Search

Five million young people--1 out of every 4 in the country--are without constructive occupation at school, work, or home. An examination of 1930 United States Census and Federal Office of Education figures, brought up to date by sampling studies in various communities, discloses that--Of the 20,100 000, 16 to 24 years of age, inclusive, in the United States today: (1) 4,000,000 are in full-time schools and colleges; (2) 5,000,000 without employment are taking part-time school work; (3) 2,800,000 are young married women not employed and not in school; (4) 7,800,000 are employed at full-time or part-time nonrelief jobs; (5) 300,000 are out of school and unemployed but not seeking employment; and (6) 4,700,000 are out of school, unemployed, and seeking jobs. The figures for employment and unemployment are estimates based on data from surveys of youth and employment in several parts of the country. This challenge to the communities to help youth find their place in the sun has been aggravated by the emergency, but is not born of it. Jobs there have been for the young in the past, though not always the right or the fitting job, recreation they have had, of a kind, and a place in the scheme of things, but not always the best recreation nor the fitting place, either for their own good or for the good of the community. This bulletin contains the following parts: (1) Coordinating community resources; (2) Program activities; and (3) Communities in action. Individual sections contain footnotes. [Best copy available has been provided.]

On every hand one hears youth asking: "Where can we find work?" Many young people of this generation have never had a steady job, have never experienced the pleasure that comes from contributing their share toward satisfying human needs. Some of them have spent several years in preparing themselves for definite kinds of work, but cannot now find an opportunity to put their training to use. Others, without formal preparation for any occupation, have not been able to obtain a job where they might acquire a skill through practice. An unfortunate aspect of the situation is that many young people who left school in 1929 at the age of 16 or 18 now reached their twenty-second or twenty-fourth year without achieving the occupational experience usually expected of an adult of such age. This circumstance closes to them the door of opportunity and prevents their gaining experience. Many communities have set themselves earnestly to the task of helping youth find employment. Where no paid jobs could be discovered, work has sometimes been arranged which simply offers an opportunity to young people to be useful and to learn. In order to obtain a comprehensive picture of accomplishments along this line, the United States Office of Education, in the spring of 1935, sent a schedule of questions to community leaders in all parts of the country, asking what measures were being taken to find or create employment opportunities for young people between the ages of 16 and 24. The answers show that this problem has been receiving much serious consideration and that a wide variety of enterprises are under way. In this bulletin brief accounts are given of a number of undertakings which may be suggestive to workers in other communities. Naturally, space would not allow the description of all the activities reported; examples were so numerous that only typical ones could be included. Individual sections contain footnotes. [Best copy available has been provided.]

The period of youth is the real beginning of life's adventure. The individual has secured a background of facts and reaches out for the meaning that lies beyond. Ideals are sullied, powers are expanding, opportunity seems assured, and the romance of existence is undimmed. Red-blooded courage, devoted friendship, and high aspiration are its emblems. Accomplishment and success are hopefully expected and the future beckons with its prospects and its promises. Such is the American dream for youth. Many an adult looking back on its own youth of 40, 30, 20 or 10 years ago will recall the engaging uncertainties, the uneasy suspense. The dream was not all realized, but in its essential features it was. What about the youth of today? What does the future hold for him? What are his conditions, his needs, and his interests? Many communities have tried to find answers to these and other questions regarding their young people. By reference to the bibliography at the end of this bulletin one will find the names of the communities which have undertaken youth surveys and carried them to the point of publication. Naturally, many other communities have made various studies, but the reports are not available for distribution. The principal findings of these youth surveys are brought together in part I of this bulletin. Appended are: (1) Youth Census Schedule; and (2) Youth Survey Schedule. A bibliography is included. Individual sections contain footnotes. (Contains 21 tables.) [Best copy available has been provided.]

This publication is concerned particularly with educational activities which have been reported by community leaders as specifically carried on in behalf of out-of-school youth during 1934-35. Long-established or well-known programs, or those of a type independent or outside of community planning have been omitted. The purpose of the publication is to deal briefly with phases of education which, due to organization, unusual character, adaptability, or financing, appear to offer suggestions to communities interested in providing educational opportunity for unemployed, out-of-school young people. Hence, it has been necessary to include by single phases or exceedingly minor parts of the total of educational opportunity in the many communities which have reported programs. An analysis of these selected activities indicates that three broad types have appealed to youth generally enough to signify outstanding need: (1) Continuing education on high-school and college levels for credit which leads to a degree or diploma; (2) Some phase of training as a leisure-time activity not involving either formal school procedures or credits; and (3) Specific types of training which lead to wage-earning occupations or to employment on a satisfactory basis. Since the large majority of the out-of-school youth group is beyond the compulsory school attendance ages, the types of education and classes provided for them are successful only upon the basis of voluntary attendance. Education for the older youth group must interest or it must fill an urgent need. Individual sections contain footnotes. [Best copy available has been provided.]

The youth studies conducted by the United States Office of Education uncovered numerous and varied efforts. Some of them are treated in other bulletins of this series. Those classified as vocational guidance are described in this bulletin. The specific aims of this bulletin are: (1) To set forth plans especially applicable to youth who are not reached by vocational guidance services offered in schools; and (2) to show particularly how nonschool agencies may operate in focusing the various forces of the community on this problem. The emphasis has been placed on "what to do" and "how to do it," all in terms of measures that actually have been put in effect. The bulletin is prepared not for the expert, but for the intelligent layman who sees the need for making vocational guidance available to young people and wishes to do something about it. He may not expect to apply the techniques himself, but, by reason of his prestige in the community, he may be in a position to assist in the coordination of forces that can bring about results. Individual sections contain footnotes. [Best copy available has been provided.]

For the first time, American people, released from the strain of the physical building and equipping of a country during which work was our doctrine and gospel, are summoned to discover the meaning of the word "recreation" and translate its spirit into practice. Through this great movement toward the use of leisure time, bringing play to people of all ages and kinds, something which has never happened before in this country, the stigma on play is vanishing and a genuine "re-creation" of people is being accomplished. This bulletin discusses the following topics: (1) Youth and the new leisure; (2) New recreation developments; (3) Suggestive community programs; (4) Recreation adapted to special needs; (5) Specific activities; and (6) Miscellaneous suggestions and projects. Individual sections contain footnotes. [Best copy available has been provided.]

This bulletin is the eighth compilation of statistics on private commercial and business schools made by the Office of Education since 1900. The seventh, or preceding report, on this field of education was published for the year 1929. The effect of the economic situation on private commercial and business schools has been to reduce their enrollments, attendance, and activities by 1933 to the general level they were in 1905, a matter of 29 years ago. A drop in day enrollments of about 52 percent since 1929, with a drop of only 20 percent in teachers, has the apparent advantage for the students of giving a ratio of 1 teacher to every 18 students instead of 28 students as in 1929. Of the list of 1,826 schools canvassed in 1933, this report includes data for 651 schools, or 35.5 percent of the total. At least 275 schools went out of existence from 1929 to 1933 and 147 were organized. Schools seem to be most stable in cities of from 30,000 to 100,000 population. The level of the educational background of students entering private commercial and business schools is higher than in 1929. Only 66 percent had graduated from high school in 1929, whereas 77 percent had reached this level or beyond in 1933. A list comprising 1,826 schools was used for the purpose of this study. Of the 1,826 schools addressed by questionnaire, 661 schools in 45 States and the District of Columbia, as well as 7 schools in the outlying parts of the United States (Hawaii, the Philippines, and Puerto Rico), responded with data which could be used. (Contains 11 tables.) [Best copy available has been provided.]

For many years the Office of Education has collected and published statistics of private schools. In 1933 there were on the mailing list of the Office of Education 11,515 private elementary and secondary schools in the continental United States. There are, doubtless, more private schools, but no means are available for ascertaining the exact number. In the spring of 1933 an inquiry form was sent to all the private schools on the list in order to collect information for the regular report of the Office of Education. Replies were received from 8,455 schools. Of this number, 123 had closed and 35 had become colleges. Of those whose reports are used in this study, 582 were schools of secondary grade, 5,697 were for pupils below secondary grade, and 2,018 were schools having both elementary and secondary school departments. Of the 3,060 schools not replying, 2,277 were elementary schools, and 783 were secondary or both elementary and secondary. From the reports received supplemented by information secured from other sources, chiefly the National Catholic Welfare Conference, it is estimated that there are at least 2,324,281 elementary and 345,277 secondary school pupils in all private schools of the United States. In the schools reporting there were 68,307 elementary and secondary school teachers, distributed as follows: Elementary (including nursery and kindergarten schools)--49,132; Secondary--19,175. (Contains 17 tables and 3 footnotes.) [This bulletin was prepared with the assistance of Blanche K. Choate, Julia E. Isdell, and Rose Marie Smith. Best copy available has been provided.]

Acts by State legislatures affecting schools, colleges, and universities during 1933 and 1934 are reviewed herein. During this biennium the legislature of every State had one or more legislative sessions; all of them except Alabama had regular sessions. In approximately three-fourths of the States special sessions of the legislature were called. Moreover, many legislative and constitutional measures affecting education were referred to the people for their determination. This biennium, like the preceding two years, was marked by unusual legislative activity. Efforts to meet the strains produced by the economic crisis dominated the legislative scene. To relieve hard-pressed property owners, many legislatures lowered property tax levies. When this action left schools without sufficient income from local sources many legislatures increased the amount of State funds distributed for the support of schools. These funds were raised by recourse to new non-property tax sources, such as sales taxes and income taxes. Moreover, the legislature acted to reduce the cost of maintaining schools by cutting teachers' salaries, consolidating school administrative units, reorganizing State systems of higher education, extending State control over local school district budgeting, and other means. The central tendency of the legislative action in the past two years appears to be a vigorous extension of the principle of State responsibility for public education. Major legislative trends evident during the biennium are: (1) Extension of State control over administration of public education; (2) Revision of local school administrative organizations and functions; (3) Assumption by the State of wider responsibility for financial support of education; (4) Extension of State control over expenditures for public education; (5) Improvement or revision of methods of distributing State funds for schools; (6) Use of new taxes to raise money for schools; (7) Increased pressure to insure economy and efficiency in the operation of public schools; (8) Elimination of ex-officio members on State boards of education; (9) Coordination of work and functions of institutions of higher education within the respective States; (10) Extension of the practice of requiring tuition of students attending public institutions of higher education; (11) Extension of provisions for free textbooks for school children; (12) Insistence on better provisions for health and safety of school children; and (13) Improvement of facilities for Negroes in institutions for higher education. An index is included. (Contains 4 footnotes.) [Best copy available has been provided.

The "Educational Directory" is released in four parts as rapidly as the data become available. This first part of the 1935 directory, published by the Office of Education, focuses on State and county school officers. The contents include: (1) United States Office of Education; (2) Principal State school officers; and (3) County and other superintendents of schools. (Contains 15 footnotes.) [Best copy available has been provided.]

This report includes data on: 23,213 public high schools in the continental United States and on 164 high schools in the outlying parts of the United States. The material was scoured from information blanks sent directly to the principals of the various high schools and returned by them. In some cases where replies were not received from the principals, data were obtained from records available in the files of State departments of education. The term "high school" as here used refers to junior, senior, junior-senior, undivided, and conventionally organized 4-year high schools. "Secondary grades" is used to denote the last 4 years of any public-school system which issues a high-school diploma on completion of the course. This is admittedly an arbitrary definition of secondary grades, but it is one which has been followed through a number of years in biennial surveys and it therefore appears best to retain it. By reference to the list of tables the reader will discover that the first table is in the nature of a summary and the last table a report on material equipment. The other tables divide into four groups, namely: (1) Classification of schools according to size (tables 2 to 4); (2) Enrollments by type of school, grade, sex, urban and rural, white and Negro (tables 5 to 40;); (3) Number of graduates and their continuance in school (tables 41 to 44); and (4) Number of staff members (tables 45 to 52). Many of the tables are for certain types of schools or are otherwise limited to some special group of schools or pupils. Those which contain figures for total as distinct from partial situations are the following: 1, 2, 6, 7, 10, 41, 45, and 53. (Contains 62 tables, 4 figures, and 1 footnote.) [Statistical tables in this bulletin were prepared by David T. Blose. Best copy available has been provided.]

The publication each 2 years by the Office of Education of a statistical report dealing with the institutions of higher education leads an occasional reader to a misconception of the Federal Government's relation to higher education. There is no national system of higher education in this country. Except for the 69 land-grant colleges and universities, and the Army, Navy, and Marine training schools, the Federal Government exercises no administrative jurisdiction over any of the institutions of higher education. Whether or not an institution is to be regarded as a college for purposes of these statistical compilations depends upon certain arbitrarily chosen facts such as enrollment, accreditation, etc. Several fairly large groups of institutions which provide education at a level above the high school are not included in the compilations. Typical of these groups are private business colleges, private art schools, and schools specializing in training for certain healing cults not approved by the medical profession. In the statistical compilations found in this document, the data were gathered by means of two questionnaires--one on faculty, students, and degrees; and the other on receipts, expenditures, and property. These questionnaires were sent to all of the 1,465 institutions listed in the 1934 Office of Education Educational Directory. Of the questionnaires sent out, usable returns on the personnel blank were received from 1,418 institutions. For the questionnaire on receipts, expenditures, and property, 1,357 usable returns were received. This bulletin is presented in four parts, as follows: (1) Part I: General Findings and Interpretations; (2) Part II: Summary Tables for the United States; (3) Part III: Summaries by State; and (4) Part IV: Statistics Detailed for Individual Institutions. (Contains 43 tables and 6 footnotes.) [Best copy available has been provided.]

This report presents statistics of city public-school systems for the year 1933-34. It also presents, in connection with the text, data on certain points to show trends within the past 10 years, and especially within the past 4 years when the effects of the depression were being felt by the schools. In previous reports statistics for cities included in larger units for administration were estimated. Most of these cities, 241 in number, are in Florida, Louisiana, Maryland, and West Virginia. In these States, cities, with the exception of Baltimore, Maryland, and a few cities in Louisiana, are included in county systems. Detailed statistics are presented by population groups for each city having a population of 10,000 or more. Only totals for certain items are given, by States, for cities having a population of 2,500 to 9,999. Since statistics are not given for all items for group IV cities, most of the derived tables used in connection with the text contain data for only cities of groups I, II, and III. (Contains 3 figures and 49 tables.) [Best copy available has been provided.]

This summary brings together data from the various statistical chapters of the Biennial Survey of Education 1932-34. Each of these chapters deals with one field of education and has been published separately as part of Bulletin, 1935, No. 2, as follows: Chapter II. Statistics of State School Systems, 1933-34; Chapter III. Statistics of City School Systems, 1933-34; Chapter IV. Statistics of Higher Education, 1933-34; Chapter V. Statistics of Public High Schools, 1933-34; Chapter VI. Statistics of Private Elementary and Secondary Schools, 1932-33; Chapter VII. Statistics of Private Commercial, and Business Schools, 1932-33; and Chapter VIII. A Review of Educational Legislation, 1933 and 1934. (Contains 12 tables and 2 footnotes.) [Best copy available has been provided.]

The statistics presented in this report relate for the most part to the public elementary and secondary schools. In no case have the statistics of colleges, universities, and professional schools been included. A few figures are included, however, for kindergarten and private elementary and secondary schools. The information contained herein was furnished in 1934 by the State offices of education in 48 States, the District of Columbia, and the 8 outlying parts of the United States. This chapter includes the combined statistics for all the school districts within each of the States. However, in order to obtain statistics for places with less than 2,500 population, and generally regarded as rural territory, corresponding numbers from chapter III, Statistics of City School Systems, have been subtracted from the totals herein given. The statistics in this chapter include both white and Negro pupils. In a few tables the school wholly for Negro children have been treated separately. (Contains 12 figures and 58 tables.) [Best copy available has been provided.]

The "Educational Directory" is released in four parts as rapidly as the data become available. This bulletin, the third part of the 1935 educational directory published by the Office of Education, focuses on colleges and universities, including all institutions of higher education. Institutions are classified according to their offerings into six types: (1) College or university offering liberal arts; 4-year; degree-granting; (2) Professional or technological school--independently controlled; (3) Teachers college; 4-year; degree-granting; (4) Normal school; 2- or 3-year; does not grant degrees; (5) Negro institutions of all types; and (6) Junior college; 2-year; does not grant degrees. (Contains 5 footnotes.) [Best copy available has been provided.]

The "Educational Directory" is released in four parts as rapidly as the data become available. This bulletin, the second part of the 1935 educational directory published by the Office of Education, focuses on city school officers. It contains the following: (1) Principal City School Officers; and (2) Superintendents of Catholic Parochial Schools. (Contains 23 footnotes.) [Best copy available has been provided.]

It is the purpose of this survey to call attention to some of the more significant developments that have taken place in higher education between 1930 and 1936. It covers, to a considerable extent, the critical period of the economic depression and includes those years in which recovery and improvement in higher education have begun to be marked. It presents developments which have taken place during the period covered by the "Biennial Survey of Higher Education, 1934-36." The reaction of higher education to the depression is considered in some of its quantitative aspects in the statistical reports of the Office, but the results of the depression as it relates to education as a whole are considered in a separate chapter of the "Biennial Survey of Education." This bulletin is divided into eight sections, as follows: (1) The Harvard University Tercentenary; (2) Higher Education and the Economic Depression; (3) Administration and Control of Higher Education; (4) The Student Body; (5) The Teaching Staff; (6) College Organization and Instruction; (7) Graduate Study and Research; and (8) Professional Education. (Contains 11 tables and 39 footnotes.) [Best copy available has been provided.]

This report includes library statistics for both public elementary and high schools for the school year 1934-35. The data are based upon replies to a questionnaire, which was sent to 6,327 superintendents of city and county public schools in the continental United States. The items listed on the form called for replies representing totals for all of the schools under the supervision of the superintendents rather than for individual schools. In two instances, Delaware and North Carolina, data were supplied by officials in State departments of education. Since the titles of administrative heads of rural schools vary somewhat in the different States, the term, "county superintendent," for purposes of this report, includes county examiners in Arkansas, parish superintendents in Louisiana, district superintendents in New York and Utah, county commissioners in Michigan, division superintendents in Virginia, union or district superintendents in the New England States, and the State superintendent in Delaware for all schools outside of Wilmington. At the time the questionnaires were sent, 2,901 of the 6.327 school systems in the United States were designated as city systems; 3,180 as county, with rural schools only; and 246 as county unit systems, that is, systems in which both rural and urban schools are under one administrative head. The total number of usable replies received for the three types of school systems is indicated in Table 1. The contents of this bulletin include: (1) Data in this report; (2) Distribution of school systems; (3) Schools served by librarians; (4) Pupils served by centralized libraries; (5) Size of centralized libraries; (6) Number of volumes added to centralized libraries, 1934-35; (7) Librarians in centralized libraries; (8) Types of centralized libraries; (9) Administrative control of centralized libraries; (10) Income for school libraries; and (11) Expenditures for school libraries. The following are appended: (1) Forms used in collecting data; and (2) List of other publications of the Office of Education containing statistics on school libraries. (Contains 42 tables, 6 figures, and 4 footnotes.) [Best copy available has been provided.]

For the past decade the Office of Education has periodically compiled statistics dealing with special schools and classes for exceptional children. During that time the importance of adjusting instructional procedures to meet the needs of individual boys and girls has been increasingly stressed in the general philosophy of education. Inherent in this development has been the growth of special facilities for pupils whose mental or physical condition demands something different from the ordinary school curriculum. Residential schools have for many years taken care of extreme cases, and these they are continuing to serve, in many States with expanding facilities and enriched opportunities for the students enrolled. City schools, too, show a consistent growth in the extent of the program, even the depression failing to stem to any serious degree the advances that have been made. An index is provided.(Contains 27 tables and 9 footnotes.) [Best copy available has been provided.]

The statistics presented in this chapter were furnished by the State offices of education of the 48 States, by the District of Columbia, and by the 8 outlying parts of the United States. For the most part, these statistics relate to public elementary and secondary schools, although such data as were made available by the States are included in separate tables for private and parochial schools. Seventeen States and the District of Columbia maintaining separate schools for white and Negro pupils, supplied data permitting the presentation of Negro school statistics. Whenever possible, totals and averages for the Nation are included. Statistics from the outlying parts are included in several of the tables but are excluded from the totals. In no case have the statistics of colleges, universities, and professional schools been included. Data relating to and reflecting changes in enrollments, attendance of pupils, length of school term, income, expenditures, per capita costs, etc., have been basically considered for the statements and interpretations presented in the textual material. Significant trends for the States and the Nation and variations within and among States are pointed out for the biennium 1934-36 and for the 6-year period since 1930. (Contains 61 tables, 12 figures and 2 footnotes.) [Best copy available has been provided.]

This report presents statistics of city school systems for the school year 1935-36. prior to 1933-34 school statistics for cities included in county unit systems were estimated. Most of these cities are in Florida, Louisiana, Maryland, and West Virginia. Since the method of estimating school statistics for the cities included with the counties in these States was very unsatisfactory it was discontinued in 1933-34. A few data are, however, presented in tables 3 and 4 for the counties in which the cities are located. In eight cities, there is more than one school district. As in previous years statistics for each school district within a city are presented. The cities are divided into four population groups on the basis of the 1930 census. Group 1 includes 90 cities having a population of 100,000 or more with school systems of their own; Group II includes 211 cities having a population of 30,000 to 99,999 with school systems of their own; Group III includes 642 cities having a population of 10,000 to 29,999 with school systems of their own; and Group IV includes 1,948 cities having a population of 2,500 to 9,999 that maintain their own schools. Specific topics covered in this bulletin include: (1) Enrollments; (2) School attendance; (3) The school term and number of days attended; (4) Supervisory and teaching staff; (5) Pupil-teacher ratio; (6) Cost per pupil in average daily attendance; (7) Percentage distribution of the city school dollar; (8) Schools, school buildings, and property investments; (9) Bonded indebtedness of city school systems; (10) Night schools; and (11) Summer schools. (Contains 28 tables, 4 figures, and 1 footnote.) [Best copy available has been provided.]

This bulletin, presenting a statistical summary of education during the 1935-36 academic year, represents the first chapter of Volume II of the various statistical studies made during the biennium 1934-36 and published separately as advance pages of the "Biennial Survey of Education." Approximately 276,500 schools are included in the various kinds from which the Office of Education requests data in order to show the state of the Nation educationally and to have reasonably complete United States totals. The chief kinds of schools which do not report to the Office of Education are private schools or art and music and private trade and vocational schools. Statistical categories presented herein include: (1) Changes in Number of Schools; (2) Enrollment, 1935-36; (3) Significant Changes in Enrollments; (4) Changes in Enrollment and Population; (5) Number of Graduates; (6) Teachers; (7) Private Elementary Schools; (8) Public Secondary Schools; (9) Private Secondary Schools; (10) Higher Education; (11) Source of Income; (12) Expenditures for Public and Private Education; (13) Federal Expenditures for Education; (14) Value of Property and Endowments; (15) Public-School Libraries; and (16) School Survival Rates. (Contains 2 footnotes, 32 tables, and 3 figures.) [Statistical work done by Rose Marie Smith. Best copy available has been provided.]

The establishment of a parent-education program provides a way by which parents may get accurate information on the program and policies of the superintendent; it helps parents to improve their methods of guidance at home; and it shows them how, as a group and individually, they may cooperate successfully with school authorities in meeting school needs. Such a program for parents furnishes instruction in mental health or hygiene which will be of practical value in solving their own personal problems. This chapter has been prepared to answer inquiries of school administrators and others as to what constitutes a parent-education program, how and for whom it functions, what it costs, what it accomplishes, and what superintendents of schools think of parent education as they observe its progress in their own school systems. Specific information for this study was gathered through questionnaires which the Office of Education sent to superintendents of schools in 300 selected cities, each of whom had expressed an interest in parent education or had reported that projects were already established in their schools. In addition, 13 cities having parent-education work were visited by the staff members in charge of parent education in the Office of Education. During these visits conferences were held with superintendents and directors in charge of the work, and through first-hand observation of methods and practices interpretations have been made which would not have been possible otherwise. Information presented in this chapter was further amplified through correspondence and printed reports. Sections within the chapter include: (1) Purposes and Activities of Parent Education Programs; (2) Characteristics of Parent Education Programs; (3) Inauguration of a Program of Parent-Education; (4) Outcomes of Parent Education Work Seen by City Superintendents of Schools; (5) Summary; and (6) Reference Materials Prepared within State or Local Programs of Parent Education. The superintendent questionnaire on parent education in city school systems is appended. (Contains 10 footnotes.) [Best copy available has been provided.]

Developments in adult education during the past few years have attracted general public interest. Reports, based upon scientific studies, that the ability to learn efficiently continues until late in life, were given widespread dissemination. The significance of this fact for education was readily comprehended not only by schoolmen but by the lay public. This together with a combination of conditions arising out of the depression which emphasized the needs for adult education, and at the same time provided favorable opportunities for organizing programs to meet the needs, resulted in a stimulation to adult education heretofore unexperienced. This survey report reviews develop merits in adult education, and from an analysis of current practices and prevailing thought, summarizes trends and indicates a developing philosophy underlying the determination of objectives and programs. It is believed that it will not only be valuable to workers in this specific field of education, but owing to the fact that it gives consideration to adult education as a part of a complete program for an educated citizenry, it will be of interest to school administrators and professional persons who are in a position to influence educational thought. The chapter is divided into the following sections: (1) Foreword; (2) Recency of the adult education movement; (3) Determination of needs for adult education; (4) The philosophy of education for adults; (5) Continuing ability to learn; (6) Emergency education program; (7) Education in the CCC camps; (8) Vocational education for adults; (9) Civilian rehabilitation (federally aided); (10) Workers' education; (11) Parent education; (12) University extension; (13) Prison education; (14) Adult civic education through public forums; and (15) Conclusion. (Contains 14 tables and 45 footnotes.) [Best copy available has been provided.]

The purpose of the Biennial Survey of Education in the United States is to present to the people of this Nation a picture, as complete and accurate as possible, of the many types of education they finance, administer, and maintain. But this isolated picture is not enough. The worth, activity, and progress of any system of schools are relative matters and must be shown along with like phases of other systems to provide sane conceptions and sound bases for judgments. To afford such bases for comparisons the Office of Education has throughout its existence published in its annual reports, biennial surveys, bulletins, and pamphlets, accounts of education in other countries. This chapter of the Biennial Survey for 1934-36 is in continuation of that policy. It attempts to point out the differing directions in which education in other countries has been going in the past decade in the hope that from them we in the United States may be better able to select the educational paths that will lead in this country to the strengthening and perpetuation of good ways of living. Sections include: (1) Europe; (2) Asia; (3) Africa; (4) Australia; (5) The Western Hemisphere; and (6) International Congresses and Conferences. (Contains 23 tables and 45 footnotes.) [Best copy available has been provided.]

It is the purpose of this chapter to show some of the more outstanding tendencies and examples of legislation affecting education in the United States during 1935 and 1936. During these years the legislature of every State had one or more legislative sessions, and, in addition, special sessions were called in many States. Moreover, many legislative and constitutional measures affecting education were referred to the people for determination. The three most significant tendencies in legislation affecting education during the 2 years reviewed here are toward: (1) Increased State responsibility for the support of public education; (2) A strengthening of State instrumentalities of control over education; and (3) The establishment of minimum State-aid foundation programs of State-wide application. (Contains 1 footnote.) [Best copy available has been provided.]

During the period when the economic depression was most serious having the effect upon schools, the Office of Education presented relevant data in a number of different publications. This chapter of the Biennial Survey of Education reviews the most significant findings in those publications and draws them together as a permanent report of some of the most important effects of subnormal economic conditions of the period upon the schools. The lack of similar information of previous depressions made it evident that such a record is desirable. Other chapters in the Commissioner's Biennial Survey, while not treating this problem specifically, will, nevertheless, indicate trends with respect to elementary, secondary, and higher education during the past several years, and will show what rebuilding and reorganization have followed the depression. This chapter also shows a number of new developments which are worth careful appraisal. This chapter is divided into two parts: (1) Public elementary and secondary schools; and (2) Colleges and universities. Individual parts contain footnotes. (Contains 35 tables.) [Best copy available has been provided.]

This chapter reviews the educational situation in rural and other sparsely settled areas as well as the major developments in education since 1928 when the Office of Education reviewed trends in rural education for the biennium 1927-28, following a series of similar reviews. It is prepared in conformity to the changed policy of the Office of including, in its biennial survey, periodical reviews of certain phases of education covering a period more extended than one biennium, which will be followed in the future. An adequate understanding of the educational situation in sparsely settled communities at the present time and of major trends in education which have developed in recent years will, it is believed, be facilitated somewhat if certain important problems concerned are considered, first, in terms of the number of children involved; expenditures for their education; the number of qualified or under qualified teachers concerned with their education; and the like. As a background, therefore, for the discussion of the major trends in education to which this chapter is devoted, certain statistical information with some interpretation of its meaning and significance is considered at the beginning. This chapter is divided into the following sections: (1) The Significance of Education in Sparsely Settled Communities; (2) The State and the Rural Schools; (3) Organization for Local Administration and Support; and (4) Some Newer Practices in Education Outside of Cities. (Contains 4 tables and 73 footnotes.) [Best copy available has been provided.]

Education in the United States faces important problems in the large and increasing enrollments in secondary schools, in the wide variety of interests and the extensive range of capacities represented in the pupils coming to these schools, and in the peculiar needs by pupils of early adolescent age for advice and guidance on social, moral, educational, and vocational issues which they imminently must decide, no matter how inadequately prepared they may be to make the needed decisions. Moreover, since the end of the compulsory school age usually comes within the secondary school period, pupils are withdrawing at all times, thus placing a demand for flexibility in the courses such as is required at no other level. In its effort to record basic facts regarding the development of secondary education through the years the Office of Education includes data on secondary schools in the chapters entitled "Statistics of State School Systems" and "Statistics of City School Systems" which appear in every issue of the Biennial Survey of Education. Quadriennially in the same publication appear chapters on Statistics of Public High Schools and Statistics of Private High Schools. The present chapter on "Trends in Secondary Education" is included to provide opportunity for discussion of significant movements and undertakings which do not lend themselves appropriately to analyses so exclusively statistical in character as those previously mentioned. This chapter was written principally by Carl A. Jessen, senior specialist in secondary education. Certain sections of the chapter were prepared by other members of the Office staff. These contributions are indicated by footnotes at the appropriate places in the chapter. The subjects of the sections and their authors are as follows: (1) Exceptional Pupils (Elise H. Martens); (2) Vocational Education (C. M. Arthur); (3) Small High Schools (Division of Special Problems); (4) Tests and Measurements (David Segel); and (5) Guidance (Maris M. Proffitt). (Contains 5 tables and 37 footnotes.) [Best copy available has been provided.]

This review of elementary education is planned for those who for a brief time would like to dissociate themselves from the ongoing program, to stand aside and view it analytically, particularly in some of its quantitative elements. There are three major sections; First, a brief statement of some outstanding characteristics of elementary education today; next, an analysis of some of the major problems which elementary schools face; and last, answers to more than 60 often-asked questions of statistical fact about elementary education. It is hoped that the material thus presented will be of assistance to the many persons who are interested in the elementary schools--in the children they serve, in the teachers, in the kinds of changes taking place in the school program. An index is included. (Contains 2 footnotes.) [Illustrations in this document were drawn by William Thompson. Best copy available has been provided.]

The Seventy-first Congress authorized a survey of the education of teachers on a Nation-wide scope which has been conducted during the last 3 years. This document on the education of Negro teachers in the United States comprises the fourth in a series of six volumes in which the survey findings are reported. The data in this volume present the most recent and the most comprehensive picture of the educational preparation and present status of Negro teachers in public schools in the States in which separate schools for Negroes are maintained. Information is presented in eight chapters: (1) introduction, providing a general statement and description of the present study; (2) elementary teachers--their professional preparation, experience and tenure, salary, and supply and demand; (3) secondary school teachers--their professional preparation, experience, teaching load and subjects taught, and salaries of Negro high school teachers; (4) the college staff--their educational level, experience and tenure, teaching duties, community contacts, publications, salary, and administrative officers; (5) curriculum offerings and practices in the preparation of Negro teachers--semester credits, curricula, and problems and issues; (6) content and methods of teaching representative courses; (7) certain administrative practices and policies in institutions for the education of Negro teachers--size, admissions and enrollments, curriculum policies and practices, special curriculum features, practice teaching, extracurricular activities, and educational aims and issues; and (8) findings, conclusions, and recommendations--concerning teaching personnel, curriculum offerings and practices, and administrative practices and policies. The facts presented should serve as the basis for the development of State programs for the better preparation of Negro teachers with resulting improvement in public school opportunities for this group. (Contains 183 footnotes, 77 tables, and 7 figures.) [Best copy available has been provided.]

The Seventy-first Congress authorized a survey of the education of teachers on a Nation-wide scope. The board of consultants and the associate director were appointed in July 1930. The Survey was organized and its scope determined by October of that year. The next 2 years were spent in gathering data and the time since then in preparing, editing, and publishing the findings. The Survey report is contained in six volumes. The first five volumes contain the results of the special investigations with the interpretations and recommendations of the Survey staff members responsible for each study. This volume, the sixth in the series, combines a summary of the studies plus an interpretation of the teacher-training situation in this country. It is divided into five chapters, as follows: (1) Introduction--Scope and Purpose of the Survey; (2) Raising the Level of Education of American Teachers; (3) Making the Preparation of Teachers More Professional; (4) Controlling the Demand for and Supply of Public-School Teachers; and (5) The Education of Teachers in the United States--Principles and Problems. (Contains 50 footnotes, 7 tables, and 4 figures.) [Best copy available has been provided.]

The Seventy-first Congress authorized a survey of the education of teachers on a Nation-wide scope, conducted during the last 3 years. After the work of the survey was organized it was apparent that only a limited number of studies could be undertaken with the time and funds available. It was decided, therefore, to cooperate whenever possible with individuals and organizations at work on any of the problems in the education of teachers which were not included for extensive treatment in the survey. In this way the scope of the survey was greatly extended and a number of very important problems were studied intensively which otherwise would have been omitted. This document consists of nine parts: (1) History of the professional education of teachers in the United States; (2) The education of teachers evaluated through measurement of teaching ability; (3) Student welfare and extracurriculum activities; (4) Library facilities of teachers colleges (compared with a selected group of liberal arts colleges); (5) Reading interests of teachers; (6) In-service education of teachers; (7) The preparation of teachers for small rural schools; (8) The training of teachers in Europe; and (9) Summary of cooperative studies in the education of teachers. Individual chapters contain footnotes. (Contains 147 tables, 1 figure, and 2 charts.) [Best copy available has been provided.]

Of the problems attracting attention in the education of teachers, more are connected with curricula than with any other phase. Curricula for the preparation of teachers are diverse, and their revision should be made in the light of all available information. This survey gave special emphasis to an analysis of existing curricula for educating teachers and attempted to assemble the judgments of authorities in this field upon curriculum policies. This volume, the third of six, presents material in seven segments. Part I, Introduction, includes: (1) the plan and scope of curriculum studies; (2) the expanded program and scope of teacher education; and (3) admission and selection of prospective teachers. Part II, Curricula of Normal Schools and Teachers Colleges, covers: (1) objectives and functions of teacher education; (2) curriculum policies and practices in teachers colleges and normal schools; (3) curriculum patterns and their operation; (4) fields of specialization; (5) professional studies and treatment of subject-matter materials; (6) general education; (7) elections and prescriptions; (8) faculty personnel in representative courses; (9)content and method of representative courses; and (10) summary and recommendations. Part III, Teacher Education Curricula in Universities, Colleges, and Junior Colleges, describes: (1) teacher education aims of universities, colleges, and junior colleges; (2) curriculum practices and policies in the education of teachers; (3) the general curriculum patterns; (4) the general educational background of the teacher; (5) specialization and differentiation for teaching; (6) the courses in education; (7) electives and prescriptions; (8) institutional innovations and curriculum trends in subject fields; (9) the graduate curriculum for teachers; (10) instruction in representative courses; (11) curriculum issues; and (12) proposal and recommendations with special reference to the education of teachers in universities, colleges, and junior colleges. Part IV, The Training School in the Education of Teachers, includes: (1) nature of practice courses offered in different curricula; (2) policies, requirements, activities, and coordination practices; and (3) summary and recommendations. Part V, Summer Sessions for Teachers, addresses: (1) introduction: purposes of summer sessions; (2) calendar, enrollments, and financial and business policies; (3) the summer session staff; (4) curriculum trends and summer session training schools; and (5) summary and recommendations. Part VI, Graduate Work in the Education of Teachers, covers: (1) control, development, and present scope of graduate work; (2) views of authorities on mutual influences of the schools of education and the undergraduate school of education; and (3) doctors' degrees in education. Part VII, Educational Philosophies Held by the Faculty Members, includes: (1) the major issues and their meanings; (2) the findings and their interpretation; and (3) social philosophies. Appended are: (1) Figure 1--Relative emphasis to various aims of an index of emphasis by different types of higher institutions; Figure 2--A comparative study of the reaction of certain faculty groups on curricular proposals relating to the education of teachers; and Table A: Summary of institutional policies in teachers colleges and normal schools; (2) Table B1--Size of prescriptions according to a catalog analysis of 66 teachers colleges and normal schools; and Table B--The pattern of work taken by graduates of 20 teachers colleges; (3) Table C1--The Pattern of prescriptions according to a catalog analysis of 57 colleges and universities; and Table C--The patterns of work taken by 1,771 prospective teachers graduating from 24 colleges and universities; (4) Teachers' Views on Some Problems in General Educational Theory; and (5) A Social Study (Manly H. Harper) (Contains 185 footnotes, 127 tables, 14 figures, and 9 charts.) [Best copy available has been provided.]

In 1930 a number of organizations interested in teacher preparation asked for a survey by the Federal Government in order to secure usable information applicable to the larger problems of teacher education. Congress subsequently appropriated funds for this investigation, and the survey extended from July 1, 1930 to June 30, 1933. The first section in the survey which could be prepared for publication was the Selected Bibliography which constitutes this volume. This classified, annotated bibliography concerns itself with the education of teachers, rather than with teaching, up to June 1932. Topics include: (1) General references on the education of teachers; (2) Accrediting and standardizing; (3) Administration and organization; (4) Buildings and equipment; (5) Business and finance; (6) Comparative education of teachers (foreign countries); (7) Curricular and instructional provisions for teacher preparation; (8) Evaluation of the education of teachers; (9) History of the education of teachers; (10) In-service education of teachers; (11) Personnel--faculties; (12) Personnel--students; (13) Personnel--Public-school teachers and administrators; (14) Placement and selection of teachers by administrators; (15) Surveys and comprehensive studies of the education of teachers; and (16) Unclassified references. An author and a subject index are included. [Best copy available has been provided.]

The Seventy-first Congress authorized a survey of the education of teachers on a nationwide scope which has been conducted during the last 3 years. According to the Authorization Act, the National Survey of the Education of Teachers was to study "the qualifications of teachers in the public schools, the supply of available teachers, the facilities available and needed for teacher training, including courses of study and methods of teaching." This volume, the second in a series of six volumes, presents data in three segments. Part I, Teacher Personnel in Public Schools of the United States, covers: (1) the purpose and scope of the teaching personnel study; (2) age, sex, marital status and teaching experience; (3) extent, source, and nature of the education of teachers; (4) subjects taught by high-school teachers; (5) supply and demand studies; and (6) recommendations. An appendix to Part I contains 23 tables. Part II, Student Personnel--Prospective Teachers, presents: (1) introduction and scope of the study; (2) personnel data about the student groups; (3) college career data about students and their families; (4) residential and precollege educational data about students; (5) national and occupational backgrounds of students' families; and (6) summary and recommendations. Lastly, Part III, Staff Personnel of Institutions of Higher Education, describes: (1) purpose and scope of the study; (2) academic rank, age, sex, marital status, and provision for old age; (3) education and teaching experience of faculties; (4) salaries in institutions of higher education; (5) teaching and service load of faculty members; (6) professional growth and activities of staff members; (7) teaching staff of practice-demonstration schools; and (8) recommendations. (Contains 23 footnotes and 101 tables.) [Best copy available has been provided.]

This bulletin provides the seventh chapter of the Biennial Survey of Education, 1930-32, which has been published in separate chapters dealing with specific segments of the educational system. The purpose of this publication is to make available information on educational legislation enacted during 1931 and 1932. Probably in no previous biennium have there been more legislative sessions among the American commonwealths. During this period every State had a regular legislative session, and the governors of approximately three-fourths of the States called their respective legislatures into special session to wrestle with the serious problems growing out of the economic depression. Legislative activity relating to education during this period attained unusual prominence. Every State legislature was confronted with the vital and difficult problem of securing adequate educational facilities in the face of diminishing public revenue. The task of analyzing and reviewing legislation enacted during this unusual period present unusual difficulties. Numerous enactments affecting education are found to be considerably involved and include many implications which have been perplexing even to school authorities within the respective States. Owing to the necessity for brevity and the multiplicity of enactments relating to education, only these certain phases or subjects are here reviewed: (1) State administrative organization; (2) State school support; (3) Local school administration; (4) Efficiency in the business management of schools, budgets, etc.; (5) Teachers; (6) Teacher institutes; (7) School attendance; (8) High schools; (9) Tuition and transportation; (10) Textbooks; (11) Curriculum; (12) School health and safety; (13) Kindergartens; (14) Adult and vocational education; (15) Handicapped and dependent children; and (16) Educational surveys. An index is included. (Contains 5 footnotes.) [Best copy available has been provided.]

This bulletin provides the sixth chapter of the Biennial Survey of Education, 1930-32, which has been published in separate chapters dealing with specific segments of the educational system. This document explores the impact of the economic depression on the education of exceptional children. Special day schools and classes for exceptional children are thus far holding their own and in some aspects even making significant progress. Curtailments have been made in a number of cities, but so also have additions been made in other cities, while the large majority of school systems are holding their programs steady. The situation as it has developed within the past 2 years in various phases of special education is more specifically described in this report under three main topics: (1) general considerations; (2) city day schools and classes; and (3) residential schools. Under the first of these, some of the significant developments in the field will be pointed out. The two remaining sections present statistical data, with brief discussion of the same. (Contains 20 footnotes, and 17 tables.) [Best copy available has been provided.]

Reports made to the Office of Education by State departments of education show an enrollment of 21,278,593 children in elementary schools during 1929-30. Between two and three million other children attend private elementary schools. Estimates for the year 1929-30 put the total private elementary school enrollment at 2,255,430. The Department of Education of the National Catholic Welfare Conference reports 2,222,598 pupils enrolled in the elementary schools that are affiliated with the Roman Catholic Church. Evidently about 1 elementary school child in every 10 in this country goes to a private school. This study was made with a view to securing actual enrollments and additional information concerning the education of these more than two million children who attend private elementary schools. A questionnaire was sent by the Office of Education to more than 9,000 private elementary schools for which names and addresses could be obtained. Replies were received from 6,815 schools, including 592 nonsectarian schools, 269 affiliated with Protestant denominations, and 5,954 Roman Catholic schools. In these replies the actual enrollment by individual schools totals 1,802,947 pupils, or 79.5 per cent of the number estimated by this office from various reports. Whereas the estimates previously reported by this office gave only enrollments, this inquiry secured such information as the types of administrative control of private elementary schools, the number of teachers employed in them, the enrollments by grade and sex, and the length of school term. (Contains 7 tables.) [Best copy available has been provided.]

This bulletin provides the second chapter of the Biennial Survey of Education, 1930-32, which has been published in separate chapters dealing with a segment only of the educational system. The statistics presented in this report document city public schools for the school year 1931-32. The cities are divided into four population groups on the basis of the 1930 census: (1) 93 cities having a population of 100,000 or more; (2) 236 cities having a population of 30,000 to 99,999; (3) 672 cities with a population of 10,000 to 29,999; and (4) 2,157 cities with a population of 2,500 to 9,999. The 1930 census data for populations were not available at the time the tables were made for the statistics of city school systems, 1929-30; therefore, the present report is the first to be organized on the basis of city sizes as reported in the 1930 census. Gross figures for a group in 1931-32 are not exactly comparable with given figures for 1929-30. Therefore, comparisons with previous bienniums, especially those relating to expenditures, have been made on the basis of the number of pupils in average daily attendance. The text has been prepared to show changes in enrollments, average attendance, length of school term, pupil-teacher ratio, school facility and property investments, income, expenditures, per capita costs, etc. during the biennium 1931-32 to indicate significant trends and the variations that exist among the States. (Contains 2 footnotes, 40 tables, and 6 figures.) [Best copy available has been provided.]

There are nearly twice as many nurses in training now in the United States as there were 11 years ago, according to reports made to the Office of Education by the nurse-training schools for the year 1930-31. More than 100,000 student nurses were reported enrolled by a total of 1,844 schools. The Office of Education sent inquiry blanks to a total of 1,925 schools listed in the hospital number of the "Journal of the American Medical Association" and other sources. Statistics on training of nurses were last collected by the Office of Education for the year 1926-27. This chapter of the Biennial Survey of Education in the United States provides statistical data in the following categories as they relate to nurse training in the 1930-31 academic year: (1) Schools; (2) Students; (3) Graduates; (4) Length of course; (5) Educational requirements for admission to nurse-training courses; (6) Minimum age required for admission; (7) Number of hours of duty required daily; and (8) Remuneration. (Contains 8 tables.) [Prepared in the Division of Statistics. Best copy available has been provided.]

The statistics presented in Chapter I of this report relate entirely to the public elementary and secondary schools in State school systems, with a few figures included for kindergarten and private elementary and secondary schools. The information contained herein has been furnished by the State offices of education in 48 States, the District of Columbia, and the 8 outlying parts of the United States, in 1932. This chapter includes the combined statistics for all the school districts within each of the States. However, in one section of the report an attempt is made by subtracting from the totals the corresponding numbers found in Chapter II, Statistics of City School Systems, to obtain statistics for places having a population of less than 2,500 or for what is generally regarded as rural territory. The statistics in this chapter include both white and Negro pupils. In a few tables the schools wholly for Negro children have been treated separately. The text has been prepared to show changes in enrollments, length of school term, average attendance, income, expenditures, per capita costs, etc. during the biennium 1930-32 to indicate significant trends and the variations that exist among the States. (Contains 3 footnotes, 55 tables, and 13 figures.) [Best copy available has been provided.]

This bulletin includes the Preface to the biennial survey covering State school systems' statistics. The Preface presents a summary that brings together data from the various statistical chapters of the Biennial Survey of Education, 1930-32, each of which deals with a segment only of the educational system. (Contains 8 tables, and 1 footnote.) [Best copy available has been provided.]

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.]

The handling of this survey was intrusted to Dr. Leonard V. Koos, of the University of Chicago. With great skill he has, working on a full-time basis during his free quarters from the University of Chicago and part time during other quarters, brought it to a conclusion. This manuscript was prepared by Helen M. Eddy, associate professor of romance languages in the University of Iowa. She obtained 207 courses in foreign language all, dating since the appearance of the Classical Report in 1924. These show the effects of the Classical Report on the study of Latin, and to a lesser extent of the Modern Foreign Language Study on the other foreign languages. Doctor Eddy also visited 263 classes, of which 82 were in Latin or in general language and 181 in modern foreign language. Usually the work in the language field was in some confusion due to the efforts of teachers to put into effect the recommendations of these two great surveys. In some instances the chief concern was to get classes ready for college-entrance examinations or for the New York Regents examinations. Latin courses were, however, usually being made to conform to the Classical Report. Less emphasis was given to grammar in the first year and less stress placed upon reading of classical authors in the later years. In the modern foreign languages much more attention is now given to reading the language. Exercises needed for writing it and practice in speaking the foreign tongue are both subordinated to the reading aim. Courses in general language offered to junior high school pupils were found in 16 States. Twenty-three States had no such courses and 10 States did not reply to the questionnaire. This monograph contains the following chapters: (1) Modern foreign languages; (2) Latin; and (3) Foreign language in the junior high school. Individual chapters contain footnotes. [Best copy available has been provided.]

The purpose of this investigation is twofold: First, the portrayal of the present situation in numerous phases of secondary-school athletics; and second, the presentation of suggestive materials gleaned from an intensive study of schools having especially promising practices in the phases studied. Stated more specifically, a few of the purposes of the study which will indicate also some of the phases investigated, are as follows: (1) To discover and study noteworthy plans for the administration and supervision of secondary-school athletics; and (2) to study intensively especially promising methods for the financial control of secondary-school athletics; (3) to make special studies of secondary schools in which intra-mural and interscholastic athletics are phases of the program of physical education; and (4) to study practices in secondary schools where certain problems relative to athletics appear to be dealt with successfully. It was impossible under the limitations of the National Survey of Secondary Education, and it was not the intention of the survey staff, to make a comprehensive study of the present status of athletics in secondary schools. As will be pointed out later, the schools included in this investigation do not represent a random sampling of secondary schools for the United States. Rather, in practically all cases, schools were included for study because they had been cited as doing outstanding work in the field of athletics. (Contains 32 tables and 1 footnote.) [Best copy available has been provided.]

In order that we may know where we stand in secondary education, the membership of the North Central Association of Colleges and Secondary Schools four years ago took the lead in urging a study. When the members of a committee of this association appeared before the Bureau of the Budget in 1928, they received a very courteous hearing. It was impossible, so the Chief of the Budget of Bureau thought, to obtain all the money which the commission felt desirable; with the money which was obtained, $225,000, to be expended over a 3-year period, it was found impossible to do all the things that the committee had in mind. It was possible, however, to study those things which pertained strictly to secondary education, that is, its organization; its curriculum, including some of the more fundamental subjects, and particularly those subjects on which a comparison could be made between the present and earlier periods; its extracurriculum, which is almost entirely new in the past 30 years; the pupil population; and administrative and supervisory problems, personnel, and activities. This manuscript has to do with extracurriculum activities which are nonathletic. The authors attempted to find out what extracurriculum activities there were and what, if any, the carryover influence into later life was on those participating. They examined four high schools within 50 miles of Chicago. These were the only schools among 50 sampled which could produce student publications of the period before 1918. From these publications data were secured on student activities in all four schools during the period 1913-1930 and in some of the schools for earlier years. Tabulation was also made of returns on a check list on extra-curriculum activities of the nonathletic type received from 224 schools. Later 24 of these schools were visited by the surveyors and a check list was used to secure more detailed information on a number of additional items considered important. An effort was made to ascertain the influence of these activities on later activities in college or in adult life. No conclusive findings are reported, largely because of lack of records. Data for 529 graduates of a private secondary school, however, show in 42 per cent of the cases a carry-over value of interest in extracurriculum activities from secondary school to college. Data from 293 graduates of a public high school are also reported. Individual sections contain footnotes. (Contains 84 tables and 22 figures.) [Best copy available has been provided.]

This investigation of the teaching of science in secondary schools is based upon the analysis of 58 courses in general science, 45 courses in biology, 27 courses in physics, and 30 courses in chemistry. The courses were obtained from schools in response to a request from the Office of Education for courses which had been revised since 1925. Some courses were also secured from the Division of Research of the National Education Association. Twenty-six States are represented by one or more courses of study. In addition to the data obtained from the courses of study, visits were made to schools in 14 cities in various parts of the United States. Fifty-five classes were visited. The purpose of the classroom visiting was twofold: (1) To discover the extent to which the courses of study actually functioned in dictating the subject matter presented and the technique of instruction employed; and (2) to discover promising innovations in classroom technique. Most of the visits were made to cities in which revised course outlines had been prepared. Individual sections contain footnotes. (Contains 8 tables.) [Best copy available has been provided.]