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Because of the extensive and sometimes costly expansions in the educational offering of the rapidly growing secondary schools, the present need for interpretation is probably more insistent at this level of the educational ladder than at any other. It will be helpful to those in charge of secondary education to know what high schools are doing to interpret their work to the public, and how they are doing it. This investigation of programs of interpretation was made to: (1) describe the policies and practices of publicity in a few selected secondary schools; (2) to secure information on the frequency with which these policies and practices are followed in a larger number of secondary schools in which educational interpretation is emphasized; and (3) to estimate the effectiveness of certain programs and mediums of interpretation in use. To describe the policies and practices of publicity in a few selected secondary schools, an investigation was made of the complete interpretation programs of six junior and senior high schools in Denver, Colorado; Cleveland, Ohio; Philadelphia, Pennsylvania; and Kansas City, Missouri. To learn how generally the practices of publicity followed by the six schools studied in detail are employed by schools active in educational interpretation, responses to an inquiry form of approximately 250 items were secured from 160 public junior and senior high schools selected with the assistance of State and city school officials. A rather unusual part of the investigation was concerned with a questionnaire sent to parents in the schools of the four cities. The replies indicated that there was practically no difference between fathers and mothers in their knowledge of what went on in school. This is a surprise to many people who assume that since the mothers attend the parent-teacher meetings much more frequently than the fathers do they are far better informed on the schools their children attend. It was found that the amount of knowledge a parent has of the school seems to be directly proportional to the length of time the child has been in school. This bulletin is divided into five chapters, as follows: (1) The Background and Method of Inquiry; (2) Policies and Practices in Selected Schools of Four Cities; (3) Policies and Practices in 160 Selected Secondary Schools; (4) The Effectiveness of Programs of Interpretation; and (5) Summary and Conclusion. (Contains 5 tables, 28 figures, and 46 footnotes.) [Best copy available has been provided.]

Ten places are picked out for description in this monograph, including some 4 township high schools in the State of Illinois. In addition to these there will be found a description of the guidance work in the five cities of Boston, Chicago, Providence, Cincinnati, Milwaukee, and in the independent Milwaukee Vocational School. The educational and vocational guidance given in individual high schools in each of these cities is described fully. In some places the service has been attached to the city government. In other places it was from the beginning more closely connected to the school system. There is generally a marked tendency for it to be found in the schools. In some of these schools there seems to be no distinction made between the work in administration and the functions in guidance. For instance, they are closely connected in the New Trier Township High School. In the Joliet Township High School, on the other hand, they are clearly differentiated: The last chapter summarizes four main types of guidance activities and describes guidance in a small rural school in California. The conclusion is that guidance may exist in schools of any size if its necessity is fully understood by the principal and faculty of the school. (Individual chapters contain footnotes. Contains 20 figures and 1 table.) [Best copy available has been provided.]

This bulletin is a product of the Local School Units Project, a cooperative effort of the Office of Education, the National Professional Advisory Committee, the Works Progress Administration which funded the project, and the Office of Education Professional Advisory Committee. Its work could not have been completed without the support of the chief State school officers, the State project directors and their staffs, and members of the State departments of education in the ten States. Chapter 1, Status and Development of Public-School Organization in the United States, describes the existing organization and historical development of local school units, and their effect on the educational program. Chapter 2, Organization and Operation of the Local School Units Project, explains the: (1) reasons for undertaking the study; (2) purposes and organization of the Local School Units Project; (3) procedures for studying the units; (4) evaluation of existing educational conditions; (5) procedures for proposing more satisfactory school units; (6) projecting a program for effective project proposal; and (7) dissemination of the findings. Chapter 3, Nature and Operation of Local School Administrative Units, provides: (1) an analysis of local school units; (2) classification of units; (3) some complexities in the application of a classification; and (4) illustrative applications of the suggested classification. Chapters 4-13 present, for each of the 10 States (Arizona, Arkansas, California, Illinois, Kentucky, North Carolina, Ohio, Oklahoma, Pennsylvania, and Tennessee), the social and economic background of the State; historical development, types, number and size, and operating relationships of local school units; the procedures for changing unit boundaries; and factors encouraging and discouraging the organization of satisfactory local school units. A summary reviews the status and operation of local school units in the 10 States. The final chapter, Formulation of Plans for the Improvement of Public-School Organization, includes: (1) procedures in planning the organization of satisfactory school units; (2) the relation between the structure of local school units and their effectiveness; (3) determination of desirable minimum standards for local school units; (4) proposed programs in Oklahoma and other project States; (5) proposed legislative programs; (6) evaluation of proposed programs; and (7) some factors and conditions to be recognized in a program for improving the organization and administration of public education. Appended is a selected annotated bibliography. (Contains 25 footnotes, 97 tables, 40 charts, 13 maps, and 8 figures.) [Best copy available has been provided.]

This study calls attention to the consistent manner in which State legal documents classify public education as a function of the State government and to the inconsistency between such legal classifications and the many cases of neglect on the part of States to provide adequately for public-school support. The data show that for the country as a whole State governments supply about a fourth of the fund used by public schools. Since 1900 the part supplied by the State governments has varied considerably, decreasing from 20.3 percent at that time rather regularly during each 5-year period to 16 percent in 1925. Since then it has been increasing, with a significant increase since 1930. As would be expected, there is a much wider range of variation in the percent of public-school revenue provided by individual States than in the percent provided by all States combined during the last 34 years. Two-thirds of the States provided a smaller percent in 1930 than they did in 1900; in 1934, however, the percentage was greater in three-fourths of the States than it was in 1930. This bulletin contains the following chapters: (1) Introduction; (2) Public Education Chiefly at State Expense; (3) Significance of Apportionment Methods; (4) Recent Increase in State Funds for Education and Methods of Apportioning the Increase; (5) States which Provide for School Support Chiefly by Local Taxation; (6) State and for Special Education Projects; and (7) Summary. (Contains 4 tables.) Individual chapters contain footnotes. [Best copy available has been provided.]

The present study is an attempt to bring together and to interpret the more important facts concerning the origin and development of the municipal university in the United States. It is obvious that in a work in which the history of a university must be presented in a chapter instead of a volume, and in which the discussion of the subject as a whole is confined to three chapters, a great deal must be omitted. In the matter of selection and emphasis there is room for much difference of opinion. The author has sought to select those facts which throw most light on the origin and development of the institutions discussed, not merely as universities, but as municipal universities, and which aid most in interpreting the rise of the municipal university as a phase of the development of the system, of public education. A survey of the history of school education in the Western World from the early Middle Ages to the present, with particular reference to the United States, reveals, among others, two outstanding tendencies. These are, first, the extension of educational opportunity, and second, the secularization of education. Within the last hundred years there has developed in this country another type of educational institution which represents an important contribution to both the extension of educational opportunity and the secularization of education, and which belongs to the increasingly important class of publicly controlled educational institutions. This institution is the municipal university. It represents the extension of educational opportunity because it has meant not only low fees, or none at all, but also, to the student in the city, the opportunity to live at home while attending college. It represents the secularization of education because, being supported by city taxes and controlled by public authorities, it is in effect a part of the public-school system and shares its secular character. It is the purpose of the present work to present the more important facts concerning the origin and development of the municipal university in the United States and to point out their significance. Contents of this bulletin include: (1) Letter of transmittal; (2) Preface; (3) The History of the municipal university in the United States; (4) Introduction; (5) The History of the various municipal universities; and (6) A general survey of the municipal university. A bibliography is included. Individual sections contain tables and footnotes. [Best copy available has been provided.]