word Book, University of T Press, 192 ‘abulated for range and frequency on a count of 1,200,000 running words Cheydleur, F. D., Editor, A French Idiom List New York, The Macmillan Company. In Pr Tabulated for range and frequency on a count of 870,000 running words Johnson, C. L., ** Vocabulary Difficulty and Text-Book Selection,’’ Modern Language Journal, t Keniston, Hayward, Editor, A Spanish Idiom List New York, The Macmillan Company, 1929 Tabulated for range and frequency on a count of 1,000,000 running words. Morgan, B. Q., and Purin, C. M 4 German Word Book New York, The Macmillan Compar 1928 Tabulated for frequency on the basis of Kaeding'’s Hdufigkeitswérterbuch der deutschen Sprache, w 10,910,777 running words. Vander Beke, George, Editor, A Fren Word I New York, The Macmillan Company In I Tabulated for range and frequency on a « f 850,000 if frequency on 1,250 000 ‘ Wood, Ben D., ‘‘A Comparative Study of the Vocabularies of Sixteen French Textb Mf rn Lar iry, 1927 Note: For a list of the words most frequently ed in English, se Horn, Ernest, A Basic Writing Vocabulary, 10,000 W Most ¢ Used in Writ ( rsity of lowa, lowa City, lowa, 1926 I Er me Wheeler, C. A., and others, Enrollment in the Foreign Languages in Secondary Schools and ( ege York, The Macmillan ( ompany, 1928 III. Post-Scholast { M I Ages O'Shea, M. V., The Reading of Modern Foreign Languages, U.S. B f Education, Bulletin, 19 42 tables. Government Printing Office .Washington, D. ¢ IV. Prognosi Henmon, V. A. C., Achievement Tests in the Modern Foreign Langu New York T Macm n ( V. Reading Buswell, Guy T., A Laboratory f the Reading Modern Siu 1927 100 pp., 43 plates, 11 tables, 15 figures. VI Language Tea Stuart, Hugh, Training of Modern Foreign 7. Jil pp Columbia University, New York City, 1927. hers for VII. Testing for Achievement Wood, Ben D., New York Experiments with New-T ype Modern I See also: Smith, Henry Lester, and Wright, Wer William ments. Bureau of Cooperative Research, Indiana University, Bloon ? An enterprise made possible by a grant from the ¢ negie Corpo on Education and the U. S. Bureau of Education, and by the assista guages. The completed study will consist * When this table was compiled, the Fr of 17 volume ench Word Book was not See references in footnote 1 above [ 195 ] Teacher Trainir the German list is based on // running words. the 25 most common German, and English The Word Books which are also based Word and the on mately a million words each, git tific starting point than did it for the preparation of « tor dril ° | various vocabulary studies. met vuage texts, sources Idiom lists objectively selecte ils. The Spanish, Fren lial materi man idiom lists,’ Modern ial interested in the making of ele: made av: Foreign Lanauage § mater which cannot be ign mars, or the selecting and editing Foreign I the Secondary Sch e United in Modern Languages anguage Tests. New York, T M Second Revision of the Bibliograph 4 uington, Ind., 1927, pp. 133-150 ration. bv the effective « } rat nce ft numerous specia t yet the nrees lable | o1 words If) count t 1) the S| On Id | ? ‘ 4}? To;re , miner g- fas perp nee a ee Onegin a a Enrolment in foreign language classes— number of high-school students enrolled More high-school students are enrolled in modern languages was 784,352; in | Latin classes than in all the modern language 794,085." classes combined—in 1925 the estimated total 1See Wheeler, C. A., and others, Enrollment in the Foreign Languages in Secondary Schools and Colleges of the The Macmillan Company, New York, 1928. TABLE 1.—TWENTY-FIVE MOST COMMON WORDS IN THREE LANGUAG! (Note: The Spanish list is not comparable with the German and English lists, since approximately the first 189 most w ords in Spanish were eliminated from the count Spanish! German? English ee Se 1 parte } part | der the I 2 medio | half und i and the 3 amor | love zu to i 4 tierra | earth in | in t 5 } agua } water ein a, one 6 hallar to find haben have 7 nombre name werden will, to be of ‘ | encontrar | to meet | er he | in 9 servir } to serve von | from | we 10 persona person ich I for 11 | voz voice, vote nicht not it 12 | rey king | sie she that 13 echar | to seek mit with is | 14 , | obra | work | sein | be your 15 modo | mode,manner | aus out have 16 cielo | gky so | so will 17 ; pueblo village | sich self be 18 7 luz light | nehmen | take ire 19 | fuerza strong f auf | upon | not . } gente people dieser | this | as 21 —_—e mar | sea dass | that | at 22 recibir to receive | es it this 23 punto | point || vor for with 24 Gltimo | last | liber over but 25 | alto high 1 an on on } | | | | ! Buchanan, Milton A., A Greded soquses Word Book, p. 18. University of Toronto Press, Toronto, Canada, 1927 2? Morgan, B Q., and Purin, C. M., A German Word Book, p. 1. New York, The Macmillan Company, 1928. * Horn, Ernest, A Basic Writing oa College of Education, University of lowa, lowa City, lowa, 1926. TABLE 2.—PERCENT WHICH FOREIGN LANGUAGE ENROLMENT IS OF TOTA! HIGH-SCHOOL ENROLMENT, DISTRIBUTED ACCORDING TO SIZE OF COMMUNITIES Size of ney Foreign Language Enrolment | Less than 2,500 to 30,000 to 100,000 2,500 29,999 99,999 and over Latin enrolment for 1921-22, | Percent of total high-school enrol- a not including grades 7 ment. at Ses pedin wd 30.7 28.6 25.7 | 23.3 and 8 of junior high |—— school. Percent of totz al L atin enrolment. 37.0 29.0 11.0 23.0 Modern Foreign Language Percent of tot ry high- school en- enrolments for spring ses- SS. ae i. 2 oth Capp aba ee See 15.0 22.0 25.0 34.0 | sion, 1925, with grades |——————— Pieeatesste 7 and 8 of junior high | Percent of modern foreign lan- school.? guage enrolment............... 15.0 25.0 15.0 45.0 Read table thus: In 1921-22, in communities of less than 2500 population, the number of pupils enrolled in Latin was | 30.7 percent of the total high-school enrolment in these communities. Re poet percent of the total Latin enrolment in the United States (in all sized communities) was found in communities than 2500 population. The enrolment in modern language classes, in 1925, in communities of less than 2500 population, was 15 percent of the total high-school enrolment in these communities. It wasalso 15 percent of the total modern language enrolment of all communities included in the Modern Foreign Language Study. 1 Classical Investigation, p. 276. 2 Enrolment in the Foreign Languages in Secondary Schools and Colleges of the United States, p. 82. [ 196] he percentage of modern language enrol The reading of modern foreign languages in secondary schools varies directly and Is the time devoted to the study of foreign percentage of Latin enrolment varies in- languages in high school or in college well sely with the size of the community. ‘This spent? T’o answer this question, in che .Wod general relationship holds between for ern Foreign Language Study'* testimony was language enrolments and size of school. gathered from a sampling of 6400 people wh le 2 shows that while approximately two had pursued modern foreign languages for at ds of the Latin enrolment is in communi least two years in high school or in college, o1 under 30,000, 60 percent of the modern in both, and who had been out of high school nguage enrolment is in communities of more or college for at least eight years \ sum . n 30,000. mary of this testimony showed that the per \Mlore than one-half of the total modern’ centage of people who believe that the time ] eign language enrolment is in secondary devoted to a foreign language was profitably ools with over 1000 pupils. ‘Table 3 spent increases with the time devoted to the yws that the percent of the total high-school study. The combination of study both in high olment taking modern foreign language ¢chool and college seems to vield the best re irses varies from 12 percent in the West Central states to 45 percent in the New Eng- sults. Use of foreign language after graduation nd states. Do those who have pursued modern foreign A larger percentage of college than high- ae language in high school or in college read chool students take modern foreign lan- uages—lLable 4 shows that, while the per- ent of the total college student body taking TABLE 4—COMPARISON OF HIGH- SCHOOL AND COLLEGE MODERN French or Spanish is about twice that of the FOREIGN LANGUAGE ENROLMENT gh-school, for German it is about nine times IN 1925 great. From these figures, some suggest iat college preparatory students should take 1 . d lang ye Cc — -} il 2 hict Percent of total Percent of total nore modern tanguage courses whe in hnign high-school en- college enrolment Language rolment taking taking courses in } ( hool. courses in In 1925 slightly over 40 percent of the . . : . > al . , French 13.6 | students entering higher institutions brought Spanish 06 French credits; less than 20 percent, Spanish German 1.2 10 redits; and an insignificant number, credits in ~ . ‘ ‘ - ‘ 1See: Enrolment in he Foreign Language im German and Italian. Of those offering Secondary Schools and Colleges of the United State “c by Carleton A. Wheeler and others, p. 401 New French, 37.7 percent offered three or more York. The Semtiiiens Comnane, 1938 points. See: O'Shea, M. V., The Reading of Modern Foreign Languages, U. S. Bureau of Education Bulletin, 19 N 16 ( nt Printing Office, Washington, D. C. TABLE 3.—-PERCENT MODERN FOREIGN LANGUAGE ENROLMENT IS OF TOTAL ENROLMENT, CLASSIFIED INTO EIGHT GEOGRAPHICAL REGIONS? Percent modern foreign Percent modern foreign Region language enrolment is of Region language enrolment is of total high-school enrolment total high-schoo! enrolment New England... 45 West Central 12 Middle Atlantic 36 Southwestern 29 Southern. .... 21 Northwestern 1 North Central 14 | California i 1 Based on data in Table II, Enrolment in the Foreign Languages in Secc ndary Schools and College f the U'nited States, pp. 95-123. [197] —— a ee a ee eS “ee ting SS en ences cilia ete os Meee at nt gee — { : 4 q ; ; new material in the original after graduation? The Modern Foreign Language Study shows that 69 percent of those who had pursued French for two years in the high school have not read anything in the original since gradua- tion. Sixty percent of those who studied it for three years and 37 percent of the four-year group have read nothing in the original since graduation. For German and Spanish, the situation is even less favorable. Data relative to those who began modern foreign languages in college show that only 50 percent have read varying amounts of foreign languages since graduation—and these largely for pleasure. Ot what significance is the fact to modern foreign language teachers that considerably less than half of the graduates of both high school and college ever read foreign language in connection with research, travel, business communications, pursuit of occupation, or other practical purposes ? These data face local course-of-study com- mittees and school administrators with such practical questions as the following: Would better educational guidance and the earlier eliminations from foreign language work of pupils not fitted for it by original ca- pacities, interests, and needs give them oppor- tunity for pursuing more useful Would it result also in raising the general studies ? level of achievement in foreign language classes? In some communities, the present large enrolments call for so many teachers that a sufficient number of adequately trained lan- guage teachers is not available. If foreign language classes were restricted to pupils who would really profit from them, would there be enough good teachers to go around? How can the teaching of modern foreign languages be made more effective? What effect has the age of a beginning stu- dent on his rate of learning a foreign lan- guage ?—Buswell,’ judging from the maturity of fundamental reading habits which result from two years’ study of French, states that there is no notable difference between students who begin the study of the language in high On the basis of judgment, children who begi: school or at the college level. language in the elementary grades fal! much below the level of language maturi: the high-school and college students end of two years. Which produces better results, the dir indirect method?—According to Buswel! method of teaching a foreign language striking effect upon the reading habits ot dents. ‘The maturity in reading whi sults from two years’ study is decided] with students taught by a direct method with students taught by an indirect trans! method. Psychologically the essence direct method of teaching is the direct as tion of foreign symbols with their me without the intermediary use of the cular. During equal periods of time, approxin equal degrees of maturity are reached French, German, and Spanish when these guages are taught by similar methods under similar conditions. Conditions which make modern for language study more successful in Europ: in this country—After administering mod: foreign language tests to 25,000 junior hi school pupils in New York City, Wood the stark fallacy of taki: calendar-time spent “studying” a modern |a: guage, or rather attending modern langu convinced of classes, as a measure of achievement in that | guage. Comparison of the foreign langua situation in this country with that in Eu suggested that only a small fraction of these 25,000 pupils belonged in foreign languag classes. According to Wood, we have tried ' put foreign language study in the common curriculum and have unjustifiably assumed would be as successful as it has been in what Europeans call secondary education. We hay failed to consider the fact that, In Europe foreign language instruction (a restricted to highly selected students, who are rea competent to learn a foreign language in addit' to the native language, and who can reach a gene 1 Buswell, G. T., A Laboratory Study of the Reading of Modern Foreign Languages, p. 92. New York, The Macmillan ‘ pany, 1927. 2? See: Wood, Ben D., New York Experiments with New-T ype Modern Languages Tesis,p.8. New York, The Macmillan ¢ pany, 1927. [ 198 ] make mastery of a level high enough to n language useful in adult life activities; (b en by teachers of a high general culture level mastery of the language itself and whos: ige of the culture and civilization of the that use it are above question, and who have expert pedagogical training; and (¢ is con when once begun, long enough to make pos a genuine mastery of the language itself and 11 acquaintance with the culture, civilization history of the people that use it What is the least number of that a VéarTs ident may ‘take’ a modern lanquage with ft?—Individual differences are so great no general answer will suffice. Recent that of ipils in New York? show that some pupils rveys such as junior high-school rn more foreign language in one semester The final nswer is probably a combination of good tests n others learn in four semesters. f general intelligence used as prognostic de es and trial-periods in modern language isses in which the amount and rate of pro ess of each individual are ascertained at least nce each month, with a view to making such ial-periods as short and as effective as possi le. ‘To make trial-periods short we must have curate and comparable measurements of d ed achievements. Te sling for achievement in th ”? i eign lanqua 7ca | he New \ ork ( X} eriment ° J with new-type modern language tests w state wide objective Survey of stu le {-a hic ¢ ment. One ninety-minute examination was used for all vear-classes in each language nis sured comparability between the measur¢ achievement in all year-classes on a state-wid basis. ‘The results of this test suggest a way ot escaping from the old time-servins ncept of language achievement. New York stud n examination 1s deqt According to the ninety-minute measure the whole range ot icnhievement high-school modern language work achievement of students in second fourth-year modern language class hes examinations were based on « } objective data, such as word count ind mven tories of grammars, and were furthe checke by experimental evidence. Each part of tl I new-type tests was carefully scaled in difh on the basis of actual responses of student that the whole range ot achievement w covered by small and regular increments ot difficulty. Research in High-School Latin What proportion of high-school students take Latin?—According to the U. S. Bureau of Education, in 1924, 940,000 pupils, or ap- roximately 27.5 percent of the total junior 1 Wood, Ben D., op. cit. p. 100 ? For lists of standardized modern language tests, see Department of Superintendence, The Development o D. C., National Education Association, 1928. Smith, Henry Lester, and Wright, Wendell William, 133-50, Second Revision of the Bibliography of Educationa Bureau of Cooperative Research, Indiana University, Bloomington, Ind., 1927. and senior high-school enrolment, were taking Latin. This was a slightly larger number tha: the total number studying all other foreign lan The enrolment in Greek was about guages. f the High School Curriculum, Sixth Yearbook, pp. 362-3. W gt is ] easureme?r Wood, Ben D., New York Experiments with New-T ype Modern Language Tests. New York, The Macmillan Com - * For more detailed information, those charged with building local courses of study in Latin should s American Classical League, Advisory Committee, The Classical Investigation, Part One, General Report Princeton | ty Press, Princeton, N. J., 1924. This inquiry enlisted the aid of 48 educational experts and 8,595 teachers, and included data from over 2,000 bout 150,000 pupils. American Classical League, Advisory Committee, The Classical Investigation, Part II, Documentary Evidence for the Report, Princeton University Press, Princeton, N. J., 1925 Broyler, Cecil R., Thorndike, E. L., and Woodyard, Ella, ‘‘A Second Study of Mental Discipline in Hig! lourxal of Educational Psychology, Vol. XVIII, pp. 377-404, September, 1927 Jeffords, Clyde R., “‘The Evolution of Latin Teaching, Ruch, G. M., 174 0n Latin. World Book Company, Yonkers-on-Hudson Thorndike, E. L., et al., ‘An Inventory of English ¢ Record, Vol. XXVIII, pp. 580-610, February, 1927 and Stoddard, George D., Tests and Measurements . New York, 1927. ‘ onstructions, with Measures of Their Importance Teacher ’ School Review, Vi 1 XXXV, pp 576-598, October, 1927 I in High-School Instruction, Chapter VIII, Part I! Woodring, Maxie N., A Study of the Quality of Enelish in Latin Translations, Teachers College Cont: s to I No. 187. Bureau of Publications, Teachers College, Columbia University, New York City, 1925 Woody, Clifford, The Ulman-Kirby and Godsey Latin Tests, and the Carr English Vo abulary Tests, Bullet N 56. 1923 Bulletin No. 64, 1924. Bureau of Educational Reference and Research, University of Michigan, Ann Arbor, M Note: For a list of texts purporting to embody the results of the Classical Investigation, see pages 380-382 Year Department of Superintendence, National Education Association, Washington, D. C., 1928 [ 199 ] nw aed i 1 } F : , a i .. 11,000. half of the Latin enrolment is in the ninth grade or below, while only one-fifteenth is in In the public high schools, nearly one- the twelfth grade. Of all pupils who begin Latin in the secondary schools, 69 percent study it for only one or two years. What are the valid aims in the teaching of Latin?—According to the Classical Investiga- tion, these aims are valid for the secondary course as a whole: 1. Increased ability to read and comprehend Latin. 2. Increased understanding of those elements in English which are related to Latin. 3. Increased ability to read, write, and speak English. 4. Increased ability to learn other foreign lan- guages. 5. Development of correct mental habits. 6. Development of an historical and cultural background. 7. Development of right attitudes toward social situations. 8. Development of literary appreciation. 9. Elementary knowledge of the simpler general principles of language structure. 10. Improvement in the literary quality of the pupil’s written English. Are the ultimate objectives of the teaching of Latin being realized?—Studies' based on reports from 85,000 pupils show that the aver- age amount of time spent outside of class on the preparation of Latin lessons is greater than that spent on any other subject. Even with this expenditure of time, there is ample evidence, according to the Classical In- vestigation, that really satisfactory results are not at present being secured. Cumulative evidence from many different sources indicates that this situation is largely due to con- gestion arising from introduction into the course of too many formal elements, especially during the first year, too early introduction of the first classical author to be read, failure to include in the course abundant easy reading material for the purpose of developing early the pupil’s ability to read Latin as Latin, prescription of too large an amo Latin to be read intensively, lack of sufficient vy: in the choice of reading material, and faily give adequate emphasis to attainment of the mate objectives.—Part One, p. 91. What should be included in the hich-: Latin course?—These are the recomm: tions made in the Classical Investigation the Sixth Yearbook: ? Reading material should be continuous Latin” from the earliest possible moment; it s! be well graded in difficulty, interesting, and and varied in details of classical life; and it s! be constantly illuminated with collateral rea in English. Confinement to one autho a long period should not be made before th: semester of the four-year course. Functional |: ing both requires and permits a much more grad distribution of formal elements over the first t! semesters than at present. The major topics which should be presented the Latin and in the supplementary English readings include the daily life cf the Romans; characteris: Roman traits; classical history, traditions, government; the topography and geography of ancient world; the political, social, and econ attainments of the Romans; the general significa: of Rome, and her influence on Western civilizat: The vocabulary recommended for mastery sh: be from 400 to 500 words for the first year; about 500 for each succeeding year. A much la number of words may be casually introduced, | vided excessive detail and confusion are avoid The selection for mastery should be based both u; later usefulness in Latin and upon richness of tribution to the English vocabulary.* What methods are most effective in teac/: ing Latin?—Methods in quite general use, but strongly disapproved by the Classical Inves' gation are: (1) Attack on the Latin sentence in a non-Latin order (i. e., subject, then ve: then dependent elements) ; (2) translation as a means to comprehension, especially if it ad heres literally to the Latin; (3) looking uy word meanings as a first step in comprehen sion; (4) in advanced work, the requirement 1 Uhl, Willis L., *‘ How Much Time for Latin?"’ The Classical Journal, Vol. XIX, January, 1924, pp. 215-221; “The Ti: Element in High Schools,’ School Review, Vol. XXXII, February, 1924, pp. 105-121. 2 Department of Su Education Association, Washington, D. C., 1928, p. 376. intendence, The Development of the High School Curriculum, Sixth Yearbook, Chapter XVIII. Natior 3 One of the objective studies which contribute data on this point is the Thorndike-Grinstead Word Count. This study e\\ a definite list of the words derived from Latin most frequently occurring in English and a list of the Latin words most importa for the interpretation of these English derivatives. See: American Classical League ,Advisory Committee, The Classical / nves: tion, Part Two. Princeton University Press, Princeton, N. J., 1925. Grinstead, Wren Jones, “‘A Report of the Latin-English Word Count of the American Classical League,"’ Teachers Co: Record, Vol. XXVI, No. 1, September, 1924, pp. 32-46. [ 200 ] nslation of the entire passage as the chief itv: (5) the memorization of forms and - of syntax, in advance of actual experience Oo Ss em in reading; and (6) syntactical or in ynal dissection of a reading passage fol On int is the report more emphatic than on 12 its comprehension or translation. ind method centers around comprehen- to which syntax, inflection, and the oral The tial of sound method in syntax and inflec- written use of Latin are auxiliary. is to make them functional, rather than mal. Who should study writer,’ the present junior and senior high Latin? According to ool population consists of these three groups : 1) Those who should study Latin taught in »\ } = ) those he more or less traditional fashion; ( who should study a modified Latin; and (3 those who should not study Latin at al The first class is made up of Idren with intelligence somewhat above the ay e, with an inclination for languages. Latin w re fe them a vocational, a disciplinary da < tural subject. For them, both content and method will be modernized, but the essential istics of the old Latin 1] characte Vilil ve preserved. The second class will probably study Latin only for a year or two. They should have a course that will emphasize the contribution of Latin to English and that will familiarize them with the Roman character and culture. [In content and method this will mean a decided change from the traditional course The interest and welfare of the third class demand that they be advised away from Latin High-School English * High-se hool in English—English is the most universal con- Of the 41 states which have particular subject requirements for graduation, 19 require graduation requirements stant. 8 semester credits or 4 years of English; and 22 ; : quire 6 semester credits or 3 years. \ study of schools shows that the four-year requirement general throughout eastern and southern schools, and the three-year requirement runs a several hundred individual close second in north central and western sec- tions. Small schools usually include four years f English among the constants.° English not only a subject of instruction, but the means of communication used for teaching all the subjects—All the should have a share in the task of teaching cor Only teachers in school rect and effective English expression. through the cooperation of all members of the staff can any school maintain the social re quirements of good usage. Improvement in a pupil’s spoken and writ ten English will come much faster if all the teachers in a school help by refusing to tolerate either oral or written language which is no- tably ungrammatical or slovenly. “lhe pupil's See: Sage, Evan T., ‘‘Who Should Study Latin? The Classical Journa \ re 3 De n 1924 14 | ? Among the references which local course of study committees and teachers interested in improving ft irged to review are the following: Department of Superintendence. The Junior High School Curriculum, Fifth Yearbook, Chapter IX val Edu sociation, Washington, D. C., 1927. Department of Superintendence, The Development of the High-School Curriculum, Sixth Year x, 4 , Education Association, Washington, D. C., 1928. Clapp, John M., Chairman, “‘ Report of the Committee on the Place and Function of English in Amer ‘ournal, Vol. 15, No. 2, February, 1926, pp. 110-134 Coale, Willis Branson, The Professional Needs of Teachers of English. New York, Bureau of Publicatior I 3 ( lumbia University, 1928. Committee of the National Education Association, Reorganization of English in Secondary Schools, | Ed Bulletin, 1917, No. 2. Gates, Arthur I., The Improvement of Reading: A Program of Diagnostic and Remedial Method New \ k, T Macm ompany, 1927. Gray, William S., Chairman, Report of the National ¢ Society for the Study of Education. Hudelson, Earl, English Composition, lis Aims, Method r the Study of Education, Part I. Johnson, Roy Ivan, English Expression 26 10 Willing, Matthew H., Valid Diagnosis in High-School Composition Columbia University, 1926. Woodring, Maxie Nave, and Benson, Rachel Theresa { Publications, Teachers College, Columbia University, 1927. S. Bureau Requirements for High-School Graduation, U yf Public School Publishing Co., A Study in Curriculum- Building E ommilttee on Reading. Part 1, The Twenty-Fourth Yearbook, N Public School Publishing Co., Bloomington, Ill., 1925 and Measurement, The Twenty-Second Yearbook, Na 1 Sc Bloomington, Ill., 1923. t Bloomington, Ill., Public S I P hing ¢ New York, Bureau of Publicat I he ( Enriched Teaching of English in the High Schoo New B ljucation, Bulletin, 1928, N« [ 201 ] tle Semen mene ee Prank acon sieiateniea 3 = quality of English is the school’s business quite as much as it is that of the teacher of English. The latter can properly be held responsible only for instruction in the technic; but the whole school and extra-school life affords the English is a cooperative subject. No one teacher can get results alone. accomplished in English are an index of what the school stands for. The Baltimore course of study * operation between the English department and other departments for even more vital reasons: practice. The results urges co- Correlation between the departments shows the pupils that the knowledge gained in one depart- ment may be appropriated to advantage in another; that the various subjects they study are not isolated things, but have relation one to the other; that all studies bear some relation to their lives; and that they all serve in some way to help them to interpret life. Three major objectives of the teaching of English—A review of recent secondary school courses in English shows that emphasis is placed, not so much upon the acquirement of facts about books and authors, as upon the cre- ation of a love for worthwhile reading and the development of facility in oral and written ex- pression. Most of the potential values in the study of English can be grouped under these three heads: (1) Facility of expression, (2) power of interpretation, and (3) appreciation. Among the factors involved in facility of ex- pression are: (1) Accuracy of statement—in- cluding the choice of appropriate words and grammatical sentence construction, (2) rapid- ity in correct oral and written expression, and (3) attractiveness or beauty of language. Power of interpretation involves skill in get- ting the thought readily, fully, and accurately from speech as well as from the printed page. Literary appreciation involves good taste use of language, insight into and regar. literary content, and good judgment as merit of literary effort. How determine the content of high-s English courses?—Among the various met which have been used are these: Survey of vocational needs—Ing sent to people in many occupations, asking | to list the uses which they make of lang and their typical difficulties. The Clapp report? is an illustration of type of study. It shows the frequency ot of different language activities from 253 . pational groups, including 2615 people in towns in 35 states. Analysis of prevailing school pract Inquiries sent to heads of English department of high schools and representatives of coll: Davis’s study in the September, 1926, of the North Central Association OQuar cites current English requirements in ju and senior high schools as to credits, recitat per week, length of period, pupil grouping relative emphasis on literature, language, composition, argumentation, tion, outside reading, study, and textbooks. 3. Statistical studies of children’s error: capitalization and sentence structure— |} studies * show what usages in punctuation most important. They assume that freque: of use is a measure of importance. Some st library inst: magazine and newsp ies also show the comparative difficulty of the: various practices for public school pupils. 4. Summary of judgments of teachers pupils—Intensive studies * have been made children’s interests as an aid in the selection o! content for courses in literature and also building up lists for outside or parallel readin; ! Baltimore me Schools, English Course of Study for Junior and Senior High Schools. City Board of Education, B more, Md., 1924, $ 2**Report of Committee on Place and Function of English in American Life,"’ English Journal, Vol. XV, pp. 110-34, |! ruary, 1926. + Ruhlen, Helen, and Pressey, S. L., * No. 5, May, 1924, pp. 325-331. Pressey, S. L., “‘A Statistical Study of Usage and of Children’s Errors in Capitalization,’ No. 10, December, 1924, pp. 727-732 ‘ As illustrations, see: ‘A Statistical Study of Current Usage in Punctuation,”” The English Journal, Vol. X " The English Journal, Vol. X Uhl, Willis L., The Materials of Reading, Their Selection and Organization. New York, Silver, Burdett and Company, | Washburne, Carleton, and Vogel, Mabe!, Winnetka Graded Book List. Chicago, American Library Association, 1926 Note: While the findings of this study are valuable for grades 5-8, the senior high school will find them suggestive for bu up similar lists for outside or parallel reading. Weiser, A. B., and ra ¥, E. J., “What Books Do Junior and Senior High-School Students Read?" Bulletin, Ohio State University, Columbus, Ohio, Vol. III, pp. 223-8, 250-3, and 265-6, September 17 and October 1, 1924 [ 202 ] Educational Resea 5. Testing pupils’ ability to comprehend ce literary selections—lIrion * found that (a) erary comprehension of ninth-grade pupils be fairly accurately measured; (b) com hension varies with literary type—poetic being most difficult ; and (c) literary com prehension correlates to a considerable degree with intelligence and with lhorndike McCall Reading Scales. 6. Analysis of SOC ial and busine Ss Corre spond scores on the e—The 10,000 words most commonly used writing, and ranked according to frequency of use. are included in Horn’s Basic Writing the Vocabulary, published by University of lowa. 7. Arranging an environment which sets ree the creative spirit of youth—Teachers who ve tried this method, state that it is one of the most helpful means of discovering the ca icities of their pupils.* The high school must build on the work of the lower school—The high school inherits not nly the product of the elementary school, but also the responsibility of continuing the proc- ses assigned in the elementary school to the so-called spelling, composition, and grammar. writing, Ideally, pupils should come well schooled in these sub- language arts — reading, jects; as a matter of fact, many of them do not. Hence for certain pupils the first year’s work in high school often has to be modified to fit conditions and to carry these pupils forward as far as possible toward the goals of the high school English department. No senior high-school course which ignores the partly trained minority can be considered satisfactory. Backward pupils must be given training which meets their special needs, al though, as far as the classroom is concerned, this training must be given in a form which will impose no handicap on the more capable members of the class. Further training in the high school in read- ing, spelling, writing, and grammar is essen- ) thic ¢ 2 his training, in many cases nece \ n order to go forward to new work with any promise of success. Sequence and continuity in the English course should be developed throu nha caretul irticulation of the work of the elementary school with the junior high school, and the work of the junior with the senior high school Each teacher should be familiar with the entir course of study in English for elementary high schools. English courses adapted to different groups The San Francisco course of study in for Special Groups * is illustrative of several of the newer courses which recognize individual differences and language difficulties. This course suggests that, when numbers pern classes be formed according to 1. Retardation due to language difhculties a. Mentally retarded and_ al retarded through language difhculties b. Retarded not by mentality but by virtue of nability to understand and use the Eng lish language. The aim here is to advance these pupils as quickly as possible so that they may enter already existing groups 2. Retardation due to mentality The work expected from a retarded group depends upon the general interest, ability to work independently or cooperatively, and skill in oral and written expression. Generally the retarded pupils are poor readers, writers, spellers, and thinkers. They sometimes learn to read more rapidly by having the teacher read to them, while they read the same sele« tion orally. They learn many things by dicta tion. Objective tests and silent reading tests quicken their power to read intently With a minimum reé retarded group, the quirement should be the ability to reproduce the story, either orally or in writing. Simple dramatization should be encouraged by the teacher Poetry should be read for appreciation, for the narrative and descriptive elements, and the rhythmic swing tia 7 asons: 4 | rimary func- , | for two reasons: (1) The primary func A course outlined for special groups should tion of the high school for the many is to com- he encile en Genthia chat the teacher may feel plete the training begun in the lower school ; free to select such materials as may be used Irion, Theodore W. H., Comprehension Difficulties of Ninth-Grade Students in the Study of Literature Te ( ‘ Columbia University, New York City. 116 pp. ? See: Mearns, Hughes, Creative Youth. Garden City, N. Y., Doubleday, Page and Company, 1925 34 py < } San Francisco Public Schools, English for Special Groups, High School, Grades IX-XII. Board of I sco, Calif., 1928, p. 15 [ 203 ] oe > wit ae —_ = - _—s — _ — = a ne egy ee en lt oe to advantage with a particular group, since these classes vary in ability from term to term. Relation between the literature and compo- sition of a grade—According to the Baltimore City course of study, this relationship comes largely through reading. The student must read to attain the requisite knowledge of literature; he must read aloud or silently in order to make real progress in spoken or written expression. Thus the literature studied in any year furnishes the material upon which the teacher should draw to give exercise in oral ex- pression. But the chief source for the material in composition lies elsewhere. It lies in the world out- side of books. It is in the experience of the student himself; in his observation of his environment; in his investigation of his problems. In other words, it is life itself which he should reflect in spoken and in written speech. According to some, experience shows that the best results are secured by treating compo- sition and literature as one subject, the com- position practice drawing upon the literary selections studied for models and themes. In many of the newer courses of study, com- position and literature occupy approximately equal amounts of time—composition through actual practice in speaking and writing, and literature through the actual reading of books and journals. Developing literary appreciation in the senior high school—Over-emphasis in matters of technic and literary criticism is unwarranted in the high school. While in the eleventh and twelfth grades technical details of structure should not be overlooked, the method of ap- —< proach should not be formal, or the stru emphasized at the expense of thought and ing. A text in literature must not be rega as a convenient means for illustrating rhet: principles, for it is a much greater thing; an interpretation of life itself. A pupil s! get sufficient joy from a well-selected school text in literature, so that in his | hours he will return to it of his own a and with ever-increasing pleasure becau its human interest and content. ‘The hi use of all literature is not to fill us with ‘ but to set us thinking. To illustrate, the Lansing, Mich., cou study ' urges that: In the study of the novel and the drama plot, and character delineation should be e: sized ; in the short-story, the single aim of the w: and the single impression of the reader; in th act play, the author’s economy and art in bu upon a single dramatic incident; in lyric poet: writer’s thought and mood. What help from tests?—It is recomme: that, whatever type of test is used—achieve- ment, prognostic, or diagnostic—each be to improve the effectiveness of individua! struction. While group standardized tests the mechanics of composition offer a basis comparison with the norms of the countn and are good measures to indicate the ab of the group, they are poor measures to \ cover the errors that individual pupils m in speaking and writing. Objective tests can be made which measur with a fair degree of accuracy, reading abili! comprehension, and literary information.” 1 Lansing Public Schools, Course of Study in English, Grades I-XII, Board of Education, Lansing, Michigan, 1926, p. | *See: Ruch, G. M., and Stoddard, George D., Tests and Measurements in High School Instruction, Yonkers-on-Hudson, \\ Book Company, 1927, pp. 97-135, for a list and discussion of English (language, grammar, spelling, reading, and composi! tests. Curriculum Studies in the Secial Sciences Scientific’ versus the “guessing” method Rugg* has summarized and _ interpreted slecting content *—Until recently, courses fifty investigations of the social values of his tudy for the training of pupil citizens have tory, geography, civics, economics, and soci en compiled by a priori, “guessing” methods. ology. \ few of the indications of these Often the result was a body of poorly selected studies are presented in subsequent paragraphs. unevaluated material, far too bulky and While evidence from some studies is highly mprehensive to permit of adequate treat- tentative, it is, nevertheless, suggestive to nt. Today, effort is made to determine curriculum makers. ntifically what specific information, skills, Can the problems of citizenship be di cepts, generalizations, appreciations, atti- ‘ermined with precision?—These four ob les, and ideals should be developed. The jective methods have been used: f problem is to select from the vast amount 1. Analysis of topics and problems discussed available material those socially valuable newspapers and magazines tivities of greatest relative worth to citizens. 2. Judgment of lay citizens concerning | lems lextbook writers, according to Rugg’s sum 3. Statement of problems found in political plat ry of studies which analyze social science *°"™S , ‘ 4. Statements of “frontier” think Cialists texts, have attempted to solve this problem ,, , the study of society encyclopedic methods and have included me facts about many persons, dates, countries, In selecting periodical literature from which cities, topics, concepts, and problems. The to make an analysis of important issues, the students’ failure to learn, retain, and apply _ basis should not be wide circulation but rather these often unrelated facts has led research the question as to which periodicals are most workers to analyze content in terms of the “alive” to critical issues. actual needs of citizens and in terms of relative In determining what particular problems of values. contemporary society are of greatest relative Local course-of-study committees and teac hers int terested in improving their work in the social studies w re detailed ngs of research than are presented in this Bulletir They are urged to set American Historical Association and the Nz ational Education Association Re omg of a Joint Committee on History and Education for Citizenship,’* The Historical Outlook, V X, pp. 273-81, May, 1919; Vol. XI, pp. 73-83, 111-5, Feb March 1920; and Vol. XII, pp. 87-98, 119-43, 165-84, and 208- 18, Mt arch, April, May, and | 1921 Bamesberger, Velda C., An Appraisal of a Social Studies Course, Contributions to Education, No. 328 I hers ¢ lumbia University, New York City, 1928. Bixler, G. K., ‘Social Problems of the Labor Group,’’ Summary and Interpretation in: Bobbitt, Franklin, Curriculum Inve utions, Supplementary Educational Monographs, No. 31. University of Chicago, Chicago, IIl., 1926 Dawson, Edgar, The History Inquiry. The McKinley Publishing Company, Philadelphia, Pa., 1924 Department of Superintendence, ‘‘ The Social Studies,’’ Chapter VII, Third Yearbook, Research in Constructing the Elemen(ar School Curriculum, pp. 217-78. National Education Association, Washington, D. C., 1925. _ Department of Superintendence, ‘‘ The Social Studies,"’ Chapter XIII, Fourth Yearbook, The Nation ai Work on the Publ ol Curriculum, pp. 323-79. N: ations al Education Association, Washington, D. C., 1926. Department of Superintendence, ‘‘ Junior High School Social Studies," ¢ “hi ipter XII, Fifth Yearbook, The Junior H Py urriculum, pp. 213-91. National E duc ation Association, Washington, D. C., 1927 Department of Superintendence, ‘‘ Research in High School Social Studies,"" Chapter XIII, Sixth Yearbook, The Developmen he High School Curriculum, pp. 289-309. National Education Association, Washington, D. C., 1928 Gambrill, J. M., Experimental Curriculum Making in the Social Studies. The McKinley Publishing Com P [ 90”? Harap, Henry, Education of the Consumer. The Macmillan Company, New York, 1924 Lee, Baldwin, Issues in the Social Studies. Bureau of Publications, Teachers College, Columbia | ty, New \ ity, 1928. Mathews, C. O., The Grade Placement of Curriculum Materials in the Social Studies, Contributions to E tion, N 41 ichers College, Columbia University, New York City, 1926. onroe, Walter S., and Foster, I. O., The Status of the Social Sciences in the High Schools of the North Central Association Bulletin 13. Bureau of Research, College of Education, University of Illinois, Urbana, III., 1923 National Society for the Study of Education, ‘‘ The Social Studies in the Elementary and Secondary Sch T went y-Second learbook, Part II. Public School Publishing Company, Bloomington, III., 1923. Osburn, W. J., Are We Making Good at Teaching History? Public School Publishing Company, Bloom ton, Ill., 1926. Rugg, Earle U., Curriculum Studies in the Social Sciences and Citizenship, Colorado Teachers College Education Series, No. 3 lorado State Teachers College, Greeley, Colo., 1928 Note: The subsequent pages, relative to research in the social studies, have drawn heavily on this volume, wl sum marizes 50 semi-scientific studies of pioneer students and research workers in the field of the social sciences and citizenshi, education. Rugg, Harold O., ‘‘ Teaching the Social Studies,’’ The Classroom Teacher Vil. XI. The Classroom Te ier, Inc., Chicago 1927. ? Those concerned with the building of social studies courses on a more scientific basis will be interested f wing t vork {two committees. The first is the ‘‘Committee on History and Other Social Studies in the Schools"’ of the American Historica! Association, of which A. C. Krey of the University of Minnesota is chairman. This committee has undertaken a study conducted 1 cooperative basis over a period of five years. : The — of a committee on social studies was also authorized by the American Council on Education on May 3, 1929 ' Rugg, mutes , Curriculum Studies in the Social Se sences ond ¢ itizenship. Chapter VI, Colorado Teachers College Educat ries, No. 3. Colorado State Teachers College, Greeley, Colo., 1928 [ 205 ] et cee te Si A itm rep 2 = + ee eel od aged ae as Pas ee age ne ee - met oe it would seem that dispassionate ex- worth, perts, each stating issues in his particular field, can better enumerate these problems than can the average layman. A summary of opinion ef laymen, however, should probably not be overlooked. While political platforms do not yield a complete or critical inventory of political ques- tions, they do give the curriculum-maker a crude check on broad topics. In the judgment of many, the opinion of “frontier” thinkers, and women trained in economics, government, and societal needs, are the best source for statements of America’s most insistent, crucial, and permanent prob- men lems. How Determine the Content of Social Studies? What facts have greatest social values ?— The following studies are illustrative of the objective type made to determine what facts have greatest social value. They show that the facts, topics, and problems of large social value are only a small part of the sum total of human experience and knowledge in each field ; and that the socially valuable facts are now insufficiently provided for in the school curri- culum. These four criteria are used to discover facts of greatest social and civic value: 1. Occurrence in periodicals of general circula- tion. 2. Occurrence in books and encyclopedia articles dealing with modern problems. The application of the two above criteria requires the analysis of a wide range of periodicals, books, and encyclopedias and the listing of frequency of mention of topics.. Rugg* summarizes nine such studies, which show the relative emphasis upon con- tinents, principal European countries, cities, char- acters in American history, economic topics, and historical and geographical topics. 3, Judgment of experts as to what are socially valuable facts. For example, one study ascertained a standard ! Rugg, Earle U., Curriculum Studies in the Social Sciences -— SP. 6 Series, No. 3. Colorado State Teachers College, Greeley, Colo., 2 See: Wooters, J. E., Most Important Dates for Memorizing in the Elementary School,” ber, 1914 * See: Branom, M. E., and Reavis, W. C., Seventeenth Yearbook, Pari I, pp. 27-39, National Society for the Study of Education. 1918. ington, Il., 4 See: . Earle U., No. 3. pp. 70-77. of Chicago, Chicago, Til., 1922. asking list of dates in American history by members of the American Historical rank the twenty most important dates out of a list found in elementary school histories.’ 4. Various other standards or criteria. To illustrate, one study ranks 52 countries cording to their relative importance by using criteria: (a) The area of the country in s miles, (b) population, (c) total value of import: ’ (d) total value of imports from the United St (e) total value of exports, and (f) total val exports to the United States.* Associat The shortcomings of the methods mentiv: above for selecting course-of-study content apparent. The most that would be clai: for some of these technics, even by those in tigators who have used them, is that they resent groping steps in the direction of scienti! procedure in social science curriculum struction. They offer a better basis than ; guess-work in selecting segments of wort while content. Activities and Traits of a Good Citizen Objective determination of desirable know! edge and traits required of a Most people would agree that an essential ste; in developing good citizenship is a decision as to what knowledge is required and also what traits characterize good citizens. One or more efforts have been made to discover these fact using each of the following methods: good citizen 1. Listing major classes of reading material bea ing upon citizenship. Rugg * has reviewed three studies of this ty; which rest upon the assumption that analysis reading materials will reveal broad categories which indicate “what man is thinking about, wha he is dealing with, and what activities he is p: forming.” 2. Discovering the duties and difficulties citizenship. Interviewing laymen, analyzing editorials periodicals, and analyzing special articles or: citizenship are among the methods used in discove! ing the necessary equipment of a good citizen. 3. Securing subjective judgments of desirable and undesirable citizenship traits. In applying this method, Bobbitt ° consensus of opinion of large groups of experienced secured pp. 31-52, Colorado Teachers College Edu: “Elementary American History Standards: Results of an Investigation Carried on to Determin« School and Home Education, Vol. XXXIV, pp. 152-5, De ‘*The Determination of the Minimal Essentials of Elementary School Geograp! Public School Publishing Company, B! Curriculum Studies in the Social Sciences and Citizenship, Colorado Teachers College Education Se: Colorado State Teachers College, Greeley, Colo., 1928. § See: Bobbitt, Franklin, Curriculum-Making in Los Angeles, Supplementary Educational Monographs No. 20. Univer [ 206 ] as to the desirable charactertistics and Securing the judgment of cit ns’ con ities of the good citizen. cerning the values of school s ‘ { ctivitie nedden' analyzed deficiencies of particulai n life rroups such as “owning farmers,” girls of a For example The judgments of 874 citizens in environment, and children of Russian-Jewish Various occupations, who were hig! wol grad grants, especially those aged 12-14. iates, were secured concerning the \ e of scl Recording of special types of civic training subjects and activities in later life inded of lay citizens \mong the methods used are: (a) Listing the : y a How Shall the Content of Social Studies ses of litigation revealed by the records of a Courses Be Organized? tv clerk over a period of three years; b several classes in public schools make a / ; unified course versus traditional subject ord of civic transactions of members of their , os matter divisions— lhe content of courses in the milies:® and (c) determining standards relative consumers’ needs and discovering extent to which social studies is organized at the present time se are applied.’ along difterent lines. Some school systems offer 5 Summarizing lists of traits demanded by lay the traditional courses of geography, history, zens. ae a. L . ) . civics, and economics. Others offer a unified [hese are among the studies which have been p “0 —* sana : ide: (a) Several hundred people listed in Who’s COUTSe em odying all these subject In many Who in America, representing the fifteen occupa school systems, the traditional organization ns in which the majority of the American people prevails for two reasons: (1) Some believe that e engaged, were asked to list five or more traits the maintenance of separate traditional sub it they considered the most essential to efficient AEE : ject-matter divisions produces the best educa ) zenship;” (b) Citizens have been interviewed tional results; (2) others, while accepting the s to their duties and difhculties;* (c) Books of ssays have been analyzed to determine the qualities unified course in theory, feel that it is imprac it citizens should possess;' and (d) Books of ticable to put into practice at present due to juette and articles in magazines have been Jack of unified textbooks, unified courses, and inalyzed to discover what forms of conduct society ; - teachers prepared for handling these courses. has approved. TI fs | - : ; . > ore: > . . 6, Discovering how much voluntary reading of 1ose WhO now organize the social subjects lay” citizens pertains to the social sciences. in a unified course feel that geography, history, lo illustrate: The book withdrawals from the civics, and economics are so intimately related New York central and branch libraries for one that the traditional subject-matter divisions year were analyzed, as was also the proportion of _ : ye . . . Pe impose artificial barriers to the most effective books of various classes published during that ‘ | vear. According to this study, about four out of presentation of these materials. every ten non-fiction books withdrawn deal with the \mong those who lean toward unification social sciences and half of these, in the opinion of | considerable difference of opinion exists as to librarians, represent what might be called volun the extent and character of the unifying pro tary reading. All librarians consulted, except one, a 7 : cess. The supporters of the composite-sub- tend to support the claim that there is a leisure . ,, , ject) policy would accept the conventional sub time value or objective to be sought in the teach ng of the social sciences.” ject divisions as points of de} irture, but ISee: Snedden, David, Civic Education World B ( ipany, Yonker yn-Hudson, New York, 1922 * Alderman, Grover H., ‘‘What the Iowa Layman Should Know about ( rts and Laws,"’ School Re \ XXX, 19 360-4, Goss, Ralph Ross, What Civic Knowledge Is Needed by an Indiana Layman Master of Arts The rsity of Indiana, Bloomington, Ind ‘Harap, Henry, Education of the Consumer. 71 Macmillan Company, New York, 1924 Breeze, Retha E., ‘‘What Constitutes Good Citizenship,"’ School Review, Vol. XXXII, September, 1924 534-¢ * Mahon, T. J., Duties, Difficulties, and Oualities of Citizens, Master of Arts Thesis, unpublishe ( te | ege, Greeley, Colo., 1925. Bobbitt, Franklin, Curriculum Investigations, Supplementary Educational Monographs No. 31, pp. 98-102 University of igo, Chicago, IIl., 1926. * Lorenzen, C. H., Approved Social Behavior as Revealed in Recent Literature, Master of Arts Thesis, unpubli liversity Chicago, Chicago, IIl., 1925. : Horn, Ernest, ‘‘A Study of Library Withdrawals and Books Published,’’ Twenty-Second Yearbook, Part 11 | Society r the Study of Education, pp. 235-9. Public School Publishing Company, Bloomington, III., 1923 This study has been extended by Earle Rugg. , * Mort, P. R., and Devricks, R. K., ‘‘An Accourfting of General Values in a Small High-School Curriculum School Review, |. XXIX, February, 1921, pp. 113-31. [ 207 ] through better coordination and correlation would present them not as distinct, but as con- tributory or closely allied subjects. Most advocates of unification, however, would go farther. They would reject the tra- ditional subject-matter divisions and much of the content associated with them—and would substitute material both old and new organized along lines radically different from the tradi- tional. This unified course may include diverse ma- terials from two or more of the following sub- jects: social problems, political and economic geography, history, civics, vocational informa- tion, economics, sociology, and current events. Some unified courses are so arranged that there are units of geography, of history, and of civics within the course. According te this plan, it is possible to have both history and civics with related geography in each grade without mak- ing any unnecessary subject divisions. History may be the major topic in one unit, civics in another, and geography in another. The sev- eral units of work may be expressed in problem form with sub-problems under each or as main topics with sub-topics. The distinguishing characteristic of the unified course is that it begins with a social institution or a political or economic problem, not with a subject such as history or geography. The objective is to find and organize in thought-provoking form the data needed in dealing with these institu- tions and the problems which grow out of them. In many courses in the social studies, such as those developed in the University High School of the University of lowa,' the organ- ization of each course is topical, and the form of phrasing is generally problematic. The Missouri state junior and senior high- school social studies courses, prepared by a committee appointed by the Missouri State Teachers Association, represents a thought- provoking compromise between the old chron- ological and topical methods of teaching his- tory and the newer approach through modern social problems. For many school systems, a compromise be- tween the traditional subject organization and the unified course is probably desirab|; least as a transitional step. Progress und edly needs to be made in focusing instru on social institutions and modern prob! but we must not value too lightly the . matic and more complete view which offered by the carefully refined subject-n of geography, history, civics, and economi An Illustration of a Unified Course The Missouri social studies courses ar: amples of unified courses. They consi these six parts: I. Seventh Grade—The Background ot \ \ can Life: A. How geographical conditions influenc: (Two weeks). B. Types of environment and of mai (Two weeks). C. Our inheritance (Two weeks). D. How man learned to contro! natura! | "as © Sw ra Se (Two weeks). . How civilization has grown (Four week . Examples of civilization from the \ East (Four weeks). . Examples of civilization from early Ev (Four weeks). . From the old to the new (Four weeks Europe preparing for expansion (|! weeks). The New World the great discovery of + fifteenth century (Four weeks). . From Europe to America (Four weeks . The English Colonies (Four weeks II. Eighth Grade—The United States: A. B. Thirteen colonies to thirteen states, | 1781 (Four weeks). The thirteen confederated states. l League of Friendship,” 1781 to Marc! 1789 (Four weeks). . The new nation, 1789-1801, “A Fed Republic’ (Four weeks). . The new nation finding a place among nations, 1801-1829 (Four weeks). . Life in the new nation, 1800-1829 (Ff weeks). . Expansion and conflict, 1829-1865 (Ei weeks). . Reconstruction and getting together, 18 1900 (Eight weeks). . Working together for our national welfa 1900 to the present (Four weeks). 1See: Courses in the Social Studies for Junior and Senior High Schools, Extension Bulletins, College of Education Series \ Series Nos. 8, 9, and 10. University of Iowa, Iowa City, Iowa. * See: Courses of Study in Junior and Senior High Schools, Bulletin No. 10, 1928, Social Studies, State of Missouri, De ment of Education. { 208 ] Ninth Grade—The Practice of American Citi- zenship: \. Introduction: Living Together, Society and Government, and the Individual and So- ciety (Two weeks). B. The social organization of society Three weeks). C. Economic phases of social life Three weeks). D. The political organization of society (Twenty-four weeks). E. The vocational phases of social life (Four weeks). F, Ideals as an important phase of social life (Four weeks). Tenth Grade—World History: A. A period of beginnings (Two weeks B. The period of ancient oriental beginnings (Three weeks). C. The period of Graeco-Roman civilization (Eight weeks). D. The period of (Four weeks). ». The period of medieval civilization weeks). civilization in transition Three — F. The period of discoveries, explorations, ex- pansions, and reform, 1400 to 1600 (Two weeks). G. Modern monarchial governments have their day and their wars (Four weeks). H. Industrial and political revolutions (Two weeks). I. Modern nations (Five weeks). J. Our modern world (Two weeks). K. The World War, 1914 to 1919 (Two weeks). L. Happenings of our own time (Three weeks). Eleventh Grade—American History: (Twelve main topics.) VI. Twelfth Grade—American Problems: Among the problems outlined for discussion are these: Education in American democracy, the problem of the family, immigration, the newhat similar. Its major topics are as follows: negro, crime, poverty and dependence, religion, the rural problem, the problem of the city, unemployment, women and children in indus try, conservation and utilization of natural re sources, large scale production and capitalistic organization of industry, transportation, com munication, and world commerce money credit, distribution of the wealth and nhationa banking, income, public opinion, interna tional relations and world peace The terials in the social studies- grade placement of curriculum ma -One study,” made to determine the difficulty of reading and graphic materials of the social studies by the objective responses of pupils, involved the test ing of nearly 10,000 children in grades 4-12 The results revealed growth of comprehension ability and suggested a basis for grade place ment of materials. Objective measures were obtained for 72 from 45 Samples were chosen from the fol- samples of curriculum materials sources. lowing types of materials: Episodes, descrip- tions, expositions, newspaper articles, bar graphs, line graphs, circular graphs, time lines, The assumption was that by testing the ability of a large number of pictograms, and maps. fourth-grade children to comprehend these ma terials, and by repeating forms of this test year after year on the same children until they grad- uated from high school, knowledge of the growth of comprehension could be accumu lated. these: Among the conclusions reached were 1. Ability to comprehend and interpret the read ing and graphic selections gradually from the fourth to the twelfth grade This is the general tendency. In a few cases the data show increases between consecutive grades. used here increases ‘ The World History Course in St. Louis, Mo., (Curriculum Bulletin No. 25, Board of Education of the City of St. Louis) is \. The Orient—Problem: What did primitive and oriental man contribute to modern civilization? B. Greece—Problem: How did the Greeks advance civilization? C,. Rome—Problem: What were Rome's chief additions to world civilization? D. The Middle Ages—Problem: What contributions of the Middle Ages paved the way to modern tim E. Modern History—Among the special objectives set up for this period are the following: 1. To gain an understanding of imperialism and the World War. 2. To see the importance of democracy since the War and its problems The Denver Course in World History (Course of Study Monograph No, 19, Social Science, Senior High Sc! Grades 10-1 blic Schools, Denver, Colo., 1926) is made up of these units: I. What did primitive and oriental man bequeath to modern civilization? 13 days.) Il. How did the Greeks advance civilization? 19 days.) V. How did the period of the Protestant Revolt advance civilization? VI. How have the political, industrial, and social revolutions of the eighteenth century contributed to moder About 1700 to 1850 A. D. (About 35 days.) VII. What steps have the leading European nations taken in the nineteenth century toward democracy? Ab 1914 A.D. (About 25 days.) VIII. What losses and what gains have come from the World War? ? Mathews, C. O., The Grade Placement of Curriculum Materials in the Social Studies. ege, Columbia University, New York City, 1926. About 776 B. C. to 323 B. C. III. What were Rome's chief additions to world civilization? IV. What contributions of the Middle Ages paved the way to modern times? Beginning of time to 490 B. \ bout (About 16 days.) About 753 B. C. to 476A. D. (About 14 days.) About 476 A. D. to 1492 A. D About About 1500 to 1700 A. D. (About 15 days civilization? ut 1850 to (About 20 days.) Bureau of Publications, Teachers [ 209 ] tims oe a a ee a is Aegt 2. Of the reading materials used in this investi- gation, the episodes were comprehended somewhat better than the other types in all grades except six and nine. 3. A comparison of the average degree of com- prehension of circular, bar, and line graphs shows that, of the samples used in this study, the circular graphs are easiest, the line graphs most difficult, and the bar graphs about midway between the two. 4+. The seventy-two samples of printed and graphic materials, which were graded according to the degree to which public school children correctly responded to objective questions about them, may be used as a crude scale to aid in judging the com- prehension difficulties of similar curriculum ma- terials. A few other pioneering studies in this diffi- cult field also promise greater objectivity in grading social science materials. Can social issues profitably be taken up in high-school social science classes?—One au- thor,’ after listing 429 issues found in 15 civics textbooks and 524 issues found in 22 treatises in ten technical social fields (such as govern- ment, public finance, immigration, labor and capital), and after analyzing the replies of 508 social science teachers as to whether or not they considered in their class discussions the twenty issues most frequently mentioned in the above sources, writes as follows: It is believed that there is a place in the high school for such a consideration of issues as will encourage and foster the habit of reasoned and un- biased judgment. In a situation where the search is for the truth, where all the available data are marshaled and duly studied, where no preconceived views are imposed and each individual is urged toward a carefully deliberated conclusion of his own—this is truly to be in the atmosphere of the scientific spirit. . . . The introduction of live issues lends vitality to the work of the school; it helps to develop intelligent opinions among pupils on the issues that perplex the society in which they live. One of the primary needs of the day from the point of view of the schools is a more scien- tific attitude in dealing with social questions. This calls for the study of live issues in a scientific spirit in the classroom—a_ study marked by impartiality, candor, and critical thinking, and in which the objective is to teach how to think, not what to think. The practical difficulties and personal gers which threaten attempts to study |i cial issues even in the most scientific spi: fully recognized. These difficulties, how do not justify a policy of avoiding eve: that is controversial. The school can fully realize its purpose if such a policy) vails. Some consider it as undesirable to shir{ current questions as to promote propag concerning them. In their judgment, it good thing to make pupils feel that their ¢ tion is fitting them to cope with miatters which the world is excited; it gives th sense that scholastic teaching is not div: from the practical world. These are among the guards which, it served, should make practical the discussio certain live issues in the public schools: 1. Teachers should be carefully trained to d tinguish between the approach of the propaga and the approach of the scientist. The import of strict impartiality in arriving at final decis should be clearly realized. 2. The introduction of the study of controversia | issues should be made gradually. 3. The community should be taken into the « fidence of teachers and school administrat Class conscious groups, particularly, should und: scand the impartiality of the school’s attitude, their constructive cooperation be enlisted in ma taining that attitude. 4. Common sense should prevail as to which !i\ and controversial issues are discussed. The sc! cannot cover all of them. Proper selection should result in the use of topics which are appropriat for the consideration of children, which have larg social significance, and which do not arouss necessarily Warring public emotions. 5. The pitfalls of poor teaching in this field the danger of misunderstanding on the part of th public should be carefully evaluated, in order tha difficulties may be prevented rather than cured 6. Remember always that the objective is to velop a method of studying controversial! iss not to settle them in the classroom. A tact! teacher will develop a spirit of open-minded in pupils by seeing that both sides to controvers issues which come up for discussion are presen! That this is feasible is shown by the data sented in the next paragraph, which show that a large group of teachers consulted nearly hal! of them consider controversial issues. Are controversial issues avoided ?—lIn answer to this question, 48 percent of 508 social science 1 See: Lee, Baldwin, Issues in the Social Studies, Bureau of Publications, Teachers College, Columbia University, New \ City, 1928. [ 210] ers answered “Yes” ; +9 percent answered asks tions in their study of each problem that ne writer * pupils to raise these What are the true facts in this matter? Have I all the facts I need? ls there another side to this question that ve not considered? Are the facts I have read or have been probably reliable? Can I depend on them eing true? Is there reason to believe that the le who gave the facts are prejudiced? Which side of the question is supported by the important facts? Training of the emotions as a means to ‘ter civic behavior—If individuals are to pe successfully with our increasingly complex ciety, they must be trained to take intelligent ittitudes regarding the more outstanding social, litical, and economic issues. Observation hows that while a man’s social conduct is in- fluenced by his sober reasoning, it is also af- fected by his emotional slants—his passions, his enthusiasms, and his prejudices.* These facts face those charged with building social studies courses with such questions as these: Can the emotions be guided indirectly better than directly? Are the outcomes of the “problem” type of teaching mainly intellectual or mainly emotional? Should the “apprecia- tion” type of teaching be one of the methods ised in the social studies? In answering these questions, we should remember that the aim of our citizenship courses is¢to develop thinkers and doers, not reciters. The ultimate purpose of the social studies, ccording to Dawson, is the “development of faith in human institutions and progress—a faith that progress of the race may be ad- vanced through the social use of scientific knowledge about the character of mankind.” * “Social progress must stand on knowl- edge, understanding, and sympathy ; and knowl- edge must precede understanding and sympa- thy.” 5 Instead of merely evaluating instruction by oral o1 written eXamuinations covering subject- matter, teachers should ask themselves ques tions such as these: 1. Are pupils coming to have some responsibility for social progress—a desire to have a constructive part in bringing it about? 2. Is the spirit of the class such that unsocial acts are disapproved ? The teaching of economics and sociology in Many Si hool are debating whether these subjects should be the senior high school systems introduced into the senior high school. ‘There has been a steadily growing sentiment that in stead of spending three or four years in the senior high school on history, more emphasis should be placed on civic, economic, and social] questions. In deciding this issue, each school system should evaluate the content already oftered in its social studies program, consider the caliber and development of the local high school student body, estimate the intrinsic value of economics and sociology, and discover how well prepared the local teaching staff is to offer these subjects. Cincinnati teache: that A committee of re cently reported economics should be taught in the senior high school in ordet 1. To furnish a laboratory for of the organization. scientific analysis laws and facts of our complex economic 2. To create in this and handling of laboratory an informed, in terested, critical, socially minded citizenship for constructive dynamic economic problems. 3. To appreciate the fact that industrialism has transformed the old one. individual order into a social 4. To appreciate man’s effort in obtaining wealth and using it wisely. 5. To give the students some instruments or tools of thought which will be useful vocationally 6. To even when personal motives or principles must be sacrificed. 7. To enrich the students’ general reading back- form the habit of using economic truths ground and to train for an intelligent apprecia tion of current literature on the affairs of the day ! See: Lee, Baldwin, Issues in the Social Studies Bureau of Publications, Teachers College, Columbia University, New York City, 1928. 2 See: Rugg, Harold O., Social Science Pamphlets. Lincoln School, Teachers College, Columbia Universit New York Cit * See: Briggs, Thomas H., Curriculum Problems. New York, The Macmillan Company, 1926. Chapter II, Emotionalized Attitudes. * Dawson, Edgar, Teaching the Social Studies, p. IX. New York, the Macmillan Company, 1927 5 Ibid., p. 25. * See: Report of the Committee on the Status of Economics and Sociology in Senior High Schools in the United ule Pub Schools, Cincinnati, Ohio, May, 1929. 211] ——— ae ee ee = Sociology, according to this report, should be taught in order: 1. To promote the general welfare of human society, for the last century was one of material miracles and physical achievement. This century must be one of developing human and social wel- fare if we are to make social progress. 2. To realize that the study of sociology contrib- utes to the understanding of the great social prob- lem of living well together. 3. To teach the boy or girl their relations and duties toward social institutions, because good citi- zenship is of prime importance in the solution of social problems. 4. To reconcile the major conflicting ideals of our day and generation, for the three outstanding social features of our day—further development of in- dustrialism and urbanism, the new contacts of di- verse races or nationalities, and the rise of femi- nism—need adjustment to the new social order. 5. To make the potential citizen realize that social evils do not “just happen” and that every- thing has its due cause. Research technics have not as yet developed to the place where they furnish a guide in de- cisions as to whether it is desirable to add some content from the fields of economics and so- ciology to the secondary social studies course. Philosophical and subjective considerations must determine the questions for the present. The ideal should be to develop objective means to aid in arriving at such decisions. The Present Status of the Social Studies Twelve general impressions—The commit- tee responsible for the History Curricula In- ! Dawson, Edgar, The History Inquiry. quiry of the American Historical Associa: gained these twelve general impressions: 1. Ancient history as a separate course see be receding in popularity. 2. The tendency to stress recent history see: be weakening the popularity of medieval hist: 3. English history as a separate subject see: be losing ground. 4. The one-year course in world history, popular in some quarters, does not seem as to have made much headway. 5. American history tends to move from senior year to the junior year of the high sc! 6. There is a tendency to put into the last of the high school a course in current problen under some such title as Modern Problems Problems of Democracy, or Social Problems. 7. New York and Maryland have recent! up, for the second, third, and fourth-year high school grades, a three-year course in history; an correspondence with trained history teachers sh that this movement has widespread support. 8. There seems to be a tendency to put the first year of high school one or more of new civics courses. 9. There is considerable interest among sc! administrators in a junior high-school course mad up of a combination of materials taken | geography, government, history, and industria! social conditions. 10. The tendency to give a large amount time to the socialized discussion of current eve) seems to be growing. 11. The teaching of government seems to standing still, if not actually receding, unde: pressure for a rather indefinite discussion of ec nomic and social problems. 12. The training of teachers for the social st ies, separately or as a group, is in attention. need ~ The McKinley Publishing Company, Philadelphia, Pa., 1924. HE MOST fundamental teaching principle for the history teacher to keep constantly in mind is that the emphasis in all her teaching should be upon the learning process, upon the training which the pupil is getting by means of the subject rather than upon the subject itself. In other words, the subject must lose itself in becoming a part of the life of the adolescent boy or girl. The goal must be units of human development or maturing, rather than units of subject-matter completed. The function of every subject that is brought into the high-school curriculum must be to contribute definitely to some aspect of physical or mental maturing of the pupil. The main objective is to bring the pupil to as high a stage of maturity as possible by the proper adaptation of the subject-matter to his present ability to grow. The critical problem is that of determining : clearly just to what extent and how the social studies may contribute to this training and | development—The Teaching of the Social Studies, Bulletin, Vol. VI, No. 4, Maryland State Department of Education, Baltimore, Md., 1924. [ 212] Trends in High-School Mathematics ' Few subjects taught in the secondary school elicit more contradictory viewpoints than does thematics. What should be taught, how h of it, to whom, how, and why, are mat- of disagreement. ‘This section presents e of the trends. Modern aims in the teaching of mathemat- Those interested in mathematics differ as One hasizes its cultural value and regards it as a to its principal objectives. group em- means of increasing power to think clearly and logically. \atics as a means of providing pupils with in- The other group looks upon mathe- formation and tools for use in ordinary pur- suits of daily life involving computation. Despite the rather general rejection of the faculty idea of psychology, some mathemati- cians still emphasize the “disciplinary” value of the study of mathematics. The following statement of the aims of mathematics was formulated by the National Committee on Mathematical Requirements: * Ihe primary purposes of the teaching of mathe- matics should be to develop those powers of under- standing and of analyzing relations of quantity and of space which are necessary to an insight into and control over our environment and to an apprecia- tion of the progress of civilization in its various as- pects, and to develop those habits of thought and of action which will make these powers effective in the life of the individual. Questions which face local course-of-study committees—IThese are among the questions which arise in planning junior and senior high- school mathematics courses: For more detailed information, see: Department rbook. National Education Association, Washington, D. C., 1928. How shall subject-matter be organized ? Shall the traditional course in arithmetic be followed by algebra in the ninth grade, plane geometry in the tenth, and advanced algebra and solid geometry and trigonometry in the eleventh and twelfth grades? Is a general mathematics course, beginning in the seventh year and extending through the high school with calculus as the last subject, the bette: plan of organization? Or would a compromise Should the seventh grade course begin with arithme- between these two plans be better? tic, which in many cases is a review, or with in- tuitive geometry? Should there be a unit of demonstrative geometry in the ninth grade? Would algebra be better understood if it were begun in the seventh grade and _ scattered through the eighth and ninth years? Traditionally, materials have been organ ized in “logical units’ —putting together sub ject-matter which logically belongs together. Then, in studying the material, the pupil con centrates intensely on one topic at a time with out giving thought to its relation to other topics or to the course as a whole. For this reason, would it be better to organize courses in secondary school mathematics into “peda gogical” rather than “logical” units ? Recent Omissions and Additions to High School Mathematics Courses ‘Taking the country as a whole, the reorgani- zation of mathematics has scarcely begun. Counts,’ in his analysis of mathematics courses of Superintendence, The Development of the High School Curriculum, Sixth Chapter XV, “‘ Research in High-School Mathematics National Committee on Mathematical Requirements Under the Auspices of the Mathematical Association of America, The Reorganization of Mathematics in Secondary Education, Part I. Houghton Mifflin Company, 1927, 181 pp. National Council of Teachers of Mathematics, First Yearbook, A General Survey of Progress in the Last Twenty-five Years Charles M. Austin, Oak Park and River Forest Township School, Oak Park, Ill., 1926. 210 pp. National Council of Teachers of Mathematics, Second Yearbook, Curriculum Problems in Teaching Mathematics. Bureau { Publications, Teachers College, Columbia University, New York City, 1927 National Council of Teachers of Mathematics, Third Yearbook. Selected Topics in the Teaching of Mathematics. Publications, Teachers College, Columbia University, New York City, 1928. National Council of Teachers of Mathematics, Fourth Yearbook, Significant Changes and Trends in the Teachin Bureau of Publications, Teachers College, Columbia University, New York City matics Throughout the World Since 1910. 1929. 186 pp Reeve, Ww. D., ‘‘ The Mathematics of the Senior High School,"" Teachers College Record, Vol. XXVIII, No. 4, December, 374-386. The Reorganization of Mathematics in Secondary Education. achers College, Columbia University, New York City, 1928. 4 Summary of the Report by the National ( matical Requirements, Bulletin, 1921, No, 32, U. S. Bureau of Education. Woodring, Maxie Nave, and Sanford, Vera, Enriched Teaching of Mathematics in the High School. 128 pp. 297 pp. Bureau of 276 pp. g of Mathe- 1926 ommittee on Mathe- 73 pp. Bureau of Publications, ? This committee was appointed by the Mathematical Association of America in 1916 and was assisted financially by the eneral Education Board. 1923. . 13-14. * Counts, George S., The Senior High School Curriculum, Supplementary Educational Monographs, No. 29 of Chicago Press, Chicago, IIl., 1926, pp. 57-66. The report of the committee, The Reorganization of Mathematics in Secondary Education, w as published The original report is out of print, but a revised edition has been issued by Houghton M fin Company, New York. The University { 213 ] in fifteen selected school systems, found no striking difference between the contents of mathematics courses in many school systems and the recommendations made by the Committee of Ten or the Committee on College Entrance Requirements in the last decade of the nine- teenth century. However, according to the Fourth Yearbook of the National Council of Teachers of Math- ematics,' these are among the significant changes which have been made in certain school systems in secondary school mathematics courses in recent years: 1. Simplification of algebra—Few subjects in the high-school curriculum have undergone more changes in the last few years or have shown more progress than algebra. It is be- coming a live subject functioning in the life of the average individual. To note the changes in the subject-matter of algebra: a. Compare the textbooks of a quarter of a cen- tury ago with those of the present day. b. Note the objectives set up for the teaching of algebra in modern courses of study. Among the first topics to be eliminated from elementary algebra were the highest common factor by division, cube root by the formula, the general theory of the quadratic, compli- cated brackets, complex fractions of a difficult type, simultaneous equations in more than three unknowns, the binomial theorem, and compli- cated radicals. ‘The old idea that “we must scientifically define all terms before they can safely be used” and develop the subject logi- cally has been replaced by a psychological de- velopment. 2. Numerical trigonometry — According to David Eugene Smith, the introduction of sim- ple numerical trigonometry in connection with the work in ninth-grade algebra is the most notable advance in the last quarter of a cen- tury in the teaching of algebra. 3. Emphasis on the meaning of graphs rather than the mere making of them—I\y +h teaching of graphs, the fact is now recognised that the graph is not an end in itself, but j: js equally important that the pupil learn “think graphically” of relationships. A graph is a pictorial representation of an algebraic law. The best approach to algebra is not }y means of the equation or through the fu: mental operations, but through the study of the formula. The study of the graph is 4 major trend today in algebra because with the formula it helps to clarify the idea of functi ality. A new type of graphic problems is find- ing its way into algebra. Problems from sci- ence, statistics, and everyday life are studied, both those that have mathematical formulas and those that do not, and the functional as- pects are emphasized. 4. Functional thinking — New meaning js being put into the teaching of algebra by re- placing the emphasis upon formal symbolism by the function concept. The more progressive courses are now planned so as to bring out the dependence of variable quantities on each other at every possible opportunity. that the habit of thinking about relations be- tween quantities be established since this is needed in all activities of life. To illustrate, the relation of interest to time and rate; ot cost of transportation to distance and number of times materials are handled ; of accomplisi- ment to speed; of the size of an angle to the amount of rotation of a line from one position to another ; and of the area of a triangle to its length and base. Unfortunately, an analysis of several widely used algebras and geometries revealed that although on almost every page opportunities for training in functional think- ing are offered no systematic use of them is made.” However, some of the newer courses of study give special emphasis to this point. 5. Changes in geometry—Geometry because of its age and its logical arrangement has re- sisted change more than other phases of math It is essential 1 The National Council of Teachers of Mathematics, The Fourth Yearbook, Significant Changes and Trends in the Teachin Mathematics Throughout the World Since 1910. Bureau of Publications, Teachers College, Columbia University, New \ ors City, 1929, pp. 131-186. 2See: Breslich, E. R., ‘Developing Functional Thinking in Secondary School Mathematics,”’ in The Third Yearbook, Vie National Council of Teachers of City, 1928, pp. 42-56. athematics. Bureau of Publications, Teachers College, Columbia University, New Yor} * To illustrate, on page 9 of the 1924 Baltimore City Mathematics Course of Study for Junior and Senior High Schools, (\\\s statement is made: The function idea which is introduced in the intuitive geometry is continued throughout the junior and senior mathem.' course. [ 214] tics. In many junior and senior high-school irses, the fundamental change has been the roduction of intuitive geometry in the sev- th and eighth grades, and a short unit of demonstrative geometry in the ninth grade. Intuitive or informal geometry includes proofs ntuition or by experiment and provides a vradual and natural introduction to demon- strative geometry. According to Reeve,' the development of this idea of a definite course in informal geometry of the kind indicated above will stand as one of the notable advances of the last quarter of a century in the teaching of elementary mathematics. Emphasis is also being placed upon the fusion The tendency is in the direction of combining these of plane and solid geometry. present two parts of geometry into a one-year course for the tenth grade. the important part of solid geometry for the The argument is that well-educated citizen should not require a half year of study. Instead of requiring rigorous demonstra- tions of theorems whose meanings are already obvious to the pupil, postulates are given in many cases. 6. Introductory calculus as a_ high-school subject—In France, Germany, Austria, Eng- land, Russia, Italy, Spain, Norway, Sweden, Denmark, Holland, and Belgium, calculus has been incorporated into the secondary school In the United States it is offered in only a few schools. the National Committee on Mathematical Re- quirements recommended in 1923 that an ele- program for some years. However, mentary course in calculus be offered as a high- school elective. 2 See: The Problem of Mathematics in Secondary I of the type of course suited to these four groups ! Reeve, William David, in The Fourth Yearbook of The Nat tions, Teachers College, Columbia University, New York City, ional Council of Teachers « 1929, p. 163 lucation, Bulletin, 1920, No. 1, U.S. 7. Applied problems—There is, at the ent time, an apparent desire to introduce a rea pres sonable number of applied problems in algebra, geometry, and trigonometry rather than to de pend upon abstract propositions alone, and to arouse the interest of the pupil by an appeal to The re alization is spreading that culture itself can be situations within his comprehension. practical and can be acquired in conjunction with things that are practical. Suggested Content for the Mathematics Course in Grades 7-9 The junior high-school period offers oppot tunity (1) for completing the elementary foun dations of an education in mathematics and (2) for testing out the abilities and interests of pu pils so that they can decide whether to drop mathematics, or to go on into technical courses which prepare for engineering, or to continue with regular college preparatory mathematics. The Committee on the Problem of Mathe- matics in Secondary Education * considered four groups of users of mathematics distin guished as follows: a. The “general readers,” who will find their use of mathematics beyond arithmetic confined largely to the interpretative function. b. Those whose work in certain trades will make limited, but still specific demand for the “practical” use of mathematics. c. Those whose practical work as engineers or as students of certain sciences consider able knowledge of mathematics. requires d. Those who specialize in the study of mathe matics with a view either to research or to teaching or to the mere satisfaction of extended study in the subject. f Mathematics Bureau of Publica- Bureau of Education, for a d ission WENTY-FIVE years ago algebra was taught, first, for the purpose of making mathematicians rather than American citizens; and second, for the purpose of developing patience and habits of persistence and of training a pupil in reasoning. In neither of these purposes did it succeed. It did not begin to do as much for the making of mathematicians as is done by the modern plan, because it presented the subject as a pure abstraction, without any contact with life. Equally did it fail in its other purpose, for it probably developed as much impatience as patience, it failed to make children persistent except as any puzzle may accomplish this end, and it was taught in such a mechanical way as to give no training in any reasoning that was worth while.—David Eugene Smith, Progress of Algebra in the Last Quarter of a Century. New York, Ginn and Company, 1925, p. 13. [215] i K ; Ps ? a 4 — a Today mathematicians are more or less agreed that the mathematics course of the sev- enth and eighth grades should aim to: (1) Keep up a proper use of the fundamental skills in arithmetic through their application to such problems as trade, banking, insurance, and cor- porations ; (2) introduce the pupil to the study of intuitive geometry; and (3) give him an un- derstanding of what algebra means—a knowl- edge of the formula, statistical and mathemati- cal graph, and the solution of simple-types of equations, Some would outline the mathematics course for the ninth grade as follows: (1) The com- pletion of the course in elementary algebra; (2) a unit of numerical trigonometry based on TOPICS AND SUGGESTED TIME ALLOTMENTS IN PITTSBURGH SEVENTH, EIGHTH, AND NINTH-GRADE MATHEMATICS COURSES' the pupi!’s previous knowledge of algebra ind intuitive geometry; and (3) a short course jy demonstrative geometry, which gives the py- pil a chance to find out what it means to prove something. This is done with a few axioms postulates, and theorems, reinforced by carefully planned work on original exercise. The following outline of topics included jn +h 1928 Pittsburgh course is more or less typical, The specific topics included and the time al. ted to each will of course vary widely in di; ferent school systems. This outline is rep: duced here for illustrative purposes, not wit! the idea that it can necessarily be adopted }) other school systems. Time? Time Topics for low seventh grade allotment Topics for high seventh grade allotment in weeks in weeks Fundamental processes—drill................ 5 to 10 Integers, common fractions, and decimals... . . 5 to 10 min. daily min. dail Fractions—review . . . . 1 Te FS oe ee Decimals—review 1 Development of percents less than 1% and Percentage... .... 4 more than 100 aad rake bye eta wninied Sen ce 1 Profit and loss 2 laterest . 4 Simple discount . 2 Trade discount. . (A oe ee 2 Commission. ........ 2 Intuitive geometry. ie EG 4 Intuitive geometry: EARL ee ee en's sans 6s ; 3 a ae 2 ES eee 2 Applied measurements ; 3 Accounts and simple banking. . : thus s ness records, cash records, simple business of study are ; wt . . yO forms, banking and forms used in banking, in- (1) To nee an attitude of cooperation, loy- ot ts vestments and savings accounts, insurance, fil- ey ane Repeenes foward the enperior execu- : rye h li aap. tives in the job he may assume. (2) To develop a ing and indexing, handling mail in the office, social comprehension of modern business and its In t use of directories and business reference books, responsibilities. (3) To improve individual busi- for th telephone service, telegraph service, postal in- ness ethics through study of policies and their effects = formation, shipments of merchandise, sending Retail store training classes—Occupational = . > . ‘ = ivision money, railroad and travel information, ele- and vocational surveys show that in man) > Hi 1, 1925, 3 Ac d a ann, 5. 2 Copeins Siautiont in the Public High Schools of Minnesota, 1927. Unpublished thesis, Library, Univers'ty i 2 Tentative Course ¢ 3 Study in Junior Business ~ for Secondary Schools in Indiana, State Department Bulletin \ Associat G-1b, State Departmen: ucation, Indianapolis, Ind ‘ Ki y Educe 2, 8c east 9 se , a > Study, page 17 of salmecgraphed material, Winnetka, III. [ 226 ] ties the number of workers employed in store- selling occupations far exceeds the number em- ployed in clerical, bookkeeping, and stenogra- This had led to the introduction in some schools of courses preparing for selling phic work. ind store service positions. In what grade should commercial curricu- lums begin to be highly specialized?—While pupils’ length of school expectancy and local business conditions will bring different answers to this question in different communities, most school that should not begin too early. To illustrate, in authorities agree specialization Baltimore, Md.,' the commercial course in the tenth grade of the senior high school is general with the exception that the students have the opportunity of electing shorthand if they desire to major in stenography. At the beginning of the eleventh grade, pupils may choose the par- ticular field of commercial training in which they desire to specialize. At present, in the Baltimore senior high schools, the pupils may select one of the following: 1. Preparation for the university school of com- merce. 2. Stenographic employment. 3. Accounting. 4. Retail selling. 5. General business. Office practice and machine operation. According to the Los Angeles course of study: ? The study of bookkeeping should not be started earlier than the tenth year. It is even better for those specializing in bookkeeping, and expecting to remain in high school for four years, to wait until the eleventh year to begin it, and take their second year of bookkeeping and their commercial practice concurrently in the twelfth year. A student would thus spend three or four periods a day upon his vocational subject immediately preceding the time of his going from school into the business world. In the foreword of the state course of study for the high schools of Virginia, “Attention is Division of Vocational Education, 1925, p. 10. 1, 1925, pp. 11-12. \ssociation, 1928, p. 453. * Kirk, John G., ‘‘ Handwriting Survey to Determine Finishing Standards for the Philadelphia Public Schools,” ' Educational Research, Vol. XIII, No. 4, April, 1926, pp. 259-272. [ 227 ] called to the fact that shorthand, typewriting, and bookkeeping are deferred to the third and fourth years. These subjects, if they are to be successfully taught, require as broad a general educational background as can be secured, and as much maturity as possible on the part of the pupil.” In St. Louis, the courses in accounting * ex- tend from the tenth through the twelfth grades; the courses in stenography * extend from the eleventh through the twelfth. What are the characteristics of a good com mercial curriculum?—A survey of the current literature on this point leads to these tenta- tive conclusions: The commercial curriculum should be based on a survey of community needs, which shows what students are expected to know and what they will be required to do in the jobs which are open to high-school drop- outs or graduates. It should be subject to con stant revision. Business is constantly changing and unless the schools keep pace with these changes their products will not be able to meet the demands made upon them. The commer- cial curriculum of ene community cannot be copied by another because it must meet the demands of the particular community and student body which it is to serve. According to the report of the Committee on Research in High-School Commercial Studies in the Sixth Yearbook ® of the Department of Superintendence, commercial curriculums can objectives except when have no_ specific 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. What quality of handwriting is needed by clerical workers?—The director of commer- cial the Philadelphia schools * secured 2000 specimens of vocational education in public See Commercial Education, Course of Study for Junior and Senior High Schools, City of Baltimore, Department of Education, * High-School Commercial Studies, Course of Study, Los Angeles City School District, School Publication No. 114, September ? Accounting for the High School, Curriculum Bulletin No. 36, Board of Education, St. Louis, Mo., 1926. ‘See: Stenography and Typewriting for the High School, Curriculum Bulletin No. 37, Board of Education, St. Louis, Mo., ’ Department of Superintendence, The Development of the High-School Curriculum, Washington, D. C., National Education 1926 The Journal handwriting from the employees of 21 large concerns. The total list of vocations included was 52. Each specimen was rated twenty dif- ferent times on the Ayres Measuring Scale for Handwriting, Gettysburg Edition, in steps of 5, by 20 different judges. The average score of each specimen was secured and the occupa- tional and general averages determined and tabulated. The 20 judges 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 com- mercial pursuits. Research findings for the improvement of classroom practices in stenography '\—Seven types of studies are being carried on—those having to do with (1) prognostic tests, (2) diagnostic tests, (3) achievement tests, (4) analysis of the work of the stenographer, (5) measurement of difficulty of dictation material, (6) method of presentation of teaching ma- terials, and (7) vocabulary studies. Present diagnostic tests do not appear to have a sufficient degree of reliability for gen- eral school use. However, the methods of ap- proach are of interest to teachers of stenog- raphy.* Some experimentation with diagnostic tests which reveal weak spots in instruction or in the learning of pupils is under way.’ They show the need of making careful and detailed analyses of errors in order to improve teaching. Completion, true-false, and multiple-choice tests for measuring achievement in shorthand are also being experimented with.* Further research is needed to deters, ne what the average pupil and the average ¢) x: can be expected to do in learning shorth:»4 in given periods of time.® In measuring the difficulty of dictation py. ss terial, the word, the average number of s\ ||, re bles to the word, and the stroke count 4+. P among the measures of writing effort.® | rela ther research is needed to determine which «{ these is the most accurate basis for measure- ment. Studies which show that approximate), lhe 1,000 words constitute not less than 85 percen: ‘| of the words used by the average person, and a Horn’s’ study which lists the ten thousand the words most frequently used in business and we social correspondence offer the most re.iable vocabularies from which to select words {or shorthand classes. W The kind of research needed to determine +} es words required by stenographers preparing tor employment in special fields is illustrated }) Horn’s compilation of words most frequent; tecte used in bankers’ letters. After tabulating the rest words found in 1125 letters written by bank whe: ers in 15 states grouped so as to represent \ar- fone ious sections of the country, the investigat: _ reached these conclusions: prol res are The mitt larg the whe chile nurt! pass othe! This study does not show that the words used bankers’ correspondence apply at all exclusively + the banking business, and yet the list is in a certain sense a vocational list. Zcono Training which meets the needs in one section 0! the country will also meet the needs in other se tions. C ' See: First Yearbook, Eastern Commercial Teachers’ Association, 253 Lexington Avenue, New York City, Chapter \ olan L Research Materials for the Teacher of Shorthand, by Florence Sparks Barnhart. Contains a bibliography of 41 articles on © research described in the subsequent paragraphs. 2 The April, 1927, issue of the Journal of Personnel Research presents a digest by Max Freyd of all tests used for discover aptitudes for stenography so far published. Reprinted in the Journal of Commercial Education, May, June, September, of the six types of October, 1927. 4 See: Rollinson, Ethel A., Diagnostic Shorthand Tests, New York, The Gregg Publishing Company, 1924. Method for Supervising Shorthand Classes in the Des Moines High Schools, by Clay D. Slinker, Director of Business Educat: blished.) (Uapu Soutter, Helen S., An Analysis of the Shorthand Bves u fate by One Hundred F ‘fty Beginning Pupils as Revealed through Tx Types of Tests. (Unpu ), University of Chicago, 1 4 See: Dush, Willa M., The Building and Use of Achievement Tests in Gregg Shorthand, Thesis, New York University, June, 1° “Diagnostic Tests in Shorthand Theory,”” American Shorthand Teacher, November, 1927, pp. 96-9’. New York, Isaac Pitman & Sons, 1927. 5 For an attem amapt that has already been made, see: Raymond-Adams, Standards in Elementary Shorthand. New York, 1) Nelson, Lenora M., Saphier-Smyth, Stenographic Achievement Tests. Gregg Publishing Company, 1926. * See: Harrison, E. W., Syllable wood High School, Cleveland, Ohio, 1927-28. Bertha M., An Analysis S Julia HnlGueee Hikh School New sag ha, ity. Iowa Press, 1926. * Horn, Ernest, “‘ The Spelling Vocabularies of Bankers’ Letters,"{English Journal, Vol. XII, No. 6, June, 1923. [ 228 } Intensity Versus Shorthand Di ficulty, Unpublished study by the Vice-Principal of the Lons- horthand Examinations to Measure Difficulty of Dictation Material, by Miss Haye: Unpublished, 1927. ? Horn, Ernest, A Basic Writing Vocabulary, lowa City, Iowa, University of lowa Monographs in Education, University What is the 1929 home? And what will obably be the type of home into which our resent high-school girls will go? Also what their particular levels of development at sent? What are their immediate felt needs, lationships, and outlooks? What interests e motivating their conduct and attitudes ?— The answer which a local course-of-study com- ? mittee gives to these questions determines largely the type of secondary school course in home economics which it develops. The president of the American Home Eco- nomics Association in 1928,? after reviewing the changes in home-making during the past two decades, outlined this viewpoint toward 1 the modern home: We will see the home as the place of abode of per- sons bound together by ties of affection, a place where affection of parents for one another, for their childrer®, and among all members of the family is nurtured and enjoyed, where the immature are pro- tected and guarded, a place where one may have rest and privacy, where one may keep his treasures, vhere one may satisfy his individual tastes, where fundamental culture, consisting of customs, lan- guage, courtesies, and traditions, is conserved and passed on to the young, a place where altruism and other worthy character traits are generated and cul- Local course-of-study committees charged with building ywing references helpful: Bailey, Frances, The Progress of Home Economics Economics, University of Chicago, Chicago, III. May, 1927. Crabbs, Lelah Mae, and Miller, Mabel Lawrence, Education, Merrill-Palmer School, 71 Ferry Ave., East, Detroit Department of Superintendence, The Junior High School sociation, Washington, D. C., 1927. lucation Association, Washington, D. C., 1928. lumbia University, New York City, 1928. 14% pp. California Home Economics Association, High School Courses in Science of the Household, Nutrition, and Citizen Home 4 Survey Department of Superintendence, The Development of the High-School Curriculum, Sixth Yearbook, Chapter XX1 Natior Dyer, Annie Robertson, The Administration of Home Economi Secondary School Home Economics’ tivated; a haven, a sanctuary, a source of inspira- tion, and a place where one may enjoy his indi- vidual kind of recreation and share it with others. This viewpoint is already accepted by some home economics teachers, as shown by the fol- lowing statement of aims of one unit in a recent course of study: Family Relationships and Home Finances‘ Aims: 1. To develop within the girl an appreciation of her family, and an understanding of her part as a member of that group. 2. To help the girl develop traits which will make her a better member of her family group. . To lead her to think about the problems and responsibilities of home and family. w 4. To give the girl an understanding of the home as an important center of economic consump- tion. 5. To give the girl a sense of responsibility of the correct expenditure of her share of the family income. 6. To help the girl develop standards for home expenditures in keeping with the income. An understanding of the problems of her home and family helps the girl to be a better member of that family. Good family life is the result of de- secondary school courses in home economics wil find the in the Secondary Schools, 1917-27, Master's Thesis. Department of Home Making of Public School Courses in Child Care for Girl D irtment of , Mich., May. 1927. 96 pp. Curriculum, Fifth Yearbook, Chapter XVI. National Education in City Schools. Bureau of Publications, Teachers College, Dyer, Annie Robertson, The Placement of Home Economics Content in Junior and Senior High Schools Bureau of Publica- ns, Teachers College, Columbia University, New York City, 1927. 112 pp. Kansas State Department of Education, Course of Study for High Schools, Part IX, Home Economics. Topeka, Kansas, 1928. 123 pp. Lansing, Mich., Board of Education, Courses of Study in Home Economics for the Public Schools of Lansing, Michigan, Grade 2. Lansing, Mich., 1927. 159 pp. ; Missouri State Department of Education, Home Economics fferson City, Mo., 1926. 137 pp. Home Economics Association, Baltimore, Md., 1928. Rose, St. Louis, Board of Education, Home Economic ington, D. C., Government Printing Office. Letter No. 5, September, 1928. Richardson, Anna E., and Miller, Mabel Lawrence, Child Development and Parental Education in Home Economi: : lla J., Analysis of Home Economics Textbooks to Determine Certain Standards, Master's Thesis. Economics Education, College of Education, University of Minnesota, Minneapolis, Minn., 1927. i for the High School, Curriculum Bulletin, No. 41, St. Louis, Mo., 1926 e U. S. Bureau of Home Economics, Bibliography 1—Footwear; Bibliography 2—Selected List of Government Publication Housing and Equipment; Bibliography 3—Selected List of Government Publications on Textiles and Clothing; Bibliography 4 Selected List of Government Publications on Foods and Nutrition; and Bibliography 5—Household Refrigeration, United States Depart- ment of Agriculture, Bureau of Home Economics, Washington, D. C. Whitcomb, Emeliné S., Achievements in Home Economics Education, U. S. Bureau of Education, Bulletin, No. 35, 1927 *Course of Study for High Schools, Part IX, Home Economics Syllabus, Bulletin No. 6, 1926. State Department of Education, American Department of Home 100 pp. 117 pp. on Wash- Whitcomb, Emeline S., Circumstances Surrounding the Election of Home Economics in the Senior and Régular High Schools, Home Economics Letter No. 4, June, 1928; and The Kind of Home Economics Needed for High-School Girls, Home E Washington, D. C., U. S. Bureau of Education. onomics ? Bane, Lita, ‘‘Home Economics Outward Bound,”’ Journal of Home Economics, Vol. 20, No. 10, p. 695, October, 1928 Kansas State Department of Education, 1928, p. 19 [ 229 ] termined effort on the part of its members. Wise expenditure of family income requires planning. Each member of the family should share in the responsibility of planning the distribution of the income. What agreement as to content of home eco- nomics courses?—An analysis of the content of 100 representative secondary school courses published since 1920 shows that there is little or no agreement.' In these 100 courses of study, a total of 2,659 different detailed topics including 9,995 topic elements were found. Not more than 15 percent of the detailed topics can be regarded as standardized in grade place- ment. In this analysis, it was assumed that the main divisions of home economics content like food and clothing were considered as subjects ; that a large topic which could be broken up into many parts was a leading topic,suchas food selection; that the many parts were detailed topics, such as where to buy food, when to buy food, and judging the quality of food. When these parts were divided further, the topics were called elements, such as how to buy food— in person, by telephone, cash and carry, or co- operative buying. In these 100 selected courses, the largest amount of content is in food subject-matter, second in clothing, and third in the house and its care. Table 5 gives the distribution of content by subjects and by topics. Of the lead- ing topics, 73 percent have 50 or more occur- rences for the 100 courses, or 50 percent TABLE 5.—NUMBER OF DIFFERENT TOPICS IN ONE HUNDRED HOME ECONOMICS COURSES OF STUDY Subject Leading | Detailed Topics Topics ee err ae er 27 841 ci wah anih wh nite os 14 797 House and its care............ 15 299 Income and spending.......... 14 143 Child development............ 12 138 Home and family relations. ... . x 89 Health and the home.......... 13 117 Art and the home............. 7 134 Science and the home.......... 17 101 en 60a teak eaikn ete te 127 2,659 Read table thus: In food subject-matter there are 27 leading topics and 841 detailed topics. | : Dyer, Annie Robertson, The Placement of Home Economics Content in Junior and Senior High Schools. Publications’ Teachers College, Columbia University, New York City, 1927. [ 230 ] agreement. Of the detailed topics, +2 pe: have less than five occurrences. A count was made of the topics under ¢ subject as to which aspect was emphasiz-<. such as: producer, managerial, consume; health, science, art, and thrift. The three aspects on which greatest emphasis is placed are producer, managerial, and consumer. ‘| he producer phase was found in 65 percent of the topics in food, and 51 percent of the topics jn clothing; while the consumer phase was found in only 36 percent of the topics in food, and only 12 percent of the topics in clothing. “I hese findings should lead home economics course- of-study committees to ask themselves such questions as these: Does the actual study ot conditions in the local community show that a large or small percentage of clothing is made in the home? If only a small percent is made in the home, should the emphasis given in home economics classes to clothing be from the consumer aspect? Is the percent of baking and canning done in the home sufficient to justity great emphasis on the producer’s aspect of these topics? Some of the more progressive secondary school home economics courses, while not min- imizing or omitting’ skill, do give selection of materials, plan of work, and establishment of standards the place of primary importance, as shown by the following statement from the Manual of Home Making Education for the High Schools of Alabama: The desirable outcomes to be attained by each gir! are a growth and an improvement in her ability: 1. To select food in relation to her individual needs and those of the family. 2. To plan, prepare, and serve wholesome meals within the family income. 3. To develop acceptable standards of skill! in al! work of the home. 4. To dress suitably and becomingly, taking into consideration the family budget. 5. To plan and make the clothing which can be economically constructed in the home. 6. To select ready-made garments best suited to her individual needs. 7. To have a well-groomed appearance on |! occasions. Bureau 112 pp. To plan and perform satisfactory units of work in the home, making those adjustments which the situation demands.’ Problems in the selection of content of home :omics courses—These are among the prob- ns which face local course-of-study com- mittees : 1. How can girls twelve to eighteen years of age be trained efficiently in high school for the home-making job which they will not enter un- til five to ten years later? How can teachers be assisted to modify their curriculum materials to include a study of child care, social-home problems, problems of home consumption and family relations? What is the courses in art, biology, chemistry, physics, and the social sciences? . What should be the character home economics for college entrance credit? Should all high-school courses in home eco- relation of home economics to of courses in nomics have college entrance credit? How should home economics courses be differ- entiated for pupils of different levels of abil- ity, for pupils living on different economic levels and in varied environments, with differ- ent interests and ambitions, and with different amounts of outside-of-school learning? How can pupils be trained to become intelli- gent consumers?” The need for educating the consumer is clearly shown by analyses of business con- cepts found in publications on marketing, ad- vertising, and salesmanship prepared by the producer-sales group. They include such con- cepts as these: (a) Few consumers buy on the basis of intrinsic value since they are qualified to judge only very limited lines of goods. (b) Merchants do not take human desires as they come, they build up new tastes and demands through advertising. (c) By means of adver- tising skillfully planned, the individual will think he has without outside suggestion de- cided to purchase. home economics Upon what bases shall selection of the con- tent of home economics courses be made?—To discover what pupils already know and to base instruction on the need for additional know]l- edge, studies are made concerning the actual home life, activities, and responsibilities of the Harap, Henry, Economic Life and the Curriculum. Colo., 1925. 71 pp. junior and senior high-school girl. ‘hese studies include: 1. What girls do at home. To illustrate, in Denver a study® was car- ried on by a committee of high-school teachers and activities of 5106 junior and senior high-school through questionnaires analyses of the girls, and reports through letters to or inter- views with 850 parents. tabulated with The activities frequency of were performance. Helping in house cleaning, caring for and were found to own help in preparation of be the of these particular girls. 2. What they learn at “instinctively.” room, laundry, meals major activities home by observation or How they learn—by what method 4. What they are interested in. What they know before starting on a course. 6. What they should know and be able to apply at the completion of each year of work What knowledge may be acquired at home. home and “Ni supplementary practices 8. Investigation of present-day practices and ac tivities in the home, in various types of homes and communities. Child development and parental education courses in the high school—In 1927, 48 state and 71 city supervisors of home economics re- ported child care courses as a part of their state and city programs.* These reports showed that in the majority of places child care is offered as a part of a course rather than as a separate course; that the unit is generally designated, “child care” or “child care and training,” and that it is presented in grades 8 to 12. About half of the supervisors stated that no prere quisites were required for the child care work. The others reported that the grade in which the unit is offered largely determines the prere- quisites. The general aim is to develop the right at- titude toward child life and motherhood, and an appreciation of child development ; and the more specific aim is to teach the care of chil- dren in the present environment of the girl. The average length of the course offered is about ten weeks, the class meeting five times Taken from the Manual of Home Making Education for High Schools, State of Alabama, Division of Vocational Education *See also: Harap, Henry, Education of the Consumer, The Macmillan Company, New York, 1924. The Macmillan Company, New York, 1927. +See: Hopkins, L. Thomas, and Kinyon, Kate W., Home Economics, Research Monograph No. 1, Public Schools, Denver ‘See: Richardson, Anna E., and Miller, Mabel Lawrence, Child Development and Parental Education in Home Economics American Home Economics Association, Baltimore, Md., 1928, p. 18. [ 231] a week for periods from 60 to 80 minutes in length. According to the reports of 34 state supervisors of home economics, contact with young children was provided in 1927 in 1,620 schools, by having young children brought to the high school, or by providing contact with primary grades or with children in the girl’s immediate environment. Home economics teachers in most cases offer the child-care course, frequently with the help of specialists, usually the school nurse, occasion- ally the doctor, a member of the health de- partment, or other teachers in the school. Training for skilled parenthood and home making has its scientific, economic, aesthetic, and social aspects—Local course-of-study com- mittees charged with building secondary school courses in home economics can no_ longer merely concern themselves with the teaching of cooking and sewing. Today the home-maker must know something, not only about the feed- ing and clothing of the family, but also about the fundamental principles of health, hygiene, and home nursing; something of the economic aspects of different branches of home-making, the furnishing and management of the home, child care, including not only the physical training, but the mental and spiritual as well ; something about recreation; and something about woman’s responsibility to society. The home has narrowed, in the sense that it is no longer the place where most of the food and clothing for the family are produced ; but it has widened in the sense that a larger percentage of women wage-earners are con- tributing to the economic support of the home and, for the most part, they are the spenders 1 Coss, Millicent M., “A Study of Social-Home Problems,” |Journal of Home Economics, Vol. 20, No. 12, December, 1928, pp. 867-68. of the family income and are responsible for : care and development of children in an incr: ingly complex environment. The product of the home is human bein The quality of this product will depend lar, on the training given. Tentative recommendations for local cou) of-study committees—Where worthy hw: membership is an educational objective, « writer ' suggests: 1. 2. [ 232] . That an effort be made to secure better ac . That boys as well as girls be educated for pa . That facilities for adult education for hom: . That account be taken of individual differences . That local needs and community assets or lim That home economics emphasis be based life situations. That the teaching of skills in home econom) be retained in the curriculum, but definite! related to the effect of those skills on fami\, welfare. justments between parents and child and sub tween child and child by using the home « nomics curriculum to give right attitudes ¢ ward use of leisure, health, social usages ani relations, appreciation of beauty, use of mon respect for other members of family, and com munity affairs. mel sch ticipation in home activities. responsibilities be increased. in the kind, quality, and quantity of assign ments given to students. itations be determined either by means of su: veys and questionnaires or informally, and cur- ] riculum requirements be adjusted according] jur . That definite cooperation be established with img the many public and social agencies now en- deavoring to educate for better living. 7 . That better living through greater understand- ing of social-home problems be the goal of in- Asso struction. a. in Se 1926 Colle Gove Instr : Heat Industrial Arts in Industrial arts education defined—Accord- ng to the Pennsylvania state course of study,” ndustrial arts education includes that part of e practical arts field that pertains to instruc- based upon practice with and knowledge bout tools, materials, and processes significant to industry. Industrial education is that form of voca- tional education which is designed to teach some industrial occupation or trade either in its entirety or in part. the junior high school and in the senior high Rating of industrial arts objectives in school—Shopwork has been developing as a subject in the public schools since the establish- ment in 1879 ® of the first manual training high school in St. Louis. determine what objectives are control- ling present policies and programs of industrial arts education, Warner * cific purposes which seemed to represent fairly compiled fifteen spe- well all points of view expressed in books, periodicals, and courses of study. A jury of 58 people interested in industrial arts educa- tion ranked these 15 objectives in the order of their importance for the junior high school and for the senior high school. For the junior high school, according to the jury ratings, the following aims are of essential importance : ! For more detailed information see: Association, Washington, D. C., Education Association, Washington, D. C., 192 Friese, John F., Exploring the Industrial Arts. Mays, Arthur B., The Problem of Industrial Education. Profitt, Maris M., 1926 College, Columbia University, New York City, 1927. U.S. Bureau of Education, Biennial Survey of Education, 192 Government Printing Office, Washington, D. C. Warner, William E., Policies in Industrial Arts Education. Instruction, Harrisburg, Pa., 1 Heath & Co., 1887. 366 pp. Department of gy a The Junior High School Curriculum, Fifth Yearbook, Chapter XVII. Department of cloned The 7 ee of the High-School Curriculum, Sixth Yearbook, Chapter XXII. Bennett, G. Vernon, Vocational Education of Junior College Grade. Denver Public Schools, Industrial Arts, Research Monograph Number Four. Edgerton, A. H., Findings Related to Industrial Arts Instruction. New York, The Century Co., Grant, Gordon A., Introduction to the Teaching of Industrial Arts in Secondary Schools: n Service and Students in Teachers Colleges and Normal Schools. Lansing Public Schools, Imdustrial Education, Grades X-XII. New York, The Century Co., Values of the Manual Arts, U. S. Bureau of Education, Industrial Education Circular No. 27, St. Cloud Public Schools, Manual Arts in the Junior High School. St. Louis Public Schools, Manual Arts for the High School, Curriculum Bulletin No. 42. Snedden, David; Warner, William E.; and others, Reconstruction of Industrial Arts Courses. Vaughn, Manuel J., and Mays, Arthur B., Content and Methods of Industrial Arts. Ohio State University, Columbus, Ohio, * Industrial Arts Education in Grades 7, 8, and 9, Bulletin No. 4. 7. * Woodward, C. M., The Manual Training School: Comprising a Full Statement of Its Aims, «Warner, William E., Policies In Industrial Arts Education, Chapter V. [ 233 ] the High School 1. Exploratory or findings to the detection, discovery, and aptitudes. which relate ot values or tryout interests both educational and cational, gained through broad contacts and studies 2. General guidance, vo- of industrial vocations. 3. Household mechanics or the development of handy-man abilities about the home. 4. Avocational opportunities for the development of hobbies, or a side-line interest. 5. Formation of desirable personal and social habits and insights which will influence conduct. 6. Consumers’ or utilizers’ knowledge and appre- ciations of the products of industry. 7. Development of a degree of skill with tools and in tool or machine with the ability of the pupil and incidental to the processes commensurate completion of a project or activity which seems to have “educational” value. 8. Correlation or integration with other studies and interests both in and out of school. 9. Vocational purposes in the definite prepa- ration for a future industrial vocation. Applicable to from 0 to 16 percent of the average junior high- school group where the occasional boy has to drop out of school. For the senior high school, according to the jury ratings, the following aims apply: 1. General guidance. and avocational 2. Further exploratory oppor- tunities. 3. Vocational preparation for a specific indus- trial vocation. 4. Consumers’ or utilizers’ knowledges and ap- preciations of the products of industry. National Education National Baltimore, Warwick and York, Inc., 1928. Board of Education, Denver, Colo., University of Wisconsin, Madison, Wis., 1928. 1926. 1928. A Syllabus for the Guidance of Teachers Teachers College, Columbia University, New York City, 1926. Board of Education, Lansing, Mich., 1927. 1927. April, 1927 Board of Education, St. Cloud, Minn., 1925. Board of Education, St. Louis, Mo., Bureau of Publications, Teachers 4-26, Bulletin, 1928, No. 25, Chapter VII, Industrial Education. New York, The Century Company, 1924. 1928. Commonwealth of Pennsylvania, Department of Public Methods, and Resulis. D.C, Ohio State University, Columbus, Ohio, 1928. 5. Formation of desirable personal and social habits. 6. Development of a degree of skill with tools and in tool or machine processes commensurate with the ability of the pupil and incidental to the completion of a project or activity which seems to have “educational” value. How determine the content of industrial arts courses?—In the past, courses of study in the industrial arts field have often been based upon the demands of trade or industry. Particular emphasis was placed upon the skills required, which were determined to a large extent by job analysis. Since practically all the skilled trades have become specialized, it does not seem reasonable to base a course of study for all pupils on the special requirements of any par- ticular trade or group of trades. Until the pupil is able to choose his vocation intelligently, his experiences should be directed along more or less general lines of social and industrial activities. An analysis of the home activities related to industrial arts of junior and senior high-school boys is an indirect means of determining the course of study. In Denver,’ for example, the list of activities found by the home survey did not of itself determine the content of the course. It was found preferable to base the course on the tool processes required to per- form these home jobs. To illustrate, among the frequently mentioned home activities were repairing a fence and repairing a screen door. Neither of these activities could well be used in the school shop. But the eleven tool pro- cesses involved in repairing a fence and the thirty-six involved in repairing a screen door were used along with the processes involved in other home activities in determining the suita- bility of proposed shop projects. Those shop projects which involved most nearly the same processes as the home activities most frequently mentioned were selected for the course of study. The general shop in the junior high school * —The general shop provides for more than one activity to be carried on simultaneously und; the direction of one teacher. The work js ganized, not on the basis of wood, metal. electricity, but as a series of projects of incr: ing complexity. A project may combine saw ;; or planing with electrical wiring and elem: tary metal work. The various types of general shop conten: include: (1) trade exploratory, (2) hous hold mechanics, (3) farm mechanics, (4) vey. eral woodwork, (5) general metalwork, (6 arts and crafts, and (7) practical mechanics. The aims 6f the general shop are: develop. mental experience interpretative of the major phases of the world’s industrial work, “hand) man activities,” consumer’s knowledge and «p- preciation, guidance, hobbies, and, for a smal! percent, vocational preparation. A survey of the industrial arts needs of a community is probably the best means of de- termining whether a general shop or a numbe: of specialized shops or both are needed in the junior and senior high schools of a particula: school system. Industrial arts in the high school should in- clude other activities besides woodworking According to the last U. S. Bureau of Educa tion Biennial Survey, the variety of work offered in the great majority of schools is stil! so limited that the values which should accrue from this type of work cannot be realized. Woodwork is commonly the only shop activity offered, or else it receives a larger proportion of the time, relative to other activities, than its value warrants. Controlling principles relative to vocational education and the secondary school—These principles, according to the California plan ot vocational education,® are: 1. Individual counseling. 2. Adapting the training program to the inter ests, aptitudes, and capacities of the individual. 3. Linking the training program with industry 4. Placement, follow-up, and adjustment after placement. 5. Selecting occupationally competent individuals and training them as vocational teachers. 1 Denver Public Schools, Industrial Arts, Research Monograph Number Four. Board of Education, Denver, Colo., 1928 2 See: Newkirk, Louis V., and Stoddard, George D., The General Shop, p. 190. Peoria, Ill., The Manual Arts Press, 192° + See: Bulletin No. C-1, The Cali ia Plan of Vocational Education, p.6. State Department of Education, Division of Cit: Secondary Schools, Sacramento, Calif., 1927. [ 234] Present status of music instruction in public high schools—Until recently, music instruc- tion, when offered in the high school, usually insisted of chorus or assembly singing once twice a week and was not considered of ficient importance to warrant regular school redit. A 1927 survey? of music instruction in 40 ties over 50,000 in population showed that it is no longer the mere group-singing of a past veneration or the extra-curriculum activity of 1 few years ago, but a regular high-school sub- ject, carrying full credit and receiving sufficient time and attention to make its teaching stand In these 40 cities, the extensiveness of the offering in music is shown by 15 distinct types of work, includ- Choruses (boys, girls, preciation, history, theory, orchestra, band, glee clubs (boys, and piano, violin, and other instruments, and clubs such as banjo, ukulele, and operetta. out as distinctly worthwhile. and mixed), ap- harmony, girls, mixed ), Chorus work, which includes general class work in vocal music, was given in some form in all 40 cities. The tendency is to require it in the junior high school but to make it elec- History, mony, and theory as separate courses and com- tive in the senior high school. har- bined with appreciation are most often given in the senior high school, where credit is al- lowed, usually comparable to that offered for other school subjects with equal time require- ments. Orchestras were maintained in 31 of the 40 cities in the first two years of the junior high in the ninth school, and in all but one city grade; 37 of the 40 cities reported orchestras Course of Study in Music, 1927, _ Department of Superintendence, Washington, D. C., 1927, Chapter XIV. tion, Washington, D. C., 1928, Chapter XIX. Dykema, Peter W., ‘‘Tests and Measurements in Music Paul J. Weaver, Chapel Hill, N. C., 1925. Music for the High School, Curriculum Bulletin No. * Hughes, Cecil L., ‘ Vol. XXXV, No. 6, June, 1927, pp. 452-7. 3 Earhart, Will, and Boyd, Charles N., No. 20, p. 9. wasser in his Tests and Measurements in Music, Boston, C The Junior High School Curriculum, Department of Superintendence, The Development of the High School Curriculum, Sixth Yearbook, National Education Education,”’ See also Proceedings of Music Supervisors National Conference, High-School Course of Study in Music, Junior-Senior Divisions, Grades 7-12, Public Schools, Pittsburgh, Pa., 1927 34, Board of Education, St. Louis, Mo., National Research Council of Music Education, Report, Bulletin No. 4, ite Supervisors National Conference by Paul J. Weaver, Editor, Music Supervisors Journal, Chapel Hill, N. C. 25. “Music Instruction in Junior and Senior High vdeo in Forty Representative Cities,’ Recent Advances in Instruction in Music, Trends in High-School Music ' in the senior high school. Bands were main tained in 17 cities in the seventh and eighth 23 cities in the ninth grade; while 26 of the 40 cities reported bands in the grades, and in senior high school. Class increasing rapidly ; towns of 10,000 to 20,000 population frequently have one or two hundred pupils instruction in violin is receiving such instruction. Even in 1922, one large city reported 3,100 pupils receiving class instruction in violin.® The recognition of music by the College En- trance Examination Board brought about the With the granting question of school credit. g of credit, music instruction is rapidly losing its extra-curriculum character and becoming a regular subject. educ ational National high-school credit for The plan, formulated by the the Music for giving council of Supervisors Conference, the has also been adopted by many school systems. study of music under “outside” teacher According to the U.S. Bureau of Education, in 1922, 45.7 percent of all towns and cities of 1,000 population or over reported having spe- cial teachers or supervisors of music. At pres- ent, seven state departments of education Kentucky, Maryland, Michigan, Mississippi, New York, Ohio, and Pennsylvania—have state supervisors of music. Vocational and avocational guidance in music—Investigations have been carried on which make it possible, with a considerable degree of reliability, to diagnose a pupil’s mus ical talent and to predict his probable success or failure in the realm of music.* Vocational guidance is primarily concerned with finding ! Local course-of-study committees charged with building courses in high-school music will find these references helpful Bulletin 44, Commonwealth of Pennsylvania, Department of Public Instruction, Harrisburg, Pa Fifth Yearbook, National Education Association, Associa- Music Supervisors National Conference Proceedings 1926, 1927, and 1928. 1926. Published " The School Review. U. S. Bureau of Education Bulletin, 1923, «A complete and critical evaluation of tests of aptitude, achievement, and appreciation of music is presented by Jacob Kwal- C. Birchard & Co., [ 235] 1927. and training the artist, and conversely in dis- couraging the less talented. Avocational guid- ance, on the other hand, is concerned with the problem of providing everyone with some kind of intelligent instruction in music, which will utilize musical endowments, no matter how meager, and which will result in pleasure and profit. Music appreciation—In addition to a famil- iarity with good music, it is entirely possible to give to the technically untrained certain in- formation of a structural character and of his- torical significance which would add immeas- urably to the intellectual interest in good music. Definite attempts are made to acquaint pupils with a wide range of the world’s best music. Mechanical instruments for reproduc- ing music, aided by an advancing musical cul- ture in the nation as a whole, have led to the inauguration of systematic instruction in ap- preciation of music in large numbers of schools. Whether the radio brings the latest jazz or symphony concerts into American homes in the future depends largely on the extent and suc- cess of our public school courses in music ap- preciation. To teach children to know and love good music—and this implies that they are also brought to recognize and have a distaste Art Education in What are the objectives of art education?— The Missouri State Course of Study for Junior and Senior High Schools * illustrates the trend of newer courses toward a clear statement of objectives. General objectives for every pupil are given first; then general objectives for for vulgar, tawdry, flimsy music—is a m more difficult problem than to teach them technic or skill, for it requires guiding emotions and building up attitudes and preciations. Nothing in modern psychology and p: ciples of teaching is more significant than ; importance assigned to the likes and dislikes (|. veloped in the child during his school life. is also a recognized fact that music can b¢ used as a stimulant and guide to the emotion.| life of children. According to one writer, musi is the language of the emotions. According to the Missouri state syllabus in junior and senior high-school music: ' The musical progress of a nation cannot be mea; ured solely by the number of its famous artists, its symphony orchestras, or its grand opera companies It depends also upon the opportunity of people of all classes to hear good music and to learn how 1 express whatever taste and talent they may hay: for music. The best hope for musical progress lies with the schools, which can and must provide mus for every child according to his abilities. There is only one valid test of the teaching of appreciation of music. It is the extent to which those taught seek more of the same o: similar kind of music. the High-School * the talented pupil are listed. Following these general objectives are specific objectives ; first for every pupil and then for the talented. |n the latter division of specific objectives are given definite questions which clarify the meaning. For instance, to make clear the 1 Music Syllabus, Bulletin No. 3, 1925, State of Missouri, Department of Education, Jefferson City, Mo., p. 11. 2? For more detailed help see: Boas, Belle, Art in the School, Garden City, Doubleday, Page and Company, 1924. 124 pp. Cox, George J., “Shall We Have Intelligence Tests in Art?’’ Teachers College Record, Vol. XXVIII, No. 7, March, 1927 pp. 690-S. Denver Public Schools, Art aay a pat Monograph No. 14, Board of Education, Denver, Colo., 1925. 236 pp. t of Superintendence, 5 aa of the High School Curriculum, Sixth Yearbook. National Education Departmen Superi - Association, Washington, D..C., 1928. 5 Dow, Arthur W., Composition. Garden City, Doubleday, Page and Company, 1924. 128 pp. Long Beach Public Schools, Art Course of Study for the High School, Board of Education, Long Beach, Calif., 1927. 77 p; n, Esther Rabie, “‘A General Course in Art for High Schools,"’ The School Arts Magazine, Vol. XXVIII, No. |. Richardson, September, 1928, pp. 34- Tannahill, Sallie B., ‘‘ Problems in Art Education,"’ Teachers College Record, Vol. XXVIII, No. 7, March, 1927, pp. 696-700 Whitford, W. 352-60 G., *Curriculum-Building in Art,’ Elementary School Journal, December, 1920, and January, 1921, pp. 281-9 Whit ford, W. G., “‘The Problem of Differentiation and Standardization of Art Work in Modern High Schools,"" The Schoo! Review, Vol. XXXII Nos. 5 and 6. I, May, 1924; and II, June, 1924. * Courses of Study in Junior and Senior High Schools, Bulletin No. 5, 1925, Art Syllabus, State of Missouri, Department Education, Jefferson City, [ 236 } Ste to ing Se ific objective, “To have experience in an- zing objects for art elements (line, color, od the like),” the following questions and mples are given: “This hat is unbecoming. it the size, the color, or the line which is ong?” “These vases are alike in color. \Vhich shape will better suit these flowers ?” \ccording to the Missouri State Course of Study : Art education should provide experiences which || make all pupils intelligent consumers of art ind give those who are adapted for it an oppor- tunity to become intelligent producers. Che General Objectives of Art Education Are: \. For Every Pupil—The Consumer of Art: 1. To increase his judgment and taste in re- gard to what constitutes beauty in his possessions and surroundings and arouse his desire to make these as beautiful as possible. 2. To develop his full capacity to enjoy beauty as it appears both in his daily environment and in the work of great artists and craftsmen. 3. To have work and in selecting, arranging, and judging such experience in creative art finished products that he may: a. Have the pleasure which comes from even the simplest experience of this type. b. See the vocational possibilities of art. c- Develop an interest in art processes as well as in the finished products. 4. To increase his social consciousness through: a. Acquaintance with the art of other peoples and other times. b. Participation with work planned, executed, and judged by the group, and resulting in benefit to the group as a whole. B. For the Talented Pupil—The Producer of Art: 1. To have varied technical experience which will try out his talent, lay a good foundation for future specialization, and afford a basis for in- telligent choice of a field in which to specialize. 2. To acquire a knowledge of vocational op- portunities and rewards in art and related fields. 3. To develop knowledge, judgment, and ap- preciation of art products and of workmanship in various fields of art. 4. To have, when he has chosen his special field, a somewhat more intensive study of the technic, history, and evolution of that field and to develop high ideals in relation to it. others in art Astute appreciation of fine quality in de- sign—an aid to all as consumers—According to the Sixth Yearbook,’ the outstanding change ington, D. C., p. 397. School Review, Vol. XXXII, No. 6, June, 1924, pp. 422-3. 2 See: Whitford, W. G., ‘‘ The Problem of Differentiation and Standardization of Art Work in Modern High Schools, in the aim of art education in schools is the emphasis upon teaching appreciation of fine quality of design—particularly in those objects and materials which, now or in the future, the child will need to select, arrange, or contem- plate. In progressive schools, appreciation has almost completely superseded representative drawing. Formerly all children, whether tal- ented or not, were put through exercises in drawing. Time is now more profitably spent in learning to choose dress materials, a rug for the home, color-schemes of houses, land- scape plans, or to discover why one local build- ing is ugly and another beautiful. Methods suggested for teaching art appre ciation and conducting the general arts course —These methods are frequently used: * 1. Illustrated talks by the teacher on the elements of art: line, form, tone, color, and composition. 2. Notebooks in which pupils paste examples from the fine and industrial arts to illustrate art elements in things of everyday use. 3. Stereopticon lectures, the slides for which may be obtained from state universities, art museums, and supply houses. 4. Organized trips to art museums, stores, civic buildings, and other points of local interest to view objects of great beauty. 5. Exercises in technic, experience with the va- rious mediums of artistic expression, original cre ative work, and training in the use of art principles. 6- Bulletin board to display examples of beauty collected by both teacher and pupils. 7. Map for marking points of interest in the com- munity. 8. Lectures and exhibits by representatives of stores and factories. An- other significant tendency is in the direction of allowing and encouraging the child to ex- press his ideas, conceptions, and visions freely This emphasis is gradually replacing training in . . : = Creative expression versus imitation and in his own way in some art form. drawing and lessons in perspective as taught in many schools. Progress in creative expression will come through the teaching of the principles of art structure, subordination, rhythm, repetition, apposition, and symmetry. 1 Department of Superintendence, The Development of the High School Curriculum, National Education Association, Wash- Il, The [ 237] Art principles—Under wise guidance, high- school pupils may be led to abstract the same artistic principles from experiences employing widely different applications. The composi- tion of a page of type with cuts can be made to yield the opportunity for the same kind of judgments and harmonious space relations as the designing of a wall area with its subdivi- sions of space by doors, windows, and mould- ings. Hence, instead of dictating a set of problems, which logically should vary with local conditions, some courses of study stress the application of definite art principles and suggest a list of optional applications. This same thought has apparently influenced local school systems in the variety of courses which they have developed as an interpreta- tion of color, line, mass, representation, design, and applied arts. Broad scope of modern art courses—Usually two distinct kinds of courses are offered: (1) Courses of the general arts type, and (2) spe- cial arts courses of various kinds. To illustrate, St. Louis, Mo.,! offers the following art courses: (1) Basic art, 2 terms; (2) design in dress, | term; (3) design in the home, | term; (4) design in crafts, 2 terms; and (5) color, design, and drawing in commercial problems, 2 terms. The well-rounded art course today affords the pupil these four-fold educational exper- iences: drawing, the graphic experience; de- sign, the ornamental experience ; construction, the motor experience; and appreciation, the mental experience. Art Teaching at Various Grade Levels’ Art in the elementary grades—In the ele- mentary grades, the chief value of art is in the enrichment it offers to school life. Modeling clay, painting pictures, looking at pic- tures, and all sorts of manual activities are necessary for the fullest development of child life. Art here is self-expression. Appreciation grows and creative skills develop subcon- sciously. It is quite enough that the teacher simply ac- quaints the pupils with a wide range of related illustrative material and provides ample +aw material for creative self-expression. The more formal the lesson in art becomes. +h¢ less it is of art value. In the fifth and sixth-grade work the develop. ment of real skill is of great importance. S§k)\|, in art that are not partially developed in ch |4 hood rarely achieve great heights later in |if, The consciousness of what the child does is jp vested in the teacher. The child’s school life j, sufficient unto itself. Art in the junior high school—In the junio: high school, objectives begin to anticipate what the student must do when he leaves schoo). This weakens, somewhat, the whole fabric of art teaching, for the one thing that art of «|| subjects offers is an activity that is more or less complete in itself. The art teacher can be of real service to othe: teachers if he can show how life in the junio: and senior high schools can become more than a “means to an end” as it so often is now. The way in which the art teacher can do this is by directly relating art to the student’s individ ual life, to his home, and to his immediate su: roundings. Much of the educational value of art teaching lies in the teacher’s point of view. If the teache: is academically minded, he will tend to ignor the relation of art to the student’s life, his home, and his immediate surroundings, and will try to make productive artists of all his students Painting pictures and making designs for com modities are not sufficient to place art work in the junior high school on an educational basis Something must be done to show students how art in everyday life is related to them. Pointing out to a student the fine relationship that exists in a work of art is one way of going about this problem. Another way is to develop his selective judgment as a consumer of art objects. A still better way is to develop his ability to select and effectively combine ne cessities of life in relation to his appearance, his home, and his community. Art in the senior high school—The art work here consists of a continuation of the work o! the junior high school with emphasis on thie development of the individual student's inte! lectual and aesthetic growth. 1 See: Art for the High School, Curriculum Bulletin No. 35, Board of Education, St. Louis, Mo., 1926, p. 13. ? This section is partly based on a lecture on ‘Art in Public Schools,” by Albert W. Heckman ,Teachers College, Colum!) University, before the teachers of Washington, D. C [{ 238 ] ap} cul wil fut ing the Ore Ed he development of art appreciation and creative ability necessitates well-informed and carefully trained teachers. [he art appreciation course in the senior high school should deal first of all with the art of today. Art magazines, reproductions of works of architecture, sculpture, paintings, ceramics, textiles, furniture, metal work, posters, books, and other minor objects should all be brought into play. It is not so essential that many ob- jects of similar nature be brought in as it is that a variety of objects be dealt with. The new principles of curriculum building ipplied to health education—The new curri- culum is a changing product. It is concerned with actual daily living. It also looks to the future and attempts to train youth for a chang- ing civilization. It takes account of: (1) the facts of child growth, (2) psychological arrangement, (3) adaptations to individual dif- ferences, (4) the and (5) the larger objectives. What does a changing curriculum imply in health education ? vocations, It means that pupils must be taught not merely to apply present-day knowledge; but they must also understand the evolution of facts and theories and the truth that each year brings new knowledge, which should be applied in daily living, if man is going to have as complete a control over his physical life as possible. What does a curriculum which trains for life imply in health education? The lengthen- ing of the span of human life is one of the ! For additional help, see: Association, Washington, D. C., 1928. _ Affleck, G No. 236, April, 1928, pp. 240-7. New York, 1925. Oregon, Eugene, Ore., 1926. Education. Lerrigo, Marion O., Health Problem Sources. University, New York City 1925. bia University, New York City, 1927. Public School Publishing Company, 1927. tion Association, Washington, D. C., 1928. Department of Superintendence, The Development of the High School Curriculum, Sixth Yearbook. Chapter XXIV, Health and Physical Education in Junior and Senior High Schools. . B., “Selected Bibliography of Physical Education and Hygiene,"’ American Physical Education Review, Vol. 33 American Child Health Association, Research Division, A Health Survey of 86 Cities. Bovard, John R., and Cozens, Frederick W., Testis and Measurements in Physical Education, 1861-1925 Rogers, Frederick Rand, Tests and Measurement Programs in the Redirection of Physical Education. ? Department of Superintendence, The Development of the High School Curriculum, Sixth Yearbook, p. 469. Correlating art with other school subjects The chief reason for correlating art with other school subjects is its unifying influence, so that instead of becoming another separate body of unrelated material, it is coordinated with a body of learning already understood, thus readily entering into the student’s experience. But merely the fact that it is connected with history or science, however, does not make it valuable. It must also have value in itself. Certain Trends in Health and Physical Education ' Health education, along with sanitary measures, has expected outcomes of such teaching. already had a share in lengthening the average span of human life—which in 1900 was 49 years; in 1910, 51 years; in 1920, 55 years; and in 1921, 58 years. After passing the first few years when hazards are great, the child who has reached his fifth birthday has an aver- age chance of living to be 62 years old. Infant mortality has been reduced approximately one- third in the past twelve years. What does a curriculum less concerned with logical arrangement of subject-matter mean in terms of health education? It means that in- stead of having a child merely learn facts of anatomy and physiology, such as the names of the bones of the body and the charting of the nervous system, he will be encouraged to practice health habits twenty-four hours each day. What are the goals of health education?— According to the Sixth Yearbook * they are: National Education American Child Health Association University of Joint Committee on Health Problems of the National Education Association and the American Medical Association, Health National Education Association, Washington, D. C., 1925. Teachers College, Columbia University, New York City, 1926 McCurdy, J. H., ‘* Measurements in Physical Education of Service to Superintendents, Principals, and Teachers,” Physical Education Review, Vol. 33, No. 237, May, 1928, pp. 316-320. Ready, Marie M., Physical Education in City Public Schools, Physical Education Series No. 10, U. S. Bureau of Education,1929 Rogers, Frederick Rand, Physical Capacity Tests in the Administration of Physical Education. 4 merican Teachers College, Columbia Teachers College, Colum- Wood, Thomas D., and Lerrigo, Marion O., Health Behavior, A Manual of Graded Standards of Habits, Attitudes, and Knowl- edge Conducive to Health of the Physical Organism, and of Personality, Home, Community, and Race. Bloomington, IIL, National Educa- [ 239 ] 1. To establish health habits and standards. 2. To instill a working knowledge of practical facts relating to cleanliness and sanitation, to food, fresh air, rest, exercise, games, sports, and other types of recreation, the causes of preventable diseases, and the means of check- ing them. 3. To build ideals regarding health, beauty, and service for self, school, and community that will result in better living, including proper use of leisure time. 4. To develop the individual’s sense of his re- sponsibility, not only for his own health, but for that of the community in which he resides. Content of courses in health and physical education—The questions which confront the makers of curriculums in health and _ phy- sical education cannot in any instance be completely and fully answered by available research.' In the meantime, the schools of the country are looking for the best available guidance, relative to immediate health teach- ing. Two recent reports * are available which give an authoritative compilation of technical statements and a consensus of professional opinions. All teachers of health and phy- sical education will find these reports of interest. Establishment of health habits aided by knowledge of bodily functions—According to the Sixth Yearbook,® the content of a program in health teaching for high-school pupils, if it is going to have lasting effect, must not only teach good health habits, but must give enough fundamental information concerning body structure so that reasons for these habits may be understood. This necessitates some in- struction relative to the structure of bones, joints, muscles, and the various organs, with particular emphasis upon their function and care, Measurement of health behavior—Scales have been developed * which express for vari- ! An intensive evaluation of present practices relative to health education is being made by the American Child Health Asso- ciation, 370 Seventh Avenue, New York City. 2 Joint Committee on Health Problems in Education of the National Education Association and the American Medical Ass.- ciation, Health Education. National Education Association, Washington, D. C., 1 pp. XXIV, Health and Physical Education in Junior and Senior Hig): . C., 1928. Superintendence, The Development of the High School Curriculum, Sixth Yearbook, p. 473. Department of Superintendence, Sixth Yearbook, Cha Schools. National Education Association, Washington, + Department of Su tion Association, Washington, D. C., 1928. * Wood, Thomas D., and Lerrigo, Marion O., Health Behavior. Bloomington, Ill., Public School Publishing Company, 192° health programs will be ay in keeping in touch with the School Health Study of the Americn Child Health Association, which is now in t seeks a =] insight into problems of school health by measuring som: health programs oy cities. § Those directing school fosnvant ae - obtained from poe ed . ta were of status. The results of the study will be economic ited in Tests, maps By py A 7500 children of the 5th and 6th grades in 70 schools represe: a series of monographs. Health Aanetiatiee, 370 Seventh Avenue, New York City. [ 240 ] ous age groups appropriate standards of hea!: ful behavior in terms of habits or skills, 2:¢/- tudes, and knowledge, on such points as: \\y- trition, sleep, education for parenthood, of the skin, eyes, ears, teeth and mouth, nose and throat, mental and emotional health, con- trol of infection, safety, and first aid. Since these scales include a more or |, comprehensive enumeration of the health habits, attitudes, and knowledge which seem to be involved in solving the most important existing health problems, they are of special! help in planning courses of study. They can also be used as a basis for surveying the loca! situation and discovering wherein teaching in this subject is weak or strong. The results of such a survey indicate where emphasis is needed in a local health education program. All departments in a secondary school should contribute to health education—All courses should be so taught as to permit fre quent opportunities for correlation with the various parts of the health program. ‘To ii- lustrate, in history classes the influence ot health and disease upon the great movements of history should be pointed out. Civics classes offer opportunity for studies and dis- cussions of health organizations, examination into community taxes to find out what pro- portion goes to such health projects as ade quate sewage disposal, to sanitation sterilization of water supplies, to inspection 0! food products and sale, and to communicah!e disease control. The different sciences pre- sent perhaps the most fertile opportunity of all, because upon these sciences are based ou! present procedures for health preservation. Mental hygiene at the secondary schoo! period—During senior high school and co! lege life, and the period soon following, three great decisions are made: the clarification ot ofte aire Mu ot 1 gull imp school and 1924. 161 National Educ .a- we on 1927, to June various degrees ealith Educatior eld measurements were made from One bulletin, remuaed 's thinking on religious questions, the ice of a vocation, and the choice of a wife a husband. All three of these may, and fren do, involve serious difficulties ffect the personality either for good or ill. Much of the mental and emotional hygiene of these years is concerned with the healthful vuidance of youth with respect to these three important decisions. which Adults who deal with youth at this period should have a thorough understanding of the possible causes and manifestations of mal- .djustments of personality and should also have a clear standard of what are the char- acteristics of the healthy personality. The entrance of the clinical psychologist and of the psychiatrist into the school pro- gram is having a beneficial effect upon the mental life and attitudes of secondary school The explanation to parents of mental reactions to home environment has been par- ticularly advantageous. pupils. Physical education a required high-school subject—Thirty-five states have passed laws requiring the teaching of physical education. In addition, the majority of the state depart- ments of education have definite requirements regarding the training of teachers or super- visors of physical education.' In the senior high school, the number of times per week physical education is required of all pupils varies from one to five. In 68 percent of the cities over 100,000 in popula- tion, it is required from two to five times a week, and five times a week by 22 percent of these cities. The average number of chil- dren per class generally ranges from 40 to 60. What are the specific objectives of physical education?—One course of study for senior high-school boys lists these seven objectives of physical education, which are more or less typical of those presented in the newer courses of study: . To aid the body in the development of motor power and normal growth. . Development of ability to work and play with others—sportsmanship. 10, 1929, + Ibid, p. 18. 1 Ready, Marie M., Physical Education in City Public Schools. _ ® Rogers, Frederick Rand, Tests and Measurement Programs in the Redirection of Physical Education, p. 1. tions, Teachers College, Columbia University, New York City, 1927 3. Good posture. 4. Elimination of removable growth handicaps 5. To provide opportunity for acquiring knowl- edge, skill, and control in activities suitable for leisure time occupation. 6. Utilization of the play instinct. 7. Coordination with the general curriculum The most common methods for attaining these objectives are: games and sports, team and individual recreational activities, formal gymnastics, apparatus and stunts, tumbling and mat work, and hygiene and health edu- cation through incidental amination, classification, and cooperation with instruction, ex- school nurses and physicians. Physical education often misdirected—Ac cording to Rogers,” The most obvious criticisms of secondary school physical education programs and teachers are that they are too much concerned with the development of non-essential motor skills; that they concentrate on the production of highly trained teams which play games having little or no carry-over value; that emphasis is placed on the humiliation of com patriots in neighboring communities; and that there is 2 lamentable concentration of interest and energy on athletic paragons who least need such attention, and attention while those who most need interest are neglected. A test of athletic ability Physical fitness is defined in terms of organic vigor and neu How A strength index, or measure romuscular strength and skill. can it be measured ? of general athletic ability, has been developed which considers such items as age, height, weight, grade in school, and various tests of physical capacity, including tests of lung ca- pacity and strength of larger muscles. In developing this index, it was discovered that a strength test made up of a series of com ponents was the most effective. ‘The test is used in securing equality in athletic ability in competing groups. Many hold that in com- petitive activities educational objectives will be achieved most effectively only when the teams powers of competing individuals or have been equalized. U. S. Bureau of Education, Physical Education Series, No. Bureau of Publica- [241] ok ar eS ee ete we ew te = hs Improvement of school health programs within the next decade—Specialists in health education prophesy that progress will be made in these lines within the next ten years: 1. The coordination of all activities affecting tae health of school children. More school ad- ministrator will assume this responsibility and take the initiative in the organization and administration of the school health program. 2. The strategic position of the classroom teacher in the modern school health program will be recognized, and the health aspect of every activity during the school day will be given attention. 3. Teacher-training institutions will give greater recognition to health education. Trained instruc- tors will be required. College credit will be given. 4. The curricula will be thoroughly revised so organized that definite progress will be made from grade to grade. Scales for measuring progress wil be developed. Closer relations between the course of study in health and phy: education and other subjects will be established 5. The duties of the school physician, nurses other specialists in their relation to the class: teacher will be better defined. 6. More consideration will be given to protecting the teacher’s health. 7. More research will be conducted in the fi of emotional and mental health. 8. Steps will be taken to secure more generally acceptable standards for evaluating school health programs. 9. More light will be thrown on the interrelatior of the forces—spiritual, mental, and physica! which influence both personal and community health. | 242] Helpful Books Dealing with High-School Curriculum Problems Opinion as to Best General Books What books dealing with general curric- um problems are most helpful to local sec- ndary school course-of-study committees ? wenty-six experts were asked this question. of SI x books. The tour- They each submitted a list Table 6 is a compilation of their lists. first seven books were mentioned from teen to eight times by the twenty-six people submitting lists of books on general curric- ulum problems of the high school. TABLE 6—BOOKS DEALING WITH GENERAL CURRICULUM PROBLEMS OF THE SECONDARY SCHOOL Why Educational Objectives? Bode, Boyd H. The Elementary School Curriculum Bonser, F. G Junior High School Education The Denver Program of Curriculum | Revision Curriculum Practices in the Junior High School and in Grades 5 and 6, Supplementary Educational Mono. No. 25 Economic Life and the Curriculum Principles of Secondary Education Educational Yearbook Glass, James M. Harap, Henry Inglis, Alexander ers Colleges Psychology of High School Subjects Psychology of Secondary Education The American Secondary School Course of Study, Mono. No. 30 Extra-Curricular Activities Creative Learning and Teaching The High School Koos, Leonard V. Miller, H. L. Monroe, Walter, Oscar F. Third Yearbook, Selected Topics in the Teaching of Mathematics Twenty-Third Yearbook, Part I, The Education of Gifted Children Mathematics of Education Year of Title Author Publisher publication How to Make a Curriculum Bobbitt, Franklin Houghton Mifflin Company 1924 Sixth Yearbook, The Development of | Department of Superintendence | National Education Association 1928 the High School Curriculum | Secondary School Curricula Uhl, Willis L. The Macmillan Company 1927 Fifth Yearbook, The Junior High | Department of Superintendence | National Education Association 1927 School Curriculum | | The Making of High School Curricula Williams, L. A. | Ginn and Company 1928 Curriculum Construction Charters, Werrett Wallace | The Macmillan Company 1923 Our Evolving High School Curriculum Davis, Calvin Olin | World Book Company | 1927 The Technique of Curriculum Making Harap, Henry | The Macmillan Company | 1928 Curriculum-Adjustment in the Secon- | Cox, Philip W. L. J. B. Lippincott Company 1925 dary School The Curriculum Bobbitt, Franklin Houghton Mifflin Company 1918 Curriculum Making in Secondary | Clement, John Addison Henry Holt and Company 1923 Schools | Fourth Yearbook, The Nation at Work | Department of Superintendence | National Education Association 1926 on the Public School Curriculum Twenty-Sixth Yearbook, Part II, The | National Society for the Study | Public School Publishing Com- 1927 Foundations of Curriculum Making | of Education pany Curriculum Problems | Briggs, Thomas Henry The Macmillan Company 1926 The Senior High School Curriculum, | Counts, George Sylvester The University of Chicago 1926 Supplementary Educational Mono. No. 29 | Secondary Education Douglass, Aubrey | Houghton Mifflin Company 1927 The Practice of Teaching in the Secon- | Morrison, Henry Clinton | University of Chicago Press 1926 dary School Twenty-Sixth Yearbook, Part I, Cur- | National Society for the Study Public School Publishing Com- 1927 riculum Making Past and Present | of Education pany Creating a Curriculum for Adolescent Research Division | National Education Association Jan., 1928 Youth, Res. Bul. Vol. VI, No. 1 | Report of the Committee on Standards | North Central Association North Central Association Quar- for Reorganizing Secondary School terly, Vol. I, pp. 428-544 March, 1927 Curricula for March, 1927 | Report of the Committee on Standards | North Central Association North Central Association Quar- | March, 1928 for Reorganizing Secondary School terly, Vol. II, pp. 389-504 Curricula for March, 1928 | Tests and Measurements in School | Ruch, G. M., and World Book Company 1927 Instruction | Stoddard, G. D. The Community and Its High School | Belting, Paul Everett D. C. Heath & Company 1923 Davis, Calvin Olin Denver, Colo., Publix International Institute of Teach- Judd, Charles Hubbard Judd, Charles Hubbard Los Angeles, Calif., City Schools McKown, Harry C. National Council of Teachers of The Macmillan Company 1920 World Book Company 1924 Schools Denver Board of Education 1927 | The University of Chicago 1924 } | The Macmillan Company 1927 Houghton Mifflin Company 1918 Teachers College, Columbia Uni- 1927 versity Ginn and Company 1915 Ginn and Company 1927 | Ginn and Company | 1927 | Los Angeles Board of Education | 1924 | The Macmillan Company 1927 Charles Scribner's Sons 1927 and Weber, | Doubleday, Doran & Company, 1928 nc. Teachers College, Columbia 1928 University Public School Publishing Com- 1924 National Society for the Study Journal of Educational Research Oct., 1924 Vol. 10, pp. 175-86 pany [ 243] TABLE 6—BOOKS DEALING WITH GENERAL CURRICULUM PROBLEMS THE SECONDARY SCHOOL—(Continued) Title Author Publisher | Public School Publishing Com- | Twenty-Fourth Yearbook, Part II, | National Society for the Study Adapting the Schools to Individual of Education Differences | Handbook for Course of Study Com- | Directors and Supervisors, Oak- mittee land, Calif., Public Schools Foundations of Educational Sociology Peters, C. C. Organization, Administration, and Roberts, Lakin F., Director Course of Study for Junior and Senior High Schools Rating Elementary School Courses of Study pany Oakland Board of Education The Macmillan Company | West Virginia State Department of Education Bureau of Publications, Teach- ers College, Columbia Uni- versity Stratemeyer, Florence B., Bruner, Herbert B Among those contributing to the above list were: Francis L. Bacon, Evanston Township High School, Evanston, | Bancroft Beatley, Graduate School of Education, Harvard University, Cambridge, Mass.; Philip W. L. Cox, Profess Secondary Education, New York University, New York City; Calvin Olin Davis, School of Education, University Michigan, Ann Arbor, Mich.; Aubrey A. Douglass, Head, Department of Education, Pomona College, Clarem Calif.; Walter F. Downey, Head Master, English High School, Boston, Mass.; J. B. Edmonson, Head, Departme nt Education, University of Michigan, Ann Arbor, Mich.; William F. Ewing, Assistant Superintendent of Schools, Oak la: Calif.; Herbert H. Foster, Professor of Education, Beloit College, Beloit, Wis.; Will French, Principal, Lincoln Hi, School, Lincoln, Neb.; Henry Harap, Associate Professor of Education, Cleveland School of Education, Cleveland, Ohi Merton E. Hill, Principal, Chaffey Junior College, Ontario, Calif.; John T. Johnson, Cook County Normal Scho Chicago, Ill.; Arthur J. Jones, Professor of Secondary Education, University of Pennsylvania, Philadelphia, Pa.; Leona: V. Koos, Professor of Secondary Education, University of Minnesota, Minneapolis, Minn.; Frank M. Leavitt, Associat Superintendent of Schools, Pittsburgh, Pa.; A. K. Loomis, Director, Curriculum Department, Public Schools, Denv: Colo.; Elizabeth E. Packer, Acting Principal, New Trier Township High School, Winnetka, I!.; William Martin Procto: School of Education, Stanford University, Calif.: Joseph Roemer, Professor of Secondary Education, Teachers Colles: University of Florida, Gainesville, Fla.; Harold O. Rugg, Lincoln School, Teachers College, Columbia University, New York City; Richard E. Rutledge, Director, Bureau of Curriculum Development, Public Schools, Oakland, Calif.; Willi L. Uhl, School of Education, University of Washington, Seattle, Wash.; Douglas Waples, Professor of Educationa Method, Graduate Library School, University of Chicago, Chicago, I1l.; William A. Wetzel, Principal, Senior Hig School, Trenton, N. J.; and L. A. Williams, Professor of Education, University of California, Berkeley, Calif. should be organized in “water-tight” subject compartments. The variation in the length of lists relatiy: to the various subjects is probably explained either by: (1) A shortage of books on a pa: ticular subject, or (2) a lack of agreemen' as to which books are considered most help! Opinion as to Best Books on High- School Subjects After a local course-of-study committee has clarified its thinking as to the purposes and general curriculum problems of the high school, its next concern is with the selection of such pupil activities and content as will aid in the realization of these purposes. 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, what are the recent trends, and what is the consensus of expert opinion as to further desirable development. Much of this material is crystallized in the best texts. In response to a special request, books in twelve subjects or groups of sub- jects have been listed by a total of seventy- five experts. In each case, they submitted lists in answer to this question, What are the six most helpful books for local course-of-study committtees in your field? Tables 7 to 18 are a compilation of their answers. The fact that these books are arranged according to subjects should not lead the reader to infer that the suggestion is made that secondary school curriculum content to local course-of-study committees. The books mentioned most frequently he each subject list. Since the influences which may have © sulted in the choice of particular books are not known, the number of times that any one book is mentioned should not be given to much weight. The fact that some of tl. books listed are more recent than others, and hence are not so well known, undoubted)! accounts for their not being mentioned mo: often. It would appear that the total list books presented in Tables 6 to 18 represents 1. A recent and reasonably comprehensive of books dealing with general curriculum proble: of the high school and also those of twelve s ject fields. 2. A rough indication as to which of these boo': will be found most helpful to local course-of-stud) committees and to high-school faculties. [ 244 ] Art Education None ot the books included in Ta ' suggested by more than three of - length of the list of books presented in specialists who assisted in the pre 7 is indicative of the fact that art the list. The first nine books were lists do not agree as to the books most two or three times. All the remaini ful in developing high-school art courses. mentioned once. ABLE 7.—BOOKS HELPFUL IN BUILDING HIGH-SCHOOL ART EDUCATION COURSES Year of publication Author Publisher sition: A Series of Exercises D t Structure for the Use of Student nd Teachers hing of Industrial Arts in the McMurry, Oscar; Elementary § om W.: and McMurr ne Arts American Institut tects, Committes T ; i itl School Boas. Bell Doubleday, Doran & Compa im Through the Ages Gardner, Helen Harcourt, Brace and Compar t in Everyday Life Goldstein, Harriet I: The Macmillan Company Goldstein, Vett Business of Teaching and Super Kirby. C. Valenti: Abbott Educational Company vising the Arts rt Education for High Schools Prang, I The Prang Educational Company anization and Teaching of Art | Winslow, Leon Warwick & York, Inc. lesign in Theory and Practice Batchelder, Ernest Aller The Macmillan Company f-Development in Drawing Beck, Walter G. P. Putnam's Sons gure Construction Bement, Alon Gregg Publishing Company Method for Creative Design Best-Maugard, Adolpl Alfred A. Knopf etters and Lettering Brown, F. ¢ Bates & Guild Co \pplied Drawing | Brown, H Mentzer, Bush & Company irses of Study in Junior and Senior | Committee of Three, Jean Kim- | State of Missouri Department High Schools, Bulletin No. 5, 1925 ber. Chairman of Education Art Syllabus | t for the High School, Curriculum | Committee on Ar lis Board of Education, St. Louis Bulletin No. 35 Public Sch s Mo \rt for Amateurs and Students Cox, George J Doubleday, Doran & Company, Im Shall We Have Intelligence Tests in | Cox, George J Teachers College Record, Vol Art? 28, pp. 690-5 urriculum Adjustment in the Secon- | Cox. Philip W. I J. B. Lippincott Company dary School ast ss Senior High School, Course | Denver Curriculum Revision | Denver, Colo., Public Schools of Study Monograph No. 14 Committee ifth Yearbook, The Junior High | Department of Superintendence | National Education Association School Curriculum ] Sixth Yearbook, The Development of | Department of Superintendenc« National Education Association 1928 the High School Curriculum Experience and Nature | Dewey, John | Open Court Publishing Company 1926 Drawing with Pen and Ink, and a Word | Guptill, Arthur L. Pencil Points Prese 1928 Concerning the Brush | The American Secondary School | Koos, Leonard V Ginn and Company 1927 Applied Art, Drawing, Painting, De- | Lemos, Pedro Josep! | Pacific Press Publishing Asso- 1920 sign, and Handicraft ciation Tests in Fundamental Abilities of | Lewerenz, A. S High School Teacher, Vol. 4 May, 1928 Visual Art | pp. 190-2 Art Course of Study for Senior High | Lewerenz, Carol M Long Beach City Schools 1927 Schools | Nature, Practice, and History of Art Magonigle, Harold Van Buren Charles Scribner's Sons 1924 Creative Youth | Mearns, Hughes Doubleday, Doran & Company 1925 icmillan ¢ | Jones Company ne. The Practice of Teaching in the Secon- | Morrison, Henry Clintor | University of Chicago Press 1926 dary School Twenty-Sixth Yearbook, Foundations | National Society for the Study | Public School Publishing Com 1927 and Technique of Curriculum Making of Education pany Elementary Freehand Perspective Norton, D. M. Bridgman Publishers 1924 Freehand Perspective and Sketching Norton, D. M. Bridgman Publishers 1910 Apollo Reinach, Solomon Charles Scribner's Sons 1924 The Enjoyment and Use of Color Sargent, Walter Charles Scribner's Sons 1923 How to Design Monograms Sprague, Curtiss, and Sprague, | Bridgman Publishers 1927 Elizabeth | Problems in Art Education Tannahill, Sallie B Teachers College Record, Vol. | March, 1927 28, pp. 696-706 | Industria! Arts Design Varnum, W. H | Manual Arts Press | 1925 Curriculum Building in Art Whitford, W. G Elementary School Journal, Vol. | Dec., 1920- | 21, pp. 281-9, 352-60 Jan., 1921 Empirical Study of Pupil-Ability in | Whitford,W.G | Elementary School Journal, Vol. | Sept.-Oct., Public School Art Courses | 20, pp. 33-46, 95-100 1919 | } | Among those contributing to the above list were: Henry Turner Bailey, Director, Cleveland School of Art and John Huntington Polytechnic Institute, Cleveland, Ohio; Belle Boas, Teachers College, Columbia University, New Vork, N. Y.; Royal B. Farnum, Principal, Massachusetts School of Art, Boston, Mass.; C. Valentine Kirby, Director of Art, Pennsylvania State Department of Education, Harrisburg, Pa.; Emma McCall, Supervisor of the Teaching of Art, School of Education, University of California, Oakland, Calif.; Shirley Poore, Assistant Director, Art Department, U niversity of California at Los Angeles, Los Angeles, Calif.; Sallie B. Tannahill, Associate Professor of Fine Arts, Teachers College, Columbia University, New York, N. Y.; and Leon L. Winslow, Director. Division of Art Education, Baltimore. Md [ 245 ] books in the list tioned once. Some of these have been ix so recently that there has been no opportu for them to be read widely, which fact ; r Commercial Education last nineteen were Table 8 is a compilation of the lists of six best books submitted by seven commercial education specialists. The first seven books are mentioned from six to three times. ‘The ] ably accounts for their position in the TABLE 8-—BOOKS HELPFUL IN BUILDING HIGH-SCHOOL COMMERCIAL EDUCATION COURSES Title Author Commercial Teaching Problems First Yearbook, Foundations of Com- mercial Education Education for Business A New Conception of Office Practice Fifth Yearbook, The Junior High School Curriculum Sixth Yearbook, The Development of the High School Curriculum Commercial Education in Secondary Schools Analysis of Secretarial Duties and Traits Teaching Business Subjects in Secon- dary Schools Methods in Commercial Teaching Courses of Study in Commercial Sub- jects, Curriculum Bulletins Nos. 36, 39, 40, and 47 Social Studies in Secondary Schools: The Commission on Correlation of Secondary Collegiate Education, With Particular Reference to Busi- ness Education Paths to Success, Chapter on Com- mercial Education Report of the Committee of Fifteen of the California High School Teachers Association on Secondary Education in California, 1923 The Senior High School Curriculum, Supplementary Educational Mono- graphs No. 29, pp. 92-98 Our Evolving High School Curriculum, Chapter 1X Commerce, High School Course of Study Mono. No. Second Yearbook, Curriculum Making in Commercial Education The Meaning and Practice of Com- mercial Education Education of Business Men Principles and Methods in Commercial Education Commercial! Education in Secondary Schools meer and Problems of Vocational ucation What Kind of Business Education Do We Want? Principles of Commercial Education Commercial Education in 1924-26, paren of Education Bulletin, 1928, oO. In the Service of Youth Vocational Education in a Democracy es of High School Subjects, hapter on Commerce, by E. G. Blackstone High School Commercial Education Lomax, Paul S. Eastern Commercial Teachers Association Lyon, Leverett S. Nichols, Frederick G., and others Department of Superintendence Department of Superintendence Marvin, Cloyd Heck Charters, Werrett Wallace, and Whitley, Isadore B. Jones, Connor Thorne, Editor Miller, Jay W., and others St. Louis, Mo., Public Schools American Collegiate Schools of Business Black, Harold Garnet California High School Teachers Association Counts, George Sylvester Davis, Calvin Olin Denver, Colo., Public Schools Eastern Commercial Teachers Association Herrick, Cheesman A. James, Edmund J. Kahn, Joseph, and Klein, J. J. Kitson, Harry D. Lee, Edwin A. Lomax, Paul S. Paul S., Lomax, and Carkin, Seth B Malott, J. O. Opdycke, John Baker Prosser, Charles, and Allen, C. R. Uhl, Willis L. Walters, R. G. Publisher Prentice-Hall, Inc. Eastern Commercial Teachers Association University of Chicago Press Harvard University Press National Education Association } National Education Association Henry Holt and Company Williams and Wilkins Company | Ronald Press Company | South-Western Publishing Com- | pany St. Louis Board of Education University of Chicago Press D. C. Heath & Co. California High School Teachers Association The University of Chicago World Book Company Denver Board of Education Eastern Commercial Teachers Association The Macmillan Company American Bankers Association The Macmillan Company Ginn and Company McGraw-Hill Book Company, nec. South-Western Publishing Com- pany The Century Co Government Printing Office Sir Isaac Pitman & Sons The Century Co. D. Appleton and Company Sir Isaac Pitman & Sons Year of publication 1928 1928 192 192 1927 1928 192? 1925 1929 1904 1891 1914 1929 1928 1928 1929 1928 1928 1925 1928 1923 Ampene tate contributing to the above list were: E. W. Barnhart, Chief, Commercial Education Service, Federa Board for ocational Education, Washington, D. C.; E. G. Blackstone, Head, Training Department of Commercia! Teachers, University of lowa, lowa City, lowa; James E. Downey, Headmaster, High School of Commerce, Boston, Mass.; John G. Kirk, Director, Commercial Education, Board of Public Education, Philadelphia, Pa.; Paul S. Lomax, Professo: Malott, Specialist in Commercial Educatior U. S. Bureau of Education, Washington, D. C.; Frederick G. Nichols, Professor of Education, Graduate School of Edu cation, Harvard University, Cambridge, Mass. of Commercial Education, New York University, New York City; John O. [ 246 ] English From Table 9, it would appear that the ne specialists who contributed to the list of ks in English are not in ag reement as to “most helpful” books for local course-of- study committees. The first fifteen books were mentioned from five to two times by the nine specialists, and the remainder were mentioned once. From the long list presented in Table local committees may select the ones which will best suit their needs. ‘ABLE 9.—BOOKS HELPFUL IN BUILDING HIGH-SCHOOL ENGLISH COURSES Title Reorganization of English in Secondary Schools, U. S. Bureau of Education Bul., 1917, No. 2 fth Yearbook, The Junior High School Curriculum, pp. 87-146 How to Make a Curriculum, Cl! VI and XVI Representative Courses of Study English Essential Principles of Teaching Read- ing and Literature in the Interme- liate Grades and High School e Curriculum irriculum Construction Evaluation of Extensive an tensive Teaching of Literature, tributions to Education, No. 275 Sixth Yearbook, The Development of the High School Curriculum, py 309-28 The Teaching of the English Language English Expression: A Study in Cur- riculum Building Summary of Investigations, Relating to Grammar, Language, and Com- position, Supplementary Educational Monographs No. 36 How Much English Grammar Teaching of English in Secondary Schools Teaching English in the Junior High School Teaching Literature in the Grammar Grades and High School Determination of Content of a Course in Literature of a Suitable Difficulty for Junior and Senior High School Students, Genetic Psychology Mono- graph, Vol. 4, Nos. 2 and 3, August- September, 1928 Teaching of English in the Elementary and Secondary Schools Report of the Committee on the Place and Function of English in American Life Course of Study Monograph No. 10, English Third Yearbook, Research in Con- structing the Elementary School Curriculum Our Evolving High School Curriculum Summary of Investigations Relating to Reading, Suppleme nti hd Education- al Monographs No. Report of the N: Ape ‘Cc ommittee on Reading, Part I, Twenty-Fourth Yearbook of the National Society for the Study of Education Teaching of English in England Readings in Contemporary Literature Readings in Literature Community Civics Empirical Studies in School Reading, Contributions to Education No. 114 Reorganization of the High School Course in Literature English Composition, Its Aims, Meth- ods, and Measurements, Part I, Twenty-Second Yearbook of the National Society for the Study of Education Compas nsion Difficulties of Ninth Grade Students in the Study of Literature, Contributions to Edu- cation No. 189 The Kaowindge of English Author Hosic, James F Department of Superir Bobbitt, Frar Camenisch, Sophia Leonard, Sterling Bobbitt, Fr Charters Werrett Coryell, Na ' Department Fries, C. ¢ Johnson, Roy Iva Lyman, Rollo I Stormzand, Martir O'Shea, M. V Thomas, C.S | Webster, E. H D>, ¥. Bolenius, Emma M Burch, Mary ¢ | Chubb, Percival | Clapp, John M Denver Curriculum Committee Department of Superintendence National Education Association 1925 Sg Calvin Olir Gray, William S Gray, William S Great Britain Board of Education| His Majesty's Stationery Office Hanes, Ernest, and McCoy, M. J.| The Macmillan Company Hanes, E ae st, and McCoy, M. J.| The Macmillan Company Hill, H. Hosic, ae s F Hosic, James I Hudelson, Ear! Irion, Theopl Krapp, (¢ Publisher | Year of publication rnment Printing Office 1917 National Education Associatior 1927 Houghton Mifflin Company 1924 The English Journal, Vol April pp. 279-94 J. B. Lippincott Company 1922 Houghton Mifflin Company The Macmillan Company Bureau of Publications, Teach ers College, Columbia Uni versity Nationa! Education Association Thomas Nelson & Sons Public School Publishing Com pany The University of Chicago Warwick & York, Inc. Houghton Mifflin Company World Book Company Houghton Mifflin Company Clark University Press The Macmillan Company 1902 The English Journal, Vol. 15 Feb., 1926 pp 110-31 Revision Denver, Colo., Public Schools 1925 World Book Company “he University of Chicago Public School Publishing Com- pany Ginn and Company Bureau of Publications, Teachers College, Columbia University Te = -rs College Record, Vol pp. 338-43 Pu ‘otic School Publishing Com- pany Bureau of Publications, Teach ers College, Columbia Uni- versity Henry Holt and Company _ ap eg oe nae aaa wah (Continued) TABLE 9.—BOOKS HELPFUL IN BUILDING HIGH-SCHOOL ENGLISH COURS! Title Author Publisher Modern English, Its Growth and Pres- ent Use “—~¥ Composition as a Social Prob- lem General Language Current Definitions of Levels in English Usage Los Angeles City High Schools Course of Study Monographs, English Report of the Committee on Curricu- | lum Revision for the North Central | Association of Secondary Schools | and Colleges, Part III of the Pro- ceedings | Twenty-Sixth Yearbook, The Founda- | tions and Technique of Curriculum aking Social Objectives of School English Organization, Administration, and Course of Study for Junior and Senior High Schools Teaching English in High School Unit Studies in Grammar Rating Elementary School Courses of Study English for the High School, Curricu- | lum Bulletin No. 22 Standards for Use in the Reorganiza- tion of Secondary School Curricula, Report of Sub-Committee on English Secondary School Curricula Supervision of High School Subjects Among those contributing to the above list were: Philipine Crecelius, Ben Blewett Junior High School, St. Louis, Mo.; Press, Chicago, II; of English, Madison, Wis.; Columbus, Ohio; Dudley H. Miles, | Sub-Committee on arris Teachers College, St. Louis, Mo.; Krapp. George Phillip Leonard, Sterling A. Leonard, Sterling A., and Cox, RF Leonard, Moffett, H. Y. Los Angeles E nglish Committee Lyman, Rollo L. National Society for Study of Education Pendleton, C. S. Roberts, Lakin, Director Sharp, R. A. Shepherd, Edith E. Stratemeyer, Florence B., and Bruner, Herbert B. St. Louis Committee on High School English English, North Central Association Uhl, Willis L. | Uhl, Willis L. Leonard, i; ae ais and | | Charles Scribner’s Sons Houghton Mifflln Company | Rand McNally & Company Vol. 16, pp. | English Journal, 345-59 | Los Angeles, Calif., City Schools North Central Association of Secondary Schools and Col- leges Public Schoo! Publishing Com- pany George Peabody College for Teachers State Board of Education, West Virginia | Houghton Mifflin Company | The Bobbs-Merrill Company | Bureau of Publications, Teach- ers College, Columbia Uni- versity St. Louis Board of Education North Central Association Quar- terly, Vol. 1, pp. 445-66 | The Macmillan Company D. Appleton and Company Year publicat 190 19? 1924 1927 1924 1928 1926 1926 March 1927 1928 Sophia C. Camenisch, English Journal, University of Chicag Roy Ivan Johnson, Protesso: S. A. School of Education, University of Wisconsin vander Childs High School, New York, N. Y.; S. L. Pressey, Ohio State University Edith E. Shepherd, Head of English Department, School of Education, University of Chicago, Chicag: Ill.; Dora V. Smith, Assistant Professor of Education, College of Education, University of Minnesota, Minneapolis, Min: and Matthew H. Willing, School of Education, University of Wisconsin, Madison, Wis. TABLE 10.—BOOKS HELPFUL IN BUILDING HIGH-SCHOOL HEALTH AND PHYSICAL EDUCATION COURSES Title Principles of Physical | Education New Physical Education Sixth Yearbook, The Development of the High School Curriculum High Schools and Sex Education School Program in Physical Education Physical Welfare of the School Child Physical Education for Public Schools; eaching Manual Health of Youth Health and Physical Education for Elementary Schools Organization and Administration of Playgrounds and Recreation Course of Study in School Health, Physical Education, Grades 9-12 Games, Contests, and Relays Physical Education Activities for High School Girls ha Education my and Administration of hysical Education Health Supervision and Medical In- spection Author ‘Williams, Jeese F. Ww aoe, Thomas D., and Cassidy, R. 3 nt of Superintendence Gruenberg, Benjamin C. Hetherington, Clark Wilson Keene, Charles H. Maroney, F. W Meredith, Florence Myers, A. F., and Bird, O. C Nash, Jay B. Pennsylvania State Department ucation Staley, S. C. University of Michigan, Dept. Phy. Ed. for Women Welpton, W. P. Williams, Jesse F. me Thomas D., and Rowell, a. Ww. B. Seunders Company The Macmillan Company National Education Association Government Printing Office World Book Company Houghton Mifflin Company Lyons & Carnahan P. Biakiston'’s Son & Co. Doubleday, Doran & Company, Inc. A. S. Barnes & Co. lvania State Department ucation A. S. Barnes & Co. Lea & Febiger Warwick & York, Inc. The Macmillan Company Penn W. B. Saunders Company Year of publication 1927 1927 1928 1922 1922 1929 1928 1928 1928 Among those Buffalo, Ne Y.; F. W. Maroney, Jay B. Nash, i chee of Physical Education, School of Education, New York University, New York City. ing to the above list were: Charles H. Keene, Professor of Hygiene, University of Buffalo rtment of Health Education, Public Schools, Atlantic City, N. J.; and [ 248 ] Health and Physical Education Home Economics home con- 11. economics lable Nine specialists in tributed the fifty titles listed in and_ physical of [Three specialists in health the The f the ication contributed oks listed in Table 10. re mentioned twice, n once each. ick of agreement as to which books are most elpful to local school system jurses of study in health and physical educa- non. TABLE 11.—BOOKS HELPFUL IN BUILDING HIGH-SCHOOL HOME titles remaining This would seem to indicate helpful irst two books tour s in building mitted longer lists. mentioned from length of the list shows that there is great Some wrote saying that it was quite impos sible to select the six best books, so they sub The first ten books were four to three times. lhe lack of agreement as to which books are con sidered most helpful to local home economics course-of-study committees. COURSES ECONOMICS Title Teaching of Home Economics Economics High The Placement of Home Content in Junior and Senior Schools Twenty-Sixth Yearbook, Part II, Foun- dations of Curriculum Making \rt in Home and Clothing | Sixth Yearbook, The Development of the High School Curriculum The Administration of Home nomics in City Schools Ecx - Textile Fabrics Everyday Foods Junior Home Problems Syllabus of Home Economics for the High Schools of Illinois, University of Illinois Bulletin No. 48 Curriculum Construction \ Survey of Public School Courses in Child Care for Girls Fifth Yearbook, The School Curriculum The Education of the Consumer The Technique of Curriculum Making Home Economics Research Mono- graph No. 1 The House and Its Care Twenty-Sixth Yearbook, Part I, Cur- riculum Making: Past and Present Curriculum-Making in Los Angeles Supplementary Educational Mono- graphs, No. 20 Determining Principles of Curriculum Construction Junior High 4 Course of Study for the Public Schools of Colorado, Vol. II, Out- line for Junior High School Courses A Partial Bibliography on Curricula Curriculum Problems, The Modern Teachers’ Series Clothing Construction Training the Toddler Teaching Home Economics The Senior High School Curriculum, Supplementary Educational Mono- graphs, No, 29 Our Evolving High School Curriculum Manual of Home- Making Education for High Schools Art in Everyday Life Home Economics, Course of Study Monograph No. 12, Grades 7, 8, 9 The Philosophy of American Educa- tion How Can Household Arts Teaching Be Made More Effective? The Curriculum Food Buying and Our Markets | Kinyon, Kate W.., Author Brown, Clara M., and Haley, Alice H Dyer, Annie Robertson National Society for the Study of Education Trilling, Mabel Barbara, and Williams, Florence Marion Department of Superintendence Dyer, Annie Robertson Dyer, Elizabeth Harris, Jessie W., Elizabeth V Kinyon, Kate W., and Hopkins, L. Thomas University of Illinois and Lacey, Charters, Werrett Wallace Crabbs, Lelah Mae, and Miller, Mabel Lawremn e Department of Superintendence | Harap, Henry Harap, Henry nd Hopkins L. Thomas Matthews, Mary Lockwood National Society for the Study of Education Bobbitt, Franklin Bode Boy 1 Her r\ Bradford, others Mary (¢ Briggs, Thomas Henry Briggs, Thomas Henry Brown, Clara M., and others | Cleveland, Elizabeth Cooley, Anna Maria, and others Counts, George Sylvester | Davis, Calvin Olin Division of Vocational Training Goldstein, Harriet Irene, and Goldstein, Vetta Denver, Colo., Public Schools Kilpatrick, William Heard McAndrew, William Monroe, Day, and Stratton, M. Benj I niversity of Illinois | National Education | Department of | The Macmillan Company | Denver Board of Education ' | Lincoln School, Teachers College - | Year of Publisher | Publication Houghton Mifflin Company 1928 Bureau of Publications, Teach- ers College, Columbia Uni- versity Public School Publishing Com- pany J. B. Lippincott Company National Education Association Bureau of Publications, Teach College, Columbia U1 versity Houghton Mifflin Company Houghton Mifflin Company ers H. Sanborn & The Macmillan Company Merrill-Palmer School Association The Macmillan Company The Macmillan Company Public Schools, Denver, ¢ Little, Brown and Company Public School Publishing ( pany The University of ¢ Educational Admir Supervision, \ 217-28 Public Denver, Cok Instr tion, Teachers College Record 27, pp. 205-23 The Macmillan Company Ginn and Company J. B. Lippincott Company The University of Chicag World Book Company Alabama State Department Education The Macmillan Company Teachers College Record, \ 30, pp. 13-22 Lincoln School, Teachers Col lege, Columbia University Journal of the New York State May Teachers Association, V 10 pp. 125-30 M. Barrows & Company TABLE 11.—BOOKS HELPFUL IN BUILDING HIGH-SCHOOL HOME ECONOM |: COURSES—(Continued) Title Author Making a Course of Study, University | Monroe, Walter S. of Illinois Circular No. 35 The High School Monroe, Walter S., Oscar F. The Practice of Teaching in the Secon- | Morrison, Henry Cli dary Schools American School Curriculum How to Know Textiles Small, Cassie Paine Curriculum Revision, How a Particular | Threlkeld, A. L. City May Attack the Problem Home Economics in American Schools, | Trilling, Mabel B: Supplementary Educational Mono- | others graphs, No. 14 \ Girl's Problems in Home Economics | Trilling, Mabel B: Secondary School Curricula Uhl, Willis L. Education, Bulletin No. 35 ; Home Economics in the Junior High | U.S. Bureau of Edt School, Home Economics Letter No. The Kind of Home Economics Needed '. S. Bureau of Edt by High School Girls, Home Eco- nomics Letter No. 5 Typical Child Care and Parenthood ’, S. Bureau of Edi Education in Home Economics De- partments, Bulletin No. 17 Child Development and Parental Edu- | Richardson, Anna Euretta, and | American Home Economics As- 1928 cation in Home Economics Miller, Mabel Lawrence sociation | Preface to the Reconstruction of the | Rugg, Harold Ordwz Williams, Florence Marion Achievements in Home Economics | U. S. Bureau of Education Government Printing Office 1927 Food Planning and Preparation Wellman, Mabel Thacher J. B. Lippincott Company 1923 Publisher Year of publicati: | Bureau of Educational Research, 1925 College of Education, Uni- versity of Illinois | and Weber, | Doubleday, Doran & Company, 1928 nc. inton | University of Chicago Press | 1926 Ly Teachers College Record, Vol. | March, 19 27, pp. 600-16 | Ginn and Company 1925 Elementary School Journal, Vol. April, 19 25, pp. 573-82 irbara, and | The University of Chicago 1920 irbara, and | J. B. Lippincott Company 1926 The Macmillan Company 1927 ication Government Printing Office Feb., 19 ication Government Printing Office Sept., 1928 ication Government Printing Office 1927 Among those contributing to the above list were: Helen Home Economics Association, Washington, D. C.; Beulah School of Education, University of Chicago, Chicago, IIl.; E. Winc hell, Head of Department of Home Economics, Sta cation Service, Federal Board for Vocational Education, W ‘ashington, D. C.; Jessie W. Harris, State Supervisor | Home Booakentes Education, Head, School of Home Economics, U niversity of Tennessee, Knoxville, Tenn.; Adah H. Hess, State Supervisor of Home Economics Education, State Board for Vocational Education, Springfield, ill.; Kate W. cea Director of Home Economics, Denver Public Schools, Denver, Colo.; Mabel B. Trilling, University of Chicago, Chicago Ill.; Emeline S. Whitcomb, Specialist in Home Economics, U. S. Bureau of Education, Washington, D. C.; and Florenc« W. Atwater, Editor, Journal of Home Economics, American I. Coon, Assistant Professor, Home Economics Educati: Florence Fallgatter, Federal Agent, Home Economics Edt l- te Coliege for Teachers, Albany, N. Y Industrial Arts The first seven books in Table 12 were mentioned from four to two times by five specialists, who were each requested to name six books. Since this list of books is shorter than those submitted in a number of othe: secondary school subject fields, one wonders whether it means greater agreement as to which books are helpful, or whether there a shortage of books dealing with industria arts curriculum problems. TABLE 12.—BOOKS HELPFUL IN BUILDING HIGH-SCHOOL INDUSTRIAL ARTS COURSES Author E xploring the Manu a Arts Friese, John F. Manual Arts in the Junior High School, | Roberts, Wm. E — ii, U. S. Bureau of Educa- tion Courses, Chapters I and II Industrial Arts and Prevocational Edu- | Edgerton, A. H. cation in Intermediate and Junior High Schools Teaching Manual and Industrial Arts Griffith, Ira S. Woodwork for Secondary Schools Griffith, Ira S. Arts Household Mechanics Bedell, Earl L. History of Manual and Industrial | Bennett, C. A. Education up to 1870 Manual Arts Bennett, C. A. Essentials of Metalworking Berg, E., and Wing, Reconstruction of Industrial Arts | Snedden, David, and others Bureau of Publications, Teach- Content and Method of the Industrial | Vaughn, S. J., and Mays, A. B. The Century Co. Mechanical Drawing Problems Berg, E., and Kronquist, E. F. The Manual Arts Press Year of publication The Century Co. 1926 Government Printing Office } 1924 ers College, Columbia Uni- versity Bruce Publishing Company The Manual Arts Press The Manual Arts Press The Manual Arts Press The Manual Arts Press The Manual Arts Press B. E. The Manual Arts Press {2 50 ] TABLE 12.—BOOKS HELPFUL IN BUILDING HIGH-SCHOOL INDUSTRIAL ARTS COURSES—(Continued) Title rriculum-Making in Los Angeles Supplementary Educational Mor graphs, No. 20, Chapters XI XII ementary School Curriculum blems in Architectural Drawing Manual Artsin the Junior High Schoo! Problems and Projects in Industrial Arts ching Industrial Arts e Practice of Printing ues of the Manual Arts, Industri jucation Circular No. 27 Industrial Education, Bureau of Edu- cetion Bulletin, No. 37 Industrial Education in 1924-26, Bu- reau of Education Bulletin, No. 29 Manual Arts, Educational and Voca- tional Individual Instruction Sheets Industrial Education, Administrati ind Supervision Essentials of Electrical Work Elementary Industrial Arts Among those 237 N. Monroe Street, Peoria, III.: in Industrial Education, U. S. Bureau contributing to the above list 2 A. H. Wis.; John F. Friese, Assistant Professor Jones, Research Professor of Education, University of Educati Author Bonser, F. G Elwood, Frank Friese, John I La Voy, Kenneth R McMurry, Oscar I W.; and McMurry Polk, Ralph W Proffitt, Maris M Proffitt, Maris M Proffitt, Maris M Roberts, S. ¢ Selvidge, R. W Smith, Homer ] Willoughby, G Winslow, Leor i wert ( irles A Edgerton, Direct of Industrial Education yn, Washington, D. Bennett, Editor 1 or of Vocational Guidance, University University of f Pittsburgh, Pittsburgh, Pa.; Publisher *» Macmillan Ce i he Manual Arts Press yard of Education, St Minn The Manual Arts Press The Macmillan ¢ mpany The Manual Arts Press Government Printing Office Government Printing Office Government Printing Office Badger The Manual Arts Press The Century Co, The Manual Arts Press The Macmillan Company Indusirial Educa f Wis of Wisconsin and Maris M,. Pre Madison, Wis Year of publication lune. 19 nsin, Madis , Walte ffitt, Specialist more once, Latin Four specialists in Latin contributed the titles of helpful books listed in Table 13. The first nine books were mentioned two ot the seems rest to times, were which disagreement as to which books, in the judg- each indicate ment of these specialists, are most helpful to local mentioned considerable much committees of Latin courses. mentioned charged However, as stated, since the influences which resulted in the choice of particular books are not known, the number of times that any one book is weight. should not with the revision was previously may have be viven too HIGH-SCHOOL LATIN COURSES TABLE 13.—BOOKS HELPFUL IN BUILDING Title Report of the Classical Investigation The Teaching of Latin The Teaching of Latin and Greek in the Secondary Schools Author American Classical League | Gray, Mason D How to Make a Curriculum, Chapter 18 Curriculum Making in Secondary Schools, Chapter 17 Tentative Syllabus in Ancient L guages (1928 Revision) Principles of Secondary Chap. XIII Psychology of High School Subjects Latin for Grades IX-XII, Committee Reports, Cur. Bul. No. 43 — High School Education, Chap in- Education, Latin, Course of Study Monograph, No. 26 Sixth Yearbook, The Development of the High School Curriculum How We Think Modern Methods in High Teaching Latin Course of Study for Senior and Junior High Schools Teaching High School Latin Latin for Today School Bennett, Charles E George P. Bobbitt, Franklin Clement, John A Austin H., ¢ Evans, Inglis, Alexander Judd, Charles Hubbar: St. Louis Committs School Latin Davis, Calvin Olin Public Denver, Colo Schools Department of Supe Dewey, Je hn Douglass, Harl R. Edwards, Philip H , Chairman | Game, J. B. | Gray, Mason D., and Thornton ind Bristol St. Louis, | World Book ¢ rintendence Jenkins, Publisher Princeton University Press D. Appleton and Company Longmans, Green & Co. Houghton Mifflin Company Henry Holt and Company Univ. of the State of N. Y., St Dept. of Education Houghton Mifflin Company Ginn and Company Mo., Board of I cation ympany Denver Board of Education National Education D. C. Heath & (¢ Houghton Mifflin Company Baltimore, Md., Dept. of | cation University of Chicago Press Ginn and Company td 1926 Associati Year of publication 1924 t yet lished 1901 1924 1923 1928 1918 1915 1¢ 192 1 [251] = a TABLE 13.—BOOKS HELPFUL IN BUILDING HIGH-SCHOOL LATIN COURSEs— Grades 7, 8, and 9, Junior High School (Continued) Title Author Publisher | ie, Content and Method in High School Grise, F.C. George Peabody College for 1924 Latin, Contributions to Education, | Teachers No. 19, George Peabody College for Teachers A | The Art of Reading Latin Hale, W. G. Mentzer, Bush & Company | 1887 The ,Tegching of Latin in Secondary | Hecker, Eugene Arthur The Shoenhof Book Co. 1910 Schools | | | The Classics in England, France, and | Kandel, I. I Princeton University Press 1925 } Germany, Part I11, American Classi- cal League, “Classical Investiga- | | tion” Latin—First Year Magoffin, Ralph Van Deman, | Silver, Burdett & Company 1928 | } and Henry, Margaret Y. Directing Learning in the High School Monroe, Walter S. Dysttetag. Doran & Company, 1927 . nc. Practice of Teaching in the Secondary Morrison, Henry C. University of Chicago Press 1926 Schools } First Latin Lessons Parsons, Charles A., and Little, | D. C. Heath & Company 1926 | Charles E. } Second Latin Lessons | Parsons, Charles A., and Little, | D. C. Heath & Company | 1927 | Charles E. . Psyc ogy of the Junior High School | Pechstein, L. A., and McGregor, | Houghton Mifflin Company 1924 upi Annie L. A Course of Study in Latin for Junior | Perkins, A. S., and others Massachusetts State Depart- 1927 High School Grades—Whole Num- ment of Education ber 185, No. 8 Methods with Adolescents Pringle, Ralph W. D. C. Heath & Company ' 1927 Tests and Measurements in High | Ruch, G. M., and Stoddard, G. | World Book Company | 1927 School Instruction oo Foreign Languages in Intermediate and | Stone, Raymond, Chairman Detroit, Mich., Board of Edu- 1926 High Schools cation Supervesen of High School Subjects, | Uhl, Willis L., Editor D. Appleton and Company | 1928 “hapter on Latin Course of Study Mono. No. 5, Latin, | White, Willmette, Chairman Denver, Colo., Public Schools 1924 Among those contributing to the above list were: Walter Eugene Foster, Theodore Roosevelt High School, New York Coy: Wren Jones Grinstead, School of Education, University of Pennsylvania, Philadelphia, Pa.; Miss Schwendler ea Acting I d, Department of Latin and Greek, Board of Education, Rochester, N. Y.; and visor of Ancient Languages, State Department of Education, Albany, N. Y. arold G. Thompson, Super- in Table 14 by five specialists would seem to indicate more or less agreement as to which Mathematics The relatively small number TABLE 14.—BOOKS HELPFUL IN BUILDING HIGH-SCHOOL MATHEMATICS books, in their judgment, are most helpful i: the building of local mathematics courses {: secondary schools. The first seven books were mentioned two or more times. of books listed ' COURSES Title A . Year of uthor Publisher publication $$ _$_$___-__—_| ; or ee — —_ | Report of National Committee on | National Committee on Mathe- | Houghton Mifflin Company 1927 i Mathematical Requirements | matical Requirements | First Yearbook National Council of Teachers of | Bureau of Publications, Teach- 1926 | Mathematics ers College, Columbia Uni- versity Second Vearbook National Council of Teachers of | Bureau of Publications, Teach- 1927 Mathematics ers College, Columbia Uni- versity Third V earbook National Council of Teachers of | Bureau of Publications, Teach- 1928 Mathematics ers College, Columbia Uni- | | ; heen | Tentative List of Objectives in Mathe- | Schorling, Raleigh George Wahr 1925 : matics | The Teaching of Junior High School | Smith, D. E., and Reeve, W. D. | Ginn and Company 1927 Mathematics \ Tentative Syllabus in Junior High | Wiley, George M. Univ. of the State of N. Y., 1928 school Mathematics State . of Education | Geometry for Junior High Schools Betz, William - —e . Y., Board of Edu- 1918 ca Essays on Mathematical Education Carson, G. E. St. L. Ginn and Compan 1913 Mathematics in Junior High Schools | Clark, J. R. Teachers College , Vol. | Dec., 1926 | XXVIIL, No. 4, pp. 360-373 The Mathematics Teacher Clark, John R., Editor ational Council eachers of | Eight times Mathematics a year Peychology of High School Subjects | Judd, Charles Hubbard Ginn and Company 1915 Thinking About Thinking | Keyser, C. J. E, P. Dutton & Company 1926 [ 252] TABLE 14.—BOOKS HELPFUL IN BUILDING HIGH-SCHOOL MATHEMATICS COURSES—(Continued) Title Author | Ligda, Paul National C¢ The Teaching of Elementary Algebra The Reorganization of Mathematics in Secondary Schools (Final Report of the Committee) The Teaching of Algebra, Trigonometry \ Course for Teachers of Junior High School Mathematics, Contributions | to Education, No. 313 | The Psychology of Algebra Enriched Teaching of Mathematics in the High Schools Including | Nunn, T. P Schaaf, W. | Thorndike, E. I Vera The Teaching of Mathematics in the | Elementary and Secondary Schools | Young, J. W. A Columbia University, New York City; J. School of Education, University of Michigan, Ann Arbor, mmittee « matical Requirements ind Woodring, Maxie, and Sanford, Among those contributing to the above list were: William Betz, Board of Education, Rochester, N. ¥ Guy T Buswell, School of Education, University of Chicago, Chicago, Ill.; John R. Clark, Lincoln School of Teachers College A. Foberg, State Normal School, California, Pa.; Year of . : Publisher publication Houghton Mifflin Company 1925 mn Mathe- Houghton Mifflin Company 92 Longmans, Green & Company Bureau of Publications, Teach- ers College, Columbia U versity The Macmillan Company Bureau of Publications, Teach- ers College, Columbia Uni versity Longmans, Green & ( others ympany 1924 ind Raleigh Schorling, Mich. Modern Foreign Languages The Modern Foreign Language Study, re- ported in seventeen volumes, makes it ex- tremely difficult to select six books most help- ful to local course-of-study committees. Fur- thermore, when the lists of the six specialists, which are tabulated according to frequency of mention in Table 15, were submitted, sev Modern Language Study were still in press. eral of the volumes of the Foreign Hence, in this table, in particular, the number of times that any one book is mentioned should not be given too much weight. ‘The first ten books were mentioned two or more times. TABLE 15—BOOKS HELPFUL IN BUILDING HIGH-SCHOOL MODERN FOREIGN LANGUAGES COURSES Title Methods of Teaching Modern Lan- guages | | The Teaching of Modern Foreign Lan- guages in the United States Principles of Language Study Teaching of German in Secondary Schools French, Course of Study Mono. No. 15 Spanish, Course of Study Mono. No. 11 Achievement Tests in the Modern Foreign Languages The Modern Language Journal Spanish in the High Schools New York Experiments with Type Modern Language Tests Hispania New- A Graded Spanish Word Book An Annotated Bibliography of Modern Language Methodology A Laboratory Study of the Reading of ern Foreign Languages Modern Language Instruction in Can- ada—Part I. Modern Language Instruction in Can- ada—Part II. The French Review Fourth Yearbook, The Nation at Work on the Public School Curriculum Fifth Yearbook, The Junior School Curriculum Author Handschin, C, H Coleman, Algern Palmer, Harold E Bagster-Collins, E. W Public Schools Public Schools { . Denver, Colo., Denver, Colo., Henmon, V. A. | | | { Publisher World Book Company The Macmillan Compan: World Book Company Columbia University Press Denver Board of Education Denver Board of Education | The Macmillan Company National Federation of Modern | Language Teachers | Wilkins, L. A High Sixth Yearbook, The Development of the High School Curriculum German Idiom List Silent Reading, Supplementary cational Monographs, No. 23 Spanish Idiom List The Modern Languages Forum Edu- German Frequency Word Book Dea ctioael Wood, Ben D. American Association of Teach- ers of Spanish Buchanan, Milton A. Buchanan, Milton A., and Mac- Phee, E. D. Buswell, Guy Thomas George Bante Publishing ‘ pany Benj. H. Sanborn & Co The Macmillan Company mi American Association of Teach ers of Spanish, University of Toronto Press | University of Toronto Press | | The Macmillan Company Canadian Committee on Modern Languages Canadian Committee on Modern Languages Cornell University Department of Superintendence Department of Superintendence Department ot Superintendence Hauch, Edward F. Judd, Charles Hubbard, Buswell, Guy Thomas Keniston, Hayward Modern Language Association of Southern California and | Morgan, B. Q. University of Toronto Press University of Toronto Press Cornell University National Education Association National Education Association National Education Association The Macmillan Company The University of Chicago The Macmillan Company Modern Language Associat Southern California The Macmillan Company on ot Year of publication 1923 pres 1921 1904 1925 1925 1978 onthly 1921 19? 7 times year 1928 1928 1997 972 1927 1928 1929 192? 1929 Quarterly 1928 [ 253 ] TABLE 15—BOOKS HELPFUL IN BUILDING HIGH-SCHOOL MODERN LANGUAGES COURSES—(Continued) FOREIGN Title Author Publisher Year of publication French in the Junior and Senior High Schools, Grades 7-12 Spanish for Junior and Senior High Schools, Grades 7-12 Training of Teachers of the Modern Foreign Languages (The Modern Foreign Language Study) Report of the Committee of Twelve French Frequency Word Book Enrolment in the Foreign Languages in Secondary Schools and Colleges of the United States Oakland, Calif., Public Schools Oakland, Calif., Public Schools Purin, C. M. U. S. Bureau of Education, Re- the Commissioner, 1897-8 Vander Beke, George E. Wheeler, C. A., and others Oakland Board of Education Oakland Board of Education The Macmillan Company Government Printing Office The Macmillan Company The Macmillan Company 1924 1926 1929 1899 In press 1928 Chicago, Ill.; E. B. de Sauzé, Director of Foreign Lan Miami University, Oxford, Ohio; C. M Los Angeles, Calif, Among those contributing to the above list were: Director of Fo . Purin, Director of Day Sch consin, Madison, Wis.; and George W. H. Langu: ay Coleman, Professor of French, University of Chicago, reign Education, Cleveland, Ohio; Jacob Greenberg, ages in opalas High Rese | Board of Education, New York City; Charles H. Handschin, ool, University Extensior Division, University of Wis- Shield, Supervisor, Division of Modern Languages, Board of Education, Music Table 16 is a compilation of the lists of books submitted by seven specialists in music. The first four titles occurred in two or more of these lists. Several specialists wrote at length of the difficulty of selecting helpful books” dealing with curriculum prob- lems in high-school music. “six really TABLE 16—BOOKS HELPFUL IN BUILDING HIGH-SCHOOL MUSIC COURSES | | Year of Title Author Publisher publication High School Music Teaching for Super- | Giddings, Thaddeus P., and | E. L. Baker 1922 intendents, Music Supervisors, Grade Baker, Earl L. and High School Teac High School Course of Study in Music, | Earhart, Will, Chairman Pittsburgh, Pa., Board of Edu- 1927 {r-Sr. Divisions, Grades 7-12, Bul. cation NO. ts Measurements in Musi Kwalwasser, Jacob G. C. C. Birchard & Company 192 1928 Book of F igccodinae of the Music | Weaver, Paul J., Editor University of North Carolina 1928 Supervisors’ National Conference ; — . D. Curriculum Studies in the Social Rugg, Earle U. Colorado State Teachers Colleg: 1928 Sciences and Citizenship ; Teaching of History in Junior ‘and Tryon, R. M. Ginn and Company 1921 Senior High Schools. . ‘ee | Among those contributing to the above list were: Edgar Dawson, Professor of History and Social Science, Hunter Cottess of the City of New York; Charles E. Finch, Director, Junior High School Grades and Citizenship, R« schester, N. Y.; Howard C. Hill, Head, Department of Social Studies, University of Chicago High School, University of Chicago, Chicago, Ill.; John J. Mahoney, Director, Harvard-Boston University Extension Courses, Boston, Mass.; and Earle U. Rugg, Head, Department of Education, Colorado State Teachers College, Greeley, Colo. TABLE 19.—ADDRESSES OF PUBLISHERS OF BOOKS LISTED IN TABLES 6-1 18 Publisher | Address i | Address | eee ea Abbott Educational Company... .| Chicago, IIl. Alfred A. Knopf New York City Allyn and Bacon .| New York City Lea & Febiger Philadelphia, Pa. American Association of Teachers | Stanford University, || J. B. Lippincott Company Philadelphia, Pa. of Spanish Calif. Little, Brown & Company Boston, Mass. American Book Company........| New York City Longmans, Green & Company....| New York City American Classical League....... New York University, Lyons & Carnahan Chicago, Ill. New York City The Macmillan Company New York City American Home Economics Assn. | Washington, D. C. The Manual Arts Press... .| Peoria, Ill. American Nature Association Washington, D. C. McGraw-Hill Book Company, Inc..| New York City D. Appleton and Company ...| New York City McKinley Publishing Company. ..| Philadelphia, Pa. Richard G. Badger Boston, Mass. Mentzer, Bush & Company New York City E. L. Baker Minneapolis, Minn. Merrill-Palmer School Detroit, Mich. George Banta Publishing Company. Menasha, Wis. Modern Language Journal, N: Menasha, Wis. A. S. Barnes & Co : .| New York City tional Federation of Modern M. Barrows & Company Boston, Mass. Language Teachers, George Bates & Guild ......+| Boston, Mass. Banta Publishing Company C. C. Birchard & Company Boston, Mass. Modern Languages Forum, Mod- | Los Angeles, Calif P. Blakiston’s Son & Co..........| Philadelphia, Pa. ern Language Association of The Bobbs-Merrill Company......| Indianapolis, Ind. Southern California Bridgman Publishers Pelham, N. Y. National Education Association. ..| Washington, D. C. Bruce Publishing Company. ‘ Milwaukee, Wis. Thomas Nelson & Sons. . .| New York City Bureau of Publications, Teachers W. W. Norton & Company, Inc....| New York City College, Columbia University. ..| New York City Open Court Publishing Company. Chicago, II. The Century Co New York City Oxford University P. New York Cit Clark University Press. . . .| Worcester, Mass. Pacific Press Publishing Association.| Mountain View, Calif. The Classroom Teacher, Inc Chicago, Ill. George Peabody College for Teach- | Nashville, Tenn. Colorado State Teachers ee. .| Greeley, Colo, ers Columbia University Press.......; Columbia University, Pencil Points Press, Inc. .| New York City New York City Pennsylvania State Department of Harrisburg, Pa. William T. Comstock New York City Public Instruction Davis Press, Inc Worcester, Mass. Sir Isaac Pitman & Sons... New York City Oliver Ditson Company. . Boston, Mass. Prang Co New York City Doubleday, Doran & Co,. Inc. Garden City, N. Y. Prentice-Hall, Inc New York City E. P. Dutton & Company. .| New York City Princeton University Press Princeton, N. J. Eastern Commercial Teachers | New York City Public School Publishing Company. Bloomington, iil. Association G. P. Putnam's Sons. . New York City Educational Administration and | Baltimore, Md. Rand McNally & Company Chicago, Ill Supervision, Warwick & York, Ronald Press Company . ....| New York City Inc. Benj. H. Sanborn Boston, Mass. Elementary School Journal, Uni- | Chicago, III. Ww B. Saunders Company........ Philadelphia, Pa. versity of Chicago School Arts Magazine, Davis | Worcester, Mass. The English Journal, University of | Chicago, Ill. Press, Inc. Chicago Press School Music, P. C. Ha ay den Keokuk, Iowa Federated Council on Art Educa- | Boston, Mass. School Review, Univ. of Chicago Chicago, Ill. tion, Royal B. Farnum Science Magazine, The Science | New York City Ginn and Company Boston, Mass. Press Government Printing Office Washington, D. C Scott, Foresman & Company Chicago, Ill. H. W. Gray Company New York City Charles Scribner's Sons New York City W. B. Greene, Secretary, American | New York City Silver, Burdett & Company New York City Bankers Association South-Western Publishing Co. Cincinnati, Ohio Gregg Publishing Company New York City Teachers College Record, Bureau | New York City Harcourt, Brace and Company....| New York City of Publications, Teachers Col- Harper & Brothers New York City lege, Columbia University bey Harvard University Press Cambridge, Mass. University of Chicago Press Chicago, Ill. D. C. Heath & Co.. .| Boston, Mass. University of Illinois Urbana, Ill. High School Teacher, “High School | Columbus, Ohio University of North Carolina Chapel Hill, N. C. | eacher Company University of Toronto Press Toronto, Ontario, Can- | His Majesty's Stationery Office. ..| London, England _ada_ The Historical Outlook, McKinley | Philadelphia, Pa. D. Van Nostrand Company New York City Publishing Company George Wahr Ann Arbor, Mich. Henry Holt and Company........| Chicago, Ill. Warwick & York, inc Baltimore, Md. Houghton Mifflin Company Boston, Mass. Williams & Wilkins Company.....| Baltimore, Md. Marshall jones Company. .| Boston, Mass. Willis Music Co Cincinnati, Ohio Journal of Educational Research, Bloomington, III. World Book Company Yonkers-on-Hudson, Public School Publishing Co. N. Y. [ 257 ] New Courses for Secondary Schools Revision of high-school courses since 1920 —Never before have so much time and thought been given to the development of new high-school courses and the rebuilding of old ones as during the past nine years. Table 20 lists 1,279 high-school course-of- study bulletins, containing 70,659 pages, pub- lished since 1920, which have come to the attention of the Research Division of the National Education Association. This by no means represents all the high-school courses of study published since 1920. A compre- hensive list was not attempted. The distribution of these 1,279 bulletins by title, number, and pages is as follows: Number of | Total number Type of courses bulletins of pages General Clty... ...ces.: 133 10,013 General state and county 65 8,544 pO 19 1,231 i, . i «= sme o hese 604.6 39 1,888 Character and guidance. 14 976 Commercial education. . 101 4,088 DA) as patnianes 6 145 8,528 Foreign languages. ... . . 117 4,035 Health and physical ed- Oe 57 3,797 Home economics... ... . 93 4,708 Industrial arts......... 156 5,227 Mathematics.......... 74 2,793 Be evebchberemeses 34 926 Ws 6 chad brecesces 106 4,487 Social Studies......... 126 9,417 Grand total....... 1,279 70,659 Of the bulletins dealing with single sub- jects, which have come to the attention of the Research Division, more have been issued in industrial arts, English, and social studies than in any other secondary school subject fields. Availability of local courses of study— Most school systems in issuing new courses announce them as “tentative.” The expense of publishing these tentative courses is heavy. Frequently only a limited number of extra copies are available for distribution outside the local school system. Some school boards find it necessary to place a nominal charge on these bulletins to cover cost of printing and mailing; others distribute a limited number free to superintendents of schools and stu- dents of education. Of the bulletins listed in Table 20, it is probable that the number available for dis- tribution is sufficiently small so that requests for them should only be made when there is a real need and then only for those bulletins in which one is particularly interested. No brief for scissors and paste pot—In printing the list of bulletins in Table 20, no brief is held for the traditional scissors and paste pot method of course-of-study compila- tion. The purpose of publishing the list is not to offer a ready means of furnishing raw material for attacking the problem of curric- ulum revision with scissors and paste pot. The list is printed here because it serves other purposes and because it is nowhere else avail- able. Legitimate uses of a list of course-of-study bulletins—The list of 1,279 bulletins in Table 20 should serve to show: 1. Extent of the effort which the teaching pro- fession is making to modernize the secondary school. Indirectly these bulletins are tangible evidence of the dissatisfaction which school people have with the traditional high-school courses. 2. What particular school systems are engaged in building secondary school courses of study. Correspondence between the officers of such school systems should make it possible for each school system to check the results of new departures against the experiences of a number of other sys- tems. 3. Certain tendencies in study. The bulletins listed in Table 20 show that the course of study which brings together under one cover all subjects is giving way to the smaller and more flexible manuals dealing with single subjects. It is interesting to note the wide range of topics included under commercial education and under industrial arts; also that in certain subjects junior and senior high-school courses are printed in the same bulletin. revising courses of [258] TABLE 20.—HIGH-SCHOOL COURSES OF STUDY PUBLISHED SINCE 1920 Year 1921 1928 1926 1928 1928 1923 1926 1928 1922 1923 1925 1927 1928 1921 1921 1926 1928 1928 1928 1923 1925 1926 1926 1927 1927 1926 1927 1924 1927 1925 1926 1924 1927 GENERAL COURSES IN CITY SCHOOL SYSTEMS Amarillo, Texas, Course of Study, Rules and Regulations ore Amarillo, Texas, Teachers’ Reference Book and Course of Study, Sr. H. ie a Ames, Iowa, Sr. H. S. Course of Study and Hand book. PuEEeW hss cc Gukbe ones. Appleton, Wis., Student Handbook, Sr. H. S. Ashtabula Harbor, Ohio, Courses of Study, 2 Gn Ge, Gs Bo. se. Athens, Ga., Forty-Second Annual Report of the City SPS Athens, Ohio, A Brief Statement of the Courses Offered in the Sr. H. S... Atlantic City, N. J., H. S. Catalog Austin, Texas, Course of Study of the H. S. Bad Axe, Mich., CAncerenereey and Curric- ulum, H. J Cy ae Berkeley, Calif., Course of Study of the , Mono. No. 1.. iene Calif., Course of Study ‘of the H. S.. ono. No. 1 Biloxi, Miss., Manual and Course of Study, City MONEE 2; .. ..0 oss. Birmingham, Ala., . Courses of "Study and Regulations, Se ee a Nes Birmingham, Ala., H. S. Courses of Study and eg Birminghham, Ala., H. S. Courses of Study and Regulations Birmingham, Ala., H. S. Courses of Study and Regulations..... Birmingham, Ala., H. S. Courses of Study and Regulations PP ay Biwabik, Minn., Course of Study for the H. S. Boston, Mass., Course of Study for the Latin Schools. Boston, Mass., Reorganized Plan of Second- ary Instruction, School Document No. 2. Boston, Mass., Provisional Curricula for General H. S., School Document No. 17 Boston, Mass., Catalog, English H. S Buffalo, N. Handbook, Hutchinson Cen- DE ik et ak abe aly 0 Buffalo, N. x: Handbook ot Information, Lafayette i. Ee Se on aa ehecaienuni e's + 6 Champaign, Ill., H. S. Courses of Study... Charlotte, N. C., Courses of Study of the Board of School Commissioners, Gr. 1-12. ae N. C., Courses of Study, Jr. and Charlotte, N. C., Handbook, Central H. S.. Charlotte, N. C., Pepe mantasy Course of Study, Jr. and Sr. a, Chatham, Ga., tg Senior High School . Cheyenne, V Chicago, Ill., Catalog and Course of Study, Francis W. Parker H. Chico, Calif., Course of Study of the H. S Coleraine, Minn., . S. Bul., Independent . Dist. No. 2, Itasca Co........... Columbus, Ga., Annual Report and Course of Study: — Schools. . Concord, N. H = a ae Courses of Study for jr. MU th ales speeds 40 4.0.0 cana, Teron The Curriculum of the Public Schools, _* Orr ae las, Texas, Teachers’ Handbook and Program of Studies in H.S............ Da Mich., Announcements of Courses at ‘the H. S. of Commerce Dothan, Ale..Conrees of Study, City Schools. Douglas, Ariz., ie UDC cakwais we oo sr 4 | lowa, Shondbosk of of Departments, Elberton, Ga., Courses for Public Schools. No. of pages 110 80 20 157 175 *27 148 *29 266 180 32 188 *26 34 65 Year 1928 1926 1928 1920 1926 1925 1928 1927 1927 1925 1924 1928 1928 1921 1921 1923 1927 1928 1928 1928 1927 1926 1928 1923 1924 1928 1928 1928 1924 1927 1928 1922 1924 1924 1925 1924 1926 1923 1928 1928 1925 1923 Title | GENERAL pated 4 IN CITY SCHOOL TEMS—Cont. Elkins Park, pine Handbook, Cheltenham Jr.-Sr 3S ae egapes Eugene, Ore., The University H. S., Univ. ? e. Bui., New Series, Vol. 23, No. June, eee, Evanston, Ill., Catalog, Evanston Tp. H. S Everett, Wash., Detailed Outline of Courses of Study Florence, Ariz., H. S. Students’ Handbook. Gainesville, Texas, Sr. H. S. Course of Study Glendale, Calif., Handbook of the Glendale Union H, s. eal dethe ee 620 3 Goshen, Ind., Announcement of the H. S.. Hackensack, N. , H. S. Curricula. . j r. Hannibal, Mo., ourses of Study, Elem., and Sr. H. S Highland i. Mich., Yearbook of H. S Honolulu, T. H ‘, Catalog of the Kamehameha | Horton, Kan., H. S. Handbook , Humboldt, Kan., Course of Study, See Johnstown, Pa., The Jr. and Sr. H.S... Kalamazoo, Mich., Course of Study, Book V, Art, Industrial Arts, Household Arts, | No. of Manual Training, and Vocational Studies, Kalamazoo, Mich., Course of Study and Manual of Instruction, Gr. 7-12, Boak IV Kalamazoo, Mich., Catalog of Western State H. S., Western State Teachers College Bul. Vol. 24, No. Kansas City, oh Course of Study ‘of the i. pee Kent, Ohio, A H. S. Course of Study Kent, Ohio, Sug: estions and Cofrse of Study, Roosevelt H.S......... LaGrange, IIl., Fortieth Annual Yearbook, Lyons Tp. H.S Lene, Pa., Handbook of the H. S. for Girls. ‘ Laurel, —_ Courses of Study for the Public Leonia, N. J., Circular of Informe Mion, Cur- ricula, and Cc ourses of ae: ® .§ ae Stevens Students’ Outline AY Courses. . Los Gatos, Calif., Bulletin of Information and Courses of Study of the Union H. S Marshall, Texas, Course of Study, Public Schools 7: Marshalltown, Iowa, H. S. Manual én Monrovia, Calif., Manual and Course of Study, H. Mt. Carroll, Ill., Catalog, Frances Shimer H. Manual and Mt. Hermon, Mass., Catalog, Mt. Hermon School Bulletin No. 367 Muncie, Ind., Course of Study for the H. on 5” Ind., Information Bulletin for As New Orleans, La., Course of Study, Ss. Newark, N. J., H. S. Manual Normal, Ill., The Normal School Que arterly, Series 22, No. 92, The Univ. H. S. Cur- riculums ‘and Courses oe N. J., Nutley Public Schools, Bulletin Nutley, N. J., Oakland, Calif., Course of Stud Ontario, Calif., Circular of Information and Announcement of Courses, Chaffey J! OL Sere Owingsville, Ky., Course of Study, H.S Owingsville, Ky., Course of Study and Manual of the Public Schools...... Paterson, N. J., Handbook of Eastside H. S. The Non-Academic Studies. Philadelphia, Pa., University H. S., Temple ‘of Univ. Bul. Vol. X, No. 10. Plainview, Texas, Announcement . ‘the * Mimeographed or typewritten sheets. Series No. 62. page 164 111 306 TABLE 20.—HIGH-SCHOOL COURSES OF STUDY PUBLISHED SINCE 1920— (Continued) Year Title No. of | Year Title No. of pages pages GENERAL COURSES IN CITY SCHOOL GENERAL COURSES IN STATE AND SYSTEMS—Cont. COUNTY SCHOOL SYSTEMS—Cont. 1926 | Portsmouth, Va., Handbook, Woodrow 1928 | Columbus, Kan., Catalog of the Cherokee OS OE ere pre 56 o. Community H Fy FORE 81 1928 | Pratt, Kan., Handbook of Jr.-Sr. H. S..... 79 1921 Connecticut, Organization and Administra- 1925 Pueblo, Colo., , Coaree, of Study, * ot RE Pe RT ae 37 ee OG Se ere 15 1925 Florida, Glimpses from Intermediate and 1928 | Puente, Calif., ad IPE Puente Union fe See 71 TSS 0 UE ales anh ss Baiada fey .0 °° 87 1926 Florida, ween A from Intermediate and 1928 a =e hg ,, Maiteed H. S. Searchlight, H.S ee staan » india awe 48 CMG. . Reh cord daswas cadetiwaniae 40 1928 Fisrids, \ ee aw Programs of Studies 1922 Richesond. ua. .. Courses of Study, John il as SRAM Es whidnis os 000 09 0 « 51 ne ee 33 Hawaii, H . S. Course of Study............. *160 1927 | Rockford, iM. Handbook, Sr. H. S.......... 94 1927 | Hawaii, H. S. Course of Study Series, Part Rutherford, N + dep Oo Ee. Classical Cur- Two, Section IX, Miscellaneous........ 22 SMa Milidatinn one @ utile hnaad ae ¢ *16 1920 | Idaho, Manual and Course of Study, Gr.9-12.| 155 1926 mm... Calif. H. S. Course of Study. *90 1923 | Idaho, Manual and Course of Studyfor H.S..| 164 1929 | St. Louis, Mo., “The Principia,” Part 11, 1926 Idaho, ho, Manual and Course of Study for H. S., ee aaa 44 ul. of Education, Vol. XII, No. 3. 180 1921 | Salt Lake Cit sy. Utah, Syllabus of Courses of 1923 Indiane, Mangal with State Goren of Study "Sy" ' 3 ene 54 for Secondary — Bul. No. 65....... 416 1927 n Fra Calif. ‘Aims and Subjects, 1924 | Indiana, H. S. Standards.............. 58 in dle h« nae atiehes. deri 24 1925 | Indiana, A Handbook of Instructions. 11 1928 | Santa pt me Boy ‘Gait, i eeed Handbook, 1922 | Kansas (State Normal School, Empori a), Outline of Courses, H.S................. 63 General Catalog, Roosevelt H.S......... 23 1927 | Savannah, Ga., Course of Study, *16 | 1926 | Kansas, Course of Study = H. S. Part I, Scranton, Pa., Course of Study CTech. i. Ss. 97 I lh A wo a he auch ey os 19 1927 | Scranton, Pa., Course of Study for Central 1926 | Kansas, Course of Study for H. S., Part VII 40 RIE TREES yg RE 121 1927 | Kentucky, A Study of the Small H. S., with 1927 goon Wash., Coumpoet ‘Paty for H.S.... 58 Recommendations for Improvement . 63 1926 Sheridan, Wyo., Outline of Course of Study 1927 | Kentuc Manu and Courses chs tpn cubihl Ree edd. aside deknwe « 54 eek ies for H. s.. ee aie Ein © » 0 + 312 1928 | South Bend, ind . “Which?” A Bulletin of 1927 State Cours 75 7 SS] © SO aera 68 1923 ~ J+ for the H. S. 95 South B . Pa., Handbook of H. S... 48 1925 Louisiane State Course of Study and Manual South Orange Maplewood, N. J., Sr. of Administration......................- 108 H. S. Course of Study..............-.... *13 Lucas Co., Ohio, H. S. Course of Study. .... *43 1928 | South Orange and Maplewood, N. J., An- 1923 Michigan, a and Course of Study, nouncement Penman and Require- ES ooh gM a aii dso wisn kip n nie 131 ments of Jr. and Sr. H. S................ 15 1926 Michigas. HL 73 Manual and Course of Study.| 150 1922 | Springfield,” Mass., Courses of Study, The 1925 | Minnesota, H. S. Curriculum and Syllabi of Vocational School, Sr. H. S., and Jr. Col... 34 H, S. Subjects, Bul. No. 1.............. 44 1924 | Sprii , Courses of Study, The 1927 | Minnesota, Standards for Graded Elem. and Vocational School, . S.. and Jr. Col. 36 NE ei etalk. pikes on6¢0-> « 67 1925 ogee ass., Study, The 1925 | Missouri, Rogues ai Ghat. Je. and Sr. H.S.., S., and Jr. Col. |e ee ll Serre 132 1923 Springt Ohio, Conseco of Sead and Rules 1923 Be aah gy Courses of Study for Normal Public Schools... ....... 248 eile ba dns annie 06's 000s 656 1928 | T ash., Proposed Course of Study, 1924 | Nebraska, Rural and Village H.S........ 32 Pamphlet eS SS 26 1926 | Nebraska, Courses of Study for Normal T , Curriculum Study.......... *35 TT ea a 654 1928 | Tri cae, Tentative Course of Study, $ 1926 | Nebraska, H.S. Manual.................. 125 Ss. x: atl atas 6 « 116 | 1927 and tienda 67 1927 | Troy, Ohio, A Statement of the Courses 1922 la, H. S. Course of ae 126 eee a. ots wns so 22 1924 la, to H. S. Course of Study 23 1927 Tulse, oy of Administration, Cen- 1924 | New Ham . Teaching the Fundamentals - fy 8 ee ear eae 193 = =| _ im Secondary Schools.................. 1928 | Vernon, Texas, Bulletin, Public Schools... . . 40 | 1926 | North Carolina, Courses of Sety for the 1923 | Virginia, Minn., Courses of Study, Manual H. S. a. ©. 103.. 203 titan) botiline 3 . tan deena + < 41 | 1928 | North » Dakota H. S. Manual............. 185 Wapuaten, Wis., Syllabus of Curriculum 1925 | Ohio, H. S. Standards.................... 183 inn oak an teense can aie abhs u 0 *31 1922 food tats for the H.S....... 141 1927 | Wauwatosa, Wis., Syllabus of Curriculum 1927 | Oregon, Segete sf Sia bay dy ) § eee 83 nei dba de teen's dd 0 osc von. *59 1925 | Pennsylvania, M or H.S.. -| 143 1925 | Westbrook, Maine, Thirty-Fourth Annual 1928 ey anand of Study for Con- of the School Board.............. 72 uation § 9 eee 142 1927 | Wilkinsburg, Pa., Manual, = 44 1926 Phillips Co., Colo., H. S. Bulletin. . .| *39 1924 N. C., Course of Study, New 1927 | Porto Rico, General Course of Study for the EL A KGa CRRES Chico cds vase... 74 = ae Porto Rico, Bul. No. 6, Whole on 1927 Carolina, H. S. Manual.............. 179 GENERAL COURSES IN STATE AND 1922 | South Dakota, H. S. Manual.............. 142 COUNTY SCHOOL SYSTEMS , Ohio, Course of Study for H.S..| *57 1922 | Tennessee, Manual for the County H.S..... 43 1922 | Alaska, Manual and Course of Study of the 1925 | Texas, H. S. Course of Study.............. 112 iis atniciat «lib 6 ten tad hie & iin weaieeathien'« 116 Utah, State H. S. Manual................. *40 1920 | Arkansas, Course of Study for H.S......... *12 1923 Utah, Course ¢ ~~ for the Secondary 1924 | Arkansas, Course of ior HS: Pari 1, ERED 9 tie whnad deco ceuseicc ss 94 General Outline. ..............0.0eeeess 21 1923 | Vermont, Manual and Courses of Study, 1924 | Canal Zone, H. S. Course of Study......... 75 iin iin die wislws.¢0 0 0050+ 0s 73 1926 . A Course of or the Public 1928 Vigtale, Mages Administration for H. &., Schools, Vol. Ill, Ontlies for ‘se . HS. 8 Se ae 136 oS She ad tb edTbike pake>Oiivcnsenes 337 Washington, HS. Maniai, Bul. No. 22.....| 173 * Mimeographed or typewritten sheets. oe [ 260] TABLE 20.—HIGH-SCHOOL COURSES OF STUDY PUBLISHED SINCE 1920— (Continued) No. of No. of Year Title pages | Year Title pages ——$—$—$——______ a - —_—— —— — — _ = GENERAL COURSES IN STATE AND | ART—Cont. COUNTY SCHOOL SYSTEMS—Cont. | | 1923 | Kansas, Music and Art, Course of Study for 1921 | West Virginia, Course of Study for Jr. and | SS = aera i8 ly: MMMER rine oo in orn, snus hors Ml we a 191 1927 Kenosha, Wis., Fine Arts, Sr. H. S.. *6 1926 | West Virginia, Organization, Administration, 1922 | Lansing, Mick., Course of Study in Fine and Course of Study.............. 301 BE. 5s ckiviee o> -: 40 1927 West Virginia, Organization, Administration, 1928 | Lansing, Mich., Course of Study, Fine and and Course of Study, Jr. and Sr. H. 417 Industrial Arts, Pub. Schs. . . 120 1924 | Wisconsin, A Manual for the H. S. | 195 1927 | La Salle, Ill., Report on the Art Course of | Wood Co., Ohio, Course of Study, Elem. and Sis ok i daseasacind *13 CO 8 SESE Ne ee 52 1927 | Long Beach, Calif., Art Course of Study, | 1927 | Wyoming, Course of Study. ae es ee eS pr 77s] 1923 | Los Angeles, Calif., Visual Art, H. S. Course AGRICULTURE of Study Mono. No. 19, June, 1923..... 64 | Lynn, Mass., Freehand Drawing. . *5 1924 | Boston, Mass., Agriculture, Automobile, | _ — “a of Stady in Art Edu- *31 Electricity, Metal Trades, and Woodwork- 1926 | Massachusetts, "Minimum “Resentiais in Re- ing, Course of Study... .. rseeees : | 26 presentation, Design, Handwork 22 Fresno, Calif., Course of Study in Agricul- | e 1923 | Minnesota, Art, H. S. Curriculum and Syllabi ture, H.S......... | *38 of H. S. Subjects, Bul. No. 6 37 1926 | Fresno,Calif., Course of Study in ‘Agriculture, 1925 | Missouri, Art Syllabus, Courses of Study in Gr. Qn92. oe. ee eee eee epee eee ed | *36 Jr. and Sr. H. S., Bul. No. 5.. 136 1927 | Honolulu, T. H., Ventures in Progressive | 1926 | Muncie, Ind., Art, Music, and Foreign Lan- Education at the Kamehameha Schools— | guage Courses of Study... 8 The Sugar Cane Project £69 3¢50-92 too . 148 1926 | New York State, Syllabus for Secondary | 1928 —— , a , Syllabus of Courses in Schools, Drawing 39 «| SI See ST *31 akiand. Calif.. Drawing S, S : | 1929 | Honolulu, T. H., The Soil and Its Relation ee ee qDrawing for jr, and Se. H. ai.| 18 | to Human Welfare, A Unit in Agricultural 1923 | Pennsylvania, Course of Study in Art Edu- NS Ri I *53 cation, Gr. 1-12........ 39 1928 | Indiana, Courses in Agriculture for H.S 211 1925 Pennsylvania, ont of Study in Art Edu- | 1923 | Los Angeles, Calif., Agriculture, H. S. Course cation, Gr. 1-12 | ie 4 of Study Mono. No. 21, June, 1923.......) 135 1927 | Pennsylvania, Course of Study in Art Edu- | 1924 | Minnesota, Agriculture, The H. S. Cur- cation, Years 1-12. . a = riculum and Syllabi of H. S. Subjects, 1926 | Rockford, IiL, Art instruction, Tentative | 1927 | Missouri, ‘General’ Agricuiture, Courses’ of | |" | one S fx: | Study in Jr. and Sr. H. S., Bul. No. 8, 1927. 109 ed i eee vA for we H. S.. Cur. Bul. 262 1928 | Monroe, Ga., Handbook, Agricultural and 1928 | San Francisco, Calif., Fine Arts c ourse of Mechanical Schools............... 23 Study in H. S., Cur. Bul. No. 32 1927 | New York City, H. S. Course of Study in 1928 | Tacoma, Wash., Proposed Course of Study in | Agriculture Serr re se Cee eT eT ee | 16 Art, Int rmediate and ‘ Eo 10 1925 | Pennsylvania, Course of Study in Agricul-| Tulsa, Okla., Art Course, A H. S | #36 ture, Gr. 7-12... .....-..+2++s0050- 57 1923 | Vermont, Courses of Study in Music and 1927 | Pennsylvania, Course of Study in Agricul- | Art, Manual and Courses of Study, Part V! 30 TED, . 0.5 «2's onee wah eet 59 1927 ——— Vocational Agriculture in LE sc tne cache knusebens | 36 1926 | Texas, Dairying, State Course... | 30 CHARACTER EDUCATION AND 1926 —_ Vocational Agriculture (General In- GUIDANCE | 1927 | Texas, Vocational Agsicuiture...-.77. ze $1 | 1928 | Boston, Mass., Character Education in 1923 | Vermont, Course of Study in Agriculture, Secondary Schools, Report of H. S. | ee ee 37 Head Masters’ Assn., School Document ) SS ape 156 1928 Denver, Colo., A Counseling Progr: am in the coh: ie a in Midge Glee MS prey | #g 1928 Denver, Colo., Preliminary Report on Home | 1928 | Baltimore, Md., Art Course of Study, Sr. H. S. 50 Room Activities in Grade 10B 15 1922 | Binghamton, N. Y., Art Courses for H *16 1928 | Denver, Colo., Preliminary Report on Home | 1924 | Boston, Mass., Special Syllabus in Art for Room Activities in Grade 10A |; *18 8 § > Lar se ere eee, are 46 1928 | Denver, Colo., Preliminary Report on Home | | Charleston, W. Va., Course of Study in Art *22 Room Activities in Grade 11B |} 15 | 1921 | Cleveland, Ohio, Course of Study, Fine and 1927 | Honolulu, T. H., General Plan of a Program | i Ne cass cabin see 68 7 of Character Education |} *58 | 1922 | Cleveland, Ohio, Course of Study, Fine and 1923 | Los Angeles, Calif., Character and C onduct, | | "¢ *) 2p eae > H. S. Course of Study Mono. No. 16, | | 1926 | Connecticut, Art Education for ememtery SG Esse é-an5 gee 3 103 and Secondary Schools .............. 95 1926 | Los Angeles, Calif., H. S. Course of Study i in | 1927 | Dallas, Tex., Art—Fine and Applied ars 14 Character and Conduct, Reprint of 1925 | Denver, Colo., Art Course of Study, Mono. School Publication No. 60, 1923 79 ES Od bs undoes dae oh eek « 0-65 236 1927 | New Hampshire, Program of Studies, Char- 1926 Detroit, Mich., Course of Study in Fine and acter ucation...... 88 ee 103 1926 | Oakland, Calif., Studiesin Character Growth | 151 1920 | Fort Wayne, Ind., Art Course, Public Schools 71 1927 | Oakland, Calif., Handbook for School Coun- | 1926 | Fresno, Calif., Course of Study in Fine and SR Pore 31 Applied Arts ah i So arn die tale die home *7 1927 | Pennsylvania, General Bulletin on Guidance 127 Harrisburg, Pa., Course of Study in Art, 1926 | St. Louis, Mo., Socializing-Integrating Ac- OS es ee ee *18 tivisige for the H. S., Curriculum Bulle- 1927 | Hawaii, Art, High School Course of Study Sh i kcad- kas 0 ops it 67 Series, Part 2, Section IX............. 22 1925 | Utah, Character Education, Su plement to Honolulu, T. H., Course of Study in Art, the Utah wy Course eof aoa for alse ds tt covdrares odes teens *5 Elem. and H. ; | 60 * Mimeographed or typewritten sheets. [ 261 ] TABLE 20.—HIGH-SCHOOL COURSES OF STUDY PUBLISHED SINCE 1920— (Continued) No. of No. of Year Title pages | Year Title pages COMMERCIAL EDUCATION COMMERCIAL EDUCATION—Cont. 1928 | Aberdeen, S. D., Course of Study in Com- 1925 | Los Anasies, Calif., S. Course of Study, mercial Education.................... 25 Commercial Studies School Publica- 1925 | Austin, Tex., Course of Study in Com- en etek ner ensdsecedess 221 PM BR ae *26 Muncie, Ind., H. s. Course of Study in English| *29 1927 kla., Biglish IV, Plans and Require- | 1925 | New Brunswick, . J., Tentative Course of oe Men icc ciccecscce 42 | Study n English, Jr. * 43 ae *25 1927 | Tulsa, English Vi, Plans and Require- 1926 | New Castle, Pa. Syliabus of the English ments, Central H.S.................. 53 EE CA ae 20 | 1928 Tulsa, Okla, E Si and College 1926 | New Hampshire, of Studies Recom- pe omy ed Ill, Plans and Require- mended for the Public Schools, Gr. 9-12, ts, Central caedipadieesy meen 30 7 = ~~ rE paras 34 || 1928 Tulsa, 0) Okla. English V and College Prepara- 1926 | New plersey, as of Study in English, tory V, Plans and Requirements, Central i | our-Year H.S............... Te BR Pe fo eo eres 2 1922 | New ae City, Syllabus for H. S., English. . 70 | 1924 | Vermont, Beas, Gr. 7-12, Bul. No. 1 New York State, Syllabus for Secondary "got tigate died 64 | age and Literature 30 1928 | Vermont, English, H. S. Course of Study, Nutley, N. J., Course of Study in 15 Bul. No. 1, Part XI...................} 64 | 1923 | Oakland, Calif., ish for Sr. H. S........ 53 1924 | Virginia, State Course of Study, 1924 | Oklahoma, Course of St in English...... 70 H. S., Bul., State Dept. of Ed., Vol. 1923 on, English Courses........... 21 VII, Ne. 1, ‘Supplement No. 1. 92 1927 on, Sagiiep Conses of Stndy for Cok. S..| 40 | 1924 Virginia, Minn., Courses of Study, Manual Osage, lowa, Course of Saty a *5 No. 12, Public Speaking............... . 4 . Texas, English, Gr. 7-12.......... *51 ashington, D. C., Course of Study in 1923 , Course of Study : English, - English, B- nS epee elias *40 | NS ad Seas eae lade as A 0 « 60 | 1925 | Washington, D. C., English Panties, School 1924 YY Course of Study in English, Document No. 31, Gr. 7-12........... 35 | SREP Rie pe Fa 59 | 1926 | Wilmington, Del., Business English ences vie 4 | 1927 Les Course of Study in English, 1928 | Winnetka, II, Dept., Curriculum Gr. 7-12, ) = “peepee 63 ame Otsectives, B.S... 2... ccc eee. *S | 1928 | P , lowa, Miximwa Essentials in H. S. 8 p= ae *10 FOREIGN LANGUAGES—GENERAL Phila 2 Bas AS in English. . *11 1927 Philip Islands terature for Secondary 1925 | Austin, Texas, H. S. Course of Study in angi bic nnenicieacag ees’ *40 NN EEE 16 1927 | Philippine idlente Revised Course of Study — Calif., Dept. of Modern Lan- nm Literature for Academic H. S. and ourse of Study ACA SS ae * | i Se OR *40 | 1922 Chicago. Ill., Modern ood. Ancient Lan- | 1927 | Philippine Islands, Secondary Course in SE is | eta es 5 « 56 | 1928 | Cleveland Heights, Ohio, Sr. H. S. Course 1928 | Philippine Islands, of ey in Litera- of Study, Modern Language........... *29 ture for Agri. and Rural H.S.......... *37 1925 | Dallas, Texas, Foreign _— vebiebhbes 14 1928 reo ine Islands, Revised Course of Study 1927 | Dallas, Texas, F Languages.......... 21 Literature for H. S. and 1926 | Detroit, Mich., Fo: Laeunens 2 in Inter- POPIII Shiny oweecgeds bes bses 54 mediate hg ea 9% | 1927 | Pittsbur Pa., = S. Course of Study in 1926 | Dubuque, lowa, Tentative Course of Study, Bar iy Sepa 176 Languages........ 24 «| 1927 | Porth , Me., ietish Course of Study... .. 18 Enid, .,H.S. Courses of Study in Foreign 1922 | Pi Ore., Course of Study in English | =| + + +£$£:,|. Lamguages................ccceceeeene 11 | 7)” aaappiuno et” < ginyoe ey Caen cara 31 Hagerman, N. M., mop y oe aire os *9 1923 | Porto Rico, Course of St in English...... 18 Harrisburg, Pa., tee Study it in. Dorian = Porto mate Oe eh of Study in English. ... . $20 o27 | Be Gr. 8-12... Oy Gere * *10 WuMed 66m e we ve aies il 1 waii, Languages, H. ourse Tex., iS enwiiah Course. 2223: *8 Part 2, Section III........ 30 1926 mg English for the He S., Cur. 1928 | Indiana, Tentative Course of Study in Bul. 329 Foreign Languages for Secondary Schools} 432 * Mimeographed or typewritten sheets. [ 264] TABLE 20.—HIGH-SCHOOL COURSES OF STUDY PUBLISHED SINCE 1920— (Continued) . No. of } - No. of Year Title pages | Year Title | pages | FOREIGN moans’ ~~~‘ —GENERAL | FOREIGN LANGUAGES-—-FRENCH—Cont. ont. 1928 | Fordson, Mich., Course of Study in French 1924 | Johnstown, Pa., H. S. Course of Study in | Gr, 9-12. ; *10 Modern Languages, French and Spanish *11 1924 | Fresno, Calif., Course of Study in French, 1926 | Kansas, Foreign Languages, Course of Study or. 7-12.. s for the H.S.. 38 1926 | Fresno, Calif., Course of Study in French, 1922 | Lansing, Mich., Foreign L angu: ages, Gr. 7-12 47 Je ae *6 1927 | Lansing, Mich., Courses of wae’ in Foreign | La Salle, Ill., Report on the French Course Lenasagse, Gr. 8-12 PK ae | 45 of Study. ? 5 1927 | Los Angeles, Calif., A Jr. ‘and Sr. H. §, | | Lynn, Mass. , French. *6 Course of Study, a Foreign | | Madison, lowa, French *8 Languages, Bul. No. Sept., 1927 *5 1924 | Maine, The French Syllabus, Gr. 7-12 17 1926 | Lynn, Mass., Foreign ph, ages *8 1921 | Maryland, The Teaching of H. S. French 6 1924 | Madison, Wis., Tentative Course of Study 1921 | Maryland, The Teaching of H. S. French, in Modern Languages. . *19 Md. School Bul. Vol. I1I, No. 6, Sept., | | 1926 | Muncie, Ind., Art, Music, and Foreign Lan- | 1921. Stace 34 guage Courses of Study 28 1926 | New Castle, Pa., Syllabus of the French | | 1926 | New Castle, Pa., Syllabus of the Math. Dept., | Dept., Sr. H. S ¥ il | Spanish Dept., and French Dept., Sr. 1924 | Newton, Mass., H, S. French Course *7 § aoe . on ‘ 11 1923 | Oakland, Calif., French for Jr. and Sr. H. S 19 1924 | New Jersey, The Teaching of Foreign Lan- 1924 | Oakland, Calif., French in the Jr. and Sr. H. S.| 28 guages in the H. S., Education Bul. 1923 | Philadelphia, Pa., Course of Study in French 20 |} Vol. II, No. 4, December, 1924...... 158 1926 | Princeton, N. J., French, Gr. 9-12 *) 1927 | New York City, Informational Syllabus and Rockford, Ill., Outline of the French Course Reading Lists in Modern Languages 62 of Study. "17 =| New York State Modern Foreign Language | 1926 | St. Louis, Mo., French for Grades 9-12, Cur | i «setae tbakinn 6a dn ae 9 Bul. 45...... 55 1928 | New York State, Tentative Syllabus in | 1925 | Somerville, Mass., Course of Study in Ancient Languages—Latin and Greek O4 French, Gr. 7-12 6 1924 | Oklahoma, Course of Study for Foreign Lan- guages, Music, and Public Speaking | 3&2 | 1923 | Pennsylvania, Courses of Study in Foreign FOREIGN LANGUAGES—GERMAN FOS eR ES a ae | 80 | 1925 | Pennsylvania, Courses of Study in Foreign 1923 | 2 ag gem agg Pa., Course of StudyinGerman.| 20 Languages......... , , | 80 | 1926 | St. Louis, Mo., German for Gr. 9-12, Cur 1927 | Pennsylvania, Courses of Study in Foreign | | Bul. 46.... 59 Languages. ‘ae 80 | 1926 | Porto Rico, Course of Study in Latin and French... 4 *6 FOREIGN LANGUAGES—LATIN 1926 | Riclimond, Ind., ’ Course of Study in Foreign Languages, Gr. 7-12. | *15 1924 | Baltimore, Md., aw Course of Study for 1926 | Richmond, Ind., Syllabus, Dept. ‘of Foreign | | Sr. and Jr. H. : | 58 Language.. SEP RSS | *35 Burbank, Calif., AEE ‘of Study in Latin “7 | 1928 | San Francisco, c alif., Course of Study in | 1928 | Cleveland Heights, Ohio, Jr.-Sr. H , Latin Foreign Languages, H. S., Cur. Bul. Course of Study. 32 _o!)6 See: 79 1925 | Denver, Colo., Tentative Course of Study in 1928 | Sioux City, lowa, Tentative Foreign - Lan- ie icdase *77 guage Curriculum, Jr. and Sr. H. ; wv 1928 | Denver, Colo., Latin, Course of Study Mono. 1928 | Tacoma, Wash., Proposed Course of Study in | No. 26 72 Foreign Language, Intermediate and | 1928 | Fordson, Mich., Outline of Course of Study | a | 20 in Latin Pe 5 g | 1927 | Texas, The Teaching of Spanish, German, Fort Madison, Iowa, Latin | ?— | and French 81 1926 | Fresno, Calif., Course of Study in Latin. 6 | 1925 | Trenton, N. J., Tentative Course of Study, 1924 | Illinois, Latin in H. S., Univ. of Ill. Bul., Modern Languages, Jr. and Sr. H. Vol. XXII, No. 12, Nov. 17, 1924 i June, 1925... ess ke ; *26 1925 er Mich., Course of Study in Latin, } 1923 | Vermont, Courses of Study in Modern Gr. 8-12 ba as i *24 «| Languages, Gr. 7-12.. ; . 77 1927 | La Salle, Ill., H. S. Course of Study in Latin gS | 1928 | Vermont, Courses of Study in Latin and | | 1923 | Los Angeles, Calif., H. S. Latin, Course of ! Greek, Manual and Courses of Study, | Study Mono. No. 13, June, 1923 18 |e i 47 | 1924 | Madison, Wis., Tentative Course of Study 1928 | Vermont, Courses of “Study in Modern | in Letia...... *12 Languages, Part VIII of Manual and | | 1924 | Maine, Summary of the Latin Syllabus *8 Courses of Study........ | 73 | 1921 | Maryland, The Teaching of H. S. Latin, Md 1924 | Virginia, Foreign Languages, H. s. Course of | School Bul. Vol. III, No. 5, Sept., 1921 32 CO Study, Bul., St. Bd. of Ed., Vol. VII, 1926 | New c nee, "eas Syllabus of the Latin ‘Dept., No. 1, Supplement No. 7, July, 1924 | sf _& ee 16 | 1928 | Virginia, Foreign Languages, H. S. Course | 1924 iene ee H. S. Course of Study in | of Study, Reprint of Bul., St. Bd. of Latin *s | Ed., = +4 II, No. 1, Supplement No. 7, | 1927 | New York State, A Survey of Achievement | TE = 0 Sib Gelb. 0 bg.s's «aie 35 in First Half Year of Latin 48 | 1928 Winnetka, vi The Objectives and C ourses | | 1928 | New York State, A Survey of Achievement of Study of the Foreign “Raia Dept *16 | in Second Half of First Year Latin 24 Wyoming, Modern Languages....... *27 1923 | Philadelphia, Pa., Course of Study in Latin 19 | Pittsburgh, Pa., H. S. Course of Study in FOREIGN LANGUAGES—FRENCH Latin (Supplement) 35 1927 | Pittsburgh, Pa., H. S. Course of Study in 1925 | Baltimore, Md., . a Course of Study, | Latin, Jr. «Sr. H. S.. : | 58 je. NN Se Peer 61 1926 Princeton, N. J., Latin, Gr. 8-12 *S | Beaumont, Texas, oe doo sic ania *19 | Rockford, Iil., Course’ of Study for Latin | 1924 | Boston, Mass., Course of Study in French...| 25 y | Aree *5 1928 | Charleston, Ww. Va., Sr. H. S. Course of Study | Rockford, Ill., Course of Study for Latin | for the French’ De anin s+ pseans *21 | IIf and IV... ae 4 | 1925 | Denver, Colo., French—Course of Study 1926 | St. Louis, Mo., Latin for Grades 9-12, Cur. Es cc kb daw tse eae eesdase 276 Bul. No. 4 esas 61 | | * Sdimeographed or shad pewritten sheets. [ 265 ] TABLE 20.—HIGH-SCHOOL COURSES OF STUDY PUBLISHED SINCE 1920— (Continued) Year Title No. of | Year Title No. of | pages pages FOREIGN LANGUAGES—LATIN—Cont. HEALTH sap perpecat EDUCA- ‘ont. 1928 | San Francisco, Calif., H. S. Course of Study in Latin,-Gr. 9-12, Cur. Bul. No. 204... 27 1924 | Massachusetts, Physical Education in the Seattle, Wash., Outline for Courses in Latin. . *9 i ee a 64 Tennessee, Course of Study in Latin........ *8 1925 Gs, ysical Education, Bul. No. 2, 1927 | Texas, The Teaching of Latin............. 81 Raha eines 6h nok 00406.¥ 212 West Virginia, Tentative Outline for a Course 1925 Missouri "Physical Education Syllabus, Ge Gs 003 96 0 45 0600.60 0.040» tere te CO ERO ee 73 1926 | Wilmington, Del., Latin Course of Study.. *6 1927 Missouri, Physical ~ © Courses of Study in Jr. and Sr. H. S., Part I, FCREIGN LANGUAGES—-SPANISH I A acu bad aeeemace sss 238 1927 | Nebraska, Courses of Study for Normal 1927 | Austin, Texas, H, S. Course of Study in Training H. S., Bul. E., Physiology and hath in ch Sadhdh eae bbwe eda oe *6 SE Stn atnlie cde snk onan ey « « 68 Beaumont, Texas, Spanish................. *14 1926 | New Castle, Pa., Syllabus of the Physical 1924 | Boston, Mass., Courses of Study in Spanish, Education De tn aint «hs whan Ds ¢ 8 I oe hid ticieth shin a Kei Kiteartaln te neniptiiciy: > 26 1928 | New Hampshire, Heaith and Physical Edu- 1928 | Denver, Colo., Course of Study in Spanish, 7 a 59 (SR ede heer Bede, ea Se 37 1924 | New Jersey, Physical Training Bul. for H.S 47 1928 | Fordson, Mich., Outline of Course of Study in 1924 | New Jersey, Suggestions for a Health Pro- ni: r ALOE Se OE *8 i ae 118 1923 Deena. Calif., Course of Study in Spanish, 1928 | Newton, lowa, Boys’ Physical Education ed RA ciel Ree aeons ast *5 Course of Study, Gr. 7-12............ *47 1926 Pons, Calif. Course of Study in Spanish, 1926 | North Carolina, Physical Education in: the ONS 2p eee *11 H. S., Educational Publication No. 104, 1925 | Lansing, Mich. SS tee Sree *7 Division of School Inspection No. 28.. 58 1926 A le, ne Spilabus of the Spanish 1925 | Oakland, Calif., Physical ucation for Sr. “ate PS er peat - 11 H. §., Supt.’s Bul., Course of Study 1923 Oakinnd Calif. Spanish “34 and Sr. H. S. 16 ee Sana 4 s-0.50-0's0.9-0 0 145 1926 | Oakland, , Spanish for Jr. and Sr. H. S 30 1928 ont, Calif., Hygiene = ae in Sr. 1923 | Philadely Sg “4m Course of Study in Spanish 19 H. S., Supt.’s Bul. No. 118........... *49 Rockford, Ili., First Year Spanish... . . *3 1928 | Oakland, "Calif. Hygiene ay Girls in Sr. 1926 | St. Louis, Mo., nish for Grades 9-12, H. S., Supt.’s Bul. No. 117.......... *38 SN cbs cmaehees dhe 6 e6s4.6s +» 63 | 1923 | Pennsylvania, Course of Study in School Union City, Tenn., Spanish and French..... *g w+ Hygiene and Physiology, Gr. To Aete e a ieee 148 HEALTH AND PHYSICAL EDUCATION 1923 | Pennsylvania, Course of Study in School ealth, Physical Education, Gr. 9-12 140 1927 | Alabama, Tentative Course of Study in 1925 Pennsylvania, ourse of Study in Physical Physical Education, Jr. and Sr. H.S.... 53 BE Se aan 168 1920 | Boston, Mass., A Course of Study in Physical 1927 | Pennsylvania, Course of Study in School Education, 9S a are 34 ealth. Hygiene and Physiology, Gr. 4034 | Bestem, Beas. Peemeee memention, Jr. amd fF 8 BBB in wc ccc ccc cer ecccecccccscess 149 Sr. H.S., Bul. 147, No. 1...........+.. 64 | 1927 Philippine 1 Islands, Physiology, Hygiene, and Burbank, Calif., Physical Benantion ee haéees i Meee RTRSY 4 nee aaa aaa *14 Charleston, W. . Health and Physical 1926 Pda hk N. J., Physical Education. ..... *5 es Raha Piet dmiate nae a5 17 Rockford, Ill., Outline of Course of Study in aes Ww. Va., H. S. Course of Study Physi (ta (teen ao) (aap grin *5 in ical Education for Girls. . | *11 1926 | St. Louis, Mo., Health for the H. S., Cur en "ti. Tentative Course of Study in NS wks 5, 0 Sake hiss Bas one 669-5 « 89 1 Education for Girls. .......... #120 | 1928 | San Francisco, Calif., Course in Physical 1925 | Dallas, — Physical Training and Education, Gr. 9-12, Cur. Bul. No. 213.... 40 R. ee te a, oa og 10° | 1927 Socinatens. Mase., Physical Education for 1927 | Dallas, Texas, Physical Training and RA GF a eae *34 Dr a ch ea ech i gigs oe cine 10 | 1927 Springfield, Mines. Physical Education for 1927 | Denver, Colo.. Physical Education Course of SEER OT eae *57 aS "TS RISES oe *120 | 1928 | Tacoma, Wash, Proposed Course of Study in 1926 | Detroit, ich.. Athletic Manual, H. S...... 54 Physical Education and Health, Inter- 1928 | Detroit, Mich., Athletic Manual, H.S...... 96 gS aaa 41 1928 | Detroit, Mich., him ana Handbook in 1924 | Texas, The Teaching of Physiology......... 19 Health Education for Bo pe, 2. S..... 117 1924 | Virginia, Physical Education, Gr. 8-11..... 112 Dothan, Al ‘A Course of Study in Physical 1926 | Virginia, mate sure of Study, Physical Education, Gr. 7-12............ 2.2245. *21 1 4 4 te epee 113 Enid, Oxla.. Cours, of Study in Health.. *8 Winnetka, III, ~ Pesnialeas and Hygiene for 1926 | Florida, Health and Physical Education. - 144 PU MPO Th rec res hdbea decor nccraccess *9 var, . a ae of Study in Health, e 1924 Wisconsin, Individual Athletic Activities. 86 TET Cee 12 Har. sburs, | See , Hygiene and Physical ‘Edu- . HOME ECONOMICS SG ain din base viwdenecces 16 | Honolulu, T. H., Health Education........ *19 Aberdeen, S. D., Course of Study in House- | 1928 | Indiana, Tentative Course of Study in Health 8 EES 8 Se *69 | Education for Secondary Schools. ..... *81 Aaa. eg of Study in Genera! Home 1927 | Kenosha, Wis., Physical Education for Boys. . meee ee RE ar eae *10 | 1922 | Lansing, Mich., Course of Study in Physical 1922 Pe Manual of Home-Making Edu- ucation and Hygiene. Gr. 1-12....... 107 I a echt died aidtins wipe ¢ 0.204 ° 7 4 1927 | La Salle, Ill., Reports on Courses of Study 1927 | Alabama, Manual of Home-Making Edu- e physiology —- Physical NR ns bien adn cana: 46 tion, and Hygiene............... *7 1924 . Course of Study in Home Eco- 1923 _.. salt Corrective Physical “i Se er he 162 cation, H. S. Course of Study, Mono. 1927 Co., Ohio, Outline for Home a MEY cicin ons wtina's AN ¥.0 0° 14 RN Rl ied a0 6d 6'0 0 « *10 1924 adison, Wis., Tentative Course of Study in 1925 | Austin, Texas, Course of Study in Home Ph I ans nando eine «+ *13 ts nhs os vanmee 62 1928 | Maine, Course of Stud in Health - 1925 timore, Md., Home —) 7. Course Physical Education, Elem. and H.S....} 153 of Study for Elem. and H.S.......... 168 * Mimeographed or typewritten sheets. { 266 ] TABLE 20.—HIGH-SCHOOL COURSES OF STUDY PUBLISHED SINCE 1920— | * Mimeographed or typewritten sheets. Cone ’ | . No. of | : No. of Year Title | pages Year Title pages HOME ECONOMICS—Cont. HOME ECONOMICS—Cont. } Beaumont, Texas, Course of Study in Home 1925 | Montclair, N. J., Tentative Course of Study I, GO, PORE ccc csusevcsecess *18 in Household Arts... ... *10 | Burbank, Calif., Home Economics... ... *8 —" Ind., Tentative Outline of Elemen- Charleston, W. Va., Home Economics Course tary Home Economics *58 of Study, BM Se *53 1925 | New Brunswick, N. J., Tentative Course of 1925 Dalles, _ Home Economics Course of ouey in Home Economics, Jr. and Sr. Pe 6400 n 00s 645-64600 40 Ow ES a0 0 7 Pi sasedeaancadss *12 1927 —_ Texas, Home Economics Course of 1926 | New Hampshire, Program of Studies Recom- Na i ee 16 mended for the Public Schools, Gr. 1925 —. olo., Home Economics, Course of 9-12, Part VI, Home Economics 34 Study Deeees WOR ES, . s+ oes ees 139 1921 | New York City, Course of Study in Food 1925 | Denver, Colo., Home Economics, Res. Mono. Study, Household Management, and No. 1, 2 SS ERE 71 Leuadry, B.S... ...0.0: 59 1926 | Dubuque, Iowa, Tentative Course of Study, 1925 | New York City, Syllabus on Clothing and Dept. of Home Economics, Sr. H. S. *26 ree 55 1924 | Duluth, Minn., Course of Study in Elemen- 1924 | New York State, Syllabus for Homem: aking } — Dietetics and Meal Planning, Gr. and Home Economics, Univ. of the EM eee iiiath es -ceetiee> sekbubes 18 State of N. Y. Bul. No. 805 77 | 1925 Duluth, Minn., Course of Study in Ad- 1924 | Oakland, Calif., Home Economics, Clothing, | vanced Dressmaking, Gr. 10... *9 Jr. and Sr. H.S...... 23 | Enid, Okla., H. S. Course of Study in Home 1925 | Oakland, Calif.. Home Economics, Foods, IN ions heen uh ovens ds Sess >» *10 _ Jr. and Sr. 8 ae 41 1926 | Florida, A Tentative Course of Study in 1925 | Ohio, Course of Study for H. S. in Vocational Home Economics............... *77 Home Economics Education 110 Fort Madison, Iowa, Home Economics in 1924 | Oklahoma, Course of Study in Home 8 Sy Sa *5 Economics 98 1927 | Fresno, Calif., Home-Making Education, Osage, lowa, Home Economics, Gr. 7-12 *12 Gr. 7-12 *88 1925 | Pennsylvania, Home Economics Education, Harrisburg, Pa., Practical Arts Curriculum, ek. Fem Ge ti nens 122 Home Economics... . . *20 1928 | Philippine Islands, Food and Health. *101 Holland, Mich., Home Economics Courses 1926 | Portland, Maine, Home Economics | 88 of Study, jr. end Or. HM. &........ 8 1923 | Porto Rico, Course of Study in Home | Holland. Mich., Homecraft Lessons, H. S._ 20 Economics. 12 — Se H., Home Economics, Girls’ Rockford, Ill., Tentative Course of Study in Pats cad be ks & 6d 04 ne aee *22 Household Arts *36 Manciain. T. H., Vocational Training for 1926 | St. Louis, Mo., Home Economics for the APA RR IRE Aes eye *6 H. S., Cur. Bul. No. 41 117 1923 | Indiana, Home Economics, State Course of San Diego, Calif., Course of Study for Jr. and Study for Secondary Schools...... 51 Sr. H. S., Home Economics 22 1928 | Kansas, Course of Study for H. S., Part IX, 1928 | San Francisco, Calif., Household Arts, H. S., Homee Beomomuics. ... 2.2. cesecnee 123 _ Cur. Bul. No. 205. 47 1922 | Lansing, Mich., Course of Study in Home Somerville, Mass., Household Arts Course, A ee err ee 58 oO | Serr *7 1927 | Lansing, Mich., Courses of Study in Home 1926 | Somerville, Maes., Course of Study in Cook- Economics, Gr. 6-12........ 159 ae. er 54 1929 | Massachusetts, Basic Courses of Study in 1928 Veruent, Manual and Courses of Study for Home Economics for Sr. H. S. Part IV, S.. Whole Bul. No. 1, Part V, Home RS ee *11 iccseikaae ot pe eae 85 1922 | Minnesota, H. S. Curriculum and Syllabi of 1925 | Wayne Co., Ind., Home Economics *29 H_ S&S. Subjects, Bul. No. 10, Home 1926 | West Allis. Wis., Suggestive and Experi- ON ER SH a 120 mental Curriculum in Home Economics, 1927.| Mississippi, Teaching Homemaking. . 111 Clothing, Jr. and Sr. H.S.. *22 1926 on x | Courses of Study in Jr. and Sr. Winesee. Ill., Outline of pameene in Dept. | H. S., Home Economics Sy!labus, Bul. Home Economics, H. .| 19 No. % 8 SEAS SO SORES Sa 137 1920 Wisconsin, Suggestions for Teaching Home- 1925 | Monessen, Pa., Vocational Household Arts. *8 making in the Grades and H. | 39 1924 | Wisconsin, Manual of Infant Hysiene 60 TABLE 20.—HIGH-SCHOOL COURSES OF STUDY PUBLISHED SINCE 1920— (Continued) No. of ‘ No. of Year Title pages Year Title pages INDUSTRIAL ARTS INDUSTRIAL ARTS—Cont. 1925 | Austin, Texas, Course of Study in Manual Enid, Okla., H. S. a of Study in Vo- , 0 rrr rete tT Tree 60 cational SE *6 1928 | Bayonne, N. J., Course, Vocational School. . 12 1925 me, | Pa., Details of Unit Trade Course in — Texas, General Industrial Train-§ Be Is iiss 0 ob Gee ceases “13 | SO SS) Ea ee *7 1925 | Erie, Pa., Details of Unit Trade Course in 1923 Desteie. Calif., Industrial Education, Cabinet eel a ine'oxhie'g we aiae+ ae * | Course of Study Mono, No. 8.......... 143 1925 | Erie, Pa., Machine § TR cs ccts cases 2 | 1923 | Berkeley, Calif., Vocational and Non-Voca- 1925 | Erie, Pa., Pattern-making................. *34. | tional Industrial Education............ 58 1925 | Erie, Pa., Tailors’ Unit Trade Course. ..... *5 1924 | Boston, Mass., Agriculture, Automobile, 1925 | Erie, Pa., Unit Trade Course for Sheetmetal Electricity, Metal Trades, and Wood- | ESE AE a a *16 TT re cab Sie ee ite aed ad 600 50s 26 1925 | Erie, Pa., Unit Trade Course in Plumbing... * | 1926 | Boston, Mass., Cooperative Industrial Edu- 1922 | Florida, State Plan for Vocational Education 38 CO cation for Boys at the Hyde Park H.S.. 11 1925 | Florida, Vocational Education in Florida, } Burbank, Calif., Auto Mechanics........... *10 Agriculture, Trade and Industrial, and Burbank, Calif., Drafting.................. *7 Home Economics..................+-. 55 | Burbank, Calif.. Machine Shop Course...... *12 Fort Madison, lowa, Industrial Arts....... *11 =| 1926 | California, A Study of Vocational Conditions 1927 | Fresno, Calif., Smith-Hughes Shop Courses. *28 | yO eae 260 Hamtramck, Mich., Auto Mechanics........ *s | 1927 | California, The California Pian of Vocational Hamtramck, Mich., Machine Shop......... 6 | Education, Bul. No. C-1, Vocational Hamtramck, Mich., Machine Shop......... *g | Education and the Secondary School... 20 Hamtramck, Mich., Printing............... *34 | 1924 | Columbus, Ohio, Course of Study in Me- Hamtramck, Mich., Sheetmetal Drafting... 4 | Ghemians TRGWWEMR, 2.0.6 nc ces cccssoeeees 23 Hamtramck, Mich., Trade Auto Mechanics, | 1923 | Connecticut, Su ons for a Program in | SE “18 =| Educational Guidance, Gr. 9-12........ 41 Harrisburg, Pa., Practical Arts Curriculum, 1927 | Connecticut, Trade and Vocational Educa- yO rr rere *8 tion, Voc. Bul. No. 1, Series 1927-28.... 62 Harrisburg, Pa., Practical Arts Curriculum, 1925 | Dallas, Texas, Manual Training............ 16 EE Ss cos on uso 6b 0.09% 9 *9 1927 | Dallas, Texas, Manual Arts................ 52 Harrisburg, Pa., Practical Arts Curriculum, 1928 | Denver, Colo., Industrial Arts, Jr. and Sr. te ite ae Eh wisn Had. ae © 0 *7 H. S., Res. Momno., No. 4.............. 82 ee + Practical Arts Curriculum, 1921 | Detroit, Mich., Standards and Conventions | =| #9 #+«;,| _ WBlectricity...................-..2... *9 for Mech. Drawing, H.S.............. 44 Harrisburg Ps, Practical Arts Curriculum, 1922 | Detroit, Mich., Course of Study in Auto- ES Rae patdies sj ahi «c's «4399-046 *7 mobile Mechanics. ............-....... 20 Nawhhare, ti Pa., Practical Arts Curriculum, 1922 | Detroit, Mich., Course of Study in Electrical Si aaa eae o> | Work for Intermediate and H. S........ 12 Harrisburg, Pa., —— Arts Curriculum, 1922 De. > ae of Studyin Machine [| + +j| #$¢§$|_ Pattermmaking....................... *8 ep FS eens deed Gadecbne ines 23 ee: Pa., Practical Arts Curriculum, 1922 | Detroit, Mich., Mechanical 5 ees eee ee EO eee *g Sheets Three yO, J) Pee reree 26 Holland, Mich. Course of Study in Printing, 1923 | Detroit, Mich., Mechanical Drawing,Lesson | «sf || Sr HS... eee cece ccc ccceccuceueee 2 s Two, for Intermediate and H. S.. 24 1928 Honolulu, T.H., Electricity, Printing Trades, 1923 | Detroit, ~~ ee Drawing, Lesson and intro. to Auto Mech.............. *19 RE PE =r re 31 1922 | Houston, Texas, Manual Training and Voc. 1923 | Detroit, Mich, "Mechanicai Drawing, Lesson Ed. for Evening School............... *38 ce dls dks SRT RAMU TER? «6 5.00 41 1927 | Kansas, Plans for Vocational Education in 1923 | Detroit, Mich. Mechanical Drawing, Lesson eS) SS ae 46 LE OEE AE Ss AC a 24 La ag | _—— Educational Guidance, 1924 | Detroit, Mich. * Architectural eS Rn eo: = = —6UlUROL Re SIO *39 | RD Tae Pe reat ds'esses 40 1922 Lansing Sikh. Course of Study in Industrial 1924 | Detroit, Mich., Auto Muthasice Lesson Ss ucation, Gr. 10-12 ; 36 eets, A ee for Teaching the 1924 | Lansing, Mich., Course of Study in Indus- CO yoda ba ibiavdeavpecsre. 104 trial Education Gr.10-12.............. 38 1924 Derm. Mich., Mechanical Drawing, Lesson 1927 | Lansing, Mich., Course « hea in Indus- eets One, for Intermediate and H. S. . 51 trial Education, Gr. 10-12............ 72 1925 Beate o Mich. Mechanical Drawing, oe 1927 | La Salle, Il., Courses of Seudy in Mechanical Sheets One, for Intermediate and H. S. . 51 Drawi ne, A Architectural Drawing, and 1925 | Detroit, Mich., Mechanical Drawing, Stand- EE ae *S | ards and Conventions................. 44 Little Rock, Ark., Sheet Metal Drafting. . 11 1925 | Detroit, Mich., fications for Architec 1923 Calif., Auto Electrics, H. S., tural Drawing, Courses!, II, 11I,andIV..| 59 Course of Study Monographs, No. 15, 1926 | Detroit, Mich. echanical Drawing, Stand- blication No. 68.......... : 61 | ards and Conventions................. 44 1923 | Los A , Calif., Cabinet a Course 1927 | Detroit, Mich., Mechanical Drawing, Lesson ly Monographs, No. 29, School Sheets Three, for H.S........-....... 31 Publication No. 84............-..---:. 52 1924 | Duluth, Minn., Course of Study for Foundry, 1923 | Los eles, Calif., Carpentry and Mill cAMee eet bie WedhS¥ Ld ws ee eoe il Cabinet Work, "H. S., Course of Study 1924 Duluth, Minn., Course of Study for Machine jeonegpegta, No. 17, School Publication Bees Gdcaarasees bes dsececse 10 Sere Te eee 60 1924 Dam. ‘Minn., Course of one for Me- 1923 Los Angles ie atm may Tagg S., Course Drawing, > F are 22 of St 20, School 1924 Duluth. ty Course of stuay a Pattern 0. | 159 | Making, Gr 10. ooo 10 | 1923 | Los Angeles, Calif., Machine Shop Practice, 1925 —_ Minn., Course of sty for Archi- H. ourse of Study seonegpeghe, “3. §2 Sree 10 No. % School ieeeation .. hs aca. 128 | 1925 Duluth. Minn., Couve of Study for Auto 1923 Calif., Printing, H. S., Course SE is Grab ed dh sab ties soe 14 of Study Mopsarephe, No. Hy School 1925 | Duluth, Minn., eee of Study for Elec- Publication No. 64.................... 106 | tricity, ih Hitec’ 4 aati phd eda ce’ 25 | 1926 | Los A Calif. Course of Study in Re- Eau Claire, Wis, y, as Offered at lated for Vocational Auto the ae errr *15 ame Students, School Publication No. | CBOSS SS OU CEPGOSE FC Cece c ew secere 16 * Mimeographed or typewritten sheets. TABLE 20.—HIGH-SCHOOL COURSES OF STUDY PUBLISHED SINCE 1920— (Continued) | | No. of | : | No. of ; | No. of Year Title | pages Year | Title | pages INDUSTRIAL ARTS—Cont. | INDUSTRIAL ARTS—Cont. 1926 | Los Angeles, Calif., Course of Study in Re- 1925 | Pennsylvania, Part-Time ‘Campasative In- | lated Drawing for Vocational Machine dustrial Education... 57 Shop, School Publication No. 136.. 23 1927 | Pennsylvania, All-Day Voc ational Trade or Lynn, Mass., Industrial Arts............. *45 | Industrial Schools and Depts., Bul. 7 101 Maine, Vocational Education in Maine. . 42 1927 | Pennsylvania, Part-Time Cooperative Indus- 1925 | Menominee, Mich., Manu: al Education | trial Education, Bul. 58 Course of Study, Gr. 7-12. : | *47 1924 | Porto Rico, Mechanical Dr: sawing *32 1924 | Menominie, Wis. . Institute), ‘Pattern- | Rockford, Ill., Course of Study in Auto- making, Bul. No. ' 25 | motive Shop. e 16 1922 | Michigan, Outline a in Building ‘Con. | Rockford, Ill, Course ‘of Study II, Mathe- INR bia sa dot ote toed | + matics for Building Trades *2 1922 | Michigan, Outline Elementary ‘Course in | Rockford, Ill., Courses for Machinists, Half- Electrical Applications in the Home & ime Cooperative Classes | *5 1923 ey = Outline Course in Elementary 1926 | St. Louis, Mo., Manual Arts for the H. S., Auto Mechanics............. 16 Cur, Bul. No. 42 |} 221 1923 | Michigan, Outline Course in Household Me- 1924 | St. Paul, Minn., The Manual Training De pt.| 55 chancis.... | . 1925 | San Antonio, Texas, Machine Drawing *10 1924 | Michigan, Outline Course in Elementary | 1925 | San Antonio, Texas, Mill Woodwork } *il IE oh fa 10:4 54 din RD ecb 8 1928 | San Francisco, Calif., Industrial Arts, H. S., | 1925 | Michigan, Outline Course in Elementary | Cur. Bul. No, 206 27 echanical Drawing. & Scot. N. Y., Vocational Guidance Syllabus, 1923 | Minnesota, Suggestive Syllabus in General Ge. ¥12.. *23 Industrial Training, Bul. No. 9 | 47 1928 | Sioux City, lowa, Tent: ative Curric wa | for | 1922 | Missouri, Course in Machine Shop Mathe- Manual Education Shops, Jr. and Sr. | tins dans ih as wha ee wané< | *9 ie, Wish os Kies | *102 1922 | Missouri, Information Relating to Unit- 1922 | Springfield, Mass., Courses of Study for the | Trade Classes in Auto-Mechanics’ Vocational School and the Jr. Col. 34 is. ony See hens OW eas *5 1928 | Tacoma, Wash., Proposed Course of Study 1922 | Missouri, Outline of Plans for Vocational in Practical Arts, Boys, Intermediate ED 2:0 04 na cbnns Ovhapes we 47 er | 26 1926 Minge, Courses of Study in Jr. and Sr. | 1928 | Tacoma, Wash., Proposed Course of Study in H,. Bul. No. 4, Industrial Subjects 50 Practical Arts, Girls, Intermediate | Muncie, x Manual Arts and Vocational ~ ) = ae es ae ES dn a xp 2A kee adda 6m Oia *42 1922 | Texas, Trade and Industrial Education ima 1925 | New York State, The Unit Instruction Sheet, 1923 | Texas, Manual Training and Mechanical | Vocational Education........... *10 Drawing in Accredited H. S. 7 1922 | Oakland, Calif., Auto Repair in the Voca- 1925 | Texas, Industrial Training in Rural Schools 1 tional Continuation School , 5 1926 | Texas, Mechanical Drawing in Accredited 1922 | Oakland, Calif., Cabinet Work for Continua- Serre , 37 Gem WOMRMINS, «.<. «soc ccdauses 5 1926 | Texas, Vocational Education in Texas 39 1922 | Oakland, Calif., Drawing for Continuation 1927 | Texas, Industrial Training in Rural Schools. 35 SS ae ey ere 6 1927 | Texas, State Plans for Vocational Education 86 1922 | Oakland, Calif., Electrical Work for Con- | 1927 Texas, Trade and Industrial Education 45 tinuation Classes a ae ae 6 1924 | Toledo, Ohio, Course of Study in Industrial 1922 | Oakland, —ae.. Forging for Continuation | Arts, Gr. 7-12...... | *58 ees 6 1924 | Trenton, N. J., Course of Study in Manual 1922 | Oakland, Calif. Machine Shop for Con- Arts, Gr. 7-12 *56 tinuation Classes.............. 6 1926 | Tucson, Ariz., Voc ations for Freshman Boys *11 1922 | Oakland, Calif., Machine Shop for Smith- 1926 | Tucson, Ariz., Vocations for Freshman Girls *10 Hughes Classes, Supt.’s Bul. No. 29 7 | Virginia, Minn., Automobile Repairing, 1922 | Oakland, Calif., Oxygen-Acetylene Welding Course .of Study Manual No. 20 36 and Cutting for Continuation Classes 3 1921 | Waterbury, Conn., Survey of Vocational 1922 | Oakland, Calif., Pattern Making and Cabinet eer : 27 W Tork, Su t. "DE Bee. D. cenccve 7 Winnetka, Ill., Course of Study, Dept. of 1922 | Oakland, Calif., Related Dri awing for Smith- Manual Education. . *Q Hughes Classes, Supt.’s Bul. No. 2 7 1922 | Oakland, California, Shop Saeieaiens and | MATHEMATICS | enany Mechanics for Continuation | | | Mitta Genes soxn SRE ORE AR aaa *8 Je. and Sr. H Bul. No. . 60 - Harrisburg, Pa., Course of Study in Music, 1926 | Muncie, Ind., Rckemesies + ~ Science i os is bc nies Ee whancces gente. *13 Courses of Study, SRM atessWild tess < ¢¢ 36 Honolulu, T. H., Music.................. *7 1925 | New Brunswick, N. J., Tentative Course of 1924 | lowa, Courses of Study in Music for the Study, Mathematics for Sr. and Jr. H.S *26 Public Schools, Univ. of Iowa Ext. | 1926 | New Castle, Pa., Syllabus of the Mathe- I Teeth es. sGusans dane sone « 35 matics, . a French Depts., 1923 | Kansas, Music and Art, Course of Study i Rd Baie od Oe ec ite bre was « @0, 09 6 11 ._. S) Aare 18 | New York State, Syllabus in Algebra....... il 1926 | Kansas, Music and Art Course of Study... 19 1926 | New York State, Syllabus in Solid Geometry 1922 Loneine. —_. Course of Study in Music, and Plane Geometry OR ee ee ee ie. ll RRR OE Oe eee 35 1927 | New York State, Syllabus in Plane Geometry . 12 1927 ng Beach Calif., Music Course of Study, 1928 | Newton, lowa, Course of Study in Mathe. Ny aatane wR na) a's avain.e 00 43 Ss fo an FAGAN ERE YS + + 00 *53 1927 | Long ‘Beach, Calif., Supplement to the 1925 | Oakland, Calif., Mathematics as a Related Courses of Study in ame ~ [oe 79 Subtest | tes San eagaes Work, Supt.'s 1923 | Los Anasies. Calif. usic, Course of mea . esse rete *9 Study Mono. ‘No. is, June, 1923..... 68 | | 1925 Oakland, Cait Mathematics for Sr. H. S., 1927 Michigan, State Music Contests............ 20 Course of Study Series No. 77.......... 45 1925 | Missouri, Music Syllabus, Courses of Study | 1925 a ~ soneee of Study for Mathe- in Jr. and Sr. H. S., Bul. No. 3....... 45 / SS Bee arr rare 71 1926 | Muncie, Ind., Art, Music, and Foreign Lan- 1923 a —'. Course of Study in Mathe- guage Courses Lary A * Ere ne 28 SE WIRE ono c nba ccwgys a5% 0 39 New Vork York State, A usic for Pupils 1924 Pennsylvania om of Study in Mathe- of Secondary Schools.................. 14 | NE SIE 6 din odes ccr'ensth «+ 39 New York State, Music Syliabus..........- 13 1927 | Pennsylvania, Course of Study in Mathe- Oregon, Course of Study in Music.......... 14 ma SS SRR RS ER Pre 40 | 1923 a Course of Study in Music, 1923 Phitedes ia, Pa. Course of Study in Mathe- |) SS eae 39 EP idle sbtaWece Bans eawhes os 5% 00 40 1924 ver. Laboratory > for Science _ | 1923 | Iowa, A Syllabus for the Study of Civics in pa — Oe CEE IT TO Pe ek | Se ee 1928 | Virginia, State Gourse of Study, H.'S.| *? | 1925 | 1 Courses in’ the ‘Social Studies for Sr. Science, Bul. Vol. VII, No. iL * Supple- Eleventh Grade, Univ. of Iowa het ana ng ok siedt ve on 78 Ext. SL No. 119, College of Education Wyoming, ens SUR dh sre Bhied oeiies *47 SS OS Seen aera 173 . 1925 | Iowa, Courses in the Social Studies for Sr. SOCIAL STUDIES H. S., Twelfth Grade, Univ. of lowa Ext i Bul. = 120, College of Education 1925 | Arkansas, Social Science Studies........... 30 SND DOR, BO arin dine xo 00scesyes.sse. 122 1925 | Austin, Tex., Course of Study in History, 1923 | Joliet Township. in. History and Social Weak td4 chaeke kbs Phwadit sora o's. 56 Science Curriculum...................| 189 1925 Baltimore. pee. ee Saul age. Course 1928 | Kansas, Course of Study for H. S., Part IV, ‘. r. and Sr. H. S...........| s7— 4 =|. #£History and Social Science............ 1924 | Bayonne, N. d:: ourse of Study in Social " 1922 | Lansing, Mich., Course of Study - » mrad oe re Sr 128 Economics, Gr. 5-12....... 35 1926 | Boston, Mass., Course of Study in Social 1928 | Lansing, ae eee of p Fig > Social i deadiniscwd sh eaesschagilis 64:4 05+ 13 (ae eee 1928 | Charleston, W. Va., a Course of Study in 1927 Salle, Ill, Social SS ae *21 . eee #149 | 1927 | La Salle, I1l., American Civil Government, Chicago, Iil., Tentative Course of Study in A General Outline.................... *14 1923 1 ¢ his The Cori i eras 5 7 ee *60 | 1928 | La _ I., = — pony. Pert I. Course in Francis Study story ie Ww. Parker School, Studies ia Education, Commerce of the aR *7 SRR RS nts Ce eee 196 1924 | Lawrence, Kan., Social Studies Syllabus, 1924 . anual of the Social IE abe A axes as sees cos... *131 _ ON Saree 47 1927 kane Beach, oat. U. S. History and 1925 | Dallas, Tex., The Social Studies............ ee EET ee 157 1927 | Dallas, Tex., The Social Studies............ 04 1928 Long Beach. Calif. World ,Sr.H.S..j 218 Delaware, A Review of Fundamentals in 1923 Los Angeles, Calif., Social es, H. S. Ww Geography for H.S............. *13 I of Study Mono. No. 23, June, ang * Mimeographed or typewritten sheets. ~~— a [272] TABLE 20.—HIGH-SCHOOL COURSES OF STUDY PUBLISHED SINCE 1920— * Mimeographed or typewritten sheets. (Continued) | : No. of | No. of | Year Title pages Year Title | pages | SOCIAL STUDIES—Cont. SOCIAL STUDIES—Cont. } | Lynn, Mass., History, H.S....... on | *7 | 1925 | Philadelphia, Pa., Course of Study in His- | Lynn, Mass., Syllabus of Social Studies. . | s31 | tory, Civics, and Social Science $1 | Madison, Wis., Course in American History..| *39 | 1927 | Philippine Islands, Course of Study in | | 1924 | Madison, Wis., Tentative Course of Study in | Geography . , *i1 | European ER | *95 1927 | Philippine Islands, ’ Philippine History and | 1924 | Madison, Wis., Tentative Course of Study Government. *16 | in Community Civics, Part II ' *12 1928 | Philippine Islands, “Methods in Philippine | 1927 | Maine, Syllabus for the Social Sciences, Gr History and Government *16 Ce errr - - *32 1924 | Porto Rico, A Revised Course of Study for | | 1924 | Maryland, The Teaching of the Social H. S. Geography... | 16 Studies, A Manual for H. S. Teachers, 1924 | Rhode Island, Outline of a Brief Course in | Md. School Bul. Vol. VI, No. 4 291 the History of Rhode Island *12 } 1928 | Maryland, Curriculum Making in Problems 1926 | Richmond, Ind., Course of Study Outline | of American Democracy, Md. School and Syllabus, Social Science, Jr. and | Bul. Vol. X, No. 2. j 46 es | *16 | 1924 | Milwaukee, Wis., Tent: ative Course of Study | 1927 | Richmond, Ind., Course of Study Syllabus | in Commercial Geography, First Semester *19 Social Science, Jr. and Sr. H. S. | *78 1926 | Milwaukee, Wis., Tentative Course of Study Rockford, Ill., Outline of H. S. Course of in Commercial Geography, Second Study in Modern Geography *4 Semester. ... ; *76 Rockford, Ill., Social Science Objectives and 1924 | Minnesota, The ‘H. S. Curriculum ‘and Outline of Course of Study *44 Syllabi of H. S. Subjects, Bul. No. 3-B, 1926 | St. Louis, Mo., American History, Social | Social Studies, American History. . 62 Studies for the H. S., Cur. Bul. No. 27 111 1925 se The H. S. Curriculum and Syll< abi 1926 | St. Louis, Mo., Economics, + - al Studies for S. Subjects, Bul. No. 3-A, Social the H. S., Cur. Bul. No. | 55 | Studies, Ancient History, Modern 1926 | St. Louis, Mo., Geography, Social Studies | | Sy ae Seer 76 for the H. S., Cur. Bul. No. 26 | 27 1925 | Minnesota, The H. S. Curriculum and 1926 | St. Louis, Mo., Sociology, Social Studies for | Syllabi of H. S. Subjects, Bul. No. 3-C, the H. S., Cur. Bul. No. 28 | @& Social Studies, Introduction to Social 1926 | St. Louis, Mo., World History, Social Studies Science...... 92 for the H. S., Cur. Bul. No. 25 | 272 1928 — + Courses of ‘Study in ‘Jr. and Sr. 1928 | San Francisco, Calif., Social Studies, H. S., | 4 Bul. No. 11, Geography 85 Grades 9-12, Cur. Bul. No. 208 84 1928 Missouri. ‘Courses of Study in Jr. and Sr. San Juan, Porto Rico, European History and 5., Bul. Na 10 Social Studies 541 American History *15 1928 | Missouri, Courses of Study in Jr. and Sr. 1928 | South Bend, Ind., Course of Study in Civics S., Supplement to Bul. No. 11, 7 % & Seppe *53 Principles of Practical Geography.. 53 1928 | South Bend, Ind., Course of Study in Recent | 1926 | Muncie, Ind., Social Science Course of Study *44 European History, Social Science III. *54 1925 | New Brunswick, N. J., Tentative Course of 1928 | South Bend, Ind., Course of Study in Recent Study, Economics, Sr. H. S........ *18 European History, Social Science IV....| *61 1925 | New Brunswick, N. J., Tentative Course of 1928 | Tacoma, Wash Proposed Course of Study Study, Problems in American Democ- in comm oh, Intermediate and H.S 38 "tS = a eae *6 1923 | Trenton, N. J., Secondary Course of Study, 1925 | New Brunswick, N. J., Tentative Course of American History. 72 Study, Social Science Dept., History, 1923 | Trenton, N. ., Secondary Course of Study, PE MID, «ans veawawede *80 Ancient istory.. 66 || 1926 | New Castle, Pa., 3 _of the Dept. ‘ of 1923 | Trenton, N. J.. Secondary Course of Study, Social Studies, } % er ‘ 36 nomics. 36 1925 | New Jersey, Syllabus of Scoial Studies. ... 112 1923 | Trenton, N. J., Secondary Course of Study, 1926 | Newton, Iowa, Social Science Course of Problems in Democracy, Gr. 57 4 49>. eae *78 1924 | Trenton, N. J., Secondary Course of Study, New York City, Suggested Outlines for Early European History. . 98 Civics Teachers, H.S......... 70 1924 | Trenton, N. J., Secondary , of Study, 1926 | New York City, Syllabus in Civic Activities 63 odern European History 65 1922 | New York State, Syllabus in History, H. S.. 229 1926 | Tucson, Ariz., Course in Freshman Civics. . *20 «| 1923 | New York State, Syllabus in Civics.... 38 Tulsa, ee Course of Study in Economics, | 1924 | New York State, Economics Syllabus for| = | $| H.S....c.cessee: *29 | Secondary Scmools. ........ccscccece: 29 Tulsa, * Oula’, Course of Study in Social | 1926 | New York State, Economics, H.S.......... 29 Problems, s. *8 1923 | Oakland, Calif., Citizenship in the Evening Tulsa, Okla., History VI, Sr. H. S *23 School, Courses of Study Series No. 56 *30 1927 | Tulsa, Okla.. The Scope of the Course for 1926 | Oakland, Calif., Social Studies for Sr. H. S., History III and IV, Sr. H *25 Supt. J © > "age tap 63 1928 | Tulsa, Okla., Outline for History V. Sr. H.S *36 1924 | Oklahoma, Course of Study for Social 1928 Vermont, H. S. anual and Courses of @emmmem, Gr, F-82. 22.4.2... 112 Study, Whole Bul. No. H. S. 1, 1928, 1925 Pennsylvania, A List of Reference Books in Part III, History....... a 71 | History and Social Science. . 51 1925 | Virginia, State Course of Study, H. S., 1925 | Pennsylvania, Courses of Study in History History and Social Science, Bul. Vol. | and Social Science, Gr. 7-12. 273 VIII, No. 1, Supplement No. 2 111 1927 | Pennsylvania, Courses of Study in History 1926 Wilmington, Dei., ourse of Study in Eco- and Social degammen hot and Sr. H., S&., nomics, Sr. H. S.. *5 PURE as. ds ce edwadiantoctsés 257 1928 | Winnetka, Iil., Report on the Social Science Department *7 { 273 } LIST OF TABLES Page Twenty-five common words in three languages (Table 1).........6 000 ccc ee ceeeeeeceee 196 Percent which foreign language enrolment is of total high-school enrolment, distributed according to size of communities (Table 2)............cccccceecccees ener seeeees 196 Percent modern foreign language enrolment is of total enrolment classified into eight geo- ae 8s 5 dis anc 056 co RASROARODERSS AUERE RESTS ba bau owes 197 Comparison of high-school and college modern foreign language enrolment in 1925 OE EES NS ENS Penk ane MSs ae 197 Number of different topics in one hundred home economics courses of study (Table 5).... 230 Books dealing with general curriculum problems of the secondary school (Table 6)...... 243 Books helpful in building high-school art education courses (Table 7).................... 245 Books helpful in building high-school commercial education courses (Table 8)............ 246 Books helpful in building high-school English courses (Table 9)...............0000e0eeee 247 Books helpful in building high-school health and physical education courses (Table 10).. 248 Books helpful in building high-school home economics courses (Table 11)................ 249 Books helpful in building high-school industrial arts courses (Table 12).................. 250 Books helpful in building high-school Latin courses (Table 13)..................00000: 251 Books helpful in building high-school mathematics courses (Table 14).................. 252 Books helpful in building high-school modern foreign languages courses (Table 15)...... 253 Books helpful in building high-school music courses (Table 16)................00000000- 254 Books helpful in building high-school science courses (Table 17)...........cccccccecees 255 Books helpful in building high-school social studies courses (Table 18).................. 256 Addresses of publishers of books listed in tables 6 to 18 (Table 19)..................005. 257 High-school courses of study published since 1920 (Table 20)................0ccccceeee 259 LIST OF CHARTS Then and Now in Secondary Education.................00eccceecccccccceeceeceeees 180, 181 Topics and Suggested Time Allotments in Pittsburgh Seventh, Eighth, and Ninth Grade ee Co sk. nnd omeebate nee as aE enndnes ounces 216 ——O Research Bulletins Previously Issued Facts on State Educational Needs. Vol. 1, No. 1, January, 1923. 64 p. (Out of print. Can the Nation Afford to Educate Its Children? Vol. 1, No. 2, March, 1923. 72 p. Price per copy, 25 cents. (Out of print.) Teachers’ Salaries and Salary Trends in 1923. Vol. I, No. 3, May, 1923. 116 p. Price per single copy, $1.00. Five Questions for American Education Week. Vol. 1, No. 4, September, 1923. 56 p. (Out of print.) Facts on the Public School Curriculum. Vol. 1, No. 5, November, 1923. 48 p. (Out of print. Current Facts on City School Costs. Vol. Il, Nos. 1 and 2, January and March, 1924. 64 p. (Out of print.) Teachers’ Retirement Allowances. Vol. Il, No. 3, May, 1924. 32 p. Price per copy, 25 cents. (Out of print.) Facts on the Public School for American Education Week. Vol. Il, No. 4, September, 1924. 40 p. (Out of print.) The Problem of Teacher Tenure. Vol. Il, No. 5, November, 1924. 40 p. Price per copy, 25 cents. Public School Salaries in 1924-1925. Vol. III, Nos. 1 and 2, January and March, 1925. 72 p. Price per copy, 50 cents. Taking Stock of the Schools. Vol. III, No. 3, May, 1925. 32 p. (Out of print.) Keeping Pace With the Advancing Curriculum. Vol. Ill, Nos. 4 and 5, September and Novem- ber, 1925. 96 p. (Out of print.) The Ability of the States to Support Education. Vol. 1V, Nos. 1 and 2, January and March, 1926. 96 p. Price per copy, 50 cents. Efficient Teaching and Retirement Legislation. Vol. IV, No. 3, May, 1926. 72 p. Price per copy, 25 cents. A Handbook of Major Educational Issues. Vol. 1V, No. 4, September, 1926. 72 p. (Out of print.) Major Issues in School Finance—Part I. Vol. IV, No. 5, November, 1926. 32 p. Price per copy, 25 cents. Major Issues in School Finance—Part I]. Vol. V, No. 1, January, 1927, 64 p. Price per copy, 25 cents. Salaries in City School Systems, 1926-27. Vol. V, No. 2, March, 1927. 64 p. Price per copy, 25 cents. The Scheduling of Teachers’ Salaries. Vol. V, No. 3, May, 1927. 64 p. Price per copy, 25 cents. The Advance of the American School System. Vol. V, No. 4, September, 1927. 32 p. Price per copy, 25 cents. School Records and Reports. Vol. V, No. 5, November, 1927. 132 p. Price per copy, 50 cents. Creating a Curriculum for Adolescent Youth. Vol. VI, No. 1, January, 1928. 80 p. Price per copy, 25 cents. The Principal Studies His Job. Vol. V1, No. 2, March, 1928. 68 p. Price per copy, 25 cents. The Advance of the Teacher Retirement Movement. Vol. VI, No. 3, May, 1928. 56 p. Price per copy, 25 cents. Practices Affecting Teacher Personnel. Vol. V1, No. 4, September, 1928. 52 p. Price per copy, 25 cents. Can the Nation Afford to Educate Its Children? Vol. V1, No. 5, November, 1928. 48 p. Price per copy, 25 cents. Can the States Afford to Educate Their Children? Vol. VII, No. 1, January, 1929, 44 p. Price per copy, 25 cents. The Principal and Progressive Movements in Education, Vol. VII, No. 2, March, 1929, 60 p. Price per copy, 25 cents. Salary Scales in City School Systems 1928-29. Vol. VII, No. 3, May, 1929. Price per copy, 25 cents. HEN WE IMPORTED the factory, science became busier and busier with discovery and invention. With resultant inventions e $i we took hold of all the tools they gave us—steam, gas, elec- tricity—and appled them to our national resources. Our stand- ards of living and comfort have risen with our joyous application of every discovery. We cannot deny that friction has grown up in this rush of develop- ment—conflicts between capital and labor, conflicts between groups of cap- ital, invasions of the right to equal opportunity. But I believe we are in these latter years witnessing a silent revolution in many of these phases. The industrial system is fitting itself better into the social instincts of our people. There is a wider recognition of the practical process of assuring equal opportunity to men. The result of all these fundamental currents has been the upbuilding of an enormous system of production and distribution which is constantly improving through the advance of technical understanding and increasing skill, supported by yearly perfection of public education, incessant scien- tific research and invention, and freedom from all but the minimum of interference with individual activities. Our economic system is not perfect, but whatever our national weak- nesses may be, they do not lie in a lack of vitality or courage. If we can maintain the moral fiber of our people and their individual initiative, if we can maintain equality of opportunity for our youth, if we maintain the strength of our government, we shall make even greater progress in the next century.—Herbert Hoover, Foreword, A Century of Industrial Prog- ress, Doubleday Doran.