5 j y Qy 4 ¥ ] SS) | QS) . (fe )) GS VOL. VII, NO. 4 SEPTEMBER, 1929 Research Bulletin OF THE National Education Association Beals } j jGGGeoono Gono Gono ane noes aoe Vitalizing the High-School Curriculum <—- S 47) i 4) SB666666 66665' IAI M A A ) 3 ’ ‘ ‘ ro b*) a 4 FNFINFY r~ OS vi Ne £ ~ yr U TA Ka PUBLISHED BY THE RESEARCH DIVISION OF THE NATIONAL EDUCATION ASSOCIATION 1201 SIXTEENTH STREET NORTHWEST, WASHINGTON, D. C. Entered as second-class matter February 10, ee Washington, 1923, at the Post Office at under Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of PS Pe y yl ; ; yy yr = 4 4 First printing, August, 1929—20,000 copies. October 3, 1917, authorized February 10, 1928. ? Second printing, October, 1929-—10,000 copies. siely TAA GA A GAGA Le RL A AL FIFE ASAE EIT EJF VERE VF GFRF GF | ; =) = PF = Ph hh = hh Research Bulletin of the National Education Association Published five times each year in January, March, May, September, and November by the Research Division of the National Education Association of the United States. President, E. Rutw Pyrtie Secretary, J. W. CRasrree The payment of the 35 membership fee of the National Education Association entitles one to receive the Research Bulletin, the Journal, the Annual Volume of Ad- dresses and Proceedings, and certain other publications of the National Education Asso- ciation for one year. One dollar of each $5 membership fee is for a year’s subscription to the Research Bulletin. The Research Bulletin may be subscribed for separately at a subscription price of $1 per year. Copies may be purchased for 25 cents, and in quantities at a reduced rate. 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Reproduction of Material in Research Bulletins Electro-mat-slide service: The National Education Association maintains a special service to aid those reproducing material appearing in its publications. Send orders or requests for further information to the Division of Publications. Tables, charts, and any other material appearing in Research Bulletins may be reproduced for the advancement of education. No authority other than this notice is needed previous to such reproduction. For further information on this subject or others affecting the work of the Division, address the Research Division, National Education Association, 1201 Sixteenth Street N. W., Washington, D. C. [ 174] | | | | ~~ ee CONTENTS RA Se pe ere e Education for a Changing Civilization Will a nineteenth century school train effectively for twentieth century life? Illustrations of significant discoveries since 1890.... 5 bereits a ale The secondary school’s place in the shifting American scene... Progress made by the secondary school Curriculum Building for Pupils of Different Levels of Ability..... kad Fundamental Principles for the Differentiation of Courses of Study. How Shall theta Content and Method Be Differentiated for Pupils of Mow Shall Course-of-Study Content oud Method be Differentiated for Dull Pup ils Illustrations of Differentiated Courses of Study... ; An Introduction to Research in Secondary School Subjects Research in Modern Foreign Languages Research in High-school Latin................... rs gaa diy 4 d's" are 410 #1000 Curriculum Studies in the Social Sciences........ How Determine the Content of Social Studies Activities and Traits of a Good Citizen.................000- “te How Shall the Content of Social Studies Courses be Ocgeniond) ? An Illustration of a Unified Course....... Present Status of the Social Studies....... “OOD Ty Meree-OCOO) ~WAGTREMALICS..0. woo ccc ccc ccc cccccccsces Recent Omissions and Additions to High School Mathematics Ceusien, Suggested Content for the Mathematics Course in Grades 7-9 Differentiation of Mathematics Courses for Different Levels of Ability. Research in High-School Science............. sd eugMadenk Wie eM ate Lan Curriculum Studies in the Field of Science.................... Learning Studies in the Field of Science..... 6 ack six amota a toral High-School Commercial Education............. Secondary School Home Economics.............. Industrial Arts in the High School............ Trends in High-School Music............... Art Education in the High School................. Art Teaching at Various Grade Levels....... = Certain Trends in Health and Physical Education....................... Helpful Books Dealing with High-School Curriculum Problems..... OS SE Opinion as to Best Books on High-School Subjects..................... ; I tere acak dee ae haa b hese sewe ‘se enon ews oe ee oS ds aig ane miglhes Gee's bdo 00d a Oded ae ebaiee as ates ane te POR ee sae Meare a SEC eke Rew nsess did ats Health and Physical Education............ EE ET Te ee ee ee ee ER 8 oe abate acca or ao Mid sss cee RC hE Hes 6 coin eee nade és ae EN ee ee SE oe 56.0 cama ae pee Raves Modern Foreign Languages................ sb Kay eal RR kts win cin weed EE, 2 ae Oe eee eee ae ak sO ion «ned. sd 4 Wie gb kaa eae 30 va Se ere ee ae RE ee a 2) eee ee py OA eee eee New Courses for Secondary Schools............... Cea Wek Gags Ake KS 6 cline ES Eo er ratedh.sh a a ver NE OF THE chief intellectual purposes of the school is to develop understanding of the ) ca institutions, problems, and issues of contemporary life. Historically, whenever a rapid i ? transformation of the conditions of living has taken place, the tendency has been for the curricu- Yo itt i lum to lag behind. Because of the great changes in modern life, there is at present a real need i % in certain fields of a new synthesis of knowledge and, correspondingly, for a new grouping of the 421 ie materials of the school. if fs School practice, both past and present, has conceived too generally of curriculum-revision as a va task for intermittent administrative reorganization. . . . Because of the dynamic nature of mod- le ern society and of the steady accumulation of truth concerning learning and child growth, if school systems and colleges should make provisions for the continuous study, evaluation, and P ; t testing of the materials of the school curriculum, and the importation of new materials or the a i} 4 elimination of old kinds whenever this proves to be justifiable—The Twenty-Sixth Yearbook id of the National Society for the Study of Education, pp. 21-23. Coh : 4 i men. Pa ad. se ‘ aso dacs a Fee | [ 194] Research in Modern Foreign Languages Extensive research findings available in thi the German list is based on a count of 10.910 hing of modern foreign languages—TVhe 7/77 running words. Table | on | 196 lists \lodern Foreign Language Study,? which has’ the 25 most common words in the S t been completed, is one of the most compre German, and English * Word Bool nsive ever made in the field of secondary lhe Word Books and the Id Lists ication. It presents extensive data on nine which are also based on counts of approx ises of modern foreign language teaching: mately a million words each, give a more scien Course content, enrolment, organization, post tific starting point than did individual judg holastic use of modern language, prognosis, ment for the preparation of element iding, teacher training, testing for achieve guage texts, sources for drill materia ind ment in modern languages, and transfer of various vocabulary studies. tl ining. Idiom lists objectively selected | nt Das Most frequently used words in French, materials. The Spanish, Frencl nd Gk Spanish, German, and English—The Word man idiom lists, made available tl igh the Books cited in footnote 1 below list the Modern Foreian Lanquaae Stud present words most frequently used in writing in four material which cannot be ignored b nvone languages. “The French and Spanish lists are interested in the making of elementary gran running werds of 1,250,000 and of 1,200,000 mars, or the selecting and editing of text running words respectively, in texts widely in fact, in any phase of curriculun nst representative of the various types of writing; tion in these languages 1 Local course-of-study committees charged wit! lilding hig hers interested in improving their teaching are urged to consult th wat I. Course C Buchanan, M. A., A Graded Spanish Word Book, University « Tabulated for range and frequency on a count of 1,200,000 running words f 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, Keniston, Hayward, Editor, A Spanish Idiom List New York, Tabulated for range and frequency on a count of 1,000,000 running words. Morgan, B. Q., and Purin, C. M., A German Word Book. New York, The Macmillan Company, 1928 Tabulated for frequency on the basis of Kaeding’s Hdufigkeitswérterbuch der deutschen Sprache, w of 10,910,777 running words. Vander Beke, George, Editor, A French Word Book New York, The Macmillan Company In Pr Tabulated for range and frequency on a count of 850,000 and for fr 1 y on 1,250 000 running wor Wood, Ben D., ‘‘A Comparative Study of the Vocabularies of Sixteen French Textbook Modern Langu ruary, 1927 Journal, Febr ) ompany, 1929 — Note: For a list of the words most frequently used in English, see Horn, Ernest, A Basic Writing Vocabulary, 10,000 Words Most Comn I lin Writir ( versity of lowa, lowa City, lowa, 1926 Il. Enrolment Wheeler, C. A., and others, Enrollment in the Foreign Languages in Secondary Schools and Colleges of t , New York, The Macmillan Company, 1928. III. Post-Scholastic Use of Moder Lar i 3 O'Shea, M. V., The Reading of Modern Foreign Languages, U. S. Bur f Education, Bulletin, 1927 42 tables. Government Printing Office .Washington, D. C. IV. Prognosis Henmon, V. A. C., Achievement Tests in the Modern Foreign Language New York The Macmillan ‘ 28 V. Reading Buswell, Guy T., A Laboratory Study of the Reading of Modern Foreign Language New York, T M 1927. 100 pp., 43 plates, 11 tables, 15 figures. VI. Teacher Trainir Stuart, Hugh, Training of Modern Foreign Language Teachers for the Secondar he United Columbia University, New York City, 1927. 111 pp., 25 tables. VII. Testing for Achievement in M rn Languages - Wood, Ben D., New York Experiments with New-T ype Modern Langue ] New York, 1 M ( See also: Smith, Henry Lester, and Wright, Wendell William, Second / ion of the Bibliograp) ‘ \ ‘ ments. Bureau of Cooperative Research, Indiana University, Bloomington, Ind., 1927, pp. 133-150 2 An enterprise made possible by a grant from the Carnegie Corporation, by the effective collaboration of t Amer ( on Education and the U. S. Bureau of Education, and by the assistance of numerous specialist t guages. The completed study will consist of 17 volumes. ? When this table was compiled, the French Word Book was not yet See references in footnote 1 above. [195 ] oar a ee andes = Pe Bee fe eae i im etree ete naheees + number of high-school students enrolled Enrolment in foreign language classes— modern languages was 784,352; in La: More high-school students are enrolled 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 L nied The Macmillan Company, New York, 1928. TABLE 1.—TWENTY-FIVE MOST COMMON WORDS IN THREE LANGUAGE: (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® | OS er ere | parte part | der the I oS eRe medio half H und and the a Soe amor love H zu to | and aE er tierra earth in in | to fg 2 Gare aire agua water ein a, one a eet ae a ok hallar to find haben have you | OE FR nombre name werden will, to be of f Bu cccvccscncess encontrar to meet er e in Sh od wine ke Se ae servir to serve von from we Rs ssink ieee persona person ich I for eae bans a aca voz voice, vote nicht not it EE rT rey king sie she that car ilatn éi:5 Slgrere echar to seek mit with is Ade adc Cwite < obra work | sein | your Sarre. modo mode, manner aus out have & eer cielo sky so so will rr? pueblo village sich self be es luz light nehmen take | are ieee fuerza strong auf upon not Se sats aie ecklaseia gente people dieser this as ere mar sea dass that | at DN ewe cacea see recibir to receive es it this I «6 3 ina oe ok 2 punto point vor for with | ee altimo last liber over but Sr alto high an on on ) Buchanan, Milton A., A Graded tee 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 Vocabulary, College of Education, University of Iowa, lowa City, Iowa, 1926. TABLE 2.—PERCENT WHICH FOREIGN LANGUAGE ENROLMENT IS OF TOTAL HIGH-SCHOOL ENROLMENT, DISTRIBUTED ACCORDING TO SIZE Of COMMUNITIES r Size of Community Foreign Language Enrolment Less than o to 30,000 to 100,000 2,500 ,999 99,999 and over Latin enrolment for 1921-22, | Percent of total high-school enrol- not including grades 7 Ean Wadi Wik's yb bdo 08 05 see 30.7 28.6 25.7 23.3 and 8 of junior high _| ——____—__—__|___- school.! Percent of total Latin enrolment. . 37.0 29.0 11.0 23.0 Modern Foreign Language | Percent of total high-school en- enrolments for ay ts ses- I ok on « oig.d gis od dn Riana 15.0 22.0 25.0 34.0 sion, 1925, - —- 7 and 8 of junior onan Percent of modern foreign lan- school. guage enrolment............... 15.0 25.0 15.0 45.0 Read ne thus: In 1921-22, in communities of less than 2500 population, the number of pupils enrolied in Latin was 30.7 percent of Media af pe pane t in these comm ies. oe omen in the United ay (in all sized communities) was found in communities than 2500 population. The enrolment in modern Heng classes, in 1925, in ————-> 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 ities included in the Modern Foreign Language Study. 1 Classical Investigation, p. 276. * Enrolment in the Foreign Languages in Secondary Schools and Colleges of the United States, p. 82. [ 196 ] sch Jue cen Fre hig as tha’ mo} sche [ stuc Fre crec Ger Fre poin ent TAI [he percentage of modern language enrol- nt in secondary schools varies directly and percentage of Latin enrolment varies in- sely with the size of the community. ‘This e general relationship holds between for- language enrolments and size of school. l‘able 2 rds of the Latin enrolment is in communi- s under 30,000, 60 percent of the modern inguage enrolment is in communities of more an 30,000. More than of reign language enrolment is in secondary schools with 1000 Table 3 shows that the percent of the total high-school enrolment taking modern foreign ourses varies from 12 percent in the West Central states to 45 percent in the New Eng- ind states. A larger percentage of college than high- school students take guages—Lable 4 shows that, while the per- cent of the total college student body taking French or Spanish is about twice that of the high-school, for German it is about nine times From these figures, some suggest shows that while approximately two- one-half the total modern over pupils. language modern foreign lan- is great. The reading of modern foreign languages Is the time devoted to the study of f reign languages in high school or in college well spent? I’o answer this question, in the Wod ern Fore ign Lanquage Studs testimony Was gathered from a sampling of 6400 people wh had pursued modern foreign languages for least two years in high school or in college, o1 in both, and who had been out of high college for at least eight years \ sun or mary of this testimony showed that the per centage of people who believe that the devoted to a foreign language was profitably spent increases with the time devoted to the study. The combination of study both in high school and college seems to yield the best re sults. Use of foreign language after graduation Do those who have pursued modern foreign language in high school or in college read TABLE 4.—COMPARISON OF HIGH- SCHOOL AND COLLEGE MODERN FOREIGN LANGUAGE ENROLMENT IN 1925 that college preparatory students should take . . . Percent of total Percent of total more modern language courses while in high Sist-athest n- | collene encolment } l Language rolment taking taking courses in scnool. courses in In 1925 slightly over 40 percent of the . : © aes : > French 13.6 students entering higher institutions brought Spanish e- French credits; less than 20 percent, Spanish German 1.2 0 credits; and an insignificant number, credits in = R a ‘ - . 1See: Enrolment in the Foreign Language mn German and Italian. Of those offering Secondary Schools end Colleges of the United State . a by Carleton A. Wheeler and others, p. 401 New French, 37.7 percent offered three or more York, The Macmillan Company, 1928 points. 1 See: O’Shea, M. V., The Reading of Modern Foreign Languages, U.S. Burea f Education Bulletin, 1927, No. 16. Goverr ent Printing Office, Washington, D. C. TABLE 3.—PERCENT MODERN FOREIGN LANGUAGE ENROLMENT IS OF TOTAL ENROLMENT, CLASSIFIED INTO EIGHT GEOGRAPHICAL REGIONS’? Percent modern foreign Region language enrolment is of total high-school enrolment New England... 45 Middle Atlantic 36 Southern. .... 21 North Central 14 | 1 Based on data in Table II, Enrolment in the Foreign Languages in States, pp. 95-123. Region language enrolment is of total high-school enrolment | West Central 12 Southwestern 9 | Northwestern 1 Percent modern foreign California Schools and College f the L'nited [197] ce A as ee ee ene S 2 ee PI, testy 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. Of 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 studies? Would it result also in raising the general level of achievement in foreign language classes? Im 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 school or at the college level. On the same basis of judgment, children who begin the language in the elementary grades fal! much below the level of language maturity 9; the high-school and college students at the end of two years. Which produces better results, the dir. indirect method?—According to Buswe!l! method of teaching a foreign language has 4 striking effect upon the reading habits of dents. The maturity in reading which sults from two years’ study is decidedly gr with students taught by a direct method +! with students taught by an indirect translatioy method. Psychologically the essence of the direct method of teaching is the direct ass: tion of foreign symbols with their meaning without the intermediary use of the v cular. During equal periods of time, approximate! equal degrees of maturity are reached in French, German, and Spanish when these !an guages are taught by similar methods and under similar conditions. Conditions which make modern foreign language study more successful in Europe than in this country—After administering modern foreign language tests to 25,000 junior high school pupils in New York City, Wood ® was convinced of the stark fallacy of taking calendar-time spent “studying” a modern lan guage, or rather attending modern languaye classes, as a measure of achievement in that lan guage. Comparison of the foreign languaze situation in this country with that in Europe suggested that only a small fraction of these 25,000 pupils belonged in foreign language classes. According to Wood, we have tried to put foreign language study in the common curriculum and have unjustifiably assumed i: would be as successful as it has been in what Europeans call secondary education. We have failed to consider the fact that, In Europe foreign language instruction (a) is restricted to highly selected students, who are reall) competent to learn a foreign language in addition to the native language, and who can reach a genera! 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-Type Modern Languages Tesis,p.8. New York, The Macmillan ‘ pany, 1927. [ 198 ] ot pre re level high enough to make mastery of a gn language useful in adult life activities; (b en by teachers of a high general culture level, se mastery of the language itself and whose dge of the culture and civilization of the le that use it are above question, and who have expert pedagogical training; and (c) is con d. when once begun, long enough to make pos a genuine mastery of the language itself and real acquaintance with the culture, civilization, history of the people that use it What is the least number of years that a tudent may ‘take’ a modern language with fit?—Individual differences are so great it no general answer will suffice. Recent rvevs such as that of junior high-school ipils in New York? show that some pupils irn more foreign language in one semeste1 than others learn in four semesters. The fin: inswer is probably a combination of good tests of general intelligence used as prognostic de- ces and trial-periods in modern language classes in which the amount and rate of pro gress 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 ble. —T’o make trial-periods short we must have accurate and comparable measurements of dé fined achievements. Testing for achievement in the mod eign languages ‘The New York ex; ner with new-type modern language tests was State-w ide oper tive survey of stu le t-a h eve ment. One ninety-minute examination wa ed for all year-classes in each languags This sured comparability between the measures of achievement in all year-classes on a state-w basis. The results of this test sugge escaping from the old time-serving concept of language achievement. According to the New York stud or ninety-minute examination is adequat measure the whole range of achievement high-school modern language work e., t achievement of students in second, third fourth-ye modern language class¢ Lhe xaminations were based on carefull objective data, such as word-count ind invert tories of grammars, and were furth« ecke by experimental evidence. Each part of tl new-type tests was carefully scaled in difth on the basis of actual responses of student that the whole range of achievement w covered by small and regular increment difficulty ’ Research in High-School Latin What proportion of high-school students Latin?—According to the U. Bureau of Education, in 1924, 940,000 pupils, or ap- proximately 27.5 percent of the total junior 1 Wood, Ben D., op. cit. p. 100. ? For lists of standardized modern language tests Department of Superintendence, The Diedinkatens ¢ of the High D. C., National Education Association, 1928. Smith, Henry Lester, and Wright, Wendell William, Second Revision « 133-50. Bureau of Cooperative Research, Indiana University, Bl« the total number studying all other guages. and senior high-school enrolment, were taking Latin. This was a slightly larger number thar foreign lar The enrolment in Greek was about School Curriculum, Sixth Yearbook, pp. 362-3. W f the Bibliography of Educational Measuremer [ yomington, Ind., 1927. Wood, Ben D., New York Experiments with New-T ype Modern Language Tests. New York, The Macmillan Company, 19 * For more detailed information, those charged with building local course American Classical L ine, ened Committee, The Classical Inve sity Press, Princeton, N. J., This inquiry enlisted he aad of 48 educational experts and 8 ibout 150,000 pupils. American Classical League, Advisory Committee, The Classical Report, Princeton University Press, Princeton, N. J., 1925 tudy in Latin should s tigation, Part One, General Report 595 teacher ind included data from over 2,000 | Investication, Part II, Documentary Evidence for t G Broyler, Cecil R., Thorndike, E. L., and Woodyard, Ella, ‘‘A Second Study of Mental Discipline in Hig Journal of Educational Psychology, Vol. XVIII, pp. 377-404, September, 1927 ws : ' Jeffords, Clyde R., ‘‘The Evolution of Latin Teaching,’ Schoc Ruch, G. M., and Stoddard, George D., Tests and Measuremen i Review, Vol. XXXV, pp. 576-598, October, 19 ts in High-School Instruction, Chapter VIII, Part I] 174 0n Latin. World Book Company, Yonkers-on-Hudson, New York, 1927 Thorndike, E. L., et al., ‘‘An Inventory of English Construc Record, Vol. XXVII1, pp. 580-610, February, 1927 Woodring, Maxie N., A Study of the Quality of English in Latin No. 187. Bureau of Publications, Teachers College, ¢ Woody, Clifford, The Ulman-Kirby and Godsey Latin Tests, and t sulletin No. 64, 1924. Bureau of Educational Reference and Rese: Note: For a list of texts purporting to e mbody the results of tl Department of Superintendence, National Educati 4 [ 199 tions, with Measures of Their Importar Teach Translations, Teachers College Contr tions to I olumbia University, New York City, 1925 he Carr English Vocabulary Tests, Bulletin N 6, 1923 arch, University of Michigan, Ann Arbor, M 1e Cl lass Investigation, see pages 380-382 Year .ssociation, Washington, D. C., 1928 ] ce Beh nts i lareneinotesash eee eS ay I t+ ng rte cs a ere ~—_ ee 11,000. In the public high schools, nearly one- half of the Latin enrolment is in the ninth grade or below, while only one-fifteenth is in 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 amou Latin to be read intensively, lack of sufficient va 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 high-s Latin course?—These are the recomme: tions made in the Classical Investigation the Sixth Yearbook: ? Reading material should be continuous Latin” from the earliest possible moment; it sh be well graded in difficulty, interesting, and and varied in details of classical life; and it sh be constantly illuminated with collateral reading in English. Confinement to one autho: a long period should not be made before the th semester of the four-year course. Functional! |ea ing both requires and permits a much more grad distribution of formal elements over the first thre: semesters than at present. The major topics which should be presented in the Latin and in the supplementary English readings include the daily life of the Romans; characteristi Roman traits; classical history, traditions, and government; the topography and geography of th: ancient world; the political, social, and econon attainments of the Romans; the general significanc: of Rome, and her influence on Western civilizatico The vocabulary recommended for mastery should be from 400 to 500 words for the first year; about 500 for each succeeding year. A much lary: number of words may be casually introduced, pr: vided excessive detail and confusion are avoid: The selection for mastery should be based both upor later usefulness in Latin and upon richness of co: tribution to the English vocabulary.* What methods are most effective in teach ing Latin?—Methods in quite general use, but strongly disapproved by the Classical Invest: gation are: (1) Attack on the Latin sentence in a non-Latin order (i. e., subject, then ver) then dependent elements) ; (2) translation as a means to comprehension, especially if it ad heres literally to the Latin; (3) looking up word meanings as a first step in comprehen sion; (4) in advanced work, the requirement 1, Willis L., “‘How Much Time for Latin?’’ The Classical Journal, Vol. XIX, January, 1924, pp. 215-221; ‘The Tin Element tn High Schools, " School mee Vol. XXXII, February, 1924, pp. 105-121. ntendence, The Development of the High School Curriculum, Sixth Yearbook, Chapter XVIII. Natior Béecation ee on Weak ashington, D. t! 1928, p. 376. 3 One of the objective studies which contribute data on this point is the words derived occurring in p Sctaie Se of Se os ~y tt a or nterpretation of these English derivatives tion, Part Two. Princeton Thorndike-Grinstead Word Count. This study e'\ English and a list of the Latin words most importan' League ,Advisory Committee, The Classical I nvesti:.- University Press, Princeton, N. J., 1925. ren Jones, “‘A Report of the Latin-English Word Count of the American Classical League,”’ Teachers Col. Grinstead, W: Record, Vol. XXVI, o. 1, September, 1924, pp. 32-46. [ 200 J En sta sul Ss scl scl cle tio of ranslation of the entire passage as the chief itv: (5) the memorization of forms and s of syntax, in advance of actual experience em in reading; and (6) syntactical or in- tional dissection of a reading passage fol- ng its comprehension or translation. On oint is the report more emphatic than on Sound method centers around comprehen- to which syntax, inflection, and the oral written use of Latin are auxiliary. ‘The ential of sound method in syntax and inflec- is to make them functional, rather than formal. Who should study Latin?—According to ne writer,! the present junior and senior high- hool population consists of these three groups: (1) Those who should study Latin taught in the more or less traditional fashion; (2) those WwW ho should study a modified Latin ind ) those who should not study Latin at The first class is made up of children with intelligence somewhat above the average, with an inclination for languages. Latin will be for them a vocational, a disciplinary, and a cul tural subject. For them, both content and method will be modernized, but the essential 1 characteristics of the old Latin course will be preserved. The second class will probably study Latin only for a year or two. They should have a course that will emphasize the cont tion of Latin to English and that wil 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-school graduation requirements in English—English is the most universal con- stant. Of the 41 states which have particular subject requirements for graduation, 19 require 8 semester credits or 4 years of English; and 22 require 6 semester credits or 3 years. A study of several hundred individual schools shows that the four-year requirement is general throughout eastern and southern schools, and the three-year requirement runs a close second in north central and western sec- tions. Small schools usually include four years of English among the constants.° English not only a subject of instruction, but the means of communication used for teaching all the subjects—All teachers in the school should have a share in the task of tea hing cor rect and effective English expression. Only 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. ‘The pupil’s See: Sage, Evan T., ‘‘Who Should Study Latin? The Classical Journ \ oe 3 Decemb 1924 », 143-1 ? Among the references which local course of study committees and teacher terested in improving t r teachir ft re urged to review are the following: Department of Superintendence. The Junior High School Curriculum, Fifth Yearbook, Chapt IX National Edu \ssociation, Washington, D. C., 1927. Department of Superintendence, The Development of the High-School Curriculum, Sixth Yearbook, ¢ t : N Education Association, Washington, D. C., 1928. Clapp, John M., Chairman, ‘‘ Report of the Committee on the Place and | f English in Amer Journal, Vol. 15, No. 2, February, 1926, pp. 110-234 Coale, Willis Branson, The Professional Needs of Teachers of English. New York, Bureau of Publications, Teact ( Columbia University, 1928. Committee of the National Education Association, Reorganization of English in Secondary Schools, U.S. Bur Educat Bulletin, 1917, No. 2. Gates, Arthur I., The Improvement of Re ng: A Program of Diagnostic and Remedial Method New York, T M Company, 1927. Gray, William S., Chairman, Report of the National Committee on Reading. Part 1, The Twenty-Fourth Yearbook, N Society for the Study of Education. Public School Publishing Co., Bloomington, I1l., 1925 Hudelson, Earl, English Composition, Its Aims, Methods, and Measurement, The Twenty-Second Yearbook, National S t the Study of Education, Part I. Public School Publishing Co., Bloomington, IIl., 1923 Johnson, Roy Ivan, English Expression: A Study in Curriculum-Building. Bloomington, II]., Public S 1 Publishing ¢ 19 6 Columbia University, 1926. Willing, Matthew H., Valid Diagnosis in High-School Composition. New York, Bureau of Publications, Teachers ¢ Woodring, Maxie Nave, and Benson, Rachel Theresa, Enriched Teaching of English in the High School. New York, B of Publications, Teachers College, Columbia University, 1927. Requirements for High-School Graduation, U. S. Bureau of Education, Bulletin, 1928, No. 21 [ 201 ] ae oe scandent a stories 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 practice. English is a cooperative subject. No one teacher can get results alone. The results accomplished in English are an index of what the school stands for. The Baltimore course of study! urges co- operation between the English department and other departments for even more vital reasons: 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 in the use of language, insight into and regard literary content, and good judgment as to the merit of literary effort. How determine the content of high-s. English courses?—Among the various met})ods which have been used are these: 1. Survey of vocational needs—Inq sent to people in many occupations, asking them to list the uses which they make of languay: and their typical difficulties. The Clapp report ? is an illustration of +] type of study. It shows the frequency of se of different language activities from 253 o pational groups, including 2615 people in towns in 35 states. 2. Analysis of prevailing school practi Inquiries sent to heads of English departments of high schools and representatives of coll: Davis’s study in the September, 1926, | of the North Central Association Quarte cites current English requirements in junio: and senior high schools as to credits, recitations per week, length of period, pupil grouping, an relative emphasis on literature, language, 0: composition, argumentation, library instruc tion, outside reading, magazine and newspaper study, and textbooks. 3. Statistical studies of children’s errors in capitalization and sentence structure—J hes studies * show what usages in punctuation are most important. They assume that frequenc) of use is a measure of importance. Some stud ies also show the comparative difficulty of these various practices for public school pupils. 4. Summary of judgments of teachers and pupils—Intensive studies * have been made ot children’s interests as an aid in the selection of content for courses in literature and also fo: building up lists for outside or parallel reading 1 Baltimore Public Schools, English Course of Siudy for Junior and Senior High Schools. City Board of Education, B more, Md., 1924, p. 11 a 2‘*Report of Committee on Place and Function of English in American Life,"" English Journal, Vol. XV, pp. 110-34, |! ruary, 1926. 8 Ruhlen, Helen, and Pressey, S. L., ‘‘A Statistical Study of Current Usage in Punctuation,’ The English Journal, Vol. X| No. 5, May, 1924, pp. 325-331. Pressey, S. L., “A Statistical Study of Usage and of Children’s Errors in Capitalization,"’ The English Journal, Vol. X! No. 10, December, 1924, pp. 727-732. ‘ As illustrations, see Uhl, Willis L., The ¢ Materials of Reading, Their Selection and Organization. New York, Silver, Burdett and Company, 1°94 Washburne, Carleton, and Vogel, Mabel, 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 buil: up similar lists for outside or parallel reading. Weiser, A. B., and Ashbaugh, E. J., ‘‘What Books Do Junior and Senior High-School Students Read?"" Educational Resea’ Bulletin, Ohio ‘State University, Columbus, Ohio, Vol. III, pp. 223-8, 250-3, and 265-6, September 17 and October 1, 1924. [ 202 ] cor far sch the sat tra the thi: wil me ing tial tio ple Coht cise 5. Té sting pupils’ ability fo compre hend cer n literary selections—lIrion * found that (a) literary comprehension of ninth-grade pupils n be fairly accurately measured; (b) com- prehension varies with literary type—poetic t pe being most difficult ; and (c) literary com prehension correlates to a considerable degree with intelligence and with (horndike McCall Reading Scales. 6. Analysis of social and business correspond- ence—Lhe 10,000 words most commonly used n writing, and ranked according to frequency of use, are included in Horn’s Basic Writing Vocabulary, published by the University of scores on the low a. 7. Arranging an environment which sets free the creative spirit of youth—Teachers who have tried this method, state that it is one of the most helpful means of discovering the ca- pacities of their pupils.* The high school must build on the work of the lower school—The high school inherits not only the product of the elementary school, but also the responsibility of continuing the proc- esses assigned in the elementary school to the writing, Ideally, pupils should come well schooled in these sub- so-called language arts — reading, spelling, composition, and grammar. 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- tial for two reasons: (1) The primary func- tion of the high school for the many is to com- plete the training begun in the lower school ; _, ‘Irion, Theodore W. H., Comprehension Di ficulties of Columbia University, New York City. 116 pp ? See: Mearns, Hughes, Creative Youth. Garden City cisco, Calif., 1928, p. 15. ) this training, in many cases, is necessary in order t ro torward to new work with ny promise of success. Sequi nce and continuity in the nglish course should be developed through a careful articulation of the work of the elementary school with the junior high school, and the work of the Each teache1 course of study in English for high SC jumior with the senio: should be familiar with the entiré i le mentary ind } E nglish courses adapted lo different groups The San F for Special Groups the newer courses which recognize individua differences course 4 lasses be | [ 203 ] Ninth-Grade N Wis Doubled iy San Francisco Public Schools, English for Special Groups, High Sch« t rancisco course of study in / Ng is illustrative of several of and language difhculties Vhis suggests that, when numbers permit formed according to: Retardation due to language difficulties a. Mentally retarded and also_ retarded through language difficulties 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 Retardation due to mentality The work expected from a retarded group ability to skill depends upon the general interest work independently or cooperatively, and 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 retarded group, the minimum re 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 \ course outlined for special groups should be made so flexible that the teacher may feel free to select such materials as may be used Siud er in the Study of Literature Tt ers ( lege Page and Company, 1925 34 py Grades IX-XII. Board of Ed tion, San Fr 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—QOver-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 (e+! ing. A text in literature must not be regarded as a convenient means for illustrating rhetoric! principles, for it is a much greater thing; ;; | an interpretation of life itself. A pupil shou|d get sufficient joy from a well-selected hijo} school text in literature, so that in his leisure hours he will return to it of his own accord and with ever-increasing pleasure because 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, s plot, and character delineation should be en sized ; in the short-story, the single aim of the writ and the single impression of the reader; in the act play, the author’s economy and art in build upon a single dramatic incident; in lyric poetry writer’s thought and mood. What help from tests?—It is recommended that, whatever type of test is used—achieve- ment, prognostic, or diagnostic—each be used to improve the effectiveness of individual! in- struction. While group standardized tests in the mechanics of composition offer a basis of comparison with the norms of the country, and are good measures to indicate the ability of the group, they are poor measures to dis cover the errors that individual pupils make in speaking and writing. Objective tests can be made which measure with a fair degree of accuracy, reading ability, comprehension, and literary information.” 1 Lansing Public Schools, Course of Study in English, Grades I-XII, Board of Education, Lansing, Michigan, 1926, p. 169 See: Ruch, G. M., and Stoddard, George D., Tests and Measurements in High School Instruction, Yonkers-on-Hudson, Wor Book Company, 1927, pp. 97-135, for a list and discussion of English (language, grammar, spelling, reading, and composit tests. [ 204] Curriculum Studies in the Secial Sciences Scientific’ the “guessing method in selecting content *—Until recently, courses of study for the training of pupil citizens have been compiled by a priori, methods. Often the result was a body of poorly selected versus “guessing” and unevaluated material, far too bulky and mprehensive to permit of adequate treat- ent. Today, scientifically what specific information, ncepts, generalizations, atti- tudes, and ideals should be developed. The chief problem is to select from the vast amount effort is made to determine skills appreciations, of available material those socially valuable activities of greatest relative worth to citizens. Textbook writers, according to Rugg’s sum- mary of studies which analyze social science texts, have attempted to solve this problem by encyclopedic methods and have included some facts about many persons, dates, countries, and problems. The failure to learn, and apply these often unrelated facts has led research workers to analyze content in terms of the cities, topics, concepts, students’ retain, actual needs of citizens and in terms of relative values. ' Local course-of-study committees and teachers interested in improving their w lings of research than are presented’in this Bulletin. They American Historical Association and the National Education Association Education for Citizenship,’" The Historical Outlook, Vol. X, pp 1920; and Vol. XII, pp. 87-98, 119-43, 165-84, and Columbia University, New York City, 1928. Bixler, G. K., ‘Social Problems of the Labor Group,’ gations, Supplementary Educational Monographs, No. 31. Dawson, Edgar, The History Inquiry. Department of Superintendence, School Curriculum, pp. 217-78. Department of Superintendence, *‘ School Curriculum, pp. 323-79. Department of Superintendence, “‘ Curriculum, pp. 213-91. National Education Association, Department of Superintendence, *‘ f the High School Curriculum, pp. 289-309. The Social Studies,” The Social Studies," Pa., 1924, Harap, Henry, Education of the Consumer. Lee, Baldwin, Issues in the Social Studies. City, 1928. Mathews, C. O., achers College, Columbia Univ ersity, a York City, 1926. 208-18, March, Bamesberger, Velda C., An Appraisal of a Social Studies Course, Contributions " Summary The McKinley Publishing C Chapter VII, National Education Association, Washington, D. C., 1925. Chapter XIII, National Education Association, Washington, Junior High School Social Studies, Washington, Research in High School Social Studies,’ ‘ National Education Association, Gambrill, J. M., Experimental Curriculum Making in the Social Studie The Macmillan Company Bureau of Publications The Grade Placement of Curriculum Materials in the Social Rugg* has summarized and _ interpreted ines of his fifty investigations of the social va tory, geography, civics, and ology. \ the studies are presented in subsequent paragraphs. While e\ tentative, it is, economics, socl few of indications of these idence from some studies is highly nevertheless suggestive to curriculum makers. problems of with methods have been Can the citizenship be de- These used: termined precision? four ob jective l Analysis of and topics and problems discussed newspapers magazines 2. Judgment of lay citizens concerning problems 3. Statement of problems found in political plat forms 4. Statements of the study of “frontier” thinkers cialists society In selecting periodical literature from which to make basis should not be wide circulation but an analysis of important issues, the I ither the question as to which periodicals are most “alive” to critical issues. In determining what particular problems of contemporary society are of greatest relative i rk in the social studies w letailed are urged to ‘Reports of a Joint Committee on History and 273-81, May, 1919; Vol. XI, pp. 73-83, 111-5, Fe iary, March April, M. ry, and June, 1921 Education, No. 328 I ers College and Interpretation in: Bobbitt, Franklin, Curriculum Inve University of Chicago, Chicago, IIl., 1926 ompany, Philadelphia, Pa., 1924 Third Yearbook, Research in Constructing the Elementar Fourth Ye arbook, The Nation ai W D. C., 1926. ’ Chapter XII, Fifth Vearbook, The /untor Hig D. C., 1927. "Chapter XIII, Sixth Yearbook, The Developmen ba ashington, D. C., 1928 » McKinley Publishing Compa Philadelpl New York, 1924. Teachers College, Columbia U1 New Studies, Contributions to Education, N 41 Monroe, Walter S., and ang: I, The Status of the Social Sciences in the High Schools of the North Central Association Bulletin 13. Bureau of Research, Shoe of Education, University of Illinois, Urbana, IIl., 1923 National Society for the Study of Education, ‘‘ The Social Studies in the Elementary and Secondary Schoo! T went y-Second Yearbook, Part II, Public School Publishing Company, Bloomington, III., 1923. Osburn, W. J., Are We Making Good at Teaching History? Public Sch “ Publishing Company, Bloomington, IIl., 1926. __ Rugg, Earle U., Curriculum Studies in the Social Sciences and Citizenship, Colorado Teachers College Education Series, No. 3 Colorado State Teachers College, Greeley, Colo., 1928 Note: The subsequent pages, relative to research in the social studies, have drawn heavily on this volume, which sum marizes 50 semi-scientific studies of pioneer students and research workers in the field of the social sciences and citizenship education. Rugg, Harold O., ‘“‘ Teaching the Social Studies,"’ The Classroom Teacher Vil. XI. The Classroom T« Inc., Cl g ‘ee * Those concerned with the building of social studies courses on a more scientific basis will be interested in following the work ! two committees. The first is the ‘‘Committee on History and Other Social Studies in the Schools”’ of the American Histor Association, of which A. C. Krey of the U niversity of Minnesota is chairman This committee has undertaken a study conducted ma —— basis over a period of five years. The appointment of a committee on social studies was also authorized by the American Council on Education on May 3, 1929 * Rugg, Earle U., Curriculum Studies in the Social Sciences and Citizenship, Chapter VI, Colorado Teachers College Educat Series, No. 3. Colorado State Teachers College, Greeley, Colo., 1928 [ 205 ] worth, it would seem that dispassionate ex- 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, men and women trained in economics, government, and societal needs, are the best source for statements of America’s most insistent, crucial, and permanent prob- 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 list of dates in American history by asking members of the American Historical Associatic 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 squar miles, (b) population, (c) total value of im; (d) total value of imports from the United States (e) total value of exports, and (f) total valu exports to the United States.° The shortcomings of the methods mentioned above for selecting course-of-study content are apparent. ‘The most that would be claimed for some of these technics, even by those inves tigators who have used them, is that they resent groping steps in the direction of scientifi procedure in social science curriculum « struction. They offer a better basis than pure 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 good citizen Most people would agree that an essential step 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 factors, using each of the following methods: 1. Listing major classes of reading material bear- ing upon citizenship. Rugg* has reviewed three studies of this type which rest upon the assumption that analysis of reading materials will reveal broad categories which indicate “what man is thinking about, what he is dealing with, and what activities he is per- forming.” 2. Discovering citizenship. Interviewing laymen, analyzing editorials in periodicals, and analyzing special articles on citizenship are among the methods used in discover- ing the necessary equipment of a good citizen. 3. Securing subjective judgments of desirable and undesirable citizenship traits. In applying this method, Bobbitt’ secured the consensus of opinion of large groups of experienced the duties and difficulties of 1 Rugg, Earle U., Curriculum Studies in the Social Sciences and Citizenship, pp. 31-52, Colorado Teachers College Educat Series, No. 3. Colorado State Teachers College, Greeley, Colo., 1928. 2 See: Wooters, J. E., ‘Elementary American History Standards; Results of an Investigation Carried on to Determine | Most Important Dates for Memorizing in the Elementary School,” School and Home Education, Vol. XXXIV, pp. 152-5, Dece: ber, 1914. 8 See: Branom, M. E., and Reavis, W. C., ‘‘ The Determination of the Minimal Essentials of Elementary School Geograp! Seventeenth Yearbook, Pari I, pp. 27-39, National Society for the Study of Education. ington, Ill., 1918. 4 See: Public School Publishing Company, Blo: Rugg, Earle U., Curriculum Studies in the Social Sciences and Citizenship, Colorado Teachers College Education Se: No. 3, pp. 70-77. * See: Bobbitt, Franklin, Curriculum-Making in Los An of Chicago, Chicago, IIl., 1922. Colorado State Teachers College, Greeley, Colo., 1928. eles, Supplementary Educational Monographs No, 20. Universit [ 206 ] le as to the desirable charactertistics and ‘lities of the good citizen. nedden ' deficiencies of rroups such as “owning farmers,” girls of a analyzed environment, and children of Russian-Jewish igrants, especially those aged 12-14. Recording of special types of civic training anded of lay citizens. Among the methods used are: (a) Listing the »s of litigation revealed by the records of a three years; b make a se ntv clerk over a ing several classes in period ot public schools their ord of civic transactions of members of families:* and (c) determining standards relative consumers’ needs and discovering extent to which ese are applied.* s. Summarizing lists of traits demanded by lay tizens, [hese are among the studies which have been made: (a) Several hundred people listed in Who’s Who in America, representing the fifteen occupa- tions in which the majority of the American people 1re engaged, were asked to list five or more traits that they considered the most essential to efhcient citizenship;” (b) Citizens been interviewed is to their duties and difficulties;* (c) Books of essays have been analyzed to determine the qualities and (d) Books of been have that citizens should possess ;' etiquette and articles in magazines have analyzed to discover what forms of conduct society has approved.* 6. Discovering how much voluntary reading of lay” citizens pertains to the social sciences. To illustrate: The book withdrawals from the New York central and branch year were analyzed, as was also the proportion of books of various classes during that vear. According to this study, about four out of every ten non-fiction books withdrawn deal with the social sciences and half of these, in the opinion of librarians, represent what might be called volun- libraries for one published tary reading. All librarians consulted, except one, tend to support the claim that there is a sought in the teach- leisure time value or objective to be » ne the udgment of i ( s con cerning the \ alues oT s« hool s pee t ! ] te For xample The judgments of & izens in " US ccupations, who were hig! | rad uates, we secured concerning the e of sch subjects and activities in later life Content of Social Studies Organized? How Shall the Courses Be A unified course versus tradit SsuD pe matter divisions— The content of courses in the social studies is organized at the present time along difterent lines. Some school systems offe1 the traditional courses of geography history, civics, and economics. Others offer a unified course embodying all these subjects. In many traditional organization (1) Some believe that school systems, the prevails for two reasons: the maintenance of separate traditional sub ject-matter divisions produces the best educa tional results; (2) others, while accepting the unified course in theory, feel that it is impra ticable to put into practice at present due to lack of unified textbooks, unified courses, and teachers prepared for handling these courses. Those who now organize the social subjects in a unified course feel that geography, history civics, and economics are so intimately related that the traditional subject-matter divisions impose artificial barriers to the most effective presentation of these materials. \mong those who lean toward unification, considerable difference of opinion exists as to the extent and character of the unifying pro ‘The ject” poli \ supporters of the ‘composite sub- cess. would accept the conventional sub of departure, but ing of the social sciences.” ject divisions as points 1See: Snedden, David, Civic Education. World Book Company, \ Hud New York, 1922 Alderman, Grover H., ‘‘What the Iowa Layman Should Know ( t id Law School Review, \ XXX, 19 360-4, ‘Goss, Ralph Ross, What Civic Knowledge Is Needed by an Indiana 1 ’ Mast f Arts TI ersity of Indiana, Bloomington, Ind. ‘Harap, Henry, Education of the Consumer. The Macmillan Com v \ 1924 Breeze, Retha E., ‘‘What Constitutes Good Citizenship,” School Re XXXII, Septem a926 - ® Mahon, T. J., Duties, Difficulties, and Qualities of Citizens, Master of Arts TI , uny l Color I College, Greeley, Colo., 1925. Bobbitt, Franklin, Curriculum Investigations, Supp Chicago, Chicago, IIl., 1926. § Lorenzen, C. H., Approved Social Behavior as Revealed { Chicago, Chicago, Il., 1925. * Horn, Ernest, ‘‘A Study of Library Withdrawals and Books Published,"’ Twen for the Study of Education, pp. 235-9. 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 Curriculur Vol. XXIX, February, 1921, pp. 113-31. lementary Educatior M Public School Publishing Company, B pp. 98-102. Universit thlished I versit in Recent Literature, Master of Arts Thesis, unpubli sjloomington, Ill., 1923 n thool Revieu ty-Second Yearbook, Pari 11, National Society : en Sn) el vata = pa _ . Say oes a w ae ee PtP Pm ig. Si waning AE aoa! om = etaeie ecamien a ; ik ie 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 to 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 least edly unified course is probably desirable as a transitional step. Progress und: needs to be made in focusing instru: on social institutions and modern prob! but mati ofter we must not value too lightly the . c and more complete view which ed 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 consis: these six parts: I. Seventh Grade—The Background of A c an Life: A. How geographical conditions influenc. (Two weeks). B. Types of environment and of man! (Two weeks). C. Our inheritance (Two weeks). D. How man learned to contro! natural | E F G. Examples of civilization from early Europe H I (Two weeks). . How civilization has grown (Four weeks . Examples of civilization from the \ East (Four weeks). (Four weeks). . From the old to the new (Four weeks Europe preparing for expansion (!»v weeks). The New World the great discovery of the fifteenth century (Four weeks). J K. From Europe to America (Four weeks L. The English Colonies (Four weeks). II. Eighth Grade—The United States: A . Thirteen colonies to thirteen states, | 1781 (Four weeks). B. The thirteen confederated states, “| a = ™ G H League of Friendship,” 1781 to March 4 1789 (Four weeks). The new nation, 1789-1801, “A Fede Republic” (Four weeks). . The new nation finding a place among ¢! nations, 1801-1829 (Four weeks). weeks). Expansion and conflict, 1829-1865 (Eigh« weeks). a i Life in the new nation, 1800-1829 (Four . Reconstruction and getting together, 180: 1900 (Eight weeks). . Working together for our national weltfa 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, Dep ment°of Education. [ 208 } Coll Ninth Grade—The Practice of American Citi- zenship: A. Introduction: Living Together, Society and Government, and the Individual and So- ciety (Two weeks) B. The social organization of society (Three weeks). C. Economic weeks). D. The political organization of (Twenty-four weeks). E. The vocational phases of social life (Four phases of social life Three society 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). *, The period of discoveries, explorations, ex- pansions, and reform, 1400 to 1600 (Two weeks). . Modern monarchial governments have their day and their wars (Four weeks). . Industrial and political revolutions weeks). Modern nations (Five weeks). Our modern world (Two weeks). <. The World War, 1914 to 1919 weeks). L. Happenings of our weeks). V. 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 civilization in transition Three (Two (Two own time (Three 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 commercs money, credit, banking, distribution of th wealth and hational income, public opinion, interna tional relations and world peace The terials in the social studies difficulty of graphic materials of the social studies by the grade placement of -One study,” made CHTTICNLNIN to determine the reading and objective responses ot pupils, involved the test 10,000 children in grades 4-12 The results revealed growth of comprehension ing of nearly ability and suggested a basis fer 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, pictograms, and maps. The assumption was that by testing the ability of a large number of fourth-grade children to comprehend these ma terials, and by repeating forms of this test yea: after year on the same children until they grad- uated from high school, knowledge of the growth of comprehension could be accumu lated. Among the conclusions reached were these : 1. Ability to comprehend and interpret the read ing and graphic selections used here increases gradually from the fourth to the twelfth grade This is the general tendency. In a few increases between consecutive grades. cases the data show 1 The World History Course in St. Louis, Mo., (Curriculum Bulletin No. 25, Board of Education of the City of St. Louis somewhat similar. Its major topics are as follows: A. 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 E. Modern History—Among the special objectives set up for this period are way to modern times? the following 1. To gain an understanding of imperialism and the World War. 2. To see the importance of d»mocracy since the War and its problems The Denver Course in World History (Course of Study Monograph No, 19, So Public Schools, Denver, Colo., 1926) is made up of these units: I, What did primitive and oriental man bequeath to modern civilization ) About 776 B. C. to 323 B. C. 13 days. Il. How did the Greeks advance civilization? III. What were Rome's chief additions to world civilization? IV. What contributions of the Middle Ages paved the way to modern times? 19 days.) V. How did the period of the Protestant Revolt advance civilization? ial Science, Senior High Scho ? Beginning of time to 490 B. ¢ (About 16 days.) About 753 B. C. to 476 A. D. (About 14 days.) About 476 A. D. to 1492 A. D. About About 1500 to 1700 A. D. (About 15 days VI. How have the political, industrial, and social revolutions of the eighteenth century contributed to modern civilization? About 1700 to 1850 A. D. (About 35 days.) VII. What steps have the leading European nations taken in the nineteenth century toward democracy? Al 1914 A.D. (About 25 days.) VIII. What losses and what gains have come from the World War? 1 Mathews, C. O., The Grade Placement of Curriculum Materials in the Social Studies. College, Columbia University, New York City, 1926. ut 1850 to (About 20 days.) Bureau of Publications, Teackers [ 209 ] Sn i ert i AE aa i 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 lime 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 difh- 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. 1 See: Lee City, 1928. 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 every: that is controversial. The school can | fully realize its purpose if such a policy vails. Some consider it as undesirable to current questions as to promote propag concerning them. In their judgment, it good thing to make pupils feel that their ed\, tion is fitting them to cope with niatters which the world is excited; it gives them sense that scholastic teaching is not divorced from the practical world. These are among the guards which, if ob served, should make practical the discussion 0! certain live issues in the public schools: 1. Teachers should be carefully trained to dis tinguish between the approach of the propagandis: and the approach of the scientist. The importance of strict impartiality in arriving at final decisions 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 co: fidence of teachers and school administrators Class conscious groups, particularly, should unde: scand the impartiality of the school’s attitude, and their constructive cooperation be enlisted in mai: taining that attitude. 4. Common sense should prevail as to which liv: and controversial issues are discussed. The school 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 arouse un necessarily Warring public emotions. 5. The pitfalls of poor teaching in this field and the danger of misunderstanding on the part of th: public should be carefully evaluated, in order that 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 tactfu! teacher will develop a spirit of open-mindedness in pupils by seeing that both sides to controversia! issues which come up for discussion are presented That this is feasible is shown by the data pre sented in the next paragraph, which show that ot a large group of teachers consulted nearly halt of them consider controversial issues. Are controversial issues avoided ?—In answer to this question, 48 percent of 508 social science Baldwin, Issues in the Social Studies, Bureau of Publications, Teachers College, Columbia University, New \ ork [ 210] ers answered “Yes”; 49 percent answered \ VO. One writer® asks pupils to raise these vestions in their study of each problem that ses! What are the true facts in this matter? Have I all the facts I need? Is there another this ive not considered? + Are the facts I have read or ld probably reliable? Can I depend on them Is there reason to believe that the side to question that have been is being true? eople who gave the facts are prejudiced? 5. Which side of the question is supported by the ? nost important facts! Training of the emotions as a means to better civic behavior—If individuals are to cope successfully with our increasingly complex society, they must be trained to take intelligent \ttitudes regarding the more outstanding social, political, and economic issues. Observation shows 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 hould used in the social studies? In answering these riate 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, according to Dawson, is the ‘‘development of faith in human institutions and faith that progress of the race may be ad- progress—a vanced through the social use of scientific knowledge about the character of mankind.”’ * “ee Social progress must stand on knowl- edge, understanding, and sympathy ; and knowl- edge must precede understanding and sympa- thy.” 5 1 See: Lee, Baldwin, Issues in the Social Studies. y, 1928. 2See: Rugg, Harold O., Social Science Pamphlets. * See: Briggs, Thomas H., Curriculum Problems. Attitudes, * Dawson, Edgar, Teaching the Social Studies, p. UX. 5 Ibid., p. 25. * See: Report of the Committee on the Status of E Schools, Cincinnati, Ohio, May, 1929. rc [2 Bureau of Publications, Teachers ( Lincoln School, Teachers C New York, The Macmillan (¢ New York, the Mai onomics and Sociology in Instead of merely evaluating instruction by oral or written examinations 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 are disapproved ? The teaching of economics and socio Many are debating whether these subjects should be the senior high school school systems introduced into the senior high school here 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 In deciding this issue, each school the questions. system should evaluate content already offered 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 staft is to ofter these subjects. A committee of Cincinnati teachers® re that taught in the senior high school in order: cently reported economics should be 1. To furnish a laboratory for scientific analysis of the laws and facts of our complex economic organization. 2. To create in this laboratory an informed, in terested, critical, and socially minded citizenship for constructive handling of dynamic economic problems. 3. To appreciate the fact that industrialism has transformed the old individual order into a social one. 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 the habit of even when personal motives or principles must be form using economic truths sacrificed. 7. To enrich the students’ general reading back ground and to train for an intelligent apprecia tion of current literature on the affairs of the day olumbia | ollege, ollege, Columbia University ompany, 1926. Chapt millan Company, 1927 Senior High Schools in the Unite 11] — — 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- quiry of the American Historical Associativy gained these twelve general impressions: 1. Ancient history as a separate course see: be receding in popularity. 2. The tendency to stress recent history seems to be weakening the popularity of medieval histo 3. English history as a separate subject see: be losing ground. 4. The one-year course in world history, while popular in some quarters, does not seem as ye; to have made much headway. 5. American history tends to move from the senior year to the junior year of the high schoo! 6. There is a tendency to put into the last yea of the high school a course in current problems under some such title as Modern Problems Problems of Democracy, or Social Problems. 7. New York and Maryland have recentl, up, for the second, third, and fourth-year high school grades, a three-year course in history; and correspondence with trained history teachers shows that this movement has widespread support. 8. There seems to be a tendency to put into the first year of high school one or more of the new civics courses. 9. There is considerable interest among schoo! administrators in a junior high-school course mad up of a combination of materials taken { geography, government, history, and industrial and social conditions. 10. The tendency to give a large amount time to the socialized discussion of current events seems to be growing. 11. The teaching of government seems to be standing still, if not actually receding, under thx pressure for a rather indefinite discussion of eco nomic and social problems. 12. The training of teachers for the social stud ies, separately or as a group, is in need of attention. * 1 Dawson, Edgar, The History Inquiry. The McKinley Publishing Company, Philadelphia, Pa., 1924. Department of Education, Baltimore, Md., 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 [ 212] int events Few subjects taught in the secondary school elicit more contradictory viewpoints than does mathematics. What should be taught, how much of it, to whom, how, and why, are mat- ters of disagreement. some of the trends. Modern aims in the teaching of mathemat- 1cs—Those interested in mathematics differ as One group em- This section presents to its principal objectives. phasizes its cultural value and regards it as a means of increasing power to think clearly and logically. The other group looks upon mathe- matics as a means of providing pupils with in- 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: * The 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—These are among the questions which arise in planning junior and senior high- school mathematics courses: Trends in High-School Mathematics ' 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 between these two plans be better? Should the seventh grade course begin with arithme- 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 1 For more detailed information, see: Department of Superintendence, The Development of the High School Curriculum, Sixth Yearbook, National Education Association, Washington, D. C., 1928. Chapter XV, “‘ Research in High-School Mathematics National Committee on Mathematical Requirements Under the Auspices of the Mathematical Association of America, 7he 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 f Publications, Teachers College, Columbia University, New York City, 1927. 297 pp. National Council of Teachers of Mathematics, Third Yearbook. Selected Topics in the Teaching of Mathematics. Bureau of Publications, Teachers College, Columbia University, New York City, 1928. 276 pp. National Council of Teachers of Mathematics, Fourth Yearbook, Significant Changes and Trends in the Teaching of Mathe- matics Throughout the World Since 1910. Bureau of Publications, Teachers College, Columbia University, New York City 1929. 186 pp. Reeve, W. D., ‘‘The Mathematics of the Senior High School,”" Teachers College Record, Vol. XXVIII, No. 4, December, 1926, pp. 374-386. The Reorganization of Mathematics in Secondary Education. A Summary of the Report by the National Committee on Mathe- matical Requirements, Bulletin, 1921, No. 32, U. S. Bureau of Education. 73 pp. Woodring, Maxie Nave, and Sanford, Vera, Enriched Teaching of Mathematics in the High School. Bureau of Publicati Teachers College, Columbia University, New York City, 1928. 128 pp. _ #This committee was appointed by the Mathematical Association of America in 1916 and was assisted financially by the General Education Board. The report of the committee, The Reorganization of Mathematics in Secondary Education, was published In 1923. The original report is out of print, but a revised edition has been issued by Houghton M fflin Company, New York. pp. 13-14. * Counts, George S., The Senior High School Curriculum, Supplementary Educational Monographs, No. 29. The University of Chicago Press, Chicago, Ill., 1926, pp. 57-66. [ 213 ] ast ar gee | t # Re | ; is ire Seto t Ppt ate in fifteen selected school systems, found no rather than the mere making of them—\y the striking difference between the contents of teaching of graphs, the fact is now recognised mathematics courses in many school systems and __ that the graph is not an end in itself, but jt js the recommendations made by the Committee equally important that the pupil learn 4 of Ten or the Committee on College Entrance “think graphically” of relationships. A graph Requirements in the last decade of the nine- is a pictorial representation of an algebraic teenth century. law. The best approach to algebra is not by However, according to the Fourth Yearbook means of the equation or through the funda. of the National Council of Teachers of Math- mental operations, but through the study of ematics,' these are among the significant the formula. The study of the graph is 4 changes which have been made in certain school major trend today in algebra because wit!) the systems in secondary school mathematics formula it helps to clarify the idea of function- courses in recent years: ality. A new type of graphic problems is find- 1. Simplification of algebra—Few subjects ing its way into algebra. Problems from «ci- in the high-school curriculum have undergone ence, statistics, and everyday life are studied, more changes in the last few years or have both those that have mathematical formulas shown more progress than algebra. It is be- and those that do not, and the functional as. coming a live subject functioning in the life pects are emphasized. of the average individual. To note the changes 4. Functional thinking — New meaning is in the subject-matter of algebra: 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. It is essential Among the first topics to be eliminated from that the habit of thinking about relations be- elementary algebra were the highest common tween quantities be established since this is factor by division, cube root by the formula, needed in all activities of life. To illustrate, the general theory of the quadratic, compli- the relation of interest to time and rate; of cated brackets, complex fractions of a difficult cost of transportation to distance and number type, simultaneous equations in more than three of times materials are handled; of accomplish unknowns, the binomial theorem, and compli- ment to speed; of the size of an angle to the cated radicals. The old idea that “we must amount of rotation of a line from one position scientifically define all terms before they can to another; and of the area of a triangle to its safely be used” and develop the subject logi- length and base. Unfortunately, an analysis cally has been replaced by a psychological de- of several widely used algebras and geometries velopment. revealed that although on almost every page 2. Numerical trigonometry — According to opportunities for training in functional think- David Eugene Smith, the introduction of sim- ing are offered no systematic use of them is ple numerical trigonometry in connection with made.? However, some of the newer courses the work in ninth-grade algebra is the most of study give special emphasis to this point. notable advance in the last quarter of a cen- 5. Changes in geometry—Geometry because tury in the teaching of algebra. of its age and its logical arrangement has re- 3. Emphasis on the meaning of graphs sisted change more than other phases of math 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. . 1 The National Council of Teachers of Mathematics, The Fourth Yearbook, Significant Changes and Trends in the Teaching 0! Mathematics Throughout the World Since 1910. Bureau of Publications, Teachers College, Columbia University, New \ 0's 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 Mathematics. Bureau of Publications, Teachers College, Columbia University, New Yor City, 1928, pp. 42-56. 3 To illustrate, on page 9 of the 1924 Baltimore City Mathematics Course of Study for Junior and Senior High Schools, tis statement is made: The function idea which is introduced in the intuitive geometry is continued throughout the junior and senior mathem.' course. [ 214] arn to . graph gebraic not by funda- udy of h is a ith the nction- is find- mM sci- tudied. rmulas nal as- Ming 1S by re- bolism ressive ut the other ential ns be- his is strate, 7 OF umber plish ‘o the sition to its alysis etries page hink- -m Is urses pint. cause Ss re- nath- ematics. In many junior and senior high-school courses, the fundamental change has been the introduction of intuitive geometry in the sev- enth and eighth grades, and a short unit of demonstrative geometry in the ninth grade. Intuitive or informal geometry includes proofs by intuition or by experiment and provides a gradual 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 of plane and solid geometry. ‘The present tendency is in the direction of combining these two parts of geometry into a one-year course for the tenth grade. The argument is that the important part of solid geometry for the 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 program for some years. In the United States it is offered in only a few schools. However, the National Committee on Mathematical Re- quirements recommended in 1923 that an ele- mentary course in calculus be offered as a high- school elective. 1 Reeve, William David, in The Fourth Yearbook of The National Council of Teachers of Mathematics. Bureau of , 1929, p. 163 tions, Teachers College, Columbia University, New York City 2 See: The Problem of Mathematics in Secondary Education, Bulletin, 1920, No. 1, U. S. Bureau of Educati of the type of course suited to these four groups. 7. Applied problems—There is, at the pres ent time, an apparent desire to introduce a rea- 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 situations within his comprehension. ‘The re alization is spreading that culture itself can be 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 oppor 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 requires consider- able knowledge of mathematics. 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. 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] 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 jp demonstrative geometry, which gives the pyu- pil a chance to find out what it means to prove something. This is done with a few axioms. postulates, and theorems, reinforced by some carefully planned work on original exercises. The following outline of topics included in +h¢ 1928 Pittsburgh course is more or less typical. The specific topics included and the time al|or- ted to each will of course vary widely in dij 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 NO 4s ov oiceatie oo ple CK ORR ORE 1 ee Decimalo—teview.. 0... cece 1 Development ¢ rcents less than 1% and IR Wn nt hw sis 5 Cok aimee ¥ aes bh 4 So wa 5 sale os «Sins @asee s 1 ee incicnn scum uheeese The kee 2 ia Raia oui btn, « sis vinis em weibereos 4 Solin «wo ok ve USAMED RR aeintiae< 2 cw iais wicsisnes oc asees 2 RE OS ea 2 a geometry . 4 rr 0 er LE i RMR EMER Readisis dk toc ccs se eesswenee 3 Ss os eae tth cate madiss bx uie 040 2 Equations ee Kaas +s ON 2 Applied measurements.................... 3 Accounts —_ eeereeek reer Sched epee ) EE: dian weds sackets sede wsoeesdet 2 Budget. . aes 1 Re ik hie ieth Malet ie oe. ys aa ss bil 1 Time Time Topics for low eighth grade allotment Topics for high eighth grade allotment in weeks in weeks Fundamental operations..................... 1 oa I Se ods a olewGiaw's arent © 1 Short methods ™ ae: ei Wiss cia ww vit Te! Be Breyton sa 3 Graphs. . Sree 3 EE ks itis arpa e's «+> Ea eae ae 2 Metric system. Cay aR a OS pl aR I ee 1 nce ensnnheentines 2 Se eee i2 Stocks and bonds.. a 3 Review and testing.................. at 2 Mortgages, real estate, and building and loan. . 3 CEC MLOEGS das chtgysesagtesescces 1 NN EEE EET eee 1 Review and testing...... EE ee 2 + Time Time for low ninth allotment T for ninth grade allotment opics grade - opics for high gr one _ 3S RASS ep scene ee 3 Review. . 2 Unit Il—Sta CR SS ee ee 2 Sous WeeWeneiiems......................... 3 Unit I1I—Directed numpers................. 3 Unit VII—Fractional equations.............. 3 Unit IV—Egquations....................... 4 Unit VIII—Ratio and proportion. . poss 2 Unit V—Fundamental operations.......... . . 6 Unit [X—Indirect measurements............. 2 Sanaa a ode as oa Moy ee UBTIES « OSs bods 2 Unit . oom of linear equations. . ~“ 3 Unit XI—Powers and roots.................. 3 pe Se) 2 a aR ara 2 1 See: High-School Course of Study in Mathematics, Junior-Senior Divisions, Grades 7-12, The Board of Public Educa- Pittsburgh, Pa., 1928. 2 The Pi Mathematics Committee makes it very plain on. by 4 time allotments are only suggestive, and ghee they are on ee gained Foe ot som ded an the development f the local course of study. The Committee states that suggestions made by certain teachers i Scuiken@eenbeinane ott have difficulty in doing the work in the suggested time. In some cases, nistrati tive adjustment of the work must be made. The Committee also ~~ that different situations require different treatments. This is especially true when considering the time accorded for review SS TSS [ 216] {djustment of junior high-school with senior high-school mathematics courses—The general mathematics course of the junior high school has broken away from excessive formalism, and requires less skill and more understanding on the part of pupils. Where similar adjust- ments have not been made in beginning classes in the senior high school, maladjustment re- sults. The problem is often increased by the conflicting viewpoints of junior and senior high-school teachers and by textbooks which are poorly articulated. Differentiation of Mathematics: Courses for Different Levels of Ability A plan for forming ability groups in high- school mathematics—The following suggested plan is similar to that found in a number of progressive school systems: All students who register for the first course in elementary mathematics are classified in Groups I, U, or III, according to their ratings in arithmetic based upon the eighth-grade teachers’ judgment and upon their achievement quotient sent up from the grades. If these have not been furnished, their ratings shall be determined by some mathematics test given under the direction of the head of the department. The program schedule should be ar- ranged so that a I, II, and III group can meet at the same hour. This will make it possible to have a student shift from one group to the other without disorganizing his whole program, hence errors in classification may be adjusted early and the student may be kept up to his true standard of ability in mathematics. At the close of the term, the head of the department can arrange the students in ability groups from the records of the current and previous terms. The above plan illustrates only one method of sectioning students on the basis of their math- ematical ability; each school system will want to develop the plan best suited to its needs. Some will decide that entirely new courses are necessary to meet the needs of different groups of pupils. Others will adapt to their local needs the plan found in the Baltimore and in many other courses of study: Unstarred topics constitute the minimum require- ment; all but double starred topics, the average assignment; and all topics, the maximum assign- ment. In the case of topics common to the three differentiations much drill upon examples of simple nature should be characteristic of the minimum re- quirement, while the other two, though not fore- to the going drill, should afford opportunity try more difficult examples. e lent eks ELATIVELY CONSERVATIVE position of mathematics despite the reorganization move- ment—A word should be said regarding the reluctance of the high school to abandon algebra and geometry. The case against these subjects as to the basic offerings in mathematics for the great majority of high-school pupils is clear. They reached the place which they occupy in secondary education largely by historical accident and by the grace of the doctrine of formal discipline. They contain but little material that is related to either the present or the probable needs of the pupils. Experimentation indicates that even for that small group of individuals who possess great mathematical talent and who should be encouraged to pursue higher mathematics, some other organization of mathematics would give superior training; yet, the composite mathe- matics courses have made but little headway in these schools. position which algebra and geometry hold in the college entrance requirements have much to do with their persistence in the high-school curriculum.—George S$. Counts, The Senior High School Curriculum, The University of Chicago Press, February, 1926. Undoubtedly, the intrenched nN “I Research in High-School Science ' Science instruction in the high school as a preparation for rational, scientific living and thinking—This is one of the greatest needs of today when propaganda, frauds, fads, cults, isms, and other evidences of unscientific think- ing and living are rampant, despite the fact that the outstanding feature of modern intel- lectual leadership is the development of science and scientific method. A review of recent course-of-study bulletins in high-school science? shows that science teachers are coming to realize that science in school must be made a way of looking at the world, a way of dealing with problems, a way of enjoying life, a method of progressive ad- justment. The following statement of the general aims of science courses, prepared by a committee representing six San Francisco high schools, is illustrative: * 1. To enlarge the pupil’s vision, to stimulate his imagination and to add to his joy of living through a better understanding and appreciation of nature. 2. To enable the pupil to see how natural forces affect man’s existence and to learn that by greater knowledge and better control of these forces, man’s welfare will be enhanced. 3. To foster a love for the truth, to cultivate a desire to seek it and to aid the pupil in acquiring methods for finding it. 4. To counteract false assumptions and misappre- hensions by learning the correct interpretations and significances of natural phenomena. 5. To encourage the acquisition of knowledge by means of individual investigation and by first hand contact with the things studied. 6. To increase the pupil’s capacity for indepen dent thinking and thus to develop his confidence and ability in attacking and solving problems of wha; ever nature. 7. To establish scientific habits of thought and procedure, systematic gathering and data; the ability to recognize relationships between cause and effect and to deduce logical conclusion,— thus providing the pupil with a set of tools usefy| in all phases of work. 8. To lay a substantial foundation in one 0; more of the branches of science which may be of enduring value to the individual or which may serve adequately as a stepping stone to highe; learning. 9. To provide, for students not seeking a colleg: education, certain occupational courses by means of which they may acquire something of very practical use to them in life. sorting of The scientific method demands that we ob- serve, reflect, and compare before drawing a conclusion. The spirit and method of science need to be carried over into the whole of ou everyday living. Each individual pupil should be given some practice in using the scientific approach to the solution of problems. ‘The sec- ondary school’s responsibility is to bring to- gether appropriate and selected bodies of know!- edge and experience which themselves interpret and explain different aspects of the environ- ment, and to arrange these in a form which stimulates reflection. ‘This demands that sci- ence courses be related to the experiences, in- terests, and needs of pupils. 1 The reader is urged to consult the following references for more detailed summaries of curriculum and learning research stucics in science, and investigations and suggestions on the teaching of science: Bayles, E. E., 1927. Warrensburg, Mo. Curtis, Francis D., A Digest of Investigations in the Teaching of Science. Fundamentals in High-School Science Teaching, Central Missouri State Teachers College, Bulletin, Decem)e: Philadelphia, P. Blakiston’s Son & C»., 1926. 341; Department of Superintendence, The Junior High School Curriculum, Fifth Yearbook, Chapter IX, Junior High School Scien National Education Association, Washington, D. C., 1927 Department of Superintendence, The Dandepment of the High School og ag Sixth Yearbook, Chapter XVI, Researc! High-School Science. National Education Association, Washington, D. C., 19 Downing, E. R., Teaching Science in the Schools. Finley, Charles W., Biology in the Secondary Schools. York City. Frank, J. O., Teaching First Year Chemistry. University of Chicago - al Chicago, IIl., Bureau of Publications, Teachers College, Columbia University, New 1925. Published by the Author, State Teachers College, Oshkosh, Wis., Fourth edit: Glenn, Ear! R., Biblio; jogrephy ¢ on Science Teaching in Secondary Schools, U. S. Bureau of Education, Bulletin No. 13, 1925 Government Printing Office, Washington, D. C. Office, Washington, “Report of the Committee on Chemical Education of the American Chemical Society,” Reorganization » yap in Secondary Schools, Bulletin, 1920, No. 26, U. S. Bureau of Education. Government Print: Neil E. Gordon, Chairman, /ourna! of Chemical Education, Vol. 1, May, 1924, pp. 87-93. Also reviewed in Curtis, Francis D., A Digest of Investigations in the Teac/i’ of Science. Rusk, R. D., How to Teach Physics. J. B. Lippincott Company, Philadelphia, 1923. Twiss, G. R., Principles of Science Teaching. The Macmillan Company, New York, Revised, 1927. Woodring, Maxie Neves Oakes, Mervin E.; and Brown, H. Emmett, Enriched Teaching of Science in the High School. of Publications, Teachers College, Columbia University. New York City, 1928. 2 See pages 271 and 272 — a list of 106 of these bulletins. Bure See page 15, Curriculum Bulletin No. 210, Science—High School, Grades 9-12, San Francisco Public Schools, 1928 [ 218 } indepen ence and of What ght and ting ot between usions S usefy] colle re e€ans of ractical ying a cience of our hould entific le Se€c- gz to- now!l- ‘rpret riron- vhich Curriculum Studies in the Field of Science Scientific interests of eighth and ninth-grade pupils and their parents '\—An analysis of 8448 questions submitted by 1708 children and 4878 questions submitted by 1091 adults, in response to a request that they submit five questions each about the phases of science in which they were most interested, showed a great similarity be- tween the interest lists of boys and girls and of men and women, as well as a “‘sur- prising similarity” of the scientific interests of dwellers in urban and rural communities. About sixty percent of the questions dealt with the physical sciences and forty with the biolog- ical sciences. The predominant interest, as re- vealed by the questions submitted was astron- omy in its various phases. Radio and various phases of electricity were next in importance. Other topics in which great interest was ex- pressed were: earthquakes, volcanoes, various phases of the weather, air, animals, insects, plants, birds, light, sound, and airplanes. It would be interesting to compare the find- ings of this study as to the science interests of children and adults with those which science teachers might expect them to have. Such a comparison could well be made by local com- mittees in connection with the revision of high- school science courses. Findings of this study suggest the need of frequent course-of-study revision. Radio could hardly have ranked as a subject of major in- terest a decade ago. To what extent do the principles and ele- ments of high-school physics enter into the everyday lives of people?—One investigator ” presented a list of 576 activities involving “rather definitely ascertainable principles and elements of physics” to a group of over 100 boys and girls of high-school age and men and women from 37 occupations. They were asked to indicate the extent to which these activities entered into their lives. The activities in- cluded things which people generally do for themselves, such as ‘‘replace burned-out fuses” ; 1 See Sixth Yearbook, Department of Superintendence, pp. 355-6, National Education Association, Washington, D. ¢ ’ ( Phila- things which they often have others do for them, as “take pictures with a camera of a special lens’; and things about which people think, as “wonder what makes one ‘hear the ocean’ in a seashell.”’ From the replies, the in- vestigator concluded that with the exception of sound and light, “boys are always much more affected by physics than are the girls.’ He ree ommends the following order of large topics in high-school physics: For boys, magnetism and electricity, invisible radiations, mechanics, heat, light, and sound; for girls, sound, light, heat, mechanics, magnetism and electricity, and invisible radiations. Science teachers may find it worthwhile to carry on a somewhat similar investigation in their own local schools. What about the social value of the contents of present high-school physics texthooks?—One investigator * made a line-by-line analysis of the content of three textbooks used by 94 physics teachers in 24 states. ‘This analysis revealed a “surprising similarity in the materials included in all three texts, with respect to general plan, amount of emphasis given various topics, and even in the choice of experimental and pictorial illustrative materials” ; 70 out of 73 topics were common to all three texts. According to this investigator, “the subject of physics in high school possesses its share of inherited tradition.” A critical study of the content of high-school physics with respect to its social value * was made through a questionnaire answered by 659 parents of Kansas high-school pupils. This questionnaire sought information as to the value to adults of each of 174 items which appear in high-school physics texts. Thirty-five of the 174 items were reported by 60 or more percent of the parents as being worthwhile for them to know about or understand. On the other hand, there were 23 items, such as ice-cream freezer and automobile radi- ator, not usually emphasized in high-school physics, which were reported by 60 or more percent of the parents as being worthwhile for them to know about and understand. and Curtis, Francis D., A Digest of Investigations in the Teaching of Science, pp. 265-7 and 326-33, P. Blakiston’s Son & Co delphia, Pa. _, *Herriott, M. E., ‘‘One Influence of Out-of-School Activities in Determining the High-School Physics Curr Science and Mathematics, January, 1927 Vol. XXVII, pp. 56-60. : * Hughes, J. M., “‘A Study of the content of the Course in High-School Physics, with Suggestions of Needed Changes,’ School Science and Mathematics, June, 1926, Vol. XXVI, pp. 619-23. ‘Title of an article by Charles Hoyt Watson, published in The School Review .Vol XXXIV .No. 9 November, 1926, pp. 688-697 [ 219 ] culum,"’ School This study showed also that occupational life makes less difference than has been com- monly supposed ‘in the selection of subject-mat- ter for high-school courses in physics. There was a correlation of more than .90 among farmers, mechanics, professional men, mer- chants, and women in their choices of worth- while items for a course of study in physics. Distribution of emphasis —In chemistry, what is the relative stress placed upon descrip- tive matter, useful applications, equations and problems, and theory by representative text- books, teachers’ stress, and examination ques- tions? To answer this question, two investi- gators ' made: (1) a page-by-page analysis of the five most widely used textbooks, (2) a de- termination of teachers’ emphasis as indicated by a compilation of 172 opinions of the rela- tive importance of things stressed; and (3) an analysis of 3609 final examination questions contributed by 83 schools in 37 states, and 41 examination questions of the College Entrance Board of the New England and Middle At- lantic States. These were among their findings: 1. The most widely used textbooks are about one-half descriptive matter, one-fourth useful ap- plications, and one-fifth theory, problems, and equa- tion writing. The portion given to theory becomes slightly greater the more recent the text. 2. Very little attention is given pure theory. This fact, along with the emphasis given by teachers (as revealed by their own statements and examination questions) to descriptive matter and useful applica- tions in a proportion strikingly like that in text- books, would indicate that “the backbone of much high-school chemistry is a parrot-like repetition of textbook matter.” 3. The deviations in the content of high-school final examination questions indicate a wide diver- gence in the aims in teaching chemistry. 4. The investigators believe that “high-school chemistry is not primarily a memory subject and cannot successfully be taught as such.” Overlapping between high-school and col- lege courses in chemistry and physics—A com- parison * of the content of high-school and col- ! Cornog, Jacob, and Colbert, J. C and Mathematics, Vol. XXIV, February, 1924, pp. 168-73 ? For a detailed account of this study see: Minnesota, Education Series No. 5, Vol. tL pp. Sresa. 3 See IIL, 1928. 167 p pp. ‘ Finley, Charles W., and Caldwell, Otis W., Biology in the Public Press. University, New York City, 1923. [ 220 ] Pi! Sueatinatine payin of Aims in Teaching High-School Chemistry," , The Junior College, Research Publications of the University ARE ty University of Minnesota, 1924. rn, W. J, Overlappings gnd Omissions in Our Courses of Study, Public School Publishing Company, Blooming lege chemistry courses made by reviewing te\: books and laboratory manuals in use in 26 })\y schools and 41 higher institutions showed: 1. Chemistry is taken predominantly by studen in the last year of high school and the first yea; of college, and in both units there is identity titles and duration of courses. 2. The similarities between high-school and ¢\)| lege texts far exceed the differences. To illustra: the average percent of the total content devoted to definitions is 41 percent for college chemist; texts and 37 percent for high-school texts. 3. An analysis of the overlapping of laborato manuals shows that only about one percent of |! experiments are peculiar to college manuals, 5 percent are peculiar to high-school manuals. 4. From this study, the investigator concludes that if a student takes a course in general organi chemistry in college after having had the high school course, he is repeating a large portion o! A second study ® relative to the duplication of college and high-school physics courses shows that, for the particular courses of stud, analyzed, on the average 17 percent of the high-school text material and 20.5 percent of the laboratory material is done again in co! lege; while 10.9 percent of the college text material, and 29.7 percent of the college labor: tory material is a duplication of what is taug!h in the high school. Some of this overlapping is justifiable. how much? “Aimless and ill-balanced”’ charge which some investigators make relative to high-school and college texts. ‘The burden of proof seems to rest with those who defend the present status of affairs. What types of biological information go to the public through the newspapers?—A ; japublished thesis, Library, Universit) . F. J., Commercial to these conclusions relative to conditions Cleveland :* 1. There is no longer any reason to train . dents to do both stenography and bookkeeping 2. The vast bulk of commercial workers ar; cording and non-recording clerks, more than . third of all being grouped into ten classes of ¢|; cal workers who do some specialized kind of re: keeping other than bookkeeping or typing. 3. More pupils get minor executive positions ¢ ing the first five years out than secure bookkee; positions. 4. The minor executive and bookkeeping ). tions are, however, not attained until toward th. end of the five-year period, and then only by ¢h, older and better trained persons. 5. The youngest group is the group of recording clerks, and next, the group of recordi: clerks. 6. This would indicate that we must pro\ training for the clerks below the grade of bool keepers and typists, who are almost half of al! ¢! workers. me! tor ject me! opp me! ( that An uate Each local community should consider the advisability of making a survey to see what commercial workers do and also to see who can be trained to do the work. What should be accomplished through survey of local commercial occupations’ These are the results suggested by one writer: bus! higl vey of qui 1. Education and business should be brought int heac closer relationship to their mutual advantage. 2. Commercial teachers should be kept of the times in business matters having a bearing on their teaching. 3. Business men should be enlisted for permanent services to the cause of business education. 4. The actual needs of local business men fo: trained commercial workers should be discovered 5. The particular jobs for which school training should be given should be listed. 6. The promotional opportunities these jobs should be revealed. 7. The part that commercial education can play in helping boys and girls to take advantage o! these promotional opportunities should be made clear. 8. The actual requirements of contact or stepping stone jobs should be listed in terms of occupationa! cipa the roll thes abreast of v 1. ploy inherent in Se Se Poy Course and How to Understand It,"’ Research in Educe ton, First Seri No. 7, July, —*, pp. 136-144 2 See also: Report of the C Lemp onal he Hig Octob “ c - yy ary. . aL ~} og yy y in Adjusting | € ) —_ nea . {oo te What‘Are the Sten in the Proce of TF ay a Fe Opportunities in a Given City’ Busin skills, vocational intelligence, general business- knowledge, and social understanding. 9. Shortcomings of training already given should be revealed by a study of the occupational histories of those who had such training before entering upoa employment. 10. The way should be paved for the estab- lishment or improvement of plans for dealing with the placement problem. 11. The basis for an adequate program of “pusher” or “extension” business training should be laid. Illustrations of how the subjects to be offered in a commercial curriculum were determined by a community survey—A survey of com- mercial occupations in Pasadena! was made for these reasons: (1) To determine what sub- jects should be offered in the high-school com- mercial course, and (2) to see if the vocational opportunities in the community justify the com- mercial subjects offered. One inquiry was sent to all business houses that were likely to have commercial employees. Another inquiry was sent to 50 recent grad- uates of the commerce course. To prepare the business men for their inquiry and to get as high a percentage of replies as possible, the sur- vey was announced and explained at each one of the luncheon clubs of the city. The in- quiries, together with a letter signed by the head of the commerce department and the prin- cipal of the high school, were distributed to the business firms by 20 high-school boys en- rolled in commercial classes. A few days later these same boys collected the replies, a summary of which led to these findings and conclusions. 1. Percentage distribution of commercial em- ployees. Type of commercial work Percent | Percent | Percent male female | of total DR otiad 6 «ean 44.3 22.6 34.4 General clerical.......... 9.4 34.1 20.6 See 4.8 18.7 11.9 Ae 9.8 11.9 9.8 Miscellaneous administra- _ ee 8.2 5.3 6.9 Tra: rtation and sereae 10.3 1.3 6.2 Machine operating. . 6.9 4.8 5.9 SE eins 6:6. sn aie o% 6.3 1.3 4.3 1 Anderson, John A.., October, 1927, Southwestern Publishing Co., Cincinnati, Ohio. Business? Unpublished Master of Arts Thesis. 2. More attention should be given to the teach- ing of selling, particularly retail selling. 3. An individual must prepare himself definitely to be a stenographer, a bookkeeper, or a salesman before trying to fit himself for a combined position. 4. The combined rating of business men who were asked to rate the following ten traits from 1 to 10 in the order of their importance as personal quali- fications of commercial employees was as follows: (1) Reliability, (2) accuracy, (3) industry, (4) ini- tiative, (5) cooperation, (6) quickness of thought, (7) attentiveness, (8) physical vitality, (9) tiveness of memory, and (10) leadership. 5. In a community of the size of Pasadena, there is not extensive enough specialization among com- mercial workers to justify the schools in offering short-unit courses designed to prepare young people for specific positions outside of the general subdi- visions of salesmanship, secretarial, and account- ing. These three groups of studies, each with its minimum of two years of required work along the special lines of salesmanship, shorthand and type- writing, and bookkeeping, coupled with the spe- cialization possible in the practical laboratory of the final year, should come as near to fitting the individual for commercial work in this community as any plan which is feasible for the undertake. reten- schools to Many secondary school commerce depart- ments are making similar surveys of their own local situations to discover not only what com- merce courses to offer, but also what office equipment is essential. To illustrate, a survey made in Point Pleasant, West Virginia,* showed that a well equipped commercial de- partment should have typewriters, adding ma- chines, cash registers, bookkeeping machines, and check writers, most every business or office. A survey made in New termine whether the local commercial curricu- lum was so constructed as to prepare particu- since these are used in al- Orleans * to de- larly for initial employment and subsequent promotion in the special kinds of office and store occupations led to these recommenda- tions: Since promotion bears more of a direct relation to the individual and the quality of his work than it does to the immediate position, it is necessary that ‘* Fitting the Commerce Course of the High School and Junior"Colle ge . the Needs of the Community,” Educational Research Bulletin, Vol. IV, No. 9, Pasadena Public Schools, Pasadena, Calif., May, 1 2A town of 3,059 population according to the 1920 Census. For a more comp lete report of ‘on survey, see: Balance Sheet, * Abrams, Ray, How Can the Boys’ High School of Commerce Equip Its Students for Initial Jobs and Subsequent Promotion in [ 225} the special aptitudes of students receive due consid~ eration, so that they will be prepared to do the work which they like best. Since future promotion as well as immediate placement is kept in mind in preparation for busi- ness, specific vocational training should not be given to the exclusion of general business and academic subjects. Since the proportion of those who enter the spe- cific bookkeeping field is small, the undue amount of time given to this subject in the school curricu- lum should be reduced. The present plan of offering Spanish should be continued, and extra effort be spent in seeing to it that the proper emphasis be placed on the mastery of Commercial Spanish by those who complete the course. A recent survey of commercial education in the public high schools of Minnesota ! showed that: The number of pupils enrolled in commercial courses was approximately 20,000, which was 35 percent of the enrolment in the 170 schools having commercial departments, and 26 percent of all the high-school pupils in the state. General business training of the sort needed by everyone irrespective of future vocation was lack- ing in most schools. Commercial subjects were administered as a group of general electives in about two-thirds of the schools which maintained commercial departments. Less than one-third of these schools had organized commercial courses, composed of an orderly se- quence of commercial subjects. Only three schools attempted to differentiate between the needs of stenographers, general business workers, and retail sales-people. Illustrations of special one-semester courses in junior business practice—The Indiana state course in junior business practice * less typical. Personality and decorum, thrift, common busi- ness records, cash records, simple business forms, banking and forms used in banking, in- vestments and savings accounts, insurance, fil- ing and indexing, handling mail in the office, use of directories and business reference books, telephone service, telegraph service, postal in- formation, shipments of merchandise, sending money, railroad and travel information, ele- of Minnesota, Minneapolis, Minn. 2 Tentative Course 5 Sao? 7a G-1b, State mentary business law, types of business org.inj- zation, and study of occupations. The materials of each of these units are ar- ranged in tabular form under these four cap- tions: (1) Specific objectives, (2) content and suggested activities, (3) suggested method oad 4 procedure, and (4) differentiation and ep- Ie richment. The objectives of the above course stated as follows: cities sellin; ployes phic in son lums pupils busine 1. To present the fundamentals of business cus to thi toms which are useful to all persons, regardless occupation. 2. To provide for pupils who leave school ear|y that type of business training which will best pre pare them for junior office positions. 3. To serve as an exploratory or guidance course for pupils who may wish to survey the field of com- mercial education before electing subjects in it. 4. To furnish such basic knowledge of business forms and customs as will constitute a foundation for the more specialized commercial courses. schoo! shoul Baltir tenth with oppor to ma the el ticula they Baltir select The New Trier one-semester course,’ as an elective to all juniors and seniors and en titled “Business Organization and Administra- tion,” is illustrative of the more advanced courses offered high-school students in junior business training. The immediate objectives open Le merce. JA laid down in the course of study are: R (1) To give pupils a background of terminology - C and apperception of modern business. (2) To pro C vide graduates of New Trier with an understand ing and knowledge of how a modern business is Act organized and how it operates. (3) To prepare study the graduate, who is leaving to take a position in Th business, in such a way that he will have some idea arli . of the major problems in his path of promotion al se s (4) To lay a broad background and foundation pi ° for prospective courses in university schools of busi- Pee Is more or ‘ the ele ‘ ‘ ness, which many of our students enter. It consists of these twenty units: r=. : year 0 The remote objectives as stated in the course concur of study are: thus s (1) To develop an attitude of cooperation, loy- ry alty, and helpfulness toward the superior execu 7 tives in the job he may assume. (2) To develop a social comprehension of modern business and its In responsibilities. (3) To improve individual busi- for th ness ethics through study of policies and their effects . Retail store training classes—Occupational es. . A ivisior and vocational surveys show that in many Ht 1, 1925, 3 Ac ' Weersing, F. J., Commercial Education in the Public High Schools of Minnesota, 1927. Unpublished thesis, Library, Universit) ‘Se ‘D in Junior Business Practice for Secondary Schools in Indiana, State Department Bulletin Associat ucation, Indianapolis, Ind. ‘K f Educ ., : prementine one oc > Study, page 17 of mimeographed material, Winnetka, II. [ 226 ] are cus- ss of early pre surse com- iness ition ypen en- tra- iced nor 1\ es cities the number of workers employed in store- selling occupations far exceeds the number em- ployed in clerical, bookkeeping, and stenogra- phic work. This had led to the introduction in some schools of courses preparing for selling and 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 authorities agree that specialization should not begin too early. To illustrate, in 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. 6. 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 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 one 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 education in the Philadelphia public schools ® secured 2000 specimens of vocational ' See Commercial Education, Course of Study for Junior and Senior High Schools, City of Baltimore, Department of Education, Division of Vocational Education, 1925, p. 10. * High-School Commercial Studies, Course of Study, Los Angeles City School District, School Publication No. 114, September 1, 1925, pp. 11-12. 5 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., 1926. 5 Department of Superintendence, The Development of the High-School Curriculum, Washington, D. C., National Education Association, 1928, p. 453. § Kirk, John G., ‘‘ Handwriting Survey to Determine Finishing Standards for the Philadelphia Public Schools,’ The Journal of Educational Research, Vol. XIII, No. 4, April, 1926, pp. 259-272. [ 227] 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) \y¢ what the average pupil and the average ¢|.<: can be expected to do in learning shorthand in given periods of time.° In measuring the difficulty of dictation , terial, the word, the average number of s\ bles to the word, and the stroke count among the measures of writing effort.® | ther research is needed to determine which { these is the most accurate basis for measure. ment. Studies which show that approximate), 1,000 words constitute not less than 85 percen of the words used by the average person, and Horn’s’ study which lists the ten thousand words most frequently used in business and social correspondence offer the most. retiahle vocabularies from which to select words {o; shorthand classes. The kind of research needed to determine the words required by stenographers preparing {0 employment in special fields is illustrated }\ oni Horn’s compilation of words most frequent|; tect 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 var- 7" ious sections of the country, the investigat reached these conclusions: are Th mit lar; hor nor the tw the V son: whe chil gua pas othe This study does not show that the words used bankers’ correspondence apply at all exclusively to the banking business, and yet the list is in a certai: sense a vocational list. Training which meets the needs in one section o! the country will also meet the needs in other se tions. 1 See: First Yearbook, Eastern Commercial Teachers’ Association, 253 Lexington Avenue, New York City, Chapter X' Research Materials for the Teacher of Shorthand, by Florence Sparks Barnhart. Contains a bibliography of 41 articles on « of the six types of 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 ‘ests used for disc ver optntes coz, Aameapagny so far published. Reprinted in the Journal of Commercial Education, May, June, September, « tober, 1927. 4 See: Rollinson, Ethel A., Diagnostic Shorthand Tests, New York, The Gregg Publishing Company, 1924. Men) Supervising Shorthand Classes in the Des Moines High Schools, by Clay D. Slinker, Director of Business Educat (Unpublished. ’ Soutter, Helen S., An Analysis of the Shorthand Errors Made by One Hundred Fifty Beginning Pupils as Revealed through | « Types of Tests. (Unpublished), University of Chicago, 1927. 4 See: Dush, Willa M., The Building and Use of Achievement Tests in Gregg Shorthand, Thesis, New York University, June, 1°? Nelson, Lenora M., ‘Diagnostic Tests in Shorthand Theory,”” American Shorthand Teacher, November, 1927, pp. 96-97. Saphier-Smyth, Stenographic Achievement Tests. New York, Isaac Pitman & Sons, 1927. 5 For an attempt that has already been made, see: Raymond-Adams, Standards in Elementary Shorthand. New York, 1! Gregg Publishing Company, 1926. 6 See: Harrison, E. W., Syllable Intensity Versus Shorthand Di ficulty, Unpublished study by the Vice-Principal of the Lo wood High School, Cleveland, Ohio, 1927-28. . Ha Bertha M., An Analysis of Regents Shorthand Examinations to Measure Difficulty of Dictation Material, by Miss Hay: Julia High School, New York City. Unpublished, 1927. 7 Horn, Ernest, A Basic Writing Vocabulary, lowa City, lowa, University of Iowa Monographs in Education, University lowa Press, 1926. 8 Horn, Ernest, ‘The Spelling Vocabularies of Bankers’ Letters,"{English Journal, Vol. XII, No. 6, June, 1923. [ 228 ] Jeffe Hom Econ Hous Selec ment ‘ ingte ’ Hom Lette What is the 1929 home? And what will probably be the type of home into which our present high-school girls will go? Also what are their particular levels of development at present ? What are their immediate felt needs, relationships, and outlooks? What interests are 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. nt 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 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 childreft, 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, where 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- following references helpful: Economics, University of Chicago, Chicago, III. May, 1927. \ssociation, Washington, D. C., 1927. Education Association, Washington, D. C., Columbia University, New York City, 1928. 14% pp. 1928. ¢-12. Lansing, Mich., 1927, 159 Jefferson City, Mo., 1926. 137 p Home Economics Association, Baltimore, Md Housing and Selected List of nment Publi: ington, D. C., Government Printing Office. 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. 3. To lead her to think about the problems and responsibilities of home and family. 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- ! Local course-of-study committees charged with building secondary school courses in home economics will also find the Bailey, Frances, The Progress of Home Economics in the Secondary Schools, 1917-27, Master's Thesis. Department of Home California Home Economics Association, High School Courses in Science of the Household, Nutrition, and Citizen Home Making. Crabbs, Lelah Mae, and Miller, Mabel Lawrence, A Survey of Public School Courses <4 Child Care for Girls. Department of Education, Merrill- Palmer School, 71 Ferry Ave., East, Detroit, Mich., May, 1927. 96 p Department of Superintendence, The Junior High School Curriculum, Fifth Yearbo = ‘Ch ipter XVI. National Education Department of Superintendence, The ee of the High-School Curriculum, Sixth Yearbook, Chapter XXI. National Dyer, Annie Robertson, The yr Br ‘of Home Economics in City Schools. Bureau of Publications, Teachers College, Dyer, Annie Robertson, The Placement of Home Economics Content in ad and Senior High Schools. Bureau of Publica- tions, Teachers College, Columbia University, New York City, 1927. 112 p Kansas State Department of Education, Course of Study for High Schools, Part IX, Home Economics. Topeka, Kansas, Lansing, Mich., Board of Education, Courses of Study in Home Economics for the Public Schools of Lansing, Michigan, Grades Dp. Missouri State Department of Eiwcation, Home Economics Syllabus, Bulletin No. 6, 1926. State Department of Education, Richardson, Anna E., and Miller, Mabel OM Child Development and Parental Education in Home Economics. American 928, Rose, Ella J., Analysis of Home Economics Textbooks to Determine Certain Standards, Master's Thesis. Department of Home Economics Education, College of Education, University of Minnesota, Minneapolis, Minn., 1927. 100 pp. St. Louis, Board of Education, Home Economics for the High School, Curriculum Bulletin, "No. 41, St. Louis, Mo., 1926. 117 pp. U. S. Bureau of Home Economics, Bibliography 1— Footwear; Bibliography 2—Selected List of Government Publications on ipment; Bibliography 3—Selected List of Government Publications on Textiles and Clothing; Bibliography 4— ications 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. Wash- itcomb, Emeline S., ne 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 Economics Letter No, 5, September, 1928. Washington, D. C., U. S. Bureau of Education. ? Bane, Lita, ‘‘Home Economics Outward Bound,” Journal of Home Economics, Vol. 20, No. 10, p. 695, October, 1928. *Course of Study for High Schools, Part IX, Home Economics Kansas State Department of Education, 1928, p. 19. [ 229 ] ie a 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 | TR a 08 ee 27 841 SEE ae 14 797 House and its care............ 15 299 Income and ~ ar ioe el ede end 14 143 Child development............ 12 138 Home and ry J relations. .... 8 89 Health and the home.......... 13 117 Art and the home............. 7 134 Science and the home.......... 17 101 ie nh tele red ean eae he 127 2,659 Read table thus: In food subject-matter there are 27 leading topics and 841 detailed topics. agreement. Of the detailed topics, 42 percen: have less than five occurrences. A count was made of the topics under each 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. ‘| ye producer phase was found in 65 percent of the topics in food, and 51 percent of the topics jin 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 of 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 justify 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, 4s 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 all work of the home. 4. To dress suitably and becomingly, taking into consideration the family budget. . To plan and make the clothing which can be economically constructed in the home. 6. To select ready-made garments best suited ‘0 her individual needs. 7. To have a well-groomed appearance on a/! occasions. wn ‘See: Dyer, Annie Robertson, The Placement of Home Economics Content in Junior and Senior High Schools. Bureat Publications, Teachers College, Columbia University, New York City, 1927. 112 pp. [ 230 ] te? dis ins ed ho Col Am ent s. 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 economics courses—These are among the prob- lems which face local course-of-study com- ced mittees : ‘he 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? ind 2. How can teachers be assisted to modify their ind curriculum materials to include a study of child care, social-home problems, problems of home consumption and family relations? 3. What-is the relation of home economics to ich courses in art, biology, chemistry, physics, and the social sciences? 4. What should be the character of courses in home economics for college entrance credit? 5. Should all high-school courses in home eco- nomics have college entrance credit? 6. How should home economics courses be differ- the 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 home economics learning? 7. 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 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 rirl come, they build up new tastes and demands ity: through advertising. (c) By means of adver- ual tising skillfully planned, the individual will think he has without outside suggestion de- cided to purchase. Upon what bases shall selection of the con- all tent of home economics courses be made?—To discover what pupils already know and to base instruction on the need for additional knowl- edge, studies are made concerning the actual home life, activities, and responsibilities of the nto all Colo., 1925. 71 pp. junior and senior high-school girl. These 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 through questionnaires and analyses of the activities of 5106 junior and senior high-school girls, and reports through letters to or inter- views with 850 parents. The activities were tabulated with frequency of Helping in house cleaning, caring for own room, laundry, and help in preparation of meals were found to be the major activities of these particular girls. 2. What they learn at home by observation or “instinctively.” performance. . How they learn—by what method. . What they are interested in. - What they know before starting on a course. . What they should know and be able to apply at the completion of each year of work. 7. What supplementary home practices knowledge may be acquired at home. nan > Ww and 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. Harap, Henry, Economic Life and the Curriculum. The Macmillan Company, New York, 1927. +See: Hopkins, L. Thomas, and Kinyon, Kate W., Home Economics, Research Monograph No. 1, Public Schools, Denver 4 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 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 bei: The quality of this product will depend lary on the training given. Tentative recommendations for local cou) of-study committees—Where worthy hw membership is an educational objective, | writer ' suggests: 1. That home economics emphasis be based life situations. 2. That the teaching of skills in home econo: be retained in the curriculum, but definit: related to the effect of those skills on fami welfare. - 3. That an effort be made to secure better ac justments between parents and child and |. tween child and child by using the home e nomics curriculum to give right attitudes : ward use of leisure, health, social usages and relations, appreciation of beauty, use of mon respect for other members of family, and com munity affairs. 4. That boys as well as girls be educated for pa: ticipation in home activities. 5. That facilities for adult education for hom: responsibilities be increased. 6. That account be taken of individual differences in the kind, quality, and quantity of assign ments given to students. 7. That local needs and community assets or lim itations be determined either by means of su: veys and questionnaires or informally, and cu: riculum requirements be adjusted according!) 8. That definite cooperation be established with the many public and social agencies now en deavoring to educate for better living. 9. That better living through greater understand ing of social-home problems be the goal of in struction. ? Coss, Millicent M., ‘‘A Study of Social-Home Problems,” }Journal of Home Economics, Vol. 20, No. 12, December, 1928, pp. 867-68. { 232] Industrial arts education defined—Accord- ing to the Pennsylvania state course of study,” industrial arts education includes that part of the practical arts field that pertains to instruc- tion based upon practice with and knowledge about 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. Rating of industrial arts objectives in the junior high school and in the senior high 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. To determine what objectives ling present policies and programs of industrial arts education, Warner * compiled fifteen spe- cific purposes which seemed to represent fairly 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 are control- importance: 1 For more detailed information see: Association, Washington, D. C., 1927. Education Association, Washington, D. C., Friese, John F., Exploring the Industrial Arts. 1926. College, Columbia University, New York City, 1927, Government Printing Office, Washington, D. C. Instruction, Harrisburg, Pa., 1927. § Woodward Heath & Co., 1887. 366 pp. Department of Superintendence, The Junior High School Curriculum, Fifth Yearbook, Chapter XVII. Department of Superintendence, The i? of the High-School Curriculum, Sixth Yearbook, Chapter XXII, Bennett, G. Vernon, Vocational aacanhe ps Junior College Grade. Denver Public Schools, Imdustrial Arts, Research Monograph Number Four. Edgerton, A. H., Findings Related to Industrial Arts Instruction. University of Wisconsin, Madison, Wis., New York, The Century Co., 1926. Grant, Gordon A., I niroduction to the Teaching of Industrial Arts in Secondary Schools: A Syllabus for the Guidance of Teachers in Service and Students in Teachers Colleges and Normal Schools. Lansing Public Schools, Industrial Education, Grades X-XII. Mays, Arthur B., The Problem of Industrial Education. New York, The Century Co., Profitt, Maris M., Values of the Manual Arts, U. S. Bureau of Education, Industrial Education Circular No. 27, April, 1927 St. Cloud Public Schools, Manual Arts in the Junior High School. Board of Education, St. Cloud, Minn., 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. Warner, William E., Policies in Industrial Arts Education. Ohio State University, Columbus, Ohio, 1928. 2 Industrial Arts Education in Grades 7, 8, and 9, Bulletin No. 4. Commonwealth of Pennsylvania, Department of Public » C. M., The Manual Training School: Comprising a Full Statement of Its Aims, Methods, and Results. «Warner, William E., Policies In Industrial Arts Education, Chapter V. [ 233 ] Industrial Arts in the High School’! 1. Exploratory or findings values which relate to the detection, discovery, or tryout of interests and aptitudes. 2. General guidance, both educational and vo- cational, gained through broad contacts and studies 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 processes commensurate with the ability of the pupil and incidental to the 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 ration for a future industrial vocation. to from 0 to 16 percent of the average junior high- group where the occasional boy has to prepa- Applicable school drop out of school. For the senior high school, according to the jury ratings, the following aims apply: 1. General guidance. 2. Further exploratory and avocational oppor- tunities. 3. Vocational preparation for a specific indus- trial vocation. 4. Consumers’ or utilizers’ preciations of the products of industry. knowledges and ap- National Education National Baltimore, Warwick and York, Inc., 1928. Board of Education, Denver, Colo., 1928. 1928. Teachers College, Columbia University, New York City, 1926. Board of Education, Lansing, Mich., 1927. 1927. 1925. Board of Education, St. Louis, Mo., Bureau of Publications, Teachers U.S. Bureau of Education, Biennial Survey of Education, 1924-26, Bulletin, 1928, No. 25, Chapter VII, Industrial Education. New York, The Century Company, 1924. 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?—lIn 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 unde; the direction of one teacher. The work is 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 content include: (1) trade exploratory, (2) hous: hold mechanics, (3) farm mechanics, (4) gen erai 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 majo: phases of the world’s industrial work, “hand: man activities,” consumer’s knowledge and ap preciation, guidance, hobbies, and, for a sma! 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 number 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—\ hese principles, according to the California plan ot vocational education,’ are: 1. Individual counseling. 2. Adapting the training program to the inte: ests, aptitudes, and capacities of the individual. 3. Linking the training program with industry 4. Placement, follow-up, and adjustment afte: placement. 5. Selecting occupationally competent individuals and training them as vocational teachers. 1 Denver Public Schools, Industrial Arts, Research Movograph 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, 1929 3 See: Bulletin No. C-1, The Cali i Secondary Schools, Sacramento, Calif., 1927 Plan of Vocational Education, p.6. State Department of Education, Division of Cit, [ 234] Present status of music instruction in public high schools—Until recently, music instruc- tion, when offered in the high school, usually consisted of chorus or assembly singing once er twice a week and was not considered of sufficient importance to warrant regular school credit. A 1927 survey? of music instruction in 40 cities over 50,000 in population showed that it is no longer the mere group-singing of a past generation or the extra-curriculum activity of a few years ago, but a regular high-school sub- ject, carrying full credit and receiving sufficient time and attention to make its teaching stand out as distinctly worthwhile. In these 40 cities, the extensiveness of the offering in music is shown by 15 distinct types of work, includ- ing: Choruses (boys, girls, and mixed), ap- preciation, history, harmony, theory, orchestra, band, glee clubs (boys, girls, and mixed), piano, violin, and other instruments, and clubs such as banjo, ukulele, and operetta. 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- tive in the senior high school. History, har- mony, and theory as separate courses and com- 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 school, and in all but one city in the ninth grade; 37 of the 40 cities reported orchestras 1927 Washington, D. C., De 1927, Chapter XIV. ashington, D. C., 1928, Chapter XIX. Dykema, Peter W., ‘ Paul J. Weaver, Chapel Hill, N. C., tion, 1925. Vol. XXXV, No. 6, June, 1927, pp. 452-7. No. 20, p. 9. ‘Tests and Measurements in Music Education," } See also Proceedings of Music Supervisors National Conference, 1926, 1927, High-School Course of Study in Music, Junior-Senior Divisions, Grades 7-12, Public Schools, Pittsburgh, Pa Music for the High School, Curriculum Bulletin No. 34, Board of Education, St. Louis, Mo., National Research Council of Music Education, Report, Bulletin No. 4, ate Supervisors National Conference. by Paul J. Weaver, Editor, Music Supervisors Journal, Chapel Hill, N. C., 1925. 2 Hughes, Cecil L., ‘‘ Music Instruction in Junior and Senior High deena in Forty Representative Cities,’ * Earhart, Will, and Boyd, Charles N., Recent Advances in Instruction in Music, U. Trends in High-School Music ' in the senior high school. Bands were main- tained in 17 cities in the seventh and eighth grades, and in 23 cities in the ninth grade; while 26 of the 40 cities reported bands in the senior high school. Class instruction in violin is increasing rapidly ; towns of 10,000 to 20,000 population frequently have one or two hundred pupils 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 of credit, music instruction is rapidly losing its extra-curriculum character regular subject. The plan, formulated by the educational council of the Music National Conference, for giving high-school credit for the study of music under has also been adopted by many school systems. question of school credit. and becoming a Supervisors “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, New York, Ohio, state supervisors of music. Mississippi, and Pennsylvania—have 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 1 Local course-of-study committees charged with building courses in high-school music will find these references helpful: Course of Study in Music, Bulletin 44, Commonwealth of Pennsylvania, Department of Public Instruction, Harrisburg, Pa. , Department of Superintendence, The Junior High School Curriculum, Fifth Yearbook, National Education Association, rtment of Superintendence, The Development of the High School Curriculum, Sixth Yearbook, National Education Associa- Music Supervisors National Conference Proceedings. and 1928. 19 BSI. 1926. Published " The School Review, S. Bureau of Education Bulletin, 1923, * A complete and critical evaluation of tests of aptitude, achievement, and eee of music is presented by Jacob Kwal- wasser in his Tests and Measurements in Music, Boston, C. C. Birchard & Co. Pe [ 235 ] 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 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 t)\« importance assigned to the likes and dislikes |: veloped in the child during his school life. is also a recognized fact that music can 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 j, junior and senior high-school music: * The musical progress of a nation cannot be meas 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 | 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. Art Education in the High-School * 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 the talented pupil are listed. Following these general objectives are specific objectives ; first for every pupil and then for the talented. In 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?” pp. 690-5. Teachers College Record, Vol. XXVIII, No. 7, March, 192 Denver ge Schools, Art Course of Study, Monograph No. 14, Board of Education, Denver, Colo., 1925. 236 pp. The Development of the High School Curriculum, Sixth Yearbook. National Education Department of Superintendence, - Association, Washingtos 1 D..C., 1928. Chapter 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; Esther Ruble, ‘“‘A General Course in Art for High Schools," The School Arts Magazine, Vol. XXVIII, No. ! Richardson, September, 1928, pp. 34- Tannahih, Sallie B., ‘‘ Problems in Art Education," Teachers College Record, Vol. XXVIII, No. 7, March, 1927, pp. 696-700 Whitford, W. G., ‘‘Curriculum-Building in Art,"’ Elementary School Journal, December, 1920, and January, 1921, pp. 281-9 352-60. Whitford, W “The of Differentiation and Standardization of Art Work in Modern High Schools,” The Schoo! Problem — Vol. XK Nos. 5 and 6. I, May, 1924; and II, June, 1924. in Junior and Senior High Schools, Bulletin No. 5, 1925, Art Syllabus, State of Missouri, Department 0! nouns my) to had Mo. [ 236 } specific objective, “To have experience in an- alyzing objects for art elements (line, color, and the like),” the following questions and examples are given: “This hat is unbecoming. |, it the size, the color, or the line which is wrong?” “These vases are alike in Which shape will better suit these flowers?” According to the Missouri State Course of color. Study: Art education should provide experiences which will make all pupils intelligent consumers of art and give those who are adapted for it an oppor- tunity to become intelligent producers. The General Objectives of Art Education Are: A. 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 such experience in creative art work and in selecting, arranging, and judging 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 others in art 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. 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- 7 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—lIn 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 1 See: Art for the High School, Curriculum Bulletin No. 35, Board of Education, St. Louis, Mo., 2 This section is partly beend, on a lecture on ‘‘Art in Public Schools,’ by Albert W. Heckman ,Teachers College, Colum!i4 University, before the teachers of Washington, D. C. [ 238]- illustrative material and provides ample ;aw material for creative self-expression. The more formal the lesson in art becomes. ¢he less it is of art value. In the fifth and sixth-grade work the deve! ment of real skill is of great importance. §kj||« in art that are not partially developed in ch 4 hood rarely achieve great heights later in |i{- The consciousness of what the child does is jp vested in the teacher. The child’s school life ix sufficient unto itself. Art in the junior high school—In the junio: high school, objectives begin to anticipate w!yat the student must do when he leaves schwool. This weakens, somewhat, the whole fabric o{ 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 tr) 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 ot the junior high school with emphasis on the development of the individual student’s inte! lectual and aesthetic growth. 1926, p. 13. the n Phe 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. 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 ' The new principles of curriculum building applied 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 vocations, and (5) the larger objectives. What does a changing curriculum imply in health education? 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 Department of Seeasentenee, The Development of the High School Curriculum, Sixth Yearbook. expected outcomes of such teaching. Health education, along with sanitary measures, has 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 oe hours each day. What are the goals of health education?— According to the Sixth Yearbook * they are: National Education Association, aa te D. C., 1928. Chapter XXIV, Health and Physical Education in Junior and Senior High Schools. Affleck, G. B., ‘Selected Bibliography of Physical Education and Hygiene," American Physical Education Review, Vol. 33 No. 236, April, 1928, pp. 240-7. American Child Health Association, Research Division, A Health Survey of 86 Cities. American Child Health Association, New York, 1925. Bovard, John R., aoe Cozens, Frederick W., Tests and Measurements in Physical Education, 1861-1925. University of Oregon, Eugene, Ore., Joint Committee -— ‘Health Problems of the National Education Association and the American Medical Association, Health Education. National Education Association, Washington, D. C., 1925. ore. Marion O., Health Problem Sources. Teachers College, Columbia University, New York City, 1926. urdy, J. H., “* Measurements i in Physical Education of Service to Superintendents, Principals, and Teachers,’’ American McC 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. Rogers, Frederick Rand, Physical Capacity Tests in the Administration of Physical Education. University, New York City 1925. Rogers, Frederick Rand, Tests and Measurement Programs in the Redirection of Physical Education. bia ere: New York City, 1927. 0! S. Bureau of Education,1929 Teachers College, Columbia Teachers College, Colum- mas 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, Public School Publishing Company, 1927. 2 Department of Superintendence, ta, ‘egmeeaneand of the High School Curriculum, Sixth Yearbook, p. 469. National Educa- tion Association, Washington, D. C.., [ 239] . 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- 1 An intensive evaluation of present practices relative to health education is being made by the American Child Health Ass ciation, 370 Seventh Avenue, New York City. 2 Joint Committee on Health Problems ciation, Health teducation. Nationa! Education Aessrigtion. Department of Superintendence, Sixth Y. —— ea Education Association, tion frm = pb yey D. C., 1928 * Wood, Thomas D., and Lerrigo, Marion O., Health Behavior. Bloomington, Ill., Public School Publishing Company, 192 health programs will be tppenemned in keeping in touch with the School Health Study of the American . It seeks to § Those directing school Child ee ay Soe 2 See of the outcomes of school health programs in 1928, and data were obtained from of economic status, |T' The results of the study Tests, has already been peel ty the Reruns Cha in Education of “Washington Education Association and the American Medical Ass. - in ‘earbook, C +4" aA . Health and Washington, D. Superintendence, The aon of the phe ye Curriculum, Sixth Yearbook, p. 473. cities. — children # L- Sth thand 6th ac grades in in 70 schools representi Health Aacothatien, 370 Seventh Avenue, New York City. [ 240] ous age groups appropriate standards of hea!r) ful behavior in terms of habits or skills, a+; 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 heal: habits, attitudes, and knowledge which see: to be involved in solving the most important existing health problems, they are of specia| 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 i! lustrate, in history classes the influence of 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 o! food products and sale, and to communicable disease control. The different sciences pr: sent perhaps the most fertile opportunity ot all, because upon these sciences are based ou! present procedures for health preservation. Mental hygiene at the secondary period—During senior high school and co! lege life, and the period soon following, three great decisions are made: the clarification 0! school and scho yl n, D. Sf 1924. 161 pp Physical Education i in Junior and Senior High National Educ n ee te into pen of school health by measuring som: were made from September, 1927, to June various degrees One bulletin, entitled Healih Education one’s thinking on religious questions, the choice of a vocation, and the choice of a wife or a husband. All three of these may, and often do, involve serious difficulties which affect the personality either for good or ill. Much of the mental and emotional hygiene of these years is concerned with the healthful guidance of youth with respect to these three important decisions. Adults who deal with youth at this period should have a thorough understanding of the possible causes and manifestations of mal- adjustments 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 pupils. ‘The explanation to parents of mental reactions to home environment has been par- ticularly advantageous. 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: 1. To aid the body in the development ef motor power and normal growth. 2. 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 commen 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 school nurses and physicians. instruction, ex- 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 a lamentable concentration of interest and energy on athletic paragons who least need such attention, while those who most need interest and attention are neglected. A test of athletic ability °—Physical fitness is defined in terms of organic vigor and neu- romuscular strength and skill. How can it be measured? A strength index, or measure 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- The test is used in securing equality in athletic ability in Many hold that in com- ponents was the most effective. competing groups. petitive activities educational objectives will be achieved most effectively only when the powers of competing individuals or teams have been equalized. U. S. Bureau of Education, Physical Education Series, No. Bureau of Publica- [ 241] 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 n from grade to grade. Scales for measuring progress wil be developed. between the course of study in health and phy Closer relatio: ide 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 prote: the teacher’s health. 7. More research will be conducted in the | of emotional and mental health. 8. Steps will be taken to secure more gene: acceptable standards for evaluating school heal: programs. 9. More light will be thrown on the interrelati of the forces—spiritual, mental, and physica! which influence both personal and community health. | 242] ally ilth ion lity ulum problems are most helpful to local sec- Helpful Books Dealing with High-School Curriculum Problems Opinion as to Best General Books They each submitted a list of Table 6 is a compilation of their lists. The What books dealing with general curric- ondary school course-of-study [wenty-six experts were asked this question. six books. first seven books were mentioned from four- teen to eight times by the twenty-six people : Re ae . - R committees! submitting lists of books on general curric- THE SECONDARY SCHOOL ulum problems of the high school. TABLE 6.—BOOKS DEALING WITH GENERAL CURRICULUM PROBLEMS OF | Junior High School Education | Course of Study, Mono. No. 30 | Creative Learning and Teaching Title How to Make a Curriculum Sixth Yearbook, The Development of the High School Curriculum | Secondary School Curricula Fifth Yearbook, The Junior High | School Curriculum The Making of High School Curricula Curriculum Construction Our Evolving High School Curriculum The Technique of Curriculum Making Curriculum-Adjustment in the Secon- dary School The Curriculum Curriculum Making in Secondary Schools Fourth Yearbook, The Nation at Work on the Public School Curriculum Twenty-Sixth Yearbook, Part II, The Foundations of Curriculum Making Curriculum Problems The Senior High School Curriculum, Supplementary Educational Mono. No. 29 Secondary Education The Practice of Teaching in the Secon- dary School Twenty-Sixth Yearbook, Part I, Cur- riculum Making Past and Present Creating a Curriculum for Adolescent Youth, Res. Bul. Vol. VI, No. 1 Report of the Committee on Standards for Reorganizing Secondary School Curricula for March, 1927 Report of the Committee on Standards for Reorganizing Secondary School Curricula for March, 1928 Tests and Measurements in School Instruction The Community and Its High School Why Educational Objectives? The Elementary School Curriculum The Denver Program of Curriculum Revision Curriculum Practices in the Junior High School and in Grades 5 and 6, Supplementary Educational Mono. 0 Economic Life and the Curriculum Principles of Secondary Education Educational Yearbook Psychology of High School Subjects Psychology of Secondary Education The American Secondary School Extra-Curricular Activities The High School Third Yearbook, Selected Topics in the Teaching of Mathematics Twenty-Third Yearbook, Part I, The Education of Gifted Children Author Bobbitt, Franklin Department of Superintendence Uhl, Willis L. Department of Superintendence Williams, L. A. Charters, Werrett Wallace Davis, Calvin Olin Harap, Henry Cox, Philip W. L. Bobbitt, Franklin Clement, John Addison Department of Superintendence National Society for the Study of Education Briggs, Thomas Henry Counts, George Sylvester Douglass, Aubrey A. Morrison, Henry Clinton National Society for the Study of Education Research Division North Central Association North Central Association Ruch, G. M., and Stoddard, G. D. Belting, Paul Everett Bode, Boyd H. Bonser, F. G. Davis, Calvin Olin Denver, Colo., Public Schools Glass, James M. Harap, Henry Inglis, Alexander International Institute of Teach- ers Colleges Judd, Charles Hubbard Judd, Charles Hubbard Koos, Leonard V. Los Angeles, Calif., City Schools McKown, Harry C. Miller, H. L. Monroe, Walter, and Weber, Oscar F. National Council of Teachers of Mathematics National Society for the Study of Education Publisher Houghton Mifflin Company National Education Association The Macmillan Company National Education Association Ginn and Company The Macmillan Company World Book Company | The Macmillan Company | J. B. Lippincott Company Houghton Mifflin Company Henry Holt and Company National Education Association Public School Publishing Com- pany The Macmillan Company The University of Chicago Houghton Mifflin Company University of Chicago Press Public School Publishing Com- pany National Education Association North Central Association Quar- | terly, Vol. I, pp. 428-544 North Central Association Quar- terly, Vol. II, pp. 389-504 World Book Company D. C. Heath & Company Journal of Educational Research, Vol. 10, pp. 175-86 The Macmillan Company World Book Company Denver Board of Education The University of Chicago The Macmillan Company Houghton Mifflin Company Teachers College, Columbia Uni- versity | Ginn and Company Ginn and Company Ginn and Company Los Angeles Board of Education The Macmillan Company Charles Scribner's Sons Doubleday, Doran & Company, Inc. Teachers College, Columbia University ty Public School Publishing Com- | pany Year of publication Jan Mar Mar Oc 1924 1928 1927 1927 1928 1923 1927 1928 1925 1918 1923 1926 1927 1926 1926 1927 1926 1927 1928 ch, 1927 ch, 1928 1927 1923 t., 1924 1920 1924 1927 1924 1927 1918 1927 1915 1927 1927 1924 1927 1927 1928 1928 1924 [ 243 ] TABLE 6—BOOKS DEALING WITH GENERAL CURRICULUM PROBLEMS 0 THE SECONDARY SCHOOL—(Continued) Title Author Publisher Twenty-Fourth Yearbook, Part II, Adapting the Schools to Individual Differences Handbook for Course of Study Com- mittee Foundations of Educational Sociology Organization, Administration, and Course of Study for Junior and Senior High Schools Rating Elementary School Courses of Study of Education Peters, C. Stratemeyer, | { National Society for the Study Directors and Supervisors, Oak- | land, C oM., Public Schools Roberts, i akin F., Director Florence B., Bruner, Herbert B. Public School Publishing Com- pany Oakland Board of Education | The Macmillan Company | | West Virginia State Department | of Education Bureau of Publications, Teach- ers College, Coiumbia Uni- versity | Secondary Education, New Calif.; Education, University of Calif.; School, Lincoln, Neb.; Merton E. Hill, Prietinal Chaffe Chicago, Ill.; Arthur J. Jones, V. Koos, gett of Schools, Pittsburgh, Pa.; School, Trenton, N. J.; and L. 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.; 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, Walter F. Downe Head Master, English High School, Boston, Mass.; J. B. Edmonson, Head, Departme nt Michi an, Ann Arbor, Mich.; William F. Ewing, Assistant Superintendent of Schools, Oaklar Herbert H. +4 me ak of Education, Beloit College, Beloit, Wis.; Will French, Principal, Lincoln Hig Harap, Associate Professor of Education, Cleveland School of Education, Cleveland, Ohi Junior College, Ontario, Calif.; essor of Secondary Education, University of Pennsylvania, Philadelphia, Pa.; Professor of Secondary Education, University of Minnesota, Minneapolis, Minn.; A. K. Loomis, Director, Curriculum Department, Public Schools, Denve: ‘olo.; Elizabeth E. Packer, Acting Principal, New Trier Township High School, Winnetka, I!I.; School of Education, Stanford University, Calif.: Joseph Roemer, Professor of Secondary Education, Teachers College 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.; L. Uhl, School of Education, University of Washington, Seattle, Wash.; Douglas Waples, Professor of Educationa Method, Graduate Library School, University of Chicago, Chicago, IIL; A. Williams, Professor of Education, University of California, Berkeley, Calif. Philip W. L. Cox, Professor Clarem John T. Johnson, Cook County Normal Scho Leonar Frank M. Leavitt, "Associat: William Martin Procto: Willi William A. Wetzel, Principal, Senior Hig! 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 should be organized “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 pai ticular subject, or (2) a lack of agreement as to which books are considered most helpfu! to local course-of-study committees. The books mentioned most frequently hea 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 the books listed are more recent than others, and hence are not so well known, undoubted!) accounts for their not being mentioned mor often. It would appear that the total list o! books presented in Tables 6 to 18 represents 1. A recent and reasonably comprehensive |is' of books dealing with general curriculum problems of the high school and also those of twelve su! ject fields. 2. A rough indication as to which of these books will be found most helpful to local course-of-stud) committees and to high-school faculties. [ 244] None ot suggested lable 7 oT the books included were Art Education the eight of by more than three he length of the list of books presented in of that specialists who assisted in the preparation the two ble 7 is indicative the fact art list. ‘The first nine books were mentioned were ialists do not agree as to the books most Inful in developing high-school art courses. COURSES or three times. All the mentioned TABLE 7.—BOOKS HELPFUL IN BUILDING HIGH-SCHOOL ART once, remaining EDUCATION Titte mposition: A Series of Exercises in Art Structure for the Use of Students ind Teachers Teaching of Industrial Elementary School Significance of the Fine Arts the Arts \rt in the School \rt Through the Ages \rt in Everyday Life The Business of Teaching and Super- vising the Arts \rt Education tor High Schools Organization and Teaching of Art Design in Theory and Practice Self-Development in Drawing Figure Construction Method for Creative Design Letters and Lettering \pplied Drawing Courses of Study in Junior and Senior High Schools, Bulletin No. 5, 1925, Art Syllabus Art for the High School, Bulletin No. 35 Art for Amateurs and Siudents Curriculum Shall We Have Intelligence Tests in Art? Curriculum Adjustment in the Se dary School Art . . Senior High School, Course - Study Monograph No. 14 Fifth Yearbook, The Junior School Curriculum Sixth Yearbook, The Development of the High School Curriculum Experience and Nature Drawing with Pen and Ink, and a Word Concerning the Brush The American Secondary School Applied Art, Drawing, Painting, De- sign, and Handicraft Tests in Fundamental Abilities of Visual Art Art Course of Study for Senior High Schools Nature, Practice, and History of Art Creative Youth 2-con- High The Practice of Teaching in the Secon- dary School Twenty-Sixth Yearbook, Foundations and Technique of Curriculum Making Elementary Freehand Perspective Freehand Perspective and Sketching Apollo The Enjoyment and Use of Color How to Design Monograms Problems in Art Education Industrial Arts Design Curriculum Building in Art Empirical Study of Pupil-Ability Public School Art Courses in McMurry, Wes American | tects, ( | Boas. | Goldstein, | Kirby. Author Dow Arthur Wesley Oscar; Eggers, G and McMurry, C. A Institute of “ommittee on E Belle Gardner, Helen Harriet Irene Goldstein, Vetta C. Valentine Prang, L. Winslow, Leon L. Batchelder, Ernest Beck, Walter Bement, Alon Best-M:< Auge ard, Brown, F. Brown, H. H. Committee of Three, ber. Chairman Allen Adolpho Committee on Art, St. Lou Public Schools Cox, George J. Cox, George J Cox, Philip W. L Denver Curriculum Committee Department of Superintendence Department of Superintendence John Arthur L. Dewey, Guptill, Koos, Leonard V. Lemos, Pedro Joseph Lewerenz, A. S. Lewerenz, Carol M. Magonigle, Harold Van Buren Mearns, Hughes Morrison, Henry Clinton National Society for the Study of Education Norton, D. M. Norton, D. M. Reinach, Solomon Sargent, Walter Sprague, Curtiss, and Sprague, Elizabeth Tannahill, Sallie B. Varnum, W. H. Whitford, W. G Whitford, W. G. Archi- Zducatio | Warwick & Yor Jean Kim- Revision | Pacific Publisher Doubleday, Doran & ¢ n Inc The Macmillan Company Marshall Jones Company Doubl Inc Harcourt, Brace and Company The Macmillan Company eday, Doran & Company Abbott Educational Company The Prang Educational C. k, Inc. The Macmillan Company G. P. Putnam's Sons Gregg Publishing Company Alfred A. Knopf ympany | Bates & Guild Co. Mentzer, Bush & Company State of Missouri Department of Education Louis, Board of Education, St. I oO. Doubleday, Doran & Company, Record, nc. Teachers College Vol 28, pp. 690-5 J. B. Lippincott Company Denver, Colo., Public Schools National Education Association National Education Association Open Court Publishing Company Pencil Points Press Ginn and Company Press Publishing Asso- ciation High School Teacher, pp. 190-2 Vol. 4, | Long Beach City Schools Charles Scribner's Sons | Doubleday, Doran & Company, ne. University of Chicago Press Public School Publishing Com- pan Bridgman Publishers Bridgman Publishers Charles Scribner's Sons Charles Scribner's Sons Bridgman Publishers Teachers College Record, Vol. 28, pp. 696-706 Manual Arts Press Elementary School Journal, Vol. 21, pp. 281-9, 352-60 | Elementary School Journal, Vol 20, pp. 33-46, 95-100 Year of pu March, M: Mar h, Dec., an., J blication 192; 1908 1925 1910 1928 1927 1926 1921 1916 1925 1926 1926 1927 1925 1925 1927 1928 1926 1928 1927 1920 ay, 1928 1927 1924 1925 1926 1927 1924 1910 1924 1923 1927 1927 | 1925 1920- 1921 Sept.-Oct., 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 York, 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.; California at Los Angeles, Los Angeles, Calif.; Shirley Poore, Assistant Director, Art Department, U niversity of 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} education specialists. Table 8 is a compilation of the lists of six best books submitted by seven commercial The first seven books are mentioned from six to three times. ‘The Commercial Education last nineteen books in tioned once. so recently that there has been no opportu for them to be read widely, which fact p; the list EDUCATION COURSES TABLE 8.—BOOKS HELPFUL IN BUILDING HIGH-SCHOOL COMMERCIAL were Some of these have been is ably accounts for their position in the | Title Author Publisher 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 ae ren leveionmnant of the High School Curriculum a Education in Secondary Schools Analysis of Secretarial Duties and Traits Teaching Business Subjects in Secon- dary Schools Methods in Commercial Teaching Courses of real in Commercial Sub- um Bulletins Nos. 36, Social Studies ‘5 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 oO of Fifteen of the California High School Teachers Association on Secondary Education in California, 1923 The Senior High School Curriculum, Suogiormentesy sOusetionel Mono- graphs No. 2-98 Our Evolvi Higk’Sche School Curriculum, Commerce, High School Course of Study Mono. No. 8 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 .@) ves and Problems of Vocational lucation What Kind of Business Education Do We Want? Principles of Commercial Education Commercial Education in 1924-26, Bureau of Education Bulletin, 1928, No. 4 In the Service of Youth } ee rh "Ys a Democracy of High School Subjects ects, on Commerce, by G. B High School Commercial Education Lomax, Paul S., and Carkin, Seth B 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. Lovis, 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. Malott, J. oO. Sodyche, ohn Baker Prosser, Charles, and “Allen, C. R. Uhl, Willis L. Walters, R. G. 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, ne. South-Western Publishing Com- pany i The Century Co. Government Printing Office Sir Isaac Pitman & Sons The Century Co. D. Appleton and Company Sir Isaac Pitman & Sons Year of publication 192 Rg 1922 192 1927 2 = | 1928 1922 1924 1924 1925 1926 1922 1924 1924 1926 1927 1925 1929 1904 1891 1914 1929 1928 1928 1929 1928 1928 1925 1928 1923 Among those Sos Board for be Educa ashingt hae elena of lowa, | ao City, lowa; James E. Downey, . Kirk, Director, Commercial Education, Board of Public Education, Philadel Commercial Education, New York University, New York City; John O. M ¢. S. Bureau of Education, Cee 2 D. C.; Frederick G. Nichols, Professor cation, Harvard University, Cambridge, Mass. on, D. C.; eadmaster, Hi » the above list were: ’ W. Barnhart, Chief, Commercial Education Service, Federa! E. G. Blackstone, Head, Training Department of Commercial! School of Commerce, Boston, Mass.; a, Pa.; Paul S. Lomax, Professor alott ialist in Commercial Education, of Education, Graduate School of Edu- [ 246 ] nin English From Table 9, it would appear study committees. The first fifteen books were mentioned from five to two times by the nine that the specialists, and the remainder were mentioned e specialists who contributed to the list of once. From the long list presented in Table hooks in English are not in agreement as to 9, local committees may select the ones which } t ie “most helpful” books for local course-of- will best suit their needs. TABLE 9.—BOOKS HELPFUL IN BUILDING HIGH-SCHOOL ENGLISH COURSES Title Reorganization of English in Secondary Schools, U. S. Bure au of Education Bul., 1917, No. 2 Fifth Yearbook, The Junior High School Curriculum, pp. 87-146 How to Make a Curriculum, Chap. Vi and XVI Representative Courses of Study in English Essential Principles of Teaching Read- ing and Literature in the Interme- diate Grades and High School The Curriculum Curriculum Construction An Evaluation of Extensive and In- tensive Teaching of Literature, Con- tributions to Education, No. 275 Sixth Yearbook, The Development of the High School Curriculum, pp. 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 — 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, Supplementary Education- al Monographs No. 28 Report of the National Committee 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 | Coryell, Nancy Gillmore Bureau of Publications, Teach 1927 Hosic, Depart Bobbit Camen English Composition, Its Aims, Meth- | ods, and Measurements, Part I, Twenty-Second Yearbook of the National Society for the Study of Education Comprehension Difficulties of Ninth Grade Students in the Study of Literature, Contributions to Edu- cation No. 189 The. Knowledge of English Leonar Bobbit Charte Depart Fries, C. C Thomas Nelson & Sons 1927 J yhnso Lyman, Stormzand, Martin J., and | Warwick & York, Inc. O'Shea, M. V Thomas, C.S Houghton Mifflin Company Webster, E. H., and Smith, | World Book Company D. V. | Bolenius, Emma M. | Houghton Mifflin Company Burch, Chubb, Clapp, Denver Curriculum Revision | Denver, Colo., Public Schools | 1925 Com Depart ma Gray, William S The University of Chicago | 1925 Gray, William S. Public School Publishing Com- 1925 Great I Hanes, Hanes, Hill, H. Hosic, Hosi Hudels Irion, Krapp, Theophill W. H Bureau of rune ations, Teach Author Publisher Year of publication James F, Government Printing Office 1917 ment of Superintendence | National Education Associatior 1927 t, Franklin Houghton Mifflin Company 1924 isch, Sophia C. 1e English Journal, Vol. 16 April, 1927 279-94 d, Sterling A B. Lippincott Company 1922 t, Franklin Houghton Mifflin Company | 1918 rs, Werrett Wallace The Macmillan Company 1923 ers College, Columbia Uni- versity ment of Superintendencs National Education Association 1928 n, Roy Ivan Public Schooi Publishing Com 1926 pany Rollo L The University of Chicago | 1929 | Mary C. Clark University Press Percival The Macmillan Company 1902 John M. | The English Journal, Vol. 15, | Feb., 1926 pp. 110-31 mittee — ment of Superintendence National Education Association | 1925 alvin Olin World Book Company 1927 pany ritain Board of Education| His Majesty's Stationery Office | 1921 Ernest, and McCoy, M 1! The Macmillan Company 1928 E a: st, and McCoy, M. J.| The Macmillan Company 1925 | Ginn and Company 1928 os s F. Bureau of Publications, Teachers | 1921 College, Columbia University | James F Te —_ *rs College Record, Vol Sept., 1923 pp. 338-43 on, Earl P ubtic School Publishing Com- pany 1923 ers College, Columbia Uni- versity George Phillip Henry Holt and Company [ 247 ] (Continued) TABLE 9.—BOOKS HELPFUL IN BUILDING HIGH-SCHOOL ENGLISH COURSFs— Title Author | Publisher | Year of | publicat an nem, Its Growth and Pres- ent 1 Compedition as a Social Prob- em 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 Seconda Schools and Colleges, Part II] of the Pro- ceedings Twenty-Sixth Yearbook, The Founda- tions and Technique of Curriculum Making Social Objectives of School English Organization, Administration, and ourse of Study for Junior and Senior High Schools Teaching English in High School Unit Studies in Grammar — Elementary School Courses of udy 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 Krapp, George Phillip Leonard, Sterling A. Leonard, Sterling A., and Cox, Leonard, Sterling A., and Moffett, H. Y. Los Angeles English 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 Sub-Committee on English, North Central Association Uhl, Willis L. Uhl, Willis L. Among those contributing to the above list were: Press, Chicago, IIl.; of English, arris Teachers © e, Madison, Wis.; Dudl e —* Columbus, Ohio; Edi Ill.; Dora V. Smith, Dechstaal ater tf Education, Col Charles Scribner's Sons Houghton Mifflin Company Rand McNally & Company English Journal, Vol. 16, pp. 345- Los Angeles, Calif., City Schools | North Central Association of | Secondary Schools and Col- leges Public School 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- ba — Columbia Uni- st. Louis Board of Education North Central Association Quar- terly, Vol. 1, pp. 445-66 The Macmillan Company D. Appleton and Company Louis, Mo.; S. eee neg 1909 | 191 ' | 1925 May, 19 1927 1924 1927 1924 1928 1926 1926 March, 1 1927 1928 Sophia C. Camenisch, English Journal, University of Chicag: Philipine Crecelius, Ben Blewett Junior High School, St. Louis, Mo.; Roy Ivan Johnson, Protesso: Leonard, School ool of Education, University of Wisconsin, and Matthew H. Willing, School of Education, University of Wisconsin, Madison, ~~! be High School, New York, N. Y.; S. L. Pressey, Ohio State University tment, School of Education, U niversity of Chicago, Chicag: ege of Education, Universit = Minnesota, Minneapolis, Minn TABLE 10.—BOOKS HELPFUL IN BUILDING HIGH-SCHOOL HEALTH AND PHYSICAL EDUCATION COURSES s of Physical Education hysical 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 tion and Administration of Recreation y in School Health Physical Education, Grades 9-12 Games, Contests, and Relays Physical + eee Activities for High Physical Education tion and Administration of sical Education Health Supervision and Medical In- spection Principle New EE Author Publisher Williams, Jesse ee Bb. and Cassidy, Department 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. P Ivania State Department of Education Lm Cc. University of Michigan, Dept. of Phy. Ed. for Women Welpton, W. P. ams, Jesse F. Wood, Thomas D., and Rowell, H. G. W. B. Saunders Company The Macmillan Company National Education Association Government Printing Office World Book Company Houghton Mifflin Company Lyons & Carnahan P. Blakiston’s Son & Co. Doubleday, Doran & Company, Inc. A. S. Barnes & Co. a State Department of Education A. S. Barnes & Co. Lea & Febiger Warwick & York, Inc. The Macmillan Company W. B. Saunders Company Year of publication 1927 1927 1928 1922 1922 1929 1928 1928 1928 Buffalo N q W. Maroney, Buttalo, Nov F. 7 pate qeatiating to the above list were: ent of Cate H. Keene, Professor of Hygiene, University of Buffalo, , Departm Health Education, Public Schools, Atlantic City, N. J.; and essor of Physical Education, School of Education, New York University, New York City. [ 248 ] Health and Physical Education and _ physical of helpful The first two books [hree specialists in health ducation contributed the titles sooks listed in Table 10. were mentioned twice, the remaining four- teen once each. This would seem to indicate lack of agreement as to which books are most helpful to local school systems in building courses of study in health and physical educa- Home Economics Nine specialists in home economics con- tributed the fifty titles listed in Table 11. Some wrote saying that it was quite impos- sible to select the six best books, so they sub- The first ten books were mentioned from to The length of the list shows that there is great lack of agreement as to which books are con mitted longer lists. four three times. sidered most helpful to local home economics tion. course-of-study committees. TABLE 11.—BOOKS HELPFUL IN BUILDING HIGH-SCHOOL HOME ECONOMICS COURSES Title Teaching of Home Economics Schools dations of Curriculum Making Art in Home and Clothing the High School Curriculum The Administration of Home nomics in City Schools | Textile Fabrics Everyday Foods | Junior Home Problems of Illinois Bulletin No. 48 Curriculum Construction Child Care for Girls Fifth Yearbook, The Junior School Curriculum The Education of the Consumer Home Economics Research graph No. 1 The House and Its Care Curriculum-Making in Los Supplementary Educational graphs, No. 20 Construction Curriculum Problems, The Teachers’ Series Clothing Construction Training the Toddler Teaching Home Economics graphs, No. 29 High Schools Art in Everyday Life Made More Effective? The Curriculum Food Buying and Our Markets Twenty-Sixth Yearbook, Part I, riculum Making: Past and Present Angeles, Mono- The Placement of Home Economics Content in Junior and Senior High Twenty-Sixth Yearbook, Part II, Foun- Sixth Yearbook, The Development of Eco- Syllabus of Home Economics for the High Schools of Illinois, University A Survey of Public School Courses in High The Technique of Curriculum Making Mono- Cur- Determining Principles of Curriculum A Course of Study for the Public Schools of Colorado, Vol. II, line for Junior High School Courses A Partial Bibliography on Curricula Modern ut- The Senior High School Curriculum, Supplementary Educational Mono- Our Evolving High School Curriculum Manual of Home- Making Education for Home Economics, Course of Study Monograph No. 12, Grades 7, 8, 9 The Philosophy of American Educa- tion How Can Household Arts Teaching Be 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 and Lacey, | University of Illinois Charters, Werrett Wallace Crabbs, Lelah Mae, and Miller, Mabel Lawrence | Department of Superintendence Harap, Henry Harap, Henry Kinyon, Kate W., and Hopkins L. Thomas Matthews, Mary Lockwood | National Society for the Study | Bradford, of Education Bobbitt, Franklin Bode, Boyd Henry Mary C. others 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 Lincoln School, Teachers College McAndrew, William Monroe, Day, and Stratton, L. M. Houghton Mifflln Company Publisher | 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 Benj. H. Sanborn & Cx University of Illinois The Macmillan Company Merrill-Palmer School National Education Association The Macmillan Company The Macmillan Company Public Schools, Denver, C« | Little, Brown and Company Public School Publishing ¢ pany The University of ¢ Educational Administration and Supervision, Vol Us 217-28 | Department of Public Instruc tion, Denver, Cok Teachers College Record 27, pp. 205-23 The Macmillan Company | Ginn and Company B. Lippincott Company The Macmillan Company The University of Chicag World Book Company Alabama State Department Education The Macmillan Company Denver Board of Education Teachers College Record, V« 30, pp. 13-22 Lincoln School, Teachers ( lege, Columbia University Journal of the New York State Teachers Association, Vol. 10 pp. 125-30 M. Barrows & Company } | Year of | Publication 1928 1928 | | | 192; 28 [ 249 ] TABLE 11.—BOOKS HELPFUL IN BUILDING HIGH-SCHOOL HOME ECONOMICcs COURSES—(Continued) The Kind of Home Economics Needed Making a Course of Study, University of Illinois Circular No. 35 The High School The Practice of Teaching in the Secon- dary Schools Child Development and Parental Edu- cation in Home Economics Preface to the Reconstruction of the American School Curriculum How to Know Textiles Curriculum Revision, How a Particular City May Attack the Problem Home Economics in American Schools, Supplementary Educational Mono- graphs, No. 14 A Girl's Problems in Home Economics Secondary School Curricula Achievements in Home Economics Education, Bulletin No. 35 Home Economics in the Junior High oe Home Economics Letter No. by High School Girls, Home Eco- nomics Letter No. 5 ee Child Care and Parenthood ucation in Home Economics De- partments, Bulletin No. 17 Food Planning and Preparation Monroe, Walter S. Monroe, Walter S., Oscar Small, Cassie Paine Threlkeld, A. L Trilling, Mabel others Trilling, Mabel Uhl, Willis L. and Weber, Morrison, Henry Clinton Richardson, Anna Euretta, and Miller, Mabel Lawrence Rugg, Harold Ordway Barbara, and Barbara, and Williams, Florence Marion U. S. Bureau of Education U. S. Bureau of Education U. S. Bureau of Education U. S. Bureau of Education Wellman, Mabel Thacher Publisher Bureau of Educational Research, College of Education, Uni- versity of Illinois Doubleday, Doran & Company, Inc. University of Chicago Press American Home Economics As- sociation Teachers College Record, Vol. 27, pp. 600-16 Ginn and Company Elementary School Journal, Vol. 25, pp. 573-82 The University of Chicago J. B. Lippincott Company The Macmillan Company Government Printing Office Government Printing Office Government Printing Office Government Printing Office J. B. Lippincott Company Among those contributing to the above list were: Home Economics Association, Washington, D. C.; School of Education, University of Chicago, Chicago, IIl.; cation Service, Federal Board for Vocational Education, Washington, D. C ; Jessie | | Helen W. Atwater, Editor, Journal of Home Economics, American Beulah [. Coon, Assistant Professor, Home Economics Education Florence Fallgatter, Federal Agent, Home Economics Edu- W. Harris, State Supervisor of Home Year of publicatio: 1925 1928 1926 1928 March, 19 1925 April, 192 1920 1926 1927 1927 Feb., 1928 Sept., Economics Education, Head, School of Home Economics, University of Tennessee, Knoxville, Tenn.; Adah H. Hess, State Supervisor of Home Economics Education, State Board for Vocational Education, Springfield, IIl.; Kate W. Kinyon, 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, ben a D.C.; and Florence E. Winchell, Head of Department of Home Economics, State College for Teachers, Albany, N. Y. 1928 a a oe a“ 2 six books. 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 Since this list of books is shorter than those submitted secondary school subject whether it means greater agreement as to which books are helpful, or whether there is a shortage of books dealing with industria! fields, arts curriculum problems. COURSES a number of othe: one wonders TABLE 12.—BOOKS HELPFUL IN BUILDING HIGH-SCHOOL INDUSTRIAL ARTS . Year of Title Author Publisher publication Exploring the Manual Arts Friese, John F. The Century Co. 1926 Manual Arts in the Junior High School, | Roberts, Wm. E. Government Printing Office 1924 — 11, U. S. Bureau of Educa- tion Reconstruction of Industrial Arts | Snedden, David, and others Bureau of Publications, Teach- 1927 Courses, Chapters I and II Industrial Arts and Prevocational Edu- cation in Intermediate and Junior High Schools Teaching Manual and Industrial Arts Woodwork for Secondary Schools Copeemt and Method of the Industrial rts Household Mechanics History of Manual and _ Industrial Education up to 1870 Manual Arts Mechanical Drawing Problems Essentials of Metalworking Edgerton, A. H. Griffith, Ira S. Griffith, Ira S. Vaughn, S. J., Bedell, Earl L. Bennett, C. A. Bennett, C. A. and Mays, A. B. Berg, E., and Kronquist, E. F. Berg, E., and Wing, B. E 8 ee Columbia Uni- Rouen Publishing Company The Manual Arts Press The Manual Arts Press The Century Co. The Manual Arts Press The Manual Arts Press The Manual Arts Press The Manual Arts Press The Manual Arts Press 1924 1916 1924 1912 1926 1917 1922 1927 [ 250 ] TABLE 12.—BOOKS HELPFUL IN BUILDING HIGH-SCHOOL INDUSTRIAL ARTS COURSES—(Continued) Title Author Curriculum-Making in Los Angeles, Supplementary Educational Mono- graphs, No. 20, Chapters XI and XII Elementary School Curriculum Problems in Architectural Drawing Manual Artsin the Junior High Schoo! | Bobbitt, Franklin Bonser, F. G Elwood, Franklin G Friese, John F., Problems and Projects in Industrial Kenneth R Arts Teaching Industrial Arts La Voy, McMurry, Oscar I Polk, Ralph W. Proffitt, Maris M. » Practice of Printing \. ues of the Manual Arts, Industrial i jucation Circular No. 27 Industrial Education, Bureau of Edu- cation 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, Administration and Supervision Essentials of Electrical Work Elementary Industrial Arts Proffitt, Maris M Proffitt, Maris M Roberts, S. ¢ Selvidge, R. W Smith, Homer J | Willoughby, G. A | Winslow, Leon L Among those contributing to the above list were: in Industrial Education, U. S. and others B W.; and McMurry Charles A 237 N. Monroe Street, Peoria, Ill.; A. H. Edgerton, Director of Vocational Guidance, University of Wisconsin, Wis.; John F. Friese, Assistant Professor of Industrial Education Jones, Research Professor of Education, University of Pittsburgh, Pittsburgh, Pa.; Bureau of Education, Washington, D. C. Publisher Year of publication The University of Chicag June, 1922 The Macmillan Company 1920 The Manual Arts Press 1924 vard of Education, St. Cloud 25 Minn The Manual Arts Press Eggers, G The Macmillan Company ( \ The Manual Arts Press Government Printing Office Government Printing Office Government Printing Office Richard G. Badger The Manual Arts Press The Century Co, The Manual Arts Press The Macmillan Company Wagasine Madison University of Wisconsin, Madison, Wis.; Walter B. and Maris M. Proffitt, Specialist Bennett, Editor, /mdustrial Educa: Four specialists in Latin contributed the titles of helpful books listed in Table 13. The first nine books were mentioned two or the rest mentioned more times, were each which disagreement as to which books, in the judg- once, seems to indicate considerable ment of these specialists, are most helpful to the However, as was previously local committees charged with revision of Latin courses. stated, since the influences which may have resulted in the choice of particular books are not known, the number of times that any one book is not much weight. mentioned should be given too Title Author ) | | | Report of the Classical Investigation The Teaching of Latin Gray, Mason D., The Teaching of Latin and Greek in the Secondary Schools How to Make a Curriculum, Chapter 18 Curriculum Making in Secondary Schools, Chapter 17 Tentative Syllabus in Ancient Lan- 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. George P. Bobbitt, Franklin Clement, John A, Education, | Inglis, Alexander =. School Latin Davis, Calvin Olin Latin, Course of Study Monograph, No. 3 Sixth Yearbook, The Development of the High School Curriculum How We Think High School Dewey, John Modern Methods in Douglass, Harl R. Teaching Latin Course of Study for Senior and Junior High Schools Teaching High School Latin Latin for Today Game, J. B Thornton TABLE 13.—-BOOKS HELPFUL IN BUILDING HIGH-SCHOOL LATIN COURSES American Classical League Bennett, Charles E., and Bristol Evans, Austin H., Chairman Judd, Charles Hubbard Louis Committee on Denver, Colo., Public Schools Department of Superintendence Edwards, Philip H , Chairman Gray, Mason D., and Jenkins, Publisher Year of | publication 1924 Not yet published 1901 | Princeton University Press D. Appleton and Company | Longmans, Green & Co. 1924 1923 Houghton Mifflin Company Henry Holt and Company Univ. of the State of N. Y., Stat 1928 Dept. of Education Houghton Mifflin Company 1918 1915 1926 | Ginn and Company St. Louis, Mo., Board of Edu cation | World Book (¢ High ompany 1924 1928 Denver Board of Education National Education Association 1928 1910 1926 D. C. Heath & Co Houghton Mifflin Company Baltimore, Md., Dept. of Edu 1924 cation s University of Chicago Press | Ginn and Company 1925 1927 [251] TABLE 13.—BOOKS HELPFUL IN BUILDING (Continued) HIGH-SCHOOL LATIN COURSEs— Directing Learning in the High School The sewgshing of Latin in Secondary Schools The Classics in England, France, and Germany, Part III, American Classi- “Classical Investiga- Latin—First Year cal League, tion” Practice of Teaching in the Secondary Schools First Latin Lessons Second Latin Lessons hology of the Junior High School pil A Course of Study in Latin for Junior High School Grades—Whole Num- ber 185, No. 8 Methods with Adolescents Tests and Measurements in High School Instruction ron Lasunagse in Intermediate and Supervision a High School Subjects, hapter on Latin Course of fae Mono. No. 5, Latin, Grades 7 School , 8 and 9, i. High Hale, W. G. Hecker, Eugene Arthur Kandel, I. L. | Magoffin, Ralph Van Deman, and Henry, Margaret Y. Monroe, Walter S. Morrison, Henry C. | Parsons, Charles A., and Little, Charles E Parsons, Charles A., and Little, Charles E. Pechstein, L. A., and McGregor, Annie L. Perkins, A. S., and others Pringle, Ralph W. am. G. M., and Stoddard, G. Stone, Raymond, Chairman Uhl, Willis L., Editor White, Willmette, Chairman Title Author Publisher Content and Method in High School | Grise, F.C. George Peabody College for Latin, Contributions to Education, Teachers No. 19, George Peabody College for | | Teachers | | The Art of Reading Latin Mentzer, Bush & Company The Shoenhof Book Co. Princeton University Press Silver, Burdett & Company Doubleday, Doran & Company, University of Chicago Press D. C. Heath & Company D. C. Heath & Company Houghton Mifftin Company Massachusetts State Depart- ment of Education D. C. Heath & Company World Book Company ——. Mich., Board of Edu- D. ates and Company Denver, Colo., Public Schools Year of 1924 $, isor of Ancien Among those contributing to the above list were: York Cit — ead ment of Latin and Greek, Board of nguages, State Department of Education, Albany, N. Y. Walter Eugene Foster, Theodore Roosevelt High School, New Education, University of ee ty fe} hia, Pa.; Miss Schwendler Education, Rochester, N. Y.; an arold G. Thompson, Super- publication Mathematics The relatively small number of books listed in Table 14 by five specialists would seem to indicate more or less agreement as to which COU books, in their judgment, are most helpful i: the building of local mathematics courses fo: secondary schools. The first seven books wer mentioned two or more times. TABLE 14.—BOOKS HELPFUL IN ween HIGH-SCHOOL MATHEMATICS E . Year of Title Author Publisher publication Report of National Committee on | National Committee on Mathe- | Houghton Mifflin Company 192 Mathematical Requirements matical Requirements First Yearbook National Council of Teachers of | Bureau of Publications, Teach- 1926 Mathematics ~ Sam Columbia Uni- i " versity Second Yearbook | National Council of Teachers of | Bureau_of Publications, Teach- 1927 | Mathematics = ae Columbia Uni- . ‘ versity Third Yearbook National Council of Teachers of | Bureau of Publications, Teach- 1928 Mathematics ers College, Columbia Uni- =a. ba my List of Objectives in Mathe- | Schorling, Raleigh George Wahr 1925 The Teaching of Junior High School | Smith, D. E., and Reeve, W. D. | Ginn and Company 1927 athema A Tentative Syllabus in Junior High | Wiley, George M. Univ. of the State of N. Y., 1928 School Mathematics State Rochester, Re of Education Geometry for Junior High Schools Betz, William Y., Board of Edu- 1918 Essays on Mathematical Education Carson, S ap Se. L. eit and Company 1913 M tics in Junior High Schools Clark, J. R Teachers Record, Vol. | Dec., 1926 XXVIII, No. i = +. Pe. 360-373 The Mathematics Teacher Clark, John R., Editor National Council ‘eachers of | Eight times Psychology of High School Subj Judd, Charles Hubbard ots tat Come a 101s ogy ects . arles Hubba ‘ompany Thinking About Pricing jp ow Be E. P. Dutton & Company 1926 [ 252] fe —-s_ FF at TABLE 14.—BOOKS HELPFUL IN BUILDING HIGH-SCHOOL MATHEMATICS COURSES—(Continued) Year of Publisher publication Title Author Houghton Mifflin Company Houghton Mifflln Company 1925 192 Ligda, Paul National Committee on Mathe matical Requirements The Teaching of Elementary Algebra The Reorganization of Mathematics in Secondary Schools (Final Report of the Committee) The Teaching of Algebra, Trigonometry A Course for Teachers of Junior High | School Mathematics, Contributions ers College, Columbia Uni- to Education, No. 313 | versity The Psychology of Algebra Thorndike, E. L., and others | The Macmillan Company Enriched Teaching of Mathematics in | Woodring, Maxie, and Sanford, | Bureau of Publications, Teach- the High Schools Vera ers College, Columbia Uni versity Longmans, Green & ( Including | Nunn, T. I Longmans, Green & Company Schaaf, W. L. Bureau of Publications, Teach- | The Teaching of Mathematics in the | Young, J. W. A ‘ompany Elementary and Secondary Schools | William Betz, Board of Education, Rochester, N. ¥ Guy 7 John R. Clark, Lincoln School of Teachers College, California, Pa.; and Raleigh Schorling, Among those contributing to the above list were: Buswell, School of Education, University of Chicago, Chicago, II1.; Columbia University, New York City; J. A. Foberg, State Normal School, School of Education, University of Michigan, Ann Arbor, Mich. Table 15, were submitted, sev of the Modern Foreign Language Study were still in press. Hence, this table, the of times that any one book is mentioned should The first ten Modern Foreign Languages of mention in 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 eral of the volumes in in particular, number not be given too much weight. books were mentioned two or more times. TABLE 15—BOOKS HELPFUL IN BUILDING HIGH-SCHOOL MODERN FOREIGN LANGUAGES COURSES Title ——_ of Teachiag Sellen Lan- ages 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 New- Type Modern Language Tests Hispania A Graded Spanish Word Book An Annotated Bibliography of Modern Language Methodology A Laboratory Study of the Reading of Modern Foreign Languages Language Instruction in Can- ada—Part I. Modern ia Instruction in Can- ada—Part II. The French Review Fourth Yearbook, The Nation at Work on the Public School Curriculum Fifth Yearbook, The Junior High School Curriculum Sixth Yearbook, The Development of the High School Curriculum German Idiom List Silent Reading, Supplementary Edu- cational Monographs, No. 23 Spanish Idiom List The Modern Languages Forum German Frequency Word Book Author Handschin, C, H. Coleman, Algernon Palmer, Harold E. Bagster-Collins, E. W Denver, Colo., Public Schools Denver, C ao Public Schools Henmon, V. A. C. National Federation of Modern Language Teachers Wilkins, L. A. Wood, Ben D. American Association of Teach- ers of Spanish Buchanan, Milton A. Buchanan, Milton A., Phee, E. D. Buswell, Guy Thomas and Mac- Canadian Committee on Modern Languages Canadian Commiftee on Modern Languages Cornell University Department of Superintendence Department of Superintendence Department of Superintendence Hauch, Edward F. Judd, Charles Hubbard, Buswell, Guy Thomas Keniston, Hayward Modern Language Association of Southern California and Morgan, B. Q Publisher World Book Company | The Macmillan Compan; World Book Company Columbia University Press Denver Board of Education Denver Board of Education The Macmillan Company George Bante Publishing ‘ pany Benj. H. Sanborn & Co | The Macmillan Company American Association of Teach- ers of Spanish, University of Toronto Press University of Toronto Press The Macmillan Company 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 Association of Southern California The Macmillan Company Year of publication 1923 In press 1921 1904 1925 1925 1928 Monthl 1921 1927 ix time year 1928 1928 1927 1928 1928 1926 1927 1928 1929 1922 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 es ag Grades 7-12 Spanish for Junior -# Senior High Schools, Grades 7-12 Training of "Teachers of the Modern Foreign Languages (The Modern Foreign a Study) Report of the Committee "a 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- port of 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 Among those contributing to the Peg list were: nn igs Coleman, Professor of French, University of Chicago, oreign Education, Cleveland, Ohio; Jacob Greenberg, in eter High Schools Bo Board of Education, New York City; Charles H. Handschin, Purin, Director of Day School, University Extension Division, University of Wis- aa George W. H. Shield, Supervisor, Division of Modern Languages, Board of Education, Chicago, IIl.; Director of Forei A de Sauzé, Miami University, Oxt o; C.M. consin, Madison, Wis.; Los Angeles, Calif. 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 : Y f Title Author Publisher wubiieation High School Music Teaching for Super- | Giddings, Thaddeus P., and | E. L. Baker 1922 anata § Music peoeevenore, Grade Baker, Earl L. School Course of Study in Music, | Earhart, Will, Chairman Pittsburgh, Pa., Board of Edu- 1927 “> Divisions, Grades 7-12, Bul. cation Tests and Measurements in Music Kwalwasser, Jacob G. C. C. Birchard & Company 1927 1928 Book of Proceedings of the Music | Weaver, Paul J., Editor University of North Carolina 1928 — yd Na Conference M Course of Study for Senior High | Anderson, Lucile F Long Beach, Calif., City Schools 1927 Schools, Grades 10, 11, 12 a = Methods of Musical | Calvocoressi, M. D. Oxford University Press 1923 Creative Music for Children Coleman, Satie N. G. P P. Putnam’ 3 Sons 1922 Choral Technique and Interpretation | Coward, Hen oo Company 1914 School Music book Cundiff, ‘Hannah, and Dykema, Birchard & Company 1923 Music Education in America ey Archibald T. H r & Brothers 1926 Fifth Yearbook, The Junior High | Department of Superintendence | National Education Association 1927 ° Development of | Department of Superintendence | National Education Association 1928 the High School Curriculum Influence of Music on Behavior Diserens, Charles Murdock Princeton Univ. Press 1926 Music in High Schools and Colleges Dykema, Peter W., Chairman ee of Music 1929 Education Lng Music Farnsworth, Charles H. American Book Company 1909 How to Study M Farnsworth, Charles H The Macmillan Company 1920 Essentials in Condi . Karl Oliver Ditson Company 1919 Introduction to School Music Teaching . Karl C. Birchard & Company 1919 Harmony for Ear, Arthur E Oliver Ditson pompeny 192. Education and the Life Henderson, C. Houghton sae empany 190? Borderland of Music and Howes, Frank U 1927 Music Instruction in Junior and Senior | Hughes, Cecil L 1 eee. Vol. ““XXXV, June, 1927 pny gg in ta- 0. 6 ve Music in High Schools of the Middle | Koos, Leonard V. School Music, Vol. XVIII Jan., 1917 | est Instrumental Technique for Orchestra Metty, J. E.. and Giddings, | Willis Music Co. 1927 | The Practice of Teaching in the Second- | Morrison, Henry Clinton University of Chicago Press 1926 ary |; <— to Music Appreciation | Moyer, Dorothy T. Oliver Ditson Company 1923 Principles of Musical Education ee James D. The Macmillan Compan “oy . 1927 Summary of eptens of Books of Pro- usic Supervisors’ Journal, Paul! Music Supervisors’ National | Oct., 1928 ceedings of the ns Weaver, Editor Conference National Conference, 1914-28 [254] TABLE 16—BOOKS HELPFUL IN BUILDING HIGH-SCHOOL MUSIC COURSES— (Continued) } Title Author Publisher Year of publication Research Council Bul. No. 2, Plan for | National Research Council of | Paul J. Weaver, Chapel Hill, 1922 Granting High School Credits for Music Education North Carolina Applied Music Research Council Bul. No. 4, Report | National Research Council of | Paul J. Weaver, Chapel Hill, 1925 on Junior High Schools Music Education North Carolina Research Council Bul. No. 8, College | National Research.Council of | Paul J. Weaver, Chapel Hill, 1928 Entrance Credits and College Music Education North Carolina Courses in Music Principles of Aesthetics Parker, De Witt Silver, Burdett & Company 1920 Music: A Science and an Art Redfield, John Alfred A. Knopf 1928 Psychology of Musical Talent Seashore, Carl E. Silver, Burdett & Company 1919 Philosophy of Music; What Music | Seymour, Harriet Harper & Brothers 1920 Can Do for You Among those contributing to the above list were: John W. Beattie, Director, Department of Public School Music, | Northwestern University School of Music, Evanston, Ill.; Will Earhart, Director of Music, Public Schools, Pittsburgh, Pa.; Jacob Kwalwasser, Professor of Music Education, College of Fine Arts, Syracuse University, Syracuse, N. Y.; Joseph addy, President and Musical Director, National re School Orchestra Camp Association, Ann Arbor, Mich.; | E. Charles . Miller, Director, Department of Music, Board o' Supervisor, Department of Music, Board of Education, Cleveland, Ohio; and Paul J. Weaver, Director, Department of Music, University of North Carolina, Chapel Hill, N. C. Education, Rochester, N. Y.; r Russell V. Morgan, Directing TABLE 17.—BOOKS HELPFUL IN BUILDING HIGH-SCHOOL SCIENCE COURSES Title Author A Digest of Investigations in the Teaching of Science How to Teach General Science Fifth Yearbook, The Junior High School Curriculum Sixth Yearbook, The Development of the High School Curriculum Teaching Science in the Schools Chemistry in Modern Life The Teaching of Science and the Science Teacher Elementary Principles of Chemistry, Revised Biology and Human Life Certain Techniques Used in Develop- ing a Course of Study in Science for the Horace Mann Elementary School, Contributions to Education, No. 276 A Synthesis and Evaluation of Subject- Matter Topics in General Science The Teaching of General Science Education of the Consumer Measurable Outcomes of Individual Laboratory Work in the Teaching of Chemistry, Contributions to Education, No. 303 New Essentials of Biology Reorganization of Science Teaching in Secondary Schools, Bureau of Edu- cation Bulletin, No. 26 Foundations of the Universe Elements of ics The Nature Almanac Everyday Problems in Science Objective Measurement in General ence New Biology The Teaching of Science in Normal Schools and Teachers Colleges, Contributions to Education, No. 287 Courses of Study in Junior and Senior igh hools, Bulletin No. 7, Science Syllabus Curtis, Francis D. Frank, J. O. Department of Superintendence Department of Superintendence Downing, Elliott R. Arrhenius, S. A. = so Herbert, and Wade, F. B. Brownlee, R. B., and others Conklin, E. G. Craig, Gerald S. Curtis, Francis D. Eikenberry, W. L. Harap, Henry Horton, Ralph E. Hunter, George W. Kingsley, Clarence D., Chairman Luckiesh, M. Millikan, Robert A., and Gale, H. G. Palmer, E. L., and Pack, Arthur N. Pieper, C. J., and Beauchamp, Powers, Samuel R. Smallwood, M. M.; Reveley, I. L.; and Bailey, G. A. Van De Voort, Alice M. Watkins, Ralph K., Chairman Publisher P. Blakiston’s Son & Co. P. Blakiston's Son & Co. National Education Association National Education Association University of Chicago Press D. Van Nostrand Company The Century Co. Allyn and Bacon Science, Vol. 58, pp. 463-69 Bureau of Publications, Teach- ers College, Columbia Uni- versity Ginn and Company University of Chicago Press The Macmillan Company Bureau of Publications, Teach- ers College, Columbia Uni- versity American Book Company Government Printing Office D. Van Nostrand Company Ginn and Company American Nature Association Scott, Foresman & Company Teachers College Record, Vol. XIX, pp. 345-49 Allyn and Bacon Bureau of Publications, Teach- ers College, Columbia Uni- versity Missouri State Department of Education Year of publication 1926 1926 1927 1928 1925 1925 1925 1926 | Nov. 16, 1928 1927 1929 1922 1924 1928 1923 1920 1925 1927 1927 1925 Jan., 1928 Among those contributing to the above list were: J. L. Cooprider, Head of Science Department, Central High School, Evarsville, Ind.; Francis D. Curtis, Associate Professor of the Teaching of Biology and General Science, School of Education, University of Michigan, Ann Arbor, Mich.; Earl R. Glenn, Professor of Physics, New Jersey State Teachers r Montclair, N. J.; S. R. Powers, Professor of Natural Science, Teachers College, Columbia University, Ralph K. Watkins, University High Schcol, University of Missouri, Columbia, Mo.; Hanor A. Webb, try, George Peabody College for Teachers, Nashville, Tenn.; and Edward E. Wildman, Director, ucation, Philadelphia, Pa. < Col , Up New York City; Professor of C Science Education, Board of a [ 255] Science The first four books in Table 17 were mentioned from four to three times by seven specialists. The last nineteen were mentioned once. The shortness of the list would seem to indicate more or less agreement among these seven science specialists as to which six books are most helpful to local committees building science courses for the secondary school. The fact that three of the first four books in Table 17 present summaries of research studies prob- ably accounts for their position in the list. Social Studies Table 18 is a composite of the separate lists of five specialists in social studies. The first five books were mentioned from three to two times, the rest once, showing that there is little agreement as to the six books most helpful to local course-of-study committees. In fact, most of these specialists wrote that it was quite impossible to select so limited a list. TABLE 18.—BOOKS HELPFUL IN pedi HIGH-SCHOOL SOCIAL STUDIES Title Author Publisher Year of publication Fe he ba cote Studi Dawson, Edga The Macmillan Company 1927 k, The Nation at Work | Department Of Superintendence | National Education Association 1926 —_ thes Public School Curriculum, Files of ‘The Historical Outlook" McKinley, Albert E., Editor McKinley Publishing Company Monthly bt of Teaching in Secondary | Morrison, Henry Clinton University of Chicago Press 1926 8 Twenty-Second Yearbook, Part II, | National Society for the Study | Public School Publishing Com- 1923 Social Studies in the Elementary of Education pany and Secondary Schools Report of a of Seven American not Hi Association The Macmillan Company 1902 Minutes, Second Annual Meeting Aiegeaien ¢ of Hi wage 4 Teachers | Association of History Teachers 1904 ¢ States and . = the oe States and aryla Some Difficulties in School aan’ Bureau a Diatiettens, Teach- 1926 ae 24 Contributions to ucation, ers —_ Columbia Uni- The Curriculum Bobbitt, Franklin Por me Mifflin Company 1918 How to Make a Curriculum Bobbitt, Franklin pongeen Mifflin Company 1924 The Classroom Teacher, Vol. XI The Classroom Teacher assroom Teacher, Inc. 1928 » Research in Con- | Department of Superintendence | National Education Association 1925 structi the Elementary School Curricu ae. go. 217-78 Fifth Y: , The Junior High | Department of Superintendence | National Education Association 1927 School a. 213-91 a = The Bevelopment of | Department of Superintendence | National Education Association 1928 gh School C + PD. The Teaching of the Social Studies, | Fontaine, E. Clarke Maryland State Department of | Dec., 1924 Maryland Bulletin VI, No. 4 ucation : How to Make C of in the | Herriott, M. E. University of Illinois 1926 al U ty of Illi- nois Educational Circular, 0. Determination of the aaier Social | Hockett, John Bureau of Publications, Teach- 1927 e, Contri- ers College, Columbia Uni- butions to Education, No. 281 vamaig | The Teaching of n Elementary | Johnson, Henry The Macmillan Company 1915 | in the ; Kelty, Mary G. Ginn and Company 1928 Middle Grades of the tary Foundations of Method Kilpatrick, William Heard The Macmillan Company 1925 and the Other Social Studies | Knowlton, D. C. Charles Scribner's Sons 1926 in the Jones ee the Studies, Social | Lee, Baldwin eo of Publications, Teach- 1928 | Monograph No. 3 College, Columbia Uni- vareity. for Lincoln School of Teachers College Meaning of a Liberal Education Martin, Everett D. W. W. Norton & Co., Inc. 1926 T Placement of Mathews, C. O. Bureau of Publications, Teach- 1926 Materials in the Social Studies, ers . Columbia Uni- tribut to Education, No. 241 versity Children’s Social Concepts, Meltzer, Hyman Bureau of Publications, Teach- 1925 | tions to Education, No. 192 ers College, Columbia Uni- | versit: Educational Mono- | Morrison, Henry Clinton The University of Chicago 1923 graphs, No. 24, Studies in Secondary | Dwentee Fifth Yearbook, Part II, apieel Sa ow for the Study| Public School Publishing Com- 1926 * | a Y Foundations | National Soniety for the Study Public School Publishing Com- 1927 fas ‘echnique of Mak- of Education pany | [256] TABLE 18.—BOOKS HELPFUL IN BUILDING HIGH-SCHOOL SOCIAL STUDIES COURSES— (Continued) Author Publisher Year of publication Supplementary Educational Objective Examination Methods in the Tests and Measurements in High Sc hool Instruction ; Curriculum Studies in the Sciences and Citizenship..... Teaching of History in Junior and Senior High Schools Mono- raphs, No. 26, Studies in Secondary Social Ruch, G. Ram, G. M., D. mA Earle U. Tryon, R. M. Reavis, William Claude M., and others and Stoddard, Ginn and Company World Book Company The University of Chicago 1925 Scott, Foresman & Company Colorado State Teachers College | Among those contributing to the above list were: Edgar Dawson, Professor of History and Social Science, Hunter College of the City of New York; Charles E. Finch, Director, Junior High School Grades and Citizenship, Rochester, N. Y.; Howard C. Hill, Head, Department of Social ‘Studies, University of Chicago High School, U niversity of Chicago, Chicago, IIl.; Rugg, Head, Department of Education, Colorado State Teachers College, Greeley, Colo. John J. Mahoney, Director, Harvard-Boston Univ ersity Extension Courses, Boston, Mass. and Earle U. TABLE 19.—ADDRESSES OF PUBLISHERS OF BOOKS LISTED IN TABLES 6- 18 Publisher Address Abbott Educational Company.... Allyn and Bacon American Association of Teachers of Spanis' American Book Company American Home Economics Assn. American Nature Association D. Appleton and Company eg G. Badger E. L. Baker George Banta RCO Company. A. S. Barnes M. Barrows & Company. . Bates & Guild C. C. Birchard & Company P. Blakiston's Son & Co The Bobbs- Merrill Company Bridgman Publishers Bruce Publishing Company Bureau of Publications, Teachers College, Columbia University. . The Century Co Clark University Press The Classroom Teacher, Inc Colorado State Teachers College... Columbia University Press William T. Comstock Oliver Ditson Company Doubleday, Doran & Co,. Inc. E. P. Dutton & Company Eastern Commercial Teachers Association Educational Administration and — Warwick & York, ne. Elementary School Journal, Uni- versity of Chicago The English Journal, University of Chicago Press Federated Council on Art Educa- tion, Royal B. Farnum Ginn and Compan Government Print H. W. Gray Company W. B. Greene, Secretary, American Bankers ation Gregg Publishing Company rt, Harper & Brothers an University Press C. Heath & Co.. Hi h School Teacher, High School Office... eacher Company His Majesty's Stationery The Historical Outlook, McKinley Publishing Company Henry Holt and Company Houghton Mifflin Company....... Marshall Jones Company Journal of Educationa! Research, Public School Publishing Co. Brace and Company... . Chicago, Ill. New York City Stanford University, Calif. New York City New York University, New York City Washington, D. C. Washington, D. C. New York City Boston, Mass. Minneapolis, Minn. Menasha, Wis. New York City Boston, Mass. Boston, Mass. Boston, Mass. Philadelphia, Pa. Indianapolis, Ind. Pelham, N. Y. Milwaukee, Wis. New York City New York City Worcester, Mass. Chicago, III. Greeley, Colo. Columbia University, New York City New York City Worcester, Mass. Boston, Mass. Garden City, N. Y. New York City New York City Baltimore, Md. Chicago, Il. Chicago, Ill. Boston, Mass. Boston, Mass. Washington, D. C New York City New York City New York City New York City New York City Cambridge, Mass. Boston, Mass. Columbus, Ohio London, England Philadelphia, Pa. Chicago, Ill. Boston, Mass. Boston, Mass. Bloomington, IIl. Publisher Alfred A. Knopf Lea & Febiger J. B. Lippincott Company Little, Brown & Company Longmans, Green & Company.... Lyons & Carnahan The Macmillan Company The Manual Arts Press... .. McGraw-Hill Book Company, Inc.. McKinley Publishing Company. Mentzer, Bush & Company....... Merrill-Palmer School Modern Language Journal, tional Federation of Modern Language Teachers, George Banta Publishing Company Modern Languages Forum, Mod- ern Language Association of Southern California National Education Association . oat Nelson & Sons. ah W. Norton & Company, Inc.. a Court Publishing Compe any. Oxford University Press Pacific Press Publishing Association George Peabody College for Teach- ers Pencil Points Press, Inc Pennsylvania State Department of Public Instruction Sir Isaac Pitman & Sons......... Prentice-Hall, Inc Princeton University Press Public School Publishing omen me G. P. Putnam's Sons. . Rand McNally & Company. Ronald Press Company Benj. H. Sanborn W. B. Saunders Company School Arts Magazine, Press, Inc. School Music, P. C. Hayden School Review, Univ. of Chicago Science Magazine, The Science Press Scott, Foresman & Company Charles Scribner's Sons Silver, Burdett & Company South-Western Publishing Co. Teachers College Record, Bureau of Publications, Teachers Col- lege, Columbia University University of Chicago Press University of Illinois University of North Carolina University of Toronto Press Davis D. Van Nostrand Company George Wahr Warwick & York, Inc Williams & Wilkins Company ND ME Eis vc ss cicccccccsss World Book Company Address New Y ork City Philadelphia, Pa. Philadelphia, Pa. Boston, Mass. New York City Chicago, Ill. New York City Peoria, Ill. New York City Philadelphia, Pa. New York City Detroit, Mich. Menasha, Wis. Los Angeles, Calif. Washington, D. C. New York City New York City Chicago, Ill. New York Cit Mountain View, Nashville, Tenn. New York City Harrisburg, Pa. Calif. New York City New York City New York City Princeton, N. J. Bloomington, Ill. New York City Chicago, II. New York City Boston, Mass. Philadelphia, Pa. Worcester, Mass. Keokuk, lowa Chicago, Ill. New York City Chicago, III. New York City New York City Cincinnati, Ohio New York City Chicago, Ill. Urbana, IIl. Chapel Hill, N. C. Toronto, Ontario, Can- ada New York City Ann Arbor, Mich. Baltimore, Md. Baltimore, Md. Cincinnati, Ohio Yonkers-on-Hudson, i oe { 257 ] 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 city........... 133 10,013 General state and county 65 8,544 Agriculture............ 19 1,231 pS PRR HR, FOOR 39 1,888 Character and guidance. 14 976 — education. . 101 4,088 bp edakesedennss 145 8,528 Foreign languages ketene 4 117 4,036 —_ ~ Oa physical ed- rey ee etee 57 3,797 wee economics. ...... 93 4,708 ndustrial arts......... 156 5,227 Mathematics.......... 74 2,793 i hie. ckkebemcne ¢ 34 926 SE, 6 chahesecience 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 New Courses for Secondary Schools 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 Title 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 Amarillo, Texas, Teachers’ Reference Book and Course of Study, Sr. H. S. Ames, Iowa, Sr. H. S. Course of Study and aoe Appleton, Wis., Ashtabula Harbor, Ohio, Courses of Study, Jr. and Sr. H. S Athens, Ga., Forty-Second Annual Report of the City Schools 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, —. Announcement and Curric- ulum, Ss Berkeley” Calif., - S., Mono. No. Berkeley, Calif. con of Study of the H.S., Biloxi, “Miss... City Schoo Birmingham, i. H. S. Courses of Study and Regulations Birmingham, Ala., H. S. Courses of Study and Regulations Birminghham, Ala., H. S. Courses of Study nd Regulations Birmingham, Ala., H. S. Courses of Study and Seaeaeme Birmingham, A H. S. Courses of Study and Regulations Biwabik, Minn., Course of Study for the H. Boston, Mass., Course of Study for the Lati Schoo!s Boston, Mass., Reorganized Plan of Second- gpg of Study of the “Manual and Course of Study, 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. Y., Handbook, Hutchinson Cen- tral H. S Buffalo, N. Y., Handbook ot Information, Lafayette es an weewn cree Champaign, IIl., H. S. Courses of Study Charlotte, N. e. Courses of Study of the Board of School C ommissioners, Gr. 1-12. ome = C., Courses of Study, Jr. and r. H, Charlotte, N. C., Hardbook, Central H.S... Charlotte, N. C., Supplementary Course of Study, Jr. and Sr. H. S Chatham, Ga., The Senior High School Cheyenne, Wyo., Organization and Curricu- um, Chicago, Iil., uy gales and Course of Study, Francis W. Parker H. S Chico, Calif., Course of Study of the H.S.. Coleraine, Minn., Independent Sch. Dist. No. 7 hen Co Columbus, Ga., Annual Report and Course of reo Public Schools Concord, N. H for jr. and y orsicana, Texas, The. Curriculum of the Public Schools, H i Dallas, Texas, Teachers’ Handbook and Program of Studies in H. S Detroit, Mich., Announcements of ape Offered at the H. S. of Commer Dothan, Ala., Courses of aw City ‘Schools ; Douglas, Ariz., S. Cou Dubuque lowa, Handbook a of Departments, Sr. Elberton, Ga., Courses for Public Schools. eS ee TS Student Handbook, Sr. H. S. No. of pages GENERAL COURSES IN CITY SCHOOL SYSTEMS—Cont. Elkins Park, Sa Handbook, Cheltenham Jr.-Sr Eugene, a, ‘The University H. . Ore. Bul., New Series, Vol. su niv. of . No. 6, Evanston, Ill., Catalog, Evanston Tp. H.S Everett, Wash., Detailed Outline of Courses Florence, Ariz., H. S, Students’ Handbook. Gainesville, Texas, Sr. H. S. Course of Study Glendale, Calif., Handbook of the Glendale Union H, s. Goshen, Ind., Announcement of the H. S.. Hackensack, N. . S. Curricula. . Hannibal, Mo., ourses of Study, Elem., Jr. and Sr. H. S Highland Park, Mich., Yearbook of H.S Honolulu, T. H., Catalog of the Kamehameha School Horton, Kan., H. S. Handbook Humboldt, Kan., Course of Study, H. -. Johnstown, Pa., The Jr. and Sr. ‘S a9 Kalamazoo, Mich., Course of Study, Book V, Art, Industrial Arts, Household Arts, 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. &. Western State Teachers C ollege Bul. Vol. 24, No. 1. Kansas City, Mo., Course of Study of the Public H. Kent, Ohio, Roosevelt H. S. C ‘ougse of Study. Kent, Ohio, Su Roosevelt LaGrange, IIl., Rorticeh Annual Yearbook, Lyons Tp. H. S. Lancaster, Pa., Handbook of the Stevens H. S. for Girls Laurel, Miss., Courses of Study for the Public Schools. . Leonia, N. J., ‘Circular of Information, Cur- ricula, and Courses of Study, H. La, Ky., Course of Study of oe Jr. an Long Beach, Calif. Students’ Manual and Outline of Courses Los Gatos, Calif., Bulletin of Information and Courses of Study of the Union H. S Mea Texas, Course of Study, Public Se ‘ Marshalltown, Iowa, H. S. Manual ¥ Monrovia, Calif. Manual and Course of Study, H. Mt. Carroil, iil, - Catalog, Frances Shimer Ss Mt. Hermon, Mass., Catalog, Mt. Hermon School Bulletin No. 367 Muncie, Ind., Course of Study for the H. S a a Information Bulletin for the New Orleans, La., eae of Study, H. S.. Newark, N. J., H. S. Manual Normal, Ill., The Normal School Quarterly, Series 22, No. 92, The Univ. H. S. Cur- riculums and Courses ee N. J., Nutley Public Schools, Bulletin Nutley, x J., The Non-Academic Studies. . Oakland, Calif., Course of Study Series No. 62. Ontario, Calif., Circular of Information and Announcement of Courses, Chaffey 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. Philadelphia, Pa., University H. S., Temple Univ. Bul. Vol. X, No. 10 Plainview, Texas, Announcement. of the No. of pages I * Mimeographed or typewritten sheets. TABLE 20.—HIGH-SCHOOL COURSES OF STUDY PUBLISHED SINCE 1920— (Continued) ] Year Title No. of | Year Title pages GENERAL COURSES IN CITY SCHOOL CeeaRAL COURSES IN STATE AND SYSTEMS—Cont. COUNTY SCHOOL SYSTEMS—Cont. 1926 | Portsmouth, Va., Handbook, Woodrow 1928 | Columbus, Kan., Catalog of the Cherokee | 8 peda etre pee 56 Co. Community aso. acnivegiltin tila lin 1928 | Pratt, Kan., Handbook of Jr.-Sr. H. S...... 79 | 1921 Cogucctiay. potaeniention and Administra- 1925 | Pueblo, Colo., Ceqeee, of Study, Centennial dk, . an wemelseeavic Rs os ca ED « ak aibeo oo 15 1925 | Florida, Giimpacs ane Intermediate and 1928 Puente, Calif., Manual of the Puente Union H, S. Departments.................... Las a cee Sees kao 0 WER tb wo 0° 87 | 1926 | Florida, Suaaestions from Intermediate and 1928 | Richford, Vt., Richford H. S. Searchlight, ON SOO ar I Mes ale bh inh éndrds seheesaes< > 40 1928 Florida, Standards and Programs of Studies 1922 " va. ., Courses of Study, John for H. E LS OTE ES Mivties ohne dese Goes b6 6s 33 Hawaii, H an Course of Study............ 1927 | Rockford, iM. Handbook, Sr. H.S.......... 94 | 1927 | Hawaii, H. S. Course of Study Series, Part a N. J., Sr. H. S., Classical Cur- °, ion IX, Miscellaneous......... Dina Ui sia 5 daléle Miekient we 54 udies for yaa: Tee 1928 South Bend, Ind., ““Which?” A Bulletin of 1927 | Kentucky, M Fe) § eee eae Information Res Seincanlehad tins sae es 68 1923 aes. } eg ourse of Seater for the H.S.. South B: , Pa., Handbook of H. S. 48 1925 Course of Study and Manual South Orange aplewood, N. J., Sr of Saniaendan Te eines + Chee ale is 4s « H. S. Course of Study................... *13 Lucas Co., Ohio, H. S. Course of Study. .... 1928 th Orange and Maplewood, N. J., An- 1923 . Manual and Course of Study, t of Curriculums uire- EE ie bls. cass n eeedieaneieee ments of Jr. and Sr. H. S................ 15 1926 | Michigan, H. S. Manual and Course of Study. 1922 | Springfield, Mass., Courses of Study, The 1925 | Minnesota, H. S. section and Syllabi of Vocational School, Sr. H. S., ond Ie. Col... 34 H. S. Subjecta, Bul OM, 5 Ge RD ainta we «0 1924 | Springfield, Mass., Courses of y, The 1927 | Minnesota ards for Graded Elem. and Vocational School, Sr. H. S., As Col... 36 Es 6 wic.a0 oo bieipie'e on bitin: 1925 | Springfield, Mass., Courses of y, The 1925 | Missouri, une eranady, Jr. and Sr. H.S., Vocational School, Sr. H. S., and Jr. Col 36 nn. vanks a ceeuns 1923 Ohio, Courses of Study and Rules 1923 | Nebraska, Courses of Study for Normal ay Public Schools.......... 248 ls ihn a0 onntp9 sie 064. @ 1928 | T ash., Proposed Course of Study, 1924 | Nebraska, Ruri and Village H.S.......... introductory SIGE > Un Sabecc esse 26 1926 | Nebraska, Courses of Study for Normal Tinided, Nev., Curriculum Study.......... *35 i vac eca sede ce cuees 1928 | T Colo., Tentative Course of Study, .s 1926 | Nebraska, H.S. Manual.................. Curriculum a pid ix. ob OM aris abla y bit © 6.0 116 1927 | Ni and Village H.S.......... 1927 * Ohio A Brief Statement of the Courses 1922 eee. of Study in a ae aa alka o's 6 + 2 22 1924 | Nevada, Supplement to H. S. LER FN 1927 =e Manual of Administration, Cen- . 1924 e a fo pe gpeching the Fundamentals Re PS OS ee 19 Secondary Schools................... 1928 | Vernon, Texas, Bulletin, Public Schools... . . 40 | 1926 News “pera, Consees Courses of Study for the 1923 Minn., Courses of Study, Manual ih Dak cational Publication, 0. 103.. w Mins s tah nd thick ie core SD dew > ates: 41 so | North D NL: vibe s-0A0UKMs 6 auwatosa, Wis., Syllabus Curriculum 1925 | Ohio, H. S. Standards.................... EE tindinke alike Gh GRi n'a 4 » 1924 Wyss, . C., Course of Study, New 1927 | Porto Rico, "General Course of Study for the BeUNEP Ws Ga cscs cena leas vacucc.... 74 i, gig... Porto Rico, Bul. No. 6, Whole EE aaa aay oo v6.0 wd dace + 1927 | South Carolina, H. S. Manual.............. GENERAL IN STATE AND 1922 | South Dakota, H.S. Manual.............. COUNTY SYSTEMS Summit Co., Ohio, Course of Study for H.S.. 1922 | Alaska, Manual and Course of Study of the 1925 Tense B's Conre of Ss oe DE «dati e 4 setpNads « ote Ii, Guhatin cas caeaaiics. oa srivenenes aus sie Utah Course of Study B+ cocemtneei Arkansas, Course of Study tah, Course y for t ondary 1924 Course of Study for H. S., Part I, Schools, Sr. H. S...... 1... ee cence ee RR a Sa 21 | 1923 | Vermont, and Courses of Study, 1926 | Colorado % Course of Study for the Bubiic’| °° | 1928 | Visginis; Manual of Administration tor #i.8., stra’ or Schools, Ao iil, Outline for Se. HS ~ 4 ys SRE ws she pb hniteas ls GENS Mieensawes 337 Washington, H. S. EA Bul. No, 22.. No. of pages 81 71 48 51 *160 22 155 164 180 416 108 *43 131 150 136 173 TABLE 20.—HIGH-SCHOOL COURSES OF STUDY PUBLISHED SINCE 1920— (Continued) Titie ENERAL COURSES IN STATE AND COUNTY SCHOOL SYSTEMS—Cont. het Virginia, Course of Study for Jr. and West Virginia, ) — “rpm Administration, and Course of Study West Virginia, Organization, Administration, and Course of Study, Jr. and Sr. H. S..... Wisconsin, A Manual for the H. S.. bat a Co., Ohio, Course of Study, Elem. and Wyoming, Course of Study. . AGRICULTURE Boston, Mass., Agriculture, Automobile, Electricity, Metal Trades, and Woodwork- ing, Course of Study Fresno, -. Cons of Study in Agricul- ture, Fresno, Calif, Course of Study in Agriculture, Gr. 9-12 Honolulu, T. H., Ventures in Progressive Education at the Kamehameha Schools— The Sugar Cane Project Honolulu, T. H., Syllabus of Courses in Agricuiture Honolulu, T. H., The Soil and Its Relation to Human Welfare, A Unit in Agricultural Instruction Indiana, Courses in Agriculture for i. S. Los Angeles, Calif., Agriculture, H. S. Course of Study Mono. ‘No. 21, Minnesota, Agriculture, The H. S. Cur- riculum and Syllabi of H. S. Subjects, Bul. No. 8 Missouri, General Agriculture, Courses of Study in Jr. and Sr. H. S., Bul. No. 8, 1927. Monroe, Ga., Handbook, Agricultural and Mechanical Schools New York City, H. S. Course of Study in Agriculture Pennsylvania, Course of Study in Agricul- ture, Gr. 7-12 Pennsylvania, Course of Study in Agricul- ture, Grades 7-12.. ei, Vocational Agriculture en. Texas, rying, State Course Texas, Vocational Agriculture (General In- formation) Texas, Vocational Agriculture eet, Sa of Study in Agriculture, r. 7-1 Baltimore, Md., Art Course of Study, Sr. H. S. Binghamton, N. Y., Art Coursesfor H.S.... Boston. Mass., Special Syllabus in Art for Charleston, W. Va., Course of Study in Art. Cleveland, Ohio, Course of Study, Fine and Applied Art, H. S Cleveland, Ohio, — of Study, Fine and Applied Art, H Connecticut, Art * TE for Elementary and Secondary Schools Dallas, Tex., Art—Fine and Applied ~ *, Colo., Art Course of Study, Mono. oO. Applied Arts, H.S Fort Wayne, Ind., Art Course, Public Schools. wApplied Ars. Course of Study in Fine and Jr. and Sr. Hawaii, Art, High School Course of Study ries, Part 2 on Honolulu, T. H., Course of Study in Art, Girls’ Dept No. of pages ART—Cont. H. S., Part X. xa Wis., Fine Arts, Sr. H. S.. | -— § Music and Art, Course of Study for | Lansing, " Mich., Course of Study in Fine | Lansing, Mich., Course of Study, Fine and | Industrial Arts, Pub. Schs... La Salle, Ill., Report on the Art Course of Study Leas Benak. Calif., Art Course of Study, Los Angeles, Calif., Visual Art, H. S. Course of Study Mono. No. 19, June, 1923. Lynn, Mass., Freehand Drawing ? Lynn, Mass., Course of Study in Art Edu- cation, Sr. HLS Massachusetts, Minimum Essentials in Re- presentation, Design, Handwork Minnesota, Art, H. S. Curriculum and Syllabi of H. S. Subjects, Bul. No. 6 Missouri, Art Syllabus, Courses of Study in Jr. and Sr. H. S., Bul. No. 5.... Muncie, Ind., Art, “Music, and Foreign Lan- guage Courses of Study. New York State, Syllabus for "Secondary Schools, Drawing Oakland, Calif., Drawing for Jr. and Sr. H. S. Supt. ’s Bul., Course of Study Series, No. 41 Pennsylvania, Course of Study in Art Edu- cation, Gr. 1-12 Pennsylvania, Course of Study in Art Edu- cation, Gr. - Pennsylvania, Course of Study in Art Edu- cation, Years 1-12 Rockford, Ill., Art Instruction, Tentative Course for Sr. H. S St. Louis, Mo., Art for the H. S., Cur. Bul. No. 35 San Francisco, Calif., Fine Arts Course of Study in H. S., Cur. Bul. No. Tacoma, > , Proposed nay at Study i in Art, Intérmediate and H Tulsa, Okla., Art Course, Central H. S...... Vermont, Courses of Study in Music and Art, Manual and Courses of Study, Part VI CHARACTER EDUCATION AND GUIDANCE Boston, Mass., Character Education in | Secondary Schools, Report of H. S. Head Masters’ Assn., Schoo! Document No. 14, 1927 Denver, Coio., A Counseling Program in the Si r. Denver, Colo., Preliminary Report on Home Room Activities in Grade 10B. Denver, Colo., Preliminary Report on Home Room Activities in Grade 10A Denver, Colo., Preliminary aeons, on Home Room Activities in Grade 11B Honolulu, T. H., General Plan of a Program of Character Education Los Anodes, Calif., Character and Conduct, Course of Study Mono. No. 16, June, 1923 Los Angeles, Calif., H. S. Course of Study in Character and Conduct, Reprint of School Publication No. 60, 1923 New Hampshire, aaa of Studies, Char- | acter Educati Oakland, Calif., Studies i in Character Growth Oakland, Calif., Handbook for School Coun- Pennsylvania, General Bulletin on Guidance St. Louis, Mo., Socializing-Integrating Ac- | tivities for the H. S., Curriculum Bulle- | tin No. 38 Utah, Character Education, Supplement to | the Utah wy Course of Study for | Elem. and H. No. of pages * Mimeographed or typewritten sheets. TABLE 20.—HIGH-SCHOOL COURSES OF STUDY PUBLISHED SINCE 1920— o (Continued) No. of No. of Year Title pages | Year Title pages COMMERCIAL EDUCATION COMMERCIAL EDUCATION—Cont. 1928 | A S. D., Course of Study in Com- 1925 | Los Angeles, Calif., H. S. Course of Study, Education...............5005. 25 ommercial Studies, School Publica- 1925 | Austin, Tex., Course of Study in Com- ET ES TR 221 Yt Gees DAP 14 1925 | Los Angeles, Calif., H. S. Course of Study, 1925 | Baltimore, Md., Course of St Commer- Salesmanship and Advertising, School cial Education, Jr. and Sr. H. S........ 209 Publication No. 116.................. 48 1925 | Bayonne, N. J., Study in Elemen- 1926 | Maine, Commercial Syllabus, Gr. 7-12..... 20 tary C , Gr. 7-12. 26 Maryville, Ohio, A Course of Study in Sten- umont, Tex., C Education, SIRES 1s 660.000 scyacdinndeecs *26 SI Mab hsd bh ieee kee bcd siccerccess *36 | 1925 | Minnesota, “ S. Curriculum and Syllabi of 1921 | Boston, Mass. Coase of Study in Clerical os H. S. S. Subjects, Bul. No. 7, Commercial DES ED ESS Mee ee eI ee 48 1923 | Boston, Mass., Course of Study for the H. S. Muncie, = , and Shorthand..| *19 IS SR ee are 13 Muncie, Ind., H. S. Course of Study in Book- 1924 | Boston, Mass., Outline in wae a and es ko 4006 nahked cages s- *34 | abus in Salesmanship....... 87 1926 | New Castle. Pa., ‘5 owe of the Commercial 1926 | Boston, Mass., Course of Study in Clerical 8) Se eae 18 or Grade IX................ 22 1921 | New York’ City, Syllabus for Day and Even- Charleston, ~. Va. Course of Study in Book- ing kkeeping, First Unit..... 32 ES ae *9 1922 | New York City, Commercial Courses of Charleston, \ . Va., H. Ss soneneses Piaty je See for H. S., Secretarial, Account- Cc w, C iy. esmanship, Foreign Trade....... 7 metic, Penmanship, and Spelling. ...... *7 1923 | New York City, English and Business......| 109 Charleston, W. Va., p Course of 1923 | New Pibg! tow f Syllabus for Day and Even- me A Sy ee *4 , Accounting, Second Unit... 27 1928 | C a Seas from a Study of 1925 | New "York State, Syllabus in Commercial Clerical Duties... ...........scecseu0- *35 Subjects for Four-Year H.S........... 159 1928 Cleveiene. ‘Obie Tentative Course of Study 1926 ee” York State, Syllabus in Commercial Accounting, Grades 11 eae 159 | and 12, Bulletin ‘— 2° 1, ?_— of Edu- r 1928 | New York State, Syllabus in Commercial | . lp SOEs sp igess 182 DTT Hed Cob 605+ 0s 00 bees 60.0 160 1925 Dallas, Tex es ‘ommercial Subjects......... 9 | 1925 | Oakland, Cut, Business Penmanship for 1925 Colo., C " ae of Study r. and Sr. H. S., —. s Bul., Course of | ee ph No. 8, Sr. H. S........... 155 tudy Series, Ls, sn Saw eei « 16 | 1926 mi . Tentative Course of Study, 1928 | Oakland, Calif., Commercial Law for High % | Speer *36 1ith and 12th Grades................. 110 | 1926 Blisebers, # 5° “Comenal Study in Business 1924 | Oklahoma, Course of Study for Commercial Education, ‘Jr. and Sr. H.S............ 48 Subjects and Manual Training........ 40 | E! Paso . Colo. *4 1926 A cr of Study for Commercial Enid, Okla., H.S. Coursesof StudyinCom-| =| + #=:<| #£Departments........................ i mercial Subjects.................5.05. *18 1925 | Pennsylvania, dices of Study in Commer- | F Mich., H. S. Commercial Course of cial Education, Gr. 7-12.............. 167 | ae hit) hake Rika ee bu Ves Wades oss *10 1925 ae Pa., Course tf Study in Book- Fort M Iowa, Typewriting and Short- oe ; 24 | aN a6 3540 ba Oke 69.665 ees bs - *6 1925 | Phila ae. Pa., Course of Study in Busi- Fresno, Calif., Course of Study in Com- mess Economics...................... 8 | BT a *7 1925 Philadelphia, Pa., Course of Study in Com- 1926 | Fresno, com, 5 Reds 5 as 0 +90 *14 mercial Economic Geography...... il 1927 | Harrisburg, Pa. Course of Study in Com- 1925 | Philadelphia, Pa., Course of Study in Com- See *12 mercial Arithmetic.................... 8 | 1928 | Hawaii, H. S. Sw Study, Part Two, re 1925 | Philadelphia, Pa., Course of Study in Com- Course.......... 86 mercial _ ~ SS Re ae 10 | Holland, Mich., H. S. Course of Study, Com- 1925 | Philadelphia, Pa., Course of Study in Ele- Oe ih) parr 7 ments of Business................... a Honolulu, T. H., Commercial Course, Girls’ 1925 | Philadelphia, Pa., Course of Study in Jr. APPR Ea shen beh aee €6 Ausss °° *7 B ness Training.................... 10 | 1927 | Houston, Tex., Course of Study in Com- 1925 vo 5 re Course of Study in Sr. 7) niin ak tame ih bint adeno os *6 | 1925 | Philadelphia, Pa., Course of Study in Short- 1928 | Indiana, Tentative Outline of Course in| $$ | = | — hand....... 2. ce... cece eee ceneenceeee 10 for Secondary Schools....... *43° «| 1925 — —_ Pa., Course of Study in Type- 1928 | Indiana, Tentative Course of Study in Be- | §jé§ | j§é§ | _ writing.............. 0.06 cceeeceeeee. 10 | f Secondary pueden Pa., H. S. Course of Study in State Dept. No. 100-G-id.| *39 | | Shorthand.....................0c.5.. 100 1928 | Indiana, Tentative Course in Book- 1921 | Pi , Pa., Retail Selling Course in H. S. 54 | aay toy Secondary State 1927 | Portland, Maine, Commercial Arithmetic, Dept. No. 100-G-ic............. *38 Accounting.............. 20 | 1928 | Indiana, Tentative Course of Study in Junior 1926 | Princeton, N. J., Business Training, Gr. 9-12.) *10 | rey tg ~ yo en Schools, pa Rockford, Ili., H. S. Course of Study in am ; o. G-ib............ Bookkeeping. Pit G ass + « sapehinamiine «0s 1927 Kansans, Course of Study tor H. S., Part VIII, Rockford, Ill., H. S. Course of Study in | Subjects...............65. 31 Vo i Re Giintth+'s «Acide Via.ews's *3 | 1922 , Course of Study, Commer- Rockford, Ill., H. S. Course of Study in SS: eee 41 and Typewriting.......... 7 | 1925 Mich., Course of Study, Commer- 1926 | St. i, oO. oeennting for the H. S., En ere ere y hayes 63 Cur. Bul. No. 36............0+5-0055- 55 1927 | La H. S. of Study in Short- 1926 | St. Louis, Mo. Busines Organization for the hand and ‘egwrtins Lame hadiacdlie's s « *6 H. S., ww. bul N SPR Se 2 } 1923 Lo 2 1926 Commercial Law for the Course of Study Mono, No. 28 te yy aeleloed 113 | June. 1923 Da asee 4 HE EOES owes o 71 1926 | St. Louis, Mo. “Gabemnaseti jane | Advertising } for the H. S., Cur. Bul. a TABLE 20.—HIGH-SCHOOL COURSES OF STUDY PUBLISHED SINCE 1920— ‘ (Continued) Title No. of pages COMMERCIAL EDUCATION—Cont. St. Louis, Mo., Stenography and Typewriting for the H. S., Cur. Bul. No. 37 San Francisco, Calif., H. S. Commercial Course of Study, Cur. Bul. No. 201 Sioux City, lowa, Tentative Commercial Education Outline, Jr. and Sr. H. S Tacoma, Wash., Proposed Course of | sd in Commerce, Intermediate and H.S..... Tacoma, Wash., Proposed Course of Study in Penmanship, Intermediate and H.S... Texas, The Teaching of Commercial Subjects Tulsa, Okla., Course of Study in Commercial Law, Central H. S Tulsa, Okla., Course of Study in Salesman- ship and Business Efficiency, Central H. S.. Tulsa, Okla., Office Appliances, Instructions for Students, Central H. S Tulsa, Okla., Outline of Course in Filing and Indexing, Central H. S Tulsa, Okla., Tentative Course of Study, Commercial Work, Jr. and Sr. H. S. Tulsa, Okla., Outline of Course in Typewrit- ing, Central H. S Union City, Tenn., Typewriting Vermont, Manual and Courses of Study for H. S., Whole Bul. No. 1, 1923, Part VI, Commercial Subjects. Virginia, State H. S. Course of Study, Com- mercial Training, Bul. Vol. VII, No. 1, Supplement No. 5, July, 1924 < Wilmington, Del., Bookkeeping. ....... Wilmington, Del., Business English........ Wilmington, Del., Commercial Arithmetic. . . Wilmington, Del., Commercial Geography... Wilmington, Del., Commercial Law Course. . Wilmington, Del., Typewriting Winnetka, I1]., Commercial Courses of Study. ENGLISH Aberdeen, S. D., Course of Study in English. —- Co., Ohio, The English Course for Ss Austin, Tex., Course of Study in H. S. English. Baltimore, Md., English Course of Study for Jr. and Sr. H!S ; Batavia, Ill., The English Curriculum of the Batavia H. Ss ncuibaown Ill., H. S. English Beaumont, Tex., English Bend, Ore., Course of Study in English, H.S “—, & Ariz., Course of Study in English, r - Boston, Mase. ., Course of Study in | aT for Cooperative Classes in Da Bridgeport, Conn., Course o At in English for H. S —— City. ” English Course of Study or the H California, A , EEF Outline for a Four- Vear Course in English, Bulletin No. 29.. . Canandaigua, N. Y., Public Speaking Casper, Wyo., Syllabus of the H. S. Course in English Centralia, Kan., Outline of Courses in H. S. English Piaetonten. W. Va., English Course of Study, Chicago, Ill., H. S. English Syllabus Chicago, Ill., Course of 7 in English, he a, Bulletin No. 5 er va ae of Stady in English, Cleveland Heights, Ohio, Sr. H. S. Course of Study in English Columbiana Co., Ohio, English Year ENGLISH—Cont. Cennecticut, A Course of Study in Rach Composition and Literature, Gr. 7-12..... Cresco, Iowa, Course of Study in itnglich ae. Cuyahoga Co., Ohio, Jr. and Sr. H. S. Course of Study in English. -e Dallas, Tex., English Courses of Study. Delaware, Grammar Review for Seniors... Denver, Colo., English, Sr. H. S., Course of Study Monograph No. 10 ‘ Seas. > ae Outline for Business English, r , Denver, Cols. Outline for Proposed Experi- mental Classes i in English 3.. Detroit, Mich., H. S. Handbook in English Downers Grove, Ill., English Course of Study, H. S Dubuque, lowa, semegive Course of ‘Study in English, ‘sr. H. —— ee Gutline of English, ‘Jr. and Elizabeth, N. J., Spelling List, Ge. 712... E! Paso Co., Coio., H. S. English... Enid, Okla., 'H. S. Course of Study in English Eureka, Kan., H. S. Collateral Reading Florida, The Teaching of H. Ss. English, Florida School Bul., Vol. I, No. 1 on Mich., English Course of Study, -§ Fort "hedionn, Iowa, Course of Study, English : Fort Madison, Iowa, ‘English. : Fresno, — Course of Study in Sr. H. S. Eng lish Gary, i. English, Gr. 7-12. Gary, Ind., H. S. Composition. Gary, Ind., H. S. Literature Outline. Greeley (St. Tchrs. Col.), Colo., Revised Course of Study in English, Gr. 7-12. Hagerman, N. M., English.. . Hamtramck, Mich., Creative Teaching in the Field of Spelling, Creative Supervision Mono. 1 eae Pa. .. English Courses of Study, -12 Hawaii, H. S. Course of Study Series, Part Two, Section II, English. . . Helena, Ark., Outline of English, Gr. 7-12 Honolulu, T. H., English, Gr. 7-12... Houston, Tex., Requirements in Supple- mentary Readings in English for Grades 8-11 Hoan, Tex., Course of Study in English, Houston, Tex., Unit Teaching in H. S. English Hutchinson, Kan. om Course of Study, Jr. and Sr. H. Iowa City, Iowa, "EE in English for Sr. H. S., Univ. of lowa Ext. Bul. No. 140, College of Education Series No. 23 Janesville, Wis., Jr.-Sr. H. S., English Course of Study Kansas, State Dept. of Education, Course of Study for H. S., Part II, English Knoxville, lowa, Course of ‘Study in H. S. English Loheaays oa J., Course of Studyin English, Lansing, M ‘Mich, Course of Study in English, r. 1-12 Lansing, Mich., Course of Study in English for the Public Schools La Salle, Ill., H. S. Course of Study in English a Sea Calif., English Course of Study, Los Angeles. Calif., Course of Study Mono. 32, English for “Z"’ Pupils, School Publication No. Los Angeles, Calif., Course of Study Mono. No. 21, Library Instruction, H. S., School Publication No. 77 * Mimeographed or typewritten sheets. TABLE 20.—HIGH-SCHOOL COURSES OF STUDY PUBLISHED SINCE 1920— (Continued) No. of . No. of | Year Title pages Year Title pages ENGLISH—Cont. ENGLISH—Cont. 1923 | Los Cc . Course of Study 1923 | Salt i City, Utah, Course of Study in Mono. No. 22, - < Se tee oe ~>o eR PPrprrtaT 102 | FO Perera 202 | 1924 San Antonio, Tex., Related English, Planing 1926 Los Angeles, ( rey 7. S| Si se eerie oS eae eee * | phan “AA ae 1925 | San , OE Tex., Related English for Ne Ss Reawenne< cee 54 SSIES ES: Aas *S | Lynn, Mass., DERN eceEvepetwe ces *32 1928 | San Francisco, Calif., English for A 1926 — Mass., Outline. ” English Course....... *16 Groups, H. S., Cur. Bul. No. 211...... 40 | 1924 adison Wis., Tentative Course of Si Study in 1928 | San he mere ‘cal. 4 6 Come ourse of Study Sree er eT aT eee ee *82 ur. Bu ~~ ear 66 | 1921 land, The Teaching of H. S. English, 1925 gration Idaho, Outline of English Course. . *7 d. School Bul. Vol. III, No. 3........ 148 | 1926 | Sioux City, Towa, Tentative English Course, 1925 Michigen Word Study and Spelling........ pe ee Ps 5. 60 ct can ewe depedcees *90 1922 | Minneapolis, Minn., The H. S. Course in 1927 | Sioux City, Tova Tentative English Course, OO ai RE ORES. 5: «ER a 24 oP oe 1923 | Minneapolis, Minn., Course of Study in Somerville, ieee ., Course of Study in ee, Ret SD, eS Bd on weave be 4° 35 Ee Ties ¢ Nites et sin és *g 1922 | Minnesota at H. S. Curriculum on Mass., English, Gr. 7-12. : *6 | Syllabi of . S. Subjects, Bul. No. 2, 1928 | Tacoma, Wash., Pr Course of Study S Roetieh PSN FE TIE 99 in E , Intermediate aaa Te @...... 34 1925 | Missouri, Syllabus, Gr. 7-12, Mimeo. 1928 ais ., Proposed Course of Study ee Phd ko canes cavbace: *117 in Baelish, Book Lists, Intermediate 1927 - OEE SE SE ee ieee ee er rrr 37 H. S., Bul. No. 9, English............. 65 | 1926 Texas, I The Teaching of H. S. English...... 102 1928 Courses of Sti in Jr. and Sr Trenton, N. J., Tentative English Sy!labus, H. S., Bul. No. 13, Speech............. 65 SEs 5 abc e acs eesecdences #73 1925 Montana, Conse of Study in English for 1922 Trenton, N. J., Tentative Course of Study, Moni Sie Ji Veee obiwetpeksseses 88 , Secondary Grades. . .| 208 1926 | Mt. ooo Mich.. Course of Study, fi 1926 | Tucson, Ariz., Course of Study Revision in é LaeeenGhh Cov eecencs 29 DEhs chee) ccceubebes vee 26 «CO Muncie, Ind. T s. Course of Study in English| *29 | 1927 Tein, 3 ila. English IV, Plans and Require- 1925 | New Brunswick, N. J., Tentative Course of age senegal 42 | Study in English, Jr. and Sr. H.S...... *25 1927 Tulsa, 0 2, Okla English VI, Plans and Require- 1926 | New Castle, Pa., of the English Ne. os cvs castes n> 53 | ae PS REE 20 | 1928 Tulsa, Okla. Ls _ Ill -— oa ew ampshire, Studies Recom- Preparatory ans a uire- mended for ree blic Schools, Gr. 9-12, Ms sn ckvahoscs vs. 30 Eis eid-ads's a 6.0.0.6 6.0 34 | 1928 Tulsa, O Okla. English V and College Prepara- 1926 | New Jereey, Y of Study in English, tory V V, Plans and Requirements, Central . Four-Year H. 5S... 2... eee nee Oe ee 2 ee ee ARES eG bc ccc cese senses 21 =| 1922 | New York City, Syllabus for ;. S., English 70 | 1924 Vermont, “English, Gr. 7-12, Bul. No. 1, ew oo es os oo nce nnesesben t000 64 | and Literature 30 1928 | Vermont, English, H. S. Course of Study, Nutley, N. J., of in ; 15 IE TED. oes eniesicdiedvib's ss 64 1923 | Oakland, w» Raat for Se Re 53 | 1924 | Virginia, State oe of fate. 1924 | Oklahoma, C tay waes es 70 "State Dept. Ed., Vol. 1923 | Oregon, English Courses........... 21 VII, No. 1, “Supplement Non 1. 92 1927 | Oregon, Course of for the H. S. 40 | 1924 | Virginia, Minn., Courses of Study, Manual Osage, Iowa, Course of Study sh *5 No. 12, Public Speaking............... 7 Palestine, T YS eePerrey *51 ashington, D. C., Course of Study in 1923 of Study in English, ¢ NS ng bess halle eG *40 Sete RO ee Rp Rep 60 | 1925 | Washington, D. A a any Studien, School 1924 Course of Study in English,| =| # #$%|-_. Document No. 31, Gr. 7-12........... 35 Ce Mens 0 6é6-6nke on hen eebaen oe os « 59 1926 | Wil oe Pari Ensliah sg *4 1927 . Course of Study in English, 1928 | W ill., itngtioh Dept., Curriculum Gr. 7-12, Bul. No. 40. ............055. 63 DETR. 6s ovecunesrcy *8 1928 Iowa, Minimum Essentials in H. S. oun lish for Dalls ae re rere eee si0 FOREIGN LANGUAGES—GENERAL ~ n “Orr 11 1927 | Philippine ee Vice ary ? 1925 —_ Texas, H. S. Course of Study in VES CERES > Ro Sd ee rede gees 40 IS ass oo be «cua ween vee 16 1927 Pulipotes Islands, Revised Course of Study Burbank, Calif., Dept. of Modern Lan- Literature for Academic H. S. and guages—Course of Study.............. *9 N SS RPS SR eae *40 | 1922 Chicago. Il., Modern and Ancient Lan- | 1927 | Philippine Islands, Secondary Course in aa eee is | Composition................ 56 1928 Hei; Ohio, Sr. H. S. Course 1928 se of ety in Litera- of Study, Modern Language........... *29 ture for Agri. and Rural H.S.......... *37 1925 | Dallas, Texas, Foreign Languages.......... 14 1928 Revised Course of Study 1927 | Dallas, Texas, F Languages.......... a Literature for / H. 1926 | Detroit, Mich., Foreign Languages in Inter- ERS Ae Ee 54 mediate Rates » th een ewa ee 96 1927 | Pit Pa., H. S. Course of Study in 1926 | Dubuque, Iowa, Tentative aa of Study, . Gr. PRs bieh ve tensp hes vee cs 176 ‘oreign Languages........ 24 1927 . Me., English of Study..... 18 Enid .H.S. Courses of Study. & Foreign 1922 | Portland, Ore., Course of Study in English Languages IGS « wky oo ctaiats ot oe « *11 oD aap ets gaye: ban7 Tepe 31 Hagerman, N. M., Foreign Lengueges eae *9 1923 | Porto Rico, Course of in English...... 18 Harrisburg, Pa., Courses of Study in Foreign 1926 | Porto Rico, Course of in English. .... *20 Languages, ES + sc apehdutinnsd ces *10 1926 Princeton, N. J., Peete < 34 sesh - *11 | 1927 | Hawaii, Lenauasss, 1. & Goures of ex., H. S. Course........ *8 Study Part 2, Section III........ 30 | 1926 Mo., English for the H. S., Cur. 1928 a Tentative Course of Study in 2 Foreign Languages for Secondary Schools 432 | [ 264 } TABLE 20.—HIGH-SCHOOL COURSES OF STUDY PUBLISHED SINCE 1920— (Continued) Title No. of pages Year | Title 1925 1924 1928 1925 FOREIGN ee eee. - Johnstown, Pa., H. S. Course of Study in Modern Languages, French and Spanish Kansas, Foreign Languages, Course of eneied for the H.S Lansing, Mich., Foreign Languages, Gr. 7-12. Lansing, Mich., Courses of Study in Foreign Languages, Gr. 8-12 Los Angeles, Calif., A Jr. Course of Study, Modern Foreign Languages, Bul. No. 1, Sept., 1927 Lynn, Mass., Foreign Languages. .. Madison, Wis., Tentative Course of Study in Modern Languages. . Muncie, Ind., Art, Music, and Foreign Lan- guage Courses of Study New Castle, Pa., a ae Dept. . and French Dept., Sr. Ss New Jersey, The Teaching of Foreign Lan- guages in the H. S., Education Bul. Vol. II, No. 4, December, 1924 New York City, Informational Syllabus and New York State Modern Foreign pel Sy!labus New York State, Tentative Syllabus Ancient Languages—Latin and Greek... Oklahoma, Course of Study for Foreign Lan- guages, Music, and Public Speaking Pennsylvania, Courses of Study in Foreign Languages Pennsylvania, Courses of Study in Foreign Languages Pennsylvania, Courses of Study in Foreign Languages Porto Rico, Course of Study in Latin and French Riclimond, Ind., Course of Study in Foreign Languages, Gr. 7-12 Richmond, Ind., Syllabus, Dept. of Foreign Language San Francisco, Calif., ae Languages, H. No. 202. Course of Study in S., Cur. Bul. Sioux City, Iowa, Tentative Foreign Lan- guage Curriculum, Jr. and Sr. H.S.. Tacoma, Wash., Proposed Course of Study in ta Language, Intermediate and Texas, The Teaching of Spanish, German, and French Trenton, N. J., Modern Languages, Jr. June, 1925 Vermont, Courses of Study Languages, Gr. 7-12 Vermont, Courses of Study in Latin and Greek, Manual and Courses of Study, Part IX Vermont, Courses of Study in Modern Languages, Part VIII of Manual and Courses of Study Virginia, Foreign Languages, H. S. Course of Study, Bul., St. Bd. of Ed., Vol. VII, No. 1, Supplement No. 7, Virginia, Foreign Languages, H. S. Course of Study, Reprint of Bul., St. Bd. of Ed., = VII, No. 1, Supplement No. 7, July, 1 Winnetka, Ti Tentative Course of Study, and Sr. H. S., in Modern The Objectives and Courses of Study of the Foreign ~ eating oat. Wyoming, Modern Languages. . FOREIGN LANGUAGES—FRENCH Baltimore, Md., y ae Course of Study, Jr. and Beaumont, Texas, French Boston, Mass., Course of Study in French. . Charleston, W. Va., Sr. H. S. Course of Study for the French Dept Denver, Colo., French—Course of Study Mono. No. 15 and Sr. H. S. Syllabus of the Math. Dept. iN uly, 1924.... Fre sno, 1924 1921 1921 | 1926 | 1924 1923 1924 1923 1926 1926 1925 FOREIGN LANGUAGES--FRENCH—Cont. | Fordson, Mich., Course of Study in French, 2 ¢ alif., Course of Study in French, La Salle, Ill., of Study. Lynn, Mass., French... Madison, Iowa, French. . Maine, The French Syllabus, ‘Gr. 7-12 Maryland, The Teaching of H. S. French Maryland, The Teaching of H. S. Md. School Bul. Vol. I1I, No. 6, Sept., New Castle, 7 Dept., Sr. Newton, Mass., oY llabus of Aa S. French Course Oakland, Calif., French for Jr. and Sr. H. S Oakland, Calif., French in the Jr. and Sr. H.S Philadelphia, Pa., . ourse of Study in French Princeton, N. J., French, Gr. 9-12 Rockford, IIl., Outline of the French Course of Study... St. Louis, Mo., French for Grades 9-12 2, Cur. Bul. 45 Somerville, French, " ‘Mass., Gr. 7- i2 Course of Study in FOREIGN LANGUAGES—GERMAN Philadelphia, Pa., Course of Study in German 9-12, Cur. | | | St. Louis, wee German for Gr. Bul. 46.... , ‘ FOREIGN LANGUAGES—LATIN | Baltimore, Md., Latin Course of Study for Sr. and Jr. H. Burbank, Calif., Course of Study in Latin. Cleveland Heights, se Jr.-Sr. H. S., Latin Course of Stud tae ewe Tentative Course of oy in .. 26 Fordson, Mich., Outline of Course of bewend in Fort Madison, Lowa, Latin. . Fresno, Calif., Course of Study i in Latin. Illinois, Latin in H. S., Univ. of Ill. Bul., ol. XXII, No. 12, Nov. 17, 1924 Lansing, Mich., Course of Study in Latin, zT. S- La Salle, Ill., H. S.C ourse of Study in Latin Los Angeles, Calif., H. S. Latin, Course of Study Mono. No. 13, June, 1923 Madison, Wis., Tentative Course of Study in ; Maine, Summary of the Latin Syllabus Maryland, The Teaching of H. S. Latin, Md. School Bul. Vol. III, No. 5, Sept., 1921 New Castle, Pa., Syllabus of the Latin Dept., Sr. H.S Newton, Mass., H. 8. Course of Study in New York State, A Survey of Achievement in First Half Year of Latin New York State, A Survey of Ac hievement in Second Half of First Year Latin Philadelphia, Pa., Course of Study in Latin Pittsburgh, Pa., 'H. S. Course of Study in Latin (Supplement) Pittsburgh, Pa., H. S. Course of Sty | in Latin, Jr.-Sr. H. S : ; Princeton, N. J., Latin, Gr. 8-12. Rockford, lll.; Course of moned for Latin I and II Rockford, IIT and St. Louis, Mo. Latin for Grades 9-12, Cur. Bul. No. 4 * Mimeographed or typewritten sheets. Report on the French Course Frenc h, | the French | 59 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 agp. peryeacat EDUCA- ont. | 1928 | San Francisco, Calif., H. S. Course of Study in, Latin,-Gr. 9-12, Cur. Bul. No. 204. 27 1924 assachusetts, Physical Education in the Seattle, Wash., Outline for Courses in Latin. . *9 oie nsccccccteneees 64 Tennessee, Course of Study in Latin........ *8 1925 | Missouri, Physical Education, Bul. No. 2, 1927 | Texas, The Teaching of Latin.............. 81 eo. dks 04 ands saab 212 West Virginia, Tentative Outline for a Course 1925 | Missouri, Physical Education Syllabus, Of Seudy i Latin. ... 5 nce ccs sccecses. 7 DDEED died anos sc0escegngees 73 1926 | Wilmington, Del., Latin Course of Study.. *6 1927 | Missouri, Physical Education, Courses of Study in Jr. and Sr. H. S., Part I, FCREIGN LANGUAGES—SPANISH ea ce 238 1927 | Nebraska, Courses of Study for Normal 1927 | Austin, Texas, H, S. Course of Study in graining H. S., Bul. E., Physiology and Ceti bed CS EO6S Caenewoesecroes *6 CRTs 6 0:0 06 0 0610 60.0b bw pe « 68 Beaumont, Texas, Spanish................. *14 1926 | New Castle, Pa., Syllabus of the Physical 1924 | Boston, 30 1928 | Oakland, Calif., Hygiene for snore in Sr. 1923 | Philadel . Pa., eae ny in Spanish 19 H. S. S., Supt. *s Bul. No. 118........... *49 Rockf: Ill., First Year Spanish.......... *3 1928 | Oakland, "Calif. Hygiene for. Girls in Sr. 1926 | St. Louis, Mo. Spanish for roy Te 9-12, H. S., Supt.’s Bul. No. 117........... *38 fo tbe yas 1 NEES tees 63 | 1923 Penneyivania, Course of Study in School Union ‘City, Tews. Spanish and French..... *g oe Hygiene and Physiology, Gr. So Rec es Sa Re 148 HEALTH AND PHYSICAL EDUCATION 1923 eae PE Course of Study in School ealth, Physical Education, Gr. 9-12. 140 1927 | Alabama, Tentative Cope e. Shady in 1925 | Pennsylvania, Course of Study in Physical Physical Education, Jr. and Sr. H. S 53 as 0 pnicicco 600 bee htc 168 1920 | Boston, Mass., Ane Seady ie Physical 1927 Ivania, Course of Study in School Educa tion, So. & Wea (AS aa 34 ealth. Hygiene and Physiology, Gr. 1924 om ae, Physical Education, Jr. and 9-12 149 Sr. H. S., Bul. 147, No. 1 Sees soley 64 | 1927 | Phili a hehicds. ‘Physiology, Hygiene, and Burbank, Calif., Physical Ed ucation...,.... *13 ee ee oa... o vmplore ame 0 *14 Charleston, Ww. Va., Health and Physical 1926 | Princeton, N. J., Physical Education...... *5 EE REET ES OLS 17 re Tay Outline of Course of Study in Charleston, W. Va., H. S. Course of Study | | °&#&| _ Physiology........................... *5 in Ph Education for Girls *11 1926 st, Lous o., Health for the H. S., Cur. Chteage. I, ., Tentative Course of Study in. Bul Bueno ic, obs 's tapeie.o-« 3 89 ucation for Girls........... *120 | 1928 | San ooh add Calif., Course in Physical 1925 | Dallas, Texas, Physical Training and Education, Gr. 9-12; Cur. Bul. No, 213.... 40 DR, ca cae the heh onic sien owe 4 10° | 1927 | Springfield, a A Physical Education for 1927 | Dallas, ote Physical Training and ans soca pbesias ¢ *34 PS BEER Lge waking’, 10 | 1927 | Springfield, Mass. Physical Education for 1927 peat mas ® Physical Education Course of SS aaa *57 Study for Sr. H. S...........00 0.00005 *120 | 1928 Tacoma, Wash. “ikeaied Course of Study in 1926 | Detroit, ich. Athletic Manual, H. S...... 54 Physical Education and Health, Inter- 1928 -, Athletic Manual, H.S...... 96 > rae 41 1928 | Detroit, Mick. Tentative i. in 1924 | Texas, The Teaching of Physiology......... 19 Health Education for Boys, H.S...... 117 1924 | Virginia, Physical Education, Gr. 8-11...... 112 Dothan, Aly A Course of Study in Physical é 1926 | Vir a 7 of Study, Physical : Sera by Gel REIN 1 on I kn. 00 pnpas't 11: Enid, Oxla., Course of Study in Health...... *8 Winnetka, IIl., Physiology and Hygiene for 1926 | Florida, Health and Physical Education....| 144 4) ES Sa *9 ae -¥ a aeree of Study in Health, po 1924 Wisconsin, Individual Athletic Activities. 86 haw o SUSE h cdiside 046s 1 H shure. Pa, fipeiene and Physical Edu- HOME ECONOMICS OO MI WA die int tdnccncsss. *16 Honolulu, T. H., Health Education... :...- *19 Aberdeen, S. D., Course of Study in House- 1928 | Indiana, Tenta Course of oe ae Health ee ae *69 for Secondary Schools. ...... *81 Alabama, Course of Study in General Home 1927 | Kenosha, Wis., Physical seecapen Pee Rave. ‘ S Reet ee. <*_S6 Hrs *10 1922 | Lansing, Mich., Course of Study in Physica) 1922 | Alabama, Manual of Home-Making Edu- Education and Hygiene. Gr. 1-12....... eee Ul eer ee 77 1927 | La Salle, Ill., Reports on Courses of Study 1927 | Alabama, ae of Home-Making Edu- in Physiology, Gymnasium, Physical Te... suns enancans 46 Education, and H Hygiene............... *7 | 1924] Ar . Course of Study in Home Eco- 1923 ee ~ Calif., Gevcentiere, PhysicalEdu-{| | =| | BOMICS....... 06... 1... eee ennees 162 H. S. Course of Study. Mono. 1927 Co., Ohio, Outline for Home No. 21, June, 1923........ 0.0.0 cee e ee 14 SE so on0.04 0-5-9. 00p 60 4 *10 1924 adison, Wis., Tentative Course of Study in an 1925 PO 5 Texas, HS of Study in Home a 1928 | Maine, Course of Study in Health and 1925 | Baltimore, Md., Home masmemnics Course jucation, i H 153 of Study for Elem. and H.S.......... 168 * Mimeographed or typewritten sheets. | 266 ] TABLE 20.—HIGH-SCHOOL COURSES OF STUDY PUBLISHED SINCE 1920— (Continued) : No. of : No. of Year Title pages Year | Title onan HOME ECONOMICS—Cont. HOME ECONOMICS—Cont. Beaumont, Texas, Course of Study in Home 1925 | Montclair, N. J., Tentative Course of Study i, invade eaee eo 6.0% 6 *18 in Household Arts...... *10 Burbank, Calif., Home Economics.......... *8 Muncie, Ind., Tentative Outline of Elemen- Charleston, W. Va., Home Economics Course tary Home Economics....... *58 | Nao nt dial Sie aie > 0'0:6.0 4-0 *53 1925 | New Brunswick, N. J., Tentative Course of 1925 | Dallas, | am Home Economics Course of ; oeey in Home Economics, Jr. and Sr. DCC tsheeGeaesihekhewcsicavecess © OB... |. “HMM ensetetonesesis *12 1927 | Dallas, Tous, Home Economics Course of 1926 | New Hampshire, Program of Studies Recom- ts, bas Cadea hae seeds « 16 mended for the Public Schools, Gr. 1925 | Denver, Colo., Home Economics, Course of 9-12, Part VI, Home Economics. . 34 ye OES OS ae 139 1921 | New York City, Course of Study in Food 1925 | Denver, Colo., Home Economics, Res. Mono. Study, Household Management, and SS 2 ee 71 eo Se pee 59 | 1926 | Dubuque, Iowa, Tentative Course of Study, 1925 | New York City, Syllabus on Clothing and Dept. of Home Economics, Sr. H. *26 ,. si Le 55 1924 | Duluth, Minn., Course of Study in | 1924 | New York State, Syllabus for Homemaking tary Dietetics and Meal Planning, Gr. and Home Economics, Univ. of the Death Gisc wa tev'ds he eheteaecacs « 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, ee eee *9 Jr. and Sr. H. S...... 23 Enid, Okla., H. S. Course of Study in Home 1925 | Oakland, Calif., Home Economics, Foods, ET cr sie idle Uiardip iy 46 sie Span a > *10 Jr. and Sr. H.S.......... 41 1926 | Florida, A Tentative Course of Study in 1925 | Ohio, Course of Study for H. S. in Vocational BN SOONER. on v6 owns ss esesevens *77 Home Economics Education. . . 110 Fort “7 w lowa, Home Economics in 1924 | Oklahoma, Course of Study in Home t ati aati dw 4 beds 66.0 0.0 « 6 #5 Economics. . , . 98 1927 Pree. 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, Se 5 Bere ; 122 | Home Economics.................... *20 1928 | Philippine Islands, Food and Health... *101_ | Holland, Mich., Home Economics Courses 1926 | Portland, Maine, Home Economics. . . 88 oO! Study, jr. 4) @ ) Sy aaae 8 1923 | Porto Rico, Course of Study in Home Holland. Mich., Homecraft Lessons, H. S.... 20 Economice........... 12 Honolulu, T. H., Home Economics, Girls’ Rockford, Ill., Tentative Course of Study in RS OO arr ere *22 Household Arts........... *36 Pn T. H., Vocational Training for 1926 | St. Louis, Mo., Home Economics for the | TS ak t sdicRlaiye nx lola s-0.0'9.0 6:40 *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., ES ree 123 _ Cur. Bul. No. BEES ces idncunens 47 1922 | Lansing, Mich., Course of Study in Home Somerville, Mass., Household Arts Course, | EES EE eee 58 A See *7 1927 | Lansing, Mich., Courses of Study in Home 1926 Somervilly, Mass., Course of Study in Cook- } moomenmene, Gr. G82... 0.50. ec ces cues 159 ery Gr. 7-12...... * | 1927 | La Salle, Ill., Report on the Course of Study, 1928 | South Bend, Ind., Household Arts Course of Domestic Science, H. S................ *5 Study for Jr. and Sr. H. S 140 | 1923 | Los Angeles, Calif., Home Economics, Course 1925 Tallahassee, Fla., Tenth-Grade Home Eco- of Study Mono. No. 14, School Pub- nomics... . *6 Ee ised ne. a5) 06:6 46.00: 120 Tennessee, A Two-Year Course of Study in i Lynn, Mass., Household Arts, Gr. 7-12..... *40 Home Economics for County H. S 41 1925 | Madison, Wis., Tentative Course of Study 1926 | Tennessee, Course of Study in Home NT AN as wpa eresce ses *12 Economics............ 45 | 1927 | Madison. Wis, H. S. Manual of Home 1923 | Texas, Applied Design and Clothing. " 40 | RL OA, « cial Die a won bdine ce ocec> 114 1923 | Texas, Food Study Outlines... i : 38 | 1928 | Manhattan, Kan., Course of Study of 1923 | Texas, Girls’ Clothing Contest. ..... : 50 Home Economics, Gr. 7-12........... *7 1923 | Texas, Household Management 21 Maryville, Ohio, A Course of Study in 1923 | Texas, Suggested Outlines for Study of Voca- EN chin 9 0s nee ang va *21 tional Home Economics in Rural and 1924 | Maryland, Tentative Suggestions for the Small H. S., Bul. No. 166 69 Teaching of General and Vocational 1923 | Texas, Vocational Home Economics in Texas 79 Bee NGS. gcc cccaccccc:s *30 1924 | Texas, Laboratory Manual of Home Nursing 32 1929 | Massachusetts, Basic Courses of Study in 1925 | Texas, Home Nursing. 20 Home Economics for Sr. H. S. Part I, 1926 | Texas, Equipment for Teaching Homemaking 87 Food in Relation to the Health and 1926 | Texas, Teaching Home Economics by Means Happiness of the Home.............. *41 of Home Projects........ : 64 | 1929 | Massachusetts, Basic Courses of Study in 1927 | Texas, Home Economics. . . ‘ 29 | Home Economics for Sr. H. S. Part II, 1927 | Texas, Home Economics Education 41 | Clothing Education................... *36 Tulsa, Olla., Food Manual, Home Econom- 1929 | Massachusetts, Basic Courses of Study in ics Dept., Sr. H.S........ 6 Home Economics for Sr. H. S. Part III, 1923 | Vermont, Course of Study in Home Econom- Home Management.............. *13 ics, Gr. 7-12. . 54 1929 | Massachusetts, Basic Neg > of Study in 1928 Vermons, Manual and Courses of Study for Home Economics for Sr. H. S. Part IV, H,. Whole Bul. No. 1, Part V, head Ll peck d wae 9.6 9 a *11 cosine ee Na eee Dh ns» 85 | 1922 | Minnesota, H. S. Curriculum and Syllabi of 1925 | Wayne Co., Ind., Home Economics *29 | ’ S. Subjects, Bul. No. 10, Home 1926 | West Allis. Wis., Suggestive and Experi- oS Err eee 120 mental Curriculum in Home Economics, 1927.| Mississippi, Teaching Homemaking......... 111 Clothing, Jr. and Sr. H.S............. *22 1926 | Missouri, Courses of Study in oe and Sr. Winnetka, IIl., Outline of Courses in Dept. | H. S., Home Economics Sy!labus, Bul. of Home Economics, H.S............. *19 GSR | aie ee a 137 1920 | Wisconsin, Suggestions for Teaching Home- } 1925 Monessen, Pa., Vocational Household Arts. . *8 making in the Grades and H. 3 39 = | 1924 | Wisconsin, Manual of Infant ad 60 | | * Mimeographed or typewritten sheets. [ 267 ] TABLE 20.—HIGH-SCHOOL COURSES OF STUDY PUBLISHED SINCE 1920— (Continued) No. of . No. of Year Title pages | Year Title Sj INDUSTRIAL ARTS INDUSTRIAL ARTS—Cont. 1925 | Austin, Texas, Course of Study in Manual Enid, Okla., H. S. Courses of Study in Vo- WENN AG: cn SUR vans ck deve es- 60 cational Subjects.................... *6 1928 | Bayonne, N. J., Course, Vocational School. 12 1925 | Erie, Pa., Details of Unit Trade Course in Beaumont, Texas, General Industrial Train® ‘Auto Mechanics..................... *13 A od, 2 ON er *7 1925 | Erie, Pa., Details of Unit Trade Course in 1923 | Berkeley, Calif., Industrial Education, Cabinet ata Asn sip peat cele’ oo * | Course of Study Mono, No. 8.......... 143 1925 | Erie, Pa., Machine Shop Work............ *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., —— Trade Course for Sheetmetal Electricity, Metal Trades, and Wood- a de sn bie +> 0 wk a6 sein hee © *16 RRR orrrrr ry rrerre 26 1925 | Erie, Pa., KG Trade Course in Plumbing. * | 1926 | Boston, Mass., Cooperative Industrial Edu- 1922 | Florida, State Plan for Vocational Education. ee cation for Sane os at the Hyde Park H.S.. 11 1925 Florida, Vocational ucation in Florida, Burbank, Calif., Auto Mechanics........... *10 Agricul are, Trade and Industrial, and pureene Calif., Drafting.................. *7 eS OO Sere Te Burbank . Machine Shop Course...... *12 Fort Medinet, Iowa, Industrial Arts....... *11 =| 1926 California, A Study of Vocational Conditions 1927 | Fresno, Calif., Smith-Hughes Shop Courses. *28 | he City of Fresno................. 260 amtramck, Mich., Auto Mechanics. . *s | 1927 Californie The California Plan of Vocational Hamtramck, Mich., Machine Shop......... *6 ucation, Bul. No. C-1, Vocational Hamtramck, Mich., Machine Shop........ +8 Education and the Secondary School. . . 20 Hamtramck, Mich., Printing.............. *34 1924 | Columbus, Ohio, Course of ‘Study in Me- Hamtramck, Mich., Sheetmetal Drafting....| 4 chanical Drawing...................-. 23 Hamtramck, Mich., Trade Auto Mechanics, | 1923 | Connecticut, Suagestiona for a Program in CE vssc ss ccyacccece.- *18 | Educational BY 4S eee 41 Harrisburg, Pa., Practical Arts Curriculum, 1927 | Connecticut, Trade and Vocational Educa- Auto RR oo *8 tion, Voc. Bul. No. 1, Series 1927-28 62 arrisburg, Pa., Practical Arts Curriculum, 1925 | Dallas, Texas, Manual MG Gavel. 16 Cabinet Making..................... *9 1927 | Dallas, Texas, Manual Arts................ 52 Harrisburg, Pa., Practical Arts Curriculum, 1928 | Denver, Colo., taduetriel OE SS ee ell =F“ Se *7 a SS eae 82 Harrisburg, Pa., Practical Arts Curriculum, 1921 | Detroit, Mich., Standards A. Conventions ER ids vo.os is bap pieéiaepics s *Q = ech. Drawing, H.S.............. 44 mens Pa., Practical Arts Curriculum, 1922 Mich., Course of Study in Auto- F pe SRS cata aaa *7 mobile Mechanics. ...........+0+--.. 20 Harrisburg, . Practical Arts Curriculum, 1922 t, Mich., Course of eapon. 4 in Electrical M sa t's 5 m0 ples haM Os: 0 *Q Work for intermediate and H.S........ 12 Harrisburg, Pa., Practical Arts Curriculum, 1922 Mich., Course of Study in Machine Dnnd ek > ounnide ceeds *8 Uy RAPES) ae 23 4 atladtes an wleiss's « 5 1925 | Austin, Texas, H. S. Course of Study in 1923 | Oakland, Cailif., ~gog Drawing for Mathematics. . cas 23 H. s., i ME BOG, SUNG brcan's one «0 *18 1924 | Baltimore, Md., Mathematics Course of 1928 | Oakland, Calif., A Course f Study in Wood Study for Sr. and Jr. H. 169 Pattern Making for H. S., Smith-Hughes 1924 | Bayonne, N. J., Course of nde in Mathe- type Se oe ares er *18 matics, Gr. 7-12........ 54 1928 | Oakland, Calif., Machine Shop for Smith- Beaumont, Texas, Mathematics, Gr. 7-12...| *17 Hughes eR i on ave ane *26 Bend, Ore., Course in Algebra I, I1, and ITI *S | 1928 Oakland. Calif., Printing for Classes of Voca- Bend, Ore., Course in Plane Geometry ; *3 tional Education Type, Course of Study 1925 | Boston, Mass., Course of Study in Mathe- | i Ne ale Dane « 66 6w eae 78 Wd didnse sees 19 «| 1922 | Ohio, The Teaching of Mechanical Drawing 1927 | Boston, Mass., Course of Study in Mathe- | in the Public Schools, Colleges, and matics for the Industrial Curriculum in Universities of Ohio................... 47 i (Sr : 22 | es N » SOs aangpentive Apprentice Charleston, W. Va., H. S. Course of Study, TPO 8 Mathematics. . *16 | 1926 Perneete } N. , ag "Dellets of the Paterson 1927 | Chicago, Ill, Mathematics. . *30 | Vocational School, Day Evening 1928 | Cleveland Heights, Ohio, Mathematics, Sr. CG dab hed ds pekhees ob. 6663.08 10 ST aaa 108 1928 | Paterson, N. J., Bulletin of Classes, Evening Columbiana Co., Ohio, Mathematics. . . *6 ee a eee *10 1925 | Dallas, Texas, Mathematics Courses of Study | } 1924 sg may Administration and Courses of UE bas sgsias kde ct esas } 14 | All-Day Vocational Trade or 1927 | Dallas, Texas, Mathematics Courses of Seaty | Industrial Schools and Depts., Bul. No.7| *89 er iereenecto | 36 | | | * Mimeographed or typewritten sheets. [ 269 ] TABLE 20.—HIGH-SCHOOL COURSES OF STUDY PUBLISHED SINCE 1920— * Mimeogranhed or typewritten sheets. (Continued) No. of . No. of Year Title pages Year Title pages MATHEMATICS—Cont. MATHEMATICS—Cont. 1925 | Denver, Colo., Mathematics Course of Study.| *51 1926 | Princeton, N. J., Mathematics............ s | 1927 | Denver, Colo., Mathematics, Course of 1926 | Richmond, Ind., Mathematics Course of | Study Mono. No. 25...............04- 48 re *21 | 1928 | Denver, Colo., Special Report on Geometry, a —— ee By gene in Half-Time ON OE oe SE SOCCER a ie Cee aa “11 =| Enid, Okia.. a S. Courses of Study in Rocking iit Ili., Outline of the Course of es ak kilns cae 66 <0 5 *10 Study in Al AE RES Sa *23 CO 1924 Florida, The Teaching of H. S, Mathematics, 1926 | St. Louis, Mo., Mathematics for the H. S Florida School Bul. Vol. I, No. 2, Sept., Sy GS Sa 140 PEE ob bas + oaks oh ee s.> CLS bee ss 38 1926 | St. Louis, Mo., Sr. Mathematics for the 1926 | Fresno, Calif., Course of Study in Mathe- ly Ming Mo MN BO BO... ccc cccs 63 matics, Gr. OS. SRY Si ae 99 1924 | San Antonio, Texas, Mathematics Related to Hagerman, N. M., , EEE Course of nes kcoceenes *4 Study, Men hinges es *11 1928 | San i fom gg <.. 51 NE RIE, bc cbs cs cccaesscss 48 1927 | La Salle, Ill., R on H. S. Course of 1928 | Vermont, Course of Study in Mathematics, Study in Mathematics................ *25 Manual and Courses of Study, 1923 | LosA Calif. = ae Problems Ee a a een oso oso ced aave- 48 in Course of Study 1924 | Virginia, State ogg of Study in Mathe- Mono. No. 27, june ae 37 sins oc csnc cetebonche. 25 1926 | Los Angeles, Calif. . S. Course of Study, 1926 | Wilmington, Del., Mathematics............ *5 Alpes, | SL, Plane and Winnetka, IIl., Mathematics Objectives and Solid Geometry. ..............6005005. 12 ME ER WUEDS 6 0750 coc ccsesavecees *14 1926 | Lynn, Mass., Outline of Mathematics Course.| *12 1924 aine, Mathematice yy se *11 MUSIC 1925 | Maryland, ta — ry Fe S. Mathe- ma’ 1., vo. VII, No. 2. 40 1924 | Amherst, Mass., H. . Course in Piano...... 7 1928 | Maryland, os ~ 3 Study for an Eight- Charleston, W. Va. .. H. S. Course of Study eeks’ Review of Arithmetic for Fourth in Music Education................... *6 Year H. S. Classes, Md. School Bul. Vol. 1925 ope Music and Art Courses of IX, No. 7, May, 1928................. i eis / i o irr 10 Maryville, Ohio, A Course of Study for Plane 1927 | Dallas, a Music Courses of Study. . 14 Lee SEL SS SS *32 | 1927 | Fresno, — Course of Study in Music, 1924 | Minnesota, —— of the H. S. Course in eee, cn ons b baaae sees *24 Mathemnatics...............20eeseeee 53 1927 | Fresno, Calif. Course of Study in Music, 1928 | Missouri, oo ERR ae paty in Sr. H. S.. P *8 Je. and Sr. H. S., Bul, No. , 60 - Harrisburg, Pa., - Course of Study in Music, 1926 | Muncie, Ind Mathematics aa Science bt 7 eto *13 Courses of Stud h + e aaee 36 gg pO See eee *7 1925 | New Brunswick, N. J., Tentative Course of 1924 Courses of Study in Music for the Study, Mathematics for Sr. and Jr. H.S *26 Buble a. Univ. of Iowa Ext. 1926 | New Castle, =, Syleues of the Miathe- SS ee rare 35 matics, sh, and French Depts., 1923 | Kansas, Muse and Art, Course of Study Be ES bn woe ce ea Riis oes 0 o0 ees 11 0 a ee 18 New York State, Syllabus in Algebra....... il 1926 | Kansas, Music and Art Course of Study.... 19 1926 | New cod Hone Gaseous in Solid Geometry 1922 a Course of Study in Music, é a?) ee ee 11 Sit Gs baa sce « 6.0: gd 6 0.05 35 1927 | New York State, Syllabus in Plane Geometry . 12 1927 | Long Beach, Calif., Music Course of Study, 1928 —— lowa, Course of Study in Mathe. RUA era wc cree 0secesecyas 43 . Gr. RARE palace FS SE SNR *53 1927 | Long ‘Beach, Calif., Supplement to the 1925 Oakland, Calif., Mathematics as a Related Courses of Stud: on eae 79 Subject for Smith-Hughes Work, Supt.’s 1923 | Los Angeles, Music, Course of PDs g Ons Saks Oe caetagavacehcs *9 Study Mono. ‘No. is, June, 1923...... 68 | 1925 | Oakland, Calif., Mathematics 4: Sr. H. S., 1927 | Michigan, State Music Contests............ 20 | Course of Study Series No. 77.......... 45 | 1925 | Missouri, Music Syllabus, Courses ¢ Study 1925 | Oklahoma, Course of Study ae Mathe- in Jr. and Sr. H. S., Bul. No. 3........ 45 matics, Gr. Pe Se eS Sar ae 71 1926 | Muncie, Ind., Art, Music, — AB Lan- 1923 Course of Study in Mathe- Courses of Study............... 28 matics, Gr. ms. ERO R A ELY CRET S 39 New York State, A Music for Pupils 1924 ourse of Study in Mathe- of Secondary DE Ss vckekensbes.: 14 matics, oS Bie week dares + ann e.s 43 +0 6 39 New York State. Music Syllabus........... 13 1927 | Pe Course, of Study in Mathe- Course of Study in Music.......... 14 matics, Years 7-12..........2:.--+5+++ 40 | 1923 | Pen nia, Course of Study in Music, 1923 | Philadel Pa., ¥ a OE Study in Mathe- EE eek cacccccbessscess 39 SES RO Sart eS eee ree 15 1924 Peuuese, Course of Study in Music, 1928 | Phili Islands, Course in Arithmetic has baccveccnecs ess 41 Pts kth cae Oe abi kesees ods *21 1927 | Pennsylvania, Course of Study in Music.... 43 1928 | Pit Pa., H. S. Course of a | 1927 ee my? lvania in Music, Edu- ag ‘ ots cational Mono. Vol. I, No. 1........... 27 Mb WE As caRGKR 645.5 50.000.40 6: *27 Ss 5 And hk Ven aie. no 4 00iup ass *15 1926 Oakland, Caiit: Science as a Related Subject 1927 Hawaii, a S. Course of and Series, Part for Smith-Hughes Daina 6b weie.e 21 Two, Section Sree 36 1927 | Oakland, Calif., Experimental Course of 1926 | Houston, Onaga Course of Study in General Study in Physics, ““Y"’ Classes........ *48 REE =) $e OE eee *37 1924 | Oklahoma, Course of Study for Science, 1928 Houston, T — Sr. H. S. Science Course of ehh eR ds ak 60 6 b¥ 6g 008 6 133 0 ESS rep ae ee *29 1927 | Oregon, Official Directory: Schools of Ore- 1925 Sndienn, , Saar Construction, Equi gon, p. 57, General Requirements and = and Exercises for Science Teach- Apparatus ‘for Science for Oregon H. S. 72 Laboratory Work............. 68 1927 | Pennsylvania, Science in the Secondary 1928 tndiege, Tentative Course of Study in School, Educational Mono. Vol. 1, No. 4 *24 Botany for Secondary Schools, Bul. 1928 | Philippine Islands, An Outline of the Mini- INNS be CRAG bd Kgs &S.0'04.6 66.0 *25 mum Laboratory Requirements in Gen- 1928 | Indiana, Tentative Course of Study in IG icc COE T iat tes dca sceses *15 Cc for Secon4ary Schools, Bul. Pine Bluff, Ark., Dept. of Science, Gr. 7-12. Ss | NEY din'cw's CRW UE W044 0 000ees *77 1920 | Porto Rico, Laboratory Directions for H. S. DR calehebsebercaseccs 40 * Mimeographed or typewritten sheets. [271] TABLE 20.—HIGH-SCHOOL COURSES OF STUDY PUBLISHED SINCE 1920— (Continued) | Year Ti No. of No. of tle pages Year Title pages SCIENCE—Cont. SOCIAL STUDIES—Cont. 1925 | Porto Rico, Course of Study for Chemistry Delaware, A Syllabus of a Propaeed Course he aca as 4 keene or 6 19 a Study of the History of Delaware, | 1926 | Porto Rico, B Sa aidie'e's see Wiens *4 CL UMEMUAN MERE Ca Wind ccccsascugeees *29 1925 | Princeton, N. J., Physics.................. *5 Denver, Colo., World History, Gr. 7-12... .. *79 1926 | Princeton, N. J., a AR SE EL Eee *? 1925 | Denver, Colo., A Survey of World History..| *36 1926 | Princeton, N. J., Elementary Science....... *9 | 1925 | Denver, Colo., U. S. History............... *25 Rockford, IIl., Course of Sin a in E Physics, 1926 | Denver, Colo., Sociai Science, Sr. H. S., -Time Cooperative Classes......... *5 Course of Study Mono. No. 19......... 182 Rockford, IIL, v cudwets-o:s *3 + evebiens naddesces ee. *10 Hamtramck, Mich., American History......| *6 San mer . Physics, Experiments and Harpers, KAA Course of Study in U. S. aan COSHH HEREC EES ETE SS * Ph vcotwese sobuase 1928 | Tacoma, Wash., Proposed Course of Study 1S | 927 | Hawall HS Course of Study Series, Pari n Science, Intermediate and H. S..... 10 Two, Section VI, Social Science........ 34 1924 | T The Ti of Science. ........... 86 Honolulu, T. H., History and Civics... .. |. *7 Tne . J., Course of Study in Physics, 1927 | Houston, Tex., ae of Study in English “ eee ee ee Te eee eee * TTP TRLEAERELILUTLILTe Trenton, N. j., Outline of Topics in Ghem- | “'® | 1927 | Houston, ex. Course of Study in’ Modern | Ce Mle Eh Seb eSwccccccssdesiccecs *s? | + + #&+«3| .. BUropean History, Sr. H.S............ 22 1923 | Trenton, N. J., Science, Secondary Course = 1928 | Houston, ~ ~gaems ‘of Study in American om 1927 | Tulsa, Okla., A Laboratory Manual and} “ | 1928 | Ho ex., Course of Study in’ Civics, of Study in General Biology, | j§§| j.§§| — Sr. H.S.... cc. cece cece cece ec eeees *19 V8 6 BO 00+. On CU nSRe RE PAMhECecsiee cs *o5 | 1928 Indiana, Tentative Course of Study in Union City, Tenn., General Science......... *9 for Secondary Schools..| 352 1923 | Vermont, Courses of Study in Science, Gr 1928 | Indiana, Tentative Course of Study in FOUR hin 6 400s ebhins des ehh dxtisins soca. 38 United States pene Social Studies 1928 | Vermont, H. S. Manual and for Secondary Schools................. 366 Study, Whole No, L: S. 1, 1928, 1921 A Syllabus for the Study of American Part II, Courses of Stud ee (NN Saar 40 1924 a for Science _ | 1923 | Iowa, A bus for the Study of Civics in ee 1928 | Virginia, State’ Course ‘of Study, H.'s.” 32} 1925 Lowa, Courses in the Social Stiies for Sr. Science, Bul. Vol. vin No. i! caste Eleventh Grade, Univ. of Iowa SEG suk nadia ncn ay ge Sr. H 1928 | Kansas, Satene of = + 4 S., Part IV, 7 2 eae s78 |_|. History and Social Science............ 1924 | Bayonne, N. J., ot Suudy in Social 1922 4 of Study in History, Sciences, &;. ra atk Phas ono 128 i sada «a 35 1926 — . Course of Study in Social 1928 | Lansing, eee pees of Study “in Social om 1928 | Charleston, W. Va., A Gourse of Stay in'| '* | 1027 | La Salle, It, Social Studies. 2°0°0.0002.0"] 21 mn History, H.S....... *140 | 1927 | La ill., ao Civil Government, Chteges, Fhe Tenens Comme of Shady ta Eien ck unin ints » *14 1923 i The Course i i int bik allie ow. 0 *60 «| 1928 me oe graphy, ae t, e — the Chicago, I, The ay ates a the United States........ *7 We Res Sad aan 590s SS cays e ss 196 | 1924 oF etal Studion “Syllabus, 1924 onnecticut, A Manual of the Social —— ata SOUR bss4.0 05 siden 605206 ¢ *131 Gewibes, Ge. Fal2. . . ncsnceccccscccess 47 | 1927 Beach, Calif.. U. S. History and 1925 | Dallas, Tex., The Social Studies...... pubvee 40 RR rae 157 1927 | Dallas, Tex., The Social Studies............ 94 | 1928 | Long Beach, Calif., World History, Sr. H. S 218 Delaware, A Review of Fundamentals in 1923 | Los Angeles, Calif., Social Studies, H. S. World Geography for H.S............. *13 — of Study Mono. No. 23, June, =e * Mimeographed or typewritten sheets. H [272] TABLE 20.—HIGH-SCHOOL COURSES OF STUDY PUBLISHED SINCE 1920— (Continued) . No. of : No. of Year Title pages Year Title | pages | SOCIAL STUDIES—Cont. SOCIAL STUDIES—Cont. ee a re *7 1925 | Philadelphia, Pa., Course of Study in His- | Lynn, Mass., Syllabus of Social Studies.....| *31 tory, Civics, and Social Science 51 Madison, Wis., Course in American History..| *39 192 Philippine — Course cf Study in 1924 | Madison, Wis., Tentative Course of Study in Geography.......... |} *41 I TO. x vc cbabceesces cee *95 1927 Philippine Ietends, ’ Philippine History and | 1924 | Madison, Wis., Tentative uae of Study Government..... | *16 | in Community Civics, Part I -| *12 1928 | Philippine Islands, Methods in Philippine | 1927 | Maine, Syllabus for the Social . 272 «| 1928 | Missouri, Courses of Study in Jr. and Sr. 1928 | San Francisco, Calif., Social Studies, H. S., , 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 S., 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, SS ee | 83 | Principles of Practical er age f oe asi 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 pom A Nee in American Democ- in oo Science, Intermediate and H. S 38 RN ia ac Wd nldiece'é ice © area. *6 1923 | Trenton, N. J., Secondary Course of Study, 1925 New Bru (Ag N. J., Tentative Course of American History AE ak hae Acne . 72 Study, a Science Dept., History, 1923 | Trenton, N. J., Secondary Course of Study, i MR es Abo -o cin ots ooh 0es 6 *80 Ancient listory Cea aie. 06 66 1926 | New Castle, Pa., "Syliabus of the Dept. of 1923 | Trenton, N. J., Secondary Course of Study, Social Studies, Sr RIE eal id 0. ieee 36 Ss ete ons, coe aniees 36 1925 | New Je , Syllabus aed Sceial Studies...... 112 1923 | Trenton, N. J., Secondary Course of Study, 1926 | Newton, owa, Social Science Course of Problems in Democracy, Gr. 12. . 57 Study, oe SRG ee E *78 1924 | Trenton, N. J., Secondary Course of Study, New York City, eenes Outlines for Early European Histo Pe so. balla % 98 Civics Teac ers, SE i ee 70 1924 | Trenton, N. J., Secondary Course of stady, 1926 | New York City, Syliabus i in Civic Activities. . 63 Modern 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, Okla., Course of Study in Economics, 1924 | New York te, onomics Syllabus for 7k OA arly ecepayliagis #29 Secomdery Schools.............0.0000- 29 Tulsa, Okla., sogees of Study in Social 1926 | New York State, Economics, H.S.......... 29 aa *8 1923 | Oakland, <= Citizenship in the += © Tulsa, Okla., History VI, Sr. H. *23 School, Courses of Study Series No. 56. *30 1927 | Tulsa, Okla., The Scope of ~. % ourse for 1926 Oakland, ¢ Calif. Social Studies for Sr. H. S., History III and IV, Sr. H. S .| *25 Supt.’ - . Sy Sed 63 1928 | Tulsa, Okla., Outline for History V, Sr. H.S. *36 1924 | Oklahoma, Course of Study for Social 1928 | Vermont, H. S. Manual and Courses of pe EE ree 112 Study, Whole Bul. No. H. S. 1, 1928, 1925 | Pennsylvania, A List of Reference Books in i es che ta deeveaebeges 171 istory and Social Science............. $1 1925 | Virginia, State Course of Study, ‘HL 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....... .| iit 1927 | Pennsylvania, Courses of Study in History 1926 | Wilmington, Del., Course of Study in Eco- and al Science, Jr. and Sr. H. S., nomics, Sr. H. S.. *S EOS MCh de kuiecs s 000 sha 257 1928 | Winnetka, IIl., Report ‘on the Social Science Department Weak sch SVRESS a ; *7 * Mimeographed or typewritten sheets. { 273 } LIST OF TABLES Page Twenty-five common words in three languages (Table 1).........-...0 000 cece eeeeeee 196 Percent which foreign language enrolment is of total high-school enrolment, distributed according to size of communities (Table 2)...........ccccceeeeeeeee cee ceeeeee 196 Percent modern foreign language enrolment is of total enrolment classified into eight geo- ESE eee er ne oY ere 197 Comparison of high-school and college modern foreign language enrolment in 1925 Oe Re ENG so. oo och hcals ad OURMEWE ONES SCARRED <8 oc cccccccccees 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)...................5.005- 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)....................045- 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)....................0005 254 Books helpful in building high-school science courses (Table 17)................000000s 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)...................... 257 High-school courses of study published since 1920 (Table 20).....................0055. 259 LIST OF CHARTS Then and Now in Secondary Education.................006 ccc cece cece eee e cece eeees 180, 181 Topics and Suggested Time Allotments in Pittsburgh Seventh, Eighth, and Ninth Grade rr, oo sc comcah beens MesMAAEBReDaaebb es ccccssccesgece 216 { 274] | ; J | 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. 1, 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. II1, 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. IV, Nos. 1 and 2, January and March, 1926. 96 p. Price per copy, 50 cents. Efficient Teaching and Retirement Legislation. Vol. 1V, 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 Il. 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. V1, 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. VI, 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. [ 275] HEN WE IMPORTED the factory, science became busier and \X } busier with discovery and invention. With resultant inventions e F we took hold of all the tools they gave us—steam, gas, elec- tricity—and appled them to our national resources. Our stand- im 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. LIST OF TABLES Twenty-five common words in three languages (Table 1) Percent which foreign language enrolment is of total high-school enrolment, distributed according to size of communities (Table 2) Percent modern foreign language enrolment is of total enrolment classified into > alate geo- graphical regions (Table 3) Comparison of high-school and college modern foreign language enrolment in 1925 (Table 4) Number of different topics in one hundred home economics courses of study (Table 5). Books dealing with general curriculum problems of the secondary school (Table 6) Books helpful in building high-school art education courses (Table 7 Books helpful in building high-school commercial education courses (Table 8) Books helpful in building high-school English courses (Table 9) Books he!pful in building high-school health and physical education courses (Table 10).. Books helpful in building high-school home economics courses (Table 11) Books helpful in building high-school industrial arts courses (Table 12) Books helpful in building high-school Latin courses (Table 13) Books helpful in building high-school mathematics courses (Table 14) Books helpful in building high-school modern foreign languages courses (Table 15) Books helpful in building high-school music courses (Table 16) Books helpful in building high-school science courses (Table 17) Books helpful in building high-school social studies courses (Table 18) Addresses of publishers of books listed in tables 6 to 18 (Table 19) High-school courses of study published since 1920 (Table 20) LIST OF CHARTS Then and Now in Secondary Education Topics and Suggested Time Allotments in Pittsburgh Seventh, Eighth, and Ninth Grade i rE O25 cia SED bss ope dedienee Whe hd eENEOEROE Ors ce ccccawoesses I 1X Ck Ok Oa Ca Ca Ca Ca Ca Ca Ca Ca Ca Ca oa SY