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This manuscript represents an effort to secure information concerning the progress of health and physical education in the schools. The author used both the inquiry form method and personal visiting in the investigation. The inquiry form on health was sent to 851 schools of which 460 schools returned a report in time for incorporation here. Of these, 162 were regular 4-year schools; 147 were junior high schools; and 151 were other reorganized types of schools. Visits were made to about 20 schools well distributed throughout the Nation. It is to be observed that 50 per cent of the schools launched the health program between 1925 and 1929, and 25 per cent more began it between 1920 and 1924. Therefore it is relatively new. In general, the junior high schools are found to have more highly developed health services than are the other types of schools. In many of them health work apparently came in with reorganization. Health examinations are quite common in the schools studied, especially in the reorganized types. Seven items are included in the examination given by 70 to 87 per cent of the schools. In order of frequency these are: (1) The eyes, (2) throat, (3) teeth, (4) ears, (5) nose, (6) heart, and (7) lungs. The teacher of the health work is very frequently the physical education teacher; this is evidence of a rather close integration between these two fields. In other cases the nurse teaches courses in health. Three-fourths of the schools require physical education; it is most frequently required in grade 9. Classes usually are held twice a week. It is interesting to find that the courses of study which were examined were dated 1929 or later, and that, of 24 announced objectives, the teaching of exercises which would furnish proper and enjoyable recreation for living in later life was most often mentioned. The objectives next in point of frequency were likewise directed toward adult life. Obviously physical education and health are tending toward work which carries over into later life. (Contains 28 tables and 27 footnotes.) [Best copy available has been provided.]

At a time when a large portion of the pupils who have completed the work of the secondary school continues into higher institutions of learning, neither the group of secondary schools nor the aggregation of colleges has a right to consider its problems out of relation to the level of education above or below it. During the past few years a definite effort has been made in the United States to eliminate the gaps between the units of education. Educational training is being made naturally continuous for pupils. This natural continuity is made possible as the units of education become more and more effectively articulated. It is the purpose of this investigation to discover the steps which are being taken by the colleges in improving their articulation with secondary schools. Articulation in this study does not refer merely to the methods employed by higher institutions in selecting students for admission, but refers equally as much to the means of adaptation subsequent to admission and to the actual plans in operation by which colleges and secondary schools constituent to them are brought into closer relationship. It has been found necessary to report a certain amount of status in order that trends and innovations may become discernible. This study is the only project of the National Survey of Secondary Education which deals specifically with the problem of the articulation of secondary schools and higher institutions. An investigation supplementary to this study has been made, dealing with the types of innovations in colleges and universities affecting the liberal arts education for students during their first two years of college attendance. The findings of the corollary study will bear special relationship to that portion of this report which deals with the means used by higher institutions in adapting newly admitted students to the college situation. The information presented in this study was secured mainly from an inquiry form filled in for 517 higher institutions. Use was made also of certain data included in inquiry forms which had been returned by large numbers of public and private secondary schools. This bulletin is divided into five chapters, as follows: (1) Purpose and Scope of the Study; (2) Admission to College; (3) Means of Adaptation Subsequent to Admission; (4) Improvement of Articulation; and (5) Summary, Trends, and Problems. (Contains 30 tables, 5 figures, and 14 footnotes.) [Best copy available has been provided.]

The present study is concerned with the smaller secondary schools, those schools which in the main afford the opportunities for secondary education to the children of the smaller centers of population and rural areas. In order to make the picture as complete as possible, the study has included high schools with enrollments ranging from fewer than 20 pupils to a group of schools enrolling more than 300 high-school pupils and standing on the border line between what are ordinarily classed as small high schools and those generally classed as large high schools. With respect to the number of teachers, the schools supplying the data for the study range all the way from 4-year high schools with 1 teacher to schools with staffs of more than 20 teachers. Throughout the study the data are tabulated with reference to two groups or classes of schools, namely (1) "the selected schools" and (2) "the selected schools"; comparisons are constantly made between these two groups. The main purposes of the present study are: (1) To make and analysis of the status and characteristics of secondary education in small high schools of different sizes; (2) To determine, as far as possible, the major limitations due to the smallness of the schools belonging to the different size groups; (3) To discover through the investigation of the schools belonging to the different size groups the changes, if any, that are taking place in the characteristics of secondary education in small secondary schools; (4) To investigate the characteristics of a group of selected schools representing the different sizes found in small communities and rural areas; (5) To compare these selected schools of different sizes with each other and with the unselected schools to discover the nature of the differences, if any, that exist; and (6) To determine what, if any, innovations or significant departures from ordinary practices exist in the selected schools that may be of value to smaller secondary schools in general. Individual sections contain footnotes. (Contains 97 tables.) [Best copy available has been provided.]